2008 Annual Program Review

2008 Annual Program Review

Construction Technology: Historic Preservation and Restoration Technology (HPRT)

2008 Annual Program Review Update

Program/Discipline: Construction Technology: Historic Preservation and Restoration

Technology

Submitted by (names): Bill Hole

Contact Information (phone and email): 476-4353 and bill-hole@redwoods.edu

Date: 10/21/08

1. Program/Discipline Changes

Has there been any change in the status of your program or area since your last Annual Update?

(Have you shifted departments? Have new degrees or certificates been created by your program?

Have activities in other programs impacted your area or program? For example, a new nursing program could cause greater demand for life-science courses.)

Note: curricular changes should be addressed under 12 (Curriculum).

No (go to next question)

Yes Describe the changes below:

I prepared the CT:HPRT A.S. Degree application in Spring '08 as a result of Fall

'07 knowledge that the job had never been started 5-years prior by appropriate administrative staff. The application was presented at the North-Far-North

Consortium June '08 meeting, and forwarded to the Chancellor's Office for approval.

Approval was granted in October and HPRT was granted a unique program code

#18737 under the 0952 T.O.P code.

As a result of the Fall '07 discovery of failed degree/certificate applications to the

CCCCO, HPRT Certificate of Completion (1996 inception) was reduced to a

Certificate of Recognition until an application is prepared and submitted. This is anticipated for completion by Spring 09 semester.

Another impact that will affect all CT programs is the Sustainable/Green movement that the State of California is ramping up. Attendance and the October 2008

2. Program/Discipline Trends

Refer to the data provided (data link is located at http://inside.redwoods.edu/Assessment/ProgRev/InstructionalProgramReviewData.asp

) and describe the trends in enrollment, retention, success rates, and student demographics. If applicable, describe how changes in these areas are impacting your discipline and describe efforts within your area to address these impacts.

Community College Green Building Summit confirms that funding and curriculum development resources will be available for CT programs who help develop the future of this industry. Since HPRT is a program that revolves itself around building reuse and rehabilitation, it is anticipated that during the next year, changes will be made to support this new trend.



Year

HPRT Enrollment Data

Census Enrollment % Success V2 Retention

Year

Construction Technology TOTAL Enrollment Data

Census Enrollment % Success V2 Retention

HPRT Students represent portion of CT Program:

2005-06 19.1%

2006-07 13.2%

2007-08 18.9%

CT Total Enrolments HPRT Enrollment

900

800

700

600

500

400

300

200

100

0

1 2 years

3

HPRT as an effective and innovative program is attracting an older population base

(avg. 35 yr. old) and recognizably more are coming to CR with Baccalaureate and Master degrees as well as job retraining. HPRT is attracting career professionals coming for professional development with job advancement goals by seeking the one-year certificate.

More students are moving to Eureka to enroll in this program, as it is only one of three established nationwide that offer the degree and certificate options in this focused field.

Women occupy about 50% of the student population and this keeps increasing.



Enrollment has slowly been growing and is relative to faculty driven marketing strategies. Depending on courses, retention is within the 70 – 90% range. Student completers generally succeed in the 80 – 95% grade range (refer to #11 below).

There is a growing interest in building reuse with the increase of sustainable and Green building technology. This is an area of growth that will affect this programs future that we will be able to document as student surveys are processed in future semesters.

Consistent with student population decline, campus-wide, degree and certificate award trends have decreased over the last five-years.

HPRT as a program has been increasing student enrollment and certificate/degree awards in the same time period.

CT: HPRT Associate of Science Degrees awarded

2003/04 2004/05 2005/06 2006/07 2007/08

0 0 1 1 1

CT: HPRT Certificates of Completion awarded (in total, over 25 certificates have been awarded since 1997, yet no accurate data is available at this writing)

2003/04 2004/05 2005/06 2006/07 2007/08

0 1 1 3 6

Also refer to #8 for following:

Marketing - I have personally been marketing on a regular basis, by writing articles in the local newspapers, inviting newspaper and TV media to cover Field School projects and to list HPRT courses in newspaper prior to each semester. Also, I produced a marketing DVD in 2007 and have been successful in distributing to students who inquire about the program and at various national conferences, along with local H.S. counselors. I hang flyers up around CR and HSU campuses and leave in coffee shops and Lumberyards prior to semesters for further marketing.

The Construction Technology web site has not been upgraded for years and I struggle with requests for support and assistance. This has become a key source of students learning about HPRT at CR, yet the site continues to lack the staff support to maintain current updates. I keep trying.

3. Labor Market Review (for occupational programs)

Occupational programs must review their labor market data. Links to various reports and information, as well as instructions on how to create program-specific reports, can be found at http://www.redwoods.edu/District/IR/Reports/LaborMarket.asp

. Institutional Research (IR) is available to help with surveys and reviews. All survey data (whether collected by your program or the institution) should be sent to IR to be kept on record. a. Meets a documented labor market demand, b. Does not represent duplication of other training programs (in the region), and c. Is of demonstrated effectiveness as measured by the employment and



completion success of its students.

College of the Redwoods recognizes an institutional need for workforce or vocational preparation and training. Career Technical training outcomes have become a critical aspect of grant language both at the national and state levels.

As the only training program of its kind in California, HPRT has been meeting labor demands in the area of reconstruction and building reuse (Rehabilitation). The broad areas of program training focus on an educated workforce that allows program completers the ability to compete with industry jobs that require accurate analysis, building system knowledge, craft/trade experience with hand and power tools, and creative design work to reuse existing buildings as to meet current sustainable community redevelopment goals.

Center of Excellence Industry Overview Report summary:

• Construction demonstrates a 13% job growth and average $45,000 annual income between

2006 and 2016

• 7.6% of Regional Jobs and 6.2% of Statewide jobs are in Construction note: data if gathered from California Labor Market Information Department

Humboldt County Workforce Investment Board Report Summary:

The North Coast’s targets of opportunity are the region’s most promising areas for economic and workforce development, focusing on the highest growth sectors in terms of jobs, wages, and firms since 1990.

Building and Systems Construction and Maintenance is ranked the second largest of the six identified Targets of Opportunity

Building and System Construction and Maintenance is the second largest of the “Targets of

Opportunity”, employing 4,365 across the five county region. It has added jobs at almost three times the rate (22%) as the region as a whole (8%) over the 1990-2004 period. It pays an average wage that is about 10% higher than the regional average of $28,142. Real wages also grew at a much faster rate (14%) than the regional average of 6%.

Industry

NAICS Code & Industry Sector

2383 Building Finishing Contractors

2361 Res. Building Construction

Employment

1990-2004

452 615

Wage Avg.

1990-2004

$24,894 $ 28,143

1587 1543 $19,549 $ 29,218

Avg.

Growth

2.2%

-0.2%

2389 Other Specialty Trade 179 308 $22,565 $ 28,609

5617 Services to Buildings and Dwlngs. 614 945 $17,693 $ 28,230

4.0%

3.1%

A focus group of employers in Building and Systems Construction and Maintenance identified the following major reasons why this target of opportunity has grown in the North Coast region:

• The needs to replace, repair, or upgrade aging infrastructure and housing stock has spurred growth

• in this area.

Population growth from natural increases, an influx of retirees (including retired “empty nesters”) and affluent residents from other regions who are attracted to the quality of life of the North Coast and want to build or upgrade homes (or 2 nd

homes) has fueled growth.



•

•

Sustainable building practices and Green Building growth will stimulate a greater need to train construction workers to reuse existing buildings and add new solar technology systems to existing buildings.

Increases in property values and low interest rates have increased the ability of homeowners to upgrade their dwellings.

•

•

Increased interest in design among homeowners has spurred increase in home remodels

New kinds of green building construction, more energy efficient buildings, renewable energy systems (e.g., solar, wind), overall growth in both residential and commercial renewable energy applications, growing use of high value added forestry products from the region—all will be catalysts for employment growth.

The construction industry will increasingly sell its specialized services outside the region as well •

Data below from October 2008 presentation by Professor Thomas Visser, Director,

Historic Preservation Program, University of Vermont and vice-chair of the executive committee of the National Council for Preservation Education.

What are the Jobs available in Historic Preservation?

Commercial 32%

Government 43%

Non Profit

Academic

20%

5%

What academic majors are desired by employment sector in this survey?

Commercial Government Nonprofit

Architectural History 50% 27% 10%

Historic Preservation

Career Opportunities n Historic Preservation: What academic majors are desired?

Historic Preservation 62% Engineering 9%

Related Field

Arch History

50%

47%

33%

58% 60%

Landscape Arch

Architecture 40% Museum Studies

8%

6%

4%

3%

Archaeology 13%

This data is important in the context of national education programs that HPRT program completers will transfer to if they continue education up through graduate degrees. The labor data is quite different as it describes quantity of particular job classifications and doesn’t address the specific educational outcomes that a program provides to its students.



Careers in Historic Preservation: What are the job responsibilities?

Reviews 36%

Cultural Resource Mgmnt.

Architectural Surveys

Historical Research

Personnel Management

Grants & Contracts Mgmnt.

Training & Education

35%

33%

32%

25%

22%

17%

Conditions Assessment 13%

Historic Structures Reports 13%

Designs/drawings/specifications 12%

Fundraising 10%

9%

Leadership 9%

6%

Maintenance Plans 4%

Engineering 3%


Construction Technology: Historic Preservation and Restoration

Technology (HPRT)

4. Budget Resources

List your area’s budget for the following categories in the table below. Restricted funds have a sponsor/grantor/donor (federal, state, local government, etc). The funds are restricted by the sponsor/grantor/donor. Everything else is unrestricted.

Category

Supply and printing budget

Equipment replacement and repair budget

Professional Development

Work-study funding

Miscellaneous Supplies

Non-Inst. Salaries

Employee Benefits

Supplies & Materials

Other Operating Exp &

Services

Unrestricted Funds

400

500

80

2920

Restricted Funds

14,584

3774

3135

2711

Capitol Outlay 17,713

Is the funding for these areas adequate? Yes XX No

If not, describe the impact of unaddressed needs on your discipline or program.

• This allows $1000 per full-time faculty for an annual area budget, which is

$2000 less than is needed.

• Facility upgrades are inadequately funded for curriculum upgrades and program advancements.

• Instructional Aide funding has been unfortunately captured from VTEA grant award (faculty written) for years, because College does not support staffing per needs.

• Equipment purchases and replacement comes largely from faculty written grants as does most professional growth funding.

5.

Learning Resource Center Resources

Is the level of resources provided by the Academic Support Center and Library

(Learning Resource Center) adequate. XX Yes No

If not, explain.

6.

Student Services Resources

Complete the following grid concerning Student Services Areas.

Student

Services Does the area satisfy the needs of your discipline?

Area

There is a connection to this discipline/program

RevisedAnnUpdateF08 – Bill Hole, Professor

There is a connection to this discipline/program

Uncertain about the student service area provided or how it

4/10/2009

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Technology (HPRT) and YES the student services area does satisfy the needs of the discipline.

Admissions and

Records

Counseling

XX

XX and NO the student services area does not satisfy the needs of the discipline. connects to this discipline/program

Financial Aid XX

Career Services XX

Disabled

Student

Programs and

Services

(DSPS)

Extended

Opportunities

Programs and

Services

(EOPS)

CalWorks

XX

XX

XX

Residence

Halls

Upward Bound

XX

XX

Student

XX

Conduct

If a lack of support was indicated in the table above, describe your program/discipline need.

During the history of Construction Technology: HPRT, there has been no student enrollment through the CalWorks program, even though the trade program is well suited for this student population.

7. Faculty Resource Needs

Complete the Faculty Employment Grids below (data link is provided at http://www.redwoods.edu/District/IR/Reports/EnrollmentFTES.asp

).

Faculty Load Distribution in the Program

Discipline

Name

(e.g., Math,

English,

Accounting)

Total

Teaching

Load for fall 2007 term

% of Total

Teaching

Load by

Full-Time

Faculty

% of Total

Teaching

Load Taught by Part-Time

Faculty

CT: HPRT 19.5 100 0

% Change from fall

2006

0

% Change from fall

2005

0

Explanations and Additional

Information

(e.g., retirement, reassignment, etc.)

RevisedAnnUpdateF08 – Bill Hole, Professor 4/10/2009

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Technology (HPRT)

Faculty Load Distribution in the Program

Discipline

Name

(e.g., Math,

English,

Accounting)

Total

Teaching

Load for spring

2008 term

% of Total

Teaching

Load by

Full-Time

Faculty

% of Total

Teaching

Load Taught by Part-Time

Faculty

CT: HPRT 27 58.3 67.74

% Change from spring

2007

67.7

% Change from spring

2006

72.22

Explanations and

Additional

Information

(e.g., retirement, reassignment, etc.)

Changes represent FT load only a. Describe the status of any approved, but unfilled full-time positions.

N/A b.

If you are requesting a Full-Time Faculty position develop an attachment to this report that addresses the following criteria (as listed in AR 305.03)

•

The ratio of full-time to associate faculty

•

Current availability of associate faculty

•

Relation to program review recommendations

•

Effect on diversity of the faculty

•

Effect on academic offerings and ability to serve students and the community

•

Effect on the vitality and future direction of a program and/or the college

•

Effect on student learning c.

If your Associate Faculty needs are not being met, describe your efforts to recruit Associate faculty and/or describe barriers or limitations that prevent retaining or recruiting Associate Faculty

8. Staff Resources

Complete the Classified Staff Employment Grid below (please list full- and part-time staff). This does not include faculty, managers, or administration positions. If a staff position is shared with other areas/disciplines, estimate the fraction of their workload dedicated to your area.

Staff Employed in the Program

Assignment Full-time

(e.g., Math,

English)

(classified) staff

(give number)

Part-time staff

(give number)

Gains over

Prior Year

Losses over Prior

Year (give reason: retirement, reassignment, health, etc.)


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Technology (HPRT)

Construction:

HPRT

1 secretarial staff divided by 50 division faculty

1 @ 19hr/wk. divided by 2 faculty

0 0

Do you need more full-time of part-time classified staff? XX yes no

If yes, explain why.

•

•

•

•

•

•

•

•

Staff is needed to perform and complete specialty jobs such as:

• Materials quotes, and purchasing

Laboratory tool/equipment maintenance

Field School operations such as lab preparation, student task evaluations, and tool maintenance

• Marketing – advertising fliers, press releases, Web page updates and edits. The

Construction Technology web site has not been upgraded for years and I struggle with requests for support and assistance. The Internet is becoming

• the largest source of students learning about HPRT at CR, yet the site continues to lack the professional touch of current updates and Web links to highlight searches to CR site.

Student liaison to assist in program specific job placement, internships, and community volunteer positions

•

Budget documentation and grant seeking opportunities

Data research for program review, assessment outcome data, marketing statistics, student success and tracking.

Data entry for reports, survey results, advisory committee meetings, student/employer job and internship network.

9. Facilities, and Classroom Technology

Are teaching facilities adequate for achieving the educational outcomes of this discipline/program? Yes XX No

If No was checked, complete and attach Facility Form ( facilities.form

) for each instructional space that does not meet the needs of this discipline/program: NO facilities form attached…Facility upgrades relative to AT 109 and AT 108 follow: Request go back to 2004 and beyond.

AT 109

• Finishing booth needs replacement with updated/new booth. Requests go back to

2002.

Improved dust collection and new dust collector

Epoxy coated or sealed floor in AT 109 for improved dust reduction and cleaning.

• Increased natural light, skylights, plastic/clear roll-up door, windows on north wall.

Increased project and material storage area

Remodel the back parking area for extended use and storage. Consider ½ area


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Technology (HPRT) as new enclosed building enclosure to accommodate sinks with sediment filtration, and wet lab area for mortar and plaster work. This could incorporate the West end loading ramp and parking area outside locked gate.

• Courses that would benefit facility upgrades include: Material sciences lab work, woodworking, construction layout, and residential wiring.

AT 108

• Computer Projection System “Smart Room” (Fall 2008 block grant request unknown, Spring 2008 action plan rejected)

• Material Science: Masonry/Plaster and Casting/Moldmaking courses will benefit from using this classroom for lab work with additional sinks and material lab setting that the historic soils lab provides. Original “woodworking” lab facilitie is not designed for the increased quantities of materials we currently teach in AT 109.

10.

Equipment

Is the available equipment (other than classroom specific equipment described in the facilities section) adequate to achieve the educational outcomes of your program/discipline? Yes XX No

If No was checked, complete the following grid for each piece of equipment being requested for this area/discipline: Note: Below are the HPRT specific part of a more detailed list needed for CT/HPRT within the joint use of AT109

Construction Laboratory facility.

Equipment Approximate

Price

Number of students using equipment each semester

Describe how the equipment allows achievement of program/discipline educational outcomes

2 Microscopes $800 ea 18 avg

Material Science requires analyzing the various materials used in our built environment.

Proper laboratory equipment is necessary to take these classes to the level of study that includes actual microscopic research.

The current construction technology laboratory has equipment specific to cabinetmaking and an individual 1 - 3hp

Woodworking

Shaper cutter heads is important to specific architectual millwork training, that will include cabinetmaking students.


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Technology (HPRT)



Double burner stove system

Material Science requires a station for cooking traditional recipes of finishes and applied surface materials that contain avg. natual hide glue, tree pitch, oils, and whiting. We need a safe and functional system to complete experiments.

Equipment Repair

Is the equipment used for your discipline/program in need of repair, which is outside your current budget allotment? This does not include classroom specific equipment repair described in the facilities section . Yes XX No

If Yes was checked, provide the following information to justify a budget allotment request:

Equipment requiring repair

Repair Cost /

Annual

Number of students using

Describe how the equipment allows achievement of maintenance cost equipment each semester program/discipline educational outcomes

Waterfall style spray booth

$16,000 for unit and $4600 for installation.

Original system has been broken for last six years ( faculty has requested numerous times for replacement

115 avg

The finishes sprayed onto projects require a specific spray booth to allow the best quality outcome as industry standards would use, and the safe capture and filtering of spray materials is important to good environmental and shop stewardship

11. Learning Outcomes Assessment Update.

List all expected program-level outcomes, whether you have completed the assessment loop

(use of results) or not. For each outcome, identify the means of assessment and the criteria for success. Summarize the data that have been collected in the ‘Assessment Results’ column. If no data have been collected and analyzed for a particular outcome, use the

‘Assessment Results’ column to clarify when these data will be collected and analyzed. In the fourth column, indicate how the assessment results are being used to improve the program.


Page 12 of 24

Technology (HPRT)



Program Outcomes (Not all disciplines have program-level outcomes)

Means of Assessment and Performance

Criteria

Assessment Results

Summary

Use of Results

Identify historic buildings and

features

Perform primary and secondary research on historic

buildings

Assess and describe building materials and construction systems in both new and

historic residential homes

Perform an existing conditions

assessment

Syllabus grading criteria for CT

10, 12, 13, 15

Syllabus grading criteria for CT12

Syllabus grading criteria for CT 13 and 15

Syllabus grading criteria for CT 13

Not yet available




Continue, modify, or redesign curriculum per summary at end of each semester




Write an Existing Conditions

Assessment Report which will include weatherization and stabilization plan to protect

and maintain building

Syllabus grading criteria for CT 13 coursework and oral report



Identify the uses of traditional materials found in the historic

built environment

Complete CT 13,

CT 15



Communicate properly and authoritatively about the historic preservation and restoration field using precise language, one that is universally understood and

accepted

Complete CT 10 and passing midterm and final exams. Oral delivering final report



Accurately identify architectural styles common to

local historic structures

CT 10 styles quizzes and final exam



Choose an appropriate treatment for a historic property using Secretary of the

Interior’s Standards for the

Treatment of Historic

Properties

Syllabus grading criteria for CT 13

RevisedAnnUpdateF08 – Bill Hole, Professor



4/10/2009

Page 13 of 24

Technology (HPRT)



Complete mathematical computations relevant to technical applications

Syllabus grading criteria for CT 2,

8, 15, and 16



Safely setup and use machinery to produce or reproduce specific historic millwork

Choose appropriate materials, tools, and machinery used in historic restoration

Syllabus grading criteria for CT 15 and 16


15, 16, 2, 3, 4, 7, and 8





Describe sustainable building practices in the realm of conservation of existing historic buildings

Apply critical thinking in deciding materials, machinery, tools, and process necessary to complete a given project

Given a structural component, identify by written report multiple materials and methodology for reproducing the object, with considerations given to like-in-kind historic versus modern materials, traditional trade hand tools, conventional machinery, and knowledge


10, 12, 13, 15 and

16


3, 4, 7, 8, 15, and

16


3, 4, 7, 8, 15, and

16







Accurately describe various natural materials and basic science principal relative to properties of wood, glass, stone, brick, plaster, and various mold making rubbers from natural latex to synthetic polyurethane and silicone.

Install new vinyl widows as well as restore historic wood sash weight/pulley windows systems.


3, 7, and 8

Syllabus grading criteria for CT 15 and CT 90






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Technology (HPRT)

List all course-level student learning outcomes for which some assessment activity

(assessment, analysis, or use of results) has taken place since the most recent program review, and complete the table below as appropriate

Student Learning Outcomes

(course-level)

Means of

Assessment and

Performance

Criteria

Assessment Results Summary Use of Results

Choose an appropriate treatment for a historic property using Secretary of the Interior’s Standards for the Treatment of

Historic Properties

Syllabus grading criteria for

CT 13

Avg. 88.1% success

Demonstrates reasonable success to outcome

Locate and document title history of historic property

Research and accurately document a particular building in our community


CT 12


CT 12





Accurately describe the unique problems found in

historic buildings


CT 13 and 15



Communicate properly and authoritatively about the historic preservation and restoration field using precise language, one that is universally understood

and accepted


CT 10



Discuss the extent to which part-time faculty (if applicable) have been involved in the dialogue about assessing student learning outcomes:

Communication with associate faculty is important and practiced on a regular basis to assess curriculum, assess student diversity and suggestions for program success.

12. Curriculum Update

Identify curricular revisions and innovations undertaken a.

in the last year.


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Technology (HPRT)

CT 7 - Material Science: Glass has been increased to full-semester. Offered this semester (Fall 08), student feedback is strong as to support of the extension of this course from 8-week offering.

CT 14 – Advanced Field Techniques was developed in Fall 2008 to meet curriculum needs for repeatability

CT 17 – Advanced Material Science was developed in Fall 2008 to meet curriculum needs for repeatability b.

Planned for the coming year.

1. Planned innovation is to negotiate with District to support purchase of

Field School site to consist of historic home less that 1000 square feet that will restored by students and sold to first-time home buyers, with proceeds going to purchase of subsequent property into perpetuity.

The Field School is used nationwide for the most successful “project-based leaning” environment designed for full-curricular participation within a program. Successful for 40 years, the CT Annual Student House has proven itself as an interest to students and an income producer for the program and

College.

2. Complete CCCCO501 application for HPRT Certificate of Completion, as this has not been submitted since 1996 inception. 2008 required changing to

Certificate of Recognition until form is completed, submitted and approved.

2. Sustainable building curriculum will be developed for CT and HPRT during the coming year. State indicators are strongly supporting the development of new curriculum to prepare for the strong drive California is undertaking in this area of the building industry. HPRT has been practicing sustainable building since its inception in 1996. Building reuse and teaching trade skills and building design through research, assessment, and field practicum are a proven and effective teaching/learning experience.

Complete the grid below. The course outline status report can be located at: http://www.redwoods.edu/District/IR/Reports/Curriculum/Curriculum_Course_Outlines.htm

Course

CT 2

CT 3

CT 4

CT 7

Year Course Outline

Last Updated

F02

F02

S02

S08

Year Next Update

Expected

S09

S09

S09

S13


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Technology (HPRT)



CT 8 F03 S09

CT 10

CT 11

S08

F02

S13

S09

CT 12

CT 13

CT 14

F01

F02

S08

S09

S09

S13

CT 15

CT 16

F07

S01

F12

S09

CT 17 S08 S13

If the proposed course outlines updates from last year’s annual update (or comprehensive review) were not completed, please explain why.

Overwhelm of paperwork and lack of secretarial support staff has delayed many required reports and documents. Teaching, class preparation, program review,

A.S. degree application to CCCCO, program marketing, professional development workshop/conference attendance, facilitating special workshops, and participating in Workforce Development/School to Career forums have all been significant needs for running a successful program…which, in turn has delayed course outline updates.

13. Communication

Are the current lines of administrative, faculty, and staff communication adequate to meet the needs of this discipline/program? Describe representative example of effective or ineffective communication.

Current administrative communication lines have improved dramatically, and faculty/staff are influencing decision making campus wide.

Communication with associate faculty is important and practiced on a regular basis to assess curriculum, assess student diversity and suggestions for program success.

Full-time CT faculty are improving communication and could benefit from regular group meetings.

Administrative communication is a challenge to assess, as most of the requests for facility repairs and upgrades are still unresolved. Administrative personnel don’t attend course sessions to understand the unique dynamics of the program or personally facilitate faculty requests for marketing and grant writing needs.


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Technology (HPRT)

One example is that over the last two years faculty has been forced to step away from teaching (program development, class preparation, facility maintenance, student assistance) to repair a broken administrative system. A second example demonstrates faculty taking over the documentation and degree/certificate applications that were abandoned by the responsible administrative agents.

14. Action Plans

List any action plans submitted since your last annual update. Describe the status of the plans. If they were approved, describe how they have improved your area.

In April 2008 an action plan was presented to complete six-year plans to install digital teaching station into AT 108 classroom. I resubmitted the request through a separate Block Grant offer on 10/31/08 and am puzzled why the Action Plans are not followed through with, as they are an investment of valuable instructional time and preparation.

15. Goals and Plans

If you have recently undergone a comprehensive review, attach your Quality

Improvement Plan (QIP) if applicable.

XX QIP Attached

If you do not have a QIP, refer to the goals and plans from your previous annual update. For each goal and/or plan, comment on the current status. List any new goals and plans your area has for the coming year, and indicate how they are aligned with the goals/objectives in CR’s Strategic Plan. (CR’s strategic plan is located on the web at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp

).


Page 18 of 24

Technology (HPRT)



Quality Improvement Plan (QIP)

Program: Construction Technology: HPRT

Year: 2007

QIP Recommendation

Recommendation

#1

Increase annual program instructional and maintenance funding to operate program with quality and rigor that curriculum dictates.

Planned Implementation Date Spring Semester ‘08

Estimated Completion Date:

Action/Tasks

Ongoing

• Work with senior staff to reinstate all or part of the past instructional supply and construction lab maintenance funds

Measure of Success/Desired Outcome

• Succeed in acquiring funding for ongoing equipment repairs and improvements

• $6,000/yr

Estimated Cost(s)

Who is responsible?

Consequence if not funded

• Full-time CT Faculty

• Construction Technology Material

Science courses, Architectural

Millworks, Cabinetmaking and

Millwork, and the various woodworking courses will fail to reach the curricular goals established by faculty.


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Technology (HPRT)



QIP Recommendation #2

Recommendation

Approve expenditure of Measure Q

Bond monies for construction lab equipment and facility modernization before the 2011 projected time line; after Measure Q is spent.

Planned Implementation Date


• Spring 2008

• Summer 2009

Action/Tasks

• Request this of Senior Staff

• Receive Board of Trustees Approval

• Complete the work

• Complete planning


Estimated Cost(s)

• Construction Lab (AT 109) and exterior fenced in lot will be fully functional for all CT courses that are now taught in minimal space.

• Cost analysis from our 2005 planning meetings have not been shared by facilities planning department

Who is responsible?



• Faculty curriculum goals will continue with less than quality outcomes, and enrollment opportunities to increase enrollment will continue to be hampered.


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Technology (HPRT)




Recommendation

Develop and implement an improved student follow-up system.

Planned Implementation Date


Action/Tasks


Estimated Cost(s)

Who is responsible?


• 12/07 Acquire contact information from current students

• June 2009 will allow for trial system to work into a long-term system of survey and follow-up with help from institutional research

• Develop a database of students.

• Develop a follow-up instrument/survey

• Administer the survey • Collect and analyze the data

• Feedback from past students/survey participants

• Sharing the feedback and information with students and N.A.I.T. accreditation personnel.

• Split cost of staffing listed in #5

• Cost of mailings, survey development, etc.


• Institutional Research for data format, storage and recovery

• Jeopardize other granting and funding opportunities by not having data to drive requests.

• Jeopardize N.A.I.T. accreditation


Page 21 of 24

Technology (HPRT)




Recommendation

Apply for NAIT Accreditation for CT: HPRT AS Degree.

Spring 09 Planned Implementation Date


6/10

Action/Tasks

• Follow through and apply to NAIT following accepted CT Residential

Carpentry program format


• NAIT Accreditation approval will measure success and desired outcome

Estimated Cost(s)

Who is responsible?


• Yearly travel to N.A.I.T. Conference


• Reduction in program quality, possible reduction of enrollment


Page 22 of 24

Technology (HPRT)




Recommendation

Instructional support staffing requirements justifies a full-time person in the construction lab for maintenance, purchasing and to provide open lab times for student learning.

Planned Implementation Date • Fall 2009

Estimated Completion Date: • This recommendation is ongoing, with all Construction Technology programs needing this service to assist faculty to increase enrollment.

Action/Tasks


• A full-time person in place and functioning.

• CT programs need this service to increase enrollment.

Estimated Cost(s)

Who is responsible?


• This recommendation is ongoing and currently in process.

• $24,000/yr.


• College administration

• Student learning will continue to be compromised and faculty will continue to spend teaching and professional development time on maintenance and purchasing that can be easily accomplished at a lower pay rate.


Page 23 of 24

Technology (HPRT)



QIP Recommendation

Recommendation

#6

College to support purchase of Field

School site to consist of historic home less that 1000 square feet that will restored by students and sold to firsttime home buyers, with proceeds going to purchase of subsequent property into perpetuity.

Planned Implementation Date • Spring 2009


Action/Tasks

Measure of Success/Desired

Outcome

Estimated Cost(s)

Who is responsible?


• By Fall 2009

• HPRT full-time faculty to work with

Administration and local community to locate and purchase property

• Small historic home that becomes HPRT

Field School

• Reach this goal to increase enrollment.

• $224,000 (exact cost will vary with creative financing, grants, and donation).

• Full-time CT Faculty and Senior

Administration with Board approval

• Field School will carry on as usual

(borrowing sites within community), with less than quality results from faculty curriculum goals, individual program goals, and enrollment opportunities to grow programs.


Page 24 of 24

2008 Annual Program Review

Quality Improvement Plan (QIP)

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Quality Improvement Plan (QIP)

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