Comprehensive
Instructional Program Review Document
Program: FOR
Submitted by (names): Tim Baker
Contact Information (phone and email): x4348 Tim-Baker@redwoods.edu
Date: 2/9/2009
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.
The Forestry and Natural Resource program provides education and training for
forest and natural resource technicians. This field is currently experiencing a fairly
constant demand for new hires because of a large wave of retirements in both
government and industry areas. The Humboldt county area is the largest single
timber producing county in the state and the region served by the College of the
Redwoods produces almost half of all the timber harvested in the state of California.
In addition, the program provides training for students interested in working with
the growing regional field of tourism which is focused heavily on the natural
resources of the region by developing skills for workers in parks and recreation.
The program reaches across a number of the strategic goals of the College including
providing both Professional/Technical education and Academic/Transfer pathways
through Associate of Science degrees and Certificates of Achievement. The program
focuses most heavily on Goals 1 (1.3, 1.4, and 1.5) and 4 (4.1 and 4.4) though
elements of the program reach across all of the goals of the strategic plan.
In particular, it's important to note that the forest products industry and the
natural resources in Humboldt, Mendocino, Del Norte and Trinity counties are the
cornerstones to the economic and aesthetic backbones of the entire North Coast
region and as such, are essential to the continuing economic development of the
region.
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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
Programs in this field provide basic and advanced educational
opportunities for students seeking careers related to forestry and
natural resources. Specific programs include:
 Associate of Science Degree, Forestry and Natural Resources
Technology, Forest Technology
 Certificate of Achievement, Forest Technology
Program Student Learning
Outcome Statements SLO
The general overview of products,
services and benefits derived from
natural resources.
• The basic state and federal
policies affecting resource
management.
• Identify and name woody plants,
wildlife species, and biological
communities of regional and
national importance.
• Interpret maps, use compasses,
GPS, aerial photogrammetry, land
survey equipment and other
technologies to navigate terrain and
to read and develop maps from field
data.
• Acquire field data for the
various inventory techniques that
measure natural resources including
timber, wildlife, water and
recreation.
• Identify problems and manage
forest health, including insects,
diseases, and fire.
• Describe and apply the laws and
regulations governing practicing
forestry.
• Layout a timber sale in
compliance with state regulations.
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Course (s) Addressing SLO
FOR 1, FOR 5, NR 80, NR 87
FOR 1, FOR 10, FOR 10L
FOR 51, NR 87, FOR 5
NR 52, NR 54, NR 58, NR 65, NR 67
FOR 1, NR 54, NR 80, NR 87
FOR 5, FOR 60, FOR 77
FOR 10, FOR 10L
FOR 10L
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2.
Are there specific admissions guidelines for this program?
If yes, list the guidelines
3.
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.
Semester
Fall Y1
Course
Number
ENGL 1A
MATH 15
FOR 1
FOR 51
BUS 10
SPRING
Y1
FOR 5
NR 54
FOR 77
AG 46
NR 80
FALL
Y2
SPCH 1
NR 65
AG 17
NR 58
NR52
SPRING
Y2
FOR 60
NR 87
ENVSC 11
FOR 10
FOR 10L
yes
No
Lecture
Hours
72
72
36
Lab
Hours
0
0
54
54
3
3
36
54
36
36
36
3
3
3
54
45
36
0
27
54
Speech
Intro to GIS
Intro to Soils
Aerial
Photogrammetry
Intro to Surveying
3
3
3
2
54
36
36
18
54
54
54
4
36
108
Forest Health and
Protection
Wildlife Ecology
Environmental
Ethics
Timber
Harvesting
Timber
Harvesting Lab
3
45
27
3
3
36
54
54
2
36
Course Title
Units
Composition
Statistics
Introduction to
Forestry
Dendrology
Intro to Business
4
4
3
Forest Ecology
Nat. Res
Inventory
Techniques
Wildland Fire
Computers in Ag.
Watershed Mgt
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3
3
3
54
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4. As part of your self-study, review and summarize the development of curriculum
in the program. Use the grid below to report recent additions, deletions, or
revisions of courses.
Semester
Course
FOR 1
Year Course Outline
Last Updated
28-Sep-2007
Year Next Update
Expected
28-Sep-2012
FOR 5
27-Feb-2009
27-Feb-2014
FOR 10
10-Dec-2004
10-Dec-2009
FOR 10L
10-Dec-2004
10-Dec-2009
FOR 40
14-Mar-2008
14-Mar-2008
FOR 60
27-Feb-2009
27-Feb-2014
FOR 77
28-Sep-2007
28-Sep-2012
NR 40
14-Mar-2008
14-Mar-2013
NR 52
14-Mar-2008
14-Mar-2013
NR 54
28-Sep-2007
28-Sep-2012
NR 58
14-Mar-2008
14-Mar-2013
NR 65
28-Sep-2007
28-Sep-2012
NR 66
28-Sep-2007
28-Sep-2012
NR 67
28-Sep-2007
28-Sep-2012
NR80
28-Sep-2007
28-Sep-2012
NR 87
27-Feb-2009
27-Feb-2014
NR 99A
12-Dec-2008
12-Dec-2013
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a) With respect to updating course outlines of record, list any relevant trends in
your discipline with regard to:
1. Knowledge requirements
There is a shift to greater reliance on technology both in the field and in
the office. Current development of the GIS courses and incorporation of
technology into field labs is part of the program objectives to meet the
changing knowledge requirements. In addition, the field is becoming
more specialized in various areas of natural resources and the program is
pursuing the development of additional certificates to meet this need.
2. Skills/student learning outcome requirements
Ability to effectively use GPS positional tools and GIS databases.
3. Instructional methods
The program has always used a mix of instructional methods
including: traditional lectures, small group projects, discussions,
experiential field exercises, laboratory projects, writing and research
projects, and reading from current professional journals. These methods
continue to be used with newer technologies, including presentation
technology, incorporated into the classroom.
b) 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
Currently we are offering some of our courses (FOR 10, FOR 10L, FOR
60, FOR 77, NR 58, NR 66, NR 80, NR 87, NR 99A) on an every other
year basis because of limitations of faculty, facilities and enrollment. This
can hinder timely completion if a student misses a particular offering.
c) 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
Faculty in the program use a wide variety of delivery methods including
traditional lectures, active discussion, group projects, research projects,
field studies, lab exercises, field trips, and computer labs.
d) Identify curricular revisions, program innovations, and new initiatives planned
for the next five years.
Current plans are for development of a Chancellor’s Office approved
GIS option and certificate, a new Natural Resources degree, an HSU
transfer degree, and the development of a Law Enforcement option. Some
of these initiatives will require cross-campus collaboration.
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5.
If applicable, indicate the program external accreditation/approval status. Either
attach a copy of the most recent notification of accreditation/approval status from
the appropriate agency, or indicate where the document exists within the college
(e.g., division office). If external accreditation is available but the program has
chosen not to seek accreditation status, please explain.
The program is not currently accredited by the Society of American
Foresters because we fail to meet the minimum standards for number of
faculty (Standard III, 1., Society of American Foresters Standards and
Procedures for Recognizing Educational Programs in Forest Technology
(2000)). This has been a decision by the College not to meet this minimum
standard though the Forestry Advisory Committee, the Statewide
Agriculture Advisory committee and the Northern California chapter of the
Society of American Foresters all advocate strongly for the College seeking
program accreditation.
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 to 4 years (longer if no recent review exists)?
(This does not need to include curriculum updates, addressed above.)
The only major developments have been increased cooperation with HSU in
implementing coordination of recruiting activities and the decision in 2008 by
the College to again not hire an additional full-time faculty member required
by accreditation standards. This requirement and the position has been
presented to the College on several occasions in the last 10 years to no avail.
It is a major stumbling block to the Forestry and Natural Resource program
becoming a strong statewide presence in forest technology education. This
problem has been cited in previous work including the comprehensive review
of the FOR/NR and AG programs by the Statewide Ag Advisory committee
(report attached, Appendix D) and the Forestry Advisory Committee
Strategic Plan (Appendix B). Thus far only limited progress has been made
on these recommendations because of a lack of College support.
2.
What were the recommendations from your last program review (if any) and how
has your discipline responded to those recommendations?
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3.
If you have goals from your previous program review, please list them along with
the 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.
1)
revise several of the courses, particularly in GIS
The GIS courses have been completely revised, a new GPS course
developed and all course outlines are currently up to date.
2) improve the recently implemented Forestry web page
The web page has been updated with more complete links (thanks to Brian
Van Pelt) and the instructor web page has been re-designed.
3) increase contact with area high schools for recruitment
Contact with area high schools has continued to be minimal due to a lack
of available time and faculty resources.
4) work towards implement a CR Forest Management Plan
The Forest Management Plan is currently on hold because of a lack of
direction from administration about the process for implementing the
draft.
5) work to attain Professional Accreditation (additional faculty needed)
No additional faculty hired.
4.
If goals were not achieved, please explain.
The goals listed above in 3 (3,4,5) that were not achieved were largely due to
a lack of available resources and program faculty.
5.
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.
No collaborative efforts have been formally undertaken though informal
discussions have occurred with Public Safety Center for collaboration in
developing a Natural Resource Law Enforcement option and a Wildland Fire
program. However, current staffing limitations have delayed development of
these program options.
6.
Discuss any activities or projects you have undertaken with other educational
institutions, the community, or business/industry.
 Peer-reviewed publication in Journal of Ecology with faculty from
Oregon State Univ. Univ. of Minnesota and Clarion Univ.
 Collaboration with Forestry Advisory Committee (Appendix A)
 Redwood Region Logging Conference education day
 Executive committee, Northern California SAF
 Coordinating and judging FFA High School forestry competition
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
D. Measures of Effectiveness
1.
Quality of Education
a.
If applicable, use an appendix to list the results of certifying, licensing, or
registry examinations for each of the last five years.
Because the forest technology program is not currently accredited, the
A.S. degree cannot be applied for 2 years worth of experience out of the
7 years required to sit for the Registered Professional Foresters exam.
This delay (7 years) means we have no information about the success of
our recent alumni on the exam.
b. Faculty Qualifications:
(1) Is there one full-time faculty member whose primary assignment is
responsibility for this program?
Yes
No
If not, explain.
(2) Are minimum faculty qualifications according to standards set by
accrediting/approval bodies met?
State Chancellor’s Office?
Yes
No
External Accrediting/approval organizations
Yes
No
If “No” for either response, explain.
The qualifications of existing faculty exceeds both the external and
Chancellor's requirements but the College lacks the minimum
number of faculty to achieve external accreditation by the Society of
American Foresters.
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b. Student Outcomes Assessment: Attach course- and program-level outcomes
and assessment reports for each of the last four years. Program-level
outcomes should include information from graduate/alumni and employer
surveys.
The program has not developed program-level outcomes assessment reports
because a lack of resources to track and survey graduates. Course level assessments
are being developed and implemented for one course each semester starting with
Fall 08:
FOR 51 Learning Outcome Assessment
1. Explain the system of classification used by plant taxonomists
Key assessment
Minimum score of 70% on lecture quiz questions on definitions and
description of plant taxonomy, classification, and phylogeny.
2. Identify various woody plants and correctly assign scientific names and
classification.
Key assessment
Minimum score of 70% on field final quiz (approx 50 unknown woody
species correctly identified and named with family, genus, specific epithet, and
common name. (Assessment for Fall 2008: 77% of students taking quiz achieved
minimum score. While this is lower than desired, this is perhaps the hardest
course in the program and subject content is comparable to transfer-level
institutions. It is also considerably higher than the V1 success % in the chart
below because that figure includes students who ceased attending. )
3. Identify and name the various parts of woody plants.
Key assessment
Minimum score of 70% on lecture quiz questions requiring correct labeling
of plant morphological characteristics.
4. Use the technical language of plant taxonomy.
Key assessment
Minimum score of 70% on final quiz questions on definitions.
5. Correctly nagivate and use a dichotomous key.
Key assessment
Minimum score of 70% on writing a dichotomous key for collection project.
Additional indirect assessments have been implemented for all courses in
the program by a 40-question student evaluation of learning. The data
from these surveys for the past 2 years have not been thoroughly
analyzed due to a lack of resources but preliminary analysis shows near
100% satisfaction (good or very good) in students learning something of
value, course content meeting course objectives and in finding the course
intellectually challenging. Overall results of these surveys indicate a high
degree of student satisfaction in the courses (hard copy attachments
available) as an indirect measure of achieving course learning outcomes.
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2.
Vitality
a.
Students Enrolled in the Program:
Use the grid below to enter the number of student enrolled in the program
during the last two academic years. This data will be provided by the
Institutional Research Office:
2006-2007
2007-2008
Number of
201*
145*
students
* These are total students enrolled in FOR/NR courses. The
numbers of students enrolled in the program is not recorded by
the college
b.
List the retention and success data for students enrolled in program
specific courses. List courses that are primarily populated by students
enrolled in this program.
Course
20062007
%
Retention
2006-2007
Success, V1
2006-2007
Success,
V2
2007-2008
% Retention
2007-2008
Success, V1
2007-2008
Success, V2
FOR 1
FOR 10
FOR 10L
FOR 5
FOR 51
FOR 60
FOR 77
NR 52
NR 54
NR 58
NR 65
NR 66
NR 80
NR 87
87
100
100
100
80
92
59
69
94
85
100
68
100
83
67
60
84
59
46
88
74
70
Not
provided
86
100
65
87
100
71
100
100
71
100
100
-
62
83
35
60
62
57
50
67
62
100
89
-
Not
provided
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c.
Have there been any significant changes in enrollment, retention, success
rates, or student demographics that impact your discipline?
Yes X No
If so, describe the changes and include the specific numeric changes that
have occurred (a data sheet may be attached if necessary).
There have been larger variations in course success and retention
than I might otherwise expect but without a substantial database to
analyze there is no way to attribute causation or correlation. The
somewhat low success rates in 2007-2008 are not an accurate
reflection because they include students who stopped attending the
classes but failed to formally withdraw. With modest enrollment, the
failure of only a few students to withdraw will have a disproportionate
influence on the V1 success rates. In addition, the College lacks
specialized tutors for programs like Forestry and Natural Resources
and that may be hindering overall course success rates. Overall the
numbers look comparable to courses of equal rigor within the
Division.
d.
Enter program graduation data in the table below. Use the last column to
project the number of enrollments and graduates expected for the coming
year. Describe how the projection was made.
Total
Enrollment
(unduplicated
headcount)
Graduates
2006-2007
2007-2008
2008-2009
2009-2010
201*
145*
200
200
3
3
4
5
* The enrollments are based on total headcount for all For/NR courses. We
lack current data on students actually declaring FOR/NR as their major and
hence are not able to track which students are officially in the program. The
current best guess is that roughly half of all students taking courses in the
program intend on transferring to Humboldt State University and current
practices in the Counseling and Advising center inhibits those students from
completing the A.S. degree in Forest Technology. In addition, the lack of
accreditation reduces the value of the degree for students who desire
becoming a Registered Professional Forester because it does not count
towards the 7 year experience requirement.
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The graduates listed are based on the data table below.
CR Degree/Cert
04/05
05/06
06/07
07/08
0
1
0
0
0
0
0
0
1
1
0
0
0
0
1
2
0
0
1
0
1
0
1
0
FOR.CA.Forestry Technology
1
0
1
0
Total
3
2
3
3
AS Degrees:
F&NR - Forest Technician
F&NR - Forestry Option
F&NR - Geographic Information System
F&NR - Natural Resources Technician
F&NR - University Transfer
C2 Certificate (30-59 units):
FOR.CA.Forestry Technology
CA Certificate of Achievement:
e.
Total number of 2006-2007 graduates by ethnic group and gender.
This data is not available on a program basis
f.
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.
This data is not available but anecdotal evidence suggests a high
percentage of the students are continuing in the field either
educationally or professionally. Additionally, a large percentage of the
students in the program either enter employment or continue higher
education at HSU without completing the A.S. degree. From a
professional standpoint these must still be counted as successes even if
they did not persist to degree completion at College of the Redwoods.
NOTE: Indicate sources of information and provide any explanation as necessary. If
needed, use an appendix to document data sources
Year
05/06
3.
Total Number
Of Graduates
2
Efficiency
06/07
3
07/08
3
Employed in
Related Field
%
Continuing
Education
%
N/A
N/A
g.
a.
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Indicate th
We curren
Describe current student population in terms of enrollment by ethnic
group and gender.
Demographic data not available.
b.
If applicable, provide the composition of enrollment for selective
admissions programs in the table below: NA
c.
Faculty Staffing Pattern
Provide the full- and part-time faculty load units for this program in the
table below. Use courses that are specific to this program and are taught
by program faculty.
2005-2006
a) Full-time
faculty
b) Part-time
faculty
Teaching Load
Units=45.00
Teaching Load
Units =33.25
2006-2007
Teaching Load
Units =45.00
Teaching Load
Units =33.0
2007-2008
Teaching Load
Units =45.00
Teaching Load
Units =26.25
Note that this is from a reduced schedule offering because of a lack of staffing
available for some courses.
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Describe the status of any approved, but unfilled full-time positions.
None have been approved for this program
d.
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.
Resources
Rating
Adequate Minimally Inadequate
Not
Adequate
Applicable
a) Faculty
Full-time
Associate
b) Support Staff
Clerical
Technical
Instructional Support
Other Personnel
c) Current Expenses
Office Supply Expenses
Instructional/lab supply
Expenses
d) Library Resources
e) Professional Development
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If any component in the table above is rated Inadequate or Minimally Adequate,
please explain. Include recommendations for reducing or eliminating the
limitations.
-Too few full-time faculty to meet accreditation standards which can only be
eliminated by hiring an additional full-time faculty.
-Minimal clerical support available which is inadequate for tasks like
minutes from Advisory Committees.
-Unable to keep up equipment maintenance and replacement from College
budget. Over the past 5 years the program has been able to keep the
minimum pieces of equipment available for classes through grants from local
organizations or update technology through VTEA/CTE grants. However a
maintenance backlog is currently reducing tool availability below acceptable
levels (see tables below).
-No specialized tutors available for subject matter in program (e.g.
dendrology)
-The library lacks professional journals in the field (e.g. Journal of Forestry,
Western Journal of Applied Forestry, Frontiers in Ecology, Journal of
Wildlife Management).
If a full-time faculty position is being requested for this program, 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
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e. Facilities, and Classroom Technology
Are teaching facilities adequate for achieving the educational outcomes of this
discipline/program?
Yes
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:
f. 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
No
If No was checked, complete the following grid for each piece of equipment
being requested for this area/discipline: FOR/NR
Equipment
Approximate
Price
10 compasses
10 Logger's
tapes
10 Biltmore
sticks
10 increment
corers (16”)
Total
454.00
787.50
Number of
students using
equipment each
semester
50-75
538.00
2,130.00
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
Essential for experiential
learning of field navigation, tree
measurement, forest ecology
and inventory techniques. All
equipment is used in a variety of
classes and field labs
$4302.71 (tax
and shipping)
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
No
If Yes was checked, provide the following information to justify a budget
allotment request:
Equipment
requiring repair
(2) Total
station
Repair Cost /
Annual
maintenance
cost
500.00
(estimated
repair)
Number of
students using
equipment each
semester
20
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Describe how the equipment
allows achievement of
program/discipline educational
outcomes
Used in experiential learning of
field surveying techniques
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g.
List your area’s budget for the following categories in the table below for
the previous four years. Replicate this table for each year. 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
Additional Budget Items
Unrestricted Funds
$1340.00
Restricted Funds
0.00
0.00
0.00
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
The program participates in the CTEA (VTEA) grant to provide monies for
updating technology within the program. These funds have been used to
purchase field laser measurement units, GPS units, GIS licenses, Kestrel
environmental data collectors, and related technology. However, these funds are
not available for replacing or updating older technologies like increment corers
or compasses. In addition, in the past several years, funds from the FOR/NR
program have been shifted to cover costs in other programs, particularly in AG.
This was possible because of additional grants acquired by FOR/NR from the
Redwood Region Logging Conference and the Alumni Fund.
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Summary, Goals, and Recommendations
Summary
● Program Strengths (Consider how these strengths can be marketed to the
community and provide suggestions to PR department)
Field-based course work, program is based in the most productive region for
forestry in California, most important sector of local economy, green-jobs.
● Program Weaknesses
Lack of accreditation, lack of integration with local high schools, minimal
recruitment efforts, limited access to campus forest for lab exercises.
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?
Please see attached strategic plan (Appendix C)
2. What specific goals and objectives would you like to achieve to move you
toward your vision?
Please see attached strategic plan (Appendix C)
3. What support from the college or district is needed to help you achieve your
goals and objectives?
Please see attached strategic plan (Appendix C)
4. What documentation/evidence will demonstrate that you are making progress
toward achieving your goals, objectives, and vision?
Please see attached strategic plan (Appendix C)
5. What changes will make the self-study process more helpful to you?
Accessing data for meeting requirements for program review is cumbersome
and somewhat inflexible. For the process to be more productive, forms with
data already extracted and more flexible responses (i.e. forms) would be
useful.
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Recommendations
List recommendations for program improvement generated by this report. List these by
number and use these numbers in the Quality Improvement Plan described below.
1. Hire additional faculty to meet accreditation standards.
2. Develop means of tracking students within the program
3. Develop GIS option and certificate, HSU transfer path, and Natural Resource
degree.
4. Hire instructional support in the form of subject matter tutors.
5. Enclose the firing range to provide a safer and more productive field learning
environment in the forests on the CR campus.
Quality Improvement Plan
Completing the Quality Improvement Plan (QIP)
The Quality Improvement Plan (QIP) is intended to assist the program in thinking and
planning for a minimum of the next three years. The purpose of the QIP is to provide a
format for translating both the comprehensive review report recommendations into
actions for improving or maintaining the quality of the program; it is also a mechanism
for administrators to determine input to the planning process. Because this document will
be used to inform planning processes, it is very important that all the requested
information be provided.
Quality Improvement Form
Program: FOR/NR
Year: 2009
Submitted by: T. Baker
Category
Recommendation Number and Title
Descriptions
1. Additional Full-time Faculty
Planned Implementation Date
2010
Estimated Completion Date
ongoing
Expand course offerings and program
recruitment efforts.
Action/Tasks
Measure of Success/Desired Outcome
An actual hired faculty member
Estimated Cost(s)
$100,000
Who is responsible?
Academic Senate/College President
Consequence if not funded
Continued lack of accreditation by SAF
External Accreditation Recommendations
Required to meet accreditation standards
(if applicable)
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Quality Improvement Form
Program: FOR/NR
Year: 2009
Submitted by: T. Baker
Category
Descriptions
2. Work with Institutional Research
Department to document the
numbers of students enrolled in
each degree and certificate program.
Recommendation Number and Title
Planned Implementation Date
Fall 2009
Estimated Completion Date
Ongoing
Develop a means of recording the
number of students pursuing each
agriculture degree and certificate
Record of student enrollments in the
programs
Action/Tasks
Measure of Success/Desired Outcome
Estimated Cost(s)
None
Who is responsible?
District, VP of Academic Affairs, Dean
of Academic Affairs, Dean of Career and
Technical Ed. Admissions and Records
Manager
Consequence if not funded
None
External Accreditation Recommendations
NA
(if applicable)
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Quality Improvement Form
Program: FOR/NR
Year: 2009
Submitted by: T. Baker
Category
Descriptions
3. Develop additional degrees, options and
certificates.
Recommendation Number and Title
Planned Implementation Date
2010
Estimated Completion Date
2011
Fill out required forms (511), submit to
Curriculum Committee, Far North
Regional Consortium and Chancellor’s
Office.
Action/Tasks
Measure of Success/Desired Outcome
Approved degree option and certificate.
Estimated Cost(s)
$5000 (release time or contract out)
Who is responsible?
T. Baker
Consequence if not funded
Lack of flexible options and continued few
degrees/certificates granted
External Accreditation Recommendations
(if applicable)
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Quality Improvement Form
Program: FOR/NR
Year: 2009
Submitted by: T. Baker
Category
Recommendation Number and Title
Descriptions
4.Subject-matter tutor
Planned Implementation Date
2010
Estimated Completion Date
Action/Tasks
ongoing
Measure of Success/Desired Outcome
An actual hired subject matter tutor
Estimated Cost(s)
$5,000
Who is responsible?
Academic Support Center
Consequence if not funded
Continued lower success rates in classes
External Accreditation Recommendations
(if applicable)
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Quality Improvement Form
Program: FOR/NR
Year: 2009
Submitted by: T. Baker
Category
Recommendation Number and Title
Descriptions
5. Enclose shooting range
Planned Implementation Date
2010
Estimated Completion Date
2010
Design and send out bids to enclose
shooting range.
Action/Tasks
Measure of Success/Desired Outcome
Completion of construction
Estimated Cost(s)
$150,000
Who is responsible?
College President
Continued lack of safe access and
productive learning environment
External Accreditation Recommendations Access to a learning forest is required to
(if applicable)
meet accreditation standards
Consequence if not funded
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Facilities, and Classroom Technology Form
Program/Disciplines: Forestry
Year: Spring 2009
Submitted by: Tim Baker
List classroom or instructional space name/number: AT 127
Check if any of the following are not adequate:
Ventilation /
room temp
ADA
access
Number of Technology (computers, projectors, internet)
seats / work Projector will need replacement in 2010 (dimming
stations
and too small for classroom size)
Other (briefly describe): While the number of seats is adequate, the sturdiness of the
tables is inadequate for classroom and lab activities and the chairs are worn and in need
of replacement.
Describe the specific action and estimated cost (if available) to make this space adequate for
your instructional needs: Purchase of replacement tables and chair of suitable sturdiness.
Unknown costs.
List the average number of discipline/program sections scheduled in this room each semester,
and the total number of students enrolled in these sections.
Sections: 8
Students: 160
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Facilities, and Classroom Technology Form
Program/Disciplines: Forestry
Year: Spring 2009
Submitted by: Tim Baker
List classroom or instructional space name/number: School Forest
Check if any of the following are not adequate:
Ventilation /
room temp
ADA
access
Number of Technology (computers, projectors, internet)
seats / work
stations
Other (briefly describe): Current access to the school forest is limited by activity at the
Public Safety shooting range with potential limited access from proposed College
construction. This forest is an essential component to lab exercises in the FOR/NR
program.
Describe the specific action and estimated cost (if available) to make this space adequate for
your instructional needs: Either enclosing the shooting range (included in Measure Q bond
measure) or moving the range off-campus. An alternative is to seek access of additional
land nearby the campus for a functioning school forest. This area could be used by a
variety of other classes outside the FOR/NR discipline.
List the average number of discipline/program sections scheduled in this room each semester,
and the total number of students enrolled in these sections.
Sections: 5
Students: 100
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Appendix A – Forestry Advisory Committee
FirstName
Ken
Bill
John
Bill
Jim
Frank
Ray
Don
Richard
Eugene
Lisa
LastName
Fulghum
Kriner
Davis
Hiney
Robbins
Mileham
Miller
Campbell
Dresser
Whitney
Perry
Organization
HSU Dept. Chair
FNR club
Simpson Timber
Hiney Forestry
CDF
NRM Corp
Lewis Logging
Caltrans (assoc)
(assoc)
(retired faculty)
HSU NR recruiter
Dave
Chris
Tom
Bazard
Lee
Schultz
MSE Division chair
UC Extension Service
Humboldt Redwoods Co.
PRCCompRevReviseS08
Address
1 Harpst St.
City
Arcata
State
CA
Zip
H Phone
PO Box 68
2373 Donna Dr
118 S. Fortuna Blvd
Korbel
Eureka
Fortuna
95550
95503
95540
725-4471
839-8868
445-5757
725-4413
953 Hilltop Dr
1562 Loop Rd
1 Harpst St.
Fortuna
Fortuna
Arcata
CA
CA
CA
CA
CA
CA
CA
CA
CA
95540
95540
725-2083
725-9468
CA
CA
CA
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Appendix B – Request for Full-Time Faculty Position (Fall, 2008)
Rationale Form for Faculty Positions
Department__Forestry/Natural Resources_____
and Science_____
Division__Math
Division Chair/Program Director
Signature_______________________________
Please provide the following information to substantiate
the need for a new faculty position. The following items
are not in any priority order.
Position Description and Priority
Review of the importance of this position to the mission of
the college and the department’s program goals and
priorities. This summary should minimally indicate:
1. The substantive area of the discipline that will be
covered by the position.
2. An explanation of the importance of this expertise to
the department's curricula.
3. The demand for individuals with this expertise.
4. Briefly indicate the load and the typical courses
taught for the last three academic years, including
summer, by the previous faculty member, and indicate
how (or if) the department will continue to cover
these courses.
1. This position will cover courses in Forestry and Natural
Resources, particularly the areas of Geographic Information
Systems, Global Positioning Systems, Remote Sensing, and
Timber Harvesting and with additional course content within
the area.
2. There are several areas where this additional position
is important but the key factor is the requirement for a
minimum of 2 full-time faculty to receive program
accreditation by the Society of American Foresters. This
accreditation will benefit the program in 2 main areas:
students graduating from the program will be able to apply
the degree to 2 years of credit towards the 7 year
requirement for sitting for the Registered Professional
Forester’s exam, and the SAF accreditation will also aid in
recruiting to the program from a broader regional and
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national audience. The additional faculty will also aid in
coordinating with Career and Technical prep programs with
local high schools, maintaining curriculum updates and
development and in maintaining an active student club which
should foster greater retention and student success.
3. While the demand for forest technology grads varies
somewhat with market demands for wood products, the overall
trend in recent years has been for more jobs than there are
available graduates to fill them, particularly in the
timber inventory work. This demand is fed in part by more
complicated analyses needed for Timber Harvest Plans and in
part by an ongoing retirement wave in the industry. This is
particularly true for Registered Professional Foresters
where expected demand cannot be met by current graduation
rates. 4. The program has been taught by a single full-time
faculty and 4-6 associate faculty (depending on course
offerings). Some courses have not been offered every year
because of a lack of available faculty and there is a need
to develop several new courses to meet industry needs. It
is expected that a new full-time Forestry faculty would
replace several of the current associate faculty,
particularly in Remote Sensing, GIS and GPS, Timber
Harvesting and Wildland Fire Suppression as well as
developing new courses in Woods Safety and Equipment
Operation. Additionally we’d like to develop a Law
Enforcement option for students that would require new
course development.
Quantitative Information by Discipline:
1. Student Contact Hours (SCH)
2. Total Full-time Equivalent Faculty (FTEF) 1.6 – 2.0
3. Percent of Total FTEF taught by Part-time Faculty
Part-time FTEF ÷ Total FTEF
X 100
=
40%
4. Census Enrollment Load for the Discipline Fall 2008
enrollment = 122 with an 83% fill
5. Program Growth Trends for the Discipline Trends have
been somewhat volatile with an increase in 2007 and a
decrease in 2008. This is due in part to fewer
section offerings and to reduced course cap to meet
accreditation standards. The potential is for
increased enrollment with more offerings because of
the tendency of entry-level courses to reach (and
often fill) the wait list.
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6. Provide 3 years of enrollment trend data. Obtain this
data from Institutional Research Data
2006
2007
2008
Projected Projected Projected
2009
2010
2011
Enrollment
179
191
140
154
175
200
WSCH
83.25
81
66.38
73
83.25
90
FTES
36.39 38.20 28.20
31.02
36.00
40.00
7. What factors would contribute to the projected
enrollments?
A key factor for the very conservative estimates on
projected enrollments is the ability of the program to
seek accreditation by the Society of American Foresters.
Currently only Reedley College has this accreditation
among California Community Colleges and their current
enrollment is very robust. The increased recognition of
the program has the potential to double the program
enrollment within 5 years. The additional faculty would
also aid in recruitment locally and the development of
programs at our satellite campuses and in cooperation
with local tribal forestry programs.
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Qualitative and Other Information
Please complete all areas that relate directly to the
faculty position requested.
A.
DISCIPLINE NEEDS:
1. Availability of qualified part-time faculty
a. Specialized degree/training needed. Please explain:
b. Specialized experience needed. Please explain:
c. Emerging/rapidly changing technology. Please
explain:
d. Describe recruitment efforts for qualified part-time
faculty:
1. Qualified adjunct faculty in some areas within forestry
and natural resources have been difficult find and keep,
particularly in the areas of GIS and Wildland Fire.
a. For both GIS and Wildland Fire, specialized
training is necessary. Both of these areas require
technical expertise not generally found among available
adjuncts, particularly Fire. With GIS the problem is
turnover; when we get a qualified faculty they often soon
find full-time employment elsewhere. In Wildland Fire it’s
been difficult to find faculty who are both academically
qualified and have the specific training in fire
management.
b. We do have qualified adjunct faculty with
harvesting experience necessary for the program but they
are approaching retirement and California has very specific
regulations for timber harvests that can only be acquired
through experience in California.
c. GIS and GPS technology are both rapidly changing as
is remote sensing with the wider adoption of LIDAR. These
areas require current use of the technology to remain
useful in instructing students in their application.
B.
DISTRICT/DEPARTMENT/DISCIPLINE GOALS:
How will this faculty position help meet
District/Department Goals? Other resources/documents
to consider in responding to these criteria may
include Program Review and Educational Master Plan.
Please explain:
One of the stated goals of the District is to pursue
professional accreditation wherever possible. At the moment
the main hurdle to SAF accreditation is the absence of a
second full-time faculty along with the specialized courses
they could develop. With the SAF accreditation in place we
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could also draw in a larger number of students from outside
our local demographic, thereby providing an opportunity for
the District to grow.
Additionally, one of the district goals has been to service
our community. The forest industry currently employs at
least 11% of the local workforce (see graph below), more
than any other category besides government and contributed
over $172,000,000 to the local economy (2006 county
agriculture statistics). This value is likely to remain
either stable or increase for the foreseeable future
because of the sustainable nature of current forest
practices and the need to replace an expected retirement
wave of 50-75% of the current workforce in the next decade.
Program review has also indicated the need for a second
full-time faculty in the Forest Technology program because
of these issues.
C.
EXTERNAL REQUIREMENTS OR STANDARDS
1. Accreditation requirements.
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2. Regulatory requirements (not recommendations). Please
explain current situation and history of compliance
with requirements:
3. Health/safety (OSHA, Hazardous Materials, violations,
injury issues). Please explain and cite sources:
Current Society of American Foresters standards for
recognition of Technician (Forest Technology) programs,
Standard III: Faculty 1. The forest technology faculty
shall consist at minimum of two full-time (minimum 9-month
contract per year) instructors. (excerpt from Standards and
Procedures for Recognizing Educational Programs in Forest
Technology, Society of American Foresters accreditation
standards.
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SO
C
Co
de
45100
0
45101
1
45300
0
45301
1
45400
0
45401
1
45402
1
45402
2
45402
3
45402
9
19409
3
D.
ADDITIONAL FACTORS:
1. Job Market Outlook. Please explain: Humboldt county
numbers only additional jobs throughout the northern
California region as well as southern Oregon.
Annual
Average
Employment
Occupation
al Title
Supervisors,
Farming,
Fishing, and
Forestry
Workers
First-Line
Supervisors/
Managers of
Farming,
Fishing, and
Forestry
Workers
Fishing and
Hunting
Workers
Fishers and
Related
Fishing
Workers
Forest,
Conservation
, and
Logging
Workers
Forest and
Conservation
Workers
Fallers
Logging
Equipment
Operators
Log Graders
and Scalers
Logging
Workers, All
Other
Forest and
Conservation
Technicians
2004
Employment Change
Percent
Average Annual
Job Openings
Net
Ne
Repla
w
ceJob ments Tota
s
[1]
l [2]
Media
n
Hourly
Wage
[3]
Education & Training
Levels [5]
2014
Numerical
410
460
50
12.2
5
10
15
N/A
410
460
50
12.2
5
9
14
$19.77
330
360
30
9.1
3
10
13
N/A
320
350
30
9.4
3
9
12
N/A
1,750
1,780
30
1.7
3
36
39
N/A
370
410
40
10.8
4
9
13
$8.23
1-12 Month OJT (10)
210
210
0
0.0
0
4
4
$28.78
1-12 Month OJT (10)
700
720
20
2.9
2
13
15
$16.90
1-12 Month OJT (10)
230
220
-10
-4.3
0
4
4
$15.80
1-12 Month OJT (10)
240
220
-20
-8.3
0
6
6
$16.68
200
220
20
10.0
2
5
7
$14.56
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1-12 Month OJT (10)
AA Degree (6)
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2. Other Job Market Data (please identify)
3. Other (e.g., Advisory Committee, Professional
Organization Best Practices, CSU/UC Admission changes)
Both the local Advisory Committee for Forestry and Natural
Resources and the Northern California Chapter of the
Society of American Foresters have done local and regional
surveys indicating that demand for forest technicians and
RPF’s (registered professional foresters) are expected to
exceed supply of graduates from schools within the state.
This seems especially true for entry level technicians who
do much of the on-ground work for preparing Timber Harvest
Plans.
The following are quotes from the Prosperity report on the
Forest Industry in Humboldt County:
“A relatively new challenge – attracting qualified workforce - may become more
significant in coming years. “We fill 40 to 50 jobs a year….” explains Deborah
Callahan, Human Resources Director for Green Diamond and Simpson
Humboldt County provides: “In 2005 the establishments within the Forest
Products industry cluster decreased by 10% from 2003, and the number of
employees has dropped by 4%. Still, during this same period, total wages rose
8% to more than $180 million. Average wages also rose by 12.6% to $44,044 per
person. The Forest Products industry cluster contributes approximately 36% of
the base economy payroll and 12% to the total payroll of Humboldt County’s
economy” (from Prosperity report):
http://www.northcoastprosperity.com/files/webfm/contents/ForestrySIR.pdf
Humboldt County is the largest forest products producing
county in the state of California yet we are not currently
providing an accredited program for our students in this
field.
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APPENDIX C. Strategic Plan
Forestry and Natural
Resources Program (note: developed in 2003-04)
The objective of this plan is to provide concrete
goals and steps for fulfilling the Forestry/Natural
Resource Mission and Vision statements. This plan will
provide a framework for developing curriculum, determining
staffing and equipment needs and developing the appropriate
infrastructure. Writing this plan required a review of the
current program and considerable input from various sources
inside and outside the program. Following are the mission
and vision statements as approved by the Forestry Advisory
Committee and the current working draft of the strategic
plan.
Mission Statement
The Forestry and Natural Resources program is committed to
providing high quality, science-based education about the
ecology and management of forested systems with an emphasis
on utilizing the natural environment of the school setting
with hands-on learning strategies. The FNR program has
functions in all of the primary missions of the College of
the Redwoods including degree and certificate programs,
academic and transfer education, and professional and
technical education.
Vision Statement
In addition to the current mission, the Forestry and
Natural Resources program will be the regionally recognized
source of first choice to meet lower division educational
requirements for articulation to Baccalaureate programs as
well as the program of choice statewide for Associate
Degree and Certificate programs in forestry and natural
resource sciences. The FNR program will be fully
recognized by the Society of American Foresters and will
work closely with Humboldt State University and other 4-yr
institutions, both within the state and the region, to
provide full articulation between CR and universities. The
FNR program will also work with Community Education to
provide non-credit courses that will meet local landowner
self-management needs.
Students in the FNR program will share common core courses
and choose among several options including forest technical
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work, baccalaureate transfer, park interpretation and law
enforcement, geographic information systems and wildlife
technical work. Graduates from the FNR curriculum will be
sought after by industry, government and non-government
organizations for employment because of the suite of
technical knowledge, critical thinking skills, field
experiential learning, and applied ecological understanding
they will have acquired.
Strategic goal 1 – Increase student success at finding
employment
This
where 50%
following
meet this
is a critical goal for any 2-yr degree program
of the students plan on seeking employment
completion of the degree. Two vital steps to
goal are:
a) regain Society of American Forester’s official
recognition of the program
a. hire additional full time faculty
b. proved evidence of meeting curricular
objectives
b) revise the curriculum to meet employment
opportunities that have evolved in recent years.
c) Structure co-op and internship opportunities for
students to replace the final skills seminar
currently in the program
Benchmark: none – CR needs to develop alumni tracking
Metric: alumni finding employment in the field within
1yr of graduation
Strategic goal 2 – Increase student success at articulation
Articulation to 4-yr institutions is a vital aspect of
community college education and the Forestry/Natural
Resource program at College of the Redwoods is no
different. Approximately 130 students at CR claimed FOR or
NR as their major, the majority being students headed for a
4-yr program. To increase their success rates, the
curriculum and articulation agreements must be continually
updated. The steps to meet this goal are:
a) revise curriculum to better meet requirements at 4yr institutions
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b) update articulation agreements with California and
regional schools.
c) increase counselor reference to FOR/NR courses at
College of the Redwoods.
d) Regain SAF recognition (may be required by SAF
accredited 4-yr schools)
a. Hire an additional full-time faculty member
b. Initiate the recognition process with the SAF
Benchmark: none (see above)
Metric: number of credit hours articulating to 4-yr
programs
Strategic goal 3 – Increase student success in field
courses
Updating the curriculum will accomplish little if we
do not emphasize the strength of a 2-yr program; the handson aspect of field courses. And success in field courses
is dependent on maintaining appropriate facilities and
equipment for students. The steps to meet this goal are:
a) acquire funding to maintain and update field
equipment on a continuing basis
b) develop adequate numbers of field sites for study
opportunities
c) develop appropriate transportation infrastructure to
access field sites.
d) offer introductory courses more frequently to
minimize out of sequence students
a. hire additional full-time faculty member
e) develop equipment donation program and dedicated
funding for equipment and transportation
Benchmark: None- need to develop specific student
questionaire and track grading
Metric: student and instructor evaluations
Strategic goal 4 – Increase awareness of the Forestry and
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Natural Resource program among the students and community
To meet the needs of the community for education in
this field, we must make the community aware that the
opportunity for study is present at College of the
Redwoods. The steps needed to meet this goal are:
a) increase marketing and outreach efforts
a. reach more high school counselors
b. develop high school articulation
c. attend college fairs and regional programs
b) update and maintain viable web presence
a. hire additional technical staff/faculty
c) SAF recognition (would be listed on SAF web cite and
brochures)
d) develop K-12 outreach opportunities
e) increase presence of FOR/NR club
Benchmark: none- need to develop public survey of
awareness and track outreach activities
Metric: change in program awareness; number of
outreach activities
Strategic goal 5 – Increase student retention in the
program
We believe that students with a sense of belonging to
a viable program will have a stronger sense of being
invested in success and graduation and completion rates
will increase as a result. The steps to achieve this goal
are:
a) maintain an active FOR/NR club and support
b) Increase interaction with Humboldt State University
Forestry students as a club
c) revitalize the cohort method of course sequencing.
a. Hire additional full-time faculty
d) increase scholarships for student completion
e) develop student mentoring opportunities
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Benchmark: None- need to develop data on current
student graduation rates
Metric: student graduation rates
Strategic goal 6 – Provide education for non-degree
students
This goal is often cited as a missing component of the
FOR/NR program. In short, landowners often wish to acquire
some knowledge of their lands to assist in management
decisions and activities. A goal of this program at
College of the Redwoods should be to design the appropriate
courses and facilitate instruction through the Community
Economic Development and Outreach office.
a) work with local landowner groups and consultants to
assess needs
b) develop and deliver courses as needed through CED
a. hire additional full-time and associate
faculty as needed
Benchmark: none currently
Metric: number of new outreach courses offered
Meeting these goals will provide for a viable and
interesting program for students and the community through
the next several years and decades. As uses of natural
resources in the region evolve, so should our program if we
are to maintain validity in meeting community educational
needs. Development of benchmarks and metrics will be
important to determine when we have met these goals.
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Appendix D
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