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. PRCCompRevReviseS08 5/29/2016 Page 1 of 53 1 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. PRCCompRevReviseS08 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 5/29/2016 Page 2 of 53 2 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 PRCCompRevReviseS08 3 3 3 54 54 162 5/29/2016 Page 3 of 53 3 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 PRCCompRevReviseS08 5/29/2016 Page 4 of 53 4 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. PRCCompRevReviseS08 5/29/2016 Page 5 of 53 5 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? PRCCompRevReviseS08 5/29/2016 Page 6 of 53 6 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 PRCCompRevReviseS08 5/29/2016 Page 7 of 53 7 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. PRCCompRevReviseS08 5/29/2016 Page 8 of 53 8 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. PRCCompRevReviseS08 5/29/2016 Page 9 of 53 9 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 PRCCompRevReviseS08 5/29/2016 Page 10 of 53 10 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. PRCCompRevReviseS08 5/29/2016 Page 11 of 53 11 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. PRCCompRevReviseS08 5/29/2016 Page 12 of 53 12 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. PRCCompRevReviseS08 5/29/2016 Page 13 of 53 13 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 PRCCompRevReviseS08 5/29/2016 Page 14 of 53 14 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 PRCCompRevReviseS08 5/29/2016 Page 15 of 53 15 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 PRCCompRevReviseS08 Describe how the equipment allows achievement of program/discipline educational outcomes Used in experiential learning of field surveying techniques 5/29/2016 Page 16 of 53 16 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. PRCCompRevReviseS08 5/29/2016 Page 17 of 53 17 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. PRCCompRevReviseS08 5/29/2016 Page 18 of 53 18 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) PRCCompRevReviseS08 5/29/2016 Page 19 of 53 19 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) PRCCompRevReviseS08 5/29/2016 Page 20 of 53 20 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) PRCCompRevReviseS08 5/29/2016 Page 21 of 53 21 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) PRCCompRevReviseS08 5/29/2016 Page 22 of 53 22 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 PRCCompRevReviseS08 5/29/2016 Page 23 of 53 23 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 PRCCompRevReviseS08 5/29/2016 Page 24 of 53 24 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 PRCCompRevReviseS08 5/29/2016 Page 25 of 53 25 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 5/29/2016 Page 26 of 53 26 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 PRCCompRevReviseS08 5/29/2016 Page 27 of 53 27 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. PRCCompRevReviseS08 5/29/2016 Page 28 of 53 28 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. PRCCompRevReviseS08 5/29/2016 Page 29 of 53 29 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 PRCCompRevReviseS08 5/29/2016 Page 30 of 53 30 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. PRCCompRevReviseS08 Please explain: 5/29/2016 Page 31 of 53 31 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. PRCCompRevReviseS08 5/29/2016 Page 32 of 53 32 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 PRCCompRevReviseS08 Work Experience (8) 1-12 Month OJT (10) AA Degree (6) 5/29/2016 Page 33 of 53 33 PRCCompRevReviseS08 5/29/2016 Page 34 of 53 34 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. PRCCompRevReviseS08 5/29/2016 Page 35 of 53 35 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 PRCCompRevReviseS08 5/29/2016 Page 36 of 53 36 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 PRCCompRevReviseS08 5/29/2016 Page 37 of 53 37 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 PRCCompRevReviseS08 5/29/2016 Page 38 of 53 38 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 PRCCompRevReviseS08 5/29/2016 Page 39 of 53 39 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. PRCCompRevReviseS08 5/29/2016 Page 40 of 53 40 PRCCompRevReviseS08 5/29/2016 Page 41 of 53 41 Appendix D PRCCompRevReviseS08 5/29/2016 Page 42 of 53 42 PRCCompRevReviseS08 5/29/2016 Page 43 of 53 43 PRCCompRevReviseS08 5/29/2016 Page 44 of 53 44 PRCCompRevReviseS08 5/29/2016 Page 45 of 53 45 PRCCompRevReviseS08 5/29/2016 Page 46 of 53 46 PRCCompRevReviseS08 5/29/2016 Page 47 of 53 47 PRCCompRevReviseS08 5/29/2016 Page 48 of 53 48 PRCCompRevReviseS08 5/29/2016 Page 49 of 53 49 PRCCompRevReviseS08 5/29/2016 Page 50 of 53 50 PRCCompRevReviseS08 5/29/2016 Page 51 of 53 51 PRCCompRevReviseS08 5/29/2016 Page 52 of 53 52 PRCCompRevReviseS08 5/29/2016 Page 53 of 53 53