Program/Discipline: DA
Annual Program Review Update
Instructions
The Annual Update is conducted district-wide by each program/discipline and consists of
a) analysis of general changes, staffing, resources, facilities, equipment and other needs,
as well as b) reporting of curricular changes and outcomes assessment.
The questions on the subsequent pages are intended to assist you in planning for your
program or area. Input should be sought from all campuses. It should be submitted or
renewed every year by the designated date in anticipation of budget planning for the
next fiscal year.
Institutional data used to document program/discipline statistics and trends will be
provided by Institutional Research.
Please include pertinent documents such as student learning outcomes assessment reports
and data analysis to support any requests for new faculty, facilities, equipment, etc.
Retain this information for your discipline’s use,
Submit an electronic copy of your Annual Update Document and supporting data to the
Program Review Committee. Also submit a copy of these documents to your Division
Chair, Director, or Campus Lead Faculty.
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Annual Program Review Update
Program/Discipline: Dental Assisting Program, Eureka Campus
Submitted by (names): Hillary Reed
Contact Information (phone and email): 476-4253 hillary-reed@redwoods.edu
Date: October 20, 2008
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last
Annual Update? (Have you shifted departments? Have new degrees or certificates
been created by your program? Have activities in other programs impacted your area
or program? For example, a new nursing program could cause greater demand for
life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes Describe the changes below:
Adoption of and strict adherence to a new eligibility requirement requiring
both full-time and part-time applicants to qualify for Math 376 and English
150 has been a change in the status of our program since last year’s
program review.
2. Program/Discipline Trends
Refer to the data provided (data link is located at
http://inside.redwoods.edu/Assessment/ProgRev/InstructionalProgramReviewData.as
p) and describe the trends in enrollment, retention, success rates, and student
demographics. If applicable, describe how changes in these areas are impacting your
discipline and describe efforts within your area to address these impacts.
Enrollment
The Dental Assisting Program currently accepts 24 full-time and 6 part-time students,
which adheres to the guidelines and regulations set by the American Dental
Association Commission on Dental Accreditation (CODA). CODA standards define
that during laboratory and preclinical instruction in dental materials and chairside
assisting procedures, the faculty/student ratio should not exceed one instructor to tenfifteen students. The faculty/student ratio during radiography and clinical practice
sessions should not exceed one to six. The ratio is determined for pedagogical
purposes and safety concerns.
The following table shows the enrollment of full-time and part-time students at the
beginning of each school year for the past six years and includes the current 2008-09
school year.
School Year
2002-03
2003-04
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Full-Time
15
13
Part-Time
1
6
2
Total
16
19
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2004-05
2005-06
2006-07
2007-08
2008-09
20
22
20
17
24
5
3
2
6
3
25
25
22
23
27
The table shows an enrollment low in 2003-04 of 13 full-time students and then
fluctuations in enrollment for full-time students the following four years, from 200407.
However, the 2008-09 Dental Assisting Program enrollment is at the maximum
capacity of 24 full-time students. Faculty and staff have worked hard these past years
in a concerted effort to recruit and retain students and establish a quality
interconnected program. Efforts to increase and sustain maximum enrollment follow.
This past year the Dental Assisting Program was fortunate enough, thanks to Measure
Q funds, to undergo a complete remodel of the classrooms, laboratories, and dental
clinic. This beautiful, modern educational facility, equipped with the most current
advances in dental equipment will attract new students and provide an outstanding
learning environment.
A brochure has been prepared and professionally designed to promote and recruit
potential students to the dental assisting career and the College of the Redwoods
Dental Assisting Program. The brochure includes the most current information on the
Dental Assisting Program and the career of dental assisting, including the excellent
employment opportunities available.
Faculty and staff have been attending job fairs as time allows and an effort to secure
additional time for a staff representative to attend job fairs at local high schools is
being explored.
The Dental Assisting Program website content has been updated and designed
attractively to present a positive and professional reflection of our program to the
user. The website is currently under construction and will be live by the "end" of the
fall semester.
Retention
The following table shows a fairly consistent high rate of retention for the program.
The lower retention rate for the 2005-06 school year may be attributed to a change in
teaching assignments and inadequate communication between team-teachers.
2004-05
2005-06
Not Retained
Retained
Not Retained
5%
95%
11%
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Retained
2006-07
Not Retained
89%
2%
3
2007-08
Retained
Not Retained
98%
4%
Retained
96%
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It should be noted that the above table does not reflect the student drop rate that
occurs very early in the semester, before Census Day. When a student drops from the
program it is typically due to the fact that he/she is not prepared for the intensity of
the curriculum presented or is not suited for the personal nature of the work involved.
An effort to improve retention includes the adoption of and strict adherence to new
eligibility requirement requiring both full-time and part-time applicants to qualify for
Math 376 and English 150.
An orientation is held for new students prior to the beginning of the start of school to
go over detailed information which includes program curriculum, program costs and
time investment.
Success Rates:
2004-05
2005-06
2006-07
2007-08
A-C
D-F
A-C
D-F
A-C
D-F
A-C
D-F
88%
12%
85%
15%
91%
9%
87%
13%
The Health Occupations Division and accrediting bodies require that students
successfully complete each course with a 75%, "C" or higher to continue and achieve
a Certificate of Completion from the program.
Given the intensity of the program and that the majority of the students work and
have family obligations, the student success rate is consistently positive.
Demographics:
The Dental Assisting Program conducts a survey each year at the beginning of the fall
semester to document the program demographics of all enrolled students (full-time
and part-time). This is a requirement of the Commission on Accreditation of the
American Dental Association (CODA) to keep in good standing with the outside
accrediting organization. Unfortunately, the information has only been reported to
CODA and not to College of the Redwoods Institutional Research Department. The
following information was reported to CODA in October of 2008.
Highest level of Education:
High
School
Diploma
/GED
Less
than One
Year
of
College
One
Year
of
College
Two
Years of
College
Associat
es
Degree
Three
Years
of
College
Four
Years of
College
Bachelor
s
Degree
Masters
Degree
7
1
5
9
2
2
1
1
0
Age:
23 and Under
18
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24-29
7
30-34
3
4
35-39
0
40 and Over
0
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Sex:
Female
27
Citizenship:
United States Citizen
26
Ethnic Background:
African
American
American
Indian/
Alaskan
Native
0
4
Male
1
Canadian Citizen
0
Other
2
Asian or
Pacific
Islander
Hispanic
White
Other
0
3
20
1
Applied for Financial Aid:
Yes
20
No
8
Received Financial Aid:
Yes
14
No
13
Children that require childcare while in school:
Yes
8
No
19
Working while attending the Dental Assisting Program:
Yes
19
No
8
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data. Links to various reports
and information, as well as instructions on how to create program-specific reports,
can be found at http://www.redwoods.edu/District/IR/Reports/LaborMarket.asp.
Institutional Research (IR) is available to help with surveys and reviews. All survey
data (whether collected by your program or the institution) should be sent to IR to be
kept on record.
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a. Meets a documented labor market demand,
b. Does not represent duplication of other training programs (in the region), and
c. Is of demonstrated effectiveness as measured by the employment and
completion success of its students.
Labor Market Demand:
According to the U.S. Department of Labor Bureau of Labor Statistics employment is
expected to increase much faster than average for dental assistants. Job prospects are
expected to be excellent. Employment is expected to grow 29 percent from 2006 to
2016, which is much faster than the average for all occupations. In fact, dental
assistants are expected to be among the fastest growing occupations over the 2006-16
projection period.
Population growth, greater retention of natural teeth by middle-aged and older people,
and an increased focus on preventative dental care for younger generations will fuel
demand for dental services. Older dentists, who have been less likely to employ
assistants or have employed fewer, are leaving the occupation and will be replaced by
recent graduates, who are more likely to use one or more assistants. As dentists’
workloads increase, they are expected to hire more assistants to perform routine tasks,
so that they may devote their own time to more complex procedures.
In addition to job openings due to employment growth, numerous job openings will
arise out of the need to replace assistants who transfer to other occupations, retire, or
leave for other reasons.
Duplication in Programs:
The College of the Redwoods Dental Assisting Program has few competitors in the
Northern California Region that are accredited by the Commission of Dental
Accreditation and approved by the California Board of Dental Examiners. Graduates
of these programs are eligible to take both the Dental Board of California examination
for state licensure as a Registered Dental Assistant (RDA) and Certified Dental
Assistant (CDA) examination. The nearest accredited program is located at Santa
Rosa Junior College.
Shasta-Trinity ROP and Butte County ROP are the two nearest RDA approved
programs. Their graduates qualify for the RDA exam, but not the CDA exam.
Mendocino County ROP recently began a program, which is our closest competitor.
Currently, Mendocino is not RDA approved but they are working towards it. Once
approved recruiting from Fort Bragg and Willits will be more challenging.
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Effectiveness:
For the last three years the majority of the College of the Redwoods Dental Assisting
Program graduates has secured employment in a dental office prior to graduation from
the program. By September of 2008 100% of the graduates were employed in
Humboldt and Siskiyou dental offices.
Statistics from data collected since 2001 from the State Department of Consumers
Affairs Tracking System through the Committee on Dental Auxiliaries indicate that
College of the Redwoods has an average passing rate of 85.1% on the practical portion
of the RDA exam.
Records from the last three years indicate a steady increase of pass rates for students
taking the RDA practical examination.
Month/Year
August 2008
November 2007
August 2007
April 2007
February 2007
November 2006
August 2006
May 2006
February 2006
November 2005
August 2005
Pass Rate
100%
100%
100%
100%
100%
100%
72.7%
100%
50%
50%
90%
Also, the Program Performance Report issued from the Dental Assisting National
Board indicates that since 2005 College of the Redwoods students earned a 100% pass
rate for the CDA written exam.
4. Budget Resources
List your area’s budget for the following categories in the table below. Restricted
funds have a sponsor/grantor/donor (federal, state, local government, etc). The
funds are restricted by the sponsor/grantor/donor. Everything else is
unrestricted.
Category
Supply and printing budget
Equipment replacement
and repair budget
Professional Development
Work-study funding
Additional Budget Items
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Unrestricted Funds
2,000.
Restricted Funds
Dental Health Center Revenue
Dental Health Center Revenue
Dental Health Center Revenue
Dental Health Center Revenue
Dental Health Center Revenue
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Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
The Dental Assisting Program has the only "self supporting" budget in the district.
Money generated from the Dental Health Center clinic is used to pay for clinic and
laboratory supplies, dental equipment, repairs, dentists salaries, workers
compensation for the dentists and instructors, laboratory services, office supplies,
warehouse supplies, laundry expenses, postage, and professional development.
The Dental Assisting Program receives approximately $2,000 per year in
discretionary funds to purchase classroom and laboratory supplies for student
learning and practice. In addition, equipment repair costs are deducted from the
discretionary budget. Currently our new dental equipment is under warranty.
However, the one year warranty will expire in July, 2009. Once the warranty has
expired each “office call” will have a baseline cost of $41.00, plus an additional
technician fee of $140.00 per hour per technician. Also, the cost for the repair parts
will be taken from the discretionary budget.
In 2005 the Dental Health Center had a deficit of profits from the Dental Health
Center. This was partly due to the high costs of dental equipment repair incurred in
the 2004/2005 school year. In addition, all supplies had to be purchased through the
Dental Health Center Budget for the program and clinic, since discretionary funds
were not given that year.
To assist with program costs each individual student is required to purchase $800
worth of their own supplies, materials, and equipment through a separate vendor to
practice mandatory skills during both laboratory and clinical sessions. This is in
addition to the amount paid in tuition, texts, and uniforms.
Additionally, donations from dentists are sought after throughout the community.
Expired supplies and previously owned equipment is graciously given so that
students are able to practice with the wide array of dental armentarium necessary to
be a proficient dental assistant. Furthermore, grants are pursued to replace existing
equipment and incur new items for the program.
Also, the Dental Assisting Program Coordinator purchases classroom supplies
personally so that educational/learning activities can take place in the classroom
setting. Recently 12 Styrofoam heads were purchased at a cost of $170. This was
done because the program could not afford to take this money from the already
overburden budget Dental Program.
The following is a break down of laboratory expenses incurred yearly by the
program. Currently all $2,000 of the discretionary funds are put towards the
purchasing of these products for laboratory experiences, not patient care. However,
the revenue generated from patient care in the Dental Health Center makes up the
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cost difference if the profit margin allows. If the profit margin does not allow, the
encumbrances are forwarded on to the next year and the program operates at a loss.
Discretionary Budget
Supplies
Impression Materials:
Impregum Polyether
Impression Material
Express Silicone Putty
Vinyl Polysiloxane
Impression Material
Alginate impression
Material (22 lb)
Polysulfide Impression
Material
Cements:
Luting Cements
Resin Cement
Carboxylate Cement
Zinc-Phosphate Cement
Orthodontic Cement
Temporary Cement
Acrylic Temporary Material
Evacuation Supplies:
HVE Tips/ Saliva Ejectors
Moisture Control Items:
Cotton Rolls & Gauze
Rubber Dam Supplies
Infection control Items:
Gloves
Disinfectant Agents
Barriers
Sterilization Pouches
X-ray Supplies:
Costs
$228
$228
$200
$550
$120
$206
$275
$142
$40
$166
$37
$212
$300
$200
$200
$100
$280
$300
$400
Develop/ Fixer
Total:
$350
$4,534
Examples of instructional supplies purchased through the Dental Health Center
revenue and used in both the laboratory and clinical setting are as follows:
abrasives, acrylics, anesthetic supplies, alloy, articulating paper, barriers,
bonding/adhesive materials, burs, cements, composites, disposables, endodontic
supplies, finishing/polishing supplies, impression materials, instruments,
liners/bases, matrices/wedges, medicaments, oral hygiene items, patient education
items, personal protective equipment, prophylaxis supplies, sealant supplies, shade
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guides, solvents, stainless steel crowns/ aluminum temporaries, sterilization
supplies, sutures, temporary filling materials, trays/ tray materials, ultra-sonic
solutions, varnishes/desensitizers, waxes, x-ray films, x-ray holders, x-ray mounts,
x-ray chemical solutions, patient chart components/ office supplies.
Examples of instructional supplies purchased through the Dental Health Center
revenue and used in both the laboratory and classroom setting are as follows:
videos/DVDs, head and neck anatomy replicas, anatomical models, charts, posters,
infection control protocol manuals.
5. Learning Resource Center Resources
Is the level of resources provided by the Academic Support Center and Library
(Learning Resource Center) adequate.
Yes
No
If not, explain.
6. Student Services Resources
Complete the following grid concerning Student Services Areas.
Student
Services
Area
Does the area satisfy the needs of your discipline?
There is a
connection to this
discipline/program
and YES the student
services area does
satisfy the needs of
the discipline.
There is a
connection to this
discipline/program
and NO the student
services area does
not satisfy the needs
of the discipline.
Uncertain about the
student service area
provided or how it
connects to this
discipline/program
Admissions and
Records
Counseling
Financial Aid
Career Services
Disabled
Student
Programs and
Services
(DSPS)
Extended
Opportunities
Programs and
Services
(EOPS)
CalWorks
Residence
Halls
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Upward Bound
Student
Conduct
If a lack of support was indicated in the table above, describe your program/discipline
need.
Counseling:
Currently College of the Redwoods does not have a designated counselor specializing in
health occupations as do other community colleges. Therefore, counseling assistants
refer students who have questions regarding the academic requirements for admittance
into dental assisting, dental hygiene, and dental laboratory technician programs directly
to the Dental Assisting Program Coordinator (faculty position). In addition, all
recruitment efforts for the program are the responsibility of the full-time Dental Assisting
Program faculty member, greatly limiting the number of events attended. With added
counselors and counseling assistants, advising and recruiting will increase for the
program, as well as the college.
Disabled Student Services:
Currently students enrolled in the Dental Assisting Program that are identified as needing
assessment for learning disabilities are referred to DSPS within the first few weeks of
school. However, once they are referred they have to wait an average of five weeks prior
to being assessed due to the shortage of staff. Students positively identified as having
learning disabilities are not able to use the available resources until midway through the
semester. This often jeopardizes the students’ successful completion of the
course/courses in which they are enrolled in.
Student Conduct:
Customer service can become an issue when providing dental services to the general
public at the Dental Health Center. Treatment is provided to our local community at a
reduced cost by licensed professionals utilizing our program’s students as assistants.
Patients are charged at the time of service and are not screened prior to appointment.
Occasionally outbursts of angry language, inappropriate conduct, and unacceptable
sexual behavior, have been focused at faculty, staff, and/or students. Previously the
protocol at College of the Redwoods was to immediately refer behavioral issues of this
severe nature to an administrator that was responsible for swift resolution. However,
since the administrator’s retirement issues have been handled by security. Resolution has
been delayed due to security being overburdened.
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7. Faculty Resource Needs
Complete the Faculty Employment Grids below (data link is provided at
http://www.redwoods.edu/District/IR/Reports/EnrollmentFTES.asp).
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for
fall 2007
term
% of Total
Teaching
Load by
Full-Time
Faculty
% of Total
Teaching
Load Taught
by Part-Time
Faculty
% Change
from fall
2006
% Change
from fall
2005
DA
Program
44
41.4%
58.6%
0
+3.5
Explanations
and Additional
Information
(e.g.,
retirement,
reassignment,
etc.)
Participation
in new faculty
development
program
required three
units of release
time.
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for
spring
2008 term
% of Total
Teaching
Load by
Full-Time
Faculty
% of Total
Teaching
Load Taught
by Part-Time
Faculty
% Change
from spring
2007
% Change
from spring
2006
Explanations
and
Additional
Information
(e.g.,
retirement,
reassignment,
etc.)
DA
Program
52.5
47.5%
54.3%
0
-3% fulltime load
Reassignment
for Dental
Assisting
program
Coordinator
duties and
Dental Health
Center
oversight
a. Describe the status of any approved, but unfilled full-time positions.
No Full-Time Faculty positions are being requested at this time.
b. If you are requesting a Full-Time Faculty position develop an attachment to
this report that addresses the following criteria (as listed in AR 305.03)
• The ratio of full-time to associate faculty
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•
•
•
•
•
•
Current availability of associate faculty
Relation to program review recommendations
Effect on diversity of the faculty
Effect on academic offerings and ability to serve students and the
community
Effect on the vitality and future direction of a program and/or the college
Effect on student learning
c. If your Associate Faculty needs are not being met, describe your efforts to
recruit Associate faculty and/or describe barriers or limitations that prevent
retaining or recruiting Associate Faculty
No Associate Faculty positions are being requested at this time, and all
needs are currently met.
8. Staff Resources
Complete the Classified Staff Employment Grid below (please list full- and part-time
staff). This does not include faculty, managers, or administration positions. If a staff
position is shared with other areas/disciplines, estimate the fraction of their workload
dedicated to your area.
Staff Employed in the Program
Assignment
Full-time
Part-time staff
(e.g., Math,
(classified) staff (give number)
English)
(give number)
Dental
Assisting
Program/Dental
Health Center
0
1
Gains over
Prior Year
Losses over Prior
Year (give reason:
retirement,
reassignment,
health, etc.)
0
0
Do you need more full-time of part-time classified staff?
If yes, explain why.
yes
no
Increasing the hours of the Dental Assisting Program/ Dental Health Center
administrative assistant to extend part-time throughout the months of June, July, and
August would lessen the burden of the Dental Assisting Program Coordinator. As a fulltime instructor compensation is not given during the summer months. However, phone
calls must be answered regarding the program as well as the clinic’s closure on a daily
basis. Leaving unanswered phone calls for extended periods throughout the summer
would be unprofessional and reflect poorly on both the clinic and program. Also patient
record transfers, responses, and referrals by phone, e-mail, and/or letter are necessary on
a weekly basis due to the level of patient care taking place in our facility during the fall
and spring semesters at College of the Redwoods Dental Health Center. In addition,
acceptance letters are sent to potential students and confirmation of math and English
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placement scores with counseling assistants are verified prior to enrollment. These are all
tasks that could easily be completed by the Dental Assisting Program/Dental Health
Center administrative assistant if given approximately nine hours per week during the
summer months.
9. 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:
10. Equipment
Is the available equipment (other than classroom specific equipment described in the
facilities section) adequate to achieve the educational outcomes of your
program/discipline?
Yes
No
If No was checked, complete the following grid for each piece of equipment being
requested for this area/discipline:
Equipment
Approximate
Price
Number of
students using
equipment each
semester
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
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
Repair Cost /
Annual
maintenance
cost
Number of
students using
equipment each
semester
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
11. Learning Outcomes Assessment Update.
List all expected program-level outcomes, whether you have completed the assessment loop
(use of results) or not. For each outcome, identify the means of assessment and the criteria
for success. Summarize the data that have been collected in the ‘Assessment Results’
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column. If no data have been collected and analyzed for a particular outcome, use the
‘Assessment Results’ column to clarify when these data will be collected and analyzed. In
the fourth column, indicate how the assessment results are being used to improve the
program.
Program Outcomes (Not all
disciplines have program-level
outcomes)
Identify supplies, materials,
medicaments, equipment,
instruments, and tray set-ups
common to general and
specialty practices.
Demonstrate the clinical skills
applied to four-handed
dentistry and the additional
responsibilities designated to
the Registered Dental Assistant
in general and specialty
practices according to the
California Dental practice Act.
Demonstrate the application
of learned theory to patient care
and practice.
Demonstrate the proper
methods of organization in the
sequence of treatment.
Practice professional and
ethical behavior as applied to
the workplace environment.
Means of
Assessment and
Performance
Criteria
Instructor evaluated
and graded:
Competency Sheets,
Clinical Evaluation
Sheets, and
Practical application
Assessment Results Summary
Use of Results
Instructor graded
Practical Exams,
Written Exams, and
Critical Thinking
Assignments
Instructor evaluated
and graded:
Competency Sheets,
Clinical Evaluation
Sheets, and
Practical application
Instructor graded
Practical Exams,
Written Exams, and
Critical Thinking
Assignments
Instructor evaluated
and graded:
Competency Sheets,
Clinical Evaluation
Sheets, and
Practical application
Instructor graded
Practical Exams,
Written Exams, and
Critical Thinking
Assignments
Manage asepsis, infection
control, and hazard control
protocol to promote a safe
work environment
Demonstration of proper
manipulation of dental
materials to support chairside
and laboratory procedures.
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List all course-level student learning outcomes for which some assessment activity
(assessment, analysis, or use of results) has taken place since the most recent program review,
and complete the table below as appropriate
Student Learning Outcomes
(course-level)
DA 166/ DA 167, Demonstrate
the common duties designated
to the administrative assistant
at an entry level.
DA 153/ DA 163, Identify
anatomical structures of the
head and neck.
DA 155/DA 165, Demonstrate
proficiency in exposing,
processing, and mounting
radiographs
Means of
Assessment and
Performance
Criteria
Instructor evaluated
and graded:
Competency Sheets,
Clinical Evaluation
Sheets, and
Practical application
Assessment Results Summary
Use of Results
Instructor graded
Practical Exams,
Written Exams, and
Critical Thinking
Assignments
Instructor evaluated
and graded:
Competency Sheets,
Clinical Evaluation
Sheets, and
Practical application
Instructor graded
Practical Exams,
Written Exams, and
Critical Thinking
Assignments
Instructor evaluated
and graded:
Competency Sheets,
Clinical Evaluation
Sheets, and
Practical application
Instructor graded
Practical Exams,
Written Exams, and
Critical Thinking
Assignments
Discuss the extent to which part-time faculty (if applicable) have been involved in the dialogue
about assessing student learning outcomes:
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Part-time faculty currently assess the students in the laboratory and clinical
setting, determining individual skill level for each student. Part-time faculty also
assist with the determination of what skills need to be assessed in order for the
student to be considered proficient as a entry-level dental assistant.
12. Curriculum Update
Identify curricular revisions and innovations undertaken
a. in the last year.
DA 153, DA 154, DA 155, DA 156, DA 163, DA 164, DA 165, DA 166, DA 167
b. planned for the coming year.
All courses are currently updated. Revision will need to begin in 2012.
Complete the grid below. The course outline status report can be located at:
http://www.redwoods.edu/District/IR/Reports/Curriculum/Curriculum_Course_Outlines.htm
Course
DA 153, Dental
Science
Year Course Outline Year Next Update
Last Updated
Expected
4/11/08
4/11/13
DA 154, Dental
Materials and
Procedures
4/11/08
4/11/13
DA 155, Dental
Radiography
4/11/08
4/11/13
DA 156, Dental
Assisting
Fundamentals
(Chairside)
4/11/08
4/11/13
DA 163, Dental
Disease and Oral
Health Issues
4/11/08
4/11/13
DA 164, Dental
Specialties and
Expanded Duties
4/11/08
4/11/13
DA 165, Advanced
Dental Radiography
4/11/08
4/11/13
RevisedAnnUpdateS08
17
11/25/2008
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DA 166, Dental
Front Office Skills
4/11/08
4/11/13
DA 167, Dental
Clinical Experience
11/9/07
11/9/12
If the proposed course outlines updates from last year’s annual update (or
comprehensive review) were not completed, please explain why.
All course updates were completed last academic year.
13. Communication
Are the current lines of administrative, faculty, and staff communication adequate to
meet the needs of this discipline/program? Describe representative example of
effective or ineffective communication.
For the dental portion of the renovation project funded through Measure Q
communication was considered insufficient. A follow-up evaluation has not yet been
conducted to formally discuss the communication concerns that occurred during and
after the projects completion.
Currently, there are no other concerns regarding communication for the Dental
Assisting Program.
14. Action Plans
List any action plans submitted since your last annual update. Describe the status of
the plans. If they were approved, describe how they have improved your area.
No action plans were submitted last annual review.
15. Goals and Plans
If you have recently undergone a comprehensive review, attach your Quality
Improvement Plan (QIP) if applicable.
QIP Attached
If you do not have a QIP, refer to the goals and plans from your previous annual
update. For each goal and/or plan, comment on the current status. List any new goals
and plans your area has for the coming year, and indicate how they are aligned with
the goals/objectives in CR’s Strategic Plan. (CR’s strategic plan is located on the web
at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
Goals from last year:
1. Successfully adapt to the changes in
location during renovation.
2. Develop a plan for assessing students’
demographics, outcomes and
RevisedAnnUpdateS08
18
CURRENT STATUS
COMPLETED
11/25/2008
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program/employer satisfaction.
3. Develop a reporting mechanism for the
Dental Health Center.
4. Shift curriculum objectives to align
with current dental assisting board
requirements.
Goals for this year:
1. Develop assessment tools to measure
effectiveness and gather information on
both the students and program.
2. Establish a five year plan for the Dental
Assisting Program.
RevisedAnnUpdateS08
19
IN PROGRESS
IN PROGRESS
COMPLETED
Link to Strategic Plan Goals:
GOAL #3
Build a Culture of Assessment.
GOAL #3
Build a Culture of Assessment.
GOAL # 4
Contribute to the Economic,
Cultural and Social Well-being
of the north coast community.
11/25/2008
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