Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: Natural History (NH)_
Date:
9/19/07______
Trends and Relevant Data
1. Has there been any change in the status of your program or area? (Have you
shifted departments? Have new degrees or certificates been created by your
program? Have you added or deleted courses? Have activities in other programs
impacted your area or program? For example, a new nursing program could
cause greater demand for life-science courses.) If not, skip to #2.
Note: curricular changes should be addressed under 12-14.
Yes. Recent changes* in the Ed Code have changed the status and procedures for
approval of certificate programs: At the current time this program is being
evaluated to see whether the name of the program should remain a certificate of
completion (and therefore go through the Chancellor approval process) or change
the name of the certificate
* Education Code: 55070. Credit Certificates (posted 7/17/07)
55070. Credit Certificates.
(a) Any sequence of courses consisting of 18 or more semester units or 27 or more quarter units of degree-applicable credit
coursework shall constitute an educational program subject to approval by the Chancellor pursuant to section 55130. The collegeawarded document confirming that a student has completed such a program shall be known as a certificate of achievement and may
not be given any other designation. The award of a certificate of achievement is intended to represent more than an accumulation of
units. Listing of the certificate of achievement on a student transcript symbolizes successful completion of patterns of learning
experiences designed to develop certain capabilities that may be oriented to career or general education. For purposes of this
subdivision, the term "general education" includes coursework taken to satisfy transfer patterns established by the University of
California, the California State University, or accredited public postsecondary institutions in adjacent states which award the
baccalaureate degree.
(b) Shorter credit programs [i.e. shorter than 18 units--jj] leading to a certificate may be established without review and
approval by the Chancellor after approval by the college curriculum committee and the district governing board. Such a
certificate may be given any name or designation deemed appropriate by the district governing board, except that such a certificate
may not be referred to as a certificate of achievement, a certificate of completion, or a certificate of competency, unless approved
by the Chancellor pursuant to subdivision (c). Such a certificate may not be listed on a student's transcript, unless approved by the
Chancellor pursuant to subdivision (c).
(c) A district may submit any sequence of courses consisting of 12 or more semester units or 18 or more quarter units of
degree-applicable credit coursework to the Chancellor and request that it be approved as a program leading to a certificate of
achievement. The Chancellor may approve such a program if he or she determines that it satisfies the requirements of
subdivision (a) despite requiring fewer than 18 semester or 27 quarter units of degree-applicable credit coursework.
(d) Content and assessment standards for certificates shall be defined by the local curriculum committee and comply with the
requirements of this chapter. Such standards should also ensure that certificate programs will be consistent with the mission of the
college, meet a demonstrated need, be feasible, and adhere to guidelines on academic integrity
(e) A description of each approved program shall be included in the college catalog.
(f) The Chancellor shall develop forms and procedures for submission of applications for approval of a program leading to a certificate
of achievement.
(g) Provisions of this section regarding the naming or designation of certificates shall become effective for the Fall 2008 term.
.
Have new degrees or certificates been created by your program?
No
Have you added or deleted courses?
Yes. Currently course outlines are being updated or deleted to reflect our
current offerings. Courses that are being deleted from the catalogues will be
deleted from the program. Courses are being added that reflect current changes
in the program. For instance the number two cause of extinction and species
extirpation is the advent of invasive species, so AG 19 weeds and weed control is
being added to the restrictive elective list.
Have activities in other programs impacted your area or program? For example, a new
nursing program could cause greater demand for life-science courses.) If not, skip to #2.
Note: curricular changes should be addressed under 12-14.
Yes, enrollment in the general transfer program and the Marine Science
program affect the amount of students on campus that take classes and serve as
potential students in this program
2. Have there been any significant changes in enrollment, retention, success rates, or
student demographics that impact your discipline? If so, please include data
sheets (Excel or Word format) showing these changes.
Yes. The Natural History program is a multidisciplinary program that requires
core courses from the fields of Biology, Geology, Forestry and Environmental
Sciences. In addition Natural History students are required to complete several
other required electives from a list of courses in disciplines that also include
meteorology, oceanography, natural resources and agriculture.
Also many students that are in this program list their major and university
studies or transfer studies. All of the courses in this program are open to other
students specifically in the program. These factors make it difficult to obtain
data on enrollment, retention or success rates of students in this program. New
methods of tracking students in multidisciplinary programs need to be created.
3. Occupational programs must review the update of their labor-market data, some
of it provided by Institutional Research, to illustrate that their program:
This program at this time is not listed as an occupational program because it is
under 18 units.
b. Does not represent duplication of other training programs (in the region), and
There are no other training programs in this region that duplicate the training
provided by this program.
c. Is of demonstrated effectiveness as measured by the employment and
completion success of its students.
Employment and success rate data has only been kept by myself keeping track of
graduates. This data indicates that students have been successful, See appendix.
Other Resources
4. Do you have needs (professional development, library resources, and so forth) not
previously required by the discipline or not previously addressed in budget or
equipment considerations? Please describe.
Travel funds and professional development opportunities have been available
for faculty in the past. To date, these needs have been sufficiently addressed.
5. Does your discipline need additional support from Student Services beyond that
previously provided?
The Natural History Program is only offered at the Mendocino Coast Campus.
Tutorial support for students in this discipline has been erratic. Sufficient
support is present during some semesters, but no student tutors at all are
available during other semesters. Library resource materials at this campus are
sufficient for the core courses in this program.
Human Resource Needs
6. Complete the Faculty Employment Grids below (please list full- and part-time
faculty numbers in separate rows):
One full-time faculty member coordinates and teaches most of the core
requirements for this discipline at the Mendocino Coast Campus. The difficulties
associated with documenting the load distribution for a multi-disciplinary
program such as this are addressed in the Trends and Relevant Data section (#2)
of this report.
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for
fall 2006
term
% of Total
Teaching
Load by
Full-Time
Faculty
% of Total
Teaching Load
Taught by PartTime Faculty
Changes from
fall 2005
Explanations and
Additional
Information (e.g.,
retirement,
reassignment, etc.)
Bio, Env
Sci, Geol,
Ocean
0-100%
0-10%
90-100%
Approximately The core fulltime faculty
member was on
sabbatical
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for
spring 2007
term
% of Total
Teaching
Load by FullTime Faculty
% of Total
Teaching Load
Taught by PartTime Faculty
Changes from
spring 2006
Bio, Geol,
Meteo
Explanations and
Additional
Information (e.g.,
retirement,
reassignment, etc.)
Core full time
faculty member
on sabbatical
Do you need more full-time faculty? NO
Associate faculty? Associate faculty availability is sporadic. It is difficult at this
time to assess the need for associate faculty as the numbers of faculty available and
qualified changes with each semester. If yes, explain why and be sure to include data
sheets justifying the need.
There isn’t currently a way to track this information.
.
7. Complete the Staff Employment Grid below (please list full- and part-time staff
numbers in separate rows:
Staff Employed in the Program
Full-time
Assignment
(classified)
(e.g., Math,
staff (give
English)
Science
number)
Ag, Forestry.
0
Part-time staff
give number
1 temporary
science lab
technician for
the Mendocino
campus)
Gains over
Prior Year
None
Losses over
Prior Year
(give reason:
retirement,
reassignment,
health, etc.)
1 full-time
science lab
technician
retired in
S2007; replaced
by a temporary
part-time
technician this
semester
Do you need more full-time staff? Yes Part-time staff? No if the full time
person is replaces. If yes, explain why and be sure to include data sheets
justifying the need.
Current staffing is inadequate for this program. CRMC’s full-time science
technician retired at the end of spring 2007. A part-time replacement position of
12 hours/week has been approved for this semester only, and those few hours are
inadequate to meet the needs of all of the science, agriculture and forestry course
offerings this and next semester
8. If necessary, to clarify your needs, please comment on current available staff and
distribution of FTE's for contract and part-time faculty. Describe strengths and
weaknesses of faculty/staff as appropriate to program's current status or future
development.
See discussion in previous comments.
Facilities
9. Comment on facilities the program uses, their current adequacy, and any
immediate needs. Have your discipline’s facilities needs changed? If so, how?
Please provide a data-based justification for any request that requires new or
additional facilities construction, renovation, remodeling or repairs.
The science facilities at the Mendocino campus are out-dated and none are ADA
compliant. The seats are too crowded together for students to pass safely among
the isles. The laboratory classrooms do not have a safe place for students to
store their backpacks, so the aisles are crowded. Not all of the labs have sinks at
the benches, which limits which courses we can offer. There is insufficient table
space for students to work with natural history specimens in our existing labs.
The ventilation systems are inadequate to exhaust formalin and other noxious
fumes. These are all items that could be covered with the funds from Measure Q.
The science faculty sat down with CR staff and architects to design modern labs.
Those plans were scrapped due to seismic concerns at the Eureka campus. No
further input has been solicited from science faculty regarding any new
construction.
Equipment
10. Have your discipline’s equipment needs changed? If so, how? Is equipment in
need of repair outside of your current budget? Please provide a data-based
justification for any request that requires a new or additional budget allotment.
Equipment needs have been constant at the Mendocino campus. Our
department budgets, National Weather Service compensation for weather
observations at the Mendocino campus, and Partnership for Learning
Excellence grants have helped to maintain these needs. The suspension of the
PLE program and the removal of the NWS weather station at the Mendocino
campus will eventually impact this discipline as equipment wears out.
Learning Outcomes Assessment Update
11. How has your area or program been engaged in student learning outcomes
assessment?
a.
Summarize your results.
Desired student learning outcomes have been identified this past year as part of
the revision of course outlines last semester. Assessment has been undertaken in
the classroom in the form of papers, tests, and concept tests. During the lecture
component of class, instructors actively assess student learning using concept
tests, small group exercises, and question and answer. Examinations, laboratory
exercises, and field reports allow students to demonstrate their retention and
comprehension
As students graduate from the program the lead instructor keeps in contact with
as many students as possible and maintains data on employment and student
success. See chart. Letters and emails from students outlining their success and
“what CR” has done for them, has been added to the data bank.
b.
What did your program learn from these results that enabled you to
improve teaching and learning in the discipline?
Letters and emails describing success at jobs and transfer institution have
strengthened our understanding that the current teaching styles and content
have been successful.
The use of a variety of concept tests in the classroom has allowed for clarification
of concepts not as well understood by the students and helped the department
make small content and time allotment changes accordingly.
c.
How have part-time faculty been made aware of the need to assess SLOs?
Through faculty meetings and emails
Curriculum Update
(Reminder: Send updated course outlines to the Curriculum Committee.)
12. Identify curricular revisions, program innovations, and new initiatives undertaken
in the last year.
All of the courses in the program were either revised last year or will be revised
this year to include new student learning outcomes and assessment tasks.
See appendix 1
13. Identify curricular revisions, program innovations, and new initiatives planned for
the next year.
Will continue to implement new student learning outcomes assessment
The certificate program is being updated to reflect current environmental
problems and employment needs (Adding Ag 63 and Ag 19 to electives) Courses
that are being deleted from the catalogue are being deleted from the program.
The program is being evaluated to see how to address changes in the ed. code on
certificate programs.
14. Complete the grid below
Data included below only address the core course requirements for the Natural
History Program.
Course
Year Course Outline Year Next Update
Last Updated
Expected
BIOL17/Wildflowers,
Trees, and Shrubs
Bio20
Bio 21
Bio23
For 51
ES 10
1995
2007
1998
1989
1996
1999
1991
2007
2007
2007
2007
2007
Goals and Plans
15. If you have recently undergone a comprehensive review, attach your Quality
Improvement Plan if applicable.
Not applicable.
16. If you do not have a QIP, what goals and plans does your area have for the
coming year?
a. Develop a student learning outcomes assessment plan (and methods) to assess
the outcomes present in each of the course outlines updated last semester.
b. Continue to assess enrollment trends.
Fall 2007
Appendix 1
COLLEGE OF THE REDWOODS
NATURAL HISTORY CERTIFICATE PROGRAM
CERTIFICATE OF COMPLETION
(16.5 UNITS)
Natural History is the study of the biology, ecology and identification of the earth's natural
biological diversity. The importance of "biodiversity" is becoming more valued with the
recognition that the world’s species provide the resources for fuel, fiber, food, shelter and
medicine. The value of a species is also recognized in the ecology of the earth's system in
keeping populations of organisms balanced and climates stable.
This certificate program prepares students to do two kinds of work. One is to take a role in
preparing biological inventories. Government agencies and private individuals all have to do
inventories if there is any possibility of the presence of rare and endangered species. Two,
this program also prepares the student who would like to work as a naturalist in parks or as
an instructor in environmental education schools. The program is designed for students who
seek jobs with the following agencies or organizations:
Bureau of Land Management
California State Parks
Environmental education schools
National Forest Service
Private conservation organizations
(Nature Conservancy, Native Plant Society)
Private environmental consulting firms
(i.e. botanical surveys)
California Dept. of Forestry
Botanical Gardens
California Department of Fish and Game
Industrial Timberland Groups (MRC, Campbell)
REQUIRED COURSES:
*E.S. 10 Introduction to Environmental Science
Biol. 17 or For. 51 Plant identification
*Biol. 20 Natural History
Biol. 21 Mushroom Identification or Bio23
Biol. 40 Independent Study; Internships
Specific courses
One unit from of the following:
*Geol 1 General Geology
*Geol 10 Environmental Geology
Geol 40 Independent Study
Geol 130 E Geology of the North Coast Range
Geol 130 F Geology of Clear lake Volcanoes
Geol 130 G Coastal Geology
units
3
2
3
2
1
11 units
_______
1 unit
13
.
IN ADDITION TO THE ABOVE REQUIRED COURSES, STUDENTS NEED TO
CHOOSE 4.5 UNITS FROM THE COURSES BELOW WITH HELP OF AN
ADVISOR. STUDENTS MAY NOT USE THE SAME COURSE TO FULFILL THE
CORE REQUIREMENT AND AN ELECTIVE REQUIREMENT
(Add courses in italics)
Ag 19 Weeds and weed control
3
Ag 63, 63L
3
*Biol. 10 General Biology
3
Delete Bio 1 as of spring 2008 as it is being sunseted
Biol. 9 Plants and Civilization
3
Biol. 15 Marine Biology
3
Biol. 16 Introduction to N.C. Birds
2 (Now is a 3 unit
course)
Bio 19 Rare Plants
2
Biol. 22 California Plant Identification
3
Bio 23 Lichen Identification and Ecology
2
Biol. 24 Introduction to Marine and Anadromous Fishes
3
Biol. 25 Marine and Coastal Field Biology
3
Bio 27 Biology of Marine Mammals
3
Bio. 35 Field Biology
Biol. 99 Selected Topics in Biology
1
Biol. 120E Intertidal Ecology
.5
Biol. 120H Wildflowers of the Coniferous Forest
.5
Biol. 120K Marine Mammals of the North Coast
Biol. 120L Bird Migration
Biol. 120M Intro. to Identification of N.C. Birds
Biol. 120N Mammals of Northern California
Bio 120 0 Mosses and Allies NC
Bio 120 P Marine Algae
Geog. 1 Physical Geography
Geol. 1 General Geology
Geol. 3 Rocks and Minerals delete (course is being deleted)
Geol. 10 Environmental Geology
Geol. 40 Independent Study
Geol. 130E Geology of the North Coast Ranges
Geol. 130F Geology of the Clear Lake Volcanoes
Geol. 130G Coastal Geology
*Ocean. 10 Introduction to Oceanography
*Ocean. 11 Introduction to Oceanography Lab
*Ocean. 12 Environmental Oceanography
*Meteo. 1 Introduction to Meteorology
NR 65 Intro to GIS
NR 40 Independent Study
1-2
E.S. 99 Selected Topics in Environmental Science
.5
5
.5
.5
.5
.5
3
4
3
3
.5 - 1
.5
.5
.5
3
1
3
3
1
*Also satisfies G.E. transfer requirements.
Students are encouraged to complete their A.A. and general education transfer classes in
order to be able to transfer to earn a Bachelors degree to enhance job possibilities
Suggested sequence of classes:
First semester (Fall)
Second semester (Spring)
E.S. 10
Biol. 20
Biol. 120E
Biol. 9, 17 or 22
For. 51
Geol. 130E
Third semester (Fall)
Fourth semester (Spring)
Bio.21
Biol. 16
Geol. 130F
Biol. 40 (independent Study)
Geo. 10
Biol. 17, 19, or 22
Appendix 2
Data on student success and employment
Natural History Students
Name
Rouvishyana
Date
1982
Graduated
yes
Alison
Gardner
Sue Branch
Deb Dodge
1988
1991
1990
1991
1991
1982
1984 (?)
1984
1986
1990
1992
1995
1998
Iris Ruiz
Laura
Schatzberg
Beth Perril
Chris
Schomer
Sarah
flowers
Helene
Maddock
Shannon
Brady
Shannon
Gidreon
1998
job
Park
Naturalist
consultant
transferred
Stream
Restoration
transferred
To CSUSonoma
Lab Tech
Asst. park
Ecologist
Jughandle Farm
, Naturalist
Renate
Lucy Kingsly
Alison
Benedict
Cebula
Thom
Benedict
Geba
Greenberg
Melanie
Williams
Rick Lannom
8/97
1996
1997
5/98
8/97
5/98
Grand Canyon,
Restoration
State Park Env
Scientist
Grand Canyon,
Restoration
1997
1/26/2000
8/26/99
Tony
Kujalais
Judy Vidaver
5/2000
5/2001
5/2001
5/2001
State park
Aide
Nursery
assitant
Botanical
consultant
docent
Phyllis Orr
Julie Burns
Chad Swimmer
8-23-200
8-23-2000
5/2001
2001
volunteer
Chris Luce
Alan Palacio
8-30-2000
8-30-2000
5/2001
2001
Botanical
consultant
Volunteer
docent with
parks
Volunteer
docent with
parks
Transfer; Env
Consul
job
Pat Howard
Pat Baur
Dana
Echelburg
Name
Patti Brill
Judith
Vidaver
5/2000
Date
1-2001
Graduated
5/2000
Environmental
activist;
botanical
consultant
Shannon
Brady
Mary Rose
kaczonowski
1995
1998
10/8/96
2001
Transferred to
Mills;
environmental
activist;
lobbyist
Kelly Lanzar
Kathy
Charlton
Mario Abreu
9/01
9/01
9/01
6/03
Susie Pike
9/01
6/03
Sephie Fox
9/01
6/03
MB Gardens
Natural Areas
naturalist
Transferred
UCD Env Policy
Transferred
UCD Env Policy
Kati Honton
Amos Arber
9/2002
1/03
Devin WixonKeller
5/03
Transferred to
U of New
Mexico in
Landscape
architecture
Transferred to
U of Reno in
grad program
in
conservation
Biology 3/04
Tom Dayton
Ed Turpin
(Gus)
Travis
Squires
Rhiannon
Korhummel
8/03
11/03
12/4/03
Travis
Squire
Shannon
Edleman
2/3/04
Kris
Rockowitz
Becky Bowen
12/1/04
Jennie
Hammond
Samantha
Abbot
9/12/05
Julie Verran
2/3/06
Heather
Stoddard
Vivien
LaMothe
3/8/06
:
5/12/04
3/22/05
9/29/05
9/5/07
Retail selling
medicinal
plant
homeopathic
medicine
Botanical
consultant,
naturalist
with local
schools and
parks
Moved and
transferred to
college in
Ohio
Botanical
illustrator;
docent for
parks
Local radio
shows on
environmental
topics
Journalist for
local papers
on natural
history topics