College of the Redwoods
Education Master Planning committee Meeting
4/5/12 Meeting Notes
Present: Utpal Goswami, Roxanne Metz, Rachel Anderson, Matt Malkus, Kathy Goodlive,
Angelina Hill, Steve Brown, Sidney Larson, Davita Fraser, Sheila Hall, Keith Snow-Flamer, Jeff
Cummings, Julia Peterson, MaryGrace McGovern, Pat Girczyc, Anita Janis, Geoff Cain, Tim
Flanagan, Mike Peterson, Lee Lindsey, Geisce Ly, Crislyn Parker - notes
1. Meeting Called to Order at 8:15am
2. Review notes from March 29, 2012:
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Notes include topics discussed in the March 29 meeting. It will be the objective of the
work groups, (tentatively formed based on interest noted from the previous meeting), to
determine what should be included for each objective.
3. Process Check-In:
 Today’s process will be to consider themes and needs from the various EMP site sub –
committee draft master plans. A final meeting to ensure all themes are included in the
overarching plan might be required.
 Today is to capture what we want to do and then we will then write the language to fit.
 Timeline for both the Strategic plan (SP) and Education Master Plan (EMP) is five years.
We will not implement the whole strategic plan all at once. President/Superintendentelect Kathryn Lehrner will address the strategic goals implementation timeline.
 It was decided to leave Strategic Goal 5: Enhance Institutional Profile; EMP Goal:
Increase Student Participation in Campus Activities until we have worked through the
first four.
4. Work in Groups by Theme:
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Committee broke out into work groups for an hour.
5. Work Group Report Outs:
Strategic Goal 1: Focus on Learners: Developmental, Career Technical and Transfer
Education:
EMP Goal: Ensure Student Success: Sidney Larson, Davita Fraser, Keith Snow-Flamer, Steve
Brown, Sheila Hall
1. Mandatory placement testing for all full time students and students with an identified
degree or certificate goal (1, 2, 3, 4) (1 and 2 are to help reduce barriers to persistence)
2. Full time students and students with identified degree or certificate goals will have a SEP
by the end of their first semester (1,2,3,4) (pg. 78 in EMP objective 1; per Keith - subsumed
in first year program; will need to flush out. Rox’s understanding on persistence is that what
is happening in students lives has more to do with persistence than what the college does.)
(Cohorts and faculty advising etc. can help with persistence)
3. Faculty (and staff?) in CTE programs will Develop appropriate methods to recruit, orient
and advise students in their CTE programs. Faculty will be given training necessary to
develop these programs (1, 2, 3, 4, 5, 6) (goal is that a culture change from advisors to
exclusive advising in these areas through faculty. The group thought faculty in this need to
develop CTE programs because it is so different; specific focus in on the unusual specific
needs of CTE) (Lee Lindsey disagreed and believes it needs to be faculty and staff). (Goal is
to focus on advising students in an area difficult to advise. This group identified a gap and
addressed that gap in this point.) (concerns about the 50% rule and has union and budget
implications. Was identified as a best practice. Other schools in country do this work.)
4. Further develop the first year experience program to create cohorts for entering full time
students (1, 2, 4)
5. Allocation of staff development funds will be based on program review and employee
evaluations to ensure program improvement (5).
 Discussion:( maybe come back to this and flush out or create specific initiatives to
address issues such as diversity and special populations. BSI would be in the mandatory
placement and SAPs. Perkins will be written differently next year. Thread the basic skills
piece into the language.)
 (suggestion to add: develop basic skills needs in special populations or add it under 1.2.)
 (basic skills has goals and plans attached to the goals) (Reference in the EMP allows to
be addressed at the unit level. Would having something speaking specifically directly to
basic skills help?)
 (number of units required in basic skills have not changed in updated curriculum? Have
we looked at best practices and what are we doing to improve basic skills)
6. Utilize data to develop goals and activities for basic skills. Develop plan to get more
students through basic skills in a year: assessment of success of the current approach to basic
skills.
Strategic Goal 2: Focus on Learners: Community Partnerships:
EMP Goal: Develop Programs and Services to meet Community Needs: Julia Peterson,
MaryGrace McGovern, Pat Girczyc, Jeff Cummings, Geisce Ly, Anita Janis
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Develop technology systems plans that connect the district for education and training
purposes (bundle students from within district boundaries i.e. DN, MC, KT, EKA)
Collaboration
o Use credit and not-for-credit strategies to meet community needs
o *Develop programs and services that are adaptable and flexible
o integrate curricular and co-curricular education to meet the educational needs of
the community.
 objective: develop internal articulation agreements between credit
instruction for specialized non-credic (other) instruction (course waivers
or credit granting)
 objective: communicate the relationships process and limitations between
curricular and co-curricular programs (where are the opportunities?)(How
can we best deliver course material? Flexible: limits and opportunities;
i.e. medical assisting, water/wastewater
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Continuing education-survey the needs using WIB (workforce investment board) and
other industry groups to provide training and to meet business needs
Bring in the Business Office to provide fiscal analysis to the unit level in order to
determine costs of programs/training for shared facility use (i.e. how much does this
program cost; can we factor in variables). Total cost of ownership.
District wide implications for sites and centers
*Establish district wide indirect cost rates to assist self supporting programs in pricing
their programs (measureable)
Parking lot: addressing Chancellor’s “doing what matters” campaign; labor market
data and LMI data
Strategic Goal 3: Fiscal and Operational Sustainability
Practice Continuous Quality Improvement: Rachel Anderson, Angelina Hill, Matt Malkus,
Kathy Goodlive
EMP Goals Technological support that demonstrates assessment activities throughout the college. Student learning improvement is visible priority in all practices and structures across the college Student learning outcomes and assessment are ongoing systematic and used for continuous quality improvement On‐going and systemic evaluation, that demonstrates consistent and continuous comment to using data informed decision making. Information is shared and disseminated. Dialogue about institutional effectiveness that is ongoing, robust and pervasive. Continual and inclusive training opportunities for assessment activities 
examples Improvement of query reporting tool. An infrastructure that meets the data needs of all constituencies. All curriculum updated at least once every five years. Degrees & certificates, current, relevant and recognized by the Chancellors Office. (inventory of certificates to determine need) Program Revitalization and Discontinuance AP 4021 – is evaluated and fine‐tuned using organizational structures that show on‐going support to student learning. Early alert that identifies student at risk early enough to be helpful students be successful. Provide affirmation to encourage positive student behavior with “positive” reports. Development of student mentor programming. Dedicated assessment activities/sessions during the academic year. Dedicated staff resources to support ongoing, robust assessment activities district wide. Discussion: Lumped many together. Technology is broad for a reason. Example: ties in
especially with goal 3. Intentionally vague – flesh out idea of easier reporting to the
campus; long range goal we need better tools
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Student learning improvement is a standard; examples are program review, course
assessment, improvement of curriculum by assessment. (what we already do supports 3rd
item – i.e. assessment is revised every 5 years)
Degrees and certificates, relevant and recognized by the chancellor’s office. Is transcript
enough? Basically cleaning up inventory of certificates. Students will be encouraged to
take a certificate even if that wasn’t a goal. Certs have to be industry recognized or we
should get rid of them. Community training, industry wants to see a physical certificate;
they don’t look at transcripts. We need to determine how to capture that as completion.
Re: AP 4021: standard terminology
Standard terminology re: ongoing systemic evaluation…EARLY is key
Continual and inclusive training opportunities for assessment activities…
Strategic Goal 4: Technological Relevance:
EMP Goal: Support the Learning Environment through Appropriate Technology and
Facilities: Geoff Cain, Tim Flanagan, Mike Peterson, Lee Lindsey

EMP Goal: Support the learning environment through appropriate technology and
facilities
o Develop lab repair/upgrade plan
 Inventory labs
 Assess needs through appropriate committees
 Develop relationships with respective industries
o Develop technology replacement plan
 Develop a current inventory
 Work with appropriate committees and departments to determine
needs
 Assess needs – include computer platforms and software needs
 Create a replacement schedule
 Purchase warranties for specialized equipment
 Enhance linkages with programs and appropriate local industries
o Develop software acquisition plan
 Develop an inventory of instructional software
 Create a schedule
 Link it with funding via the BPC
o Enhance distance or eLearning: assess student readiness for elearning, address
technology as a barrier, consider specific initiatives related to fully online, robust
hybrid programming, etc.
 Implement current best-practices
 Evaluate and assess online course functionality
 Make DE/technology orientation mandatory for students
 Possibly integrated or paired with Lib 100 or a Guid class
o Use of technology in teaching
 DE office updates faculty on new technology and trends four times a year
 Upgrade all classrooms to “smart classrooms”
 Coordinate all professional development &
training
Strategic Goal 5: Enhance Institutional profile:
EMP Goal: Increase Student Participation in Campus Activities – Keith Snow-Flamer,
Kathy Goodlive, Mary Grace McGovern, Geisce Ly, and Carla Spalding
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Further develop first year experience program to create cohorts for entering F/T students
Faculty in CTE programs will develop orientations to engage students in their programs
Students will have the opportunity to earn college credit by working/volunteering in
cooperative work experience programs in our communities.
Faculty and staff of the college will model positive engagement in the college community
and community at large.
6. Determine Next Steps:
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Type up and refine; virtual participation in the next week or two and meet as individual
groups if necessary, contact Rox. Maybe one more meeting b/4 further vetting.
Put into form and be reacted to virtually.
Check elements might have missed
Adjourned at 10:10am
cp