College of the Redwoods Del Norte Education Master Plan Committee

College of the Redwoods Del Norte Education Master Plan Committee
Del Norte Campus – Room DM 34 & 36
Notes from Friday, June 25, 2010
1. Introductions and Continental Breakfast – Dr. Jeff Marsee
The meeting was started at 9:00 a.m. by Dr. Marsee. Those present were as follows: Dr. Jeff
Marsee, Dr. Uptal Goswami, Anita Janis, Ahn Fielding, Bill Irwin, Karen Lyon, Jennifer Gardner,
Holly Gensaw, Phil Mancus, Lisa Serrano, Roxy Amos, Rick Bennett, Bernadette Johnson, Coleen
Parker, Linda Blundell, Mike Sullivan, Jan Moorhouse, Laura Olson, Va Van, Nancy McMahon,
Maggie Lynch, Rick Bennett, Sid Berg, Jim Graham, Sarah Supahan, Carmen Fong-Chavez, Tim
Hoon, Dorothy Perry, Bill Renfroe, Jolene Gates and student, Chris Gregory.
Following introductions around the table, a brief explanation was given about the process the
committee will use.
The committee is tasked with assessing College of the Redwoods Del Norte Center’s strengths,
areas that could be strengthened, needs, analyzing gaps and identifying community needs, as well as
students’ needs. The committee will be asked to look at programs and certificates offered. The
Targets of Opportunity will provide a template upon which the committee can respond to some of
these questions.
Two areas of concern emerge: student access (the community’s diverse population presents a
diversity of needs) and student success. First, our diverse population and culture evidence different
needs. Second, student success is a concern because many high school graduates coming to the
college do not have adequate basic skills preparation in writing and mathematics.
2. Education Master Plan (EMP) – Ahn Fielding & Anita Janis
2.1 Overview of the EMP Process
Ahn Fielding, CR’s Executive Director of Community Education and Economic Development,
identified the key areas as access, programs and training.
The funds we receive from student enrollment make up part of the funding base for the DN Center.
Fifteen units equals one full-time equivalent (FTE) student. The Del Norte Education Center has
569.94 FTES at $4,565.00 per FTEs. Higher enrollment provides more money to the Center to
operate and brings more resources to the community.
The EMP for Del Norte will take this Center up to 2020. There are three meetings suggested for the
EMP program. Our second meeting will take place in the Fall. A date will be chosen at the end of
this meeting. We will also discuss the Facility Master Plan.
1 2.2 Detailed review of Del Norte demographics
Anita Janis, Del Norte Center Dean, shared some of the demographic data for the Center. There
are nine full-time teaching faculty and two full-time non-teaching faculty (counselors), one of
whom is also the director of a federally funded TRIO grant program that provides a range of student
services to qualified participants. We recently had a full-time business technology/computer
information system faculty member resign, and that position has not been filled.
The Economic Development Department states that despite the economic decline in our region, Del
Norte County has not shown the same decline as other rural northern California counties because its
fishing and timber industries were already in decline. Despite the economic picture, the DN
Center’s FTE is growing. We were close to 600 FTE for 2009-10 academic year. The next
benchmark is 1,000 FTE’s, which will bring additional funding to the center.
This EMP Committee will look at student enrollment/head count. The goal is to look at the data
from Del Norte High School to determine who from there is coming here in hopes of increasing that
number. Thirty-one percent of the FTE students are only taking minimal course (unit) loads. Most
full-time students take twelve (12) or more units.
The average age in Del Norte County is 35.9 years. A large number of adult students are coming
back to school. What age are those students? 40% are 40 or younger. In Curry County the average
is 52. For CR Del Norte, the average student age is 28.92. The average student age across the CR
district is 27.9. The female to male ratio is 2 to 1 women to men. Why is there an imbalance, and
how do we fix it? For the 2009-10 academic year, the ratio was 409 Men and 802 Women.
Additional data is available in the binder.
2.3 Key Issues for Del Norte EMP
The $1,000,000.00 question is why are there more females than males attending CR Del Norte? It
was suggested that there are very few career and technical education (CTE) programs and
certificates offered at the Del Norte Center. Historically, one did not have to graduate from high
school and jobs were still available. That is not so any more. Some still lack the motivation to go
to college. Those who are truly motivated students are here. They want to improve their lives.
Education is the ticket to somewhere.
This year CRDN had 53 graduates, who earned associate degrees. It generally takes more than two
years to complete a degree here. Many students attend classes part-time and also work either fulltime or part-time jobs, which may impact their availability to take classes. Some have young
families and elderly parents for whom they are responsible.
2 We need to identify and remove barriers. Ahn Fielding suggested we also need to gather
information for the penetration/participation rates for local high school students. That rate is
indicated by the number of students who enroll and attend college per 1,000. In 2009-10 the rate
was 53/1,000 at CR. Statewide it was 90/1,000. In 2006-07 statewide it was 67/1,000 and CR was
An increasing number of students are coming to CRDN from the high school. In 2006, 35 DNHS
graduates did so, and the number climbed to 65 in 2009. In addition, 4 chose CR Eureka, 14 chose
American River College, which has offers a range of career and technical education program
options and also offers athletic programs, which was identified as the attraction for 7 of the 14
freshmen. Eight (8) attended Shasta College, 5 attended College of the Siskiyous and 4 went to
Butte College. There were 13 others where specific community colleges chosen were not listed.
CRDN’s goals is to grow its FTEs from the roughly 660 now to 1,000 in 3 to 5 years.
2.3.1 Access
Del Norte students are ready for Distance Education, which is also known as the Virtual Campus
(VC) . Ahn commented that most people who take distance education really like it. The enrollment
numbers for CR’s VC are equal to or higher than in face-to-face classrooms. CR’s Institutional
Research Department could possibly provide data to illustrate how many of CR’s VC students come
from Del Norte County.
Statistics show that 1 in 2 students takes distance education classes. Twenty-five percent use
distance education classes to earn their degrees. The most common complaint is more face time on
Distance Ed. Classes. Also, access to Distance Ed. was a concern.
2.3.2. Student Success
Partnerships and grants can perhaps help improve student success by coordinating or providing
support services. The issue of when classes are offered was discussed. People who work during the
day need access to night classes, also need support services (counseling and advising) and the
library and computers in the evenings. It was suggested for CR students taking classes via CR’s VC
that the computer lab hours be extended to enable access.
3. Break
4. Introduction to Skunk Works Project – Ahn Fielding
The EMP process uses data and trends to conduct analysis. The idea is to put everyone in one room
& have them brainstorm and think outside of the box. The questions to ask include: What might
3 work here? What are the current trends? Does the community support it? The sky is the limit with
this meeting.
5. Targets of Opportunity & Review of District Gap Analysis – Ahn Fielding
The background in the development of the Targets of Opportunity (TOO) was given. Sponsored by
State Workforce Investment Board, the TOO used data from 5 counties, including Del Norte
County to study the private sector. The information is gathered from the Economic Development
Departments in each county and includes employment data for 15 years. The data was clustered
into 6 target areas. To classify target areas skills, challenges, occupations and hands-on skills for
occupations are identified. The 6 targets are as follows:
Health Care
Buildings and Systems Construction & Maintenance
Special Agricultural Food & Beverage
Investment & Support Services
Management & Innovative Services
Niche Manufacturing
These represent 39% of jobs and 63% of wages. The study looks at New Jobs and Replacement
Jobs. In the area of Healthcare, 33% are higher wage jobs, 39% are mid wage jobs and 28% are
lower wage jobs. Some targets require more education. The question was asked, when the study was
done. The reply was, in 2005. Is it meeting with employment Strengths/Trends? There is talk of the
15 year period being expanded. What might be the case now might not be in two years. What is the
percentage of Full Time Versus Part Time for this report? Employers are down sizing. What are the
key roles for the exempt employees? Ahn stated: There are part time and seasonal employees.
Which portion of numbers is new positions being established? There is also the community impact
to keep track of. The rest of the data is in the report in your folders.
6. Overview of CR Del Norte Gap Analysis – Anita Janis
Ahn has taken and applied the elements of the Targets of Opportunity to what is offered at CR Del
Norte. At CRDN some of our CTE programs are in the low wage occupations (Early Childhood
Education for example). What can be done to increase the low wage workers skills to enable them
to move to the mid and high range paying positions? A certificate program for management
training might accomplish this. Consideration should be given to adjusting the gender imbalance, to
improving the high school and community participation rates and finally the transfer rate. Ahn
suggested a need to look at the larger picture for all 5 counties as data on one county is limiting.
The county would benefit from the creation of a college-going culture. Parents need to be engaged
in this activity. What is our community prepared to support? What would we like to bring? How do
you make college a part of the culture of families in our communities? Where are we missing the
4 At-risk students could benefit from a single college class for that at-risk student group. We need a
connection between Del Norte and Curry County. We need the buy in of the community. We are a
diamond in the rough for agricultural management. We need to partner with 4-H and Future
Farmers of America. We need to offer training in diesel/heavy equipment mechanic. Also green
jobs and cutting edge technology needs representation. Then, jobs stay in the community. Also, we
could offer architectural drafting, and correctional officer classes. High School students pass the
correctional officer classes, and they have first crack at PBSP. Local training for the parks
department would be nice as well.
What can the high school offer and how can the community and the college support those
offerings—specifically in vocational education? There are 200 jobs in Renovation/Maintenance.
Not as much new construction right now, but renovation always. What about the concept of a police
academy here? Graduates of the Eureka academy get jobs in Oregon as well. It was commented:
The State Parks would like to train here. There is also criminal justice and the Maritime Academy.
Maybe there is a possibility of offering an additional 4 or 5 other degrees—International Business,
Port Jobs, maybe an agreement with the Maritime Academy. What about maritime community?
What about the 2 + 2 programs? Welding was brought into the Humboldt State University lab
through a partnership. Also, a number of students are participating in the high school early college.
Graduates earn both high school and college credit. These students have a 95% completion rate.
Regarding the female to male ratio, perhaps a survey could be conducted seeking input from
prospective high school graduates (and specifically using the data submitted to help learn about
educational plans and intentions) about their next steps—will they go to college? Where? What do
you want to learn, to study and to know? They want marketable skills. Some students are not able
to graduate from CRDN if a class is not offered regularly or on a planned rotation. Lab classes and
science would make a difference. 2+2 agreements would save parents and students a lot of money.
Community service (service learning) will help. If we have enough students, CR does offer classes
off-site. Offer more courses on the internet. Taking kids to CR in their early school years exposes
them to the college at a young age. Dr. Marsee suggested a need to internally explore delivery
7. Working Lunch (discussions continued) – All
8. Gap Discussion – Dr. Jeff Marsee
The point of this effort is if we want to grow in size, wage and opportunity, what is CR offering?
What is CR not offering? What occupations in the TOO mid and low salary areas, if tweaked or
added to might make mid to high salary? We could build a strong co-op work experience with
other businesses, maybe the prison. It will take a lot of partnerships to make this happen.
Employers should be willing to work with us.
8.1 Review of available and missing training programs
5 There are 300 jobs at the Pelican Bay Prison for office assistant/technician. The State test is in
Sacramento. Could the training/preparation for this test be offered here? CR could take office
professional and enhance the program. Office professional is required in 5 of the 6 target areas.
Apprenticeships are under the purview of the school district, not local employers. Are there any
existing state apprenticeship programs? A 16 week welding program would address certification
preparation. Information technician is so necessary for the prisons, schools and markets. The new
buzz words are Health Information Technician. It would appear that accountants and/or
bookkeepers are needed and difficult to find. Also Maintenance and Repair, Medical/Clinical Lab
A local dental hygienist program would be helpful. Pharmacy Technician training could be offered.
Some programs are expensive to establish and operate. CR Eureka has a semi-truck, and students
can get Class A approved on it. It is a fairly expensive program however, and there are training
problems and STAA (highway) access issues. In the low income areas of the targets, CR has
culinary and hospitality in Eureka. The pay is lower because most of it is seasonal. Culinary is a
career that can be very rewarding. Currently there are 70 students in the culinary program. Working
in Hospitality can also be a career option. The Niche Manufacturing is not for the local market, but
as an export to other areas.
8.2 Missed opportunities
An observation was made that art was not mentioned and there are a lot of artists in the community.
While working on the arts for the Mendocino EMP, Roxanne Metz discovered that it presents
challenges because the state does not want to fund for credit art classes on an on-going basis
because of their repeatability (up to four times for many art classes). We have identified the need,
but we are still working on it.
There are requests for Supervisors, but there is no supervisor training here. An entry level or
Supervisor Experience certificate for Management Training might be useful. Work readiness classes
could be offered as ½ unit classes. They would be okay for youth, adults and DHSS workers. We
would add supervisor/management training to the programs we offer. We could also develop it a
contract offering and make it available to businesses.
8.3 What’s working? What’s not working?
Our faculty and staff are committed to increasing access and supporting efforts to improve students
success. Counselors regularly meet with DNHS counseling personnel to update them on any
changes in programs, testing and more. Counselors also conduct outreach to the Klamath River
Early College of the Redwoods (KRECR) and have worked with the student services staff there to
improve access to placement testing in math and English.
6 Faculty use best practices and the latest technology, some teach distance education classes for the
Virtual Campus, and strive to create personal (and interpersonal) learning experiences for students
despite classes taking place over the internet. Faculty at CRDN teach one third of their classes
during evening hours. Recently, two faculty (one Spring semester 2010 and one this semester) have
taught a hybrid/labs on the weekend class or a face-to-face Friday night Saturday day class.
The DN Center has for the last few years been known primarily for providing early childhood
education and licensed vocational nursing (LVN) programs and certificates. As those two programs
tend to primarily attract female students, the addiction studies (ADCT) and administration of justice
(AJ) (corrections) have been rounded out and enrollments in ADCT and AJ classes have been
Recent budget constraints have resulted in welding and carpentry classes being cut from the credit
schedule. CRDN is working to develop non-credit welding options for those in the community who
might want to become certified.
CRDN counselors and administration have recently looked more closely at the courses we offer
within ECE and ADCT to insure that we have provided students with ample opportunity to take the
needed courses to graduate. Last year with the addition of several new AJ courses to round out our
AJ offerings, we will now be able to provide students with the appropriate courses to enable them to
complete their program.
The community has an interest in increased health-occupations offerings. CRDN currently offers
the LVN program, on alternate years the medical assisting program and at regular intervals the
certified nurse assistant training. CRDN needs to identify the personnel needs of the facilities
(Sutter Coast Hospital, Pelican Bay Prison and others) that hire health occupations personnel.
Curriculum development for emergent programs and certificates is difficult to assign to current
health occupations faculty as most are at maximum workload as teaching faculty.
CRDN has taken steps to working more closely with the administration, staff and teachers at Del
Norte High School. A challenge to this developing more fully is that CR faculty schedules are
spread out across an 8 a.m. to 10 p.m. teaching day, where the DNHS teachers start around 8 a.m.
and end by approximately 3 p.m. and then work on their extracurricular assignments. Identifying a
common time to meet would be very helpful in collaborating on topics like basic skills needs, CR’s
placement testing and data analysis related to success rates for DNHS grads, who have enrolled at
With many of our students coming to the campus poorly prepared for college-level courses, it is
important for CRDN to work with Eureka personnel and the local school district and high school to
establish a summer “basic skills boot camp” of sorts. A pilot project was implemented the summer
of 2010 in Ferndale. Based on that model and the resulting data, CRDN will structure its basic
skills initiative (BSI) to yield the best results.
7 9. Next Steps – Dr. Jeff Marsee
CR needs to establish better connections with the business community. HR & Management, Basic
Computer Training & Entry Level Jobs, Career Path & Education Path, how can they turn that
Concerns are: Life Skills; Finance & Youth; Awareness; Create a College going culture; Appeal to
all ages; Appeal to parents; How to get College discussed in the home; Student Survey.
For the Parking Lot: Apprenticeship Certified Testing Facility and University Park. The question
was asked: What about Green Training? Wind farms buy cells that have 3 year warranty. They need
people to maintain the wind cells. Dr. Marsee stated: There is no market here for that.
9.1 Prioritization
There are several areas for the staff to take a look at. Roxanne Metz will go through and find the
gems. The next step is deciding what the document will look like. What do our resources look like?
CRDN should look to southern Oregon higher education institutions for potential college relations.
We also need to get our students into the 21st century.
Dr. Marsee went around the table asking for final comments. A few people passed. When he came
to Jolene Gates, he commented: They know about higher education practices and concepts. Jolene
does scheduling, administration, financial aid and more. It is a tremendous opportunity to work with
Klamath/Trinity. The campus is 50% Native American, 50% unemployed. The art program is really
taking off. They also have a rich historic agricultural background. We want to figure out how CR
and Hoopa can really take off. Mike Sullivan commented: The Supervisors big mission is to make
CRDN pertinent to the community. Jennifer Gardner commented: Here is my plug for the Pelican
Bay Project. Just offering classes to inmates is a misstatement. This involves the whole community,
even inmates, who do live in our community. Dr. Marsee commented: Bob Horel, the retired
Pelican Bay warden, is teaching math for CRDN, and another full-time Pelican Bay employee is
teaching psychology for CRDN as a distance class. CRDN is working to have Mr. Horel serve as
liaison between Pelican Bay and the campus. There is an educational disenfranchise. There are 375
inmates taking correspondence courses.
Continuing Ed is approached to take the product out of California. Everything out of State stays
here. Jennifer commented: Both community colleges are taking on programs to generate extra
resources. The comment was made: Male members go up. Dr. Marsee commented: Small
communities don’t have tech programs. Holly Gensaw commented: We need to increase outreach to
the Native community and also to the Mong Community and get them ready here as well. They
suffer a lot of loss, pressures and economic issues. We need to build where kids can be successful. I
applaud the Hoopa Tribe. They are engaged with their program. A comment was made: I was told
by faculty that Native American students come into art classes with balance and artistic qualities
that are from culture and not learned in class. Maggie Lynch commented: Provide opportunity
beyond this community. Continue with college using site for Associates as well as baccalaureate
8 program without leaving home. Chris Gregory commented: I’d like to see better use of the structure
here. Tim Hoone commented: Expanded Health Care programs and possibly an internship with
other programs. The community doesn’t realize what we have. Internship coming from
collaboration is good. The person next to Tim commented: It was good that we had a student here.
Lisa Serrano commented: I enjoyed the meeting and I liked the outcome. The person next to Lisa
commented: The State Park training for the State is something unique that we can market. Another
person thanked everyone. We need to find more business and opportunities. The person next to Rick
commented: The port project and shipping initiative are happening locally. Rick Bennett
commented: I started the campus in 1973 without the staff to develop curriculum and programs. For
our program to partner with the State Parks would be good. Look at the art out in the hall by Brian
Tripp. Art is important to our culture.
The next person commented: I look forward to seeing the fruit of our efforts. Ask people why are
you not coming? Keep asking why they are not coming. Another person commented: We need to
learn how to make our ties with CR stronger. Anita commented: I’m grateful to have everyone here
and to have Chris Gregory, a student here, is great. It’s nice to kick it around. I’m extremely excited
about the process and look forward to it. Ahn commented: Anita said what I would have said. The
impartial process and feedback are so good. Dr. Marsee commented that he was happy we carried
the project off as well as we did.
9.2 Future Meeting Date(s)
After some conversation the next meeting was scheduled for Thursday September 30th from 8:30 to
1:30, with lunch provided.
10. Adjournment – Dr. Jeff Marsee
Thank you from Dr. Marsee, and have a great summer! Meeting adjourned at 2:00 P.M.
Respectfully Submitted,
Sheila Coop