Redwoods Community College District
Meeting of the Educational Master Plan Committee
Wednesday, November 19, 2008
12:30pm-2:30pm
Board Room
Present:
Allen Keppner, Keith Snow-Flamer, David Bazard, Joe Hash, Jason Leppaluoto, Justine Shaw,
Chris Gaines, Martha Davis, Jim Sylvia, Matt Malkus, Michael Thomas, Pat Girczyc, Carol
Mathews(Del Norte-phone)
Others Present:
Karen Nelson, Roxanne Metz, Zach DeLoach, Ahn Fielding, Robin May, Colette Beaupre, Lynsey
Parker, Kathy Goodlive, Tracey Thomas, Cheryl Tucker, Doug Edgmon
Not Present:
David Seda, Geisce Ly (Mendocino – phone), Melissa Green, Mike Wells, Julie Hatoff (CCBTphone), Michael Viera (CCBT-phone)
1. Announcements/Additions/Adjustments to Agenda
a. Allen notes Melissa Green, Mike Wells, Julie Hatoff (CCBT-phone), Michael Viera
(CCBT-phone) and Jeff Marsee will not be attending the meeting today.
b. Allen makes adjustments to the agenda. The meeting will end at 2:30pm not
2:55pm.
c. Allen makes additions to the agenda. He adds at 1:45pm groups will report back to
the committee on their barrier findings.
d. Revised agenda reviewed and approved.
2. Review Approve Minutes for November 12, 2008
a. Keith asks the committee if the assumptions from last week’s meeting were clear.
Dave asks for clarification on the term “clear”, asking if it is opinions of the
assumptions or “what the assumptions are”. Keith clarifies “what the assumptions
are”. Michael T asks if it what we were told the assumptions are not whether we
agree that was what the assumptions were. Keith clarifies it is to be what was
presented as the assumptions by the presenters. He expresses it is to be the
assumptions based on the data.
b. Minutes reviewed and approved.
3. New people were introduced to the group
a. Allen notes new people are seated at the table
b. Robin May and Zach DeLoach are introduced to the EMPC. Robin May works in
works in public safety and security and attended the meeting due to the wiki
invitation she received. Zach DeLoach works in IR as a research analyst and
attended the meeting to help present the FTES target worksheets with Martha.
c. All EMPC members introduce themselves to the new people.
4. Review FTES Target Worksheets
a. Martha notes copies have not been sent to those on the phone because the worksheets
were just completed.
b. FTES target worksheets were created for divisions/departments and location as
requested.
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c. Projections are made out to the year 2015
d. Dave B had created a spreadsheet by discipline and IR modified the idea into a
detailed spreadsheet for all
e. Spreadsheets note the divisions divided by sections and the amount of enrollment
and enrollment percentages for 07-08. Projected increases are based on
FTES/section coefficients and are projected out to 2015. Spaces are allotted for
projections and actual FTES.
f. Zach provides an introduction for the projection graphs. All FTES information is
from Datatel. The red line denotes the FTES projections per division and location.
The orange line identifies the number of additional sections which are needed to
meet the projected FTES. The yellow line denotes the baseline year (07-08) and the
black and white illustrate each individual section per year. Each individual division
and location has their own specialized FTES per section and enrollments per section
coefficients. These numbers are held constant over the projections till 2015 which
could change and affect the outcomes.
g. Dave asks about missing data in art. Martha notes it was an error and it will be
entered.
h. Keith notes concrete information is in the red (FTES totals), orange (additional
sections) and yellow lines (07-08).
i. Justine asks for additional information regarding sections noting we already have the
section information for 08-09. She notes these should change the projections.
Martha notes they would not change the projections, noting the projections are based
on 07-08 for a base line. Justine reiterates it would affect projections because
sections for her division have already increased their sections. She wants to know
how her division matches up with the projections.
j. Keith asks for clarifications and has Zach walk him through one section to clarify the
information on the graph.
k. Michael asks if the FTES for the 08-09 is a real number and Zach notes no it is a
projection. Dave notes that the numbers are almost identical to the 07-08 FTES
numbers. Dave asks Martha and Zach why the 08-09 projections are the same or
lower than the 07-08 year. Zach agrees this needs to be checked and adjusted. Dave
also asks if divisions have surpassed this number for the 08-09, does that decrease
their FTES projections for the following years.
l. Keith asks how fall and spring are accounted for. Martha notes it is calculated for
the whole academic year.
m. Pat asks for clarification regarding the orange line (additional sections) and yellow
line (total sections taught for 07-08). She notes the yellow is the baseline sections
and the numbers in orange are the number of sections that must be added plus the
numbers in yellow. For example, the total sections of sociology taught in 07-08
were 24 and in the 09-10 year, three additional courses must be taught creating a
total of 27 total sections taught.
n. Zach expresses the diagonal lines for each subject note the projected additional
sections on top and the actual sections taught below.
o. Keith asks if this is the format that will allow FTES to be tracked and analyzed year
by year and over time. Zach concurs.
p. Dave asks if the grey and white cells should add up to the orange cells. Zach
concurs again.
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q. Zach again notes the coefficients of FTES per section and enrollments per section
and explains these again.
r. Dave asks about FTES assumptions in the division of MSE. He notes he previously
estimated for a lower FTES on his own and with a higher FTES noted by IR that
these new FTES raises his total number of sections needed for MSE. Dave also
notes questions what about baselines which are incorrect and how that would affect
the projections. Martha notes these are just projections.
s. Justine asks if these are suggestions for department and division heads to assist in
program development, review and section selection but to be used at their discretion.
t. Keith notes it is a starting point to start thinking about section planning.
u. Roxanne expresses that suggestions is too strong of a word and reiterates Keith’s
comments.
v. Martha notes these spreadsheets can be placed on the web.
w. Keith notes reviewing these spreadsheets should be added to the homework.
x. Zach notes some data is left out because the data was missing.
y. Martha also notes spreadsheets are available by location as well
5. Report out on Assumptions from Functional Groups
a. The group report outs after the functional groups present will include discussions on
if the assumptions are reasonable, if any assumptions are missing and what the key
issues that the assumptions tell us
b. Allen notes we will start with division chairs
c. Dave Bazard for MSE:
d. 2.5 FTES per section is low for his department and also the 07-08 academic year is
an abnormally low year for MSE
e. Option for teaching remedial math at HSU has not been finalized and could create a
lot of growth, if not, growth is problematic for the department
f. DE is a concern for the department because of the need for labs, the department
recommends hybrid courses (online lecture and in class lab)
g. Concern about investment for the department and courses, noting investment can’t
come after the courses
h. Is growth real, are the students going to come, the department states marketing needs
if growth is a real goal
i. Rooms for courses
j. Faculty
k. Student support services needed for more students
l. Clerical and technical support is needed if the college will grow
m. State is going to provide funding that is matching the growth, cannot depend on this
formula. Department advises looking for other funding sources
n. Justine Shaw for ALSS
o. Similar concerns for her division as MSE
p. Department does show growth but is this temporary?
q. Department has concerns for infrastructure to support growth: clerical, technical,
facilities, maintenance and staff
r. Low/bad faculty and student experience in the classroom with growth is already low,
more growth will only make it worse
s. Facilities and classrooms, growing will make these issues worse
t. DE already has existing problems, concerned about adding more DE courses. No
DE infrastructure in place now and quality is a concern
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u. Michael Thomas for HCOM
v. Notes growth projections are based on goals and targets not real numbers or
projections from data
w. Notes if the growth projections are true he provides comments with a big if
x. Growth sustainability is the largest concern; we could grow but what about
contracting. CR has done this before, large concern regarding sustainability
y. Facilities and rooms available at peak student times
z. Part time faculty; where are they going to come from and the quality they will
provide in the classroom is a huge concern
aa. Concerns about training new part time faculty
bb. Chris Gaines for BTECH
cc. IS (computer information, business, business technology, economics) department is
positive about growth; noting they could meet or exceed the FTES projections
dd. Full department is concerned about growth projections
ee. No full time faculty in accounting and book keeping
ff. No full time faculty in economics (usually had five sections of forty students)
gg. No full time faculty in diesel technology (huge growth opportunity in our county)
hh. Approximately 50 FTES from CIS from one full time position from growth in
computer sport specialist areas
ii. Business/entrepreneurial growth are could provide incremental growth
jj. Without faculty the department cannot grow
kk. In the AT area possible growth opportunities include solar and electric areas but
without faculty it is not possible
ll. Up to $1 million in deferred maintenance in the department alone. Maybe up to
$500,000 in diesel alone, noting the lab is from 1969. Noting how the campus deals
with deferred maintenance is very important and should be addressed strategically
mm.
Martha asks how they have eleven section of welding and no full time
faculty. Chris explains they have underpaid, excellent associate faculty
nn. Pat Girczyc for HOCC
oo. Department has met their maximum growth in the nursing program
pp. Notes the need for prerequisite courses for the RN program
qq. Demand for RN program is questionable but program is looking for sustainability
answers such as marketing
rr. Medical assisting is a large area of growth
ss. EMT program is a large area for growth as well
tt. Both medical assisting and EMT programs need directors. Directors would help
initiate program coordination, program certification, connections, internships and
possible future jobs for students. Program is a mid to high wage paying jobs
uu. Nurses aid program is growing and is partnering with the community
vv. Nurses aid program is trying to grow, but needs a faculty member
ww.
Overall needs more clerical and technical support
xx. Concern about retention for division overall
yy. Division is concerned about tracking students by cohort not by semester
zz. Joe Hash for ATH/PE
aaa.
Absent
a. Mike Wells for PSC
b. Absent
c. Carol Mathews for Del Norte
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d. Notes growth of 27 sections for next year is questionable, possibly three in the
summer and 12 per semester
e. Some of those will be inmate education, others will be corrections, where the other
growth will come from is questionable
f. Where the faculty would come from is questionable
g. Science could grow but DN needs a science faculty
h. In regards to targets of opportunity, if DN had a new male oriented program
i. DN has space for fifteen sections per semester
j. Can we fill all those sections and who will teach them is a big concern
k. Growth area for DN is online DE courses but how that will work for DN is
questionable
l. Geice Ly for Mendocino
m. Absent
n. Jason Leppaluoto for DE
o. Most of the same issues addressed by division chairs
p. Hire additional faculty
q. Faculty training for DE courses
r. Improve infrastructure for DE courses and overall DE infrastructure
s. Better marketing for DE
t. Class side support
u. Additional student support services for DE
v. Facilities for computers
w. Development of online courses
x. Purchasing of new computers
y. Mark Winter helped produce some DE assumption findings.
z. Mark evaluated DE growth trends for CR and it is unclear if DE growth will plateau.
Even though it has grown consistently per year, there is no way to note if it will
continue.
aa. Comparison of eleven comparable institutions and CR is in the bottom quartiles
bb. National trend in DE growth
cc. Notes there may be a DE ceiling of the number of courses that can be offered
dd. CR is finally starting to match state growth projections so CR should review state
assumptions, projections and suggestions
ee. Unemployment, rising gas process, and economic downturn are factors affecting if
students take DE courses
ff. Factors that affect more moderate growth projections is the increase of competition
for DE students form all institutions.
gg. Sloan study notes that over 60% of DE students are within fifty miles of the campus
and over 85% are labeled local form a campus perspective
hh. Mark and Jason note DE growth projections will most likely rise by 25% for the next
three years and then fall to 15% for the following years
ii. Martha notes her projections for local DE students matched Jason’s.
jj. Martha also notes she hears a lot of people saying they need more faculty members
and resources for their department
kk. Martha wants a dollar estimate from departments on the cost for resources and staff
ll. Dave was curious about the off campus projections from the FTES growth
projections an dhow accurate it was
mm.
Cheryl for SLSS
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nn. Significantly increase administrative and technical support staff
oo. Increase counseling and advising staff to match student growth and state guidelines
and regulations
pp. Address high school outreach
qq. Develop and increase library and student services including DE
rr. Increase in teaching faculty
ss. DE needs to ensure accessibility
tt. Improve and coordinate course selections and room offerings
uu. Tracy T. wants to clarify the SLSS FTES in regards to PE and DSPS courses.
Without the pool the projections are unreasonable
vv. Tracy wanted to note the guidance courses listed all are DSPS except for two.
ww.
Kathy G notes a new imaging system is needed.
xx. Kathy G notes more administrative staff and a sufficient record system is needed
yy. More technological support is needed to support the growth of students
zz. Martha makes a motion to see the cost affects to update equipment and programs
a. Roxanne further notes it would be useful to know for example “at what number of
sections is another incubator needed?”
b. Pat also notes maintenance and IT support is a large cost and a huge need and should
be calculated with equipment
c. Cheryl notes these are good ideas because CR needs to connect planning
assumptions to the budget
d. Dave notes they should be broken down further into categories such equipment,
supplies, staff clerical and administrative, technical support, etc. He recommends
several categories
******BREAK OUT INTO THREE GROUPS
6. Group Report Out on Barriers
a. Groups discussed the barriers to FTES targets
b. Keith discusses the homework. To discuss the findings from the group report outs
(barriers), to discuss the functional group findings and additional growth
assumptions for each division/department that were not presented today.
c. Roxanne discusses the EMP wiki and encourages members to log on and leave
comments. The wiki will allow CR employees to leave comments on their own time.
The wiki is also evidence for accreditation.
d. Keith clarifies the homework again for those who are unclear
e. Dave notes his categories for his basic assumptions and asks if he has done his
homework, and Keith agrees
f. Pat asks if all have been invited to the education master plan wiki and Roxanne notes
yes everyone has been invited
g. Jim expresses to Keith that the homework should be shared with those who are not
here
h. Keith clarifies the homework again
i. Michael questions how his group is supposed to judge if the targets are realistic with
twelve pages of barriers. Dave notes he clarified with his group that if we need to
teach three more biology sections, and my group replied, if we had x/y/z we could
teach the three courses. Martha notes to ask what can you do or why. Allen suggests
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using the following formula: if we remove these barriers, we could do this much.
Keith adds to include the cost of categories (equipment/supplies/staff/maintenance)
******GROUP BARRIERS ARE INCLUDED IN TWO OTHER HANDOUTS.
ONLY ADDITIONAL COMMENTS AND QUESTIONS ARE NOTED BELOW
GROUP 1
 Full time faculty includes other responsibilities besides classroom time
 Need for equipment, supplies, staff, maintenance and technology for each
department if FTES will rise
GROUP 2
 CR currently has more sections than CR has resources for
 Discussion of deans and how that structure will function
GROUP 3
 Michael notes FTES growth is not based on assumptions and questions the
validity of the FTES targets
 Jim notes Jeff M needs input from the EMPC on CR’s new direction on gaining
new students
 Michael notes currently it is based on money. He notes prior administrations
have noted CR should learn to live as a smaller college. He notes there is
conflicting evidence regarding CR’s future
 Staffing/division for grant funding
7. Process Check in
a. No positive remarks
b. Have handouts available before the meeting for those on the phone was a negative
c. No changes for next time
Minutes taken by:
Karen Nelson
Planning Support
Ext. 4273
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