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Student Equity Annual Planning Actions Progress | 2012-2014
Executive Summary
 Overview
The College of the Redwoods Student Equity Plan Committee is tasked with producing an
Executive Summary Report that list action which demonstrate evidence of progress toward
achieving specified goals and implementing activities of the Student Equity Plan. The committee
is charged with aligning these initiatives with institutional planning and college resources. Each
year, Student Equity Annual Plan is created with action items that are driven by these goals. This
document provides an update on any action identified in Program Reviews 2012-13 specifically
Program Plan sections which demonstrate evidence for narrowing the achievement gap for
underrepresented student populations.
Student Equity Plan (SEP)
Initiative
Equity Indicator I: Access
SEP.I. 1. Increase Hispanic Enrollment.
SEP.I. 2. Increase Black Student Enrollment
SEP.I. 3. Increase Native American Student Enrollment
SEP.I. 4. Maintain and/or Increase Enrollment of Traditionally
Underrepresented groups
SEP.I. 5. Increase Disabled Student Enrollment
Student Equity Plan (SEP)
Initiative
Equity Indicator II: Course Completion
SEP.II. 1. Increase multiculturalism and awareness.
SEP.II. 2. Increase course completion rates for all groups
SEP.II. 3. Increase course completion of African American Native
American, Pacific Islander, and Hispanic students.
Student Equity Plan (SEP)
Initiative
Equity Indicator III: Degree and Certificate Completions
SEP.III. 1. Gather data to better understand barriers to
degree/certificate completion
SEP.III. 2. Achieve greater rates of completion for equity and
other populations
Student Equity Plan (SEP)
Initiative
Equity Indicator IV: ESOL/ Basic Skills Completion
SEP.IV. 1. Improve ESOL and Basic Skills Completion
SEP.IV. 2. Increase the overall success rates of equity
populations
SEP.IV.3. Improve data collection and analysis
Student Equity Plan (SEP)
Initiatives
Equity Indicator V: Transfers
SEP.V.1. Increase the numbers of transfer students
COLLEGE OF THE REDWOODS | 2012-2013
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SEP.V.2.Obtain better transfer data
Student Equity Plan (SEP)
Initiative
Equity Indicator VI: Retention
SEP.IV. 1. Improve ESOL and Basic Skills
SEP.IV. 2. Increase Black Student Enrollment
SEP.IV. 3. Increase Native American Student Enrollment
SEP.IV. 4. Maintain and/or Increase Enrollment of Traditionally
Underrepresented groups
Student Equity Plan (SEP)
Initiative
Equity Indicator VII: Campus Climate
SEP.VII. 1. Improve the campus climate for students from
diverse backgrounds
Student Equity Plan (SEP)
Initiatives
Equity Indicator VIII: Systematic Implementation SEP
SEP.VIII.1. Continually update, implement and integrate the
Student Equity Plan
Indicator/ Initiative
SEP I
I.5. Increase Disabled
Student Enrollment
SEP I
I.1. Increase Hispanic
Enrollment
SEP VII
SEP.VII.1. Improve
the campus
climate for
students from
diverse
backgrounds
SEP I
I.1. Increase Hispanic
Enrollment
SEP IV
SEP.IV. 2. Increase the
overall success rates of
Student Equity Annual Planning Actions
Program Review/Activity Progress Update
Status
Technology Services Program Review 2012-13
ADA Website Access Compliance Priority 1 & 2 issues addressed on redwoods.edu.
The number of ADA compliance issues is now being tracked regularly.
Tracking has allowed issues to be identified and addressed on an ongoing basis.
Errors determined in ADA compliance were corrected and reduced 30% in the first
month of testing
See the** 2012 Student Equity Plan Implementation Grid page 59 for activity details.
EOPS Program Review 2012-13
The Educational Dreams Committee, a county partnership EOPS has been a part of that is
dedicated to helping Foster Youth in our county be successful in life and
academically, is now entering its sixth year. EOPS staff works directly with the Foster
Youth and Kinship Group Coordinators on our campus to outreach to potential
students. EOPS staff completed outreach to community schools in our area, as well as
populations considered at-risk or having the “Dream Act” status (certain immigrant
students who have grown up in the U.S. and graduated from high school but have
limited mechanisms to obtain legal residency).
ongoing
Counseling and Advising Program Review 2012-13
Staff participated in LatinoNET Health Fair and other outreach events for the ESL
population. Counseling and Advising staff continue to promote a wider distribution
of marketing materials in Spanish and English, for the Dream Act and ESL credit and
non-credit courses. Improvements to the math and English placement process for
ESL students were made in 2012-13.
Completed
and ongoing
See the** 2012 Student Equity Plan Implementation Grid page 57 for activity details
First Year Experience Program Review 2012-13
Success for General Studies in 2012-2013 was 67% (increase from 59% in 2011-2012).
As a program, these courses compare favorably well to district averages, even though
the program includes some of the most at-risk students in the district. While success
Completed
and ongoing
Completed
COLLEGE OF THE REDWOODS | 2012-2013
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equity populations
rates have been somewhat lower, retention is significantly higher overall.
This data may imply that students are staying longer than average, and therefore gaining
critical skills that will benefit them in the future, even if their immediate success may not
always be apparent.
See the** 2012 Student Equity Plan Implementation Grid page 63 for activity details
SEP IV
SEP.IV.1. Improve
ESOL and Basic
Skills completion
SEP.IV. 2. Increase the
overall success rates of
equity populations
SEP VI
SEP II
SEP.II.1. Increase
multiculturalism
and awareness
SEP VII
SEP.VII.1. Improve the
campus climate for
students from
diverse
backgrounds
SEP I
I.1. Increase Hispanic
Enrollment
Academic Support Center Program Review 2012-13
Completed
Changes were made in Accuplacer to the back ground, and multiple measures questions.
After a review and comparison of CR’s application questions against the ones asked in
Accuplacer, questions were streamlined to eliminate redundancy. Advisors and faculty
reviewed and adjusted questions that were related to the placement of students into
English as a second language classes to more accurately reflect student need.
See the** 2012 Student Equity Plan Implementation Grid page 63 for activity details
First Year Experience Program Review 2012-13
The success of students in General Studies and Guidance is lower than the district-wide
percentage for both males and females: 63% success for females in GS/Guid as compared
to 71% for females in the district, 62% success for males in GS/Guid as compared to 68%
for males in the district. However, Retention is higher for GS/Guid students as compared
to the district: 93% retention for females in GS/Guid as compared to 88% retention for
females in the district, 91% retention for males as compared to 87% retention for males
in the district.
Generally, the same comparison (lower success, but higher retention compared to the
district) is also true for age, ethnicity, DSPS, and Basic Skills placement.
Completed
Completed
and ongoing
Enrollment Services Program Review 2012-13
The Veterans Resource Center provides services to increase outreach and support
student retention and success by participating in local veterans outreach events
(Veterans Stand Down, out-processing for local Coast Guard station, Veterans Resource
Day,). The Veterans Coordinator has presented several staff development activities
during Flex Days for staff and faculty to broaden the understanding of issues facing
veterans as they transition from military to civilian life. Enrollment Services staff
conducted outreach activities to other underrepresented populations including Hoopa,
Klamath River Early College of the Redwoods, Expanding Youth Horizon, Basic Life Skills
and Baby Steps in Del Norte county.
See the** 2012 Student Equity Plan Implementation Grid pages 59 & 66 for activity
details
Computer Information Sciences (CIS) Program Review 2012-13
CIS faculty completed training in strategies for retention and success of
underrepresented groups to improve enrollment and retention of underrepresented
students in CIS. In 2011-12 success rates for Hispanic students enrolled in CIS courses
was 41%, 2012-13 the success rate climbed 40 points to 81% well above the 67% District
average in success. Retention of this group is also quite high at 93% also above the
District average of 87%.
Completed
and ongoing
See the** 2012 Student Equity Plan Implementation Grid page 59 for activity details.
SEP I
I.1. Increase Hispanic
English, ESL, Reading, and Writing Center Program Review 2012-13
Completed
and ongoing
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Enrollment
Community education ESL courses were developed and are being offered in the Eureka
area, on campus as well as off campus. The offering of ESL community education courses
in Del Norte and Mendocino are being explored New ESL Curriculum ESL-302B approved.
Planned offering Spring 2014. New non-credit ESL curriculum developed and offered Fall
2013
See the** 2012 Student Equity Plan Implementation Grid page 57 for activity details.
SEP II
During 2012-13 Native American Studies course (NAS 1) was offered:
SEP.II.3. Increase
course completion
of African
American Native
American, Pacific
Islander, and
Hispanic students
Spring 2013
Spring 2013
Spring 2013
Summer 2013
SEP II
SEP.II.1. Increase
multiculturalism
and awareness
SEP I.4 Develop a noncredit or not for
credit English for
Speakers of Other
languages (ESOL)
program:
SEP II.15 Analyze
activities at the
Klamath-Trinity
site that support
Native American
students and offer
similar support
measures at all
other sites
SEP VII
Completed
and ongoing
Klamath Trinity Instructional Site
Eureka main
Del Norte Education Center
Eureka main
See the** 2012 Student Equity Plan Implementation Grid page 61 for activity details.
Under the purview of the Academic Senate, the Multicultural and Diversity Committee
(MDC) submitted the Diversity and Common Ground requirement consistent with
articulation criterion at Humboldt State University was composed and considered by the
Academic Senate May 2013. Further review remains to determine next steps of the
Diversity and Common Ground requirement.
In progress
Non-credit ESOL courses currently being taught in Eureka and Ferndale. In a report to the
MDC on December 6, 2013, instructor Mike Clark noted the growing success of these
courses in raising awareness in the Hispanic community about the presence of CR and
the possibility of attending with ESOL support. Inquiry is currently being made about
starting a similar program in Del Norte.
In progress
Two grant-funded programs to support retention of students. The Hoopa Career and
Technical Education Program have existed for 19 years in partnership with CR under a
MOU. The grant provides student retention services in the form of tuition and fee
support, mileage reimbursement, an hourly stipend for attending classes disbursed
biweekly, individual and group tutoring, enrollment support, progress reporting,
academic advising and education planning, transcript evaluation and related services.
The grant is primarily oriented toward vocational training but includes degrees. Hoopa
Fast Track Program (initiated in September 2012), students enroll in mandatory remedial
skill building courses required to be part of the program. The grant focuses on certificate
programs in CR’s catalog: small business management, forestry technician, and ECE, plus
offers services as part of the grant. Further review is required in order to recommend
strategies which may benefit students at other sites in district.
Promote and support a Multicultural and Diversity Resource Center
Ongoing
In progress
SEP.VII.1. Improve the
campus climate for
students from
diverse
backgrounds
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COLLEGE OF THE REDWOODS | 2012-2013