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                           Instructional Program Review Document
        Program: FOR
        Submitted by (names): Tim Baker
        Contact Information (phone and email): x4348
        Date: 2/9/2009

        A. Mission and Relationship to the College(s)

        Describe how the activities and goals of your program relate to the mission statement and
        strategic plan of the college.
        The Forestry and Natural Resource program provides education and training for
        forest and natural resource technicians. This field is currently experiencing a fairly
        constant demand for new hires because of a large wave of retirements in both
        government and industry areas. The Humboldt county area is the largest single
        timber producing county in the state and the region served by the College of the
        Redwoods produces almost half of all the timber harvested in the state of California.
        In addition, the program provides training for students interested in working with
        the growing regional field of tourism which is focused heavily on the natural
        resources of the region by developing skills for workers in parks and recreation.

        The program reaches across a number of the strategic goals of the College including
        providing both Professional/Technical education and Academic/Transfer pathways
        through Associate of Science degrees and Certificates of Achievement. The program
        focuses most heavily on Goals 1 (1.3, 1.4, and 1.5) and 4 (4.1 and 4.4) though
        elements of the program reach across all of the goals of the strategic plan.

        In particular, it's important to note that the forest products industry and the
        natural resources in Humboldt, Mendocino, Del Norte and Trinity counties are the
        cornerstones to the economic and aesthetic backbones of the entire North Coast
        region and as such, are essential to the continuing economic development of the

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        B. Program Description, Curriculum, and Information

           1. Provide official program description and list program student learning outcomes.
              Use the following table to align program student learning outcomes with courses
              in which each student learning outcome is addressed. Provide additional
              information relevant to your discipline.
                  a.     Official Program Description
                       Programs in this field provide basic and advanced educational
                       opportunities for students seeking careers related to forestry and
                       natural resources. Specific programs include:
                            Associate of Science Degree, Forestry and Natural Resources
                                Technology, Forest Technology
                            Certificate of Achievement, Forest Technology

                   Program Student Learning
                                                            Course (s) Addressing SLO
                    Outcome Statements SLO
              The general overview of products,       FOR 1, FOR 5, NR 80, NR 87
              services and benefits derived from
              natural resources.
              • The basic state and federal           FOR 1, FOR 10, FOR 10L
              policies affecting resource
              • Identify and name woody plants,       FOR 51, NR 87, FOR 5
              wildlife species, and biological
              communities of regional and
              national importance.
              • Interpret maps, use compasses,        NR 52, NR 54, NR 58, NR 65, NR 67
              GPS, aerial photogrammetry, land
              survey equipment and other
              technologies to navigate terrain and
              to read and develop maps from field
              • Acquire field data for the            FOR 1, NR 54, NR 80, NR 87
              various inventory techniques that
              measure natural resources including
              timber, wildlife, water and
              • Identify problems and manage          FOR 5, FOR 60, FOR 77
              forest health, including insects,
              diseases, and fire.
              • Describe and apply the laws and       FOR 10, FOR 10L
              regulations governing practicing
              • Layout a timber sale in
              compliance with state regulations.      FOR 10L

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        2.       Are there specific admissions guidelines for this program?        yes      No
                 If yes, list the guidelines

        3.       Outline the curriculum as it is being implemented for a full-time student
                 completing a degree or certificate in this program. The outline should include
                 course number, course, title, units, lecture hours, and lab hours for each semester
                 for the complete curriculum.

                         Course                                            Lecture          Lab
             Semester                     Course Title         Units
                         Number                                            Hours           Hours
             Fall Y1    ENGL 1A          Composition             4           72               0
                        MATH 15            Statistics            4           72               0
                         FOR 1          Introduction to          3           36              54
                          FOR 51          Dendrology             3            36             54
                          BUS 10       Intro to Business         3            54
                                                                              36             54
             SPRING       FOR 5         Forest Ecology           3            36             54
               Y1         NR 54            Nat. Res              3            36
                          FOR 77        Wildland Fire            3            54              0
                           AG 46       Computers in Ag.          3            45             27
                           NR 80        Watershed Mgt            3            36             54

              FALL        SPCH 1            Speech               3            54
               Y2          NR 65         Intro to GIS            3            36             54
                           AG 17         Intro to Soils          3            36             54
                           NR 58            Aerial               2            18             54
                           NR52       Intro to Surveying         4            36            108

             SPRING       FOR 60       Forest Health and         3            45             27
               Y2                         Protection
                         NR 87          Wildlife Ecology         3            36             54
                        ENVSC 11        Environmental            3            54
                          FOR 10            Timber               2            36
                         FOR 10L            Timber               3                          162
                                        Harvesting Lab

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           4. As part of your self-study, review and summarize the development of curriculum
              in the program. Use the grid below to report recent additions, deletions, or
              revisions of courses.

          Semester       Course         Year Course Outline     Year Next Update
                                           Last Updated            Expected
                          FOR 1            28-Sep-2007            28-Sep-2012
                          FOR 5             27-Feb-2009            27-Feb-2014
                         FOR 10             10-Dec-2004            10-Dec-2009
                        FOR 10L             10-Dec-2004            10-Dec-2009
                         FOR 40             14-Mar-2008            14-Mar-2008
                         FOR 60             27-Feb-2009            27-Feb-2014
                         FOR 77             28-Sep-2007            28-Sep-2012
                          NR 40             14-Mar-2008            14-Mar-2013
                          NR 52             14-Mar-2008            14-Mar-2013
                          NR 54             28-Sep-2007            28-Sep-2012
                          NR 58             14-Mar-2008            14-Mar-2013
                          NR 65             28-Sep-2007            28-Sep-2012
                          NR 66             28-Sep-2007            28-Sep-2012
                          NR 67             28-Sep-2007            28-Sep-2012
                          NR80              28-Sep-2007            28-Sep-2012
                          NR 87             27-Feb-2009            27-Feb-2014
                         NR 99A             12-Dec-2008            12-Dec-2013

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              a) With respect to updating course outlines of record, list any relevant trends in
                 your discipline with regard to:
                 1. Knowledge requirements
                 There is a shift to greater reliance on technology both in the field and in
                 the office. Current development of the GIS courses and incorporation of
                 technology into field labs is part of the program objectives to meet the
                 changing knowledge requirements. In addition, the field is becoming
                 more specialized in various areas of natural resources and the program is
                 pursuing the development of additional certificates to meet this need.
                 2. Skills/student learning outcome requirements
                     Ability to effectively use GPS positional tools and GIS databases.
                 3. Instructional methods
                     The program has always used a mix of instructional methods
                 including: traditional lectures, small group projects, discussions,
                 experiential field exercises, laboratory projects, writing and research
                 projects, and reading from current professional journals. These methods
                 continue to be used with newer technologies, including presentation
                 technology, incorporated into the classroom.

              b) Evaluate the timing, frequency and coordination of course offerings to
                 determine the adequacy of course offerings relative to a transfer degree
                 (articulation), vocational/occupational certificates, and other appropriate
                 aspects of the district's/campus’/college’s mission
                 Currently we are offering some of our courses (FOR 10, FOR 10L, FOR
                 60, FOR 77, NR 58, NR 66, NR 80, NR 87, NR 99A) on an every other
                 year basis because of limitations of faculty, facilities and enrollment. This
                 can hinder timely completion if a student misses a particular offering.

              c) Describe the various educational delivery methods currently being utilized by
                 the program. Examples include but are not limited to traditional in-person
                 classroom delivery, in-person lab, field studies, online, interactive television,
                 telecourses, clinical instruction, etc
                 Faculty in the program use a wide variety of delivery methods including
                 traditional lectures, active discussion, group projects, research projects,
                 field studies, lab exercises, field trips, and computer labs.

              d) Identify curricular revisions, program innovations, and new initiatives planned
                 for the next five years.
                 Current plans are for development of a Chancellor’s Office approved
                 GIS option and certificate, a new Natural Resources degree, an HSU
                 transfer degree, and the development of a Law Enforcement option. Some
                 of these initiatives will require cross-campus collaboration.

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        5.    If applicable, indicate the program external accreditation/approval status. Either
              attach a copy of the most recent notification of accreditation/approval status from
              the appropriate agency, or indicate where the document exists within the college
              (e.g., division office). If external accreditation is available but the program has
              chosen not to seek accreditation status, please explain.
              The program is not currently accredited by the Society of American
              Foresters because we fail to meet the minimum standards for number of
              faculty (Standard III, 1., Society of American Foresters Standards and
              Procedures for Recognizing Educational Programs in Forest Technology
              (2000)). This has been a decision by the College not to meet this minimum
              standard though the Forestry Advisory Committee, the Statewide
              Agriculture Advisory committee and the Northern California chapter of the
              Society of American Foresters all advocate strongly for the College seeking
              program accreditation.

        C. Program History

        1.    History (update) since last review:
              What have been the major developments, activities, changes, and/or projects in
              your discipline over the past 2 to 4 years (longer if no recent review exists)?
              (This does not need to include curriculum updates, addressed above.)
              The only major developments have been increased cooperation with HSU in
              implementing coordination of recruiting activities and the decision in 2008 by
              the College to again not hire an additional full-time faculty member required
              by accreditation standards. This requirement and the position has been
              presented to the College on several occasions in the last 10 years to no avail.
              It is a major stumbling block to the Forestry and Natural Resource program
              becoming a strong statewide presence in forest technology education. This
              problem has been cited in previous work including the comprehensive review
              of the FOR/NR and AG programs by the Statewide Ag Advisory committee
              (report attached, Appendix D) and the Forestry Advisory Committee
              Strategic Plan (Appendix B). Thus far only limited progress has been made
              on these recommendations because of a lack of College support.

        2.    What were the recommendations from your last program review (if any) and how
              has your discipline responded to those recommendations?

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        3.    If you have goals from your previous program review, please list them along with
              the objectives related to your goals, the strategies being used to achieve
              objectives, and the documentation or evidence that demonstrates success. If no
              prior program review exists, skip #3.
              1)      revise several of the courses, particularly in GIS
                 The GIS courses have been completely revised, a new GPS course
                 developed and all course outlines are currently up to date.
              2) improve the recently implemented Forestry web page
                 The web page has been updated with more complete links (thanks to Brian
                 Van Pelt) and the instructor web page has been re-designed.
              3) increase contact with area high schools for recruitment
                 Contact with area high schools has continued to be minimal due to a lack
                 of available time and faculty resources.
              4) work towards implement a CR Forest Management Plan
                 The Forest Management Plan is currently on hold because of a lack of
                 direction from administration about the process for implementing the
              5) work to attain Professional Accreditation (additional faculty needed)
                 No additional faculty hired.

        4.    If goals were not achieved, please explain.
              The goals listed above in 3 (3,4,5) that were not achieved were largely due to
              a lack of available resources and program faculty.

        5.    Discuss any collaborative efforts you have undertaken with other programs
              (instructional or non-instructional) at College of the Redwoods District and offer
              an assessment of success and challenges, and potential changes in collaborative
              No collaborative efforts have been formally undertaken though informal
              discussions have occurred with Public Safety Center for collaboration in
              developing a Natural Resource Law Enforcement option and a Wildland Fire
              program. However, current staffing limitations have delayed development of
              these program options.

        6.    Discuss any activities or projects you have undertaken with other educational
              institutions, the community, or business/industry.
                   Peer-reviewed publication in Journal of Ecology with faculty from
                       Oregon State Univ. Univ. of Minnesota and Clarion Univ.
                   Collaboration with Forestry Advisory Committee (Appendix A)
                   Redwood Region Logging Conference education day
                   Executive committee, Northern California SAF
                   Coordinating and judging FFA High School forestry competition

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        D. Measures of Effectiveness

        1.    Quality of Education

              a.      If applicable, use an appendix to list the results of certifying, licensing, or
                      registry examinations for each of the last five years.
                      Because the forest technology program is not currently accredited, the
                      A.S. degree cannot be applied for 2 years worth of experience out of the
                      7 years required to sit for the Registered Professional Foresters exam.
                      This delay (7 years) means we have no information about the success of
                      our recent alumni on the exam.

              b. Faculty Qualifications:

                      (1) Is there one full-time faculty member whose primary assignment is
                          responsibility for this program?   Yes      No
                          If not, explain.

                      (2) Are minimum faculty qualifications according to standards set by
                          accrediting/approval bodies met?

                          State Chancellor’s Office?     Yes      No

                          External Accrediting/approval organizations      Yes       No

                          If “No” for either response, explain.
                          The qualifications of existing faculty exceeds both the external and
                          Chancellor's requirements but the College lacks the minimum
                          number of faculty to achieve external accreditation by the Society of
                          American Foresters.

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                 b. Student Outcomes Assessment: Attach course- and program-level outcomes
                    and assessment reports for each of the last four years. Program-level
                    outcomes should include information from graduate/alumni and employer
           The program has not developed program-level outcomes assessment reports
        because a lack of resources to track and survey graduates. Course level assessments
        are being developed and implemented for one course each semester starting with
        Fall 08:
        FOR 51 Learning Outcome Assessment

        1. Explain the system of classification used by plant taxonomists
           Key assessment
               Minimum score of 70% on lecture quiz questions on definitions and
        description of plant taxonomy, classification, and phylogeny.
         2. Identify various woody plants and correctly assign scientific names and
           Key assessment
               Minimum score of 70% on field final quiz (approx 50 unknown woody
        species correctly identified and named with family, genus, specific epithet, and
        common name. (Assessment for Fall 2008: 77% of students taking quiz achieved
        minimum score. While this is lower than desired, this is perhaps the hardest
        course in the program and subject content is comparable to transfer-level
        institutions. It is also considerably higher than the V1 success % in the chart
        below because that figure includes students who ceased attending. )
        3. Identify and name the various parts of woody plants.
           Key assessment
               Minimum score of 70% on lecture quiz questions requiring correct labeling
        of plant morphological characteristics.
        4. Use the technical language of plant taxonomy.
            Key assessment
                Minimum score of 70% on final quiz questions on definitions.
        5. Correctly nagivate and use a dichotomous key.
            Key assessment
                Minimum score of 70% on writing a dichotomous key for collection project.

                   Additional indirect assessments have been implemented for all courses in
                   the program by a 40-question student evaluation of learning. The data
                   from these surveys for the past 2 years have not been thoroughly
                   analyzed due to a lack of resources but preliminary analysis shows near
                   100% satisfaction (good or very good) in students learning something of
                   value, course content meeting course objectives and in finding the course
                   intellectually challenging. Overall results of these surveys indicate a high
                   degree of student satisfaction in the courses (hard copy attachments
                   available) as an indirect measure of achieving course learning outcomes.

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        2.     Vitality

               a.      Students Enrolled in the Program:
                       Use the grid below to enter the number of student enrolled in the program
                       during the last two academic years. This data will be provided by the
                       Institutional Research Office:
                                             2006-2007         2007-2008
                        Number of
                                                   201*               145*
                             * These are total students enrolled in FOR/NR courses. The
                             numbers of students enrolled in the program is not recorded by
                             the college

               b.      List the retention and success data for students enrolled in program
                       specific courses. List courses that are primarily populated by students
                       enrolled in this program.

              Course       2006-      2006-2007     2006-2007   2007-2008     2007-2008     2007-2008
                            2007      Success, V1    Success,   % Retention   Success, V1   Success, V2
                             %                         V2
             FOR 1           87           68          Not           86            62           Not
             FOR 10         100          100        provided         -             -         provided
             FOR 10L        100           83                         -             -
             FOR 5          100           67                       100            83
             FOR 51          80           60                        65            35
             FOR 60           -            -                        87            60
             FOR 77          92           84                       100            62
             NR 52           59           59                        71            57
             NR 54           69           46                       100            50
             NR 58           94           88                       100            67
             NR 65           85           74                        71            62
             NR 66            -            -                       100           100
             NR 80            -            -                       100            89
             NR 87          100           70                         -             -

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              c.       Have there been any significant changes in enrollment, retention, success
                       rates, or student demographics that impact your discipline?     Yes X No
                       If so, describe the changes and include the specific numeric changes that
                       have occurred (a data sheet may be attached if necessary).
                       There have been larger variations in course success and retention
                       than I might otherwise expect but without a substantial database to
                       analyze there is no way to attribute causation or correlation. The
                       somewhat low success rates in 2007-2008 are not an accurate
                       reflection because they include students who stopped attending the
                       classes but failed to formally withdraw. With modest enrollment, the
                       failure of only a few students to withdraw will have a disproportionate
                       influence on the V1 success rates. In addition, the College lacks
                       specialized tutors for programs like Forestry and Natural Resources
                       and that may be hindering overall course success rates. Overall the
                       numbers look comparable to courses of equal rigor within the

              d.       Enter program graduation data in the table below. Use the last column to
                       project the number of enrollments and graduates expected for the coming
                       year. Describe how the projection was made.

                                      2006-2007        2007-2008    2008-2009      2009-2010
                                         201*            145*          200            200
                      Graduates           3               3             4              5
              * The enrollments are based on total headcount for all For/NR courses. We
              lack current data on students actually declaring FOR/NR as their major and
              hence are not able to track which students are officially in the program. The
              current best guess is that roughly half of all students taking courses in the
              program intend on transferring to Humboldt State University and current
              practices in the Counseling and Advising center inhibits those students from
              completing the A.S. degree in Forest Technology. In addition, the lack of
              accreditation reduces the value of the degree for students who desire
              becoming a Registered Professional Forester because it does not count
              towards the 7 year experience requirement.

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        The graduates listed are based on the data table below.

              CR Degree/Cert                           04/05     05/06   06/07     07/08
              AS Degrees:
              F&NR - Forest Technician                 0         0       0         2
              F&NR - Forestry Option                   1         0       0         0
              F&NR - Geographic Information System     0         0       0         0
              F&NR - Natural Resources Technician      0         1       0         1
              F&NR - University Transfer               0         1       1         0

              C2 Certificate (30-59 units):
              FOR.CA.Forestry Technology               1         0       1         0

              CA Certificate of Achievement:
              FOR.CA.Forestry Technology               1         0       1         0
              Total                                    3         2       3         3

               e.       Total number of 2006-2007 graduates by ethnic group and gender.
                        This data is not available on a program basis

               f.       Indicate the number and percent of graduates from the most recent
                        graduating class who are employed in positions related to the program
                        major or continuing in a higher degree program.
                        This data is not available but anecdotal evidence suggests a high
                        percentage of the students are continuing in the field either
                        educationally or professionally. Additionally, a large percentage of the
                        students in the program either enter employment or continue higher
                        education at HSU without completing the A.S. degree. From a
                        professional standpoint these must still be counted as successes even if
                        they did not persist to degree completion at College of the Redwoods.

             NOTE: Indicate sources of information and provide any explanation as necessary. If
             needed, use an appendix to document data sources

                                                      Employed in            Continuing
                Year            Total Number          Related Field          Education
                                Of Graduates               %                    %               g.        Indicate th
                      05/06           2                                                                   We curren

        3.     Efficiency
                   06/07                3                  N/A                  N/A

                      07/08             3                                                       a.

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                       Describe current student population in terms of enrollment by ethnic
                      group and gender.

                      Demographic data not available.

               b.     If applicable, provide the composition of enrollment for selective
                      admissions programs in the table below: NA

               c.      Faculty Staffing Pattern
               Provide the full- and part-time faculty load units for this program in the
               table below. Use courses that are specific to this program and are taught
               by program faculty.
                                           2005-2006            2006-2007            2007-2008
                        a) Full-time   Teaching Load        Teaching Load        Teaching Load
                        faculty        Units=45.00          Units =45.00         Units =45.00
                        b) Part-time   Teaching Load        Teaching Load        Teaching Load
                        faculty        Units =33.25         Units =33.0          Units =26.25

        Note that this is from a reduced schedule offering because of a lack of staffing
        available for some courses.

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               Describe the status of any approved, but unfilled full-time positions.
               None have been approved for this program

               d.     Rate the resources indicated in the table below with respect to how they
                      support this program. Feel free to supplement the resource categories in
                      the extra space provided. The four rating categories are defined as

                      Adequate: This one resource is adequate to permit the program to
                      function effectively.

                      Minimally Adequate: Program functioning at minimally effective level.

                      Inadequate: The limitations imposed by this one resource render the
                      program marginal and will require immediate review for program
                      improvement or continuation.

                      Not Applicable: Does not apply to this program.

        Resources                                Rating
                                             Adequate Minimally Inadequate   Not
                                                        Adequate           Applicable
        a) Faculty
        b) Support Staff
            Instructional Support
            Other Personnel
        c) Current Expenses
            Office Supply Expenses
            Instructional/lab supply
        d) Library Resources
        e) Professional Development

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              If any component in the table above is rated Inadequate or Minimally Adequate,
              please explain. Include recommendations for reducing or eliminating the
              -Too few full-time faculty to meet accreditation standards which can only be
              eliminated by hiring an additional full-time faculty.
              -Minimal clerical support available which is inadequate for tasks like
              minutes from Advisory Committees.
              -Unable to keep up equipment maintenance and replacement from College
              budget. Over the past 5 years the program has been able to keep the
              minimum pieces of equipment available for classes through grants from local
              organizations or update technology through VTEA/CTE grants. However a
              maintenance backlog is currently reducing tool availability below acceptable
              levels (see tables below).
              -No specialized tutors available for subject matter in program (e.g.
              -The library lacks professional journals in the field (e.g. Journal of Forestry,
              Western Journal of Applied Forestry, Frontiers in Ecology, Journal of
              Wildlife Management).

              If a full-time faculty position is being requested for this program, develop an
              attachment to this report that addresses the following criteria (as listed in AR
               The ratio of full-time to associate faculty
               Current availability of associate faculty
               Relation to program review recommendations
               Effect on diversity of the faculty
               Effect on academic offerings and ability to serve students and the community
               Effect on the vitality and future direction of a program and/or the college
               Effect on student learning

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              e. Facilities, and Classroom Technology
                 Are teaching facilities adequate for achieving the educational outcomes of this
                 discipline/program?       Yes        No
                 If No was checked, complete and attach Facility Form (facilities.form) for each
                 instructional space that does not meet the needs of this discipline/program:
              f. Equipment
                 Is the available equipment (other than classroom specific equipment described
                 in the facilities section) adequate to achieve the educational outcomes of your
                 program/discipline?         Yes        No

                 If No was checked, complete the following grid for each piece of equipment
                 being requested for this area/discipline: FOR/NR

             Equipment         Approximate       Number of         Describe how the equipment
                               Price             students using    allows achievement of
                                                 equipment each    program/discipline educational
                                                 semester          outcomes
             10 compasses      454.00            50-75             Essential for experiential
             10 Logger's       787.50                              learning of field navigation, tree
             tapes                                                 measurement, forest ecology
             10 Biltmore       538.00                              and inventory techniques. All
             sticks                                                equipment is used in a variety of
             10 increment      2,130.00                            classes and field labs
             corers (16”)
             Total             $4302.71 (tax
                               and shipping)

              Equipment Repair
              Is the equipment used for your discipline/program in need of repair, which is
              outside your current budget allotment? This does not include classroom specific
              equipment repair described in the facilities section.    Yes        No

              If Yes was checked, provide the following information to justify a budget
              allotment request:

            Equipment          Repair Cost /    Number of         Describe how the equipment
            requiring repair   Annual           students using    allows achievement of
                               maintenance      equipment each    program/discipline educational
                               cost             semester          outcomes
            (2) Total          500.00           20                Used in experiential learning of
            station            (estimated                         field surveying techniques

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              g.      List your area’s budget for the following categories in the table below for
                      the previous four years. Replicate this table for each year. Restricted
                      funds have a sponsor/grantor/donor (federal, state, local government,
                      etc). The funds are restricted by the sponsor/grantor/donor.
                      Everything else is unrestricted.
           Category                     Unrestricted Funds            Restricted Funds
           Supply and printing budget   $1340.00
           Equipment replacement
           and repair budget
           Professional Development     0.00
           Work-study funding           0.00
           Additional Budget Items

           Is the funding for these areas adequate?     Yes        No
           If not, describe the impact of unaddressed needs on your discipline or program.
           The program participates in the CTEA (VTEA) grant to provide monies for
           updating technology within the program. These funds have been used to
           purchase field laser measurement units, GPS units, GIS licenses, Kestrel
           environmental data collectors, and related technology. However, these funds are
           not available for replacing or updating older technologies like increment corers
           or compasses. In addition, in the past several years, funds from the FOR/NR
           program have been shifted to cover costs in other programs, particularly in AG.
           This was possible because of additional grants acquired by FOR/NR from the
           Redwood Region Logging Conference and the Alumni Fund.

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        Summary, Goals, and Recommendations

               ● Program Strengths (Consider how these strengths can be marketed to the
                  community and provide suggestions to PR department)
               Field-based course work, program is based in the most productive region for
        forestry in California, most important sector of local economy, green-jobs.

               ● Program Weaknesses
               Lack of accreditation, lack of integration with local high schools, minimal
        recruitment efforts, limited access to campus forest for lab exercises.

        Vision and Goals

               1. Based upon data from California 2025 and/or data from Institutional
                  Research, briefly describe how you would like your discipline to evolve in the
                  next five years. In what ways does your current state differ from your desired
                  Please see attached strategic plan (Appendix C)

               2. What specific goals and objectives would you like to achieve to move you
                  toward your vision?
                  Please see attached strategic plan (Appendix C)

               3. What support from the college or district is needed to help you achieve your
                  goals and objectives?
                  Please see attached strategic plan (Appendix C)

               4. What documentation/evidence will demonstrate that you are making progress
                  toward achieving your goals, objectives, and vision?
                  Please see attached strategic plan (Appendix C)

               5. What changes will make the self-study process more helpful to you?
               Accessing data for meeting requirements for program review is cumbersome
               and somewhat inflexible. For the process to be more productive, forms with
               data already extracted and more flexible responses (i.e. forms) would be

PRCCompRevReviseS08                                                                     11/3/2012
                                                                                     Page 18 of 53
        List recommendations for program improvement generated by this report. List these by
        number and use these numbers in the Quality Improvement Plan described below.

        1. Hire additional faculty to meet accreditation standards.
        2. Develop means of tracking students within the program
        3. Develop GIS option and certificate, HSU transfer path, and Natural Resource
        4. Hire instructional support in the form of subject matter tutors.
        5. Enclose the firing range to provide a safer and more productive field learning
        environment in the forests on the CR campus.

        Quality Improvement Plan

        Completing the Quality Improvement Plan (QIP)

        The Quality Improvement Plan (QIP) is intended to assist the program in thinking and
        planning for a minimum of the next three years. The purpose of the QIP is to provide a
        format for translating both the comprehensive review report recommendations into
        actions for improving or maintaining the quality of the program; it is also a mechanism
        for administrators to determine input to the planning process. Because this document will
        be used to inform planning processes, it is very important that all the requested
        information be provided.

                                  Quality Improvement Form
                                        Program: FOR/NR
                                           Year: 2009
                                      Submitted by: T. Baker

                     Category                                     Descriptions
        Recommendation Number and Title            1. Additional Full-time Faculty
        Planned Implementation Date                2010
        Estimated Completion Date                  ongoing
                                                   Expand course offerings and program
                                                   recruitment efforts.
        Measure of Success/Desired Outcome         An actual hired faculty member
        Estimated Cost(s)                          $100,000
        Who is responsible?                        Academic Senate/College President
        Consequence if not funded                  Continued lack of accreditation by SAF
        External Accreditation Recommendations
                                               Required to meet accreditation standards
        (if applicable)
PRCCompRevReviseS08                                                                     11/3/2012
                                                                                     Page 19 of 53
                                  Quality Improvement Form
                                        Program: FOR/NR
                                           Year: 2009
                                      Submitted by: T. Baker
                       Category                                Descriptions
                                                    2. Work with Institutional Research
                                                    Department to document the
        Recommendation Number and Title             numbers of students enrolled in
                                                    each degree and certificate program.

        Planned Implementation Date             Fall 2009
        Estimated Completion Date               Ongoing
                                                Develop a means of recording the
        Action/Tasks                            number of students pursuing each
                                                agriculture degree and certificate
                                                Record of student enrollments in the
        Measure of Success/Desired Outcome
        Estimated Cost(s)                       None
                                                District, VP of Academic Affairs, Dean
                                                of Academic Affairs, Dean of Career and
        Who is responsible?
                                                Technical Ed. Admissions and Records
        Consequence if not funded               None
        External Accreditation Recommendations
        (if applicable)

PRCCompRevReviseS08                                                               11/3/2012
                                                                               Page 20 of 53
                                  Quality Improvement Form
                                        Program: FOR/NR
                                           Year: 2009
                                      Submitted by: T. Baker

                       Category                                Descriptions
                                                 3. Develop additional degrees, options and
        Recommendation Number and Title
        Planned Implementation Date              2010
        Estimated Completion Date                2011
                                                 Fill out required forms (511), submit to
                                                 Curriculum Committee, Far North
                                                 Regional Consortium and Chancellor’s
        Measure of Success/Desired Outcome       Approved degree option and certificate.
        Estimated Cost(s)                        $5000 (release time or contract out)
        Who is responsible?                      T. Baker
                                                 Lack of flexible options and continued few
        Consequence if not funded
                                                 degrees/certificates granted
        External Accreditation Recommendations
        (if applicable)

PRCCompRevReviseS08                                                                   11/3/2012
                                                                                   Page 21 of 53
                                Quality Improvement Form
                                        Program: FOR/NR
                                           Year: 2009
                                      Submitted by: T. Baker

                     Category                                   Descriptions
        Recommendation Number and Title          4.Subject-matter tutor
        Planned Implementation Date              2010
        Estimated Completion Date                ongoing
        Measure of Success/Desired Outcome       An actual hired subject matter tutor
        Estimated Cost(s)                        $5,000
        Who is responsible?                      Academic Support Center
        Consequence if not funded                Continued lower success rates in classes
        External Accreditation Recommendations
        (if applicable)

PRCCompRevReviseS08                                                                   11/3/2012
                                                                                   Page 22 of 53
                                 Quality Improvement Form
                                        Program: FOR/NR
                                           Year: 2009
                                      Submitted by: T. Baker

                     Category                                    Descriptions
        Recommendation Number and Title           5. Enclose shooting range
        Planned Implementation Date               2010
        Estimated Completion Date                 2010
                                                  Design and send out bids to enclose
                                                  shooting range.
        Measure of Success/Desired Outcome        Completion of construction
        Estimated Cost(s)                         $150,000
        Who is responsible?                       College President
                                               Continued lack of safe access and
        Consequence if not funded
                                               productive learning environment
        External Accreditation Recommendations Access to a learning forest is required to
        (if applicable)                        meet accreditation standards

PRCCompRevReviseS08                                                                   11/3/2012
                                                                                   Page 23 of 53
                        Facilities, and Classroom Technology Form
                                  Program/Disciplines: Forestry
                                       Year: Spring 2009
                                    Submitted by: Tim Baker

        List classroom or instructional space name/number: AT 127

        Check if any of the following are not adequate:

        Ventilation /    ADA        Number of Technology (computers, projectors, internet)
        room temp        access    seats / work Projector will need replacement in 2010 (dimming
                                      stations   and too small for classroom size)
            Other (briefly describe): While the number of seats is adequate, the sturdiness of the
        tables is inadequate for classroom and lab activities and the chairs are worn and in need
        of replacement.

        Describe the specific action and estimated cost (if available) to make this space adequate for
        your instructional needs: Purchase of replacement tables and chair of suitable sturdiness.
        Unknown costs.

        List the average number of discipline/program sections scheduled in this room each semester,
        and the total number of students enrolled in these sections.
        Sections: 8                                Students: 160

PRCCompRevReviseS08                                                                      11/3/2012
                                                                                      Page 24 of 53
                        Facilities, and Classroom Technology Form
                                  Program/Disciplines: Forestry
                                       Year: Spring 2009
                                    Submitted by: Tim Baker

        List classroom or instructional space name/number: School Forest

        Check if any of the following are not adequate:

        Ventilation /    ADA        Number of Technology (computers, projectors, internet)
        room temp        access    seats / work
            Other (briefly describe): Current access to the school forest is limited by activity at the
        Public Safety shooting range with potential limited access from proposed College
        construction. This forest is an essential component to lab exercises in the FOR/NR
        Describe the specific action and estimated cost (if available) to make this space adequate for
        your instructional needs: Either enclosing the shooting range (included in Measure Q bond
        measure) or moving the range off-campus. An alternative is to seek access of additional
        land nearby the campus for a functioning school forest. This area could be used by a
        variety of other classes outside the FOR/NR discipline.
        List the average number of discipline/program sections scheduled in this room each semester,
        and the total number of students enrolled in these sections.
        Sections: 5                                Students: 100

PRCCompRevReviseS08                                                                     11/3/2012
                                                                                     Page 25 of 53
                      Appendix A – Forestry Advisory Committee

         FirstName    LastName   Organization            Address               City      State     Zip     H Phone
         Ken          Fulghum    HSU Dept. Chair         1 Harpst St.          Arcata    CA
         Bill         Kriner     FNR club                                                                  725-4471
         John         Davis      Simpson Timber          PO Box 68             Korbel    CA        95550   839-8868
         Bill         Hiney      Hiney Forestry          2373 Donna Dr         Eureka    CA        95503   445-5757
         Jim          Robbins    CDF                     118 S. Fortuna Blvd   Fortuna   CA        95540   725-4413
         Frank        Mileham    NRM Corp                                                CA
         Ray          Miller     Lewis Logging                                           CA
         Don          Campbell   Caltrans (assoc)                                        CA
         Richard      Dresser    (assoc)                 953 Hilltop Dr        Fortuna   CA        95540   725-2083
         Eugene       Whitney    (retired faculty)       1562 Loop Rd          Fortuna   CA        95540   725-9468
         Lisa         Perry      HSU NR recruiter        1 Harpst St.          Arcata    CA

         Dave         Bazard     MSE Division chair                                      CA
         Chris        Lee        UC Extension Service                                    CA
         Tom          Schultz    Humboldt Redwoods Co.                                   CA

PRCCompRevReviseS08                                                                   11/3/2012
                                                                                   Page 26 of 53
        Appendix B – Request for Full-Time Faculty Position (Fall, 2008)

                      Rationale Form for Faculty Positions

        Department__Forestry/Natural Resources_____     Division__Math
        and Science_____

        Division Chair/Program Director

        Please provide the following information to substantiate
        the need for a new faculty position. The following items
        are not in any priority order.

        Position Description and Priority
        Review of the importance of this position to the mission of
        the college and the department’s program goals and
        priorities. This summary should minimally indicate:
          1. The substantive area of the discipline that will be
             covered by the position.
          2. An explanation of the importance of this expertise to
             the department's curricula.
          3. The demand for individuals with this expertise.
          4. Briefly indicate the load and the typical courses
             taught for the last three academic years, including
             summer, by the previous faculty member, and indicate
             how (or if) the department will continue to cover
             these courses.

        1. This position will cover courses in Forestry and Natural
        Resources, particularly the areas of Geographic Information
        Systems, Global Positioning Systems, Remote Sensing, and
        Timber Harvesting and with additional course content within
        the area.

        2. There are several areas where this additional position
        is important but the key factor is the requirement for a
        minimum of 2 full-time faculty to receive program
        accreditation by the Society of American Foresters. This
        accreditation will benefit the program in 2 main areas:
        students graduating from the program will be able to apply
        the degree to 2 years of credit towards the 7 year
        requirement for sitting for the Registered Professional
        Forester’s exam, and the SAF accreditation will also aid in
        recruiting to the program from a broader regional and
PRCCompRevReviseS08                                                11/3/2012
                                                                Page 27 of 53
        national audience. The additional faculty will also aid in
        coordinating with Career and Technical prep programs with
        local high schools, maintaining curriculum updates and
        development and in maintaining an active student club which
        should foster greater retention and student success.

        3. While the demand for forest technology grads varies
        somewhat with market demands for wood products, the overall
        trend in recent years has been for more jobs than there are
        available graduates to fill them, particularly in the
        timber inventory work. This demand is fed in part by more
        complicated analyses needed for Timber Harvest Plans and in
        part by an ongoing retirement wave in the industry. This is
        particularly true for Registered Professional Foresters
        where expected demand cannot be met by current graduation
        rates. 4. The program has been taught by a single full-time
        faculty and 4-6 associate faculty (depending on course
        offerings). Some courses have not been offered every year
        because of a lack of available faculty and there is a need
        to develop several new courses to meet industry needs. It
        is expected that a new full-time Forestry faculty would
        replace several of the current associate faculty,
        particularly in Remote Sensing, GIS and GPS, Timber
        Harvesting and Wildland Fire Suppression as well as
        developing new courses in Woods Safety and Equipment
        Operation. Additionally we’d like to develop a Law
        Enforcement option for students that would require new
        course development.

        Quantitative Information by Discipline:

           1. Student Contact Hours (SCH)
           2. Total Full-time Equivalent Faculty (FTEF) 1.6 – 2.0
           3. Percent of Total FTEF taught by Part-time Faculty
                   Part-time FTEF ÷ Total FTEF        X 100     =
           4. Census Enrollment Load for the Discipline Fall 2008
              enrollment = 122 with an 83% fill
           5. Program Growth Trends for the Discipline Trends have
              been somewhat volatile with an increase in 2007 and a
              decrease in 2008. This is due in part to fewer
              section offerings and to reduced course cap to meet
              accreditation standards. The potential is for
              increased enrollment with more offerings because of
              the tendency of entry-level courses to reach (and
              often fill) the wait list.

PRCCompRevReviseS08                                             11/3/2012
                                                             Page 28 of 53
           6. Provide 3 years of enrollment trend data. Obtain this
              data from Institutional Research Data

                        2006   2007       Projected Projected Projected
                                             2009      2010      2011
             Enrollment  179   191   140      154      175       200
             WSCH       83.25   81  66.38     73      83.25       90
             FTES       36.39 38.20 28.20   31.02     36.00     40.00

           7. What factors would contribute to the projected

           A key factor for the very conservative estimates on
           projected enrollments is the ability of the program to
           seek accreditation by the Society of American Foresters.
           Currently only Reedley College has this accreditation
           among California Community Colleges and their current
           enrollment is very robust. The increased recognition of
           the program has the potential to double the program
           enrollment within 5 years. The additional faculty would
           also aid in recruitment locally and the development of
           programs at our satellite campuses and in cooperation
           with local tribal forestry programs.

PRCCompRevReviseS08                                               11/3/2012
                                                               Page 29 of 53
        Qualitative and Other Information
        Please complete all areas that relate directly to the
        faculty position requested.


          1. Availability of qualified part-time faculty
             a. Specialized degree/training needed. Please explain:
             b. Specialized experience needed. Please explain:
             c. Emerging/rapidly changing technology. Please
             d. Describe recruitment efforts for qualified part-time
        1. Qualified adjunct faculty in some areas within forestry
        and natural resources have been difficult find and keep,
        particularly in the areas of GIS and Wildland Fire.
             a. For both GIS and Wildland Fire, specialized
        training is necessary. Both of these areas require
        technical expertise not generally found among available
        adjuncts, particularly Fire. With GIS the problem is
        turnover; when we get a qualified faculty they often soon
        find full-time employment elsewhere. In Wildland Fire it’s
        been difficult to find faculty who are both academically
        qualified and have the specific training in fire
             b. We do have qualified adjunct faculty with
        harvesting experience necessary for the program but they
        are approaching retirement and California has very specific
        regulations for timber harvests that can only be acquired
        through experience in California.
             c. GIS and GPS technology are both rapidly changing as
        is remote sensing with the wider adoption of LIDAR. These
        areas require current use of the technology to remain
        useful in instructing students in their application.

              How will this faculty position help meet
              District/Department Goals? Other resources/documents
              to consider in responding to these criteria may
              include Program Review and Educational Master Plan.
              Please explain:

        One of the stated goals of the District is to pursue
        professional accreditation wherever possible. At the moment
        the main hurdle to SAF accreditation is the absence of a
        second full-time faculty along with the specialized courses
        they could develop. With the SAF accreditation in place we
PRCCompRevReviseS08                                             11/3/2012
                                                             Page 30 of 53
        could also draw in a larger number of students from outside
        our local demographic, thereby providing an opportunity for
        the District to grow.

        Additionally, one of the district goals has been to service
        our community. The forest industry currently employs at
        least 11% of the local workforce (see graph below), more
        than any other category besides government and contributed
        over $172,000,000 to the local economy (2006 county
        agriculture statistics). This value is likely to remain
        either stable or increase for the foreseeable future
        because of the sustainable nature of current forest
        practices and the need to replace an expected retirement
        wave of 50-75% of the current workforce in the next decade.
        Program review has also indicated the need for a second
        full-time faculty in the Forest Technology program because
        of these issues.


             1. Accreditation requirements.   Please explain:

PRCCompRevReviseS08                                                11/3/2012
                                                                Page 31 of 53
           2. Regulatory requirements (not recommendations). Please
              explain current situation and history of compliance
              with requirements:
           3. Health/safety (OSHA, Hazardous Materials, violations,
              injury issues). Please explain and cite sources:

        Current Society of American Foresters standards for
        recognition of Technician (Forest Technology) programs,
        Standard III: Faculty 1. The forest technology faculty
        shall consist at minimum of two full-time (minimum 9-month
        contract per year) instructors. (excerpt from Standards and
        Procedures for Recognizing Educational Programs in Forest
        Technology, Society of American Foresters accreditation

PRCCompRevReviseS08                                            11/3/2012
                                                            Page 32 of 53
                     D.       ADDITIONAL FACTORS:
                            1. Job Market Outlook. Please explain: Humboldt county
                            numbers only additional jobs throughout the northern
                            California region as well as southern Oregon.
                       Average                                     Average Annual
                      Employment          Employment Change         Job Openings
                                                                        Net            Media
SO                                                               Ne    Repla             n
C                                                                 w     ce-            Hourly
Co    Occupation                                                 Job ments Tota        Wage      Education & Training
de    al Title            2004    2014    Numerical   Percent     s      [1]   l [2]    [3]           Levels [5]
45-   Fishing, and
100   Forestry
0     Workers              410     460           50      12.2         5    10    15     N/A
      Managers of
45-   Fishing, and
101   Forestry
1     Workers              410     460           50      12.2         5     9    14    $19.77   Work Experience (8)
45-   Fishing and
300   Hunting
0     Workers              330     360           30       9.1         3    10    13     N/A
      Fishers and
45-   Related
301   Fishing
1     Workers              320     350           30       9.4         3     9    12     N/A     1-12 Month OJT (10)
45-   , and
400   Logging
0     Workers             1,750   1,780          30       1.7         3    36    39     N/A
45-   Forest and
401   Conservation
1     Workers              370     410           40      10.8         4     9    13    $8.23    1-12 Month OJT (10)
1     Fallers              210     210            0       0.0         0     4      4   $28.78   1-12 Month OJT (10)
45-   Logging
402   Equipment
2     Operators            700     720           20       2.9         2    13    15    $16.90   1-12 Month OJT (10)
402   Log Graders
3     and Scalers          230     220          -10       -4.3        0     4      4   $15.80   1-12 Month OJT (10)
45-   Logging
402   Workers, All
9     Other                240     220          -20       -8.3        0     6      6   $16.68
19-   Forest and
409   Conservation
3     Technicians          200     220           20      10.0         2     5      7   $14.56   AA Degree (6)

         PRCCompRevReviseS08                                                                           11/3/2012
                                                                                                    Page 33 of 53
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                           Page 34 of 53
        2. Other Job Market Data (please identify)
        3. Other (e.g., Advisory Committee, Professional
           Organization Best Practices, CSU/UC Admission changes)

        Both the local Advisory Committee for Forestry and Natural
        Resources and the Northern California Chapter of the
        Society of American Foresters have done local and regional
        surveys indicating that demand for forest technicians and
        RPF’s (registered professional foresters) are expected to
        exceed supply of graduates from schools within the state.
        This seems especially true for entry level technicians who
        do much of the on-ground work for preparing Timber Harvest

        The following are quotes from the Prosperity report on the
        Forest Industry in Humboldt County:
        “A relatively new challenge – attracting qualified workforce - may become more
        significant in coming years. “We fill 40 to 50 jobs a year….” explains Deborah
        Callahan, Human Resources Director for Green Diamond and Simpson

        Humboldt County provides: “In 2005 the establishments within the Forest
        Products industry cluster decreased by 10% from 2003, and the number of
        employees has dropped by 4%. Still, during this same period, total wages rose
        8% to more than $180 million. Average wages also rose by 12.6% to $44,044 per
        person. The Forest Products industry cluster contributes approximately 36% of
        the base economy payroll and 12% to the total payroll of Humboldt County’s
        economy” (from Prosperity report):
        Humboldt County is the largest forest products producing
        county in the state of California yet we are not currently
        providing an accredited program for our students in this

PRCCompRevReviseS08                                                              11/3/2012
                                                                              Page 35 of 53
        APPENDIX C. Strategic Plan    Forestry and Natural
        Resources Program (note: developed in 2003-04)

             The objective of this plan is to provide concrete
        goals and steps for fulfilling the Forestry/Natural
        Resource Mission and Vision statements. This plan will
        provide a framework for developing curriculum, determining
        staffing and equipment needs and developing the appropriate
        infrastructure. Writing this plan required a review of the
        current program and considerable input from various sources
        inside and outside the program. Following are the mission
        and vision statements as approved by the Forestry Advisory
        Committee and the current working draft of the strategic

        Mission Statement

        The Forestry and Natural Resources program is committed to
        providing high quality, science-based education about the
        ecology and management of forested systems with an emphasis
        on utilizing the natural environment of the school setting
        with hands-on learning strategies. The FNR program has
        functions in all of the primary missions of the College of
        the Redwoods including degree and certificate programs,
        academic and transfer education, and professional and
        technical education.

        Vision Statement

        In addition to the current mission, the Forestry and
        Natural Resources program will be the regionally recognized
        source of first choice to meet lower division educational
        requirements for articulation to Baccalaureate programs as
        well as the program of choice statewide for Associate
        Degree and Certificate programs in forestry and natural
        resource sciences. The FNR program will be fully
        recognized by the Society of American Foresters and will
        work closely with Humboldt State University and other 4-yr
        institutions, both within the state and the region, to
        provide full articulation between CR and universities. The
        FNR program will also work with Community Education to
        provide non-credit courses that will meet local landowner
        self-management needs.

        Students in the FNR program will share common core courses
        and choose among several options including forest technical
PRCCompRevReviseS08                                             11/3/2012
                                                             Page 36 of 53
        work, baccalaureate transfer, park interpretation and law
        enforcement, geographic information systems and wildlife
        technical work. Graduates from the FNR curriculum will be
        sought after by industry, government and non-government
        organizations for employment because of the suite of
        technical knowledge, critical thinking skills, field
        experiential learning, and applied ecological understanding
        they will have acquired.

        Strategic goal 1 – Increase student success at finding

             This     is a critical goal for any 2-yr degree program
        where 50%     of the students plan on seeking employment
        following     completion of the degree. Two vital steps to
        meet this     goal are:

              a) regain Society of American Forester’s official
                 recognition of the program
                    a. hire additional full time faculty
                    b. proved evidence of meeting curricular

              b) revise the curriculum to meet employment
                 opportunities that have evolved in recent years.

              c) Structure co-op and internship opportunities for
                 students to replace the final skills seminar
                 currently in the program

              Benchmark: none – CR needs to develop alumni tracking
              Metric: alumni finding employment in the field within
              1yr of graduation

        Strategic goal 2 – Increase student success at articulation

             Articulation to 4-yr institutions is a vital aspect of
        community college education and the Forestry/Natural
        Resource program at College of the Redwoods is no
        different. Approximately 130 students at CR claimed FOR or
        NR as their major, the majority being students headed for a
        4-yr program. To increase their success rates, the
        curriculum and articulation agreements must be continually
        updated. The steps to meet this goal are:

              a) revise curriculum to better meet requirements at 4-
                 yr institutions
PRCCompRevReviseS08                                                11/3/2012
                                                                Page 37 of 53
              b) update articulation agreements with California and
                 regional schools.

              c) increase counselor reference to FOR/NR courses at
                 College of the Redwoods.

              d) Regain SAF recognition (may be required by SAF
                 accredited 4-yr schools)
                    a. Hire an additional full-time faculty member
                    b. Initiate the recognition process with the SAF

              Benchmark: none (see above)
              Metric: number of credit hours articulating to 4-yr

        Strategic goal 3 – Increase student success in field

             Updating the curriculum will accomplish little if we
        do not emphasize the strength of a 2-yr program; the hands-
        on aspect of field courses. And success in field courses
        is dependent on maintaining appropriate facilities and
        equipment for students. The steps to meet this goal are:

              a) acquire funding to maintain and update field
                 equipment on a continuing basis

              b) develop adequate numbers of field sites for study

              c) develop appropriate transportation infrastructure to
                 access field sites.

              d) offer introductory courses more frequently to
                 minimize out of sequence students
                    a. hire additional full-time faculty member

              e) develop equipment donation program and dedicated
                 funding for equipment and transportation

              Benchmark: None- need to develop specific student
              questionaire and track grading
              Metric: student and instructor evaluations

        Strategic goal 4 – Increase awareness of the Forestry and
PRCCompRevReviseS08                                                11/3/2012
                                                                Page 38 of 53
        Natural Resource program among the students and community

             To meet the needs of the community for education in
        this field, we must make the community aware that the
        opportunity for study is present at College of the
        Redwoods. The steps needed to meet this goal are:

              a) increase marketing and outreach efforts
                    a. reach more high school counselors
                    b. develop high school articulation
                    c. attend college fairs and regional programs

              b) update and maintain viable web presence
                    a. hire additional technical staff/faculty

              c) SAF recognition (would be listed on SAF web cite and

              d) develop K-12 outreach opportunities

              e) increase presence of FOR/NR club

              Benchmark: none- need to develop public survey of
              awareness and track outreach activities
              Metric: change in program awareness; number of
              outreach activities

        Strategic goal 5 – Increase student retention in the

             We believe that students with a sense of belonging to
        a viable program will have a stronger sense of being
        invested in success and graduation and completion rates
        will increase as a result. The steps to achieve this goal

              a) maintain an active FOR/NR club and support

              b) Increase interaction with Humboldt State University
                 Forestry students as a club

              c) revitalize the cohort method of course sequencing.
                    a. Hire additional full-time faculty

              d) increase scholarships for student completion

              e) develop student mentoring opportunities
PRCCompRevReviseS08                                                 11/3/2012
                                                                 Page 39 of 53
              Benchmark: None- need to develop data on current
              student graduation rates
              Metric: student graduation rates

        Strategic goal 6 – Provide education for non-degree

             This goal is often cited as a missing component of the
        FOR/NR program. In short, landowners often wish to acquire
        some knowledge of their lands to assist in management
        decisions and activities. A goal of this program at
        College of the Redwoods should be to design the appropriate
        courses and facilitate instruction through the Community
        Economic Development and Outreach office.

             a) work with local landowner groups and consultants to
        assess needs

             b) develop and deliver courses as needed through CED
                  a. hire additional full-time and associate
        faculty as needed

              Benchmark: none currently
              Metric: number of new outreach courses offered

        Meeting these goals will provide for a viable and
        interesting program for students and the community through
        the next several years and decades. As uses of natural
        resources in the region evolve, so should our program if we
        are to maintain validity in meeting community educational
        needs. Development of benchmarks and metrics will be
        important to determine when we have met these goals.

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                      Appendix D

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