Shasta College Art Department EVIDENCE/IIIB-027 Art and... · Shasta College Art Department ... Appendix B contains a list of courses offered. ... Department. Each semester the Art

Shasta College Art Department

Program Review 2007-2008

Program Review Committee 1st Level Review: 2nd Level Review: David Gentry, Art Instructor David Cooper, Spanish Instructor John Harper, Art Instructor Sean Kenny, Art Instructor, College of the Siskiyous Lorelle Lindquist, Art Instructor Janice Porter, Adjunct Art Instructor Susan Schimke, Art Instructor Susan Tescher, Art Student

Dr. Ralph W. Perrin, Dean Arts, Communications & Social Sciences Division

Art Department Program Review, 2007/2008

I. Program Description and Staff .................................................................................... 1 Staffing .................................................................................................................... 1 Professional Activities ...................................................................................... 1 Staff Development Needs ................................................................................. 2 Impact of Teaching Loads, Retirements and Other Relevant Factors........... 2 Staffing Needs................................................................................................... 3

II. Research ........................................................................................................................ 4 III. Program Mission/Function........................................................................................... 4

Department History................................................................................................ 5 Shasta College Art Department Today.................................................................. 5

IV. Curriculum Update....................................................................................................... 6 V. Curriculum Articulation............................................................................................... 6

High School Articulation and Efforts to Facilitate Transfer................................ 7 VI. Curriculum Diversity ................................................................................................... 8

New Course Work ................................................................................................... 8 Expanded Information............................................................................................ 8 Exhibitions .............................................................................................................. 8

Curriculum Competencies..................................................................................... 9 Curriculum Title V Requirements ....................................................................... 10 Curriculum Strengths and Weaknesses .............................................................. 10

VII. Text Analysis .............................................................................................................. 14 VIII. Course Scheduling and Sequencing........................................................................... 14

IX. Instructional Methodology ......................................................................................... 15 Lecture Classes ..................................................................................................... 15 Studio Classes ....................................................................................................... 15 New Technologies in Lecture and Studio Classes............................................... 15

X. Facilities...................................................................................................................... 16 Heating and Cooling ............................................................................................. 16 Classroom Expansion ........................................................................................... 16 Ventilation Systems.............................................................................................. 17 Room 400 (Humanities)........................................................................................ 18

Gallery Addition/Expansion ................................................................................. 18 XI. Equipment................................................................................................................... 19 Needs Assessment ................................................................................................ 19 XII. Program Success and Performance............................................................................ 20 Selected Former Students .................................................................................... 20 Student Satisfaction ............................................................................................. 25

XIII. Support Services ......................................................................................................... 26 XIV. Advisory Committee ................................................................................................... 27 XV. Recommendations and Evaluation ............................................................................ 27 Program Strengths ............................................................................................... 27 Improvements Needed.......................................................................................... 28 Staffing ............................................................................................................ 28 Equipment and Facilities ............................................................................... 29 Second Level Review Team Comments ..................................................................... 29

Appendix A: Quantitative Data ............................................................................................ 31 Appendix B: Art Curriculum................................................................................................. 32

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2007/2008 Art Department Program Review

INTRODUCTION The following report reviews the course offerings and programs of the Shasta College Art Department. Attention has been given to successful aspects of the Art Department’s programs, as well as the need for improvement within the course offerings, staffing, and facilities. The data presented here is an analysis of the past three years. I. PROGRAM DESCRIPTION AND STAFF The Shasta College Visual Arts program is one of the most successful fine arts programs in Northern California. Through this program students can develop the foundational skills necessary to enter a broad range of art occupations. Students graduating or transferring from this program have gone on to become successful fine artists, designers, museum curators, art educators, architects, and owners of multi-million dollar design companies. Both two-dimensional and three-dimensional art courses are offered through Shasta College’s Art Program. Appendix B contains a list of courses offered. STAFFING Professional Activities The art curriculum is driven by the teaching and professional activities of the Department’s faculty. The core faculty remain abreast of the rich and varied contemporary art movements through their direct involvement with galleries and museums throughout the West Coast. Some of the faculty professional activities include:

• John Harper: represented by the Takada Gallery in San Francisco (1998-2007) and has shown in such galleries as the Gallery Shirakawa in Kyoto, Japan (2002 & 2004); the National John Steinbeck Center (2000); and the Hermitage Museum in Nashville, TN (2004).

• Lorelle Lindquist: Exhibits at the Redding Museum (1984) and Humboldt State University (1999-2000).

• Susan Schimke: Displayed work at Fred Spratt Gallery in San Jose (1993-96) and the Braunstein/Quay Gallery in San Francisco (1994).

• David Gentry: Has exhibited work at the Pro Arts Gallery in Oakland, CA (2007) and nationally in numerous museums, galleries, colleges and universities, and his work is in public and private collections throughout the United States.

The professional activities of our faculty are of great benefit to students who are studying art for enrichment and/or seek to pursue a career in the arts. The staff frequently represents the College through its participation in and creation of community arts events, i.e., Sam Richardson installation with the Redding Museum, Highway 99 project, providing jury service for local competitions, local and regional lectures, and workshops.

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Each full-time member of the Shasta College Art Department faculty has an earned Master's Degree in the Visual Arts. Courses Taught by Core Faculty: David Gentry, M.F.A. John Harper, M.A.:

Sculpture, Ceramics, Glass, World Art Watercolor, Freehand Drawing, Introduction to Art, Printmaking, Form, Design & Color

Lorelle Lindquist, M.A.: Modern Art, Photography Susan Schimke, M.F.A.: Painting, Watercolor, Introduction to Art, Freehand Drawing,

Figure Drawing

Courses taught by Adjunct Faculty: Colleen Barry: Elena M. Farver:

Form, Design and Color Adaptive Art

Chris Flentye: Christie Higgins: Janice Porter: Jerome Pouwels: Harvey Spector: Nancy Toolan:

Graphic Design Pencil Rendering, Watercolor Painting Freehand Drawing, Pen Brush and Ink Beginning & Intermediate Painting Photography

3D Design Our extended education instructors:

Offer a wide variety of classes to all three counties from Burney to McArthur, from Red Bluff to Los Molinos, and from Weaverville to Hayfork.

Staff Development Needs Shasta College students and community would benefit from expanded support for professional development for the Art Department faculty. An increase in the campus arts and humanities presentations by professional artists, musicians, poets, writers, actors and critics would enrich the academic offerings and give our faculty and students the much needed exposure to other art professionals. Funding and support for faculty travel, study, conferences, artist residency programs and “creative leaves” would further enhance teaching and provide knowledge of current trends and techniques in the arts. Impact of Teaching Loads, Retirements and Other Relevant Factors Shasta College is fortunate to have a highly qualified teaching staff that unfortunately cannot effectively cover all of the art program needs, resulting in faculty overloads in most areas.

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Staffing Needs The growth of Shasta College’s Art program hinges on our ability to facilitate the existing fine arts program and develop relevant new curriculum. Currently the most pressing need within our Department is for faculty members in the areas of Art History, Foundations (Drawing and Design), Painting, Digital Photography, Computer Art, Ceramics and Glass. In addition, our Department would benefit from a vocational course offering taught by a new full time faculty member which would serve as a gallery studies lecture. The program is currently short staffed since Marko Marian’s absence and the retirement of three Art Faculty from 2004-2006, which has affected multiple disciplines within our Department. Each semester the Art Department is faced with greater demands for more sections of Drawing, Design, Ceramics (including Advanced Ceramics classes) and Glass. Currently, the most pressing need within our Department is for three full time faculty members to accommodate our growth.

• Position 1: Glass Due to the popularity and interest in Glass there is great potential to draw attention from the public, increase enrollment in the Art Department and revitalize the 3D facilities. Furthermore, it is our belief that Glass classes will continue to provide an opportunity for students to explore a process that is offered at many art colleges and universities in California, Oregon and Washington but is unique to the community college setting. For the past thirty years Shasta College's Glass Blowing classes have produced successful students that have gone on to four year college and university glass programs, started local glass businesses and are currently representing themselves in the art world. By closing a section of Ceramics in the Spring of 2007, a new Glass Sculpture class began, being the first time glass has been offered since the retirement of Cliff Sowder in 2004. It is important to note that both Ceramics and Glass classes are understaffed and in desperate need of revitalization.

• Postion 2: Digital Arts

It is also important to note our need to develop a digital photography and computer arts program to keep us up to speed with the growing implementation of technology in the arts. Other colleges and local high schools feeding Shasta College have already developed Digital Photography and Computer Arts programs. Our program is losing enrollment in these areas due to the lack of both faculty and technology funding. This area of development would also increase enrollment in other areas within the Department and at the College.

• Position 3: Art History and Gallery Studies Finally, the Art Department at Shasta College provides a great educational service to the College and the community at large through its gallery exhibitions and permanent collection program. The gallery continues to serve as a powerful educational tool for teaching students about art and art appreciation. A Gallery Operations class taught by a new full time faculty member would be a popular vocational lecture course that would provide practical experience preparing students for work in the museum and gallery environment. This course would also

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be transferable to college and university curatorial programs. This lecture course would teach students a variety of applications for gallery operations including student interaction with preparations, collection registration, and visiting lecture/workshop programs. The gallery program, the school and the community would best be served by creating a position combining the responsibilities of gallery director with the gallery operations class and an additional part time teaching load. This would allow the assigned individual sufficient time and compensation to fulfill an overwhelming responsibility and would provide the Department, students and community with a valuable vocational program.

There is a need for a part-time photo laboratory technician to help manage the myriad of tasks, including ordering supplies, stocking the studio/lab, handling the safety issues of chemical storage, usage and disposal, and assisting the instructor.

II. RESEARCH The following analysis of this program is based on information gathered over the past five years. The 2004-07 Quantitative Data sheet (Appendix A) outlines the total number of enrollments, class sizes, grade averages, retention rates and a number of other important calculations for those years. These statistics demonstrate the success of the Art Department since the last Program Review. The Art Department’s enrollment has remained strong. The statistics show that the Art Department averaged 252.8 FTES per year between 2004 and 2007. In addition, the retention rate of the Art Department from 2004 to 2007 ranged between 90% and 88%, well above the college average. In the Federal No Child Left Behind Act the arts share equal billing with reading, math, science, and other disciplines as “core academic subjects”(http://www.nochildleftbehind.gov). This emphasis on art education is reflected in higher education as well. Much attention has been given to the growing need for designer and creative individuals in marketing. According to a recent Harvard Business Review, author Daniel H. Pink states that “the MFA is the new MBA”. He goes on to say that three big forces, Abundance, Asian (Market) and Automation are tilting the scales away from “left brain” abilities and ever more toward “right-brain” abilities (http//findarticles.com; the New England Journal of Higher Education, The Coming Right-Brain Economy). Due to these important changes in education and the marketplace and with the emphasis currently being placed on foundational art education by the State of California, the Art Department expects the growing demand for more art courses to continue. III. PROGRAM MISSION/FUNCTION Shasta College Mission Statement:

The mission of the Shasta-Tehama-Trinity Joint Community College District is to provide open access and opportunity for success to students who have diverse backgrounds, interests, and abilities. The District is committed to providing the knowledge and skills necessary for a student to succeed. The District recognizes that success requires specific life skills and professional skills and also effective communication, critical thinking, global

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consciousness and global responsibility. By offering programs leading to successful completion of a quality university transfer program, or career-technical education, the District is responsive to the needs of our communities within a changing global society. By offering comprehensive campus and community service programs, the District enables students to achieve personal as well as academic potential and contributes to the social, cultural and economic development of our region.

The Art Department Program supports the College Mission Statement by providing opportunities to achieve personal self enrichment as well as academic potential that contribute to social and cultural development and awareness in a global context through its foundational and transfer courses for both career and degree programs. For sixty years, the Department of Art has served the artistic and cultural needs of the Shasta/Tehama/Trinity Community College District. Today, the Department continues to provide students with comprehensive educational programs in the visual arts. Staff and curriculum provide students with solid foundational skills and strive to stimulate individual artistic expression. The art program is organized to advance an appreciation of both historical and contemporary artistic endeavors. In addition to the transfer and vocational focus, the Shasta College Art Department has become one of the most instrumental programs for the cultural enrichment of Northern California. Efforts by art faculty have led to the formation of such programs as the City of Redding Museum, the Shasta County Arts Council, Turtle Bay Exploration Park, and the Art in Public Places project. Department History The Department of Art was created in 1948. At that time, Donald Boyd, the Department's first chair, designed a transfer curriculum based on the lower division programs then being offered at the University of Oregon and the University of California at Berkeley. This baccalaureate fine art transfer foundation has been continued and strengthened over the years. From the beginning, the Art Department has sought breadth, as well as integration of its art appreciation, art history and studio programs. Our class offerings have been organized not only to prepare art majors for transfer, but also to assist the general education student. Particular attention has been given to developing course content which addresses the needs of individuals of varied backgrounds and experiences while promoting the pursuit of excellence. Consequently, consideration has always been given to keeping our course content current and our studios/classrooms equipped with the latest hardware and materials. Shasta College Art Department Today At present Shasta College offers a wide range of lower division art courses, including drawing, figure drawing, 2D and 3D design, painting, watercolor, ceramics, hot glass, sculpture, photography, shades, shadows and perspective, commercial art, printmaking, introduction to art, art history survey, ethnic world art history, modern art history and adaptive art. These classes are designed to address the needs and interests of the cultural enthusiast as well as the individual seeking a career in the arts.

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One of the Department's strongest programs, standing in support of our classroom offerings, is the Shasta College Art Gallery. The gallery delivers six exhibitions annually---presenting art by nationally and internationally known artists to the students, faculty and community. Plans to expand the gallery are outlined in the Facilities portion of this report under the heading Gallery Addition / Expansion. In addition, the College has developed a fine permanent collection composed primarily of prints, small-scale paintings, sculpture and ceramics. Finally, the Department has, over the years, formed an excellent visiting artist and guest lecturer program. The impact of our current faculty and paraprofessional staff, all of whom have achieved regional or national reputations, has been instrumental in the classroom as well as in enriching the educational environment of the community. As a result, many of our former students have developed significant careers in fine art, not only as painters and sculptors, but also as designers, teachers, art historians, and gallery or museum curators and directors.

IV. CURRICULUM UPDATE The Art Department routinely updates the curricula in compliance with the Title V review process as well as an annual review by the Department’s full time faculty. Curriculum changes have responded to the cultural needs of a growing community as well as program demands by non-transfer and transfer students alike. Recent changes have strengthened the curriculum in the following ways. Adaptive Art has been added to the program offerings to better serve the student challenged with physical and learning disabilities. Elena Marie Farver, an instructor with a professional background in art therapy, was hired to meet the needs of this course. World Art is being offered as part of the regular schedule in response to the diverse cultural changes in the local community as well as new graduation requirements at the UC and CSU systems. Student Learning Outcomes have been written for most of the Art Department’s classes to comply with the state requirements. Graphic Design classes are offered in room 2209 allowing students access to the computer labs. 3D Design needs to be offered as a requirement for graduation for two reasons: 1) Most, if not all, BFA programs require it for graduation which has caused several of our transfer students to take foundation courses at the 3 and 4 year levels; 2) The quality of the 3D area work would improve, and enrollments would improve in the 3D Design classes.

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V. CURRICULUM ARTICULATION The Shasta College art programs are designed to give both transfer and non-transfer students a strong foundation upon which to build further skills.

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Many of the lecture courses offered by the Art Department meet the humanities requirement for the general student. However, the studio art courses are designed to meet the transfer needs of art students as well as interface with the current art standards mandated by the State of California. These standards outline the expanding fine arts requirements in general education. Development in Artistic Perception, Creative Expression, Historical and Cultural Context, and Aesthetic Valuing, are articulated within the Shasta College Art Department’s studio courses. High School Articulation and Efforts to Facilitate Transfer Formal high school articulation includes acceptance of Advanced Placement courses in Freehand Drawing and Art History. In addition to formal articulation agreements, the Shasta College Art Department has maintained an active involvement with high school and university art faculty.

• Through our gallery program the Art Department has been able to exhibit the work of many CSU and UC faculty members as well as private art school instructors. This program, along with the accompanying lecture series, has allowed Shasta College faculty and students as well as local high school faculty and students to interact with the teaching staff at these schools. In addition to articulation with other schools, the gallery program allows us to interact with other departments at Shasta College, i.e. English classes use the gallery for writing exercises and foreign language classes use it for discussion exercises.

• Art Department faculty members continue to be involved with local high school

programs. These programs have included such events as gallery tours by the Shasta High School Humanities Track Program, speaking engagements with Anderson High School Vocational/Career classes, and direct involvement with the high school AP program including providing juror services for the Shasta High Schools AP Art Scholarship Awards. John Harper has judged the Shasta High School annual student art exhibit for the past ten years. These activities have brought about the nomination of John Harper, Department faculty member, to become a national faculty consultant/examiner for the High School Advanced Placement Program.

• Outreach projects involve programs like Career Shadowing, in which students from

Hayfork High School spend a day with Department faculty to experience what it is like to be a college level art instructor. Other projects have included participation in career day activities, the Summer Art Camp, and advising Anderson High School in setting up their own gallery program.

• The Art Department wrote and received a grant from the Leah McConnell

Foundation to purchase and provide a series of works from Collectors Press of San Francisco. This important collection has been offered for exhibit free of charge to local high schools and colleges and was exhibited at College of the Siskiyous. Development of the Permanent Collection has continued through several donations, including a monotype print by Santa Rosa Community College instructor Kevin Fletcher and a large portion of Bert Oldham’s personal collection.

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VI. CURRICULUM DIVERSITY In order to effectively address changes in the student population at the College (e.g., ethnic backgrounds, age and learning challenges), the Art Department has added new courses, expanded the information provided in many of our classes and curated exhibitions focusing on our changing community. New Course Work The Department offers a survey of World Art to assist students in gaining insight into the creation of art from a global perspective. Course work including Pen and Ink, Glass Casting and evening sections of Ceramics and Photography have been offered to meet the continuing interest and enthusiasm of the community. Expanded Information During the last fifteen years the art faculty has increasingly incorporated a wide range of “new” information into their classes to help foster an understanding of diverse approaches to art. For example:

• Sculpture classes have added bronze casting and welding as well as a new glass casting course.

• The Art Department recently acquired two digital video/computer carts. These carts have enabled faculty to integrate imagery from digital sources as well as DVD’s in all of their studio classes. In addition, the Art Department now utilizes the ArtStor digital data base which contains 550,000 fine art images to expand and support the imagery employed in Art History, Introduction to Art and studio course work. The collection is also available to, and has been utilized by, students in research papers and studio classes.

• Through the recurrent use of films, video, slides, books and actual art objects (in both studio and lecture classes) information is presented that relates to art making by diverse male and female artists from many ethnic backgrounds.

Exhibitions The Art Department makes a conscious effort to present exhibits which reflect the diverse nature of our community. These important shows are available to the students, faculty and the residents of our district. Presentations have incorporated artists working in media specific to their heritage and media expanding the limits of convention. In this sense the exhibits offer a broad perspective.

Since the mid 1990's a few of the exhibitions presented in our gallery have included:

• Paintings by Native Americans Anne Appleby and Frank LaPena as well as the baskets of the Hupa-Kurok artist Vivian Hailstone.

• The painted works by Japanese artists Howard Ikemoto, Grace Munakata • The prints of Japanese-American artists Masuo Ideku, Kenjilo Nanao, Ay-O,

Yoshiko Shimano and Matsumoto Kanimitsu. • The sculptural ceramics of Japanese American Dick Kakuda

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• The painted constructions of Korean artist Sonia Hahn • The prints of Mexican artist Jose Luis Cuevas • The mixed media works of Hungarian artist Theodora Varnay Jones • The sculptural works of German artist Ulrike Palmbach • A 1990 retrospective exhibition of works by the octogenarian Gwen Stone.

In conjunction with our gallery presentations, an annual lecture series and regular art workshops is offered to the students, faculty and community. Many of the artists listed above have been presenters. Among those who have given lectures or workshops are Vivian Hailstone, Frank Lapena, Howard Ikemoto, David Izu, Grace Munakata, Erin Goodwin-Guerrero, Mark Hartman, Gwen Stone and many others. The Shasta College Art Department gallery program has also held county-wide high school art shows and, for 40 years, has hosted an annual juried art show which has often been judged by minority and women artists. Cultural exchange within the region has been evidenced in the exhibition of works from College of the Siskiyous faculty in our gallery (Sean Kenny, Spring 2007) and has been reciprocated through the display of works by Susan Schimke (Spring 2006) and John Harper (2005) on the Weed campus. David Gentry exhibited sculptural works in Weaverville at the Main Street Gallery in Weaverville in January of 2006 and a solo exhibition at Pro Arts Gallery in Oakland, California in March and April of 2007.

The Art Department Gallery will continue its varied offerings in the future. Since the last program review, the Art department has reinstated its bi-annual bus trip to San Francisco. The experience has afforded participants the opportunity to encounter artworks made in widely varying mediums by artists from around the world. On a recent junket, students viewed works by the American assemblage artist Joseph Cornell and the multi-sensory installations of Olafur Eliason, a native of Iceland as well as a great variety of paintings, prints, drawings and sculpture presented in galleries surrounding Union Square. On this very important day, students’ parameters of what constitutes art and personal expression is greatly expanded through exposure to extraordinarily diverse regional, national and international works. Curriculum Competencies Students completing art courses at Shasta College will have a fundamental understanding of basic design and color concepts, as well as a competence in drawing unaided with an understanding of linear and tonal dynamics. They will possess an understanding of art history covering ancient through modern periods and be able to use critical thinking to express themselves through either a 2-dimensional or 3-dimensional medium. Students completing courses should gain the ability to critically examine visual imagery and verbalize conclusions. Students should gain the ability to work with diverse media, materials and tools. They should develop problem solving techniques and the ability to work independently. These competencies are achieved through class assignments or projects dealing with a specific aspect of that course content. For example, in design a project may be aimed at exploring how different values of light and dark affect color relationships. Instruction is carried out through one-on-one contact, with each student receiving individual attention;

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exposure to visual ideas through slides, videos, films; and looking at original work. (See section on Instructional Methodology.) Evaluation is achieved through group and individual critiques. The content is discussed objectively, which may include use of design elements such as line, shape, value, etc.; and subjectively, which may include elements of nostalgia or other internalized feelings. Evaluations are made during one-on-one instruction, individual projects, class critiques and end of the semester portfolio evaluations. Reviews and exams give instructors an opportunity to further evaluate the student's competencies. Curriculum Title V Requirements Changes to sequencing of all our advanced courses have been completed to comply with Title V. See Appendix B for a current listing of updated courses. Curriculum Strengths and Weaknesses

Strengths Our students’ performance at transfer institutions (undergraduate and graduate) as well as their success in the workplace is, perhaps, the best evaluative tool to be utilized in ascertaining our program strengths and weaknesses. Department faculty continue to communicate with former students, visiting artists and transfer institutions seeking feedback regarding our areas of greatest proficiency and deficiency. Dr. Gregg Berryman, Professor of Design at CSU Chico, has stated that “art students from Shasta College are among the best prepared when entering our program.” The Department’s philosophical commitment to teaching the fundamentals of art has resulted in a high level of success for our students. Emphases on the formal, conceptual and technical aspects of art making has allowed students to build a foundation from which they have successfully transferred to such prestigious institutions as The Rhode Island School of Design, the Yale Summer School Art Program and Claremont Graduate School. At the same time, the Shasta College Art Department continues to offer a variety of unique classes, programs and events which are highly regarded within our region as well as the State CSU and UC systems.

• Its sculptural glass course is one (of only two) courses offered within the California State Community College system.

• The Shasta College Art Gallery presents students and the community the opportunity to see important works of art, from the ancient to cutting-edge contemporary works, in our on-campus site.

• The Visiting Artist Lecture Series brings working artists, museum curators, filmmakers and other art educators to Shasta College. These renowned speakers provide important insights into the creative process to students and the community.

• Our semi-annual bus trips allow students to visit major museums and commercial galleries and encounter historical and contemporary works of art first hand. The immediacy of this experience (observing the scale, color, texture, etc.) of great works has proven to be an invaluable experience and has been cited as a turning point in many students’ lives.

The art curriculum is driven by the teaching and professional activities of the Department’s faculty. The core faculty remain abreast of the rich and varied contemporary art

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movements through their direct involvement with galleries and museums throughout the West Coast. Some of the faculty professional activities include:

• John Harper: Exhibited works in the Takada Gallery in San Francisco (1998-2007) and in other galleries, such as the Gallery Shirakawa in Kyoto, Japan (2002 & 2004); the National John Steinbeck Center (2000); and the Hermitage Museum in Nashville, TN (2004).

• Lorelle Lindquist: Exhibits at the Redding Museum and Humboldt State University and College of the Redwoods.

• Susan Schimke: Displayed work at Fred Spratt Gallery in San Jose (2000) and the Braunstein/Quay Gallery in San Francisco (1993).


The professional activities of the faculty are of great benefit to students who are studying art for enrichment and/or seek to pursue a career in the arts. One of the unique educational tools developed by the Shasta College Art Department, in support of both studio and lecture course work, is its extensive slide collection which contains approximately 70,000 slides which cover every period of art from ancient to contemporary. This collection is used in lecture as well as studio classes. Our slide collection is now supplemented by Art Stor, a digital art database which provides access to another 550,000 images to our students and staff. The Art Department is proud of its course offerings. Both studio and art lecture classes provide a strong fundamental art education to a wide variety of students throughout the Shasta College service area. Regional opinion of our program is reflected in enrollment which currently stands beyond capacity. Weaknesses While the demand for art classes continues to escalate, the Art Department faces serious challenges generated by the failure to replace one of three recently retired instructional staff and persistent difficulties stemming from inadequate facilities, equipment and budget.

• Staffing At this time, our greatest challenge (and consequently, our greatest weakness) stems from the failure to replace one of our three recent full time retirees. The Department has been forced to parcel out courses to three part time instructors, shift the schedules of full time instructional staff (who are already working overloads) and drop courses to insure the Department schedule will, at minimum, offer all of the courses necessary for our students to graduate and/or transfer in a timely manner.

The reliance on adjunct instructors has created a whole new set of challenges which has led to less continuity and fewer individuals serving on the College governance committees. A beleaguered tenured staff has been required to assume multiple responsibilities outside of the classroom to insure the program remain on its feet. At the time, the program operates on the tenuous assumption that its part-time staff will continue to commute long distances to teach at the College.

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In summary, during the past four years the Art Department has struggled to maintain the quality program it has enjoyed in the past. The loss of full time faculty has made it difficult to offer a number of classes translating into loss of enrollment. Searches to find qualified adjunct faculty have not been fruitful. In addition, the program is understaffed in the area of technical support, which limits enrollment in spite of high interest from our students and the community. Consequently, the Art Department’s reputation and tradition of excellence stands in jeopardy.

• Facilities

Work space is needed to replace lost facilities for printmaking, and facilities must be found in order to offer new programs such as Digital Photography and Digital Imaging. The Art Department cannot incorporate new technologies within existing studio course work until this need is addressed. Although the construction of an outdoor covered workspace has benefited ceramics, sculpture and glass, its design failed to factor in the needs of an expanded sculpture program and it did not and still does not provide shelter for the printmaking class. The printmaking facility is in desperate need of expansion. Since the removal of the outdoor shelter, room 302 has become inadequate to teach a full printmaking program. Students are often forced to work outdoors under the eaves when using toxic chemicals. This is very difficult and uncomfortable during bad weather. The Department would like to create a chemical storage and clean-up room by making access to room 304 through 302. Room 304 is already equipped with a fire suppression system. If the room could be equipped with a proper ventilation system, it could be used for chemical storage and give the Department a safe environment for using solvents and acid baths.

o Sculpture

Currently, sculpture must be taught in Room 301 to avoid the potentially explosive combination of clay and plaster. This configuration has created further challenges in the transportation of molds to the opposite end of the building for burnout in the kiln room. No sink area is available to make molds in the outdoor glass, ceramic, sculpture facility, which creates other issues requiring sculpture to remain in two distant locations. Scheduling one class in two rooms is both inconvenient and dangerous.

It is impossible for the instructor to safely supervise students in the outdoor covered workspace and in Room 302. Welding and foundry work as commonly practiced by Intermediate Sculpture students is separate from the rest of the class which inhibits beginning student learning.

o Printmaking

Printmaking students who wash plates with volatile chemicals cannot safely use the new outdoor facility. Students have been left to stand in the rain and scrub surfaces on overturned shipping palettes. This inadequate solution cannot continue. Lacking an adequate facility, printmakers will soon be

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forced to implement fewer processes and may no longer transfer to UC or CSU systems.

o Photography

The Photography Lab continues to be inadequate. It presently allows only half the workspaces necessary to accommodate the current enrollment. Digital photography, which is now a required component for transfer to some institutions, cannot be incorporated in our current space. It is proposed that a room within the Art Department building be assigned to a Mac Lab. This would accommodate such diverse areas as digital imaging, graphic design, and 3-D design. Expansion of the existing film-based photo lab would allow larger student enrollments and provide crossover use of techniques, combining both film and digital methods.

• Equipment

Aging equipment requiring repair and replacement has resulted in difficulties in meeting student demand. Photography, printmaking, ceramics (and virtually all courses) are in need of new equipment.

Equipment Needs:

• Equipment inadequacies and budget limitations have prevented further development of graphic classes and digital photography.

• Sculptural Glass, offered for the first time in Spring 2007, requires new equipment and existing equipment repairs. The original glass furnace is in poor condition and needs to be rebuilt. Since the glass class is now working sculpturally with the mold process, new cold working equipment such as a lapidary saw, grinders and polishers are needed.

• Since much attention has been placed on new technologies, the Art Department and the L.R.C. have spent much time and resources purchasing videotapes. However, this has resulted in a lapse in book purchases which will need to be addressed for the Department to remain current on recent developments in the field.

• Budget

Budget constraints have caused a shrinking of the gallery’s offerings, changing the number of exhibitions held each year from eight to six. This directly affects the quality of our instruction and numbers of visiting artists and lecturers.

• Conclusion

In summary, retention rates remain strong. Demand for art classes remains high. Any loss in enrollment can be tied directly to the school’s failure to replace retiring full time faculty. Demand for art education points to a need for expansion of the art offerings at Shasta College. The success of future growth within the Art Department, including use of new technologies, is dependent upon solving facility, budget, and staffing challenges.

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VII. TEXT ANALYSIS Texts are currently used in six of our classes, including: Shades/Shadows/Perspective Ceramics 3D Design Art History Introduction to Art World Art This percentage is similar to other college art departments throughout the State. Reviews are done periodically through updates in professional journals and sample texts supplied by major publishers. Selection is based on thoroughness of text, applicability to course subject matter, adaptability of text and quality of illustrations and is consistent with BP 4036. In the summer of 2007, David Gentry reviewed a new text manuscript for McGraw-Hill entitled Vistas: The Arts of Africa, Asia, Oceania and the Americas as a potential new text for World Art. Since the last program review, the cost of textbooks has skyrocketed. This places an undue burden upon the students and has prevented adoption of further texts. VIII. COURSE SCHEDULING AND SEQUENCING Courses offered by the Shasta College Art Department are responsive to diverse student needs. Student success is ensured by a department schedule that allows students to move easily from the most basic classes to the most advanced, regardless of their semester of entry. Core courses (Drawing, Design, and History of Art Adaptive Class) are scheduled in two blocks, Mondays, Wednesdays and Fridays as well as Tuesdays and Thursdays in an attempt to accommodate students who aren't on campus every day. Most recently, evening sections of Watercolor, Painting, Photography and Ceramics and summer offerings of Introduction to Art, Watercolor and Ceramics have been added to the schedule. Currently, courses are designed so a student can finish required transfer classes within two years. Every attempt is made to avoid overlap in required classes, but failure to replace a full-time position makes this impossible in some situations. Extended Education also offers many art classes in the Tri-County area, including communities such as Anderson, Burney, Hayfork, Los Molinos, McArthur, Red Bluff and Weaverville.

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IX. INSTRUCTIONAL METHODOLOGY Methods of teaching within the Art Department are detailed in each individual instructor’s first-day handouts (course syllabi). A variety of methods are used including lecture, demonstration, multi-media presentations and class critiques. Lecture Classes The Art History and Introduction to Art courses utilize the slide-lecture format. This method is enhanced with selected readings, group discussions, films, videos, related music, gallery tours, guest lectures, field trips and the sharing of works of art from both students and the Art Department’s collections. Written assignments include research and review papers, journals, book outlines and essays. Testing often consists of slide identification, knowledge of terminology, and critical writings. Studio Classes The studio art classes employ a hands-on approach where problem solving skills are developed. Individual projects are outlined by each instructor with the purpose of mastering specific formal, conceptual and technical ideas. Demonstrations, examples of actual art works from the collection, slides, film, videos, music and readings are utilized to help students with solutions and idea development. Students are given individual assistance as they attempt to complete the problem. Group discussions and critiques of finished art works are designed to help students critically examine aesthetic principles as well as gain a perspective on relevant considerations such as composition, color and image. Students in all art classes are encouraged to participate in field trips and community events such as the annual Cultural Cruise. Student art works are displayed in classrooms, the library gallery as well as in our annual juried art show. Shasta College art students have had much success in other competitions such as the Redding Museum Annual, the California State Fair, the Crocker Kingsley Annual in Sacramento, and many national competitions. Portfolio and journal evaluation is a key method of instruction and grading. The portfolio requirement allows the students an opportunity to develop a professional presentation of their work. It also allows the instructor to review the semester’s projects and discuss progress with each individual student. New Technologies in Lecture and Studio Classes Use of new technologies has been implemented with a liquid crystal projection system, contemporary sound equipment, high intensity slide projectors and state-of-the-art projection screen in humanities lecture room 400. The Art Department has also recently acquired two media carts for the studio environment, allowing access to digital media (computer and DVD) in all classrooms in Building 300, and has joined forces with the library staff in the acquisition of Art Stor (a database containing 550,000 fine arts images). This digital storehouse has proven to be a valuable asset for both faculty and students. A detailed report was developed by the Department on possible uses of computers to teach digital imaging in the graphic arts and photography courses.

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X. FACILITIES Over the years the Shasta College Art Department has developed some of the college’s most visible and influential programs. The Department’s involvement with the local community has directly advanced cultural organizations and facilities in the north state, including the formation of the early Redding Art Federation, Redding Museum of Art and History, Shasta County Arts Council, and its own Shasta College Gallery. Although the Department continues to provide the highest level of art education and cultural experience, the facilities have changed little since the new campus was built in 1968. To accommodate such programs as photography, hallway space was walled off to create the needed classrooms. Unfortunately, in order to do this, student supply lockers were moved outdoors under the eaves, where they remain exposed to the elements today. The Department has continued to grow, adding new classes to meet the students’ and the community’s changing needs. Continued high enrollment, along with recent interest in new technologies and specialized courses, has further impacted the available space. For these reasons the Department believes a specific plan for facility improvements and growth is needed in order to continue the important advancements these programs have brought to the college, its students, and the surrounding community. Expansion on the Red Bluff campus will help meet the needs of a growing community. Studio classes should expand to meet already existing demand and be taught in adequately equipped facilities. As an example: Watercolor classes would require large tables, a sink, and good lighting. Heating and Cooling The heating and cooling systems in the Art Department have been improved somewhat. However, the system fluctuates continuously and does not provide temperature control at a sustained level in classrooms or storage areas. This is not only important for student and staff comfort, but temperature control is instrumental for the conservation of valuable art works.

Recommendation: Equip and maintain a dedicated climate control system for building 300.

Classroom Expansion The changing demands on an aging facility have made it clear that room expansions are needed to maintain a progressive program. The photo lab is very limited in size and provides only enough workspace and equipment for half of the students enrolled in an individual course. Expansion of classroom space and equipment is needed to create adequate labs for traditional photography and a separate space for new technology such as digital photography and computer art classes. Since most California State Colleges and Art Programs offer digital / computer classes in the arts using Macintosh systems, Shasta College is in need of a computer lab with the same updated systems in order to keep up with the times. The use of this lab would go beyond graphics and digital art classes within the Department. Many of our current classes would utilize a Mac based computer lab including all levels of Design, Printmaking,

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Drawing, and Photography. This would also open up opportunities for the program to grow and expand with new classes. Printmaking has been impacted by the demolition of its outside workspace. Without that space, continuation of printmaking classes at Shasta College would be difficult. The space provided a ventilated area in which students can use solvent and other chemicals that are harmful when used in an enclosed space. Without the outdoor workspace, continuation of printmaking classes at Shasta College would be difficult, if not impossible. After a major demolition and major redesign of the ceramic, glass and sculpture facility/ painting workshop, a new facility has been constructed. The 5000 sq. ft outdoor area includes new electric annealing, fusing and slumping ovens for glass. The new facility has allowed us to develop new curriculum that includes Advanced Ceramics, Sculptural Glass, Sculpture with metal casting, and welding, and expanded 3D Design. The new welding area that was implemented in 2006 includes a new Millermatic digital MIG welder. The facility has improved efficiency with our energy usage, eliminated the dust problem in room 303, fumes have also been eliminated in 301 and a dry environment has eliminated numerous past safety problems. It has also provided easier access for disabled students. A large portion of the 5000 square foot area is utilized for material and equipment storage. It would be a better utilization of space if a separate dry storage area outside the building were provided so that the metal working, ceramics and glass areas could be more defined as student work space. The demands on rooms 300, 301, and 302 have expanded greatly in the past few years. The need to teach more sections of painting, drawing, sculpture, graphic arts and three-dimensional design, as well as the expansion of adaptive art classes has made the classrooms inadequate. A security wall built along the West Side of room 300, 301 and 302 would provide expanded workspace, better security for the entire facility including the printmaking, sculpture and locker spaces.

Recommendation: Reconfigure the darkroom and add needed equipment or provide work stations (enlargers) for twenty students. Create additional space to teach photo digital imaging processes and computer art. Rebuild the outdoor facility behind 302 for Printmaking. Build courtyard security fencing along the back of rooms 300 and 301. Add additional storage areas outside 310 for kiln materials and equipment. Create a new classroom area either inside room 310 for Sculpture and 3D Design classes or in a location close to welding areas, kilns and foundry for easy access.

Ventilation Systems The ventilation systems in the Art Department need much improvement. The photo lab has recently added an updraft filter. A metal retrieval system has been implemented in the photo lab, along with regular hazmat pick-up of chemicals. The system recently added to rooms 301 and 302 is adequate, but a fume collection system is needed.

Recommendation: add air scrubbers to present ventilator in rooms 301 and 302.

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Room 400 (Humanities) Improvements to the 400 humanities lecture room have been made over the past few years. The installation of a liquid crystal video projector and state-of-the-art projection screen, as well as the projection booth has greatly improved the equipment. Gallery Addition/Expansion The Shasta College Art Gallery has been one of the college’s most successful programs. Its exhibition and lecture series has brought many nationally renowned artists and their work to Shasta College, having a great influence on the entire north state community. The gallery program has been impacted not only through budget restraints but also through the growing demands on the facility. Currently the aging gallery needs new track lighting systems and gallery furnishings and the walls are in need of resurfacing. Since there is much need for space within the Department, an expansion of the art gallery would be a way to make the gallery more secure for the valuable exhibits and collection as well as opening up space for needed classrooms. This would provide a lockable, secure gallery, allowing easier utilization of the classrooms for weekend and night scheduling. It would provide a larger gallery facility to accommodate expanded exhibits. It would provide a secure space for incoming and outgoing exhibit material. It would provide a secure space for collection materials. It would open up presently used space for expansion of photo darkroom and/or digital imaging classrooms. The current trend at most art schools and universities is a push toward performance and installation art. These processes utilize gallery space for temporal art constructions, performances and conceptual approaches to art which are an important part of contemporary art. Students preparing to transfer to four year institutions should have experienced these new genres within the first two years of college. These new approaches to art require gallery space to install, present and document work. With the new Shasta College University Center in downtown Redding and the development of the downtown city center, it is imperative that Shasta College’s Arts become a viable part of this development as well. The most beneficial aspect to bringing Music, Theater and Fine Art to downtown Redding is obviously one of community education and cultural enrichment. A downtown Art Gallery addition would be essential in fulfilling the need to provide visibility of the fine arts and visiting artists that are exhibited through our gallery program as well as to open up our current space for faculty and student use.

Recommendation: Build an expansion to the present gallery by adding on to the east wall of the main gallery space. The facility would need to include a large lockable exhibit space, incoming and outgoing art storage space, collection room, modern track lighting, gallery furniture, and an alarm system. This would negate the need to have the entire facility wired with security alarms, making room usage easier. The Department recommends that college administrators and art faculty work in conjunction with architects to develop a master plan to design, fund and build a gallery expansion. Another important consideration is the development of an Art Gallery for the exhibition of faculty and student work. Develop an additional downtown Shasta College Art Gallery located near the new University Center. This will provide more space for student and faculty shows on campus, as well as to showcase visiting artist exhibitions in downtown Redding.

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XI. EQUIPMENT The Art Department believes that for students to achieve course objectives in the varied art disciplines, the college needs to provide a safe environment and access to modern equipment. Support for these needs has primarily come from the capital equipment acquisition system in place at the college over the years. Specific needs are outlined below: A. Lecture Courses, e.g., update the audiovisual equipment in room 400, and provide

internet capabilities in all classrooms for the use of Art Stor and our new portable smart room projectors.

B. Two Dimensional Studio Courses, e.g., Drawing, Painting, Printmaking, Commercial

Art, Photography in rooms 300, 301, 302, and 303. Following is a list of equipment and an estimate of approximate cost.

Rembrandt Graphic Art Pelican Press (24” x 42”) Press, Base, Crating Cost. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $6,446.00 Klopfenstein Art Horse (AH100) 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6,915.00 Klopfenstein Studio Easel (KS 100). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2,450.00 Freight . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,094.00 Projector Screens (2 ea.) Artisan 70"x70" series M (Matt white) . . . . . . . . . . . . . . . . .$730 x 2 = 1,566.00 Easels (6 ea.) Painting, steel, 822@ high ALotus . . . . . . . . $310 x 6 + tax = 1,995.00 Print Washer, Eco-Wash 16x20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .509.95

C. Three Dimensional Studio Courses, e.g., Ceramics, Sculpture, 3D design and Glass

Most equipment in the art program was purchased between 1968 and 1975, making this equipment over 30 years old. In the ceramics program there is currently one 30 cu.ft. Alpine kiln and one glass furnace that are non-operational. (Parts have been salvaged to keep the other two Alpine 30-cu.ft. kilns and glass equipment operational.) Major equipment necessary to update the 3D areas follows:

Hypertherm Plasma Cutter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .$1,100 Syncrowave TIG Welder. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,000 Skutt KM 1027-3 digital electric kiln . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2,800 Delta 15” Drill Press . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3,000 Covington Lapidary saw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3,250 Covington Wet Belt Sander . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 900 Total Upgrade Cost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . $13,050

D. Gallery Exhibitions, e.g., display materials, lighting, and storage Needs Assessment Departmental meetings have been a valuable method of accessing various ways to address our student’s current needs and anticipate future needs. Topics which arise in Department meetings include schedule, curriculum and facility changes, equipment additions/replacements, community service, gallery exhibits, guest lectures, workshops, art collection acquisitions, field trips, and special student needs.

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Beneficial results have come about from this assessment process. Classes have been reinstated or updated, such as photography; graphic design; adaptive art; shades, shadows and perspectives; sculptural glass; evening classes in painting and ceramics. These assessments provide the necessary information to aid this Department in meeting the foundational needs of both transfer and non-transfer students, thereby opening up possibilities to a wide variety of careers. XII. PROGRAM SUCCESS AND PERFORMANCE The Art Department currently relies on largely informal systems for tracking students to assess program performance. Personal contact, letters and announcements have allowed us to follow the careers of many graduates. Still, tracking continues to be difficult since many of our students are not declared art majors. Admissions and Records has provided some useful information about declared majors (i.e., number of declared art majors transferring to feeder schools and occasional feedback about their rate of success at Cal-State and U.C. campuses. Note: Student success has always been above the median for their classes; see “Student Satisfaction” (pg.25). Some Shasta College art students have found work immediately in their field. Others go on to further their studies at transfer institutions and then enter the workplace. Our students have been tremendously successful in the Fine Arts, Art Education, Museum Work, Craft Business and Art Transportation (see selected list of former students, below). Other students who may not directly enter Art careers or professions, nonetheless report the cultural enrichment they have derived from their art classes. For the last 48 years, the works of students who are successfully pursuing careers in the arts have been exhibited in our "Returning Students" show. In conjunction with the show, former students have returned to discuss their careers. Graduates thereby function as role models and remind current students that a career in the arts is truly viable.

Shasta College Art Department--Selected Former Students Marilyn Adams Shasta College, 1980-81

Art Director, Shasta County Arts Council 1985-89 Owner/Advertising Mgr., Holiday Cruises, Redding, CA

Roger Ashbaugh Shasta College, 1967-69 Degree: B.A. San Jose State* Chief Project Designer for N.A.S.A. Space Agency, Palo Alto, CA

Andrew Atrops Degree: B.A., U.C., Davis

Artist, Davis, CA

Kris Babcock Degree: B.A., U.C. Davis, Painter, Died 2002

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James Barlow Degree: B.A., Sacramento State University Graphic Designer, River City Printing, Redding, CA Taught Graphic Design, Shasta College

Richard Bauer Degree: B.A., M.A., Calif. State Univ., Chico Professional photographer & Art Conservationist, Davis, CA Art Curator, Tempe Historical Museum, Tempe, AZ

Carrie Beauchampe Degree: B.F.A., Design, Rhode Island School of Design Professional Designer, San Francisco

Ronald Beyer Shasta College, 1967-69 Degree: A.B., U.C. Berkeley Architect, Redding, CA

Scott Beyers Degree: B.A., Glass Design, Calif. State University, Chico Designer, Orient & Flume Glass Co.

Jeff Boyce Degree: B.A., Biola University Pursing K-12 Teaching Credential, Simpson College

Douglas Boyd Shasta College, 1963-65 Degree: M.A. San Jose State Art Instructor, Founder: Orient & Flume Glass Works, Chico, CA

Garrett Brooks Pursuing B.F.A., Rhode Island School of Design, Museum Proprietor

Bob Brooks Degree: B.F.A., Art Institute of San Francisco

Pursuing M.F.A., Rhode Island School of Design

Bruce Brown Degree: M.A., San Jose State Owner, Operator Maxwell's Restaurant, Redding, CA

Maureen Brown Degree: A.A., Shasta College Graphic Designer, KMS Research, Redding, CA Harvest Printing, Redding, CA

Sharon Buehler Degree: B.A. C.C.A.C., M.F.A. Claremont Graduate School, 2001 Artist

Chris Buzinni Degree: B.A., Glass Design, Calif. State University, Chico Professional Glass Artist

Kasey Champe Degree: B.A., Design, Calif. State University, Chico Glass Engraver, Orient & Flume Glass Co.

Cary Coke Degree: B.F.A., Painting, CCA, Oakland, CA Technician, CCA, Oakland, CA

Cindy Copeland Degree: B.A., Calif. State Univ., Chico Art instructor, Nova & Foothill High Schools, Redding, CA

Dave Davidson Degree: B.A., Ceramic Arts, Calif. State University, Chico Glass Designer, Benicia, CA

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Jim Diaz Degree: B.A., Ceramic Arts, Calif. State University, Chico

Teacher, Juniper Academy, Redding, CA

Albert Dockwelyer Degree: B.A., Ceramic Arts, So. Oregon College Professional Artist, Bandon, OR

Janet Donahue Degree: B.A., Calif. State Univ., Chico 1st & 2nd Grade Teacher, Grant School, Redding, CA

Sandy Briden Erickson Degree: B.A., UC Berkeley

Owner/Director-Erickson/Ellins Art Gallery, San Francisco, CA

Peggy Farver Degree: B.A., M.A., Sacramento State University Professional Art Therapist Instructor, Adaptive Art, Shasta College

Scott Fletcher Degree: A.B., Architecture Univ. Of Oregon Licensed Architect, Eugene, OR

Dave Forrest Degree: B.A., Chico State College Professional Artist

Steve Forrest Degree: B.A. Rhode Island School of Design, Professional Artist

Leslie Francis Degree: B.A., M.F.A., Ceramic Arts, U.C. Davis Instructor, Mendocino College

Matthew Fry Degree: B.F.A., UC Davis, 1997

Paul Gardiner Degree: B.A., UC Santa Barbara Curator of Art, Anchorage Art Museum, Alaska

Shelley Gifford Degree: A.B., Cal Poly, San Luis Obispo, CA Licensed Architect, Nichols, Melburg & Rosetto, Redding, CA

Zoe Giel Degree: B.A. , San Francisco Art Institute 1990, Artist

Sheri Hand Degree: B.F.A., California State University, Sacramento, 1997

Brandon Harmon Shasta College, 1993-94, Photography Owner, photography business, Seattle

John Harper Degree: B.A., M.A., San Jose State University Former curator, Redding Museum Art instructor, Shasta College, since 1986

Kimberly Harper Degree B.A. History/ Art History UC Davis, pursuing Masters of Arts, University of Oregon, Art Museum Studies

Clay Harvey Degree: B.A., Ceramic Arts, Calif. State University, and Chico

Teacher, K-6, Buckeye Elementary, Redding, CA

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Kerri Harvey Degree: B.A., M.A., Ceramic Arts, Calif. State Univ., and Chico Instructor, Ceramic Arts, Univ. of Nevada, Reno, NV

Cecina Hines Degree: B.F.A.,UC Davis, 1996, Yale University Summer Program

Danielle Herried Pursuing B.F.A., Rhode Island School of Design

Stephanie Hopko Degree: B.F.A., UC Davis, 1995

Jim Horton Degree: B.A., Design, Calif. State University, and San Jose Interior Designer, San Francisco

James Hufford Degree: B.A. in Graphic Design, Chico State University B.A. in Studio Art, Sacramento State College

Wallace James Shasta College, Glass Design

Owner-James Art Glass Co., Redding, CA (died 1996)

Melvin Jackson Degree, B.A., C.C.A.C., pursuing M.F.A. Chico State University

Benton Johnson Degree: A.B., Architecture, and UC Berkeley Pursuing Masters in Architecture, Columbia Univ., NY City

Lori Johnson Degree: B.A., UC Davis Interior Designer, Nichols, Melburg & Rosetto, Redding, CA

Adam Jones Shasta College, 1993-96, Photography Co-editor, AFishwrap@ (newspaper); writer, Corning newspaper

Daniel Kasser Degree: B.A., Humboldt State Univ. M.F.A., and Univ. of New Mexico

Professor, Photography, Univ. of the Pacific, Stockton, CA Lucinda Kasser Degree: B.A., Humboldt State Univ., M.A., Sacramento State Univ.

Past President Calif. Art Educators Art Dept. Chair, Univ. of the Pacific, Stockton, CA

Jim King Degree: B.A., Cal-Poly, and San Luis Obispo

Landscape Architect, City Planner, Redding, CA

Justin King B.A.. San Jose State University 2002 Arley Kissling Degree: B.A., Chico State College

Professional Artist, McCloud, CA Jeff Layder Degree: A.B., UC Berkeley

Licensed Architect, Nichols, Melburg & Rosetto, Redding,CA Amy Legette Pursuing B.F.A, Rhode Island School of Design Karen Leep Degree: B.A., Textile Design, Calif. State University, and Chico

K-12 Teacher, Lake Tahoe, CA

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Carson Legree Degree: B.A., M.F.A., and Printmaking, University of Washington Teaching at Washington State University Instructor, Ontario Community College, OR

Issac Mangold Degree: BA, San Jose State Univ., 1994

Professional Graphic Designer, San Jose, CA; has worked for Lucas Films in Nacacio, CA

Mac McGruder Degree: BA, M.F.A., Ceramic Arts, Univ. of Colorado, Boulder, CO

Professional Clay Artist Instructor, Mendocino College

Beverly McQuillan Degree: B.F.A., U.C. Davis, 1995

Artist, Internship at the Smithsonian Dianne Merrill Degree: B.A., Glass Design, Calif. State University, San Jose Deannie Meyer Degree: B.F.A., California College of Arts &Crafts, 1996

Artist

Patrick Mooney Shasta College, 1969-71 Degree: B.A. Sacramento State Former Director of Art in Public Places, California Arts Council, Furniture Display Designer, Ferguson & Hildreth Corp., Currently Crew Chief for Cal Expo.

Daniel Molaschi Pursuing Glass and Sculpture BFA degree at Chico State Salley Murray Degree: B.A., Ceramic Arts, Calif. State University, and Chico K-12 Teacher, Lake Tahoe, CA Erik Nance Degree: B.A., Design, Calif. State University, Chico

Designer, Glass & Wood, Chico, CA Tori Pratt Degree: B.S. Design., U.C. Davis, M.A.S., O.S.U. Corvallis, OR Art Teacher at Shasta High Margaret Wall Romano Degree: B.A., UC Davis, M.F.A., Chicago Art Institute

Exhibiting professional artist, Berkeley, CA Barry Russaikis Degree: B.F.A., Art Institute of San Francisco

Exhibiting professional painter, Pasadena, CA, head painter (prepainter), J. Paul Getty Museum, Los Angeles, CA

Michael Schmidt Degree: B.A., M.F.A., Glass Design, C.S.U., San Francisco

Owner-Schmidt-Rhea Art Glass Co., Nevada City, CA Deb Smith Degree: B.A. U.C. Davis, Painter Denise Seme Degree: B.A., Chico State University

Art Instructor Tom Simon Degree: B.A., M.F.A., Glass Design, Calif. State Univ., San Jose

Professional Artist, Los Gatos, CA

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Ellen Spray Degree: B.A., Interior Design, and San Jose State Univ.

Self-employed Interior Designer, Redding, CA Mark Stinson Shasta College, Glass Design

Professional Artist, Redding, CA Marten Stone Shasta College

Professional Glass Artist, Cannon Beach, OR Pete Sutton Degree: B.F.A., Calif. College of Arts & Crafts Janet Sweeney Degree: B.A., Calif. College of Arts & Crafts, M.F.A., Calif. State Univ., San Jose, Ceramic Arts Owner, Sumo Glass Works, Weaverville, CA Andrea Taylor Transferred to S.F.S.U., 1994, continues to major in Art & is active in art shows. Phil Tiffey Shasta College Glass Design

Owner, Rainbow Glass Co., Sacramento, CA Bill Ulch Degree: B.A., Chico State University

Graphic Designer Usana Weaver Degree: B.A., Painting, Brigham Young Univ., Provo, UT Jessie Weidel Degree: B.A. San Francisco Art Institute, M.F.A. San Francisco Art Institute Marcia Wilcox Degree: B.A., UC Santa Barbara

Professional painter, Anchorage Alaska

Patrick Wilson Degree: B.A., UC Davis, M.F.A., Claremont Graduate School, CA Worked as Scenic for Isolated Ground, Burbank, CA Preparator, Norton Simon Museum, Pasadena, CA Exhibiting painter-solo show, Ruth Bachhofner Gallery, Pasadena, CA, 1996 Amanda Woodward Pursuing painting and art history degrees, Humboldt State Student Satisfaction Currently the Art Department tracks student satisfaction through the college’s annual teacher evaluations and campus wide review. However, daily contact with students in class and during office hours, as well as feedback from former students, proves to be most valuable. The information from these sources has generally been favorable, reinforcing the Department’s philosophy of emphasizing a strong fundamental program. Although the Department has done well in utilizing these methods, it is clear that they focus on currently enrolled students. A better tracking system of former students would allow for expanded feedback. For this reason the Department has begun to develop an art alumni mailing list which will allow us to track our students more effectively. Through the development of an accompanying departmental newsletter achievements of current and former students can be featured. It will be possible to survey former students and elicit comments as to how our program assisted them in their chosen field and what improvements they would

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recommend to curriculum; equipment; methods of teaching and implementation of changes in course offerings, scheduling and locations. This would greatly assist us in organizing changes to future programs. Feedback is also received from counselors as to the needs of the students they assist. An individual art counselor, who is knowledgeable about art occupations, is needed to better facilitate interaction with faculty and students. XIII. SUPPORT SERVICES Students attending art classes at Shasta College may utilize support services provided for the entire student body. Group orientation, individual counseling and the college’s own publications make students aware of such services as Financial Aid (e.g., student grants, loans, scholarships and work study), Health Services (e.g. psychological counseling), Food Services, Bookstore, Career Center, Transportation, and Learning Resource assistance such as tutoring. In addition to what the school offers for the general student, the Art Department provides further assistance within its programs that support the art student.

• Scholarships Cash and merchandise is donated by the local community (businesses and patrons), during our annual Student Art Competition which is presented to deserving art students as awards. These awards have assisted students in continuing their art studies.

• Faculty Advisement Art Department faculty continually work with students to assist them in selecting scholarship programs, internships, art careers and schools for further study. In order to give students an understanding of the many careers and educational opportunities, various catalogs and materials are made available in the Department office.

• Disabled Students Services The Art Department has attempted to incorporate specialized equipment, in-class aides are utilized and has developed a successful adaptive art course to assist students with special needs.

• Media Services To meet the need for a visual library, the Art Department has purchased, with the assistance of the Learning Resource Center, an extensive slide and videotape collection. In Spring 2007 the Art Department through Technology Funding purchased two portable smart classroom projectors, computers and DVD/ Video players for use in classroom presentation applications. The Art Department and Learning Resource Center have also acquired the Art Stor database. The combined collection and database allows the student access to contemporary as well as historical art works, many of which are not available in texts.

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• Gallery Exhibitions The Shasta College Gallery provides the student body as well as the local community with changing exhibitions of contemporary and historical works of art. The program allows a forum in which art students can experience first hand important art works as they expand their studies. The gallery has become one of the most important cultural assets in the North State today.

• Visiting Artist Lecture and Workshops The Shasta College Art Department has offered to its students and the local community an extensive program that brings to the college a variety of artists and art educators. Through this lecture and workshop program the Department allows its students an opportunity to meet and discuss the work on an individual artist or group of artists. It also allows them to get information about the art programs at other schools and to observe the techniques of some of the most renowned artists working today.

• Field Trips Field Trips to major museums such as the Museum of Modern Art in San Francisco provide students with a unique opportunity to view major art works in a highly professional facility. This service has given many students a first-time opportunity to visit a metropolitan museum, and has greatly influenced many to continue art studies.

The support services most utilized by art students would be the Learning Resource Center, Bookstore (to purchase art supplies), and Financial Aid. XIV. ADVISORY COMMITTEE The Art Program does not currently have an Advisory Committee. XV. RECOMMENDATIONS AND EVALUATION Program Strengths The strengths of the Art Department’s programs have made it one of the most important art educational and cultural centers in Northern California. The Department’s strong foundational emphasis as well as its unique offerings continues to establish it as one of the outstanding art programs in the California Community College system. The program strengths are reflected throughout the Program Review document. They include such information as course offerings, special programs, and articulation. A wide variety of courses have been developed to serve a broad section of the community. However, the fundamental success of the art program at Shasta College is based on a strong emphasis of good foundational skills, allowing students to pursue a variety of career directions. In order to meet continuing changes in student population, the Art Department has added new classes such as Sculptural Glass, World Art, Pen, Brush and Ink and evening sections

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of Photography and Ceramics, thereby giving a wide variety of students access to the program. The diversity of art programs at Shasta College has included an expansion of exhibitions by ethnic, minority and women artists. The art collection, slide and video holdings of the Department have also reflected this expansion and diversity. The World Art course was established in order to present non-Western art ideas to the students. The Adaptive Art class was added to meet the needs of students with physical and learning disabilities. Course scheduling and sequencing has resulted in a wider variety of classes offered at varying times and locations throughout the community, making it possible for more students to have access to art instruction. The direct, hands-on teaching approach by Department faculty is an advantage to art students and is a primary strength of the Art Department. Coupled with individual and group critiques as well as portfolio development, the instructional methodology is one of great success. The outstanding professional activities of the faculty help to keep instruction current. The art faculty has attempted to maintain a clean, safe and professional facility. Special efforts are made to insure the student has access to quality equipment and workspace in order to pursue a successful art education. The Art Department has developed special support programs to augment its course offerings. Scholarships and awards through the annual art competition have helped many students continue their studies. Expansion of new technologies, such as video projection equipment, tapes and access to the Art Stor database has also helped support the general program. The Visiting Artist Lecture and Workshops program has been of great importance to the expansion of the regular offerings. The semi-annual field trips and individual instructors’ studio visits helps students with new ideas and provides the motivation to produce quality work. The Shasta College Art Gallery has been and continues to be one of the Art Department’s strongest programs. Through this program students, faculty, staff, and the community as a whole are able to see artwork at the highest level. Augmented by the lecture series, the gallery has had and continues to have an instrumental impact on the cultural development of the North State. Improvements Needed The improvements needed by the Art Department have grown and shifted over the years. Staffing The pending replacement and the denied replacement of two of the three recently retired full time faculty positions has placed a tremendous strain on the four remaining faculty (all are working overloads and must cover committees and departmental work previously shared by a faculty of seven). This program, which has always maintained a tradition of excellence, cannot find qualified part-time instructors and has temporarily discontinued offering some classes.

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Replacement of a minimum of two full time positions is essential to the continued success of the program. (See a comprehensive rationale in Program Strengths and Weaknesses as well as Staffing.) Equipment and Facilities Workspace and equipment is needed to address the changing needs of photography, sculpture, printmaking, the gallery and the newly evolving field of digital imaging. The most current needs are outlined in the Program Review, one of which is to rebuild the outdoor facility for the printmaking program. Improvements to the heating and cooling systems are also needed. Expansion of the workspace is greatly needed, as is an expansion of the art gallery and collection room. The 3D, Sculpture, Ceramic and Glass facilities are utilizing equipment built and purchased in the 1960’s and 1970’s, of which most is in need of repair and development. Much of the equipment has been rebuilt using older salvaged equipment, and the new facility is housing much of this old equipment. This in turn is creating less space for proper use of the facilities. Regular equipment upgrades and purchasing must happen, as classes in those areas are being offered. All these facility improvements are needed in order to open up space to offer new courses, such as digital imaging. These courses would create new needs, such as computers and facilities to house them. However, our basic needs, such as repair and replacement of broken and worn out equipment and security for students through proper ventilation and lockers, must be addressed in the near future. (See Program Strengths and Weaknesses; Facilities) Second Level Review Team Comments from our Second level Review Team follow. Susan Tescher, Art Student: “I most certainly agree with the Art Department Program Review. As a student, I have experienced the complete dedication of the art department staff in providing a quality education for all students. They have done so much to make sure that the art programming is superior, and I am concerned about the ability of the limited number of staff to keep this going. I agree that hiring three new staff members is of chief importance.” “I also believe that the facilities need updating: the printmaking lab could certainly use more space and new equipment.” “As a community member, I believe that the exhibition programming and guest lecture series is of prime importance. Without these varied and diverse exhibit opportunities, our community would suffer. There is no other Shasta County entity showing these national and international artists. A larger and more secure gallery at the college is needed. Also maintaining the collection is of significant importance. A gallery downtown at the new Health Center would be a drawing point for new staff and new students.” Sean W. Kenny, Art History/Ceramics/Sculpture, Art Dept., College of the Siskiyous: “I think that the emphasis on “Needs” and “Future Plans” is appropriate and necessary for the continued functioning of the department. In the future there could be even greater emphasis placed on these sections, especially if your institution starts requiring Annual Progress Reports. It also is apparent to me, through review of this report, that the program

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needs faculty and facility funds to maintain its “Leader in the Field” status. Without greater institutional support this may not remain the case.” David Cooper, Spanish Instructor, Shasta College: “I thought the report did a wonderful job in particular showing the importance of the program to the students and to the community, and showing precisely how budget cuts not only bring down the level of quality and the degree of student access, but also cut down the enrollments. . . I learned a lot about the programs by reading the report, and I think a lot more people should know about them, too!” Janice Porter, Shasta College Adjunct Art Instructor: “The report reads clearly. It seems to address all areas . . . I am acquainted with room 300 only. I find it woefully inadequate for drawing classes. The room is too small for 25-30 students to work properly, the tables and stools which are the primary furniture inhibit rather than promote good drawing practices, there are more students than easels, the display boards need refurbishing or replacement, there is no storage for me or my drawing students, and the only wall available for critique/ display/work surface is in need of repair.”

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APPENDIX A SHASTA COLLEGEArt Program Review

Quantitative DataCenter: Arts, Communication, and Social ScienceProgram Review: Art – All Sections (1) 2004-05 2005-06 2006-07

(1) Only Fall and Spring terms used (2) Class Enrollments 2,107 2,073 2,107Average Class Size 18.8 20.8 18.23 (2) Based on 1 census enrollment st

Student FTES 267.2 243.6 247.8 Average FTES Per Section 3 2.89 2.4 (3) Retention Rate based on a grade

other than “W” Weekly Contact Hours 650.2 662.0 649.0(2) Weekly Student Contact Hours 10,344 10,437 10,234

(4) Success Rate based on students who received an A, B, C, or CR

Total Instructional FTES 28.22

Total Number of Sections 91 91 107

Day Sections 63 67 78 Evening Sections 29 40 38 On-Campus Sections 67 64 73 Off-Campus Sections 30 43 43 Sections Cancelled 6 16 9

Sections Cancelled (%) 6% 15% 8% Sections Closed 12 13 17 Sections Closed (%) 12% 12% 15% Departmental GPA 3.02 3.04

A’s 41% 42% 40% B’s 22% 22% 22% C’s 11% 11% 10% D’s 4% 3% 3% F’s 7% 7% 9%

Incompletes .1% Credit 3% 5% 4% Non-Credit 1% 0% 0% Withdraws 10% 9% 12% (3) Retention Rate 90% 89.5% 88%

(4) Success Rate 78% 80% 77% Supplies/Equip. Budget $9,633 $9,633 $9,633 S/E Costs per FTES $28 $29 $29 Average Student Age 30 32 30

Female Students (%) 67% 68% 65% Male Students (%) 31% 30% 34% Minority Students (%) 20% 20% 20%

Cert/Degrees Issued 11 12 1

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APPENDIX B SHASTA COLLEGEArt Program Review

Art Curriculum

All course outlines are up-to-date, comply with Title V and approved by the Curriculum Committee.

Course # Course Name Units Art 1 Introduction to Art 3 Art 2 History of Western Art Through the Gothic Period 3 Art 3 History of Western Art Since 1400 3 Art 4 World Art 3 Art 6 History of Modern Art 3 Art 12 Beginning Form, Design & Color 3 Art 13 Intermediate Form, Design & Color 3 Art 15 Three Dimensional Design 3 Art 16 Pencil Rendering 3 Art 17 Shades, Shadows, & Perspectives 3 Art 21A Freehand Drawing 3 Art 21B Freehand Drawing 3 Art 23 Pen, Brush and Ink 2 Art 26 Beginning Watercolor Painting 3 Art 27 Intermediate Watercolor Painting 3 Art 29 Beginning Painting 3 Art 30 Intermediate Painting 3 Art 31 Beginning Figure Drawing 3 Art 32 Intermediate Figure Drawing 3 Art 35 Beginning Ceramics 3 Art 36 Advanced Ceramics 3 Art 45 Beginning Glass Blowing 3 Art 46 Intermediate Glass Blowing 3 Art 50 Printmaking 3 Art 55 Beginning Sculpture 3 Art 56 Intermediate Sculpture 3 Art 57 Sculptural Glass 3 Art 60A Basic Photography & Darkroom 3 Art 61 Beginning Creative Photography 3 Art 62 Intermediate Creative Photography 3 Art 63 35MM Slide Photography 3 Art 80A Graphic Design 2 Art 80B Graphic Design 2 Art 97 Special Studio Art Topics .5-2 Art 98 Special Art Topics .5-2 Art 110 Mixed Media: Works on Paper 2 Art 121 Illustration 2 Art 122 Portrait Painting 2 Art 123 Landscape Painting 2 Art 124 Introduction to Painting 2 Art 125 Introduction to Watercolor 2 Art 126 Nature in Watercolor 2 Art 301 Beg., Int.. & Adv. Drawing & Painting - Mixed Media 0 Art 302 Art Expression for Seniors 0

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movements through their direct involvement with galleries and museums throughout the West Coast. Some of the faculty professional activities include:

• John Harper: Exhibited works in the Takada Gallery in San Francisco (1998-2007) and in other galleries, such as the Gallery Shirakawa in Kyoto, Japan (2002 & 2004); the National John Steinbeck Center (2000); and the Hermitage Museum in Nashville, TN (2004).

• Lorelle Lindquist: Exhibits at the Redding Museum and Humboldt State University and College of the Redwoods.

• Susan Schimke: Displayed work at Fred Spratt Gallery in San Jose (2000) and the Braunstein/Quay Gallery in San Francisco (1993).


The professional activities of the faculty are of great benefit to students who are studying art for enrichment and/or seek to pursue a career in the arts. One of the unique educational tools developed by the Shasta College Art Department, in support of both studio and lecture course work, is its extensive slide collection which contains approximately 70,000 slides which cover every period of art from ancient to contemporary. This collection is used in lecture as well as studio classes. Our slide collection is now supplemented by Art Stor, a digital art database which provides access to another 550,000 images to our students and staff. The Art Department is proud of its course offerings. Both studio and art lecture classes provide a strong fundamental art education to a wide variety of students throughout the Shasta College service area. Regional opinion of our program is reflected in enrollment which currently stands beyond capacity. Weaknesses While the demand for art classes continues to escalate, the Art Department faces serious challenges generated by the failure to replace one of three recently retired instructional staff and persistent difficulties stemming from inadequate facilities, equipment and budget.

• Staffing At this time, our greatest challenge (and consequently, our greatest weakness) stems from the failure to replace one of our three recent full time retirees. The Department has been forced to parcel out courses to three part time instructors, shift the schedules of full time instructional staff (who are already working overloads) and drop courses to insure the Department schedule will, at minimum, offer all of the courses necessary for our students to graduate and/or transfer in a timely manner.

The reliance on adjunct instructors has created a whole new set of challenges which has led to less continuity and fewer individuals serving on the College governance committees. A beleaguered tenured staff has been required to assume multiple responsibilities outside of the classroom to insure the program remain on its feet. At the time, the program operates on the tenuous assumption that its part-time staff will continue to commute long distances to teach at the College.

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In summary, during the past four years the Art Department has struggled to maintain the quality program it has enjoyed in the past. The loss of full time faculty has made it difficult to offer a number of classes translating into loss of enrollment. Searches to find qualified adjunct faculty have not been fruitful. In addition, the program is understaffed in the area of technical support, which limits enrollment in spite of high interest from our students and the community. Consequently, the Art Department’s reputation and tradition of excellence stands in jeopardy.

• Facilities

Work space is needed to replace lost facilities for printmaking, and facilities must be found in order to offer new programs such as Digital Photography and Digital Imaging. The Art Department cannot incorporate new technologies within existing studio course work until this need is addressed. Although the construction of an outdoor covered workspace has benefited ceramics, sculpture and glass, its design failed to factor in the needs of an expanded sculpture program and it did not and still does not provide shelter for the printmaking class. The printmaking facility is in desperate need of expansion. Since the removal of the outdoor shelter, room 302 has become inadequate to teach a full printmaking program. Students are often forced to work outdoors under the eaves when using toxic chemicals. This is very difficult and uncomfortable during bad weather. The Department would like to create a chemical storage and clean-up room by making access to room 304 through 302. Room 304 is already equipped with a fire suppression system. If the room could be equipped with a proper ventilation system, it could be used for chemical storage and give the Department a safe environment for using solvents and acid baths.

o Sculpture

Currently, sculpture must be taught in Room 301 to avoid the potentially explosive combination of clay and plaster. This configuration has created further challenges in the transportation of molds to the opposite end of the building for burnout in the kiln room. No sink area is available to make molds in the outdoor glass, ceramic, sculpture facility, which creates other issues requiring sculpture to remain in two distant locations. Scheduling one class in two rooms is both inconvenient and dangerous.

It is impossible for the instructor to safely supervise students in the outdoor covered workspace and in Room 302. Welding and foundry work as commonly practiced by Intermediate Sculpture students is separate from the rest of the class which inhibits beginning student learning.

o Printmaking

Printmaking students who wash plates with volatile chemicals cannot safely use the new outdoor facility. Students have been left to stand in the rain and scrub surfaces on overturned shipping palettes. This inadequate solution cannot continue. Lacking an adequate facility, printmakers will soon be

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forced to implement fewer processes and may no longer transfer to UC or CSU systems.

o Photography

The Photography Lab continues to be inadequate. It presently allows only half the workspaces necessary to accommodate the current enrollment. Digital photography, which is now a required component for transfer to some institutions, cannot be incorporated in our current space. It is proposed that a room within the Art Department building be assigned to a Mac Lab. This would accommodate such diverse areas as digital imaging, graphic design, and 3-D design. Expansion of the existing film-based photo lab would allow larger student enrollments and provide crossover use of techniques, combining both film and digital methods.

• Equipment

Aging equipment requiring repair and replacement has resulted in difficulties in meeting student demand. Photography, printmaking, ceramics (and virtually all courses) are in need of new equipment.

Equipment Needs:

• Equipment inadequacies and budget limitations have prevented further development of graphic classes and digital photography.

• Sculptural Glass, offered for the first time in Spring 2007, requires new equipment and existing equipment repairs. The original glass furnace is in poor condition and needs to be rebuilt. Since the glass class is now working sculpturally with the mold process, new cold working equipment such as a lapidary saw, grinders and polishers are needed.

• Since much attention has been placed on new technologies, the Art Department and the L.R.C. have spent much time and resources purchasing videotapes. However, this has resulted in a lapse in book purchases which will need to be addressed for the Department to remain current on recent developments in the field.

• Budget

Budget constraints have caused a shrinking of the gallery’s offerings, changing the number of exhibitions held each year from eight to six. This directly affects the quality of our instruction and numbers of visiting artists and lecturers.

• Conclusion

In summary, retention rates remain strong. Demand for art classes remains high. Any loss in enrollment can be tied directly to the school’s failure to replace retiring full time faculty. Demand for art education points to a need for expansion of the art offerings at Shasta College. The success of future growth within the Art Department, including use of new technologies, is dependent upon solving facility, budget, and staffing challenges.

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Career Technical Education Today...Jobs Tomorrow!

Administration of Justice

Agriculture

Automotive Technology

Construction Trades

Diesel Technology

Equine Science

Equipment Operations

Fire Technology

Forestry

Horticulture

Natural Resources

Veterinary Technology

Welding

Natural Resources, Industry, and Public SafetyProgram Reviews - 2009

w w w . s h a s t a c o l l e g e . e d u

NATURAL RESOURCE, INDUSTRY AND PUBLIC SAFETY

Program Review 2008-09

Joan C. Bosworth, Dean

Career Technical Education (CTE) in the 110 California Community Colleges has taken a new direction with the hiring in January 2009 of Chancellor Jack Scott. Chancellor Scott has said on numerous occasions, “The powerful and persistent demographics, current economic and educational trends have created a ‘perfect storm’ for CTE. This combined with a variety of California’s recent strategic workforce development plans and programs offer both new challenges and possibilities in preparing the State’s workforce for the future.”

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With this said, the need is evident for Shasta College to continue with the development, updating and expansion of our comprehensive career technical educational programs. These programs will continue to grow in response to the nation’s, state’s and our District’s response to the current economic workforce needs. The constant changing of the world’s economy and the recent addition of the ARRA (Stimulus Package) has put the building of our nation’s infrastructure as one of the highest priority to help get America back to work! As employers and workers increase their awareness of the need for continuous updating of their proficiencies to help secure or even retain jobs, the need for CTE education will continue to grow and expand into other avenues of education for our community and its workforce. Given these imperatives, career technical education (along with its focus on rigorous and engaging curriculum) and supportive industry relationships is now in the forefront of a new educational wave. As evidenced by the cover of this document, all of the NRIPS CTE programs are a piece of a much larger picture. The vital connection between all 14 programs and 26 certificates is evident by common threads which are found in all NRIPS programs. Common guidelines found in all programs are identified as:

1. Implement challenging academic and technical standards that assist students in the successful preparation for high skills, high wage, or high demand occupations in current or emerging professions.

2. Develop strong and supporting partnerships among secondary schools,

additional postsecondary institutions, local workforce investment boards, and business and industry.

3. Provide students with strong experiences in and understating of all aspects of

industry, which may include work site learning experiences. 4. Expand the use of technology in CTE programs.

The above common bonds promote strength and a seamless transition as students sample education from many of our programs.

With any type of comprehensive program evaluation, weaknesses can be identified. A common weakness our division has identified is the lack of full-time instructors. In Fall 09, we will employ nine full-time faculty and 100 part-time. Five of our programs will be without a full-time instructor. A full-time instructor provides the necessary guidance and direction for a program. They are able to stay abreast of future trends, make necessary curriculum changes, hire pertinent adjuncts, and promote and recruit for the program. The lack of full-time faculty in some of our programs became very apparent in the program review process. Who is the driving force to make the necessary changes? A lack of an industrial education paraprofessional to assist instructors with lab preparation, repairs on equipment, and ordering supplies is easily identified as a weakness in the industrial area. The five programs in this area all have high student demands and desperately require this assistance to maintain a strong level efficiency for the courses.

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All of the CTE programs receive Federal funding under the Carl D. Perkins Career funds. The CTE local plan has been written to explicitly acknowledge the nine requirements for Perkins expenditures and the 20 permissive uses of funds. New to the Perkins IV plan, accountability requirements and the five core indicators of performance are part of the local reporting process. Due to new survey processes developed by the Research and Planning department, we have been able to capture increased documentation of student demographics which is a required for the Perkins funds and thus have observed a significant increase in our Perkins fund allocation from the Chancellor’s Office. Our allocation for the 2009-10 school year is $444,086---an increase in two year of $159,650. A new guideline for the receiving of Perkins IV funds allocations is to negotiate core indicators on program assessments. This requirement will help evaluate the retention, completion and demographics in our programs. If a program does not meet its negotiated core indicators, then a program of remediation will be assigned to show improvement within the program. The use of this accountability method will ensure students’ needs are being met as they transition through any CTE program. The NRIPS CTE goal and vision is to engage every student in high quality, rigorous and relevant education. We hope by developing essential partnerships with business and industry and promoting “hands-on education” allows for on-the-job training that will ultimately turn their “passions into paychecks.”

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SHASTA COLLEGE

Administration of Justice Program Review

2008-09

SHASTA COLLEGE Program Review – Administration of Justice

Table of Contents Page Signature Page................................................................................................................................3 PART I – Introduction ..................................................................................................................4 1.1 Purpose of Program Review ....................................................................................4 1.2 College Mission .......................................................................................................4 1.3 Shasta College Institutional Student Learning Outcomes .......................................4 PART II – General Program Information ..................................................................................5 2.1 Program Definition/Description……………………………………… ..................5 2.2 Program Mission/Purpose……………………………………………....................5 2.3 Student Learning Outcomes………………………………………….....................6 PART III – Program Analysis ......................................................................................................7 3.1 Academic Service Quality……………………………………………. ..................7 3.2 External Relations …………………………………………………….................10 3.3 Resource Efficiency ………………………………………………….. ................11 3.4 Student Success ……………………………………………………….................12 3.5 General Planning ……………………………………………………...................13 PART IV – Student Learning Outcomes……………………………………….. .....................13 PART V – Program Summary ………………………………………………….......................13 PART VI – Goals, Recommendations, Priorities, Plans……………………….. ....................14

Administration of Justice Program Review 2008-09 2

SHASTA COLLEGE Program Review Signature Page

Program: Administration of Justice

Program Review Self Study Participants: Joan Bosworth (Dean NRIPS) Dave Wright (Full Time Faculty) Dave Mundy (Advisory Committee Member) Jim Barton (Adjunct Faculty) Andrew Page (Student) Level Two Review Team Participants: Joan Bosworth (Dean NRIPS) Ron Marley (Faculty Outside the Program) Dave Mundy (Advisory Committee Member)

Program Self Study Lead Faculty Date Division Dean Date Level Two Review Team Chair Date Vice President of Academic Affairs Date College Council Date


Career-Technical Education Part I – Introduction

1.1 Purpose of Program Review According to the Academic Senate for the California Community Colleges in their 1996 document, “Program Review: Developing a Faculty Driven Process,” the program review process serves as a mechanism for the assessment of performance that recognizes and acknowledges good performance and academic excellence, improves the quality of instruction and services, updates programs and services, and fosters self renewal and self study. Further, it should provide for the identification of weak performance and assist programs in achieving needed improvement. Finally, program review should be seen as a component of campus planning that will not only lead to better utilization of existing resources, but also lead to increased quality of instruction and service. A major function of program review should be to monitor and pursue the congruence between the goals and priorities of the college and the actual practices in the program or service. Other purposes include meeting accountability mandates and demonstrating a systematic planning process. While these functions may occur because of program review, they should not serve as a primary function of the review. Otherwise, program review could be perceived as a time-consuming process for a product with no effect or bearing on the program’s activities or any relevance to serving students or maintaining academic excellence. 1.2 College Mission The mission of the Shasta-Tehama-Trinity Joint Community College District is to provide open access and opportunity for success to students who have diverse backgrounds, interests, and abilities. The District is committed to providing the knowledge and skills necessary for a student to succeed. The District recognizes that success requires specific life skills and professional skills and also effective communication, critical thinking, global consciousness and global responsibility. By offering programs leading to successful completion of a quality university-transfer program, or career-technical education, the District is responsive to the needs of our communities within a changing global society. By offering comprehensive campus and community service programs, the District enables students to achieve personal as well as academic potential and contributes to the social, cultural and economic development of our region. 1.3 Shasta College Institutional Student Learning Outcomes The District is committed to providing the knowledge and skills necessary for a student to succeed. The District recognizes that success requires specific life skills and professional skills and also effective communication, critical thinking, global consciousness and global responsibility. To support our students in achieving success, Shasta College has determined that a student who earns a degree or occupational certificate will demonstrate:


1. Life and Professional Skills Life and Professional Skills include the ability to create well developed goals and plans, the ability to make responsible decisions in support of those goals and plans, the ability to recognize and accept consequences of decisions, appropriate technical skills, the ability to work effectively as an individual and as part of a group, and the ability to resolve conflict.

2. Effective Communication

Effective communication includes the ability to convey information, ask meaningful questions, and express thoughts, ideas and feelings.

3. Critical Thinking Skills

Critical thinking includes the application of logical reasoning to collect and evaluate information, recognize and categorize patterns, contrast and compare, make decisions and reach conclusions, and solve problems.

4. Global Consciousness and Responsibility

Community and global consciousness and responsibility include the knowledge and understanding of civic, cultural and environmental issues; knowledge of and respect for the needs, difficulties, and rights of diverse groups; an appreciation of the importance of public service; and a commitment to life-long learning.

Part II – General Program Information 2.1 Program Definition/Description The Shasta College Administration of Justice Program offers training in an AS degree format as well as California Commission on Police Officers Standards and Training (POST) certificate course work. The program addresses both the needs of pre-service students as well as in-service students. It is a broad-based program designed to prepare students to continue their education or obtain work upon completion of training. It facilitates students of all ages and diverse cultures. 2.2 Program Mission/Purpose The Shasta College Administration of Justice Program provides training to prepare students to continue their education at the State College or University level through the AS degree program. The Shasta College ADJU program also offers students the opportunity to attend a modular format regular basic police academy. Students are prepared for jobs in multiple areas of the American justice system.


2.3 Student Learning Outcomes 2.3.1 Courses Step 1 = Define at least 1 expected student learning outcomes for the course (100%) Step 2 = Develop appropriate assessment methods for that course outcome(s) (100%) Step 3 = Use these methods to assess outcomes (100%) Step 4 = Analyze assessment results (100%) Step 5 = Apply results toward improved instruction and learning (100%)

Prefix Title ADJU 10 Introduction to ADJU ADJU 100 832 PC Arrest Course ADJU 102 832 PC Firearms Course ADJU 106 Domestic Violence/Sexual Assault Training ADJU 11 Traffic control and Investigation ADJU 132 Reg. Basic Academy/Mod. Format Level II ADJU 15 Concepts of California Criminal Law ADJU 16 Legal Aspects of Evidence ADJU 17 Principles and Procedures of the Justice System ADJU 18 Police/Community Relations ADJU 20 Principles of Investigations ADJU 21 Police Field Operations ADJU 22 Juvenile Procedures ADJU 23 Career Planning for ADJU ADJU 24 Multicultural Issues in Law Enforcement ADJU 25 Substantive Law ADJU 30 Wildlife Law ADJU 40 Institutional and Field Services ADJU 41 Fundamentals of Crime and Delinquency ADJU 42 Interviewing and Counseling ADJU 26 Courtroom Testimony and Report Writing

2.3.2 Degrees and Certificates Step 1a = Define expected student learning outcomes for the degree/certificate (100%) Step 1b = Map expected outcomes to all courses and other learning experiences (100%) Step 2 = Develop appropriate assessment methods for degree/certificate outcome(s) (100%) Step 3 = Use these methods to assess outcomes (100%)


Step 4 = Analyze assessment results (100%) Step 5 = Apply results toward improved instruction and learning (100%)

Degree Title A.S. Administration of Justice Certificate 832 PC Arrest course Certificate 832 PC Firearms Certificate Mod Acad. Level III and II

Primary Student learning outcomes for the AS Degree in Administration of Justice The student will have the appropriate coursework and field experience to pursue Law Enforcement related jobs or to transfer to a University in a law enforcement-related field. 1. The student will have a general knowledge of the Criminal Justice system and its working

sub groups and their relationships. 2. The student will be able to display a specific knowledge of the laws relating to the

administration of justice in America. To examine the procedural processing of people within the system. To examine the law relative to the gathering, processing, storing and presentation of criminal evidence in California.

3. The student will display the ability to perform well at a mandated California police academy.

They will display job seeking skills unique to law enforcement and the ability to gain career advancement and promotion.

Part III – Program Analysis 3.1 Academic Service Quality 3.1.1 Curriculum Analysis Our curriculum is continuously maintained by instructor attendance in Advisory committees as well as affiliation with the Northern California Law Enforcement Training Managers group and the Shasta Trinity ROP program. This insures that training is in line with current departmental requirements as well as other affiliated law enforcement organizations. POST also dictates all mandated training for certificated programs carrying their seal of approval. Training is offered in formats such as face to face, ITV, and on line. Approximately 12 courses are offered per semester, accommodating one degree and 4 certificate programs. Program instructors are all either past or current law enforcement personnel. The majority of instructors have all attended the POST AICC Master Instructor Training Program.


3.1.2 Staffing The Shasta College ADJU Program is currently staffed with one full-time instructor, Dave Wright. The remainder of the staff is adjunct personnel. Mr. Wright performs the task of program coordinator as well. The program in essence has two basic “prongs”---the AS degree side and the POST certificate side. These two programs compliment each other nicely and afford the student an exceptional opportunity to receive training in both areas. Mr. Wright is retiring in May of 2009 and the program will be directed by two adjunct personnel one for the AS portion and one for the POST certificate training. With the use of recently retired or currently working law enforcement instructors the student receives very current material and insight. Instructors are required to meet all college requirements as well as having or had a working background in Law Enforcement. Even with these somewhat stringent requirements there is currently no shortage of very talented instructors in the north state area. Dave Wright ADJU 10 Introduction to Administration of justice ADJU 16 Legal Aspects of Evidence ADJU 20 Principles of Investigation ADJU 26 Courtroom Testimony and Report Writing ADJU 18 Police/Community Relations ADJU 40 Institutional and Field Services ADJU 41 Fundamentals of Crime and Delinquency Jim Barton ADJU 18 Police/Community Relations ADJU 20 Principles of Investigation ADJU 23 Career Planning in Law Enforcement ADJU 24 Multi-Cultural Issues in Law Enforcement ADJU 30 Wildlife Law ADJU 42 Interview and Counseling Steve Davidson ADJU 15 Concepts of California Criminal Law ADJU 17 Principles and Procedures of the Justice System Pat Lanham ADJU 21 Police Field Operations ADJU 25 Substantive Law ADJU 17 Principles and Procedures of the Justice System Dave Walker ADJU 30 Wildlife Law


Chris Rathbun ADJU 11 Traffic Control and Investigation Jodi Christ, Terry Harris, Muffy Berryhill ADJU 106 Rape Crisis Intervention and Domestic Violence Training Dave Mundy, Wes Reynolds, Casey Bokavich, Boun Kongkeoviman, Chuck Lebak, Chris Jacoby ADJU 100 and 102 832 PC Arrest and Firearms Training Dave Mundy, Wes Reynolds, Chuck Lebak, Chris Jacoby, Boun Kongkeovamin, Matt Zalesny, Pat Lanham, Matt Stoker, Casey Bokavich, Mike Thomas, Brian Barner, Chris Rathbun, Gary Hughes ADJU 131 and 132 Regular Basic Course/ Modular Format Police Academy Levels III

and II. 3.1.3 Teaching Aids and Equipment We have been able to obtain a variety of equipment over the years and we continually strive to make improvements as supply budgets, and other funds become available. Currently the program has an adequate supply of most of the basic items such as firearms, batons, mats, dummies, strike bags, and handcuffs. We receive monthly training support and updated DVD materials from POST. Local departments have been very helpful in supplying us with used equipment that is still trainer usable. We utilize a certain number of disposable items such as targets, fingerprint materials, chemical agents etc., that are currently being replaced with a dwindling supply budget. As the program becomes larger and more diversified the basic supply budget ($3000.00) will need to be increased. 3.1.5 Tutoring Centers/Labs There are no tutoring centers or labs specifically associated with the ADJU program. However, students are referred to other campus resources as needed. 3.1.6 Opportunities for Professional Development Full-time and part-time faculty take advantage of professional development activities on an ongoing basis. Most professional development activities involve off-campus activities with relevant professional organizations such as POST and LETMA. Working law enforcement personnel that instruct for us are constantly being trained by their respective departments. POST requires a minimum of 24 hours new training every 24 months. 3.1.7 Internal Relations, Integration, and Collaboration


The ADJU program staff work well with other college staff. Adjunct instructors frequently participate on campus committees. The one full time instructor has participated on the Scholastic Standards Committee for nearly 20 years. ADJU students interact normally with other students and staff as they participate in a wide variety of general education work as they pursue their ADJU studies. Shasta college ADJU program works closely with ADJU programs at College of the Siskiyous, Lassen College and Butte College. 3.1.8 Survey other CC’s for Common Practices. In 2005 Shasta entered into a working consortium with Lassen and College of the Siskiyous---the function of which was to compare training and facilitate better and more available POST training to students in the north state. We have also spent much time collaborating on our AS Degree programs as well. 3.2 External Relations The current classroom facilities for the ADJU program are adequate. We have begun doing courses via the ITV network and the internet which has greatly enhanced the service area for our students. Some of our training requires use of law enforcement facilities such as live weapon fire and tear gas training. Through the development and maintenance of good rapport with these organizations we have maintained a long term working relationship. 3.2.2 Contact with K-12 Schools ROP instructors currently serve on the ADJU advisory committee and, vice versa. Instructors are continually reviewing articulation and working with area high schools. We actively recruit from most high schools in our district by conducting activities on campus. We also recruit students by giving presentations at area high schools. Our Shasta College students are actively involved in the high school recruiting events and various related activities. 3.2.3 Contact with Community Colleges, and Four-Year Universities and Colleges We work directly with Butte College, College of the Siskiyous and Lassen College to articulate AS programs as well as the modular academy. Butte College, as an example, uses our facility to facilitate the Level I portion of our Modular Academy. 3.2.4 Contact with Business and Industry The Shasta College ADJU program works hand in hand on a daily basis with local Northern California Law enforcement agencies. Through use of personnel as instructors to support for work site learning programs, to recruiting regularly from our ranks, we are very closely tied to law enforcement organizations.


3.2.5 Articulation with high schools, universities, and colleges We directly articulate programs with the Shasta Trinity ROP. We as well have 5 programs currently articulated with the California State college system. We have as well partnered with SOU in an on line program. 3.3 Resource Efficiency 3.3.1 Support Support is required on occasion with respect to the computer technology in the classrooms and supplying computer support to those students taking online training. Grounds crews are also very supportive of our needs with respect to our outdoor facilities on campus. The PSSF department is very supportive of our physical training requirements as well as very assisting with equipment supply and delivery. The support staff in the student services office is very helpful. 3.3.2 Use of Technology Technology within the classroom is adequate at this time. We utilize current ITV technology and on line training technology, both of which function well. 3.3.3 Comparison with other institutions The Shasta College program represents the cornerstone of law enforcement training in the north state. It is a larger more diversified program than found at other schools of comparable size. 3.3.4 Facility Use/Availability The majority of the core curriculum for the ADJU program is scheduled during the day. Most courses are scheduled for M,W,F or T, TH between 8am-5pm. Academy and certificate programs are scheduled in the evening and on weekends to accommodate students who are supporting themselves and families. We continue to offer a number of our core courses via ITV and on line to outreach. Our students are able to complete their degree or certificate within the specified time if they adhere to the recommended schedule. Often there are situations such as child care, transportation, or family issues which affect a student’s ability to complete the degree in a timely manner. Another issue which may prolong a students time at Shasta College is whether they intend on transferring to a University. If the student takes GE and other transfer courses along with the curriculum required for completing the A.S. degree, it may take one or more additional semesters at Shasta. Our faculty works with students to find ways to assist them in achieving their academic goals. Course work is offered during the Fall, Spring and Summer semesters as well as some intersession classes if needed to assist students. Approximately 12 degree and certificate courses are offered per semester.


3.3.5 Faculty and Classified Staffing

05-06 06-07 07-08 Full-time faculty 1 1 1 Part-time faculty 8-12 8-12 8-12 Ratio Ft/Pt faculty # sections taught by FT (Contract) 4 4 4 # of sections taught by FT teaching evening classes 3 3 3 # of sections taught by PT teaching evening courses 3 3 3 # of sections taught by FT teaching day courses 4 4 4 # of sections taught by PT teaching day courses 4 4 4 # of classified support staff

3.3.6 Equipment In general, the majority of equipment necessary for the ADJU programs is purchased using annual supply budget and Perkins money. Certain disposable items are replaced annually based on established need within specific courses. The ADJU program has a dedicated storage space located in the 1300 building and the PSSF area. Firearms equipment is contained within a safe in room 1841. Only relevant faculty are given keys for the storage room. Although most of the basic equipment needs for the program are being met with annual supply budgets, there continues to be some need for more expensive items such as firearm and gas mask replacement. 3.3.7 Budget info, requests, action plans Our current supply budgets are adequate to meet our needs at this time. We need to recover lost field trip budgets. Budget monies for needed larger expenditures such as chemical agent masks need to be found, such as Perkins Funds. Budgets are based on yearly actual requirements to supply training. There are no frills in this budget and transfer from other sources are very rare. 3.3.8 Reach of service The ADJU program provides one Associate of Science degree, four certificates, 832 PC Arrest, Firearms, Level III and Level II modular academy. The majority of our curriculum includes the typical lecture/lab format. Some courses are taught in a traditional face-to-face delivery format, while some are offered as online courses. In addition, several of the core and option courses offerings are being offered via ITV and on line. Our courses typically are taught on the main campus and via ITV to Red Bluff, Burney, and Weaverville. 3.4 Student Success Student success is measured by survey, continued growth, and new enrollment. Job placement is a substantial indicator of training success. Students are advised regarding support services which are available across the Shasta College campus. Although there are no official support services dedicated to ADJU students, faculty encourage students to form study groups and they are placed


into small groups for many of the course activities. This facilitates our students forming a closer relationship which can provide a support mechanism when individual students are having problems. Faculty are also able and willing to serve the role of mentors to our students. The only full-time ADJU faculty member retains an open door policy for all students. Students are encouraged to stop by anytime the office door is open if they have questions about courses or about career and transfer opportunities. Students are also provided with career information in several courses. Faculty continue to work closely with students and counselors to ensure success when transferring to a University. Faculty remain current with employment trends and with our colleagues at the Universities where our students transfer. Student complaints are first addressed by coordination staff and then either addressed or directed to appropriate personnel. The college makes every effort to accommodate student issues as the law provides. 3.5 General Planning Crime is a national trend in America and as such the work place for law enforcement personnel is always open for new candidates stifled only by government budgetary constraints. The recent proliferation of homeland security issues developing in the last few years has served only to heighten this demand. The program is marketed by the above needs, media, and word of mouth. Daily our department receives calls from interested students. We see no end in that draw. The program must remain a viable trainer in the eyes of those that use the product. As long as that is the case, the demand for new law enforcement personnel sees no immediate termination.

Part IV – Student Learning Outcomes See Section 2.3 on page 6 for complete Student learning Outcomes summary as well as the attached ADJU Annual Report for 2009 containing the Action Plan.

Part V – Program Summary Strengths

• Instructors continue to work closely with local, State and Federal law enforcement agencies and with private industry to provide students with the most relevant training possible.

• Close ties to the above groups also facilitate access to part time as well as permanent job opportunities for all ADJU students.

• The ADJU program focuses on a student-centered approach to learning. • The program encourages student cohorts to bond and work together as a team. • Diversity of curriculum and faculty provides our students with a well rounded education.


• Student leadership continues to be encouraged through related clubs and student organizations, in the classroom, and via community involvement.

• The instructors continue to critically evaluate curriculum and course objectives to provide students with the most relevant experience possible.

• The ADJU program has a strong advisory committee that is committed to helping the program succeed.

• The program is fortunate to have been able to find a great group of diverse adjunct faculty to teach the variety of courses offered within the program.

Weaknesses

• The primary weakness of our program is the legal inability to supply the complete Academy training. Students constantly want Shasta to complete their training. Due to current state laws, a Level I provider must also provide an intense format academy, which we do not.

• The primary challenges are budgetary in nature. The unknowns relative to school funding present a real challenge to growth planning down the road. The general job market as a result of a troubled economy has placed all public workers in an unknown position relative to job security now and in the future.

Part VI – Goals, Recommendations, Priorities, Plans

Program Goals The primary goal of the Administration of Justice program is to provide students with a usable and viable training experience that can put them on the road to employment. Maintenance of current credible programs is a must. Our priority is to accomplish this in difficult budgetary times. We must be ever mindful of feeding at the public trough while at the same time providing a valuable public service. Our future plans are to during difficult times try to maintain the status quo and look for the future to build the program as northern California needs dictate. Please also refer to the attached 2009 Annual Report for the ADJU Action Plan along with added appropriate materials.


SHASTA COLLEGE

Agriculture

General Agriculture Equine Science

Veterinary Technician

Program Review

2008-09

SHASTA COLLEGE Program Review – (Agriculture)

Table of Contents

Page Signature Page ...............................................................................................................................3 Part I – Introduction......................................................................................................................4 1.1 Purpose of Program Review ..........................................................................................4 1.2 College Mission .............................................................................................................4 1.3 Shasta College Institutional Student Learning Outcomes .............................................4 Part II – General Program Information......................................................................................5 2.1 Program Definition/Description.....................................................................................5 2.2 Program Mission/Purpose..............................................................................................5 2.3 Program SLOs................................................................................................................6 Part III – Program Analysis..........................................................................................................9 3.1 Academic Quality ..........................................................................................................9 3.2 External Relations........................................................................................................14 3.3 Resource Efficiency .....................................................................................................16 3.4 Student Success............................................................................................................20 3.5 General Planning..........................................................................................................23 Part IV – Program Summary .....................................................................................................24 Part V – Goals, Recommendations, Priorities, Plans ...............................................................26

Agriculture Program Review 2008-09 2


Program: Agriculture

Program Review Self Study Participants: Missy Dunaetz (Grant Coordinator) Stephanie Hansen (Adjunct Equine) Trena Kimler-Richards (Adjunct Agriculture) Maria Russell (Adjunct Agribusiness) Leimone Waite (FT Horticulture) Level Two Review Team Participants: Joan Bosworth (Dean NRIPS) Catherine Jackson (Office of Research and Planning) Ken Nolte (Faculty Coordinator for AG/NR) Terry Bailey (FSS Instructor) Program Self Study Lead Faculty Date Division Dean Date Level Two Review Team Chair Date Vice President of Academic Affairs Date College Council Date



1.1 Purpose of Program Review According to the Academic Senate for the California Community Colleges in their 1996 document, “Program Review: Developing a Faculty Driven Process,” the program review process serves as a mechanism for the assessment of performance that recognizes and acknowledges good performance and academic excellence, improves the quality of instruction and services, updates programs and services, and fosters self renewal and self study. Further, it should provide for the identification of weak performance and assist programs in achieving needed improvement. Finally, program review should be seen as a component of campus planning that will not only lead to better utilization of existing resources, but also lead to increased quality of instruction and service. A major function of program review should be to monitor and pursue the congruence between the goals and priorities of the college and the actual practices in the program or service. Other purposes include meeting accountability mandates and demonstrating a systematic planning process. While these functions may occur because of program review, they should not serve as a primary function of the review. Otherwise, program review could be perceived as a time-consuming process for a product with no effect or bearing on the program’s activities or any relevance to serving students or maintaining academic excellence. 1.2 College Mission The mission of the Shasta-Tehama-Trinity Joint Community College District is to provide open access and opportunity for success to students who have diverse backgrounds, interests, and abilities. The District is committed to providing the knowledge and skills necessary for a student to succeed. The District recognizes that success requires specific life skills and professional skills and also effective communication, critical thinking, global consciousness and global responsibility. By offering programs leading to successful completion of a quality university-transfer program, or career-technical education, the District is responsive to the needs of our communities within a changing global society. By offering comprehensive campus and community service programs, the District enables students to achieve personal as well as academic potential and contributes to the social, cultural and economic development of our region. 1.3 Shasta College Institutional Student Learning Outcomes The District is committed to providing the knowledge and skills necessary for a student to succeed. The District recognizes that success requires specific life skills and professional skills and also effective communication, critical thinking, global consciousness and global responsibility.


To support our students in achieving success, Shasta College has determined that a student who earns a degree or occupational certificate will demonstrate: 1. Life and Professional Skills

Life and Professional Skills include the ability to create well developed goals and plans, the ability to make responsible decisions in support of those goals and plans, the ability to recognize and accept consequences of decisions, appropriate technical skills, the ability to work effectively as an individual and as part of a group, and the ability to resolve conflict.







Part II – General Program Information 2.1 Program Definition/Description The Agriculture program includes several areas of study: General Agriculture, Agriculture Business, Animal Science, Plant Science, Equine Science, Viticulture, and Veterinary Technology. The program prepares students for transfer to a variety of university programs, associate of science degrees, and certificates. Our approach to meeting the needs of these diverse groups is to teach classes that offer practical, “hands on” instruction by utilizing our school Farm as a primary laboratory setting. The Agriculture program works to maintain strong ties to the industry by offering valuable internship opportunities. These internships provide students with a powerful opportunity to network with potential employers and the ability to connect to the workplace and the community in unique ways. All CTE programs are required to develop a participatory relationship with local business and industry in the development of advisory committees. Each of the fore mentioned disciplines has their own advisory committee to meet each disciplines specific needs.


This is an important time of transition and a time for a visionary approach for these programs and it is our primary goal to continue pursuing the replacement of a full-time Agriculture position. Without a full-time faculty member to oversee the day to day instruction and to meet college requirements for the basic coordination of these programs more burden is placed on other full-time instructors within the department and division. The overwhelming statistic, which unequivocally support the need for the replacement hire is the NRIPS division currently has only 10 full-time instructors to 101 part-time instructors. 2.2 Program Mission/Purpose The Mission of our program as outlined in our Agriculture and Natural Resources management plan is to educate students in sustainable resource conservation/management and agricultural practices through:

• Hands-on instruction utilizing the Farm lab, industry field trips, student projects, internships, and worksite learning

• Providing a solid foundation toward their future educational goals • Assisting students in obtaining a career in their field of study • Providing leadership training and opportunities for community service • Nurturing their values and ethics towards natural resources that will continue throughout

their lifetime Our departmental mission is in alignment with the mission of Shasta College. Shasta, Tehama, and Trinity Counties are rural with Agriculture-related industry comprising the bulk of the tri-counties economy. Our program has provided the only local opportunity for students and other community members to seek Agriculture education at the College level. Without our Agriculture program, students would need to travel to Chico State or Butte College (1½ + hours to the south). Moving away from the area or making a commute of this length isn’t feasible for many of our students. We must continue to rebuild the Agriculture program at Shasta College to meet the needs of our growing student population base and quickly embrace the new emerging technologies within this diverse and comprehensive program area. 2.3 Program SLOs Step 1 = Define at least 1 expected student learning outcomes for the course (100%) Step 2 = Develop appropriate assessment methods for that course outcome(s) (100%) Step 3 = Use these methods to assess outcomes (100%) Step 4 = Analyze assessment results (100%) Step 5 = Apply results toward improved instruction and learning (100%) COURSE STEP1 STEP2 STEP3 STEP4 STEP5 AG 1-Career Planning for Agriculture x x AG 6-Career Placement x x

Currently, all the programs referenced in this program review document are taught entirely by adjunct instructors.


COURSE STEP1 STEP2 STEP3 STEP4 STEP5 AG 9-Agriculture and Natural Resources Leadership x x AG 94-Agriculture Worksite Learning x x AG 97-Special Topics in Agriculture AG 98-Special Topics in Agriculture-Lab AG 197-Special Topics in Agriculture AGAB 51-Agriculture Records and Analysis x x AGAB 53-Introduction to Agriculture Business x x AGAB 54-Agriculture Economics x x AGAS 10-Livestock Selection x x AGAS 11-Feed and Feeding x x AGAS 15-Artificial Insemination AGAS 17-Beef Production AGAS 19-Principles of Animal Science X X AGAS 30-Livestock Production AGEQ 12-Horsemanship x x AGEQ 13-Horse Husbandry x x AGEQ 14-Western Riding and Training x x AGEQ 21-Horse Management x x AGEQ 109-Equine Reproduction x x AGEQ 110-Horse Training x x AGEQ 111-Handling Problem Horses x x AGEQ 112-Horseshoeing AGEQ 113-Horse Ownership and Basic Handling x x AGEQ 114-Beginning English Riding and Training x x AGEQ 115-Showing and Training the Hunter/Jumper x x AGPS 20-Plant Science x x AGSA 50-Agriculture Resources Management AGVETT 1-Veterinary Anatomy, Physiology, and Medical Terminology

x x

AGVETT 2-Fundamentals of Animal Health x x AGVETT 3-Health and Diseases of Animals x x AGVETT 4-Veterinary Radiology and Imaging x x AGVETT 5-Veterinary Anesthesiology, Surgical Assisting and Dentistry

x x

AGVETT 6-Care of Exotic and Lab Animals x x AGVETT 7-Veterinary Medical Records x x AGVETT 16-Veterinary Practices x x AGVIT 80-Vineyard Design and Construction x x AGVIT 81-Vineyard Care x x


Degree and Certificate SLO’s Step 1a = Define expected student learning outcomes for the degree/certificate (100%) Step 1b = Map expected degree/certificate outcomes to all courses and other learning experiences (100%) Step 2 = Develop appropriate assessment methods for degree/certificate outcome(s) (100%) Step 3 = Use these methods to assess outcomes (100%) Step 4 = Analyze assessment results (100%) Step 5 = Apply results toward improved instruction and learning (100%)

Step 1a Step 1b Step 2 Step 3 Step 4 Step 5A.S. Agriculture x A.S. Equine Science x Certificate Equine Science A.S. Veterinary Technician x

The previous full-time agriculture instructor didn’t lay a good foundation to implement the SLO process within the Agriculture program. Stan Gorden resigned less than two weeks prior to the start of the Fall 2008 semester. This left us in a challenging position of finding qualified adjunct instructors who were willing to take on teaching courses with less than two weeks of preparation time. Because of the uncertainty of the status of filling the position and the loss of another full-time instructor, we will need some time to get caught up on certain aspects of the agriculture program. We currently have well-qualified adjunct instructors teaching the courses previously taught by a full-time instructor. However, given the AG/NR department is down three full-time instructors since 2004, it has been increasingly difficult to continue maintaining the level of activities we are accustomed to. Although our Agriculture program is behind on progress with SLO’s, we will get our program and course SLO’s updated by the end of the Spring 2009 semester. The following are program SLO’s (Agriculture) as outlined in the previous program review. 1. Students will be able to think critically about issues facing the agriculture industry and create

possible solutions to those issues. 2. Students will be able to work as a team to resolve conflict. 3. Students will be able to communicate effectively in order to convey ideas. 4. Students will be able to use management principles to make decisions that are sustainable for

an agriculture production operation. 5. Students will be able to perform the basic entry level skills, as determined by the Faculty, in

the different areas of the program.


6. Students will be able to set up protocol for basic research and evaluation. 7. Students will be able to complete a database search within the library for peer reviewed

journal articles on a topic related to agricultural science. 8. Students will write a scientific report to summarize experimental data. 9. The student will be able to apply skills in safety in work with and around livestock. 10. Students will have a working knowledge of budgeting, husbandry, cultural and marketing

practices.

Part III - Program Analysis 3.1 Academic Service Quality 1. Curriculum Analysis

All existing curriculum is required to be reviewed within each five-year cycle and the appropriate forms submitted to the Curriculum Council. All courses must meet this requirement to remain in the catalog as active. The Five-Year List identifies which courses have been reviewed during the current cycle.

The curriculum within the agriculture programs contain the standard transfer or degree and certificate courses such as Animal Science, Plant Science, and Agriculture Business to name a few. The new emphasis on sustainability is being incorporated into most courses to meet the new standards for business and industry. Most required courses are offered once each year, and with current budget concerns they maybe reduced to every fourth semester. Other non-degree courses may be offered as needed. Each year, dozens of students complete degrees in Agriculture, Equine Science, Veterinary Technician and related transfer degrees. It is the department and divisional goal to increase the numbers of degree and certifications that are completed each semester within these disciplines. Over the past two semesters, our faculty have been reviewing Agriculture curriculum with the input of our executive advisory committee. We are currently evaluating options to enhance our program and align the curriculum with industry standards. We will be moving forward with creating a more comprehensive Agriculture Science/Agriculture Education transfer program. We will also add an Agriculture Business degree and a Ranch, Range, and Wildland Management degree. 2. Staffing The current staffing of the agriculture/equine/vet tech programs are all taught by adjunct instructors. The adjunct faculty members at this time are currently dedicated and willing to do much more than what we require of our adjuncts. Aside from advisory committees, establishing and maintaining industry contacts, and facilitating student internships, AG/NR faculty must be willing to assist students in acquiring leadership skills and they must be willing to serve as


mentors. The adjunct instructors in our Veterinary Technician program must be either a practicing veterinarian or hold a valid veterinary technician license. The Environmental Resources coordinator provides a crucial support role for all programs within the AG/NR department. In addition to her primary role as Farm manager, Jen Wiersma assists all instructors with Farm/laboratory activities. Assisting instruction is important, however, there remains a need for a person to coordinate community projects, grants, and recruiting efforts across disciplines in the AG/NR department. Our adjunct faculty are doing a great job providing student access to their expertise in the classroom. However, it will be a challenge for our adjunct faculty to continue meeting all of the needs of our students without the support of a full-time agriculture instructor dedicated to coordinating the programs and faculty. To be successful into the future, we need to replace our full-time Agriculture faculty member. Trena Kimler-Richards

• AG 1 • AG 6 • AG 9 • AGAS 19 • AGAS 30

Maria Russell

• AGAB 53 • AGAB 54 • AGNR 52

Larry Forero

• AGAB 51 • AGPS 20

Stephanie Hansen • AGEQ 13 • AGEQ 14 • AGEQ 21 • AGEQ 111

Marilyn Sargent • AGEQ 12 • AGEQ 114 • AGEQ 115

Dan Chapman, DVM

• AGVETT 16


Jessica Bauman, RVT • AGVETT 6

Melisa Kirch, RVT

• AGVETT 4 • AGVETT 5 • AGVETT 7

Cyndie Milazzo, RVT

• AGVETT 2 • AGVETT 3

Dawn Shore, DVM

• AGVETT 1 OTHER SUPPORT COURSES John Livingston

• AGMA 44 Leimone Waite

• AGPS 20 • AGPS 24

Michael Grifantini

• AGNR 52 Charles Shoemaker

• AGNR 83

3. Teaching Aids and Equipment There are a number of basic teaching aids and technologies that are needed. Lecture and laboratory rooms on the Farm facility are inadequate from both a size and technology standpoint. Ideally, we need new classrooms added either by remodeling current facilities or by adding new portable buildings. Currently, only the 4500 building (head house) has a Smart COW (computer on wheels). A smart cow is also need for the 4002 classroom where a number of agriculture courses are currently taught. Access to computers in the classroom is critical if instruction is to maintain the necessary standards. As the Agriculture business program grows, this need will become even more apparent. A number of areas within the Agriculture curriculum have needed improvements and additions to instructional equipment. The horse husbandry and related courses have a need for a number of props.


Our agriculture science classes need updated lab equipment such as a centrifuge. Other important items include a squeeze chute, livestock panels, and industry-relevant software for production recordkeeping. As mentioned earlier, we are at a point of transition within the AG/NR department. As we evaluate our current curriculum and make the changes necessary to improve our curriculum, we will need to reevaluate our equipment needs. Because of a lack of leadership by our previous agriculture instructor, it will take some time to fully evaluate our needs. In our first annual update for 2009-10, we will be in a better position to indicate more specific needs within our Agriculture program. 4. Faculty Availability for General College Service

Currently all program faculty are adjuncts and most of the common tasks expected of full-time faculty cannot be done effectively by an adjunct. In the past, the full time instructor had numerous non-teaching responsibilities. First, this instructor had a key role in advising and serving as a mentor for students. Part of this relates to role of the instructor in the Agriculture and Natural Resources Leadership Club. This club is very active and is responsible for assisting with many of the events which make our AG/NR department so effective. Our beginning of the year “Welcome Back BBQ,” FFA Field Day, and 4-H Field Day are just a few of the events that our AG/NR faculty are responsible for.

The agriculture instructor has also been the person who administers the worksite learning program for each of the all the disciplines areas in agriculture. This is currently being done by the faculty coordinator. The agriculture instructor has also been responsible for coordinating field trip and supply budgets for those programs, following through with SLO's, coordinating curriculum development and periodic review, and working with those adjuncts to be certain their requests for Perkins funding were complete. The full-time agriculture instructor also worked with adjunct faculty to complete program review. All of these activities are being shared by the adjunct faculty and the remaining three full-time faculty.

5. Tutoring Centers/Labs We do not have a tutoring center or lab dedicated to our department but we encourage our students to take advantage of both the writing center and math labs on campus. We feel that our students benefit greatly from participation in both of these tutoring centers. 6. Opportunities for Professional Development Our full time and adjunct Agriculture faculty participate in the California Agricultural Teachers’ Association (CATA) in-service and professional development opportunities offered at the Sectional, Regional, and State Conferences. Full- and part-time faculty are encouraged to attend these conferences and participate in professional development activities. Other opportunities include Industry workshops, such as the Beef Quality Assurance Program and Certification, and the CSU-Chico Beef, Swine, and Sheep Day.


At some point, we are hopeful that the sabbatical leave program will be reinstated. This is another opportunity for our faculty to be given an opportunity to stay in touch with the needs of our local Agriculture industry partners. We also would like to mention the potential to develop a mentoring program for all faculty who would provide assistance with teaching modalities. While new full-time faculty have the advantage of being assigned a mentor and participating in the “academy”, there is no ongoing program for adjuncts. Although the orientation conducted at the beginning of the semester is useful with respect to learning a lot of important information, an ongoing mentoring and pedagogy program could benefit instruction by providing a supportive environment where faculty can share and learn from each other and from invited guest presenters. 7. Internal Relations, Integration and Collaboration

The Agriculture program works closely and is integrated with the Natural Resources, Horticulture and Heavy Equipment Operations programs. We have a good working relationship, where our students work on cooperative projects on the Farm and where our programs share classroom and lab space. We also require all of our students to take some common courses such as (AGMA 44, AGNR 52 and AGPS 24. In addition, our department works cooperatively to host several community events such as the FFA Field Day, FFA Project Competition, and Pumpkin Tours to name a few. All programs within the AG/NR department also work cooperatively with grounds, maintenance, and other non-instructional areas across campus to accomplish student-based projects. For example, we move our livestock around campus to assist with removing excess vegetation from areas that aren’t easily mowed or otherwise maintained by the grounds department. We also cooperate with other academic areas across campus to benefit our students. As we continue to improve and update our Farm management plan, we will evaluate additional opportunities to collaborate with other program areas across campus. 8. Survey other CCs for Common Practices In 2007, we asked for a program evaluation from the statewide Agriculture and Natural Resources Advisory Committee. This group was made up of folks from industry and other community college agriculture programs across the state. Their team spent 3 days visiting our site, interview our graduates, advisory committee, and campus administrators, and reviewing our curriculum. From this visit they made numerous recommendations that we have been implementing to improve our program. We have renamed our curriculum to follow the format used for the new CID system. We have made improvements in our Lab facilities on the Farm and we have restructured our advisory committee to include an executive advisory committee whose task is to oversee each of our individual program-level advisory committees. Since all three of our full-time and a number of our adjunct faculty are active with the California Agriculture Teachers association, we have developed relationships with other faculty from the other successful programs. Faculty have time during our summer conference, midwinter institute, and at the numerous leadership activities to discuss important issues and share ideas with our counterparts.


3.2 External Relations 1. Facilities Use Our current classroom situation is not sufficient to meet the needs of our department. This is especially true if we continue to grow and expand our programs. The classroom in the 4500 building (head house) can only accommodate ≈16 students comfortably during a lab-based activity. The 4100 classroom is also small and thus limited to ≈20 students in a lecture course. The classroom in the 4000 building is also limited to around 25 students and is in need of improvements. While the lecture room in the 1200 building (1213) will comfortably seat 40+ students, the lab room (1201) can barely accommodate the 24 students which are typical of our lab classes. During some lab activities in AGPS 24 (soils), the room is clearly inadequate in relation to having sufficient counter space for to conduct experiments. We are also in desperate need of a wet lab for agriculture and natural resources classes that will hold at least 30 students. A computer lab is needed for agriculture business classes. The horse arena is in need of better footing and ideally would be covered so that instruction could occur regardless of weather conditions. Our department needs a pavilion area to hold indoor labs and to support FFA and related activities. Although our Farm laboratory provides our students with opportunities for numerous hands on activities, we do utilize community resources for instruction. Students are taken to area farms, ranches, and industries to participate in a variety of activities. For example, our students have assisted local ranchers with processing and vaccinating livestock. This not only provides a means for establishing community relations, but also serves to give all of our students the necessary skills to help them succeed in their chosen field of study. 2. Contact with K-12 Schools Every year we visit area high schools to recruit for our vocational programs and to participate in Career Fairs. We also host 10 or more FFA and 4-H contests and Field Days and activities where we have high school students from all over Northern California and Southern Oregon attend. We also host high school tours throughout the year that visit our Farm and programs. Our equine program hosts horse shows each year. There are a number of activities on our Farm each year. Each fall, we host Pumpkin tours for elementary school students. These activities, along with numerous other activities, amount to several thousand students visiting our school Farm and learning about our programs each year. 3. Contact with Community Colleges, and Four-year Universities and Colleges We take students on field trips to both the Agriculture career fair and open house at Chico State along with several conferences, leadership trainings and conferences hosted by the Collegiate Agriculture Leaders (CAL) which are held at various locations across the state. Students have also attended the “Teach Agriculture” conferences and the National Agricultural Ambassadors Conference.


All faculty attend the Summer CATA conference which hosts hundreds of Agriculture and Natural Resources instructors from across California each June at Cal Poly-SLO. Our faculty also attend the Mid Winter Institute, which is a community college organization for agriculture and Natural Resources instructors. This past Mid Winter Institute was hosted by our AG/NR department where we were able to showcase Agriculture in the Redding area. Full and part time faculty participate in Regional CATA meeting which keeps us current with what is happening in the Agriculture departments at four-year colleges, other community colleges, and high school programs within the North State. We have articulation agreements with CSU-Chico, UC-Davis, Cal Poly-SLO and Cal Poly-Pomona thru the statewide ASSIST website. We have continued to maintain and update these agreements as necessary. We encourage yearly visits from 4-year colleges such as University of Nevada-Reno, Humboldt State, CSU-Chico and CSU-Stanislaus to discuss transfer opportunities for our students. On average 15 to 20 students matriculate a 4-year program each year. 4. Contact with Business and Industry The Agriculture Advisory Committee meets on a formal basis with the faculty two times per year. The committee is encouraged to critique the program and its graduates. The Advisory Committee is made up of local members of area agribusinesses, farmers, ranchers, and High School agriculture instructors. Since the last program review, the Agriculture Advisory Committee has changed from a stand alone committee to one that is integrated with each of the disciplines within the AG/NR Department. We still have an Agriculture advisory group serving as a subcommittee but each subcommittee sends two members to a departmental Executive Advisory Committee. We integrate professionals from our community into our programs to serve as judges for FFA and 4-H field days and other contests. We host an industry-specific career fair for our AG/NR students in the fall and take numerous field trips to visit local agriculture industry. Students also attend the CSU-Chico Agriculture Career Fair to survey the industry employment and career opportunities. We also recruit many local industry professionals to speak to students in many of our classes. Currently our students participate in several research projects with both the University of California Cooperative Extension and the Natural Resource Conservation Service. These projects range from forage studies and weed management projects to studying cover crop alternatives in vineyards. Finally, students are encouraged to participate in area Farm and Equipment Shows, county fairs within our districts and with local Cattlemen and Women, Grange and Farm Bureau events. Participation in these activities provide our students with an opportunity to meet and interact with area professionals. These contacts can provide students with career opportunities. 5. Articulation with high schools, universities and colleges To ensure smooth transitions for incoming high school students, we maintain articulation agreements with area high schools. We meet with high school instructors on an annual basis to update and renew these contracts. Several of our instructors are active members of various high


school advisory committees. They reciprocate and are members serving on each of our advisory committees. Currently, we have articulation agreements in place with the following high school agriculture programs:

• Butte Valley High School • Central Valley High School • Corning High School • Enterprise High School • Etna High School • Foothill High School • Los Molinos High School • Red Bluff High School • Shasta Trinity ROP • Shasta Union High School • West Valley High School

3.3 Resource Efficiency 1. Support Generally, physical support from other programs and departments such as grounds on campus are readily available. It is not uncommon for us to share equipment from the science department. There is a positive working arrangement with the paraprofessional staff in the science areas. Maintenance staff are very helpful and willing to support instruction whenever asked. Our Heavy equipment program provides students and resources to assist wherever needed to facilitate classes and the management of our Farm laboratory. Library Staff are friendly and willing to provide support for research projects and Student Career services personnel assist with Placement and job readiness assessments. All support staff, across campus, are extremely helpful and willing to support our students. 2. Use of Technology Computer Labs on campus are utilized by students in our AG/NR department for research projects and class assignments. We have a small computer lab located in the 1200 building for use by our students. The lab only contains 6 computer stations currently. Although computers are available across campus, it would be helpful to be able to expand this lab to accommodate a minimum of 16 work stations. With the rapidly advancing needs to incorporate technology into our curriculum, we are finding greater needs to provide students with access to computers for completing in-class assignments. It is a goal to include a larger computer lab possibly in a portable building on the college Farm. 3. Comparison with Other Institutions We believe that our AG/NR department is among the top five programs in the state. We have a comprehensive program and outstanding facilities. We have several livestock barns, horse arena, pasture land, Farm fields and equipment and feed storage areas. Some of our facilities need


repair but in comparison to other colleges we have exceptional opportunities for training students in agriculture. Given our limited number of full-time faculty, we provide the types of programs and community activities comparable to any of the larger programs in California. However, with the loss of the full-time agriculture instructor, we may need to evaluate where our department should cut back. 4. Facility Use/Availability Most of the core agriculture courses are scheduled on a typical M, W, F or T, TH pattern between 8am-5pm. We have made substantial efforts to improve the efficiency of our scheduling across disciplines. Because of the number of adjunct instructors, courses in Veterinary technician and Equine Science are taught during the evening and occasionally on weekends. Scheduling conflicts with GE courses and the need for additional laboratory space are our greatest challenges. Most of our programs are at maximum capacity given the rooms we have available. If we are to continue growing and developing our AG/NR courses, we must find larger more modern classrooms. All or our core classes are offered at least once each year either in the fall or spring semester. The common courses required by multiple majors (AGMA 44, AGPS 24, and AGNR 52) are generally offered each semester. These courses are usually at capacity every semester. Our courses are scheduled such that a student can complete our A.S. degrees within four semesters. It may take one or more additional semesters to complete all relevant transfer and GE courses depending on the specific major and University the students intends on transferring to. However, the value of our students gaining the hands on and practical experience and the ability to closely mentor with faculty at Shasta College is an investment that is worth the additional semester or two. 5. Faculty and Classified Staffing This table includes data for AGRI, AGAB, AGAS, AGEQ, AGPS, AGVETT and AGVIT courses.

2005-06 2006-07 2007-08 Fall Spring Fall Spring Fall Spring Num. of FT 1 1 1 1 1 1 Num of PT 6 6 6 6 6 6 FTE by FT FTE by PT Ratio FT/PT 1:6 1:6 1:6 1:6 1:6 1:6 Num Sect. taught by FT

4 4 3 7 12 7

Num. Sect. taught by PT

9 15 8 7 6 7

Num. of Sect. offered in Evening

8 12 9 9 8 7

Num. of Sect. offered in Morning

4 4 5 3 7 5


2005-06 2006-07 2007-08 Num. of Sect. offered in Afternoon

9 7 4 8 9 7

Ratio of FT/PT who teach in day

1:0 1:0 1:0 1:0 1:0 1:0

Ratio of FT/PT who teach at night

0:6 0:6 0:6 0:6 0:6 0:6

6. Equipment It’s unclear what if any procedure was used by the past agriculture instructor with respect to purchasing, repairing, and usage of equipment. It appears that adjunct instructors within the Equine and Veterinary Technician programs weren’t included in the planning process. All adjunct faculty are asked to submit requests starting for the current school year, or big ticket equipment items that can be purchased through Perkins funds. The department coordinator and full-time faculty have made a better effort to include adjunct faculty in our weekly department meetings and planning efforts. As we continue to update and implement our departmental management plan, we will address our supply needs and to develop a more efficient means to apportion supply and field trip funds. 7. Budget info, requests, action plans Our instructional supplies budget seems to be adequate but equipment funds (Perkins) are badly needed to purchase new state of the art and industry relevant equipment. As our equipment ages, it no longer is able to meet the needs of classroom instruction. Again, past practices with the full-time agriculture instructor have precluded some of the program areas from the Perkins funding. Our field trip budget seems adequate to meet our needs although it remains to be seen if there are going to be cuts made given the current economic situation we are facing. There have been instances, especially in the past 2 years, where College funding has been changed during the school year. The general instability of our state budget has created a situation where faculty are not certain if or when midyear cuts will be made. This does pose a challenge for faculty when it comes to planning from semester to semester. For example, if we are asked to make cutbacks on the school Farm, faculty will need to compensate by taking more field trips to of campus sites. However, if field trips are cut back, that isn’t feasible either. If we are to maintain a quality educational experience for our students, we need to maintain our current level of funding with respect to supplies and field trips. Each year, all programs within our department apply for Perkins funds. Some programs have successfully applied for SB-70 and related grants. We are currently working with local businesses and the Shasta College foundation to apply for grants that will allow us to complete projects on and off campus which will incorporate all disciplines within the AG/NR department. Projects will include native grass and native plant propagation and restoration projects along Stillwater creek.


We will also be evaluating other fundraising opportunities. The AG/NR leadership club makes a substantial income each year through the sales of Christmas trees. These funds are used to provide students with a means to pay for their attendance at leadership activities. In the past, these funds were also intended to support an Agriculture foundation account. This account would be used to supplement supply and equipment funds. We will be evaluating additional funding sources and investigating new ways to obtain financial support from our community. Our budget planning process is based on supply and field trip needs for courses being taught. These needs are outlined in our Farm management plan and in previous program review documents. There are a number of non-financial benefits of our programs that should be considered in a cost/benefit analysis. For example, having a comprehensive college Farm and dormitory facilities serves as a recruitment tool for potential students. The Farm and associated facilities draw hundreds of community members each week. People come to the Farm each week to see newly born animals or to show their children how crops are grown. The community at large also uses the extensive trail system on the Farm for recreation. Having such a diverse facility on campus clearly results in improved student retention. Student clubs and organizations also encourage students to become involved in leadership opportunities. These activities provide opportunities for public speaking and parliamentary procedure training outside the class room. In addition, students may participate in Statewide Leadership competitions and other activities which help them to develop officer skills. These organizations contribute to a sense of belonging which relate directly to retention. Our full and part-time instructors put students first. In house counseling and mentoring are priorities. We make every attempt to help students manage their program courses, career choices, and to meet their educational objectives. For the 2007/2008 year the agriculture program generated 73.26 FTES this calculates to $316,776.24 income to the program. Expenses for the Agriculture program include laboratory materials such as vaccines, syringes, safety equipment, feed, and livestock. The ability to purchase livestock for “across curriculum” uses and market the livestock at the end of the project is vital to the “hands on” learning environment. For example; purchasing twenty head of feeder pigs at the beginning of the semester would allow for feeding trials, livestock husbandry practices, marketing and sales for the Ag Business classes, and use in our fall field day. In addition they could be used for livestock selection and a collegiate livestock judging team. This approach would benefit multiply classes and be cost effective, return sales profits to the budget. It is essential to include new technologies that are common place in the industry, such as efficient new irrigation technologies, seed trials, no till farming and alternative energy run equipment. We are currently evaluating how our programs can become more efficient in terms of cost versus benefits. We are considering whether some non-major courses can be moved into community education. We are also considering changes to the curriculum which will create a true transfer


degree in Agriculture science along with a transfer degree in Agriculture business. We are also going to be investigating ways to make the operation of the Farm more efficient. 8. Reach of Services The majority of our Agriculture courses are taught as typical face-to-face courses. As we develop additional curriculum in Agriculture business, we will create more ITV and online courses to meet the needs of our students. As stated earlier, our advisory committee has evaluating our proposed curriculum changes to create a more transferable Agriculture Science degree which would encourage students to consider careers in Agriculture education. Based on a recommendation by the Statewide Agriculture and Natural Resources Advisory Committee, our intent is to also pursue the creation of an Agriculture Business degree. Finally, we have also had detailed discussion about the necessity of having more curriculum in Range Management. All three of the options listed above would fulfill necessary niches in the job market. To meet our student and community need, we plan to continue expanding course offerings at our Red Bluff campus. 3.4 Student Success Course Sections by Instructor Type and Discipline 2005-06 2006-07 2007-08

# of Sections 2 2 2 2 4 2Contract

Percent 50.0 50.0 100.0 100.0 50.0 33.3# of Sections . . . . 4 .Contract -

Overload Percent . . . . 50.0 .# of Sections 2 2 . . . .Hourly

Percent 50.0 50.0 . . . .# of Sections . . . . . 4

AGRI - Agriculture

No pay

Percent . . . . . 66.7# of Sections 1 . . . 2 .Contract

Percent 100.0 . . . 100.0 .# of Sections . 1 1 . . .

AGAB - Agriculture Business

Hourly

Percent . 100.0 100.0 . . .# of Sections . 1 . 2 . 2Contract

Percent . 50.0 . 100.0 . 100.0# of Sections . 1 . . . .

AGAS - Animal Science

Hourly

Percent . 50.0 . . . .# of Sections 3 5 3 3 3 3AGEQ - Equine Hourly

Percent 100.0 100.0 100.0 100.0 100.0 100.0


2005-06 2006-07 2007-08Course Sections by Instructor Type and Discipline

# of Sections 1 1 1 2 1 2Contract

Percent 100.0 50.0 100.0 100.0 100.0 100.0# of Sections . . . . . .Contract -

Overload Percent . . . . . .# of Sections . 1 . . . .

AGPS - Plant Science

Hourly

Percent . 50.0 . . . .# of Sections . . . . . .AGSA - Sustainable

Agriculture Contract

Percent . . . . . .# of Sections . . . . 1 .Contract

Percent . . . . 25.0 .# of Sections 4 3 4 3 3 3

AGVETT - Veterinary Science

Hourly

Percent 100.0 100.0 100.0 100.0 75.0 100.0# of Sections . . . 1 . .Contract

Percent . . . 50.0 . .# of Sections . . . . . 1Contract -

Overload Percent . . . . . 50.0# of Sections . 2 . 1 . 1

AGVIT - Viticulture

Hourly

Percent . 100.0 . 50.0 . 50.0

Average Class Size 2005-06 2006-07 2007-08

Number of Combined Sections 4 4 2 2 8 6AGRI - Agriculture

Average Class Size 23.8 22.5 37.0 35.5 14.9 17.3

Number of Combined Sections 1 1 1 . 2 .AGAB - Agriculture Business

Average Class Size 15.0 8.0 10.0 . 18.5 .

Number of Combined Sections . 2 . 2 . 2

Average Class Size . 31.5 . 36.5 . 32.5



Number of Combined Sections 3 5 3 3 3 3


AGEQ - Equine


Number of Combined Sections 1 2 1 2 1 2AGPS - Plant Science


Number of Combined Sections . . . . . .AGSA - Sustainable Agriculture

Average Class Size . . . . . .

Number of Combined Sections 4 3 4 3 4 3AGVETT - Veterinary Science


Number of Combined Sections . 2 . 2 . 2AGVIT - Viticulture

Average Class Size . 29.0 . 28.0 . 19.0


05-06 06-07 07-08 Average Class Size - Students at Census

Fall Spring Fall Spring Fall Spring

Number of Sections 4 4 2 2 8 6AGRI - Agriculture

Average Class Census 21.3 22.5 34.5 32.5 12.3 12.3

Number of Sections 1 1 1 . 3 .AGAB - Agriculture Business

Average Class Census 15.0 8.0 8.0 . 12.3 .

Number of Sections . 2 . 2 . 2AGAS - Animal Science

Average Class Census . 31.0 . 33.5 . 32.5

Number of Sections 3 5 3 3 3 3AGEQ - Equine


Number of Sections 1 2 1 3 3 2AGPS - Plant Science


Number of Sections . . . . . .AGSA - Sustainable Agriculture

Average Class Census . . . . . .

Number of Sections 5 3 5 3 5 3AGVETT - Veterinary Science


Number of Sections . 2 . 2 . 2AGVIT - Viticulture

Average Class Census . 25.5 . 26.5 . 18.0

05-06 06-07 07-08

Average Class Size - FTES Fall Spring Fall Spring Fall Spring

Number of Sections 4 4 2 2 8 6AGRI - Agriculture

Average Class FTES 1.4 1.5 2.3 1.7 0.8 0.8

Number of Sections 1 1 1 . 3 .AGAB - Agriculture Business

Average Class FTES 1.4 0.8 0.8 . 1.2 .

Number of Sections . 2 . 2 . 2AGAS - Animal Science

Average Class FTES . 4.0 . 4.5 . 4.4

Number of Sections 3 5 3 3 3 3AGEQ - Equine


Number of Sections 1 2 1 3 3 2AGPS - Plant Science


Number of Sections . . . . . .AGSA - Sustainable Agriculture

Average Class FTES . . . . . .

Number of Sections 5 3 5 3 5 3AGVETT - Veterinary Science


Number of Sections . 2 . 2 . 2AGVIT - Viticulture

Average Class FTES . 1.3 . 1.2 . 0.8


05-06 06-07 07-08 Student Retention


Subject/Program

Number Retained 79 75 64 60 93 71

Percent Retention 92.9% 83.3% 92.8% 92.3% 94.9% 95.9%

AGRI - Agriculture

Total Enrollments 85 90 69 65 98 74

Number Retained 15 8 7 . 36 .

Percent Retention 100.0% 100.0% 87.5% . 97.3% .

AGAB - Agriculture Business

Total Enrollments 15 8 8 . 37 .

Number Retained . 59 . 65 . 57

Percent Retention . 95.2% . 97.0% . 87.7%


Total Enrollments . 62 . 67 . 65



AGEQ - Equine




AGPS - Plant Science


Number Retained . . . . . .

Percent Retention . . . . . .

AGSA - Sustainable Agriculture

Total Enrollments . . . . . .



AGVETT - Veterinary Science


Number Retained . 46 . 52 . 35

Percent Retention . 90.2% . 98.1% . 100.0%

AGVIT - Viticulture

Total Enrollments . 51 . 53 . 35

3.5 General Planning There are several national trends that we are taking into consideration as we consider ways to enhance our curriculum to meet community and industry needs. Sustainability has been and will continue to be a high priority. We are also evaluating the incorporation of alternative energy considerations into the operation of our Farm. Precision farming, which incorporates GIS and GPS technology is another need we have identified. Finally, there is an ongoing need across the Nation for agriculture teachers at the secondary level. As mentioned earlier, we are currently evaluating our curriculum to reflect current needs and trends in relation to an Agriculture Business degree. We are also looking at incorporating more diversity of crops and technology on the Farm. We have begun planting native grasses and will evaluate other options including more Student projects in crops, natural Resources, and livestock. We market our program’s offerings and services in a variety of ways. The college’s Marketing Department has been invaluable in assisting with our recruitment efforts. We actively market


our programs by making numerous high school visitations and by hosting FFA and 4-H field days, career days, Farm tours, and pumpkin tours. Our faculty are also actively involved in the California Agriculture Teachers Association. We always host and AG/NR information booth at local fairs, Red Bluff Bull and Gelding Sale, and the State FFA Conference. We have created multimedia commercials which air on local television channels. We have a campus webpage which will be updated in coming months. We are also investigating options for other ways to attract and engage students in our Agriculture programs. We are in the early stages of evaluating the feasibility of establishing a rodeo team. We will likely pursue other student teams such as a Collegiate Livestock Judging Team, and Agribusiness Marketing Team, and a more comprehensive Agriculture Ambassador Program. Successful agriculture programs around the state typically have these student leadership components. We could help with marketing by taking college materials detailing campus-wide programs with us on high school visits and to career fairs.

Part IV – Program Summary Student Success

• The program is student-centered. • Students are well prepared for transfer to four year universities with the curriculum that is

being offered. • Transfer students are extremely successful with degree completion and job placement. • Faculty/student relationships are solid. • Student leadership continues to be one of the strongest attributes to our program. Leadership

activities are encouraged through our Ag and Natural Resources Club, classroom, and community involvement.

• “Hands on” lab applications are provided by the use of our Farm facility. • Great lab/Farm facilities to support instruction. • Strong community and advisory committee support for program. • Recruitment efforts have significantly increased over the past year. We have included

numerous venues outside of the high school setting. Curriculum Diversity • Diversity of curriculum provides our students with a well rounded, hands-on education. • The curriculum and teaching approaches are practical and relevant. • Program encourages student cohorts to bond and work together as a team. Community Support • There is strong community support for the agriculture program. The Tehama and Shasta

County Farm Bureau and Cattlemen’s Association has shown great support for our programs. Over 3,000 signatures were collected in a very short time to show support to the college administration regarding Farm/lab cuts.


• There is good articulation with High School programs. This past year we have had more request for recruitment visits than we have had in the past 7years. The articulation of programs continues to grow and become a positive networking outcome for faculty and students.

• The Advisory Committee has shown tremendous support for the Agriculture program over the past two years. They are dedicated to the Shasta College Agriculture program, in helping us become a leader in the State.

• The program is successful in meeting community needs, from answering questions, to supporting FFA and 4-H activities, local equine clubs.

• On an annual basis, more than 40 elementary schools in the fall come and visit the Farm/lab setting. In return they are great stewards of our program in years to come.

Hands on Practical Learning • The Farm Laboratory facility is in an ideal location for utilization by instructors on a daily

basis. • The facilities under the program direction are used to connect theory to practice through a

hands-on approach. • Field trips are invaluable in being able to show students curriculum in a practical setting. • Class size is conducive to group activities and success in learning. However in the near

future there maybe a need for multiple sections of lab components due to the growing class sizes.

Faculty Commitment • Faculty is involved in numerous community activities throughout the year including serving

on various High School advisory committees and attending California Agriculture Teacher’s Association Statewide and Regional Meetings.

• Commitment from full-time and adjunct instructors towards student success is much appreciated.

Curriculum Weaknesses 1. Marketing of our program and student recruitment needs to be improved. Future course of

Action (Recommendations by our Advisory Committee):

• Offer a day that students can view the agriculture department, the campus, apply, and get same day admission. Invite high school agriculture teachers, students, counselors and parents.

• Continue to visit high schools with the Ag/NR Club to promote the college. • Continue to offer scholarships to high school students contingent on their enrollment in

our program.


2. Lack of innovative technology. Future course of Action:

• Continue to acquire funding for specific needs in technology. This funding must come through the budget funding process and only be supplemented by other means such as Perkins.

• Allocate more monies for repairs and maintenance.

Part V – Goals, Recommendations, Priorities, Plans Program Goals Our first priority needs be to replace the full time Agriculture Science position that was vacated in the Summer of 2008. This is critical to the success of the program and students. Since the program is student centered and the very nature of Agriculture requires additional hours beyond the classroom and laboratory. This instructor also serves as the advisor of the Ag and Natural Resource club and one of the liaisons between high school agriculture programs and the college. This past year has seen a significant increase in the Agriculture Science classes with students on wait list this spring 2009 semester. This is indicative of the interest in the program. We are at the point of needing multiple sections of labs in several of the class offerings. The need for adequate classroom and laboratory rooms is unprecedented. In-adequate seating for the students and obsolete or non-existent technology within those classrooms. This poor environment creates a mind-set that these programs are considered “sub-par” by the college. Not to mention the challenges of teaching within these settings. There is a continued need to up grade technologies used on the Farm laboratory. This needs to be met through careful budgeting, Perkins monies and industry support. Equipment such as a tub grinder for feed, ag well, cattle chute, livestock panels and various lab equipment is necessary for students' learning environment. Diversified livestock species and crops would allow more student participation through hands-on student projects. The goal would be to have students be able to start with a project (livestock or crops) and see it through the end point by marketing the end product. Students would budget; perform cultural practices, and employ current marketing techniques, including the possibility of a student store or web sales. Offer a transferable degree program in Agricultural Education and Ranch and Range Management. There is an ever growing need for Agriculture Educators that have the hands-on experience offered by Shasta College. The Ranch and Range Management would be a unique degree program in the Community College system. Current employment trends in this area indicate a substantial need for graduates trained in the Natural Resources and Agriculture. Both of these degree options would be cross curricular, utilizing classes from all areas within the department. Our final goal would be to expand the leadership opportunities for students through a competitive livestock judging team, agribusiness marketing team, public speaking, and debate teams. These leadership skills are transferable into any career setting.


SHASTA COLLEGE

Automotive Technology

Program Review

Prepared by:

First Level Team

Ted Lord, Full Time Automotive Instructor - Chair Raleigh Ross, Full Time Automotive Instructor

Fred Drollinger, Full Time Automotive Instructor Joan Bosworth, Dean

Ed Tyler, Student

Second Level

John Cicero, Faculty Member Tom Morehouse, Student Service Representative

Michael Salse, Advisory Committee Member

2008-09

Automotive Technology Program Review 2008-09 2

SHASTA COLLEGE

Program Review – Automotive Technology

Table of Contents

Page

Signature Page 3 Part I – Introduction

1.1 Purpose of Program Review 4 1.2 College Mission 4 1.3 Shasta College Institutional Student Learning Outcomes 4

Part II – General Program Information 2.1 Program Definition/Description 5 2.2 Program Mission/Purpose 5 2.3 Program SLOs 5 Part III – Program Analysis 3.1 Academic Service Quality 6 3.2 External Relations 8 3.3 Resource Efficiency 9 3.4 Student Success 11 3.5 General Planning 12 Part IV – Student Learning Outcomes 12 Part V – Program Summary 14 Part VI – Goals, Recommendations, Priorities, Plans 14 Action Plan 17

SHASTA COLLEGE

Program Review Signature Page

Program: Automotive Technology

Program Review Self Study Participants: Ted Lord, Full Time Automotive Instructor - Chair Raleigh Ross, Full Time Automotive Instructor Fred Drollinger, Full Time Automotive Instructor Joan Bosworth, Dean Ed Tyler, Student

Level Two Review Team Participants: John Cicero, Faculty Member Tom Morehouse, Student Service Representative Michael Salse, Advisory Committee Member

Program Self Study Lead Faculty Date Division Dean Date Level Two Review Team Chair Date Vice President of Academic Affairs Date College Council Date Automotive Technology Program Review 2008-09 3


Part I – Introduction

1.1 Purpose of Program Review According to the Academic Senate for the California Community Colleges in their 1996 document, “Program Review: Developing a Faculty Driven Process”, the program review process serves as a mechanism for the assessment of performance that recognizes and acknowledges good performance and academic excellence, improves the quality of instruction and services, updates programs and services, and fosters self renewal and self study. Further, it should provide for the identification of weak performance and assist programs in achieving needed improvement. Finally, program review should be seen as a component of campus planning that will not only lead to better utilization of existing resources, but also lead to increased quality of instruction and service. A major function of program review should be to monitor and pursue the congruence between the goals and priorities of the college and the actual practices in the program or service

Other purposes include meeting accountability mandates and demonstrating a systematic planning process. While these functions may occur because of program review, they should not serve as a primary function of the review. Otherwise, program review could be perceived as a time-consuming process for a product with no effect or bearing on the program’s activities or any relevance to serving students or maintaining academic excellence. 1.2 College Mission The mission of the Shasta-Tehama-Trinity Joint Community College District is to provide open access and opportunity for success to students who have diverse backgrounds, interests, and abilities. The District is committed to providing the knowledge and skills necessary for a student to succeed. The District recognizes that success requires specific life skills, professional skills and also effective communication, critical thinking, global consciousness and global responsibility. By offering programs leading to successful completion of a quality university-transfer program, or career-technical education, the District is responsive to the needs of our communities within a changing global society. By offering comprehensive campus and community service programs, the District enables students to achieve personal as well as academic potential and contributes to the social, cultural and economic development of our region.

1.3 Shasta College Institutional Student Learning Outcomes The District is committed to providing the knowledge and skills necessary for a student to succeed. The District recognizes that success requires specific life skills and professional skills and also effective communication, critical thinking, global consciousness and global responsibility. To support our students in achieving success, Shasta College has determined that a student who earns a degree or occupational certificate will demonstrate: 1. Life and Professional Skills








Part II – General Program Information

2.1 Program Definition/Description The Automotive Technology Program is designed to prepare students for employment and advancement in the automotive field. Curriculum requirements have been developed for certification by the National Institute for Automotive Service Excellence (ASE) program. The curriculum has been planned to provide technical knowledge and laboratory experiences related to a wide range of automotive applications. The program is certified through the National Automotive Technicians Education Foundation. 2.2 Program Mission/Purpose The mission of the Automotive Technology Program is to serve the needs of students, faculty, staff, alumni, industry, and the communities of Northern California by creating and sustaining an environment for learning that provides opportunities in technical, undergraduate education, and leadership. 2.3 Program SLOs All SLO assignments have been completed. All course SLOs are completed and those that are required to be evaluated have been done. The Program (Degree/Certificate) SLO has been started with step 1 completed. Program SLOs are as follows: Student will be able to demonstrate proficiencies in Engine Repair that meet Industry Standards and are verified by completion of course task sheets (NATEF competencies A-1) Student will be able to demonstrate proficiencies in Automatic Transmissions/Transaxles that meet Industry Standards and are verified by completion of course task sheets (NATEF competencies A-2) Student will be able to demonstrate proficiencies in Manual Drive Train and Axles that meet Industry Standards and are verified by completion of course task sheets (NATEF competencies A-3) Student will be able to demonstrate proficiencies in Suspension and Steering that meet Industry Standards and are verified by completion of course task sheets (NATEF competencies A-4) Automotive Technology Program Review 2008-09 5

Student will be able to demonstrate proficiencies in Braking Systems that meet Industry Standards and are verified by completion of course task sheets (NATEF competencies A-5) Student will be able to demonstrate proficiencies in Electrical/Electronic Systems that meet Industry Standards and are verified by completion of course task sheets (NATEF competencies A-6) Student will be able to demonstrate proficiencies in Heating and Air Conditioning that meet Industry Standards and are verified by completion of course task sheets (NATEF competencies A-7) Student will be able to demonstrate proficiencies in Engine Performance that meet Industry Standards and are verified by completion of course task sheets (NATEF competencies A-8)

Part III - Program Analysis

3.1 Academic Service Quality 1. Curriculum Analysis Curriculum undergoes constant review. The advisory committee reviewed all curricula in the 2007-08 school year. As new editions of textbooks are introduced, changes to the curricula reflect the new edition revisions. The automotive curriculum is designed to give students the skills necessary for employment in the auto repair industry. With the exception of AUTO 170 – Automotive Service Principles, all courses focus on NATEF standards and skills and should ready the students to take and pass the ASE certifications. The scope and sequence of the courses reflect the correct order to achieve the goals of the students in the shortest possible time. That time frame is generally two school years in length and all courses are offered to accomplish those goals. There is an AS degree offered as well as a comprehensive certificate that matches the AS degree without the general education classes. In addition there are six short certificates offered that students can achieve along the way. These certificates are often earned by students that wish to achieve particular automotive skills but do not wish to pursue the complete automotive certificate or degree. 2. Staffing The Automotive Program is NATEF certified. To receive and maintain NATEF certification, the instructor for each course must be ASE certified for that course. This applies to full-time and adjunct instructors. At this time Ted Lord and Raleigh Ross are current with their ASE certifications. Any additions to the automotive faculty should be ASE certified at the time of hire. The staffing needs are partially adequate. The instructor needs are appropriate but there is no paraprofessional available in the automotive program. The need for a paraprofessional exists but to date there has not been funding available. Staffing has been stable since 2002 and meets the needs of our students. There are some changes that are not finalized as yet. Jim Matheson has retired and has been replaced with a temporary instructor, Fred Drollinger. Fred’s position is not going to be renewed. The future is not clear as to the permanency of the position. A new adjunct instructor has been added to the staff. This position will be to develop a more comprehensive emissions training program for the automotive department. Ted Lord is due to retire at the end of the fall semester in 2009. There will be a need to replace him since he teaches a full load.


The pool of possible instructors is very small. Paul Hidy (Red Bluff High School instructor), Jaime Elizarraras and Clarence Hemphill (new hire) are the only adjunct instructors available. There are former adjunct instructors in the Redding area but they have expressed no interest in teaching classes in the future. The pool of instructors should be increased. 3. Teaching Aids and Equipment Teaching aids come in many forms. PowerPoint software is used for lecture settings and is associated with projectors and sound equipment. A package called “Classroom Performance System” is used to check the students’ progress through the lecture process. The information system called “Mitchell 1” is used for gathering data and specifications for the vehicles that are being worked on. There are two computer labs and four stand-alone computers in the shops to aid in the process. These computers are in need of upgrading both in hardware and software. There are software titles used in the computer labs and those titles sometimes need upgrading or new titles installed. There is a fleet of donated vehicles available to students. These are running vehicles with various problems that students are required to solve. The maintenance of this fleet would be better if a paraprofessional was on site. This maintenance would include but not limited to tire repair, fueling vehicles, preparing vehicles for lab activities, keeping batteries charged and preparing vehicles for removal to automotive recyclers. Every attempt is made to have the latest equipment that matches the requirements of the industry. The Advisory Committee helps with input as to what equipment is necessary. There are many discussions between instructors as to how to allocate funds for new equipment.

4. Faculty Availability for General College Service All full time faculty are active in committee work and in continuous updating of curriculum, facilities and equipment. Faculty also attend workshops on associated topics as they become available. The full time faculty have attended the Academic Senate’s Vocational Leadership Training twice. They rarely turn down requests from other areas unless the request interferes with class hours. There is no release time given for college service. All full time instructors participate in college committee assignments as a part of their contract. 5. Tutoring Centers/Labs The program has its own computer labs which are used extensively by auto and other students although these are not tutorial centers. The labs are open by appointment to any class (typically diesel, welding or construction) that needs a lab. The computer labs are open during all class hours. Many classes require students access the Internet to complete assignments. To gather information on specific vehicles students use Mitchell On-Demand which is available on all computers within the 2400 and 2500 buildings. The time spent on these tasks varies from student to student and vehicle to vehicle. There is no data on student usage due to these variations. There is no need at this time for a formalized tutorial program within the Automotive Program. 6. Opportunities for Professional Development The faculty take advantage of in-service training whenever possible, usually several times a year. These training opportunities include local workshops, American Honda’s Instructor Training, and California Automotive Teachers Association (CAT) annual conferences. The training generally meets the staff’s needs. Professional development activities are typically funded through auxiliary funds or by organizations such as the chancellor’s office and the state-wide academic senate.


7. Internal Relations, Integration and Collaboration Our students work closely with the Bureau of Automotive Repair’s Referee Program. As the referee is housed in the 2400 building, our students can use the referee as a resource. The Referee Program also hires students as interns for the smog inspection process used by the referee. This gives students real world experiences and the BAR helps these students pay for their smog technician testing. The Automotive Program is self-contained and as such does not share curriculum with other areas. There was discussion with English and Math departments in the past as to better serve our students but the status quo seems to be working. Automotive and machine students take classes from the Diesel and Welding Programs and visa versa. There has also been discussions about adding aluminum cylinder head repair to the machine program that would entail a collaboration with the Welding Program. 8. Survey other CCs for Common Practices The CAT conferences occur twice a year which gives instructors a chance to interact with other instructors from across the state. This offers a chance to “network” or “brainstorm” about common issues. Application of technologies and techniques that were learned at these conferences have been folded into the curriculum. Of great importance has been the contacts made that allow for access to other schools policies and procedures. Raleigh Ross has participated in a CTE project for articulation templates to be used statewide. NATEF certification has allowed the standardization of curriculum nationwide. The advisory committee has instructors among its membership, including the chairman. This permits local instructors to focus on local issues. 3.2 External Relations 1. Facilities Use Most activities are held in the 2400 and 2500 buildings on campus. There is a course (AUTO 170) which is offered at Red Bluff High School when enrollment is met. this course is offered through the Shasta College Red Bluff Center. Worksite Learning is a component of the degree and automotive certificate programs. This course is designed for students to get automotive experience off campus. Workman’s Compensation is provided by the college if the student does not get paid for their work. The automotive facility is used most days from 8 am until as late as 10 pm. This does not leave much time or space for others to use the facilities. However, we do offer smog technician retraining on weekends, Ag Field Day uses the facility for their small engine contest. Vendors like Snap-On and Permatex offer seminars using the 2400 building. All of these activities have proven to be very positive for students and the automotive program. The facilities are up-to-date. The Automotive Advisory Committee meets twice a year and inspects tools, equipment and curriculum to assure the status of the program. The Program is accredited by NATEF and meets national standards. 2. Contact with K-12 Schools Contact is made with K-12 students in several ways. The Automotive Advisory Committee has as members three local high school/ ROP teachers. We discuss pertinent matters as they arise. Visitations are done every year to these programs and others such as Orland High School and Mt. Shasta High School. We also meet with Pioneer Continuation High School. Various local schools make visitations to our facility to


get a first hand look at the program and its facilities. The faculty work with the Natural Resources, Industry and Public Safety Division at local career fairs.

3. Contact with Community Colleges, and Four-year Universities and Colleges As members of The California Automotive Teachers Association (CAT) the instructors are in contact with many community colleges that have an automotive program. In addition, through annual training with American Honda, our instructors get a chance to spend a week during the summer with other instructors learning new technologies and techniques. Raleigh Ross has worked with Yuba College on an alternative fuel curriculum. We have met with C.S.U Chico to discuss course articulation. 4. Contact with Business and Industry American Honda offers 40 hours of training during the summer. Raleigh and Ted have attended for several years. Through CAT conferences we make contact with manufacturers, equipment vendors and private vocational institutions. The advisory committee, along with past and present students, has members who are either independent shop owners or are representatives of local new car dealerships. Their input has been very useful for decisions about equipment and policies. Through Worksite Learning sections, students are placed in automotive businesses to gain experience and credit for their efforts. Raleigh is a member of the local chapter of the Automotive Service Council. This gives him a chance to talk to industry people who are not members of the Automotive Advisory Committee. 5. Articulation with high schools, universities and colleges

There are articulation agreements with Shasta-Trinity ROP, West Valley High School, Mt. Shasta High School and Red Bluff High School. An agreement with Orland High School is in the planning stage. 3.3 Resource Efficiency 1. Support There is support within the college. Of particular significance is the IT group which keeps computer technology running. Physical Plant provides building maintenance including electrical and plumbing. The electricians deserve special mention for their fast and very professional work. 2. Use of Technology As the automotive world is highly technical, the equipment used in the labs employs the latest technology. PowerPoint is used to deliver lecture material. A feedback system called “Classroom Performance System” is used to “check for understanding”. All classes use a computer based vehicle information system called Mitchell On-Demand. To use this system students are required to use one of the two computer labs or the freestanding computers in the labs. Many of the classes use the Internet for some curriculum tasks. 3. Comparison with Other Institutions Shasta College Automotive Technology compares favorably with other community colleges of similar size and demographics. These colleges include Yuba College, Cosumnes River College, American River College and Sierra College. Although many programs in Southern California are significantly bigger and of larger scope, Shasta College is on par with most Northern California programs. 4. Facility Use/Availability Our scheduling is generally dictated by the hours during the day. The facilities are often used from 8 am until 10 pm, Monday through Thursday. The schedule is designed to allow students to get all their courses


within a two year time frame. This generally means offering each course once every school year. If a student starts in the fall semester he/she can finish in the two year target time frame. 5. Faculty and classified staffing

3-year trends: Headcount of full time faculty by term 2 Headcount of part time faculty by term 0 FTE of full-time faculty by term (See quantitative data) FTE of part-time faculty by term 0 Ratio of full-time to part-time faculty by term 0 Number of sections taught by full-time and part-time faculty by term Raleigh Ross – fall semester 3 sections, spring semester 3 sections Ted Lord – fall semester 4 sections, spring semester 3 sections

Number and ratio of full-time and part-time faculty who teach in the evenings by term 100% full time Number and ratio of full-time and part-time faculty who teach in the day time by term 100% full time Number of classified support staff 0

6. Equipment Equipment purchase decisions are based on several factors. The advisory committee makes recommendations based on industry needs. Tool and equipment vendors are in constant contact with the instructors to advise about sales, discounts and new products. Other colleges and their instructors offer advice. Training sessions that our instructors attend are often sponsored by parts businesses and these businesses showcase their tools and equipment. All equipment is maintained by the instructors unless a repair needs to be performed by the vendor. Equipment usage varies from course to course. Many tools and pieces of equipment are used in more than one course. Student training on equipment is reinforced through the use of equipment in sequential course work. Tool boards have been developed to better organize hand tools and make locating these tools easier. Limitations to tools and equipment are always a cost issue. Because of this cost, some equipment is lacking in number to allow proper contact time for each student. Tools and equipment are generally stored in locked areas. The loss of tools is very low due to the policy of keeping tools stored under lock and key. 7. Budget info, requests, action plans The budget for the program is generally adequate. The limited repair budget can cause shortcomings particularly in the spring semester when the budget is typically depleted. The budget is stable with very few transfers needed. Because the program relies partially on the referee auxiliary account, there are several transfers each year in order to fully use this account. The Smog Referee Program pays monthly rent for their space in the 2400 building. Approximately 60% of that rent is used directly by the automotive program and has allowed the program to purchase equipment, software, supplies and travel for instructors. Perkins funding does occur but not every year. The process for allocating these funds has not been clear over the last several years with little or no input as to the distribution of the funds. Grants have become available over the years and again recently the handling of the funds is not clear. One way to increase grant opportunities is to hire grant administrators that will work better with the faculty. The budget process begins with the advisory committee. The committee makes recommendations as to the direction of the program and thus the budget needed to fund a quality program. The budget is issued to


each department and over the years the budget has been reduced while costs have increased. Although the committee has no say in the amount of the funds, it does have a say in the usage of the budget. The budget totals are given to the automotive staff, the committee recommendations are reviewed and the purchases are decided upon. The priority of the budgetary items is established and the instructors make the final decisions. The benefit of this program is the teaching of job skills to be used by students to gain employment in the industry. This is vital with the student arriving with low skill levels. Enrollment has been improving over the last three years showing the community need for the training program. The cost versus income is as follows. Income to the college through FTES, using the quantitative data is $329,921.00. In addition the referee program brings in $14,400 per year with the automotive program getting $8400.00. In order to keep the program viable the effort to increase numbers must continue as should methods to retain those students. 8. Reach of Services The Automotive Program consists of courses designed for students to gain the knowledge to become ASE certified. The courses are aligned with NATEF standards. There is an AS degree available as is an Automotive Technician Certificate. There are six smaller certificates offered as well. Many of the courses us the internet to augment the learning process and are considered “web enhanced.” The information system “Mitchell On-Demand” is also internet based and is required to be used by automotive students. This structure is adequate for industry requirements. The greatest need for the advancement of the program is the addition of an alternative fuels/hybrid curriculum. An attempt was made to add this component to the program but was denied. To carry this forward, better administration of the program and better administration of grant opportunities needs to take place. 3.4 Student Success The quantifiable factors pertinent to the program by semester over the past three years are:

Trends of FTES Attachment B page 8 Total program enrollment Attachment B page 20 Enrollments at census by course and program Attachment A pages 1, 2 Average class size at census Attachment B page 5 Number of audits by course and program 0 Number of sections Attachment B pages 11, 6 Number of combined sections 0 Section characteristics Attachment B page 9 Course success: grades of A, B, C Attachment B page 12 Course retention: grades of A, B, C, D, F, Attachments A page 1, 2, B page 12 Type of credit received by the students (credit only) Attachment B page 15 Student demographics Attachment B pages 17, 18, 19 Community needs assessments when available. Done through the advisory committee

Student satisfaction is surveyed through the division office. After the end of a term, the results are shared with the instructor of record for each course. This process has failed in the past due to the Division Dean’s failure to share the information in a timely manner. We have learned the stumbling blocks faced by students and adjustments to the coursework and delivery have taken place. These adjustments include more descriptive task sheets, clearer presentation of lecture material, and implementation of a “Classroom Performance System” to check for student understanding during lecture and online testing.


Student complaints are taken seriously and are handled by the instructor initially and through the division office if no settlement was reached. College policies are followed at all times. The program follows all decisions made at whatever level and a corrective action taken. The support structure for all students is the same. Most individual support such as physical handicaps and tutoring are handled by the college through such programs as DSPS. Career and transfer advice is an ongoing process. The counseling staff does an excellent job with most issues. The automotive staff also encourages degree completion and describes the process and rewards to getting higher degrees. This has resulted in students transferring to four-year schools and even becoming teachers. All instructors hand out and make available business cards with important phone numbers and email addresses. All “web-enhanced” classes have an internal email feature that allows students without email accounts to access the instructor electronically. The process for student assessment takes place within the counseling department. Placement within the school schedule is also handled by counseling. The automotive instructors meet with counseling to assure the correct sequence of classes. At the beginning of every semester, the instructors check the status of the student within the sequence of courses and then make advisements as to whether or not they are in the correct sequence. Continued discussions with counseling are needed as a reminder of the correct sequences. 3.5 General Planning The major trend needed to be included into the program is in the area of alternative fuels/hybrid vehicle training. By obtaining the vehicles, parts, tools and equipment needed the program would be able to offer training badly needed by our students and independent shops with their technicians. The area of vehicle maintenance is growing partially due to the economy downturns and the need for maintaining vehicles as opposed to new car purchases. The need for tool and equipment storage will continue to be a concern as this aspect of the program grows. The program has used several marketing techniques. Videos were professionally produced and shown on TV and in theaters. Visitations to local high schools and ROPs are an ongoing method to showcase the program. The facilities are used for Ag. Field Day and for Boy Scout activities and the participants have the ability to view the program. There are career day activities used for the same purpose. Sustainability is viewed two ways. Through grants and the referee program funding is often acquired to augment district funds. Also, the world of the automobile is not going away and this is a built-in sustainable factor.

Part IV – Student Learning Outcomes

Course SLOs

Step 1 = Define expected student learning outcomes for the course (75%) Step 2 = Develop appropriate assessment methods for course outcome(s) 75%) Step 3 = Use these methods to assess outcomes (37.5%) Step 4 = Analyze assessment results (37.5%) Step 5 = Apply results toward improved instruction and learning (37.5%)


Step 1Step 2Step 3 Step 4 Step 5AUTO 1 Vehicle Electrical Systems x x x x x AUTO 10 Automotive Electronic x x x x x AUTO 20 Engine Performance x x x x x AUTO 21 Advanced Engine Performance x x x x x AUTO 94 Worksite Learning ** ** ** ** ** AUTO 130 Automotive Steering and Suspension x x x x x AUTO 131 Automotive Wheel Alignment x x x x x AUTO 147 Automotive Braking Systems x x x x x AUTO 150 Automotive Internal Combustion Engines Theory AUTO 152 Automotive Engines Laboratory AUTO 161 Manual Drive Train and Axles x x x x x AUTO 162 Automatic Transmissions and Transaxles x x x x x AUTO 163 Heating, Air Conditioning and Accessories x x x x x AUTO 164 Advanced Topics in Automatic Transmissions *** *** *** *** *** AUTO 170 Automotive Service Principles x x x x x AUTO 172 Basic Area Clean Air Car Course x x x x x AUTO 180 Automotive Machinist 1 AUTO 181 Automotive Machinist 2

** = To be generated institutionally *** = Course not currently offered

Degrees & Certificates SLOs

Step 1a = Define expected student learning outcomes for the degree/certificate (100%) Step 1b = Map expected degree/certificate outcomes to all required courses and other learning experiences (25%) Step 2 = Develop appropriate assessment methods for degree/certificate outcome(s) (0%) Step 3 = Use these methods to assess outcomes (0%) Step 4 = Analyze assessment results (0%) Step 5 = Apply results toward improved instruction and learning (0%)

Step 1aStep 1bStep 2Step 3 Step 4 Step 5A. S. Automotive Technology x x Certificate Automotive Technology x x Certificate Automotive Chassis x Certificate Automotive Electrical-Electronics x Certificate Automotive Engine Performance x Certificate Automotive Engine Repair x Certificate Automotive Heating-Air Conditioning x Certificate Automotive Powertrains x


Part V – Program Summary

The primary strengths of the program are the staff and the knowledge base used to educate the students. The primary weaknesses are lack of tool and equipment storage and current state-of-the-art equipment. The challenges that face the program are staffing questions, better space utilization and the acquisition of new tools and equipment. Opportunities on the horizon are alternative fuels/hybrid vehicle training and molding the curricula to reflect the ever changing automotive world.


The program can benefit from several factors. Development of new courses such as Antilock Braking Systems and alternative fuels/hybrid vehicles needs to be at the front of any program changes. Modifications to all courses remain ongoing to reflect the changes in technology employed by the vehicle manufacturers. Improvements can be made to student recruitment, retention, and degrees received, facilities (creation of a library), to curriculum as driven by vehicle and equipment technologies. Goals from the 2003-2007 Automotive Program Review

• Develop an industry driven Auto Body program (Use newly formed advisory committee to develop industry driven curriculum, establish off-campus locations for training facilities, find appropriate instructors)

o Persons Responsible: Advisory Committee o Resources Needed: Grant money for planning o Timeline: 2004-05 o Results: No program was established

• Upgrade the 2410 classroom (Remove non-functioning A/C units, replace chalkboards with

whiteboards, replace damaged ceiling tiles) o Persons Responsible: Physical Plant o Resources Needed: General finds and SINR funds o Timeline: 2003-04 o Results: Chalkboards replaced with bulletin boards, tiles replaced, A/C units

remain

• Remove the paint booth to make way for facility improvements o Persons Responsible: Physical Plant, Automotive staff, Ross Tomlin o Resources Needed: Grants o Timeline: 2003-04 o Results: Paint booth will not be removed

• Discuss the Automotive Machine Program and its staffing upon the retirement of Jim Matheson

o Persons Responsible: Industrial Technology staff o Resources Needed: N/A o Timeline: 2003-04 o Results: Fred Drollinger hired for one year with no plans to replace the

permanent instructor position


• Discuss AUTO 1 – Vehicle Electrical Systems in relation to staffing this course upon the retirement

of Jack Maraglia. o Persons Responsible: Industrial Technology staff o Resources Needed: N/A o Timeline: 2003-04 o Results: AUTO 1 now taught in the automotive program by Ted Lord

• Increase the number of students receiving certificates by 25%.

o Persons Responsible: Automotive staff o Resources Needed: N/A o Timeline: 2003-04 o Results: Completed

• Increase the number of students receiving AS degrees by 25%.

o Persons Responsible: Automotive staff o Resources Needed: N/A o Timeline: 2003-04 o Results: Not completed

• Revise the current certificates to reflect changes in course offerings and course schedules.

o Persons Responsible: Automotive staff and Advisory Committee o Resources Needed: N/A o Timeline: 2003-04 o Results: Six new certificates created

• Move the emissions training program to contract education/economic and workforce development.

o Persons Responsible: Raleigh Ross o Resources Needed: Grants o Timeline: 2003-04 o Results: Update training now taught under Community Ed.

• Add SCANS competencies to course outlines and first day handouts.

o Persons Responsible: Automotive staff o Resources Needed: Grants o Timeline: 2004-05 o Results: Not done

Goals for the next five years

• Add ABS braking systems course. o Persons Responsible: Automotive staff o Resources Needed: Small amount of equipment o Timeline: 2010-11

• Create a library for the program

o Persons Responsible: Automotive staff, physical plant o Resources Needed: Small amount of labor and material to upgrade room 2420 o Timeline: 2010-11

• Add alternative fuels/hybrid vehicle course

o Persons Responsible: Automotive staff o Resources Needed: Grants o Timeline: 2010-11



• Increase the number of students receiving AS degrees by 25%.

o Persons Responsible: Automotive staff o Resources Needed: N/A o Timeline: 2011-12

• Update software used within the labs

o Persons Responsible: Automotive staff o Resources Needed: CTE funds o Timeline: 2011-12

• Staff the Automotive Machine Program

o Persons Responsible: Industrial Technology staff o Resources Needed: district funds o Timeline: 2009-10

• Update equipment used within the labs

o Persons Responsible: Automotive staff o Resources Needed: CTE funds o Timeline: 2011-12

• Create and automotive student club

o Persons Responsible: Automotive staff o Resources Needed: district funds o Timeline: 2009-10


Automotive Technology Program Action Plan Activities

Description of Activity/Plan Meets Program

or Division Objective/Goal

Item(s) Requested Total Amount

Create an Automotive Club Create an automotive student club

Start up funds and car trailer $3000.00

Upgrade shop computers to laptops

Maintain State-Of-The-Art Training Laptops $4000.00

Upgrade and expand AUTO 147 equipment

Maintain State-Of-The-Art Training

Brake fluid exchanger Machine head for off-car brake lathe

$5000.00 $400.00

Upgrade and expand AUTO 130 equipment

Maintain State-Of-The-Art Training Power steering flushing equipment $3500.00

Upgrade wheel balancer (AUTO 130)

Maintain State-Of-The-Art Training Adapter for wheel balancer of large rims

$250.00

Upgrade scantool technology

Maintain State-Of-The-Art Training Snap-On Verus $10,000.00

Upgrade software for diagnostic equipment

Maintain State-Of-The-Art Training Software upgrades $1000.00

Upgrade software for alignment equipment

Maintain State-Of-The-Art Training Software upgrades $500.00

Upgrade machine tooling for import engines Maintain State-Of-The-Art Training Various pieces of equipment $10,000.00

Install Mohawk Lift outside of 2402

Maintain State-Of-The-Art Training Pour concrete slab outside 2402 $2000.00

Develop and implement Automotive ABS Braking Systems (AUTO 148)

Maintain State-Of-The-Art Training Appropriate equipment will follow $2500.00

Develop alternative fuels/hybrid vehicle course(s)

Create new courses Hybrid vehicle, parts equipment $50,000.00

Upgrade general equipment as needed

Maintain State-Of-The-Art Training Various pieces of equipment $10,000.00


SHASTA COLLEGE

Diesel Technology Program Review

2008-09

SHASTA COLLEGE Program Review – Diesel Technology

Table of Contents Signature Page................................................................................................................................3 PART I – Introduction ..................................................................................................................4 1.1 Purpose of Program Review......................................................................................4 1.2 College Mission.........................................................................................................4 1.3 Shasta College Institutional Student Learning Outcomes.........................................4 PART II – General Program Information...................................................................................5 2.1 Program Definition/Description ................................................................................5 2.2 Program Mission/Purpose .........................................................................................6 2.3 Student Learning Outcomes ......................................................................................6 PART III – Program Analysis ......................................................................................................6 3.1 Academic Quality......................................................................................................6 3.2 External Relations ...................................................................................................12 3.3 Resource Efficiency ................................................................................................13 3.4 Student Success .......................................................................................................16 3.5 General Planning .....................................................................................................16 PART IV – Student Learning Outcomes...................................................................................17 PART V – Program Summary....................................................................................................19 PART VI – Goals, Recommendations, Priorities, Plans ..........................................................19

Diesel Technology Program Review 2008-09 2


Program: Diesel Technology

Program Review Self Study Participants: Joan Bosworth (Dean NRIPS) Ray Nicholas (Full Time Faculty) Tom Carroll (Advisory committee member) Bruce McClain (Adjunct Faculty) Benjamin Sawyer (Student) Level Two Review Team Participants: Joan Bosworth (Dean NRIPS) Jeanette Velasquez (Student Services) Matt Evans (Faculty Outside the Program) Tom Carroll (Advisory Committee Member)




1.1 Purpose of Program Review According to the Academic Senate for the California Community Colleges in their 1996 document, “Program Review: Developing a Faculty Driven Process,” the program review process serves as a mechanism for the assessment of performance that recognizes and acknowledges good performance and academic excellence, improves the quality of instruction and services, updates programs and services, and fosters self renewal and self study. Further, it should provide for the identification of weak performance and assist programs in achieving needed improvement. Finally, program review should be seen as a component of campus planning that will not only lead to better utilization of existing resources, but also lead to increased quality of instruction and service. A major function of program review should be to monitor and pursue the congruence between the goals and priorities of the college and the actual practices in the program or service.

Other purposes include meeting accountability mandates and demonstrating a systematic planning process. While these functions may occur because of program review, they should not serve as a primary function of the review. Otherwise, program review could be perceived as a time-consuming process for a product with no effect or bearing on the program’s activities or any relevance to serving students or maintaining academic excellence. 1.2 College Mission The mission of the Shasta-Tehama-Trinity Joint Community College District is to providing open access and opportunity for success to students who have diverse backgrounds, interests, and abilities. The District is committed to providing the knowledge and skills necessary for a student to succeed. The District recognizes that success requires specific life skills and professional skills and also effective communication, critical thinking, global consciousness and global responsibility. By offering programs leading to successful completion of a quality university-transfer program, or career-technical education, the District is responsive to the needs of our communities within a changing global society. By offering comprehensive campus and community service programs, the District enables students to achieve personal as well as academic potential and contributes to the social, cultural and economic development of our region.

1.3 Shasta College Institutional Student Learning Outcomes The District is committed to providing the knowledge and skills necessary for a student to succeed. The District recognizes that success requires specific life skills and professional skills and also effective communication, critical thinking, global consciousness and global responsibility.










Part II – General Program Information

2.1 Program Definition/Description The Diesel Technology Program at Shasta College is designed to provide students with the necessary academic background and applied training skills to complete an AS degree and /or a certificate in Diesel Technology. Completion of this program would allow students to enter the industry at a number of different levels. Our program also prepares students who may choose to continue their education towards an advanced degree in diesel technology, engineering, or related fields. The Diesel program emphasizes on intense classroom instruction combined with hands-on lab assignments. The lab is structured to mimic different scenarios that may be encountered in a real world, large truck/equipment repair shop setting. Part of the focus is on demonstrations of tune-up and minor repairs, complete over-hauls, power train trouble shooting minor repairs to major repairs, heavy duty braking system analysis and repair. The Course recognizes the need for a diversified student and employee. By emphasizing soft skills (computer and diagnostic


knowledge, communication, and demeanor), as well as practical skills the course strives to produce students fully prepared for professionalism. This program provides the student with a broad range of employment opportunities from the local community to across the country and world wide. 2.2 Program mission/purpose. The Diesel Technology program at Shasta College is geared towards the student who is seeking a degree and/or certificate in Diesel Technology and to provide them with a high quality education with the necessary hands on skills, such as trouble shooting and problem solving skill sets and a valued work ethic. Upon completion of the program the student will be able to achieve a high paying position in the diesel technology field and/or other related fields. The diesel program is attractive to a diverse population of students ranging from the new high school graduate to the person who may desire the personal knowledge of maintaining and repairing their own equipment. This program not only serves and supports the local community but other communities at large and is keeping pace with the industries and new technology. As the only qualified training facility of its kind in our region, the diesel technology program aids graduates in achieving their goals while helping to sustain a growing industry. 2.3 Student Learning Outcomes The development and implementation of the program SLO's was very straight forward for the Diesel program because if a student can not complete and perform what has been taught through-out the courses then it would be apparent that the outcome was not achieved. It is reality easy to take existing objectives and outcomes and place into the appendix A format for the SLO's.

Part III - Program Analysis 3.1 Academic Service Quality 3.1.1. Curriculum Analysis The Diesel Technology program depends on instructional support from traditional areas of General Education, i.e. Mathematics, English, Beginning and Advanced Welding courses, INDE-1 (Career Planning). Stating in the fall 2009 semester MATH 100 will be replaced with Math 110 and also starting in the fall 2009 semester English 190 will be replaced by English 1A to meet the new state requirements for the Associates degree. Our Diesel advisory committee and Ray Nicholas, the head of the Diesel Technology program have discussed and reviewed all courses in the Diesel Technology curriculum and currently believe it meets the skill requirements for the diesel industry and is meeting and exceeding the trends in the job market and University articulation. Curriculum review will continue to be, an ongoing process in the evolution of the program. Curriculum changes reflect changes in the industry, which has and continues to evolve over the years from basic diesel technology repair to highly advanced training in computerization technology.


The core of our current curriculum is a well rounded collection of foundation courses that allows our students to gain a breadth of education and experience. Ray Nicholas works hard at establishing and maintaining good working relationships with local agency personnel and private business owners in the diesel field. Mr. Nicholas' education and years of experience, knowledge and expertise in the field of diesel gives the expertise needed in the development and maintenance of this curriculum. Mr. Nicholas also goes out in person to the worksite facilities where the students are performing their worksite learning classes and through his communications with the employers and the students he gains very valuable information needed to articulate the curriculum analysis process. The programs advisory committee meets once each semester. The active participation of the advisory committee give a sense of ownership and investment in the program and help to determine any adjustments that might be needed to the curriculum and assist the faculty to stay abreast of any changes and advancements in the industry. Finally, Ray Nicholas also communicates with current and past students to receive direct feedback on how the students have applied their knowledge and skills. We encourage dialogue and work diligently to incorporate suggestions where appropriate and relevant. The curriculum produces certified mechanics in the field that are knowledgeable about the processes and regulatory requirements. A valid purpose of the curriculum is to expose all students to the spectrum of career opportunities in the field of Diesel Technology. Upon completion of the A.S. Degree, our students have a solid foundation on which to start building their future careers. Below are the course sequence and offering for the Diesel Technology Program Recommended Course Sequence for students starting Fall semester: First Fall Semester DIES 48 Hydraulics DIES 160 Diesel Engine Electronic Control DIES 162 Heavy Duty Power Train DIES 164 Diesel Performance Analysis INDE 1 Career Planning for Industrial Tech. Second Spring Semester DIES 49 Advanced Hydraulics DIES 94 Diesel Technology Worksite Learning DIES 161 Diesel Technology Field Training DIES 166 Diesel Engines DIES 170 Heavy Duty Braking Systems Third Fall Semester ENGL 190 Reading and Writing II MATH 100 Technical Applications of Mathematics WELD 70 Beginning Welding General Education


Fourth Spring Semester WELD Any Advanced Welding Class General Education Recommended Course Sequence for student starting Spring semester: First Spring Semester DIES 48 Hydraulics DIES 170 Heavy Duty Braking Systems ENGL 190 Reading and Writing II INDE 1 Career Planning for Industrial Technology MATH 100 Technical Applications of Mathematics WELD 70 Beginning Welding Second Fall Semester DIES 49 Advanced Hydraulics DIES 160 Diesel Engine Electronic Control DIES 162 Heavy Duty Power Train DIES 164 Diesel Performance Analysis General Education Third Spring Semester DIES 94 Worksite Leaning for Diesel Technology DIES 161 Diesel Technology Field Training DIES 166 Diesel Engines WELD Any Advanced Welding Class Fourth Fall Semester General Education Requirements for Diesel Technology Certificate: First Fall Semester DIES 48 Hydraulics (F/S) DIES 162 Heavy Duty Power Train (F) DIES 164 Diesel Performance Analysis (F) INDE 1 Career Planning for Industrial Tech. (F/S) Second Spring Semester DIES 49 Advanced Hydraulics DIES 94 Worksite Learning for Diesel Technology DIES 160 Diesel Engine Electronic Control DIES 161 Diesel Technology Field Training (S) DIES 166 Diesel Engines (S) DIES 170 Heavy Duty Braking Systems (S)


Third Fall Semester ENGL 190 Reading and Writing II MATH 100 Technical Applications of Mathematics WELD 70 Beginning Welding WELD Any Advanced Welding Class Courses are reviewed in an ongoing 5-year rotational basis as per college policy. All course outlines are currently up-to-date (including compliance with Title V and copies are filed electronically in the Division office. 3.1.2 Staffing Instructors have content specific knowledge and experience in the industry. A full time instructor must be skilled in all aspects of diesel engines, hydraulics, heavy duty braking, electronics, and the many diverse environments that diesel technicians occupy. Ultimately the program seeks individual instructors with many years of experience in the field, or at the minimum specific skills and requirements for teaching an individual class. The Diesel Technology program is staffed by one full-time instructor, Mr. Ray Nicholas, and one adjunct instructor, Mr. Bruce McClain. The program currently has no paraprofessional support, and lacks adequate classified clerical support. Given the increased enrollment to the program over the past four years, there is a need for additional faculty to teach the courses and a paraprofessional who could accommodate the needs of students both would address the demand for these courses. Program courses are currently full, with waiting lists each semester, ultimately delaying student program completion and graduation. More sections could be offered if additional staff was available. Below are the current listings of courses taught by one full-time instructor. Ray Nicholas DIES 49 Advanced Hydraulics (Spring one section) DIES 94 Diesel Technology Worksite Learning (Fall, Spring and Summer multiple sections) DIES 160 Diesel Technology Electronic Control (Fall one section) DIES 161 Diesel Technology Field Training (Spring one section) DIES 162 Heavy Duty Power Train (Fall one section) DIES 164 Diesel Performance Analysis (Fall one section) DIES 166 Diesel Engines (Spring one section) DIES 170 Heavy Duty Braking Systems (Spring one section) Below are the current listings of courses taught by one adjunct/PT instructor. Bruce McClain DIES 48 Hydraulics (Fall one Section and Spring two sections)


It is extremely difficult to get qualified full time or adjunct faculty because of the time constraints associated with our college schedule and the diesel job industry. Most prospective instructors, who may be interested in teaching and are currently working in the industry, are masters of their trade and highly paid, which makes it difficult to attract them to the teaching environment. 3.1.3 Teaching Aids and Equipment Room 2512 has been set up with a computer, projector and Docucam. Microsoft Office PowerPoint, DVD player, VCR and a carousel slide projector are all for instruction. We have a fully equipped lab that simulates a real work environment that mimics a diesel repair facility. Our inventory includes multiple engines of various manufactures and their many models, a multitude of transmissions, power train components, hydraulic components and heavy duty brake components. The lab inventory includes numerous simulator testing boards for hydraulics, electronics and heavy duty air brake systems. These boards are utilized where students perform lab activities. The inventory also houses a diverse inventory of trucks and miscellaneous equipment. 3.1.4. Faculty Availability for General College Service The only full-time faculty in Diesel Technology is Ray Nicholas. Ray serves on the Academic Senate, Diesel Technology Advisor Committee and is the Advisor of the Diesel/4x4 Club. For two years, Ray was the facilitator for the biodiesel portion of the ATTE Grant and also taught a number of the biodiesel classes which he developed the curriculum for and were offered in spring 2008. Also, Ray currently is developing curriculum for the Truck Driving Grant. He will assist with the implementation and coordination of the classes. The college does not offer release time for faculty participation within in the program. The Diesel program employs one adjunct instructor, Bruce McClain and he has been teaching for approximately two years. He teaches Diesel 48 (Beginning Hydraulics). Since Bruce is an adjunct instructor, it can not be expected that he be responsible for setting up his own labs. The burden and extra work of setting up all the labs is shouldered by Ray Nicholas. Currently, we get a paid student for seven and one-half hours per week. If the number of hours could be increased it would be very beneficial to the program. The students that are selected for employment are advanced students. They are capable of tutoring beginning students, preparing the lab for class, and they are able to operate all equipment safely. Typically we will have one to three work site learning students working in the lab to assist the instructors. Depending on the semester, the financial aid department has been able to place diesel students in a paid position to help as aids. There are disadvantages to having too much student help, such as they are students and must be supervised. Some students are limited to what you can expect from them and are limited to the amount of repair work they can do on equipment. Once you get a student completely trained they are ready for graduation and then we have to retrain new students.


3.1.5. Tutoring Centers/Labs There are no tutoring centers or labs specifically associated with the Diesel Technology program. Students are referred to other campus resources as needed. 3.1.6. Opportunities for Professional Development The Diesel Technologies only full-time faculty takes advantage of professional development activities on an ongoing basis. Professional development of part-time faculty is on a voluntary basis and there is a neither structured program nor funding for them. The availability of professional development opportunities for full time and part time faculty falls very short of what is actually needed. We are currently relying on the knowledge from the numerous years of experience the full time and the part time faculty possess, but as technology continues to advance we will need to explore funding options or there is the possibility of not keeping abreast of future technology. 3.1.7. Internal Relations, Integration and Collaboration The Diesel Technology program works cooperatively with many of the other programs within the vocational education areas. The diesel program curriculum is integrated with other programs. Programs such as Welding, Heavy Equipment Operations, Auto and Auto Machining all require or have certain classes offered by the Diesel Technology program as a required, or suggested elective. In turn, many of these same programs integrate into the diesel curriculum. Diesel students are required, for completion of their course load, to enroll in at least two welding classes. This mutual crossing-over of students, from differing programs, diversifies the respective graduating classes. It opens possibilities to the student, and broadens their range of opportunities. The Diesel program collaborates with the classified staff in the transportation department, the college farm, physical plant and other various areas of the campus community. These departments will also reciprocate services back to the diesel program. The Diesel program and the other departments share and borrow testing equipment and specialized tools as needed. The Diesel program participates in Ag Field day competitions. Through this participation we have recruited numerous students into the Diesel program. The diesel program provides referrals to EOPS and DSPS to ensure student support through additional grant funding resources and academic services for qualified students and also routinely recommends students to apply for federal and/or state grants and scholarships which target students majoring in vocational programs. 3.1.8. Survey other CCs for Common Practices We have no formal survey from other diesel programs in California. The full-time instructor does maintain contact with faculty from other regional community colleges, sharing curriculum, procedures and common practices.


The communication with other community colleges has been more beneficial to the other colleges program than to the Shasta College program. 3.2 External Relations 3.2.1 Facilities Use The Diesel program currently use no off campus facility, other than the field training course. The 2500 building is shared with Welding Technology and Auto Machining. Currently the Welding program is located in what use to be the diesel programs power train lab. The 2500 building is used for various functions and activities that the campus sponsors or coordinates with outside agencies, such as the Boy Scouts of America. These events are typically scheduled during times when the areas are not being used by instruction. The Diesel Technologies area of the 2500 building meets most industry standards, but the square footage limits the possibility for continued growth in the program. 3.2.2 Contact with K-12 Schools At least once a year the campus sponsors the Eighth Grade Career Day which brings approximately 800 eighth graders to the campus for a career exploration experience. The Diesel program participates heavily with demonstrations and information during this event. We also actively recruit at the area high schools and recruit on-campus during the various activities that bring high school students to the campus, including Ag Field Day. Shasta College students are involved in many of these events. Each semester the diesel program will have one to three area high school students from various area high schools register and enroll in one or two diesel classes and the majority of these students come to the college through the direct result of the diesel programs active recruiting. 3.2.3 Contact with Community Colleges, and Four-year Universities and Colleges The full-time instructor maintains contact with faculty from other regional community colleges, sharing curriculum, equipment knowledge, and industry contacts. 3.2.4. Contact with Business and Industry Currently, Ray Nicholas has developed a partnership with Peterson Caterpillar and the Caterpillar Corporation; this has been beneficial in recruitment and has been a very important financial supporter of the program. There are also other various agencies and corporations within the diesel field that share training materials and classroom instructional supplies, such as training manuals and CD's. Ray also utilizes the campus Student Employment Center for placing students in local jobs. Because of the many connections that Ray has in the field he has been able to place numerous students in the industry in California, Nevada, and Oregon and beyond.


The Diesel Technology program has one of the longest standing advisory committees on campus. Mr. Ray Nicholas was a committee member for approximately 20 years before coming to work at the college as the head diesel technology instructor. This committee continues to be one of the strongest supporters of the Shasta College campus. The Diesel Technology program maintains close ties and a strong relationship with local business and industry partners. The Diesel Advisory Committee contains a comprehensive list of local industry representatives. Industry representatives help in forecasting future workforce, knowledge and skill requirements. They are a source of training recommendations as well as material donations. These donations help offset the high cost of acquiring materials. The Diesel Technology program also works in conjunction with the Economic and Workforce Development (EWD) Division at Shasta College. The Diesel Technology faculty lead has expanded awareness and services to the community through not-for-credit offerings as well as using industry connections and relationships to provide services using grant funds that target job development and industry regional collaborative efforts. Collectively, community relationships and additional instructional services through EWD have broadened the active connectivity with business and industry. 3.2.5. Articulation with high schools, universities and colleges The Diesel Technology program does not have articulation agreements with other universities or colleges, but as a vocational program, some of our students matriculate on to four year colleges. The majority of our students move directly into the work-force after the program. The A.S. degree in Diesel Technology, however, does provide a pathway to transfer on to a four-year college should a student desire. 3.3 Resource Efficiency 3.3.1 Support Support is required occasionally from the IT department regarding computer technology issues. The response is generally timely and effective. The Physical Plant department coordinates and arranges all inspection, repair and maintenance on the overhead hoist in the lab. The Physical Plant department staff have been generally fair in supporting our needs. 3.3.2 Use of Technology The Diesel program utilizes an array of technology tools, as in scan tools, lap-tops and portable PC's that are Wi-Fi capable and are used in the diagnosis and trouble-shooting on lab engines and other various equipment, plus are also used in the classroom for instruction and researching manuals. There are currently only two lap-tops and two PC's that are Wi-Fi ready. This is a challenge when you have a class size of 20-25 students and only have a total of four computers available. It would enhance and improve the learning experience and success of the students, if the lab could be equipped with a minimum of 10 computers that are all Wi-Fi capable.


We do the best we can to rotate the students through the lab for use and experience on the available computers. Ultimately there are students that are missing out or lacking in getting the sufficient time needed to be come versed on each lesson. 3.3.3 Comparison with Other Institutions In the Northern California area the Shasta College Diesel Technology program is currently the largest. But operate with the lowest number of faculty compared to the other colleges. The facilities are comparable to the other colleges and the partnerships are similar, but not as strong as the partnerships that Shasta College has managed to nurture. 3.3.4 Facility Use/Availability The courses schedules are offered in a more traditional manner as the advisory and the industry prefers that we have a structured schedule, which would follow or simulate a regular work schedule in the field in a real work environment. DIES 48 (Hydraulics) is offered during other times to accommodate other programs such as Welding because it is a required course for their degree or certificate. Fall M-W-F 8:00-10:00am DIES 164 - Diesel Performance Analysis- 18 weeks M-W-F 10:00am-12:00pm DIES 160 - Diesel Electronic Control- 18 weeks T-TH 8:00-11:00am DIES 162 - Heavy Duty Power Train - 18 weeks T-TH 1:00-3:00pm DIES 48 - Hydraulics- 18 weeks Spring M-W-F 8:00am-12:00pm DIES 166 - Diesel Engines- 18 weeks M-W 1:00-4:00pm DIES 49 - Advanced Hydraulics -18 weeks M-W 6:00-9:00pm DIES 161 - Field Training - First 6 weeks T-TH 8:00-11:00am DIES 170 - Heavy Duty Braking Systems- 18 weeks T-TH 1:00-3:00pm DIES 48 - Hydraulics- 18 weeks T-TH 6:00-8:00pm DIES 48 - Hydraulics- 18 weeks One of the reasons the facility can not be utilized for a full 8 hour day, is the lab size can not accommodate anymore. Currently the facility is being used at its full capacity. There is simply not enough square footage to have anymore lab projects being performed during this time. The scheduling system in place has worked well for many years. With this schedule structure students can complete their Diesel Certificate in one year and a Diesel Degree in two years.


3.3.5 Faculty and classified staffing 05-06 06-07 07-08 Full Time Faculty 1 1 1 Part Time Faculty 1 1 1 FTES -Full Time 2.6 2.65 3.1 FTES- Part Time 3.45 3.5 3.6 Ratio FT/PT faculty 1:1 1:1 1:1 # Sections taught by FT 7 10 10 # Sections taught by PT 3 5 2 # ratio FT teaching evening courses 1:1 1:1 1:1 # ratio PT teaching evening courses 1:1 1:1 1:1 # ratio FT teaching day courses 1:1 1:1 1:1 # ratio PT teaching day courses 1:1 1:1 1:1 # of classified support staff 0 0 0 Sections taught off campus 0 0 0____ Total Schedule Course Sections 10 15 12 3.3.6. Equipment Equipment purchases are generally made by using Perkins funding or from the annual program supply budget. Equipment is also acquired by donations from individuals or industry partners. The repairs are generally done by the Ray Nicholas and/or student workers. Most equipment usage is rotated and used on an ongoing basis. Storage has been issue due to lack of space. The multitude of equipment used in the program takes up a tremendous amount of space both in the building and in the outside yard. To improve the current situation we would have to find additional funding sources and purchase additional storage containment. 3.3.7. Budget info, requests, action plans The budget for this program is small in comparison to years past and other college’s comparable programs. We are fortunate that through donations, Perkins funding and our industry partners we manage to get by from year to year. Once the budget is set at the beginning of each fiscal year, it is managed well enough that it has not been necessary in recent years to request augmentations. The budget planning for this program has not been visited in the recent years and should be reviewed. Currently, there is an allotted amount of budget (the same each year) place in the program that is used carefully in order to make it last until the end of each fiscal year. 3.3.8. Reach of Services The diesel program provides one associate degree, one certificate. The majority of our curriculum includes the typical lecture/lab format. Due to the hands-on laboratory requirements of most of our courses, we offer no courses to date using the instructional television network.


The majority of our core courses are near capacity. This fall all of the first year courses and 50% of the second year courses were full and/or had waitlists. Our main limiting factor at this point is physical space (laboratory). 3.4 Student Success 05-06 06-07 07-08 FTES-Full Time 2.6 2.65 3.1 FTES- Part Time 3.45 3.5 3.6__ Total FTES 6.05 6.15 6.7 Total Program Enrollments 145 215 207 Enrollments at Census Average Class Size Reg. Students Average Class Size at Census Number of Audits 0 0 0 Number of Sections 10 15 12 Number of Combined Sections Section Characteristics Grade Distribution Course Success 83% 78% 80% Course Retention 92% 85% 93% Type of Credit (Credit vs. Non-Credit) Program Persistence Student Progress Student Demographics The full time instructor regularly surveys the students randomly. It has been learned from doing this type of data gathering that it helps to improve teaching styles and techniques and student to instructor communication. Since Ray Nicholas has been the head of the Diesel Technology program there have been no student complaints or grievances. One indicator of student satisfaction is the formation of the Diesel 4x4 club that consists mainly of students from the program. These students actively participate in club activities related to the program, such as fundraiser for scholarships. 3.5 General Planning Our planning priorities are based on local, regional, and national trends. The slow-down of the economy has in the short-term affected local industry and repair facilities, our primary employers. However, fewer students entering the industry, coupled with the potential retirement of half of the country’s highly trained workforce, have led to a shortage of skilled workers in U.S. manufacturing. The Diesel program will continually do recruitment through the area high schools, events and job fairs. The efforts made by the program department in keeping all diesel information current through our brochures and the website ultimately helps the marketing department of the campus.


Based on these trends, we see the following needs of our program:

• Continue active recruitment to create next generation of technical workers • Increased level of computer based and diagnostic training

Part IV – Student Learning Outcomes Step 1 = Define at least 1 expected student learning outcomes for the course (100%) Step 2 = Develop appropriate assessment methods for that course outcome(s) (100%) Step 3 = Use these methods to assess outcomes (100%) Step 4 = Analyze assessment results (100%) Step 5 = Apply results toward improved instruction and learning (100%)

Step

1 Step

2 Step

3 Step

4 Step

5 DIES 48 Hydraulics X X X X X DIES 49 Advanced Hydraulics X X X X X DIES 94 Diesel Technology Worksite Learning X X X X X DIES 160 Diesel Engine Electronic Control X X X X X DIES 161 Diesel Technology Field Training X X X X X DIES 162 Heavy Duty Power Train X X X X X DIES164 Diesel Performance Analysis X X X X X DIES 166 Diesel Engines X X X X X DIES 170 Heavy Duty Braking Systems X X X X X Degrees and Certificates Step 1a = Define expected student learning outcomes for the degree/certificate (100%) Step 1b = Map expected degree/certificate outcomes to all required courses and other learning experiences (100%) Step 2 = Develop appropriate assessment methods for degree/certificate outcome(s) (100%) Step 3 = Use these methods to assess outcomes (100%) Step 4 = Analyze assessment results (100%) Step 5 = Apply results toward improved instruction and learning (100%)

Step 1a

Step 1b

Step 2

Step 3

Step 4

Step 5

A.S. Diesel Technology X X X X X X Certificate Diesel Technology X X X X X X

Primary Student learning outcomes for the Diesel Technology A.S. Degree are listed below: 1. The student will be able to apply skills of the trade and will be knowledgeable in the safe use

and maintenance of tools and equipment.


2. The student will be able to apply the proper terminology and be versed in the numerous

acronyms that are commonly used in the industry. 3. The student will have completed the general education courses that are required to receive the

AS degree in Diesel Technology. 4. The student will be able to apply computer skills using Diesel Technology software. 5. The student will be able to apply math and English skills used in analysis and evaluation of

trouble shooting and repair and use those same skills in the work order documents and service reports.

6. The student will be versed in a working knowledge of and be able to decipher electric,

hydraulic and pneumatic schematics. 7. The student will be able to apply trouble shooting, problem solving and repair techniques

acquired from the Diesel Technology coursework. 8. The student will have the appropriate coursework, applied experience and field experience to

get an entry level position in the Diesel Technology or related fields or to transfer to a University in the Diesel Technology and/or other related fields.

Primary Student learning outcomes for the Diesel Technology Certificate are listed below: 1. The student will be able to apply skills of the trade and will be knowledgeable in the safe use

and maintenance of tools and equipment. 2. The student will be able to apply the proper terminology and be versed in the numerous

acronyms that are commonly used in the industry. 3. The student will be able to apply computer skills using Diesel Technology software. 4. The student will be able to apply math and English skills used in analysis and evaluation of

trouble shooting and repair and use those same skills in the work order documents and service reports.

5. The student will be versed in a working knowledge of and be able to decipher electric,

hydraulic and pneumatic schematics. 6. The student will be able to apply trouble shooting, problem solving and repair techniques

acquired from the Diesel Technology coursework. 7. The student will have the appropriate coursework, applied experience and field experience to

get an entry level position in the Diesel Technology or related fields or to transfer to a University in the Diesel Technology and/or other related fields.


Part V – Program Summary The Diesel Technology program is one of the strongest vocational programs on the Shasta College campus. It continues to meet and exceed all levels of curriculum and instruction. The faculty is very dedicated to the program and student success. We receive strong support from the Diesel Advisory Committee and our industry partners. Student retention is consistently high and in the past two years there have been more graduates from this program than in past years. The connections that Ray Nicholas has made with local, state and nation wide has been a victory to the program. These connections support the program through recruitment, job placement opportunities for students upon graduation and through equipment, supplies and materials that have been donated to instruction in the classroom and in the labs. One weakness that continues to persist is the lack of space needed to grow the program, and not being able to serve all students who seek enrollment into the program each semester. Other weakness noted, would be the shortage of FT and PT faculty to teach the courses and the small budget that is currently in place. The Diesel Technology program will be challenged in trying to continue the program growth, when there is no foreseeable plan to expand the space provided for classroom instruction and lab. The other obstacles that will be faced is in trying to keep up with technology advances, this is due in part to the lack of funding available for continued education and training conferences for faculty. Opportunities for this program will continue with the current state of our economy. We will see increased enrollment coming from the high rate of unemployment and then from the natural progression of the skilled trades retired population, where as this will cause a decrease in the number of qualified technicians in the Diesel and/or related fields.

Part VI – Goals, Recommendations, Priorities, Plans Goals for development, modification and improvement of the Diesel Technology Program. The following priorities are listed in sequence of importance.

• Add additional faculty so that additional sections could be offered to accommodate more students.

• Streamline the use of the facility to accommodate more lab activities. • To acquire additional funding sources. • Continuously upgrade tools and equipment (ongoing) to meet the needs of the ever

changing technology. • Additional Storage space for storing equipment and supplies. • Continue to build on recruitment activities. • Continue to build and constantly improve the program to meet the needs of the

students and the community.


Placing a timeline on these goals is difficult as it will require administrative approval to be achieved. Ray Nicholas along with the NRIPS Dean, Joan Bosworth intend to facilitate the efforts to achieve these goals within the next two-three years.


SHASTA COLLEGE Program Review

Fire Technology

2008-09

Fire Technology Program Review 2008-09 2

SHASTA COLLEGE Program Review – Fire Technology Program

Table of Contents Page

Signature Page................................................................................................................................3 PART I – Introduction ..................................................................................................................4 1.1 Purpose of Program Review ....................................................................................4 1.2 College Mission .......................................................................................................4 1.3 Shasta College Institutional Student Learning Outcomes .......................................4 PART II – General Program Information ..................................................................................5 2.1 Program Definition/Description ..............................................................................5 2.2 Program Mission/Purpose........................................................................................6 2.3 Student Learning Outcomes.....................................................................................7 PART III – Program Analysis ......................................................................................................9 3.1 Academic Service Quality .......................................................................................9 3.2 External Relations..................................................................................................17 3.3 Resource Efficiency ...............................................................................................18 3.4 Student Success......................................................................................................23 3.5 General Planning....................................................................................................32 PART IV – Student Learning Outcomes .....................................................................................7 PART V – Program Summary....................................................................................................33 PART VI – Goals, Recommendations, Priorities, Plans ..........................................................34 APPENDIX C – Action Plan.......................................................................................................36 APPENDIX D – Instructional Service Agreements..................................................................37



Program: Fire Technology Program Review Self Study Participants: Luke Stacher (Student, Advisory Committee Member) Shane Lauderdale (Advisory Committee Member) Art Cota (Program Coordinator) Dave Freeman (Instructor, Assistant Fire Chief) Level Two Review Team Participants: Joan Bosworth (Dean NRIPS) Jason Kelly (Counselor) Ron Marley (Faculty, Level II Chair)




1.1 Purpose of Program Review According to the Academic Senate for the California Community Colleges in their 1996 document, “Program Review: Developing a Faculty Driven Process,” the program review process serves as a mechanism for the assessment of performance that recognizes and acknowledges good performance and academic excellence, improves the quality of instruction and services, updates programs and services, and fosters self renewal and self study. Further, it should provide for the identification of weak performance and assist programs in achieving needed improvement. Finally, program review should be seen as a component of campus planning that will not only lead to better utilization of existing resources, but also lead to increased quality of instruction and service. A major function of program review should be to monitor and pursue the congruence between the goals and priorities of the college and the actual practices in the program or service. Other purposes include meeting accountability mandates and demonstrating a systematic planning process. While these functions may occur because of program review, they should not serve as a primary function of the review. Otherwise, program review could be perceived as a time-consuming process for a product with no effect or bearing on the program’s activities or any relevance to serving students or maintaining academic excellence. 1.2 College Mission The mission of the Shasta-Tehama-Trinity Joint Community College District is to providing open access and opportunity for success to students who have diverse backgrounds, interests, and abilities. The District is committed to providing the knowledge and skills necessary for a student to succeed. The District recognizes that success requires specific life skills and professional skills and also effective communication, critical thinking, global consciousness and global responsibility. By offering programs leading to successful completion of a quality university-transfer program, or career-technical education, the District is responsive to the needs of our communities within a changing global society. By offering comprehensive campus and community service programs, the District enables students to achieve personal as well as academic potential and contributes to the social, cultural and economic development of our region. 1.3 Shasta College Institutional Student Learning Outcomes The District is committed to providing the knowledge and skills necessary for a student to succeed. The District recognizes that success requires specific life skills and professional skills and also effective communication, critical thinking, global consciousness and global responsibility. To support our students in achieving success, Shasta College has determined that a student who earns a degree or occupational certificate will demonstrate:


1. Life and Professional Skills








Part II – General Program Information 2.1 Program Definition/Description The Fire Technology Program at Shasta College is comprised of courses that are designed to provide students with the knowledge, skills and abilities to secure entry-level employment as well as enhance their ability to compete for positions on career ladders. Courses are grouped to meet the needs of municipal and wildland based firefighters as well as emergency medical services (EMS) providers. Courses offered in the Fire Technology Program are typically designed to meet industry standards as defined by state and federal level standards making agencies such as: State Board of Fire Services/Office of the State Fire Marshal, National Wildfire Coordinating Group, National Fire Protection Association and the Governor’s Office of Emergency Services. In many cases, performance standards and curriculum are dictated by these agencies. Because of the integration of the Shasta College Fire Technology Program with state and national industry standards, students are highly employable and transportable. Shasta College graduates are


employed locally, regionally and statewide in high paying career jobs. Utilizing informal student and employer surveys; it is estimated that on average approximately 90% of students who complete the Firefighter I Academy obtain at least seasonal fire employment or are accepted as volunteers. Seventy (70) % of our EMS students achieve employment in an EMS or fire related occupation. The primary function of the Fire Technology program at Shasta College is three-fold: 1. To provide students the necessary course work to complete the Associate of Science degree in

Fire Technology.

2. Meet the needs of the local and regional emergency response industry by providing a highly skilled, entry-level applicant pool with the skills needed to be productive employees.

3. To provide students who are currently employed by fire and EMS agencies with professional development opportunities and course work that will enhance their ability to move horizontally and vertically through the fire and EMS career ladders.

Through the use of Instructional Service Agreements (ISA), two of the districts largest fire service employers (United States Forest Service and Redding Fire Department) partner with Shasta College to provide training and educational opportunities for their employees. These agreements allow Shasta College to play an integral role in assisting these agencies who have developed educational requirements and/or incentives for their employees. In the last year, the Fire Technology Program has expanded its effectiveness through the construction of specialized training props. Examples include: roof props to train firefighters in techniques utilized to ventilate commercial and residential structures during fire conditions; breaching props utilized to train firefighters to breach various types of construction materials and reach trapped victims; shoring props which simulate structures that are in danger of collapsing after an earthquake, explosion or similar event. Many students who complete the Shasta College Firefighter I Academy (FIRS 104) go on to work or volunteer at Shasta College Fire Department where they can maintain their manipulative skills, learn to work with others at a “working” fire station and gain exposure to individuals or agencies who have an influence in employment opportunities. Approximately 90% of the student who volunteer or work at the Shasta College Fire Department go on to work full or part-time with local fire service agencies. In the current semester (Spring 2009) there are 21 students enrolled in work study and volunteering at the Shasta College Fire Department. 2.2 Program Mission/Purpose The Shasta College Fire Technology mission, like that of Shasta College, is to: o Provide open access and opportunities for success for students who have diverse backgrounds

and abilities. o Ensure that all students have an equal chance for success by eliminating artificial barriers; Treat

all students with equal respect.


o Promote lifelong learning. Some students come to the Fire Technology Program equipped with well thought-out career and academic plans while others come as a “last chance” effort to turn their lives around. Instructors are encouraged to participate in workshops or conferences which will assist them to update their knowledge, stay current with technology and industry changes, and provide our students with the best learning opportunities possible. Staff has and maintains strong relationships with emergency services agencies, and advises students of employment opportunities. Local fire service agencies are encouraged to conduct recruitment visits to the fire academies. 2.3 Student Learning Outcomes The Shasta College Fire Technology Program has 177 courses that have been approved for delivery through the program. Courses offered over the last year (37) have met one or more of the steps identified in the SLO matrix. 2.3.1 Courses Step 1 = Define at least 1 expected student learning outcomes for the course (100%) Step 2 = Develop appropriate assessment methods for that course outcome(s) (100%) Step 3 = Use these methods to assess outcomes (100%) Step 4 = Analyze assessment results (100%) Step 5 = Apply results toward improved instruction and learning (100%) Step 1 Step 2 Step 3 Step 4 Step 5FIRS 70 Introduction to Fire Technology X X FIRS 71 Fire Behavior and Combustion X X FIRS 74 Fire Protection Equipment and Systems X X FIRS 79 Firefighter Safety and Survival X X FIRS 85 Fire Command 1A X X FIRS 86 Building Construction for the Fire Service X X FIRS 87 Fire Command 1B X X X X X FIRS 94 Worksite Learning FIRS 100 Basic Fire Company Operations X X FIRS 102 Apprenticeship Academy X X FIRS 104 Firefighter I Academy X X X X X FIRS 106 Driver/Operator 1B X X X X X FIRS 118 Introduction to Wildland Firefighting X X X X X FIRS 132 Hazardous Materials Technician 1B X X FIRS 133 Hazardous Materials Technician 1C X X


Step 1 Step 2 Step 3 Step 4 Step 5FIRS 135 Hazardous Materials Technician 1D X X FIRS 146 Standards for Survival X X FIRS 147 Confined Space Awareness & Rescue X X FIRS 149 Auto Extrication X X FIRS 156 Fire Control 6, Wildland Firefighting X X FIRS 180 Fire Management I X X X X X FIRS 181 Fire Instructor 1A X X X X X FIRS 182 Fire Instructor 1B X X X X X FIRS 187 Fire Investigation 1A X X X X X FIRS 191 Fire Investigation 1B X X X X X FIRS 131 Hazardous Materials 1A X X FAID 130 Public Safety 1st Aid X X FAID 133 CPR for the Professional Rescuer X X X X X FAID 175 Emergency Medical Technician X X X X X FTWL103 Wildland Fire Operations X X FTWL 110 Display Processor X X FTWO 112 Advanced Firefighter Training X X FTWO 115 Supervisory Concepts & Techniques X X FTWO 118 Wildfire Power Saws X X FTWO 128 Field Observer X X FTWO 132 Intermediate Wildland Fire Behavior X X FTWO 158 Facilitative Instructor X X 2.3.2 Degrees and Certificates Step 1a = Define expected student learning outcomes for the degree/certificate (100%) Step 1b = Map expected degree/certificate outcomes to all courses and other learning experiences (100%) Step 2 = Develop appropriate assessment methods for degree/certificate outcome(s) (100%) Step 3 = Use these methods to assess outcomes (100%) Step 4 = Analyze assessment results (100%) Step 5 = Apply results toward improved instruction and learning (100%)

Step 1a Step 1b Step 2 Step 3 Step 4 Step 5 A.S. Fire Technology X

Primary Student learning outcomes for the Fire Technology Program A.S. Degree Program are listed below.


1. The student will demonstrate knowledge and skills required to respond safely and effectively

to emergency situations. 2. The student will be able to analyze, appraise and evaluate emergency incidents and identify

components of the incident command system. 3. The student will be able identify and comprehend laws, regulations, codes and standards that

influence fire department operations. 4. The student will be able to identify minimum qualifications and entry level skills for

firefighting. 5. The student will be able to diagram an organizational structure of a fire department and

describe the rank structure and job requirements for the following positions; firefighter, fire engineer, fire captain, battalion chief, division chief, deputy chief, chief and support positions.

6. The student will be able to calculate flow requirements for fire apparatus, diagram a fire pump and apply mathematic formulae to hydraulic problems.

7. The student will be able to identify common types of building construction and conditions associated with building collapse.

8. The student will be able to identify common types of fire service tools and equipment.

Part III – Program Analysis 3.1 Academic Service Quality 3.1.1 Curriculum Analysis Updating of the Fire Technology curriculum is a continuous ongoing process. There are approximately 177 courses available for delivery through the fire technology program. Apart from the cyclical nature of curriculum maintenance, fire and emergency services curriculum is influenced by many factors that include but are not limited to:

• Changing Technology • Regulatory and Worker Safety Compliance • Professional Qualification(s) and Standards • State and National Policy Making Agencies • Local Emergency Response Agency Needs

Staff consistently meets with local and statewide industry representatives to identify new and emerging technologies and/or industry standards. Examples of this include attendance at quarterly meetings of:

• Shasta County Fire Chiefs Association • Shasta County Volunteer Chiefs Association • Trinity County Fire Chiefs Association • Shasta County Training Officers Association • California Fire Technology Directors Association


• California State Board of Fire Services • State Fire Training, Statewide Training Educations Advisory Committee

When the need for curriculum revision(s) is identified, the Fire Technology Program Director consults with full-time and adjunct faculty, as well as discipline specific organizations as needed, to validate the need and assess potential integration issues. Whenever possible course outlines and student learning outcomes are standardized statewide through the California Fire Technology Directors Association. Many of the courses currently offered through the Fire Technology Program are developed and maintained by standards making agencies such as the Office of the State Fire Marshal and the National Wildfire Coordinating Group. These agencies provide the core curriculum development and maintenance of these courses. Examples of organizational input/influence for curriculum include: Local & Regional Agencies

• Shasta County Fire Chiefs Association • Shasta County Training Officers Association • Trinity County Fire Chiefs Association • Northern California Emergency Medical Services Authority

Statewide Agencies

• Office of the State Fire Marshal • California Emergency Medical Services Authority • Office of Emergency Services • California Fire Technology Directors Association

National Agencies

• National Fire Academy • National Wildfire Coordinating Group • Federal Department of Homeland Security • National Fire Protection Association

While all courses are reviewed in an ongoing 5-year rotational cycle in compliance with college policy it is not unusual for some courses to be updated multiple times within the cycle to meet the requirements of standards making entities. All course outlines are up-to-date and copies are filed electronically in the Division office and listed on the Shasta College Website. The Shasta College Fire Technology program has existing up-to-date articulation agreements with the Shasta/Trinity Regional Occupation Program. Students successfully completing Firefighting/Emergency Response and Wildland Firefighting courses through the ROP Fire Occupations Program may receive three units of credit at Shasta College by following college guidelines for articulation credit in lieu of taking the FIRS 70 - Introduction to Fire Technology and FIRS 118 - Introduction to Wildland Firefighting at Shasta College Fire Technology. This


articulation is relevant to students in any high school where the Shasta/Trinity Fire Occupations programs are offered. 3.1.2 Staffing The Fire Technology Program is primarily staffed by one full-time instructor; one part-time program director, one part-time equipment technician, one part-time staff secretary approximately forty part-time instructors and also varying levels of support is received from three administrative assistants in the NRIPS division. Additional assistance for the program is provided by the Shasta College Fire Department staff that assist with hose testing, ladder maintenance, maintenance of fire apparatus. In addition management of the program is provided by the Dean of NRIPS. Our full-time instructor consistently exceeds his designated teaching load. The program relies heavily on part-time faculty to teach the various sections of the program. While generally speaking the college and students do benefit by having an active member of the fire and emergency medical services field to teach, it does create a scheduling challenge. In addition it is more difficult to track part-time faculty to ensure that they do not exceed their designated teaching loads. At times this has resulted in last minute replacements for instructors who were nearing load capacity. Because of the large number of part-time instructor utilized in the program it is difficult to coordinate the development and analysis of student learning outcomes. Part-time instructors for the most part are employed with fire service agencies and are not readily available to do this work. The program should request adding a second full-time instructor who is qualified to deliver State Fire Marshal, Chief Officer Level II/III courses. Shasta College does not currently offer these courses in spite of demand locally. Local area students must travel outside of our district to attend these courses. Based on the number of students who are wait-listed and then fail to gain entry to Emergency Medical Technician courses it may be timely to explore adding one full-time faculty position for our EMS courses. FULL TIME PROGRAM INSTRUCTOR Ron Marley FIRS 71 - Fire Behavior and Combustion FIRS 74 - Fire Protection Equipment & Systems FIRS 79 - Fundamentals of Personal Fire Safety FIRS 85 - Fire Command 1A FIRS 86 - Building Construction for Fire Protection FIRS 87 - Fire Command 1B FIRS 94 - Firefighter Trainee Worksite Learning FIRS 100 - Basic Engine Company Operations FIRS 102 - Apprenticeship Academy


FIRS 104 - Firefighter 1 Academy FIRS 108 - Firefighter II Academy FIRS 145 - Low Angle Rescue FIRS 149 - Vehicular Extrication FIRS 156 - Fire Control 6 FIRS 181 - Fire Instructor 1A FIRS 182 - Fire Instructor 1B FIRS 189 - Fire Investigation 1A FTWL 110 - Display Processor FTWO 128 - Field Observer FTWO-132 - Intermediate Wildland Fire Behavior S-290 FTWO-158 - Facilitative Instructor ADJUNCT PROGRAM INSTRUCTORS Teri Barnes FAID 175 - EMT FAID 178 - EMT/ First Responder Refresher FAID 132 - First Responder Dennis Beck FIRS 70 - Introduction to Fire Technology Robert Bell (USFS) FIRS 135 - ICS-300 FIRS 136 - Advanced ICS I-400 FTWO 133 - Incident Commander Multiple Resources S-300 FTWO-132 - Intermediate Wildland Fire Behavior S-290 FTWO 137 - Division/Group Supervisor S-339 FTWO 144 - Intro to Wildland Fire Behavior Calculations S-390 FTWO 158 - Facilitative Instructor John Bruno FIRS 101 - Fire Tech Career Placement FIRS 147 - Confined Space Awareness and Rescue FIRS 118 - Introduction to Wildland Firefighting Bill Britton FIRS 104 - Firefighter I Academy James Diehl FIRS 72 - Fire Prevention Technology


John Erwin FIRS 118 - Introduction to Wildland Firefighting Tom Fields FAID 132 - First Responder Dave Freeman FTWO 160 - Hazardous Materials, First Responder, Operations – Level Refresher Kevin Fogerty FIRS 104 - Firefighter I Academy Jason Foley FIRS 104 - Firefighter I Academy FAID 133 - CPR for Professional Rescuer Bill Masten FIRS 104 - Firefighter I Academy FAID 175 - Emergency Medical Technician Don Gordon FIRS 105 - Driver/Operator 1A FIRS 106 - Driver/Operator 1B Brian Heinz FIRS 131 - Hazardous Materials Technician 1A FIRS 132 - Hazardous Materials Technician 1B FIRS 133 - Hazardous Materials Technician 1C FIRS 134 - Hazardous Materials Technician 1D Ron Grider FAID 175 - EMT Basic John Hall FAID 175- - EMT Basic Rob Holt (USFS) FTWO 136 - Fire Suppression Tactics Mike Holst FIRS 104 - Firefighter I Academy Serena Brown FAID 175 - EMT Basic


Matt Schechla FAID 175 - EMT Basic Teresa Gaubatz FAID 175 - EMT Basic Shane Lauderdale FIRS 180 - Fire Management 1 FIRS 189 - Fire Investigation 1A FIRS 191 - Fire Investigation 1B Dan Mallia (USFS) FTWO 133 - Incident command Multiple Resources S-300 FTWO 135 - Task Force/Strike Team Leader S-330 Martha Mitchell FAID 175 - EMT Basic James Mobley FIRS 105 - Driver/Operator 1A FIRS 106 - Driver/Operator 1B Matthew Oliphant FIRS 105 - Driver/Operator 1A FIRS 106 - Driver/Operator 1B Preston Stevens FAID 175 - EMT Basic Jeremy Stoke FIRS 104 - Firefighter I Academy FIRS 149 - Vehicle Extrication Jamie Harvey FIRS 104 - Firefighter I Academy FIRS 149 - Vehicle Extrication Steve Tompkins FIRS 104 - Firefighter I Academy Nick Truax FIRS 104 - Firefighter I Academy


Kevin Ward FIRS 105 - Driver/Operator 1A FIRS 106 - Driver/Operator 1B Joe Warren FIRS 156 - Pump Operations Tim Wedan FIRS 149 - Vehicular Extrication John Wood (USFS) FTWO 137 - Division/Group Supervisors S-339 3.1.3 Teaching Aids and Equipment In the last, year the Fire Technology Program has expanded its effectiveness through the development of specialized training props. Examples include roof props to train firefighters in techniques utilized to ventilate commercial and residential structures during fire conditions; breaching props utilized to train firefighters to breach various types of construction materials and reach trapped victims; shoring props which simulate structures that are in danger of collapsing after an earthquake, explosion or similar event. Teaching aids and equipment have been vastly improved through the purchase of equipment such as a state of the art air bottle refilling system, CPR mannequins, fire hose and ladders. In addition through the hard work and efforts of the programs new part-time equipment technician, we have replaced vehicle extrication equipment, breathing apparatus components and other equipment at no cost to the college by working with equipment vendors. In addition he has completed needed service for much of our equipment. Funding for teaching aids and equipment has come from Carl D. Perkins Career and Technical Education Act of 2006, and local government fire agencies. In addition to direct funding for the purchase of materials local agencies have provided in-kind services to construct some of the teaching aids/props. While teaching aids and equipment have improved, our equipment storage capacity has not. We continue to struggle with acquisition of proper facilities to store thousands of dollars worth of equipment. The 4000 Building currently serves as the Fire Technology Program equipment warehouse which also doubles as a “classroom” and event pavilion. While we recognize that there are not sufficient facilities for all of the programs on campus, and continue to work with others for space utilization, this issue does result in loss of staff time and may lead to the loss or damage of expensive equipment. The program has increased the number of students in the fire academy and emergency medical technician courses both of which are housed in the 5006 classroom. The increase of students in this classroom impacted the ability of many of the students to the instructor and/or visuals that were presented. A platform was constructed to elevate the rear of the classroom; while this has helped a


second overhead projector should be added to support the presentation of visual presentations. The fire technology program continues to work with local fire service agencies to develop the Shasta College Regional Fire Training Center. To date numerous props have been constructed and the site has been certified for Urban Search and Rescue Training by the Governor’s Office of Emergency Services and State Fire Training. 3.1.4 Faculty Availability for General College Service The only full-time faculty in the Fire Technology Program is heavily involved in campus committees. Ron Marley has served as the Curriculum Committee Chair for approximately two years. Ron has also participated in hiring and tenure review committees. 3.1.5 Tutoring Centers/Labs There are no tutoring centers or labs specifically for the Fire Technology Program. Students are encouraged to avail themselves of the many services provided by Shasta College such as computer labs and library facilities. How many students actually access the labs, or hours spent in labs or tutoring centers, is not known. Student who present learning issues are referred to student services for assistance. 3.1.6 Opportunities for Professional Development Full-time and part-time faculty are encouraged to participate in professional development activities. Examples of professional development activities include fire service related conferences and instructor update workshops. Carl D. Perkins Career and Technical Education Act of 2006 provides for funding for full and part-time faculty members to maintain their professional qualifications and attend professional development workshops to improve their instructional skills and improve students success rates. Instructors maintain their certifications and/or licensure by attending continuing education courses, such as Emergency Medical and Paramedic recertification courses, State Fire Marshal/State Fire Training instructor update workshops, CA Department of Motor Vehicle Class B licensing, 3.1.7 Internal Relations, Integration, and Collaboration The Fire Technology Program works cooperatively with each of the other programs within the Natural Resources Industry and Public Safety department and other areas of the campus. Because the program trains on almost every area of the campus, it is necessary for us to collaborate with other programs areas such as Athletics, Facilities and Agriculture and Natural Resources to ensure that our events do not conflict with others.


3.1.8 Survey other CC’s for Common Practices We consistently meet with our peers to determine best practices and incorporate those practices when practical. We recently participated in the development of statewide standardized fire technology student learning outcomes and a Compendium of California Community College Fire Technology Programs project. Utilizing resources for these two projects, we were able to develop student learning outcomes for our fire technology students that are consistent statewide and will enhance their transportability. In addition, through the Compendium project we were able to identify college facilities as possible models for the development of our regional training center. 3.2 External Relations 3.2.1 Facilities Use There are a number of sites utilized by the program for the lab portions of some courses. Those include land owned by the Bureau of Land Management, National Park Service and others on an “as needed” basis. Large areas of open land are needed for mapping courses and fire-line construction. We currently utilize the United States Forest Service Regional Training Center and Redding Fire Department facilities for the delivery of courses though instructional service agreement with those agencies. In addition students attend “live fire” training events at off site facilities such as College of the Siskiyou and Happy Valley Fire Protection District. The 4000 Building currently serves as the Fire Technology Program equipment warehouse which also doubles as a “classroom” and event pavilion. While we recognize that there are not sufficient facilities for all of the programs on campus, and continue to work with others for space utilization, this sharing of space does result in loss of staff time due to the moving equipment around based on the space needs of others. In addition this sharing of space may lead to the loss or damage of expensive equipment. Our fire training grounds have been utilized by the Redding Fire Department and CALFIRE to conduct small training sessions for their staff. These events are coordinated by the program to ensure that they do not conflict with fire academy scheduling. Our regional fire training center does not currently meet typical industry standards for this type of facility. It does not include a tower for rope and ladder work or “live-fire“ training capabilities and other “core props.” We will continue to work with local fire service agencies to build props and fund the future needs of the training center. At some point, we intend to propose a joint powers agreement or similar arrangement that will establish criteria for the use of the facility and provide for future funding. 3.2.2 Contact with K-12 Schools The Fire Technology Program Director meets with Shasta County ROP staff at least annually. In addition we participate in many campus tours involving middle and high school students.


NRIPS division staff recruits students at local fairs, 8th grade days and other contact opportunities, staff distribute fire academy brochures at these events. 3.2.3 Contact with Community Colleges, and Four-Year Universities and Colleges Ron Marley, our full-time instructor and the Art Cota, Program Director meet on a quarterly basis with faculty and staff from Fire Technology programs across the state. Both are involved in the California Fire Technology Directors Association and the Chancellors Office, Statewide Public Safety Advisory Committee. Attendance at these meetings leads to the exchange of information and ideas as well as sharing of available resources. 3.2.4 Contact with Business and Industry Fire Technology staff meet with business and industry partners on a regular basis. Business partners visits the program frequently to demonstrate new technology in tools and or training programs. Staff attend quarterly meeting of the Shasta County Fire Chiefs Association, Shasta County Training Officers Association, and Trinity County Fire Chiefs Association. The program is heavily supported by its industry partners to ensure that our students are exposed to a wide variety of opportunities. Recent examples of this include the Redding Fire Department providing its Ladder Truck and on-duty staff to provide an opportunity for our fire academy students with the experience of operating on a ladder truck. Another example includes CALFIRE/Shasta County Fire providing engines and staff, at no cost to the college, to assist in the delivery of wildland fire training for Trinity County area fire agencies. 3.2.5 Articulation with high schools, universities, and colleges There are currently Articulation agreements for three courses with Shasta County ROP. 3.3 Resource Efficiency 3.3.1 Support The Fire Technology program is dependent upon support from many programs at Shasta College. Examples of this include: Transportation to maintain and repair fire apparatus, Information Technology to support our computers and audio/visual equipment in our classrooms; Arts and Theater to support our fire academy graduations. Grounds personnel support our training events. Support for the fire technology program is generally excellent.


3.3.2 Use of Technology The use of technology in the fire programs are described as adequate. Technology components consist of computers in the classroom to Global Positioning Systems, auto extrication equipment to radios used for communication. We have been purchasing updated equipment with new technology as funding allows. The greatest obstacles to overcome are outdated fire engines, or not possessing fire engines suitable for wildland fire training, and the lack of a training tower and live-fire training facilities. We will continue to look for grant opportunities to fund these purchases. 3.3.3 Comparison with other institutions Many of the community colleges of similar size and location have been able to update facilities and equipment through the use of local bond measures and or grants. Examples of local facilities include: College of the Siskiyou, Butte College and Santa Rosa Junior College. Shasta College continues to compete successfully with other programs primarily because of its reputation for producing excellent recruit candidates. This is in part due to the academic and physical rigor of the program and the hard work and efforts of staff. The availability of the Shasta College Fire Department as a “finishing school” for our students is invaluable. Almost every chief officer for the Redding Fire Department and local CALFIRE unit are graduates of the Shasta College Fire Academy and served as volunteers at the Shasta College Fire Department. 3.3.4 Facility Use/Availability Fire Technology and EMS courses are scheduled almost 7 days a week from 6:00 a.m. to 9:50 p.m. during the spring and fall semesters. These schedules are appropriate for pre-service and in-service emergency response personnel. 3.3.5 Faculty and Classified Staffing 05-06 06-07 07-08 Full-time faculty 1 1 1 Part-time faculty 25 33 35 FTES – Full time . . . FTES – Part time . . . Ratio Ft/Pt faculty 1:25 1:33 1:35 # sections taught by FT (Contract) Unknown * Unknown* Unknown* # sections FT&PT(Contract–Overload and Hourly)

Unknown* Unknown* Unknown*

# sections taught no pay Unknown* Unknown* Unknown*


05-06 06-07 07-08 # of sections taught by FT teaching evening courses


# of sections taught by PT teaching evening courses


# of sections taught by FT teaching day courses


# of sections taught by PT teaching day courses

Unknown* Unknown * Unknown*

# of classified support staff **3 **4 **4 Faculty and staff demographics Unknown Unknown Unknown “The Fire Technology program uses full-time Shasta College contract faculty and adjunct instructors, generally from local fire prevention agencies. Adjunct instructors in the Fire Technology Program are typically paid, but some adjunct instructors are provided free of charge to the college through administrative agreements For any given course in the Fire Technology program there is often more than one instructor. As a result, the statistics on the percentage of sections taught by full-time and part-time faculty, and the FTES they generate, are not an accurate reflection of how the program works. For this reason, this data has not been included in the tables.” Catherine A. Jackson, Ph.D. Director of Research and Planning ** Part-time and full-time employees that are shared with other programs 3.3.6 Equipment The majority of equipment utilized by the Fire Technology Program is purchased utilizing Perkins funds, instructional equipment funds when available, and grants. Due to the nature of the equipment utilized by the program, a large commitment to annual or periodic testing is required. Fire hose is required to be tested annually, ladders are required to be inspected after each use and certified annually, rescue ropes are required to be inspected and logged after each use. Inspection and testing of equipment is done by fire department personnel and the program equipment technician. Storage of equipment is a problem. As described previously, the program currently shares the 4000 Building with other programs and public events. Depending upon space needs of other events staff, are required to relocate equipment on a temporary basis until the event is completed. In addition thousands of dollars worth of equipment is unsecured while this building is being used by others. Because of the uncertainty over occupancy of the 4000 Building we have not been able to move forward with improvements that will increase our operational efficiency. Ideally the college would make a decision about utilization of this building so all parties involved could make more permanent plans to move forward.


3.3.7 Budget Info, Requests, Action Plans The current budget for the Fire Technology Program is not adequate. While it does provide for supplies it does not provide for equipment purchases. Due to the nature of the equipment utilized by the program there should be an on-going equipment replacement fund. The program relies on equipment purchased by the fire department and or equipment donations from local fire service agencies and grants to purchase equipment. The college should work with the program to develop an equipment replacement cycle and fund it accordingly. Given the current budget climate, funding is not likely to become available; however, a plan should be put in place. The budget planning process consists of reviewing monthly budget statements, and annual review of the budget with recommendations for changes as appropriate.

* Refer to Catherine Jackson’s comments at top of Page 20.

Budget Implications

Fiscal Year 05/06

06/07

07/08

Revenue by FTES 1,021,114 1,104,350 868,259 .

Revenue by Student Materials (pass through)

11,757

22,420

22,018

Total Revenue 1,032,871

1,126,770

890,277

Budget (Expenditures) 220,420

256,840

290,750

Ending Balance 812,451

896,930

599,527

Balance less 30% (overhead)

568,715

608,951

419,669

05-06 06-07 07-08 Cost/FTES – Full time N/A N/A N/A Cost/FTES – Part time N/A N/A N/A


Revenue Generation by Program

05-06 06-07 07-08 Average Class Size - FTES


Number of Combined Sections 12 28 11 28 12 26 FIRS – Fire Technology

Average Class Size 6.7 4.1 7.4 4.0 5.6 3.0 Total FTES 80.4 114.8 81.4 112 67.2 78 Total Revenue 347,650 496,395 351,974 484,288 290,573 337,272

Number of Combined Sections - 1 - 2 - 5 FTWL – Fire Tech/Wildland Fire Tech

Logistics Average Class Size - 1.9 - 0.3 - 0.9 Total FTES . 1.9 . 0.6 . 4.5 Total Revenue . 8,216 . 2,594 . 19,458

Number of Combined Sections - 19 1 16 3 25 FTWO – Fire Tech/Wildland Fire Tech

Operations Average Class Size - 0.5 0.8 0.9 0.6 0.7 Total FTES` . .95 0.8 14.4 1.8 17.5 Total Revenue . 4,108 3,459 62,266 7,783 75,670

Number of Combined Sections - 1 - 1 - - FTWL – Fire Tech/Wildland Fire Tech

Prevention Average Class Size - 0.7 - 2.1 - - Total FTES . 0.7 . 2.1 . . Total Revenue . 3,027 . 9,080 . .



Total FTES 10.4 27 18.9 25.2 10.8 21

Total Revenue 44,970 116,748 81,724 108,965 46,699 90,804

Total Revenue by Semester 392,620 628,494 437,157 667,193 345,055 523,204

FAID – First Aid/CPR/EMT

Total Revenue by Academic Year 1,021,114 1,104,350 868,259

3.3.8 Reach of service The Fire Technology Program offers the following degrees:

• AS - Fire Technology • General Studies – Fire – Emergency Response • General Studies – Fire – Fire Investigation • General Studies – Fire – Fire Command Company Officer • General Studies – Fire - Service Leadership • General Studies – Fire – Rescue Technologies • General Studies – Fire – Wildland Fire Behavior • General Studies – Fire – Wildland Fire Reconnaissance


The Fire Technology Program offers the following Certificates:

• Wildland Firefighter I The majority of our curriculum includes the typical lecture/lab format. Courses are also being taught as web enhanced and hybrid courses. The majority of our courses are taught on the main campus with a few EMT and or fire courses taught at Burney, Weaverville, and Red Bluff. The majority of our core courses are at or near capacity with wait lists. 3.4 Student Success FIRS – Fire Technology Student Success and Retention

FIRS-Fire Technology 05/06 Fall

05/06 Spring

06/07 Fall

06/07 Spring

07/08 Fall

07/08 Spring

Number Retained 235 582 196 538 230 526

Percent Retention 83.9 95.4 89.5 92.1 85.2 95.1


Number of Sections 12 28 11 28 12 26

Average Class Size 33 21.3 25.1 26.3 26.3 22.4

FTWL-Fire Tech/Wildland Fire Tech Logistics - Student Success and Retention

FTWL-Wildland Logistics 05/06 Fall

05/06 Spring

06/07 Fall

06/07 Spring

07/08 Fall

07/08 Spring

Number Retained 22 48 82

Percent Retention 100 100 97.6

Total Enrollments 22 48 84

Number of Sections 1 2 5

Average Class Size 22 24.5 20.2


FTWO– Fire Tech/Wildland Fire Tech Operations - Student Success and Retention

FTWO 05/06 Fall

05/06 Spring

06/07 Fall

06/07 Spring

07/08 Fall

07/08 Spring

Number Retained 322 18 319 64 446

Percent Retention 100 100 99.7 100 99.3

Total Enrollments 322 18 329 64 449

Number of Sections 19 1 16 3 25

Average Class Size 18.7 18.0 21.4 24.0 18.1

FTWL-Fire Tech/Wildland Fire Tech Prevention - Student Success and Retention

FTWL-Wildland Prevention 05/06 Fall

05/06 Spring

06/07 Fall

06/07 Spring

07/08 Fall

07/08 Spring

Number Retained 28

Percent Retention 100

Total Enrollments 28

Number of Sections 1

Average Class Size 28

FAID – First/Aid/CPR/EMT- Student Success and Retention

FAID,1st Aid CPR, EMT 05/06 Fall

05/06 Spring

06/07 Fall

06/07 Spring

07/08 Fall

07/08 Spring

Number Retained 54 203 79 193 77 219

Percent Retention 83.1 91.4 79.8 89.4 78.6 86.6


Number of Sections 4 10 7 9 4 10



Shasta-Tehama-Trinity Joint Community College District Average Class Size for Combined Sections, EXCLUDING TUTORING LABS, by Academic Year and Term for Fire Technology

05-06 06-07 07-08 Average Class Size - Registered Students



FIRS – Fire Technology


Number of Combined Sections - 1 - 2 - 5

FTWL – Fire Tech/Wildland Fire Tech

Logistics Average Class Size - 53.0 - 24.5 - 20.2

Number of Combined Sections - 19 1 16 3 25

FTWO – Fire Tech/Wildland Fire Tech

Operations Average Class Size - 18.7 18.0 21.4 24.0 18.1

Number of Combined Sections 1 - 1 - -


Prevention Average Class Size 8.0 - 30.0 - -




05-06 06-07 07-08 Average Class Size – Students at Census










Operations

Average Class Size - 18.7 18.0 20.7 24.0 18.1

Number of Combined Sections - 1 - 1 - -


Prevention Average Class Size - 8.0 - 30.0 - -





05-06 06-07 07-08 Average Class Size - FTES










Operations Average Class Size - 0.5 0.8 0.9 0.6 0.7

Number of Combined Sections - 1 - 1 - -


Prevention Average Class Size - 0.7 - 2.1 - -




Student Demographics FIRS Fall 2008

Number PercentSubject FIRS - Fire Technology 162 100.0

Age Younger than 18 3 1.9

18 – 19 39 24.1

20 - 24 61 37.7

25 - 29 34 21.0

30 - 34 7 4.3

35 - 39 4 2.5

40 - 49 7 4.3

50+ 4 2.5

Unknown/ unreported 3 1.9

All 162 100.0

Gender Female 11 6.8

Male 148 91.4


Number Percent Unknown/ unrecorded 3 1.9

All 162 100.0

Ethnicity White, non Hispanic 124 76.5

Hispanic 6 3.7

Asian / Pacific Islander 7 4.3

American Indian/ Native Alaskan 6 3.7

Other Non-white 4 2.5

Unknown 6 3.7

Declined to state 9 5.6

All 162 100.0

Citizenship US 70 43.2

Not recorded 92 56.8

All 162 100.0

Residency Status California Resident 161 99.4

Out-of-State Resident 1 0.6

All 162 100.0

Current Student Type HS Enrichment (grades 11-12) 1 0.6

Not a graduate of, not in HS 8 4.9

Received a High School Diploma 117 72.2

Received GED/Certification of Equivalency/Completion 9 5.6

Received Certification or passed HS Proficiency Exam 2 1.2

Foreign High School Graduate 1 0.6

Received an Associate's degree 14 8.6

Received Bachelor's Degree or higher 6 3.7


Number Percent Pending High School Graduate 4 2.5

All 162 100.0

Educational Goal Transfer with AA/AS 34 21.0

Transfer without AA/AS 7 4.3

AA/AS without transfer 17 10.5

Vocational degree without transfer 7 4.3

Vocational certificate without transfer 9 5.6

Prepare for a new career 9 5.6

Update job skills 20 12.3

Licensing requirements 1 0.6

Educational development 7 4.3

Improve basic skills 1 0.6

Obtain HS diploma or GED 8 4.9

Undecided 21 13.0

Uncollected 11 6.8

Other 10 6.2

All 162 100.0


Grade Distribution for FIRS Courses

2005-06 2006-07 2007-08 Fall Spring Fall Spring Fall Spring

Number 111 279 64 302 60 188 A Percent 39.6 45.7 29.2 51.7 22.2 34.0

Number 56 110 59 131 47 53 B Percent 20.0 18.0 26.9 22.4 17.4 9.6

Number 7 31 13 30 29 44 C Percent 2.5 5.1 5.9 5.1 10.7 8.0

Number 5 5 4 3 3 3 D Percent 1.8 0.8 1.8 0.5 1.1 0.5

Number 52 46 25 28 72 45 F Percent 18.6 7.5 11.4 4.8 26.7 8.1

Number 1 105 26 43 18 178 CR Percent 0.4 17.2 11.9 7.4 6.7 32.2

Number 39 22 19 39 34 26 W Percent 13.9 3.6 8.7 6.7 12.6 4.7

Number 3 6 5 1 . 10 NC Percent 1.1. 1.0 2.3 0.2 . 1.8

Number 6 6 4 7 6 1 DR Percent 2.1 1.0 1.8 1.2 2.2 0.2

Number . . . . 1 5 I Percent . . . . 0.4 0.9

Program Enrollments 280 610 219 584 270 583


Grade Distribution for FTWO Courses


Number . 216 18 229 . 279 A Percent . 67.1 100 71.6 . 62.1

Number . 1 . 43 . 45 B Percent . 0.3 . 13.4 . 10.0

Number . . . 22 . 28 C Percent . . . 6.9 . 6.2

Number . . . 1 . 2 D Percent . . . 0.3 . 0.4

Number . 5 . 24 . 22 F Percent . 1.6 . 7.5 . 4.9

Number . 97 . . 64 70 CR Percent . 30.1 . . 100.0 15.6

Number . . . 1 . 3 W Percent . . . 0.3 . 0.7

Number . 3 . . . . NC Percent . 0.9 . . . .

Number . . . . . . DR Percent . . . . . .

Number . . . . . . I Percent . . . . . .

Program Enrollments . 322 18 320 64 449


Grade Distribution for FTWL Courses


Number . 22 . 48 . 71 A Percent . 100.0 . 100.0 . 84.5

Number . . . . . 2 B Percent . . . . . 2.4

Number . . . . . 6 C Percent . . . . . 7.1

Number . . . . . . D Percent . . . . . .

Number . . . . . 3 F Percent . . . . . 3.6

Number . . . . . . CR Percent . . . . . .

Number . . . . . 2 W Percent . . . . . 2.4

Number . . . . . NC Percent . . . . . .


Number . . . . . . I Percent . . . . . .

Program Enrollments . 22 . 48 . 84


Grade Distribution for FTWP Courses


Number . . . 28 . . A Percent . . . 100 . .

Number . . . . . . B Percent . . . . . .

Number . . . . . . C Percent . . . . . .

Number . . . . . . D Percent . . . . . .

Number . . . . . . F Percent . . . . . .

Number . . . . . . CR Percent . . . . . .

Number . . . . . . W Percent . . . . . .

Number . . . . . NC Percent . . . . . .


Number . . . . . . I Percent . . . . . .

Program Enrollments . . . 28 . . 3.5 General Planning As an industry, the fire service nationally is moving in the direction of certification and qualifications for all positions in the fire service, and also an enhanced focus on safety and higher education for firefighters. Fortunately, California has been in the lead of this movement, and many of our courses have been retooled to meet these objectives.


Our program has participated in many of the marketing projects on campus. We distribute program flyers at every opportunity such as career fairs and other campus events. We also participate in events such as presentation to the California Conservation Corps and local high schools as requested.

Part V – Program Summary Strengths • Instructors continue to be one of the key strengths of the program. Our full-time and part-time

instructors are technically proficient and are dedicated to the learning success of our students. Most of our instructors are active members of the fire and emergency services community. As a result, our students learn from someone that understands the latest industry standards and techniques.

• Relationships and collaboration with local fire service agencies provide our students with access to training opportunities they might not otherwise enjoy. In addition, this relationship provides students with exposure to individuals who can influence the hiring process.

• The program has equipment in sufficient quantities in most areas so that students are provided with “hands on” opportunities as opposed to watching techniques demonstrated by an instructor.

• Curriculum is diverse enough to provide training and education opportunities for most emergency services personnel.

• The program has a great relationship with local fire chiefs and training officers. This relationship has lead to collaboration in the development of the Shasta College Regional Fire Training Center and the support of the program as a whole.

• Students currently have access to volunteer opportunities at the Shasta College Fire Department. This allows students to continue the development of the firefighting skills while still attending classes at Shasta College.

Weaknesses • The program must continue to seek ways to minimize the loss of student time due to injuries.

Many students are not physically fit when they enroll in the fire academy which increases the student’s chances of suffering injuries. Last semester the program worked with the track coach to create a “pre-academy” fitness course. Students who participated in this course have performed better in the conditioning parts of the academy.

• The program does not conduct industry surveys to determine the readiness of graduates upon being hired. Antidotal feedback tells us that many of our graduates are hired locally, regionally and statewide. Generally speaking, we do not receive feedback as to their occupational readiness unless they perform extremely well or poorly. Ideally the program would conduct surveys of students and their immediate supervisors to determine how well they performed and utilize this information for program improvement.

• The program shares its equipment storage facility with other programs and public events. It does not appear that any decision as to who holds primary occupancy is forthcoming. Because of this it is difficult to move forward with a plan for improvement of storage and maintenance areas.


Challenges and Opportunities There are numerous challenges and opportunities facing the Fire Technology Program in the next 5 years. The greatest single challenge and opportunity is the development of the Shasta College Regional Fire Training Center. A concept that began almost 20 years ago has started to flourish. Training props have been constructed and some training has taken place. The momentum has stalled as we struggle to come up with a plan for a fire training tower that can be constructed within the range of current assets. At the same time there is much that is unknown with regard to funding from the Shasta College Budget. To compound this problem, the type of courses that will take place at the Shasta College Regional Training Center includes those that consume large amounts of materials such as plywood, lumber and other construction materials. If we are unable to charge students for these materials, and do not receive additional funding to offset costs, our ability to offer these courses may be compromised or come at the cost of other program offerings. Clearly the development of the Shasta College Regional Fire Training Center is a huge opportunity for Shasta College to solidify its status as a regional training center. Neither the Redding Fire Department, Shasta County Fire Department, nor other local fire agencies have adequate training facilities. Other challenges for the program include developing a larger instructional cadre that meet State Fire Marshal standards for course delivery. This will enable us to issue State Fire Training course completion certificates which are more broadly recognized than local community college certificates.

Part VI – Goals, Recommendations, Priorities, Plans The following are prioritized recommendations from the previous program review along with a brief discussion on whether they were attained. Program Goals for the Fire Technology Program include: 1. Hire a full-time Emergency Medical Technician (EMT) Instructor with coordination

responsibilities. The EMT program is currently at capacity; all courses are typically full and have a “wait list” prior to the start of the class. Hiring a full-time instructor who would coordinate all facets of the program could easily expand the program to include more EMT classes and add continuing education classes that are needed to maintain certification.

This goal was established in the previous Program Review. Unfortunately this position did not make the hiring priorities list for Shasta College. We will continue to submit this request annually. 2. Hire a second full-time fire technology instructor who would specialize in State Fire Marshal,

Chief Officer, Level, II and Leadership courses.


3. Develop on-going dedicated funding for the construction and maintenance of the Shasta College Regional Training Center. Dedicated on-going funding would ensure the systematic development of the training center and provide for on-going maintenance costs.

The program will continue to see Perkins funding for the development of training props and equipment. The program, in conjunction with local fire service agencies, will develop a facilities use fee that will provide for on-going maintenance of the training props and site. 4. Secure dedicated use of the 4000 Building. This would allow the Fire Technology Program to

conduct improvements to the building that would maximize the use of the building and to store equipment in a neat and orderly manner. At this time the program is unsure if it will have continued use of this building. The use and/or control of this building has been a topic of discussion for many years. Until the college determines what its space utilization priorities are the issue is not likely to be resolved.

We will continue to advocate for dedicated use of this facility. 5. Continue to replace outdated or damaged equipment. The program has been very fortunate to

receive funding that has allowed it to maintain much of its equipment. The program must continue to seek means to fund equipment replacement and maintenance. The nature of this program requires that students are training with equipment that has received service and maintenance in accordance with nationally recognized standards.

6. Funding for some of the equipment maintenance has been though the Fire Department budget.

At this time, it is unknown if the Fire Department will continue to exist. As a result. the program must ensure that funding for this maintenance is transferred from the fire department to the fire technology program budget.

7. Equipment purchase. Current needs for the program include wildland fire hose, tools and

personal protective equipment, training fire shelters, structure hose and nozzles, atmospheric monitoring devices, rescue equipment, ropes, confined space portable air and communication system, transport vehicle (for equipment), portable and fixed training props, turnout gear and fire apparatus suitable for wildland and structural-based fire training.

The program will continue to utilize Perkins and instructional equipment funds to purchase new equipment and props. The program will also continue to explore grant funding, when available.


Appendix C Natural Resources, Industry and Public Safety

Action Plan Activities

Please indicate how each activity will help the program or division reach one or more of its Goals and/or objectives. Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.

Description of Activity/Plan Meets Program

or Division Objective/Goal

Item(s) Requested Total Amount

Add a full-time instructor to the First Responder Program to teach Emergency Medical Technician (FAID EMT and other EMS courses)

Yes 1-Full- Time Instructor $66,688

Add an additional full-time instructor to teach in the fire technology programs (FIRS)

Yes

1-Full-time Instructor $66,688

Facilities: Regional Fire Training Center .

Yes Fire @ Rescue Training Props

$100,000

Teaching Aid/Equipment

Yes Update Fire Engines

$150,000

Equipment Replacement

Yes Replace a portion of existing skills development equipment

$25,000

Teaching Aids & Equipment: Purchase ceiling mounted data projector for 5000 Classroom

Yes 1-Data projector and related equipment

$5,000

Conduct Student/Program Surveys

Yes Development and Support of On-Line

Survey

$2,500

Professional Development Opportunities: Fund attendance at fire and EMS related workshops.

Yes Registration and travel associated to attend

professional development workshops

$2,500


Appendix D Instructional Service Agreements

The Shasta College Fire Technology Program has an Instructional Service Agreement (ISA) with two agencies; City of Redding, Fire Department and the United States Forest Service. The ISA allows Shasta College to collaborate with agencies and assist them in the delivery of training and education for their employees. In this program Shasta College provides staff to support and coordinate the training program and academic credit for course completers; Agencies provide instruction, facilities and equipment needed to deliver the training. Under these agreements Shasta College also shares in the cost to deliver the course.

Courses Offered Through Instructional Service Agreement United States Forest Service

05-06 06-07 07-08 Average Class Size – FTES

Fall Spring Fall Spring Fall Spring Number of Combined Sections - 7 - 9 - 6 FIRS – Fire Technology

Average Class Size - 1.2 - 1.3 - 1.6

Total FTES - 8.4 - 11.7 - 9.6

Total Revenue - 36,322 - 50,591 - 41,510

Number of Combined Sections - 1 - 2 - 4 FTWL – Fire Tech/Wildland Fire Tech Logistics Average Class Size - 1.1 - 0.4 - 0.8

Total FTES - 1.1 - 0.8 - 3.2

Total Revenue - 4,756 - 3,459 - 13,837

Number of Combined Sections - 11 1 14 - 15 FTWO – Fire Tech/Wildland Fire Tech Operations Average Class Size - 0.9 1.4 1.0 - 1.2

Total FTES - 9.9 1.4 14 - 18

Total Revenue - 42,808 6,054 60,536 - 77,832

Number of Combined Sections - 1 - 1 - - FTWP – Fire Tech/Wildland Fire Tech Prevention Average Class Size - 0.7 - 2.5 - -

Total FTES - 0.7 - 2.5 - -

Total Revenue - 3,027 - 10,810 - -

Number of Combined Sections - - - 1 - 1

Average Class Size - - - 2.2 - 0.3

Total FTES - - - 2.2 - 0.3

Total Revenue - - - 9,513 - 1,297

Total Revenue by Semester - 86,913 6,054 134,909 - 134,476


Total Revenue by Academic Year

- 86,913 - 140,963 - 134,476


Courses Offered Through Instructional Service Agreement Redding Fire Department

Instructional Service Agreements Combined

Off Campus Courses

Combined Total Revenue 05-06 06-07 07-08 US Forest Service, Northern California Training Ctr. 86,913 140,963 134,476

City of Redding Fire Department - 58,374 21,620

Total Revenue 86,913 199,337 156,096

05-06 06-07 07-08 Average Class Size – FTES Fall Spring Fall Spring Fall Spring

Number of Combined Sections - - - 4 - 4 FIRS – Fire Technology

Average Class Size - - - 1.2 - 0.9

Total FTES - - - 4.8 - 3.6

Total Revenue - - - 20,755 - 15,566

Number of Combined Sections - - - - - - FTWL – Fire Tech/Wildland Fire Tech Logistics Average Class Size - - - - - -

Total FTES - - - - - -

Total Revenue - - - - - -

Number of Combined Sections - - - 12 - 7 FTWO – Fire Tech/Wildland Fire Tech Operations Average Class Size - - - 0.4 - 0.2

Total FTES - - - 4.8 - 1.4

Total Revenue - - - 20,755 - 6,054

Number of Combined Sections - - - - - - FTWP – Fire Tech/Wildland Fire Tech Prevention Average Class Size - - - - - -

Total FTES - - - - - -

Total Revenue - - - - - -

Number of Combined Sections - - - 3 - -

Average Class Size - - - 1.3 - -

Total FTES - - - 3.9 - -

Total Revenue - - - 16,864 - -

Total Revenue by Semester - - - 58,374 - 21,620


Total Revenue by Academic Year

- - - 58,374 - 21,620


Forest Science and Technology &

Natural Resources

2008-09

Forest Science & Technology/Natural Resources Program Review 2008-09 2

SHASTA COLLEGE Program Review – Forest Science and Technology/Natural Resources

Table of Contents

Page Signature Page................................................................................................................................3 PART I – Introduction………………………………………………………………….. ............4 1.1 Purpose of Program Review………………………………………………….. ......4 1.2 College Mission……………………………………………………………… .......4 1.3 Shasta College Institutional Student Learning Outcomes…………………… .......4 PART II – General Program Information……………………………………………. .............5 2.1 Program Definition/Description……………………………………………… ......5 2.2 Program Mission/Purpose……………………………………………………........7 2.3 Student Learning Outcomes………………………………………………….........7 PART III – Program Analysis………………………………………………………….. ..........10 3.1 Academic Service Quality……………………………………………………. ....10 3.2 External Relations …………………………………………………………….....16 3.3 Resource Efficiency ………………………………………………………….. ....18 3.4 Student Success ……………………………………………………………….....22 3.5 General Planning …………………………………………………………….......26 PART IV – Student Learning Outcomes……………………………………………….. .........27 PART V – Program Summary …………………………………………………………...........27 PART VI – Goals, Recommendations, Priorities, Plans……………………………….. ........29



Program: Forest Science and Technology/Natural Resources

Program Review Self Study Participants: Joan Bosworth (Dean NRIPS) Ken Nolte (Full Time Faculty) Len Lindstrand (Advisory committee member) Joe Zustak (Adjunct Faculty) Melissa Pool (Student) Level Two Review Team Participants: Joan Bosworth (Dean NRIPS) Catherine Jackson (Student Services) Frank Nigro (Faculty Outside the Program) Ken Showalter (Advisory Committee member) Lisa Perry (University Representative-Humboldt State University)




1.1 Purpose of Program Review

According to the Academic Senate for the California Community Colleges in their 1996 document, “Program Review: Developing a Faculty Driven Process,” the program review process serves as a mechanism for the assessment of performance that recognizes and acknowledges good performance and academic excellence, improves the quality of instruction and services, updates programs and services, and fosters self renewal and self study. Further, it should provide for the identification of weak performance and assist programs in achieving needed improvement. Finally, program review should be seen as a component of campus planning that will not only lead to better utilization of existing resources, but also lead to increased quality of instruction and service. A major function of program review should be to monitor and pursue the congruence between the goals and priorities of the college and the actual practices in the program or service.

Other purposes include meeting accountability mandates and demonstrating a systematic planning process. While these functions may occur because of program review, they should not serve as a primary function of the review. Otherwise, program review could be perceived as a time-consuming process for a product with no effect or bearing on the program’s activities or any relevance to serving students or maintaining academic excellence. 1.2 College Mission

The mission of the Shasta-Tehama-Trinity Joint Community College District is to provide open access and opportunity for success to students who have diverse backgrounds, interests, and abilities. The District is committed to providing the knowledge and skills necessary for a student to succeed. The District recognizes that success requires specific life skills and professional skills and also effective communication, critical thinking, global consciousness and global responsibility. By offering programs leading to successful completion of a quality university-transfer program, or career-technical education, the District is responsive to the needs of our communities within a changing global society. By offering comprehensive campus and community service programs, the District enables students to achieve personal as well as academic potential and contributes to the social, cultural and economic development of our region. 1.3 Shasta College Institutional Student Learning Outcomes

The District is committed to providing the knowledge and skills necessary for a student to succeed. The District recognizes that success requires specific life skills and professional skills and also effective communication, critical thinking, global consciousness and global responsibility.

To support our students in achieving success, Shasta College has determined that a student who earns a degree or occupational certificate will demonstrate:








4. Global Consciousness and Responsibility Community and global consciousness and responsibility include the knowledge and understanding of civic, cultural and environmental issues; knowledge of and respect for the needs, difficulties, and rights of diverse groups; an appreciation of the importance of public service; and a commitment to life-long learning.

Part II – General Program Information 2.1 Program Definition/Description The Forestry/Natural Resources Program at Shasta College is designed to provide students with the necessary applied and theoretical background to be successful in a variety of resource-related career pathways. Such pathways may include technician-level jobs during the summer or entry-level permanent positions following completion of the A.S. degree. Another pathway may include transfer to forestry, wildlife, environmental science, or related University programs following the completion of additional transfer courses in General Education. Our Forestry/Natural Resources program emphasizes hands-on laboratory activities which are tied directly to ongoing monitoring projects where possible. Such projects occur on our outdoor laboratory (farm) and on other properties in cooperation with local private, State, and Federal resource agencies. Cooperative agreements and memorandums of understanding (MOU) have been established with numerous private, state, and federal agencies to facilitate this process. Following is a list of the major resource agencies and companies who provide job opportunities and educational opportunities for our students:


o U.S. Forest Service o Lassen Volcanic National Park o Lava Beds National Monument o Bureau of Land Management o Bureau of Reclamation o Natural Resources Conservation Service o Whiskeytown National Recreation Area o U.S. Fish and Wildlife Service o Coleman National Fish Hatchery o Cal Fire o California Department of Fish and Game

o California Conservation Corps o Sierra Pacific Industries o Collins Pine o North State Resources o W.M. Beaty and Associates o Western Shasta Resource Conservation

District o California Forest Foundation o Roseburg Forest Products

Our continuing goal is to incorporate more real-world data collection and analysis into as many of our courses as possible. This allows students to gain necessary experience while also allowing them to see how data is interpreted and actually used to make management decisions by local resource agencies. To accommodate industry needs, we continue to provide a compressed 12-fall schedule to allow students to work an extended field season after completing their first year of coursework. This stems from the need expressed by resource agencies for their seasonal employees to have the flexibility to stay on the job past the date that most students must return to fall classes. Field work in forestry, wildlife, and related professions usually continues until fall weather excludes technicians from the field. Our students typically start their summer employment shortly after the spring semester ends (around June 1) and they may continue on the job until the end of September. To accomplish this, several Natural Resources courses were modified to fit a compressed 12-week schedule during the fall semester. Allowing our students an opportunity to stay on the job longer is a valuable asset. However, many employers would actually prefer summer employees start in early May and continue until October and even into November in some cases. In any case, area employers are becoming aware that our students may be available for longer field seasons while University students generally are not able to stay on past early August. We feel this provides our students with a competitive advantage in the industry. Our program requires students to complete at least one season of work experience. During their employment, students are required to register for a minimum of 1 unit of AGNR 94 (Worksite Learning). With the contacts students make while attending Shasta College, and based on the skills acquired, students are provided with the foundation to seek employment or the background to consider transfer to a 4-year institution. Students have gone on to permanent positions following completion of the A.S. degree, although this likely accounts for fewer than 5% of our students. Salaries for technician-level students seeking summer employment average from about $10.00-$13.50/hr depending on skill levels and experience. Salaries for those students obtaining permanent employment following graduation may exceed the range listed above.


2.2 Program Mission/Purpose The Shasta College Forestry and Natural Resource Programs provide open access and opportunities for success in various areas of career technical education. Program success is accomplished by using current technology, by integrating current and projected trends in curriculum, by focusing on project-based lab activities, by soliciting input from an Advisory Committee, by building and maintaining relationships with area employers and Universities, by expecting high academic standards from students, and by integrating the concept of “sustainable management” throughout our curriculum and department. The Forestry/Natural Resources Program fulfills the Shasta College mission statement by providing open access and opportunity for success in an occupational-technical area of education. We continue to work hard at providing students with the knowledge and skills to succeed at their chosen vocation. This is accomplished by the instructors staying current with technology, by soliciting input from our advisory committee, by building and maintaining relationships with area employers and Universities, and through expecting high academic standards from our students. 2.3 Student Learning Outcomes 2.3.1 Courses

Step 1 = Define at least 1 expected student learning outcomes for the course (100%) Step 2 = Develop appropriate assessment methods for that course outcome(s) (100%) Step 3 = Use these methods to assess outcomes (100%) Step 4 = Analyze assessment results (100%)

Step 5 = Apply results toward improved instruction and learning (100%) Prefix Title Step 1Step 2 Step 3 Step 4Step 5AGNR 1 Introduction to Natural Resources X X X X XAGNR 6 Native Plant Identification X X X X XAGNR 8 Career Placement-Natural Resources X X X X XAGNR 10 Satellite Imagery and Mapping Techniques for Natural Resources X X X X XAGNR 11 Environmental Ethics X X X X XAGNR 50 Natural Resources Measurements X X X X XAGNR 51 Silviculture X X X X XAGNR 52 Computers in Agriculture and Natural Resources X X X X XAGNR 53 Forest Protection and Restoration Ecology X X X X XAGNR 54 Introduction to Forest Products X X X X XAGNR 55 Timber Harvesting Systems and Equipment X X X X XAGNR 59 Outdoor Recreation and Interpretation of Natural Resources X X X X XAGNR 60 Environmental Science X X X X XAGNR 61 Environmental Science laboratory X X X X XAGNR 64 Water Resources X X X X XAGNR 65 Forest Ecology X X X X XAGNR 66 Watershed Restoration Practicum X X X X XAGNR 69 Birds and Their Habitats X X X X X


Prefix Title Step 1Step 2 Step 3 Step 4Step 5AGNR 70 Wildlife Conservation and Management X X X X XAGNR 83 Introduction to Global Positioning Systems (GPS) X X X X XAGNR 94 Natural Resources Worksite Learning X X X X XAGNR 173 Beginning Taxidermy X X X X XAGNR 174 Intermediate Taxidermy X X X X XAGNR 176 Wildlife of Northern California X X X X X

2.3.2 Degrees and Certificates

Step 1a = Define expected student learning outcomes for the degree/certificate (100%) Step 1b = Map expected outcomes to all courses and other learning experiences (100%) Step 2 = Develop appropriate assessment methods for degree/certificate outcome(s) (100%) Step 3 = Use these methods to assess outcomes (100%) Step 4 = Analyze assessment results (100%) Step 5 = Apply results toward improved instruction and learning (100%)

Degree Title Step 1aStep 1bStep 2Step 3 Step 4Step 5A.S. Forest Science and Technology X X X X X X A.S. Natural Resources X X X X X X Certificate Natural Resources X X X X X X Certificate Watershed Restoration X X X X X X

Primary Student learning outcomes for the Forest Science and Technology A.S. degree Program:

1. The student will have the appropriate coursework and field experience to pursue seasonal Forestry Technician jobs or to transfer to a University in a Forestry-related field.

2. The student will be able to properly identify all common species of trees and shrubs native to the Western US by their scientific and common names and to discuss general uses, site characteristics, and geographic distributions of these species.

3. The student will be able to apply knowledge of the Silvicultural treatments used to regulate stand composition, regenerate stands, increase growth rates, and improve timber quality.

4. The student will be able to apply skills in the safe use and maintenance of tools and equipment.

5. The student will be able to apply computer skills using Forestry-related software. 6. The student will be able to select and implement an appropriate protocol following the

scientific method to collect, statistically analyze, evaluate, and document original research data.

7. The student will be able to accurately navigate in the field using maps, compass, a Global Positioning System (GPS). Students will also be able to use GPS for field data collection and Geographic Information Systems (GIS) for data mapping and display.


8. The student will be able to evaluate basic theory, concepts, and ecological principles as they apply to Forestry, Wildlife, Water Resources, and Ecosystem Restoration and will use his/her cumulative skills to think critically and to work out possible solutions to address problems facing Natural Resources managers today and in the future..

9. The student will be able to apply fundamentals of Wildland fire ecology, behavior, and suppression techniques.

Primary Student learning outcomes for the Natural Resources A.S. degree Program:

1. The student will have sufficient coursework and field experience to pursue seasonal technician jobs or to transfer to a University in a Natural Resources-related field.

2. The student will be able to use a taxonomic key or field guide to correctly identify unknown species of plants, birds, mammals, and aquatic invertebrates to the level of genus.

3. The student will be able to select and use an appropriate protocol following the scientific method to collect, statistically analyze, evaluate, and document original research data.


5. The student will be able to evaluate basic theory, concepts, and ecological principles as they apply to Forestry, Wildlife, Water Resources, and Ecosystem Restoration and will use his/her cumulative skills to think critically and to work out possible solutions to address problems facing Natural Resources managers today and in the future.

Primary Student learning outcomes for the Natural Resources Certificate:

1. The student will be qualified to pursue seasonal job employment with the Federal Government, a State Agency, or a Private company in a field related to Forestry & Natural Resources.

2. The student will be able to use a specified protocol following the scientific method to collect, analyze, evaluate, and document original research data.


4. The student will be able to evaluate basic theory, concepts, and ecological principles as they apply to Forestry, Wildlife, Water Resources, and Ecosystem Restoration and will use his/her cumulative skills to think critically and to work out possible solutions to address problems facing Natural Resources managers today and in the future.

Primary Student learning outcomes for the Watershed Restoration Certificate:

1. The student will be able to apply the newest technologies and practices in erosion control in restoring an ecosystem

2. The student will be able to apply the latest techniques in bio-engineering applications


3. The student will be able to select and implement an appropriate method or procedure for monitoring a specific attribute of the environment.

4. The student will be able to operate and maintain heavy equipment resulting in minimum impact to the watershed.


Part III – Program Analysis 3.1 Academic Service Quality 3.1.1 Curriculum Analysis Our advisory group has discussed issues such as relevancy of courses, trends in the job market, whether specific skills were being covered adequately, and University articulation. We believe curriculum review should be, and will continue to be, an ongoing process in the evolution of the Natural Resources program. Curriculum changes reflect changes in the industry, which has evolved over the years from one focused around timber production to one that is more focused on ecosystem processes and regulatory requirements. However, forestry jobs still provide the majority of summer employment opportunities in northern California. The core of our current curriculum is a well rounded collection of foundation courses that allows our students to gain a breadth of education and experience. One underlying purpose of the curriculum is to expose all students to the spectrum of career opportunities in the field of Natural Resources management. Upon completion of the A.S. degree, our students have a solid foundation on which to start building their future careers. Our instructors maintain membership with and are actively involved in professional societies and local organizations such as the Society of American Foresters (Past Wyntoon Chapter Chair), The Wildlife Society, California Ag Teachers Association (Statewide Natural Resources Curriculum Chair), the Sacramento Watersheds Action Group, Shasta Land Trust, and Stillwater-Churn Creek Watershed Assessment to name a few. In addition, our Natural Resources faculty serves on advisory boards for regional groups and high school ROP programs. Adjunct faculty are also actively involved in resource related organizations and committees. Our Natural Resources faculty regularly attends professional meetings and workshops. For example, the lead Natural Resources instructor attended a week-long ”Adaptation Institute” hosted by the Northwest Center for Sustainable Resources (NCSR) at Chemeketa Community College in Salem Oregon. Curriculum from the workshop held during the summer of 2004 has been incorporated into various courses within the Natural Resources program at Shasta College. We have also worked closely with faculty at programs such as Humboldt State to ensure our curriculum articulates well. These close relationships also ensure that our students are well prepared to transfer. Instructors also work hard at establishing and maintaining good working relationships with local agency personnel and private landowners. This is partially accomplished by their active participation on our advisory committee which gives them a sense of “ownership” in our program. Finally, faculty go out in the field with students during their summer worksite learning to observe


their work habits and to evaluate how they have applied the skills acquired at the College. This helps us to determine what skills may need improvement or which are not covered in sufficient depth. We also use this time to talk with our students’ supervisors. This is a valuable vehicle for receiving direct feedback on how our students have applied their knowledge and skills. We encourage dialogue and work diligently to incorporate suggestions where appropriate and relevant. A complete list of Natural Resources courses offered at Shasta College along with the current A.S. degree requirements and certificate requirements can be found in the College Catalog. Courses are reviewed in an ongoing 5-year rotational basis as per college policy. All course outlines are currently up-to-date (including compliance with Title V) and copies are filed electronically in the Division office. 3.1.2 Staffing The Forestry/Natural Resources program is primarily staffed by one full-time instructor, Ken Nolte, although several other full-time instructors teach supporting courses (see list below). The breadth of courses within the program is taught by instructors with content specific experience and knowledge. Generally speaking, there are no unique qualifications or certifications required to teach within the program. However, it is important that instructors have relevant work experience within the disciplines they teach. We are fortunate to currently have a suite of well-qualified part-time instructors to teach the variety of courses within the program. Should a vacancy arise, there are a number of possible outlets to find qualified instructors. We have developed a network with local agencies and industries that can usually provide names of qualified and interested personnel. One ongoing challenge is finding someone who can teach our courses at the times we need to offer them. For example, anyone who is currently working another full-time job is generally unable to teach other than late afternoons or evenings. This has created a number of scheduling challenges. Although we have been able to meet the needs of our program, we must find a way to hire a second full-time instructor with background in forestry. There are numerous tasks beyond teaching that the current full-time instructor is responsible for. The program won’t be able to continue growing without the additional support of a second full-time instructor. The following full-time and part-time instructors teach the following A.S. degree and certificate classes:

Ken Nolte

AGNR1 Introduction to Natural Resources AGNR8 Career Placement – Natural Resources AGNR59 Outdoor Recreation and Interpretation of Natural Resources AGNR65 Forest Ecology AGNR70 Wildlife Conservation and Management AGNR60 Environmental Science (multiple sections) AGNR94 Natural Resources Worksite Learning

John Livingston

AGMA44 Introduction to Construction Skills for Agriculture and Natural Resources


Leimone Waite AGPS24 Soils

Morgan Akin (adjunct) – Retired Game Warden (California Department of Fish & Game

AGNR60 Environmental Science AGNR61 Environmental Science Lab

Suzanne Libonati-Barnes (adjunct) – Botanist

AGNR6 Native Plant Identification Bill Branham (adjunct) – Retired Forester (U.S. Forest Service) AGNR51 Silviculture AGNR53 Forest Protection and Restoration Ecology AGNR54 Introduction to Forest Products AGNR55 Timber Harvesting Systems and Equipment Allison Breedveld (adjunct) – Environmental Educator

AGNR60 (ITV) Environmental Science AGNR61 Environmental Science Lab AGNR64 Water Resources

Mike Grifantini (adjunct) – Consultant

AGNR10 Satellite Imagery and Mapping Techniques for Natural Resources AGNR52 Computers in Agriculture and Natural Resources AGNR61 Environmental Science Lab

Len Lindstrand (adjunct) – Wildlife Biologist (North State Resources) AGNR69 Birds and Their Habitats AGNR176 Wildlife of Northern California John McCullah (adjunct) – Fluvial Geo-Morphologist (SALIX)

AGNR66 Watershed Restoration Practicum John Mills (adjunct) – Forester (W.M. Beaty and Associates)

AGNR50 Natural Resources Measurements C. Shoemaker (adjunct) – GIS specialist (North State Resources)

AGNR83 Introduction to GPS Ken Showalter (adjunct) – Retired (U.S. Forest Service)

AGNR59 Outdoor Recreation and Interpretation of Natural Resources Joe Zustak (adjunct) – Wildlife and Fisheries Biologist (U.S. Forest Service) AGNR173 Beginning Taxidermy AGNR174 Intermediate Taxidermy


TBA (adjunct) AGNR11 Environmental Ethics

3.1.3 Teaching Aids and Equipment We have been able to obtain a variety of equipment over the years and we continually strive to make improvements as supply budgets, Perkins monies, State Instructional Equipment Fund (SIEF) grants, and other funds that become available. Currently the program has an adequate supply of most of the basic items such as compasses, clinometers, d-tapes, measuring tapes, and related equipment used in forestry and natural resources applications. However, these items need to be replaced on occasion because of age or breakage and additional numbers will need to be purchased as the program continues to grow. Students in the AGMA44 course have continued to make vegetation sampling frames and wildlife habitat structures. However, the supplies for these projects come from the Natural Resources supply budget. We also have an assortment of water quality (hach) and soil nutrient kits. Several important items have been purchased in recent years with Perkins monies. We have acquired 6 radio telemetry receivers and an assortment of transmitters which are used in the Wildlife management course. Telemetry is a common tool used by wildlife managers. We have also purchased additional recreational and mapping grade GPS units. Because of the cost of these units, we only have a minimum number for student use. Other recent acquisitions include digital calipers, a digital game camera system, and an assortment of environmental monitoring gauges (light meters, wind meters, thermo-hygrometers, and soil thermometers). Perkins money for 2008 allowed the purchase of 5 electronic dendrometers which are commonly used in timber cruising. Our students would greatly benefit, however, from having enough of each of the above items such that at least each pair of students could have the equipment to use during lab activities. The Natural Resources program continues to have substantial deficiencies with respect to certain tools, equipment, and other resources. Currently, the program has no hand-held data recorders such as those typically used by industry. The average field data recorder costs in excess of $1,500, which may or may not include software. Much of the Natural Resources profession depends on these recorders for storing data which can then be downloaded into a computer data base. It is critical that students receive some training in the use of these instruments so they can be competitive in the job market. Another need is for more high quality dissecting microscopes. Six units were purchased with state funding in 2004-05; however, with 20 or more students in a typical course at least 14 more scopes are needed. There is also an assortment of devices that would be valuable to have at least a few examples of. Such equipment would include laser hypsometers for measuring distances, inclination, and tree heights; digital wind, temperature, humidity, and light meters; digital turbidity, pH, salinity, dissolved oxygen, conductivity meters, and water quality monitoring kits. Finally, a major need the program has is with respect to our biological specimen collections. The bulk of the wildlife museum specimen are aging and are showing the effects of time and use by our students and by other groups in the community.


Wildlife specimens are used not only in courses at Shasta College, but they have also been loaned to local agencies for use in events such as “Forestry Institute for Teachers” and “Forest Conservation Days” where public education is the primary goal. We also use wildlife specimen for FFA contests held at Shasta College. The college currently maintains permits for the wildlife specimen and we have the lines of communication in place to acquire new specimen. The problem is not having the funds to be able to pay an outside vendor to taxidermy the specimen. A number of specimen, primarily ducks, are prepared by the taxidermy course at Shasta College. However, because these are student projects, some are high quality and others are poorly prepared. We have tried to solicit outside funding to assist with preparing these mounts and have been unsuccessful. In addition, other biological resources such as herbarium specimen, conifer cones, and animal parts (antlers, skulls, and deer jaws) are a continuing need. These are items which cannot typically be purchased and it is contingent upon the instructors to personally collect these items as they have time. In summary, the program has a minimal stock of the necessary tools to provide students with an adequate experience. However, with most of our equipment, we must continue to budget for the need to replace and repair broken equipment in addition to the ongoing need to acquire enough units such that every student has the opportunity to gain experience. 3.1.4 Faculty Availability for General College Service The only full-time faculty in Forestry/Natural Resources has been actively involved in campus committees. Ken Nolte has served on the following committees: the environmental action committee (no longer active), curriculum, distance education, program assessment, and accreditation to name a few. Currently, Ken Nolte is involved with the SLO committee and is currently serving as president of the Shasta College Faculty Association in addition to his role as faculty coordinator for the Agriculture and Natural Resources Department. He has also been actively involved on faculty, staff, and administrative hiring committees. Ken has also been asked to give presentations on flex day and for the new faculty orientations. Ken Nolte currently receives 20% release time while serving as FA president and all faculty coordinators receive a $1,200 stipend each semester. 3.1.5 Tutoring Centers/Labs There are no tutoring centers or labs specifically associated with the Forestry/Natural Resources program. However, students are referred to other campus resources as needed. 3.1.6 Opportunities for Professional Development Full-time and part-time faculty takes advantage of professional development activities on an ongoing basis. Funding off campus activities isn’t a concern because the current full-time faculty member receives funding based on his role as chair of the Forestry and Natural Resources curriculum with CATA.


Most professional development activities involve off-campus activities with relevant professional organizations. We believe each of the full-time AG/NR instructors would benefit from the sabbatical leave program if it were reinstated. 3.1.7 Internal Relations, Integration, and Collaboration The forestry and natural resources program works cooperatively with each of the other programs within the Agriculture and Natural Resources department. The numerous campus projects we’ve completed involve integrating our various program areas to accomplish a common goal. In addition, we work with other campus offices such as grounds and maintenance. Aside from large activities such as our FFA field day, 4-H field day, and the numerous recruiting events held on our school farm, we frequently conduct activities that bring students from across disciplines together for fellowship or to complete a specified task. As a department, we continue to pursue opportunities to further integrate our programs and students. Currently, students in the natural resources program are working with John Livingston and his Equipment Operations students on several campus habitat improvement projects. We are also planning to submit an application for several grants including one with the Shasta RAC to conduct a monitoring and watershed restoration project on Stillwater Creek. We are also in the developmental stages of evaluating the potential for native grass production on the school farm. This project would integrate each of our disciplines (Agriculture, Horticulture, Equipment Operations, and, Natural Resources) in the production and eventual sales of native grass straw mulch and seeds. 3.1.8 Survey other CC’s for Common Practices We have not conducted a formal survey of other Forestry/Natural Resources programs in California. However, as the chair for Statewide Forestry/Natural Resources curriculum, the full-time instructor has regular contact with other Forestry/Natural Resources instructors from across the state. Aside from email discussions, we meet during the two scheduled California Agriculture Teachers Association (CATA) events each year to discuss a variety of issues related to our programs. Ken Nolte has also been actively involved in the Forestry Education Summit committee which meets to discuss issues relevant to forestry education and careers. The committee is composed of Community College and University teachers along with an assortment of industry representatives. The current full-time instructor came from the only other 2-year Forestry program in California that was “recognized” by the Society of American Foresters (SAF). The process of rebuilding the Natural Resources program and starting the new Forest Science and Technology program, incorporated much information and feedback from programs across the state in addition to local industry partners. Colleges that provided input or whose programs or curriculum were used as models include: Reedley College, Modesto Junior College, College of the Redwoods, Santa Rosa Junior College, Bakersfield College, Sierra College, Columbia College, and Feather River College.


3.2 External Relations 3.2.1 Facilities Use The present lecture and lab facilities for the Natural Resources Program are not adequate. With the increasing demands on the 1200 building, expansion or relocation is inevitable if the forestry/natural resources program is to continue growing. Lecture space, primarily in room 1213 will accommodate most Natural Resources courses however there is increasing demand by other program areas outside of NRIPS. Space is limited in 1201 which is the designated lab room. This room has a capacity of 25, but that doesn’t take into account table space which may be necessary to place biological specimen or to conduct other lab activities. Room 1201 is used by various program areas including Forestry/Natural Resources, Horticulture, Equipment Operations, and the Veterinary Technician programs. There is a computer lab in the 1200 building which is primarily dedicated to Natural Resources, equipment operations, horticulture, and agriculture students. However, there are only 6 stations in a very small room. There are computer labs in several other buildings adjacent to 1200 and in general computers are accessible across campus. A larger computer lab would be an asset in facilitating computer tutorials and computer based lab activities within the Natural Resources program. We are currently evaluating the possibility of relocating the Natural Resources program. The Natural Resources program faculty believes a move is necessary if the program is to continue growing. For example, all of the first and second semester classes taught fall 2008 and spring 2009 were full and many had wait lists. The Native plant identification course had over 40 students registered at one point. We were able to find a larger lecture room to accommodate enrollments; however, we were unable to find a more appropriate lab room. We need to add additional sections in the future of several courses. Possible options for relocating the program include the 1300 building if it were remodeled to accommodate a larger lecture/lab classroom. Another possibility which has been discussed by the College President includes the addition of a new portable building on the farm. This building would accommodate several program needs within the AG/NR department. The Forestry/Natural Resources program also has maintained a network of industry professionals who are willing and interested in having our students visit their sites. Some visits may simply involve a “show and tell” field trip. Other activities involve hands on instruction and actual data collection. Our goal is to attempt to have students actively involved with our local industry partners in gaining hands on experience with data collection and analysis to whatever extend possible. 3.2.2 Contact with K-12 Schools Ken Nolte currently serves on two high school advisory committees (Red Bluff High and University Preparatory School in Redding. Three high school ROP instructors currently serve on the NR advisory committee. Instructors are continually reviewing articulation and working with area high schools. We actively recruit from most high schools in our district by conducting activities on campus.


We host an FFA field day each October where over 1,200 students participate in contests on our campus and school farm. In 2007, the forestry program hosted a forestry contest in conjunction with the Sierra Cascade Logging Conference held each February at the Shasta Fairgrounds. We also recruit students by giving presentations at area high schools. Our Shasta College students are actively involved in the high school recruiting events and various related activities. With the assistance of a SB-70 grant, we have hosted numerous on-campus recruiting and “career days” for junior high and high school aged students. Faculty (full and part-time) along with our students work together to support the numerous events we host each year. Once the grant has expired, we will likely continue to host at least some of the same events as time allows. 3.2.3 Contact with Community Colleges, and Four-Year Universities and Colleges The full-time instructor maintains contact with faculty from most of the Community College and University Agriculture and Natural Resources programs across the state. Ken Nolte is actively involved in the California Agriculture Teachers Association which holds two major meetings each year. During these conferences, instructors have the opportunity to discuss issues common to our programs. Participation in these activities fosters a collegial atmosphere where ideas are exchanged and solutions to program concerns are addressed. The Community College Agriculture and Natural Resources programs across the state form a tight-knitted group of instructors who are always willing to help each other with any issues relevant to the educational success of our students. We also maintain a good working relationship with the two primary California Universities where our Forestry/Natural Resources students are likely to transfer. We continue to maintain and update articulation with Humboldt State University and with Cal Poly San Luis Obispo. We meet on occasion with University faculty and Department Heads to discuss issues related to transfer and course articulation. We also are working with out-of-state Universities to provide expanded opportunities for our students. Faculty from the University of Idaho and the University of Nevada-Reno have visited our campus to recruit our students. We have formal articulation agreements in place with a number of institutions and students from Shasta College have strongly considered options such as Idaho and UNR to be a viable alternative to remaining in state. We’ve also had students transfer to Montana State and University of Wisconsin to name a few. No formal agreements exist with these institutions; however, the full-time instructor has always been willing to work with the students to make any transfer as seamless as possible. 3.2.4 Contact with Business and Industry The Forestry/Natural Resources program maintains close ties and strong working relationships with local industry partners. We rely on industry to provide guest speakers in many of our courses and to provide on site field trip opportunities for our students. Some of our industry partners are contacted on a weekly or monthly basis while others may be enlisted to provide input once or twice each year. We have formal MOU’s in place with State, Federal, and Private Industries in addition to private landowners.


The Natural Resources Advisory Committee comprises a diverse group of industry representatives and relevant natural resources professionals. We have worked to ensure our committee is comprised of representatives from each major area of natural resources. This committee has been among the strongest and most active of any on campus. The committee has worked effectively to improve and enhance the curriculum and to be certain it meets the needs of industry. Over the past 6 years, instructors have developed a strong network of contacts for employment opportunities. Each year, local industry partners provide substantially more seasonal job opportunities than there are students to fill them. In addition, the program is contacted when permanent positions become available. The Forestry/Natural Resources program has a solid reputation with local State and Federal Agencies and with private industry which is clearly a benefit to our students. 3.2.5 Articulation with high schools, universities, and colleges Our articulation agreement with Jefferson High School has been updated and new agreements have recently been completed with Corning, Red Bluff, and Nevada Union. We are still working on agreements with Eureka, Las Plumas, and Trinity High. In addition to the recent curriculum revisions to our Natural Resources program, we have been working closely with several Universities to update or create new articulation agreements. Our effort has focused primarily with Humboldt State University, Cal Poly San Luis Obispo, and Chico State to a lesser degree. We have also sought articulation with the University of Idaho, University of Nevada-Reno, and the University of Oregon.. Several courses within the Natural Resources curriculum are also incorporated into the general education pattern for the A.S. degree requirements at Shasta College. Environmental Science (AGNR60) is offered in various modalities including a typical day class, an evening course, and as an online class. Enrollment in AGNR 60 typically exceeds 100 students per semester. AGNR60 fulfills the natural science requirement for an A.S. degree at Shasta in addition to fulfilling the B2/B3 life science category for the CSU system and the area 5 biological sciences requirement for IGETC. In addition, the Introduction to Natural Resources (AGNR1) and the Water Resources (AGNR64) courses also fulfill the natural science option for the A.S. degree. 3.3 Resource Efficiency 3.3.1 Support Support is required on occasion with respect to the computer technology in the classrooms and in the 1204 computer lab. Generally their response and support is good. Bill Hubbard and his grounds crew are also very supportive of our needs with respect to our outdoor facilities on campus. The grounds department appears to be understaffed at times, but Bill is always willing to assist as needs arise. The support staff in the student services office is very helpful with respect to student clubs and organizations.


3.3.2 Use of Technology Technology within the classroom is adequate at this time. Campus wide, the availability of computers is adequate, although it would be beneficial to have a larger computer lab for the 150+ students in the AG/NR department. We have been purchasing relevant technology for classes as our equipment budget and Perkins money allows. We’ve been able to purchase at least a few each of many important pieces of equipment such as laser rangefinders and electronic dendrometers. Our current supply budget allows us to purchase a few items each year which slowly allows us to build our equipment inventory. However, there is still a need for handheld data recorders which cost in excess of $1,500 each. Based on our needs which have been outlined in previous program review documents and our Business plan, we will continue to seek Perkins money and grant money for additional items. We must be able to maintain our supply budget at 2008-2009 levels to ensure we have sufficient funds to maintain our current level of technology. 3.3.3 Comparison with other institutions Several of the once strong forestry/natural resources programs across California have declined in recent years from lack of administrative support. Programs at College of the Redwoods, Sierra College, Modesto J.C., and Santa Rosa J.C. have lost full-time instructors. Some have been replaced and others have been filled with part-time instructors or by other instructors at the College who may or may not have the appropriate background. In general, enrollments have declined at many of these Colleges. Exceptions are found at Reedley College (near Fresno) and Shasta College. I know from experience, having taught at Reedley, the reasons they have continued to grow is that their program is supported by administration and they have 3-full time forestry faculty. This support comes in the form of supply budgets but more importantly with respect to faculty and staff support. Reedley has maintained 3 full-time instructors and they continue to be the only Society of American Foresters “recognized” 2-year College in California. All of these factors are reasons why Reedley continues to be the best 2-year program in California. Shasta College has a great opportunity if we can just add a few more components. We currently could meet all requirements to seek SAF recognition pending the hire of a second full-time Forestry/Natural Resources instructor. A major advantage that Shasta College has over ANY other program in the state is our access to such a diverse array of natural resources, industry partners, and employment opportunities. The bottom line is that the Forestry program at Shasta College is doing better than most similar programs in the state. However, the success we’ve had can only continue if we can add an additional full-time faculty to support our growth. 3.3.4 Facility Use/Availability The majority of the core curriculum for the forestry/natural resources program is scheduled during the day. Most courses are scheduled for M,W or T, TH between 9am-5pm. Because of the number of part-time faculty in the discipline, some courses are scheduled in the evenings to accommodate their work schedules.


We continue to offer a number of our core courses via ITV to our other campuses. Unfortunately, lecture sections at Red Bluff, Burney, and Weaverville do not often make enrollment. During the fall semester, several of our classes are short-term (12 week) classes to accommodate our student’s requirement for worksite learning in the summer. The compressed fall courses are usually blocked into 1 or 2 days each week. Some of the courses have also been modified to include an online lecture component (Hybrid). Most forestry/natural resources jobs continue until fall/winter weather force them out of the woods. We modified our fall schedule to accommodate our industry partner’s needs. This “accommodation” to a compressed schedule makes our students very competitive in the seasonal job market. Other than the Introduction to Natural Resources, Computers, and Environmental Science class, most courses are taught once each year. In recent years, none of the courses required for the Forestry or Natural Resources degrees have been cancelled. As of this school year, the majority of the first year courses were at capacity and several had waitlists. Our students are able to complete their degree or certificate within the specified time if they adhere to the recommended schedule. Often there are situations such as child care, transportation, or family issues which affect a student’s ability to complete the degree in a timely manner. Another issue which may prolong a students time at Shasta College is whether they intend on transferring to a University. If the student takes GE and other transfer courses along with the curriculum required for completing the A.S. degree, it may take one or more additional semesters at Shasta. Our faculty works with students to find ways to assist them in achieving their academic goals. 3.3.5 Faculty and Classified Staffing 05-06 06-07 07-08 Full-time faculty 1 1 1 Part-time faculty 8 11 13 FTES – Full time 75 63 40 FTES – Part time 33 43 62 Ratio Ft/Pt faculty 1:8 1:11 1:13 # sections taught by FT (Contract) 24 11 9 # sections FT&PT(Contract–Overload and Hourly)

34 44 30

# sections taught no pay 0 0 7 # of sections taught by FT teaching evening courses 1 0 0 # of sections taught by PT teaching evening courses 5 5 5 # of sections taught by FT teaching day courses 12 12 12 # of sections taught by PT teaching day courses 19 23 23 # of classified support staff **2 **2 **2 Faculty and staff demographics NA NA NA

** Support staff has primary role in Farm management and equipment operations. 3.3.6 Equipment In general, the majority of equipment necessary for the Forestry and Natural Resources programs is


purchased using annual supply budget and Perkins money. Certain disposable items are replaced annually based on established need within specific courses (e.g., botany paper is needed each spring semester for the native plant ID course). Other items such as compasses and clinometers were purchased as budget allowed until the goal of 25 items was reached. This goal was established as the minimum number of students in a given course which would need to have access to the equipment. Individual items are replaced as necessary or additional items are purchased as needs arise. The forestry/natural resources program has a dedicated storage space located in the 1200 building. All of the expensive equipment is contained within a locked cabinet in a locked room. Only relevant faculty are given keys for the storage room. Although most of the basic equipment needs for the program are being met with annual supply budgets, there continues to be some need for more expensive items. These needs are addressed in our Perkins plan and within our Business plan. An appendix in the business plan outlines program needs with respect to equipment. The business plan is updated on an annual basis to address our changing needs. 3.3.7 Budget info, requests, action plans Pending midyear budget cuts or unforeseen changes next year because of the State budget, our current supply ($5,190) and field trip ($6,300) budgets are adequate to meet our needs at this time. We have spent much time working to secure the amount of funding necessary to meet our needs in order to be certain no transfers are required. The field trip budget was cut this fall by $1,300 dollars. Administration did allow us to transfer $1,300 from supplies back into field trips since the field trips are a very important part of the program. In addition to the Perkins money which is available each year, we received a SB-70 grant from the Chancellors office for 2007-2009. The grant is being used to focus on recruiting for the forestry and natural resources programs. In addition, the grant has provided funds to provide forestry education to area high school students, recruiting events, hosting forestry competitions in conjunction with the Sierra Cascade Loggers Conference, and numerous other events. As the current grant runs out, we will be continuing to explore other opportunities including fund raisers and additional grants. With the assistance of the Advisory committee, we have developed a business plan. The business plan has been used to guide our budgeting process by following a prioritized list of equipment needs when using current supply budgets, Perkins money, or additional sources of income are acquired. The business plan is updated annually and will continue to serve, in conjunction with the program review, as a living document. The total budget for the forestry and natural resources program is currently $10,190 which includes field trips and supplies. This budget covers 24 courses (most of which have a lab component) and the needs of the 1 full-time and 12 part-time instructors. At the beginning of each academic year, we solicit input from all faculty with respect to supply needs and requested field trips. Whenever possible, we plan for students to meet on site for local field trips. We have eliminated most overnight field trips which were an important part of the program in the past. We believe our program is currently running efficiently with respect to budget. We will look at cutting back on the required overnight field trips in AGNR176-Wildlife of Northern California since the course is a bit expensive and it not required for either the Forest Science and Technology or Natural Resources Degrees. We will also evaluate the prospect of moving the taxidermy courses to community education.


3.3.8 Reach of service The natural resources program provides two associate of science degrees (Forest Science and Technology and Natural Resources), two certificates (Natural Resources and Watershed Restoration), and a number of community interest courses such as taxidermy and Birds and Their habitats. The majority of our curriculum includes the typical lecture/lab format. Some courses are taught in a traditional face-to-face delivery format, while many are offered as web enhanced and hybrid courses. In addition, several of the core natural resources courses and GE offerings (such as Environmental Science) are being offered via ITV. Our courses typically are taught on the main campus and via ITV to Red Bluff, Burney, and Weaverville. In the past, courses have also been projected to Corning and Hoopa. The only fully online course at this point is Environmental Science which is only a lecture course. This course is offered as a fully online course with two sections each Fall, Spring, and summer. This course always makes enrollment. The majority of our core courses are near capacity. This fall all of the first year courses and 50% of the second year courses were full and/or had wait lists. Some of the second years courses, especially courses for the relatively new forest science program have room for growth. Our main limiting factor at this point is physical space (class rooms) and the need for a second full-time faculty. If these limitations were addressed, we believe it is feasible for the program to continue substantial growth well into the future. This projection is based on the number of retirements (State, Federal, and Private Industry) that are expected to continue well into the next decade and the ever increasing demand on our natural resources to supply all of our needs. 3.4 Student Success 05-06 06-07 07-08

FTES – Full time 75 63 40

FTES – Part time 33 43 62

Total FTES 108 106 102

Total Program Enrollments 845 818 872

Enrollments at Census 756 736 772

Average Class Size Registered Students 19.1 20.4 22.6

Average Class Size at Census 17.5 18.1 20.1

Number of Audits NA NA NA

Number of Sections 58 55 39

Number of Combined Sections 1 1 1

Section Characteristics Unclear what is being asked for here

05-06 06-07 07-08 Cost/FTES – Full time 4324/75=$58 4324/63=$69 4324/40=$108 Cost/FTES – Part time 4324/33=$131 4324/43=$101 4324/62=$70


05-06 06-07 07-08

Course Success 80% 80% 75%

Course Retention 90% 90% 89%

Type of Credit (Credit vs. Non Credit) All credit All credit All credit

Program Persistence * * *

Student Progress * * *

Student Demographics See below

* We are working with Catherine Jackson to identify this data. Grade Distribution for AGNR courses.


Number 162 178 158 183 131 183 A Percent 46.3 36.0 41.5 41.9 35.5 36.4

Number 73 114 102 97 88 144 B Percent 20.9 23.0 26.8 22.2 23.8 28.6

Number 47 44 48 59 49 52 C Percent 13.4 8.9 12.6 13.5 13.3 10.3

Number 5 9 7 15 14 24 D Percent 1.4 1.8 1.8 3.4 3.8 4.8

Number 36 34 26 34 36 39 F Percent 10.3 6.9 6.8 7.8 9.8 7.8

Number . 54 . 4 . 8 CR Percent . 10.9 . 0.9 . 1.6

Number 20 49 30 33 38 40 W Percent 5.7 9.9 7.9 7.6 10.3 8.0

Number . . . . . 2 NC Percent . . . . . 0.4

Number 7 13 9 10 13 9 DR Percent 2.0 2.6 2.4 2.3 3.5 1.8

Number . . 1 2 . 2 I Percent . . 0.3 0.5 . 0.4

Program 350 495 381 437 369 503


Demographics for AGNR Students (Fall 2008).

Number PercentSubject AGNR - Natural Resources 240 100.0

Age Younger than 18 13 5.4

18 - 19 55 22.9

20 - 24 82 34.2

25 - 29 44 18.3

30 - 34 17 7.1

35 - 39 11 4.6

40 - 49 7 2.9

50+ 9 3.8

Unknown/ unreported 2 0.8

All 240 100.0

Gender Female 101 42.1

Male 135 56.3

Unknown/ unrecorded 4 1.7

All 240 100.0

Ethnicity White, non Hispanic 193 80.4

African American, non Hispanic 3 1.3

Hispanic 10 4.2

Asian / Pacific Islander 7 2.9

American Indian/ Native Alaskan 8 3.3

Other Non-white 4 1.7

Unknown 5 2.1

Declined to state 10 4.2

All 240 100.0

Citizenship US 95 39.6

Not recorded 145 60.4

All 240 100.0


Number PercentResidency Status California Resident 235 97.9

International Student 3 1.3

OIT Reciprocity 1 0.4

Out-of-State Resident 1 0.4

All 240 100.0

Current Student Type HS Enrichment (grades 9-10) 1 0.4

HS Enrichment (grades 11-12) 6 2.5

Not a graduate of, not in HS 10 4.2

Received a High School Diploma 186 77.5

Received GED/Certification of 16 6.7

Received Certification or passed HS Proficiency 4 1.7

Foreign High School Graduate 3 1.3

Received an Associate's degree 6 2.5

Received Bachelor's Degree or higher 5 2.1

Pending High School Graduate 2 0.8

Other 1 0.4

All 240 100.0

Educational Goal Transfer with AA/AS 68 28.3

Transfer without AA/AS 12 5.0

AA/AS without transfer 21 8.8

Vocational degree without transfer 4 1.7

Vocational certificate without transfer 11 4.6

Formulate career interest 1 0.4

Prepare for a new career 13 5.4

Update job skills 4 1.7

Educational development 16 6.7

Improve basic skills 1 0.4

Obtain HS diploma or GED 13 5.4

Undecided 44 18.3

Uncollected 17 7.1


Number Percent Other 15 6.3

All 240 100.0 We measure student success by administering the student opinion of teaching surveys. Surveys are administered the first semester for all new adjunct faculty and every six semesters thereafter. Once full-time faculty are tenured, student surveys are administered every three years. Within the Forestry/Natural Resources program, we occasionally administer brief surveys to our students. Questions include where the student heard about our program, the days/times they prefer courses to be offered, and a comments section where they can discuss any strengths and weaknesses they perceive within the program and faculty. Past student surveys have been used to adjust course offerings and to address student needs. For example, students expressed some concern about the length of our compressed fall courses. Each course was originally scheduled to meet one day each week for about 7 ½ hours. There were several courses scheduled in this manner. After teaching the courses and receiving feedback, we modified the course to be taught as a hybrid. The lecture component of the course is fully online for all but one of the compressed courses. The lab portion of the course still meets face-to-face for 4 ½ hours each week. Students are advised regarding support services which are available across the Shasta College campus. Although there are no official support services dedicated to Forestry/Natural Resources students, faculty encourage students to form study groups and they are placed into small groups for many of the laboratory activities. This facilitates our students forming a closer relationship which can provide a support mechanism when individual students are having problems. Faculty are also able and willing to serve the role of mentors to our students. The only full-time Natural resources faculty member retains an open door policy for all students. Students are encouraged to stop by anytime the office door is open if they have questions about courses or about career and transfer opportunities. Students are also provided with career information in several courses. Faculty continue to work closely with students and counselors to ensure success when transferring to a University. Faculty remain current with employment trends and with our colleagues at the Universities where are students transfer. This open door policy is also enhanced by the fact that many of our courses are taught as hybrid or web-enhanced. This makes it easy to contact any or all students easily to provide information such as job opportunities. It also provides for a convenient method for students to submit assignments electronically. 3.5 General Planning The primary national trend that we are attempting to address relates to the concern by many natural Resources agencies that their workforce is quickly approaching retirement age. As State, Federal, and private industry continue to loose employees to retirement, there is concern that there are too few new employees to fill the vacancies. To compound this trend, most Forestry/Natural Resources programs in California have shown declining enrollments over the past 10 years or so. There are a few exceptions to this, but many programs have disappeared or have been dramatically reduced in


size. In response to this concern, the Northern California Society of American Foresters formed a “forestry education summit” to specifically address the need for qualified entry level forest technicians. This group has made some progress over the past few years. For the program at Shasta College to make the next step, we need to meet the requirements to seek Society of American Foresters “program recognition”. We would be only the 2nd Community College in California to have recognition. The only obstacle is that we must have 2 full-time instructors in forestry. All other requisites can be easily met. Our curriculum was created with SAF recognition in mind. The curriculum is comprehensive in scope and covers all aspects required by SAF. We also have access to Forest land which is a necessary component to allow students hands on management practice. Our industry partners have been willing to sign MOU’s which allow our students to conduct activities and research on their property. Achieving recognition would prove to be a substantial marketing tool on the National level. Currently we market our program by participating in a variety of activities across the north state. We actively recruit by visiting local high schools where we give presentations about our program. We also host numerous events that bring 1,000’s of potential students on our campus. Such activities include: 8th grade day, our annual FFA field day, 4-H field day, student leadership conferences, and many other related activities. Since our SB-70 grant allowed us to hire a project coordinator, she has been actively staffing all local fairs and has planned numerous other activities including our summer forestry career camp and taking area high school kids to the forestry competition. We have also facilitated articulation with additional area high school ROP programs in natural resources. The grant has also allowed us to purchase additional recruiting materials and professional banners. Our program continues to gain recognition across the state. Based on the long-term need in California for qualified students to enter the job market and the need for well qualified transfer students to places such as Humboldt State, Cal Poly-SLO, and U.C. Berkeley, there is no reason to think our program will not continue to be sustainable into the foreseeable future. We are always looking at ways to adapt and modify our curriculum to meet the changing needs of our community. We remain actively involved in professional organizations and local industry to provide those needs.

Part IV – Student Learning Outcomes See Section 2.3 on page 7 for complete Student learning Outcomes summary


• Instructors continue to work closely with State and Federal agencies and with private industry to provide students with the most relevant training possible.

• Close ties to the above groups also facilitate access to seasonal and permanent job opportunities for all Natural Resources students.


• The Natural Resources program focuses on a student-centered and project-based approach to learning.

• The program encourages student cohorts to bond and work together as a team. • Flexibility of the compressed fall schedule allows students to work a longer field season. • The Environmental resources found on the Shasta College campus and in the vicinity of

campus provide students easy access to outdoor learning opportunities. • Diversity of curriculum and faculty provides our students with a well rounded education. • Student leadership continues to be encouraged through related clubs and student

organizations, in the classroom, and via community involvement. • The instructors continue to critically evaluate curriculum and course objectives to provide

students with the most relevant experience possible. • The Natural Resources program has a strong advisory committee that is committed to

helping the program succeed. • Students apply a range of technologies including GPS, GIS, and other electronic data

collection equipment. • The program is fortunate to have been able to find a great group of diverse adjunct faculty to

teach the variety of courses offered within the program. Weaknesses

• The program currently only has one of the historic two full-time Natural Resources faculty members to teach the majority of courses and to coordinate the program. We are limited at this time with just how much we can grow and expand our offerings because of this. The absolute number one priority if this program is to continue growing, is the need to hire a second full-time forestry instructor.

• Currently, the lab classroom in room 1201 can only accommodate a maximum of 25 students which doesn’t include sufficient space for displaying study specimen or other lab equipment. Many of our natural resources courses had substantial waitlists meaning we could have added 20-25 additional students to the program if a larger lab room was available. Again, if our program is to continue sustaining our current growth, we need larger and more modern classroom facilities.

• Program recruiting has greatly improved with the current SB-70 grant which allowed us to hire a grant coordinator spends much time recruiting for all programs within our department. Once this grant cycle is through, we will not be able to continue the level of recruiting we are currently able to maintain on the college campus and within the community.

• There is a definite need for additional equipment and updated technology to give students hands on experience with industry relevant tools and technology. We may have examples of most relevant technology but we may need more individual items to allow each student to get hands-on experience using the equipment

• Many of the biological specimens are in deteriorating condition and need to be replaced in the near future.

Challenges and Opportunities There are a number of challenges that will need to be addressed in the next several years. First, there is much uncertainty with respect to the State and College budget. If budgets are cut and


Shasta College needs to make cuts to our programs, it will be challenging to continue to progress we’ve achieved over the past several years. For example, field trip and supply budgets have only recently been elevated back to a level which is just sufficient to meet our needs. A program such as this is heavily dependant on providing students with hands on instruction. This can only be accomplished if every student has reasonable access to equipment. The more students we have, the more equipment we need to purchase. Our supply budget will need to continue increasing as class sizes increase. At some point, we will also need to be able to offer large lectures with multiple lab sections. Field trips are also an integral part of this program. Without funding to take students on field activities, not only the quality of the program is affected, but the ability to recruit students is also impacted. Another challenge, one that we are already facing, is availability of classroom space. Classrooms on our campus may be underutilized in some respects, but there is a definite shortage of adequate laboratory rooms for the Agriculture and Natural Resources Department. Our program cannot continue to grow without improving our infrastructure. We realize with the current state of the budget, there may not be many options to address this concern. However, there appears to be a possibility of using some of the portable buildings from our current campus in Red Bluff. While this wouldn’t be the optimal situation, it would provide our programs with additional classroom space. There are opportunities as well. Our program has continued to grow as our reputation has become well established and the quality of our graduates is apparent. The respect our community and industry representatives have for our graduates has resulted in students being offered job opportunities. In addition, the job market for seasonal and permanent employees within natural resources continues to remain strong in California and across the U.S. As the workforce ages and Federal, State, and Private industry employees approach retirement, there will continue to be entry-level jobs for our students. Despite what uniformed people believe, careers within Forestry, Wildlife, Fisheries, Range Management, and numerous other related professions will continue to be available for our students. If we are able to continue growing and expanding our curriculum, we’re confident that we could be the best program of its kind in the western U.S. First, we need to hire a second full-time forestry instructor so that we can apply for recognition through the Society of American Foresters. Second, we need to continue emphasizing recruiting efforts to our area high schools. Finally, we need to have access to larger classrooms to accommodate our growing class sizes.

Part VI – Goals, Recommendations, Priorities, Plans The following are prioritized recommendations from the previous program review along with a brief discussion on whether they were attained. 1. Replace the second Forestry/Natural Resources instructor position with a full-time faculty

member as enrollments continue to grow. a. Each year, we submit a request to fill the second forestry/natural resources instructor

position. We believe we have adequate justification given our class sizes and the


percentage of our courses that have been generating waitlists each of the past 4 semesters.

2. Update, renovate, or relocate Natural Resources program facilities. a. We have continued to request administration evaluate options with respect to

remodeling existing buildings to accommodate a larger lab room. At this time, there has been no progress. We will continue to work with administration to find creative ways to address this concern.

b. We will continue to offer course sections on our Red Bluff campus although the program should continue being based in Redding. It would be impractical to house the program in Red Bluff for several reasons. First, the Red Bluff campus does not include an outdoor laboratory like the college farm in Redding. Numerous labs utilize the farm and the associated oak groves and natural habitat. Second, with field trip budgets being cut, it would require additional travel time to reach many of the locations currently used in the program. Finally, the only full-time instructor and most if not all of the part-time instructors live near Redding. It would not be feasible to ask them to teach in Red Bluff. The Forestry/Natural Resources Advisory committee has recommended basing the program out of Redding.

3. The Natural Resources program and many of our vocational programs remain well kept

secrets on the Shasta College campus and around our community. Recruiting must become a primary focus.

a. We applied for and received a SB-70 grant which provided resources to emphasize recruiting. The grant coordinator (which was hired using grant funds) has focused the majority of her time on recruiting, articulation, and planning on campus and off campus activities to educate perspective students about careers in Forestry and Natural Resources. The grant will run out summer 2009. While we intend to continue applying for additional grants, there are no guarantees that we will acquire additional funds. As the number of full-time faculty continues to decline in the Ag/Nr department, it will be challenging to sustain this level of activity without additional support staff.

4. Improve field trip and supply budget allotments.

a. A detailed request was submitted and approved to bring our field trip and supply budgets up to a level that meets our needs. However, as of the fall semester of 2008, our field trip budget was reduced by $1,300. We were able to move funds from our supply budget to our field trip budget to cover the deficit. If the quality of our program is to be maintained, we need to find a way to restore this amount and to continue increasing the budget as enrollments increase.

5. Seek grants to purchase new and updated capital equipment.

a. Insufficient time has limited the ability to seek additional grants. We have established a foundation account which has provides small sums of money via fundraisers. The natural resources advisory committee continues to discuss ways to provide additional funds to be used for equipment purchases.


6. Restructure the current semester system to better accommodate industry needs for summer

employment using our students. a. We have previously implemented a compressed 12-week semester during the fall.

We will continue to evaluate the possibility of a compressed schedule for the spring semester. For this to be effective, we will need to work with GE instructors from across campus to investigate their interest in offering courses in a compressed format. Currently, there are a few GE courses which are taught in a compressed schedule.

7. If faculty were able to take a greater role in advising, students would be better served.

a. We continue to work hard to make certain our students are accurately counseled as to the most appropriate course schedule possible. It is critical that we make the matriculation process positive and exciting for them as there have been numerous instances in the past where counselors have not provided our students with the best advice with respect to Natural Resources classes. The Natural Resources program faculty would recommend that our vocational students be directed to the faculty member in charge of that discipline. The time we’ve spent working with counselors has paid off.

8. We need to find a method to gather more accurate data regarding our students. a. One area of concern is when students drop before census. It would be beneficial to

create a process for contacting students who drop to find out why they dropped. This data may provide the College with an opportunity to address the reasons why students aren’t able to successfully complete the course.

b. It would also be useful to track student success from the standpoint of the number who successfully acquires a permanent job after completing an A.S. degree. Although this isn’t an area of emphasis for our program, there are a number of students who are able to secure a permanent job with a degree from Shasta. A more useful statistic would be to track the number of Shasta College graduates who successfully complete a B.S. degree and where they go from there.

Program Goals Our enrollment (within a majority of our first year courses) has reached a saturation point. This was the second straight year where most of our freshman courses were full and in many cases had substantial waitlists. In order to sustain the continued growth that we expect to see, we must hire a second full-time instructor. A second instructor would be the final step to achieve the only major goal that we still have for the program. A second instructor would allow us to apply for recognition through the Society of American Foresters. Hiring a second full-time instructor is my primary goal and we’ll continue submitting the justification for the position. SAF recognition is a crucial step that would validate our program with industry across California and the western US. Only one other Community College in California has SAF recognition (Reedley College) and it is located in the Fresno area. With the vast amount of resources in the north state and given the diversity of resources jobs available here, we would be in a great position for the future.


Along with the need to add another full-time faculty, comes the need for new facilities. At this point we can’t physically continue to grow the program. Our primary lab room (1201) can only accommodate 25 students at most. This spring semester (2009) our native plant ID course had 39 students who wanted to take the course. Even if we were to split the course into two sections, we don’t have the physical space to increase numbers and in some cases, we don’t have enough faculty. Without improved classroom space, there is no more capacity to expand. The Forestry/Natural Resources program has continued to grow and gain industry support. We believe we’ve already met most of the goals we established nearly 7 years ago. Our curriculum has been updated to reflect the need of our industry partners. We are still evaluating options to create a compressed spring semester schedule to compliment our compressed fall schedule. The compressed spring semester would fill a similar niche as the compressed fall semester in that most of the seasonal jobs in this profession begin in April or early May. Our students would be more competitive if they were allowed to start their summer employment earlier than our traditional 18 week semester allows. My final goal would be to expand the Forestry Foundation to the point where it can sustain the budgetary needs of the Forestry and Natural Resources programs. Until recent cutbacks and because of the uncertain economic future, now is a critical time to find some way to become financially independent. A few years ago, the advisory committee created a business plan which outlined our program needs and discussed how our funds should be spent. We have a very active Advisory Committee and we’re confident they are committed to continue finding ways to move our program forward. All of the above items have been discussed in the previous program review document. There are several items which we discussed above that are not in my direct control: he need for new or larger classroom facilities and a second full-time instructor. We’ll continue submitting the paperwork to justify the hiring of another full-time instructor and we’ll continue pushing for additional classroom space.


Heavy Equipment Operations

2008-09

SHASTA COLLEGE Program Review – Heavy Equipment Operations

Table of Contents Page

Signature Page................................................................................................................................3 PART I – Introduction ..................................................................................................................4 1.1 Purpose of Program Review ..........................................................................................4 1.2 College Mission .............................................................................................................4 1.3 Shasta College Institutional Student Learning Outcomes .............................................4 PART II – General Program Information ..................................................................................5 2.1 Program Definition/Description ....................................................................................5 2.2 Program Mission/Purpose..............................................................................................6 2.3 Student Learning Outcomes...........................................................................................7 PART III – Program Analysis ......................................................................................................7 3.1 Academic Service Quality .............................................................................................7 3.2 External Relations........................................................................................................10 3.3 Resource Efficiency .....................................................................................................12 3.4 Student Success............................................................................................................15 3.5 General Planning..........................................................................................................20 PART IV – Student Learning Outcomes ...................................................................................20 PART V – Program Summary....................................................................................................22 PART VI – Goals, Recommendations, Priorities, Plans ..........................................................23 Appendices....................................................................................................................................23

Appendix A – Student Learning Outcomes Update ..........................................................23 Appendix B – Annual (Update) Report Form....................................................................23 Appendix C – Annual Action Plan ....................................................................................24

Heavy Equipment Operations Program Review 2008-09 2


Program: Heavy Equipment Operations

Program Review Self Study Participants: Joan Bosworth (Dean NRIPS) John Livingston (Full Time Faculty) Alan Toney (Advisory committee member) Bruce Lawson (Adjunct Faculty) Don Hayward (Student) Level Two Review Team Participants: Joan Bosworth (Dean NRIPS) Catherine Jackson (Office of Research and Planning) Mark Smith (Faculty Outside the Program) Ty Hixson (Advisory Committee member)




1.1 Purpose of Program Review According to the Academic Senate for the California Community Colleges in their 1996 document, “Program Review: Developing a Faculty Driven Process,” the program review process serves as a mechanism for the assessment of performance that recognizes and acknowledges good performance and academic excellence, improves the quality of instruction and services, updates programs and services, and fosters self renewal and self study. Further, it should provide for the identification of weak performance and assist programs in achieving needed improvement. Finally, program review should be seen as a component of campus planning that will not only lead to better utilization of existing resources, but also lead to increased quality of instruction and service. A major function of program review should be to monitor and pursue the congruence between the goals and priorities of the college and the actual practices in the program or service.

Other purposes include meeting accountability mandates and demonstrating a systematic planning process. While these functions may occur because of program review, they should not serve as a primary function of the review. Otherwise, program review could be perceived as a time-consuming process for a product with no effect or bearing on the program’s activities or any relevance to serving students or maintaining academic excellence. 1.2 College Mission The mission of the Shasta-Tehama-Trinity Joint Community College District is to provide open access and opportunity for success to students who have diverse backgrounds, interests, and abilities. The District is committed to providing the knowledge and skills necessary for a student to succeed. The District recognizes that success requires specific life skills and professional skills and also effective communication, critical thinking, global consciousness and global responsibility. By offering programs leading to successful completion of a quality university-transfer program, or career-technical education, the District is responsive to the needs of our communities within a changing global society. By offering comprehensive campus and community service programs, the District enables students to achieve personal as well as academic potential and contributes to the social, cultural and economic development of our region. 1.3 Shasta College Institutional Student Learning Outcomes The District is committed to providing the knowledge and skills necessary for a student to succeed. The District recognizes that success requires specific life skills and professional skills and also effective communication, critical thinking, global consciousness and global responsibility.

To support our students in achieving success, Shasta College has determined that a student who earns a degree or occupational certificate will demonstrate:








4. Global Consciousness and Responsibility Community and global consciousness and responsibility include the knowledge and understanding of civic, cultural and environmental issues; knowledge of and respect for the needs, difficulties, and rights of diverse groups; an appreciation of the importance of public service; and a commitment to life-long learning.

Part II – General Program Information 2.1 Program Definition/Description The Heavy Equipment Operations Program at Shasta College is designed to provide students with the necessary knowledge base and practical skills to be successful in a variety of industry-related career paths. Such career paths may include entry-level jobs in the private sector, apprentice-level permanent union positions, or with a state or federal agency. A pathway into one of the many careers in forestry, or heavy fire equipment is also possible. Our Heavy Equipment Operations program emphasizes hands-on projects and activities that support the college and community. Such projects occur on our outdoor laboratory (Erosion Control Training Facility) and on off-campus properties in cooperation with local private, State, and Federal resource agencies. Cooperative agreements and memorandums of understanding (MOU) have been signed with numerous private, state, and federal agencies to facilitate this process. Following is a list of partners who provide job opportunities and educational opportunities for our students:


o U.S. Forest Service o Caltrans o Sierra Pacific Industries o Cal Fire o Associated General Contractors of

California o Operating Engineers, Local 3

o California Department of Fish and Game

o California Conservation Corps o City of Redding Parks o Redding Rancheria

The primary goal is to provide students a meaningful education that will prepare them to begin a career as a heavy equipment operator. We seek to expose students to the newest technologies in our industry as possible. This broadens the students’ knowledge and experience so that they can be better prepared when they enter their selected career. The Heavy Equipment Operations program is a one year sequence of courses emphasizing safety, equipment maintenance and basic operation skills. The student learns basic surveying and grade setting skills and applies these concepts to the projects they are working on. Our program develops soft skills such as working cooperatively, and communicating effectively. Each class in the certificate is offered Fall and Spring semesters so students can complete the certificate in one year if they wish to do so. Our industry partners need solid, entry-level individuals who have knowledge of safety, maintenance and operational skills on a variety of heavy equipment. They need employees with teachable attitudes, who are willing to continue learning on the job. Industry requires drug-free employees with insurable driving records. High priority is placed on the hiring of individuals with Commercial Drivers License. Entry-level wages range from $15.00 - $25.00 per hour depending on the type of work, equipment operated and category of drivers license the individual holds. 2.2 Program Mission/Purpose The Shasta College Heavy Equipment Operations Program provides open access and opportunities for success in various areas of career technical education. Program success is accomplished by using current technology, by integrating current and projected trends in curriculum, by focusing on project-based lab activities, by soliciting input from an Advisory Committee, by building and maintaining relationships with area businesses and agencies, by developing teachable attitudes in our students, and by integrating the concept of “sustainable management” throughout our curriculum and department. The Heavy Equipment Operations Program fulfills the Shasta College mission statement by providing open access and opportunity for success to a diverse student group in an occupational-technical area of education. We continue to work hard at providing students with the knowledge and skills to succeed at their chosen vocation. This is accomplished by the instructors staying current with technology, by soliciting input from our advisory committee, by building and maintaining relationships with area employers, and through developing teachable attitudes in our students.


2.3 Student Learning Outcomes 2.3.1 Program SLOs SLO development procedures: Step 1 = Define at least 1 expected student learning outcomes for the course (100%) Step 2 = Develop appropriate assessment methods for that course outcome(s) (100%) Step 3 = Use these methods to assess outcomes (100%) Step 4 = Analyze assessment results (100%) Step 5 = Apply results toward improved instruction and learning (100%) 1. The student will understand and demonstrate safe heavy equipment operational and

maintenance practices. 2. The student will be able to use heavy equipment to move soil to grade. 3. The student will be able to perform basic equipment inspections and maintenance

procedures. 4. The student will demonstrate the knowledge and skills to survey, layout and set grade on a

construction project. 5. The student will be able to operate and maintain heavy equipment resulting in minimum

impact to the watershed and use appropriate Best Management Practices to control erosion. Heavy Equipment Operations Certificate SLO Matrix 1 2 3 4 5 CONS 45 CONS 46 X X CONS 47 X X X X CONS 48 X X CONS 55 X X X X X AGPS 24 X AGMA 44 X WELD 70 X DIES 48 X MATH 100 X AGNR 66 X

Part III – Program Analysis 3.1 Academic Service Quality 3.1.1 Curriculum Analysis Our advisory group has discussed issues such as relevancy of courses, trends in the job market, whether specific skills were being covered adequately, and replacement of equipment. We believe


curriculum review should be, and will continue to be, an ongoing process in the improvement of the Heavy Equipment Operations program. Curriculum changes reflect changes in the industry, which has changed over the years due to new technology and regulatory requirements. One focus of the curriculum is to expose all students to a broad range of career opportunities. Upon completion of the certificate, our students have a good foundation on which to start building their future careers. A complete list of Heavy Equipment courses offered at Shasta College required in the certificate can be found in the College Catalog. Courses are reviewed in an ongoing 5-year rotational basis as per college policy. All course outlines are currently up-to-date (including compliance with Title V) and copies are filed electronically in the Division office. 3.1.2 Staffing The Heavy Equipment Operations program is primarily staffed by one full-time instructor, John Livingston, although several other full-time instructors teach supporting courses (see list below). The program also has one paraprofessional who supports safety, student learning and instruction. The breadth of courses within the program is taught by instructors with content specific experience and knowledge. The following full-time and part-time instructors teach the following certificate classes:

John Livingston

AGMA 44 - Introduction to Construction Skills for Agriculture and Natural Resources CONS 45 – Career Planning and Leadership Skills for Equipment Operators CONS 46 – Equipment Operations and Maintenance CONS 47 – Project Construction for Equipment Operators CONS 48 – Construction Surveying CONS 94 – Worksite Learning

Bruce Lawson (adjunct)

CONS 55 – Skills Development for Equipment Operators CONS 149 – Commercial A & B Licensing

Leimone Waite

AGPS 24 - Soils Ray Nicolas DIES 48 - Hydraulics John McCullah (adjunct) – Fluvial Geo-Morphologist (SALIX)

AGNR 66 - Watershed Restoration Practicum Chris Pope (paraprofessional teaching aide)

Our paraprofessional provides an essential function in the program. He assists in the teaching and demonstrations of the class and labs. He is the primary resource for keeping our aging fleet operational. He assists in the overseeing of the safety and progress of projects.


3.1.3 Teaching Aids and Equipment There remains a variety of equipment which has been acquired over the years of the programs existence and we continually strive to make improvements as supply budgets, Perkins monies, educational grants, and other funds become available. Currently the program has an adequate supply of most of the basic supplies. However, this equipment must be replaced because of age or breakage and additional pieces of equipment needs to be purchased as the program continues to grow. Several important items have been purchased in recent years with Perkins monies. We have acquired three new Total Station surveying units and their accessories. We have purchased a water cannon for dust control at the Erosion Control Training Facility. The HEO program continues to have deficiencies with respect to the aging fleet on heavy equipment the students train on. We feel that the CARB Grant will help greatly with this need. With the realization of the California Air Resources Board grant our program is poised to become the premier Heavy Equipment Operations Training Program in the State of California. Without the grant we will most likely suffer permanent closure. Finally, a major need the program is some up-grading to the machinery in the 1207 shop. The Plasma Cutter, small wire feed welders mill and lathe are very old and showing considerable wear. These machines will need to be replaced within the next few years. The classroom area of the shop is not equipped with DVD or smart capability. The acoustics in the classroom are very poor. 3.1.4 Faculty Availability for General College Service The only full-time Heavy Equipment Operations faculty is a member of the College’s Communication committee. The committee meets as needed to address various college issues that arise. He is also a member of the college’s accreditation committee which will be meeting regularly over the next year. 3.1.5 Tutoring Centers/Labs There are no tutoring centers or labs specifically associated with the Heavy Equipment Operations program. However, students are referred to other campus resources as needed. Many of the students utilized the Math Tutoring Center. The 1207 shop is a highly used lab for the heavy equipment program, as it serves as a repair and maintenance facility; and it serves as a training area for the students in AGMA 44 and WELD 173. Much of the HEO training takes place on our outdoor lab areas located on the farm. The three key locations are the equipment yard, where we store equipment and practice truck driving skills, the “sandbox” area located north of the softball field. This site is used to yard large quantities of soil for the students to train on, and finally the Erosion Control Training Facility and Outdoor Classroom located on the far east side of the Farm.


We are currently building a training hill to provide students with sloped terrain operational experience. Next to the ECTF is our “Gravel Pit” where we store various smaller quantities of materials and products. The HEO students also train on the dirt roads around campus by practicing grading and surveying. 3.1.6 Opportunities for Professional Development Full-time and part-time faculty takes advantage of professional development activities on an ongoing basis. Funding off campus activities is a concern because the current full-time faculty member does not receive funding based on his role as the Statewide Agricultural Mechanics curriculum co-chair with CATA. He either receives funding from his department or pays for the activity out-of-pocket. 3.1.7 Internal Relations, Integration, and Collaboration The Heavy Equipment Operations program works cooperatively with each of the other programs within the Agriculture and Natural Resources department. The numerous campus projects we have completed involve integrating our various program areas to accomplish a common goal. We have a particularly strong relationship with the Watershed Instructor, John McCullah and the development of the Erosion Control Training Facility. Several training DVD’s have been produced that have brought national attention to the program. In addition, we work with other campus offices such as grounds and maintenance. Often our students and equipment perform projects for the College that give the students valuable experience and save the College money. Aside from large activities such as our FFA field day, 4-H field day, and the numerous recruiting events held on our school farm, we frequently conduct activities that bring students from across disciplines together for fellowship or to complete a specified task. As a department, we continue to pursue opportunities to further integrate our programs and students. 3.1.8 Survey other CC’s for Common Practices We have no formal survey from other Heavy Equipment Operations programs in California. However, as an active member of the California Agriculture Teachers Association the full-time instructor has regular contact with other instructors of Heavy Equipment Operations programs in California. Currently, the other two community college heavy equipment programs and we are discussing articulation of our course sequences. Aside from email discussions, we meet during the two scheduled California Agriculture Teachers Association (CATA) each year to discuss a variety of issues related to our programs. 3.2 External Relations Our program has strong Industry relationships with the Associated General Contractors of California, Operating Engineers Local 3 Union, and Caltrans. We receive donations of support from various businesses and community groups such as Redding Rancheria and McConnell Foundation. Sierra Pacific Industries, Hoy and Sons, Dan Palmer Trucking, Warner Enterprise, Inc., Burney Transport, Inc., Redding Lumber Transport has been very helpful in the development of our Advanced Transportation curriculum.


Many of these of companies hire our students and donate materials, equipment and expertise. They also provide us projects to train our students on. 3.2.1 Facilities Use The Heavy Equipment Operations Program uses room 1207 for most of its indoor needs. Unfortunately, the acoustics in the shop is very poor and makes the lecture/discussion portion of the class difficult. Also, the 1207 shop is not set up with smart technology which limits some of the new instructional Medias that we can utilize. We use the 1207 shop as a lecture facility, while much of the class time is spent in the field operating equipment and practicing surveying skills. The Erosion Control Training Facility on the College Farm is an excellent location for outdoor lab activities. The site has water and its remote location provides a buffer to the rest of the campus in regards to the noise the equipment makes. Electrical power at the outdoor classroom would be very useful, along with the capability for smart technology.. There is a small 6 computer lab in the 1200 building which is primarily dedicated to Natural Resources, equipment operations, horticulture, and agriculture students. However, there are only 6 stations in a very small room. There are computer labs in several other buildings adjacent to 1200 and in general computers are accessible across campus. A larger computer lab would be an asset in facilitating computer tutorials and computer based lab activities within the Ag/Natural Resources program. 3.2.2 Contact with K-12 Schools Instructors are continually reviewing articulation and working with area high schools. We actively recruit from most high schools in our district by conducting activities on campus. We host a FFA field day each October where over 1200 students are participating in contests on our campus. We host several hands-on field days at the Erosion Control Training Facility for students to experience equipment operations. We also recruit students by giving presentations at the high schools. Shasta College students are actively involved in the high school recruiting events, 8th Grade Recruitment Day, Job Expo recruitment, and FFA Field Day. 3.2.3 Contact with Community Colleges, and Four-Year Universities and Colleges The full-time instructor maintains contact with faculty from numerous Agriculture and Natural Resources programs across the state. John Livingston is actively involved in the California Agriculture Teachers Association which holds two major meetings each year. During these conferences, instructors have the opportunity to discuss issues common to our programs. Participation in these activities fosters a collegial atmosphere where ideas are exchanged and solutions to program concerns are addressed. The Community College Agriculture and Natural Resources programs across the state form a tight-knitted group of instructors who are always willing to help each other with any issues relevant to the educational success of our students. We have opened discussion with Butte College, near Chico and West Hills College in Coalinga to articulate our HEO courses so that students may transfer between programs.


3.2.4 Contact with Business and Industry The Heavy Equipment Operations program maintains close ties and a strong relationship with local industry partners. The Heavy Equipment Operations Advisory Committee contains a strong list of industry representatives. The Heavy Equipment Operations program has a solid reputation with local, State and Federal Agencies and with private industry. 3.2.5 Articulation with high schools, universities, and colleges Articulation agreements with Anderson High School, Red Bluff High School, and the local Shasta County High Schools are in place for the Agricultural Mechanics 44 course which is required for our certificate. Unfortunately, the two area High School Regional Occupational Programs offering Heavy Equipment Operations training have been closed. 3.3 Resource Efficiency Currently, one full-time, one adjunct instructor, and one paraprofessional serve 80 non-duplicated students in the HEO certificate program. We make 232 weekly student contacts. 3.3.1 Support Support is required on occasion with respect to the computer technology in the classrooms and in the 1204 computer lab. Generally their response and support is good. Bill Hubbard and his grounds crew are also very supportive of our needs with respect to our outdoor facilities on campus. The Grounds personnel appear to be understaffed at times but Bill is always willing to assist as needs arise. The support staff in the student services office is very helpful with respect to student clubs and organizations. The Transportation Department is a large help with the maintenance of our on-highway vehicles, storage and dispensing of fuels, and providing assistance with the drug testing program with our students. John Moore, Head of Transportation, was a key individual in our program receiving the CARB grant. 3.3.2 Use of Technology Staying current with the fast paced technological advances is very challenging with limited financial resources. Technology within the 1207 shop/classroom is inadequate at this time. Room 1207 could be improved with the installation of a smart technology cart. Campus wide, the availability of computers is adequate although it would be beneficial to have a larger computer lab for the 150+ students in the AG/NR department. We have been purchasing relevant technology for classes as our equipment budget and Perkins money allows. We’ve been able to purchase at least a few each of many important pieces of equipment such as electronic Total Stations. Our current supply budget allows us to purchase a few items each year which slowly allows us to build our equipment inventory. However, there is still a need for a GPS training platform which cost in excess of $50,000. Based on our needs which have been outlined in previous program review documents and our Business plan, we will continue to seek Perkins money and grant money for additional items.


3.3.3 Comparison with other institutions In 1997, California had 5 functioning Heavy Equipment Operations programs at the community college level; today there are three. West Hills College in Coalinga, Butte College near Chico, and Shasta College are the last three. As mentioned earlier, the two local High School ROP Heavy Equipment Programs have also closed. All three functioning programs offer a one year certificate. There are no programs of this sort at the university level. Shasta College was the only program to receive the California Air Resources Board grant to replace its aging fleet. The other two programs did not receive the grant and are searching for a means to meet the new off-highway air standards. It is very possible that these two programs could close within a year. 3.3.4 Facility Use/Availability The majority of the core curriculum for the Heavy Equipment Operations program is scheduled during the day. The courses are scheduled for M - F between 9am - 7pm. In recent years, none of the courses required for the certificate has been cancelled. Our students are generally able to complete their certificate within the specified time if they adhere to the recommended schedule. There are often situations such as child care, transportation, or family issues which affect a student’s ability to complete the certificate in a timely manner. Another issue which may prolong a students time at Shasta College is their math competency. Many will take additional math classes to bring their math ability up to sufficient level to pass the Math 100 requirement. 3.3.5 Faculty and Classified Staffing 05-06 06-07 07-08 Full-time faculty 1 1 1 Part-time faculty 1 1 1 FTES – Full time 75 63 57 FTES – Part time 0 15 23 Ratio Ft/Pt faculty 1:0 1:1 1:1 # sections taught by FT 8 9 9 # sections/PT 0 1 1 # and ratio FT teaching evening courses # and ratio PT teaching evening courses # and ratio FT teaching day courses # and ratio PT teaching day courses # of classified support staff **2 **2 **2 Faculty and staff demographics ** support staff has primary role in Farm management and equipment operations although they assist ALL programs within Agriculture and Natural Resources department.


3.3.6 Equipment In general, the majority of the heavy equipment necessary for the Heavy Equipment Operations programs is purchased using money generated by past projects. This goal was established as the minimum number of students in a given course which would need to have access to the equipment. Individual items are replaced as necessary or additional items are purchased as needs arise. The Heavy Equipment Operations program has a dedicated storage space for the surveying equipment they use located in the 1207 shop. Only department faculty members are given keys for the storage room. Although most of the basic equipment needs for the program are being met with annual supply budgets, there continues to be some need for more expensive items. These needs are addressed in our Perkins plan. Our heavy equipment offerings at this point include the following: Two backhoes Three bulldozers One wheel-loader One self-loading scraper One skidsteer Two dump trucks One watertender One forklift Two transports We also utilize a variety of agricultural tractors and implements. 3.3.7 Budget info, requests, action plans Listed below is the breakdown of the funding we receive from the college’s general fund. These are receipts are shared with the farm so the HEO program does not realize the entire amount shown. 430003 Supplies: $4623.00 433000 Fuel: $4526.00 434000 Tires: $640.00 435000 Lubricants: $714.00 541000 Repairs: $9393.00 550500 Laundry: $427.00 We also received $38,000 this year from the Federal Perkins (VTEA) funds. In addition to the Perkins money which is available each year, we received a SB-70 grant from the Chancellors office for 2008-2010. The grant is being used to develop our Advanced Transportation Certificate. We received $500.00 for our Equipment Operators Club tee shirts from Redding Rancheria, and an additional $7000.00 from Redding Rancheria towards the purchase of a mastication head.


We continue to pull together the $173,000 match for the California Air Resources Board Grant to replace five of our aging heavy equipment. A new motorgrader, bulldozer, wheel loader, backhoe and skid-steer will be purchased once the match is completed. Also, we were awarded a two year SB-70 grant for $532,000 to develop the Advanced Transportation Technology certificate which will serve a program where students can get their commercial drivers license. 3.3.8 Reach of service The Heavy Equipment Program offers a one year certificate program. It also offers a course in Commercial A & B Licensing (CONS 149). This component of the program has received a $532,000 2 year grant to build the course into a one year certificate also. The majority of our curriculum includes the typical lecture/lab format. Some courses in the certificate, such as Math 100, are taught in a traditional classroom format. 3.4 Student Success Student success can be a difficult item to measure. To an administrator, it might mean having a high percentage of program completers. To the instructor, it means how well the student has learned and can apply the material in the course. But to the student, it often means how quickly they can secure a good paying job. When a student leaves a program, to enter the work-force, prior to the completion of the certificate requirements, the student will feel he has been successful, whereas the administrator may not. Student success can also be measured by the size and scope of projects that the students have successfully completed. The projects listed below have been completed as part of the Heavy Equipment Training Program during the 2007 -2009 school years:

• Disposal site, I5 and Hwy 299E with Caltrans, 3500 yds³; $28,000 grant funded • Repair Shasta College sewer pond levy with Physical Plant • Construction of Outdoor Classroom • Clean up of Oak Groves • Maintenance of dirt roads on campus • Grading of ECEC playground • Trenching for upper dorms parking lot lighting • Hauling materials for Football Stadium entrance • Clean up and crushing of concrete waste on campus • Fire Training Center clean up, grading, installation of driveway and pads, set up of

shipping containers and training apparatus • Repair of broken numerous water lines at farm • Red Bluff campus driveway repair • Donated gravel to IT area • Clean up of wood chip storage area • Clean up of Grounds department compost area • Assisted installation of vineyard


The following section has chart showing college regarding student enrollment, retention and success.

04-05 05-06 06-07 07-08 Student Success

Fall Spring Fall Spring Fall Spring Fall SpringCourse

Number Succeeded 17 17 12 16 18 28 26 18

Percent Success 85.0% 85.0% 63.2% 84.2% 81.8% 82.4% 83.9% 69.2%

CONS-46

Total Enrollments 20 20 19 19 22 34 31 26


Percent Success 57.1% 60.0% 56.3% 58.8% 80.0% 89.5% 74.2% 71.0%

CONS-48



Percent Success 80.0% 89.5% 87.5% 71.4% 100.0% 83.3% 86.7% 92.9%

CONS-55



Percent Success 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 85.7% 100.0%

CONS-94



Percent Success 76.2% 82.4% 67.4% 73.1% 84.6% 84.9% 81.0% 78.4%

Overall



Census Enrollments for John Livingston's Heavy Equipment Operators Training Program

Prior to John After John

HEO Courses F'04 S'05 F'05 S'06 F'06 S'07 F'07 S'08 F'08 S'09CONS 46 20 19 19 19 22 34 35 29 31 24CONS 47 (formerly ENVR 47) 0 15 0 11 0 31 17 28 11 17¹CONS 48 14 10 16 17 20 19 31 31 21 30CONS 55 5 19 8 14 7 18 15 28 24 24CONS 149 (formerly AGRI 149) 0 14 0 14 0 14 10 19 11 16AGMA 44 (formerly ENVR 44) 15 14 10 25 25 21 21 27 19 31CONS 45 (new F'08) 0 0 0 0 0 0 0 0 37 36WELD 173* (new S'09) 0 0 0 0 0 0 0 0 0 20CONS 94 (formerly ENVR 94) 3 2 3 2 3 2 7 3 16 38 Weekly Student Contacts 52 93 56 102 77 139 136 146 159 196Adjunct's Classes 19 11 40

*this class is not part of the HEO certificate ¹ this course is a late start course and is still taking students

04-05 05-06 06-07 07-08 Average Class Size - Registered

Students Fall Spring Fall Spring Fall Spring Fall SpringNumber of Combined Sections 6 5 6 5 5 5 10 5

Number of registered students 49 59 56 65 63 83 104 97

Average Class Size 8.2 11.8 9.3 13.0 12.6 16.6 10.4 19.4


04-05 05-06 06-07 07-08 Average Class Size

- FTES Fall Spring Fall Spring Fall Spring Fall SpringNumber of Combined Sections

6 5 6 5 5 5 10 5

Total FTES 7.3 7.7 7.6 7.8 8.3 11.6 13.1 12.9

Average Class FTES 1.2 1.5 1.3 1.6 1.7 2.3 1.3 2.6

04-05 05-06 06-07 07-08 Average Class Size

- Registered Students Fall Spring Fall Spring Fall Spring Fall Spring

Number of Sections 6 4 5 5 4 4 9 4

Number of registered students

46 57 53 63 60 81 96 93

Average Class Size 7.7 14.3 10.6 12.6 15.0 20.3 10.7 23.3

04-05 05-06 06-07 07-08 Course Sections by Day-

Evening Schedule Fall Spring Fall Spring Fall Spring Fall SpringNumber of Sections

2 2 2 2 2 2 2 2 Morning

Percent 33.3 50.0 40.0 40.0 50.0 50.0 22.2 50.0

Number of Sections

1 1 1 1 1 1 1 1 Afternoon

Percent 16.7 25.0 20.0 20.0 25.0 25.0 11.1 25.0

Number of Sections

3 1 2 2 1 1 6 1 Worksite

Percent 50.0 25.0 40.0 40.0 25.0 25.0 66.7 25.0

Total Scheduled

Number of Sections

6 4 5 5 4 4 9 4


04-05 05-06 06-07 07-08 Student Retention

Fall Spring Fall Spring Fall Spring Fall SpringCourse

Number Retained 19 17 16 17 20 34 30 22

Percent Retention 95.0% 85.0% 84.2% 89.5% 90.9% 100.0% 96.8% 84.6%

CONS-46


Number Retained 13 8 14 16 18 18 28 27


CONS-48


Number Retained 5 19 7 11 7 16 14 26


CONS-55


Number Retained 3 2 3 2 3 2 6 3


CONS-94


Number Retained 40 46 40 46 48 70 78 78


Overall



3.5 General Planning The key national trend that we are focusing on relates to the concern by many companies and agencies that their workforce is quickly approaching retirement age. As State, Federal, and private industry continue to loose employees to retirement, there is concern that there are too few new employees to fill the vacancies. To compound this trend, many Heavy Equipment Training programs in California have closed over the past 15 years. Our industry partners have been willing to support our efforts to train new employees to meet their needs. To recruit new students into our program, we market our program by participating in a variety of activities across the north state. We staffed a booth at the annual Logging and Construction Conference. We actively recruit by visiting local high schools where we give presentations about our program. We also host numerous events that bring 1,000’s of potential students on our campus. Such activities include: 8th grade day, our annual FFA field day, 4-H field day, student leadership conferences, and many other related activities. We work closely with the NR project coordinator, who has been hired through a SB-70 grant. She has been actively staffing all local fairs and has planned numerous other activities including our summer forestry career camp. The grant has also allowed us to purchase additional recruiting materials and professional banners. Recently, our students produced a video for marketing purposes and posted it on YouTube.com. Our program continues to gain recognition across the state. Based on the long-term need in California for qualified students to enter the job market, we are always looking to modify our curriculum to meet the changing needs of our community.

Part IV – Student Learning Outcomes Heavy Equipment Operations Certificate Specific Course SLOs: CONS 46 1. The student will understand and demonstrate safe heavy equipment operational and

maintenance practices. Assessment: Each student must pass a (written) general safety test and explain to an

instructor 5 safety specific safety concerns on 5 different pieces of equipment. 2. The student will be able to perform basic equipment inspections and maintenance

procedures. Assessment: Using an approved Pre-operations Inspection sheet, each student will perform

a walk-around inspection on 3 pieces of equipment. CONS 48 1. The student will be able to use heavy equipment to move soil to grade. 2. The student will be able to perform basic equipment inspections and maintenance

procedures.


3. The student will demonstrate the knowledge and skills to survey, layout and set grade on a construction project.

Assessment: Given a set of plans, student teams of 3, will survey, layout and check grade on

a construction project within in a 4 hour period of time. CONS 55 1. The student will understand and demonstrate safe heavy equipment operational and



construction project. Assessment: Given a set of plans, student teams of 3, will survey, layout and move soil to

grade on a construction project within in a 4 hour period of time. 5. The student will be able to operate and maintain heavy equipment resulting in minimum

impact to the watershed and use appropriate Best Management Practices to control erosion. Assessment: Working in teams of 3, students will evaluate a construction site and then write-

up and submit a Storm Water Pollution Protect Plan (SWPPP). CONS 47 1. The student will understand and demonstrate safe heavy equipment operational and



construction project. Assessment: Given a set of plans, student teams of 3, will survey, layout and move soil to

grade on a construction project within in a 6 hour period of time. AGMA 44 1. The student will understand and demonstrate safe heavy equipment operational and

maintenance practices. 2. The student will understand and demonstrate safe shop practices while working with hand-

tools and power equipment. Assessment: Each student will safely complete 8 assigned shop projects and submit for

grading.


3. The student will be able to plan, construct, and complete a project using woodworking and metal fabrication equipment.

AGNR 66 1. The student will be able to operate and maintain heavy equipment resulting in minimum

impact to the watershed and use appropriate Best Management Practices to control erosion. Assessment: Each student will pass a written scenario exam explaining the proper BMP’s

dealing with heavy equipment. 2. The student will be able to evaluate and apply the Best Management Practices (BMP's)

needed for a construction site. Assessment: Working in teams of 3, students will evaluate a construction site and then write-

up and submit a Storm Water Pollution Protect Plan (SWPPP).


• Strong local industry, business, and organization support. • Excellent training area at the Erosion Control Training Facility. • California Air Resources Board Grant (CARB) for the purchase of new equipment. • Cooperation between other departments on campus. • Successful placement of students into the workforce. • Ability to work on projects that save the college money.

Weaknesses

• Inadequate funding to stay current with the technological trends in industry. • Matching the CARB grant. • The need to diversify the program into forestry. • Need to up-grade the 1207 classroom to smart technology.

Challenges and Opportunities The key challenge we face is also the most significant opportunity presenting itself for our program. We must update our aging equipment fleet and bring it into compliance with the California Air Resources Board (CARB) Off-highway Diesel Emissions Regulations. Fortunately we have a mechanism to make significant inroads toward this challenge. Once the $173,000 match is realized and we can begin spending the CARB grant we will have the most modern equipment fleet to train on in the state college system. This will serve as an attraction to new students seeking to get training. The second major challenge we face is providing our students with experience on the latest technologies in the construction industry. We can seek funding sources to purchase our own, and/or we can continue working with industry partners to use the equipment they are using.


A third major challenge is diversifying our program to meet the needs of the heavy equipment forestry industry. We need to seek funding options that will allow us to provide meaningful train to students interested in careers in the woods. Also, we must provide industry with a solid entry-level individual that they can continue to train and advance.


Appendix A - Student Learning Outcomes Update Currently, the program has up-dated all of the Student Learning Outcomes for the courses offered in the certificate.

Appendix B - Annual (Update) Report Form

The following are prioritized recommendations from the previous program review along with a brief discussion on whether they were attained. Recommendation 1:

For the Equipment Operations and Maintenance Program to continue to grow and provide up-to-date, industry-relevant training, we must secure the funding and industry support needed to upgrade our equipment. Many of our equipment pieces are over 30 years old and are very costly to maintain. The program applied and was a awarded a grant by the California Air Resources Board of $780,000. One of the contingencies of the grant was that we had to provide one quarter of a grant in matching funds. This equals $173,000. We are currently working at raising the matching money. This grant will replace five of the key machines in our program. Caltrans has proposed loaning us equipment to make up the balance of machinery that we need for training purposes. Industry partners are also loaning us equipment as training platforms.

Recommendation 2: The development of our Erosion Control Training Facility (ECTF) will also become a large part of our program. The success of the ECTF will continue to develop and strengthen Shasta College’s connection to local and regional construction and environmental conservation communities as well as the general population. The Erosion Control Training Facility (ECTF) is a vital location for our hands-on outdoor laboratory activities. We have continued to develop this site with the perspective of making it multi-use. We have greatly expanded the size and scope of the training hill on the site. Originally it was 1200 cubic yards of soil and at this time we have increased it to 8,000 cubic yards for soil. The hill was designed to have a 1:1 slope face, two 2:1 slope faces, a 3:1 slope driveway, and two 4:1 slope driveways. This allows the instructors to train the students on increasingly more challenging side-hills.


The students have also completed the construction of the Outdoor Classroom area with seating for 30 people, a whiteboard stand and podium. This area is used regularly when the weather permits. As part of the overall plan for the site, the classes have constructed a new entrance into the ECTF and worked on a cooperative project with the Natural Resources program to eradicate non-native plant species from the Valley Oak groves and re-establish native plant species. Northstate Readi-mix donated 25 half ton construction blocks which we used to make bunkers for our various products in the gravel pit storage area. The classes also constructed a 200' long demonstration slope for a one year trial of different erosion control materials. The conclusions of the test site will be used by Caltrans as part of their BMP requirements.

Recommendation 3: We will continue to work hard to make sure our students are accurately counseled as to the most appropriate scheduling possible. Many of our students are returning to the intimidating world of education for the first time in many years and often following a pattern of unsuccessful educational experiences. It is critical that we make the matriculation process positive and exciting for them. We have worked with our counseling department to smooth out the registration process in the Admissions and Records Department. We re-organized the prefixes of our classes to a more understandable format, and provide the students with a pre-printed handout of the sequence of courses. During the first week of classes each semester, the instructor counsels the students who have questions regarding their educational plan.

Appendix C – Annual Action Plan

Five Year Plan: 2008 – 09

o Completion of the CARB Grant. o Develop curriculum for Advanced Transportation Program. o Seek funding for mastication head. o Apply for RAC grant to complete mastication acquisition and/or high-reach mastication

equipment. o Partner with Stillwater Creek Action Group in invasive species removal plan. o Purchase two new Total Station electronic surveying units,

2009 – 10

o Implement curriculum for Advanced Transportation Program. o Addition of 4,000 gallon water-tender for dust control and fire suppression. o Begin first phase of Stillwater Creek Invasive Species project. o Begin Fire Fuels Reduction plan on college farm.


o Seek funding for excavator with thumb and “slash-buster” type head. o Seek funding for Straw Blower for ECTF. o Hire new adjunct for Advanced Transportation Certificate. o Seek donation of two truck tractors for Advanced Transportation Certificate. o Seek donation of trailers for Advanced Transportation Certificate. o Continue to develop training hill at ECTF. o Seek or develop USFS qualified curriculum for Chainsaw Certification. o Seek funding for chainsaws and safety equipment for chainsaw certification course. o Develop curriculum for a Traffic Control Certificate.

2010 – 11

o Seek funding for self-propelled chipper. o Implement USFS qualified curriculum for Chainsaw Certification. o Seek or develop curriculum for Traffic Control training. o Install “smart technology” in 1207. o Replace two wire feed welders in 1207. o Implementation of a Traffic Control Certification Program.

2011 – 12

o Seek donation of skip-loader for HEO program. o Replace Ford service truck.

2012 – 13

o Replace one 4-yard dump truck.


SHASTA COLLEGE

Horticulture Program Review

First Level Review Team Leimone Waite Lois Chambers

Darlene Montgomery Horticulture Advisory Committee

Joan Bosworth

Second Level Review Team Megan McQueen

Tom Orr Catherine Jackson

Joan Bosworth

2008-09

SHASTA COLLEGE Program Review – Horticulture

Table of Contents Page Signature Page................................................................................................................................3 PART I – Introduction ..................................................................................................................4 1.1 Purpose of Program Review ....................................................................................4 1.2 College Mission .......................................................................................................4 1.3 Shasta College Institutional Student Learning Outcomes .......................................4 PART II – General Program Information...................................................................................5 2.1 Program Definition/Description………………………………………...................5 2.2 Program Mission/Purpose……………………………………………....................6 2.3 Student Learning Outcomes………………………………………….....................7 PART III – Program Analysis ......................................................................................................7 3.1 Academic Service Quality……………………………………………. ..................7 3.2 External Relations …………………………………………………….................11 3.3 Resource Efficiency ………………………………………………….. ................13 3.4 Student Success ……………………………………………………….................19 3.5 General Planning ……………………………………………………...................21 PART IV – Student Learning Outcomes……………………………………….. .....................21 PART V – Program Summary ………………………………………………….......................23 PART VI – Goals, Recommendations, Priorities, Plans……………………….. ....................24

Horticulture Program Review 2008-09 2


Program: Horticulture

Program Review Self Study Participants: Leimone Waite Lois Chambers Darlene Montgomery Horticulture Advisory Committee Joan Bosworth Level Two Review Team Participants: Megan McQueen Tom Orr Catherine Jackson Joan Bosworth




1.1 Purpose of Program Review According to the Academic Senate for the California Community Colleges in their 1996 document, “Program Review: Developing a Faculty Driven Process,” the program review process serves as a mechanism for the assessment of performance that recognizes and acknowledges good performance and academic excellence, improves the quality of instruction and services, updates programs and services, and fosters self renewal and self study. Further, it should provide for the identification of weak performance and assist programs in achieving needed improvement. Finally, program review should be seen as a component of campus planning that will not only lead to better utilization of existing resources, but also lead to increased quality of instruction and service. A major function of program review should be to monitor and pursue the congruence between the goals and priorities of the college and the actual practices in the program or service. Other purposes include meeting accountability mandates and demonstrating a systematic planning process. While these functions may occur because of program review, they should not serve as a primary function of the review. Otherwise, program review could be perceived as a time-consuming process for a product with no effect or bearing on the program’s activities or any relevance to serving students or maintaining academic excellence. 1.2 College Mission The mission of the Shasta-Tehama-Trinity Joint Community College District is to providing open access and opportunity for success to students who have diverse backgrounds, interests, and abilities. The District is committed to providing the knowledge and skills necessary for a student to succeed. The District recognizes that success requires specific life skills and professional skills and also effective communication, critical thinking, global consciousness and global responsibility. By offering programs leading to successful completion of a quality university-transfer program, or career-technical education, the District is responsive to the needs of our communities within a changing global society. By offering comprehensive campus and community service programs, the District enables students to achieve personal as well as academic potential and contributes to the social, cultural and economic development of our region. 1.3 Shasta College Institutional Student Learning Outcomes The District is committed to providing the knowledge and skills necessary for a student to succeed. The District recognizes that success requires specific life skills and professional skills and also effective communication, critical thinking, global consciousness and global responsibility.










Part II – General Program Information 2.1 Program Definition/Description Shasta College’s Horticulture program is a comprehensive program preparing students for a broad range of careers in the industry. Students completing our program will have an understanding of several horticultural areas and will be trained well enough to walk onto a job in the nursery, floral shop, landscape construction site or landscape maintenance firm with minimal on-the-job-training. The horticulture program’s focus is on four audiences: the four-year transfer student, the two-year vocational-terminal student, the certificate student, and the community member with an avocational interest(s) in horticulture. Our approach to meeting the needs of these diverse groups is to teach classes that offer practical, “hands on” instruction that are a draw to the hobby gardener and outdoors type personality but that still meet the needs of our vocational students going to work in the industry.


The program works hard to maintain strong ties to the industry. To further this goal, the department offers students many opportunities for industry contact by sending students to compete in PLANET Career Days, attending the NORCAL Nursery Trade show, cultivating internship and externship opportunities with local business partners, holding regular advisory committee meetings and requiring graduates to take a four-day industry tour where they meet potential employers. In addition to the “hands-on” approach to instruction the program emphasizes a “green gardening” approach to growing and maintaining plants both in nursery and landscape settings. We strive to recycle most of our pots and flats, compost all our green waste and to demonstrate water and energy saving strategies in the landscape. We incorporate integrated pest management, sustainable gardening practices and environmental responsibility into all of our degree and certificate programs. The program also works to meet the needs of the local community of gardeners by sponsoring a Master Gardener group. This group is part of the University of California Master Gardener Network and is charged with disseminating to our local gardeners the latest information and university research findings and to also solve any garden related problems. In addition, this group of volunteers helps with outreach for our program providing educational programs at local elementary schools and garden clubs and advertising our program at the local Farmers Market and other events within the community related to gardening. As part of this program we offer a training class that trains gardeners to answer community gardener’s questions about growing and caring for plants, pests, diseases and much more. These trained Master Gardeners man a “hot line” for gardeners here on campus and an informational booth at the local Farmer’s Market. We have many of our vocational students taking this training course as part of their education as it provides them hands on application of many of the concepts that we teach in other classes. 2.2 Program Mission/Purpose The Shasta College Horticulture program’s mission is to offer classes that prepare students to work in the industry while appealing to the local gardeners interests. We do this by balancing the needs of a growing retiring community with the need for vocational training that prepares our students for jobs in the industry. We envision our graduating students being capable of moving directly into the job market and, with minimal additional training, assuming leadership positions or starting their own landscape or nursery business. Our program works to meet the needs for several sectors of the horticulture industry. We train students to work in both the wholesale and retail areas of the Nursery industry, the Landscape Construction and Maintenance industry and the Floral Design industry. In all of these industry areas, employers tell us that they need employees that have strong “soft” skills such as the ability to show up on time, be able to pass a drug test, and demonstrate appropriate communication skills with customers. In addition to the need for these basic skills, there are other industry challenges that our students need to be able to address. In the landscape industry there continues to be an emphasis in irrigation efficiency, including plant choices that


use less water, and more emphasis on “green” practices. In the wholesale nursery industry, plant pests and the energy costs, associated with running greenhouses, continue to be a big concern. 2.3 Program SLOs Program SLO 1: Upon graduation from our program, students will be capable of moving directly into the job market with minimal additional training. Our graduating students will be competent at; designing and installing small irrigation systems, designing residential landscapes, problem solving landscape problems in most landscape settings, installing residential landscapes, identifying and being familiar with plant material common to the college’s service area, propagating and maintaining plant material and safely and lawfully applying pesticides. Those students choosing a certificate option will be trained in the selected field---Floral Design, Retail Nursery Sales, Irrigation or Turf Management. These competencies will be evaluated at the course level with traditional techniques such as written and practical tests. Program SLO 2: All of our graduates, whether they earn an AS or a certificate, will understand what the characteristics of a good employee are (punctuality, dress, attitude, etc.). These “soft skills” were the skills a number of Advisory Committee members felt were most important. The life/job skills competencies are touched on in the classroom venue as well as the worksite learning course. All graduating students must, at some point in their education at Shasta College, enroll in a Work Site Learning class. Work Site Learning has students working in a real job environment related to their major. When an employer agrees to take a Shasta College student and signs the Work Site Learning contract, the employer is required to evaluate the student. This is an evaluation from outside the educational institution and is used by the horticulture staff to evaluate how well prepared a student is in technical as well as soft skills. Program SLO 3: All students graduating from our programs will have competent written and verbal communication skills. They will be able to write, work cooperatively with others, and demonstrate the ability to communicate well with future employers, fellow employees and future customers. This will be evaluated at the course level. Student Learning Outcomes Progress Although of lab courses are all about developing skills, all curriculum (lecture and lab courses) are evaluated and modified to better meet an outcome-based focus and adjust to industry changes at least every five years. Currently, Student Learning Outcomes have been written for all curriculum and the staff is currently working on collecting and evaluating the effectiveness of these Student Learning Outcomes.

Part III - Program Analysis 3.1 Academic Service Quality


3.1.1 Curriculum Analysis Currency in the horticulture field is the primary mechanism by which we analyze and evaluate the program. Attendance at miscellaneous conferences, workshops and seminars helps to keep the faculty abreast of new developments and directions. The horticulture faculty participates in professional organizations such as the Professional Landcare Network (PLANET), Professional Association of Pesticide Applicators (PAPA), California Agriculture Teachers Association (CATA), the California Association of Nurseries and Garden Centers (CANGC), the Irrigation Association (IA), California Landscape Contractors Association (CLCA) and state Floral Shows and advisory committees. Evaluation of course currency as required by Title 5 occurs at least once every five years, sometimes sooner if industry needs change. This review process is used to edit course objectives and make appropriate revisions, additions and deletions. The full-time instructor is the co-chair of the statewide Community College Horticulture Curriculum committee and information gained from the statewide industry is used to update courses and to keep courses in line with other community colleges. Advisory Committees have been a regular component of course evaluation. Recent input from our advisory committee has emphasized the need for our graduates to have good communication and job related “soft skills.” Student evaluations are another evaluative tool; they occur on a biannual basis and are intended to be used by faculty for course revision or correction. We also informally ask students for feedback at the end of a course or after they have transferred or gone to work. Keeping current with articulation agreements is another necessary step in course evaluation. Articulation agreements with the institutions our graduates attend are in place. In addition, a 2+2 transfer degree in Environmental Horticulture with CSU, Chico has been established, offering students another option for completing a four-year degree in Horticulture. Students take specific courses at Shasta College and then transfer to CSU, Chico to complete the rest of their degree. The classes taught in the Horticulture Program have traditionally been custom designed without a generic curriculum. However more recently, a statewide horticulture curriculum has been designed and the horticulture department has been implementing the suggested statewide curriculum. Since the last program review the Horticulture Department along with the Agriculture, Heavy Equipment and Natural Resources Departments changed the prefixes of all courses to be more aligned with the statewide curriculum and to help students find core courses in our catalog that are required by all of our programs. This was an enormous amount of work as every course had to be reviewed and updated. However, we have had favorable response from our students, advisory committees and the other state college Horticulture programs. 3.1.2 Staffing Currently, the Horticulture Department has one full time instructor and six to eight different adjuncts per year. Two of these adjuncts have been with the college for several years and teach


floral classes on the main campus both at night and during the day. All other adjunct teachers teach classes on campus and in Red Bluff. The full time faculty member has certifications in irrigation auditing and design and holds both a pesticide applicators license and a class B driver license. These certifications and licenses are required in order for the program to operate. For example, without a pesticide applicators license held by one member on staff we could not train students in pesticide application and safe use nor could we treat weeds or pests in the nursery, vineyard or Farm areas. Finding qualified staff to teach horticulture classes is challenging as many of the local industry members qualified to teach classes are far to busy to devote the time to teaching in our program. For the past couple of years the program has been requesting paraprofessional staff to assist with running the program and facilities. The full time instructor is expected to do all the maintenance of the five greenhouses and large arboretum, irrigation maintenance and repair, care of plants, ordering of all supplies, budgets, site visits for worksite learning students, supervision of any financial aid student workers, set-up for all labs including many of the labs for adjunct instructors all while teaching a full load of classes. This amounts to many late hours during the week and on weekends. The typical work week for the full time instructor is 60 or more hours. Since the retirement of Warren Lytle, the other full time instructor in the department, there has been even more responsibilities placed on the one full time instructor. Now in addition to all of the above listed responsibilities, all paperwork required of horticulture and CTE programs, all worksite learning contracts, and all adjunct evaluations are also the responsibility of this one person. Hiring another full-time faculty person is needed but most likely a few years off as budgets are currently tight. 3.1.3 Teaching Aids and Equipment Most of the software that is used is from Microsoft Office such as Power Point, Excel and Word. Our classroom just recently received a Computer on Wheels (COW) that has brought the 4500 classroom into the 21st century so that we can now use power point, DVD and other media for instruction without having to bring our own equipment. We also have LandCad software that is available for landscape and irrigation design students to use. This past year we purchased a small tractor to use in the vineyard and students from the Horticulture, Agriculture and Equipment Operations programs will be able to use it for training. Other equipment used to teach landscape maintenance and construction classes, such as lawnmowers, trimmers/hedgers, trenchers, and skidsteers, are all old and many break down just when needed. The plan is to slowly replace these using Perkins funds as they come available. Plans are to request funds for a new side by side utility vehicle and a new riding mower for this next year.


3.1.4 Faculty Availability for General College Service The full time faculty member is involved in many committees on campus. Currently she serves on the Institutional Tenure Review Committee, is the division representative on the Curriculum Committee, one of the At Large representatives on the Senate and is a Faculty member on the Vocational Committee. For the past four years she has organized and ran Learning Academy that has trained of all new faculty and administrators with the help of another faculty member. Two years ago she planned, organized and ran the college wide FLEX day with the help of the same faculty member. She has also participated in accreditation and SLO development. The full time instructor is also the co-chair for the statewide community college curriculum committee for Environmental Horticulture and will be taking over as chair in June of this year. Last year she was also the vocational faculty member representing the Far North on the North/Far North Regional Consortium. 3.1.5 Tutoring Centers/Labs We do not have a tutoring center or lab dedicated to our department but we encourage our students to take part in both the writing center and math labs. We feel that our students benefit greatly from participation in both of these tutoring centers. 3.1.6 Opportunities for Professional Development Opportunities for staff development are available through a number of workshops, and conferences or seminars. Because of the college’s distant location travel time/costs sometimes restrict staff involvement in development opportunities. However, professional development money is available from Perkins funds and some money is also available for travel from the California Community Colleges Agriculture and Natural Resources Grant administered by Reedley College. The full and part-time staff regularly attended local and regional workshops put on by the University of California, Shasta Cascade Viticulture Association, PAPA, Ewing Irrigation, CLCA, CATA, The California Native Plant Society, California Small Farms Conference, California Certified Organic Farms and The California Floral Association. This past December our AGNR department hosted the Mid Winter Institute. This is a California Community College in-service that provides in-service and networking opportunities for Agriculture and Natural Resources instructors. 3.1.7 Internal Relations, Integration and Collaboration Our program works closely and is integrated in many ways with the Natural Resource, Agriculture (including all areas) and Heavy Equipment Operations programs. This is a collaborative working relationship, where we have students work on cooperative projects on the Farm and we share classroom and lab space. We also require all of our students to take some courses in common: AGMA 44, AGAB 52 and AGPS 24. In addition, we put on several community events together such as the Ag Field Day for the FFA, an industry Career Fair, high school class visits and outdoor science activities.


Horticulture also partners with the Culinary Arts Department by supplying the Wine making classes with grapes and collaborating on a cross curricular certificate. The Horticulture Department is currently growing herbs, edible flowers and greens for the Bistro and is looking into growing other produce that could be used in the Bistro and culinary classes. Additionally, the program grows plants for the front entrance and the atrium and then works with the grounds department to plant them three times per year. The Horticulture staff and students also designed the landscape for the new Trinity Campus and then collaborated with grounds and Extended Education to plant the landscape at the new Trinity Campus. This project was a great opportunity for our students to get hands on experience with installing a landscape and earn community service. By having the horticulture students do this project it saved the district thousands of dollars in landscaping costs. Communication between the part-time and full-time faculty is good and everyone in the horticulture program is involved in collaborative projects on the Farm. Such as the plant sale, spraying fields, working in the vineyard or on other community and campus projects depending on what fits with the curriculum of each course. 3.1.8 Survey other CCs for Common Practices Full-time and part-time faculty belong to several statewide committees that allow for networking with peers at other colleges and visits to horticulture and floral programs across the state. We have used ideas gained from this interaction to improve curriculum offerings and to improve our advisory committee structure. 3.2 External Relations 3.2.1 Facilities Use The Horticulture program is fortunate to have a large and diverse outdoor facility in which to structure its classes. On the Farm we have a 1½-acre arboretum, ≈7500 sq. ft. of greenhouse space, equipment storage, a small classroom, potting benches, soil mixer and soil bins. In addition we have a good working relationship with the grounds department and occasionally use the campus as a working lab. Three years ago, we received a grant to replace several small old greenhouses with one large commercial greenhouse. This was built by faculty and students and wired with electricity and heat by our physical plant crew. However we still have three greenhouses that are aging. The greenhouse structure that was erected when the Farm was built in 1972 is quite old and will soon need replacement of the heating and cooling systems. Five years ago the roof was replaced due to UV damage but the walls still need to be replaced. A smaller redwood and glass greenhouse has been demolished due to natural decay of the wooden structural components and snow damage. We are currently working with the construction program to replace this house with a solar greenhouse that would demonstrate passive air flow for cooling, solar shutters and fans, heat sinks and other energy saving construction.


Additionally, the large production house needs both ends replaced due to rotting wood and storm damage. The replacement ends should not cost more then a couple of thousand dollars and could be installed by physical plant. All the greenhouses must be made “greener” and should be retrofitted with energy curtains. Such a retrofit would serve well as a demonstration site as to what is current practice in the nursery industry and could save between 40 to 70 percent on heating and cooling costs. The college Farm laboratory is an invaluable resource for the Horticulture Department. It is used for the study of plant pests, plant growth, plant identification, soil science, test plots for fertilization and pesticide application, irrigation troubleshooting and installation, etc. The classroom facility is a converted metal storage building and at times difficult to teach in. On bright days the use of projectors is marginal because of the poor lighting control. The space is small only allowing about 16 students to work comfortably. It does have a good white board, a sink, and table work areas. This past year a smart COW (computer on wheels) was added to the classroom this has allowed for better instruction through the use of power point, internet and DVD. We would like to add a larger classroom on the Farm that could be used by Agriculture, Natural Resources and Equipment Operations to teach both lecture and lab classes. This could possibly be one of the portable buildings from Red Bluff. The arbor in front of the classroom needs replacement as many of the boards are coming loose and could fall on someone. This could possibly be a project for the construction classes. 3.2.2 Contact with K-12 Schools Every year visits are made to numerous high schools to recruit for our vocational programs and to participate in career fairs. We also host a 10 or more FFA and 4-H contests and Field Days where we have high school students from all over Northern California and Southern Oregon attend. The Horticulture faculty and students help to staff booths at all the local fairs, including, the Red Bluff Bull Sale and the Sierra Cascade Logging Show. Articulation agreements are in place with several area high schools. The list of schools for the current year can be found on line on our articulation web page. Once a year the college meets formally with the high schools to update and or expand articulation agreements. Informally the horticulture faculty meets with high school teachers on a routine basis where articulation agreements may develop. 3.2.3 Contact with Community Colleges, and Four-year Universities and Colleges Articulation agreements are in place with the following four year institutions:

Cal Poly-San Luis Obispo accepts: AGEH 22, AGEH 33, AGEH 34, AGEH 36, AGEH 40, AGEH 27, AGEH 28, AGEH 29, and AGEH 38

Fresno State: AGEH 33


University of California, Davis: AGEH 33, AGEH 27, AGEH 28, and AGEH 29

Chico State: 2+2 Environmental Horticulture Degree that articulates most of our Horticulture courses

Revisions of the agreements are infrequent and when necessary are flagged by the College’s Articulation Officer. 3.2.4 Contact with Business and Industry Twice a year, the Horticulture Advisory Committee meets formally with the Shasta College full and part-time faculty. The committee is encouraged to critique the program and its graduates. The Advisory Committee is made up of landscapers, florists, nurserymen, plant propagators and regulatory bureaucrats. Since the last program review, the Horticultural Advisory Committee has changed from a stand alone committee to one that is integrated with each of the disciplines within the Ag/Nat. Resources Department. We still have a Horticulture Advisory Group serving as a subcommittee but each subcommittee sends two members to a department Advisory Committee.

2008-09 Horticulture Advisory Committee

Thom Berry Robert Boster Joan Bosworth

Suzan Campbell Lois Chambers

Darlene Montgomery Pete Stone

Debbie Taylor Jim Wilbourn

George Winters Carl Yingst

Susan Libonati-Barnes Lindin Nies, (Current Student) Ande Britin, (Transfer Student)

3.3 Resource Efficiency 3.3.1 Support We get support from our physical plant for repairs to the electrical, sewer and heating and cooling systems in the classroom and greenhouses. When the need arises they are always quick and efficient in response and repairs. Some of our classes also get support from the paraprofessional from Heavy Equipment and the Environmental Sciences Lab Manager. Without their assistance, some labs would be difficult


run as we are operating tractors and other equipment, spraying fields or setting up for large events. The Farm dorm students are also invaluable to our day to day operations; they help with watering of greenhouses, weed control, transplanting and many other routine tasks. 3.3.2 Use of Technology The horticulture program has a small tissue culture lab that includes an incubation chamber, two laminar flow hoods and pressure cooker used as an autoclave. This lab is used to teach students how to propagate plants using tissue culture as part of the plant propagation class. Tissue culture is used to clone plants so that they do not pass on viruses or other diseases. This lab space could be expanded to be used to propagate more plants and be used by other classes such as plant science. The department also uses soil moisture meters, pH meters and microscopes, a camera that fits in a dissection microscope and a variety of other small instruments used in instruction. The 4500 classroom also has a computer on wheels that can be used to access the internet, play video, DVD and Power Point and access the internet. All of the full and part-time instructors use this to incorporate a variety of different media into the curriculum. Currently, it is difficult to use some of the technology that we do have as it takes hours of time to set up for lab and then to put everything away again as there is not space to hold a larger lab indoors and none of the lab equipment is stored near to the classroom we have to use. Also, if we hold classes in the 4002 classroom, it does not have water available so this also has to be hauled in. The biggest improvement, technologically speaking, we could make to our area for the use of technology would be to have access to an area where we could easily incorporate some of the latest technology into our curriculum. Ideally this would be a wet lab space that can hold 30 students and would have room to store microscopes, and lab equipment within easy access. It should also have the ability to show Power Point and a camera for dissection or identification of pest or plant. 3.3.3 Comparison with Other Institutions We are one of the top five programs in the state; our students are very competitive locally and nationally with both two- and four-year horticulture graduates from other colleges, we have a comprehensive program, quality curriculum and access to a large and complete outdoor facility. Some of our facilities are old and do need repair however, in comparison to most of the other community colleges we have a much better and more comprehensive outdoor space for training students in both the nursery industry and the landscape industry. The two areas where our comparison falls short is in our classroom space because it is very small and limited in how it can be used; and we lack the amount of paraprofessional support that other comparable horticulture programs have. Other community college programs that have large greenhouses and large amounts of outdoor lab space all have some additional instructional support.


3.3.4 Facility Use/Availability Prior to our last Program Review the Horticulture Department had restructured a few 18-week courses into six-week courses, the idea was that the less serious student or non major might be more inclined to take a six-week class rather than an 18-week-long class. Anecdotally, this may have been a successful restructuring. We do get a few students enrolling for the 2nd or 3rd six-week session; however, their completion rate is low. Also, prior to our last program review, we had restructured classes meeting two days per week to a one day per week arrangement. This consolidation of hours into single meeting times has been questioned. It certainly saves on student driving time, but a student misses a lot of course content if they miss even one class and they a difficult time catching up. Much of our scheduling is done around room or instructor availability. Finding rooms available when we want to offer a class, is always a challenge. In some cases we schedule a class when the room is available not when we think it will be the best time for students. This may effect enrollment of that class due to the inconvenient times it is offered. We also have certain AGNR department core classes we do not want to conflict with so we block out those class times as well. The faculty in our Ag and NR department meet each semester to figure out the schedule for our department so that we best utilize rooms and don’t schedule classes conflicting classes at the same time. For Fall of 2009, we are moving one of our block scheduled classes back to a Tuesday/Thursday class to see if we can help with enrollment and student success. If this move has positive results, we will move our entire group of block scheduled classes to at least a two day a week offering. This may also help with room availability at more popular times. The difficulty will be in finding part time instructors who will want to teach during the day for more then one day per week. 3.3.5 Faculty and Classified Staffing There is one full-time and between three to six part-time faculty teaching horticulture classes depending on the semester. The following table breaks down the division of courses between full- and part-time faculty.

05/06 05/06 06/07 06/07 07/08 07/08 Fall Spring Fall Spring Fall Spring Num. of FT 2 2 1 1 1 1 Num of PT 2 3 4 5 4 6 FTE by FT 14.72 17.36 10.33 6.81* 6.63* 6.96* FTE by PT 7.57 5.81 8.11 10.98 8.8 11.06 Ratio FT/PT 1:1 2:3 1:4 1:5 1:4 1:6 Num Sect. taught by FT 17 13 13 8 8 7


05/06 05/06 06/07 06/07 07/08 07/08 Fall Spring Fall Spring Fall Spring Num. Sect. taught by PT 4 8 7 7 8 7

Num. of sect. taught at night 7 7 7 3 5 4

Num. of sect. taught in Morning 2 4 2 7 5 2

Num. of sections taught in afternoon

7 6 4 7 7 6

*It should be noted that the full time faculty member also teaches courses outside the Horticulture prefix in the AGPS, AGVIT and AG areas and that these courses typically generate an additional four to five FTES. 3.3.6 Equipment Equipment maintenance continues to be a problem. Most of our equipment is old and in need of constant repair. We are in need of a new riding mower, weed eater, skidsteer, a rototiller, an edger, and a utility side by side. We are also in need of hand tools and wheel barrows. Several departments share hand tools and we always seem to be in short supply of rakes, brooms, shovels, trowels and pruning equipment. We have plans to replace this equipment over a several year period using Perkins or other grant funds. We do have an area to keep tools and equipment out of the weather and this has recently been painted and repaired. 3.3.7 Budget Info, Requests, Action Plans Part of our supply budget is earned thru our plant sales, without these funds our program would not be able to operate the greenhouses or put on a plant sale which is part of our Nursery students training. This past year we received funds from Perkins for supplies to purchase a small garden tractor, add a computer on wheels to our classroom and replace our small greenhouse with a solar model. We would like to have access to grants for special projects such as starting a student store where we could train students and sell nursery and Farm products. Time is always needed to apply for grants and that always seems to be in short supply. Some of the non-financial benefits of our program are the community interaction and service that we provide as part of our Master Gardener program. Every year we answer around 5,000 requests for information related to gardening and landscaping. We also get out in the community at schools, Farmers Markets and Garden Clubs where we represent the college and the Horticulture department. Our Floral program participates in the “Art in Public Places” events three times a year at City Hall. Where our students’ display beautiful arrangements and interact with the public, marketing our Floral program and Shasta College. We also grow bedding plants, vegetables and perennials in the spring and poinsettias in the winter that people within our


community look forward to buying all year. We sell Foothill High School Band Boosters with 600 poinsettias for their annual fund raiser. Our department also works to enrich the college campus by providing floral arrangements for events on campus and growing plants for our front entrance. The average FTES generated by the horticulture program over the last three years is 38.26 FTES per year, this equates to about $ 165,465 in income. We also brought in around $15,000 per year from plant sales. The budget for our program is around $142,500 if you include the 30% for campus wide expenses. Some of our budget dollars are generated from student fees, plant sales and donations. There are several ways that the horticulture program could become more efficient and also generate more income to offset costs. The following are just a few of the ideas our review committee came up with. But in order to implement several of these ideas we would need a way of funding some of our labor, this could be done by putting a portion of the profits into a foundation account where we could then use it to hire students. • Offer some of our lower enrolled classes every other year to boost enrollment when offered. • Expand our nursery to grow more native plants and grass seed for restoration projects. This

could potentially bring in $15,000 to $100,000 depending on the scale of production. This would also require more labor.

• Grow products such as micro-greens that could be used on campus and sold to local restaurants. This may not save dollars in our program but could offset costs in another program thereby saving the district money. We are already doing this on a small scale but to expand this would require more labor and someone to manage the greenhouses carefully.

• Start a student run store where we could market more of our products year round. This could potentially bring in $50,000 t0 $150,000 depending on how much we grew to market. This would require at least a part time classified person to manage the store.

• We already grow 10,000s of vegetables and color to sell at our spring sale but we could grow more color and veggie starts to sell to local retail nurseries. This would generate about $10,000 $15,000 to per year.

• Start an organic u-pick berry patch. This could generate $5,000 to $25,000 depending on the size of the patch and if it was run in conjunction with the student Farm Store.

3.3.8 Reach of Services The program curriculum is diverse, offering courses in the career areas of Landscaping, Floral Design, and Nursery Sales and Production as well as courses in specific areas of interest such as the Master Gardener Training course, Organic Gardening and Water Gardening. Degrees and Certificates Offered Environmental Horticulture Transfer Degree Horticulture Associate of Science Degree Horticulture Certificate


Master Floral Design Certificate Irrigation Certificate Landscape and Turf Management Certificate Retail Nursery Sales Certificate Master Gardener Certification Courses in the Program Since the last program review we changed the prefixes on all of our courses to make them align more with the statewide curriculum that is promoting seamless transfer for students between community college programs and on to the four-year university. We also wanted to make it easier for students to find the core courses that are required by all of our agriculture and natural resource programs. This was a huge undertaking and required that we update all of our courses in addition to changing the prefix.

Prefix Course Name Last Revision Date

AGEH 3 Horticulture Careers Survey and Placement 07/08 AGEH 7 Career Planning For Ornamental Horticulture 07/08 AGEH 22 Nursery Practices and Plant Propagation 07/08 AGEH 23 Nursery Practices and Management 07/08 AGEH 26 Plant Protection 07/08

AGEH 27 Plant Identification and Taxonomy of Evergreen Trees, Shrubs and Groundcovers 07/08

AGEH 28 Plant Identification of Deciduous Trees, shrubs and Ground Covers 07/08

AGEH 29 Plant Identification and Taxonomy of Trees, Shrubs and Ground Covers 07/08

AGEH 31 Landscape Irrigation 07/08 AGEH 31.1 Landscape Irrigation 07/08 AGEH 31.2 Landscape Irrigation 07/08 AGEH 31.3 Landscape Irrigation 07/08 AGEH 33 Environmental Horticulture 07/08 AGEH 34 Beginning Floral Design-Fall Flowers 07/08 AGEH 35 Landscape Design 07/08

AGEH 36 Floral Design For Weddings and Special Occasions 07/08

AGEH 37 Nursery and Florist Management 07/08 AGEH 38 Turf and Landscape Management 07/08 AGEH 39 Tropical Floral Design 07/08 AGEH 40 Intermediate Floral Design 07/08

AGEH 41 Selection and Care of Blooming and Tropical Plants 07/08

AGEH 44 Beginning Floral Design-Spring Flowers 07/08


Prefix Last Revision Course Name Date AGEH 45 Holiday Decorations and Banquets 07/08 AGEH 46 Sympathy Flowers* 07/08 AGEH 60 Master Gardener Training 07/08 AGEH 70 Organic Gardening Practices (spring) 07/08 AGEH 71 Organic Gardening Practices (summer) 07/08 AGEH 72 Organic Gardening Practices (fall) 07/08 AGEH 75 Water Gardening 07/08 AGEH 94 Horticulture Worksite Learning 07/08 AGEH 97 Special Topics in Environmental Horticulture 07/08

AGEH 98 Special Topics in Environmental Horticulture-Lab Skills 07/08

AGEH 120 Selected Topics in Ornamental Horticulture: Pruning 07/08

AGEH 121 Selected Topics in Ornamental Horticulture: Viticulture 07/08

AGEH 122 Selected Topics in Ornamental Horticulture: Plant Propagation 07/08

AGEH 125 Low Irrigation Landscaping 07/08 AGEH 130 Native Plants I.D. Propagation and Culture 07/08 AGEH 133 Introduction to Residential Landscape Design 07/08 AGEH 137 Orchard Management Practices 07/08 AGEH 150 Small Scale Specialty Crop Farming 07/08

AGEH 197 Special Topics in Environmental Horticulture Management 07/08

*New course since last review. 3.4 Student Success Trends of Enrollments, Average Class Size and Program FTES As seen from the data below, the number of sections and overall enrollments has dropped in the last couple of years partly due to the retirement of one full time instructor who was not replaced. This has limited the number of sections we offer, as finding qualified part-time instructors who are willing to teach classes is difficult. They can make far more working in the industry. Also, with the collapse of the housing market many people are laying of landscape maintenance workers. This has slowed the number of students wanting to major in Landscape Maintenance. On the positive side, we have had an increase of students interested in organic gardening due to the poor economy and concern over food safety.


FTES and Average Class Size

05

101520253035404550

Fall 05

Spring

06

Fall 0

6

Srping

O7

Fall 07

Spring 08

Ave clas sizeProgram FTES

The Horticulture department has a good rate of retention and students success when compared to the college wide average. Our retention rate averages 89 percent and the student success rate averages 75 percent. This is in part due to both full time and part-time faculty taking extra time outside of class to visit with students about their educational goals, assist with scholarship applications, job applications and resumes, and provide general counseling for life challenges. Student Success Factors

Fall 05 Spring 06 Fall 06 Spring 07 Fall 07 Spring 08 Total number of sections

21 21 20 15 16 13

Sections taught off main campus

1 0 0 0 3 0

Student Success 77% 71.7% 72.9% 73.1% 71.2% 82.3%

Program retention 91% 91% 87.4% 88.9% 87.4% 90.3%

Ave class size 16.7 15.1 15 12.9 15.3 16.2


One area of concern is in the reporting of the number of graduates from our programs. We see many of our students walk during the graduation ceremony or apply for certificates but these do not seem to appear on any reports. For example, there were three students who graduated with a


Horticulture degree in spring of 2008 but they do not show up until late Fall of 2008 or spring of 2009. Many of our certificate students don’t seem to be recorded if they are fewer than 18 units. 3.5 General Planning There are several trends that have emerged in horticulture in the past year. First, most Community College Horticulture programs are reporting a drop in enrollment most likely due to the economy, housing crisis and the drought. All of these crises have limited the number of new landscapes planned for installation and caused large layoffs of landscape maintenance workers. However the landscape industry is still a multibillion dollar industry that needs well trained workers to become managers and crew leaders. Second, the landscape industry has been moving to more of a “green gardener” type of approach and there is an increasing need for workers trained in integrated pest management, soil science and organic practices. Lastly, there has been a huge increase in the number of people wanting information on growing there own organic food, how to get local community based agriculture started and sustained, and how to start community gardens. We market our program in several ways. Currently we have a “Water Wise” landscaping contest going with KIXE, our programs participation in the contest was in exchange for a television commercial about our program. We also have another television commercial that was produced and paid for with Perkins funds. In addition to these commercials our faculty and students host high school visits, and as an AGNR department we recruit at local high schools, staff fair booths, the Whole Earth Festival and other events within the district. We also have a Farmers Market Booth (every Saturday at City Hall from April to September) staffed with Master Gardeners who pass out materials about our Horticulture Program along with gardening advice. In addition, our Floral Design Students participate in the local “Art in Public Places” events at the Civic Center three times per year.

Part IV – Student Learning Outcomes Course Level Out of 43 courses, 30 courses have completed the SLO cycle at least once. The remaining courses have SLOs completed to at least the Step 2 level. There are two reasons for these courses to have not completed the entire cycle; either they were not taught in the past year or the part-time instructor did not report the data.

Prefix Course Name SLO Level Completed

AGEH 3 Horticulture Careers Survey and Placement Step 2 AGEH 7 Career Planning For Ornamental Horticulture Step 5 AGEH 22 Nursery Practices and Plant Propagation Step 5 AGEH 23 Nursery Practices and Management Step 5 AGEH 26 Plant Protection Step 5


Prefix SLO Level Course Name Completed

AGEH 27 Plant Identification and Taxonomy of Evergreen Trees, Shrubs and Groundcovers Step 5

AGEH 28 Plant Identification of Deciduous Trees, shrubs and Ground Covers Step 5

AGEH 29 Plant Identification and Taxonomy of Trees, Shrubs and Ground Covers Step 5

AGEH 31 Landscape Irrigation Step 5 AGEH 31.1 Landscape Irrigation Step 5 AGEH 31.2 Landscape Irrigation Step 5 AGEH 31.3 Landscape Irrigation Step 5 AGEH 33 Environmental Horticulture Step 5 AGEH 34 Beginning Floral Design-Fall Flowers Step 5 AGEH 35 Landscape Design Step 5

AGEH 36 Floral Design For Weddings and Special Occasions Step 5

AGEH 37 Nursery and Florist Management Step 5 AGEH 38 Turf and Landscape Management Step 5 AGEH 39 Tropical Floral Design Step 5 AGEH 40 Intermediate Floral Design Step 5

AGEH 41 Selection and Care of Blooming and Tropical Plants Step 5

AGEH 44 Beginning Floral Design-Spring Flowers Step 5 AGEH 45 Holiday Decorations and Banquets Step 5 AGEH 46 Sympathy Flowers* Step 5 AGEH 60 Master Gardener Training Step 5 AGEH 70 Organic Gardening Practices (spring) Step 2 AGEH 71 Organic Gardening Practices (summer) Step 5 AGEH 72 Organic Gardening Practices (fall) Step 2 AGEH 75 Water Gardening Step 5 AGEH 94 Horticulture Worksite Learning Step 5 AGEH 97 Special Topics in Environmental Horticulture Step 2

AGEH 98 Special Topics in Environmental Horticulture-Lab Skills Step 2

AGEH 120 Selected Topics in Ornamental Horticulture: Pruning Step 2

AGEH 121 Selected Topics in Ornamental Horticulture: Viticulture Step 2

AGEH 122 Selected Topics in Ornamental Horticulture: Plant Propagation Step 2

AGEH 125 Low Irrigation Landscaping Step 2 AGEH 130 Native Plants I.D. Propagation and Culture Step 5 AGEH 133 Introduction to Residential Landscape Design Step 2


Prefix SLO Level Course Name Completed AGEH 137 Orchard Management Practices Step 2 AGEH 150 Small Scale Specialty Crop Farming Step 2

AGEH 197 Special Topics in Environmental Horticulture Management Step 2

Degrees & Certificates All degrees and certificate have SLO’s developed to the Step 2 level. We are working on moving to Step 5 the coming year. Currently we use an informal process to evaluate all degrees and certificates to the Step 5 level by quizzing the students after they have graduated as to how well prepared they were for the industry or for transfer. We also talk to the employers who hire our students to find out how well they thought our student were prepared. Feed back from these interviews is used to measure the success of our program and to evaluate all of our degrees and certificates.

Part V – Program Summary Strengths • The greenhouse area is adequate for the number of courses with objectives either in

propagation or greenhouse production. In addition to Horticulture classes, the greenhouses are utilized by several Agriculture and Natural Resource classes and both the Master Gardeners and the Native Plant Society.

• The horticulture program’s arboretum supports a number of the courses taught: Landscape Maintenance, plant I.D., Irrigation, Landscape Design, Water Gardening, Floral Design, etc.

• We have an active student club, the Horticulture Club, which supports the plant sales and miscellaneous field trips and other student activities.

• Our curriculum has a balanced mix of theoretical and hands-on applications. • Job opportunities are high. A number of our graduates are employed locally in career-

oriented jobs, i.e., Agriculture inspector, Redding City Grounds Department, Sales and Marketing for Hines Nursery, McConnell Arboretum or self employed. In addition, there is a huge need nationwide for trained horticulturists and plant science professionals.

• The curriculum is diverse with offerings in most fields of horticulture. • Using grant funds a new, state-of-the-art greenhouse has been constructed, replacing several

old small greenhouses. • The Shasta College Master Gardener Program has become a fully recognized part of the

University of California network of Master Gardeners through an MOU with Shasta College. • The Master Gardener Program has provide a wonderful outreach between the Horticulture

Program and the community • Students are well prepared for jobs in landscaping and retail and wholesale nursery work

after completing the program. • Student recruitment and outreach is strong with faculty recruiting at local fairs, the Bull Sale,

the Logging Show and numerous High School visits.


Weaknesses • Despite the addition of the new greenhouse, we still have three greenhouse structures that are

aging and energy inefficient. All are in need of some repair. • The classroom in the 4500 building is inadequate. The seating arrangement is such that

access to students in the back of the classroom is difficult and the stools are hand-me-downs from the science building. The space is also very small so that it only seats 16 students in a lab setting. We would like to add a portable classroom possibly from Red Bluff that could be utilized in AG, HORT and NR and Equip. Ops. This would allow us to have larger class sizes and to have a better working space for students.

• Lack of funds to hire a student worker to keep our plants and arboretum alive during the summer months. It is important to have plant materials for propagation, identification and the many maintenance and care activities we do with students in labs. In the past couple of years the funds used to hire a student during the fall and spring semester has been used to hire a student over the summer but this causes problems as then little funds are available during the school year to hire a student. Sometimes student workers are available from financial aid but many of these students have no knowledge of plants and take hours of faculty time to supervise.

• Very few course offerings at night or in outlaying areas for students wanting to complete the Associate of Science degree.

• Lack of another full-time instructor. It is difficult to find qualified part-time instructors to teach for us. Most professionals who are qualified are too busy and can earn far more working in the industry.

• Lack of training for adjunct instructors who are new to teaching within our program. When we do find part-time instructors to teach for us, they have a difficult time getting oriented to the program. The full time staff meets with them and tries to orient them to teaching in the horticulture area but this is not adequate. Since the last program review the dean of NRIPS has started a part-time faculty orientation which has helped greatly with general campus questions but still does not address the program orientation.

• Lack of a Paraprofessional to support instructional activities. The full time instructor is expected to do all the maintenance of the greenhouses and arboretum, irrigation maintenance and repair, care of plants, ordering of all supplies, supervision of any financial aid student workers, set-up for all labs including many of the labs for adjunct instructors all while teaching a full load of classes.

Part VI – Goals, Recommendations, Priorities, Plans Goals for Program Objective 1: Recruit more students to our program Description: Market the program in different areas so that we are recruiting more students interested in going into the industry. This could be done by going to career fairs, advertising more and developing classes that would offer further training opportunities to those already


working in the industry. Possibly offering more courses at night, late afternoon or online that would fit with the schedule of someone working and just looking to upgrade skills. Cost: No additional cost, unless specialized equipment was needed. All this does take time however and that is always in short supply. Timeline: Ongoing, some marketing has already stared with our KIXE “Water Wise” Landscape Makeover contest, Fair booths and High School visits. Objective 2: Hire a paraprofessional to support instructional activities within the HORT area Description: This position would oversee greenhouse operations, maintain facility, and support instructors in lab set up, gathering supplies and student safety during instruction. They could also coordinate student workers and keep things functioning during the summer months. In addition this person could help to mange “Student Store” where horticulture crops, floral designs, Farm products and other student work could be marketed. Cost: $17,000 for part-time support person to work 15 to 18 hours per week during the school year. Cost could be offset by increased nursery sales after the first year. Timeline: 1-2 years Objective 3: Replace old equipment Description: Much our equipment is old and in need of constant repair. We are in need of a new riding mower, weed eater, skidsteer, rototiller, an edger, and a utility side by side. We are also in need of hand tools and wheel barrows. Several departments share hand tools and we always seem to be in short supply of rakes, brooms, shovels, trowels and pruning equipment. This past year we did purchase a small tractor that will be shared with several departments and in the vineyard. Cost: Costs will vary depending if we have to purchase used or new. Timeline: We have plans to replace this equipment over a several years using Perkins or other grant funds. This next year, we will be requesting the replacement of the skid steer, rototiller, and side by side utility vehicle. Objective 4: Add a portable classroom to the Farm area Description: We would like to add a portable classroom possibly from Red Bluff that could be utilized in AG, HORT and NR and Equip. Ops. This would allow us to have larger class sizes and to have a better working space for students.


Cost: Would depend on if we could use one the district already owned or we would have to buy one. Timeline: 2–3 years. Objective 5: Continue to ask for a second full-time instructor Description: It is difficult to find qualified part-time instructors who are willing to teach nursery and landscape design and maintenance classes. Most professionals are far to busy and can make more working in the industry. In addition, there is a huge amount of work to be done in our program. If is difficult for one full-time faculty member to keep up with all the needs to be done to make our program successful. Cost: $55,000 to $80,000/year Timeline: 2-3 years. Objective 6: Continue to develop curricula which are appropriate for the industry as well as filling the needs of the community Description: Expand offering of distance learning and ITV courses as many of our students come from our outlying areas and have to drive long distances to attend classes. I would like to start with developing AGEH 33 to be offered as an internet course. Also expand offerings in Tehama County once the Tehama Campus is built. This could include offering “green gardener” courses that would promote sustainability and environmental responsibility. There has also been an increased interest in organic gardening and irrigation auditing and design of micro-irrigation Outcomes: This would allow us to further integrate sustainability into our curriculum and to increase the degree opportunities to the outlaying areas of our district. Cost: This could vary depending on equipment needed to teach courses offsite. This takes hours of time and is something typically done during the summer. Timeline: 1 to 5years. Objective 7: Replace small houseplants greenhouse utilizing both solar and wind power Description: This greenhouse needs to be replaced due to age and snow damage. By replacing it with a solar or wind powered greenhouse we would be demonstrating some of the “green” practices that can be used by small nurseries and backyard gardeners. In replacing the greenhouse we would use building materials that trap solar heat. We would also use solar panels and/or a small wind turbine to run fans for cooling.


Cost: $7,000 to $ 15,000 (one time costs) Part of the funds can come from plant sale funds but would need some additional funds. Outcomes: Many of our local wholesale nurseries are very small specialty nurseries who might be able to use some type of alternative energy to run their greenhouses. By building this Greenhouse it would serve as a teaching tool for our nursery courses both in the construction of the house and in managing the house after it is in production. In addition this project would replace the greenhouse that is falling down with one that demonstrates some of the cutting edge ideas for “green” agriculture/gardening. This is planned be a collaborative project with the constriction department that would have the students building the greenhouse and learning both construction and new “green building” skills. Timeline: 1-2 years. Would like to start this project by spring of 2009 and complete by June of 2009. Objective 8: Complete vineyard installation Description: We have planted a 1½-acre vineyard that includes five different types of trellis training systems commonly used in industry and six different varietals of vines. We have demonstrated the VSP trellis, the California Sprawl, the Lyre trellis, the T trellis and head pruned. The vineyard will serve as a laboratory for our vineyard installation, management and care classes. This project is in partnership with Culinary Art and the winemaking classes will use the grapes produced in the vineyard. If there were any excess then the grapes would be sold to local winemakers. We also plan to have an outdoor kitchen and patio area under the large oak that can be used for wine tasting, vineyard workshops and fundraising events. We are collaborating with Dan Marcum from the University of California Cooperative Extension on several research/demonstration projects that would enhance our instruction as well as provide information to local growers. We have already held one joint workshop with the UC Extension and local viticulture association that were very successful with over 50 participants and we have plans for several more. We are still working to complete fencing and trellis systems. The construction of the vineyard has been a collaborative project with heavy equipment operations, welding, agriculture, GIS and the culinary arts programs. Cost: $10,000 (much of this has been donated already, we have about $500 needed to complete the fence) + ongoing costs of around $ 400 to $500 per year for fertilizer, sulfur, and fuel for tractor. Outcomes: There are numerous objectives for this project: 1. Serve as a Laboratory site for Viticulture/ worksite learning students. 2. Supply grapes to winemaking classes. 3. Serves as a site for research opportunities with UC Extension. 4. Serve as a site for educational workshops for local grape growers.


Timeline: This projects is well underway with 580 vines planted, irrigation is all in and the fence about 2/3 completed. We also have the trellis systems mostly completed in about 2/3 of the vineyard and the all posts installed for the lyre trellis. The plan is to complete most of this project by June of 2009. We would leave some of the trellis systems to be completed with the vineyard construction class in the spring of 2010. Objective 9: Start and successfully run a Student Store (Nursery/Florist/Farm Store/ and more) Description: The store would be operated by students and used as a training site for our Retail Nursery and Floral Certificate students. This would greatly improve our ability to offer students opportunities to gain much needed “soft” skills especially in the area of customer service in a setting that is not impacting the profits of a future employer. It could also offer opportunities for student training to other programs such as the business program to train for work in retailing as well as marketing and management of the store. In the store we would sell products from our Farm and nursery. We could also sell floral arrangements, products from our organic garden, and student projects from around the campus on consignment (such as art work, metal work or projects from carpentry). We could also supplement this with some outside (possible local) products. We would like to house the store in the old museum and could utilize the yard for the nursery. We could even incorporate some of the old trains and other equipment into our displays. The whole idea would be to have this be a store managed and operated by students that would also be able to sell some of their crops or projects in the store. By utilizing the store we would further support another of the programs goals in training students to become successful entrepreneurs. In order for this store to be successful we would need to hire a classified employee to oversee the students and budget. Several other colleges have successful student stores that generate enough income to be self sustaining and to provide extra income to the agriculture programs. We are looking for grants to fund this project but any suggestions to how we could make this happen would be welcome. If we cannot use the museum then our thoughts are to build the store using “green” building techniques that could then be a demo for future classes on “green” buildings. Our construction program could build the building which would offer students in that program the opportunity to learn the latest in “green” building techniques. Another idea is to incorporate a student coffee shop that could help pay for the labor of hiring a manager for the store. Cost: Start up costs could be high if we needed to remodel a building or to build ($5,000-$150,000). Ongoing cost would be minimal as these costs would be offset by sales. Possible funding source could be grants from the EWD/SBDC area.


Outcomes: Provide a “learn by doing” way to teach students all about the retail business from management to sales and also generate income for the Agricultural/Natural Resources department. This would be a way for our students to work on site and to earn extra income for working in the store or if they sold products on consignment. We have had very positive response from other instructors in the hospitality and business areas that would use it for a training site for students. We have also had instructors in welding, culinary arts, construction, and art that have said there would be great benefits to having a place to consign student work for sale. This opportunity could provide advertisement for what students can do in our vocational programs. Timeline: 2 to 3 years, but the time line for this project is dependent on finding a funding source and a place to house the store. Objective 10: Develop an organic vegetable/herb garden/community garden Description: This would be a garden site that could be used as a lab area for our organic gardening classes. We could also grow products that could be sold on campus. The Culinary Arts classes would like us to grow fresh herbs and we could also market vegetables and berries. Cost: Seed/fertilizer cost would be part of regular supply budget. Labor cost to hire student(s) care for site when classes were not actively working in the garden. $3,600/year. (Labor costs could be offset by products sold from the garden) Outcomes: 1. Serve as lab site for organic gardening classes. 2. Provide a garden area for visitors to the Farm to see organic garden practices, possibly

include in pumpkin tours. 3. Produce products to sell in Farm store and to other department on campus. 4. Provide an area for students and staff to garden. Timeline: This is a future project that would be started possible in spring of 2010 and completed that same season. We would like to tie it into the student store so that we could sell produce that we grew and would be dependant on the Organic Gardening class and if we were able to market produce Objective 11: Rehabilitate arboretum to demonstrate more water-wise and “green” landscaping design and construction Description: By changing some of the plantings and replacing some of the aging irrigation we could create demonstration plantings for more water wise, “green” landscaping. This would include some low maintenance, low water use plantings, landscaping and use of technology to save water and inputs into the landscape. This would be funded partly by using different areas for laboratory activities in various landscape classes


Cost: $5,000 for materials. We would incorporate the labor as projects in Landscape design, Landscape Maintenance and Irrigation classes. Outcomes: 1. Would provide projects for our Horticulture students to learn about ways to save water and

other inputs in a landscape and irrigation design and materials used in the landscape. 2. Spruce up or Arboretum area that is in desperate need of a make over. 3. Serve as an ongoing lab and demonstration area for “water wise” landscaping. Timeline: 5 years to complete. This project has already started with the replacement of the lawn in the back of the 4500 classroom. This was done with the Landscape and Turf Management class. This project will be ongoing for several semesters with different areas being worked on by different classes.


SHASTA COLLEGE

Welding Technology Program Review

2008-09

SHASTA COLLEGE Program Review – Welding Technology

Table of Contents Signature Page................................................................................................................................3 PART I – Introduction ..................................................................................................................4 1.1 Purpose of Program Review......................................................................................4 1.2 College Mission.........................................................................................................4 1.3 Shasta College Institutional Student Learning Outcomes.........................................4 PART II – General Program Information ..................................................................................5 2.1 Program Definition/Description ................................................................................5 2.2 Program Mission/Purpose .........................................................................................6 2.3 Student Learning Outcomes ......................................................................................6 PART III – Program Analysis ......................................................................................................8 3.1 Academic Quality......................................................................................................8 3.2 External Relations ...................................................................................................12 3.3 Resource Efficiency ................................................................................................13 3.4 Student Success .......................................................................................................16 3.5 General Planning .....................................................................................................16 PART IV – Student Learning Outcomes ...................................................................................17 PART V – Program Summary....................................................................................................26 PART VI – Goals, Recommendations, Priorities, Plans ..........................................................27

Welding Technology Program Review 2008-09 2


Program: Welding Technology

Program Review Self Study Participants: Joan Bosworth (Dean NRIPS) Mark Smith (Full Time Faculty) Todd Harris (Advisory Committee Member) Elin Klaseen (Adjunct Faculty) Glenn Henderson (Student) Level Two Review Team Participants: Joan Bosworth (Dean NRIPS) Brad Banghart (Student Services) Carol Rupe (Faculty Outside the Program) Steve White (Advisory Committee member)




1.1 Purpose of Program Review According to the Academic Senate for the California Community Colleges in their 1996 document, “Program Review: Developing a Faculty Driven Process,” the program review process serves as a mechanism for the assessment of performance that recognizes and acknowledges good performance and academic excellence, improves the quality of instruction and services, updates programs and services, and fosters self renewal and self study. Further, it should provide for the identification of weak performance and assist programs in achieving needed improvement. Finally, program review should be seen as a component of campus planning that will not only lead to better utilization of existing resources, but also lead to increased quality of instruction and service. A major function of program review should be to monitor and pursue the congruence between the goals and priorities of the college and the actual practices in the program or service. Other purposes include meeting accountability mandates and demonstrating a systematic planning process. While these functions may occur because of program review, they should not serve as a primary function of the review. Otherwise, program review could be perceived as a time-consuming process for a product with no effect or bearing on the program’s activities or any relevance to serving students or maintaining academic excellence. 1.2 College Mission The mission of the Shasta-Tehama-Trinity Joint Community College District is to providing open access and opportunity for success to students who have diverse backgrounds, interests, and abilities. The District is committed to providing the knowledge and skills necessary for a student to succeed. The District recognizes that success requires specific life skills and professional skills and also effective communication, critical thinking, global consciousness and global responsibility. By offering programs leading to successful completion of a quality university-transfer program, or career-technical education, the District is responsive to the needs of our communities within a changing global society. By offering comprehensive campus and community service programs, the District enables students to achieve personal as well as academic potential and contributes to the social, cultural and economic development of our region. 1.3 Shasta College Institutional Student Learning Outcomes The District is committed to providing the knowledge and skills necessary for a student to succeed. The District recognizes that success requires specific life skills and professional skills and also effective communication, critical thinking, global consciousness and global responsibility. To support our students in achieving success, Shasta College has determined that a student who earns a degree or occupational certificate will demonstrate:










Part II – General Program Information 2.1 Program Definition/Description The Welding Program at Shasta College is designed to provide students with the necessary technical knowledge and related skills to be successful in a variety of welding and other career pathways. The program meets the needs of other vocational programs at Shasta College where welding is a part of their requirements, i.e., Diesel, Construction, Heavy Equipment and Auto Machining. Many students take welding for general interest or to advance their skills to allow them to work on auto body repair or restoration, tool fabrication, or metal art. Career pathways may include entry level positions with local companies, entry into union apprenticeship programs, or students may decide to leave the area and pursue employment in another state or country. Students have the opportunity to pursue a one year certificate, a two year AS Degree, or take one or two classes in a particular welding process and gain employment. The Welding Technology program emphasizes hands-on Welding lab assignments that are directly tied to lecture. Welding lab assignments are sequential in nature. The skill level of the student will be enhanced after every assignment. All introductory classes are followed by advanced classes to further the student’s knowledge and skill level. Many students aspire to become American Welding Society certified welders. The college provides the students with the opportunity to pass the


certification test as required by the American Welding Society. The College provides the students with the opportunity to learn all manual welding processes that are used in the state of California. This provides the student with a wide range of employment opportunities in the state. The college also provides advanced welding classes for the welder that is currently employed to update or increase his/her knowledge and welding skill to obtain American Welding Society Certification. To accommodate industry needs, we provide a Fall, Spring and Summer class schedule. Classes are offered day and evening and in this past year also on Saturdays. The diversity of the class schedule and content allows a student to start the welding program at anytime during the year. Many employers recognize the welding program at Shasta College as an opportunity to train employees or improve upon their skills. Some employers have made the program a part of their apprenticeship program. Salaries for entry level workers in the area range from $10.00-$17.00/hr. Journeyman welders in the area typically make between $12.00- $22.00/hr. Students that choose to leave the area and work in the larger cities can expect to start at higher wages. A journeyman level welder can expect to make in the $30.00/hr. range in the metropolitan regions. 2.2 Program Mission/Purpose The Shasta College Welding Technology Program provides open access and opportunities for success in various areas of career technical education. The welding program will provide the students the opportunity to earn industry standard welding certificates and an Associates Degree, which may lead to employment in the manufacturing or construction industry. The program will provide the working students with the opportunity to upgrade job skills to retain employment or qualify for promotion. Program success is accomplished by using current technology, by integrating current and projected trends in curriculum, by focusing on hands-on welding skills projects for lab assignments. We solicit input from an Advisory Committee, and industry knowledge experts. We continue to build and maintain relationships with area employers and Unions. We expect high welding standards from students, and use the American Welding Society, American Petroleum Institute and the Society of Mechanical Engineers Welding Codes to set our standard. The Welding Technology program is dedicated to enhancing the knowledge and skills of related trades and occupations in manufacturing, maintenance and repair, sales, training, consulting and compliance. 2.3 Student Learning Outcomes 2.3.1 Courses Step 1 = Define expected student learning outcomes for the course (100%) Step 2 = Develop appropriate assessment methods for that course outcomes (100%) Step 3 = Use these methods to assess outcomes (100%) Step 4 = Analyze assessment results (100%) Step 5 = Apply results toward improved instruction and learning (100%)


Step 1Step 2Step 3Step 4Step 5ENGR.118 Mechanical Blueprint X X X X X WELD 70 Beginning Welding X X X X X WELD130 General Welding/Shop and Metals X X X X X WELD170 Introduction to Arc Welding X X X X X WELD 171 Intermediate Arc Welding X X X X X WELD173 Structural Steel Metal Fabrication X X X X X WELD174 Structural Mig Welding (GMAW-FCAW) X X X X X WELD 175 Tig Welding X X X X X WELD 176 Light Gauge and Non-Ferrous Mig Welding X X X X X WELD 178 Pipe Welding Fundamentals X X X X X WELD 182 Advanced Arc Welding X X X X X WELD 184 Advanced Tig Welding X X X X X WELD 186 Advanced Pipe Welding X X X X X WELD 188 Advanced GMAW (Mig) Welding X X X X X WELD 56 Welding Basics WELD 94 Worksite Learning for Welding Technology X X X X X

2.3.2 Degrees and Certificates Step 1a = Define expected student learning outcomes for the degree/certificate (100%) Step 1b = Map expected degree/certificate outcomes to all required courses and other learning experiences (100%) Step 2 = Develop appropriate assessment methods for degree/certificate outcome(s) (100%) Step 3 = Use these methods to assess outcomes (100%) Step 4 = Analyze assessment results (100%) Step 5 = Apply results toward improved instruction and learning (100%)

Step 1aStep 1bStep 2Step 3Step 4Step 5A.S. Welding Technology X X X X X X Certificate Welding Technology X X X X X X Certification Welding Certification X X X X X X

Primary student learning outcomes for the Welding Technology A.S. Degree Program are listed below. 1. The student will have the appropriate coursework and applied experience to pursue a beginning

or apprentice position within welding-related field. 2. The student will be able to properly identify terminology that is commonly used in the welding

and metal working trades.


3. The student will be able to apply knowledge of welding processes used in specific welding trades and apply the general knowledge acquired in the welding program.

4. The student will be able to apply skills in the safe use and maintenance of tools and equipment. 5. The student will be able to apply computer skills using CNC related software. 6. The student will be able to have a working knowledge of blueprints. 7. The student will be able to evaluate basic theory and concepts of welding machines and different

processes used in industry. 8. The student will be able to apply math and English skills with report writing within metal

fabrication. 9. The student will be afforded an opportunity to qualify and obtain certification recognized by

government, industry and professional organizations.

Part III – Program Analysis 3.1 Academic Service Quality 3.1.1 Curriculum Analysis The Welding Technology Program depends on instructional support from traditional areas in General Education, i.e., mathematics and English. Hydraulics 48 and Engineering 118-Blueprint Reading are required for student program completion. Math 100 has recently been replaced with Math 110 to meet the new requirements for the Associates of Science Degree. English 190 has been replaced by English 1A to meet the new requirements for the Associates of Science Degree. Our advisory committee has reviewed all the courses in the welding program to determine whether or not they are meeting the skills requirements that are required by industry. Curriculum review will be an ongoing process in the Welding Technology Program. New technologies in the welding industry must be reflected in curriculum changes. New segments have been added to all classes to educate students on regulations, requirements, and new and/or updated technologies such as inverter technology and CNC cutting machines. The core of our current curriculum is well rounded and allows the student to acquire knowledge of all welding processes. We offer classes in metal fabrication and metal art work for the student. This allows the student an opportunity to utilize the skills they have acquired in their welding classes. Students are required to take Mechanical Blueprint Reading and Hydraulics as part of their Associates Degree and Certificate. Hydraulics and Blueprint reading are classes that come highly recommended by the employers in our area. The College is a member of the American Welding Society and receives monthly industry publications. The purpose of the curriculum is to expose all students to career opportunities in the field of Welding and metal related trades. Upon completion of the A.S. degree, our students are prepared to enter the field of welding with a solid base of technical welding skills. The head welding instructor maintains his American Welding Society Certified Welding Inspectors License.


A complete list of Welding Technology courses offered at Shasta College along with the current A.S. degree requirements and certificate requirements can be found in the College Catalog. Courses are reviewed in an ongoing 5-year rotational basis as per college policy. 3.1.2 Staffing The Welding Technology program is staffed by one full-time instructor, Mark Smith, and several adjunct faculty. The courses within the program are taught by instructors with content specific experience and knowledge. The following full-time and part-time instructors teach the following A.S. degree and certificate classes: Mark Smith WELD 70 - Beginning Welding WELD 94 - Worksite Learning for Welding Technology WELD 170 - Introduction to Arc Welding WELD 171 - Intermediate Arc Welding WELD 173 - Structural Steel Metal Fabrication WELD 174 - Structural Steel MIG Welding WELD 175 - TIG Welding WELD 178 - Pipe Welding Fundamentals WELD 180 - Weld Skill Proficiency and Certification WELD 182 - Advanced Arc Welding WELD 184 - Advanced GTAW (TIG) Welding WELD 186 - Advanced Pipe Welding WELD 188 - Advanced GMAW (MIG) Welding ENGR 118 - Blueprint and Specification Reading (Mechanical) ENGR 119 - Blueprint and Specification Reading (Architectural) Ken Stone WELD 70 - Beginning Welding (Fall & Spring) Jeff Griffin WELD 70 - Beginning Welding (Spring) Bill Longacre WELD 70 - Beginning Welding WELD 175 - TIG Welding WELD 176 - GMAW MIG Welding (Light Gauge and Nonferrous Metals) WELD 184 - Advanced GTAW (TIG) Welding WELD 188 - Advanced GMAW (MIG) Welding Elin Klaseen WELD 130 - General Metal Working (Fall & Spring, 8 Week classes)


3.1.3 Teaching Aids and Equipment Room 2520 has been set up with a computer and projector. It is now possible to teach a class and utilize Microsoft Office PowerPoint and during a lecture. The TV monitor is over twenty five years old and is in need of replacement. Most of the visual aids outdated and should be transferred onto DVD. This is something that is being looked into. Another alternative is to purchase a video disk/cassette unit that is capable of playing through the computer and onto the projector. The computer doesn’t have any doors on it and can be accessed by students unattended in the classroom. This past year the welding program was awarded sixty-thousand dollars for equipment upgrades. The machines were purchased with Perkins funds. The justification was to upgrade to Inverter technology welding machines. This allowed us to save money on power, utilize technology current with industry, increase equipment functionality and expand the number of welding booths for instruction. Inverter type welding machines operate utilizing twenty-five percent of the power of a traditional welding machine and are capable of running a number of multiple functions. The college purchased twelve inverter type power supplies. This expanded our ability to accommodate more students per class. We went from seventeen TIG booths to nineteen, all capable of welding ferrous and non-ferrous materials. The largest increase in use of facility was to our Mig (GMAW-FCAW) welding capabilities. We went from thirteen booths to nineteen booths. This is very important because we have been seeing numbers of up to 25-30 students wanting to take this class. We now need to add ventilation to accommodate the new welding stations. Welding curtains were purchased to replace the old curtains that were going on thirty years old. The welding program has seen great growth over the past seventeen years. Currently it has reached maximum capacity for the currently allotted physical space. We are lacking covered space both for storage of equipment and an area to work for the students when it is raining. Equipment safety zones are compromised due to inadequate work space. The separation of the classroom and computer facility (upstairs through diesel lab) from the welding lab facility makes any coordination across those spaces very problematic. In summary, the program has all the necessary machines and tools to give the student a well-rounded education in the Welding industry. However, the experience could be greatly enhanced by a larger, better coordinated facility with adequate overhead coverage and storage space. 3.1.4 Faculty Availability for General College Service The only full-time faculty in Welding Technology is Mark Smith. He currently acts as the Faculty Coordinator for vocational education and works closely with Joan Bosworth, the Dean for NRIPS. Mark serves on the Scholastic Standards Committee and is currently serving on two tenure review committees. The Welding program currently employs four adjunct instructors to teach a number of the classes. Bill Longacre has been teaching for over thirty years. He teaches GMAW, GTAW and beginning welding. He has a sixty seven percent load each semester. Ken Stone and Jeff Griffin both teach Beginning Welding. Elin Klaseen teaches WELD 130, a metal working fabrication class that has an emphasis in metal art. She is very involved in the community and takes on metal art work that has contributed to the college and broader community enhancement. It should be noted that all our adjunct instructors have an AS Degree in Welding from Shasta College. Jeff Griffin has equal industrial related work experience.


The one full time instructor that is responsible for keeping the welding lab in order. The chore of keeping materials ready for adjunct instructors has become quite an undertaking. Mark doesn’t feel an adjunct instructor that is only getting paid for the time that they teach, should be responsible for coming in on their own time to cut material. The way we have been able to somewhat over come this problem is by utilizing student help. Currently we get a paid student for seven and one-half hours per week. If the number of hours could be increased it would be very beneficial to the program. The students that are selected for employment are advanced students. They are capable of tutoring beginning students, preparing the lab for class, cutting materials and they are able to operate all equipment safely. Typically we will have one to three work site learning students working in the lab to assist the instructors. Depending on the semester, the financial aid department has been able to place welding students in a paid position to help as aids. There are disadvantages to having too much student help, such as they are students and must be supervised. Some students are limited to what you can expect from them and are limited to the amount of repair work they can do on equipment. Once you get a student completely trained they are ready for graduation and then you have to retrain new students. 3.1.5 Tutoring Centers/Labs There are no tutoring centers or labs specifically associated with the Welding Technology program. Students are referred to other campus resources as needed, generally Math and English. Advanced students are used to tutor students or help students that may be falling behind due to absences or need additional practice. As use of our CNC plasma-cutter increases, it is becoming evident that the students would benefit from coursework in computer-aided design (CAD) to fully utilize the capabilities of our current or any future CNC-based machines. This would necessitate a computer lab setup equipped with appropriate software licenses or shareware. Such instruction could be integrated with the blueprint class or as a stand-alone class. Our introduction of the CNC machine was intended as a beginning step of introducing students to automation-based equipment. As the build-out begins in the Stillwater Technology Park, it is expected that manufacturers would desire and benefit from a work-force that has training and familiarity with machine automation and the concepts of CNC and CAD-based machining. 3.1.6 Opportunities for Professional Development Full-time faculty takes advantage of professional development activities on an ongoing basis. Professional development of part-time faculty is on a voluntary basis and there is a minimal stipend offered through the Human Resources Office to help off set the cost of attending trainings etc. For example, the training on our CAD/CNC software and equipment has been done entirely on the adjunct instructor’s free time. Perkins funds do have a Professional Development component for all CTE instructors. 3.1.7 Internal Relations, Integration, and Collaboration The Welding Technology program works cooperatively with each of the other programs within the vocational education center. The Welding program does numerous welding projects across campus. We are currently working on display cases for the swim team pool area and a large gate for the


Horticulture vineyard. The gate will be integrated with decorative work forged by students from the Heavy Equipment program. We work with the classified staff on any welding needs they may feel like allowing us to do for them. Classified staff has permission and often uses some of the fabrication tools and equipment. The welding program curriculum is integrated with many other programs. Programs such as Diesel, Carpentry, Heavy Equipment operations, auto and auto machine shop all require or have welding as a required of suggested elective. The welding program participates in Ag Field day competitions. We have for the third year put together a show of student welding projects for display in the LRC. This year we expanded the program to include works from other industrial technology vocational programs. 3.1.8 Survey other CC’s for Common Practices We have no formal survey from other welding programs in California. The original program concepts and booth layout however were adapted from Cerritos College at the time when Mark Smith arrived. The full-time instructor does maintain contact with faculty from other regional community college, sharing curriculum, procedures and advice. 3.2 External Relations 3.2.1 Facilities Use The present lecture and lab facilities for the Welding Program are woefully inadequate to the point of being unsafe. With the increasing demands on the present building (2500), expansion or relocation is inevitable if the welding program is to continue growing. We currently accommodate simultaneous welding courses through staggered lecture and lab usage. The welding lab is utilized from 8:00am in the morning to 10:00pm M-Th. During rainy days you will see students out welding in the rain in order to complete their projects. This is a grave safety concern for staff, faculty and the dean of NRIPS division. Four years ago, Mark Smith and his adjuncts gave a presentation to the Board Members, and at that time the Board agreed that additional space for the welding program was a top priority. At this time no plans or discussion have occurred. There is a computer lab in room 2400 which is utilized by welding and auto students. 3.2.2 Contact with K-12 Schools We actively recruit from most high schools in our district by conducting activities on campus. We host a Ag field day each October where over 1200 students are participating in contests on our campus. We also recruit students by giving presentations at the high schools. Shasta College students are actively involved in the high school recruiting events.


3.2.3 Contact with Community Colleges, and Four-Year Universities and Colleges The full-time instructor maintains contact with faculty from other regional community colleges, sharing curriculum, equipment knowledge, and industry contacts. 3.2.4 Contact with Business and Industry The Welding Technology program maintains close ties and a strong relationship with local business and industry partners. The Welding Advisory Committee contains a comprehensive list of local industry representatives. Industry representatives help in forecasting future workforce, knowledge and skill requirements. They are a source of training recommendations as well as material donations. These donations help offset the high cost of acquiring materials. The Welding Program also works in conjunction with the Economic and Workforce Development (EWD) Division at Shasta College. The Welding Technology faculty lead has expanded awareness and services to the community through not-for-credit offerings as well as using industry connections and relationships to provide services using grant funds that target job development and industry regional collaborative efforts. Collectively, community relationships and additional instructional services through EWD have broadened the active connectivity with business and industry. 3.2.5 Articulation with high schools, universities, and colleges As a vocational program, very few of our students matriculate on to four year colleges. The majority of our students move directly into the work-force after our program. The A.S. degree in welding, however, does provide a pathway to transfer on to a four-year college should a student desire. 3.3 Resource Efficiency 3.3.1 Support Support is required on occasion with respect to the computer technology in the classrooms and in the computer lab. Generally their response and support is good. The facilities staff, in particular the electricians, have been prompt in supporting our needs. 3.3.2 Use of Technology Technology within the classroom is inadequate at this time. The TV monitor recently failed, and the computer enclosure cannot be locked, putting the equipment at jeopardy. Technology within the laboratory has taken a big step forward in energy efficiency and flexibility with the acquisition of inverter technology. As noted before, the introduction of a CNC machine into the lab brings direct user to computer-controlled equipment into our program. While both manufacturing and structural steel construction require skilled technical workers, light and heavy manufacturing industries require more computer-based knowledge of their workers. Joan Bosworth has been working with the IT staff to make the 2520 classroom a smart classroom. The work should be completed during the Spring semester, 2009.


3.3.3 Comparison with Other Institutions While four-year universities will sometimes have welding facilities for their students, these are usually intended for prototype development by engineering or art students. Their intent is not to produce vocational welders. A better comparison of our program is with other community colleges. From what we have seen in a survey of these other sites, our curriculum and laboratory equipment meets or far exceeds their offerings, but our facility is significantly inferior. 3.3.4 Facility Use/Availability Our courses are offered five and at times six days a week, both day and night. Advanced courses are available during the day and night to provide flexibility to working students. At times there can be 60 students in three classes simultaneously working the facility. During the fall semester we offer eight-week short courses all day on Saturdays to make the facility available to those students otherwise unable to take M-F courses. None of our degree required programs have been canceled for lack of students. We are currently working with Economic Workforce Development on creating specialized welding classes for industry. The first class will be taught Spring semester by Todd Harris of Harris Metal Works. The class is on Flux cored arc welding, specifically the E71T-8 wire. This wire is exclusively used on buildings and bridges that are welded in high earthquake regions. The class will be taught between the hours of 3:00PM and 6:00PM and will utilize the welding facility. This will make the welding facility’s use on Tuesday’s and Thursday’s from 8:00AM until 9:00PM continuously. Our students are generally able to complete their degree or certificate within the specified time if they adhere to the recommended schedule. There are often situations such as economic hardships, child care, transportation, or family issues which affect a student’s ability to complete the degree in a timely manner. 3.3.5 Faculty and Classified Staffing 05-06 06-07 07-08 Full-time faculty 1 1 1 Part-time faculty 3 4 4 FTES – Full time 2.85 2.8 2.65 FTES – Part time 2.4 2.5 3.1 Ratio Ft/Pt faculty 1:3 1:4 1:4 # sections taught by FT 25 25 22 # sections/PT 14 15 16 # and ratio FT teaching evening courses 1:1 1:1 1:1 # and ratio PT teaching evening courses 3:3 4:3 4:3 # and ratio FT teaching day courses 1:1 1:1 1:1 # and ratio PT teaching day courses 3:2 4:3 4:3 # of classified support staff 0 0 0 Sections taught off campus 3 3 1 Total Schedule Coarse Sections 43 45 41 3.3.6 Equipment


Over the past two years the welding program equipment has made tremendous advancements. The NRIPS Dean has been very supportive in bringing the welding equipment up to or exceeding most welding facilities in the North State. We have added a CNC plasma cutting table that is used in the metal fabrication and general metal working classes. With the use of inverter technology we have been able to utilize the room that we have and expand the number of welding booths. The greatest improvements have been in the GMAW and FCAW classes. We have increased the number of welding booths in these classes from twelve to eighteen. This has reduced the number of students who were being asked to share booth time with other students. The SMAW welding booth capacity has grown from nineteen stations to twenty-five stations. This has helped tremendously, especially during our night classes where we are experiencing class sizes upwards of thirty students. The GTAW stations remain at nineteen which is adequate. The big advantage is that fifteen of these stations have the capacity of welding aluminum with pulsing applications. We are working with PG&E to acquire a rebate due to the power savings of the new inverter technology. The new equipment is moving the welding program in the direction of greener technology. We have adopted the use of propane over acetylene in our cutting stations. This has cut our fuel costs by two-thirds. It is also a safer and more stable gas for our students to be working with. We could use more metal fabrication equipment to enhance the metal fabrication and metal working classes. The problem with purchasing too much of this equipment at this time is that much of the equipment will be exposed to the elements due to the lack of a covered working area. 3.3.7 Budget Info, Requests, Action Plans The Welding program is expensive to operate, but has a variety of funding sources. Only a very small amount of the total budget comes from the General Fund. The majority of the funding comes from Perkins and student fees. The current student fee has been adjusted from $35.00 per class to $40.00 per class. Most students are happy to pay this fee when they see how much they get out of the class. We currently service over five hundred students per year. This generates over twenty thousand dollars a year for materials. Donations of steel from the community offset much of our materials cost. Estimated donations from the community in steel cost savings is estimated at over twenty thousand dollars. The donations are picked up by Mark Smith with a truck and trailer that was purchased by the college with Perkins Funds. 3.3.8 Reach of service The welding program provides one associate degree, one certificate, and AWS certification. The majority of our curriculum includes the typical lecture/lab format. Due to the hands-on laboratory requirements of most of our courses, we offer no courses to date using the instructional television network. We do, however, offer welding courses at the off-site campuses in Burney, Red Bluff, and Weaverville. The majority of our core courses are near capacity. This fall all of the first year courses and 50% of the second year courses were full and/or had wait lists. Our main limiting factor at this point is physical space (laboratory).


3.4 Student Success 05-06 06-07 07-08 FTES – Full time 2.85 2.8 2.65 FTES – Part time 2.4 2.5 3.1 Total FTES Total Program Enrollments Enrollments at Census Average Class Size Registered Students 21.1 22 25.5 Average Class Size at Census 18.35 18.3 21.7 Number of Sections Day\Afternoon\Evening 46 48 44

Number of Combined Sections\Registered 39 40 38

Course Sections by Instructor Type

Contract18.05%

Contract OL 46.2%

Hourly35.8

27.7%

34.8% 37.5%

29%

29% 36.8%

Grade Distribution

A=63% B=12.2%

C=5% D=.4% F=8% W=7%

DR=1.2% I=.4%

A=54% B=13.7%

C=6% D=1.3% F=10.5% W=9.1% DR=2.4%

I=1.1% Student Success 81.95% 82.45% 75.1% Course Retention 90.25% 91% 88.5% Type of Credit (Credit vs. Non Credit) Degrees or Certificates 7 0 3 Student Progress Student Demographics 3.5 General Planning Our planning priorities are based on local, regional, and national trends. The slow-down of the economy has in the short-term affected local construction and manufacturing industries, our primary employers. However, fewer students entering the industry, coupled with the potential retirement of half of the country’s highly trained workforce, have led to a shortage of skilled workers in U.S. manufacturing. AWS deputy executive director Cassie R. Burrell has stated that “It is increasingly imperative that we maintain and grow America’s base of manufacturing and welding professionals to fill vacancies being left by retirees who performed critical work in major industries, including heavy equipment manufacturing, construction, auto production, energy, military, aerospace and more.”


Locally, with the build up of the Stillwater Technology Park, it is anticipated that new manufacturing businesses will look for workers with both technical and computer-based automation skills. Based on these trends, we see the following needs of our program: • Continue active recruitment to create next generation of technical workers • Increase level of computer-based automation equipment and training

PART IV – Student Learning Outcomes COURSE NUMBER & TITLE: WELD 174 . Indicate (x) which steps of the SLO cycle have been completed for this course: __X__Step 1 = Define expected student learning outcomes for the course. (List those outcomes in the section below). __X__Step 2 = Choose at least one SLO and develop appropriate assessment methods. (Describe the assessment method in the section below.) _____Step 3 = Use these methods to assess outcomes _____Step 4 = Analyze assessment results _____Step 5 = Apply results toward improved instruction and learning For Step 1: List the Student Learning Outcomes for this course. Upon successful completion of the course, a student should be able to… Upon successful completion of the course, a student should be able to complete an American Welding Society’s Qualification Test. For Step 2: Describe the assessment method to be used for at least one of the SLO’s. When will the assessment be done? By the eighteenth week of the course. Who will administer and evaluate the assessment? The instructor. How will the assessment occur? Describe the assessment process in detail. The student must be able to cut and fit together an American Welding Society’s Qualification Welding test plate. The instructor will inspect the fit up, root and cover pass of the sample. The student doesn’t have to pass the test only complete the test. By completing the sample he/she will be qualified to take advanced WELD 188. Will there be any special materials available to the student during the assessment? If yes, explain in detail. A test plate and backing bar will be made available to the student. Indicate how a individual student performance will be rated as successful or unsuccessful for the SLO. This test is a pass or fail test. To advance to WELD 188 the student must pass the test.


COURSE NUMBER & TITLE: WELD 70 . Indicate (x) which steps of the SLO cycle have been completed for this course: __X__Step 1 = Define expected student learning outcomes for the course. (List those outcomes in the section below). __X__Step 2 = Choose at least one SLO and develop appropriate assessment methods. (Describe the assessment method in the section below.) _____Step 3 = Use these methods to assess outcomes _____Step 4 = Analyze assessment results _____Step 5 = Apply results toward improved instruction and learning For Step 1: List the Student Learning Outcomes for this course. Upon successful completion of the course, a student should be able to… Upon successful completion of the course, a student should be able to safely operate a oxygen and acetylene welding torch. For Step 2: Describe the assessment method to be used for at least one of the SLO’s. When will the assessment be done? The assessment will be completed at week six of the semester. Who will administer and evaluate the assessment? The instructor. How will the assessment occur? Describe the assessment process in detail. The student will have a list of welding projects to be completed within the first six weeks of class. Each of the welds will be evaluated and the student will pass or fail the assignment. The student will also take a written test cover all the information covered in the first six weeks of the class. Will there be any special materials available to the student during the assessment? The student will be provided with all the welding equipment needed to complete the assignment. Indicate how a individual student performance will be rated as successful or unsuccessful for the SLO. The student must pass the assignments with a 70%. The student must also complete the assignment with all safety equipment in place. COURSE NUMBER & TITLE: WELD 130 . Indicate (x) which steps of the SLO cycle have been completed for this course: __X__Step 1 = Define expected student learning outcomes for the course. (List those outcomes in the section below). __X__Step 2 = Choose at least one SLO and develop appropriate assessment methods. (Describe the assessment method in the section below.) _____Step 3 = Use these methods to assess outcomes _____Step 4 = Analyze assessment results _____Step 5 = Apply results toward improved instruction and learning


For Step 1: List the Student Learning Outcomes for this course. Upon successful completion of the course, a student should be able to… Upon successful completion of the course, a student should be able to operate a ironworker that is used in general metal fabrication. For Step 2: Describe the assessment method to be used for at least one of the SLO’s. When will the assessment be done? The assessment will be done in the first week of class. Who will administer and evaluate the assessment? The Instructor How will the assessment occur? Describe the assessment process in detail. …The student will listen to a lecture on the safe operation of an Ironworker. The Instructor will then do a step by step demonstration on how to operate the iron worker. The student will then watch an instructional film that was provided by the manufacture. The student will then do an assignment on the ironworker and be evaluated by the instructor. Will there be any special materials available to the student during the assessment? If yes, explain in detail…The steel that will be cut on the ironworker will be provided by the college. Indicate how a individual student performance will be rated as successful or unsuccessful for the SLO. The instructor will determine if the student will be allowed to operate the ironworker with out further instruction. COURSE NUMBER & TITLE: WELD 170 . Indicate (x) which steps of the SLO cycle have been completed for this course: __X__Step 1 = Define expected student learning outcomes for the course. (List those outcomes in the section below). __X _Step 2 = Choose at least one SLO and develop appropriate assessment methods. (Describe the assessment method in the section below.) _____Step 3 = Use these methods to assess outcomes _____Step 4 = Analyze assessment results _____Step 5 = Apply results toward improved instruction and learning For Step 1: List the Student Learning Outcomes for this course. Upon successful completion of the course, a student should be able to… Upon successful completion of the course, a student should be able to identify all the electrodes used in the Shielded Metal Arc Welding (SMAW) process. For Step 2: Describe the assessment method to be used for at least one of the SLO’s. When will the assessment be done? The assessment will be completed by the ninth week of class. Who will administer and evaluate the assessment? The Instructor.


How will the assessment occur? Describe the assessment process in detail. The student will take a welding practical and a written test. The student must weld with all the electrodes in the classification system (F1, F2, F3, F4). The written test will determine there knowledge of the uses of all the electrodes. Will there be any special materials available to the student during the assessment? If yes, explain in detail. The following Electrodes will be made available to the student. E71018, E6010, E6013, E7024. Indicate how a individual student performance will be rated as successful or unsuccessful for the SLO. The student must pass the practical weld test and written test with a grade of 70% or better. COURSE NUMBER & TITLE: WELD 171 . Indicate (x) which steps of the SLO cycle have been completed for this course: ___X__Step 1 = Define expected student learning outcomes for the course. (List those outcomes in the section below). ___X__Step 2 = Choose at least one SLO and develop appropriate assessment methods. (Describe the assessment method in the section below.) _____Step 3 = Use these methods to assess outcomes _____Step 4 = Analyze assessment results _____Step 5 = Apply results toward improved instruction and learning For Step 1: List the Student Learning Outcomes for this course. Upon successful completion of the course, a student should be able to… Upon successful completion of the course, a student should be able to complete an American Welding Society’s bend test, in the Shielded Metal Arc Welding process. For Step 2: Describe the assessment method to be used for at least one of the SLO’s. When will the assessment be done? During Finals week. Who will administer and evaluate the assessment? The Instructor. How will the assessment occur? Describe the assessment process in detail. The students must prepare his or her weld test plates. The student will follow the procedure of testing as required by the American Welding Society. Will there be any special materials available to the student during the assessment? If yes, explain in detail. The student will be given a twelve inch piece of 3/8 steel to complete the assignment. Indicate how a individual student performance will be rated as successful or unsuccessful for the SLO. The student must successfully complete the bend test under the direct supervision of the Instructor.


COURSE NUMBER & TITLE: WELD 173 . Indicate (x) which steps of the SLO cycle have been completed for this course: __X___Step 1 = Define expected student learning outcomes for the course. (List those outcomes in the section below). __X___Step 2 = Choose at least one SLO and develop appropriate assessment methods. (Describe the assessment method in the section below.) _____Step 3 = Use these methods to assess outcomes _____Step 4 = Analyze assessment results _____Step 5 = Apply results toward improved instruction and learning For Step 1: List the Student Learning Outcomes for this course. Upon successful completion of the course, a student should be able to… Upon Successful completion of the course, a student should be able to fabricate a project off a set of plans that were created by the student. For Step 2: Describe the assessment method to be used for at least one of the SLO’s. When will the assessment be done? Week Five… Who will administer and evaluate the assessment? Instructor How will the assessment occur? Describe the assessment process in detail. The student will submit a blueprint, including a material list of his/her project. The instructor will evaluate the blueprint and assist the student in the purchase of the material. The student will then fabricate the project and the instructor will evaluate the workmanship of the project. Will there be any special materials available to the student during the assessment? If yes, explain in detail. The student has limited access to the scrape material at Shasta College. Indicate how a individual student performance will be rated as successful or unsuccessful for the SLO. Seventy percent or better will be considered a passing grade. COURSE NUMBER & TITLE: WELD 178 . Indicate (x) which steps of the SLO cycle have been completed for this course: __X___Step 1 = Define expected student learning outcomes for the course. (List those outcomes in the section below). __X___Step 2 = Choose at least one SLO and develop appropriate assessment methods. (Describe the assessment method in the section below.) _____Step 3 = Use these methods to assess outcomes _____Step 4 = Analyze assessment results _____Step 5 = Apply results toward improved instruction and learning


For Step 1: List the Student Learning Outcomes for this course. Upon successful completion of the course, a student should be able to… Upon successful completion of the course, a student should be able to weld an open root in a pipe in the 2G position. For Step 2: Describe the assessment method to be used for at least one of the SLO’s. When will the assessment be done? On the final week of class. Who will administer and evaluate the assessment? Instructor. How will the assessment occur? Describe the assessment process in detail. The student will take a written and practical weld final. The student must prepare and weld the pipe in the 2G position. Will there be any special materials available to the student during the assessment? If yes, explain in detail. The pipe, weld machine and electrodes. Indicate how a individual student performance will be rated as successful or unsuccessful for the SLO. The student must pass with a seventy percent or better. COURSE NUMBER & TITLE: WELD 175 . Indicate (x) which steps of the SLO cycle have been completed for this course: __X___Step 1 = Define expected student learning outcomes for the course. (List those outcomes in the section below). __X___Step 2 = Choose at least one SLO and develop appropriate assessment methods. (Describe the assessment method in the section below.) _____Step 3 = Use these methods to assess outcomes _____Step 4 = Analyze assessment results _____Step 5 = Apply results toward improved instruction and learning For Step 1: List the Student Learning Outcomes for this course. Upon successful completion of the course, a student should be able to… Upon successful completion of the course, a student should be able to set and operate a Gas tungsten arc welding machine. The settings will include aluminum, steel and stainless steel. For Step 2: Describe the assessment method to be used for at least one of the SLO’s. When will the assessment be done? By week eighteen of the class. Who will administer and evaluate the assessment? Instructor. How will the assessment occur? Describe the assessment process in detail. The student will take a practical weld test. Monitored by the instructor. They will also take written test.


Will there be any special materials available to the student during the assessment? If yes, explain in detail. The welding machine will be provided by Shasta College. Indicate how a individual student performance will be rated as successful or unsuccessful for the SLO. The student must pass with a seventy percent or higher. COURSE NUMBER & TITLE: WELD 176 . Indicate (x) which steps of the SLO cycle have been completed for this course: __X___Step 1 = Define expected student learning outcomes for the course. (List those outcomes in the section below). __X___Step 2 = Choose at least one SLO and develop appropriate assessment methods. (Describe the assessment method in the section below.) _____Step 3 = Use these methods to assess outcomes _____Step 4 = Analyze assessment results _____Step 5 = Apply results toward improved instruction and learning For Step 1: List the Student Learning Outcomes for this course. Upon successful completion of the course, a student should be able to… Upon successful completion of the course, a student should be able to weld in all positions with ER 70S-6 .023 wire. Using the Lincoln 140 welding machine. For Step 2: Describe the assessment method to be used for at least one of the SLO’s. When will the assessment be done? On the ninth week of class. Who will administer and evaluate the assessment? The instructor. How will the assessment occur? Describe the assessment process in detail. The student will be expected to load the machine with wire and weld in all positions. Flat, Horizontal, Vertical and Overhead. Will there be any special materials available to the student during the assessment? If yes, explain in detail. The welding machine wire and steel will be provided for the student. Indicate how a individual student performance will be rated as successful or unsuccessful for the SLO. The student must pass with a grade of seventy percent or better. COURSE NUMBER & TITLE: WELD 188 . Indicate (x) which steps of the SLO cycle have been completed for this course: __X___Step 1 = Define expected student learning outcomes for the course. (List those outcomes in the section below).


__X___Step 2 = Choose at least one SLO and develop appropriate assessment methods. (Describe the assessment method in the section below.) _____Step 3 = Use these methods to assess outcomes _____Step 4 = Analyze assessment results _____Step 5 = Apply results toward improved instruction and learning For Step 1: List the Student Learning Outcomes for this course. Upon successful completion of the course, a student should be able to… Upon successful completion of the course, a student should be able to pass the American Welding Society’s D1.1 Structural Welding Qualification test for E71T-11 FCAW. For Step 2: Describe the assessment method to be used for at least one of the SLO’s. When will the assessment be done? Finals week of the semester. Who will administer and evaluate the assessment? AWS-CWI. American Welding Society’s Certified Welding Inspector. How will the assessment occur? Describe the assessment process in detail. The student must prepare his/her test sample and have it examined by the AWS-CWI. The Student must then take the supervised test. The qualification test is then destructively tested. Will there be any special materials available to the student during the assessment? If yes, explain in detail. All welding materials need to take the test will be provided. Indicate how a individual student performance will be rated as successful or unsuccessful for the SLO. The test is a pass or fail. The standard is set by the applicable Welding Code. COURSE NUMBER & TITLE: WELD 182 . Indicate (x) which steps of the SLO cycle have been completed for this course: __X___Step 1 = Define expected student learning outcomes for the course. (List those outcomes in the section below). __X___Step 2 = Choose at least one SLO and develop appropriate assessment methods. (Describe the assessment method in the section below.) _____Step 3 = Use these methods to assess outcomes _____Step 4 = Analyze assessment results _____Step 5 = Apply results toward improved instruction and learning For Step 1: List the Student Learning Outcomes for this course. Upon successful completion of the course, a student should be able to… Upon successful completion of the course, a student should be able to pass the American Welding Society’s D1.1 structural welding test.


For Step 2: Describe the assessment method to be used for at least one of the SLO’s. When will the assessment be done? The test will be administered during finals week of the course. Who will administer and evaluate the assessment? AWS-CWI. American Welding Society’s Certified Welding Inspector. How will the assessment occur? Describe the assessment process in detail. The test will be administered per the AWS D1.1 Structural Welding Code. Will there be any special materials available to the student during the assessment? If yes, explain in detail. Certified Welding Plate will be provided for the student. Indicate how a individual student performance will be rated as successful or unsuccessful for the SLO. The test is a pass or fail. If the student fails he/she must practice and take it again. COURSE NUMBER & TITLE: WELD 184 . Indicate (x) which steps of the SLO cycle have been completed for this course: ___X__Step 1 = Define expected student learning outcomes for the course. (List those outcomes in the section below). ___X__Step 2 = Choose at least one SLO and develop appropriate assessment methods. (Describe the assessment method in the section below.) _____Step 3 = Use these methods to assess outcomes _____Step 4 = Analyze assessment results _____Step 5 = Apply results toward improved instruction and learning For Step 1: List the Student Learning Outcomes for this course. Upon successful completion of the course, a student should be able to… Upon successful completion of the course, a student should be able to pass a fillet weld break test. For Step 2: Describe the assessment method to be used for at least one of the SLO’s. When will the assessment be done? During finals week of the class. Who will administer and evaluate the assessment? Instructor. How will the assessment occur? Describe the assessment process in detail. The student will fit together the test coupon and weld it together. The weld will then be broke apart and examined for weld soundness. Will there be any special materials available to the student during the assessment? If yes, explain in detail. Weld machine, steel and electrodes will be provided. Indicate how an individual student performance will be rated as successful or unsuccessful for the SLO. The test is a pass or fail. The standard is set by the AWS light gauge welding code.


COURSE NUMBER & TITLE: WELD 186 . Indicate (x) which steps of the SLO cycle have been completed for this course: __X___Step 1 = Define expected student learning outcomes for the course. (List those outcomes in the section below). ___X__Step 2 = Choose at least one SLO and develop appropriate assessment methods. (Describe the assessment method in the section below.) _____Step 3 = Use these methods to assess outcomes _____Step 4 = Analyze assessment results _____Step 5 = Apply results toward improved instruction and learning For Step 1: List the Student Learning Outcomes for this course. Upon successful completion of the course, a student should be able to… Upon successful completion of the course, a student should be able to Weld a pipe in the 6G position and test it. For Step 2: Describe the assessment method to be used for at least one of the SLO’s. When will the assessment be done? Finals week. Who will administer and evaluate the assessment? AWS-CWI. Instructor How will the assessment occur? Describe the assessment process in detail. The student must prepare the pipe weld sample and present it to the instructor for examination. The fit up will pass or fail. The pipe will then be welded and destructively tested. The destructive test is a pass or fail. Will there be any special materials available to the student during the assessment? If yes, explain in detail. The pipe and all welding materials. Indicate how an individual student performance will be rated as successful or unsuccessful for the SLO. The test is a pass or fail. The standard is set by the applicable welding code.

PART V – Program Summary The Welding program has many things to be proud of. It has a staff of instructors that strive to be the best they can be in the classroom and lab. The instructors are continually seeking to improve their welding and teaching skills. We have an AWS-CWI on staff that can certify students to the AWS, API or ASME welding codes. The student has the availability to complete the certifications within their classes and the fees are covered by their materials fee that they pay for at the beginning of the semester. We have strong ties to the community and benefit by receiving many material donations. We have received positive press for the college through local television and newspaper coverage. The reputation of the instructors is very high within the community. Students report that they are impressed when told by local business and industry that their welding program and "instructors are top notch." They know they are receiving the best education possible. It reflects the top-down driven approach taken by the department, management and instructors together with up to


date lab equipment. Local businesses constantly demonstrate their partnership with material donations to the college and purchasing discounts to the welding students. The local employers turn to the college for continual training for their employees. Many of our students have a choice to leave the Redding area and have found employment through out the United States and the World. The program works with other CTE programs on campus. Many students from other programs are required to take welding to assist in their education and ensure employability. We are articulated with many of the local high school programs which allow students at have a smooth transition to the college. They earn credit towards their degree while in high school. The field is constantly changing and Shasta College has made great strides to keep up with industry. In the future we will see a great number of baby boomers retiring. Many retirees take advantage of a guaranteed income status to attempt work in an new field. They may be looking to augment income or just a great way to spend the "golden years." Regardless of the reason, they expect the community college will provide them with the necessary training or education. They are in essence part of the future workforce. We have been notified by Labor statistics that there is going to be a shortage of skilled tradesmen. It is our responsibility as a community college to help train our future labor force. Local city and county governments know that jobs equal revenue and prosperity for the community. Businesses know that incentives offered by local government help to bring companies to the area. They also know that the potential of a readily available and trained workforce can make the difference. When training is necessary, they know that dollars go farther when a community college is actively supporting their training requirements. Shasta Community College can help with the future of Stillwater Park and the business that settles there. The Welding program will help Stillwater Park not only during construction of the business facility but also in the manufacturing operation and maintenance with a trained workforce. The recently approved stimulus package contains a large amount of money for the rebuilding of the nation's infrastructure. Welding will be included in the majority of the work that will be needed over the course of several years. Forecasts predict that a shortage of qualified welders will exist considering that baby boomers are now leaving the workforce and going into retirement. History suggests that government will look to the community college as the training facility.

PART VI – Goals, Recommendations, Priorities, Plans Goal – Update curricula in response to the learning requirements of new technology. Recommendation A) Make room 2520 an updated smart classroom, B) Copy VHS’s over to DVD. C) Purchase updated media training aids. D) Provide a computer lab that is capable of teaching CNC technology. Priorities Make 2520 a smart classroom


Plans Dean Bosworth is currently working on getting the monies to accomplish the work. Goal – Utilize innovative techniques and partnerships to improve instructional programs. Recommendation A) Offset cost of supplies by continuing to get donations from industries. B) Work with EWD in creating short term classes for specific companies needs. Priorities Materials. With an economy that is slow, donations haven’t been as plentiful as they have

been in the past. Plans Contact new sources for donations Currently working with EWD on specific training Goal – Provide more student worker hours or hire a paraprofessional Recommendation A) Increase student worker hours to twenty per week B Hire a Para-professional to help with maintaining the facility. Priorities Due to the current economic climate it would seem that additional student worker hours

would be the most effective. Plan Work with the Dean in coming up with the funds to increase the student worker hours per

semester. Goal – Hire a second full time welding instructor. Recommendation A) Shasta College has one of the largest welding programs being run by one full-time

instructor. Mark will eventually need to decrease his overload. Priorities Due to the current state budget, we understand that a new full time instructor at this time

isn’t possible. However, it should be kept in mind for future consideration. Plan Petition the Dean’s Vice- President and President for the need for another full time instructor.


Goal – Installation of ventilation at new welding booths Recommendation A) Install new ventilation at new welding stations. Priorities New ducting needs to be run to new welding stations. Plans Get a material quote. Work with the classified staff to get the work done. Goal – Work with business - Establish a class for auto body welding specifics. Recommendation A) Automobile manufacturers are using non-traditional metals and tempers to construct

light weight automobile bodies. Approved welding repair requirements, equipment and methods to be used have changed. Some manufacturers and insurers require certification of welding methods employed. The methods currently employ Gas, MIG and TIG equipment on thin metal applications. Current training is presented according to welding method regardless of material thickness. This training would encompass all three methods for thin metals only. Many of these same thin metal requirements are used in manufacturing by "light" industry and aviation. Certification would be offered by the full time instructor. A survey for a specific need/interest class is recommended.

Plans A) Survey industry, business and community representatives to determine need and general

interest. B) Identify training requirements. C) Prepare syllabus for approval. Goal – Facility Improvement - Place more welding booths within a climate controlled lab environment. Recommendation A) A number of existing welding booths are outside along the exterior wall of the building.

A roof covering keeps them out of the direct weather. Evening classes are especially hampered during the cold winter months adding to student discomfort and a potential distraction to the learning process. In addition, lighting conditions over these booths are not up to lab standards. The evening classes are oversubscribed. It is not uncommon to have multiple students waiting for a booth. Welding booths should be in one area for viewing by the instructor, with some level of environmental control. The outside facility would lend itself as an operational area for fabrication class students and related equipment. Some of this equipment is currently exposed to the elements without any cover.


Plans A) Prepare a solution set of three proposals with cost analysis. B) Present the proposals to management for cost analysis. C) Adopt for budget inclusion.


3.1.3 Teaching Aids and Equipment Room 2520 has been set up with a computer and projector. It is now possible to teach a class and utilize Microsoft Office PowerPoint and during a lecture. The TV monitor is over twenty five years old and is in need of replacement. Most of the visual aids outdated and should be transferred onto DVD. This is something that is being looked into. Another alternative is to purchase a video disk/cassette unit that is capable of playing through the computer and onto the projector. The computer doesn’t have any doors on it and can be accessed by students unattended in the classroom. This past year the welding program was awarded sixty-thousand dollars for equipment upgrades. The machines were purchased with Perkins funds. The justification was to upgrade to Inverter technology welding machines. This allowed us to save money on power, utilize technology current with industry, increase equipment functionality and expand the number of welding booths for instruction. Inverter type welding machines operate utilizing twenty-five percent of the power of a traditional welding machine and are capable of running a number of multiple functions. The college purchased twelve inverter type power supplies. This expanded our ability to accommodate more students per class. We went from seventeen TIG booths to nineteen, all capable of welding ferrous and non-ferrous materials. The largest increase in use of facility was to our Mig (GMAW-FCAW) welding capabilities. We went from thirteen booths to nineteen booths. This is very important because we have been seeing numbers of up to 25-30 students wanting to take this class. We now need to add ventilation to accommodate the new welding stations. Welding curtains were purchased to replace the old curtains that were going on thirty years old. The welding program has seen great growth over the past seventeen years. Currently it has reached maximum capacity for the currently allotted physical space. We are lacking covered space both for storage of equipment and an area to work for the students when it is raining. Equipment safety zones are compromised due to inadequate work space. The separation of the classroom and computer facility (upstairs through diesel lab) from the welding lab facility makes any coordination across those spaces very problematic. In summary, the program has all the necessary machines and tools to give the student a well-rounded education in the Welding industry. However, the experience could be greatly enhanced by a larger, better coordinated facility with adequate overhead coverage and storage space. 3.1.4 Faculty Availability for General College Service The only full-time faculty in Welding Technology is Mark Smith. He currently acts as the Faculty Coordinator for vocational education and works closely with Joan Bosworth, the Dean for NRIPS. Mark serves on the Scholastic Standards Committee and is currently serving on two tenure review committees. The Welding program currently employs four adjunct instructors to teach a number of the classes. Bill Longacre has been teaching for over thirty years. He teaches GMAW, GTAW and beginning welding. He has a sixty seven percent load each semester. Ken Stone and Jeff Griffin both teach Beginning Welding. Elin Klaseen teaches WELD 130, a metal working fabrication class that has an emphasis in metal art. She is very involved in the community and takes on metal art work that has contributed to the college and broader community enhancement. It should be noted that all our adjunct instructors have an AS Degree in Welding from Shasta College. Jeff Griffin has equal industrial related work experience.


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Shasta College Art Department EVIDENCE/IIIB-027 Art and... · Shasta College Art Department ... Appendix B contains a list of courses offered. ... Department. Each semester the Art