2010 Political Science Instructional Program Review – Narrative Report - March 2010

Peralta Community College DistrictCollege of Alameda Division II – Arts & Letters

1. Department: History, Political Science, African American Studies, MLAT Studies “Politics” Program (political science) (POSCI)

Department Office: C-202 510-748-2276Department Website: http://alameda.peralta.edu/apps/comm.asp?%241=20108

Program Review Team: Robert J. Brem (contract faculty [CDL Development Team])Megan Montague Sweeney (adjunct faculty [CDL Development Team])

Chair: Ed Lorretto (contract faculty in History)Dean: Maurice Jones

Other Faculty: Robert Thyken (senior adjunct faculty)Ron Lomax (occasional adjunct faculty)

____________________________________________________

ContentsSection Page

Narrative Description of the Program 1 Curriculum 3

o fractal wrap-around integrated SLO model 4 Instruction 5 Student Success 7 Human and Physical Resources 9 Community Outreach and Articulation 10 Summary SWOT analysis 11

o Resource Needs 12o Integrated Planning 13o 2010-2012 Action Plan 14

Appendices 15A Basic Skills Initiative 16B Learning Outcomes 17C CDL Initiative 28

2. Narrative Description of the COA Politics Program

As described in the COA Catalog, Political Science at College of Alameda is the study of politics using the skills of social scientific inquiry. We seek to frame “Politics” as addressing power in relationships and the structures operating human society. Inquiry into politics explores the exercise of power in its myriad forms and consequences for people as individuals, in groups, and in society. It is the study of the unfolding of the human story on Planet Earth and just who it is we humans are going to become. This study of power is an integrated field of study drawing upon all the disciplines including most notably sociology, anthropology, philosophy, psychology, economics, urban & organizational studies and futures studies.

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Study “Politics” at College of Alameda aims at preparing students to be an effective Global Citizen in a 21st Century Knowledge Economy guided by the democratic ideal, an ethic of service and the principles of sustainable life and framed within the context of Futures Consciousness. We seek to offer a pathway to success for students in our partnerships with local nonprofit organizations and relationships with Bay Area universities. What students can do with what they learn here… Upon completion of an AA or AS in Political Science at College of Alameda, students will be better able to:

demonstrate an overall working knowledge of the principles of governance; demonstrably be able to utilize critical political thinking and “futures

consciousness“; and articulate an appreciation of how to apply what is learned in a manner useful in

day to day life. This set of “life skills” are the “program learning outcomes” (PLOs) enabling students to become more engaged citizens. Being effective in this, they will be better able to face the challenges of the 21st Century and to adapt to the global social, economic, and environmental challenges humanity faces today.

Preparation: Careers political scientists often pursue, of which, we seek to make our students aware include: include: attorney, civil servant, diplomat, FBI/CIA Agent, foreign-service officer, labor organizer/union representative, legislative aide, politician, research specialist, and teacher. Other career options in Public Administration include: government management (City, County, Regional, State or Federal Levels); administrative and policy analysis; policy analysis; non-profit administration; and planning and resources development.

Partnerships: Over the next three years we seek to expand our efforts at building community based partnerships and innovative programming in the public service, community development, urban leadership, and civic engagement (see Appendix C). All of this is made more complex in the face of the challenges faced by the State of California and therefore by our college. In the case we are successful in our endeavors; we see a need arising for another contract faculty in political science. Else, we need no other resources that are outside the normal range of resources the school is seeking to procure for all teaching departments.

Demographics and Student Needs: there has been discussion of creating offerings that address COA demographics (see Tables 1, 2, 3, & 4) more directly. For example, significantly, our largest demographic is persons of Asian descent and or citizenry. An Asian focused course may be entertained tied into the Asian Learning Community. As well, we are working on violence prevention programming and certificates through our Community Development and Public Service Initiative (see Appendix C) which addresses the needs of our Oakland constituencies. In these efforts, we are working with the new COA Learning Communities (AMANDLA, ADALANTE, APASS). Relative to age, our program is aimed at providing career and major/transfer guidance to our predominantly young population (see Table 3).Table 1: ETHNICITY (UNDUPLICATED COUNT)ETHNICITY 2005-06   2006-07   2007-08 2008-09    # % # % # % # % ASIAN 93 33.5% 158 47.3% 112 41.8% 155 40.5%AFRAM 67 24.1% 60 18.0% 61 22.8% 101 26.4%FILIPINO 17 6.1% 9 2.7% 16 6.0% 11 2.9%HISPANIC 31 11.2% 27 8.1% 32 11.9% 39 10.2%NATIVE AMERICAN 1 0.4% 0 0.0% 0 0.0% 3 0.8%

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OTHER NON WHITE 8 2.9% 13 3.9% 10 3.7% 9 2.3%WHITE NON- HISP 42 15.1% 43 12.9% 26 9.7% 45 11.7%UNKNOWN 19 6.8% 24 7.2% 11 4.1% 20 5.2%Total 278   334   268   383  

Table 2: GENDER (UNDUPLICATED COUNT)DEPT GENDER 2005-06   2006-07   2007-08 2008-09  

    # % # % # % # %POSCI FEMALE 146 52.5% 177 53.0% 139 51.9% 202 52.7%  MALE 125 45.0% 152 45.5% 128 47.8% 173 45.2%  UNKNOWN 7 2.5% 5 1.5% 1 0.4% 8 2.1%  Total 278   334   268   383    Total 34   36   38   30  

Table 3: Age Demographics for POSCIAGE 2005-06   2006-07   2007-08 2008-09  

    # % # % # % # %POSCI UNDER 16 1 0.4% 2 0.6% 1 0.4% 1 0.3%  16-18 44 15.8% 50 15.0% 35 13.1% 42 11.0%  19-24 158 56.8% 206 61.7% 156 58.2% 220 57.4%  25-29 27 9.7% 33 9.9% 30 11.2% 61 15.9%  30-34 20 7.2% 14 4.2% 17 6.3% 23 6.0%  35-54 26 9.4% 28 8.4% 25 9.3% 32 8.4%  55-64 2 0.7% 1 0.3% 4 1.5% 3 0.8%  65 AND OVER 0 0.0% 0 0.0% 0 0.0% 1 0.3%  Total 278   334   268   383  

Table 4: POSCI MATRICULATION STATUS (UNDUPLICATED COUNT)MATRICULATION 2005-06   2006-07   2007-08 2008-09  

    # % # % # % # %POSCI EXEMPT 25 9.0% 34 10.2% 22 8.2% 23 6.0%  MATRICULATING 253 91.0% 300 89.8% 244 91.0% 360 94.0%  UNKNOWN 0 0.0% 0 0.0% 2 0.7% 0 0.0%  Total 278   334   268   383  

3. Curriculum:

Currency: Being a “current events driven curriculum” – our faculty are encouraged to stay aware of the current state of both the discipline and of world events and relate these in the classroom. Therefore, political science offerings are never the same from semester to semester reflecting the state of the world in which we live.

Course outlines were last reviewed in the Spring Semester of 2006. We are scheduled to update these again this coming year (Summer/Fall 2010). In the process of this update, we shall look at course readers and content to seek a better fit to the context of the global politics today. We are working on integrating various themes more actively in POSCI curriculum including:

a public service track (public administration) and integration of international relations (a Model United Nations of the Far West

component) and sustainability themes and a social movements learning community with the history program.

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There are no plans to deactivate any courses at this time. However, our intention is to enhance courses with more hybrid features. Prerequisites, co-requisites, and advisories remain unchanged.

Learning Outcomes: The politics program is driven by the “outcomes of learning” constructs derived from the three central tasks delineated in Title 5:

foundational knowledge, critical political thinking and application, personal enrichment as 21st Century Citizens

These three outcomes, then, are mapped through the seven COA – ILOs (see Appendix B). In turn, these same three outcomes are mapped – translated through the discipline requisites of political science – as PLOs and are in turn tailored into all courses as the three SLOs for that course (mapped to PLOs, mapped to ILOs; derived from title 5) as translated via the discipline requisites for this course. This “fractal wrap-around integrated model” of program assessment is illustrated as follows:

Mapping: “Politics” program learning outcomes (PLOs) to COA ILOs and Title 5

Title 5 -- I PLO 1 Demonstrate - theoretical and practical knowledge and an overall working knowledge of the

historical background and the foundational principles of government and governance - utilizing:description, definition, summarization & explanation : COA ILO 1 & 2 - theoretical and practical knowledge and an overall working knowledge of the historical background and the foundational principles of government and governance – COA ILO 2c - utilizing: description, definition, summarization & explanation – COA ILO 1 d _________________________________________________ ____________________ Hermeneutical clarifications:

-- Demonstrate an understanding of global politics and diverse cultural perspectives, including aspects of International Relations and Comparative Government. – COA ILO 2c

_________________________________________________ ____________________

Title 5 -- II PLO 2 Demonstrate skills in evaluating and applying political theory and philosophy with a “futures

consciousness “ – through which students develop an understanding of and an ability to apply these “life discipline” skills in the process of learning about government specifically and governance more generally. COA ILO 3, 4, and 5 skills in evaluating and applying political theory and philosophy - COA ILO 4a with a “futures consciousness “ - COA ILO 4a, 5a through which students develop an understanding of and an ability to apply these “life discipline” skills - COA ILO 3a, 3b, 4a, 5bin the process of learning about government specifically and governance more generally. - COA ILO 4a, 3b, 5a _________________________________________________ ____________________ Hermeneutical clarifications:

-- Articulate an appreciation for the possibilitiesand responsibilities of national and global citizenship [ CSU-EB; Title 5 – III ] - COA ILO 3b, 5a, 5b; 7-- Demonstrate an ability to critically consider a variety of sources of information about politics as part of the process of making political choices and solving political problems [CSU-EB] - COA ILO 4a, 4b, 1d-- Articulate and develop the ability to apply evidence based thinking in assessing positions they take in the political world (disciplined and informed opinion formation). - COA ILO 4a, 4b-- Demonstrate and apply skills of Syncretic political thinking – taking political positions reconciling seemingly opposed world views, philosophies, theories and ideals. - COA ILO 5a, 5b

_________________________________________________ ____________________

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Title 5 -- III PLO3 Articulate an appreciation of how to apply, in a manner consistent with democratic values,

the socio-political concepts explored in a meaningful manner to their reality in the public, private and social sectors (a) as part of their everyday life as engaged citizens in a modern; and (b) in the context of global environmental challenges. COA ILO 2, 5, 6, 7 appreciation of how to apply, in a manner consistent with democratic values, the socio-political concepts explored in a meaningful manner to their reality in the public, private and social sectors - COA ILO 1d, 2a, 2b, 2c, 5b, 7(a) as part of their everyday life as engaged citizens in a modern; and - COA ILO 5a, 5b, 7(b) in the context of global environmental challenges. - COA ILO 7 _________________________________________________ ____________________ Hermeneutical clarifications:

-- Recognize and distinguish opportunities for effective and meaningful political participation [CSU-EB] - COA ILO 5b, 7-- Make more informed choices from a well-rounded awareness of social, political, psychological, philosophical, anthropological, historical and/or economic perspectives. - COA ILO 2b, 2c, 4b, 5a, 5b, 7

_________________________________________________ ____________________

This top down (i.e. Title 5 driven) wrap around integrated model is more reliable and valid than the more fragmented approach of bottom up approaches (i.e. courses wherein the SLOs are derived from the course exit skills without primary regard to Title 5 nor ILOs in their conceptualization). An outcomes assessment protocol model is in place utilizing a qualitative analysis of:

portfolios (including: anchored and enhanced notes, self reflective journals tied to SLO/PLOs, skills demonstration at critical political thinking);

indexed multiple choice exams (indices of questions clustered by SLO into PLOs); papers (structured to enable assessment of desired outcomes); group collaborative learning; service learning.

Actual data collection and evaluation is scheduled to commence in the 2010/2011 academic year.

______________________________________________________________________________

4. Instruction:

To better address the preparation of students for college level work at COA, integration of Basic Skills education into teaching is used to increase effectiveness of instruction. This is a commitment to student success in line with the “community centered vision” for community college education as articulated in Title 5. We have consciously integrated the following Basic Skills Initiative Best Practices into the program (see Appendix B).

The current reality of COA is that we have a defacto 7th Decade - 20th Century infrastructure making the utilization of 21st Century Technological enhancements to curriculum and instruction problematic at best.1 With the new planned C/D Building replacement, it is hoped we shall have access to minimally sufficient in class technology (e.g. internet, computer, projectors, DVD, CD, etc.) to enable the use of technology in classes and instruction. Until this has occurred, we utilize best practices as befits the infrastructure with which we are supported currently.

1 For example, one of our instructors has had to use equipment on loan from one of the students to be able to project computer images in class as the institutional capacity to deliver such technology to classrooms is consistently unreliable. This and other facts of incapacity (e.g. inconsistent internet access in classrooms even for student laptops) render the use of technology in instruction a distraction from teaching rather than an enhancement. It is noted that even the A Building retrofit completed in 2009 did not include ready access to the internet!

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The integrity and consistency of academic standards within the discipline are maintained by a rigorous regimen of continuous education and discussion and pedagogical supervision between most of the faculty. This is a difficult activity, in which, for most adjuncts to engage. However, the contract faculty is so committed. We have engaged in faculty supervision and evaluation for in class instruction. However, at this time, there are no Distance Education instruction evaluation protocols in place at COA or in Peralta. Therefore, we have been unable to evaluate online instructor. This is a problem the DE committee is addressing but is outside the area of POSCI program responsibility. This deficit has undermined us in that we can give no valid feedback to our DE program.

Enrollment trends of the department are robust (see Table 5).  POSCI-1 (Government and Politics in the U.S.) has the strongest demand as it is a graduation and transfer requirement. The most salient trend affecting enrollment is the California Budget crisis and the defacto evisceration of the educational system of the State. However, the loss for the CSU/UC system is our gain. Therefore our enrollment in all sections is up.

Table 5: POSCI Enrolments by Section

TermSubject

Catalog

Section Descr

ENR PERIOD

1094 POSCI 1 A5 GOVT/POLITICS IN US 65 MORN1094 POSCI 1 A5 GOVT/POLITICS IN US 65 MORN1094 POSCI 1 A1 GOVT/POLITICS IN US 82 MORN1094 POSCI 1 A2 GOVT/POLITICS IN US 80 MORN1094 POSCI 4 A1 POLITICAL THEORY 33 EVEN1094 POSCI 1 A3 GOVT/POLITICS IN US 50 EVEN1094 POSCI 1 A7 GOVT/POLITICS IN US 43 WKEND1094 POSCI 1 A7 GOVT/POLITICS IN US 43 WKEND1094 POSCI 1 A7 GOVT/POLITICS IN US 43 WKEND1094 POSCI 1 A7 GOVT/POLITICS IN US 43 WKEND1094 POSCI 49 A1 I/S - POLITICAL SCI 3 OLINE1094 POSCI 1 A6 GOVT/POLITICS IN US 35 OLINE

Courses are scheduled in an effective manner meeting the needs of student demand within the capacity of our institution to do so (e.g. the limitations upon alternative schedules such as intersession and evening due to budget cuts and room availability).

There are no substantive recommendations and priorities other than the continuance of our programming and quality standards as just discussed. In the face of draconian budget realities and potential threats (see SWOT analysis in section 8), conservative measures seem to be the order of the day.

However, we caution that in crisis times, an aggressive reframing and innovative restructuring of programming at the institutional level may be the best strategy for long term survival. However, this is not something one department can lead. Yet, with our CDL program, we hope to be part of this process.

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5. Student Success:

Student retention and program completion trends as illuminated in degrees completion and persistence rates, is within expected parameters for our institution as a whole. The CDL initiative is seen as away to increase our effectiveness in these areas.

Table 6: POSCI Degrees offered 2006 to 2009ACAD YR DEPT MAJOR CODE TOTAL AA AS CERT

2009 POSCI POLITICAL SCIENCE 815 4 4 0 02008 POSCI POLITICAL SCIENCE 815 0 0 0 02007 POSCI POLITICAL SCIENCE 815 3 3 0 02006 POSCI POLITICAL SCIENCE 815 2 2 0 0

Table 7: POSCI Successful Course Completion rates 2005 to 2009 using total letter gradesDEPT 2005-06   2006-07   2007-08   2008-09  

  ATT SCSS ATT SCSS ATT SCSS ATT SCSSPOSCI 630 73.2% 749 77.3% 638 69.0% 780 75.9%

Table 8: POSCI Persistence Rates Fall to Spring 2005 to 2009 – CW1 Enrollment2005-06     2006-07     2007-08     2008-09    

  CW1 PERS RATE CW1 PERS RATE CW1 PERS RATE CW1 PERS RATEPOSCI 278 182 65.5% 334 255 76.3% 268 175 65.3% 383 245 64.0%

Table 9: POSCI CSU/UC Transfers 2006 to 2008

FA 2006 STUDENTS

FA 2007 STUDENTS

FA 2008 STUDENTS

University of California

3 4 2

California State University

2 5 4

Grade Distribution as a measure of student success is only valid if there is NO evidence of rater reliability problems. We have no suggestion of this and there is some anecdotal evidence that our courses prepare our student swell for transfer. Refer to tables 10 & 11 for grade distribution patterns.

Table 10: POSCI Department Grade DistributionDEPT GRADE 2005-06   2006-07   2007-08   2008-09  

    # % # % # % # %POSCI A 170 35.6% 223 38.7% 190 35.3% 304 42.3%  B 79 16.6% 137 23.8% 110 20.4% 128 17.8%  C 91 19.1% 73 12.7% 71 13.2% 111 15.5%  CR 1 0.2% 6 1.0% 0 0.0% 3 0.4%  D 14 2.9% 15 2.6% 18 3.3% 25 3.5%  F 7 1.5% 13 2.3% 24 4.5% 59 8.2%  IN 3 0.6% 5 0.9% 2 0.4% 0 0.0%  M 0 0.0% 0 0.0% 0 0.0% 1 0.1%  NC 0 0.0% 0 0.0% 0 0.0% 1 0.1%  W 112 23.5% 104 18.1% 124 23.0% 86 12.0%

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Table 11 POSCI Grade Distribution by Section by Fall Semesters (2009, 2008, 2007)FALL 2009: GRADE DISTRIBUTION BY SECTION (four or more grades only)

DEPT CRS CODE INSTRUCTOR A B C CR D F INC NC IP W TOTALPOSCI 001 44030 BREM ROBERT 36 37 6 0 0 2 1 0 0 9 91POSCI 001 44031 BREM ROBERT 47 14 7 0 4 4 1 0 0 10 87POSCI 001 44032 LOMAX RONALD 19 7 6 0 3 5 0 0 0 9 49POSCI 001 44034 BREM ROBERT 62 6 3 0 1 0 0 0 0 0 72POSCI 001 44036 THYKEN JR. ROBER 1 3 6 0 2 7 0 0 0 12 31POSCI 001 44038 MONTAGUE MEGAN M 11 4 10 0 0 5 0 0 0 11 41POSCI 004 44035 BREM ROBERT 16 0 2 0 0 1 0 0 0 11 30

FALL 2008: GRADE DISTRIBUTION BY SECTION (four or more grades only)POSCI 001 45486 BREM ROBERT 35 12 22 0 2 7 0 0 0 6 84POSCI 001 45488 BREM ROBERT 38 19 14 0 4 7 0 0 0 3 85POSCI 001 45490 LOMAX RONALD 11 4 7 0 2 5 0 0 0 8 37POSCI 001 45492 THYKENJR. ROBERT 11 15 19 0 8 5 0 0 0 0 58POSCI 001 45494 DOLAN TIMOTHY E 3 4 4 0 0 2 0 0 0 0 13POSCI 001 46698 THYKENJR. ROBERT 3 10 6 0 1 1 0 0 0 14 35POSCI 001 48866 LOMAX RONALD 44 5 1 0 1 0 0 0 0 1 52POSCI 004 45528 BREM ROBERT 8 3 3 0 0 0 0 0 0 0 14

FALL 2007: GRADE DISTRIBUTION BY SECTION (four or more grades only)POSCI 001 0079 BREM ROBERT J 14 2 12 0 1 11 0 0 0 18 58POSCI 001 0080 BREM ROBERT J 26 7 12 0 4 6 0 0 0 16 71POSCI 001 0081 THYKEN, JR. ROBERT J 3 7 2 0 2 2 0 0 0 3 19POSCI 006 0223 BREM ROBERT J 5 1 1 0 0 0 1 0 0 6 14POSCI 004 0506 BREM ROBERT J 8 1 2 0 0 0 0 0 0 3 14POSCI 001 0660 THYKEN, JR. ROBERT J 7 7 9 0 0 0 0 0 0 2 25POSCI 001 0878 EDWARDS AUDREY D 9 6 2 0 0 1 0 0 0 0 18POSCI 049 1040 BREM ROBERT J 1 0 0 0 0 0 0 0 0 0 1POSCI 001 1193 LOMAX RONALD 30 5 0 0 0 0 0 0 0 0 35

Key needs of students that affect their learning would include first and foremost attention to their basic skills deficits. In this regard we have attempted to consciously include best practices from the field of basic skills education in our teaching at COA (see Appendix A). This is a universal design that enables all of our students to benefit without gearing the whole class to basic skills. However, we note there is movement towards closer cooperation with the Learning Communities in this effort which may include new courses in the future specifically geared towards student success preparation in the social sciences.

The lack of sufficient student services funding decrease the capacity of the institution to fully support our students in their endeavors. There is only so much compassionate instructors can do to supplement this. However, our instructors are encouraged to offer guidance to our students in overcoming their challenges which may inhibit full success in our courses. Closer work with the Learning Communities is seen as a way to supplement our efforts here.

Protocols for the assessment of student learning at the program and course level are in place. We intend to refine the model and methods in the Spring and Summer semesters of 2010. We then intend to begin assessment and data collection as early as the Fall Semester of 2010. We measure for three PLOs (see table 12 – this is a shorter model than as presented above in the section describing curriculum which illustrated the full degree of mapping to Title 5 and COA ILOs [see page 4 above]) derived from Title 5 and mapped to the COA ILOs and then tailored for each course as SLOs.

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This “Fractal Wrap-Around Integrated Model” allows for higher levels of validity and reliability in making meaningful comparisons between each course and department standards, School Mission, and Title 5. Refer to appendix B and Page 4 for more details of these efforts. We intend to then inform our instructional improvement based upon these process and outcomes assessment protocols.

Table 12 College of Alameda “Politics” program learning outcomes (PLOs)

Demonstrate theoretical and practical knowledge and an overall working knowledge of the historical background and the foundational principles of government and governance – utilizing: description, definition, summarization & explanation – (COA ILO 1 & 2)

Demonstrate an understanding of global politics and diverse cultural perspectives, including aspects of International Relations and Comparative Government.

Demonstrate skills in evaluating and applying political theory and philosophy with a “futures consciousness “ – through which students develop an understanding of and an ability to apply these “life discipline” skills in the process of learning about government specifically and governance more generally. (COA ILO 3, 4, and 5)

Articulate an appreciation for the possibilities and responsibilities of national and global citizenship (CSU-EB) Demonstrate an ability to critically consider a variety of sources of information about politics as part of the

process of making political choices and solving political problems (CSU-EB) Articulate and develop the ability to apply evidence based thinking in assessing positions they take in the

political world (disciplined and informed opinion formation). Demonstrate and apply skills of Syncretic political thinking -- taking political positions reconciling

seemingly opposed world views, philosophies, theories and ideals.

Articulate an appreciation of how to apply, in a manner consistent with democratic values, the socio-political concepts explored in a meaningful manner to their reality in the public, private and social sectors (a) as part of their everyday life as engaged citizens in a modern; and (b) in the context of global environmental challenges. --– (COA ILO 2, 5, 6, and 7)

Recognize and distinguish opportunities for effective and meaningful political participation (CSU-EB) Make more informed choices from a well-rounded awareness of social, political, psychological, philosophical,

anthropological, historical and/or economic perspectives.________________________________________________ ______________________________________

These Program Learning Outcomes (PLOs) are adapted to specific Student Leaning Outcomes (SLOs) for the topics covered in each class offered in Political Science. With exception of objective testing, qualitative assessment is emphasized.2 Together, PLO/SLOs articulate the vision of the curriculum of the program. In this sense, that for which we assess comes to define what we teach – you get what you measure for.

The only recommendations and priorities we note here is to in fact implement our process and outcomes assessment protocols. Which – as we have stated – we are proceeding to do.

___________________________________________ ___________________________________________

6. Human and Physical Resources (including equipment and facilities)

The COA Politics Program currently has one full time and three part time faculty members. One of the part time faculty members is inactive at this time due to budget

2 It is argued here that without rigorous (qualitative AND quantitative) pre/post-test and long term outcome research -- the validity and reliability of any claimed measures is defacto problematic – symbolic rather than substantive.  If we utilize symbolic (form without substance) measures as the standard by which we guide the formation of our curriculum – citing Goldratt’s “theory of constraints” (you get what you measure for) * – we fear that curriculum may become shadow over substance. In this sense, we suggest it might resemble the “No child left behind standard.”   Human phenomena are more subjective and constructivist than objective – to rely solely upon quantitative measurements is to deny this subjectivity and render humans even more subjugated “into the machine” than we believe is wise in a democracy.  We note with resignation that too often the discussion of SLO assessments tends in this direction.

-------------------------------------------------------------------*  http://www.goldratt.com/

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cut priorities. We have access to the support of Division 2 classified staff members within their capacity to deliver such services.

Our program is hampered by a significant lack of a 21st Century technology and equipment infrastructure. Lack of sufficiently functioning equipment (e.g. copy machines, scanners, projectors, etc.) render our teaching modalities defacto limited to mid 20th Century standards. This is only mediated by innovative efforts of individual faculty members to creatively work around these deficits.

While our human resource support is adequate when compared with the whole of COA customary support patterns, physical resources are not sufficient for our most innovative speculations of future pedagogical methodological directions. However, within this context, we are able to function well.

We anticipate that as our CDL initiative progresses (see Appendix C), we may have need of a second full time faculty member. We also hope to utilize the outside funding from the CDL initiative to augment COA institutional infrastructural support.

Our recommendations and priorities are all in the realm of continuing our efforts with CDL and the new COA Learning Communities. We recommend that we can justify a full time faculty position to meet the expansion needs relative to the CDL Initiative. This program has and can support ten or more sections each semester and will ramp back to this level after the budget crisis (we were cut back in the midst of this budget crisis situation). We also need technology support in the form of scanner, photocopy machine, and a computer projector.

______________________________________________________________________________

7. Community Outreach and Articulation

The Politics Program is a transfer program -- the department has developed an ongoing active relationship with CSU-East Bay (our primary transfer school). We have built collaborative efforts with political science and public administration (CDL, MUNFW, guest lecture exchange, MPA service learning intern exchange [between COA students and CSU students] in terms CDL program evaluation efforts). All reports from transfer students and from the CSU recipient programs suggest we do in fact adequately prepare our students for success in upper division and graduate work.

As an instructional program, the department ensures the curriculum responds to the needs of the constituencies it serves by tailoring the program to the needs students bring to the classroom (a method called “utilization”). This information is obtained via informal discussion and focus groups involving “political” student clubs and organizations (e.g. SOS, MUNFW, ASCOA). We work closely with Student Services in ascertaining what our students have to say about program effectiveness and needs that are of students concern. Also, we derive this information from our CDL initiative relationships with community partners.

The CDL Initiative (see appendix C) is framed as a vocational politics program. In this regard, the program has established working relationships with a number of East Bay Community Organizations and with CSU East Bay (the Public Administration and Political Science programs) to enhance the capacity of our graduates to achieve jobs in the areas of community development, urban leadership, and civic engagement. There is an Advisory Board and a Community Advisory Committee for the program (broken up

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into: VPI Stakeholders Group, VPI Steering Committee, COA Advisory Team, Community Advisory Team, and Curriculum Work Groups). We have met as a larger committee twice (Fall 2009 and Spring 2010). The Board ahs met multiple times and met with the COA Learning Communities team to coordinate our efforts in the creation of a Violence Prevention Certificate program and supporting learning community designed to prepare people for jobs in violence prevention. At this time, only the first two courses have been completed and forwarded to CIPD. These are to be self funded courses and we hope to attempt to offer them in the Fall Semester of 2010.

Students completing the program will attain a foundation of technical and career skills in each of the areas we intend to have certificates. Community partners inform us there are employment placement opportunities. By the next program review, we hope to have some data to support our predictions.

We recommend and prioritize continuance of all the above programmatic efforts. We intend to work on innovative course readers and start crafting these into film projects and other creative outlets. All can lend to the expansion of the department and increasing our efficacious program service area__________________________________________________________ ____________________________________8 POSCI- Program Review S.W.O.T. Analysis & Summary, Resource Needs, and Integrated Planning

Strengths – the “Politics” Program at College of Alameda continues to be a robust program with “great Expectations” for our future even in the context of the current budget crisis.

We have a small department with great growth potential and a creative and collaborative faculty. We have a good reputation and high hopes for this spreading beyond our service area thereby expanding same. We have strong collegial interaction and willingness to be creative with related departments and are willing to expand

this cooperation to our sister departments at other Peralta Colleges. We have developed ties with related department at CSU-East Bay (our primary transfer school). We have strong

administrative support in some key leverage points. Our CDL and Public Service initiative and cooperation with the COA LCs is a major innovative strength. We have instituted innovative programs (e.g. MUNFW, SOS, various learning communities)

Weaknesses – 1) Institutional capacity to substantively support innovative programming and nonlinear conceptualizations are problematic relative to effectiveness in terms of sufficiency to rise to the challenges with which we are all faced. This defacto limits the capacity of our team to rise to levels of our greatest aspirations. 2) Attempts at interdepartmental cooperation across campuses within the district have thus far shown evidence of being less effectual than is desired. Though there were some improvements relative to the Camp Wellstone Training – never-the-less, this effort was mainly successful due to COA organizing with less than stellar performance and involvement from our sister colleges.

We believe that there is logic in all four campuses behaving somewhat like a single “department“ with somewhat of an integrated vision which would enable us to cooperate with the CSU and UC systems in the Bay Area more effectively.

We see that such a thing would enable the formation of a sustainable set of “politics” clubs such as: Model United Nations (already established), Model Congress, Model Court, and a Sustainability Club.

Opportunities – We actually see great opportunities – in times of great challenge, programs with the institutional and administrative capacity to grasp nonlinear conceptualizations at innovate and great programming and curriculum solutions are better able to adapt, improvise, and overcome. We are in fact attempting to manifest success in these areas:

The Community Development and Public Service Initiative (see Appendix C) under development offers an opportunity for a world class program.

The Sustainable Peralta Initiative also offers serious opportunities along with the COA CLASS Initiative.

Threats – We see systemic threats that are significant in their impact on Community Colleges Statewide: Of highest concern could be certain “realities” about the State of California and its Budget patterns as well as

budgetary shortfalls leading to an insufficiency of necessary physical infrastructural support; Certain institutional culture based organizational behavior patterns that might short circuit attempts at innovation.

These would include (but may not be limited to): administrative overload disallowing full support of program development; reactionary factional organizational dynamics that counter efforts at collaboration and innovation. Byzantine procedural challenges (not otherwise specified);

11

Overall, the lack of sufficient student services funding decrease the capacity of the institution to fully support our students in their endeavors. There is only so much compassionate instructors can do to supplement this.

o However, our instructors are encouraged to offer guidance to our students in overcoming their challenges which may inhibit full success in our courses. Closer work with the Learning Communities is seen as a way to supplement our efforts here.

Overall, our program is hampered by a significant lack of a 21st Century technology and equipment infrastructure. Lack of sufficiently functioning equipment (e.g. copy machines, scanners, projectors, etc.) render our teaching modalities defacto limited to mid 20th Century standards. This is only mediated by innovative efforts of individual faculty members to creatively work around these deficits.

Overall, and again, institutional capacity to substantively support innovative programming and nonlinear conceptualizations are problematic relative to effectiveness in terms of sufficiency to rise to the challenges with which we are all faced. This defacto limits the capacity of our team to rise to levels of our greatest aspirations.

2010 Politics Program Resource Needs Item Identified in Program Review (justification)

Human Resources (Staffing)

Physical Resources(Facilities)

Technology and/or Equipment

Supplies Budget Curriculum

Smart classroom technology will enhance classroom learning experiences

-- a computer projector!

n/a Smart technology in classrooms

Terminals, projection equipment (for web and DVDs) in class (not on push cart); sound system that is not distorted. 

Projector

n/a

Measure A

n/a

Access in real time to the vast resources of the web allows for more dimensional subject review and interaction in the classroom enhancing student learning.

n/a n/a Smart Classroom technology for real time internet access in class to utilize web resources; with better sound system to enable clear hearing of film clips.

n/a n/a

Adobe Acrobat professional and a scanner/copier allows for the uploading of articles, diagrams, and documents for both readers and handouts which in turn can then be uploaded to websites to enhance instruction resources. (This pertains to resources that cannot be gotten in electronic format or that we do not want to be as accessible to cut and paste of word processor documents.)

Training in use. n/a Adobe Professional software 

and 

scanner technology 

…to enable the input of handouts and diagrams onto websites for class use.

n/a n/a

Expand partnership with CSU-POSCI & MPA programs to enable our students to work on a six year pathway to success program from an AA to a BA to  MPA; to work with interns in being introduced to “public service” as a career path thus making their studies here more relevant and enhancing success motivation.

n/a Liaison work with CSU – already in place.  If successful there may be a need for space – for the whole CDL program.

Unknown n/a Part of the CDL – Change Agency certificate program in development & diversity intern program affiliation.

ESRI – GIS (geographic information system) modeling and mapping software and technology -- for the display of political information using geographic imaging

n/a n/a ESRI- GIS software for classroom use

Unknown n/a

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A full time faculty position to meet the expansion needs relative to the CDL Initiative.  This program can support ten or more sections each semester and will ramp back to this level after the budget crisis.

As budget allows

See Action Plan

n/a n/a n/a n/a

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Integrated Planning

Division 2 – Arts & Letters Department/Program:

Political science Contact:

                                   Robert J. BremStrategic Direction:

Provide exemplary teaching and learning environments/ experiences to meet students’ needs through relevant curricula, innovation, partnerships, accessible formats/locations, technology, and ongoing evaluation.

Institutional Goal:

improve student persistence, retention and completion rates to increase student success, particularly for educationally and economically at-risk students. 

review, improve and develop curriculum in order to meet the changing needs of our students and community. 

Objective: Priority:

Activities/Tasks ResponsibilityLead person(s)

Resources Timeline Comments College Planning Link(s) *

1. Full time Faculty 1 year (2011)

for CDL  and expanded POSCI course offerings & responsibilities – refer to Action Plan

Budget Committee

2. Computer projector

Budget Committee

3. Adobe Acrobat professional  Budget Committee

4. ESRI – GIS (geographic information system) modeling and mapping software

Provided we get proper computer projection capacity in classrooms

Budget Committee

5. a scanner/copier

CC

*College Planning Links Budget CommitteeFacilities Committee Technology CommitteeCurriculum Committee Learning Assessment (SLO) Committee

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Politics Department 2010-2012 Action Plan[Plans/goals and specific action steps. curriculum, pedagogy/instructional, scheduling, and marketing strategies -- cross district collaboration with the same discipline at other Peralta colleges.]

We have some curriculum enhancement goals integrating student learning outcomes in all courses which emphasize: “green” & sustainability themes; civic engagement; and futures consciousness driven life skills development. The overall goal is to inculcate values of public service in the hearts and minds of our graduates. Create a Social Change Agency Certificate Program tied into the Kettering Foundation and Camp

Wellstone (first workshop delivered in Spring of 2010) models of social change as a terminal job skill oriented certificate that will be marketed to non-profit organizations and interested individuals Bay Area wide (refer to CDL Initiative -- Appendix C).

Create a Student “learning community governance” certificate (part of CDL)

We have as overall innovation goals: creative partnerships continued with CSU-East Bay, Chabot, and the other Peralta Colleges and other

schools and organizations (again, CDL) -- both in and out of the district to aid students in pursuing careers and life style choices guided by the ethics and values of the public service;

to enhance basic skills mastery , we seek to increase utilizations of library and learning resource center workshops and online Etudes workshops (for credit and/or extra credit); we intend to expand the use of student study circles & peer support groups;

continue implementation of European Tutoring model of “independent study” mentoring for advanced students;

continue with “Politics/MUN Club” begun in 2009/10 academic year we seek to facilitate political theatre and Chautauquas at CoA and film projects in cooperation with

community partners.

Classroom instruction enhancement goals include: continue increasing Basic Skills sensitive pedagogical (androgogical) techniques, interactive group work & in class self-reflective work; utilize guest lectures and/or interchange visits from other disciplines; exposure to graduate students; service learning components; and learning community style collaborations. This is a continuance of our partnerships with Chabot and CSU East Bay and CDL.

Enact the student learning evaluation goals relative to assignments that include: increased dimensionality of self reflective journal and portfolio assignments, pre/post-tests, “process evaluation” techniques & protocols, and means for long term follow up “outcomes evaluation measures.” These are seen as necessary for validity and reliability reasons. Data collection to start in Fall 2010; analysis in Spring 2011.

We have a number of technological support goals to improve course content instruction and delivery which include: integration of interactive projection based course survey software and citizen participation software; smart classroom technology as it becomes available; bulletin boards & Blogs; and web-based hybridization. We intend to expand our “on-line presence” (begun in 2008) to include a Twitter component and a Blog – Thinking aoubt what we think about Blogs and Tweets.

In terms of outreach – we have some ideas for the future that depending upon our staff availability and institutional support may be useful:

“COA Days” is a proposed event cosponsored by the political science department, the public relations office, and student services – ASCOA as part of the learning community governance certificate. It is a yearly “recognition faire” designed to showcase what students have learned & accomplished in their civic engagement efforts is during the previous year and culminating in the COA Superior Service Awards. This will be a recognition of outstanding students, community partners (organizations & individuals), and other individuals and groups as appropriate. This is part of the institution of an ethic of service into the curriculum.

We wish to actively expand the Chautauqua series at COA to include student government and community partners and class projects – and do so for Single day events: Constitution Day; Earth Day; Cinco de Mayo -- highlighting civic engagement and green principles in community building – co-sponsored with ASCOA in the certificate program.

Continue the CDL “change agency certificate program” Continue work on inter-departmental (liberal arts) program revisions into learning community format

started with History in Spring 2010; and activate Public Interest Intellectual Scholarship (create a PIRG….)

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Continue conceptualization work on long term documentary film project in conceptual stage (major work done in Summer 2009 – to continue in Summer 2010) regarding democracy as a way of life. Have already discussed this with a few of the key players in this project.

We suggest a closer relationship with “feeder schools” in Oakland too as well as Alameda High Schools and ASTI – perhaps a career day presence and workshops for school counselors.

Pitch COA to these schools with the advantage over Laney or Merritt that it is a smaller less intimidating school with more teacher student contact possibilities. It is the same issue that encourages some to go to small colleges rather than the big intimidating UC Berkeley or UCLA.

Do something to make weekends less "dead" on campus. If there are just a few classes and nothing else, it loses some appeal – this is part of the engaged campus model proposed in the CDL Initiative.

More outreach to employers and employees touting COA as professional development tool – again CDL.

___________________________________________ _____________________________________________

Appendices

A. Basic Skills Initiative “best practices” as applied in teaching in the politics program at COA

B. COA Politics Program Learning Outcomes

C. Community Development and Public Service Initiative Overview

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Appendix A Integration of California Basic Skills Initiative3 in teaching political science

Organizational and Administrative Practices

A.2 A clearly articulated mission based on a shared, overarching philosophy drives the developmental education program. Clearly specified goals and objectives are established for developmental courses and programs.

Departmental vision is tied to SSI and the ACA grant and District Green Initiative.

A.5 A comprehensive system of support services exists, and is characterized by a high degree of integration among academic and student support services.

Courses are linked to reading and writing labs, and study skills groups. Recommendations have been made with direct linkages to this guiding mindset.

Program Components

B.3 Counseling support provided is substantial, accessible, and integrated with academic courses/programs.Student support is built in via faculty guidance and mentoring and facilitating support and study groups. Students are actively encouraged to utilize faculty as guidance counselors – in addition to regular counseling staff.

Staff Development

C.3 Staff development programs are structured and appropriately supported to sustain them as ongoing efforts related to institutional goals for the improvement of teaching and learning.

This program review is designed to be a faculty training manual for POSCI faculty and guide in new staff hiring and development.

Instructional Practices

D.1 Sound principles of learning theory are applied in the design/delivery of courses in the developmental program.ANDD.2 Curricula and practices that have proven to be effective within specific disciplines are employed.

Course approach is based upon training in innovative ways to teach politics and civic education from Kettering foundation, Study Circles, and Public Administration Teaching Conferences – integrating sound counseling techniques qua group facilitation, “linking” practices; “anchoring” techniques; choreographed whole course overlap “lecture” construction.

D.3 The developmental education program addresses holistic development of all aspects of the student. Attention is paid to the social and emotional development of the students as well as to their cognitive growth.

Specific application of course material to students’ life situations is built into course lectures and where appropriate, case studies are based upon students’ actual life experience. The principle: “all politics is personal” is applied and made relevant to students showing how they may apply material lessons in their lives.

D.4 Culturally Responsive Teaching theory and practices are applied to all aspects of the developmental instructional programs and services. Basic Skills techniques developed in consultation with the ESL faculty and utilizing staff expertise in student development in facilitation of classroom environment.

D.5 A high degree of structure is provided in developmental education courses. Structured in study groups, “linked in” basic skills support services, explicit assignment guidance weekly, and study skills workshops into course – and future recommendations extend this focus as well

D.6 Developmental education faculty employ a variety of instructional methods to accommodate student diversity. Again, we seek to integrate different teaching styles of content delivery to coordinate with different student learning styles to the degree this is compatible with material “structure” driven necessities of “content delivery” in a political science course to meet articulation and curricular integrity requisites.

D.7 Programs align entry/exit skills among levels and link course content to college-level performance requirements. Facilitate discussion of and give explicit ongoing guidance on what is expected at each level of course in assignments and in participation throughout the course. Department syllabi support this principle.

D.8 Developmental faculty routinely share instructional strategies. Consult with ESL (and other) colleagues on teaching strategies that work with variably prepared populations to enhance our skills in the teaching of social and behavioral science material.

D.9 Faculty and advisors closely monitor student performance. Seek to “call in” students when their performance is deficient to suggest ways they can improve and to offer substantive support and guidance or make appropriate professional referrals.

D.10 Programs provide comprehensive academic support mechanisms, including the use of trained tutors.Courses are “linked-in” to reading lab and tutor support services for all students regardless of entering preparation. We also offer study skill guidance as well as career guidance and mentoring during office hours which students are encouraged to utilize.

_________________________________________ _______ ___________________________3 Refer to the Academic Senate 2007 Publication: “Basic Skills as a Foundation for Student Success in California Community Colleges.”

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Appendix B COA Politics Program Learning Outcomes

Student Learning Outcomes The department has sought to incorporate Student Learning Outcomes (SLOs) in the curriculum – at the program level and in each course. We hope to institute these SLOs in Spring, 2009. In response to serious concerns in discussion in the educational literature, we set out to utilize our own clarification of the definition of SLOs trying to both honor the intent of the SLO movement and adapt it to our vision rather than adapting our vision to fit the emerging definition of SLOs. We argue that if we adopt overly standardized definitions of assessment we shall end up distinguishing ourselves from no one.

All courses in the COA “Politics” Program utilize uniform program learning outcomes tailored to each individual course reflecting the COA Institutional Learning Outcomes and the SLOs for the “discipline of politics” generally.

1) Our working definition of Student Learning Outcomes is that these always reflect the program learning outcomes which always reflect the institutional learning outcomes as the school vision -- but specific course SLOs emerge from the exit skills from that course while adhering the program learning outcomes goals such that:

The exit skills and objectives are the specific knowledge, skills, abilities, and attitudes that a student attains as a result of engagement in a particular collegiate/academic experience (i.e. a course).

Course level SLOs then – always reflect the program learning goals which in turn reflect the ILOs – and are seen as “life-skill sets” that emerge from the clustering of specific exit skills and objectives listed in course outlines – these skill sets are what the student is able to take away and apply in a conscious and self reflectively guided manner in their life, career, and transfer aspirations.

A program then would be a clustering of collegiate/academic experiences (i.e. a program of study within a department) – with its own overall set of expectations (PLOs) consistent with a vision guided by the institutional learning outcomes (ILOs).

2) The methods of assessment * for student learning include (but are not limited to):

Examination questions, Class room assignments, Service learning and reflection, Student portfolios – including notes, self reflective journals, and annotated news analysis, Surveys of students (process and interim outcomes analysis), Group projects and presentations, Poster sessions, Response/Reaction Essays, Research papers, and Pre-test/post-test

* Relative to assessment of learning – refer to grading rubrics in development in Appendix C.

3) COA – Institutional Learning Outcomes:

Ideally the COA institutional learning outcomes4 (ILOs) should drive the program level PLOs which should drive individual course SLOs. The COA Institutional Learning Outcomes (revised in Spring 2007) suggest that

Through their experience at College of Alameda, students will bring to the community the following set of skills and values:

4  As approved in November 2006 by the COA faculty Senate:      http://alameda.peralta.edu/apps/comm.asp?%241=20124

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1 Foundation Skills

Perform mathematical operations Read and write at the college level Demonstrate information

competency - able to find, evaluate, use, communicate and appreciate information in all its various formats

Demonstrate technological literacy 2 Personal Development and

Management

Develop self-awareness and confidence

Prepare for personal, educational and/or career goals

Promote, maintain and/or improve health

Appreciate the value of life-long learning

3 Communication

Perceive, understand, and engage in verbal and nonverbal communication.

Listen, respond and adapt communication to cultures and social communities using the process of evaluation, reasoning, analysis, synthesis and relevant information to form positions, and make decisions

4 Critical Thinking and Problem Solving

Locate, analyze, evaluate and synthesize relevant information

Draw reasonable conclusions and apply scientific principles in order to make decisions and solve problems in everyday life

5 Creativity

Creatively respond to ideas and information

Incorporate aesthetic reflection into life activities

6 Intercultural Literacy and Interaction

Recognize and acknowledge individual and cultural diversity

Practice respectful interpersonal and intercultural communication

Recognize and understand the ideas and values expressed in cultural

traditions throughout the world.

7 Responsibility

Understand and demonstrate personal, civic, social and environmental responsibility and cooperation in order to become a productive local and global citizen

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From COA Institutional Learning Outcomes we derive politics departmental “program level learning outcomes.”

4) Program Level Student Learning Outcomes Students graduating with an A.A. in political science from College of Alameda will be prepared to enter into study at a four year institution with certain general program learning outcomes achieved. We reviewed SLO proposals of various political science programs around the country including CSU-East Bay (the primary school to which COA students transfer) and integrated them into three general life skills qua “learning outcome” areas with which their coursework at COA in politics will equip them. We show these program learning outcomes in Table 3.3 below with subtexts integrating details from our review of other programs goals and highlight CSU-POS-PLOs. As well, we show which COA -- ILOs are represented by each PLO in parentheses by number.

Further, if we take the Basic Skills Initiative of the California Community Colleges into account, we are faced with the task of enhancing the life chances of our students. Life chances are the opportunities each individual has to improve their quality of life. The essence of a “democratic values” driven educational experience is that it empowers students to enhance their life chances. Therefore, SLOs should reflect this imperative as well.

In a multicultural educational setting this might be a challenge if the values of democracy are seen in conflict with some students’ cultural narratives. Ralf Dahrendorf5 argues that “all cultures offer their members a set of "life chances" or opportunities for self-development and personal fulfillment. When a child is born, the child is given a cultural road map, so to speak, laying out what the culture considers the most fruitful path through life. The roads on this map, open to each child, can be seen as the "life chances" offered by the culture.” From this perspective, an educational experience that expands one’s perceptions expands one’s world view and as result their life chances are also expanded. "Life chances," Dahrendorf argues are composed of “options" and "ligatures." Options are the possibilities open to individuals to make choices for themselves. In this context a fundamental value that must be learned is the freedom is always the freedom to be different. Ligatures are the social connections in a person's life tying them and their choices to culture and family. A lesson we need to pass to our student to increase life chances is they can consider other options in their lives than those of their culture and not betray ligatures. More democratic societies emphasize options and more traditional societies emphasize ligatures. This program is driven by the democratic ideal in its educational focus.

Our program SLOs reflect working with world views in a culturally sensitive manner -- with attention to the needs of basic skills students in mind -- seeks to expand “life chances” of our students.

This “fractal wrap-around integrated model” of program assessment is illustrated as follows:Mapping: “Politics” program learning outcomes (PLOs) to COA ILOs and Title 5

Title 5 -- I PLO 1 Demonstrate - theoretical and practical knowledge and an overall working knowledge of the

historical background and the foundational principles of government and governance - utilizing:description, definition, summarization & explanation : COA ILO 1 & 2 - theoretical and practical knowledge and an overall working knowledge of the historical background and the foundational principles of government and governance – COA ILO 2c - utilizing: description, definition, summarization & explanation – COA ILO 1 d _________________________________________________ ____________________ Hermeneutical clarifications:

-- Demonstrate an understanding of global politics and diverse cultural perspectives,

5 Cited in Clark, L. (2000).  “Making sense of social change or social change: striking a balance,” Issues in Global Education, #159

including aspects of International Relations and Comparative Government. – COA ILO 2c

_________________________________________________ ____________________

Title 5 -- II PLO 2 Demonstrate skills in evaluating and applying political theory and philosophy with a “futures

consciousness “ – through which students develop an understanding of and an ability to apply these “life discipline” skills in the process of learning about government specifically and governance more generally. COA ILO 3, 4, and 5 skills in evaluating and applying political theory and philosophy - COA ILO 4a with a “futures consciousness “ - COA ILO 4a, 5a through which students develop an understanding of and an ability to apply these “life discipline” skills - COA ILO 3a, 3b, 4a, 5bin the process of learning about government specifically and governance more generally. - COA ILO 4a, 3b, 5a _________________________________________________ ____________________ Hermeneutical clarifications:

-- Articulate an appreciation for the possibilitiesand responsibilities of national and global citizenship [ CSU-EB; Title 5 – III ] - COA ILO 3b, 5a, 5b; 7-- Demonstrate an ability to critically consider a variety of sources of information about politics as part of the process of making political choices and solving political problems [CSU-EB] - COA ILO 4a, 4b, 1d-- Articulate and develop the ability to apply evidence based thinking in assessing positions they take in the political world (disciplined and informed opinion formation). - COA ILO 4a, 4b-- Demonstrate and apply skills of Syncretic political thinking – taking political positions reconciling seemingly opposed world views, philosophies, theories and ideals. - COA ILO 5a, 5b

_________________________________________________ ____________________

Title 5 -- III PLO3 Articulate an appreciation of how to apply, in a manner consistent with democratic values,

the socio-political concepts explored in a meaningful manner to their reality in the public, private and social sectors (a) as part of their everyday life as engaged citizens in a modern; and (b) in the context of global environmental challenges. COA ILO 2, 5, 6, 7 appreciation of how to apply, in a manner consistent with democratic values, the socio-political concepts explored in a meaningful manner to their reality in the public, private and social sectors - COA ILO 1d, 2a, 2b, 2c, 5b, 7(a) as part of their everyday life as engaged citizens in a modern; and - COA ILO 5a, 5b, 7(b) in the context of global environmental challenges. - COA ILO 7 _________________________________________________ ____________________ Hermeneutical clarifications:

-- Recognize and distinguish opportunities for effective and meaningful political participation [CSU-EB] - COA ILO 5b, 7-- Make more informed choices from a well-rounded awareness of social, political, psychological, philosophical, anthropological, historical and/or economic perspectives. - COA ILO 2b, 2c, 4b, 5a, 5b, 7

_________________________________________________ ____________________

These Program Learning Outcomes (PLOs) are adapted to specific Student Leaning Outcomes (SLOs) for the topics covered in each class offered in Political Science . With exception of objective testing, qualitative assessment is emphasized.6 Together, PLO/SLOs articulate THE vision of the curriculum of the program. In this sense, that for which we assess comes to define what we teach – you get what you measure for.

6 It is argued here that without rigorous (qualitative AND quantitative) pre/post-test and long term outcome research -- the validity and reliability of any claimed measures is defacto problematic – symbolic rather than substantive.  If we utilize symbolic (form without substance) measures as the standard by which we guide the formation of our curriculum – citing Goldratt’s “theory of constraints” (you get what you measure for) * – we fear that curriculum may become shadow over substance. In this sense, we suggest it might resemble the “No child left behind standard.”   Human phenomena are more subjective and constructivist than objective – to rely solely upon quantitative measurements is to deny this subjectivity and render humans even more subjugated “into the machine” than we believe is wise in a democracy.  We note with resignation that too often the discussion of SLO assessments tends in this direction.

-------------------------------------------------------------------*  http://www.goldratt.com/

The “SLO” assessment rubric for the politics program at COA is as follows: COA – “Politics” Program Level Learning Outcomes

Program Learning Outcome (adapted in courses as SLO)

Outcome Measure Definition of Data

Method of Data Collection & Source

Expected Level of Performance

Actual Level of Performance

Plan of Action

Demonstrate theoretical and practical knowledge and an overall working knowledge of the historical background and the foundational principles of government and governance – utilizing: description, definition, summarization & explanation. (COA ILO 1 & 2)

Scores on examinations; comprehensiveness of notes; Self reflective journal responses; analysis of issues (in annotated articles, class discussion, and portfolio projects).

Scores; Robustness of commentary; and details with which they reflect upon material showing understanding 

Examinations

Submitted Assignments

Demonstrated substantive interaction observed in class 

Achievement of overall college level performance on test scores and in writing

Observed performance patterns that are consistent with program goals. 

Continue to improve and refine our instruments and means of assessment.

Demonstrate skills in evaluating and applying political theory and philosophy with a “futures consciousness “ – through which students develop an understanding of and an ability to apply these “life discipline” skills in the process of learning about government specifically and governance more generally.

(COA ILO 3, 4, and 5)

Response & research papers; comprehensive notes; Self reflective journal responses; analysis of issues (in annotated articles, discussion, and portfolio projects).

Clarity of details and point by point exploration resulting in conclusions which are consistent with criterion of disciplined thinking

Submitted Assignments

Demonstrated substantive interaction observed in class

Achievement of overall college level writing and group participation patterns

Observed performance patterns that are consistent with program goals.

Continue to improve and refine our instruments and means of assessment.

Articulate an appreciation of how to apply, in a manner consistent with democratic values, the socio-political concepts explored in a meaningful manner to their reality in the public, private and social sectors (a) as part of their everyday life as engaged citizens in a modern; and (b) in the context of global environmental challenges. 

(COA ILO 2, 5, 6, and 7)

Response & research papers; comprehensive notes; Self reflective journal responses; analysis of issues (in annotated articles, discussion, and portfolio projects).

In depth exploration and clear articulation and analysis of information resulting in conclusions which are consistent with criterion of disciplined thinking

Submitted Assignments

Demonstrated substantive interaction observed in class

Achievement of overall college level writing and group participation patterns

Observed performance patterns that are consistent with program goals.

Continue to improve and refine our instruments and means of assessment.

5) Course Level Student Learning Outcomes From program level we then proceed to the individual course level SLOs. The SLOs are adapted to the course derived from program vision which in turn is derived from the Institutional vision as well as from the discipline as a whole. Methods of assessment in each course are as listed in the PLO rubric above. This ensures program integrity. Course descriptions are listed below along with the Student Learning Outcomes tailored to each specific course from the more general PLOs. These are as follows:POSCI 1 2207.00 -- Government and Politics in the United States -- 3 units: 3 hours lecture (GR/CR/NC) -- Acceptable for credit: CSU, UC (meets US2 & US 3 requirements)

Introduction to principles and the political process of national, state, and local government: Emphasis on national government and the Constitution. [CAN GOVT 2] Upon successful completion of POSCI -1, the core student exit skills will be the ability to (selected list):

Describe the workings of the Constitution Define various concepts and terms from the discipline of political science, theory, and Describe how these are relevant in understanding American governance in the 21st century. Demonstrate ability to utilize critical political thinking – balancing various world views

(conservative liberal, and radical) -- in looking at situations which impact society as a whole – demonstrating effective citizenship as “classical republican virtue”.

Explain how this impacts student’s life directly and how citizens can be involved in shaping their society – citizen engagement.

Resulting in overall SLOs wherein the life skill “learning outcome” areas students taking POSCI-1 achieve are:

Demonstrate an overall working knowledge of the historical background, governing principles, and institutions of the national government of the United States of America.

Demonstrate an enhanced ability to use political thinking, analysis (theory and philosophy), and “futures consciousness” – ability to apply and practice these discipline skills, in the process of learning about the government of the United States.

Articulate an appreciation of how to render useful socio-political concepts in one's everyday life as a citizen in a 21st Century knowledge economy in a world shaped by environmental challenges and guided by democratic values in a republic as a citizen, a consumer, and as a person.

POSCI 2 2207.00 -- Comparative Government -- 3 units: 3 hours lecture -- Acceptable for credit: CSU and UC Comparative analysis of political leadership, citizenship participation, centers of power, and political problems of selected governments. Upon successful completion of POSCI-2, the student will meet core exits skills to enable them to (selected list):

Describe Classical World Views (Radical, Liberal, Conservative) Describe systems of social order (democratic, authoritarian, totalitarian) Describe system, national and individual levels of analysis Describe state and non-state actors and :moves” patterns in the modern world system Describe population, human rights and environmental issues

Resulting in overall SLOs wherein the life skill “learning outcome” areas students taking POSCI-2 achieve are:

Demonstrate an overall working knowledge of the historical background and evolution of the principles of government and governance in various systems and their institutions in the modern world system today.

Demonstrate an enhanced ability to use political thinking, analysis (theory and philosophy), and “futures consciousness” – ability to apply and practice these discipline skills, in the process of learning about the emergent orders of government(s) in the modern worlds system as well of the system as whole.

Articulate an appreciation of how to render useful socio-political concepts in one's everyday life as a citizen in a 21st Century knowledge economy in the context of global environmental challenges and the ability to apply the principles of democratic philosophy in their own contexts socio-political and personal.

POSCI 3 2207.00 -- International Relations -- 3 units: 3 hours lecture -- Acceptable for credit: CSU, UC Nature of relations among nation-states; analysis of basic forces affecting the formulation of foreign policy; dynamics of international politics; survey of rise and development of nation- state system; problems of nationalism and imperialism with emphasis on development since World War II; evolution and operation of the United Nations. Upon successful completion of POSCI-3, the student will meet core exits skills to enable them to:

Describe Classical World Views (Radical, Liberal, Conservative) Describe systems of social order (democratic, authoritarian, totalitarian) Describe the sovereignty principle Describe operations and problems of the UN, World Bank and IMF

Describe other non-state actors Describe differences between Global North and South Describe theories of development Describe theories of war, military power & strategies Describe the use of diplomacy and sanctions Describe sources and problems of international law Describe population, human rights and environmental issues

Resulting in overall SLOs wherein the life skill “learning outcome” areas students taking POSCI-3 achieve are:

Demonstrate an overall working knowledge of the historical background and evolution of the principles of international relations and diplomacy and the institutions of the modern world system which are involved in international dynamics.

Demonstrate an enhanced ability to use political thinking, analysis (theory and philosophy), and “futures consciousness” – ability to apply and practice these discipline skills, in the process of learning about the dynamic relational patterns of various actors in the world order emerging out of the modern world system.

Articulate an appreciation of how to render useful socio-political concepts in one's everyday life as a citizen in a 21st Century knowledge economy in the context of global environmental challenges and the ability to apply the principles of democratic philosophy in their own contexts socio-political and personal.

POSCI 4 2207.00 -- Political Theory -- 3 units: 3 hours lectureAcceptable for credit: CSU, UC Examination of various theoretical approaches to politics and of basic political problems and proposed solutions: Analysis of selected political theories and ideologies; relevance of theory to contemporary problems; new approaches to political thought. Upon successful completion of POSCI-4, the student will meet core exits skills to enable them to:

Demonstrate a solid introductory understanding of political philosophy Demonstrate an understanding of a political theory as a disciplined approach to the

phenomenon of politics and political association. Demonstrate capacity to engage in critical political thinking and critical self-reflectivity in

applying these skills to understanding one’s own political world view. Demonstrate an ability to analyze and articulate one’s own fundamental beliefs (through

exploring the perennial questions) and how these developed and how these shape one’s own attitudes toward socio-political questions and address the four questions all ideologies seek to answer .

Illuminate and explain various answers to these lines of inquiry from three different world view perspectives which universally make up all social reality.

Define political ideology from these perspectives with awareness of alternative narrative variations.

Resulting in overall SLOs wherein the life skill “learning outcome” areas students taking POSCI-4 achieve are:

Demonstrate an overall working knowledge of the historical background and evolution of the principles of political theory and philosophy and key examples and how these manifest in the modern world system in shaping today and the future,

Demonstrate an enhanced ability to use political thinking, analysis (theory and philosophy), and “futures consciousness” -- ability to apply and practice these discipline skills, in the process of learning about the dynamic patterns shaping the modern world system and the impact this has upon the lives of people in their day to day lived lives.

Articulate an appreciation of how to render useful socio-political concepts in one's everyday life as a citizen in a 21st Century knowledge economy in the context of profound global ecological challenges and the ability to apply the principles of democratic philosophy in their own contexts socio-political and personal.

POSCI 6 2207.00 -- The U.S. Constitution and Due Process -- 3 units: 3 hours lecture -- Acceptable for credit: CSU, UCSurvey and analysis of people’s rights under criminal and civil law: Procedural civil liberties and rights (defendants, court personnel, and police); concept of due process; applications of principles and practices to everyday life; search and seizure. Upon successful completion of POSCI-6, the student will meet core exits skills to enable them to:

Demonstrate an ability to apply critical political thinking and demonstrate understanding of U.S. Constitutional theory and practice

Explain constitutional thought and approaches to interpretation from various perspectives – conservative, liberal, and radical -- in context of a “potential intelligence of democracy” approach to governance in America; Federalism; Checks & Balances.

Describe the founders' reasons for creating a republican rather than a more purely democratic form of government

Define the notion of the rule of law and due process in practice in the context of the United States at the national, state, and local Levels; procedural rights and civil liberties and rights

Explain how the evolution of the Constitution led to nationalizing the Bill of Rights and the “Rights Revolution”.

Demonstrate an understanding of how the U.S. Constitution impacts upon the life of the individual and what role citizens have in preserving the constitutional vision of democracy in America..

Resulting in overall SLOs wherein the life skill “learning outcome” areas students taking POSCI-6 achieve are:

Demonstrate an overall working knowledge of the Constitution –historical background, governing principles, and institutions of the national government of the United States of America – as the American Social Contract.

Demonstrate an enhanced ability to use political thinking, analysis (theory and philosophy), and “futures consciousness” – ability to apply and practice these discipline skills, in the process of learning about the government of the United States, AND how understanding Due Process rights has a profound impact upon their lives.

Articulate an appreciation of how to render useful socio-political concepts in one's everyday life as a citizen in a 21st Century knowledge economy and democratic republic (and other venues of one’s life) in the context of ecological challenges which complicate the social contract – where the rights in the Constitution impinge upon their day to day lives.

POSCI 8 2207.00 -- Community and Legal Problems -- 3 units: 3 hours lectureAn examination of common civil law issues, problems, and remedies: small claims and traffic court; landlord-tenant; welfare; consumer; and juvenile law; domestic law (e.g. marriage, divorce, separation, living together). Addressing change and negotiations within the system(s) affecting areas of everyday legal and community concern. (Note: this is an "applied politics" course and is a part of the "Certificate Program in Change Agency" under development.) Upon successful completion of POSCI-8, the student will meet core exits skills to enable them to:

Demonstrate practical comprehension of: Small claims court, Landlord tenant law, California marriage law, Basic consumer rights and concerns.

Apply these skills in addressing issues in their own lives Demonstrate practical comprehension of the judicial process in America and of the most

important due process rights – enabling students to be a better citizen and more effective at being a community change agent.

Demonstrate critical political thinking applied to areas of course content and how to apply these in their own life situations.

Demonstrate competence in critical writing of arguments making cases for change in different life and community problem areas involving the need for legal system intervention.

Resulting in overall SLOs wherein the life skill “learning outcome” areas students taking POSCI-8 achieve are:

Demonstrate an overall working knowledge of community and legal problems – historical background, governing principles, and institutions of the local government and governance – and how to resolve problems within that context in the United States.

Demonstrate an enhanced ability to use political thinking, analysis (theory and philosophy), and “futures consciousness” –such that students will learn and apply these discipline skills, in the process of negotiating the intricacies of local government and dealing with conflicts and legal problems for social change.

Articulate an appreciation of how to render useful socio-political concepts in one's everyday life taking into account the realities of a 21st Century knowledge economy in a democratic republic (and other venues of one’s life) as complicated by local environmental challenges – to render them better able to cope with and manage the problems they may face in their day to day lives.

POSCI 16 2207.00 -- State and Local Government -- 3 units: 3 hours lecture -- Acceptable for credit: CSU Survey of government institutions and politics in California and the San Francisco Bay Area: Development of public policy and current issues such as federalism, elections, taxation, land uses and political parties. Upon successful completion of POSCI-16, the student will meet core exits skills to enable them to:

Demonstrate capacity to critically analyze and evaluate political complexities in State and Local government – with specific focus upon California and the San Francisco Bay Area

Explain the historical narratives of California and the Bay Area to illuminate the evolution of society and governance in state and local settings.

Describe the institutions of government and political actors involved in California governance Define and Explain the diversity issues of the State of California in the 21st Century in terms of

social, economic, and political pressures and dynamics. Describe and Explain how this understanding the complexities of State and Local Government

informs more effective citizenship at the state and local level..Resulting in overall SLOs wherein the life skill “learning outcome” areas students taking POSCI-16 achieve are:

Demonstrate an overall working knowledge of state and local government – historical background, governing principles, and institutions of the local government and governance.

Demonstrate an enhanced ability to use political thinking, analysis (theory and philosophy), and “futures consciousness” –such that students will learn and apply these discipline skills, in the process of learning about the local and state government.

Articulate an appreciation of how to render useful socio-political concepts in one's everyday life everyday life -- in the context of democratic, local and state government in a 21st Century knowledge economy challenged by unique environmental challenges -- more easily amenable to coping with their day to day lives through better comprehension of the realities of this context.

POSCI 18 2207.00 -- The American Presidency -- 3 units: 3 hours lectureAcceptable for credit: CSU, UC. Structure, function and historical development of the Office of the President from George Washington to present: President as chief diplomat, Commander-in-Chief, party leader, executive- legislative relations. Upon successful completion of POSCI-18, the student will meet core exits skills to enable them to:

Demonstrate a foundational knowledge (historical, administrative, political) of the presidency as measured in examinations

Demonstrate critical thinking in evaluation of the evolution and performance of the executive branch in American Government..

Explain and Define the “realities” of running for the presidency in the 21st Century (ideally, course is to be offered in presidential election years)

Explain and Define the issues in the debate over presidential power in balance with the other two branches of American government.

Describe the leadership role of the Chief Executive in the context of Federalism and intergovernmental relations; and relations with the Governors of the various states

Demonstrate college level research and writing Demonstrate competence in using the internet in researching the Presidency

Resulting in overall SLOs wherein the life skill “learning outcome” areas students taking POSCI-18 achieve are:

Demonstrate an overall working knowledge of the historical background, principles, dynamic realities, of the institution of the presidency in the United States of America.

Demonstrate an enhanced ability to use political thinking, analysis (theory and philosophy), and “futures consciousness” and enhanced ecological awareness – ability to apply and practice these discipline skills, in considering and participating in presidential elections, monitoring of presidential actions, analyzing the news relative to the chief executive of the government of the United States.

Articulate an appreciation of how to render useful socio-political concepts in one's everyday life as a citizen in a 21st Century knowledge economy and democratic republic (and other venues of one’s life).

POSCI 26 2207.00 -- U.S. and California Constitution -- 3 units: 3 hours lectureAcceptable for credit: CSU, UC. (meets US2 & US 3 requirements). Introductory survey of constitutional principles (philosophy, theory, and application) in the context of the historical and philosophical roots of governance in the United States; role of major institutions of the American Republic; survey of the historical background and concepts underlying public law and due process; civil liberties and rights; applications of principles and practices in Constitutional interpretation. Survey of the structure of the California Constitution; comparative analysis of U.S. and California Constitution and concepts; and the impact upon the lives of citizens. Upon successful completion of POSCI-26, the student will meet core exits skills to enable them to:Relative to the United States Constitution:

Explain constitutional thought and approaches to interpretation from various perspectives – conservative, liberal, and radical -- in context of a “potential intelligence of democracy” approach to governance in America; Federalism; Checks & Balances.

Describe the founders' reasons for creating a republican rather than a more purely democratic form of government

Define the notion of the rule of law and due process in practice in the context of the United States at the national, state, and local Levels; procedural rights and civil liberties and rights

Explain how the evolution of the Constitution led to nationalizing the Bill of Rights and the “Rights Revolution”.

Demonstrate an ability to apply critical political thinking and demonstrate understanding of U.S. Constitutional theory and practice

Demonstrate an understanding of how the U.S. Constitution impacts upon the life of the individual and what role citizens have in preserving the constitutional vision of democracy in America..

Relative to California State Constitution Demonstrate an understanding of and be able to compare and contrast the U.S. Constitution

and the California Constitutions Differentiate between the initiative and referendum processes. Describe the structure of California's legislative districts. Explain how a bill becomes a law. Explain the major components of county and municipal governments.

Resulting in overall SLOs wherein the life skill “learning outcome” areas students taking POSCI-26 achieve are:

Demonstrate an overall working knowledge of the US and California Constitutions –historical background, governing principles, and institutions of both governments and their relationship dynamics – as an American “Federalist” Social Contract.

Demonstrate an enhanced ability to use political thinking, analysis (theory and philosophy), and “futures consciousness” – ability to apply and practice these discipline skills, in the process of learning about the governments of the United States and California, AND how understanding their rights under both constitutions has a profound impact upon their lives.

Articulate an appreciation of how to render useful socio-political concepts in one's everyday life as a citizen in a 21st Century knowledge economy and democratic republic (and other venues of one’s life) in the context of ecological challenges which complicate the social contract – where the rights in both Constitutions impinge upon their day to day lives.

Appendix C Community Development and Public Service Initiative Project Development Team: Megan Montague-Sweeney (COA)

Robert J. Brem (COA)Sean Heron (CDL Community Partner)Toni Fogarty (CSU MPA Program)

The Community Development and Leadership Initiative (CDL) is a collaborative endeavor between a consortium of community development agencies, urban change agents, concerned citizens and government agencies in and around the Oakland, California, area (East Bay) and College of Alameda. Its purpose is to meet area needs as decided by the citizens of area communities. Efforts to date have revolved around the development of educational programming to be delivered by College of Alameda and the Peralta Community Colleges. CDL seeks to create a Department of Community Development and Public Service at College of Alameda that will house multiple educational programs centered on community development and leadership. CDL’s current initiatives include the Violence Prevention Initiative, the Public Administration Certificate and the Community Governance Certificate.

Certificate Programs in: violence prevention, public service, and community change agency.

Student Success Learning Communities – proposal to add a VP Learning Community to the existing College of Alameda Learning Communities designed to support student success in the provision of contextualized basic skills English classes combined with student counseling focused on the cultural/ethnic heritage of African American, API and Latino communities. This certificate would address the same issues for Oakland and Alameda residents, in partnership with Community Agencies, contextualized to the requisites of Violence Prevention in respective communities.

Career Advancement Academies – These are one semester basic skills programs designed to increase reading, writing and math skills where the instruction is contextualized to specific industries. The Academies are designed for 18-30 year olds (no high school diploma required). Students receive financial aid, counseling and other services. Utilizing this model, we are seeking to create a Street Outreach Academy to train outreach workers in multiple areas of violence prevention and community building.

Certificate of Achievement – Sequence of three or four classes that prepare individuals for employment in a specific field. CDL proposes sequences of 3 to 4 classes designed around the needs of individuals interested in leadership and employment in the field of violence prevention and community building. Possible courses might include:

Introduction to Community Based Violence Prevention Strategies Violence and Social Theory The Political Economy of Urban Violence School-based Violence Prevention Strategies Restorative Justice Supporting Boys and Young Men of Color Art and multi-media Strategies in Violence Prevention

CDL Initiative Program Components

VPI – Violence Prevention Initiative, is part of the Community Development and Leadership Initiative. VPI is collaboration between community partners working in the field of

violence prevention, East Bay public agencies and College of Alameda. Currently three tracks are under development: one for community members interested in street outreach work who need to develop basic English/math skills and interpersonal and jobsite skills; one for community members interested in violence prevention who need to develop basic English/math skills to perform college level work; and one leading to completion of a Certificate of Proficiency in the Field of Violence Prevention for individuals interested in building their credentials for employment and leadership opportunities.

VPI Stakeholders Group, a larger group of community organizations, agency representatives and COA faculty, administration and staff members. The purpose of the Stakeholders Group is to provide a forum for community and College input and feedback on the three VPI initiatives. The Stakeholders Group has met twice. The first meeting had 56 participants and the second had approximately 40 participants. Each of these has been covered by a team of MPA graduate students from CSUEB who served as participant observers and official note takers.

VPI Steering Committee, a smaller group of individuals representing community organizations, agency representatives and COA faculty, administration and staff members. Specifically, the Steering Committee, a group of 20-25 individuals, is comprised of the COA Advisory Team and the Community Advisory Team. The Steering Committee has met three times. The Steering Committee’s purpose is to develop educational programming for the three VPI tracks based on input of community needs.

COA Advisory Team, a core group of six College of Alameda faculty and administrators representing COA on the VPI Steering Committee.

Community Advisory Team, a core group of 15 - 20 members representing organizations in the field of violence prevention and local public agencies on the VPI Steering Committee.

Curriculum Work Groups, three working groups within the VPI Steering Committee, established to develop curriculum and draft course outlines for the three VPI tracks. Curriculum Work Groups have met three times.

Learning Community, a community of students who take a series of contextualized basic skill courses together. Currently, COA has three learning communities which contextualize basic skills courses around themes of ethnicity. VPI is proposing to add two more learning communities contextualized around violence prevention and street outreach.

Community Governance Certificate – A certificate aimed at providing learning outcomes enabling participant graduates to learn and practice (service learning based) skills of “governance” of any “community” or project or campaign. The core class (POSCI-50) is for all students interested in leadership [and is required the Fall Semester student government participants take office for members of student government] -- one time only applicable through-out the course of study. It is an over view of all topics in the certificate that are covered in more depth in subsequent area concentration courses (e.g. business, sociology, psychology, plus recommended electives [e.g. HIST-18, POSC-8, COUN-24]). A four semester 12 to 18 unit Certificate of Achievement (depending upon student interest in electives)

Public Administration Certificate -- This certificate is designed to provide an introduction to the field of Public Administration and the avocation of public service. The purpose is to offer individuals a career pathway to success in the general arena of community service in the arena of the public and social sectors – being guided in learning to be effective and efficient in work settings and roles in the public sector or in the non-profit organization. Individuals already employed in those settings will be able to sharpen their

skills, acquire new skills and knowledge and participate in practical experiences that will be useful on the job. Individuals curious of career options in public service will be enabled by knowledge and the development of skills to work in organizations and institutions and serving the public. The certificate is designed as a stand-alone certificate. However, it is also possible to apply credit toward the Associate of Applied Science Degree in Public Administration. College of Alameda has articulation agreements with colleges and universities in the East Bay area and has a coalition/partnership with the City of Oakland, area community service agencies and CSU-East Bay. This is a service learning – internship based program designed to maximize career life skills success.

Property Management Certificate – This project is only at the very earliest stage of speculation. It is aimed at employment in the management of properties in multiple settings including public housing.

CDL Initiative Participants -- the following organizations have sent representatives to CDL events. Organizations in italics have sent representatives to multiple meetings.

Alameda County Health DepartmentAlameda County Board of Supervisors, Districts 3, 4 & 5Alameda Family ServicesAlameda Point CollaborativeBrothers on the RiseCalifornia Institute of Integral StudiesCalifornia State University, East Bay Department of Public AffairsCalifornia State University, East Bay Police ServicesCalifornia Youth OutreachCollege of AlamedaCity of Oakland, Department of Human Services, Measure Y InitiativeCity of Richmond, Office of Neighborhood SafetyEast Bay Housing, Interfaith ProgramsEBALDC (East Bay Area Land Development Corporation)

Ella Baker Center for Human Rights, Heal the StreetHaas, Sr. FundIjichi Perkins AssociatesMcCullum Youth CourtOakland Housing AuthorityOakland Housing Authority, Police DepartmentOakland Unified School DistrictOASESPolicyLinkPositive Resource CenterSan Francisco State University, Department of SociologySEEDSSt. Vincent de Paul of Alameda CountyUrban Peace MovementUrban StrategiesWorkforce CollaborativeYouth AliveYouth Outreach

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