Los Angeles Harbor College · Web viewMajors in Behavioral Sciences will find employment at various levels in business, industry, and government. Employment in human services, teaching,

Los Angeles Harbor College

Program Reviewfor

Behavioral Sciences

Following the guidelines as approved by the Academic Senate and the College Planning Council on October 16, 2003 and

using the Steps as approved by the Academic Senate and the Academic Affairs Cluster

Los Angeles Harbor College Program Review, December 2005 1

Table of Contents

Committee Members 3

Mission Statement 3

Student Learning Outcomes 3

Documentation Review 3

Data Evaluation 4Table 1. Behavioral Sciences Division Trends 1999-2004 5

Other Data 6

Student Participation 6

Campuswide 2005 Survey Results by Division and College Total 7

Target Areas of Concern or Interest 8

Proposed Recommendations and Implementations 8

Report Summary 9

Appendices 10

Appendix A. Behavioral Sciences Unit Review 10

Appendix B. Discipline Program Review Summaries 16

Appendix C. Sample Course Outline 22

Appendix D. Sample Syllabi with Student Learning Outcomes 42

Appendix E. Sample Student SLO Surveys with Results 53


Behavioral SciencesProgram Review Report

December 2005

Committee Members:Bruce Lemon, Sociology, Division ChairMichael Agopian, SociologySally Fasteau, Life SkillsBeverly Fridley, Psychology (retired)Mona Reddick, Anthropology (adjunct)Janice Sandell, SociologyJoan Thomas-Spiegel, Psychology (adjunct)Brian Chagi, Student

This program review report expands the ongoing unit plan to include missions for each discipline within the division, student learning outcomes (SLOs) associated with each discipline, and data evaluation. Documentation through examples and confirmation of existing records is included herein.

Mission Statement

The mission of the Behavioral Sciences Division is to foster student growth and learning that raises the student's awareness of personal, social, and cultural differences and similarities. This awareness fulfills the general education requirements of social and behavioral sciences, but also challenges students to improve their personal understanding and effectiveness, as well as their interactions with others.

Student Learning Outcomes

Based on the mission of the Behavioral Sciences Division, the reasons students choose to attend Los Angeles Harbor College as evidenced by the biennial student surveys, graduation and transfer requirements, the department has chosen the following student learning outcomes (SLOs) for students who complete a behavioral sciences course. Students may vary in the degree to which each SLO applies to their particular course.

Upon completion of a course of study in behavioral sciences, the student will be able to:1. Develop insight into their own and others' behavior2. Recognize and respect differing philosophies, cultures, and ways of life3. Apply the scientific method in behavioral sciences4. Demonstrate familiarity with general concepts and empirical findings in behavioral

sciences.


Documentation Review

1. Unit plans are updated annually by the division members. The current division unit plan for 2005/06 is included in Appendix A. Departmental program review summaries (or expanded unit plans) are included in Appendix B.

The division has chosen to maintain an ongoing format reflecting college strategies, division priorities, objectives, activities, and resource needs (including estimated costs). These components are reviewed annually and as needed to reflect current priorities. As new college student learning outcomes are adopted, the objectives reflect realignment with SLOs. The division supports the view that division objectives and activities, in alignment with collegewide planning and student needs, drive the planning process.

2. Personnel: Past unit plans have been similar in scope, however, this year a status report adds progress notes in several areas. (See Unit Review, Appendix A.) Unfortunately, there have been no gains in faculty despite several faculty retirements in the past few years. On the other hand, it is anticipated that the division will gain part-time clerical assistance in Spring 2006 or Fall 2006. These items are reflected in Appendix A.

3. Course outline updates: During Spring 2005 and Summer 2005, all courses were checked for currency. New course outlines were provided to the Curriculum Committee for inclusion on the college website. New courses developed (such as Psychology 1 online and Sociology 1 online) used a new district form (See Appendix C.) that has been incompatible with some software and operating systems. This problem has slowed conversion to the new district form for all courses. Nevertheless, it is anticipated that future updating processes will use the district form entirely once such problems are corrected.

4. Sample syllabi with identified student learning outcomes are included in this document as Appendix D. All instructors have been offered training and assistance in developing syllabi using SLOs and complying with all current standards.

5. Course descriptions in the Fall 2005 schedule and 2004-2006 College Catalog are correct as confirmed by this committee. The division chair reviews all publications at each printing.

Data Evaluation

Efficiency data is provided by the College Research Office. Enrollment trends over the past six years reflect a growing interest in behavioral sciences and increasing retention and successful completion rates. The division maintains a high weekly student contact hour to full-time equivalent faculty ratio. One of the highest WSCH/FTEF ratios in the college reflects both the popularity of the programs and the dedication of the faculty. Nevertheless, as the full-time equivalent faculty declines and the full-time faculty numbers decrease, it remains to be seen whether the success rates of the students and high WSCH/FTEF can be maintained or improved.

Table 1 displays the total division basic data as well as a breakdown of the three largest disciplines of anthropology, psychology, and sociology.


Table 1. Behavioral Sciences Division Trends 1999-20041

DIVISION Fall 1999 Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004Enrollment 2,048 2,503 2,781 3,156 2,820 2,839WSCH 5,344 6,642 7,644 7,206 7,204FTEF 10.9 10.7 10.2 7.8 8.3WSCH/FTEF 490 619 752 923 864Class Size 54.5Retention .77 .79 .81 .83 .88 .88Successful Completion .65 .62 .66 .64 .64 .70

Anthropology Department Fall 1999 Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004

Enrollment 138 163 254 316 275WSCH 522 701 766 702 754FTEF 1.0 1.0 0.8 0.8 0.8WSCH/FTEF 522 701 958 878 970Class Size 34.8 49.7 63.9 58.5 64.7Retention 65.9 82.8 77.6 80.1 82.2 84.7Successful Completion 52.2 55.2 50.0 61.7 57.8 57.8

Psychology Department Fall 1999 Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004

Enrollment 685 815 804 1,044 958WSCH 1,955 2,530 2,930 2,872 2,890FTEF 3.5 3.4 3.4 3.0 3.6WSCH/FTEF 564 705 856 957 803Class Size 37.6 49.6 57.4 63.8 53.5Retention 71.5 71.2 72.6 78.4 89.5 88.8Successful Completion 52.7 60.1 56.5 57.1 70.9 72.4

Sociology Department Fall 1999 Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004

Enrollment 717 797 818 990 919WSCH 2,101 2,479 2,769 2,620 2,580FTEF 3.2 3.2 3.4 3.0 3.0WSCH/FTEF 656 775 814 873 860Class Size 43.8 54.5 54.4 58.2 57.3Retention 80.9 76.0 83.5 87.7 90.3 90.3Successful Completion 70.2 68.1 72.0 73.4 74.3 72.9

Over the six-year period of 1999 through 2004, Behavioral Science has continued to increase enrollment in all three main areas, as well as the overall Division (which includes Learning Skills/Foundations and Personal Development courses). Table 1 displays the

1 Learning Skills and Personal Development classes are provided as a service to students and are not subject to the same types of efficiency evaluation as those departments described in Table 1, however, the division totals reflect all areas of Behavioral Sciences.


increasing rates of retention and successful completion over that time as well. Behavioral Sciences is a viable, growing, program that meets the needs of nearly 3,000 enrollments a semester.

Other Data

The focus of other data available has centered on the interaction of class schedules and enrollment. Several new ideas in scheduling we tried based on requests and ideas from administrators. Local high school outreach courses have continued, even though these are not usually the highest enrollment classes. As an outreach service to the community, it is hoped that good experiences on the high school campuses will encourage those students to come to LA Harbor College for future courses.

Late start classes were instituted to assist students who might benefit. Additionally, online courses will commence in Spring 2006. The division offered several short-term classes in Winter and Summer. The impact of these offerings in annual enrollments, retention, and other measures has not been fully evaluated. The quantitative impact must also be tempered by the services provided to students and the reputation of Harbor where “Students Come First.”

Enrollment in Behavioral Sciences courses remains strong, showing increasing trends in enrollment, retention and successful completion.

Student participation

Biennial collegewide (provided by the district) student surveys are conducted that include student responses to the following questions:

What brings you to Harbor College? (Numbers in parentheses represent the item number on the collegewide student survey.)

(72) Developing clear career goals(73) Writing clearly and effectively(74) Presenting ideas and information effectively in speaking to others(77) Becoming aware of different philosophies, cultures, and ways of life(78) Becoming clearer about my own values and ethical standards(79) Understanding myself--my abilities and interests(81) Understanding the role of science and technology in society(82) Developing the ability to learn on my own, pursue ideas, and find information I need(83) Understanding other people and the ability to get along with different kinds of people(84) Gaining a better awareness of my civic or community responsibilities

Several of these questions relate directly to the Behavior Science Division mission and student learning outcomes. The biennial survey results, therefore, provide a comparison of the total student body sampling with division students. A recent survey process to address student learning outcomes has been devised and preliminary surveys given and evaluated. This is a pilot program in which the survey forms will be adjusted if needed and in which larger numbers of students will participate in the future. This data is provided in Appendix C.

Some of the preliminary baseline data from the campuswide survey are also displayed here with those students completing the survey questions in Behavioral Science classrooms.


This data was compiled to add information for scheduling. Data from the campuswide survey will be evaluated in the coming unit plan review to allow comparison with current surveys.


Campuswide 2005 Survey Results by Division and College Total

How many hours per week do you normally work? I don't

workLess than 10 hours

10 - 19 hours

20 - 39 hours

40 hours or more

Total Count

DIVISION

Behavioral Science

Count 34 8 19 50 12 123

% within DIVISION

27.6% 6.5% 15.4% 40.7% 9.8% 100.0%

College Total

Count 308 46 136 366 141 997

% of Total 30.9% 4.6% 13.6% 36.7% 14.1% 100.0% In which class length do you learn best?

1 hour 1 1/2 hours

3 hours More than 3 hours

DIVISION Behavioral Science Count 38 75 10 123% within

DIVISION30.9% 61.0% 8.1% 100.0%

Total Count 267 601 118 11 997% of Total 26.8% 60.3% 11.8% 1.1% 100.0%

Best time for classes: Before 9am

Not possible Possible Best DIVISION Behavioral Science Count 34 57 21 112

% within DIVISION

30.4% 50.9% 18.8% 100.0%

Total Count 279 409 218 906% of Total 30.8% 45.1% 24.1% 100.0%

9 AM - 12 noon


% within DIVISION .8% 19.0% 80.2% 100.0% Total Count 98 185 671 954

% of Total 10.3% 19.4% 70.3% 100.0% 12 noon - 4 PM


% within DIVISION 24.8% 52.2% 23.0% 100.0% Total Count 260 414 220 894

% of Total 29.1% 46.3% 24.6% 100.0% 4 PM - 7 PM



% of Total 44.1% 40.5% 15.4% 100.0%


7 PM - 10 PMNot possible Possible Best

DIVISION Behavioral Science Count 71 31 10 112% within DIVISION 63.4% 27.7% 8.9% 100.0%

Total Count 436 313 148 897% of Total 48.6% 34.9% 16.5% 100.0%

Fridays



% of Total 42.6% 48.6% 8.8% 100.0% Sundays



% of Total 81.4% 14.3% 4.3% 100.0%

Although it is important to reach out to potential students, it is also prudent to continue to serve our student base as their needs dictate. It would appear that our current students prefer the program scheduling as we offer it at this time. The opinions of a relatively small number of approximately 120 Behavioral Science students are echoed by the nearly 1,000 students who completed the survey in most cases.

Target Areas of Concern or Interest

The primary concern is the need for full-time faculty to further evaluate and pursue the program review that has begun. In order to continue dialogs on student learning outcomes, the majority of instructors need to be full-time faculty with a vested interest in improving student learning at Los Angeles Harbor College. Although adjunct faculty have been as involved and interested as one could hope for, the dedication and consistency of full-time faculty are required for the process of continuous improvement.

Proposed Recommendations and Implementations

The new unit plan is attached in Appendix A. Little has changed with regard to priorities and needs. A great deal has changed in course outlines and learning expectations. Every attempt will be made to continue the updating of course outlines and to ensure that instructors’ syllabi incorporate student learning outcomes with clear expectations. It is further proposed that Staff Development continue to offer SLO workshops for instructors every semester.

The survey data presented in this report has yet to be thoroughly discussed within the division. Only a pilot study of both surveys has been conducted. Follow through with this topic and further development of surveys and focus groups will be conducted in the coming year.


Report Summary

This report is a compilation of available data, results of division dialogs, and student participation. It is hoped that the files are sufficiently supportive of the current practices of the division, but it is even more hoped that the process will not stop here, but continue in an ongoing manner. A copy is available in the division office and in the Academic Senate Program Review office.


BEHAVIORAL SCIENCESUnit Review 2005/06

Appendix A.


Demands for Behavioral Sciences courses will remain strong by providing general education, transfer, and courses for teacher preparation and the nursing major. Majors in Behavioral Sciences will find employment at various levels in business, industry, and government. Employment in human services, teaching, education, and childcare draw from majors in psychology, sociology, and anthropology. Employment at the professional and paraprofessional levels is expected to increase as health care changes. Current changes in the treatment of substance abuse, child abuse, spousal abuse, and the care of the elderly will increase the demand for both professional and paraprofessional occupations. Employment in anthropology will increase as construction grows and there is an increase in the need for anthropologists to evaluate the discovery of potential archaeological sites.

Activity PRIORITY

COLLEGE STRATEGY OBJECTIVES ACTIVITIES RESOURCES COSTS

6 1.3, 1.5, 3.2, 6.1, 6.2, 7.1, 7.4

A. Increase communication and efficiency with college community and students through technology and increased support staff.

1. Each member will have their own computer with email and Internet access.

Status: 4 units acquired 04-05.

a. 8 Internet ready computersb. 4 printers with electronic switchesc. 8 computer desksd. 8 task chairs

a. 16,000

b. 5,000

c. 1,600d. 760

2

2. Hire 1.0 clerical staff.

Status: Shared secretary (Beh. Sci./ Bus./Soc.Sci.) Spring/Fall 06.

a. 1.0 Office Assistant

b. 1 computer station, computer, printer, Xerox machine

a. 28,000 (annual) 7,000 benefitsb. 200 2,000 1,200 3,000

192. c. Hire 0.5 Student worker. c. 0.5 Student Worker c. 8,000

7 3. Provide computer and software training for faculty (including new technology appropriate to their fields).

Status: Title V funded workshops

a. Organize training on campusb. Provide training funds to 8 staff members

a. Ø

b. 1,600



Activity PRIORITY


provided three training sessions in PowerPoint and two in Tegrity use. Title V also funded three training computers with an assortment of software in the Academic Senate Faculty Training Room.

3

4. Provide adequate supplies for faculty and student materials.

a. Purchase office supplies

a. 1,800

b. Purchase paper and toner for computerized classrooms

b. 2,000

20

4.b.

Status: No computerized classrooms are yet available for Behavioral Sciences. Completion of the new buildings through Props. A and AA will be forthcoming in approximately 3 years.

18 1.3, 1.4, 1.5, 2.3, 6.2

B. Increase enrollment, retention, and successful completion through modernizing the delivery of classroom information.

1. Purchase, create, and train instructors to use a smart-classroom system.

Status: A few instructors have been trained on the Tegrity systems, but smart classrooms are at least three years away from availability.

One teaching station (Tegrity)

23,000

Prop A.

2. Replace the General Classroom Building Behavioral Sciences section. This building will include:

a minimum of 7 classrooms for Behavioral Sciences that hold 60 large student desks minimum of 30’ X34’

1 of the 7 classrooms can also function as an experimental lab classroom for Psychology 1 and 2 classes (see GC 106 for example

Bond measure and facilities planning

Not applicable



Activity PRIORITY


of larger size with one wall of cabinets part glass and part solid wood)

1 of the 7 classrooms can also function as a physical anthropology lab for Anthropology 101 classes (see GC 106 for example)

11 private office stations for regular and part-time faculty

1 computerized classroom with a minimum of 45 stations (8th classroom)

1 office for classified staff for Behavioral Sciences with a reception area for mail boxes

one conference room to be shared with another division to seat minimum of 20 persons

equipment room on each floor to include cabinets for secure storage, sink, refrigerator, teaching station (Tegrity), etc. if only on one floor 25’ X 30’

workroom with sink, counter for scantron machines and office supplies similar to GC207

Status: Start of construction plannedfor F05.

air conditioning and sound proofing (The heating and air conditioning system needs to include the most modern air filtration system to provide accommodations per the ADA for staff and students with severe allergies.)

all classrooms and offices wired for Internet access

large screen projection, computer, CD Rom, and VCR capability in



Activity PRIORITY


each classroom large security cabinets/closets in

each classroom to store educational hardware (e.g. TV/VCR units)

large private office for Division Chair adjoining classified staff office

1 1.2, 1.5, 2,1, 5.1, 5.2

C. Respond to students’ existing and changing needs with viable programs and courses.

1. Maintain existing staffing levels and resources.Status: Last two retirements in psychology have not been replaced.F05 3.8 FTE hourly 0.0 regular

a. Hire faculty to replace retirees. Specifically, replace the last tworetirements in psychology since 1/03.

a. Savings to college of $30,000 for newer teachers

4 2. Add one course a year to the Internet starting with Psychology 1 or Sociology 1.

Status: Scheduled for Sp.05

a. Hire additional faculty to teach these courses and others listed.

b. New course supplies

a. 10,080(for each course on the Internet offered Fall, Spring, & Summer.)b. 500

14

3. Add the following courses: Anthropology 103 Archaeology Anthropology 111 Lab in Human

Biological Evolution Anthropology 121 Anthropology of

Religion – Magic and Witchcraft


b. New course supplies & media

a. 13,840(Anthro 103 & 111 offered once/yr, Anthro. 121 Fall & Spring)b. 9,000

15 4. Add the following courses: Psychology 60, Stress

management to meet the emerging psychological needs of students

Psychology 11, Child Psychology


a. 13,840(Psy 60 & 14 offered once/yr, Psy 11 Fall



Activity PRIORITY


Psychology 14, Abnormal Psychology b. New course

supplies & media

& Spring)b. 1,800

16

5. Add the following course:Sociology 11 – Ethnic and Racial Minorities in the United States to better meet the needs of our changing student population



a. 6,720(Soc. 11 offered Fall & Spring)

b. 1,600

17

6. Add various education courses for teacher preparation program.



a. 6,720

b. 1,600

5 (continued) C. (continued) 6. Provide updated supplies

Status:Title V funding provided videos, PowerPoint carts with computers and projectors, and other instructional aids. However, the need for specific equipment, models, and software continues.

a. Update media library

a. 6,000/yr

13

b. Purchase of sufficient software to make sound educational use of hardware

b. 5,000

12

c. Equipment and psychological tests necessary (e.g., Meyers-Briggs test, biofeedback equipment, models of the brain, Taylor-Johnson Temperament Analysis

c. 4,500

10d. Increase current

hominid fossil cast collection (Anthro)

d. 9,000



Activity PRIORITY


11

e. In-class capability of projecting on-screen models of DNA and fossil casts that can be manipulated in 3D

e. 1,500

8

f. Instructional aids for Sociology 21, Human Sexuality (e.g., birth control demonstration kit, models of the reproductive system)

f. 1,500

g. Instructional aids for Psychology 2, Biological Psychology (e.g., models of the brain, ear, eye, & spinal cord.)

g. 2,500

9


Appendix B.Discipline Program Review Summaries

Discipline: Anthropology

Mission Statement:

The mission of the anthropology department is to foster student growth and learning that raises the student's awareness of personal, social, and cultural differences and similarities. This awareness fulfills the general education requirements of social and behavioral sciences, but also challenges students to improve their personal understanding and effectiveness, as well as their interactions with others.

Student Learning Outcomes:

Based on the mission of the anthropology department, the reasons students choose to attend Los Angeles Harbor College as evidenced by the biennial student surveys, and the graduation and transfer requirements, the department has chosen these SLOs for students who complete an anthropology course. Students may vary in the degree to which each SLO applies to their particular course.

Upon completion of a course of study in anthropology, the student will be able to:1. Develop insight into their own and others' behavior2. Recognize and respect differing philosophies, cultures, and ways of life3. Apply the scientific method in anthropology4. Demonstrate familiarity with general concepts and empirical findings in

anthropology. 1. Define the discipline in terms of relevance and student need.

The discipline of anthropology serves the students of Harbor College as a general education requirement that has been and remains a popular choice. One of the most efficient disciplines (LACCD Office of Institutional Research and Information http://research.laccd.edu/research/, 2005), anthropology had 970 weekly student contact hours per full-time faculty equivalent in Fall 2004.

General education anthropology courses provide a foundation for all students, even without behavioral science majors. Anthropology courses often serve as building blocks for a variety of fields that involve an understanding of humanity's history and human development.

Anthropology courses meet CSU certification, IGETC, and Associate Degree requirements.

2. Identify the courses taught in this discipline.

Anthropology 101 - Human Biological Evolution (3 units, UC:CSU)Anthropology 102 - Human Ways of Life: Cultural Anthropology (3 units, UC:CSU)Anthropology is also offered through the PACE Program.


Anthropology Department Fall 1999 Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004

Enrollment 138 163 254 316 275WSCH 522 701 766 702 754FTEF 1.0 1.0 0.8 0.8 0.8WSCH/FTEF 522 701 958 878 970Class Size 34.8 49.7 63.9 58.5 64.7Retention 65.9 82.8 77.6 80.1 82.2 84.7Successful Completion 52.2 55.2 50.0 61.7 57.8 57.8

3. Identify factors that influence enrollment; such as, scheduling, combined sections, and unique circumstances. There are no unique circumstances for anthropology, with the exception that the

popularity of courses necessitates larger classrooms. The average class size for 2004 was 64.7 students at census, considerably higher than the college average of 40.2.

4. List strengths and weaknesses in relation to student needs.

Strengths: The strengths of anthropology courses lie in their universal appeal and usefulness to students. The part-time instructors are dedicated to learning and meeting students' needs.

Weaknesses: The weakness of the discipline is the lack of even one full-time faculty member due to retirements in the past few years and the neglect of support to fill those positions with full-time faculty. As a result, one of the highest WSCH/FTEF disciplines at the college is unable to complete proper program review, participate fully in shared governance, or provide needed direction for the discipline.

5. State conclusions and significant findings.

In summary, the anthropology discipline at Los Angeles Harbor College is an active, viable field of study for students, serving a significant portion of students by fulfilling prerequisites for eventual majors and meeting a variety of degree and transfer requirements. It is, nevertheless, in need of a full-time faculty member to ensure educational quality, continuity, and future program development

6. State a plan of action that would strengthen this discipline if indicated.

Hiring a full-time faculty member within the next year would place this discipline back on track. A full-time faculty member retired in the past years and college enrollment has increased since then. This is a cost-effective program that should be supported with appropriate personnel.


Discipline: Psychology

Mission Statement:

The mission of the psychology department is to foster student growth and learning that raises the student's awareness of personal, social, and cultural differences and similarities. This awareness fulfills the general education requirements of social and behavioral sciences, but also challenges students to improve their personal understanding and effectiveness, as well as their interactions with others.


Based on the mission of the psychology department, the reasons students choose to attend Los Angeles Harbor College as evidenced by the biennial student surveys, and the graduation and transfer requirements, the department has chosen these SLOs for students who complete a psychology course. Students may vary in the degree to which each SLO applies to their particular course.

Upon completion of a course of study in psychology, the student will be able to:1. Develop insight into their own and others' behavior2. Recognize and respect differing philosophies, cultures, and ways of life3. Apply the scientific method in psychology4. Demonstrate familiarity with general psychological concepts and empirical

findings.

1. Define the discipline in terms of relevance and student need.

The discipline of psychology serves the students of Harbor College as a general education requirement that has been and remains a popular choice. One of the most efficient disciplines (LACCD Office of Institutional Research and Information http://research.laccd.edu/research/, 2005), psychology had 1032 weekly student contact hours per full-time faculty equivalent in Fall 2004.

Psychology is a field with strong ethical and student learning outcome standards as outlined by the American Psychological Association. Student areas of learning are identified for undergraduate students, including the community college. General education psychology courses provide a foundation for all students, even without behavioral science majors. Psychology courses often serve as building blocks for personal betterment, as well as, prerequisites for a variety of fields that involve interpersonal relationships.

Psychology courses meet CSU certification, IGETC, and Associate Degree requirements.


Psychology 1 - General Psychology (3 units, UC:CSU)Psychology 2 - General Psychology II (Physiological) (3 units, UC:CSU)Psychology 3 - Personality and Social Development (3 units, UC:CSU) Psychology 22 - College Study Skills (3 units, NDA) - InactivePsychology 41 - Lifespan Psychology (3 units, UC:CSU)

Psychology is also offered through the PACE Program and Instructional Television. Online General Psychology is a proposed course for Spring 2005.


Psychology Department Fall 1999 Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004

Enrollment 685 815 804 1,044 958WSCH 1,955 2,530 2,930 2,872 2,890FTEF 3.5 3.4 3.4 3.0 3.6WSCH/FTEF 564 705 856 957 803Class Size 37.6 49.6 57.4 63.8 53.5Retention 71.5 71.2 72.6 78.4 89.5 88.8Successful Completion 52.7 60.1 56.5 57.1 70.9 72.4

3. Identify factors that influence enrollment; such as, scheduling, combined sections, and unique circumstances.

There are no unique circumstances for psychology, with the exception that the popularity of courses necessitates larger classrooms. The average class size for 2004 was 68.8 students at census, considerably higher than the college average of 40.2.


Strengths: The strengths of psychology courses lie in their universal appeal and usefulness to students. The part-time instructors are dedicated to learning and meeting students' needs.

Weaknesses: The weakness of the discipline is the lack of even one full-time faculty member due to several retirements in the past few years and the neglect of support to fill those positions with full-time faculty. As a result, one of the highest WSCH/FTEF disciplines at the college is unable to complete proper program review, participate fully in shared governance, or provide needed direction for the discipline.


In summary, the psychology discipline at Los Angeles Harbor College is an active, viable field of study for students, serving a large portion of students by fulfilling prerequisites for eventual majors and meeting a variety of degree and transfer requirements. It is, nevertheless, in danger. With 3.8 FTEF (F 05) filled by only part-time faculty, educational quality, continuity, and future program development, are in jeopardy. Neglecting such a useful and viable area of study is ill-advised and should be corrected in the near future.


Hiring at least two full-time faculty members within the next year would place this discipline back on track. Three full-time faculty members retired in the past few years and enrollment has increased since then. This is a cost-effective program that should be supported with appropriate personnel.


Discipline: Sociology

Mission Statement:

The mission of the sociology department is to foster student growth and learning that raises the student's awareness of personal, social, and cultural differences and similarities. This awareness fulfills the general education requirements of social and behavioral sciences, but also challenges students to improve their personal understanding and effectiveness, as well as their interactions with others.


Based on the mission of the sociology department, the reasons students choose to attend Los Angeles Harbor College as evidenced by the biennial student surveys, and the graduation and transfer requirements, the department has chosen these SLOs for students who complete a sociology course. Students may vary in the degree to which each SLO applies to their particular course.

Upon completion of a course of study in sociology, the student will be able to:1. Develop insight into their own and others' behavior2. Recognize and respect differing philosophies, cultures, and ways of life3. Apply the scientific method in sociology4. Demonstrate familiarity with general concepts and empirical findings in sociology.

1. Define the discipline in terms of relevance and student need.

The discipline of sociology serves the students of Harbor College as a general education requirement that has been and remains a popular choice. One of the most efficient disciplines (LACCD Office of Institutional Research and Information http://research.laccd.edu/research/, 2005), sociology had 922 weekly student contact hours per full-time faculty equivalent in Fall 2004.

General education sociology courses provide a foundation for all students, even without behavioral science majors. Sociology courses often serve as building blocks for a variety of fields that involve an understanding of humanity's history and human development.

Sociology courses meet CSU certification, IGETC, and Associate Degree requirements.


Sociology 1 – Introduction to Sociology (3 units, UC:CSU)Sociology 2 – American Sociology Problems (3 units, UC:CSU)Sociology 12 – Marriage and the Family (3 units, UC:CSU)Sociology 21 – Human Sexuality (3 units, UC:CSU)

Sociology is also offered through the PACE Program and Instructional Television.Online Introduction to Sociology is a proposed course for Sp. 05.


Sociology Department Fall 1999 Fall 2000 Fall 2001 Fall 2002 Fall 2003 Fall 2004

Enrollment 717 797 818 990 919WSCH 2,101 2,479 2,769 2,620 2,580FTEF 3.2 3.2 3.4 3.0 3.0WSCH/FTEF 656 775 814 873 860Class Size 43.8 54.5 54.4 58.2 57.3Retention 80.9 76.0 83.5 87.7 90.3 90.3Successful Completion 70.2 68.1 72.0 73.4 74.3 72.9

3. Identify factors that influence enrollment; such as, scheduling, combined sections, and unique circumstances.

There are no unique circumstances for sociology, with the exception that the popularity of courses necessitates larger classrooms. The average class size for 2004 was 61.4 students at census, considerably higher than the college average of 40.2.


Strengths: The strengths of sociology courses lie in their universal appeal and usefulness to students. Ninety percent of the classes are taught by full-time faculty in contrast to anthropology and psychology where ninety-five percent of the classes are taught by adjunctfaculty.

Weaknesses: Given the high enrollment in the existing classes and because of budgetary problems the department is not able to offer new classes that would have limited enrollment (e.g., Ethnic and Racial Minorities in the United States).


In summary, the sociology discipline at Los Angeles Harbor College is an active, viable field of study for students, serving a significant portion of students by fulfilling prerequisites for eventual majors and meeting a variety of degree and transfer requirements.


Sociology is a very strong discipline that is only limited by the budget in expanding the existing course offering (e.g. Sociology of Aging & Ethnic and Racial Minorities in the United States).


Appendix C.Sample Course Outline with Student Learning Outcomes

Los Angeles Community College District

COURSE OUTLINE(Replaces PNCR and Course Outline)

Section I: BASIC COURSE INFORMATION

OUTLINE STATUS: New course 1. COLLEGE: Harbor

2. SUBJECT (DISCIPLINE) NAME 2 ): Psychology(40 characters, no abbreviations

3. COURSE NUMBER : 001

4. COURSE TITLE : General Psychology I*Distributed Learning

5. UNITS : 3

6. CATALOG COURSE DESCRIPTION -- Provide a description of the course, including an overview of the topics covered:

This course covers a basic introduction to the scientific study of human behavior including emotion, motivation, growth & development, learning & memory, personality, intelligence, sensation, perception, social psychology, biology of behavior, abnormal behavior, and mental health. Relevant areas such as dreams, interpersonal communication, sexuality, aging, death, creativity, multi-cultural diversity, and stress are also presented.

7. CLASS SCHEDULE COURSE DESCRIPTION -- Provide a brief description of the course, including an overview of the topics covered:

Scientific survey of behavior covering personality, growth, perception, motivation, learning and intelligence.

8. INITIAL COLLEGE APPROVAL DATE:

9. UPDATES (check all applicable boxes):

Content Last Update: Objectives Last Update:

College Specific Course Attributes/Data Elements Last Update: Districtwide Course Attributes/Data Elements Last Update:

2 Underlined course attributes are the same for the course throughout the LACCD; all other course attributes are college specific.


Other (describe) Last Update:

Distributed Learning

10.CLASS HOURS:

“Standard Hours” per Week (based on 18 weeks)

Total Hours per Term (hrs per week x 18)

Units

Lecture: 3 54 3Lab/activity (w/ homework):

0 0 0

Lab/activity (w/o homework):

0 0 0

Total: 3 54 3Note: The Carnegie Rule and Title 5, section 55002 sets forth the following minimum standards: 1 unit = 1

hour lecture per week, 2 hours homework per week; OR 2 hours per week of lab with homework; OR 3 hours of lab per week without homework. The hours per week are based on a standard 18-week calendar. Lecture also includes discussion and/or demonstration hours, laboratory includes activity and/or studio hours.

11. PREREQUISITES, COREQUISITES, ADVISORIES ON RECOMMENDED PREPARATION, and LIMITATION ON ENROLLMENT

Note: The LACCD’s Policy on Prerequisites, Corequisites and Advisories requires that the curriculum committee take a separate action verifying that a course’s prerequisite, corequisite or advisory is an “appropriate and rational measure of a student’s readiness to enter the course or program” and that the prerequisite, corequisite or advisory meets the level of scrutiny delineated in the policy.

. Prerequisites: None (If Yes, complete information below)

Subject Number Course Title Units Validation Approval Date

(official use only)

_ _ _

. Corequisite: None (If Yes, complete information below)

Subject Number Course Title Units Validation Approval Date

(official use only)

_ _


. Advisories: None (If Yes, complete information below)

Subject Number Course Title Units Validation Approval Date (official use only)

_ _ _

12. OTHER LIMITATIONS ON ENROLLMENT (see Title 5, Section 58106 and Board Rule 6803 for policy on allowable limitations. Other appropriate statutory or regulatory requirements may also apply):

NoneSection II: COURSE CONTENT AND OBJECTIVES

1. COURSE CONTENT AND OBJECTIVES:

COURSE CONTENT AND SCOPE –Lecture:If applicable, outline the topics included in the lecture portion of the course (outline reflects course description, all topics covered in class).

Hours perTopic

COURSE OBJECTIVES - Lecture (If applicable):upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)

1. Historical and theoretical perspectives of psychology

2. Current and coming trends5 Demonstrate understanding of

the nature, origins of psychology. Compare and contrast the major theoretical perspectives. Discuss historical trends.

1. Research methodologies, design, and interpretation

6 Apply the scientific method to psychological constructs using basic research methods of design and interpretation

1. Biological bases for behavior, including: sensation, perception, and states of consciousness

2. Psychological disorders and treatments

3. Developmental processes4. Careers in psychology

8 Evaluate major psychological concepts and empirical findings, including: biological bases for behavior, sensation, perception, and states of consciousness

1. Abnormal behavior2. Mental health and

wellness3. Psychological disorders

and treatments4. Learning, memory, and

15 Synthesize and integrate psychological principles and apply these to personal, social, and organizational issues


intelligence5. Language and thinking6. Developmental processes

and individual differences7. Personality theories and

assessment8. Social psychology9. Careers in psychology

1. Sociocultural and international diversity issues

4 Recognize and analyze the complexity of sociocultural and international diversity

1. Mental health2. Strategies for self-

management and self-improvement

3. Stress avoidance and coping skills

4. Self-reflection

6 Develop insight into their own and others' behavior and mental processes and apply effective strategies for self-management and self-improvement

Tests and evaluations 10 Measurement and appraisal of student learning outcomes

Total Lecture hours* 54

COURSE CONTENT AND SCOPE -- Laboratory:If applicable, outline the topics included in the laboratory portion of the course (outline reflects course description, all topics covered in class).

Hours per Topic

COURSE OBJECTIVES - Laboratory (If applicable):Upon successful completion of this course, the student will be able to… (Use action verbs – see Bloom’s Taxonomy below for “action verbs requiring cognitive outcomes.”)3

Total Lab hours*

*Total lecture and laboratory hours (which include the final examination) must equal totals on page 1.

Bloom’s Taxonomy

SIMPLE SKILLS <<------------------------------->> COMPLEX SKILLSCritical Thinking

Knowledge

definerepeatrecordlistrecall

Comprehension

translaterestatediscussdescriberecognize

Application

interpretapplyemployusedemonstrate

Analysis

distinguishanalyzedifferentiateappraisecalculate

Synthesis

composeplanproposedesignformulatearrange

Evaluation judgeappraiseevaluateratecomparevalue

3 In general “activity” courses or portions of courses are classified “laboratory.”


namerelateunderline

explainexpressidentifylocatereportreviewtell

dramatizepracticeillustrateoperatescheduleshopsketch

experimenttestcomparecontrastcriticizediagraminspectdebateinventoryquestionrelatesolveexaminecategorize

assemblecollectconstructcreateset uporganizeprepare

revisescoreselectchooseassessestimatemeasure

2. REQUIRED TEXTS:Provide a representative list of textbooks and other required reading; include author, title and date of publication:

Lahey. (2004). Psychology: An Introduction. McGraw-Hill

3. SUPPLEMENTARY READINGS:Reading assignments may include, but are not limited to the following:

Journals such as Psychology Today and Monitor on Psychology

4. WRITING ASSIGNMENTS:

Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Writing assignments in this course may include, but are not limited to the following:

Online discussion in response to questions, essays, reports, and short essay questions on tests and in projects.

5. REPRESENTATIVE OUTSIDE ASSIGNMENTS:Out of class assignments may include, but are not limited to the following:

Service learning/community serviceObservation in approved settings

6. REPRESENTATIVE ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING:

Title 5, section 55002(a) requires that a degree-applicable course have a level of rigor that includes “critical thinking and the understanding and application of concepts determined by the curriculum committee to be at


college level”. Critical thinking may include, but is not limited to analysis, synthesis, and evaluation. Provide examples of assignments that demonstrate critical thinking.

Analyze research studies reported in the media.Compare and contrast various functions of the brain and similar psychological concepts (e.g., sensation and perception, learning and memory, etc.).Write self-reflections synthesizing new information. Evaluate the ethical principles and cultural differences in research, psychological treatment, or other social and psychological situations.

7. METHODS OF EVALUATION:

Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and the ability to demonstrate that proficiency, at least in part, by means of essays, or, in courses where the curriculum committee deems them to be appropriate, by problem solving exercises or skills demonstrations by students.” Methods of evaluation may include, but are not limited to the following (please note that evaluation should measure the outcomes detailed “Course Objectives” at the beginning of Section II):

Exams, essays or research papers, analytical writings, classroom discussion and presentations

8. METHODS OF INSTRUCTION:Methods of instruction may include, but are not limited to the following:

Lecture Discussion Laboratory Activity Field Experience Independent Study Other (explain)

Service learningTextbook publisher provided activitiesWebsite links to related topics

9. SUPPLIES:

List the supplies the student must provide.

Internet access, personal email address, access to a computer with a CD-ROM drive and sound card, required textbook, ability to send word processing attachments through email.

10. COMPUTER COMPETENCY:

If applicable, explain how computer competency is included in the course.

Students will research information using psychology databases provided


through the college library and other sources. Papers will be typed and presented using computer technology. Familiarity with sending attachments.

11. INFORMATION COMPETENCY:

Information competency is the ability to find, evaluate use, and communicate information in all its various formats. It combines aspects of library literacy, research methods and technological literacy, Information competency includes consideration of the ethical and legal implications and requires the application of both critical thinking and communications skills. If applicable, explain how information competency is included in the course.

New information and volumes of pseudo-scientific information are available. Students must learn to identify reliable resources and critically examine all sources of information. Ethics and legal implications in psychology will be a venue for discussing ethical and legal aspects of student's behavior as well.

12. DIVERSITY:

If applicable, explain how diversity (e.g., cultural, gender, etc.) is included in the course.

Diversity is a core concept in psychology. What is abnormal or expected developmentally varies by culture, gender, religion, and historical reference. Students will actively participate in developing an appreciation for the complexities raised by diversity in the field of psychology. The ethical issues of labeling people with a diagnosis will assist in the student's understanding of diversity issues.

13.SCANS COMPETENCIES (required for all courses with vocational TOP Codes; recommended for all courses):

SCANS (Secretary’s Commission on Necessary Skills) are skills the Department of Labor identified, in consultation with business and industry leaders, which reflect the skills necessary for success in the workplace. Check the appropriate boxes to indicate the areas where students will develop the following skills (please note that all SCANS competencies do not apply to all courses):

RESOURCES

Managing Time: Selecting relevant goal-related activities, ranking them in order of importance, allocating time to activities, and understanding, preparing and following schedules.

Managing Money: Using or preparing budgets, including making cost and revenue forecasts; keeping detailed records to track budget performance, and making appropriate adjustments.

Managing Material and Facility Resources: Acquiring, storing, allocating, and distributing materials, supplies, parts, equipment, space or final products in order to make the best use of them.


INTERPERSONAL

Participating as Member of a Team: Working cooperatively with others and contributing to group’s efforts with ideas, suggestions and effort.

Teaching Others New Skills: Helping others learn needed knowledge and skills.

Exercising Leadership: Communicating thoughts, feelings, and ideas to justify a position, encouraging, persuading, convincing or otherwise motivating an individual or group, including responsibly challenging existing procedures, policies or authority.

Negotiating: Working toward agreement that may involve exchanging specific resources or resolving divergent interests.

Working with Cultural Diversity: Working well with men and women and with people from a variety of ethnic, social, or educational backgrounds.

INFORMATION

Acquiring and Evaluating Information: Identifying a need for data, obtaining the data from existing sources or creating them, and evaluating their relevance and accuracy.

Organizing and Maintaining Information: Organizing, processing and maintaining written or computerized records and other forms of information in a systematic fashion.

Interpreting and Communicating Information: Selecting and analyzing information and communicating the results of others, using oral, written, graphic, pictorial, or multimedia methods.

Using Computers to Process Information: Employing computers to acquire, organize, analyze and communicate information.

SYSTEMS

Understanding Systems: Knowing how social, organizational and technological systems work and operating effectively with them.

Monitoring and Correcting Performance: Distinguishing trends, predicting impacts of actions on system operations, diagnosing deviations in the functioning of a system/organization, and taking necessary steps to correct performance.


Improving or Designs Systems: Making suggestions to modify existing systems in order to improve the quality of products or services and developing new or alternative systems.

TECHNOLOGY

Selecting Technology: Judging which sets of procedures, tools or machines, including computers and their programs, will produce the desired results.

Applying Technology to Tasks: Understanding overall intent and proper procedures for setting up and operating machines, including computers and their reprogramming systems.

Maintaining and Troubleshooting Equipment: Preventing, identifying, or solving problems with equipment, including computers and other technologies.

Section III: RELATIONSHIP TO COLLEGE PROGRAMS

1. THIS COURSE WILL BE AN APPROVED REQUIREMENT FOR AN APPROVED ASSOCIATE DEGREE OR CERTIFICATE PROGRAM: No

a. If yes, the course will be a Not applicable portion of the “approved program” listed on the State Chancellor’s Inventory of Approved Programs (approved programs can be found on the State Chancellor’s Office website at http://misweb.cccco.edu/esed/webproginv/prod/invmenu.htm).

NOTE: In order for a course to be approved as a requirement for an associate degree or certificate program, the program must be listed on the State Chancellor’s Office Inventory of Approved Programs AND the course must be listed in the college catalog as either a requirement or an elective for the program. If course is not part of an approved program at the college adopting the course, it will be considered to be a “stand-alone” course, and is subject to the State Chancellor’s approval criteria. The college must complete and submit the Chancellor’s Office “APPLICATION FOR APPROVAL OF CREDIT” form. Certain courses are granted “blanket approval" by the State Chancellor’s Office and do not require separate approval. See the Chancellor’s Office Program and Course Approval Handbook for details. LACCD Skills Certificates are not State approved programs and are not listed on the Chancellor’s Office Inventory of Approved Programs.

2. GENERAL EDUCATION REQUIREMENTS FOR THE ASSOCIATE DEGREE STATUS:

a. Area requested: b(2) Social and Behavioral Sciences Approval date:

If applicable, provide an explanation of how the course meets the General Education parameters for one of the five general education areas – Natural Sciences, Social and Behavioral Sciences, Humanities, Language and Rationality, Health and


http://misweb.cccco.edu/esed/webproginv/prod/invmenu.htm

Physical Education -- contained in Board Rule 6201.14 -General Education Requirements.http://marlin.laccd.edu/district/BoardRules_AdmRegs/boardrules.htm

a. 2nd Area requested: None Approval date:

If applicable, provide an explanation of how the course meets General Education parameters for an additional general education area – Natural Sciences, Social and Behavioral Sciences, Humanities, Language and Rationality, Health and Physical Education -- contained in Board Rule 6201.14 - General Education Requirements.http://marlin.laccd.edu/district/BoardRules_AdmRegs/boardrules.htm

Section IV: ARTICULATION INFORMATION (Complete in consultation with College Articulation Officer)

1. TRANSFER STATUS:

a. Transferable to the University of California: requested

b. UC approval date:

c. Transferable to the California State University: requested

d. College approval date:

2. GENERAL EDUCATION FOR TRANSFER:

IGETC Certification:

a. Area requested: Social and Behavioral Sciences

b. Date requested: c. IGETC approval date:

If applicable, provide an explanation of how the course meets the appropriate General Education parameters, as defined in IGETC Certification Guidelines.

CSU Certification:

a. Area requested: Social and Behavioral Sciences

b. Date requested: c. CSU approval date:

If applicable, provide an explanation of how the course meets the appropriate General Education parameters, as defined in CSU Certification Guidelines.

a. 2nd Area requested: Noneb. Date requested: c. IGETC approval date:

a. 2nd Area requested: Noneb. Date requested: c. CSU approval date:


If applicable, provide an explanation of how the course meets the appropriate General Education parameters, as defined in IGETC Certification Guidelines.

If applicable, provide an explanation of how the course meets the appropriate General Education parameters, as defined in CSU Certification Guidelines.

3. MAJOR REQUIREMENT FOR TRANSFER – Will this course be articulated to meet lower division major requirements? YES

CAN NUMBER: PSY 2 CAN SEQUENCE NUMBER: CAN Approval -- Date requested: Date approved:


Section V: SUPPLEMENTAL COURSE INFORMATION

1. DEPARTMENT/DIVISION NAME: Psychology/Behavioral Science

2. DEPARTMENT/DIVISON CODE: 15

3. SUBJECT CODE -- 3 characters, assigned by District Office: 825 (existing subject codes are available on the LACCD web site at http://www.laccd.edu/curriculum/directory-programs-courses/index.htm

4. SUBJECT ABBREVIATION -- 7 characters, assigned by District Office: Psych

5. SPC CODE -- 3 characters, assigned by District Office: 760

6. ABBREVIATION FOR TRANSCRIPTS -- 20 characters, assigned by District Office: Psychology

7. DEGREE CREDIT : Indicate whether the course meet the “standards for approval” for degree credit course set forth in Title 5, section 55002(a)(2), which requires the course to have a degree of intensity, difficulty, and vocabulary that the curriculum committee has determined to be at the college level : This courses is Degree Applicable

8. CREDIT/NO CREDIT GRADING: No

9. REPETITIONS -- Number of times course may be repeated for credit (three maximum): 0How does the repetition of this course meet Title 5, section 58161 requirements? A course may be repeatable when, “course content differs each time it is offered, and that the student who repeats it is gaining an expanded educational experience for one of the following reasons: (A) Skills or proficiencies are enhanced by supervised repetition and practice within class periods; or (B) Active participatory experience in individual study or group assignments is the basic means by which learning objectives are obtained.”

10. PRIOR TO TRANSFERABLE LEVEL – This course attribute applies to English, writing, ESL, reading and mathematics courses ONLY. If applicable, indicate how many levels below the transferable level this course should be placed: Not applicable

11. CREDIT BASIC SKILLS -- Title 5, section 55502(d) defines basic skills as “courses in reading, writing, computation, and English as a Second Language, which are designated as non-degree credit courses pursuant to Title 5, section 55002(b)." No If Yes, course must be non-degree applicable.

12.CROSS REFERENCE -- Is this course listed as equivalent in content to existing College/District courses in another discipline? No

If Yes, list courses (documentation of cross-discipline agreement must be provided):


13. COURSE SPECIFICALLY DESIGNED FOR STUDENTS WITH DISABILITIES -- Title 5, section 56029 allows a course to be repeatble when continuing success of the students with disabililties is dependent on additional repetitions of a specific class. Is this course designated as an “approved special class” for students with disabilities? No

If yes, provide an explanation of how this course meets the requirements of Title 5, section 56029.

14.COOPERATIVE EDUCATION STATUS -- Title 5, section 55252 allows for two types of Cooperative Education: 1) General Work Experience Education -- i.e., supervised employment, which is intended to assist students in acquiring desirable work habits, attitudes and career awareness, which need not be related to the students' educational goals; or 2) Occupational Work Experience Education -- i.e., supervised employment, extending classroom based occupational learning at an on-the-job learning station, which is related to the students' educational or occupational goal. Is this course part of the college’s approved cooperative work experience education program? No

15. COURSE CLASSIFICATION : Liberal Arts & Sciences

Note: A course’s Classification, TOP Code and SAM code must be aligned – e.g., Courses with an “Occupational” Course Classification must have an “Occupational” TOP Code and a SAM Code of A, B, C, or D; courses that do not have an “Occupational” Course Classification cannot have an Occupational TOP Code and must have an “E” SAM Code. Courses coded as “basic skills” in #11 should be coded “Adult and Secondary Basic Skills.”

16. TOP CODE – (6 digits XXXX.XX) 2001.00Course content should match discipline description in Taxonomy of Programs found at www.cccco.edu/cccco/esed/curric/curriculum.htm.

17. SAM CODE (Student Accountability Model): E – Non-OccupationalSAM Codes (see CCC Chancellor’s Office Student Accountability Model Operations Manual, 1984) should be assigned as

follows:

Priority "A" – Apprenticeship: Courses designed for an indentured apprentice must have the approval of the State of California, Department of Industrial Relations Department, Division of Apprenticeship Standards.

Priority "B" – Advanced Occupational: Courses taken by students in the advanced stages of their occupational programs. Courses should be offered in one specific occupational area only. Priority letter “B” should be assigned sparingly; in most cases, no more than two courses in any one program should be labeled “B.” “B”-level courses must have Priority “C” prerequisites in the same program area.

Priority "C" – Clearly Occupational: Courses generally taken by students in the middle stages of their programs should have a difficulty level sufficient to detract "drop-ins." Courses may be offered in several occupational programs within a broad area. The "C" priority, however, should also be used for courses within a specific program area when the criteria for "B" classification are not met. A "C"-level course should provide the student with entry-level job skills.

Priority "D" -- Possibly Occupational: "D" courses are those taken by students in the beginning stages of their occupational programs. The "D" priority can also be used for service (or survey) courses for other occupational programs.

Priority "E" -- Non-occupational.


SECTION VI: APPROVAL STATUS

1. APPROVAL STATUS:

a. New Course . Board Approval Date:

. Effective Semester:

b. Addition of Existing District Course

. College Approval Date:

. Effective Semester:

c. Course Change* . College Approval Date:

d. Outline Update . College Approval Date:

* Changes to a course require the completion of a “Course Change Request" form and approval by the

college’s Curriculum Committee. In some cases districtwide approval is also required; see, Administrative

Regulation E-65, section 3(c) for details.

SECTION VII: APPROVAL INFORMATION FOR NEW OR ADDED COURSES(complete in consultation with Department Chair and the appropriate Aademic Aministrator)

1. IF THIS IS A NEW COURSE, INDICATE HOW THE COLLEGE PLANS TO MEET THE EXPENSE OF THIS COURSE:

By additional funds. Describe:

By deleting courses from the college catalog and course database. List specific courses to be deleted:

By deleting sections of existing courses. List courses and number of sections to be deleted:

First year: Second year: Third year:

By rotating sections of existing courses. List courses and number of sections to be rotated, as well as the semesters in which they will be offered:

Scheduling one less Psychology 001 lecture section

2. IMPACT -- Will this course directly impact other course offerings and/or associate degree or certificate programs on campus?

No (If yes, briefly explain how)


3. METHOD OF SUPPORT -- Indicate how the college plans to support the proposed course:

Additional staff -- List additional staff needed:

None

Classroom -- List classroom type needed:

None

Equipment -- List new equipment needed and indicate funding source for any new equipment:

None

Supplies- List supplies and indicate dollar value:

None

Library/Learning Resources- The course initiator shall consult with the College Librarian and review the college library, book, periodical, and electronic resource collections relevant to this course. List additional titles and resources to be considered for purchase as funding permits:


CERTIFICATION AND RECOMMENDATION

This course meets Title 5 requirements for Associate Degree applicable college credit towards an Associate of Arts Degree.

This course meets Title 5 requirements but does not satisfy the requirements for an Associate Degree applicable course.

We certify that the information and answers above properly represent this course.

Originator Date

Department/Cluster Chairperson Date

Articulation Officer Date

Librarian Date

Dean (if applicable) Date

Curriculum Committee Chairperson Date

Academic Senate President Date


Vice President, Academic Affairs Date

College President Date


DATA INPUT PAGES(Fills Automatically from Other Pages)

COLLEGE: Los Angeles Harbor College

APPROVAL STATUS:

Error: Reference source not found

Board Approval Date:

Effective Semester:

Addition of ☐Existing District Course

College Approval Date:

Effective Semester:

DEPARTMENT/DIVISION NAME: Psychology/Behavioral Science

DEPARTMENT/DIVISON CODE: 15

SUBJECT (DISCIPLINE) NAME): Psychology

SUBJECT CODE -- 3 characters, assigned by District Office: 825

SUBJECT ABBREVIATION -- 7 characters, assigned by District Office: Psych

COURSE TITLE: General Psychology I

COURSE NUMBER: 001

UNITS: 3

CLASS HOURS:Hours per week (based on 18 weeks)

Total Hours per term (hrs per week x 18)

Units

Lecture: 3 54 3Lab/activity (w/ homework):

0 0 0

Lab/activity (w/o homework):

0 0 0

Total: 3 54 3

DEGREE CREDIT: Indicate whether the course meet the “standards for approval” for degree credit course set forth in Title 5, section 55002(a)(2), which requires the course to have a degree of intensity, difficulty, and vocabulary that the curriculum committee has determined to be at the college level : This courses is Degree Applicable

THIS COURSE WILL BE AN APPROVED REQUIREMENT FOR AN APPROVED ASSOCIATE


If yes, the course will be a Not applicable portion of the “approved program” listed on the State Chancellor’s Inventory of Approved Programs (approved programs can be found on the State Chancellor’s Office website at GENERAL EDUCATION FOR TRANSFER:Area requested: b(2) Social and Behavioral Sciences Approval date:

GENERAL EDUCATION REQUIREMENTS FOR THE ASSOCIATE DEGREE STATUS:Area requested: b(2) Social and Behavioral Sciences Approval date: 2nd Area requested: None Approval date:

TRANSFER STATUS:

Transferable to the University of California: Error: Reference source not found

Transferable to the California State University: College approval date:

GENERAL EDUCATION FOR TRANSFER:

IGETCArea requested: 4: Social and Behavioral ScienceDate requested: IGETC approval date:

CSU CERTIFICATION: D: Social, Political, Economic InstitutionsDate requested: CSU approval date:

ABBREVIATION FOR TRANSCRIPTS -- 20 characters, assigned by District Office:

COURSE CLASSIFICATION:

Error: Reference source not found00

SAM CODE (Student Accountability Model): E - Non-occupational

PREREQUISITES, COREQUISITES, ADVISORIES ON RECOMMENDED PREPARATION, and LIMITATION ON ENROLLMENTPrerequisites: None (If Yes, complete information below)Corequisite: None (If Yes, complete information below)

CREDIT/NO CREDIT GRADING: No

REPETITIONS -- Number of times course may be repeated for credit (three maximum): 0

CROSS REFERENCE -- Is this course listed as equivalent in content to existing College/District courses in another discipline? No

CREDIT BASIC SKILLS -- Title 5, section 55502(d) defines basic skills as “courses in reading,


COURSE SPECIFICALLY DESIGNED FOR STUDENTS WITH DISABILITIES -- Title 5, section 56029 allows a course to be repeatble when continuing success of the students with disabililties is dependent on additional repetitions of a specific class. Is this course designated as an “approved special class” for students with disabilities? No

APPROVAL STATUS:

Error: Reference source not found

Board Approval Date: Effective Semester:

Addition of Existing District Course☐

College Approval Date:

COOPERATIVE EDUCATION STATUS -- Title 5, section 55252 allows for two types of Cooperative Education: 1) General Work Experience Education -- i.e., supervised employment, which is intended to assist students in acquiring desirable work habits, attitudes and career awareness, which need not be related to the students' educational goals;or 2) Occupational Work Experience Education -- i.e., supervised employment, extending classroom based occupational learning at an on-the-job learning station, which is related to the students' educational or occupational goal. Is this course part of the college’s approved cooperative work experience education program? No

CATALOG COURSE DESCRIPTION -- Provide a description of the course, including an overview of the topics covered:

This course covers a basic introduction to the scientific study of human behavior including emotion, motivation, growth & development, learning & memory, personality, intelligence, sensation, perception, social psychology, biology of behavior, abnormal behavior, and mental health. Relevant areas such as dreams, interpersonal communication, sexuality, aging, death,creativity, multi-cultural diversity, and stress are also presented.

CLASS SCHEDULE COURSE DESCRIPTION -- Provide a brief description of the course, including an overview of the topics covered:

Scientific survey of behavior covering personality, growth, perception, motivation, learning andintelligence.

SPC CODE -- 3 characters, assigned by District Office: 760


THERE was a child went forth every day, And the first object he look'd upon, that object he became, And that object became part of him for the day,or a certain part of the day, Or for many years or stretching cycles of years.

- Walt Whitman

Appendix D.Psychology Sample Syllabi with Student Learning Outcomes

Psychology 41Fall 2005

[day][time]

Instructor:[name]

Contact Information and Office HoursEmail: Website:

Phone: Office hours:

About the Instructor: [instructor background related to course content and discipline, as well as, androgogical approach.

Table of ContentsPage

Contact Information and Office Hours 1About the Instructor 1Active Learner Promise 1How to Use This Syllabus 2Resources 2Letter to the Student 2Course Objectives 2FAQs 2Grading 3Ways to Pass This Class 3Journal Content Requirements 3Service Learning (Extra Credit) 5Disclaimer Regarding Offensive Material 5Course Schedule 6Active Learner Promise: I, ______________________, promise to take an active role in learning Lifespan Psychology. I will be on time to class, read the material, and participate in activities and assignments to the best of my ability. I will respect other people and be a supportive member in this class.

Signed ______________________________________ Date ______________________How to Use This Syllabus


This syllabus is a complete manual of how to pass this class. You need to keep it with you at all class meetings. You are expected to read this entire syllabus and come to class prepared for each discussion, test, or assignment listed in it. The due dates will probably not be changed. Do not wait to have the instructor announce something. It is all here! If you find something confusing, be sure to ask the instructor to explain.

ResourcesRequired Text: Vander Zanden, J. W. (2003). Human Development (7th ed.). New York: McGraw-Hill.Materials: Scantron sheets (for 50 items on one side) and a folder to turn in journal projects.Psychology 41 required handouts packet sold in the bookstore.

Letter to the StudentDear Student:

Welcome to Psychology 41, the study of the development of humans from biosocial, cognitive, and psychosocial perspectives throughout the life span. If this sounds like a lot to understand and appreciate in just 14 class sessions, you are right! This means that attendance is vital. Meeting only once a week, you cannot afford to miss a class. Please note the policies regarding missing tests and other issues later in this syllabus.

This is a psychology course, but the interplay between physiological and psychological (nature and nurture) cannot be entirely separated in the study of humans. There is no formal prerequisite to the course at this time, but you will find that completion of general or introductory psychology will make this course more meaningful.

The study of how we develop relates to understanding the more predictable aspects of aging from conception to death. This is an exciting course with an opportunity for learning and understanding human development in ways that will assist you in such areas as parenting, professional childcare, nursing, and the field of psychology as a counselor or therapist. I look forward to reading your journals and exploring developmental psychology with you during the next few months.

[instructor]

Student Learning Outcomes (SLOs)(1) Demonstrate familiarity with the nature and origins of developmental psychology, theoretical perspectives, and historical trends.(2) Apply the scientific method to psychological constructs using basic research methods of design and critically evaluate research results (e.g. case studies, cross-sectional and longitudinal designs).(3) Demonstrate familiarity with major psychological concepts and empirical findings, including: biological bases for developmental changes.(4) Apply and understand psychological principles to social, and organizational issues.(5) Recognize, understand, and respect the complexity of sociocultural and international diversity as applied to developmental issues.(6) Develop insight into their own and others' behavior and mental processes and apply effective strategies as they relate to age-related events and life events, both normative and non-normative (e.g., teratology, transitional events, dying and death).(7) Compare and contrast theoretical stages of human development (e.g., Piaget, Erikson, Freud, Kohlberg, etc.)(8) Characterize developmentally related mental illnesses and their treatments.

FAQ (Frequently Asked Questions)1) What belongs in a journal project?

I call these journal projects because if I said “report” you would picture one thing; if I said “homework” you would turn in something else—all based on your previous ideas of what such things should look like. A journal is similar to a portfolio with groups of smaller items, but also contains a larger assignment and your reflections or connections between the formal course material and your own experiences. Each journal has a specific list of items that must be included. There will be no additional term paper or assignments to those listed in the syllabus.

2) What if I miss a test?You are unlikely to do well and may not pass the course if you miss tests. In order to make up a test, you

MUST telephone or email me to arrange a make-up.


3) What if I miss the final?Then you are in real trouble because attendance the day of the final is mandatory. If an emergency occurs

during the time of the final, call me immediately for an incomplete grade with a make-up exam different from the original final. It may be that you forgot (hey, it happens). If so, call or email immediately so we can discuss options. The day of the final is also when I meet with each of you to review your grade. Please bring all past papers and tests in case there are any problems.

4) Does [instructor] grade on a curve?No! However, I will occasionally provide additional extra credit opportunities for those needing to learn more.

GradingPoints Possible9 Tests – 180 points (may be open book)Final – 30 points (closed book)4 Journals – 140 points TOTAL points possible 350 Service Learning – Extra Credit 15 pointsJournal EC up to 12 points total

Grade Percent Points Needed A 90% 315 or above B 80-89% 280 - 314 C 70-79% 245 - 279 D 60-69% 210 - 244 F 59% 209 or below

Late assignments and make-up tests will have points taken off. (Usually ~10% to begin with.) So, be there to take tests, quizzes, and turn everything in on time! If you get behind, remember, "better late than never."

Ways to Pass This Course Read the book (ahead of time!) and follow the SQ3R method

o Survey the chapter before reading, then skim the chapter quickly. o Question – after surveying, write down some questions about the material by rephrasing the title of

the chapter sections.o Read the chapter thoroughly. Write answers to the questions in your notes (add any needed as you

go along). Do not skip pictures, graphs, or marginal notes!o Recite the answers to the questions you have written in your own words after you write the

answers – without looking.o Review each question and your answers when you are done with the chapter.

Take notes (during discussions, videos, lectures...) Be at every class on time and turn in assignments on time Talk to the instructor if you have any questions or concerns

Journal Content RequirementsImportant! All journals must be typed, in a folder, and include a title page with your name. Put the assignments in the order listed in the project requirements. Use complete sentences and avoid contractions. Use standard fonts (size 12), margins (1”), and double-spaced lines. Points will be deducted if these requirements are not met. A reflection includes your opinion and how the subject relates to developmental psychology with key terms from the book, not just a summary or your opinion only.


Journal 1: Wellness and Research (SLOs #1, 3, 4, 5, 6, & 7.)1. 15 points Create a table or list of normal growth and development from conception through age 6

(Use Chapters 1-8). This table is the ONE journal item that may be single-spaced. You should have one page per age grouping – prenatal, birth to 2, and 3-6. You must include 3 sections – cognitive/physical, emotional/social and major theories or stages. Use meaningful phrases or sentences, not single words that convey little meaning. Imagine you will be looking at these 3 pages years later and need to understand what you wrote. (Note: Prenatal will be mostly physical and cognitive change with some interaction especially with the mother and her health. It will be a little different than all the other age groups.)

2. 10 points Choose one of the normal aspects of early physical development and discuss the impact on the individual and the family when that aspect is abnormal through a teratogen. Include at least one reference or source.

3. 5 points Reflections on one of these Chapters 1-8 questions.Pick one of the following and respond with a reflection at least one page long. A reflection covers three

main areas of thought. Your answer must include facts from the book or other reading with sources identified; use key terms (appropriate psychological terms). You will also analyze or give your opinion based on these facts and your experiences. Present more than one view even though you may agree mainly with one. Feel free to argue or present alternative views from the book, but recognize the information contained in the book. Finally, you relate what you learned with your own experiences and thoughts.

These portions of journals are rated on your thoroughness as well as correct understanding of the material. Their purpose is to increase critical thinking skills and to help you apply your course learning into daily life. You will probably not lose points for misunderstanding the textbook, but you will lose points if your reflection is too short, lacks depth, or is missing part of these three aspects. I expect complete sentences and college level work. Each reflection is worth 5 points. Be sure to type the question at the beginning of your reflection so I know which one you have chosen.

a. Susan and Natasha are in your office. Susan is 19 years old while Natasha is 41 years old. Both women are pregnant and wondering what influence maternal age has on pregnancy. What would you advise?

b. Joe and Nesha adopted Mark when he was one year old. They are very concerned about not having bonded with Mark in his early infancy. What could you tell them about the dependence of parent-infant bonding upon early parent-child physical contact?

c. Kathy, a friend of yours wants to become a mother through artificial insemination. She has decided including a man in the parenting process just complicates matters. Based on what you are learning in your psychology class, what can you tell Kathy about contributions that appear to be made by the father to the development of his children in the United States?

4. 5 points Choose one of the handouts done during this time. Write a one-page (or more) reflection on the handout. Include the handout. (Be sure to follow the previous instructions of what a reflection should include.)

5. Extra Credit options- For up to three points, do one of the following: Choose a movie, book, article, or another handout that covers any developmental issue between conception to 6. Write a reflection about which issue is presented and your opinion of the sides to the issue.

Journal 2: Developmental Observation (SLOs #1, 2, 3, 4, 5, 6, & 7.)1. 25 points Choose a participant between the ages of 7 and 25. If the person is a minor, obtain

permission from the parent or legal guardian to observe the participant for one hour. During that hour, record all behavior as completely as possible. Follow these guidelines: a) Describe the physical and social context. Describe the person you are observing; List relevant background information about the person, such as age, sex, ethnic or other demographics. b) Write down everything the person does or says as much as possible. Include your raw data (the handwritten notes) in your folder. c) Interpret what you have observed. This is your opinion, but must be based on what you have just observed. d) Summarize the data in two ways - 1. The percentage of time in different activities. 2. The frequency of a specific behavior. e) using a portion of your observation, substantiate your view of at least one of the theoretical stages that apply. (Each item is worth about 5 points)

The purpose of this assignment is to increase your observational skills and apply the information you are learning to a real-life situation.

2. 5 points Reflection on one of these Chapters 9-12 questions.


At this point, I hope you are using dialectical thinking by being able to argue multiple sides of an issue convincingly, not just one approach. Be sure to type the question at the beginning of your reflection so I know which one you have chosen and follow the instructions for reflections in journal 1.

a. Bridget and Perry are concerned about their young child's self-esteem. They want to do all they can to help foster self-esteem. What child-rearing practices tend to be associated with high self-esteem in children?

b. Your friend, Bobby, wants to drop out of high school. Bobby's parents say he has to stay in high school whether he wants to or not. You are not so sure it is productive to force high school students to continue in high school when they seriously want to drop out. What are both sides of the argument? Why?

3. 5 points Choose one of the handouts done in class. Include the handout and a reflection.4. Extra Credit options- For up to three points, do one of the following: Choose a movie, book, article, or

handout that covers any developmental issue between 7-25. Write a reflection about which issue is dealt with and your opinion of the sides to the issue. For articles, critique the results and the methodology used in the study.

Journal 3: Mental Illness (SLOs #1, 3, 5, 6, & 8.)1. 25 points Choose a mental illness related to development from the DSM-IV-TR. You may want to

consider those listed as Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence. Other acceptable choices would be types of dementia, or substance related disorders (tied to a developmental stage), eating disorders, and depression types (if you contrast major or chronic depressions from teen suicide and situational depressions). Include the diagnostic number, the name of the illness, the diagnostic criteria (quote the whole list) from the DSM-IV-TR, age-related information, when such behavior might seem normal, and what types of treatment may be used to help this problem. (Be sure you list whatever sources you use for information and use quotation marks when quoting!) You must use the DSM-IV-TR and other resources as well. The purpose of this assignment is to focus on an area of interest to you that points out abnormal behavior and how mental health professionals would view a mental illness.

2. 5 points Reflections on one of these Chapters 13-16 questions.a. Alberta has been living in a stressful situation for several months. She has been getting ill, and today she felt

so exhausted that she could not even get out of bed. According to Hans Selye's (1956) work on stress, describe what Alberta has experienced. How serious is her problem?

b. Discuss the following question: What are the factors in mid-life changes? Should mid-life change be considered a crisis?

c. Evaluate the concept of the empty-nest syndrome compared to empty-nest period.3. 5 points Choose one of the handouts done in class. Include the handout and a reflection.4. Extra Credit options- For up to three points, do one of the following: Choose a movie, book, article, or

handout that covers any developmental issue between 20 to 40. Write a reflection about which issue is dealt with and your opinion of the sides to the issue. For articles, critique the results and the methodology used in the study.

Journal 4: Vocabulary and Miscellaneous (SLOs #1, 3, 5, 6, & 7.)1. 15 points Complete your table from Journal 1 through the different stages. This assignment is to

help you create a complete study guide of the stages of life. You will have one page each for 7-11 years, 12-20, 20-45, 45-64, and 65 and older. Be sure you include a section for cognitive, emotional/social and a section for theoretical stages

2. 10 points List 50 key terms and their definitions. (Make sure you have some from each chapter.) The purpose of this assignment is to help you study for the final and put things in perspective for the course.

3. 5 points Reflection on one of these questions.a. Explain the difference between cross-sectional and longitudinal research designs and the strengths and

weaknesses of each.b. Discuss the activity theory of adjustment to aging. What would you advise someone entering later years?c. Your friend, Joy is considering volunteer work at a hospice center, but she is not sure she understands

hospice. What can you tell her about the underlying philosophy of the hospice movement as compared to a hospital atmosphere or remaining at home?

4. 5 points Choose one of the handouts done in class. Include the handout and a reflection.5. Extra Credit options- For up to three points, do one of the following: Choose a movie, book, article, or handout that covers any developmental issue between 45 and death. Write a reflection about which issue is


dealt with and your opinion of the sides to the issue. For articles, critique the results and the methodology used in the study.

SERVICE LEARNING Extra Credit (15 points maximum)You will also earn 1 unit credit on your transcripts by signing up for this experience and completing the 10 or more hours and workbook. YOU MUST SIGN UP BEFORE the end of

OCTOBER, but you have till nearly the end of the course to complete it.Service learning is a volunteer experience in a setting related to a course--in this case,

psychology. In some of the approved agencies, adults have Alzheimer's or other illnesses that preclude their staying at home alone. The activities you will do with them, such as playing Bingo, singing songs, or helping with art projects, enable you to interact with adults with special challenges and to observe social and group interactions. It is important that you have your choice of agency pre-approved. For your extra credit points you must volunteer a minimum of 10 hours answer questions in a workbook including: In what type of activities did you participate? With whom did you interact? (No real names, please.) What did you expect your experience to be like before you started? What surprised you or was unexpected that you experienced? How did your experiences affect you? How did your experiences relate to the course? (Use key terms!) If you complete your hours and workbook, you will satisfy your requirements for this class.

Disclaimer Regarding Offensive MaterialThere may be videos or other material presented that may be construed to be offensive to

someone.


COURSE SCHEDULE

DATE DUE TESTS and Quizzes IN-CLASS DISCUSSION

September 6 Chapter 1 and course requirements

September 13 Chapters 2 and 3

September 20 TEST on Ch. 1-3 Chapter 4Work on Projects 1 & 4

September 27 Chapters 5, 6

October 4Service Learning application turned in TEST on Ch. 4-6 Chapters 7, 8

Work on Project 1

October 11 Journal Project 1 TEST on Ch. 7-8 Chapters 9, 10

October 25 TEST on Ch. 9-10 Work on Projects 2 and 4

November 1 Chapters 11 and 12

November 8 Journal Project 2 TEST on Ch. 11-12 Chapter 13

November 15 Chapter 14Work on Projects 3 and 4

November 22 Journal Project 3 TEST on Ch. 13-14 Chapters 15, 16

November 29 TEST on Ch. 15-16 Chapters 17, 18

December 6Journal Project 4 and Service Learning Reflection

TEST on Ch. 17-18 Chapter 19

December 13(Last day any late assignments will be accepted!)

TEST on Chapter 19 Review for Final

December 20 SPECIAL TIME - 1-3 p.m. FINAL Potluck party and final grades

Do not lose this syllabus! Refer to it regularly and before each class.

This course timeline serves as a guide and is subject to change. Listen for announcements and watch the board for updates.


Appendix D. (Cont.) Sociology Example Syllabus with Student Learning Outcomes

LOS ANGELES HARBOR COLLEGESYLLABUS

SOCIOLOGY 1 INTRODUCTION TO SOCIOLOGY SECTION #: XXXX ROOM: XXXX

INSTRUCTOR: PROFESSOR OFFICE: TELEPHONE AND VOICEMAIL NUMBER: E-MAIL ADDRESS: CAMPUS MAIL BOX: OFFICE HOURS: XXXX AND BY APPOINTMENT. COURSE DESCRIPTION: THIS COURSE PROVIDES AN INTRODUCTION TO THE GENERAL PRINCIPLES OF SOCIOLOGY, EMPHASIZING SOCIAL ORGANIZATION, CHANGE AND INTERACTION. REFERENCE IS MADE TO VARIED WORLD CULTURES WITH CONCENTRATION UPON SOCIAL INSTITUTIONS IN OUR OWN SOCIETY. TOPICS INCLUDE CULTURE, STATUS, ROLE PERSONALITY, SOCIALIZATION, SOCIAL GROUPS, SOCIAL POWER, FAMILY, SOCIAL STRATIFICATION, COLLECTIVE BEHAVIOR, AND SOCIAL CHANGE.

STUDENT LEARNING OUTCOMES (EXIT SKILLS): AS A RESULT OF SUCCESSFULLY COMPLETING THIS COURSE THE STUDENT WILL BE ABLE TO:

1. COMPARE AND CONTRAST THE THREE MAJOR SCHOOLS OF SOCIOLOGY AND APPLY THE SOCIOLOGICAL IMAGINATION TO HIS OR HER LIFE.2. DEFINE AND DISCUSS THE VARIOUS FORMS OF DIFFERENTIATION AND ANALYZE HOW THIS IMPACTS INDIVIDUALS’ LIFE CHANCES.3. APPLY THE 3 MAJOR SCHOOLS OF SOCIOLOGY TO THE DEVELOPMENT AND EFFECTS OF EACH OF THE MAJOR INSTITUTIONS.4. COMPARE AND CONTRAST THE MAJOR THEORIES REGARDING POPULATION GROWTH AND ITS IMPACT.5. DISTINGUISH BETWEEN THE VARIOUS TYPES OF COLLECTIVE BEHAVIOR.


6. RECOGNIZE THE SOCIAL NATURE OF CRIME AND DEVIANCE AND BE ABLE TO COMPARE AND CONTRAST THE VARIOUS TYPES OF SOCIAL CONTROL.

PAGE 1


REQUIRED READING ASSIGNMENT: TEXTBOOK: SOCIOLOGY 9TH

EDITION BY JON SHEPARD, THOMPSON-WADSWORTH PUBLISHING, 2005 (PAPERBACK) (ISBN 0534-62073-6).ADDITIONAL READINGS MAY BE REQUIRED.

REQUIRED EXAMINATION ORDER: EXAM 1: CHAPTERS 1.2.3 EXAM 2: CHAPTERS 4,5,6,7 EXAM 3: CHAPTERS 8,9,10,11 EXAM 4: CHAPTERS 12,13,14,15 FINAL: CHAPTERS 16,17,18

COURSE CALENDAR

WEEK TOPIC CHAPTERS 1 INTRODUCTION 1 2 SOCIAL RESEARCH 2 3 CULTURE AND SOCIALIZATION 3-4 4 EXAM 1 5 SOCIAL STRUCTURE, GROUPS, SOCIETY 5-6 6 DEVIANCE AND SOCIAL CONTROL 7 EXAM 2 7 SOCIAL STRATIFICATION 8 8 INEQUALITIES 9,10,11 9 EXAM 3 10 SOCIAL INSTITUTIONS 12,13 11 SOCIAL INSTITUTIONS 14,15 12 EXAM 4 13 HEALTH AND MEDICAL CARE 16 14 POPULATION AND URBANIZATION 17 15 SOCIAL CHANGE AND COLLECTIVE BEHAVIOR 18 16 FINAL EXAM

ESTIMATED TIME LINE FOR COVERING TOPICS, TESTS ARE APPROXIMATE AND MAY BE CHANGED BY THE INSTRUCTOR. ANNOUNCEMENTS WILL BE MADE IN CLASS AND WRITTEN ON THE WHITEBOARD.


STUDENTS ARE RESPONSIBLE FOR READING THE TEXTBOOK AND ATTENDING ALL CLASS SESSIONS IN ORDER TO SUCCESSFULLY COMPLETE THE COURSE.

THE STUDENT LEARNING OUTCOMES WILL BE MEASURED AND ASSESSED BY EXAMINATIONS AND WRITTEN WORK ASSIGNED. PAGE 2EXAMINATION DATES ARE TO BE ANNOUNCED AT THE FIRST CLASS MEETING AND REMINDERS GIVEN DURING THE SEMESTER. THE EXAMINATIONS ARE BASED ON ASSIGNED READING MATERIAL AND ALSO LECTURE MATERIAL. ALL EXAMS ARE FIFTY TRUE-FALSE, MULTIPLE CHOICE QUESTIONS. THERE MAY ALSO BE SHORT ANSWER AND ESSAY QUESTIONS. THE EXAMS ARE WEIGHTED EQUALLY. STUDENTS ARE REQUIRED TO TAKE THE FINAL EXAM. THE SPECIFIC DATES OF THE FINAL EXAM ARE IN THE SCHEDULE OF CLASSES AND WILL ALSO BE ANNOUNCED IN CLASS.

MAKE-UP EXAMS ARE NOT ALLOWED EXCEPT IN AN EXTREME EMERGENCY. MAKE-UP EXAMS MUST BE TAKEN DURING THE VERY NEXT CLASS MEETING. ANY MAKE-UP EXAMS WILL HAVE 5 POINTS DEDUCTED. THE INSTRUCTOR MAY DEVIATE FROM THIS POLICY IF THERE ARE EXTRAORDINARY CIRCUMSTANCES TO BE CONSIDERED.

REQUIRED WRITING ASSIGNMENT: STUDENTS WILL BE REQUIRED TO PREPARE EXIT SKILLS ESSAYS TO ENHANCE THE STUDENT LEARNING OUTCOMES. ESSAYS WILL BE WRITTEN ON EXIT SKILLS NOT MEASURED BY EXAMINATIONS. THESE ESSAYS SHOULD BE TYPED, DOUBLE-SPACED, STAPLED WITH A COVER PAGE INCLUDING NAME, DAYS AND TIME OF CLASS AND SEMESTER. THIS WRITTEN ASSIGNMENT SHOULD BE A MINIMUM OF 5 – 10 PAGES IN LENGTH.THE ESSAYS ARE DUE 2 WEEKS BEFORE THE FINAL EXAM.STUDENTS WILL RECEIVE GUIDANCE IN THE CLASSROOM REGARDING THE DEVELOPMENT OF THIS LEARNING TECHNIQUE.LATE ESSAYS WILL BE MARKED DOWN.

GRADING: THE STUDENT’S GRADE WILL BE DETERMINED BY A COMBINA-TION OF EXAMINATIONS, WRITTEN WORK AND CLASS PARTICIPATION. EXAMINATIONS: 80% EXIT SKILLS ESSAYS 15% ATTENDANCE AND CLASS PARTICIPATION 5% TOTAL 100%

GRADE SCALE - FIXED RANGE


90 – 100% A 78 - 89% B 64 - 77% C 52 - 63% D 51 or less F

SUPPLIES NEEDED FOR THE COURSE: SCANTRON FORMS AND A PENCIL FOR THE EXAMS AND MATERIALS FOR TAKING NOTES IN CLASS AND FOR THE ESSAYS. PAGE 3ATTENDANCE: ATTENDANCE IS VERY IMPORTANT IN THIS CLASS. IT IS EXPECTED THAT STUDENTS WILL MAKE EVERY EFFORT TO ATTEND ALL CLASS MEETINGS. IF A STUDENT MISSES CLASS IT IS REQUIRED THAT THE STUDENT PREPARE AND TURN IN A ONE-PAGE PAPER ON THE TOPIC COVERED IN CLASS. IF A STUDENT MISSES AN EXAM, THEN THE STUDENT MUST TURN A TWO-PAGE PAPER ON THE TOPICS COVERED ON THE EXAM.IN CLASSES THAT MEET 2 TIMES PER WEEK, STUDENTS MAY BE EXCLUDED AFTER 5 ABSENCES. IN CLASSES THAT MEET ONCE A WEEK, STUDENTS MAY BE EXCLUDED AFTER 3 ABSENCES.

IMPORTANT GUIDELINES AND REGULATIONS: STANDARDS OF STUDENT CONDUCT AS INDICATED IN THE SCHEDULE OF CLASSES WILL BE STRICTLY ENFORCED.IT IS THE STUDENT’S RESPONSIBILITY TO ADHERE TO THE DEADLINE DATE TO DROP A CLASS NO LONGER BEING ATTENDED. FAILURE TO DROP BY THE DEADLINE DATE MAY RESULT IN AN F GRADE ON YOUR ACADEMIC RECORD.

ALL CELL PHONES, PAGERS, AND OTHER ELECTRONIC EQUIPMENT MUST BE TURNED OFF OR ON MUTE IN THE CLASSROOM. IT IS NOT ACCEPTABLE BEHAVIOR IN THE CLASSROOM TO RUN OUT OF THE ROOM TO TALK ON A CELLPHONE UNLESS THE SITUATION IS A DIRE EMERGENCY.

PRIVATE CONVERSATIONS AND RUDE BEHAVIOR WILL NOT BE TOLERATED. ARRIVING LATE FOR CLASS OR LEAVING EARLY WITHOUT A VALID EXCUSE WILL NOT BE TOLERATED.

ACADEMIC INTEGRITY WILL BE MAINTAINED AT ALL TIMES. CHEATING IN ANY FORM WHATSOEVER IS NOT PERMITTED.

SPECIAL NEEDS: THE OFFICE OF SPECIAL PROGRAMS AND SERVICES HANDLES SPECIAL NEEDS AND ACCOMMODATIONS.


DISCLAIMER REGARDING OFFENSIVE MATERIAL: THERE MAY BE VIDEOS OR OTHER MATERIAL PRESENTED THAT MAY BE CONSTRUED IN SOME WAY TO BE OFFENSIVE TO SOMEONE.

DISCLAIMER REGARDING POLICY EXCEPTIONS: THE INSTRUCTOR’S JUDGMENT REGARDING ANY POLICY CHANGES IN THIS SYLLABUS DUE TO EXCEPTIONAL CIRCUMSTANCES MAY BE ENFORCED.

PAGE 4


Appendix E.Behavioral Science Sample Student SLO Survey with Results








Psychology Sample Student SLO Survey with Results











Documents

Los Angeles Harbor College · Web viewMajors in Behavioral Sciences will find employment at various levels in business, industry, and government. Employment in human services, teaching,