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Template Revised 1/21/11

Annual Update to Student Learning and Support Services: Year 3 (2011)

1. Please update the curriculum currency, SLO development, assessment plans and assessment results since your last Program Review or Annual Update.

(the entries in tables are for example purposes only!)

Course Number & NameDate Last Updated

Learning Outcomes Developed

Assessment Plans

Developed

Assessment Plans

Analyzed

SLO Dialogue Complete

BIOL 75 - Zoogeography 11/06 X X XBIOL 102 - Oceanography

2/08 X X

BIOL 204 – DNA & You 7/04 X X X XBIOL 300 – Animal Behavior

6/05 X X X X



Assessment Plans

DevelopedAssessment

Plans AnalyzedSLO Dialogue

CompleteAJ 011 - Intro To Criminal Justice

10/18/2007 X X X X

AJ 013 - Community Relations

11/02/09 X X X X

AJ 014 - Criminal Law I 02/22/2008 X X X XAJ 025 - Constitutional Law

9/22/09 X X X Fall 2012

AJ 045 - Terrorism And Freedom

03/01/2006 X X X Fall 2012

AJ 111 - Communications

2/11/10 X X X Fall 2012

AJ 112 - Legal Aspects Of Evidence

02/22/2008 X X X X

AJ 113 - Juvenile Laws & Procedures

2/11/10 X X X Fall 2012

AJ 114 - Juvenile Delinquency

02/22/2008 X X X Fall 2012

AJ 115 - Criminal Law 2 9/2/09 X X X Fall 2012AJ 117 - Correction/Counseling

04/06/2009 X X X Fall 2012

AJ 118 - Criminal Investigation

02/22/2008 X X X Fall 2012

AJ 119 - Criminal Identification

05/06/2009 X X X Fall 2012

AJ 120 - Women In Criminal Justice

05/05/2004 X X Not offered Fall 2012

AJ 121 - Introduction To Corrections

02/14/2009 X X X Fall 2012

Annual Update to Student Learning & Support Services/ Academic Program Review5/5/2023 Page 1 of 40




Assessment Plans

DevelopedAssessment


CompleteAJ 123 - Criminal Justice Ethics

12/08/2008 X X X X

AJ 125 - Leadership And Supervision

03/06/2006Pending

X X Not offered

AJ 130 - Legal Aspects Of Corrections

3/14/2011 X X X Fall 2012

AJ 155 - The Study Of Public Safety

12/13/2010 X X Not offered

AJ 200M1 - Basic Police Academy, Module 1

12/06/2006 Police Academy

Police Academy

Police Academy

Police Academy

AJ 200M2 - Basic Police Academy, Module 2


Police Academy

Police Academy

Police Academy

AJ 200M3 - BASIC POLICE ACADEMY, MODULE 3


Police Academy

Police Academy

Police Academy

AJ 208 - Pc 832 (Non Firearms)


Police Academy

Police Academy

Police Academy

AJ 209 - Pc 832/Agency Firearms


Police Academy

Police Academy

Police Academy

AJ 213AB - Interview & Interrogation


Police Academy

Police Academy

Police Academy

AJ 214AC - Arrest & Control Techniques


Police Academy

Police Academy

Police Academy

AJ 215 - Drug Symptomology


Police Academy

Police Academy

Police Academy

AJ 216AB - Search Warrant Preparation


Police Academy

Police Academy

Police Academy

AJ 218AD - Perishable Skills Update


Police Academy

Police Academy

Police Academy

AJ 219 – Police Patrol Procedures (new course)

3/5/2010 X X X X

AJ 313AB - Basic Academy Preparation


Police Academy

Police Academy

Police Academy

ANTH 004 - Precol Art &Cult/Americas-Meso

12/13/10 Deleted Deleted Deleted Deleted

ANTH 005 - Precol Art&Cult/Americas-S.Ame


ANTH 010 - Cultural Anthropology

10/13/2008 X X X X

ANTHRO 10H – Honors Cultural Anthropology

10/18/10New course

X X 1st offered Spring 2012

1st offered Spring 2012





Assessment Plans

DevelopedAssessment


CompleteANTH 011 - Physical Anthropology

10/14/2008 Science Division

Science Division

Science Division

Science Division

ANTH 012 - Archaeology

Ready for Senate

ApprovalFall 2011

X X New course New course

ECON 040 - Principles Of Microeconomics

12/16/2008 X X See plans below

ECON 040 H - Principles Of Microeconomics - Honors

9/02/09 X 1st offered Spring 2012



ECON 050 - Principles Of Macroeconomics

12/16/2008 X X X X

ECON 025 - Introduction To Economics

04/12/2010 X X See plans below

ETHN 001 - Black American Studies

6/21/10 X X Adjunct faculty and no lead full-time faculty for planning

ETHN 002 - American Indian Studies

6/21/10 X X Has not had an instructor

Has not had an instructor

ETHN 003 - Mexican-American Studies

10/13/08 X X Spring 2012

ETHN 004 - Asian American Studies

6/21/10 X X Has not had an instructor

Has not had an instructor

ETHN 005 - American Ethnic Origins

12/14/09 X X Has not been offered

Has not been offered

GEOG 001 - Physical Geography


Science Division

Science Division

Science Division

GEOG 001L - Physical Geography Lab Class


Science Division

Science Division

Science Division

GEOG 002 - World Regional Geography

9/22/2009 X X X X

HIST 004 - Western Civilization To 1648

2/23/2010 X X Spring 2012

HIST 005 - West Civilization Since 1648

2/23/2010 X X Spring 2012

HIST 017 - People Of The US To 1877

05/06/2009 X X Spring 2012

HIST 017H - U.S. History To 1877-Honors

05/06/2009 X X Offered Fall 2012





Assessment Plans

DevelopedAssessment


CompleteHIST 018 - The People Of The United States After 1865

12/3/2009 X X Spring 2012

HIST 023 - Mexican American

1/27/2010 X X Spring 2012

HIST 025 - World History To 1500

05/07/2009 X X Spring 2012

HSRV 101 – Group Design & Leadership skills.

5/4/2010 X New Course New Course New Course

HSRV 102 – Drug and Alcohol

5/4/2010 X New Course New Course New Course

HSRV 120 - Intro To Social Welfare

10/15/2007 X X Spring 2012

HSRV 121 - Interviewing

04/16/2007 X X X

HSRV 122 - Intro Of Human Services

10/15/2007 X X Spring 2012

HSRV 228 - Alcohol Interv Treat & Recov


HSRV 229 - Aspects Of Drug Use


PHIL 001 - Introductory Philosophy

08/13/11 X X X X

PHIL 001H - Introductory Philosophy-Honors

05/01/2010 X X First offered Fall 2012

PHIL 005 - Ethics 08/13/11 X X X XPHIL 006 - Ethics Of Living And Dying

Fall 2011 Course deleted

Course deleted

Course deleted

Course deleted

PHIL 012 - Comparative Religion

05/01/2010 X X X X

PHIL 013 - Introduction To The Old Testament

08/13/11 X X X X

PHIL 014 - Introduction To The New Testament

05/01/2010 X X X X

PHIL 017 - Philosophy Of Religion

Spring 2011 Course deleted

Course deleted

Course deleted

Course deleted

PHIL 020 - Introductory Logic –

02/23/2008 X Not offered due to low

staffing

Not offered Not offered

PHIL 025 - Critical Thinking

08/13/11 X X X X





Assessment Plans

DevelopedAssessment


CompletePOLS 005 - Federal, State & Local Govt

1/27/2010 X X X X

POLS 005H - Fed, State & Local Gov-Honors

4/27/2010 X Course offered

Spring 2012POLS 006 - Comparative Politics

4/27/10 X Course has not yet been offered due to budget

cutsPOLS 8 - International Relations – new course

4/27/10 x Course has not yet been offered due to budget

cuts POLS 110 - California Government and Politics

2/18/2010 X X X X

PSY 001 - General Psychology

4/20/2010 X X X X

Psych 001H – General Psychology HONORS

4/6/2010 X New course offered

Spring 2012PSY 005 - Social Psychology

10/3/2011 X X X X

PSY 010 - Human Sexuality

Updated 10/24/2010

X X X X

PSY 034 - Abnormal Psychology

10/3/2011Refining

SLOs, conducting Pre & Post

Assessments

X X X X

PSY 129 - Research Methods




PSY 130 - Intro To Behavior Modification

11/17/2009 X Not offered due to faculty

reduction

Not offered Not offered

PSY 133 - Personal And Social Growth

10/3/2011 X X X X





Assessment Plans

DevelopedAssessment


CompleteSOC 10 – Sociology of Gender

04/10/2010 X X Spring 2012

SOC 023 - Urban Sociology

02/18/08 X X Class cancelled

SOC 026 - Marriage And Family Life

8/12/11 X X X X

SOC 043 - Sociology Of Deviance

4/17/07 X X Spring 2012

SSCI 036 - Introduction To Aging

12/06/2006 X X Not offered

SSCI 025 – Statistics – Social Science






2) Please describe any course assessments completed since your last Program Review or Annual Update.

Course Number & Name Assessments (include dates) Assessment ResultsAJ 011 - Introduction to Criminal Justice

Embedded questions on individual rights and social order were placed in the midterm and final. (Spring 2011)

Two sessions were examined:39 of 40 (97.5) correctly answered the embedded question.41 of 43 (95.3) correctly answered the embeddedquestion 80 total students 96.4 average

AJ013 – Community Relations

Students were given an embedded question regarding “community relations” and public “relations policing” models.

43 of 52 (95.3%) students correctly answered the embedded question

AJ014 –Criminal Law 1 Fill-in exam was administered regarding California criminal law to provide information to the public about rights and responsibilities.(Spring 2011)

One Session was examined:The class overall average for this assessment was 87%

AJ 025 – Constitutional Law

Thirty nine students completed a brief and presented it to the class. The assignment was worth ten points each, 5 points for completing the brief and five points for the oral presentation.(April 2011)

39 case briefs completed including oral presentation @ 10 points each = 390 points- 10 points for oral presentation and -9 points for written documents = 19 points390 – 19 points = 371 points totalAverage percentage for this assessment was 95%

AJ045 – Terrorism and Freedom

In a written exam (mid-term/final), students were asked to identify nation states founded on terrorism in the 20th Century.(Spring 2011)

39 students were tested of which 27 passed the assessment process: 71%



Course Number & Name Assessments (include dates) Assessment ResultsAJ111 - Communications

Students were given a video scenario in which they were assigned to complete an accurate narrative report of the incident they viewed, using information presented in the video.(September 2011)

68% of the students were able to complete an accurate and thorough narrative repot with a grade of 85% or higher with minimal spelling and grammatical errors

AJ112 – Legal Aspects of Evidence

Students were give a fill-in examination asking them to identify the need to use proper procedures and techniques so as to maintain the value and admissibility of evidence.(Spring 2010)

Thirty-five students were tested, and the class average was 77%

AJ113 – Juvenile Laws and Procedures

Students were administered a quiz asking them to identify and articulate court and law enforcement procedures when handling juvenile offenders.(March 30, 2011)

Thirty (3) students were examined, and the average score was 86.2%

AJ114 – Juvenile Delinquency

Students were tested via the use of Blue Book and asked to describe the basic theories of delinquency causation, including the biological, psychological and sociological approaches to juvenile delinquency.(Spring 2010)

The passing percentage for those taking the examination was 80%



Course Number & Name Assessments (include dates) Assessment ResultsAJ 115 – Criminal Law 2

Students were administered two examinations (mid-term/final) in which they were asked to identify corpus delicti and elements of a crime.

(Spring 2010)

Three sessions were examined:33 students were tested/27 passed – 82%17 students were tested/13 passed – 78%33 students were tested/25 passed – 75.7%

83 total students 78.5% average

AJ117 – Corrections/Counseling

Students were asked to explain the nature and process of counseling typologies and modalities, including strategies, evaluation, and interview techniques.Emphasis was on communication skills.(March 2011)

An embedded question was given on the Mid-Term and Final. The overall percentage of those correctly answering the question on the Mid-Term was 45%, prompting further instruction.The same question was administered on the Final and the overall percentage of those correctly answering the question was 90%.

AJ118 - Criminal Investigation

The student were administered a fill-in quiz asking them to identify the importance of crime scene analysis, the identification, collection and preservation of evidence.(3/18/2011)

Identify the four (4) key points (in order) that every police/corrections officer must consider as it relates to a crime scene, and explain why it is important to maintain any and all evidence.Forty-five (45) students were examined. The class average was 86%

AJ121 – Introduction to Corrections

Given a multiple choice test, the students were asked to define the purpose of corrections and describe the correctional system in the United States with a score of 70% or better.(Spring 2010)

Class average for this examination was 75%



Course Number & Name Assessments (include dates) Assessment ResultsAJ123 – Criminal Justice Ethics

Students answered an essay question regarding their views on the subject of ethics in the field of criminal justice and in their own personal lives. Their answers were based on 15 non-ethical behaviors of which they were required to identify five.(Spring 2010)

The essay question was asked of 47 students of which100% correctly identified 5 of the 15 non-ethical behaviors.

AJ 130 – Legal Aspects of Corrections

Students were asked to explain and analyze the Prison Litigation Reform Act and how it has changed or impacted correctional officers and staff in essay form.(August 2010)

All students were successful and passed with a score of 85% or better.

AJ 219 – Patrol Procedures

After watching a video, students were asked to identify and choose the appropriate ethical response pursuant to contemporary law enforcement standards(May 2010)

Thirty-two (32) students responded. The class average was 87.5%

Annual Update to Student Learning & Support Services/ Academic Program Review 5/5/2023 Page 10 of 40


Course Number & Name Assessments (include dates) Assessment ResultsANTH 010 - Cultural Anthropology (2010)

Watch two short video clips of different religious rituals (one early in the semester/one late in the semester). Ask students to record their reaction/opinion and explain what should be done concerning the ritual. (Fall 2010)

Using conclusions from the first assessment cycle, adjustments were made to instruction. Data from the pre-response of the assessment tool (described to the left) were gathered, Fall 2010. These data were analyzed using a qualitative narrative review of student responses. The results were evenly split within the study group: 50% of the responses contained terminology that represented ethnocentric perspectives and 50% culturally relative perspectives. These data were greatly divergent from the original study conducted ’07-’09. It was determined that the assessment tool was administered too late in the semester. The study was abandoned. The assessment tool will be used during Spring 2012 and the assessment cycle continued with new data.

ECON 025 – introduction to Economics

Scoring rubrics developed for writing assignments directly addressing each of the three course SLOs. (Spring 2011)

Application of the rubrics generated generally bell-shaped grade distributions with mean scores in ranging from 80 to 83 on a 100 point scale.

ECON 040 - Principles Of Macroeconomics

Authentic assessment of the following course SLO: “Use microeconomic models to illustrate how prices and output are determined in various marketStructures.” This was done using a current article from The Economist magazine. (Spring 2010)

Students scored significantly lower analyzing pricing and output results under different market structures when asked to do so in response to an actual magazine article compared to their own performance analyzing the same content as presented in a standard objective (multiple choice) testing format.



Course Number & Name Assessments (include dates) Assessment ResultsECON 050 - Principles Of Macroeconomics

Assessment will be accomplished using survey data from the “Survey of Americans and Economists on the Economy” published by The Washington Post/Kaiser Family Foundation/Harvard University Survey Project. Student responses will be statistically analyzed by comparing them to both the responses of both professional economists and the public at large. (Spring 10)

Data from Fall 2007 & 2008 as well as Spring 2009 & 2010 to be summarized and analyzed Spring 2010.

Public

StudentsClass S09

Economists

1 1.50 0.85 0.772 1.73 1.55 1.443 1.53 0.20 0.144 1.29 0.80 0.655 1.56 1.15 1.616 1.61 1.2 0.727 0.76 0.10 0.218 1.44 1.25 0.829 1.23 0.85 0.9710 1.53 1.50 0.1411 1.39 0.10 1.4912 1.27 0.85 0.1813 1.59 1.0 0.6914 1.18 0.70 1.4315 1.26 0.75 0.2716 1.59 0.85 0.4817 1.50 0.95 0.4818 1.53 1.33 1.1619 1.46 1.61 1.0420 1.47 1.83 1.7321 1.57 1.89 1.9822 1.33 0.67 1.8723 0.62 1.11 1.4024 0.64 0.94 1.4625 0.26 0.85 0.89

GEOG 2 Geography (2009)

Students were asked to learn the locations for 125 countries using an atlas. Using a blank map students were asked to identify 25 randomly selected countries.

75% (n=78) of students completing the assessment correctly identified 70% of the randomly selected countries.

GEOG 2Geography (2010)

SLO #3 for Geography 2 requires students to be able to display an ability to work with topographic maps including locating features using latitude and longitude,

Assessment Results for SLO#3 1. 71% of Geography 2 students

successfully answered Q #1.2. 76% of Geography 2 students

successfully answered Q #23. 86% of Geography 2 students

successfully answered Q# 3.4. Of 104 students who took the map



Course Number & Name Assessments (include dates) Assessment Resultscalculating gradients and measuring distance. To test this SLO, I gave students a topographic map and asked the following questions on the final exam. (Summer 2010)

1.“What is the geographic center of this map?” (Possible answers: A: 37° 20’ 00” N 118° 25’ 30” W B. 37° 25’ 00” N 118° 36’ 00” W C. 37° 30’ 30” N 118° 45’ 00” W D. 37° 35” 00’ N 118° 30’ 00” W

2.”If you started a 5 mile hike at 3515 feet and ended at 6235 feet, what was the average percent gradient of your hike (1 mile = 5280 feet)?” A. 5.2% B. 4.4% C. 5.6% D. 10.3%

3.”What is the geographical center of this map? A. 37° 22’ 30” N 118° 37’ 00” W B. 37° 22’ 30” N 118° 37’ 30” W C. 37° 22’ 00” N 118° 37’ 30” W

test (locate 25 countries), 75% score at or above 70%

The expected outcome was a minimum of 70%. The results show a much higher success rate than the 70% considered a minimum acceptable success rate. The instructor concluded that he is giving his students adequate instruction with regard to this student learning outcome, and that his students are learning to feel reasonably comfortable with maps



Course Number & Name Assessments (include dates) Assessment Results D. 37° 22’ 45” N 118° 37’ 15” W

4.Also, students were asked to learn the locations of 125 countries. They used an atlas to make a map to study from. They were given a blank outline map of the world and asked to find 25 countries picked at random from various continents.

HIST 17 –People of the US to 1877

Students were asked to evaluate to what extent they have earned the six causes and events that led to the American Revolution, as follows:“Given the history of the growing rift between colonial America and Great Britain, students will be able to identify and explain the causes and events that led to the American Revolution. Students will write an effective essay comparing and contrasting the different perspectives regarding the causation of the American Revolution.” (Spring 2010)

Assessment of Student learning Outcome #2 – There were 35 students in the class. Of the 26 who turned in the assignment the median score was 42 out of 50 points, 84%. The average score was 41.92 points, or 83.84%.

Conclusion: Of those who completed the assignment, there was good overall comprehension of the differing perspectives about the causes of the American Revolution.



Course Number & Name Assessments (include dates) Assessment ResultsHSRV 101 – Group Design and Leadership

Students will analyze a vignette with respect to theory, community resources, ethical and legal practices. The goal is that each student will pass with 75% of the 20 points. (Fall 2012)

Report due Spring 2012.

HSRV 102 – Drug and Alochol Treatment.

Students will analyze a vignette with respect to theory, community resources, ethical and legal practices. The goal is that each student will pass with 75% of the 20 points (Fall 2012)

New course with report expected Spring 2013.

HSVR 120 – Social Welfare

Pre/post test asking students to define and give examples of social work, social welfare policy, social welfare program, political ideology and how it shapes social welfare policy. (Fall 2011, new assessment)

Exams returned to students and data not save for the post test. The pretest did indicate that out of the 5 points (one point for each answer) the majority (98%) obtained 1 point or less. So, the students do not have the knowledge before the course.

The few post tests that were available indicated that students were obtaining an average of 3 points with a range of 1.5-5.

After discussion with the other instructor we decided this was not a good process to assess learning. Beginning Fall 2011, we are using a case plan that will be given as a class assignment having the students identify these terms in a specific case.



Course Number & Name Assessments (include dates) Assessment ResultsHSRV 121 - Interviewing

In the first week of classes and at the end, students are asked to conduct a 5-minute peer interview in a triad setting (interviewer, observer and talker). Each person in the triad rates the use of various active listening and motivational interviewing skills. In both pre/post tests, the instructor reviews the interview feedback and gives additional feedback. (Fall 2011)

In the following skills the students are able to use the skill effectively:

Questioning = 100%Paraphrasing = 90%Mirroring = 98%Managing Proximics = 100%Mandated Reporting = 100%Confidentiality = 100%Attending Body language = 25%Attending meta messages = 15-20%

HSRV 122 – Intro to Human Services

Students are asked to develop a case plan based upon a vignette. They are to identify appropriate practices, apply theories, and identify appropriate community resources to assist the person. Thirty point case plan with an expectation of 75% pass rate. (Fall 2012)

Assessment results to be reported Spring 2013.

PHIL 001 - Introductory Philosophy

(1) 08/13/11– Students ranked their perceived improvement on intellectual traits. (2) 08/13/11– Philosophy instructors met to norm inter-rater reliability using a common writing rubric.(3) 08/13/11– discuss pre/post test of critical thinking for two passages.

(1) Students in this course reported that overall they improved at a rate of 63% with respect to open-mindedness, fairness, complexity and other values. Another 15% reported a lower overall score. It was decided that the instructors will be explicit regarding the values so more students might rate improvement. (2) Faculty again compared inter-rater reliability. We agreed to continue using common rubric but next time to sample student writing to assess that 80% of students meet the “C” level of writing according to the rubric. We will look at success in terms of a) ability to question, b) ability to explain philosophical ideas, and c) ability to conclude in a complex manner.(3) Decision made to focus teaching/learning on writing and values so this assessment will be dropped from our cycle.

PHIL 1H Course first offered Fall 2012.

Results reported Spring 2013.



Course Number & Name Assessments (include dates) Assessment ResultsPHIL 005 - Ethics (1) 08/13/11– Students

ranked their perceived improvement on intellectual traits. (2) 08/13/11– Philosophy instructors met to norm inter-rater reliability using a common writing rubric.(3) 08/13/11– discuss pre/post test of critical thinking for two passages.

(1) Students in this course reported that overall they improved at a rate of 45% with respect to open-mindedness, fairness, complexity and other values. Another 11% reported a lower overall score. Ethics has the more accomplished pre-nursing student. It was decided that the instructors will be explicit regarding the values so more students might rate improvement. (2) Faculty again compared inter-rater reliability. We agreed to continue using common rubric but next time to sample student writing to assess that 80% of students meet the “C” level of writing according to the rubric. We will look at success in terms of a) ability to question, b) ability to explain philosophical ideas, and c) ability to conclude in a complex manner.(3) Decision made to focus teaching/learning on writing and values so this assessment will be dropped from our cycle.

PHIL 006 - Ethics Of Living And Dying

Course deleted Fall 2011. Course deleted.

PHIL 012 - Comparative Religion

(1) 08/13/11– Students ranked their perceived improvement on intellectual traits. (2) 08/13/11– Three philosophy instructors met to norm inter-rater reliability using a common writing rubric.(3) 08/13/11– discuss pre/post test of critical thinking for two passages.

(1) Students in this course reported that overall they improved at a rate of 62% with respect to open-mindedness, fairness, complexity and other values. Another 2% reported a lower overall score. The comparison of religions seems to assure that a student will be open-minded, fair and complex. It was decided that the instructors will be explicit regarding the values so more students might rate improvement. (2) Faculty again compared inter-rater reliability. We agreed to continue using common rubric but next time to sample student writing to assess that 80% of students meet the “C” level of writing according to the rubric. We will look at success in terms of a) ability to question, b) ability to explain philosophical ideas, and c) ability to conclude in a complex manner.(3) Decision made to focus teaching/learning on writing and values so this assessment will be dropped from our cycle.



Course Number & Name Assessments (include dates) Assessment ResultsPHIL 013 - Introduction To The Old Testament


(1) Students in this course reported that overall they improved at a rate of 23% with respect to open-mindedness, fairness, complexity and other values. Another 11% reported a lower overall score. It was decided that the instructors will be explicit regarding the values so more students might rate improvement. This course might be low since it tends to have more content like a religious studies course.(2) Faculty again compared inter-rater reliability. We agreed to continue using common rubric but next time to sample student writing to assess that 80% of students meet the “C” level of writing according to the rubric. We will look at success in terms of a) ability to question, b) ability to explain philosophical ideas, and c) ability to conclude in a complex manner.(3) Decision made to focus teaching/learning on writing and values so this assessment will be dropped from our cycle.

PHIL 014 - Introduction To The New Testament

(1) 08/13/11– Students will rank their perceived improvement on intellectual traits starting Spring 2012. (2) 08/13/11– Three philosophy instructors met to norm inter-rater reliability using a common writing rubric.(3) 08/13/11– discuss pre/post test of critical thinking for two passages.

(1) This course hasn’t been rated yet since the philosophy department has worked on a schedule of Fall assessment and Spring for analysis. Now that we have settled on some criteria and an assessment tool, we should be able to assess this course.(2) Faculty again compared inter-rater reliability. We agreed to continue using common rubric but next time to sample student writing to assess that 80% of students meet the “C” level of writing according to the rubric. We will look at success in terms of a) ability to question, b) ability to explain philosophical ideas, and c) ability to conclude in a complex manner.(3) Decision made to focus teaching/learning on writing and values so this assessment will be dropped from our cycle.

PHIL 017 - Philosophy Of Religion

Course deleted Course deleted

PHIL 020 - Introductory Logic

Course offered infrequently

Course offered infrequently due to low staffing.



Course Number & Name Assessments (include dates) Assessment ResultsPHIL 025 - Critical Thinking


(1) Students in this course reported that overall they improved at a rate of 47% with respect to open-mindedness, fairness, complexity and other values. Another 7% reported a lower overall score. It was decided that the instructors will be explicit regarding the values so more students might rate improvement. This course might be low since it tends to have more content like a religious studies course.(2) Faculty again compared inter-rater reliability. We agreed to continue using common rubric but next time to sample student writing to assess that 80% of students meet the “C” level of writing according to the rubric. We will look at success in terms of a) ability to question, b) ability to explain philosophical ideas, and c) ability to conclude in a complex manner.(3) Decision made to focus teaching/learning on writing and values so this assessment will be dropped from our cycle.

POSC 5 Essays written with the following prompt, “Compare the US constitution with the California State Constitution, discussion how or why they differ in the legislative process. (Spring 2011)

Over 70% of the questions were answered correctly by the majority of the students. Four of the questions will be throw out or re-worded. There has also been a dialogue among the faculty members on the data gathered. More learning centered activities will be used to best address the learning needs of our students.

POLS 110 Since the last update, one SLO was assessed with a short answer essay. (Fall 2011)

Results will be available by Spring 2011.

PSY 001 - General Psychology

130 Students completed both Pre and Post Assessments; 10 Questions covering core theories (Spring 2011)

Final results tabulation in progress – Average Scores for Pre and Post Tests to be provided by Fall 2012



Course Number & Name Assessments (include dates) Assessment ResultsPSY 005 - Social Psychology

Completion of a manuscript of original research in social psychology, and the completion of a conference-style academic poster in social psychology. (Spring 2011)

Original research in social psychology Literature review of topic Appropriate research design APA format

Total Students: 43Completion of assignment 70% or better: 24Percentage achieving SLO: 24/43 58%

Completion of conference-style poster -Academic poster in social psychology-APA Poster guidelines-Formal presentation of findings

Total students: 43Completed assignment 70% or better: 32 Percentage achieving SLO: 32/43 74.4%

Assessment of individual components of social psychology research manuscripts. In particular, measurement of successfully completed literature review, research design, and reporting of results has been evaluated. (Spring 2011)

Completion of literature review and research design-Synthesis of social psychological peer-reviewed articles and other scholarly works -Description of methodology, participants, and procedure of proposed social psychological study-APA format

Total students: 43Completed assignment 70% or better: 25Percentage Achieving SLO: 25/43 58.1%

Completion of social psychological research results -Reporting of all relevant data and findings of research-Presentation of findings in graphical/table format-APA format

Total students: 43Completed assignment 70% or better: 16

Percentage achieving SLO: 16/43 37.2%



Course Number & Name Assessments (include dates) Assessment ResultsCompletion of a manuscript of original research in social psychology, and the completion of a conference-style academic poster in social psychology. (Fall 2010)

Original research in social psychology Literature review of topic Appropriate research design APA format

Total students: 40Completion of assignment 70% or better: 27Percentage achieving SLO: 27/40 67.5%

Completion of conference-style poster -Academic poster in social psychology-APA Poster guidelines-Formal presentation of findings

Total students: 40Completed assignment 70% or better: 34 Percentage achieving SLO: 34/40 85%

Assessment of individual components of social psychology research manuscripts. In particular, measurement of successfully completed literature review, research design, and reporting of results has been evaluated. (Fall 2010)

Completion of literature review and research design-Synthesis of social psychological peer-reviewed articles and other scholarly works -Description of methodology, participants, and procedure of proposed social psychological study-APA format

Total students: 40Completed assignment 70% or better: 25Percentage Achieving SLO: 25/40 62.5%

Completion of social psychological research results -Reporting of all relevant data and findings of research-Presentation of findings in graphical/table format-APA format

Total students: 40Completed assignment 70% or better: 29Percentage achieving SLO: 29/40 72.5%



Course Number & Name Assessments (include dates) Assessment ResultsPSYCH 10 – Human Sexuality

Students self-report assessment based upon the Sexuality Information and Education Council goals including those such as avoiding manipulative relationships, expressing sexuality congruent with one’s values, interacting respectfully with people of various genders, and of various sexual values, and educating others about sexual behavior. (Spring 2011)

Assessment data on the SLOs listed for Spring 2010 ranged from 72% to 100% agreement on all items.

PSY 034 – Abnormal Psychology

Pre and Post Assessment of Knowledge of Disorder: Schizophrenia (Fall 2011)

32 Students were given the Pre-test on Mood Disorders, required them to provide three to four theoretical perspectives including their etiologies and treatment techniques. The Post-Test will be administered after the Chapters on Mood Disorders are covered in class.

After Post Test, results will be analyzed and results will be provided in Fall 2012.



Course Number & Name Assessments (include dates) Assessment ResultsPre and Post Assessment of Knowledge of Disorder: Schizophrenia. Students watch a brief video of a man named Jerry who is at home with his father. Questions include: What’s wrong with him? What would help him get better? They are instructed to use psychological or layman’s terms as they prefer. Points assigned to responses for mention of: Schizophrenia=2; positive symptom (delusion/hallucination)=2; negative symptom (social withdrawal=1; impaired mental processing =1, bizarre language=1; medication as treatment=1. (Fall 2011)

RESULTS – Pre Test Points Students % Total Points5 4 9.1% 204 14 31.8% 563 1 2.3% 32 11 25.0% 221 13 29.5% 130 1 2.3% 0 44 2.59 Average Score

Post Test will be administered after the topic is covered in class and results will be provided Fall 2012

PSY 133 Test on Conflict Resolution: Students will be assessed on conflict resolution abilities pre and post exposure to the topic in class. (Fall 2011)

Results on this assessment will be analyzed and provided by Fall 2012.

SOC 001 - Introduction to Sociology

Assessment was performed 2 SLO’s (Spring 2011)

SLO 1 population N=41 pass rate 80.9%SLO 2 Deviance N=20 pass rate 79.1% N=41 [ass rate 70.9%Students did less well on gender assessment. Adjustments are being made in class activities and will be reassessed in Fall 2012.

SOC 2 – Social Problems

SLOs updated Spring 2011 (assessed Fall 2011)

SOC 10 - Sociology of Gender

Class first offered Fall 2011.

SOC 23 - Urban Sociology

Class cancelled Fall 2011.

SOC 26 – Marriage and Family Life

SLO’s were updated Spring 2011 and are being assessed Fall 2011.

Spring 2012 results reported.



Course Number & Name Assessments (include dates) Assessment ResultsSoc 43 – Sociology of Deviance

SLO’s being currently assessed (Fall 2011)

Spring 2012.

SOC 105 - Rural Sociology

New course. (Spring 2013 offered)

3) Please describe any assessment results for Program SLOs completed since the last program Review or Annual Update.

ADMINISTRATION OF JUSTICE – LAW ENFORCEMENT PROGRAM

Program Student Learning Outcomes (Institutional SLO)Program Courses

Analyze ethical dilemmas encountered in the corrections and law enforcement fields and identify the correct ethical choice. (6)

Develop, organize and write an objective report that meets the legal and detailed requirements of law enforcement and corrections agencies. (2 & 6)

Analyze contemporary criminal justice issues/problems, and citizen concerns, based on established public safety theories and current law enforcement practices. (4 & 5)

AJ 011 X XAJ 013 X X XAJ 014 XAJ 112 X XAJ 118 X XAJ 119 X X XAJ219 X X

ADMINISTRATION OF JUSTICE – CORRECTIONS PROGRAM



Program Student Learning Outcomes (Institutional SLO)

Program Courses

Analyze ethical dilemmas encountered in the corrections and law enforcement fields and identify the correct ethical choice. (6)

Explain the “corrections umbrella” by applying definitions, concepts, and principles to the three branches of the corrections system. (6)

Develop, organize and write an objective report that meets the legal and detailed requirements of law enforcement and corrections agencies. (2 & 6)

Successfully demonstrate the ability to listen and engage in verbal communication with a variety of people taking into consideration cultural customs, beliefs, and lifestyles. (3)

AJ 011 X XAJ 013 X XAJ 014 XAJ 112 X XAJ 114 X XAJ 117 X X XAJ 118 X XAJ 121 X XAJ 130 X X

HUMAN SERVICES PROGRAM

Program Courses Program Student Learning Outcomes (Institutional SLO)

The Students will be able to apply various social work theories to describe the dynamics of a case. (2, 3, 4, 5, 6, 7)

The student will be able to demonstrate knowledge of the National Association of Social Work by applying various practice ethics to specific cases dilemmas. (2 ,3, 4, 6)

The Students will be able to link specific community resources to a variety of cases to meet the needs of the actors in the case. (2, 4)

The student will be able to match specific models of treatment with the actors presented in a case vignette. (2, 6)

The student will be apply APA writing styles in a research paper. This is the writing style that is used in professional social research writing. (2, 6)

HSRV 101 X X X X XHSRV 102 X X X X XHSRV 120 X X X XHSRV 121 X X X X XHSRV 122 X X X X XWEXP 193 X



PSYCHOLOGY FOR TRANSFER

Program Student Learning Outcomes (Institutional SLO)

Program Courses

The student will understand and be able to generate conclusions using the scientific method. (1,6)

The student will be able to critically analyze scientific data. (1,4, 6)

The student will be able to write a scientific paper consistent with the standards of the American Psychological Association. (2, 4, 6)

PSY 001 X X XPSY 129 X X XSSCI 025 X X XBIOL 020 X X

SOCIOLOGY FOR TRANSFER PROGRAM

Program Student Learning Outcome Assessment Results (include dates)Demonstrate the ability to critically evaluate social settings by applying appropriate sociological theory.

In Progress

4) Please describe any progress to achieving measurable outcomes or implementing your program plans for Student Learning identified in your Program Review or Annual Update. Include any obstacles to achieving plan outcomes or implementing your program plans.

Discussion and Analysis:

Administration of Justice During this reporting period there was a “marked” increase in the number of Student Learning Outcomes that were assessed over the last reporting period. Since the last Program Review Update we have learned that a number of our Student Learning Outcomes are in need of some modifications. These modifications will occur over the next year. We have also learned the importance of making certain that our adjunct staff are “on board” and understand the Student Learning Outcome assessment process. Even though we had initially made it a point to inform adjunct about Student Learning Outcomes, it was apparent that several adjunct staff were still a little unclear. In order to address this issue, staff discussed Student Learning Outcomes at the regularly scheduled Administration of Justice meeting, and provided each adjunct instructor with a additional copy of those learning outcomes associated with their particular course(s) of instruction. Most of the issues that identified were related to mechanics of reporting as opposed to the assessment process itself. So as to maintain consistency in reporting, a form has been developed that each adjunct will be asked to use when reporting Student Annual Update to Student Learning & Support Services/ Academic Program Review 5/5/2023 Page 26

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Learning Outcome assessment data. It is anticipated that this will resolve any lingering issues associated with Student Learning Outcome assessment reporting protocols.

1. Encourage the use of classroom technology by instructors and students. The use of technology for course content delivery has become common place within the Administration of Justice instructional program. Antiquated technology is no longer used in the program. Students are encouraged to utilize instructional technology (PowerPoint/ELMO) in those courses where student presentations are required. Staff would like to see the teaching stations equipped with handheld remotes that have a built in laser pointer.

2. Develop “Espirit de Corps” within the Administration of Justice program.a. Administration of Justice brochures have been updated and like in the past, are being

used to inform present and past criminal justices students about the program curriculum. These are dispersed to staff, counselors, current students and prospective students.

b. The Administration of Justice bulletin board is regularly maintained and contains information relating to the Administration of Justice program, and the Administration of Justice club. It is a physical symbol of the Administration of Justice program, and is located in the Kern building.

c. The Administration of Justice Club continues to be active in community and campus wide activities, which included but were not limited to the following:

Spring 2011: Introduced the AJ tasty “Signature Tri Tip” sandwich. This is a fundraiser for the club.

Spring 2011: Formed the first Administration of Justice softball team and competed in the City of Visalia softball league calling themselves, “The Enforcers”.

Spring 2011: Performed a D.A.R.E. skit at an elementary school in Lindsay Spring 2011: Conducted graffiti cleanup in Farmersville Spring 2011: Fingerprinted children at COS Tech Prep Dec. 2010: Adopted a Visalia family at Christmas time, and delivered gifts to

them Nov. 2010: Conducted a can food drive at Thanksgiving, and delivered the

collected items to Visalia Battered Women’s shelter Spring/Fall 2011: The Administration of Justice “Promo Wagon” which first

introduced over a year ago is regularly used at each campus wide event. It is setup with an operating red police light bar, siren and PA system. A banner recognizing the Administration of Justice program is affixed. Students and instructors staff the wagon, and literature regarding the program is dispensed. It is very popular with the AJ students and brings attention to our program which helps in developing and maintaining Espirit de Corps.

d. Spring 2011: A fulltime faculty member provided police arrest and control training for members of the Administration of Justice Club, which was held at Mt. Whitney High School campus.

e. 3/31/11: Maintained an information booth at the Giant Tech Prep EXPO 2011. Annual Update to Student Learning & Support Services/ Academic Program Review 5/5/2023 Page 27

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f. 9/13/2011: The Administration of Justice program staffed an information table at the Tulare County College Night which was held at the Visalia Convention Center

g. 9/20/11: Staff gave a presentation to the California Highway Patrol Explorers at the Visalia Office of the C.H.P. The topic was related to crime scene processing and was designed to prepare them for statewide explorer competition.

3. Foster and encourage a “we care” attitude about our Administration of Justice students: Instructional staff continue to use time tested methodologies that demonstrate that “we care” about our students. They include but are not limited to:

Instructional staff visited nearly all AJ classes to make certain that AJ students have declared their Administration of Justice degree. An analysis of our program participants showed that a significant number of students “thought” they had declared but in fact, were listed as Liberal Arts major, thereby resulting in a Liberal Arts degree. These documents were hand delivered to Registration as a courtesy to the students.

4. Assess Learning Outcomes for each course of study: Assessing learning outcomes will improve focus in the classroom both for the instructor and the students. Student learning outcomes have been developed for each course of study associated with the Administration of Justice program. During this reporting period, instructional staff assessed at least one outcome for nearly all courses associated with the Administration of Justice curriculum. This is a significant increase over the last reporting period, when three Student Learning Outcomes were assessed. Each semester instructional staff will be assessing a different Student Learning Outcome.

6. Other: May 11, 2010 Convened a meeting of the Administration of Justice Advisory

Committee. These meetings are held to gain important feedback from those individuals who are currently in leadership position associated with law enforcement and corrections. Their feedback is invaluable as it relates to the success of our program, and our students.

2/16/2011 Convened a meeting of regular and adjunct faculty associated with the Administration of Justice program. The intent of this meeting was to disperse important program and campus wide information, as well as receive feedback from those stakeholders associated with the program. Adjunct staff are an important part of our program, and their feedback is appreciated. These meeting are regularly scheduled after the beginning of each semester.

4/29/11 An Administration of Justice instructor was nominated and recognized by the First Year Experience Program for being an inspiration and motivating force for COS students

5/18/11 Staff from the Administration of Justice initiated, promoted and managed the first College of Sequoias PAPER SHRED EVENT. During this event over 2,225 pounds of paper was recycled. This was a campus wide event, spearheaded by the Administration of Justice program. It is anticipated that this will become an annual event.



August 2011 Established a $500.00 Administration of Justice Scholarship through the COS foundation. Administration of Justice faculty members are encouraged to donate, and the Administration of Justice Club designated a percentage of their earnings to the scholarship.

September 2011 In an effort to determine the effectiveness of the Administration of Justice program, several former Administration of Justice students who are currently engaged in baccalaureate studies were contacted via internet, and asked to answer a brief unofficial/non-on-line scientific satisfaction questionnaire. Of those who responded (8), all indicated that they were VERY WELL (top rating) prepared for advanced criminal justice studies. This procedure provided an opportunity to gain input from a few of our students who are now in a position to reflect on the effectiveness of our Administration of Justice program.

Fall 2011 Commencing in Spring 2011, administration of justice students must be eligible for ENGL 1 in order to enroll in the following Administration of Justice classes: AJ 25, AJ111, AJ114, AJ121, and AJ130.

10/29//2011 Convened a meeting of regular and adjunct faculty associated with the Administration of Justice program. The intent of this meeting was to disperse important program and campus wide information, as well as receive feedback from those stakeholders associated with the program. Adjunct staff are an important part of our program and their feedback is appreciated. These meeting are regularly scheduled after the beginning of each semester.

Anthropology

1. Anthropology Positions We interviewed and hired an adjunct instructor, Fall 2011, to expand anthropology to the Hanford Educational Center. Due to budget constraints the offering in Hanford was eliminated and the adjunct instructor not utilized. An effort was made to advocate for this instructor at another community college to keep the instructor in the area so Hanford would have a class in anthropology when funding was available. We will continue to advocate for an additional full time position based upon student demand and the lack of part-time anthropologists in the Central Valley.

2. Courses have completed a full Assessment Cycle; improvements made to instruction methods based on the analysis of the data gathered include: more student centered learning activities; allowing students more time to consider the material and respond; emphasizing connections between American culture and other cultures during discussions.

a. After implementing the improvements described above, a second assessment cycle was started.

b. Initial analysis of the data revealed a difference between the second and first data sets. It was determined, by review the methods of the first assessment cycle, that the assessment instrument was administered later in the semester than the first study in ’07-’09.

c. This study was abandoned as the data was already skewed towards the “culturally relative” response compared to “ethnocentric” responses.

d. Another assessment cycle will continue following research protocol established in the first assessment cycle, in Spring 2012.



e. After successfully completing another assessment cycle, then the improvements to instruction can be measured to have an effect on student learning or not.

Economics

1. In an effort to Improve academic standards and consistency:a. Department syllabi have been reconciled with LDTP descriptors during Spring 2010. b. Faculty in the department carried out a dialogue regarding the use of some common

assessment methods. While the assessment method was agreed upon, not all faculty members followed through with implementation. As of Fall 2011 semester, the economics program is represented by a single faculty member. Under this circumstance, all assessments are common by default and the issue has become irrelevant for the time being.

2. In an effort to improve student outcome assessment:a. Course level outcomes for new curriculum, ECON 125, were developed and

approved the BOT in January 2009. This new course has been included in the divisions offering of classes for the first time in the Fall 2010 semester.

b. Due to a lack of support from the Instructional research office development of student survey to assess SLOs in ECON 25 were abandoned. However, a series of writing rubrics were developed for each of the three course level SLOs in during the Fall 2010 semester for ECON 25 (formerly ECON 125). After dialog and input with social science faculty from philosophy and history and English departments as well as the writing center staff the rubrics were refined in Spring 2011. Next the rubrics will be tested for reliability by having multiple readers scoring a sample of student papers in Fall 2011 and Spring 2011.

c. Beginning in Fall 2011 students in ECON 40 (as well as student in ECON 50) will be assessed using the “Survey of Americans and Economists on the Economy” questionnaire. Response data will be compared and analyzed between classes to explore the effects of instruction on student’s attitudes as they move through the course sequence.

Ethnic Studies: The Ethnic Studies program has collapsed due to lack of full time faculty or adjunct to teach the sections.

Geography In order to try to improve the retention and success rates in geography classes, the Geography Department has been working with the College Tutorial Center to develop a very successful program to help at risk students. We have managed to find excellent former students to conduct study and review sessions. We attempt to identify struggling students and encourage them to take advantage of the services provided by the Tutorial Center. An analysis of Dave Howell’s Spring 09 classes shows a retention rate of 92.4% (drop rate 7.6%) with 90% of his students achieving a grade of “C” or better. In an effort to try and improve these percentages, the Geography Department continues to explore any new and innovative assessment techniques that are appropriate for discipline.

1. Dave Howell, the only permanent position Geography instructor in the Social Science Division, is also the Club Advisor for the Alpha Gamma Sigma Honor Society (which is



in its 19th year). Dave reports that in 2009-2010 there is a record number of students participating in his student honors club: 100 students.

2. Dave Howell is planning a COS Foundation Geography Community Service Trip to the Death Valley for Spring 2012. He will be speaking to local service clubs to promote the trip. He has been doing these trips and speaking engagements for 20 years.

3. The SLO for Geography 2 is written in the Course Outline. Students be able to demonstrate an ability to read maps and identify numerous locations on the surface of the earth.

History

1. Encouraging the use of Blackboard has been successful in that ¾ of the full time faculty have utilized or are doing so. When the new Blackboard version came out without the capability to post announcements and documents for every section of an instructor’s same type of class (e.g. History 17) without laborious cutting and pasting we lost one participant.

2. All the full-time History faculty contact students who miss class, either by e-mail, phone, or personal contact.

3. All History faculty members encourage students to visit during office hours, post the hours on the COS site and include them in their syllabi. Our faculty members are open and accessible.

Human Services Human Services has been updated to include two new courses and add additional choices for the students in the area of support courses. The changes were approved by the college and submitted to the state. The changes were as planned beginning fall 2011

Human Services 229 and 228 were combined to create a 3 unit class focused on Drug and Alcohol treatment and intervention

Human Services 229 and 228 will no longer be offered beginning fall 2011 Human Services 101 Group Design and leadership was added to the course requirements

as a 4 unit lab/lecture class The goal is to align with one of the providers of drug and alcohol certificates accepted by

the state (CAAR or CADAC) to enable students who have completed the Human Services certificate or degree counting their hours toward one of these certificates without having to take additional course work. The program instructor is continuing to meet with the representatives from these certificating entities’.

1. Improve and continue communication with CSUF department of social work to assure our students have accurate information about transfer and the changes in the CSUF social work program

Continue regular communication with CSUF social work department chair and undergraduate coordinator

Student and faculty field trip to CSUF Social work department the spring semester each year.



We have completed one field trip (fall 2010) and it was a great success from the student’s perspective and appears to be assisting in motivating the students to transfer to further their education

2. Promote peer and student mentoring Students are offer extra credit if they mentor students that are new to the human

services program, in hopes that this mentoring will bridge the gap and allow the students to feel more connected to the college.

We have a human Services tutor in the tutoring center The social work club continues to be a vehicle to allow for mentoring, collaborative

work and service work on campus and the community. The collaboration and service work is the core of what motivates students in this field of study.

Faculty continue to have ex-students and social workers working in the area come to class and club meetings to share their stories about the agency they work

Faculty has worked with the Health center to develop an internship for a human services student to facilitate a generic recovery group on campus. (generic meaning any student with dependency issues are welcome)

Faculty have the students nominate a student in each class who they think best demonstrate social values and those students are honored at the end of the year human services certificate and graduation celebration hosted by the campus social work club.

3. Faculty continues to stay up dated on community and campus resources as so many of the human service students are in need of additional support.

4. Improve Student learning outcome measurements We are beginning to collect the data starting in spring 2010 We have yet to look at the results The two new classes had these outcome measures added to the curicunet

program as measuresa. The vignettes all have the same basic areas for evaluation but are different

in each course and changing each semester so that the students will not share them among themselves: (a) social work values. (b) theories of social work practice, (c) problem assessment, (d) professional boundaries, and (e) community referrals.

5. The Human Services program decided against following the majority of the social science department in adopting prerequisite requirements. This was done because so many of the human services majors are just returning from traumatic situations such as: prison, addiction, abusive family situations, poverty. We wanted to help them get in the classes and get the support to realize they are not alone and let them get excited about what Human services workers can do to make a difference before we push them toward classes required for graduation.



Philosophy

1. Teaching and Learning Blackboard is used by all philosophy instructors. Instructors continue to move toward using more features on Blackboard including Power Point outlines, using “Safe Assign” for paper submissions and using “Grade Book”. One professor has become certified in on-line learning.

2. Outcomes Assessment The goal to have learning outcomes in all syllabi is delayed for

implementation so course outcome statements can be re-written but we plan to be using them in all classes by Fall 2012. Since we have gone through complete assessment cycles, we are more clear as to our outcome expectations but will continue to refine them.

All philosophy courses need to have students with at least college-level writing skills so a prerequisite needs to be established. The prerequisite will start Spring 2012. We will gradually add a specific word count and iterative writing requirement to course outlines starting with PHIL 5 and PHIL 12 in Fall 2011.

All instructors (one full-time and two adjuncts) meet annually to discuss learning outcomes assessment. This discussion has improved our focus on philosophical values and writing to improve learning. We are using the same rubric and the same values assessment. All plan to reinforce specific philosophical values and use the writing rubric for assessment. We want to continue these annual discussions. We are now pleased with our outcome expectations and our assessment tools. We have dropped one assessment method since the process had become too cumbersome so we now will focus on two outcomes, assessing one each year.

3. Philosophy Positions As mentioned continuously in Program Review, the philosophy department is seriously understaffed. And, unfortunately, the department has lost adjunct instructors for three classes (one retirement, one for family obligations, one leaving the area and one teaching in another discipline) This loss means we are no longer offering Comparative Religion and we only offer one critical thinking course. (The adjunct instructor thought that the writing requirement of 6 – 8,000 words required too much extra time to bring students to required standards.) This loss in critical thinking is unfortunate since this course is a required course, campus-wide critical thinking requirements. The English Department offers 11 sections of an equivalent course (ENGL 2) but that drains valuable English instructors away from critically needed Basic Skills classes so it would be beneficial to have another philosophy instructor.

Political Sciences Specifically in response to the CSU Chancellors office, the California Government and Politics course is available online so that students across the state can successfully complete the California Constitution requirement for CSU admission. Relative to the new Comparative Politics class, the Comparative Politics class was scheduled to be taught Fall 2009, and 2010 and Fall 2011. However, due to budget cuts this offering was eliminated from the schedule. Government 5 has been expanded to include approximately 5 online sections to meet the needs of our student population. Political Science 8 is currently being offered for the



first time. Furthermore, the faculty members of the department of political science meet on a regular basis to address student performance, delivery of pedagogy and curriculum development.

1. We have an ongoing interest in data that indicates the effectiveness of and success/retention rates in the on-line courses. We have increased student retention and success in the newly offered online government 5 courses. We drafted an Institutional Improvement Proposal to allow release time to track online students’ retention and success with the Early Alert System. However, this proposal was denied due to lack of funding.

2. SLOs have been created for all of courses in the department. We have assessed the SLOs for Political Science 5 and data has been analyzed. Based on data gathered, suggested improvements made to instructional methods include: more student centered learning activities, use of Blackboard by at least 50% of instructors so as to provide constant access to important class information, documents, and learning activities.

3. A TMC has been adopted statewide for Political Science. We are planning to submit a TMC at the local level. Currently, three TMCs have been adopted by the college, which more than the SB 1440 requires.

4. The department of Political Science continues to encourage all instructors to use technology in the classroom. Over 50% of the instructors use Blackboard.

5. Supplemental Instruction (SI) is continued to be funded by a Title 5 grant. The raw data gathered (test scores and final point totals) supports the fact that students that attend SI session on a regular basis outperform those students that do not.

Psychology

PSY 1 General Psychology Course outline has been revised and updated to include the implementation of new Student Learning Outcomes. All listed SLOs have been adopted from the American Psychological Association. The following list includes adopted SLOs for PSY 1, General Psychology: a) Students will establish a solid foundational knowledge base of psychological

principles and perspectives, b) Students will be able to understand the research methodologies of psychology, c) Students will be able to think critically regarding psychological issues and topics,

and,d) Students will be able to value empirical evidence, tolerate ambiguity, and act

ethically, reflecting the underpinnings of psychology as a science.

Currently core psychology instructors are in the process of developing a single assessment of the newly adopted SLOs. It is noted that Professor Chris Knox stepped into an administration position and classes were filled by adjunct or cut completely. Goals of designing a single pre and post assessment were delayed due to faculty overload in Chris’ absence. Assessment items addressing foundational knowledge, research methods, critical thinking, and ethics have already being administered to students in pre and post assessments. Sample items include: naming the steps of the scientific method, differentiating between descriptive, co-relational, and experimental research, and



identification of practical implications of significant research findings. Future plans include evaluating SLO assessment for internal, construct, and external validity and creating one, single pre and post assessment.

PSY 1H General Psychology Honors Development of outline of a psychology honors course is complete. Psychology 1H included course objectives adhering to American Psychological Association standards and was approved through the College of the Sequoias curriculum process. Currently, faculty is developing lecture, course activities, and class assignments. Upcoming plans include implementation of course content in Psychology 1H in the Spring 2012 semester at College of the Sequoias.

PSY 5 Social Psychology Upcoming plans include improvements of individual components of social psychology research manuscripts. In particular, evaluation of barriers to successfully completed reporting of design and results as individually assessed throughout the course.

PSY 34 Abnormal Psychology Pre and Post Assessments have been developed and administered by one full-time and one adjunct faculty. One of the assessments is under revision in order to be aligned with SLOs and will be revised and administered in Fall, 2011. Progress has been made in revising and adapting the current SLOs for Abnormal Psychology to those of the American Psychological Association undergraduate goals and outcomes. Specifically, the research has been done, APA undergraduate goals and outcomes have been downloaded and reviewed. Meetings will continue amongst PSY034 faculty methods in order to refine the twelve (12) current Student Learning Outcomes which would be consolidated down to approximately 4 to 6 SLOs.

PSY 129 Research Methods in Psychology Development of outline of research methods in psychology course in progress. Psychology 129 included course objectives adhering to American Psychological Association standards and was approved through the College of the Sequoias curriculum process. PSY129 has been sent to California State Universities and University of California institutions for transfer model curriculum of psychology major prerequisites. Upcoming plans include development of lecture, course activities, and class assignments to be implemented when the course is offered at College of the Sequoias.

PSY 133 Personal and Social Growth SLO’s have been updated and completed. A pre and post assessment has been designed and will be administered for the first time in Fall 2011 in the area of conflict resolution. Analysis and results will be available in Fall 2012.

Sociology

1. After reviewing the SLOs for Sociology courses (since 2009), SLOs for Soc 2 have been revised to allow better assessment. The assessment plan will be implemented in Spring 2011.



2. As indicated in our 2009 program review update, a need was identified to revise SLOs in Soc 1. These SLOs have been re-written, and are currently in the approval process. Implementation after approval is scheduled for Spring 2011. Sociology has accomplished the goal identified in 2009, of developing uniform assessment plans for Soc 1, Soc 2, and Soc 26.

3. As mentioned in the 2009 update, another full time Sociology instructor is needed, and a full time faculty position request will be submitted to Instructional Council

4. Sociology decided in 2009 to suspend offering any courses in the interactive televised format, or Correspondence format. In the past, student feedback from students in these courses indicated a dislike of the format in its current state (numerous outages, poor sound quality, etc.). The discipline may retry the televised format as technology improves and more sociology instructors are secured.

5. Create a new 200 level course for rural sociology program in collaboration with English and Consumer Family Studies faculty. This program is to encourage students to attend college. The Sociology course includes growing and distributing food in the community. We are currently investigating methods to assure the safety of the food. Research in this FYE linked course project shows that student connect with each other better while in an activity, thus improving retention and success in other college courses.

6. Online sections in Sociology 1 & 2 continue to fill at a rapid rate, and although retention across campus in online sections is worse than in “live” classes, Sociology online sections had a retention rate somewhat better than the campus wide rate.

7. Success and retention remain problems in online learning. Sociology has been able to overcome a number of these barriers.

5) Please describe any changes or additions to your Program Plans for Student Learning and curriculum quality identified in your Program Review (plan description, responsible party(s), resources needed, plan timeline, measurable outcomes, indicate if the plan supports a strategic plan of the college).



Plan Description (New or Altered)

Responsible Party(s)

Resources Needed Plan Timeline Plan Outcomes

(Continue) Discipline faculty members will continue to revise outcomes statements and adjust assessment tools so results are reflective of student performance.

Discipline faculty and Division Chair.

No additional resources.

On-going Outcomes assessment regularly used to improve teaching/learning in courses.

(Continue) Dialogue with adjunct and full-time faculty regarding outcomes assessment.

Philosophy and Administration of Justice and other interested discipline faculty.

Activity pay for adjunct ($25/hour) if the conversations occur in person.

On-going. At least annual conversations among full and part-time faculty members for each Department.

(New) Discussion regarding the usefulness of outcomes statements in the syllabi.

Discipline faculty and Division Chair.


Discussion Spring 2012 and in syllabi Fall 2012

Outcomes statements in at least 50% or syllabi.

(New) Discuss having 1,000 word iterative writing requirement in the course outline for SS courses with English prerequisites.

SS faculty No additional resources.

Completed by the end of 2012, as course outline up-dates are due.

Completed and implemented Spring 2012.

ECON 25 (new) Assess writing rubrics used in ECON 25 inter-rater reliability.

Christian Anderson

Social Science colleagues volunteer time

Fall 2011/Spring 2012

Reliability will be confirmed, otherwise writing rubrics will be revised or refined

ECON 40 (new) Develop assessment for ECON 40 based on “Survey of Americans and Economists on the Economy”

Christian Anderson

Analysis support from IR

Spring 2011 Analysis of ECON 040 assessments

PSY 001 (altered)Decide whether to have standard pre and post tests/assessments for all psychology classes if instructors agree.

Linda Del Rio, Josh Muller, Don Nikkel, Debra Hansen, Chris Knox

No additional resources other than FLEX credit.

Fall 2013 At least one consistent SLO pre and post exam for PSY 001






Psychology(New) Now that various assessments have been completed in psychology courses, faculty will discuss improving course curriculum for PSY 001 and PSY 034.

Psychology Faculty Members

Confer with instructors

Completed by Spring 2013

Analysis of Psychology Assessments and review of current teaching methodologies.

SociologyWork on program level assessment of new TMC for sociology.

Jeff Basham and Annie Silva

Meetings, Flex hours and reviews.

On-going after all new courses have been approved

Sociology Program outcomes assessed and used for improvement.

Sociology – Create a new sociology honors course.

Jeff Basham No additional resources.

To be offered Fall 2014

Course approved.

Sociology – Create a new 200 level course for rural sociology program.

Jeff Basham, Becky Hobson, Charles Rush


Offered after Spring 2012

Course approved

History, Political Science and Philosophy (altered) use more Blackboard features to improve student learning.

Full-time and adjunct political science, philosophy and history instructors.


On-going. More features used in Blackboard.

History (continued) Contact students who miss class to improve retention.

Full-time history faculty members.

No additional resources

On-going Student retention rate increases.

Geography (continued) work with the Tutorial Center to improve retention and success.

Dave Howell No additional resources.

Spring 2012. Retention 95% and success at 95%.

Human Services (altered) Improve and continue contact with CSUF social work department chair and undergraduate coordinator to plan student visits.

Gailerd Swisegood

Transportation. On-going Student trip to CSUF to meet people in the social work department and visit classrooms.






Human Services (new) Promote peer mentoring to encourage connection to the college and the Human Services Program.

Gailerd Swisegood


On-going. Human Services students mentoring each other and assisting in the COS Health Center.

Psychology and Political Science (continued) Use supplemental instruction to improve student test scores.

Debra Hansen, Amy Pritchett

Title V funding. On-going A successful past student from a course meets weekly with students currently in the course.

Sociology (continued) increase retention in online classes.

Jeff Basham No additional resources.

On-going. Increased retention from semester to semester.

6) Please describe any progress to achieving measurable outcomes or implementing your program plans for Instructional Support Services identified in your Program Review or Annual Update. Include any obstacles to achieving plan outcomes or implementing your program plans.

Discussion and Analysis: Please refer to Section 5 (above)

Sociology During this period of dwindling resources, sociology is endeavoring to engage in outreach to the K-12s. Sociology 201 is in CurricUNET and will provide a bridge to college for high school students as well as serve as a course available for students interested in sociology but are not seeking a transfer degree. Significant increases in success and retention are continuing to identify projects and funding opportunities to support service learning projects.

7) Please describe any changes or additions to your Program Plans for Instructional Support Services identified in your Program Review (plan description, responsible party(s), resources needed, plan timeline, measurable outcomes, indicate is the plan supports a strategic plan of the college).

Please refer to sections 3 and 5, above.




SOCIOLOGY



Outreach to K-12 Jeff Basham SOC 201 in Curricunet

Spring 2013 Retention rate

Evaluation Criteria for Annual Update of Student Learning and Instructional Support Services

Evaluation Criterion Excellent Satisfactory Not SatisfactoryProgress towards implementing and achieving program plans

4., 6.

Annual progress (or lack of progress) is discussed with regard to each and every program plan identified within the current program review cycle.

On rare occasion, the annual progress of a program plan referenced within the current program review cycle may be mistakenly overlooked or omitted.

A discussion of annual progress (or lack of progress) is absent with regard to more than one program plan identified within the current program review cycle.

Identification of obstacles and solutions

4., 6.

Obstacles are identified & alternative solutions are proposed.

And

All solutions are reflected in changes to resource utilization and program planning.

Obstacles are identified and described, but alternative solutions may not have been proposed in all plans.

And/or

Occasionally these solutions may not be tied to changes in resource utilization and program planning.

Obstacles may be identified, but not explained.

And/or

Solutions are not consistently tied to changes made to resources and plans.

Alterations/additions to program plans

5., 7.

Changes to resources and plans are identified, analyzed and justified within the context of the program mission and/or existing program plans.

Changes to resources and plans are identified and described as they relate to the program mission and/or existing program plans.

Changes to resources and plans are identified, but little or no explanation with regard to the program mission and/or existing program plans is included.


Documents

Web viewExams returned to students and data not save ... It is setup with an operating red police light bar, ... suggested improvements made to instructional