Instructional Program Review Template for Academic Year 2013-2014
(fields will expand as you type)
Please provide a concise response to all questions, and include relevant details in direct support of your responses. Bulleted lists may be used
to clearly organize information.
Section 1 - Program Information
1.0 Name of Program:
Behavioral and Social Sciences
Date: November 14, 2013
1.1 Program Review Authors (include names and campus locations): Ryan Emenaker (EKA), Michelle Haggerty (EKA), Deanna HerreraThomas (EKA); Dana Maher (EKA), Philip Mancus (Del Norte), Justine Shaw (EKA), Mark Winter (EKA), Anita Janis (Del Norte)
(The following were invited to participate in dialogue for this program review: Eureka, Del Norte, Mendocino Coast, Klamath-Trinity full
time & associate faculty in these disciplines as well as site leadership )
1.2 Dean’s Signature:
Tracey Thomas
Date: November 14, 2013
1.3 Individual Program Information
# of Degrees offered: 2 (Psychology for Transfer, Associate in Arts for
Transfer, LA Behavioral and Social Sciences)
# of Certificates offered:
1.3.1 State briefly how the program functions support the college mission:
The Behavioral and Social Science disciplines provide a platform of transfer level coursework to support student success. Additionally, courses
prepare students for technical programs (such as health occupations) and to enter the workforce with additional job skills. The behavioral and
social science faculty participate actively in the ongoing assessment of student learning at the course and degree levels.
1.3.2 State briefly program highlights/accomplishments:
The Psychology AAT Program conducted its first program level assessment of outcomes to provide a baseline for future assessments. This
program assessment clearly demonstrates that the new AAT in Psychology is meeting and exceeding criterion for programmatic outcomes.
Program assessments reveal that the outcomes intersect well with the BEHAV.LA.AA outcome assessments which underscore the strength of both
degrees.
Section 2 - Data Analysis
2.1 Enrollment & Fill Rate
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: Enrollments & fill rates
cBehavioral Social Sciences 2013.14.docx 3/6/2014 Page 1 Enrollment ☒
Comment if checked:
Enrollments have declined for the following disciplines more than the district average of 12%:
Native American Studies (-36%) Political Science (-18%) and Sociology (-33%).
In 2012, Political Science lost a full-time faculty member that it shared with History. In 2013 Political Science lost a longtime associate faculty member. Some Political Science courses were cancelled last year due to the difficulty of finding
associate faculty to teach the courses.
Fill Rate ☒
Comment if checked:
Native American Studies fill rate (56%) is below the district average (66%).
Historically, CRDN has offered NAS 1 every other semester. The last two times we offered NAS 1, the fill rates were 100%
(2011-12) and 93% (2012-13), which is noteworthy and well above the District-wide fill rate of 56% identified in the program
review.
CRDN has been awarded a $50,000 grant that will support building the high school connection for the Social Work Pathway
(CRDN reaching back to the local Del Norte Unified School District high schools and charter schools). Since the NAS 1
class fulfills the HSU diversity requirement, it is likely as more students gravitate toward completing their associate degree
here and then transferring to HSU’s Social Work program, the enrollment in the NAS 1 will continue to be high at
CRDN. CRDN needs to continue to offer the NAS 1 course.
2.2 Program Majors
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: # of Majors
Comment:
29 students have already declared AAT.PSYCH
897 students have declared BEHAV.LA.AA
The Psychology department has been working on advising students to declare the AA-T in Psychology as their major and to
take the required courses for this degree to streamline transfer. Instructors in Psychology held a “Psych Night” in Spring
semester 13 where the degree pathways and career opportunities were discussed. Advising of students is also completed
during classroom presentations of degree options and career options and individually during office hours.
We need a coordinated approach to determine the number of students who have currently declared BEHAV.LA.AA for
advising students into the AA-T major preps in BSS areas specifically AA-T Sociology, AA-T Political Science and AA-T
Psychology.
cBehavioral Social Sciences 2013.14.docx 3/6/2014 Page 2 2.3 Success & Retention
Success ☒
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: Success & Retention
Comment if checked:
Success in Native American Studies, Political Science & Sociology is below the district average, but they are within 3
percentage points.
Success rates for Political Science and Sociology are typically below the district average as the majority of the courses in the
disciplines are transfer-level. Getting the success rates within 3 percentage points shows an improvement over last year.
The success rates for BSS online classes ranged from 59% (sociology) to 65% (psychology). These rates were +/- 3% points
compared to the District's rates for all online classes, and from 5% (political science) to 10% (sociology) below their
corresponding department's Eureka campus success rates.
Retention ☒
Comment if checked:
Retention in Political Science & Sociology is below the district average, but they are within 4 percentage points.
The retention rates for BSS online classes ranged from 76% (sociology and psychology) to 78% (political science). These
rates were 3-5% points below the District's rates for all online classes, and 8% (political science) to 14% (psychology) below
their corresponding department's Eureka campus retention rates.
2.4 Persistence
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: Persistence & Completion rates
Comment:
Program persistence is higher than district, 97.19% enrolled in the second year compared to the district’s rate of 89.05%.
2.5 Completers
Review and interpret data by clicking here or going to:
http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: Persistence & Completion rates
Comment:
Program completion is higher than district, 29.06% awarded a degree or certificate within the standard timeframe, compared
to the district’s rate of 20.03%.
cBehavioral Social Sciences 2013.14.docx 3/6/2014 Page 3 2.6 Program Completers
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: # of Completers
Comment:
103 students earned LA: Behavioral and Social Sciences
More students receive this degree than any other degree at College of the Redwoods.
Student Equity Group Data
2.7 Enrollments
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by group
Select your program and click on ~ by Student Equity Group below the Enrollments & fill rates
Comment:
Current enrollments by equity group reflect district averages.
Program has more students 24 years of age or younger compared to the district. This is especially true at Mendocino Coast.
Program has fewer students in DSPS and basic skills compared to the district.
2.8 Success & Retention
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
by group
Select your program and click on ~ by Student Equity Group below success & retention
Comment:
Success of student 50 and older are more likely to succeed compared to the district.
Success of students in DSPS is 2 percentage points higher compared to district average.
2.9 Completers
by group
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on ~ by Student Equity Group next to persistence
Comment:
Skip this item. Data not provided.
Faculty Information
2.10 Faculty
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: Faculty (FT/PT) & FTES/FTEF
cBehavioral Social Sciences 2013.14.docx 3/6/2014 Page 4 Comment:
The FTES/FTEF is below the district average in Anthropology and Sociology by less than one percentage point and by
approximately 3 percentage points in Native American Studies.
Native American Studies was exclusively taught by part time faculty.
The FTES/FTEF in Anthropology has declined during the period of time when the district’s full-time anthropologist was
reassigned to serve as assessment coordinator, most evident during 2011-2012 when this reassignment was
increased. Although associate faculty were available, the number of sections offered was decreased when funding cuts
necessitated making across-the-board cuts to associate-faculty-taught sections; with more anthropology sections being taught
by associate faculty, anthropology was particularly vulnerable. Upon her return to full-time teaching, the number of sections
offered was not increased to prior levels. The FTES/FTEF could easily be increased again by offering more sections. This
fall, more than two dozen students were personally turned away by Shaw from ANTH 3 alone; this, of course, is only a count
of the students who took the time to make personal contact, not those who were deterred by the single “closed” section.
Political Science has one of the lowest rates of sections being taught by full-time faculty (FTF) with just 36.3% of sections
being taught by FTF. In 2012 a full-time faculty member that taught jointly in History and Political Science retired at Del
Norte campus. Political Science also has one of the highest rates of FTES/FTEF in the district. Also of note, the FTEF/FTES
ration in 2012-2013 (29.5) showed a significant decline from 2011-2012(34.0) which was a decline from 2010-2011 when the
ratio was 36.4.
History likewise only has 33.3% of its section being taught by full-time faculty. Since both History and Political Science will
be creating AA-T degrees this year, replacing the 2012 History-Political Science retiree should be a high priority. Political
Science will also have to create new courses to meet the AA-T requirements which could further increase the Political
Science course offerings and further reduce the number of sections taught by full-time faculty.
Political Science lost a long-time associate faculty member this year on the Del Norte campus, who also taught history.
The lack of qualified associate faculty has caused some Political Science courses to be cancelled over the last year.
A new faculty position with a split POLSC/HIST emphasis could be considered as the AA-T degrees are offered. Enrollment
information in these disciplines indicates that an evaluation of the distribution of faculty resources across the district needs to
be conducted.
Strong recommendations to restore Anthropology to full time are priority. Additionally, faculty recommends a greater
emphasis on Native American Studies in any future faculty requests forwarded in this discipline.
cBehavioral Social Sciences 2013.14.docx 3/6/2014 Page 5 CTE/Occupational programs
The following Labor Market section should be completed by all CTE/Occupational programs.
Only CTE/Occupational programs need to complete this section (2.9).
2.11 Labor Market Data
Refer to the California Employment Development Division:
http://www.edd.ca.gov/
www.labormarketinfo.edd.ca.gov
Provide a narrative that addresses the following:
a. Documentation of labor market demand
b. Non-duplication of other training programs in the region
c. Effectiveness as measured by student employment and program completions.
Narrative:
Summary of Section 2
Overall, what did you learn from the data provided in this section? Be sure to indicate if your discoveries apply to the entire district, or if they
vary by site.
It appears that the BEHAV.LA.AA and the AA-T in Psychology degrees are strong in terms of enrollment, persistence and completion. Combined
the BEHAV.LA.AA program is popular and more students receive this degree than any other degree at College of the Redwoods. However, there
are decrements in the following disciplines, which are higher than the district average of 12%: Native American Studies (-36%) Political Science
(-18%) and Sociology (-33%).
When comparing persistence and completion data across ratios of full-time faculty to students; and between disciplines it is noteworthy that
Psychology has the highest full time faculty to student ratio and has good enrollment, persistence and completion rates.
In light of these comparisons it is recommended to create a full-time NAS/Sociology to support both disciplines. Or, it is advised that some equally
workable split load position such as NAS/Social Work (including Addiction Studies).
Data indicates Political Science/History perhaps including NAS might also be considered for a faculty request. Enrollment information in these
disciplines indicates that an evaluation of the distribution of faculty resources across the district needs to be conducted.
Although enrollments have not yet been impacted in Anthropology it is likely that this area is vulnerable. Moreover, enrollment is good at present
and having a full-time presence in Anthropology will mitigate possible decrements in the future. Again, a strong recommendations to restore
Anthropology to full time is priority.
Section 3 – Critical Reflection of Assessment Activities
Curriculum & Assessment Data
What courses, if any are not on track with regard to a 2-year assessment cycle? Explain if this is a consequence of
how often the course is offered or other mitigating factors such as outcome updates that may have changed the
cBehavioral Social Sciences 2013.14.docx 3/6/2014 Page 6 Anthropology on track
assessment cycle.
Native American Studies is
not on track with
assessments.
Anthropology
ANTH 6 has not been assessed as regularly as other offerings because it is only offered as one section each
spring. However, having been a class taught by associate faculty, it was cut more frequently (for funding, not fill,
reasons) and therefore it might be two years between assessments. When it was offered this past spring, the
instructor “closed the loop” on all outstanding assessments from the prior offering. It is on the schedule for spring
2014 and, at that point, all outcomes will be assessed.
Psychology
All courses in Psychology have up to date curriculum, which is aligned with the TMC requirements for
Psychology. Most of the outlines in this department have been approved by CID which ensures articulation.
The Psychology department has a 2 year plan for assessment of all Course Learning Outcomes. The department
has decided to evaluate all outcomes in a course together in a semester so that the entire course is concentrated on
at one time.
In the academic year 12-13 the following course outcomes were assessed:
Psych 1- 3 out of 3
Reflecting on this assessment reveals that students are doing well in all Psychology classes at meeting outcomes.
Faculty have been focusing on research in their classes to emphasis how to critically analyze Psychological
research and to write about it. Working with the library has allowed students to be introduced and instructed by the
librarian and some resources have been added to the library collection.
In assessed the concept of nature/nurture in Psych 1 classes, faculty members were able to brain storm creative
ways of teaching this concept while integrating it throughout the semester.
Student writing in various forms has been utilized to assess the outcome of Psychological theory. Moving from in
class to out of class writing assignments have been tried to encourage students to process information more
completely. Cutting back on library hours at the Del Norte site may have created lack of parity on this issue for
students at that center compared with Eureka.
Psych 2 – 5 out of 17 (the 5 outcomes that were assessed were the new outcomes from curriculum that was
cBehavioral Social Sciences 2013.14.docx 3/6/2014 Page 7 Political Science on track
Psychology on track
Sociology on track
approved during this academic year. Therefore, all outcomes for the class were assessed.)
Psych 2 is Research Methods, and is a course that is a lower division requirement for Psychology majors. The
curriculum was rewritten for this course in this academic year and pre-reqs of English 1A, Psych 1, and Math 15
were added. These pre-reqs will be instituted in the Spring 14 section. This course has one section that is taught in
the Spring. As the AA-T degree increases in numbers, more sections may be needed. In the Spring 13 section 19
students completed the course, all being declared Psychology majors. The outcomes that were assessed this year
revealed a high level of success on the learning outcomes. Students were assessed utilizing exams and a major
writing assignment of a research proposal. This course strongly supports the scientific method that is utilized in
this discipline and provides students with a foundation for moving into upper division course work.
Psych 20- 3 out of 3
This course, Biological Psychology, again is a major course that meets a required area in the AA-T degree. 10
students took this class in Spring 13. Again, the enrollment in this course should increase with an increase in
students declaring the AA-T in Psychology. Assessment revealed that a large majority of students met or exceeded
the learning outcomes for this course. Student writing was assessed to mine the level of student understanding of
course content.
Psych 30- 1 out of 3
Psych 38- 4 out of 13 (the 4 outcomes that were assessed were the new outcomes approved during this academic
year and therefore all outcomes were assessed.)
The Psychology department took part in degree assessment for the BSS degree and for the AA-T in Psychology
degree during this academic year.
For the BSS degree Psychology participated in assessed Outcome #5
AA-T degree 4 out of 5 outcomes were assessed this academic year. Courses in Psychology, Math and Biology
were mapped into the degree.
Political Science
POLSC 12: State and Local Politics and POLSC 13: Environmental Politics and Policy have not been assessed
according to the 2 year assessment cycle. Over the past two years, both courses have been removed from the
schedule because of low-enrollments. However, Political Science is in the process of creating the required AA-T.
Once this degree is created, POLSC 12 and POLSC 13 will have to be offered on a regular basis otherwise students
cBehavioral Social Sciences 2013.14.docx 3/6/2014 Page 8 will not be able to complete the degree.
Sociology
All courses are on track in a two-year assessment cycle, with the exception of Social Work** courses, which are
currently listed under the SOC discipline ID. The supporting details include the following:
SOC 1 assessment is up to date.
SOC 2 assessment is up to date.
SOC 3 is being assessed on all three new outcomes 2013-14.
SOC 5 has been assessed on all outcomes two years in a row and will be assessed in Spring 2014.
SOC 9 had 5 of 6 outcomes assessed 2012-13. It has three new outcomes that will be assessed 2013-14.
SOC 10 is being assessed on all four new outcomes Fall of 2013.
SOC 13 was assessed in 2012-13 and will be assessed in 2014-15.
SOC 33 was assessed on all outcomes in 2012-13.
**SOC 34 was assessed on one outcome for 2012-12 (CLO #3) and 2012-13 (CLO #1) by associate faculty in Del
Norte under the supervision of the Del Norte faculty in Sociology, and in Eureka. However, SOC 34, 38, 42, and
88A are all Social Work courses currently listed in the discipline of Sociology but needing assessment by
qualified Social Work faculty. This need may justify a resource request for a full-time Social Work faculty or a
split load appointment shared with Native American Studies, Addiction Studies, Political Science or (outside this
program and its division) History. Currently, Associate Dean Joe Hash is supervising the curriculum renewal and
assessment for Social Work courses.
# of course SLO reports submitted during 2012-2013.
Reports submitted in 2012-13 up to the Sept 15, 2013 deadline were included in 2012-2013.
# of degree/cert (PLO) reports submitted during 2012-2013.
Reports submitted in 2012-13 up to the Sept 15, 2013 deadline were included in 2012-2013.
% of Course Outlines of Record up to date. Includes approvals through spring 2013.
Explain any mitigating circumstances.
Indicate if you have submitted updated Course Outlines of Record this fall.
If there is no plan for updating outdated curriculum, when will you inactivate?
cBehavioral Social Sciences 2013.14.docx 3/6/2014 86
6
Anthropology 100%
Native American Studies
0%
Page 9 View curriculum status: click here or go to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: Curriculum Status
(NAS 1 pending COR
approval 11-8-13)
Political Science 100%
Psychology 100%
Sociology 89% (this
includes some Social Work
courses which are not
housed in the Sociology
discipline) 100% of all
discipline specific
Sociology courses are
updated.
Did the Program Advisory Committee Meet in the last year? Y/N
Click here to view the Program Advisory Committee webpage
3.1 What changes have been made to the program based on assessment findings? You may include results from your closing the loop reports
that map to your program.
3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support.
Summary of Section 3
Provide any additional explanations for items described in section 3.
Section – 4 Evaluation of Previous Plans
cBehavioral Social Sciences 2013.14.docx 3/6/2014 Page 10 4.1 Describe plans/actions identified in the last program review and their current status. What measurable outcomes were achieved due to
actions completed.
Action plans may encompass several years; an update on the current status, or whether the plan was discarded and why.
Click here to view completed program reviews from last year.
Actions Taken
Review recommended
preparations for courses to make
them more consistent across
disciplines and appropriate for students to
succeed in courses
Increasing counseling and advising to
prospective BSS students. Our poor
persistence rates as well as problems with
online success and retention (not to
mention the high attrition from registration
to census) begs for better preventive
measures by student services and faculty.
An emphasis on student educational
planning would be recommended.
cBehavioral Social Sciences 2013.14.docx Current Status
Impact of Action (describe all relevant
data used to evaluate the impact)
Discussions of recommended vs. required preparations
in disciplines occurred.
Some courses have been changed to
reduced timed writing assignments in
order to address recommended to
bringing major deliberate integration of
writing assignments.
Mark Winter and Michelle Haggerty participated in a
research project in Fall 2012 on improving success and
retention of online students through the use of
analytics. The Open Academic Analytics Initiative
(OAAI), supported by a grant from EDUCAUSE’s
Next Generation Learning Challenges program is
funded by the Bill and Melinda Gates Foundation. The
OAAI’s purpose is to utilize academic analytics to
identify students having difficulties in the course and
then the instructor would direct the student to support.
The Psychology instructors were not impressed with
the ability of the analytics to identify students that were
at risk. The interventions utilized by the research
project have been included in interventions that Psych
Faculty can use with students, therefore increased
awareness and knowledge was gained through
3/6/2014 Page 11 From Program Review 2012-13, the
“expected impact on program /student
learning was identified as “improve
student success and retention.” Data for
the period 2011-13 reveal that the
program overall 7.8% increase in student
success and a 6.0 increase in student
retention from year to year. 2013-14 data
are not yet available due to it being the
middle of fall semester.
More counselors have been hired which
should really support students choosing
majors and being advised into the
appropriate courses.
participating in this study.
Determine pedagogical and other
classroom activities that lead to success in
the African American male population to
distribute these throughout the program and
possibly throughout the District.
Provide for professional development
within the programs to augment strategies
that increase underrepresented student
success rates.
Increase accessibility and
multimedia capabilities of
classrooms: ELMO in CA 109 &CA113,
Reduce classrooms hazards,
Transform CA 109 into a “Smart
Classroom”
Staff development activities across disciplines for
increasing success & retention of underrepresented
students in classrooms can be provided by Psychology
faculty who has the highest success retention data
across district disciplines. Psychology faculty are an
invaluable asset for faculty professional development
for closing the achievement gap for underrepresented
students
Faculty in BSS discipline observed a
strong need for ongoing professional
development for faculty in a resource
center environment similar to the Center
for Teaching Excellence which led to
ongoing and continuous and innovative
interaction across disciplinary interaction
by faculty throughout the district.
Overhead projector has been added to room 109,
however other multimedia needs have not been
addressed.
Associate Dean working with Physics and
Astronomy faculty to repurpose ELMO’s
from PS building to Creative Arts
classrooms with no technology.
CA 113 & CA 109 do not meet minimum ADA and
safety requirements, including poor lighting, broken
chairs and traversing floors in classrooms may be
hazardous. Other issues may be Earthquake
regulations. Measure Q indicates CA modernization is
in a 5+ year plan.
CA 113 & CA 109 classrooms have traditional size
desks for elementary/high school and do not
accommodate adult size students. Many pieces of the
classroom furniture require removal as they no longer
are safe for students. Measure Q indicates CA
modernization is in a 5+ year plan.
CA 113 & CA 109 needs a SMART Classroom or a
SMART Board such as those in the New Academic
Buildings. Measure Q indicates CA modernization is
in a 5+ year plan.
cBehavioral Social Sciences 2013.14.docx 3/6/2014 Page 12 CR Ticket submitted October 2013 to
relocate ELMO’s to CA 113 7 CA 109.
Measure Q resource request submitted
October 31, 2013 for modernization funds
for CA 113 & 109.
CR Ticket submitted October 2013 to
request electrical outlet repair CA 109 for
safety and use of technology in
classroom.
4.2 (If applicable) Describe how funds provided in support of the plan(s) contributed to program improvement:
Section – 5 Planning
Documents
Click here to link to Institutional Planning
5.1 Program Plans
Based on data analysis, student learning outcomes and program indicators, assessment and review, and your critical reflections, describe the
actions to be taken for the 2013-2014 academic year. Use as many rows as you have actions, and add additional rows if you have more than 5
actions. Please number all rows that you add.
Please be specific. This section and section 6 should include a detailed justification so that the resource prioritization committees understand your
needs and their importance.
* Not all actions in this program plan section may require resources, but all resource requests must be linked to this section.
5.1 Program Plans
Action #
1
Action to be taken:
List the specific
action to be taken in
enough detail so that
someone outside of
your area can
understand.
For Sociology –
submit a proposal to
initiate an ADTAssociate in Arts in
cBehavioral Social Sciences 2013.14.docx Relationship to
Institutional Plans
Include the specific plan and
action item relevant to your
action to be taken.
For example: Annual Plan
2013-2014 Theme:
Persistence; or
Goal 1: Student Success:
EP.1.6.2 Develop a plan for
narrowing the achievement
gap for underrepresented
student populations.
SP.1.1.1 Develop degree
plans course pathways based
upon students entering at
various levels of English and
3/6/2014 Expected Impact on
Program/Student Learning
Relationship to
Assessment
Describe the expected impact in a
way that someone outside the
program can understand. The impact
should be measurable.
Improve advising and pathway for
students and more efficient means to
allow students to be ready for transfer
studies in Sociology and Psychology.
Include all
assessment results
that indicate that
this action will yield
the desired impact
on the program. If
the assessment has
yet to be conducted,
explain when and
how it will be
conducted.
PLOs for this
degree option will
be developed and
routinely assessed,
Page 13 Resources
Needed
(Y/N)
A yes here
requires a
corresponding
request in the
next section.
Y
Faculty will
need to
develop COR
Sociology for
Transfer for CSU.
COR for one course
includes statistical
analysis Stats package
SPSS will be
required. SPSS
package is required
for both ADTPsychology and
Sociology.
For Political Science
– submit a proposal to
initiate an (ADT)
Associate in Arts in
Political Science for
Transfer for CSU.
Faculty need to
develop COR’s for 3
courses which are
required for this
degree.
2
3
Provide professional
development
activities to determine
pedagogical and other
classroom activities
cBehavioral Social Sciences 2013.14.docx math placement
with the results used
for dialogue and
improvement.
SP.1.1.1 Develop degree
plans course pathways based
upon students entering at
various levels of English and
math placement
EP.1.6.2 Based on priorities
identified in the Student
Equity Plan, develop a plan
for narrowing the
achievement gap for
3/6/2014 Improve advising and pathway for
students and more efficient means to
allow students to be ready for transfer
studies in Political Science
Increase retention and success of
underrepresented student, increases
access, increases student equity
indicators across disciplines.
Page 14 PLOs for this
degree option will
be developed and
routinely assessed,
with the results used
for dialogue and
improvement.
Increase success of
students
performance on
assessments
for Research
methods
course which
includes
statistical
analysis and
purchase of
the SPSS
(Stats
package)
licenses and
install on
computer lab
for student
CLO’s for use
of software
program.
Y
Faculty need
to develop
COR’s for 3
Political
Science
courses
required for
ADTPolitical
Science
transfer
degree
Y
Professional
Development
Faculty in
BSS
4
that lead to success of
underrepresented
students to distribute
these throughout the
program and the
district. Activities
could include
classroom
management,
diversity education
and multicultural
curricular activities
(professional
development activities
will be developed in
collaboration with
Physical Sciences
faculty as well as
members of the
Student Equity Plan
Committee)
Collaboration with the
Student Equity Plan
Committee could
include requests for a
funded and staffed
Multicultural and
Diversity Resource
Center per the Student
Equity Plan 2012-13.
Provide functional, up
to date materials to
assist in
comprehension
concepts in
Anthropology
specifically Munsell
books and hominid
casts to improve
student efficiency
cBehavioral Social Sciences 2013.14.docx underrepresented student
populations
discipline
observed a
strong need
for ongoing
professional
development
for faculty in
a resource
center
environment
for
continuous &
innovative
interaction to
facilitate
across
disciplinary
interaction
with faculty
throughout
the district.
BSS faculty
would make
significant
contribution
to
professional
development
for colleagues
EP.1.5.1 EP.1.6.1 Provide
comprehensive ongoing
faculty and staff training that
includes diversity.
Student Equity Plan 2012-13,
to meet goals for Indicator II
(Course Completion) –
Activities to Increase Course
Completion of African
American Native American,
Pacific Islander, and
Hispanic students – Item #8.
Course completion can build
confidence in students and
help with persistence in these
equity groups.
SP.3.2.34 Implement a
budget cycle for capital
repairs and maintenance &
SP.3.2.3 Implement a budget
cycle for equipment
replacement"
EP.4.1.1 E.P.4.4.1 Implement
minimum technology specs
for all new or retrofitted
3/6/2014 Student learning improves when
content is delivered using active,
student-centered methods in a
laboratory environment to complete
analyses/documentation. Specifically,
ANTH 1 (casts) and ANTH 2
(Munsell books) would be the
primary courses, although ANTH 5
and ANTH 6 and GEOLOGY courses
would use as well.
Page 15 Increase success of
students
performance on
assessments
Y
Additional
faculty
needed
while in classroom as
well as currency of
hands on materials to
complete labs.
Increase ADA
accessibility and
multimedia
capabilities for
SMART classrooms
as well as address
safety in CA 109 &
113 classrooms.
classrooms
E.P.4.4.1 Implement
minimum technology specs
for all new or retrofitted
classrooms
SP.3.2.34 Implement a
budget cycle for capital
repairs and maintenance &
SP.3.2.3 Implement a budget
cycle for equipment
replacement
Measure Q
5
For Sociology- use
campus events to
build supportive
connection between
instruction and
student services.
Create and market
events to bridge
community-campus
gap.
EP.5.1.1
Develop a plan to increase
student participation in
campus activities across the
district
SP.5.1.1
SP.5.7.1Expand publicity and
marketing.
EP.5.2.1
Develop a new Multicultural
Diversity Center
6
7
Provide, up to date
media materials to
assist in
comprehension of
concepts in
Psychology courses to
improve student
efficiency while in
classroom as well as
currency of relevant
to promote dialogue.
cBehavioral Social Sciences 2013.14.docx EP.1.6.2 Based on priorities
identified in the Student
Equity Plan, develop a plan
for narrowing the
achievement gap for
underrepresented student
populations
3/6/2014 Increase success of
students
performance on
assessments
Y
Measure Q
Conversation and/or information
sharing about social issues relevant to
both students and the local
community will take place, outside of
regularly scheduled classes. People
will either come to campus, or stay
on campus, to participate in the
conversation.
These are the kinds
of activities that
create the campus
environment within
which assessment
can become
meaningful.
Y
Purchase of
licensing fees
for
educational
documentarie
s for public
campus
screenings.
Student learning improves when
content is delivered using active,
student-centered methods through
dialogue about relevant topics as
portrayed through media/video
Increase success of
students
performance on
assessments
Y
Increase retention and success of
underrepresented student, improve
access
Page 16 8
Create a faculty
position in Social
Work to develop
ADT-Social Work for
Health & Human
Services certificate/
Addiction Studies
Certificate
establishing a
pathway for students
to both a Social Work
degree at CSU’s or a
pathway to enter a
vocational track in for
drug and alcohol
addiction recovery
and other mental
health and wellness
service industries
throughout our
district.
Increase enrollments of
underrepresented students to
encourage persistence including
improved support of native American
communities. Position would support
a Strategic Equity in Hiring Plan.
Support the revitalization of Social
Work and specifically Addiction
Studies Certificate
EP.1.6.2 Based on priorities
identified in the Student
Equity Plan, develop a plan
for narrowing the
achievement gap for
underrepresented student
populations
Support the existing grant with
CRDN which prioritizes funds to
build a Social Work Pathway
between Del Norte Unified School
district and DN Charter schools to
establish a direct pathway and link to
HSU Social Work program which
includes NAS 1 diversity requirement
for HSU admissions.
A full-time faculty
member would
assist in overseeing
the assessment
process as well as
many other
instructional needs
Y
Faculty
Prioritization
5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary.
Section 6 - Resource Requests
6.0 Planning Related, Operational, and Personnel Resource Requests. Requests must be accompanied by an action plan in the above section.
Requests should include estimated costs. Submit a support ticket if you do not know the estimated costs.
If you are requesting personnel resources, you must also include the “Request for Faculty or Staffing” forms, located at
inside.redwoods.edu/program review. Submit one form for each request.
Additional Instructions:
 Put down the full amount you are requesting in the “Amount” column. Put down the annual amount of any ongoing or recurring costs in
the “Annual Recurring” column. For example, a personnel request for a permanent position might show an Amount of $30,000 and an
Annual Recurring Cost of $30,000. A request for equipment might show an Amount of $5,000 and an Annual Recurring cost of $200. A
professional development request might show an Amount of $800 and a recurring cost of $0.
 If you have a grant or some other source of funding, include in the “Request” column a brief description of the source of funds and the
dollar amount that is expected to be covered by the other source and if the other source covers any of the annual recurring costs.
cBehavioral Social Sciences 2013.14.docx 3/6/2014 Page 17  Note in the “Request” column if this is a repeat request, and how many times you have submitted this request.
The item number must match the corresponding action # from section 5. Add rows as necessary.
Type of Request (Check One)
Operational
Actio
n#
use #
above
Request
Describe your request here in a way that someone
outside the program can understand.
Planning
To be
reviewed by
Prioritization
Committees of
the Budget
Planning
Committee
Personnel
Professional
Development
To be
reviewed and
grouped by
Associate
Deans.
To be
reviewed by
Faculty
Prioritization
Committee.
To be reviewed
by the
Professional
Development
Committee
Purchase SPSS (Statistical Analysis software for
student to complete courses in both AA-T
Psychology and Sociology. Experience in SPSS is
required for basic level workforce preparation in
social science career track. (6 faculty licenses
@$300.00 and 30 student licenses @$100.00 each
Del Norte and Eureka)
X
1
3
Provide professional development activities to
determine pedagogical and other classroom
activities that lead to success of underrepresented
students to distribute these throughout the
program and the district. Activities could include
classroom management, diversity education and
multicultural curricular activities (professional
development activities will be developed in
collaboration with Physical Sciences faculty as
well as members of the Student Equity Plan
Committee)
4
Purchase 2 Munsell soil books for Anthropology.
4
Purchase 3 hominid casts which anatomical
details for Anthropology (the ones currently
owned are more than 10 years old and details are
no longer current)
cBehavioral Social Sciences 2013.14.docx 3/6/2014 X
X
X
Page 18 $
Amount
$ Annual
Recurring
Costs
Contact
Person
(Name,
email,
phone)
$5000
Include
ship/hand
Variable
costs
associated
with
software
upgrades
Dana Maher
Danamaher@red
woods.edu
476-4539
$3000.00
No
$ 400.00
Include
ship/hand
No
$900.00
Include
ship/hand
No
Deanna
HerreraThomas
Deannaherrerathomas@re
dwoods.edu
476-4307
Philip
Mancus
PhilipMancus@re
dwoods.edu
465-2362
Justine
Shaw
Justineshaw@redw
oods.edu
476-432
Justine
Shaw
Justineshaw@redw
oods.edu
476-4322
6
Purchase 4 viewing licenses for educational
documentaries for community screenings to be
used district wide and for cross disciplinary
activities.
Increase ADA accessibility and safety (equipment
& furniture) and multimedia capabilities for
SMART classrooms as well as address safety in
CA 109 & 113 classrooms.
5
7
Purchase 12 DVD’s which enhance student
understanding of relevant and recent topics of
Psychology.
8
Provide a full-time faculty Social
Work/NAS/Addiction Studies
X
$1000.00
YVariable
depending
on #
added
annually
X
Measure
Q
$200,000
& State
Bond
Match
Unknown
X
1,400
No
80,000
Y
X
Dana Maher
Danamaher@red
woods.edu
476-4539
Tracey
Thomas
Traceythomas@re
dwoods.edu
476-4325
Michelle
Haggerty
michellehaggerty@r
edwoods.ed
u
476-4319
Tracey
Thomas
Traceythomas@re
dwoods.edu
476-4325
Section 7-Author Feedback
Provide any constructive feedback about how this template or datasets could be improved.
Authors commented that it would be helpful if there was some way to receive feedback when a resource request is not approved. For example, for
years the program review resource requests have identified ELMO technology to deliver instruction in 2 Creative Arts classrooms. Authors are
unclear as to why they had never been approved for purchase or perhaps they had never been considered. If there may be a different process to
request it would be useful for the authors to plan a different approach for instructional delivery. Additionally, authors are not sure if there is a
recommended approach to address this resource request need.
How much do you agree with the following statements? (mark your choice with an x )
Strongly Somewhat
Somewhat Strongly
Neutral
Agree
Agree
Disagree Disagree
This year’s program review was valuable in
[x ]
[]
[]
[]
[]
planning for the ongoing improvement of my
program.
Analysis of the program review data was
useful in assessing my program.
cBehavioral Social Sciences 2013.14.docx [ x]
3/6/2014 []
[]
[]
[]
Page 19 Section 8‐ PRC Response by section (completed by PRC after reviewing the program review) 8.0 The response will be forwarded to the author and the supervising Director and Vice President: S.1. Program Information: Acceptable. S.2. Data Analysis: Acceptable overall: PRC recommends providing more analysis narrative in the areas that are lower than district average. S.3. Critical Reflection of Assessment Activities: Acceptable: Most assessments completed and the areas missing relate to absence of faculty; PRC recommends commenting on the Native American Studies course which falls below district averages (no full time faculty). S.4. Evaluation of Previous Plans: Acceptable. S.5. Planning: Exemplary: Actions linked to institutional goals and objectives, education master and strategic plans. Actions are measurable. PRC recommends more analysis and planning discussions for Native American Studies (no full‐time faculty). S.6. Resource Requests: Acceptable: Resource requests linked to section 5 planning. cBehavioral Social Sciences 2013.14.docx 3/6/2014 Page 20