Program Review and Action Planning – YEAR TWO
Action Plan Progress Report
Division
Program
Contact Person
Date
Social Science
Anthropology
Kip Waldo and Mireille Giovanola
3/14/2011
Audience: IPBC; Program Review Committee; Deans/Unit Administrators; Budget Committee
Purpose: To provide evidence of progress on from previous year and to provide input into
planning for subsequent years.
Instructions: If you have completed your unit plan last year, please update your timeline and
answer the questions below. If you are updating/changing your timeline, list the appropriate
year in which revisions were made.
IA. Problem Statement: Summarize your Program Review Year One conclusions.
IB. Analysis: If there are any new data or conclusions, what is the basis for these new
conclusions?
IA. Problem Statement: Our general program review conclusions last year were:
1.
2.
3.
4.
5.
6.
7.
8.
We need to move into our new laboratory space.
We need to secure more lab specimens for our Biological Anthropology offerings
We need to expand our class offerings.
We need to review and update current course offerings
We need to hire a full-time tenure track faculty member
We would like to consider the development of supplemental instruction classes.
We would like to consider the development of an Anthropology AA degree
We would like to pursue research regarding the perspectives and lives of our students
IB. Analysis: The basis for these conclusions:
1. We need to move into our new laboratory space and be ready for the Spring semester
a. The demand for our Anthropology 1L labs have been great.
2. We need to secure more lab specimens for our Biological Anthropology offerings
a. We continue to have a need for replacements due to normal wear and tear.
b. Also to conduct labs with the professional depth and expanded class offerings,
more lab specimens are necessary.
3. We need to expand our class offerings.
a. The relevance of anthropology in today’s world is more evident to students. We
have an increasing number of students who would like follow-up classes.
4. We need to review and update current course offerings
a. Our classes needed reviewing and updating.
5. It was necessary to hire a full-time tenure track faculty member
a. The demands of the discipline necessitate hiring of one fulltime instructor, for
program development, to facilitate program review and other demands on the
discipline.
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6. We would like to consider the development of supplemental instruction classes.
a. Our classes are college transfer classes. With the increase in class size and the
increasing needs of students, students who might succeed with some additional
assistance are not being reached.
b. We would like to increase the use of Learning Assistants in our classes. We have
just begun using them in a couple classes with a degree of success.
7. We would like to consider the development of an Anthropology AA degree
a. We have an increasing number of students who are pursuing anthropology as their
major in four-year institutions
8. We would like to pursue research regarding the perspectives and lives of our students
a. Our goal was to pursue an investigation of students’ backgrounds and attitudes
regarding the theory of evolution
i. We are in the process of gathering quantitative and qualitative data in
our Anth 1 lecture course regarding this issue.
b. Our goal was to pursue an investigation of students’ reasons for not “succeeding”
– their perceptions and the factors involved.
i. We were unable to pursue this as we were unable to secure funding for the
study. It is necessary but we do not have the resources and will continue to
compile anecdotal data.
II. List your accomplishments: How do they relate to your program review and PLO
work? Please cite any relevant data elements (e.g., efficiency, persistence, success, FT/PT
faculty ratios, SLO/PLO assessment results, external accreditation demands, etc.).
IIA. Student Success and Equity:
1. In fall 2009, our student success rates correlated positively with successful completion of
English courses. With one exception (Anthro 12), students who had had English
102/101A/101B did better than students who had not taken English courses the previous
semester.
a. We recommend that our students be proficient in English, but cannot enforce the
b. recommendation, as there is no prerequisite for any of the Anthro courses, except
for Anthro 1L (pre-/corequisite: Anthro 1).
c. Note: data were compiled for Anth 1, 1L, 3, 5, and 12.
2. We happy to report that our student success rates have steadily increased, from 63% in
Fall 2007 and Spring 2008 to 69% in Fall 2009 and Spring 2010.
3. From fall 2008 on, our courses have had a higher success rate and lower withdrawal rate
overall, than comparable college-wide rates.
a. Our most successful course: Anth 1L (success rates are above 85% (except in
spring 2008;
b. Withdrawal rates are below 8%, except in spring 2008). Labs have a relatively
small number of students (cap is 25 though actual number is often close to 30).
Students work in teams, handle specimens, and get individual attention from
instructors.
4. Our least successful course: Anth 12 (non-success and withdrawal rates exceeded success
rates). Reasons to be determined.
5. Gender equity and success rates: More females than males enroll in our courses. In
general (except for spring 2009), females have a higher success rate and lower
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withdrawal rate than males, and than comparable college-wide rates.
6. Equity and success rates by ethnicity: Sampling: Anth 1, 1L, Anth 3, Anth 12.
a. Anth 1. In spring 2010, we served a higher percentage of Fiilipino (14.29%) and
lower percentage of African-American students (12.24%), compared to Chabot
(9.86% and 18.77% respectively). Anth 1 and Chabot percentages for other ethnic
groups were similar. Anth 1 success rates were higher and withdrawal rates
(except for Filipinos) were lower, compared to Chabot as a whole.
b. Anth 1L. In spring 2010, we served a higher percentage of Filipino (14.29%) and
lower percentage of Asian (12.86%) students, compared to Chabot (9.86% and
18.27% respectively). Percentages for other ethnic groups were similar. Anth 1L
success rates were much higher and withdrawal rates were lower (except for
Asians which were higher, and Whites which were the same), compared to
Chabot as a whole.
c. Anthro 3. In spring 2010, we served comparable percentages of students from
different ethnicities as Chabot. Only our African-American students had both a
higher success rate (52% and a lower withdrawal rate (20%) than their
counterparts at Chabot. Latino students had the same success rate (63%), but a
higher withdrawal rate (24% vs 19%), compared to Chabot.
d. Anthro 12. In fall 2009 (Anthro 12 is not taught in the spring), we served 46
students. Women vastly outnumbered men (34 vs 11%). Success and withdrawal
rates were comparable.Except in two cases (Native American and Pacific
Islander: one successful student each), success rates were much lower than
Chabot’s success rates. The uncharacteristic “non-success” pattern for
Anthropology needs to be studied.
IIB. Accomplishments and Goals:
1. We are now occupying a state-of-the art lab with storage space easily accessible from both
the lab room and the classroom.
2. We need to secure more lab specimens for our Biological Anthropology offerings
a. We need replacements due to increasing usage, but to conduct labs with the
professional depth and expanded class offerings, we would like, more lab
specimens are necessary.
b. We are working with the Budget Committee to expand our collection
3. To continue to introduce classes that respond to the demands of the changing world.
a. We offered one section of our new class -ANTH 7 An Introduction to
Globalization/Anthropological Perspective
4. We reviewed and updated current course offerings
a. We are current with our course outlines. Anth 1, 1L, and 5 were updated in fall
2009. Anth 2, 3, 8, and 12 were updated in fall 2010. An outline was developed
in fall 2010 for Anth 7, our new class offering.
5. We hired a full-time tenure track faculty member
a. This should allow us to catch up with the demands placed on the discipline for
program development, to facilitate program review and other demands on the
discipline. Until this year, one faculty member was on pre-retirement workload
reduction and all other classes are taught by adjunct faculty.
6. Given the budget constraints the offering of supplemental instruction classes seems
unlikely. Until the time arises when we could add additional classes we want to
supplement instruction other ways.
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a. We would like to continue to utilize Student Learning Assistants in our classes
and expand the number of classes that utilize them.
b. We have had success with discipline-specific tutors, with students reporting
positive experiences and a noticeable impact on grades and persistence.
7. We are in the process of developing an Anthropology AA degree
a. We have an increasing number of students who wish to pursue anthropology as
their major in four-year institutions
b. We are in the process of developing classes (Anth 4 (Language and Culture) and
Anth 13 (Forensic Anthropology)) to expand our class offerings.
8. Our goal was to pursue an investigation of students’ backgrounds and attitudes regarding
the theory of evolution
a. One of us (Mireille Giovanola) is currently working on a FIG project, and
gathering both qualitative and quantitative data to address this issue.
9. We submitted a CLO assessment plan that complies with established deadlines, and are
currently assessing four of our courses.
10. We are in the process of developing an Environmental Studies program, in collaboration
with Geography.
a. We are responding to a growing demand for courses/programs that address
environmental issues.
b. The program, which will be inter-disciplinary, will make use of existing courses
and faculty.
11. We are renewing our ties with local high schools.
a. One of our adjunct instructors is currently teaching Anth 3 for Twilight School at
Tennyson.
b. We are exploring a partnership with San Lorenzo High School “Green Academy”.
III. Student Learning Outcomes Inventory Update
Acronym Key:
SLO = Student Learning Outcome is a general term, for the following three levels of outcomes:
CLO = Course-level Outcome, i.e. what a student can do after completing a course
PLO= Program-level Outcome, i.e. what a student can do after completing a sequence of courses
CWLG = College-wide Learning Goal



Percentage of courses in your discipline that have CLOs and rubrics developed: 66%
For this information, please see the list of which courses do and do not have CLOs on the
SLOAC’s main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Percentage of courses in your discipline that have the minimum number of CLOs
developed: 33%
(1 unit = 1 or more CLO, 2 units = 2 or more CLOs, 3 or more units = 3 or more CLOs):
For this information, please see the CLO spreadsheet on the SLOAC’s main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Date the CLO Assessment schedule was submitted: 2/21/2011
For this information, please see the Course-level Outcomes assessment schedules list from
the Assessment Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
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


Percentage of courses in your discipline that have had all the CLOs assessed within the
past three years, as per Chabot’s Assessment policy: 0%
For this information, please see Chabot’s Assessment Policy from the SLO/Assessment
Guidelines webpage:
http://www.chabotcollege.edu/sloac/guidelines.asp
Percentage of courses in your discipline that have had all the CLO assessments reflected
upon, or discussed with colleagues, within the past three years: 0%
What questions or investigations arose as a result of these reflections or discussions?
Explain:
Until fall 2010, our faculty consisted of one full-time member who was on pre-retirement
workload reduction, and adjunct faculty. Most sections were taught by adjunct faculty. Anth 1,
1L, 5, 8, 12 were taught by adjunct faculty only. A full-time faculty was hired in August 2010.
We all understand that we must work collegially to complete course assessment and evaluation
by May 2012.

What actions has your discipline determined that might be taken as a result of these
reflections, discussions, and insights?
Actions planned:
Four of our courses are taught solely by our part-time colleagues: Anth 2, 5, 8, 12.
We have had several discipline-wide meetings that focused on SLOs. We are working closely
with our part-time colleagues, and have submitted a new assessment schedule with the following
goals:
a. Anth 1L, 2, 3, and 7 are being assessed this semester; these courses will be
evaluated in fall 2011.
b. Anth 1, 5, 12 will be assessed in fall 2011 and evaluated in spring 2012.
c. Anth 8 is not being currently taught, due to budget constraints.
d. Anth 29 is an Independent Study course. Topics vary with individual students.

What course-level and programmatic strengths have the assessment reflections revealed?
Strengths revealed:
We are fortunate to have part-time colleagues who are willing to work on CLOs even though
they are not compensated for their time. We are working closely with our adjunct colleagues and
sharing knowledge about assessment rubrics and tools. We are currently assessing four courses
that will be evaluated in fall 2011. We will then be able to discuss course-level and
programmatic strengths.


Percentage of programs within your discipline that have established at least two PLOs, and
mapped appropriate CLOs to them: 0%, but we are developing and linking two PLOs.
For this information, please see the Program-level Outcomes progress page from the
Assessment Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
Which of the CWLGs do your discipline’s CLOs address?
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
Critical Thinking, Communication, Development of the whole person, Global and
Cultural involvement.
In which if any of the College-wide Learning Goals Faculty Inquiry Groups have
discipline member(s) participated? Reading Apprenticeship (Kip Waldo)
Insights gained
Reading Apprenticeship: I have tried different approaches to reading and student engagement
in the texts. I have reconsidered the kind of text I will utilize next year for Cultural
Anthropology, but have yet to find a suitable text. In addition, I experimented this semester with
a variety of texts in our new “Anthropology of Globalization” class and have continued to use inclass reading groups to discuss the shorter texts, along with reflection papers. I plan to use more
class time in the future to explore some of the more complex constructs.
VII. Academic Learning Support
What kinds of academic learning support does your discipline use or require to help students
succeed (e.g., tutoring, learning assistants, student assistants, peer advisors, lab support,
supplemental instruction, peer-led team learning, peer advisors)? How many hours per semester
do you use and/or how many hours per semester do you need?
Explain:
Learning Assistants have been involved in three sections of Anthropology 3 with varying
degrees of success. This semester was to be a hopeful one, but the economic situation caused the
student selected for ANTH 3 to drop this opportunity to find a job.
Each intervention was positive and we have learned more about when and how to engage the
Learning Assistant in the classroom and when they can best function outside. It is also a matter
of “chemistry” – the class, the Learning Assistant and the instructor. As our sections are getting
larger, with the budget cuts, the degree of anonymity is increasing. A big part of the role of the
Learning Assistant helps break this down and establishes another set of “connections” for
students in the class. This helps them root them more in the class and give them someone else to
go to if they start to stumble or have questions. In addition, the success data shows that students
who are at least 1A eligible have a significantly higher rate of success than those who do not
have this foundation. Access to support services; if we can introduce students to these services
and engage them, their success rate will be higher. The data, for this tends to corroborate this,
but not conclusively and in anthropology we are in the early stages of incorporating disciplinespecific support.
In the near future we would like to have Learning Assistants in at least one Cultural (68 hours)
and one Biological Anthropology class (68 hours) and one Physical Anthropology Lab (68
hours). The lab would require presence in all the 3-hour labs plus one hour a week for individual
and group appointments. . While it is better to have a Learning Assistant participate in all
meetings of the “lecture” classes it is not absolutely necessary all the time. There are times when
students are working in small groups, which is a good time for a Learning Assistant to participate
and get known in the class. The venues and focus will vary according to the focus of the units
under discussion, necessary, so 3 to 4 hours a week for each 3-hour class would provide
sufficient time for in-class and out-of class meetings.
Peer Tutors – Getting students to take advantage of the resources of the PATH or WRAC
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Centers can be a challenge, but having tutors meet the class and offering extra credit for
assignments often facilitates some students using the services. Having at least two tutors for
Cultural Anthropology and two tutors for Physical Anthropology is most useful, as it provides
greater availability and access for students.
IV. External Data
 Cite any relevant external data that affects your program (e.g., labor market data,
community demand, employment growth, external accreditation demands, etc.).
1. We are introducing courses that respond to the demands of the changing world
a. This spring, we offered one section of our new class -ANTH 7 An Introduction
to Globalization/Anthropological Perspective
2. We are responding to a growing demand for courses/programs the focus on environmental
issues.
a. We are in the process of developing an Environmental Studies program, in
collaboration with Geography.
3. We are approached by local high schools who want to offer college-level courses to
their students.
a. One of our adjunct instructors is currently teaching Anth 3 for Twilight School
at Tennyson.
b. We are continuing to explore a partnership with faculty at San Lorenzo High
School “Green Academy”.
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V.
Action Plan Timeline Update: Cut and paste your previous timeline from Year One and update the “Accomplished?”
column. List any new PLOs or program goals and activities you may have in the second chart.
PLOs and/or Program
Goal(s) from Year One
Timeline
Activity
Support Needed to
Accomplish these
Activities*
Outcome(s) Expected
Person(s)
Responsible
Program Goals #1 & 2
Move into a new lab.
Fully equip the
Anthropology lab
2010-ongoing 1a. Move into new lab space
1b. Purchase more casts and lab
equipment
Kip Waldo, Faculty
$17,200
Program Goal #3
Increase class offerings
2011-ongoing Offer Anth 7
Kip Waldo & Faculty Increase students’ awareness of
Articulation officer
global issues. Respond to demand
Library personnel
for follow-up classes
Counseling
Curriculum Comm.
Kip Waldo
Yes. Course
was offered in
spring 2011
Program Goal #4
Review and update
course outlines
2010
Review of course outlines.
Faculty
Update course outlines for Anthro
2, 3, 7, 8, 12. Compliance with
guidelines on course outlines
Kip Waldo
Yes.
Program Goal #5
Hire a full-time tenure
track faculty member
2010
Hire a full-time tenure track
faculty member
Kip Waldo, Hiring
Committee,
Help with program and curricular
development, program review,
administrative duties.
Kip Waldo & hiring Yes.
committee
Program Goal #6
Explore the development
of supplemental
instruction classes
2010-2011
Increase the use of Learning
Assistants in our classes
Learning Assistants
Our classes are transfer classes and Kip Waldo &
very full. Outreach to students who Faculty
might succeed with some additional
assistance. (Due to lack of funding
for supplemental instruction, we
shifted our focus to the use of
Learning Assistants and disciplinespecific tutors.)
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1a. Offer state-of-the-art facilities
Kip Waldo &
for lab activities. Offer shared
adjunct faculty
storage space for easy access by
lab an lecture course instructors.
1b. Provide quality instruction
through the utilization of
quality instructional
material.
Accomplished?
Yes/No/In
Progress
1a. Yes
1b. In progress
Yes – modified
plan
Program Goal #7
Develop an AA degree
in Anthropology
2010-2011
Program Goal #8
2010-2011
Survey students’ ideas
about the theory of
evolution & strategies for
success
New PLOs and/or
Program Goal(s)
Program Goal #6
(modified)
Increase support to
students through the
use of Learning
Assistants in our
classes and labs.
Timeline
2011-2012
Develop and propose an AA
program
Kip Waldo & Faculty Response to student demand
Articulation officer
Library personnel
Counseling
Curriculum Comm.
8a. Investigate students’
Kip Waldo, Faculty,
background and attitudes
& Students
regarding the theory of evolution
8b. Investigate why students feel
they do not succeed
Activity
Support Needed to
Accomplish these
Activities*
Select students and work with the Support for tutoring and
PATH Center, WRAC Center
Learning Assistants.
and other support centers to
introduce students to the peersupport network.
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Kip Waldo &
Faculty
In progress
8a. Understand possible effects of
Kip Waldo, Faculty, 8a. In progress
students’ attitude about evolution
& Students
8b. No - lack of
on their success. Develop strategies
funding
to help them understand evolution.
8b. Get feedback from students
about the reasons they do not
succeed in a class. Develop
strategies to help them succeed.
Outcome(s) Expected
Increased persistence and
success among students who
have utilized these support
networks.
Person(s)
Responsible
Mireille Giovanola,
Kip Waldo &
Adjunct Faculty
Accomplished?
Yes/No/In
Progress
YEAR
TWO
LEAVE
BLANK
Program Goal #7
(revised & enhanced)
Develop an AA
degree in
Anthropology
2011-2012
7b. Introduce two new courses:
Anth 4 and Anth 7
Kip Waldo, Mireille
Giovanola, Adjunct
Faculty.
Articulation officer
Library personnel
Curriculum Comm.
Diversify our course offerings
in preparation for an AA
program
Program Goal #8
2011-2012
(in progress)
Continue our inquiry
regarding students’
perception of their
preparation and its
role on their success
in the classroom.
8a. Understand possible effects of
students’ attitude about evolution
on their success. Develop
strategies to help them understand
evolution.
8b. Get feedback from students
about the reasons they do not
succeed in a class. Develop
strategies to help them succeed.
Possible stipends for
adjunct faculty.
Support from the Office
of Instructional Research
– depending on the modes
of inquiry utilized.
8a. Understand possible effects Mireille Giovanola,
of students’ attitude about
Kip Waldo &
evolution on their success.
Adjunct Faculty
Develop strategies to help them
understand evolution.
8b. Get feedback from students
about the reasons they do not
succeed in a class. Develop
strategies to help them succeed.
Program Goal #9
(in progress)
Work on SLOs
2011-2012
9a. Develop PLOs.
9b. Assessment and evaluation of
all courses by May 2012
Mireille Giovanola, Kip
9b. Reflection on CLO
Waldo & Adjunct Faculty outcomes, possible change in
teaching methods. Compliance
with SLO regulation.
Mireille Giovanola
& Kip Waldo
Program Goal #10
Development of an
“Environmental
Studies”
program
2011-2012
Develop a multi-disciplinary
program that deals with
environmental issues, in
collaboration with Geography
Anthro Faculty,
Geography Faculty, Dean
Sperling, Carey Harbin,
Curriculum Comm.
Implementation of an
Enviromental Studies program
with core disciplines and
several areas of emphasis.
Response to external demand
Mireille Giovanola
Don Plondke, Kip
Waldo
Program Goal # 11
Partner with local
high school
2011-2012
Offer Anthro couses taught by
Anthro faculty at different local
high schools.
Mireille Giovanola, Kip
Waldo, Adjunct
Faculty
Community Outreach.
Increase transfer rates.
Mireille Giovanola,
Kip Waldo
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Kip Waldo and
Mireille Giovanola
Definitions of terms:
1. Program Goal = A general statement of what the program hopes to accomplish, for the longterm. It may be in qualitative (narrative) rather than quantitative (numeric) terms. It may
include the integration of several program outcomes, or relate to class scores, credits, units,
course completion, retention term to term, progression to next course/level, program
completion, degree and certificate completion, transfer, success/scores on licensure exams, job
placement, attitudes, fundraising, media promotion, etc.
PLO = Program-level Outcome, i.e., what students can do, what knowledge they have, after
completing a sequence of courses. It is a subset of the Program Goals, related to student learning.
*Types of Support Needed to Accomplish Activities:
 Training or workshops
 Publications, library, resources
 Guidance to support research and/or inquiry projects
 Technology.
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