Chabot College
Program Review Report
Check one:
X SLO Portion of Upcoming ’16-’17
Program Review
(Submitted May 2015 in Preparation for Oct 2015)
___ Revision to ’15-’16 Program Review
(Originally Submitted Oct 2014)
___ Revision to ’14-’15 Program Review
(Originally Submitted Oct 2013)
Submitted on 5-15-2015
Contact: Mireille Giovanola
1
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
ANTHROPOLOGY 1
Fall 2014
8
4
50%
Spring 2015
4: Mireille Giovanola, Steve
Gravely, Nancy Casqueiro, Lakhbir
Singh
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Explain the difference between and significance of
scientific and nonscientific methodology. Apply the
concepts to everyday life.
(CLO) 2:
Integrate knowledge of genetics and evolutionary
processes to analyze diversity in modern human
populations.
(CLO) 3:
Interpret human anatomy and behavior in the context of
non‐human primate anatomy and behavior.
(CLO) 4:
Comparatively evaluate the paleo‐anthropological
evidence for hominin/d evolution
Defined Target
Scores*
(CLO Goal)
80% of the
students will
score 2 or
better.
75% of the
students will
score 2 or
better.
75% of the
students will
score 2 or
better.
75% of the
students will
score 2 or
better.
Actual Scores**
(eLumen data)
91.03% of the
students scored 2
or better.
65.52% scored 2
or better.
77.24% scored 2
or better.
38.62% scored 2
or better.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
2
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Target: 80%. Current: 91% scoring 2 or better.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
All of us emphasize the scientific methodology in class, and give examples of how it is
applied to everyday life, even if it done unconsciously. Most students seem to have a good
grasp of the difference between science and non-science.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Target: 75%. Current: 66% scoring 2 or better.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students traditionally have difficulty with Mendelian genetics and the effect of genes on
the phenotype. Many of them also have difficulty understanding how diversity comes
about. A few also have trouble with the idea of evolution.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Target: 75%. Actual: 77% scoring 2 or better.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We think that this may be due to two different factors: methodology and theory. 1) Some
students have trouble using a comparative approach. 2) Many students have their own
apprehensions about studying non-human primates to understand humans, especially with
respect to behavior.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
Target: 75%. Actual: 39% scoring 2 or better.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
The results were very disappointing. The section on human evolution comes at the end of
3
the course, when we might anticipate that students have enough tools to evaluate the
fossil evidence in order to understand human evolution. In the lecture course (but not the
lab course), many students have trouble using a comparative approach to the study of
human fossils in order to study human evolution. Some are resistant to the idea that
humans evolve at all, but others simply have little experience comparing fossils. Also, it
may very well be that the assessment method that we used in this case (multiple choices)
was simply not effective. An essay question may better allow our students to tell us what
they know.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
4
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The following changes were made:
1) Two of us changed texts: we chose texts that we felt were more approachable than the
ones we had been using.
2) Some of us quiz students about each chapter on a regular basis. This strategy was
discussed as a way to coax students to read – which is something many do not bother to do.
This was already discussed during the previous assessment cycle.
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
1) Students are more engaged when they participate in a discussion, as might be expected.
So we need to encourage student participation by increasing the frequency of small-group
discussions.
2) Students love handling casts of modern primates and fossil humans in the lecture class.
Exposing students to casts a) stimulates students’ critical thinking skills, encourages them to
use a comparative approach, and helps visual learners to understand the information better.
So we should all use a hands-on, comparative approach in our lecture course.
We could also encourage students to take the lab course as they take the lecture course
because the two complement each other.
3) We should review our assessment methods, in order to give our students more freedom
to tell us what they know.
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
X Resource based
 Change to CLO or rubric
X Change to assessment methods
 Other:_________________________________________________________________
5
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
ANTHROPOLOGY 3
Fall 2014
3
2
66.67%
Spring 2015
2: Steve Gravely and Mireille
Giovanola
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
Defined Target
Scores*
(CLO Goal)
85% of the
(CLO) 1:
students will
Describe and apply anthropological principles and
score 2 or
methodologies to the study of human culture/s.
better.
85% of the
(CLO) 2:
Explain the importance of the ethnographic method to the students will
score 2 or
study of culture.
better.
80% of the
(CLO) 3:
Analyze various social constructions of identity and evaluate students will
score 2 or
the societal impact of these constructs.
better.
85% of the
(CLO) 4:
students will
Appreciate and be sensitive to cross-cultural differences
score 2 or
with the aim of developing a perspective of cultural
better.
relativism and an ability to recognize ethnocentrism.
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Actual Scores**
(eLumen data)
92.5% of the
students scored 2
or better.
90% scored 2 or
better.
76% scored 2 or
better.
66% scored 2 or
better.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
6
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Target: 85%. Actual: 92.5% scoring 2 or better.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students obviously did well. Students at Chabot may well have a natural appetite for crosscultural comparisons because of our ethnically diverse population. They hear about other
cultures and cultural practices from their peers.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Target: 85%. Actual: 90% scoring 2 or better.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We have a diverse group of students in the classroom who enjoy learning from other
students about their cultural background. To some degree, they already live with
ethnographic awareness. They see how things can be done differently.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Target: 80%. Actual: 76% scoring 2 or better.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This is a concept that is hard to master. Students seem to have a hard time understanding
“identity formation”.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
Target: 85%. Actual: 66% scoring 2 or better.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Many students have trouble understanding “shades of grey”, i.e. that things are often not
all right, or all wrong, particularly when we talk about culture and cultural practices. This
may partially be due to their young age and inexperience, their belief that they are
supposed to have a clear-cut answer to a question, and their reluctance to offer openended explanations.
7
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
An instructor who no longer teaches at Chabot led the discussion in the previous
assessment cycle. Part-time participation was limited, due to external circumstances.
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
We feel that the CLOs adequately address all aspects of the course.
The following issues must be addressed:
1) Because students have trouble with “identity formation”, we must more explicitly refer to
the process of identify formation with more specific examples and with small-group work.
2) Additional small-group discussion and more essay questions would give students the
opportunity to express their opinions.
On the other hand, students must do the assigned reading! Adding chapter questions might
encourage them to do just that.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
X Change to assessment methods
 Other: _________________________________________________________________
8
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
ANTHROPOLOGY 5
Spring 2015
1
1
100%
Spring 2015
2: Ameena Saeed and Mireille
Giovanola
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
Defined Target
Scores*
(CLO Goal)
80% of the
(CLO) 1:
students will
Demonstrate knowledge of the role racial and cultural
score 2 or
minorities play in the structuring of American society.
better.
80% of the
(CLO) 2:
students will
Demonstrate knowledge of the social, political, and
score 2 or
economic forces of race and ethnicity in developing a
better.
stratified society.
80% of the
(CLO) 3:
Demonstrate knowledge of the importance of historical and students will
score 2 or
empirical perspectives in developing an objective analysis of the
better.
American society.
80% of the
(CLO) 4:
Evaluate the concept and importance of cultural relativism students will
score 2 or
in the understanding of cultural diversity.
better.
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Actual Scores**
(eLumen data)
93% of the
students scored 2
or better.
90% scored 2 or
better.
93% scored 2 or
better.
85% scored 2 or
better.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
9
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Target: 80%. Actual: 93% scoring 2 or better.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Most of the students in the class are minority students. They are interested in the subject
matter, and relate to it on a personal basis. They understand the topic, bring personal
anecdotes and experiences to the classroom, and contribute to the classroom discussion.
I set aside a time for discussing the latest news, and relate them to the course matter.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Target: 80%. Actual: 90% scoring 2 or better.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
I use a lot of videos and visuals to bring to life the topic of stratification and racial and
ethnic minorities, then ask students pointed questions. I encourage students to talk about
their personal experiences. Students have the opportunity to work on an assignment
related to the topic of stratification, and make a class presentation for extra credit.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Target: 80%. Actual: 93% scoring 2 or better.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
I use videos and movie clips to illustrate historical events that have created today’s
minorities. For example, I show clips of Roots to show how African Americans came to this
country, and to show the differences between them and today’s African immigrants.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
Target: 80%. Actual: 85% scoring 2 or better.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Each student is asked to talk about a ritual or practice from their own culture that may
seem out of place in mainstream American society. We debate who is likely to look at the
practice from an ethnocentric viewpoint. I then ask the students which American
10
mainstream practices would be considered odd in their own culture, and why. Finally, we
realize that we are all ethnocentric and that we need to practice cultural relativism across
the board.
11
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
My participation in the prior Closing-the-Loop reflections was limited, as I am a part-time
instructor.
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
I use a combination of several teaching modalities: lecture, discussion, video clips and, once
in a while, we have a guest speaker. Because I show ethnographic clips in class, I would like
to build a video library. Wall maps would complement the lectures and discussions as well. A
field trip to a Native American reservation and/or a juvenile detention center and/or
women’s prison would enhance the students’ classroom experience.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
12
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
ANTHROPOLOGY 12
Fall 2014
1
1
100%
Spring 2015
2: Christina Milner-Rose and
Mireille Giovanola
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
Defined Target
Scores*
(CLO Goal)
80% of the
(CLO) 1:
students will
Distinguish between scientific, magical, and religious
score 3 or
thinking.
better.
80% of the
(CLO) 2:
students will
Apply anthropological principles in everyday life as they
relate to community, family, self, and professional careers, score 3 or
better.
Including the medical and faith fields.
80% of the
(CLO) 3:
Appraise and be sensitive to cross-cultural differences with students will
score 3 or
the aim of developing a perspective of cultural relativism
better.
and an ability to recognize and avoid ethnocentrism.
75% of the
(CLO) 4:
Critically compare and contrast religious and healing beliefs students will
score 3 or
and behaviors, both past and present.
better.
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Actual Scores**
(eLumen data)
66.67% of the
students scored 3
or better.
85.19% of the
students scored 3
or better.
85.19% of the
students scored 3
or better.
66.67% of the
students scored 3
or better.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
13
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Target: 80%. Actual: 66.67% scoring 3 or better.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We must spend more time distinguishing between magic and religion. Because magic is
often part of religion, it is hard for students to be critical of their own practices.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Target: 80%. Actual: 85.19% scoring 3 or better.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
It is gratifying to see that students can apply what they learn in class to their lives.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Target: 80%. Actual: 85.19% scoring 3 or better.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This tells me that we are a very diverse student body, and that it is politically correct for
students to self-censor their biases.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
Target: 75%. Actual: 66.67% scoring 3 or better.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Critical analysis, classification of types, cross-cultural comparison is on the highest level in
the academic field of anthropology of religion. I may need to add more assignments that
focus closely on this skill to practice.
14
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
As a part-time instructor, I did not participate in the prior Closing-the-Loop reflections.
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
Generally speaking, students are tolerant of religious and healing practices they are not
familiar with. As stated earlier, we need to work on the difference between religion and
magic, and help students develop critical thinking skills as they relate to religious and
healing beliefs.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
15
Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that have arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Programs: Anthropology AA and Anthropology AA-T

PLO #1: Analyze human biological and cultural adaptations. In this context, evaluate the
different factors that have affected, and are affecting humans biologically and culturally.

PLO #2: Analyze the factors that cause modern human biological and cultural diversity,
and demonstrate an appreciation for, and sensitivity to biological and cultural diversity.
What questions or investigations arose as a result of these reflections or discussions?
Both PLOs are addressed by various CLOs, in all our Anthropology courses.
PLO #1 is addressed by:
ANTH 1
CLO #2. Target: 75% will score 2 or better. Actual: 65.5%.
ANTH 3
CLO #3. Target: 80% will score 2 or better. Actual: 76%.
CLO #4. Target: 85% will score 2 or better. Actual: 66%.
ANTH 5
CLO #1. Target: 80% will score 2 or better. Actual: 93%.
CLO #2. Target: 80% will score 2 or better. Actual: 90%.
CLO #4. Target: 80% will score 2 or better. Actual: 85%.
ANTH 12
CLO #3. Target: 80% will score 3 or better. Actual: 85%.
By the end of a course, many students are able to evaluate the concept of adaptation and the factors
that cause diversity. Many have more trouble understanding how these differences come/came about,
especially in ANTH 1 and 3. So in those courses, we need to spend more time talking about process. It is
also important that students read the assigned reading beforehand. We need to encourage their doing
so by increasing their opportunities to participate in small-group discussions on the assigned reading,
and by testing them on the reading with short chapter quizzes.
PLO #2 is addressed by:
ANTH 1
CLO #3. Target: 75% will score 2 or better. Actual: 77%.
CLO #4. Target: 75% will score 2 or better. Actual: 39%.
ANTH 3
CLO #2. Target: 85% will score 2 or better. Actual: 90%.
CLO #4. Target: 85% will score 2 or better. Actual: 66%.
ANTH 5
CLO #1. Target: 80% will score 2 or better. Actual: 93%.
CLO #3. Target: 80% will score 2 or better. Actual: 93%.
ANTH 12
CLO #3. Target: 80% will score 3 or better. Actual: 85%.
CLO #4. Target: 75% will score 2 or better. Actual: 67%.
16
PLO #2 really addresses two different things: the ability to analyze the factors that are shaping human
diversity, and an appreciation of/sensitivity for human diversity. The first one involves critical thinking
skills; the second is a function of cultural relativism and tolerance in the case of the ANTH 3, 5, and 12.
In ANTH 1, we ask that students understand humans in a broader context. For example, we stress the
importance of studying non-human primate behavior in order to understand human behavior better,
since humans are primates. We also stress the importance of understanding the development of human
adaptations through time. These are concepts that not easy to grasp, but we have much higher success
rates in the lab (ANTH 1L). In the lab course, students work in small groups. They compare casts, and
discuss their findings with their peers before we all compare our results. In our view, this type of work
encourages participation and the development of critical thinking skills.
As a group, we have the following concerns:
1. Many students do not read the assigned material for various reasons.
2. Many students do not have the proper reading or writing proficiency that is necessary to
succeed in class.
3. Students have difficulty using a formal comparative approach to understand human diversity (in
ANTH 1, for example).
What program-level strengths have the assessment reflections revealed?
Our courses address all five College-wide learning goals.
As a group, we agree that
1. Our CLOs reflect what we think students should have learned when they complete our courses.
2. Our assessment methods show the areas where we need to work with students. In a few cases,
assessment methods will be changed so that students have greater opportunities to tell us what
they know.
3. Students learn much better when a variety of delivery methods are used. We strive to use
different media to present the material in class, and will request additional resources to that
end.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
1. Encourage students to read the assigned reading.
- Because many students do not have the money to buy textbooks, we propose to do the
following: Put additional textbooks on reserve in the library. Propose cheaper alternatives (etexts, used editions). Post notes on Blackboard.
- Increase small-group discussion opportunities in the classroom.
- Regularly quiz students on the assigned reading (chapter quizzes, for example).
2. Address the basic skills issue.
There are unfortunately no pre-requisites for any of the Anthropology classes, but as a result of
the last assessment cycle, we determined that the recommendation that students be eligible for
English 1A to take any Anthropology course should be included in all course outlines. This has
now been done. This advisory should be included in our syllabi. We should actively encourage
our students (i.e. offer them extra credit) to work with tutors in the Learning Connection center.
English and Communication Studies also offer labs for students who need help writing an/or
presenting a paper.
3. Engage students in the classroom.
- Set time aside to discuss current events as they relate to the course subject matter. This works
very well for ANTH 5.
- Increase opportunities for small-group discussions, but do so in a controlled manner: set the
17
time, and the goals.
- Whenever possible, use different media. Replicas of primates and fossil humans can easily be
used in ANTH 1. Videos should be used in all classes, again with clear outcomes in mind.
4. In some cases, reexamine our assessment methods in order to give our students a greater
opportunity to tell us what they know.
18