Chabot College Program Review Report 2015 ‐2016 Year One of Program Review Cycle Psychology Submitted on Oct. 24th, 2014 Contact: Aldrian Estepa, Rani Nijjar, and Andrew Pierson Appendix B2: “Closing the Loop” Course‐Level Assessment Reflections. 1 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 PSY 1 General Psychology SPRING 2014 23 14 61% FALL 2014 Aldrian Estepa, Rani Nijjar, Andrew Pierson 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) (14 SECTIONS OF PSY 1, SPRING 14) (CLO) 1: Identify, compare, and contrast the key theoretical perspectives in psychology including sociocultural, biological, and cognitive‐behavioral perspectives. Defined Target Scores* (CLO Goal) (Scale of 0‐4) 70% of students will score 2 or higher Actual Scores** (eLumen data) 83% 70% of students will score 2 or scientific method serves as a foundation for understanding higher the study of behavior and mental processes. 81% 70% of students will score 2 or higher 84% (CLO) 2: Demonstrate an understanding of how the (CLO) 3: Demonstrate an understanding of the biological basis of behavior and mental processes.  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? The demonstrated student scores across 14 sections exceed our target by 13%. 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? Identify, compare, and contrast the key theoretical perspectives in psychology including sociocultural, biological, and cognitive‐behavioral perspectives. The demonstrated student scores reflect data collected over 14 sections during SPRING 2014. Assessments included focused forced choice assessments as well as graded written exercises. Based on our discussions and observations we believe students are learning this material in a way that allows for connections and deep understanding. 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? The demonstrated student scores across 14 sections exceed our target by 11%. 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? Demonstrate an understanding of how the scientific method serves as a foundation for understanding the study of behavior and mental processes. We assessed knowledge of the scientific method using multiple methods across the 14 sections. This includes both tradition content focused assessment as well as project based assessments. Our cumulative data suggest that students are able to demonstrate content knowledge and application ability. 3 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? The demonstrated student scores across 14 sections exceed our target by 14%. 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? Demonstrate an understanding of the biological basis of behavior and mental processes. The data we collected assessing our students’ understanding of biological basis reflects both forced choice content assessment as well as project based assessment. We have used case studies and vignettes to both teach and assess. Our data suggest that students are gaining reasonably broad as well as reasonably deep understanding of this material. Recent resource availability has allowed us to improve student access to brain models and allow for more hands on in‐class work. 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? Based on our previous discussion we increased our use of case study based in‐class discussions which allow students to practice applying what they have learned. We believe that this has increased the depth of understanding for most students. In most classes, the case study approach is accomplished through structured in‐class group activities. In addition, we have made efforts to integrate the key perspectives across several different topic areas within the course. We believe that the repetition, as well as the increased additional sub‐topic connections, allow for deeper and fuller understanding. We have made an effort to increase the amount of project based learning in the classroom including an increase in small group projects and small group presentations. 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? A strong majority of students are able to demonstrate an understanding of our course level outcomes both interms of content knowledge and application knowledge. We are pleased with this. Throughout our discussion we have continued to move in the direction of increasing project based learning—we believe we will continue in that direction. In discussion, our psychology faculty often end up arguing for the increased use of in‐class small group application type exercises. Additionally, we have increased our use of in‐class structured short reading exercises which focus on reading apprentice style analysis of texts. 3. What is the nature of the planned actions (please check all that apply)? XX Curricular XX Pedagogical  Resource based  Change to CLO or rubric  Change to assessment methods  Other:_________________________________________________________________ 5 Appendix B2: “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 PSY 3: Social Psychology Spring 2014 1 1 100% Fall 2014 Aldrian Estepa, Rani Nijjar, and Andrew Pierson 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: Demonstrates an understanding of conformity and obedience. (CLO) 2: Demonstrates an understanding of roles and social identity. (CLO) 3: Demonstrates an understanding of theories of prejudice and discrimination. (CLO) 4: Defined Target Scores* (CLO Goal) 70% of students will score 2 or higher Actual Scores** (eLumen data) 70% of students will score 2 or higher 90.4% 70% of students will score 2 or higher 90.4%  If more CLOs are listed for the course, add another row to the table. 6 90.4% * 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? 7 PART II: COURSE‐ LEVEL OUTCOME REFLECTIONS C. COURSE‐LEVEL OUTCOME (CLO) 1: 3. How do your current scores match with your above target for student success in this course level outcome? The student scores go above the desired outcome of 70% by 20% (90.4%). 4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Based on our CLO data, our students are doing well in the course. We believe we are on the right trajectory regarding teaching our course. Conformity and obedience (social influence) are discussed very extensively throughout most of the chapters of the text. In addition, there are several group activities that have been added (roleplaying, analysis of advertising) that most likely improved retention of these ideas. D. COURSE‐LEVEL OUTCOME (CLO) 2: 3. How do your current scores match with your above target for student success in this course level outcome? The student scores go above the desired outcome of 70% by 20% (90.4%). 4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Based on our CLO data, our students are doing well in the course. Social identity and roles are discussed in at least 3 distinct chapters in the book. A few new exercises have been added since last cycle (roleplaying, reflective journaling) that could have contributing to the learning of said material. 8 C. COURSE‐LEVEL OUTCOME (CLO) 3: 3. How do your current scores match with your above target for student success in this course level outcome? The student scores go above the desired outcome of 70% by 20% (90.4%). 4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Prejudice and discrimination are topics that have a significant coverage in both the text and class beyond what is discussed in the book (which is one chapter). These topics are incorporated in discussions on social cognition and person perception. Therefore, the students are exposed to the various theories on multiple occasions. Based on our CLO data, our students are doing well in the course. 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? 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? E. COURSE‐LEVEL OUTCOME (CLO) 5: ADD IF NEEDED. 9 PART III: COURSE REFLECTIONS AND FUTURE PLANS 4. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? New exercises, case studies, and interactive projects were added to this course to increase student success after the previous assessment cycle. 5. 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? The current assessment demonstrates that the injection of new activities may have had an effect on the number of students deemed successful. We will continue to improve the course by adding more interactive elements and projects in an effort to maintain this level of success. 6. What is the nature of the planned actions (please check all that apply)?  Curricular X Pedagogical  Resource based  Change to CLO or rubric  Change to assessment methods  Other:_________________________________________________________________ 10 Appendix B2: “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 BRAIN, MIND AND BEHAVIOR Spring 2014 1 1 100% Spring 2014 Aldrian Estepa, Rani Nijjar, Andrew Pierson 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: Actual Scores** Defined Target (eLumen data) Scores* (CLO Goal) 70% of students 75% of students will score 2 or successfully higher. accomplished. Demonstrates an understanding of the basic structures and functions of the nervous system 70% of students 63% of students (CLO) 2: will score 2 or successfully Demonstrates an understanding of neural conduction accomplished.37% and synaptic transmission within the nervous system higher. of students (CLO) 3: Demonstrates an understanding of various brain‐
behavior relationships of the nervous system (CLO) 4: developing understanding. 70% of students 70% of students will score 2 or successfully higher. accomplished.  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? PART II: COURSE‐ LEVEL OUTCOME REFLECTIONS 11 E. COURSE‐LEVEL OUTCOME (CLO) 1: 5. How do your current scores match with your above target for student success in this course level outcome? Students successfully met desired target outcome at 75%. 6. 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 content of neuroanatomy, neurochemistry and neuropharmacology occur in the early part of the course. Learning names of brain structures and connecting structures with functions are difficult concepts for students to grasp. Assessment of CLO 1,Demonstrate an understanding of the basic structures and functions of the nervous systemwas conducted early in the semester through class discussion, group assignment and quiz. Achievement of 75% is a good solid competency level. The same assessment if conducted towards the end of the semester we would predict over 85% for this course learning outcome, however the goal is to help students acquire this foundation of knowledge earlier so they can begin to apply it to later sections of the course. F. COURSE‐LEVEL OUTCOME (CLO) 2: 5. How do your current scores match with your above target for student success in this course level outcome? 63% of students successfully accomplishedtarget outcome. 37 % of students developing understanding of CLO 2. 6. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? CLO 2 – understanding communication at the cellular level is complex. We expect that most students will struggle with this course content as they develop understanding. What we learn from the assessment scores is to build more scaffolding learning in the lesson plan. Scaffolding can include multimedia resources, activities, application of knowledge through examples and case studies of behaviors and disorders. In the classroom discussions students demonstrate a good understanding, however labeling diagrams and describing the details of electrical and chemical communication of the brain is difficult for most students. Along with providing more scaffolding learning of this content, perhaps using varied assessments may help capture true student learning. This assessment was part of an exam which creates additional anxiety. Also, approaching the CLO from a different perspective might be better. For example rather than merely understanding the mechanics of neural conduction and synaptic 12 transmission, an understanding of how the brain communicates and its relationship tobehavior and psychological functioning might help students anchor and appreciate more of the details at the cellular level. 13 C. COURSE‐LEVEL OUTCOME (CLO) 3: 5. How do your current scores match with your above target for student success in this course level outcome? The student scores met desired target outcome of 70% 6. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Through research papers, short essays and class presentations, students consistently demonstrated their knowledge of connecting neuroanatomy, neurochemistry, neuropharmacology, neurophysiology and neuropathology. Student scores by end of the course show they had a good understanding of the brain‐behavior relationship. D. COURSE‐LEVEL OUTCOME (CLO) 4: 3. How do your current scores match with your above target for student success in this course level outcome? 4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? E. COURSE‐LEVEL OUTCOME (CLO) 5: ADD IF NEEDED. 14 PART III: COURSE REFLECTIONS AND FUTURE PLANS 7. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Brain, Mind and Behavior is a new psychology course. 8. 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? Brain, Mind and Behavior is one of the core courses in the PSY AA‐T. In order to understand behavior, an understanding of the underlying processes is key. It is a course that challenges students but by the completion of the course and as shown by course level outcome three, students demonstrate successful understanding of various brain‐behavior relationships. Within the content modules, especially those that are more difficult to grasp, we can provide more scaffolding learning by including the use of online virtual interactive brain activities and the use of anatomical brain models. 9. What is the nature of the planned actions (please check all that apply)?  Curricular xPedagogical xResource based xChange to CLO or rubric xChange to assessment methods  Other:_________________________________________________________________ Appendix B2: “Closing the Loop” Course‐Level Assessment Reflections. 15 Course PSY 5: Intro Stats for Social Sciences Semester assessment data gathered Spring 2014 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Fall 2014 Faculty members involved in “Closing the Loop” discussion April Garcia, Andrew Pierson 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 Actual Scores** Defined Target (eLumen data) Scores* (CLO Goal) (Scale of 0 to 4) 72% 70% of students (CLO) 1: will score 2 or Demonstrates an understanding of hypothesis testing. higher 70% of students 92% (CLO) 2: will score 2 or Demonstrates an understanding of descriptive statistics. higher 91% 70% of students (CLO) 3: will score 2 or Demonstrates an understanding of inferential statistics. higher 70% of students 83% (CLO) 4: will score 2 or Demonstrates an understanding of data analysis. higher  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? CONSIDER THE COURSE‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE) 16 PART II: COURSE‐ LEVEL OUTCOME REFLECTIONS G. COURSE‐LEVEL OUTCOME (CLO) 1: 7. How do your current scores match with your above target for student success in this course level outcome? The student scores go above the desired outcome of 70% by 2% (72%). 8. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Based on our CLO data, our students are doing well in the course. We believe we are on the right trajectory regarding teaching our course. It is recommended to spend more time on this concept more in future course offerings. H. COURSE‐LEVEL OUTCOME (CLO) 2: 7. How do your current scores match with your above target for student success in this course level outcome? The student scores go above the desired outcome of 70% by 22% (92%). 8. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Based on our CLO data, our students are doing well in the course. We believe we are on the right trajectory regarding teaching our course. Descriptive statistics are covered for the majority of the course. Students complete exercises in various descriptive statistical procedures and are able to discriminate among the various procedures. 17 C. COURSE‐LEVEL OUTCOME (CLO) 3: 7. How do your current scores match with your above target for student success in this course level outcome? The student scores go above the desired outcome of 70% by 21% (91%). 8. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Based on our CLO data, our students are doing well in the course. We believe we are on the right trajectory regarding teaching our course. Inferential statistics are discussed very extensively throughout most of the chapters of the text. In addition, every assignment and exam requires that the students demonstrate knowledge of inferential statistics.This most likely improved retention of these ideas. D. COURSE‐LEVEL OUTCOME (CLO) 4: 5. How do your current scores match with your above target for student success in this course level outcome? The student scores go above the desired outcome of 70% by 13% (83%). 6. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Based on our CLO data, our students are doing well in the course. Students have an opportunity to run statistical analyses using web based statistical software. They also have the opportunity to interpret statistical output. The majority of the course is spent on data analysis in various scenarios. E. COURSE‐LEVEL OUTCOME (CLO) 5: ADD IF NEEDED. 18 PART III: COURSE REFLECTIONS AND FUTURE PLANS 10. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Not applicable. This was the first time that Psych 5 was offered at Chabot College. 11. 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? The exercises and instruction for descriptive statistics, inferential statistics, and data analysis seem to be sufficient. More time could be spent on understanding hypothesis testing. We will continue to improve the course by adding more interactive elements and projects in an effort to maintain this level of success. 12. 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:_________________________________________________________________ Appendix C: Program Learning Outcomes Considering your feedback, findings, and/or information that has arisen from the course level discussions, please reflect on each of your Program Level Outcomes. Program: ___PSYCHOLOGY___ 19 
PLO #1: Demonstrate familiarity with the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. 
PLO #2: Respect and use critical and creative thinking, skeptical inquiry, and, when possible, the scientific approach to solve problems related to behavior and mental processes. 
PLO #3: 
PLO #4: What questions or investigations arose as a result of these reflections or discussions? We have wondered about how to develop a major field pathway within the Psychology discipline. We have wondered about including sequenced courses with the major or pathway. We have questioned what kinds of pedagogical modifications might increase student engagement and increase depth of learning and understanding. What program‐level strengths have the assessment reflections revealed? We have developed a Psychology Program leading to an AA‐T degree. This program includes sequenced courses, including a Statistics for the Social and Behavioral Sciences and Research Methodology. We have worked to address depth of understanding across the major concepts within our curriculum; we have accomplished this by including more project based learning, more in‐class Reading Apprenticeship style activities, and including more small group projects. We have also been able to purchase some excellent brain models, videos, charts, and other instructional supplies that allow for more hands‐on learning. What actions has your discipline determined might be taken to enhance the learning of students completing your program? We plan to continue to work on increasing depth of understanding by including more project based learning, more small group work, and more in‐class structured Reading apprentice style reading. In addition, we plan to continue to expand the range of hand on materials to enhance student learning. Program: _____  PLO #1: 
PLO #2: 20 
PLO #3: 
PLO #4: What questions or investigations arose as a result of these reflections or discussions? What program‐level strengths have the assessment reflections revealed? What actions has your discipline determined might be taken to enhance the learning of students completing your program? 21