5.1 b
Program/Discipline: ALSS
Annual Program Review Update
Political Science
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Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: Political Science/ALSS
Submitted by (names): Ryan Emenaker
Contact Information (phone and email): 476-4306; ryan-emenaker@redwoods.edu
Dean / V. P.: Rachel Anderson
Validation Date:
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual Update? (Have you shifted departments?
Have new degrees or certificates been created by your program? Have activities in other programs impacted your area or program?
For example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
After two second academic years without a full time political science faculty member at the Eureka campus, a full-time faculty
member has been hired. This is the only full time position that is solely dedicated to the discipline of political science. The fall of the
2009-2010 is the official start of this position but already there have been several obvious affects towards the goals from the 2007 and
2008 Annual Program Reviews. For example this position has allowed for greater communication and discussion among the discipline
at the Eureka branch and between all the branch campuses. The full time position has allowed for more strategic scheduling of classes
and greater offerings of times and courses for students. This newly filled position has also facilitated the review and rewriting of
outdated course outlines as well as plans to implement Student Learning Outcomes assessment.
Enrollment in political science courses has increased rapidly over the last two years. There has been a dynamic where increased
enrollment has created the need for additional sections and additional sections have lead to further gains in enrollment. Additional
sections of POLSC 10 were added in the 2008-2009 academic year with sections further increasing in the fall of the 2009-2010.
Adding the new sections in 2008-2009 required hiring two new associate faculty to teach that year. Adding additional sections in the
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5.1 b
fall of 2009-2010 required two additional associate faculty even with the addition of a full time political science position. Future
increases in sections and enrollments will most likely require additional associate faculty.
Another positive effect of the increase in enrollment is the greater likelihood of offering elective political science classes at the Eureka
campus each semester. Spring 2009 was the first semester that an elective course at the Eureka Campus was offered since fall 2006.
Fall 2009 marks the second semester in a row with an elective political science course being offered at the Eureka Campus and the
first time in 5 years that students have been able to take POLSC 12: State and Local Government. Being such a long time since
POSLC 12 has been offered at the Eureka campus it was the first chance many students have had to take this course during their time
at CR. The Del Norte and Mendocino campuses have very good records of offering elective classes in political science and it is hoped
with a full time position at the Eureka campus that more elective courses can continue to be offered.
Objective 5.6 of College of the Redwoods Educational Master Plan(EMP) is to increase distance and on-line education. According to
Educational Master Plan 95% of CRs offerings in the 2007-2008 academic year are given in a traditional format with only 5% of
class offerings being distance or on-line. POLSC has made consistent efforts to offer on-line sections and account for a high
percentage of all of CRs on-line offerings. In 2007-2008 POLSC offered 5 out of 26 (19%) courses on-line and then for the 2008-2009
academic year 8 out of 30 (27%) were offered on-line. Overall in 2008-2009 14% of all students enrolled in an on-line course at CR
were enrolled in an on-line POLSC 10 section. This is true even though POLSC accounted for only 3% of all students enrolled at CR
in 2008-2009. In the spirit of Objective 5.6 of the EMP the fall 2009 semester sees additional on-line sections of POLSC 10;
consequently four on-line sections are now offered in a semester up from only one just three semesters ago.
According to the EMP the fifth of the five Strategic plan goals developed by the College of the Redwoods Coordinating Planning
Team for the years of 2008-11 is to “ensure student access.” Increasing distance and on-line education is just one way to accomplish
this larger goal. POLSC has historically offered sections at many of the satellite campuses and further increased these offerings in
2008-2009. Last year there were POLSC sections at the Eureka Downtown Site and the Klamath-Trinity Site and in the summer at the
Fortuna Site. The fall of 2009 sees offering at the new Arcata Site, the new Mckinleyville Site, and the Klamath-Trinity Site.
The 2008-2009 academic year also saw POLSC offering student learning opportunities outside the classroom. Last year POLSC
Department along with the Office of Student Learning Support Services hosted Constitution Day on September 17th, the anniversary
of the signing of the US Constitution in Philadelphia. In a separate event one POLSC faculty member hosted a debate on current ballot
issues prior to the 2009 election in November. These events served as both additional educational opportunities for enrolled POLSC
students and as a great outreach tool for prospective POLSC students.
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2. Program/Discipline Trends
Review and analyze the Enrollment data (Table 2.01) provided by Institutional Research and answer the following questions:
Table 2.01 Enrollments
Number of students enrolled at census date
For the purposes of these charts here, course sections have been broken down by class start time. The definitions for each start time
are as follows:
 Early Morning
Before 10:00AM
 Prime Time
From 10:00AM to 2:30PM
 Late Afternoon
From 2:30PM to 5:30PM*/6:00PM
 Evening
5:30PM*/6:00PM and later
 Weekend
Saturday or Sunday classes
 TBA
No scheduled start time
* Evening is defined differently for semesters prior to Fall 2009
Each classification was weighted according to the following schedule:
 Weekend
 Evening
 Late Afternoon
 Early Morning
 Prime Time
If a section had start times that fell into more than one category, it would be placed in the higher weighted category. For example, if a
section met on a Saturday and started at 10:30AM, it would be considered a Weekend section.
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Political Science
Fill Rate
Enrollment
Sections
FTES
WSCH
Total
TBA
Evening
Late Afternoon
Prime Time
Early Morning
Total
2008 - 2009
TBA
Evening
Late Afternoon
Prime Time
Early Morning
Total
2007 - 2008
TBA
Late Afternoon
Prime Time
Early Morning
Total
2006 - 2007
TBA
Evening
Late Afternoon
Prime Time
Early Morning
2005 - 2006
60% 74% 62% 53% 67%
68% 65% 75% 44% 78% 70% 55% 62% 60% 45% 63% 60% 45% 77% 60% 60% 66%
69%
157
580
93
58
64
952
179
381
41
79
680
47
329
137
34
190
737
34
552
138
27
230
981
6
14
4
3
2
29
6
11
3
2
22
2
11
5
2
6
26
2
13
6
1
8
30
18.83 68.26 11.39 7.06 9.05 114.59 21.25 46.07 4.96 9.15 81.43 5.59 40.04 15.92 4.85 23.25 89.64 3.8 64.72 16.03 3.06 29.73 117.32
324
756
216 162 108 1,566
324
594 162 108 1,188 108
594
270 108
324 1,404 108
702
324
54
432 1,620
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
In 3 out of 4 years the "total fill rate" for all POLSC courses has held consistent, ranging only from 68% to 70%. The 2007-2008 year
seems to be the outlier dipping to 60%. These numbers were driven by prime time fill rates in all four years. The prime time rate has
varied by only 3% (74% at the low end and 77% at the high) in the 3 most consistent years. In the outlying year of 2007-2008 the
prime time rate dropped to 62%.
A likely explanation for the significant drop in 2007-2008 is that year marked the first where POLSC was without a solely dedicated
full time faculty member at the Eureka campus. In addition that year also saw the loss of a long time associate faculty. These losses
presented difficulties in scheduling and necessitated a reliance on a new associate faculty member who was given sections at the last
minute. Adding classes late in the summer gave students little time to enroll or properly plan their schedules and most likely affected
enrollment numbers.
The total number of sections saw a dip in both 2006-2007 and in 2007-2008. In 2006-2007 the solely dedicated full time faculty
member at the Eureka campus was serving as Division Chair and teaching a reduced load. In 2007-2008 there was no full time faculty
combined with the loss of a long time associate faculty member. In the 2008-2009 academic year the number of political science
sections increased reflecting similar numbers to 2005-2006 numbers. A new associate faculty member was recruited in 2007-2008 and
two new associate faculty were teaching in 2008-2009. A second on-line section was added in fall 2008 and a third was added for
spring 2009.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
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After a few years of declining enrollment College of the Redwoods had a nearly 20% increase for the 2008-2009 academic year.
Enrollment in political science courses obviously benefited from the increased enrollment at the college. However 2008-2009
academic year saw an over 33% increase in political science enrollment over the previous year. This huge increase is most likely
associated with increased section offerings over the previous year and planning the schedule one year in advance.
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Review and analyze the Enrollment data (Table 2.02) provided by Institutional Research and answer the following questions:
2.02 Course Success Rates
Percentage of students enrolled at census receiving a grade of A, B, C, or Credit
2004 - 2005 2005 - 2006 2006 - 2007 2007 - 2008 2008 - 2009
A-C or Credit A-C or Credit A-C or Credit A-C or Credit A-C or Credit
POLSC-1
67%
49%
100%
88%
67%
POLSC-10
70%
63%
64%
60%
60%
POLSC-12
55%
POLSC-20
60%
53%
POLSC-3
56%
54%
POLSC-30
71%
POLSC-99
Total
69%
62%
64%
61%
61%
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
From 2005-2006 to 2008-2009 the total percentage of students enrolled in all political science receiving a grade of A,B,C, or credit
has remained very consistent, varying by only 3% (ranging from 61% to 64%). The vast majority of students taking political science
course are enrolled in POLSC 10: American Institutions as it is a transfer and AA degree requirement. As one would expect the
success rates of political science students overall has mirrored the success rates of POLSC 10 students. There is notably more variety
in the success rates of POLSC 1: Contemporary Problems. However the number of students taking the course each semester is
extremely small and therefore the variance is most likely not statistically relevant; one or two additional students doing exceptionally
well or failing the course would widely change the percentage. Most other courses have been offered only once over the last 4 years
making it hard to discern much from those numbers.
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However, while the success rate has remained mostly consistent over the last 3 academic years the 2008-2009 year is slightly lower
than previous ones. One possible reason is the increase in on-line sections of POLSC 10: American Institutions. On-line sections of
POLSC 10: American Institutions have lower success rates overall. 6 of 8 online sections in 2008-2009 were lower than the 61%
passing rate of all POLSC classes. Looking at the on-line sections by themselves they total a 55% success rate. If the online sections
are removed, then the overall passing numbers for the last 2 years are a few percent higher, making the overall passing rates over the
last few years more consistent.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
According to the EMP CR's overall success rate for traditional delivery classes in 2007-2008 was 68%. This is very similar to Political
Science's success rate for traditional delivery. The percentage for POLSC is fairly similar to Sociology and other similarly sized
disciplines in the ALSS Division. It also has fairly similar numbers to History in the Humanities Division.
Overall CR had a 58% success rate for on-line sections in 2007-2008. The EMP noted this as an area of concern. This is a very similar
number to on-line POLSC 10: American Institutions sections. The addition of a new Dean of Distance Education and the creation of
student help and orientation procedures for on-line courses are changes that could influence data for next year.
Review and analyze the Enrollment data (Table 2.03) provided by Institutional Research and answer the following questions:
Table 2.03 Course Retention Rate
Percentage of students enrolled at census receiving a grade other than W (Withdraw)
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2004 - 2005 2005 - 2006 2006 - 2007 2007 - 2008 2008 - 2009
Retained
Retained
Retained
Retained
Retained
POLSC-1
82%
87%
100%
94%
90%
POLSC-10
90%
88%
88%
86%
87%
POLSC-12
90%
POLSC-20
88%
79%
POLSC-3
78%
81%
POLSC-30
83%
Total
89%
87%
87%
86%
88%
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
The retention rate numbers have remained incredibly consistent for political science over the last five academic years. One year the
retention rate dropped to 86%, another it went up to 89%, but in all other years it has been either 87% or 88%. POLSC 10: American
Institutions is again the main driver and not surprisingly student numbers closely parallel the overall political science numbers.
POLCS 1: Contemporary Problems has a little more variation. Because the total number of students who take that course is much
lower, more variation can be expected as just a few students can greatly affect the percentages. No other courses have been offered
consistently over the last 5 years, a reflection of the lack of a full time faculty member over the last 2 years at the Eureka campus. This
lack has affected scheduling and the ability to offer a sufficient number of sections. There has also been a lack of sufficient associate
faculty to teach enough sections but no full time faculty to recruit or mentor new ones.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
The retention rate numbers for POLSC seem to be fairly high. The EMP reports that CRs on-line retention rates are at 81% and
traditional delivery is 89% for the 2007-2008 academic year. This makes POLSCs combined on-line and traditional delivery rate of
88% seem very good in comparison.
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Review and analyze the Enrollment data (Table 2.04) provided by Institutional Research and answer the following questions:
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Table 2.04 English and Mathematics Basic Skills Data for Course Success (F2005-F2008)
POLSC-1
POLSC-10
POLSC-20
POLSC-3
Total
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
READ-360
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
92%
36
73%
30
63%
30
50%
4
50%
24
73%
898
60%
844
45%
508
41%
68
43%
7
62%
520
57%
7
50%
2
33%
3
57%
7
70%
10
59%
17
50%
12
0%
1
50%
18
74%
951
61%
893
46%
553
41%
73
43%
7
61%
569
POLSC-1
POLSC-10
POLSC-20
POLSC-3
Total
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
81%
27
72%
18
69%
26
74%
19
75%
4
60%
30
70%
905
63%
504
54%
484
51%
265
35%
60
62%
627
67%
6
50%
2
50%
2
0%
1
50%
8
70%
10
89%
9
14%
7
33%
6
100%
1
52%
25
70%
948
63%
533
54%
519
52%
291
38%
65
61%
690
Given the data, what patterns can be identified in the success rate in individual courses based on the students' skill level? Identify any
important changes since the last review.
The majority of students taking POLSC courses are enrolled in POLSC 10: American Institutions. Since this course carries with it UC
and CSU transfer units, students must be able to meet college-level reading and writing standards to complete the course. It follows
that those taking POLSC 10: American Institutions with the highest skills in English would have the highest success rates. This is
exactly what the number show. Basic skills in math have a much less direct correlation to success. Nothing was done to address this in
the 2008-2009 academic year. However just prior to the start of the 2009-2010 year the course outline for POLSC 10: American
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Institutions was going through a thorough revision that has tried to address this issues. It is the first revision to the course outline since
1988.
How has the discipline/program responded to these patterns and how will the discipline/program respond in the next three years?
The course outline for POLSC 10: American Institutions is being revised in a district wide process. Out of that process it has been
determined to include English 150 as recommended preparation. Very few students enrolled in READ-360 or ENGL-350 have
enrolled in the course over the last 3 academic years and those that have, have a very low success rate. It is predicted that the change
to the course outline and the creation and discussion of Student Learning Outcomes will mean that an even higher number of students
enrolled in political science courses will have a strong chance at success.
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data.
Provide a narrative that addresses the following issues
a. Documentation of lab market demand
b. Non-duplication of other training programs in the region.
c. Effectiveness as measured by the employment and completion success of its students.
N/A
4. Budget Resources
List your area’s budget for the following categories in the table below. Restricted funds have a sponsor/grantor/donor (federal,
state, local government, etc). The funds are restricted by the sponsor/grantor/donor. Everything else is unrestricted.
Category
Supply and printing budget
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Unrestricted Funds
The ALSS division budget is $300
POLSC doesn't have its own line item.
Restricted Funds
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5.1 b
Equipment replacement and repair
budget
Professional Development
Work-study funding
Additional Budget Items
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
Increased enrollment and increased numbers of sections and expansion of elective classes require expanded funding across the area.
Potential efforts to increase student interest in political science (through student centered extra-curricular activities, a lecture series of
guest speakers, candidate or issue debates, panel discussions, and the use of public relations resources) would require additional
funding. More specifically, resource materials for students in political science classes are inadequate and/or out of date. There exists
an urgent need for contemporary DVDs and instructional supplies which illuminate current issues in political science.
Easy access to a scanner that can transfer a multipage handout into an electronic document with the push of one button is needed. This
will help with the reduction in photocopy cost as well as facilitate the use of additional documents in on-line sections.
The sharing of a $300 Printing & Photocopying budget among the entire ALSS division is woefully inadequate for the division and
the small percentage of this that can be dedicated to POLSC doesn’t begin to handle the handout of news articles on current events and
other in-class exercises that require handouts. Practicing the best pedagogy for a particular situation does not allow everything to be
transferred over to downloaded documents. Some documents need to be handed out in class such as examinations. With nearly one
thousand students enrolled(with this number expected to rise considerably this year) in POLSC simply giving one 10 page handout to
all students works out to $250 in printing cost (assuming 5 pages double-sided at 5 cents per page).
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5. Learning Resource Center Resources
Is the level of resources provided by the Library (Learning Resource Center) adequate?
Yes
No If No, Complete the following:
Library Needs Not Covered by Current Library Holdings1 Needed by the Unit over and above what is currently provided.
These needs will be communicated to the Library
List Library Needs for Academic Year 2009-2010
Please list/summarize the needs of your unit on your campus below. Please be as specific and as brief as possible. Place items on
list in order (rank) or importance.
1. The LRC resources are inadequate. Current audiovisual, text, and online databases at the LRC are needed so that political
science students are able to work on relevant research and analysis assignments
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
1 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
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6. Faculty
Table 6.01 – Faculty Load Distribution by semester
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
FTEF % of Total FTEF % of Total FTEF % of Total FTEF % of Total
Political Science Associate Faculty
0.70
23% 1.10
50% 1.30
59% 1.73
70%
Large class Overload
0.12
10% 0.03
5%
Regular Staff/Non-Overld 2.00
67% 1.00
45% 0.84
41% 1.00
30%
Staff - unknown status
Total
2.82
100% 2.13
100% 2.14
100% 2.73
100%
a. Describe the status of any approved, but unfilled full-time positions.
A smaller and smaller % of FTEFs were taught by full time faculty over the last couple of years This is to be expected with the loss of
the only full time faculty member solely dedicated to teaching political science. A full-time faculty member was hired for the start of
the 2009-2010 academic year. There are no approved but unfilled full-time positions at this time.
 b. If you are requesting a Full-Time Faculty position, fill out the current faculty position request form and attach it to
this document.
c. If your Associate Faculty needs are not being met, describe your efforts to recruit Associate faculty and/or describe
barriers or limitations that prevent retaining or recruiting Associate Faculty
With the acquisition of two new associate faculty for 2008-2009 and additional two for 2009-2010 all sections with sufficient
enrollment are being covered. If new sections were to be offered it might be necessary to hire additional associate faculty. There are
few in the College of the Redwoods service area who possess the minimum qualifications to teach political science and even fewer
with minimum qualifications who also posses prior teaching experience. Some associate faculty teaching for CR also teach at HSU,
work other jobs or drive long distance to make it to campus. Working on mutually agreeable scheduling has proved to be one of the
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5.1 b
best ways of recruiting and maintaining associate faculty. In doing so qualified, experienced associate faculty can teach multiple
sections while feeling valued for their work.
7. Staff Resources
Complete the Classified Staff Employment Grid below (please list full- and part-time staff). This does not include faculty, managers,
or administration positions. If a staff position is shared with other areas/disciplines, estimate the fraction of their workload dedicated
to your area. (To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Staff Employed in the Program
Assignment (e.g., Math, Full-time (classified)
English)
staff (give number)
Part-time staff (give
number)
Gains over Prior Year
Losses over Prior Year
(give reason: retirement,
reassignment, health, etc.)
Do you need more full-time of part-time classified staff?
Yes
No
If yes, fill out the current staff request form (to be provided by Administrative Services)
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8. Facilities, and Classroom Technology
Are teaching facilities adequate for achieving the educational outcomes of this discipline/program?
Yes
No
If No was checked, complete a Facility Form for each instructional space that does not meet the needs of this discipline/program.
Additional facilities forms are available at the end of this document for each separate facility being addressed.
Facilities, and Classroom Technology Form
Program/Disciplines: POLSC/ ALSS Submitted by: Ryan Emenaker
Year: 2009
List classroom or instructional space name/number: FM 100
Check if any of the following are not adequate:
Ventilation / room
ADA
Number of seats / work stations
Technology (computers, projectors, internet)
temp
access
Other (briefly describe): The classroom has a great projector and large screen. However the screen almost completely covers
the white board. This makes it time consuming to switch from using the screen to writing on the board. A rolling while board that
could be set in the front of the classroom just off to the left or right of the screen. This would give instructors greater flexibility of
pedagogical approaches.
Describe the specific action and cost to make this space adequate for your instructional needs: The computer in the classroom is
fairly slow. So slow that a medium sized PowerPoint Presentation will not run well if the internet browser is also open.
Additionally the computer also uses an older version of PowerPoint (version 2003) which is not completely compatible with the
newest version (2007). The newer version is loaded on many campus computers. This means that some PowerPoint slides will not
appear the same when they are presented in the classroom as when they are prepared on campus. The inability to run PowerPoint
and surf the internet often means sacrificing the best way to convey material to the students.
The worst possible solution would be to merely update from PowerPoint 2003 to the 2007 version without getting a faster
computer (or at least increasing the RAM on the current machine.) The newer version of PowerPoint takes much more memory to
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run and it would seriously bog the computer down. The most important upgrade is to get the computer up to speed. Then
PowerPoint version 2007 should be installed.
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections: 10
Students: 500
Describe how these changes will improve student learning outcomes: Contemporary issues in political science and government can
be show in the most pedagogically relevant method. The styles of multiple learners can be supported. Current news and events can
be show live in the class for discussion.
9. Equipment
Is the available equipment (other than classroom specific equipment described in the facilities section) adequate to achieve the
educational outcomes of your program/discipline?
Yes
No
If No was checked, complete an equipment form.
If No was checked, complete the following grid for each piece of equipment being requested for this area/discipline:
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Equipment
Price, include
tax and
shipping
Number of
students using
equipment each
semester
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
Equipment Repair
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Does the equipment used for your discipline/program function adequately, and does your current budget adequately provide adequate
funds for equipment repair and maintenance? This does not include classroom specific equipment repair described in the facilities
section.
Yes
No
If No, provide the following information to justify a budget allotment request:
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Equipment
requiring repair
Repair Cost /
Annual
maintenance
cost
Number of
students using
equipment each
semester
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Describe how the equipment
allows achievement of
program/discipline educational
outcomes
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5.1 b
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: The following SLO is an example of one that might be measured this upcoming year.
Explain the relationship between the states and national government (ie. federalism)
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
Currently political science is just starting the process of rewriting all of its course outlines,
most of which do not currently contain SLOs. It is planned to have 3 course outline rewritten
this academic year. As a first step in this process we are going through a district wide
rewriting of POLSC 10: American Institutions course outline. This is the most widely enrolled
POLSC course and therefore the course outline the department decided to work on updating
first. Above is an SLO that is currently in a draft of the new POLSC 10 course outline,
however the outline is still awaiting review from the curriculum committee so no SLOs are
official as of yet.
A possible course SLO is listed above. While the discipline of political science has approved the new course
outline for POLSC 10: American Institutions with the above SLO the course outline still has few steps before
being approved by curriculum committee. Lacking a full time faculty member solely dedicated to political
science these last two years means we have a few steps to take to get caught up with the rest of campus.
First a new course outline with SLOs needs to be approved. It is planned to have 3 to 4 course outlines
completed before the next academic year. Then as a discipline we need to agree on what the specific approved
course SLOs we will measure. Our timeline for curriculum rewriting means we should have approved course
SLOs before spring semester. Therefore during the spring semester we will pick two approved course SLOs to
evaluate and create evaluation methods.
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5.1 b
How will your
department address the
needs and issues that
were revealed by your
assessment?
As a department we intend to review a sample of exams/quizzes or writing assignments from students to
evaluate their understanding of a SLO such as the one above. From there we will share pedagogical strategies,
and educational materials to ensure everyone in the department has additional tools to assist students in
reaching the SLO. This is obviously a work in progress.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
This will have to be part of our discussion in the spring after an approved SLO has been selected. New SLOs
await Curruculum Committee pproval.
Provide a timeline for
implementation of your
top priorities.
Creation of a new POLSC 10: American Institutions course outline with SLOs in the fall semester 2009. Fall
semester of 2009 approval of course outline by curriculum committee. In the spring semester of 2010 with the
collaboration by a majority of those teaching in the department we select specific approved course SLOs to
measure. After that collaboration, evaluation materials will be discussed and finalized for measure SLOs.
Course SLO Measured: The following SLO is an example of one that might be measured this upcoming year.
Describe the three branches of California and US Government
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Currently political science is just starting the process of rewriting all of its course outlines,
most of which do not currently contain SLOs. It is planned to have 3 course outline rewritten
this academic year. As a first step in this process we are going through a district wide
rewriting of POLSC 10: American Institutions course outline. This is the most widely enrolled
POLSC course and therefore the course outline the department decided to work on updating
first. Above is an SLO that is currently in a draft of the new POLSC 10 course outline,
however the outline is still awaiting review from the curriculum committee so no SLOs are
official as of yet.
Annual Program Review Template, Approved Spring 2009
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5.1 b
Summarize the overall
results of your
department, including
performance data if
applicable.
A possible course SLO is listed above. While the discipline of political science has approved the new course
outline for POLSC 10: American Institutions with the above SLO the course outline still has few steps before
being approved by curriculum committee. Lacking a full time faculty member solely dedicated to political
science these last two years means we have a few steps to take to get caught up with the rest of campus.
How will your
department address the
needs and issues that
were revealed by your
assessment?
First a new course outline with SLOs needs to be approved. It is planned to have 3 to 4 course outlines
completed before the next academic year. Then as a discipline we need to agree on what the specific approved
course SLOs we will measure. Our timeline for curriculum rewriting means we should have approved course
SLOs before spring semester. Therefore during the spring semester we will pick two approved course SLOs to
evaluate and create evaluation methods.
As a department we intend to review a sample of exams/quizzes or writing assignments from students to
evaluate their understanding of a SLO such as the one above. From there we will share pedagogical strategies,
and educational materials to ensure everyone in the department has additional tools to assist students in
reaching the SLO. This is obviously a work in progress.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
This will have to be part of our discussion in the spring after an approved SLO has been selected. New SLOs
await Curruculum Committee pproval.
Provide a timeline for
implementation of your
top priorities.
Creation of a new POLSC 10: American Institutions course outline with SLOs in the fall semester 2009. Fall
semester of 2009 approval of course outline by curriculum committee. In the spring semester of 2010 with the
collaboration by a majority of those teaching in the department we select specific approved course SLOs to
measure. After that collaboration, evaluation materials will be discussed and finalized for measure SLOs.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
We have yet to begun any comprehensive CLO or PLO assessment as we lacked a solely dedicated full-time faculty in POLSC to coordinate such an effort. Plans are now being made for this as the two sections addressing SLOs above explain. It is anticipated that
assessment forms will be housed in the office of the area coordinator for POLSC and/or on the IR website.
Annual Program Review Template, Approved Spring 2009
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5.1 b
11. Curriculum Update
Identify curricular revisions and innovations undertaken
a.
in the last year.
None
b.
planned for the coming year.
POLSC10, POLSC 1, POLSC 12, POLSC 3
c. Complete the grid below. The course outline status report can be located at:
http://www.redwoods.edu/District/IR/Reports/Curriculum/Curriculum_Course_Outlines.htm
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Course
POLSC 1: Contemporary
Problems
POLSC 10: American
Institutions
POLSC 12: State & Local
Politics
POLSC 20: Comparative
Politics/Gov't
POLSC 3: Modern World
Problems
POLSC 30: The Campaign Trail
POLSC 40: Ind Study in
Annual Program Review Template, Approved Spring 2009
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Year Course Outline Last Updated
1989
Year Next Update Expected
2010
1988
2009
2002
2010
1999
2011
1988
2011
1988
2008
2011
2013
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5.1 b
Political Science
If the proposed course outlines updates from last year’s annual update (or comprehensive review) were not completed, please
explain why.
Clearly, the important requirement of updating and submitting course outlines to the curriculum committee has been neglected year
after year. In the 2007-2008 annual update the completion of course outlines is mentioned as a new initiative. However, only one
course outline (POLSC 40) was updated, submitted to the curriculum committee, and approved. The continued lack of progress on
course outlines is another example of how the absence of a full-time Political Science faculty member affects attending to the larger
needs of the subject area. The fact that political science has these out of date course outlines, illustrates how a lack of direction can
result in omissions of critical information, analysis, as well as appropriate and necessary action. With the hire of a new full time
Political Science faculty member the updating of course outlines is now underway.
12. Action Plans
List any action plans submitted since your last annual update. Describe the status of the plans. If they were approved, describe
how they have improved your area.
13. Goals and Plans. Address either item a. or b. in the section below
a. If you have undergone a comprehensive review, attach your Quality Improvement Plan (QIP) and address progress made on the
plan and list any new plans that have been developed (using a new QIP form).
QIP Attached
b. If you do not have a QIP, refer to the goals and plans from your previous annual update.
Annual Program Review Template, Approved Spring 2009
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5.1 b
For each goal and/or plan, comment on the current status of reaching that goal and/or completing the plan.
According to last year’s Program Review “The salient goal for 2008-2009 is:
To request the hiring for a full-time political science faculty position at the Eureka campus.”
A hiring committee was created and full-time political science faculty position at the Eureka campus was hired. This required much
work on the part of the other full time faculty who teach in political science.
Other important goals include from last year’s program review include
“Addressing the need to update at least two political science course outlines.” This did not occur as there was no solely dedicated full
time person to lead the process. However since the brief start of this academic year one course outline is in the process of being
updated already.
Another goal from last year was “Practicing a broader inclusion of political science faculty into email communications regarding area
issues.” And “Bringing the area faculty into a discussion which would explore and evaluate factors in the success rates and retention
rates of POLSC 10 and to make recommendations.” Again both of these goals are now starting to get worked on with the hiring of a
new full-time faculty member.
List any new goals and plans your area has for the coming year, and indicate how they are aligned with the goals/objectives in
CR’s Strategic Plan. (CR’s strategic plan is located on the web at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
The continuation of last year's goals that went unmet are the most pressing.
#1 Therefore the first goal is to update 3-4 of the most outdated Course Outlines by the start of the next academic year. This relates to
Objective 3.1 – Increase student learning performance through student learning outcomes from CR's Strategic Plan.
#2 Political Science classes will be offered at at least 5 of the different campuses, centers, and sites each semester. Further efforts will
be made to continue to offer sections at the most remote sites such as the Klamth-Trinty Site and Mckinleyville Site. This will work
towards CR's Objective 5.3 in the Strategic Plan – Reduce transportation barriers for students.
Annual Program Review Template, Approved Spring 2009
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5.1 b
#3 The 2009-2010 will maintain the growth in the number of sections and number of students enrolled in on-line sections from this
year. This matches up with "Objective 5.6 – Increase distance and online educational opportunities." Political Science has done a good
job of meeting this goal with over 14% of all students enrolled in on-line classes at CR enrolled in POLSC 10: American Institutions.
#4 As a discipline Political Science will offer at least 4 outside the classroom educational activities in the 2009-2010 year giving
students a greater level of participation in campus life. This will help CR achieve “Objective 5.9 – Increase student participation in
campus life."
#5 Offer a greater diversity of political science course to students at CR. Goals #1 of CRs EMP is to “enable student attainment of
educational goals.” Antidotal evidence from instructors teaching POLSC 10: American Institutions shows that students would like to
have a broader selection of political science courses as part of their educational experience at CR. Since all most all political science
offerings transfer to UC and CSU systems it is important that the department make every effort to offer these courses to students that
wish to take them.
Annual Program Review Template, Approved Spring 2009
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5.1 b
Additional Forms
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 28 of 35
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5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 29 of 35
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5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
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5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
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5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
Page 32 of 35
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5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
Page 33 of 35
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5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
Page 34 of 35
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5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
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