5.1 b
Program/Discipline: Psychology
Annual Program Review Update
Psychology
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5.1 b
Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: Psychology
Submitted by (names): Michelle Woods Haggerty
Contact Information (phone and email): 476-4319 ; michelle-haggerty@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):
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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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5.1 b
Psychology Fill Rate
Enrollment
Sections
FTES
WSCH
Total
TBA
Weekend
Evening
Late Afternoon
Prime Time
Early Morning
Total
2008 - 2009
TBA
Evening
Late Afternoon
Prime Time
Early Morning
Total
2007 - 2008
TBA
Evening
Late Afternoon
Prime Time
Early Morning
Total
2006 - 2007
TBA
Evening
Late Afternoon
Prime Time
Early Morning
2005 - 2006
77% 72% 68% 72% 68%
73% 66% 69% 65% 64% 58%
65% 61% 74% 68% 79% 69%
71% 59% 77% 68% 62% 28% 69%
68%
306 451
69
205
174 1,205
312
371
49
154
131 1,017
134
476
229
202
137 1,178
136
502
284
289
11
207 1,429
11
16
3
8
6
44
13
14
2
7
5
41
6
17
9
7
4
43
6
17
11
14
1
8
57
36.71 54.9 8.33 24.78 21.21 145.93 37.96 46.61 5.48 18.87 17.59 126.52 16.22 55.34 26.39 24.14 16.56 138.65 16.38 58.45 33.38 33.98 1.13 24.68 168.01
594 864 162
432
324 2,376
702
756 108
378
270 2,214
324
918
486
378
216 2,322
324
918
594
756
54
486 3,132
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
The data above is recording changes in enrollment over the last 4 years. Our total FTES was 145.93 in 2005-2006; dropping to 126.52
in 2006- 2007; recovering some to 138.65 in 2007-2008; and then growing to 168.01 in 2008-2009. In 2008-2009 we began offering
more evening sections. During that year we offered 14 evening classes, whereas the previous year we had offered 7. Two more late
afternoon sections were offered in 2008-2009 as compared to the previous year. The morning and prime time sections were offered at
the same numbers. It appears that some enrollment was captured during this late afternoon and everning time frames. The fill rates
were lower however, with the overall fill rate beting 68% for 2008-2009 and 71% for 2007-2008.
The enrollment increase of 21% for the last academic year can be explained by the offering of more sections within the department
including an increase in online offerings.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
There has been a down turn in our economy with high unemployment rates in our state that may be accounting for some of the
increases in enrollment that we are seeing here. There has also been encouragement from administration to offer more sections, have
more late start classes, more evening classes,more online offerings and to allow classes to proceed when not full. The data does
indicate that our fill rate has decreased some with the increase seen in FTES.
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5.1 b
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
PSYCH-1
PSYCH-10
PSYCH-11
PSYCH-2
PSYCH-30
PSYCH-33
PSYCH-38
PSYCH-40
Total
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled
71%
638
69%
654
68%
561
68%
598
64%
849
81%
21
71%
194
71%
180
61%
169
74%
184
78%
202
100%
11
69%
127
70%
131
64%
92
60%
83
76%
87
69%
344
71%
386
65%
355
70%
418
67%
348
73%
11
65%
40
79%
28
60%
40
61%
83
100%
1
100%
1
70%
1315
70%
1391
66%
1205
69%
1323
67%
1602
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
Our department has seen an increase in enrollment over the past 4 years. With this increase we have also seen some decreases in
student success in the classes. In the Psych 1 sections success was at a rate of 71% for 638 students in 2004-2005, the success rate is
down to 64% in 2008-2009 with 849 students. The other courses have not seen as significant a change over the five years reported
and the total success precentage has maintained fairly consistent being 70% in 2004-2005; 70% in 2005- 2006; 66% in 2006-2007;
69% 2007- 2008 and 67% in 2008-2009. Changes within the department that may be impacting these numbers may include simply
capturing a different student population with the different time offerings in the schedule.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
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Our college has seen some changes in the years reported here that may have had some impact on student success. There have been
changes in the college system in regards to assessment of skills and advising prior to students taking courses. The high school
program that exsists on the Eureka campus may also be impacting the overall success rates. These students are populating our
psychology 1 sections and, anecdotaly, been having a difficult time with the course content.
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)
PSYCH-1
PSYCH-10
PSYCH-11
PSYCH-2
PSYCH-30
PSYCH-33
PSYCH-38
PSYCH-40
Total
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled
88%
638
84%
654
85%
561
90%
598
88%
849
86%
21
85%
194
87%
180
77%
169
87%
184
93%
202
100%
11
87%
127
89%
131
80%
92
86%
83
93%
87
90%
344
89%
386
88%
355
90%
418
88%
348
82%
11
85%
40
86%
28
78%
40
88%
83
100%
1
100%
1
88%
1315
86%
1391
84%
1205
89%
1323
89%
1602
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
The data reported above reflects fairly high retention of students in the psychology department. In the last school year we retained
89% of the 1602 students that were enrolled in psychology classes. Psychology classes are popular classes on our campus and across
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5.1 b
the country. Psychology has been reported by the APA to be the number one major in the country currently. Students enjoy the
content and our faculty.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
Review and analyze the Enrollment data (Table 2.04) provided by Institutional Research and answer the following questions:
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5.1 b
Table 2.04 English and Mathematics Basic Skills Data for Course Success (F2005-F2008)
PSYCH-1
PSYCH-11
PSYCH-30
PSYCH-33
PSYCH-38
Total
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
READ-360
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
81%
396
71%
637
57%
648
48%
102
63%
16
65%
347
79%
163
71%
155
50%
106
52%
27
25%
4
76%
153
71%
94
68%
93
65%
77
36%
11
0%
2
66%
53
84%
152
70%
245
67%
365
56%
225
31%
32
67%
203
76%
50
74%
35
49%
35
33%
6
50%
2
68%
41
80%
855
71%
1165
60%
1231
53%
371
39%
56
68%
797
PSYCH-1
PSYCH-11
PSYCH-30
PSYCH-33
PSYCH-38
Total
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
78%
487
74%
315
64%
487
58%
293
50%
84
60%
480
82%
145
76%
88
58%
116
55%
84
40%
15
74%
160
77%
91
71%
42
58%
77
64%
44
46%
13
63%
63
79%
167
76%
162
63%
252
60%
277
55%
100
69%
264
97%
38
69%
16
47%
32
54%
26
75%
8
59%
49
80%
928
74%
623
62%
964
59%
724
52%
220
65%
1016
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 overall trend in the data for the english placement and success in psychology classes is that the lower the placement in english, the
less likely the student is to be successful in psychology classes. The psychology classes listed here are transfer level courses.
Students are expected to read a college level text, participate in classroom discussions, take exams on the criteria and write papers.
All sections of these classes sections, require college level reading and writing. You will see with the data that as English levels go
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5.1 b
down the number of students enrolled also goes down. The percentages decreasing for success is therefore even more significant. We
do see some anomolies in the reported numbers. 63% of 16 students that placed into Reading 360 were successful in Psych 1. If these
students are truly placing at this level they would not have the skills to pass the course. It could be that students are not placing
appropriately and that is leading to their success. These students are going against what advisors would recommend for class selection
and therefore feel that they can be successful.
In looking at the numbers for success as related to math placement we see a similar trend that the higher the placement in Math the
more likely the student is to be successful in a Psychology course. Math skills may not be as clear of a predictor of suceess in
Psychology, however, the trend is still seen. Math skills are not as integral to Psychology curriculm and no recommendations are
made for Math placement in our course outlines. Students that are placing higher in Math may be more successful in Psychology
courses simply due to the confidence in abilities and familiarity with college level courses.
How has the discipline/program responded to these patterns and how will the discipline/program respond in the next three years?
All of our course outlines in the Psychology department, except for Psychology 33, have a recommended preparation of English 150.
Therefore, students should be advised to not take these classes before this skill set is worked on. With an increase in advisors on
campus the department is hopeful that students will register for classes that they are prepared for.
In Psychology 33 it is recommended that students be eligible for English 150, not that they have completed it. Historically, students
have been advised to take this Psychology class if they are returning students with anxieties about college attendance. The department
will discuss this recommended preparation when the course outline is rewritten.
As a department Student Learning Outcomes are being assessed to look at the level of student success on our identified outcomes.
The conversations that have taken place with this assessment allow us, as a department, to make sure that our individual assignments
are all in line with the level of outcome that we have written in the course outlines. The assessment has led to nice conversations with
colleagues in the department regarding teaching techniques and assignments.
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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
Equipment replacement and repair
budget
Professional Development
Work-study funding
Additional Budget Items
Unrestricted Funds
Restricted Funds
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
The area budget has not been divided out to different departments, but is simply a division budget. The main expense of the
psychology department is for printing costs. In past years our budget has been adequate to meet the areas printing budget. We are
hopeful that this will continue to be the case. Our department, however, has not had any budget to update our instructional materials,
or to provide special event activities for psychology students.
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Another need of our deparment is reliable, up to date computers in our classrooms and for office use. Assoicate faculty have very
limited access to reliable computers on campus. Most of our faculty end up using their own computers for course preparation and
grading. It would be nice to have a bank of computers that are up to date and reliable in the Creative Arts builiding for associate
faculty to utilize.
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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 09-10
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. DVD - "All in the Mind: Understanding the Complexity of the Brain"
Reason: Provides instruction to support SLO's.
$129.95
2. DVD - "Growing the Mind: How the Brain Develops"
Reason: Provides instruction to support SLO's
$129.95
3. DVD - "The Study of Memory"
Reason: Provides instruction to support SLO's.
$109.95
4. DVD - "Battle of the Brains: The Case for Multiple Intelligences"
Reason: Provides instruction to support SLO's
$129.95
5. DVD - Buying into Sexy: The Sexing Up of Tweens
Reason: Provides instruction to support SLO's
$129.00
6. DVD - "Date Rape: A Violation of Trust"
Reason: Provides instruction to support SLO's
$ 79.95
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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7. DVD - "Abu Ghraib: A Torturer’s Tale"
Reason: Provides instruction to support SLO's
$ 129.00
8. DVD - "Living in the Hyphen: Cultural Identity in Multiethnic Society" $ 149.00
Reason: Provides instruction to support SLO's
9. DVD - "Red Flags: Avoiding Abusive Relationships"
Reason: Provides instruction to support SLO's
$ 95.95
10. DVD - "Prejudice: More than Black and White"
Reason: Provides instruction to support SLO's
$ 129.95
11. DVD - "Racial Stereotypes in the Media"
Reason: Provides instruction to support SLO's
12. DVD - "Winning the Mind Game: Triumphing Over Mental Illness"
Reason: Provides instruction to support SLO's
$ 129.95
$ 89.95
13. DVD -"Obeying or Resisting Authority: A Psychological Retrospective" $149.95
Reason: Provides instruction to support SLO's
6. DVD - "Michael Kimmel: On Gender"
$125.00
Reason: Provides instruction to support SLO's
15. DVD - "The Differences Between Men and Women"
Reason: Provides instruction to support SLO's.
$89.95
16. DVD - "At the Gates of Autism: Emerging into Life"
Reason: Provides instruction to support SLO's.
$149.95
17. DVD - "Reviving Ophelia"
Reason: Provides instruction to support SLO's
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$275.00
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18. DVD - "Living with Alzheimer's"
Reason: Provides instruction to support SLO's.
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$89.95
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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
Associate Faculty
2.97
68%
2.2
59% 2.27
63%
2.9
58%
Regular Staff/Non-Overld 1.21
30% 1.44
41%
1.6
37%
2.2
42%
Regular Staff/Overload
0.03
2%
Total
4.21
100% 3.64
100% 3.87
100%
5.1
100%
a. Describe the status of any approved, but unfilled full-time positions.
 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
Our staffing needs for full time and part time faculty are adequate at this time. We have a new full time faculty on the Del Norte
campus who is assigned half time to psychology. The filling of this position is significantly important for students in the Del Norte
area. We currently have adequate staffing for part time faculty. On the Eureka camp;us we have been very lucky to have some long
term associate faculty who are willing to take classes at the last minute as needed and fill in for any needs of the department. These
faculty have also been helpful in mentoring new associate faculty.
7. Staff Resources
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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.)
Psychology
0
0
0
8% of a full time
position
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: Psychology Submitted by: Michelle Woods Haggerty
Year: 2009
List classroom or instructional space name/number: CA 113
Check if any of the following are not adequate:
Ventilation / room
ADA
temp
access
Other (briefly describe):
Number of seats / work stations
Technology (computers, projectors, internet)
Describe the specific action and cost to make this space adequate for your instructional needs: The internet connection in this
classroom is not reliable. Many instructors have reported not having a connection. A secure connection is needed for instruction.
Cost is not able to be determine due to being unclear of the problem.
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: 9
Students: 40 students in each section
Describe how these changes will improve student learning outcomes: Instructors utilize the internet connection to connect to mycr,
the library for research demonstrations, film clips that are available online, professional organizational material, and other
educational material. All of the above support the student learning outcomes for our couses.
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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
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
Number of
students using
equipment each
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Describe how the equipment
allows achievement of
program/discipline educational
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cost
semester
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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: Psychology 1 - Explain the interaction between heredity and environment.
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.
The department met together and discussed the assesment process in the fall of 2008.
Psychology 1 was chosen as the course to begin assessment on since it has the most
sections. The curriculum for this class has 17 SLO's. Recommendations were made from the
assessment committee that the beginning phase start with assessing one or two SLO's. THe
department agreed to begin the assessment process with the above SLO, since this particular
SLO is an important theme in many different areas of psychological study.
During Fall semester 08 the assessment included a essay question that was added to final
exams in all sections of psychology 1. The discussion that followed this assessment
indicated to the faculty that an essay question led to too much subjectivity in determining
successful completion. Therefore the department came up with 3 multiple choice questions
that all sections of psychology 1 included on the final exam in Spring 09.
.
Fall 08 Results: 60% of students passed the essay question given on the final exam with a 75% reliablity in
scoring.
Spring 09 - # of students assessed: 82
Percentage of students obtaining correct answers on all 3 que: 71%
Percentage of students not answering correct on all 3 que. that did not pass class: 8%
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5.1 b
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.
Students, overall, did well on the assessement. It appears that the spring semester assessment was a more
reliable measure, by eliminating some of the subjectivity. Faculty found through the assessment process that
their teaching approached changed as a result of the highlight on this area for assessment. This is something
that the department would like to continue to discusss, how can we assess without changing our individiual
approaches to teaching.
Faculty will continue to consult on the actions that will be taken to improve student outcomes. The department
will continue to assess the above SLO for the this academic year. We are planning to expand the assessment
process, but first would like to rewrite the Psychology 1 curriculum to align it more with the assessment
process. Assessing 17 SLO's every semester could take away from the academic freedom each indiviual
teacher has in preparing their class. The department would also like to focus on sharing with each other
innovative teaching techniques and supporting each other's instruction more actively.
We will begin implementation this semester and will complete by the end of this academic year.
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.
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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.
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.
The assessment documents reside in the area coordinators office.
11. Curriculum Update
Identify curricular revisions and innovations undertaken
a.
in the last year.
The department proposed curriculum for Human Sexuality that was tabled by the curriculum committee. The department plans to
revisit this curriculum again this year.
b.
planned for the coming year.
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The psychology department has been coordinating and teaching Human Sexuality for the last academic year and currently. Three
sections of this course are being taught and all three sections are taught by Psychology faculty. The Human Sexuality class resides in
the Sociology program. Although either discipline is listed on the course outline to teach this course it is the belief of the Psychology
department that Human Sexuality fits the discipline of Psychology. This department therefore plans to propse new curriculum for
Human Sexuality with a Psychology prefix. This will be completed in consultation with the Sociology department.
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
Psych 1
Psych 10
Psych 11
Psych 2
Psych 20
Psych 30
Psych 33
Psych 38
Psych 40
Year Course Outline Last Updated
2006
2007
2006
2007
2006
2007
2007
2007
2007
Year Next Update Expected
2010
2012
2011
2012
2011
2012
2010
2012
2012
If the proposed course outlines updates from last year’s annual update (or comprehensive review) were not completed, please
explain why.
The department planned on revising the Psychology 1 curriculum in 2009 even though the review is not due until 2011. The update
has not been completed as to date to allow more time for assessment of SLO's to take place. It has become evident through the
assessment process that the SLO's will need to be written. This is planned for 2010 now. Psychology 33 will also be rewritten in
2010 in attempts to not allow curriculum to become outdated.
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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.
No action plans have been undertaken.
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.
For each goal and/or plan, comment on the current status of reaching that goal and/or completing the plan.
1. Develop an assessment method for measuring all student learning outcomes by Fall 2010: The department has been working on
assessing a learning outcome from the curriculum of Psychology 1. The outcome has been picked and assessments took place in Fall
of 08 and Spring of 09. This outcome of explaining the inteaction between heredity and environment will continue to be assessed this
year. We did not assess the writing of a research paper as an outcome to date due to the desire to create good assessemnt criteria, and
therefore we have decided to move slower with our process. Plans to assess a new outcome will be discussed this academic year.
2. Increase course fill percentage by Fall 2010: Our classes continue to be popluar classes for students to take and we have fairly high
fill percentages currently. As a department we will continue to experiment with scheduling classes at alternative times. However, we
will attempt to not schedule too many sections of classes, that would result in lower fill percentages.
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3. Improve student success by 5% by Fall 2010: Our retention rates of students are fairly high with an overall retention of 89%. Our
student success in some classes has declined this year, particularly in psychology 1. As a department we will continue to assess the
needs of our students and evaluate the population of students that are enrolling in psychology classes. We would like to focus on our
overall presentation of material and how we can help advise and support students more.
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).
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Additional Forms
Facilities and Classroom Technology Form
List classroom or instructional space name/number: Arcata Site Classroom 212
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: The computer in this classroom is
very old and unreliable. Currently the computer does not get turned off due to the button not working to be able to turn it back on.
When it does need to be powered on it takes approximately 15 minutes for the computer to begin working. There is also, currently,
no internet connection in this classroom. The cost is unclear due to being unsure of the actions needed to secure an internet
connection and the costs of computers for the college.
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: 3
Students: 40 Students in each section
Describe how these changes will improve student learning outcomes: Instructors utilize the computer to provide notes for students
to structure lectures and classroom topics. The computer is also used to play DVD for instructional purposes, review mycr,
demonstrate research, visit professional organizational sites, and for other eduational purposes.
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Facilities and Classroom Technology Form
List classroom or instructional space name/number: CA 109
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: The projector in this classroom is not
stationary, which causes a loss of intructional time and difficulties in viewing for students. The projector needs to be affixed to the
ceiling or wall to allow stationary projection. The cost is unable to be determined by this instructor.
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: 4
Students: 40 students in each section
Describe how these changes will improve student learning outcomes: Instructors utilize the projector to show the material on the
computer and to view instructional movies. The material on the computer includes lecture notes and educational material online,
including CR's homepage. The above items are significantly important for conveying information to students in attempts to help
meet the listed SLO's. If students cannot see the screen due to the poor projection, this is interferring with their instruction.
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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:
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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:
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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.
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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.
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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.
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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.
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