Instructional Program Review Template for Academic Year 2013‐2014 (fields will expand as you type) Please provide a concise response to all questions, and include relevant details in direct support of your responses. Bulleted lists may be used to clearly organize information. Section 1 ‐ Program Information 1.0 Name of Program: Humanities and Communication
Date: 10/18/13 1.1 Program Review Authors (include names and campus locations): George Potamianos (Eureka), Phil Freneau (Del Norte), John Johnston (Eureka), Lisa Sayles (Eureka), Kerry Mayer (Eureka), Kristy Carlsen
(Eureka), Anna Montoya (Eureka), Julie Raich (Eureka)
1.2 Dean’s Signature: Erin Wall Date: 11/14/13 1.3 Individual Program Information # of Degrees offered: 1 # of Certificates offered: 0 1.3.1 State briefly how the program functions support the college mission: The Humanities and Communications disciplines at CR provide a
platform of transfer level coursework to support student success. Additionally, we teach courses which prepare students for technical programs
(such as health occupations) and to enter the workforce with additional job skills.
1.3.2 State briefly program highlights/accomplishments: Languages:


New full-time faculty hire in Eureka
All languages but Sign Language and Spanish were cut due to the budget situation and the new TLU allocation model
Speech: New full-time faculty hire in Eureka
Section 2 ‐ Data Analysis 2.1 Enrollment & Fill Rate Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Enrollments & fill rates Comment if checked: Enrollment ☒ Several disciplines in this program saw drops in enrollment that exceeded the District’s average drop of 12%. They are:
1. French enrollments were down 37% with the number of sections offered down 20%
2. German enrollments were down 34% with the number of sections offered down 25%
3. Japanese enrollments were down 38% with the number of sections offered cut in half
4. Journalism enrollments were down 68% with the number of sections offered down 75%
cHumanities Communication Program Review 2013‐14.docx 3/6/2014 Page 1 5. Philosophy enrollments were down 19% with the number of sections offered down 6%
6. Spanish enrollments were down 44% with the number of sections offered down 29%
7. Speech enrollments were down 20% with the number of sections offered down 19%
These much larger drops in enrollment over the District’s average were due to the TLU allocation shift that happened during
the 2012-2013 academic year. The new TLU allocation scheme shifted the allocation discussion away from historical staffing
levels and established course scheduling patterns to course scheduling that prioritizes student learning and education
outcomes. Since the Humanities contains GE areas with lots of options for students there was severe cuts to the number of
sections offered. Also due to budgetary issues there was a temporary stop on offerings in Cinema, French, German, Japanese,
and Journalism.
In Del Norte:
 Enrollments increased in Philosophy after adding two sections over the previous year. At the same time the fill rate,
at 69%, stayed above the District’s 66%.
 Enrollments slightly dipped In History after adding two sections over the previous year. The fill rate at 83% still
remained higher than the District’s.
Fill Rate ☒ In Mendocino:
 Enrollments fell in all courses across this program. There was a reduction in offerings in 2012-2013. See below for
impact of reduced offerings on fill rates.
Comment if checked: The following disciplines had a fill rate less than the Districts of 66%:
 French with a fill rate of 63%
 Spanish with a fill rate of 62%
Also, the number of choices under the GE categories, which the Humanities courses fall into, may have led to the lower fill
rates.
In Del Norte:
 All courses in the program that were offered had fill rates higher than that of the District’s
 In Spanish only one section was offered and its fill rate was 114%. For the previous three years fill rates in Spanish
have steadily increased with the offering of two sections. In 2013-2014 we should try and offer at least 2 sections of
Spanish in Del Norte.
In KT:
 There was a slight dip in fill rates but, all disciplines stayed above the District’s 66%
In Mendocino:
 Enrollments fell in all disciplines within this program. However, all the disciplines but two maintained fill rates at or
cHumanities Communication Program Review 2013‐14.docx 3/6/2014 Page 2 above the District’s average of 66%. The two disciplines that fell below were Philosophy with a 53% fill rate and
Spanish with a 57% fill rate.
 In Philosophy the fill rate fell to 53% from 64% even with the loss of one section from the previous year.
 In Spanish the fill rate fell to 57% from 74% even with the loss of one section from the previous year.
2.2 Program Majors Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: # of Majors Comment: The AA Liberal Arts: Humanities and Communication (HUM.AA) has 644 students that have declared this as their major.
This is not surprising given the breadth of choices in this major. It is worth noting that 482 (about 75% of these majors) are
choosing HUM.LA.A.AA.
2.3 Success & Retention Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Success & Retention Success ☒ Comment if checked: The following disciplines had success rates below the District’s 69%:
1. French with a 56% success rate
2. History with a 63% success rate
3. Japanese with a 62% success rate
4. Spanish with a 65% success rate
Retention ☒ Comment if checked: The following disciplines had retention rates below the District’s 87%:
1. French with a 77% retention rate
2. Japanese with a 71% retention rate
3. Spanish with a 65% retention rate
2.4 Persistence Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Persistence & Completion rates Comment: The cohort does not provide very useful information because there are so many courses included which crosses a variety of
programs.
2.5 Completers Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Persistence & Completion rates Comment: There were 9 HUM.LA.A.AA degrees and 7 HUM.LA.A.AA degrees.
cHumanities Communication Program Review 2013‐14.docx 3/6/2014 Page 3 2.6 Program Completers Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: # of Completers Comment: Program completion rates are consistent with that of the District’s. Student Equity Group Data 2.7 Enrollments Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp by group Select your program and click on ~ by Student Equity Group below the Enrollments & fill rates Comment: Enrollments in this program at Del Norte, Eureka, and KT tend to attract younger students. In Mendocino Caucasian
enrollments in this program are a little higher and Hispanic’s enrollments a little lower than you would expect based on the
ethnic make up of the campus.
2.8 Success & Retention Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp by group Select your program and click on ~ by Student Equity Group below success & retention Comment: Success and Retention by all groups is similar to that of the District.
2.9 Completers by group Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on ~ by Student Equity Group next to persistence Comment: Skip this item. Data not provided.
Faculty Information 2.10 Faculty Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Faculty (FT/PT) & FTES/FTEF Comment: The FTES/FTEF for the following disciplines were higher than the District’s 26.7:
History with 26.9
Journalism with 51.0
Philosophy with 28.4
Speech with 28.0
cHumanities Communication Program Review 2013‐14.docx 3/6/2014 Page 4 The FT/PT ratios for the following disciplines were below that of the District’s 46.71%/53.29%:
 Speech with 23.33%/76.67%
 History 33%/66%
Del Norte and KT have been relying on an Associate faculty member in Speech who travels from Arcata to serve their
students. Del Norte has the demand to offer two sections of Speech consistently each semester. However, they sometimes
cannot offer both sections because of their Associate faculty member’s availability.
CTE/Occupational programs The following Labor Market section should be completed by all CTE/Occupational programs. Only CTE/Occupational programs need to complete this section (2.9). 2.11 Labor Market Data Refer to the California Employment Development Division: http://www.edd.ca.gov/ www.labormarketinfo.edd.ca.gov
Provide a narrative that addresses the following: a. Documentation of labor market demand b. Non‐duplication of other training programs in the region c. Effectiveness as measured by student employment and program completions. Narrative: Summary of Section 2 Overall, what did you learn from the data provided in this section? Be sure to indicate if your discoveries apply to the entire district, or if they vary by site. Section 3 – Critical Reflection of Assessment Activities Curriculum & Assessment Data What courses, if any are not on track with regard to a 2‐year assessment cycle? Explain if this is a consequence of how often the course is offered or other mitigating factors such as outcome updates that may have changed the assessment cycle. French, German, Japanese,
and Journalism because they
are not being offered
HIST-6, 7, 11, 12, 18, 20
(These classes haven’t been
offered in a few years.
However they are a part of
the AA-T)
cHumanities Communication Program Review 2013‐14.docx 3/6/2014 Page 5 # of course SLO reports submitted during 2012‐2013. Reports submitted in 2012‐13 up to the Sept 15, 2013 deadline were included in 2012‐2013. # of degree/cert (PLO) reports submitted during 2012‐2013. Reports submitted in 2012‐13 up to the Sept 15, 2013 deadline were included in 2012‐2013. % of Course Outlines of Record up to date. Includes approvals through spring 2013. Explain any mitigating circumstances. Indicate if you have submitted updated Course Outlines of Record this fall. If there is no plan for updating outdated curriculum, when will you inactivate? View curriculum status: click here or go to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Curriculum Status Did the Program Advisory Committee Meet in the last year? Y/N Click here to view the Program Advisory Committee webpage SPAN-2B, 11A
(Were only offered once last
year. They need to have all
their CLOs assessed the
next time they are offered)
French: 4
German: 4
History: 6
Japanese: 0
Journalism: 0
Philosophy: 7
Spanish: 3
Speech: 3
2
100% except French,
German, Japanese, and
Journalism. These were all
cut through in Spring 2013
due to budget constraints
NA
3.1 What changes have been made to the program based on assessment findings? You may include results from your closing the loop reports that map to your program. 3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support. Summary of Section 3 cHumanities Communication Program Review 2013‐14.docx 3/6/2014 Page 6 Provide any additional explanations for items described in section 3. Section – 4 Evaluation of Previous Plans 4.1 Describe plans/actions identified in the last program review and their current status. What measurable outcomes were achieved due to actions completed. Action plans may encompass several years; an update on the current status, or whether the plan was discarded and why. Click here to view completed program reviews from last year. Actions Taken Current Status Impact of Action (describe all relevant data used to evaluate the impact) Kristy Carlsen was hired as a full-time Spanish
Professor in fall 2013 at Eureka
Kristy is already working with Language
faculty to coordinate assessment and
review curriculum
Hire at least one Speech instructor Lisa Sayles was hired as a full-time Speech Professor
in fall 2013 at Eureka
Curriculum being updated and
development of an Intercultural
Communication course is being
developed.
Replace lost Language faculty position.
4.2 (If applicable) Describe how funds provided in support of the plan(s) contributed to program improvement: Section – 5 Planning Click here to link to Institutional Planning Documents cHumanities Communication Program Review 2013‐14.docx 3/6/2014 Page 7 5.1 Program Plans Based on data analysis, student learning outcomes and program indicators, assessment and review, and your critical reflections, describe the actions to be taken for the 2013‐2014 academic year. Use as many rows as you have actions, and add additional rows if you have more than 5 actions. Please number all rows that you add. Please be specific. This section and section 6 should include a detailed justification so that the resource prioritization committees understand your needs and their importance. * Not all actions in this program plan section may require resources, but all resource requests must be linked to this section. 5.1 Program Plans Action # 1
2
3
Action to be taken: Relationship to Institutional Plans Include the specific plan and action item relevant to your action to be taken. For example: Annual Plan 2013‐
2014 Theme: Persistence; or List the specific action Goal 1: Student Success: to be taken in enough EP.1.6.2 Develop a plan for narrowing the achievement gap detail so that someone outside of your area can for underrepresented student populations. understand. Development of
Communication
Studies 8:
Intercultural
Communication
course.
Secure more Speech
instructors for Del
Norte and Eureka
Rewrite of
Journalism 5 to
Communication
Studies 5
Proposed Institutional
Learning Outcome #3:
Community and Global
Responsibility
EMP Goal 1: Objective 1.6
Improve success among
underrepresented populations
EMP Goal 1: Objective 1.4
Increase transfers and degree
certificate completions
EMP Goal 1: Objective 1.4
Increase transfers and degree
certificate completions
cHumanities Communication Program Review 2013‐14.docx 3/6/2014 Expected Impact on Program/Student Learning Describe the expected impact in a way that someone outside the program can understand. The impact should be measurable. There will be another course relative
to the AA-T in Communication
Studies.
Resources Needed (Y/N) Relationship to Assessment Include all assessment results that indicate that this action will yield the desired impact on the program. If the assessment has yet to be conducted, explain when and how it will be conducted. A yes here requires a corresponding request in the next section. Exit survey
regarding awareness
and appreciation of
diverse perspectives
Y
Be able to offer more sections to
meet student demand for Speech
courses.
There will be another course relative
to the AA-T in Communication
Studies.
N
Y
Page 8 4
(Introduction to Mass
Communications)
Development of AAT Communication
Studies
5
Complete AA-T
History
6
7
8
Complete AA-T
Philosophy
Add additional
whiteboard space in
CA 105 to make the
room more conducive
to Language
instruction
Establish a regular
funding source for the
Latino Film Festival
EMP Goal 1: Objective 1.4
Increase transfers and degree
certificate completions
EMP Goal 1: Objective 1.4
Increase transfers and degree
certificate completions
EMP Goal 1: Objective 1.4
Increase transfers and degree
certificate completions
Students would be able to transfer to
a CSU with all courses articulating
within this major.
Students would be able to transfer to
a CSU with all courses articulating
within this major.
Students would be able to transfer to
a CSU with all courses articulating
within this major.
SP Goal 1 Objective 1.4
Enhance student support and
student engagement.
EMP Goal 5 Objective 5.3
Increase student engagement
in the community
The instructors will have more board
space to present material making it
easier to draw connections in class.
SEP: Increase engagement,
enrollment, and success of
underrepresented student
populations.
Every year the MDC and the
instructor for SPAN-99A Latino Film
Festival course scramble to find
funding to support this joint film
festival with HSU.
Y
N
N
Y
With a regular
source of funding
the focus of the
faculty and the
MDC can be on the
promotion and
engaging students in
the film festival.
Y
5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary. Section 6 ‐ Resource Requests 6.0 Planning Related, Operational, and Personnel Resource Requests. Requests must be accompanied by an action plan in the above section. Requests should include estimated costs. Submit a support ticket if you do not know the estimated costs. If you are requesting personnel resources, you must also include the “Request for Faculty or Staffing” forms, located at inside.redwoods.edu/program review. Submit one form for each request. Additional Instructions: 
Put down the full amount you are requesting in the “Amount” column. Put down the annual amount of any ongoing or recurring costs in the “Annual Recurring” column. For example, a personnel request for a permanent position might show an Amount of $30,000 and an Annual Recurring Cost of cHumanities Communication Program Review 2013‐14.docx 3/6/2014 Page 9 $30,000. A request for equipment might show an Amount of $5,000 and an Annual Recurring cost of $200. A professional development request might show an Amount of $800 and a recurring cost of $0. 
If you have a grant or some other source of funding, include in the “Request” column a brief description of the source of funds and the dollar amount that is expected to be covered by the other source and if the other source covers any of the annual recurring costs. 
Note in the “Request” column if this is a repeat request, and how many times you have submitted this request. The item number must match the corresponding action # from section 5. Add rows as necessary. Type of Request (Check One) Planning Operational Personnel Professional To be Development reviewed by To be Prioritization Committees To be To be reviewed by Action of the reviewed reviewed by the Request # Budget and grouped Faculty Professional Describe your request here in a way that someone $ use # Planning by Associate Prioritization Development outside the program can understand. Amount
above Committee Deans. Committee. Committee 1, 3, 4
Whiteboards for HU 213 and 215
X
N
N $2500 7 Whiteboards for CA 105 X 8 Latino Film Festival Budget X 3/6/2014 Kerrymayer
@redw
oods.ed
u
Repurp
ose old
boards
from
the
Forum
Repur
pose
old
boards
from
the
Forum
cHumanities Communication Program Review 2013‐14.docx $ Annual Recurring Costs Page 10 Contact Person (Name, email, phone) X4326
Kristy‐
carlsen
@redw
oods.e
du Kristy‐
carlsen
@redw
oods.e
du Section 7‐Author Feedback Provide any constructive feedback about how this template or datasets could be improved. It is recommended that Art, Music, Drama, and Cinema should have their own data set for Program Review.
The fill rates for courses offered as part of the Honor Program are lower than what they should be since an additional section is created to track
these students.
How much do you agree with the following statements? (mark your choice with an x )
Strongly Somewhat
Somewhat Strongly
Neutral
Agree
Agree
Disagree Disagree
This year’s program review was valuable
[]
[ X]
[]
[]
[]
in planning for the ongoing improvement
of my program.
Analysis of the program review data was
useful in assessing my program.
[]
[ X]
[]
[]
[]
Section 8‐ PRC Response by section (completed by PRC after reviewing the program review) 8.0 The response will be forwarded to the author and the supervising Director and Vice President: S.1. Program Information: Completed S.2. Data Analysis: Exemplary. Detailed analysis of data, especially as the program covers a wide area S.3. Critical Reflection of Assessment Activities: Exemplary. S.4. Evaluation of Previous Plans: Acceptable. Suggestion: Items #1 and #2: What is included in the “impact of action” column does not describe an impact of the completed action or refer to data used to assess impacts. S.5. Planning: Acceptable. Note: Items #2 ‐ #7 do not indicate the relationship to assessment S.6. Resource Requests: Exemplary cHumanities Communication Program Review 2013‐14.docx 3/6/2014 Page 11