Program/Discipline: ANTH/ SOC/ NAS
Annual Program Review Update
Instructions
The Annual Update is conducted district-wide by each program/discipline and consists of
a) analysis of general changes, staffing, resources, facilities, equipment and other needs,
as well as b) reporting of curricular changes and outcomes assessment.
The questions on the subsequent pages are intended to assist you in planning for your
program or area. Input should be sought from all campuses. It should be submitted or
renewed every year by the designated date in anticipation of budget planning for the
next fiscal year.
Institutional data used to document program/discipline statistics and trends will be
provided by Institutional Research.
Please include pertinent documents such as student learning outcomes assessment reports
and data analysis to support any requests for new faculty, facilities, equipment, etc.
Retain this information for your discipline’s use,
Submit an electronic copy of your Annual Update Document and supporting data to the
Program Review Committee. Also submit a copy of these documents to your Division
Chair, Director, or Campus Lead Faculty.
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Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: ANTH/ SOC/ NAS
Submitted by (names): Justine M. Shaw/ Toby Green/ Carol Mathews
Contact Information (phone and email): x4322 justine-shaw@redwoods.edu
Date: 10/13/08
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:
A Liberal Arts degree in Social and Behavioral Science was proposed during the
spring of 2008. Its core courses include ANTH 3 and SOC 1; nearly all the
ANTH, NAS, and SOC courses are included in the area of emphasis choices (9
units required). As the degree is implemented, we anticipate a greater degree of
demand for the core courses in particular. ANTH 3, SOC 1, and SOC 2 also
meet a requirement for the Associate of Science degrees in Registered Nursing
and LVN to RN, helping to maintain a high demand for the courses.
2. Program/Discipline Trends
Refer to the data provided (data link is located at
http://inside.redwoods.edu/Assessment/ProgRev/TrendData.asp) and describe the
trends in enrollment, retention, success rates, and student demographics. If
applicable, describe how changes in these areas are impacting your discipline and
describe efforts within your area to address these impacts.
All three disciplines are seeking to improve their FTEs, to recover from low
points during 2005-6. On the Eureka campus/ Arcata site/ Eureka Downtown, this
recovery is beginning to show in data from 2008 and more sections are currently being
added for the spring 2009 semester. Program-wide, the trend is less apparent, as other
campuses and sites have not been able to consistently offer classes in all three disciplines
due to the availability of associate faculty members and other scheduling constraints.
At Del Norte, the number of sections being scheduled is also varied in order to
meet, but not exceed, student demand for particular courses. For instance, during the fall
of 2007, no ANTH sections were offered; two SOC and two NAS courses were offered,
representing a 50% increase over the fall of 2006.
Mendocino regularly offers ANTH 3 and NAS 1. Both are very popular classes
taught on campus and in the local high schools (Fort Bragg and Point Arena) Toby
Green reports that he would like to offer NAS 21 again and potentially broaden ANTH
offerings if enrollments are sufficient.
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Retention rates in all three disciplines improved during the 2007-8 academic year.
Without further data, it is difficult to know whether this improvement is due to
institution-wide programs that have provided more student support, a general
improvement in morale throughout the institution, or changes within the disciplines.
Success rates for ANTH and SOC improved during the last academic year, while
NAS success rates decreased. The rates are highly variable between individual classes.
As we begin to more systematically conduct assessment, it will be interesting to see the
degree to which student success is tied to students' ability to achieve the CLOs.
FTEs by Discipline
ANTH 2004-2005
2005-2006
2006-2007
2007-2008
f2008
48.32
35.43
39.34
45.46
26.3
NAS
2004-2005
2005-2006
2006-2007
2007-2008
f2008
16.4
24.69
36.07
26.05
13.8
SOC
2004-2005
2005-2006
2006-2007
2007-2008
f2008
110.87
127.26
104.99
115.39
64.79
Retention by Discipline
ANTH 2004-05
84%
2005-06
84%
2006-07
78%
2007-08
83%
NAS
2004-05
2005-06
2006-07
2007-08
78%
85%
86%
84%
SOC
2004-05
2005-06
2006-07
2007-08
85%
87%
85%
89%
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Success by Discipline (A-C or Credit)
ANTH 2004-05
62%
2005-06
67%
2006-07
48%
2007-08
62%
NAS
2004-05
2005-06
2006-07
2007-08
59%
68%
73%
63%
SOC
2004-05
2005-06
2006-07
2007-08
67%
70%
66%
68%
No data on student demographics are currently available on the discipline level.
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data. Links to various reports
and information, as well as instructions on how to create program-specific reports,
can be found at
http://inside.redwoods.edu/Assessment/ProgRev/LaborMarketResources.asp.
Institutional Research (IR) is available to help with surveys and reviews. All survey
data (whether collected by your program or the institution) should be sent to IR to be
kept on record.
a. Meets a documented labor market demand,
b. Does not represent duplication of other training programs (in the region), and
c. Is of demonstrated effectiveness as measured by the employment and
completion success of its students.
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
Unrestricted Funds
Supply and printing budget 756 (Eureka campus only)
Equipment replacement
and repair budget
Professional Development
through Senate
Work-study funding
Additional Budget Items
Restricted Funds
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
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All three disciplines (ANTH/ SOC/ NAS) on all campuses could use new
instructional supplies, including up-to-date audiovisual materials. Where such
materials are present, they are generally around twenty years old, so their data and
examples are no longer accurate or relevant. ANTH 1, 2, and 6 all require hands-on
materials for labs and hand-on classroom activities, such as casts, calipers, and
compasses. The quantity, quality, and variety of instuctional supplies is not sufficient
on the Eureka campus, making it impossible to carry out some activities. Many must
be conducted with numerous students sharing the same materials. Other campuses
and sites are unable to teach these courses because no such materials are present. See
#10 for details.
5. Learning Resource Center Resources
Is the level of resources provided by the Academic Support Center and Library
Yes
No
(Learning Resource Center) adequate.
If not, explain.
While Ruth Moon regularly contacts faculty when funds are available to purchase
resources in their subject areas, the databases and print resources currently
available are still not sufficient for faculty to assign many types of research
projects. More funding for library books, journals, and database subscriptions are
needed. Topics for which materials are particularly needed include human
evolution, modern living primates, ethnographies of modern cultures from around
the world, gender identity, archaeological methods, archaeological information on
particular sites and past cultures, forensic anthropology (methods and case
studies), applied anthropology, folklore, women's studies, death and dying,
sociological research methods, Native American history, Native American
viewpoints on controversial issues, and human sexuality.
Mendocino's entire library budget is very limited and not adequate to provide any
DVDs or other instructional materials. More funding for library books, journals,
and database subscriptions are needed in order to assign student research projects.
The current budget will be decreased in the future, making the situation even
more dire. Faculty here, and on the Eureka campus, purchase or rent their own
DVDs in order to have up-to-date examples for their classes.
Part of raising the level of scholarship and writing quality in the classroom means
giving the students greater access to academic works. Recent volumes in
anthropology, Native American studies, and sociology are are absolutely
necessary for this task, and new books should be ordered for the library. For
ANTH, there are two online databases that should be made available to CR
students; these are Anthrosource and JSTOR. These online resources can make
up for the paucity of the library resources now available to students.
6. Student Services Resources
Complete the following grid concerning Student Services Areas.
Student
Does the area satisfy the needs of your discipline?
Services
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Area
There is a
connection to this
discipline/program
and YES the student
services area does
satisfy the needs of
the discipline.
There is a
connection to this
discipline/program
and NO the student
services area does
not satisfy the needs
of the discipline.
Uncertain about the
student service area
provided or how it
connects to this
discipline/program
Admissions and
Records
Counseling
Financial Aid
Career Services
Disabled
Student
Programs and
Services
(DSPS)
Extended
Opportunities
Programs and
Services
(EOPS)
CalWorks
Residence
Halls
Upward Bound
Student
Conduct
If a lack of support was indicated in the table above, describe your program/discipline
need.
NOTE: Del Norte - added TRIO SSSP as a student services area that DOES satisfy the
needs of the discipline.
7. Faculty Resource Needs
Complete the Faculty Employment Grids below (data link is provided at
http://inside.redwoods.edu/Assessment/ProgRev/FacultyLoadDistribution.asp).
Please list full- and part-time faculty numbers in separate rows:
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
RevisedAnnUpdateS08
Total
Teaching
Load for
fall 2007
term
% of
Total
Teaching
Load by
Full-Time
Faculty
% of Total
Teaching
Load Taught
by PartTime
Faculty
6
% Change
from fall
2006
% Change
from fall
2005
Explanations and
Additional
Information
(e.g., retirement,
reassignment,
etc.)
11/4/2008
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ANTH
27
17%
83%
0
+24%
Shaw sabbatical
2005-2006;
Shaw Division
Chair f2007present;
administration
lifting
restrictions on
number of
sections that
may be
offered
SOC
63
36%
64%
-6%
-18%
NAS
27
17%
83%
-14%
+50%
loss of one
full-time
SOC/ NAS
faculty
member in
s2007 (James
Curiel)
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for
spring
2008 term
% of Total
Teaching
Load by
Full-Time
Faculty
% of Total
Teaching
Load Taught
by Part-Time
Faculty
% Change
from spring
2007
% Change
from spring
2006
Explanations and
Additional
Information
(e.g., retirement,
reassignment,
etc.)
ANTH
46.5
29%
71%
+29%
+47.6%
more sections
offered at DN
& Mendo;
administration
lifting
restrictions on
number of
sections that
may be
offered; Shaw
on sabbatical
2005-2006
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SOC
67.5
NAS
18
27%
0
73%
0
100%
-20%
-4%
0
Second/ final
full-time SOC
faculty
member
(Steve
Durham)
retired at end
of s2008
loss of one
full-time
SOC/ NAS
faculty
member in
s2007 (James
Curiel)
a. Describe the status of any approved, but unfilled full-time positions.
Having lost our only two full-time sociologists on the Eureka campus (James
Curiel and Steve Durham), we are currently searching for a new full-time
sociologist. The search was begun conducted at the end of the spring 2008
semester. This did not end in a successful hire and the position has been re-listed
with an October 1, 2008 first review date. Depending upon the specialities of the
best candidate, the position may be strictly a SOC position, although we hope that
it may be SOC/ ADCT, or even SOC/ NAS since there are currently no full-time
faculty in any of these three areas. A second position is badly needed just to
restore the program to the condition in which it was in the spring of 2007. (Please
see attached document for 7b, below).
Del Norte has an approved Psych/ SOC position to be filled for fall 2009.
b. If you are requesting a Full-Time Faculty position develop an attachment to
this report that addresses the following criteria (as listed in AR 305.03)
• The ratio of full-time to associate faculty
• Current availability of associate faculty
• Relation to program review recommendations
• Effect on diversity of the faculty
• Effect on academic offerings and ability to serve students and the
community
• Effect on the vitality and future direction of a program and/or the college
• Effect on student learning
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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
At present, there are sufficient ANTH, SOC, and NAS faculty on the Eureka
campus. However, with no full-time faculty in the latter two areas, it is
difficult for Shaw, an anthropologist, to recruit and screen qualified associate
faculty in order to maintain this pool. There are currently not enough NAS
associate faculty and if a full-time sociologist is not hired for spring 2009,
there may not be enough qualified associate faculty in that area either.
However, Del Norte and Mendocino currently do have sufficient associate
faculty in these areas.
8. 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.
Staff Employed in the Program
Assignment
Full-time
Part-time staff
(e.g., Math,
(classified) staff (give number)
English)
(give number)
ANTH/ SOC/
NAS
Eureka - 18%
(13/72 of our
ALSS faculty
teach in these 3
disciplines)
0
Gains over
Prior Year
Losses over Prior
Year (give reason:
retirement,
reassignment,
health, etc.)
Eureka additional
discipline (ECE)
assigned to ALSS,
as well as more
faculty due to
increased total
sections has meant
that each
discipline has a
smaller share of
the full-time
administrative
assistant for ALSS
Do you need more full-time of part-time classified staff?
yes
no
If yes, explain why.
On the Eureka campus, our ALSS division currently has ~72 full-time and part-time
faculty members. With the ALSS office in charge of so many faculty-related activities
and paperwork, including the massive weight of evaluating all of these faculty; tracking
book orders, syllabi, office hours, and finals; recruiting and hiring faculty; coordinating
program review, curriculum updates, assessment, and other accreditation-related
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activities; monitoring and approving budget expenditures; and monitoring faculty
teaching loads (among other things), the load is tremendous for our one division
administrative assistant. The division as a whole, including the disciplines of ANTH/
SOC/ NAS, could use more administrative assistance. Assistance with faculty
evaluation-related tasks (typing student comments, tallying scores, and scheduling/
coordinating evaluation observations and conferences) would be one of the timeconsuming tasks that could readily be assigned to another classified staff person without
disrupting the flow of work through the office.
9. Facilities, and Classroom Technology
Are teaching facilities adequate for achieving the educational outcomes of this
Yes
No
discipline/program?
If No was checked, complete and attach Facility Form (facilities.form) for each
instructional space that does not meet the needs of this discipline/program:
10. 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 the following grid for each piece of equipment being
requested for this area/discipline:
Equipment
ANTH - tape
measures,
compasses,
Munsell books,
and other
equipment for
archaeology
labs
ANTH - To
teach ANTH1
additional fossil
casts are
necessary to
instruct and
give the
students handson experience
RevisedAnnUpdateS08
Approximate
Price
$500
$3,000
(~$140-200/
Number of
students using
equipment each
semester
25
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
For all equipment: essential to
students' ability to apply ANTH,
SOC, NAS concepts to real-world
situations, as well as their ability
to demonstrate basic dating and
artifact analysis techniques in lab
classes
60-70
10
11/4/2008
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with
osteological
remains of
human
ancestors.
ANTH, SOC,
and NAS - new
audiovisual
material (DVD)
needed
cast)
$3,000
all SOC,
ANTH, NAS
students
(~900)
(see LRC section of #5 for
specific topics for DVDs)
Equipment Repair
Is the equipment used for your discipline/program in need of repair, which is outside your
current budget allotment? This does not include classroom specific equipment repair
described in the facilities section.
Yes
No
If Yes was checked, provide the following information to justify a budget allotment
request:
Equipment
requiring repair
Repair Cost /
Annual
maintenance
cost
Number of
students using
equipment each
semester
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
11. Learning Outcomes Assessment Update.
List all expected program-level outcomes, whether you have completed the assessment loop
(use of results) or not. For each outcome, identify the means of assessment and the criteria
for success. Summarize the data that have been collected in the ‘Assessment Results’
column. If no data have been collected and analyzed for a particular outcome, use the
‘Assessment Results’ column to clarify when these data will be collected and analyzed. In
the fourth column, indicate how the assessment results are being used to improve the
program.
Program Outcomes (Not all
disciplines have program-level
outcomes)
RevisedAnnUpdateS08
Means of
Assessment and
Performance
Criteria
Assessment Results Summary
11
Use of Results
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List all course-level student learning outcomes for which some assessment activity
(assessment, analysis, or use of results) has taken place since the most recent program review,
and complete the table below as appropriate
Student Learning Outcomes
(course-level)
Means of
Assessment and
Performance
Criteria
ANTH 3
During f2008,
ANTH 3
faculty will be
voluntarily
asked to use
two essay
questions
which will be
assessed by
Shaw and
Green after the
semester is
over using a 3tier scale. In
s2009, this
assessment
will be
mandatory for
anyone
teaching the
course.
Assessment Results Summary
Use of Results
Discuss the extent to which part-time faculty (if applicable) have been involved in the dialogue
about assessing student learning outcomes:
All ANTH faculty district-wide were invited to take part in the initial discussion
of assessment techniques at the start of the fall 2008 semester. The questions and
CLOs selected will be share with all via e-mail for comments and feedback.
Shaw and Green will score the questions to be used in assessment and the results
will be shared with all via e-mail. Faculty teaching ANTH 3 in s2009 will be
invited to take part in a discussion of the questions to be used in assessment that
semester.
Any assessment in SOC will have to wait until a full-time faculty member is present
somewhere in the district.
Toby Green plans to begin test piloting NAS assessment in Spring 2009.
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12. Curriculum Update
Identify curricular revisions and innovations undertaken
a. in the last year.
ANTH 6 and ANTH 100; SOC 2, 3, 5, 9, 33, 34 (part of ADCT), and 38 (part of
ADCT); NAS 1, 13, and 21
b. planned for the coming year.
ANTH 1 and ANTH 4; we hope to hire a consultant to rewrite the entire ADCT
curriculum
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
Course
ANTH 1
ANTH 2
ANTH 3
ANTH 4
ANTH 5
ANTH 6
ANTH 100
Year Course Outline Year Next Update
Last Updated
Expected
2008
2006
2010
2007
2010
2007
2009
2006
2010
2007
2011
2007
2008
2007
NAS 1
NAS 13
NAS 21
2007
2007
2007
2011
2011
2011
SOC 1
SOC 2
SOC 3
SOC 5
SOC 9
SOC 10
SOC 33
SOC 34 (ADCT)
SOC 38 (ADCT)
2007
2007
2007
2007
2007
2007
2007
2007
2007
2011
2011
2011
2011
2011
2011
2011
2009
2009
If the proposed course outlines updates from last year’s annual update (or
comprehensive review) were not completed, please explain why.
N/A
13. Communication
Are the current lines of administrative, faculty, and staff communication adequate to
meet the needs of this discipline/program? Describe representative example of
effective or ineffective communication.
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Communication within our areas is fairly good within anthropology, although it is a
challenge for Shaw (ANTH) and Green (ANTH, NAS, and POLSC) to keep in touch
with a shifting pool of associate faculty at Mendocino and elsewhere. However, with
no full-time SOC or NAS faculty on the Eureka campus (and only a portion of Toby
Green's load dedicated to NAS elsewhere), these areas are lacking anyone who can
fully dedicate him/ herself to coordinating these faculty and communicating their
needs to administrators. With Shaw currently serving as ALSS division chair, she
hopes that these areas are suffering less than they might otherwise in this situation.
In general, the biggest communication challenge remains communication between
spatially distinct sites and campuses, particularly in light of the ambiguous
relationship between division chairs, area coordinators, VPs, and faculty based in
these different locations. While we all communicate in order to write and revise
curriculum, program review, and assessment documents, the current management
structure has faculty at each site hierarchically reporting through different
administrators.
14. 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.
15. Goals and Plans
If you have recently undergone a comprehensive review, attach your Quality
Improvement Plan (QIP) if applicable.
QIP Attached
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. 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).
Goals and Plans from 2007-08 Program Review (ANTH):
1) To increase enrollments - this has happened through a combination of strategic
scheduling (more late start sections, greater variety of times and locations);
institution-wide changes that make CR more attractive to students and potentially
help with retention; and forces in the community and larger economy that are beyond
our control
2) Begin to assess SLOs/ CLOs - while we had conversations about this in 2007-08,
we did not begin to design a specific plan to do this until this fall. We are testpiloting a program to do this in ANTH 3 this fall.
New Goals and Plans for 2008-09 (ANTH)
1) Carry out course-wide assessment in ANTH 3
2) Continue to increase enrollments
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Goals and Plans from 2007-08 Program Review (NAS):
No plans other than advocacy to hire a full-time SOC/ NAS faculty member for the
Eureka campus.
Goals and Plans for 2008-09 (NAS):
Continue to advocate for a full-time SOC/ NAS faculty member for the Eureka
campus.
Goals and Plans from the 2007-08 Program Review (SOC):
1) Employ a new full time sociology faculty member at the
Eureka campus - search was conducted in spring 2008 without success; new search is
ongoing.
2) Operationalize course student learning outcomes in sociology - not done. This now
awaits having a full-time sociologist.
3) Implement and institutionalize most of the activities of the
Sexual Health Literacy Project- not done. This now awaits having a full-time sociologist.
4) Develop an “Introduction to Queer Studies” course not done. This now awaits having
a full-time sociologist.
5) Fully implement Human Services Certificate Program not done. This now awaits
having a full-time sociologist.
6) Research and provide extra reassigned time for ADCT studies
program including Soc 34 and Soc 38 - CRFO and our administration are currently in
negotiations to produce an MOU that we hope will increase compensation for SOC
38 and ADCT 17 (Addiction Studies fieldwork courses).
Goals and Plans for 2008-09 (SOC):
1) Successfully hire a full-time sociologist faculty to provide leadership for the
discipline. We hope that this individual will have ADCT expertise.
2) Advocate for a second full-time sociologist with NAS expertise.
All 2007-2008 Goals and Plans await the hiring of full-time sociologists.
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ANTH/ SOC/ NAS
Program Review
Attachment 7B
SOC Request for Full-Time Faculty Positions for the Eureka Campus
At present, there are no full-time faculty in Sociology at College of the
Redwoods, nor are there any full-time faculty in the related disciplines of NAS or ADCT
that are normally covered by sociologist with broad training; in the past, the Eureka
campus has had up to three sociologists. In recent years, CR has had at least two –
one SOC/ NAS and one SOC/ ADCT. We are currently attempting to hire a sociologist in
an ongoing search that we hope will be successful in time for a new hire to start in the
spring of 2009. However, even if that search is successful, at least one more full-time
sociologist is badly needed at our institution.
The Eureka campus needs at least two full-time sociologists, preferably one with
some experience that includes addiction studies, in order to manage that program.
Ideally, the other hire would be a SOC/ NAS position. Since Steve Durham only recently
departed our institution, the faculty recruitment, curriculum revision, and program
review efforts that he made in 2007-2008 mean that Sociology has been able to
continue through this year in relatively good shape. However, (1) the variety of
offerings; (2) quality of associate faculty instruction; (3) ability to interface with related
community organizations; and (4) capacity to produce meaningful assessments, faculty
evaluations, program review documents, and course updates will be more seriously
impacted the longer the discipline is forced to continue without dedicated full-time
faculty. Rather than providing a coherent, coordinated suite of classes, the Sociology
offerings will degenerate into a much more limited number and variety of offerings
taught by associate faculty who simply are not compensated to do the kinds of tasks
needed to maintain a viable sociology discipline (or NAS or ADCT). At present, without
an area coordinator specializing in these fields, no assessment of CLOs or program
outcomes is taking place.
When Steve Durham, the previous sociologist, retired in the spring of 2008, our
intent was to immediately hire a new sociologist. However, this search failed and new
associate faculty needed to be hired over the summer. Having a pool that includes a
number of fairly new associate faculty who lack a faculty mentor in their field is not a
propitious situation for students or the faculty working to improve their teaching and
knowledge of their field. Since Humboldt State University features a respected MA
program in sociology that produces an abundance of viable graduates, there is no
problem finding a minimally qualified candidate to teach a course when needed.
However, as stated, without any full-time faculty to adequately assess that individual’s
expertise in the field and then mentor new teachers, the quality of the new recruits is
not consistent. Some problems are already arising due to the hiring of new,
inexperienced faculty in the absence of a mentor.
Currently, there are 7 associate faculty in sociology, with 5 more in the related
disciplines of NAS and ADCT (0:7 or 0:12 ratio of FT to PT faculty – see summary for
more details). This fall, the Eureka campus, Arcata site, and portion of the Virtual
Campus staffed by Eureka are offering 12 Sociology sections, 2 NAS sections, and 5
ADCT sections; all three programs will be offering more sections in the spring in order
to support CR’s effort to increase enrollments (spring – 18 Sociology sections, 3 NAS
sections, and 6 ADCT sections). Some of these spring sections will probably be
cancelled if a full-time faculty member is not hired and/ or more qualified, experienced
associate faculty cannot be located.
Summary:
• The ratio of full-time to associate faculty
0:7 (SOC only) or 0:12 ratio (SOC/NAS/ADCT) of FT to PT faculty
This fall of 2008 the Eureka campus (incl. 1 VC section and 3 at ARC), SOC/ NAS/ ADCT
will generate 85.56 FTEs (63.96 SOC; 5.8 NAS; 15.8 ADCT); during 2007-2008 (districtwide), SOC generated 115.39 FTEs, NAS generated 26.05 FTEs, and ADCT generated
35.92 FTEs
• Current availability of associate faculty
Faculty who meet MQs in Sociology – good; faculty who have experience and are ready
to provide high-quality teach without mentoring – fair
• Relation to program review recommendations
Hiring a SOC/ NAS and SOC/ ADCT position are the program’s only goals this academic
year; all prior goals from the 2007-8 program review document have been put on hold
until full-time faculty are present to manage these programs
• Effect on diversity of the faculty
We hope these hires will increase the diversity of the faculty
• Effect on academic offerings and ability to serve students and the community
More consistent, high-quality offerings, including an ability to have viable certificates in
Addiction Studies and Human Services that are consistent with licensing standards
• Effect on the vitality and future direction of a program and/or the college
Essential to maintaining the programs; the number of sections will be reduced without a
hire
•
Effect on student learning
Student learning is currently suffering; this would improve with a full-time faculty
member to provide consistent, high quality courses and mentor newer associate faculty
Facilities, and Classroom Technology Form
Program/Disciplines: ANTH/ SOC/ NAS
Year: 2008
Submitted by: Shaw/ Green/ Mathews
(DN reports that facilities and classroom technology are adequate, while
Eureka-based faculty report that their facilities are not adequate.)
List classroom or instructional space name/number: LS112
Check if any of the following are not adequate:
Ventilation /
room temp
ADA
access
Number of
seats / work
stations
Other (briefly describe):
Technology (computers, projectors, internet)
Describe the specific action and estimated cost (if available) to make this space adequate for
your instructional needs:
According to Dave Bazard, the equipment required to make this a "smart" classroom has been
purchased, but has been waiting for around a year to be installed. This is officially a Biology
classroom, but it is heavily utilized by Anthropology, which does not have a dedicated
classroom on the Eureka campus, and also some Math courses. The cost would principally
involve the time that technology staff would devote to the installation, as well as a few meters
of cable to route an existing, adjacent Internet connection into LS112.
List the average number of discipline/program sections scheduled in this room each semester,
and the total number of students enrolled in these sections.
Students: 320 (10 sections with room cap of 32)
Sections: ANTH - 5; BIO - 3; Math 2
Facility, Classroom Technology Form
11/4/2008
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