Program/Discipline: History/Cinema
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: History/Cinema
Submitted by (names): George Potamianos
Contact Information (phone and email): 476-4318 and georgepotamianos@redwoods.edu
Date: 9/30/08
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:
2. Program/Discipline Trends
Refer to the data provided (data link is located at
http://inside.redwoods.edu/Assessment/ProgRev/InstructionalProgramReviewData.as
p) 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.
Enrollment in History and Cinema courses have fluctuated in line with the
aggregate enrollment changes at the college as a whole. Student retention and success
rates have remained steady in Cinema over the last 4 years and have declined slightly
in History, just in the last academic year. It's difficult to say whether or not this is a
long-term trend or simply a one-year anomaly at this point. In both disciplines,
students receiving an A-C grade are and have been in the mid- to high-sixty percent
range.
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://www.redwoods.edu/District/IR/Reports/LaborMarket.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.
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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
Division funds
Restricted Funds
Division funds
Division funds
Division funds
Division funds
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
5. Learning Resource Center Resources
Is the level of resources provided by the Academic Support Center and Library
(Learning Resource Center) adequate.
Yes
No
If not, explain.
Because History and Cinema courses are writing intensive, it is important that
students can use an open-access writing center. While the ASC provides this
service, it is understaffed and cannot meet the needs of the students in our
courses. The Writing Center is not an open-access facility. The writing-intensive
nature of these disciplines also requires adequate library resources for research.
Access to the JSTOR journal database would greatly assist students pursuing
research projects in both disciplines. However, at CRMC there is an open-access
peer-tutored writing center; the one staffed by instructors requires signing up for a
class. This is currently adequate for CRMC student needs, the peer tutors are
quite good, but services could be expanded
6. Student Services Resources
Complete the following grid concerning Student Services Areas.
Student
Services
Does the area satisfy the needs of your discipline?
Area
There is a
connection to this
discipline/program
and YES the student
services area does
satisfy the needs of
RevisedAnnUpdateS08
There is a
connection to this
discipline/program
and NO the student
services area does
not satisfy the needs
3
Uncertain about the
student service area
provided or how it
connects to this
discipline/program
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the discipline.
of the discipline.
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.
We would like to work more closely with counseling staff to insure that those students
who are placed in our courses are those who are most likely to succeed in them. All of
the courses in each discipline, because of the writing-intensive nature of the classes,
carry a recommended preparation of Enlgish 150 (or English 1A eligibility). It is the
faculty's belief and experience that it is unlikely that students without the necessary
preparation will achieve and "A-C" grade in the courses. We would like to work with
IR to obtain data to substantiate this conclusion.
7. Faculty Resource Needs
Complete the Faculty Employment Grids below (data link is provided at
http://www.redwoods.edu/District/IR/Reports/EnrollmentFTES.asp).
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for
fall 2007
term
% of Total
Teaching
Load by
Full-Time
Faculty
% of Total
Teaching
Load Taught
by Part-Time
Faculty
% Change
from fall
2006
% Change
from fall
2005
History
and
87.66
49%
51%
+4% total
load
+1.5%
total load
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4
Explanations
and Additional
Information
(e.g.,
retirement,
reassignment,
etc.)
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Cinema
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
History
and
Cinema
104.49
48%
52%
+26%
+27%
Explanations
and
Additional
Information
(e.g.,
retirement,
reassignment,
etc.)
a. Describe the status of any approved, but unfilled full-time positions.
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
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
It is always difficult to find qualified faculty members in Cinema Studies,
especially in this geographic area.
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)
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Gains over
Prior Year
Losses over Prior
Year (give reason:
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English)
(give number)
retirement,
reassignment,
health, etc.)
Do you need more full-time of part-time classified staff?
If yes, explain why.
yes
no
9. Facilities, and Classroom Technology
Are teaching facilities adequate for achieving the educational outcomes of this
discipline/program?
Yes
No
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
Approximate
Price
Number of
students using
equipment each
semester
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
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
11. Learning Outcomes Assessment Update.
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Describe how the equipment
allows achievement of
program/discipline educational
outcomes
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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)
Means of
Assessment and
Performance
Criteria
Assessment Results Summary
Use of Results
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
Assessment Results Summary
Use of Results
•
In essay exams
and term papers,
demonstrate an
understanding of the
following concepts: the
major social, political,
economic, ethnic,
diplomatic, and cultural
developments in North
America and the United
States from pre-European
contact through the period
of Reconstruction after
the Civil War
•
In essay exams
and term papers, discuss
the idea that history is
based on argument and an
interpretation of
information
•
Write logically,
clearly, and analytically
•
Exhibit the ability
to think critically and
Two full-time
members of
the department
met and shared
examples of
student work
in their courses
related to the
measurement
of these
outcomes ) a
kind of student
portfolio
review. A
discussion of
how the
student work
represented (or
failed to
represent)
these criteria
ensued, as well
as a discussion
of future
Department members
were pleased with the
degree to which
students were meeting
the course outcomes in
the sampled work they
reviewed.
The results spurred an
engaging discussion of
the different ways
course assigments
could be used to enable
students to meet the
desired course
outcomes.
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historically about
historical issues and how
people have interpreted
those issues
•
In essay exams
and term papers, discuss
how historians have
analyzed and interpreted
changing social power
relations including but not
limited to race, ethnicity,
class, gender, and
religion.
Apply knowledge of
historical information to
create their own
arguments
•
In written
exercises and class
discussions, demonstrate
an understanding of the
larger historical context
that shaped each of the
movements in film history
•
In written
exercises and class
discussions, analyze
cinema as a vehicle for
the transmission of certain
ideologies
•
In written
exercises and class
discussions, discuss how
and why changes occurred
in film style, modes of
production, exhibition,
and audiences over time
•
In written
exercises and class
discussions, analyze how
the unique imperatives of
national cultures,
industries, ethnicities,
races, and genders have
shaped cinematic
expression
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alterations to
course
assignments to
better measure
these
outcomes.
A full-time and
adjunct
member of the
Cinema
department
met to discuss
the
measurement
of these
outcomes and
how each
member
integrated
writing
assignments in
their Cinema 2
courses to
assess student
achievement of
these
outcomes.
We did not examine
any student work at this
meeting, but
implemented a strategy
that will allow us to
assess student learning
outcomes when this
semester is complete.
8
We each gave the
students in our courses
an essay question about
contrasting the role of
class relations in Italian
Neo-Realism (the film
_Bicycle Thieves_,
specifically) and Elia
Kazan's film _On the
Waterfront_. The
question addresses each
of the outcome bullets
listed in the first
column. At the end of
the semester, we will
meet again to review
the student work with
respect to the desired
outcomes.
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Discuss the extent to which part-time faculty (if applicable) have been involved in the dialogue
about assessing student learning outcomes:
I have described this in the table above.
12. Curriculum Update
Identify curricular revisions and innovations undertaken
a. in the last year.
History 11, 12, and 18 were updated last year.
b. planned for the coming year.
Cinema 6, 8 and History 6, 7 will be updated this year.
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
HIST-11
HIST-12
HIST-18
HIST-20
HIST-21
HIST-4
HIST-40
HIST-5
HIST-6
HIST-7
HIST-8
HIST-9
CINE-1
CINE-2
CINE-3
CINE-40
CINE-6
CINE-8
Year Course Outline
Last Updated
3/28/2008
3/28/2008
9/27/2007
10/8/2004
10/8/2004
5/12/2006
3/14/2008
5/12/2006
9/12/2003
4/11/2003
2/24/2006
2/24/2006
2/24/2006
2/24/2006
4/23/2004
3/14/2008
2/28/2003
2/28/2003
Year Next Update
Expected
2013
2013
2012
2009
2009
2011
2013
2011
2008
2008
2011
2011
2011
2011
2009
2013
2008
2008
If the proposed course outlines updates from last year’s annual update (or
comprehensive review) were not completed, please explain why.
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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Yes
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.
N/A
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).
The continued enrollment growth stated as a goal last year has been achieved.
Th goal of articulating World History courses has been achieved.
There are currently several course offerings on-line. We plan to place about 20% of
our courses on-line to correspond with the larger DE goals of the college. As soon as
there is an idenitifiable Articulation Officer, we would like the World Civ courses to
be articulated.
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