Victor Valley College
Instructional PRAISE Report
(History)
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Program: Type in your program (discipline) name and your TOPS code(s)
Program Review Team Members:
Lisa Ellis
Tracy Davis
Eric Mayer
All current History faculty have been sent a copy of this document for review: Stephen
Snow, Paul Rittman, Kelsey Cass, Dino Buenviaje, Tomasz Stanek, Ramon Vasconellos, Todd
Menzing
Submission Year: 2013
Budget Development Year: 2014-2015
The mission of Victor Valley College is to

cultivate intellectual growth, social responsibility, environmental stewardship, cultural
enrichment, and economic development.

create exceptional and accessible lifelong learning opportunities that afford students
within our expanding communities the attainment of knowledge and skills necessary for
success in the global economy.

embrace difference in our communities by integrating their wealth of multicultural
knowledge and wisdom into a cohesive and resourceful learning environment for all.

inspire innovative teaching and service with imaginative uses of collaboration and
technology, fostering vibrant programs that are measurably effective in addressing
student learning and community needs.

empower each student to learn by modeling academic integrity, democratic citizenship,
and meaningful contribution to society.
Program Mission:
 The mission statement of the History Program at Victor Valley Community
College is to fully articulate our mission with that of the institution as a whole:
 Cultivate intellectual growth, social responsibility, civic and cultural
enrichment, and a sense of historical relevance.
 Create exceptional and accessible historical learning opportunities that afford
students within the history program the skills necessary for intellectual success
and offer students an in-depth and diverse framework of traditional humanistic skills.
 Promote multicultural diversity in our program by integrating multicultural
knowledge and wisdom into a cohesive and resourceful learning environment.
 Inspire innovative teaching and service with imaginative uses of collaboration
and technology, fostering a vibrant program that is measurably effective in
addressing student learning.
 Empower each student to learn by modeling academic integrity, democratic
citizenship, and history’s meaningful contribution to society.
Program Learning Outcomes (for programs that offer degrees and/or certificates):
1. Students should be able to identify and analyze key historical terms, including
historiographical contexts.
2. Students should be able to discuss significant people, institutions and events, using
primary and secondary source materials.
3. Students should be able to demonstrate analytical skills in interpreting historical
documents and source materials to construct logical arguments about past events and
their impact on the future.
II. The Components of the Instructional Program Review PRAISE report
A. Section 1: The Program Overview
With course offerings covering much of the past from all parts of the globe, from
the ancient world to the present, the VVC History program offers the foundation
for a broad education. Such a foundation has been preparing students since the
founding of the school in 1961 for careers in education, politics, the law, public
administration, librarianship, and many other disciplines.
The VVC History program offers students an in-depth and diverse framework of
traditional humanistic skills, the chief being critical reading, good writing, and the
analyses of historical texts. We offer expertise in such areas as the history of the
Latin America, Native American, and Women in US History, as well as the
traditional survey courses in U.S. and World History.
The implementation of the History TMC in Fall 2013 continues the trend for all
California Community College disciplines/programs to provide excellent
education and assist students in transferring to a four-year institution. By
completing the TMC requirements in Spring 2013, History proved itself on the
cutting edge of embracing current educational trends.
The History program at large, the TMC in particular, relates to the institution’s
mission statement, which History has adopted and modified as its own (see
below). Both pedagogically and technologically, History has one of the highest
retention and success rates at VVC (see particulars below). Despite a reduction in
full-time faculty for the last two years, History has not shortchanged students, and
has consistently offered a broad-based curriculum scheduled according to student
needs, including working students in the evening classes.
Short-term goals for the VVC History program include expansion of
curriculum/course offering in Native American and African American History.
These courses either already are a part of the History TMC, or will be added as
elective options once the curriculum is updated. The first assessment of the
History TMC (PLOs) will be conducted by the end of Spring 2014.
Another short-term goal is the updating of the following courses: Honors US
History 117 and 118; History 155 (Women in US History); and Latin American
History (130) during the 2013-2014 academic year.
Expanding the variety of the Summer Session History courses is paramount by
Summer 2014. Not only will the History TMC affect the courses offered,
including California History is a priority, as this course is required for the students
planning to teach in this state.
To achieve History’s short-term goals, History will schedule two program
meetings during the Fall 2013 semester so all History faculty can have input
regarding these issues. Cooperation of the Dean of HASS and the VP of
Instruction and Student Services will also have to obtained, so this program can
further improve student access and success.
Long-term goals include ideally in the next two years, the hiring of another fulltime History faculty. Since the departure of the fourth full-time faculty member
in 2011, the number of Adjunct faculty has doubled. While this is not a ‘bad’
thing, as History has excellent Adjunct faculty, the necessity of four full-time
History faculty will be of paramount importance as the History TMC begins
assessment, as well as with the general expansion of History sections due to VVC
growth targets. It is well-documented that students benefit from the availability
of teachers with regular office hours (and offices), and the obligation to focus
solely on one college.
To achieve History’s primary long-term goal, during this academic, History fulltime faculty will consult collegially to map out what specialities/focus a new fulltime instructor will possess to further diversify the department and its course
offerings.
In addition, information in this PRAISE report, as well as the Annual Update for
2014-2015 will stress the need for an additional hire. Since hiring of faculty is in
the purview of the Academic Senate Executive Team (ASET), History will
endeavor to clearly articulate the necessity of an additional full-time hire.
However, this program is concerned that no new full-time hires have been
scheduled for the 2013-2014 academic year, despite a prioritized list sent to the
College Superintendent/President in June 2013. Hopefully, the needs of History
will be conveyed and approved by the Academic Senate in 2014-2015.
In outlining these short-term and long-term goals, results of SLO assessment
(PLO to begin this year, so no data available at this time) have been analyzed in
program meetings in both Fall 2012, and Spring 2013. Results of assessment,
suggestions for instructional improvement, and information regarding
accreditation standards have been disseminated to all History faculty (see below,
‘Assessment Dialog’). PREs have also been analyzed, vetted and examined by
all History faculty, and decisions concerning course offering, scheduling, and
related issues have been discussed in this program(details below).
In terms of alignment with the VVC Educational Master Plan (EMP) and the
VVC Institutional Learning Outcomes (ILOs), the VVC History Program is fully
cognizant of the overall goals and planning strategies of the institution as a whole.
As noted on page 11 of this document, the VVC History program is aware of the
proposed demographic changes affecting the Victor Valley as a whole, and is
planning accordingly (see below for details).
As for the ILOs, here is how the VVC History Program addresses these
components:
Communication: Read and write analytically including evaluation, synthesis,
and research; deliver focused and coherent presentations.
 VVC History courses have a discipline policy of 10 pages of
analytical writing in addition to examinations. Many History
faculty use all essay exams to measure subject proficiency. The
Honors History courses will add a verbal presentation component
beginning in Fall 2013, which will be formalized by Fall 2014.
Computation: Apply complex problem-solving skills using technology,
computer proficiency, decision analysis (synthesis and evaluation), applications of
mathematical concepts and reasoning, and the analysis and use of numerical data.
 As noted elsewhere in this document, History classrooms are now
‘smart’ classrooms; this enables History faculty to use computers
more in the classroom setting, and also provides the opportunity to
have students use technology more for presentations, research and
other classroom/homework activities.
 Although History does not offer a quantitative History course,
History faculty are planning to develop a ‘History Methodologies’
course, which will involve computational and mathematical skills.
Creative, Critical and Analytical Thinking: Apply procedures for sound
reasoning in the exercise of judgment and decision making; demonstrate
intellectual curiosity and a respect for learning; solve problems through analysis,
synthesis, evaluation and creativity; identify, evaluate and appropriate use of
multiple sources of information.
 As noted above, History has a policy of 10 pages of analytical
writing per course. History Faculty employ several methods to
measure student proficiency in this area, including group and
individual projects; focused discussion; annotated bibliographies
for research papers and similar assessments; and comprehensive
questions detailing historiographical themes.
Social and Personal Responsibility: Evaluate the relationship between natural,
social and economic systems and the significance of sustainability; demonstrate
responsible attitudes toward cultural diversity, citizenship, personal contribution
to local and international communities, and the effect of human actions on the
environment.
 History courses, by their very nature, embody diversity in all its
forms. Within the US History survey, interdisciplinary approaches
blend History with Sociology, Political Science, and even
Environmental Science. The World History courses also contain
these elements as well.
 The specialized History courses, such as Women in US History,
Latin American History and Native American History use a wider
array of disciplines in the completion of the course content,

including Gender Studies, Diplomatic Studies and Minority
Studies.
The VVC History Program exemplifies emphasis on personal
community contribution, and through its course offerings, provides
a historical framework including emphasis on social reform and
social justice.
Section 2: Program Assessment
The Program Assessment provides a concise assessment of the program and should include the
following subsections:
Faculty and Staff

What is the management, faculty, and classified staffing structure of the program?
Currently, History is in the larger Humanities Department, which also houses
Anthropology, Philosophy and Religious Studies. Under Dean Paul Williams, there are
currently two classified employees, Kenyona Allen and Pacita Jordan. History currently
has three full-time instructors and seven part-time instructors.

How does the current staffing structure affect, positively or negatively, the program’s
ability to fulfill its mission and goals?
In terms of administrative structure, History is part of an overextended division, which
means that our program doesn’t always receive administrative feedback, instructions and
paperwork in a timely manner.
Currently, History has eight Adjunct Faculty, which means 50% of all History courses are
taught by Adjunct. This violates the state’s 75/25 ratio of full-time to part-time faculty.
This is no reflection on the quality of Adjunct instruction; however, the lack of
availability of Adjunct instructors (no office hours, etc) does not optimally serve students.

What is the full-time to part-time ratio of faculty within the program? (Determine the
ratio of sections taught by full-time faculty to part-time faculty.).
As of Fall 2013, there are three full-time History faculty to eight part-time History
faculty. To meet the needs of students, all the full-time faculty are teaching over their
contractual load.

How does this ratio affect, positively or negatively, the program’s ability to fulfill its
mission and goals?
As noted above, the high ratio of part-time faculty impacts student access to History
instructors for mentoring, office hours and related interaction with students. It is a
testament to the high quality of History adjunct faculty that, despite these restrictions of
adjunct faculty, that Stephen Snow, currently part-time in History, received a VVC
Students’ Choice Award in Spring 2013.
Since the History TMC Degree has been approved by the Chancellor’s Office (Spring
2013), this ratio of part-time to full-time History faculty will further negatively impact
the VVC student population.

What changes in management, faculty, and staff are needed to make this program more
effective and student-centered?
Management: the current dean needs an assistant dean, or the division (which includes
several departments and programs) needs to be split to more effectively serve all the
faculty in Humanities.
Staff: to better assist all the faculty in the current division structure, due to the departure
of Jessica Chavez in Spring 2013, it is essential that another classified employee be
hire/assigned to this division office.
At the Department Level, History should either be made its own department, or have its
own Discipline Leader/Facilitator, as it is impossible for the Department Chair to
effectively coordinate the four very diverse disciplines currently in the combined
Humanities Department.
As noted above, the History TMC Degree will impact the VVC History Program.
Therefore, it is necessary that History have one additional full-time position for the 20142015 academic year.
Curriculum and Instruction

Which educational paths do your course offerings provide in terms of degree, certificate,
transfer, certification, or employment?
In Spring 2013, the History Transfer Model Curriculum was approved by the
Chancellor’s Office. In late Spring 2013, a preliminary survey of current students taking
History courses was completed to see if these individuals would be interested in pursuing
the History TMC requirements. The results of this survey, and possible subsequent
surveys in Fall 2013, will ideally identify students in the History TMC. In addition, the
VVC Office of Student Services, under former Dean Tim Johnston, contacted
Department Chair Lisa Ellis regarding a BRIDGE program emphasis in History (using
the TMC), which would enable History to tract a cohort of students over a two-year
period, thereby assessing the efficacy of the History TMC.
In addition to the History TMC, California History courses are offered on a regular basis
to assist students who wish to become teachers in California (this is a required course for
the teaching programs in this state).
US History 117 and US History 118 are part of the American Institution Requirement for
AA/AS Degrees and Transfer to a four-year state institution.

How do these offerings contribute to or affect the overall program’s mission and Victor
Valley College’s mission and vision?
As the History Program’s mission is directly connected to the college mission statement,
multiculturalism, academic integrity, pursuit of lifelong learning are integral to fulfilling
both the program’s goals and the goals of Victor Valley College.
The courses listed above exemplify the diversity of the Victor Valley community, and
with the implementation of the History TMC, more of our students will be able to find
and take courses that serve their educational needs.
The History Program prides itself in being one of the most diverse learning environments
on campus, which our current course offerings demonstrate. For a college of our size,
and with a student body of our demographic, the VVC History Program demonstrates a
full and diverse curriculum.

Have course outlines of record been updated within the past three years? And what
changes, if any, were made? If not, when is the next curriculum review scheduled for the
program?
Currently, the following courses are in CurricuNet, or will be by the end of Fall 2013, for
necessary Title V updates: Honors History 117; Honors History 118; Women in US
History. Native American History will also be updated in the coming academic year, so it
can be added to the course offerings for the History TMC.

What methods are used for evaluating the program’s offerings?
As noted elsewhere in this report, the implementation of the History TMC in the 2013-14
academic year will provide another medium to evaluate and re-evaluate which History
courses are offered, and when they are offered. The History TMC has stringent
requirements, and to insure that VVC History students receive these required courses in a
timely manner, in Spring 2013, the History faculty began to examine and analyze which
courses are essential for students; not only for those in the History TMC, but also for
those in other transfer modalities.
For example, Native American History, which had not been offered in several semesters,
will be updated in CurricuNet (as noted above). When this course passes through
Curriculum, it will be another option for the History TMC students to fulfill the TMC
requirements.
Another important example deals with California History: since this history course is
required for any student planning to be a teacher in this state, three years ago the
curriculum was updated to include an online course component. By recognizing that
some of the students needing this course were working either toward a teaching degree,
or working in teaching during the day, the online addition assisted our working
population in completing their educational goals.
In addition, especially during the Summer Session course offerings, for over the last three
years, special attention in department meetings and with History faculty via e-mail, has
been paid to exactly which courses can help current VVC students, as well as those local
students already enrolled in a four-year institution who need a History course to fulfill
general education requirements. Therefore, emphasis has been placed on the US History
Survey Courses (117 and 118). For Summer Session 2014, plans are in place, due to the
History TMC, to expand the previously truncated World History Courses (103, 104), now
that they are part of the TMC degree.
In all of these ongoing discipline discussions, enrollment trends, changes to graduation
requirements and transferability have guided History faculty in making appropriate
scheduling decisions. There is constant robust dialog between History faculty in
department meetings, via e-mail, and in other college-related activities, such as the recent
Convocation August 30, 2013.

What are the program’s strengths and weaknesses in the areas of curriculum and
instruction?
Strengths: due to the History TMC, the VVC History Program will be offering a variety
of courses that fulfill students’ needs, beginning in Fall 2013. Currently, History offers a
wide variety of courses (although lacking some in important areas, as noted below)
beyond the simple US and World Survey Courses. History is also fortunate to have
stability in our core Adjunct Faculty, some of whom are VVC graduates, and who
therefore understand our student body.
Weaknesses: it is quickly becoming apparent that another full-time faculty in History will
be needed with the History TMC degree enacted in Fall 2013. In addition, finding
faculty who are specialists in Native American and African American History is a
priority. These courses have not been offered in several semesters, depriving students of
needed courses. In addition, lack of faculty in these specialties means that online
sections, so critical to today’s working students, have not been implemented.


What changes in the areas of curriculum and instruction are needed to make this program
more effective?
As noted above, Faculty who are experts in African American, Native American History
are needed to consistently expand and support the History TMC and the History Program
generally.
What instructional strategic methods (such as in technology, distance education, etc) have
been used to improve instruction within the program?
History has always led the vanguard of online courses: as early as 1999, Dr. Eric Mayer
has taught several sections of online History courses each semester. Currently, he has
been joined by the other full-time members of History, and this program offers all core
transferable courses in the online format, in addition to one elective/TMC course (Women
in US History, HIS 155). Expansion in the variety of online offerings is needed.
Since Fall 2012, History has shared ‘smart’ classrooms with other disciplines in the
HASS division, in the Liberal Arts Building (30), rooms 30-12 and 3014; and also in the
Performing Arts Center, second floor classroom 54-212. These ‘smart’ classrooms have
enabled the expansion and the variety of learning materials for students to be
implemented. Although History could still use dedicated classrooms simply for History,
these technologically equipped locations have enabled faculty to present students with a
multi-media approach in instruction, so critical to the Millennial student population.
Program Effectiveness and Student Success

Describe the trends in Retention, Success, Headcount, and FTES for this program for the
past three years (refer to the PREs)?
History has consistently matched institutional markers for retention and success. As
noted in previous PRAISE reports, the following markers are apparent:
o History’s retention is best in the Summer Session; in 2012, retention was
100%. Overall, History’s retention rates remain consistent between 90-100%
from 2011-2013.
o For Fall semesters, History’s retention rates range from 81.9% (2010) to 92.1%
(2012). Overall, Fall retention has not dropped below 83% in the last four years.
o For Spring semesters, retention is surprisingly high, and every Spring from 2011,
History’s retention has exceeded the institution’s retention rates: 87.7% v. 86.2%
(2011); 91.1% v. 89.4% (2012); and 91.8% v. 90.6% (2013).
o History’s success rates are lower than retention rates; as noted repeatedly, success
rates are highest in the Summer Session. However, the success rates for
History are close to that of the institution, and at times, exceed the institution’s
success rate; for example, Summer 2012 saw a discipline success rate of 96.9%,
compared to the institution’s rate of 76.3%. History’s average success for
Summer Sessions ranges from 72.9% (2013) to the aforementioned 96.9%.
o For Fall semesters, success rates range from 58.4% (2010) to a high of 64.3%
(2011-2012). From 2010-2012, success rates for History have been within 7.1%
of the institution’s overall success rate (2010) to as close as 2.4% compared to the
institution (2011-2012). The comparatively lower numbers for Fall semesters is
primarily due to new students, many of whom are just out of high school, who are
attending college for the first time; many are unprepared for college level work.
o Spring Semesters see an overall higher success rate, primarily due to the
experience gained by many students carrying over from the Fall semesters.
Spring success rates exceed Fall rates by 3.6% to 1.5% (2011-2013). In Spring
2012, History success rates exceeded the institutional rates by 1.9%. For the most
part, History success rates and institutional success rates are closer in Spring
semester than in Fall semesters, ranging from 3.1%-2% during the 2011-2013
Spring semesters.
o Unfortunately, Winter Session History courses have been essentially eliminated
by VVC Administration, creating a gap in helping History faculty assist students
with their transfer and general education goals. With the negotiation of a new
calendar, with an earlier start day for Spring 2014 of February 3, the opportunity
to create new success stories for History students is next to impossible. In
previous PRAISE reports, success rates in Winter (and Summer) point to students
preferring – and exceling – in short-term, intensive courses.
o Headcount for History courses is also consistent, but has decreased dramatically
from 795 in Fall 2010 to 755 in both Fall 2011 and 2012; this drop was due to
cuts to the History class schedule. Spring numbers are higher, and see an increase
from 788 (2011) to 926 (2013). Summer Sessions are the most erratic, primarily
due to truncated summer scheduling: 89 (2011); 32 (2012); 125 (2013).
o FTEs display the same erratic pattern, due to cuts in Fall and Summer scheduling.
In Fall semesters since 2010, FTEs has decreased from 84.38 to 78.94. Summer
has jumped down and up from 2011-2013, from a low of 3.39 to 13.11. Spring
semesters consistently grow: from 81.07 FTEs in 2011 to 95.95 in 2013.
o Distance Education courses are more consistent overall: generally, retention for
the period Fall 2010 to Summer 2013 ranges between 84% and 93% (Summer
Sessions once again demonstrating the greatest consistency, and also the highest
retention). Success rates during the same period are wider in scope, with the
lowest rates occurring in Fall (range 49.5-60.6%), better in Spring (55.7-62.2%).
Summer is the best success rate for History DE courses with a ‘low’ of 63.2%
(2011) to a high of 71.3%, which is 3.6% above the institution’s average (2013).
o Comparable to face-to-face courses, DE History courses have seen a reduction in
both headcount and FTEs in Fall semesters over 2010-2012: 385/36.75 (2010);
324/31.36 (2011); 359/33.83 (2012). This up and down movement is similar to the
institution as a whole, and reflects a general reduction in the number of online
sections offered in 2011. Spring, as with onsite courses, saw an increase from
2011-2012, with a drop in 2013 (376/35.93; 380/34.18; 331/31.91). Summer
Sessions have increased dramatically from 2011-2013: from 112/10.42 in 2011 to
145/16.55 in 2013 (high of 148/13.53 in 2012).
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finished.

After reviewing the program’s PREs, student success indicators, and assessments, what
changes (major or minor) were made in the program?
To truly demonstrate commitment to student success, Summer Session courses need to
be expanded and more variety in course selection needs to be considered, due to the
History TMC degree and the requirement for California History for potential education
students. For example, only two courses (face to face and online) were offered in
Summer 2011 and 2012: US History 117 and US History 118. Although retention and
success were good in these courses, were these limits truly serving students? By contrast,
Summer 2013 offered four History courses: World History 103 and World History 104, in
addition to the US History courses. This is more in line with Summer Session courses
five years ago, and serves a wider student population.

What are the program’s strengths or weaknesses in the area of student success?
The largest detriment to student success in History at VVC is the lack of student
readiness for college-level academic work. Therefore, there have been numerous
instances where students complete a History course, even though they know they are
aware they will not pass the course.

What changes in the area of student success are needed to make the program more
effective?
More prepared students, as noted above. In addition, due to the changes anticipated with
the implementation of the Student Success Initiative in Fall 2014, in addition to the
implementation of the History TMC, the scheduling of History courses to meet student
needs will have to be examined. Fortunately, History has a long tradition of making sure
students have options that fit into their academic and work schedules: core History
courses, such as the US History, are offered in morning, afternoon, and evening sections.
Online course offerings also reflect an understanding of the needs of VVC students, and
include the core courses for the History TMC (US History and World History). In
addition, specialized History courses, such as History 155, Women in US History, are
offered both onsite and online.
In addition, History full-time faculty have agreed to schedule their classes to serve
students: for the past several years, one full-time faculty has taught mornings (including
in the eight-week format for better classroom usage); one full-time faculty late morningearly afternoons; and one full-time faculty, afternoons-evenings. This concern for
students, reflected in the office hours accompanying these schedules, supplement the
scheduling of the valued Adjunct History faculty throughout the day and evening
sections.
Ultimately, History has been able, for the past 10 years, to offer courses that are balanced
in number of sections, has reduced overlapping and conflicting course scheduling, and
has enabled the serious and prepared student to complete the requirements in History for
transfer, AA degrees/certificates, and, beginning Fall 2013, the History TMC. With the
variety in times and days, as well as courses, History is a model for student-centered
learning.

What has the program done to establish and maintain links with support services (such as
counseling, DSPS, EOPS, Early Alert, library support, and tutoring services) for
students?
DSPS: since there is a lack of a full-time administrator in this area (since the departure of
the former full-time administrator Jeffrey Holmes), maintaining links with this program
have been difficult for the past four years. It is also difficult to serve students when their
DSPS paperwork is not completed in a timely manner, so alternative testing cannot be
implemented. In addition, there is an inadequate number of sign language interpreters,
which some History faculty have discovered makes it difficult for students to succeed.
EOPS: History faculty endeavor to complete and return required student assessment
forms to EOPS as much as possible. However, students neglect to turn these forms in in
a timely manner; there have been cases of forms submitted either during the first weeks
of a semester (too early) or at the very end of the semester (too late). There also, in the
opinion of History faculty, seems to be a breakdown, due to lack of personnel in this area,
in the integrity of the progress reports: students are now in control, especially online, and
there is concern that accurate progress reports are not being submitted.
Early Alert: History has no knowledge or experience with this program, and History
faculty were under the impression that this was no longer in existence. No doubt, this
will change with the implementation of the Student Success Initiative in Fall 2014.
Library support: History faculty have a close and interactive relationship with the
Library. There has been consistent support by the Library for new History titles;
maintenance of the local History archives; and updating of the electronic media titles for
History courses.
Tutoring: although History takes full advantage of referring students to the Writing
Center and basic tutors, at this time, no known tutor specialists in History are assisting
students at VVC. In the past, there have been applications for History tutors submitted to
the History Program, but in recent years, budgeting for tutors generally has greatly
diminished. With the implementation of the History TMC, and the planned expansion of
Honors History courses in the coming semesters, it is hoped that discipline-specific tutors
(and not just in History) will be able to be hired and assist the History faculty in serving
students.

How do the program’s goals integrate with educational master planning? Based on this
and previous discussions, identify resources necessary to fulfill this integration.
Based on the data in the 2012 Educational Master Plan, the VVC History Program will
need to expand to meet area growth projections. For example, the population of the three
primary High Desert communities (Victorville, Hesperia and Apple Valley) will see an
increase of almost 27% in population from 2011-2016. If VVC as a whole expects to
compete with the expected growth of private educational institutions, much-needed
infrastructure needs to be established. For History, this means more full-time faculty;
buildings dedicated to History and related Humanities/Social Sciences; and student tutors
for the History TMC Program.
It’s also important to note that the student population demographically is expected to
change to older students (70%), along with an 8% decrease in the ‘traditional’ full-time
student out of high school. This demographic change will impact History, and the
necessity for more full-time instruction and tutors is reinforced. This demographic shift
may also necessitate more online, evening and weekend classes to serve an older,
working population.
As a ‘core’ program, History will continue to serve the demand for educational training in
the High Desert; in 2011, educational professionals (with other groups) were the top in
employment, with 21.4%. Education Services is the fastest-growing area in Riveside and
San Bernardino Counties with estimated 2.3% growth. Courses such as California
History should be expanded to serve those students pursuing an educational career.
The VVC Educational Master Plan also notes the need for expanded online courses,
which this document also reflects. History offers the US History Survey (117 and 118),
World History (103 and 104), and Women in US History (155) online. Plans to expand
online course offerings include California History (115) and the Latin American History
courses (130 and 131). The Latin American History courses, both onsite and online, will
also serve the expanding Hispanic population, the fastest growing college population in
the High Desert.
Finally, as this excerpt from History’s contribution to the 2012 Educational Master Plan
demonstrates, this program’s goals are consistent with the institution’s goals and
planning:
Program Description
The History Department, a discipline within the Humanities Department, is an active part
of VVC curriculum. With the largest percentage of faculty members and FTEFs in
Humanities, History offers the largest number and widest variety of courses in the
department. History is necessary for an Associate Degree, Transfer, as well as General
Education, American Institutions, and graduation requirement.
Goal 1: We have initiated methodology and rubrics to formalize the assessment process,
our goal is to implement program strategies and to assess all PLOs and SLOs in all of our
history courses.
Goal 2: History plans to increase the availability and variety of Honors courses, including
History 103 and 104, and to potentially include online Honors courses.
Goal 3: Over the next 3-5 years, we would like to hire an additional full-time History
instructor.

Have courses been assessed and recorded in TracDat?
All active History courses have been assessed and the results entered into TracDat. Please
See ‘Assessment Dialog’ segment below for more information.
2012-2013 Assessment Dialog
Victor Valley College
Instructional Program Review/SLOAC
This document will serve to guide discussion of SLO and PLO assessments within programs
during the 2012-2013 year. These discussions should be included in the program’s 2013 Annual
Update or comprehensive PRAISE documents (depending on the program review track). Fill in
the sections below to discuss SLO and PLO assessments completed by the program during the
spring, summer and fall 2012 semesters as well as any 2013 assessments you’d like to include.
Access TracDat, department meeting minutes, electronic conversations, etc. to complete this
form.
Course-Level Student Learning Outcomes
Identify the courses that were assessed on the course level (SLO) within the 2012 year
(spring through fall).
All active History courses have been assessed at least once through Summer 2013. As per the
History six-year assessment calendar, below is the assessment cycle status of current active
History courses:
History 103 – entering third assessment cycle Fall 2013
History 104 – entering third assessment cycle Spring 2014
History 115 – entering second assessment cycle Fall 2013
History 117 – entering third assessment cycle Fall 2013
History 117H – entering second assessment cycle Fall 2014
History 118 – entering third assessment cycle Spring 2014
History 118H – entering second assessment cycle Spring 2014
History 130 – first assessment cycle completed Fall 2013 for remaining SLOs (two
completed; two in progress)
History 131 – entering second assessment cycle in Spring 2014
History 155 – entering third assessment cycle (online Fall 2013); third assessment cycle for
onsite section begins Spring 2014; online second assessment cycle finishes Spring
2014
History 157 (Native American History) will be updated in CurricuNet Fall 2013; once that
update is completed, scheduled and a qualified instructor is found, this course will begin the
assessment cycle as per the six-year assessment calendar.
Online sections History 103, History 104, History 118 and History 118 have been also assessed
as per the six-year assessment calendar for onsite courses. In Spring 2013, delineation between
onsite and online section assessments was instituted.
Discuss the types of assessment tools that were utilized in the assessments for the various
courses (i.e. quizzes, projects, portfolios, assignments). How do these types of assessment
tools provide meaningful data/feedback to the instructors?
Examples of History assessment tools:
Structured group discussion/discussion board posts
Analytical essays
Multiple choice and essay questions on quizzes and exams
Research papers
Scholarly book reviews
In-class writing assignments
All of the above assessment tools assist students in developing analytical skills, a key component
of History SLOs and PLOs. All History instructors utilize the same SLO assessment rubrics for
each SLO and course.
For multiple choice and similar assessment tools, students will demonstrate proficiency in
identifying specific Historical terms, individuals and institutions.
The consensus of the History faculty is to require 10 pages of writing outside of examinations.
All of the assessment tools listed above include a written component; some also include a
demonstration of verbal skills (such as group discussion).
Discuss the results of the data collected from course level SLOs for courses assessed. In
which courses did the data indicate areas for improvement for the SLOs assessed? In which
courses did the data indicate that students have been successful in the SLOs assessed?
At the March 13, 2013, Humanities Department meeting extensive discussion on the data
collected from the past two semesters (2012-2013 academic year) took place. Overall, History
SLO assessments indicated a high level of student proficiency in all History courses. One
section of US History 118 seemed below the discipline average, and the instructor teaching these
sections solicited advice and materials from colleagues to incorporate into future sections.
Students in one section of World History 103 also appeared to lack proficiency; in general, the
students’ participation in this section was consistently high. However, the when assessed, some
students could not reach proficiency levels for both exams and written work. The instructor in
this section outlined an alternative assessment for one area that will initiated in Fall 2013; the
results of this modification will be presented at the end of the Fall 2013 semester.
Give examples of courses in which the instructor(s) made a change for improvement based
on the results of an assessment. What type of change was made? How and when will the
change be implemented?
At the March 13, 2013, Humanities Department meeting, two faculty in HIST 103 compared
assessment results from the Fall 2012 semester. Based on discussion of authentic assessment
results, one instructor will be changing his assessment methods to reflect more essay-based
questions. In addition, another instructor stressed the importance of narrative in the history
rubric, so the data can be supported by the composition of an individual section.
As noted in the previous answer, the instructor for one section of History 103 will be initiating an
alternative assessment to see if this alternative assessment improves proficiency.
For the History Honors 117, it has become obvious that the current SLOs will need to be updated
and changed. The previous SLOs lacked inclusion of the broader spectrum of elements and
topics included in a college-level History Honors course. In Fall 2012, students in the Honors
section provided feedback to the instructor on possible new SLOs; this feedback occurred at the
end of the semester, after the majority of the class was completed. To insure student involvement
in the SLO process, students will also be involved in a ‘final’ discussion of how to modify this
course’s SLOs to better serve the Honors students. The SLOs for this course will be updated and
changed as necessary during winter 2013 for Fall 2014.
In addition, the change to the SLOs for Honors History 118 have been submitted for
implementation in Spring 2014. The changes in this course’s SLOs are the result of mapping
both the ‘regular’ History 118 course to the Honors course, as well as to the PLOs for History.
Give examples of courses in which loops of assessment have already been closed. Did the
outcome of the change implemented in the classroom improve student learning?
History instructors have always used broad-based assessment tools and engaged in robust dialog
regarding student learning, methodologies and success. Honestly, we have not had to make
significant changes in the way we teach and assess History courses at Victor Valley College. We
have found a way to use structured assessment rubrics and still maintain academic freedom and
insure a high level of student proficiency.
Because of the high standards already in place in History, we have not seen a significant
difference in student success over the last 10 years. Proficiency with SLOs and without SLOs
has been constant for more than 10 years. With the exception of rewording and clarifying
standard course objectives, History has consistently demonstrated college-level course delivery,
post-course analysis instituted guidelines for self-evaluation and improvement.
Describe how assessment results of courses assessed led to identification of
new/continuing/increased allocation of resources for the course.
Since requesting and receiving ‘smart’ classrooms dedicated to Humanities/History in our
PRAISE report two years ago, the History budget now consists primarily of office supplies.
There are no additional resources or expenses anticipated in the near future.
Enter any information that the above questions do not address.
Due to the uncertainty of the VVC budget, and the potential for Summer or Winter sessions to be
greatly reduced or completely canceled, History decided not to include these session on our sixyear SLO assessment calendar. However, it should be noted that historically, students in these
sessions have a higher rate of retention and success. Some faculty have, for their own edification,
decided to assess and share results with colleagues and administration via PRAISE reports.
For example, one onsite section of History 118 had over 90% proficiency on all SLOs, which is
consistent with students’ understanding that the possibility of reduced sections in other terms
could hinder their ability to retake classes or drop and add alternative classes.
In both department meetings with all Faculty (August 29, 2012) and in smaller meetings of the
full-time faculty (August 3 and September 4, 2012), extensive discussion of preliminary rubrics
and the History TracDat forms helped all History faculty obtain and implement the appropriate
documents to authentically assess VVC History courses.
By August 2013, changes to these rubrics and TracDat forms were implemented to correspond to
ACCJC guideline for ‘proficiency’, as well as fixing some stylistic inconsistencies with these
documents. As of September 3, 2013, History’s documents for SLO assessment are clear,
consistent, and easily available to all History faculty.
Program-Level Program Learning Outcomes
List the PLOs for the program:
1. Students should be able to identify and analyze key historical terms, including
historiographical contexts.
2. Students should be able to discuss significant people, institutions and events, using
primary and secondary source materials.
3. Students should be able to demonstrate analytical skills in interpreting historical
documents and source materials to construct logical arguments about past events and
their impact on the future.
Copy/paste the program’s most recent Assessment Dialog report into this document.
Describe how the SLOs for courses offered within the program align with the PLOs
identified. Is this alignment evident through mapping of the SLOs to the PLOs?
Presently, History 117 and 118 are closely aligned with the planned PLOs as outlined above. It is
the goal of the History faculty to further align active History course SLOs to these planned
PLOs. Once the PLOs are assessed for the first time, History faculty will determine whether
changes or additions are necessary.
Describe the unique (authentic) PLO assessment(s) that the program implemented in the
2012 year. What type of tool was used and how will the results provide the program with
meaningful information about student success?
Since the History TMC was only improved in Spring of 2013, History PLOs will begin the first
cycle of assessment at the end of Spring 2014. In Spring 2013, four History courses served as a
test run for a ‘History TMC Survey’ to identify potential students willing to fulfill the History
TMC requirements. In addition, under former Dean of Student Services Tim Johnston, a
proposed BRIDGE cohort of History TMC students should be enrolled in Fall 2013. This
proposed cohort will be tracked by Student Services, and assessment results will be coordinated
with History faculty by Spring 2014.
If no unique (authentic) PLO assessment(s) were implemented in the 2012 year, describe
the assessments that are planned, or may have been implemented in the spring 2013
semester.
As noted above, in Spring 2014 the first cycle of PLO assessment will be initiated.
Currently, History faculty are discussing which authentic assessments can be used by Spring
2014.
How has the result of SLO mapping to PLOs and unique (authentic) PLO assessment led to
changes within the program to increase student success?
This will be determined in Spring 2014.
How has the result unique (authentic) PLO assessment led to identification of resources
needed within the program?
Although PLO assessment is not scheduled until Spring 2014, one resource that will be needed is
the hire of an additional full-time History faculty. History has not had a full-time hire since
2004, and in 2010, that full-time faculty member left. This has created a deficit in both staffing
and in assessment. With the institution of the History TMC, the three current full-time faculty
will not be able to sustain coordination of a potentially large number of incoming students.
Therefore, it is essential that a full-time History instructor be hired for the 2015-16 academic
year.
In addition, should the anticipated influx of additional students in the History TMC, clerical help
will be necessary. This individual will be responsible for tracking students, collecting
assessments for PLOs, and generally assisting History faculty in implementing the History TMC.
This coordination will include working with Admissions and Records and Counseling.
Discuss how the program engages in discussion of SLO and PLO data for program
improvement. Is there a dedicated meeting and discussion time identified for the discussion
(such as in department meetings, etc.)?
History faculty meet on a regular schedule, at least twice per semester. Due to the large number
of adjunct faculty in History, scheduling meetings when all faculty are available is challenging.
However, all meeting agendas and minutes are sent to History faculty for review, and we have
recently begun to post this information on SharePoint. In addition, there is active e-mail
discussion of SLOs and assessment methods throughout the semester.
Enter any information that the above questions do not address.
History will create a six-year PLO assessment calendar in the next academic year. Presently,
ideas on authentic PLO assessment will be vetted to History faculty for review and discussion in
the 2013-14 academic year.
Facilities, Technical Infrastructure, and Resources

How do the size, type, and/or quality of the program’s current physical space affect the
program’s ability to fulfill its mission and service its current offerings?
Recently, Humanities has received three dedicated classrooms; however, there is no
specific classroom for History, which impacts History faculty and students. For example,
since the dedicated classrooms are used by other disciplines, there are no permanent maps
or other teaching aids that are permanently installed. History must work around other
disciplines in scheduling these classrooms.

How do the amount, type, and/or quality of information technology available to the
program affect the program’s ability to fulfill its mission and service its current offerings?
In all the current Humanities classrooms are ‘smart’ classrooms, enabling History faculty
to use the internet PowerPoint (or equivalent), and other mediums to enhance instruction.

How do the amount, type, and/or quality of other resources available to the program
affect its ability to fulfill its mission and service its current offerings?
History currently is able to run on a small budget, and does not require any additional
resources not described above.

Have there been significant changes in the program’s facilities, technical infrastructure,
or other resources since the last review?
Outside of the elements noted above, there has been no change to facilities, infrastructure
or other resources.

What are the program’s projected needs in facilities, technology, or other resources, and
how are these needs related to the goals of the program?
As noted, a dedicated History classroom(s) are necessary for instructional materials.
Optional: Service, Community Outreach, and Economic Development
Note: Include this section only if this area is a part of the program’s mission or goals. Faculty
and staff in the program may or may not be tasked with community service, which can include
outreach, consulting or technical assistance, service-based instruction, or economic development.

How is the program’s academic and professional expertise extended to the public in the
surrounding communities?
It is acknowledged that History faculty need to extend their community participation. As
noted below, VVC History faculty have previously hosted the ‘History Day’ competition
every February until 2006. Unfortunately, community and local school interest appears
to have waned for this event.
VVC History faculty have conducted limited outreach since 2006, such as speaking in
VVC Guidance classes on personal academic success. The last participation of this sort
was in May 2012.
For the future, History faculty would like to see local History courses renewed and
expanded; unfortunately, the current VVC budget does not allow for courses such as this,
as they are not considered ‘core’ or important. Hopefully, even if in the community
service classes, local History can once again be facilitated by qualified VVC History
faculty.

How are faculty, student, or staff skills linked to challenges, issues, or concerns within
the community the program serves?
As noted above, History made sure History 115, California History, has been taught at
least once a semester, as it is a requirement for students wishing to teach in California.
This course needs expansion, and History faculty are working to include it in Summer
Session and, if it returns, Winter Session.

In what types of service, community outreach, or economic development activities does
the program engage?
Currently, History does not have a formal or specific community outreach; several years
ago, History faculty did host the area ‘History Day’ competition. However, area schools
neglected to contact VVC History faculty after 2006, and this practice discontinued. It is
unfortunate that such an opportunity for community interaction ended. All full-time
History faculty participated in this event.
In addition, VVC has, in the past, hosted a college day at the Mall of Victor Valley, where
History faculty manned a table to showcase courses and opportunities. Unfortunately, this
practice has apparently been discontinued.

How are vocational advisory committees’ recommendations used by the program?
This area is not applicable to History.

What are the program’s strengths or weaknesses in the area of service, community
outreach, and economic development?
This area is not applicable to History.

What changes in service, community outreach, and economic development are needed to
make the program more effective?
This area is not applicable to History.
B. Section 3: Needs Assessment

How has the augmentation the program received last year, or the lack of augmentation,
effected the program?
History received no augmentation funds for the 2012-2013 academic year, even though History’s
Annual Update was turned in on time. At the time of this PRAISE report (for 2013-2014), it is
not even clear if last year’s Annual Update was reviewed by the HASS dean, and forwarded to
the next level, as per AP 6200. It is History’s sincere hope that budget requests/augmentation be
dealt with in a timely manner, as per the AP noted above. Fortunately, History faculty have
longed learned to do more with less.
It is also worth noting that what budget History did have for the 2012-2013 academic year was
severely truncated by the HASS dean, without the notification of the Humanities Department
Chair: the dean used History funds to buy textbooks from the VVC bookstore for new Adjunct
faculty. This money, to History’s knowledge, was never returned, and presented a budget
challenge for the last academic year.

Write a brief 2-3 page summary of the needs assessment of the program. The needs
assessment should include (1) current status, (2) needed augmentations, and (3)
justifications (assessment and PRE data) for the following subsections as needed:
o Human Resources

Current status: History has three full-time faculty; the current ratio of fulltime to part-time faculty is 4:9 (and is anticipated to grow in the coming
semesters).

Needed augmentations: none at this time; however, within the next two
years, additional full-time History faculty will need to be hired, due to the
History TMC degree implementation. From 2008-2011, History had four
full-time faculty; the ratio of full-time to Adjunct instructors has risen
from 4:3 (2008-2009); to 4:4 (2009-2010); to 4:5 (2010-2011); to 3:9
(2011-Present). The increase in Adjunct faculty illustrates the gap created
when the full-time History faculty was reduced to three in 2011.

Justification: see above; as the History Program expands due to the TMC
and anticipated enrollment growth, more than three full-time faculty will
be needed.
o Instructional/Service

Current: History has no tutors dedicated to History students.

Needed augmentations: tutors for History students by the 2014-2015
academic year, to assist with the History TMC. Facilities for make up
exams and assignments, such as a proctoring center, are also needed.

Justification: implementation of the History TMC, as noted above.
o Research

Current: History has had no need of assistance from the Institutional
Research Office outside of Program Review data.

Needs augmentation: with the implementation of the History TMC,
additional assistance may be needed to track and help History Program
students. Additional help may be needed from Student Services as well.

Justification: History TMC.
o Technical, Equipment and Other Resource

Current: History has adequate resources in this area with the access to
‘smart’ classrooms.

Needs augmentation: none at this time.

Justification: n/a.
o Facilities

Current status: as noted elsewhere in this document, facilities for History
are adequate at this time. However, rooms dedicated purely to History
courses are still not available.

Needed augmentation: ideally, as per previous Educational Master Plans, a
building solely focused on Social Science/History is the best possible
solution, and would be constructed to meet the needs of faculty not only in
History, but Anthropology (with adequate laboratory space), Philosophy,
Religious Studies, Political Science, Sociology and Psychology. Until
these disciplines have truly dedicated space, the full potential of programs
like History will not be able to be explored.

Justification: all the programs listed above are expanded and produce
extensive FTEs. To increase success and retention, a building dedicated to
the Social Science/History will enable faculty and students to create
learning communities linked by physical space. In addition, this would
free space for other programs, such as English, whereas now all these
disciplines are dispersed across campus, which can confuse students and
does not create a unified sense of mission for related disciplines.
o Marketing and Outreach – not applicable to History at this time.
o Other – nothing at this time.
Checklist for Attachments:
 Budget Development Worksheet
 Five-Year Staffing Profile (Appendix G of Handbook)
 Program Review Elements sets (see Handbook)
Instruction for saving your PRAISE template.
Name your file the following way:
Program title (see column A on Program List)_PRAISE_submission year.
For example: BIOL_PRAISE_2012
Please submit your file as a Word file
Use underscores instead of spaces in the name. Then delete these instructions before submitting.