PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
Discipline: Psychology
Instructional Discipline Reviewed (Each discipline is required to complete a Program Review.)
Date 01/03/2015
Add Date
(00/00/0000)
DEFINITION
Program Review and Planning is the means by which faculty, staff, and/or administrators complete a self-evaluation of an academic discipline, program, or
service. The self-evaluation includes an analysis of both quantitative and qualitative data on how the academic discipline, program, or service is supporting the
mission and strategic planning of Palomar College in meeting the educational and career interests of students. Through the review of and reflection on key
program elements, such as program data and student learning outcomes, Program Review and Planning defines the curriculum changes, staffing levels, activities,
and/or strategies necessary to continue to improve the academic discipline, program, or service in support of student success. The Program Review and Planning
process also ensures short-term and long-term planning and identification of the resources necessary to implement identified goals and priorities. (ACCJC
Standard I.B3; AB-1725, 10+1)
Purpose of Program Review and Planning:
Program Review and Planning for Years 2 and 3 provides a “check-in” on the Year 1 Comprehensive PRP. The PRP documents the vision and planning for a
program or discipline. It also provides information for the development of the College’s Strategic Plan goals and annual objectives, documents overarching
themes/issues occurring across academic programs and instruction, identifies the needs for resource allocations, and identifies department needs for developing
the annual Staffing Plan update.
Palomar College Mission
Our mission is to provide an engaging teaching and learning environment for students of diverse origins, experiences, needs, abilities, and goals. As a
comprehensive community college, we support and encourage students who are pursuing transfer-readiness, general education, basic skills, career and technical
training, aesthetic and cultural enrichment, and lifelong education. We are committed to helping our students achieve the learning outcomes necessary to
contribute as individuals and global citizens living responsibly, effectively, and creatively in an interdependent and ever-changing world.
List everyone who participated in completing this Program Review and Planning Document.
Kathy Young, Netta Schroer, Katie Townsend-Merino, Judy Wilson, Fred Rose, and Roger Morrissette
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
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PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
STEP I. Evaluation of Program & SLOAC Data. In this section, examine and analyze updated program data, the results
of SLOACs, and other factors that could influence your program/discipline’s plans for the current year. Consider trends
and any changes in the data as they relate to this year’s analysis.
A. Analysis of Program Data. Review and comment on any significant changes or noted concerns since last year’s PRP.
(For enrollment, WSCH, & FTEF data, use Fall term data only).
 Enrollment, Enrollment Load, WSCH, and FTEF (http://www.palomar.edu/irp/PRP_WSCH_FTEF_Load.xlsx) (Use Fall term data
only).
 Course Success and Retention rates (http://www.palomar.edu/irp/PRP_Success_Retention.xlsx). Note, this file is very large and
there will be a delay both when you open the file and again when you initiate the first search.
 Degrees and Certificates (http://www.palomar.edu/irp/PRP_Degrees_Certs.xlsx).
ENROLLMENT AT CENSUS AND CENSUS LOAD:
The enrollment at Census indicates a substantial drop from previous years, from 2,676 in 2012-13 to 2,082 in 2013-14. Given that the
number of total seats available did not change substantially (2,649 in 2012-13 to 2,622 in 2013-14), the enrollment drop is due to fill
rates for some courses (likely Psychology 100, since there are numerous sections of Psychology 100, and the implementation of the
prerequisites lowered fill rates on those courses). The Census load of 2013-14 was 79.4%, much lower than the previous 5 years,
where the Census load was 100%+.
It seems likely that the drop in the census load data is influenced by the current way prerequisites (especially in Psyc 100) are being
enforced. Many enrolled students have met the necessary prerequisite and report having submitting their transcripts. However, their
names still appear on a list of students who have not met the prerequisite. In order to not block these students who have met the
prerequisite but whose Palomar records don’t reflect this, there is no institutionalized block in place during enrollment. Instead, this is
done manually after enrollment. Although students are emailed prior to the start of the semester to remind them of the prerequisite, we
still see a fair number of students who attend the first class without the necessary course preparation. Consequently, the students drop
(or are dropped), which influences the census load percentage. If students’ correct information regarding prerequisites was placed into
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
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PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
the Palomar system prior to their enrollment (thus prohibiting those who do not meet the prerequisite), it seems logical that we
wouldn’t see such a great difference between our initial enrollment numbers and our census load percentage. We were initially told
that Palomar administrators would take responsibility for prerequisite enforcement during registration for Fall 2014, but the
mechanisms are still not in place. We are now told they will not be prepared to take over responsibility of enforcing prerequisites until
Fall 2015.
Total FTEF: Although still consistent with the 5 year downward trend noted on our previous PRP, the 2013-14 FTEF was 14.40,
compared to 14.20 in 2012-13.
Full time FTEF, WSCH/FTEF: As noted in our previous PRP, during Fall 07, the full time FTEF was 7, and the low was from 201113, at 4.2. In 2013-14, it was 5.6. The WSCH/FTEF ratio dropped from a high of 585 from the previous year to 449. This is most
likely due to the lowered enrollment at Census.
Part time FTEF: The high in 2011-12 has fallen to 8.8. This likely indicated the lowered enrollment at census.
This data indicate that, as expected, there has been a substantial impact on enrollment due to planned implementation of the
prerequisites for Psychology 100. Coupled with a lower than expected class demand college-wide, this suggests additional cuts for
some courses are needed. However, there is still strong demand for some courses, in particular, Psychology 205, 210, and 230, but
these specialized courses need access to specific rooms with equipment, and more full time faculty with expertise in these areas or
growth would not be advisable.
Data analysis on the impact of the implementation was requested from Palomar College’s Office of Institutional Research (IR), but,
due to a recent retirement of the senior research analyst and staffing problems, IR was unable to provide the requested data analysis
prior to this year’s PRP. Thus, planned evaluation of this curriculum change needs to be deferred into the next academic year.
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
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PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
COURSE SUCCESS AND RETENTION:
The data in the provided file is different this year, compared to last year. We believe this may be due to the data being “cleaned”.
a) 12-13 Data - We asked for 6-year course-level data in order for us to do a gap-analysis on success and retention across classes. Here
are notable trends and findings and analysis.
UPDATE - The disaggregated course data only comes by special request. As the report we asked for last August has not arrived
(regarding success rates in Intro, it seems unlikely that we’d get this data so it was not requested).
b) 12-13 Data - The retention rates in psychology are quite high across all classes, generally well above 90% and rarely in the high
80%’s. Retention does not appear to be an issue in psychology that needs addressing.
UPDATE - The overall retention rate in psychology remains above 90%.
c) 12-13 Data - There are really no trends apparent in success rates within a course and the variations are substantial across years.
These variations may have to do with both differences in instructor grading policies as well as natural student variation that are
evident to those of us who teach multiple sections of courses. Thus it makes sense to examine the average success rates.
UPDATE - The aggregated data for all of Palomar, all Behavioral Sciences are remarkable similar from year to year.
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
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PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
Course
Pass Rate 12/13
ALL PALOMAR COURSES
70.7%
ALL BEHAVIORAL SCIENCE COURSES 69.1%
ALL PSYCH COURSES
68.6%
Introduction to Psychology
66.4%
Marriage and Family
74.5%
Developmental Psychology
72.7%
Personal Growth
77.4%
Social Psychology
66.1%
Human Sexuality
65.6%
Statistics
71.4%
Physiological Psychology
89.2%
Research Methods
85.4%
Learning and Behavior
64.1%
Pass Rate 13/14
71%
69%
69.6%
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
n/a
d) 12-13 Data - The success rates in our most advanced classes (Physiological Psychology and Research Methods) are substantially
higher than other classes. For both courses it is likely related to the cohort of students who take those classes. Those students have
demonstrated persistence, resilience, and the ability to work hard in other classes, often for several years.
UPDATE - This data was not collected this year.
e) 12-13 Data - We were aware that students struggled in Introduction to Psychology and after examining data that suggested that
preparedness was a predictor of success, we instituted a prerequisite. We need time to assess the impact of this intervention.
UPDATE - We asked for a study on this last summer, but have not received results. This is critical to measure the effect of our
intervention (the prerequisite. We could use help with this request).
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
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PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
f) 12-13 Data - We note that Social Psychology, Human Sexuality, and Learning have lower success rates than our other courses. We
wonder if preparedness of those student populations is related to student success and we will request a study to examine that factor.
However, we are not sure if the de-cross listing of Social Psychology will have impact on these rates in the future.
UPDATE - This data not collected this year.
Retention/Success Rates by Ethnicity
a. 12-13 Data - The retention rates in Psychology are very high. African Americans had a substantially lower rate of retention for the
first time in 12- 13. We are not sure if that data point is an anomaly or not.
UPDATE - Retention rose 8.3% for African Americans during 13- 14, bringing it inline with previous years. Retention is higher than
88% for all ethnicities.
b. 12-13 Data - Across years there appears little in the way of trends regarding success rates by ethnicity. But, as is often the case in
achievement gap data, we see that Asians and Whites have the highest success rates followed by Hispanic, Native American, Filipino,
and Multiethnic identities (the specific order varies by year) then followed by Pacific Islanders and African American. The table
below contains averages across-six years and are rounded numbers. N’s exist for First-generation status for comparison. ANALYSIS:
We note that the difficult question of closing the achievement gap is an INSTITUTIONAL one and we hope the college begins a
collegial conversation about all the necessary changes that would need to be made in both student services and instruction in order to
have impact. We also are concerned that the constant presentation of this data may reinforce stereotypes and increasing prejudice.
UPDATE - We reiterate our suggestion that this is an institutional problem.
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
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YEAR TWO UPDATE – 2014-15
12-13 Data - We examined the data by the closest proxy to SES we have, first-generation status, and note that while this seems to have
a large impact on African-American students, it has much less impact than we thought it might, given the literature. It is possible that
first-generation status is NOT as good a proxy for SES as we anticipated. Finally, we see that the gender difference is greatest among
Whites and Asians—and is negligible among other ethnic groups. Judy Wilson has expertise in the area of latino student success in
college and she’ll be providing us with some education and ideas for intervention.
UPDATE - We cannot disaggregate the data by 1st gen (the only proxy for SES) for 13-14. We note that the gender difference,
favoring females, is large for those who identify as Filipino, Hispanic, multiple ethnicities, Native American, Pacific Islander,
White—and, not surprisingly overall. We continue to need institutional support in understanding WHY such disparities exist.
African American
Asian
Filipino
Hispanic
Multiple Ethnicities
Native American
Pacific Islander
White
Overall Rate
Overall 12-13 (13-14)
57% (54.1%)
76% (77.8%)
68% (72.5&)
62% (65.7%)
66% (62.7%)
67.8% (73.3%)
58% (55.6%)
75% (74.3%)
69% (66.3%)
By 1st gen not available 13/14
Men 12-13 (13-14) Women 12-13 (13-14)
48%, 46
56% (53.7%)
58% (54.3%)
71%, 48
73% (77.2%)
78% (77.7%)
59%, 32
68% (70.0%)
68% (74.7%)
61%, 583
61% (59.5%)
63% (69%)
61%, 50
61% (59.5%)
68% (64.1%)
69%, 13—only one year data N too small (60%) N too small (80%)
57%, 14
75% (3 yrs) 38.5% 62% (4 yrs) 71.4%
72.5%, 552
69% (70.6%)
76% (76.5%)
66%
66% (65.2%)
71% (72.1%)
Retention/Success Rates by Mode of Delivery (Day, Evening, DE)
a. 12-13 Data - The retention rates for both night and day classes are about the same, while the DE retention rates are slightly lower.
There has been a downward trend in retention in online classes, hitting a low of 83.5% in 12/13.
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
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PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
UPDATE - In psychology, the online retention increased by 2% this year. And the day retention was slightly higher than evening and
nearly 7% lower in online classes. This is what is found across the campus.
There is much variability across years in success rates by time of day and DE delivery. However in psychology, on average night
students pass at a SLIGHTLY higher rate of 71.6% in 13-14 (72.1% in 12-13) compared to day students at 70% in 13-14 (69.8% in
12-13). But, on average, online students pass at a much lower rate 63% in 13-14 (62.2% in 12-13). These rates are VERY similar to
the college overall rates.
12-13Y2 PRP - ANALYSIS: We expect to examine practices that contribute to the increased success of online students. However,
these data, again, are in line with both the college DE success rates and system wide rates. We would appreciate college-wide dialogue
about what faculty CAN do beyond the best practices that are already in place in many of our DE classes, but importantly how the
college can institutionally help students make better choices about enrolling in DE classes.
UPDATE - We reiterate this statement for 13 – 14.
Retention/Success Rates by Gender
a. In 12/13 there was a minimal .6% difference in retention favoring women, but in 13/14 it increased to 1.9%. While this is not a large
difference the trend is worth continuing to monitor.
b. Women passed their psychology courses at a higher rate than men during each of the six previous years. The average pass rate for
women in psychology was 69.6% in 12-13 and 72.1% in 13-14 (71.5% college-wide in both years} and for men is 67% in 12-13 and
65.2% in 13-14 (69.9% college wide in 12-13 and 70.6% college-wide in 13-14). However, our gender difference was almost identical
to that of the entire Behavioral Sciences department that indicates 71.1% in 12-13 and 72.3% in 13-14 of women pass their BS classes
compared to 66.6% of men in 12-13 and 69.1% of men in 13-14. The gender difference in psychology has increased this past year.
ANALYSIS: The gender difference indicating that women are more likely to pass their psychology classes is wider than the similar
college-wide difference. While we are aware that this is a nationwide finding, we don’t know the literature about what the possible
contributing factors might be, or what we might do about such a finding. In the future we may choose to ask for a study to help us
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
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PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
examine contributing factors.
Retention/Success Rates by Ed Center Site
a.12-13 Data - The only site that does not reliably have retention in the 90% or higher are classes at the Escondido Center which has
slightly lower retention rates (two years had retention rates lower than 90%, but were at 89%.)
Update - All sites have retention rates higher than 90% for 13/14.
b. 12-13 Data - Across all years the success rates are substantially higher at Camp Pendleton, often by 10 or more points. Escondido
has success rates that are generally lower than average and were at an all time low last year at 58.35%. We note that these findings are
similar to what is found college wide, even the all-time low Escondido success rates for 12- 13. Our retention rates remain high.
UPDATE - Of special note for 13 -14: The Escondido success rates increased by 9.5% so that it is actually higher than the overall
success rate. Camp Pendleton success rates were at their lowest point reported. And the lowest enrollment numbers. We do not know
why.
Retention/Success Rates by Curriculum Type
Psychology only offers GE Transfer courses so this analysis does not provide additional information for our review.
Retention/Success Rates by Age
a.12-13 Data - The retention rates do not demonstrate trends across time. However, for three of the past 6-years those age 50+ had
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
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PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
slightly lower retention rates in the high 80%s.
Update - Older adults had a reduced retention rate for 13 – 14 (80.6%). The success rates of those students who are 50+ are much
more variable than the other age groupings, ranging from the lowest success rates to the highest within a given year. However the n’s
in these groups are quite low.
b. 12-13 Data - Aside from the highly variable 50+ group, and across all years, students who are 25 – 48 have the highest success rates
(75.5%), followed by those 20 – 24 (68.77 and then those 19 and under (66.3%).
Update - For 13-14 we find that the numbers (even for the past years are seriously different—we do not know which numbers were/are
correct!)
ANALYSIS: We are not surprised by these data, as older students tend to be more focused, motivated and have learned to be better
learners. This does not seem actionable to us.
Does this data reflect your planning goals and activities? If not, why?
We believe that the data reflect SOME of our goals and activities, but we strongly feel that the institution needs to take responsibility
for beginning difficult college-wide conversations about BOTH the student support and instructional changes that would be needed to
make real change in some of these outcomes.
DEGREES AND CERTIFICATES:
Since developing the transfer degree in Psychology, the number of degrees have continued to grow. AA-T Degrees increased from 5
in ‘11-12, to 29 in ‘12-13, to 42 in ‘13-14.
The applied branch of our discipline, Psychological and Social Services, is integrated with the Alcohol and Other Drug Studies
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
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program, and will be discussed in the AODS PRP. The AA degree in Psychological and Social Services has remained the relatively
the same (5 in ‘13-14, compared to 4 in ‘12-13), as has the certificate in Psychological and Social Services (6 in ‘13-14, compared to 4
in ‘12-13).
B. SLOACs. Using the comprehensive SLOAC reports and faculty discussions as a guide, summarize your planned SLOAC activities for
courses and programs for the current academic year. Link to SLOAC resources:
http://www2.palomar.edu/pages/sloresources/programreview/
Analyses were conducted during Fall 2014 to evaluate program level outcomes. One of these outcomes is that students will have a
Knowledge Base of Psychology. Knowledge Base data was collected during the Spring 2013, Fall 2014, and Spring 2014 semesters.
Although not every course assessed knowledge base outcomes in each semester, every course is represented in at least one of the
semesters. Aggregated results showed that the average correct responses were 69.67% (Spring 2013), 73.69% (Fall 2013), and 74.37%
(Spring 2014). The next formal round of assessments will focus on a different program level outcome (such as the Application of
Psychology). This will occur during the next cycle in 2016-2017. In the meantime, faculty will discuss the current data and develop
ideas to assess the Application of Psychology outcomes. Netta Schroer attended a conference session on assessing APA Guidelines for
2.0 Learning Outcomes and is collected information on possible assessments. Additionally, Psychology 120 (Social Psychology) will
be re-assessed for Knowledge Base outcomes prior to the next cycle. Psyc 120 was recently de-crosslisted from sociology. Due to
curriculum changes, a new assessment method will be developed for this course and new data will be collected.
C. Other Relevant Data and Information.
1. Review other data and/or information that you included in last year’s assessment of your program (see Step II.C). (Examples of
other data and factors include, but are not limited to: external accreditation requirements, State and Federal legislation, fouryear institution directions, technology, equipment, budget, professional development opportunities). Describe other data and/or
information that you have considered as part of the assessment of your program. If there is additional information you are using
to assess your program this year, also describe that information here.
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
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PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
None
2. Given this updated information, how are your current and future students impacted by your program and planning activities?
Note: Analysis of data is based on both quantitative (e.g., numbers, rates, estimates, results from classroom surveys) and
qualitative (e.g., advisory group minutes, observations, changes in legislation, focus groups, expert opinion) information.
D. Labor Market Data. For Career/Technical disciplines only, review and comment on any significant changes or concerns since last
year’s PRP. (See Step II.D). This data is be found on the CA Employment Development website at
http://www.labormarketinfo.edd.ca.gov/. Go here and search on Labor Market Information for Educators and Trainers
(http://www.labormarketinfo.edd.ca.gov/Content.asp?pageid=112). Click on summary data profile on right side of page to search by
occupation. (Check other reliable industry or government sources on Labor Market Data websites that support findings and are
relevant to Region Ten – San Diego/Imperial Counties. Include job projections and trends that may influence major curriculum
revisions.)
The Chancellor’s Office Salary Surfer Data indicate that for those students who earn an AA in psychology in the state
increase their salaries from $17,880 two-years before earning their degree to $23,523 two-years after and five years after
$30,087 demonstrating that there is real financial value of an AA in psychology.
http://salarysurfer.cccco.edu/Salaries.aspx
STEP II. Progress on Previous Year’s Goals and Plans (See ”Step III - Updated Goals and Plans” in your completed
2013-14 PRP at http://www.palomar.edu/irp/PRPCollection.htm).
Discuss/Summarize progress on last year’s goals. Include
a) the impact on resources allocated and utilized;
b) any new developments or concerns that are affecting the program;
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c) any new goals for the program; and
d) other information you would like to share.
SUMMARY OF GOAL PROGRESS AND IMPACT OF RESOURCES (PART A) Goal 1: Assess all Knowledge Base Outcomes in all sections of all courses & meet with all faculty to review findings and make any
necessary action plans
PROGRESS UPDATE: All Knowledge Base Outcomes in all sections of all courses were assessed during the ‘13-14 academic year.
Several full time and part time faculty met to discuss the results of the Psyc 100 (Introduction to Psychology) outcomes. Ideas were
exchanged on how teach certain concepts more effectivley. It was also determined that outcomes should be re-assessed for Psyc 120
(Social Psychology) after the course is de-crosslisted from sociology and the curricumlum modified. The new assessment for this has
been developed will be used during the Spring ’15 semester. Aggregated data of the knowledge base assessments showed that students
received an average knowledge base score of 73.69% in Fall 2013 and 74.37% in Spring 2014. Based on the results, the knowledge
base program outcome is being met by the courses in our AA-T.
PLAN: Faculty will continue to discuss results to generate additional ideas of how to best impart course content. Additionally, during
the next cycle of assessments (’15-’16), a new program outcome will be assessed.
Goal 2: Design a robust psychology advising program to begin ’14 – ’15, including the feasibility of reinstating a Psi Beta chapter and
a peer-mentoring Psych-Cess program with CSUSM, and designing an appropriate advising webpage (Dr. Rose sabbatical project for
Fall ’14)
PROGRESS UPDATE: Due to the medical leave of two faculty members as well as planned sabbatical leaves in Fall ’14, Spring ’15,
and Fall ‘15, several changes were made to our advising goal. The reinstatment of a Psi Beta chapter is still a goal, but it has been
delayed. Netta Schroer met with the Executive Director of the national Psi Beta organization to generate ideas of how to best reestablish a strong chapter. Netta will submit chapter bylaws and hopes to have the chapter meeting during Fall ’15. We also disuccssed
the possibility of a peer-mentoring program with Marie Thomas at CSUSM. However, due to the decrease in the number of available
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YEAR TWO UPDATE – 2014-15
full time faculty, it was determined that we would not pursue the peer-mentoring Psyc-Cess program with CSUSM in the immediate
future. Fred Rose developed two websitese during his sabbatical in Fall ’14. The first is an advising website for current or prospective
psychology majors and presents them with information about the Palomar psychology program, transferring to a 4-year university,
going to graduate school, and career options in the field. The second site is for Psychology faculty and serves as a place to facilitate
communication and share teaching resources and ideas.
PLAN: Continue to work on developing an advising program.
Goal 3: Curriculum Changes: Redesign Psych/Soc 205 to include 1-unit of computer-based analytical tools, especially SPSS. De-cross
list Social Psych. Add Psych of Women to AA-T. Update AA-T to reflect those differences.
PROGRESS UPDATE: Roger Morrissette and Susan Miller revised the COR for Psyc 205. Psyc 205 was changed to a 4-unit course
to incorporate the addition of SPSS. We requested and received funding to make SPSS available on campus computers. This funding
allowed us to maintain consistency with our articulation agreements. It is also providing students with support to be successful in other
courses at Palomar College (e.g. Research Methods) and their transfer institutions, as well as helping students develop skills that for
future job placement. We have been assured that IT would bear the future cost for SPSS so we can contrinue to meet this goal. The
CORs for Psychology of Women were updated. Additionally, CORs for Psyc 120 were revised following the de-crosslisting of the
course with sociology. The AA-T was updated to reflect these changes.
PLAN: Not applicable. Goal met.
Goal 4: Update Psychology Program Outcomes to be consistent with APA Goals & Course Outcomes as well (end of Spring ’14)
PROGRESS UPDATE: Full-time faculty discussed making changes to the Psychology Program Outcomes to be consistent with APA
Goals. Part-time faculty was also presented with information regarding the new APA goals. Due to medical and sabbatical leaves, the
changes have not yet been made.
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
Page 14
PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
PLAN: Faculty will continue to discuss this and hope to have the new goals for the Fall 2015 semester.
Goal 5: Continue enforcing discipline prerequisites while working with the college to develop institutional responsibility for
prerequisite enforcement
PROGRESS UPDATE: Automatic blocking has been used to enforce prerequisites for Psyc 205, 210, and 230 starting in Fall 2014.
However, Psyc 100 and Psyc 230 still not have have automatic blocking. Prerequisite enforcement of Psychology 100 remain
problematic, as college infrastructure to ensure student advising, prompt assessment and evaluation, including screening of transfer
student transcripts, etc., has not been provided at an institutional level. Ongoing meetings with student services has not yielded
significant progress toward streamlining the process without loss of student enrollment. Initial analysis of students designated as
having not met the Psychology 100 prerequisite suggests that automatic computer blocking without appropriate college infrastructure
would result in a large (and potentially erroneous) loss of enrollment. To ensure students are not blocked from enrolling in Psychology
100 inappropriately, Psychology continues to screen students for Psych 100 manually, at considerable cost, time (including in-class
time) and effort on the part of individual faculty. A discipline webpage to assist students in this was created
http://www2.palomar.edu/pages/psychology/.
PLAN: Psychology will continue to update and maintain our prerequisite website, as well as manually enforce prerequisites for Spring
2015 and Summer 2015. The Psychology discipline will continue to participate in interdepartmental meetings and provide
constructive suggestions in institutional efforts to establish College-wide prerequisite enforcement by Fall 2015.
Goal 6: Complete paperwork to obtain new FT Faculty position
PROGRESS UPDATE: Paperwork was submitted for a FT faculty position request. We did not receive a position. Due to unexpected
illnesses and possible retirements, we have been short-staffed.
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
Page 15
PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
PLAN: We will submit paperwork to obtain a new FT faculty position during the next opportunity.
Goal 7: Stabilize enrollments for Psychology 100 and 230 for best scheduling.
PROGRESS UPDATE: The three sections of Psyc 230 are stabilized and have high enrollment. Enrollment in Psyc 100 was lower
than desired leading to a reduction of 3 classes in the Fall F14 semester.
PLAN: Psyc 100 classes will continue to be monitored for best scheduling.
Goal 8: Judy Wilson will hold a workshop to present the achievement gap data in the context of her recent dissertation work regarding
increasing the success of Hispanic students.
PROGRESS UPDATE: Judy joined the Student Equity Committee with the intention to schedule her presentation through them.
However, Judy will be on medical leave during the Spring 2015 semester so this goal will be deferred.
PLAN: The workshop will be deferred and the possibility of scheduling it will be revisited when Judy returns from medical leave.
Goal 9: Find ways to access more of the reassigned time the college gives departments for administrative work.
PROGRESS UPDATE: We had a conversation with Sociology who indicated they were not interested in splitting off with psychology
to become a separate department. As a result of illnesses and sabbatical leaves, we are even more short-staffed. This is unlikely to
change as a result of possible retirements and additional faculty going on sabbatical during Spring 2015 and Fall 2015.
PLAN: We are still trying to find additional support for the administrative work and hope to obtain a new faculty position to help with
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
Page 16
PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
this.
Goal 10: Promote excellence in teaching among all psychology faculty (full and part time).
PROGRESS UPDATE: One of our plans to promote excellence was by attending regional and national conferences, for which we
requested travel funds. Fred Rose attended INS (International Neuropsychological Society) conference February 13th - 16th, 2014.
The conference exposed him to current research in the area of brain-behavior relationships, which he has been able to share with his
students.
Judy Wilson attended the Terman Teaching Conference in April 2014. She attended sessions on integrating media into introductory
psychology, technology tools that can be used in academia, and evidence-based teaching. She also attended a session on using a
theme-based approach to teaching, which she has used to re-structured her Psychology of Women class around the theme of
developing a feminist lens in psychology. Additionally, she attended a presentation on teaching about sexuality. The speaker noted
that female sexual orientation has been misunderstood and finds that bisexuality is much more common than previously thought. Judy
has used some of these findings in her Psychology of Women class.
Netta Schroer attended the Southern California Teaching of Psychology Conference on October 18, 2014 in El Cajon, CA. There she
gained valuable information regarding teaching and specific ideas for engaging students (e.g., foot tests, value walks, student research
paper awards, dealing with student misconduct, and the value of service learning). She has already introduced the use of foot tests and
value walks in her social psychology class. Additionally, she learned about student research awards through PT@CC (Psychology
Teachers at Community Colleges) and has signed up for a membership so her students can take advantage of applying for a reasearch
paper award.
We have also promoted excellence in teaching via a website of teaching resources. As part of his sabbatical project, Fred Rose
developed this site as a place to facilitate communication and share teaching resources and ideas. We also received funding for
laboratory supplies for Psyc 210. This has impacted approximatley 130 students per year and allowed us to meet the course’s
objectives as indicated in our CORs. Netta Schroer was also a finalist for the 2014 Distinguished Faculy Award and Michelle Vogel
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
Page 17
PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
Trautt, one of our part-time faculty members, was the 2014 part-time recipient for the Distinguished Faculty Award.
PLAN: We will continue to attend conferences and participate in professional development activities to enhance our teaching. As part
of his sabbatical, Roger Morrissette will also be developing interactive multi-media modules so online statistics courses can more
easily incorporate computer analysis software training as required by our CORs.
PART B – New Developments or concerns
CONCERN OVER PREREQUISITE ENFORCEMENT – Manual enforcement of prerequisites for Psyc 100 and Psyc 230 remains a
significant concern for our discipline. Enforcing the prerequisites ourselves comes at a high cost of time and energy, as well as
frustration on students’ parts of being unaware they would not be permitted to take the class. It also seems to be influencing our census
load percentage due to the need to drop students who have not met the requirements. We have been told that we would need to
continue manual enforcement during the Spring and Summer 2015 sessions, but that the administration will take over responsibility
for Fall 2015 registration. We strongly hope that the introduction of the necessary mechanism becomes a priority and will actually
take effect in Fall 2015 as promised.
SCHEDULING DEVELOPMENTS - We are continuing to monitor student enrollment and scheduling. Class scheduling changes are
driven primarily by student enrollment, demand data, and fill rates provided by IR. Additional considerations include staffing and
expertise, and program needs.
Due to numerous changes, particularly in the English 50 prerequisite for Psychology 100, the addition of the lab unit for Psychology
205 (Statistics), de-cross-listing (from Sociology) of Social Psychology, and overall changes in student demand state-wide, schedule
adjustments continue. For Psychology 100, enrollment appears to have stabilized, although an additional section of Psychology 100
will be cut from the Escondido offerings for Fall 2015.
Enrollment for the Psychology 205 classes do not appear to have been affected by the additional one unit, and student demand remains
very strong. One major limitation of the addition of the lab component is that now the 205 classes must be scheduled in classrooms
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
Page 18
PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
that contain computers with SPSS installed. For Fall 2015, based on student demand, additional classes were added so that the
classroom designated for Statistics on the San Marcos campus is completely scheduled with Psychology 205 courses (back-to-back,
from 7:30 until the evening!). However, in the future, there is no room to expand offerings unless we can obtain another room on
campus equipped for the course. Expansion of offerings at the Escondido campus has been considered, although student demand at
the Escondido campus is not as strong as the main campus.
A Physiological Psychology (Psych 210) evening class was added for Fall 2014 due to student demand. Fill rates of this class were
strong, and so it will remain on the Fall 2015 schedule.
The Research Methods course (Psych 210), which is the capstone course in the Psychology program, continues to have strong student
demand, and our new hire, Dr. Netta Schroer, was hired specifically to teach these courses. However, as offerings of this course have
expanded to three sections per semester, this has resulted in staffing one of the sections with a part-time faculty member. This is an
extremely difficult, time-intensive course, which is ideally taught by a full time faculty member, so, growth and expansion of this
course is limited by staffing concerns.
A Psychology of Women (Psych 130) course was added for Fall 2014, due to the expanding Gender Studies program and faculty
interest (it had previously been offered only once a year). Due to a low fill rate, this course will not be offered for Fall 2015, and will
only be offered in prime time during the spring semester, until student demand merits addition to the schedule.
The de-cross-listing of Social Psychology (from Sociology) was implemented beginning Fall 2014. For Fall 2014, the overall course
offerings of Psychology 120 was decreased by 2 from previous Fall 2013 schedule. However, fill rates indicate that further cuts in
offerings might be merited, so course offerings of Psychology 120 will be further reduced for Fall 2015. Additional classes may be
added in the future once enrollment stabilizes and student demand merits further addition to the schedule.
SPSS MODULES – Several members of our discipline (Fred Rose, Michelle Vogel Trautt, Cynthia Perry, Brian Harward, and Netta
Schroer) worked with Susan Miller in sociology to develop a set of SPSS modules that can be used by all statistics faculty. These
included data sets, sample write-ups, and ideas for the information. Faculty can use these modules as a guide and modify them as
needed for their classes.
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
Page 19
PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
PART-TIME MENTORING – Full-time faculty have been assigned to serve as mentors for new part-time faculty of PTers who need
additional resources to enhance their class. For instance, Katie Townsend-Merino supplied a new PTer with resources for his
Introduction to Psychology class. Similarly, Netta Schroer has served as a mentor for the PTer who began teaching a research methods
class for us. We also developed a syllabus checklist for all faculty (FT and PT) to use when creating their syllabi. Full-time faculty
review all PT faculty syllabi to make sure it includes all necessary information.
PART C – NEW GOALS
GOAL: Investigate options to modify the computer lab in MD-130 so computers and keyboards are properly working at all times.
Psyc/Soc 205 is a 4-unit course that incorporates SPSS into the curriculum. The inclusion of this computer application component is
necessary to maintain consistency with our articulation agreements. It is also providing students with support to be successful in other
courses at Palomar College (e.g. Research Methods) and their transfer institutions, as well as helping students develop skills that for
future job placement. At the San Marcos campus, this course is taught in MD-130 (a computer lab). The lab consists of computers that
lift out of the desk and keyboards that are in trays. Unfortunately, this design has created problems for its continued use. Multiple
work orders have been submitted for jammed computers, bent trays, and broken keyboards. Based on conversations with faculty who
teach in the room and with facilities, it appears that the trays used for the keyboards are easily bent and cause problems for the
mechanism used to lift and lower the computers. Not having functional computers greatly impacts our ability to teach this course as
intended and provide students with the experiences required by our articulation agreement. Facilities has indicated that having
keyboards that slide out would help prevent damage to the lifting mechanism. Doing this will require new furniture pieces. Having
working computers is imperative to our program and will impact 382 students each semester (12 classes per semester with 32 students
each).
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
Page 20
PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
STEP III. Resources Requested for FY 2014-15: Now that you have completed Steps I and II, Step III requires you to
identify all additional resources you will need to achieve goals, plans and strategies for Step II. First, identify all resource
needs in each budget category. You may have up to five (5) requests per budget category. Provide a meaningful
rationale for each request and how it links to your Goals, Plans, and Strategies. Resource requests to simply replace
budget cuts from previous years will not be considered. Negotiated items should not be included in any resources
requested. PLEASE NOTE THAT ALL FUNDING ALLOCATED BY IPC IS ONE-TIME AND MUST BE SPENT WITHIN
THE DEFINED TIMELINE. Requests that support more than one discipline should be included on the “Academic
Department Resource Requests” PRP form only. Click here for examples of each budget category.
Prioritize within each category and then prioritize across categories in Step IV.
*Refer to Strategic Plan 2016 Objectives at http://www.palomar.edu/strategicplanning/StrategicPlan2016-Year2.pdf
Budget category a. Equipment (acct 600010 and per unit cost is >$500). Enter requests on lines below. Click here for examples of
equipment: http://www.palomar.edu/irp/2013CategoriesforPRPResourceRequests.pdf
Priority
Number
for
Resource
Requests
Resource Item
Requested
Fund
Category
Discipline
goal
addressed by
this resource
Strategic Plan
2016 Objective
Addressed by this
Resource*
Provide a detailed rationale for each item. Refer to your goals,
plans, analysis of data, SLOACs, and the Strategic Plan. (If item is
already funded, name the source and describe why it is not
sufficient for future funding.)
Amount of
Funding
Requested
(include tax,
shipping, etc.)
a1.
a2.
a3.
a4.
a5.
Budget category b. Technology (acct 600010, examples: computers, data projectors, document readers). Enter requests on lines
below. Click here for examples of technology: http://www.palomar.edu/irp/2013CategoriesforPRPResourceRequests.pdf
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
Page 21
PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
Priority
Number
for
Resource
Requests
Resource Item
Requested
Fund
Category
Discipline
goal
addressed by
this resource
Strategic Plan
2016 Objective
Addressed by this
Resource*
Provide a detailed rationale for each item. Refer to your goals,
plans, analysis of data, SLOACs, and the Strategic Plan. (If item is
already funded, name the source and describe why it is not
sufficient for future funding.)
Amount of
Funding
Requested
(include tax,
shipping, etc.)
b1.
b2.
b3.
b4.
b5.
Budget category c. Supplies (acct 400010 and per unit cost is <$500). Enter requests on lines below. Click here for examples of
supplies: http://www.palomar.edu/irp/2013CategoriesforPRPResourceRequests.pdf
Priority
Number
for
Resource
Requests
Resource Item
Requested
Fund
Category
Discipline
goal
addressed by
this resource
Strategic Plan
2016 Objective
Addressed by this
Resource*
c1.
Easels for
Poster Display
400010
–
Supplies
Goal #10:
Promote
excellence in
teaching
among all
psychology
faculty
Goal #1: Student
Connections,
Pathways,
Learning, and
Success
Provide a detailed rationale for each item. Refer to your goals,
plans, analysis of data, SLOACs, and the Strategic Plan. (If item is
already funded, name the source and describe why it is not
sufficient for future funding.)
These will be used for the Research Methods in Psychology Poster
Session held every semester. This event allows students
(approximately 90 students) to present their findings in a format
reminiscent of professional conferences. The campus is invited to
attend and learn about the great work done by our students. This
experience is extremely valuable to our Research Methods
students. They learn how to communicate their work via a poster
format as well as talk about their work in a professional manner to
those attending the poster session. Once completed, students are
encouraged to keep their posters and use them in future
conference presentations. These easels will be able to display 8 out
of 24 posters.
Amount of
Funding
Requested
(include tax,
shipping, etc.)
$260
c2.
c3.
c4.
c5.
Budget category d. Operating Expenses (acct 500010; examples: printing, maintenance agreements, software license) Enter
requests on lines below. Click here for examples of operating expense:
http://www.palomar.edu/irp/2013CategoriesforPRPResourceRequests.pdf
Priority
Number
for
Resource
Requests
Resource Item
Requested
Fund
Category
Discipline
goal
addressed by
this resource
Strategic Plan
2016 Objective
Addressed by this
Resource*
Provide a detailed rationale for each item. Refer to your goals,
plans, analysis of data, SLOACs, and the Strategic Plan. (If item is
already partially funded, name the source and describe why it is not
sufficient for future funding.)
Amount of
Funding
Requested
(include tax,
shipping, etc.)
d1.
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
Page 22
PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
Priority
Number
for
Resource
Requests
Resource Item
Requested
Fund
Category
Discipline
goal
addressed by
this resource
Strategic Plan
2016 Objective
Addressed by this
Resource*
Provide a detailed rationale for each item. Refer to your goals,
plans, analysis of data, SLOACs, and the Strategic Plan. (If item is
already partially funded, name the source and describe why it is not
sufficient for future funding.)
Amount of
Funding
Requested
(include tax,
shipping, etc.)
d2.
d3.
d4.
d5.
Budget category e. Travel Expenses for Faculty (acct 500010: faculty travel only)
Priority
Number
for
Resource
Requests
Resource Item
Requested
Fund
Category
Discipline
goal
addressed by
this resource
Strategic Plan
2016 Objective
Addressed by this
Resource*
e1.
Travel funds
for Full Time
faculty to
attend
professional
conferences
500010
Goal #10:
Promote
excellence in
teaching
among all
psychology
faculty
Goal #3: Human
Resources and
Professional
Development
Provide a detailed rationale for each item. Refer to your goals,
plans, analysis of data, SLOACs, and the Strategic Plan. (If item is
already funded, name the source and describe why it is not
sufficient for future funding.)
The ability to attend professional conferences relating to the
teaching of psychology and relevant subdisciplines (e.g.,
neuroscience, social psychology) are vital to maintaining currency
in a rapidly changing field. This currency will translate into
improved instruction and advising of our students, consistent with
Palomar's mission of transfer readiness and general education.
Amount of
Funding
Requested
(include
benefits if
applicable)
$1000
e2.
e3.
e4.
e5.
Budget category f. Short-term hourly (temporary and student worker). Enter requests on lines below.
Priority
Number
for
Resource
Requests
Resource Item
Requested
Fund
Category
Discipline
goal
addressed by
this resource
Strategic Plan
2016 Objective
Addressed by this
Resource*
Provide a detailed rationale for each item. Refer to your goals,
plans, analysis of data, SLOACs, and the Strategic Plan. (If item is
already funded, name the source and describe why it is not
sufficient for future funding.)
Amount of
Funding
Requested
(include
benefits if
applicable)
f1.
f2.
f3.
f4.
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
Page 23
PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
Priority
Number
for
Resource
Requests
Resource Item
Requested
Fund
Category
Discipline
goal
addressed by
this resource
Strategic Plan
2016 Objective
Addressed by this
Resource*
Provide a detailed rationale for each item. Refer to your goals,
plans, analysis of data, SLOACs, and the Strategic Plan. (If item is
already funded, name the source and describe why it is not
sufficient for future funding.)
Amount of
Funding
Requested
(include
benefits if
applicable)
f5.
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
Page 24
PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
STEP IV. Prioritize Resource Requests. Now that you have completed Step III, prioritize all of your resource requests
as one group; not prioritized within each budget category. This means you could have your #1 priority in technology, your
#2 priority in short-term hourly, and your #3 priority in equipment, etc. If you actually have five (5) requests in each of the
six (6) budget categories, you would end up with 30 prioritized requests. IPC will not consider requests that are not
prioritized. Note that all funding allocated by IPC is one-time and must be spent within the defined timeline.
Priority
Number
for all
Resource
Requests
in Step III
Resource Item
Requested
Fund
Category
Discipline
goal
addressed by
this resource
Strategic Plan
2016 Objective
Addressed by this
Resource*
Provide a detailed rationale for each item. Refer to your goals,
plans, analysis of data, SLOACs, and the Strategic Plan. (If item is
already funded, name the source and describe why it is not
sufficient for future funding.)
Amount of
Funding
Requested
(include tax,
shipping,
benefits, etc.)
1.
Easels for
Poster Display
400010
Goal #10:
Promote
excellence in
teaching
among all
psychology
faculty
Goal #3: Human
Resources and
Professional
Development
These will be used for the Research Methods in Psychology Poster
Session held every semester. This event allows students
(approximately 90 students) to present their findings in a format
reminiscent of professional conferences. The campus is invited to
attend and learn about the great work done by our students. This
experience is extremely valuable to our Research Methods
students. They learn how to communicate their work via a poster
format as well as talk about their work in a professional manner to
those attending the poster session. Once completed, students are
encouraged to keep their posters and use them in future
conference presentations. These easels will be able to display 8 out
of 24 posters.
$260
2.
Travel funds
for Full Time
faculty to
attend
professional
conferences
500010
Goal #10:
Promote
excellence in
teaching
among all
psychology
faculty
Goal #3: Human
Resources and
Professional
Development
The ability to attend professional conferences relating to the
teaching of psychology and relevant subdisciplines (e.g.,
neuroscience, social psychology) are vital to maintaining currency
in a rapidly changing field. This currency will translate into
improved instruction and advising of our students, consistent with
Palomar's mission of transfer readiness and general education.
$1000
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
Page 25
PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
Priority
Number
for all
Resource
Requests
in Step III
Resource Item
Requested
Fund
Category
Discipline
goal
addressed by
this resource
Strategic Plan
2016 Objective
Addressed by this
Resource*
Provide a detailed rationale for each item. Refer to your goals,
plans, analysis of data, SLOACs, and the Strategic Plan. (If item is
already funded, name the source and describe why it is not
sufficient for future funding.)
Amount of
Funding
Requested
(include tax,
shipping,
benefits, etc.)
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
STEP V. Contract Position Requests. Prioritize all contract positions you feel are needed to achieve goals, plans and
strategies identified in Step II. Include all requests for Classified, CAST, and Administrator positions that either replace a
vacancy due to retirements, resignations, lateral transfers, etc., or any new positions. You may request up to ten (10)
positions and they must be prioritized to be considered by IPC. Please note that only these position requests will be
prioritized by IPC when developing the annual Staffing Plan for Instruction. (Do not include faculty positions.)
Priority
Number
for
Contract
Position
Requests
1.
2.
3.
4.
5.
6.
Position
Title/Category
Requested
Fund
Category
Discipline
goal
addressed by
this resource
Strategic Plan
2016 Objective
Addressed by this
Resource*
Provide a detailed rationale for the each position. The
rationale should refer to your discipline’s goals, plans,
analysis of data, SLOACs, and the Strategic Plan. (If
position is already funded, name the source and describe
why it is not sufficient for future funding.)
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Amount of
Funding
Requested
(include
benefits)
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
Page 26
PALOMAR COLLEGE ACADEMIC PROGRAMS – PROGRAM REVIEW AND PLANNING
YEAR TWO UPDATE – 2014-15
Priority
Number
for
Contract
Position
Requests
7.
8.
9.
10.
Position
Title/Category
Requested
Fund
Category
Discipline
goal
addressed by
this resource
Strategic Plan
2016 Objective
Addressed by this
Resource*
Provide a detailed rationale for the each position. The
rationale should refer to your discipline’s goals, plans,
analysis of data, SLOACs, and the Strategic Plan. (If
position is already funded, name the source and describe
why it is not sufficient for future funding.)
Amount of
Funding
Requested
(include
benefits)
_______________________________________________________________________________________________________________________________________________
Department Chair/Designee Signature
Date
_______________________________________________________________________________________________________________________________________________
Division Dean Signature
PRP Update for Academic Program or Discipline Requests - Plan for Academic Year 2014-15
Date
Presented to Faculty Senate, 9/22/2014
Approved by IPC, 10/22/2014
Approved by Faculty Senate, 11/3/14
Page 27