Los Angeles Harbor College
Program Review
for
Behavioral Sciences
Following the guidelines as approved by the Academic Senate
and the College Planning Council on October 16, 2003 and
using the Steps as approved by the Academic Senate
and the Academic Affairs Cluster
Los Angeles Harbor College Program Review, December 2005
1
Table of Contents
Committee Members
3
Mission Statement
3
Student Learning Outcomes
3
Documentation Review
3
Data Evaluation
4
Table 1. Behavioral Sciences Division Trends 1999-2004
5
Other Data
6
Student Participation
6
Campuswide 2005 Survey Results by Division and College Total 7
Target Areas of Concern or Interest
8
Proposed Recommendations and Implementations
8
Report Summary
9
Appendices
10
Appendix A. Behavioral Sciences Unit Review
10
Appendix B. Discipline Program Review Summaries
16
Appendix C. Sample Course Outline
22
Appendix D. Sample Syllabi with Student Learning Outcomes
42
Appendix E. Sample Student SLO Surveys with Results
53
Los Angeles Harbor College Program Review, December 2005
2
Behavioral Sciences
Program Review Report
December 2005
Committee Members:
Bruce Lemon, Sociology, Division Chair
Michael Agopian, Sociology
Sally Fasteau, Life Skills
Beverly Fridley, Psychology (retired)
Mona Reddick, Anthropology (adjunct)
Janice Sandell, Sociology
Joan Thomas-Spiegel, Psychology (adjunct)
Brian Chagi, Student
This program review report expands the ongoing unit plan to include missions for each
discipline within the division, student learning outcomes (SLOs) associated with each discipline,
and data evaluation. Documentation through examples and confirmation of existing records is
included herein.
Mission Statement
The mission of the Behavioral Sciences Division is to foster student growth and learning
that raises the student's awareness of personal, social, and cultural differences and similarities.
This awareness fulfills the general education requirements of social and behavioral sciences,
but also challenges students to improve their personal understanding and effectiveness, as well
as their interactions with others.
Student Learning Outcomes
Based on the mission of the Behavioral Sciences Division, the reasons students choose
to attend Los Angeles Harbor College as evidenced by the biennial student surveys, graduation
and transfer requirements, the department has chosen the following student learning outcomes
(SLOs) for students who complete a behavioral sciences course. Students may vary in the
degree to which each SLO applies to their particular course.
Upon completion of a course of study in behavioral sciences, the student will be able to:
1. Develop insight into their own and others' behavior
2. Recognize and respect differing philosophies, cultures, and ways of life
3. Apply the scientific method in behavioral sciences
4. Demonstrate familiarity with general concepts and empirical findings in behavioral
sciences.
Los Angeles Harbor College Program Review, December 2005
3
Documentation Review
1.
Unit plans are updated annually by the division members. The current division unit plan
for 2005/06 is included in Appendix A. Departmental program review summaries (or expanded
unit plans) are included in Appendix B.
The division has chosen to maintain an ongoing format reflecting college strategies,
division priorities, objectives, activities, and resource needs (including estimated costs). These
components are reviewed annually and as needed to reflect current priorities. As new college
student learning outcomes are adopted, the objectives reflect realignment with SLOs. The
division supports the view that division objectives and activities, in alignment with collegewide
planning and student needs, drive the planning process.
2.
Personnel: Past unit plans have been similar in scope, however, this year a status
report adds progress notes in several areas. (See Unit Review, Appendix A.) Unfortunately,
there have been no gains in faculty despite several faculty retirements in the past few years. On
the other hand, it is anticipated that the division will gain part-time clerical assistance in Spring
2006 or Fall 2006. These items are reflected in Appendix A.
3.
Course outline updates: During Spring 2005 and Summer 2005, all courses were
checked for currency. New course outlines were provided to the Curriculum Committee for
inclusion on the college website. New courses developed (such as Psychology 1 online and
Sociology 1 online) used a new district form (See Appendix C.) that has been incompatible with
some software and operating systems. This problem has slowed conversion to the new district
form for all courses. Nevertheless, it is anticipated that future updating processes will use the
district form entirely once such problems are corrected.
4.
Sample syllabi with identified student learning outcomes are included in this
document as Appendix D. All instructors have been offered training and assistance in
developing syllabi using SLOs and complying with all current standards.
5.
Course descriptions in the Fall 2005 schedule and 2004-2006 College Catalog are
correct as confirmed by this committee. The division chair reviews all publications at each
printing.
Data Evaluation
Efficiency data is provided by the College Research Office. Enrollment trends over the
past six years reflect a growing interest in behavioral sciences and increasing retention and
successful completion rates. The division maintains a high weekly student contact hour to fulltime equivalent faculty ratio. One of the highest WSCH/FTEF ratios in the college reflects both
the popularity of the programs and the dedication of the faculty. Nevertheless, as the full-time
equivalent faculty declines and the full-time faculty numbers decrease, it remains to be seen
whether the success rates of the students and high WSCH/FTEF can be maintained or
improved.
Table 1 displays the total division basic data as well as a breakdown of the three largest
disciplines of anthropology, psychology, and sociology.
Los Angeles Harbor College Program Review, December 2005
4
Table 1. Behavioral Sciences Division Trends 1999-20041
Fall 1999
DIVISION
Enrollment
2,048
WSCH
FTEF
WSCH/FTEF
Class Size
Retention
.77
Successful
.65
Completion
Anthropology
Fall 1999
Department
Enrollment
138
WSCH
FTEF
WSCH/FTEF
Class Size
Retention
65.9
Successful
52.2
Completion
Psychology
Fall 1999
Department
Enrollment
685
WSCH
FTEF
WSCH/FTEF
Class Size
Retention
71.5
Successful
52.7
Completion
Sociology
Fall 1999
Department
Enrollment
717
WSCH
FTEF
WSCH/FTEF
Class Size
Retention
80.9
Successful
70.2
Completion
Fall 2000
2,503
5,344
10.9
490
Fall 2001
2,781
6,642
10.7
619
Fall 2002
3,156
7,644
10.2
752
Fall 2003
2,820
7,206
7.8
923
.79
.81
.83
.88
Fall 2004
2,839
7,204
8.3
864
54.5
.88
.62
.66
.64
.64
.70
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
163
522
1.0
522
34.8
82.8
254
701
1.0
701
49.7
77.6
316
766
0.8
958
63.9
80.1
275
702
0.8
878
58.5
82.2
754
0.8
970
64.7
84.7
55.2
50.0
61.7
57.8
57.8
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
815
1,955
3.5
564
37.6
71.2
804
2,530
3.4
705
49.6
72.6
1,044
2,930
3.4
856
57.4
78.4
958
2,872
3.0
957
63.8
89.5
2,890
3.6
803
53.5
88.8
60.1
56.5
57.1
70.9
72.4
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
797
2,101
3.2
656
43.8
76.0
818
2,479
3.2
775
54.5
83.5
990
2,769
3.4
814
54.4
87.7
919
2,620
3.0
873
58.2
90.3
2,580
3.0
860
57.3
90.3
68.1
72.0
73.4
74.3
72.9
Over the six-year period of 1999 through 2004, Behavioral Science has continued to
increase enrollment in all three main areas, as well as the overall Division (which includes
1
Learning Skills and Personal Development classes are provided as a service to students and are not subject to the
same types of efficiency evaluation as those departments described in Table 1, however, the division totals reflect all
areas of Behavioral Sciences.
Los Angeles Harbor College Program Review, December 2005
5
Learning Skills/Foundations and Personal Development courses). Table 1 displays the
increasing rates of retention and successful completion over that time as well. Behavioral
Sciences is a viable, growing, program that meets the needs of nearly 3,000 enrollments a
semester.
Other Data
The focus of other data available has centered on the interaction of class schedules and
enrollment. Several new ideas in scheduling we tried based on requests and ideas from
administrators. Local high school outreach courses have continued, even though these are not
usually the highest enrollment classes. As an outreach service to the community, it is hoped that
good experiences on the high school campuses will encourage those students to come to LA
Harbor College for future courses.
Late start classes were instituted to assist students who might benefit. Additionally,
online courses will commence in Spring 2006. The division offered several short-term classes in
Winter and Summer. The impact of these offerings in annual enrollments, retention, and other
measures has not been fully evaluated. The quantitative impact must also be tempered by the
services provided to students and the reputation of Harbor where “Students Come First.”
Enrollment in Behavioral Sciences courses remains strong, showing increasing trends in
enrollment, retention and successful completion.
Student participation
Biennial collegewide (provided by the district) student surveys are conducted that
include student responses to the following questions:
What brings you to Harbor College? (Numbers in parentheses represent the item number on the
collegewide student survey.)
(72) Developing clear career goals
(73) Writing clearly and effectively
(74) Presenting ideas and information effectively in speaking to others
(77) Becoming aware of different philosophies, cultures, and ways of life
(78) Becoming clearer about my own values and ethical standards
(79) Understanding myself--my abilities and interests
(81) Understanding the role of science and technology in society
(82) Developing the ability to learn on my own, pursue ideas, and find information I need
(83) Understanding other people and the ability to get along with different kinds of people
(84) Gaining a better awareness of my civic or community responsibilities
Several of these questions relate directly to the Behavior Science Division mission and
student learning outcomes. The biennial survey results, therefore, provide a comparison of the
total student body sampling with division students. A recent survey process to address student
learning outcomes has been devised and preliminary surveys given and evaluated. This is a
pilot program in which the survey forms will be adjusted if needed and in which larger numbers
of students will participate in the future. This data is provided in Appendix C.
Some of the preliminary baseline data from the campuswide survey are also displayed
here with those students completing the survey questions in Behavioral Science classrooms.
Los Angeles Harbor College Program Review, December 2005
6
This data was compiled to add information for scheduling. Data from the campuswide survey
will be evaluated in the coming unit plan review to allow comparison with current surveys.
Los Angeles Harbor College Program Review, December 2005
7
Campuswide 2005 Survey Results by Division and College Total
How many hours per week do you normally work?
DIVISION
Behavioral
Science
College
Total
Count
I don't Less than
work 10 hours
34
8
10 - 19
hours
19
20 - 39
hours
50
40 hours
or more
12
Total
Count
123
% within 27.6%
DIVISION
Count
308
6.5%
15.4%
40.7%
9.8%
100.0%
46
136
366
141
997
% of Total 30.9%
4.6%
13.6%
36.7%
14.1%
100.0%
In which class length do you learn best?
DIVISION Behavioral Science
Total
Count
% within
DIVISION
Count
% of Total
1 hour
1 1/2
hours
3 hours More than
3 hours
38
30.9%
75
61.0%
10
8.1%
267
26.8%
601
60.3%
118
11.8%
11
1.1%
997
100.0%
Not possible
34
30.4%
Possible
57
50.9%
Best
21
18.8%
112
100.0%
279
30.8%
409
45.1%
218
24.1%
906
100.0%
123
100.0%
Best time for classes:
Before 9am
DIVISION Behavioral Science
Total
Count
% within
DIVISION
Count
% of Total
9 AM - 12 noon
DIVISION Behavioral Science
Total
Count
% within DIVISION
Count
% of Total
Not possible Possible
Best
1
23
97
121
.8%
19.0% 80.2% 100.0%
98
185
671
954
10.3%
19.4% 70.3% 100.0%
Count
% within DIVISION
Count
% of Total
Not possible Possible
Best
28
59
26
113
24.8%
52.2% 23.0% 100.0%
260
414
220
894
29.1%
46.3% 24.6% 100.0%
12 noon - 4 PM
DIVISION Behavioral Science
Total
4 PM - 7 PM
DIVISION Behavioral Science
Total
Count
% within DIVISION
Count
% of Total
Not possible
61
54.5%
395
44.1%
Los Angeles Harbor College Program Review, December 2005
Possible Best
47
4
42.0% 3.6%
363
138
40.5% 15.4%
112
100.0%
896
100.0%
8
7 PM - 10 PM
DIVISION Behavioral Science
Total
Count
% within DIVISION
Count
% of Total
Not possible Possible
Best
71
31
10
112
63.4%
27.7% 8.9% 100.0%
436
313
148
897
48.6%
34.9% 16.5% 100.0%
Fridays
DIVISION Behavioral Science
Total
Count
% within DIVISION
Count
% of Total
Not possible
43
38.4%
378
42.6%
Possible Best
53
16
47.3% 14.3%
431
78
48.6% 8.8%
112
100.0%
887
100.0%
Sundays
DIVISION Behavioral Science
Total
Count
% within DIVISION
Count
% of Total
Not possible Possible Best
90
16
5
111
81.1%
14.4% 4.5% 100.0%
721
127
38
886
81.4%
14.3% 4.3% 100.0%
Although it is important to reach out to potential students, it is also prudent to continue to
serve our student base as their needs dictate. It would appear that our current students prefer
the program scheduling as we offer it at this time. The opinions of a relatively small number of
approximately 120 Behavioral Science students are echoed by the nearly 1,000 students who
completed the survey in most cases.
Target Areas of Concern or Interest
The primary concern is the need for full-time faculty to further evaluate and pursue the
program review that has begun. In order to continue dialogs on student learning outcomes, the
majority of instructors need to be full-time faculty with a vested interest in improving student
learning at Los Angeles Harbor College. Although adjunct faculty have been as involved and
interested as one could hope for, the dedication and consistency of full-time faculty are required
for the process of continuous improvement.
Proposed Recommendations and Implementations
The new unit plan is attached in Appendix A. Little has changed with regard to priorities
and needs. A great deal has changed in course outlines and learning expectations. Every
attempt will be made to continue the updating of course outlines and to ensure that instructors’
syllabi incorporate student learning outcomes with clear expectations. It is further proposed that
Staff Development continue to offer SLO workshops for instructors every semester.
The survey data presented in this report has yet to be thoroughly discussed within the
division. Only a pilot study of both surveys has been conducted. Follow through with this topic
and further development of surveys and focus groups will be conducted in the coming year.
Los Angeles Harbor College Program Review, December 2005
9
Report Summary
This report is a compilation of available data, results of division dialogs, and student
participation. It is hoped that the files are sufficiently supportive of the current practices of the
division, but it is even more hoped that the process will not stop here, but continue in an
ongoing manner. A copy is available in the division office and in the Academic Senate Program
Review office.
Los Angeles Harbor College Program Review, December 2005
10
BEHAVIORAL SCIENCES
Unit Review 2005/06
Appendix A.
BEHAVIORAL SCIENCES
Unit Review 2005/06
Demands for Behavioral Sciences courses will remain strong by providing general education, transfer, and courses for teacher
preparation and the nursing major. Majors in Behavioral Sciences will find employment at various levels in business, industry, and
government. Employment in human services, teaching, education, and childcare draw from majors in psychology, sociology, and
anthropology. Employment at the professional and paraprofessional levels is expected to increase as health care changes. Current changes
in the treatment of substance abuse, child abuse, spousal abuse, and the care of the elderly will increase the demand for both professional
and paraprofessional occupations. Employment in anthropology will increase as construction grows and there is an increase in the need for
anthropologists to evaluate the discovery of potential archaeological sites.
Activity
PRIORITY
6
COLLEGE
STRATEGY
1.3, 1.5, 3.2,
6.1, 6.2, 7.1,
7.4
OBJECTIVES
A. Increase communication and
efficiency with college community
and students through technology
and increased support staff.
ACTIVITIES
1. Each member will have their own
computer with email and Internet
access.
Status: 4 units acquired 04-05.
2. Hire 1.0 clerical staff.
2
RESOURCES
COSTS
a. 8 Internet ready
computers
b. 4 printers with
electronic switches
c. 8 computer desks
d. 8 task chairs
a. 16,000
a. 1.0 Office Assistant
a. 28,000
(annual)
7,000
benefits
b.
200
2,000
1,200
3,000
c. 8,000
Status: Shared secretary (Beh. Sci./
Bus./Soc.Sci.) Spring/Fall 06.
b. 1 computer station,
computer, printer,
Xerox machine
2. c. Hire 0.5 Student worker.
c. 0.5 Student Worker
3. Provide computer and software
training for faculty (including new
technology appropriate to their
fields).
a. Organize training
on campus
b. Provide training
funds to 8 staff
members
b.
5,000
c.
d.
1,600
760
19
7
a. Ø
b. 1,600
Status: Title V funded workshops
Los Angeles Harbor College Program Review, December 2005
11
BEHAVIORAL SCIENCES
Unit Review 2005/06
Activity
PRIORITY
COLLEGE
STRATEGY
OBJECTIVES
ACTIVITIES
provided three training sessions in
PowerPoint and two in Tegrity use.
Title V also funded three training
computers with an assortment of
software in the Academic Senate
Faculty Training Room.
4. Provide adequate supplies for
faculty and student materials.
RESOURCES
COSTS
a. Purchase office
supplies
a. 1,800
b. Purchase paper
and toner for
computerized
classrooms
b. 2,000
3
4.b.
20
18
1.3, 1.4, 1.5,
2.3, 6.2
B. Increase enrollment, retention,
and successful completion through
modernizing the delivery of
classroom information.
Status: No computerized classrooms
are yet available for Behavioral
Sciences. Completion of the new
buildings through Props. A and AA will
be forthcoming in approximately 3
years.
1. Purchase, create, and train
instructors to use a smart-classroom
system.
Status: A few instructors have been
trained on the Tegrity systems, but
smart classrooms are at least three
years away from availability.
Los Angeles Harbor College Program Review, December 2005
23,000
One teaching station
(Tegrity)
12
BEHAVIORAL SCIENCES
Unit Review 2005/06
Activity
PRIORITY
COLLEGE
STRATEGY
OBJECTIVES
Prop
A.
Los Angeles Harbor College Program Review, December 2005
ACTIVITIES
2. Replace the General Classroom
Building Behavioral Sciences section.
This building will include:
 a minimum of 7 classrooms for
Behavioral Sciences that hold 60
large student desks minimum of
30’ X34’
 1 of the 7 classrooms can also
function as an experimental lab
classroom for Psychology 1 and 2
classes (see GC 106 for example
of larger size with one wall of
cabinets part glass and part solid
wood)
 1 of the 7 classrooms can also
function as a physical
anthropology lab for Anthropology
101 classes (see GC 106 for
example)
 11 private office stations for
regular and part-time faculty
 1 computerized classroom with a
minimum of 45 stations (8th
classroom)
 1 office for classified staff for
Behavioral Sciences with a
reception area for mail boxes
 one conference room to be shared
with another division to seat
minimum of 20 persons
 equipment room on each floor to
include cabinets for secure
storage, sink, refrigerator, teaching
station (Tegrity), etc. if only on one
floor 25’ X 30’
 workroom with sink, counter for
scantron machines and office
supplies similar to GC207
RESOURCES
COSTS
Bond measure and
facilities planning
Not
applicable
Status: Start of
construction planned
for F05.
13
BEHAVIORAL SCIENCES
Unit Review 2005/06
Activity
PRIORITY
COLLEGE
STRATEGY
OBJECTIVES
ACTIVITIES
RESOURCES
COSTS
a. Hire faculty to
replace retirees.
Specifically, replace
the last two
retirements in
psychology since 1/03.
a. Savings
to college
of $30,000
for newer
teachers
a. Hire additional
faculty to teach these
courses and others
listed.
a. 10,080
(for each
course on
the Internet
offered
Fall,
Spring, &
Summer.)
b. 500

1
1.2, 1.5, 2,1,
5.1, 5.2
C. Respond to students’ existing
and changing needs with viable
programs and courses.
4
air conditioning and sound proofing
(The heating and air conditioning
system needs to include the most
modern air filtration system to
provide accommodations per the
ADA for staff and students with
severe allergies.)
 all classrooms and offices wired for
Internet access
 large screen projection, computer,
CD Rom, and VCR capability in
each classroom
 large security cabinets/closets in
each classroom to store
educational hardware (e.g.
TV/VCR units)
 large private office for Division
Chair adjoining classified staff
office
1. Maintain existing staffing levels and
resources.
Status: Last two retirements in
psychology have not been replaced.
F05 3.8 FTE hourly 0.0 regular
2. Add one course a year to the
Internet starting with Psychology 1 or
Sociology 1.
Status: Scheduled for Sp.05
b. New course
supplies
Los Angeles Harbor College Program Review, December 2005
14
BEHAVIORAL SCIENCES
Unit Review 2005/06
Activity
PRIORITY
COLLEGE
STRATEGY
OBJECTIVES
ACTIVITIES
3. Add the following courses:
 Anthropology 103 Archaeology
 Anthropology 111 Lab in Human
Biological Evolution
 Anthropology 121 Anthropology of
Religion – Magic and Witchcraft
14
RESOURCES
COSTS
a. Hire additional
faculty to teach these
courses and others
listed.
a. 13,840
(Anthro
103 & 111
offered
once/yr,
Anthro. 121
Fall &
Spring)
b. 9,000
a. 13,840
(Psy 60 &
14 offered
once/yr,
Psy 11 Fall
& Spring)
b. 1,800
b. New course
supplies & media
4. Add the following courses:
 Psychology 60, Stress
management to meet the emerging
psychological needs of students
 Psychology 11, Child Psychology
 Psychology 14, Abnormal
Psychology
15
5. Add the following course:
Sociology 11 – Ethnic and Racial
Minorities in the United States to
better meet the needs of our changing
student population
16
6. Add various education courses for
teacher preparation program.
17
a. Hire additional
faculty to teach these
courses and others
listed.
b. New course
supplies & media
a. Hire additional
faculty to teach these
courses and others
listed.
b. New course
supplies & media
a. Hire additional
faculty to teach these
courses and others
listed.
a. 6,720
(Soc. 11
offered Fall
& Spring)
b. 1,600
a. 6,720
b. 1,600
5
(continued)
C. (continued)
13
Los Angeles Harbor College Program Review, December 2005
6. Provide updated supplies
Status:
Title V funding provided videos,
PowerPoint carts with computers and
projectors, and other instructional aids.
b. New course
supplies & media
a. Update media
library
b. Purchase of
sufficient software
to make sound
educational use of
a. 6,000/yr
b. 5,000
15
BEHAVIORAL SCIENCES
Unit Review 2005/06
Activity
PRIORITY
COLLEGE
STRATEGY
OBJECTIVES
ACTIVITIES
However, the need for specific
equipment, models, and software
continues.
12
10
11
8
Los Angeles Harbor College Program Review, December 2005
RESOURCES
COSTS
hardware
c. Equipment and
psychological tests
necessary (e.g.,
Meyers-Briggs test,
biofeedback
equipment, models
of the brain, TaylorJohnson
Temperament
Analysis
d. Increase current
hominid fossil cast
collection (Anthro)
e. In-class capability
of projecting onscreen models of
DNA and fossil
casts that can be
manipulated in 3D
f. Instructional aids
for Sociology 21,
Human Sexuality
(e.g., birth control
demonstration kit,
models of the
reproductive
system)
g. Instructional aids
c. 4,500
d. 9,000
e. 1,500
f. 1,500
g. 2,500
16
BEHAVIORAL SCIENCES
Unit Review 2005/06
Activity
PRIORITY
COLLEGE
STRATEGY
OBJECTIVES
9
Los Angeles Harbor College Program Review, December 2005
ACTIVITIES
RESOURCES
COSTS
for Psychology 2,
Biological
Psychology (e.g.,
models of the brain,
ear, eye, & spinal
cord.)
17
Appendix B.
Discipline Program Review Summaries
Discipline: Anthropology
Mission Statement:
The mission of the anthropology department is to foster student growth and learning that
raises the student's awareness of personal, social, and cultural differences and similarities. This
awareness fulfills the general education requirements of social and behavioral sciences, but
also challenges students to improve their personal understanding and effectiveness, as well as
their interactions with others.
Student Learning Outcomes:
Based on the mission of the anthropology department, the reasons students choose to
attend Los Angeles Harbor College as evidenced by the biennial student surveys, and the
graduation and transfer requirements, the department has chosen these SLOs for students who
complete an anthropology course. Students may vary in the degree to which each SLO applies
to their particular course.
Upon completion of a course of study in anthropology, the student will be able to:
1. Develop insight into their own and others' behavior
2. Recognize and respect differing philosophies, cultures, and ways of life
3. Apply the scientific method in anthropology
4. Demonstrate familiarity with general concepts and empirical findings in
anthropology.
1.
Define the discipline in terms of relevance and student need.
The discipline of anthropology serves the students of Harbor College as a general
education requirement that has been and remains a popular choice. One of the most efficient
disciplines (LACCD Office of Institutional Research and Information http://research.laccd.edu/
research/, 2005), anthropology had 970 weekly student contact hours per full-time faculty
equivalent in Fall 2004.
General education anthropology courses provide a foundation for all students, even
without behavioral science majors. Anthropology courses often serve as building blocks for a
variety of fields that involve an understanding of humanity's history and human development.
Anthropology courses meet CSU certification, IGETC, and Associate Degree
requirements.
2.
Identify the courses taught in this discipline.
Anthropology 101 - Human Biological Evolution (3 units, UC:CSU)
Anthropology 102 - Human Ways of Life: Cultural Anthropology (3 units, UC:CSU)
Anthropology is also offered through the PACE Program.
Los Angeles Harbor College Program Review, December 2005
43
Anthropology
Department
Enrollment
WSCH
FTEF
WSCH/FTEF
Class Size
Retention
Successful
Completion
Fall 1999
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
138
65.9
163
522
1.0
522
34.8
82.8
254
701
1.0
701
49.7
77.6
316
766
0.8
958
63.9
80.1
275
702
0.8
878
58.5
82.2
754
0.8
970
64.7
84.7
52.2
55.2
50.0
61.7
57.8
57.8
3.
Identify factors that influence enrollment; such as, scheduling, combined
sections, and unique circumstances.
There are no unique circumstances for anthropology, with the exception that the
popularity of courses necessitates larger classrooms. The average class size for 2004 was 64.7
students at census, considerably higher than the college average of 40.2.
4.
List strengths and weaknesses in relation to student needs.
Strengths: The strengths of anthropology courses lie in their universal appeal and
usefulness to students. The part-time instructors are dedicated to learning and meeting
students' needs.
Weaknesses: The weakness of the discipline is the lack of even one full-time faculty
member due to retirements in the past few years and the neglect of support to fill those
positions with full-time faculty. As a result, one of the highest WSCH/FTEF disciplines at the
college is unable to complete proper program review, participate fully in shared governance, or
provide needed direction for the discipline.
5. State conclusions and significant findings.
In summary, the anthropology discipline at Los Angeles Harbor College is an active,
viable field of study for students, serving a significant portion of students by fulfilling
prerequisites for eventual majors and meeting a variety of degree and transfer requirements. It
is, nevertheless, in need of a full-time faculty member to ensure educational quality, continuity,
and future program development
6. State a plan of action that would strengthen this discipline if indicated.
Hiring a full-time faculty member within the next year would place this discipline back on
track. A full-time faculty member retired in the past years and college enrollment has increased
since then. This is a cost-effective program that should be supported with appropriate
personnel.
Los Angeles Harbor College Program Review, December 2005
43
Discipline: Psychology
Mission Statement:
The mission of the psychology department is to foster student growth and learning that
raises the student's awareness of personal, social, and cultural differences and similarities. This
awareness fulfills the general education requirements of social and behavioral sciences, but
also challenges students to improve their personal understanding and effectiveness, as well as
their interactions with others.
Student Learning Outcomes:
Based on the mission of the psychology department, the reasons students choose to
attend Los Angeles Harbor College as evidenced by the biennial student surveys, and the
graduation and transfer requirements, the department has chosen these SLOs for students who
complete a psychology course. Students may vary in the degree to which each SLO applies to
their particular course.
Upon completion of a course of study in psychology, the student will be able to:
1. Develop insight into their own and others' behavior
2. Recognize and respect differing philosophies, cultures, and ways of life
3. Apply the scientific method in psychology
4. Demonstrate familiarity with general psychological concepts and empirical
findings.
1. Define the discipline in terms of relevance and student need.
The discipline of psychology serves the students of Harbor College as a general
education requirement that has been and remains a popular choice. One of the most efficient
disciplines (LACCD Office of Institutional Research and Information
http://research.laccd.edu/research/, 2005), psychology had 1032 weekly student contact hours
per full-time faculty equivalent in Fall 2004.
Psychology is a field with strong ethical and student learning outcome standards as
outlined by the American Psychological Association. Student areas of learning are identified for
undergraduate students, including the community college. General education psychology
courses provide a foundation for all students, even without behavioral science majors.
Psychology courses often serve as building blocks for personal betterment, as well as,
prerequisites for a variety of fields that involve interpersonal relationships.
Psychology courses meet CSU certification, IGETC, and Associate Degree
requirements.
2. Identify the courses taught in this discipline.
Psychology 1 - General Psychology (3 units, UC:CSU)
Psychology 2 - General Psychology II (Physiological) (3 units, UC:CSU)
Psychology 3 - Personality and Social Development (3 units, UC:CSU)
Psychology 22 - College Study Skills (3 units, NDA) - Inactive
Psychology 41 - Lifespan Psychology (3 units, UC:CSU)
Psychology is also offered through the PACE Program and Instructional Television.
Online General Psychology is a proposed course for Spring 2005.
Los Angeles Harbor College Program Review, December 2005
43
Psychology
Department
Enrollment
WSCH
FTEF
WSCH/FTEF
Class Size
Retention
Successful
Completion
Fall 1999
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
685
71.5
815
1,955
3.5
564
37.6
71.2
804
2,530
3.4
705
49.6
72.6
1,044
2,930
3.4
856
57.4
78.4
958
2,872
3.0
957
63.8
89.5
2,890
3.6
803
53.5
88.8
52.7
60.1
56.5
57.1
70.9
72.4
3. Identify factors that influence enrollment; such as, scheduling, combined
sections, and unique circumstances.
There are no unique circumstances for psychology, with the exception that the popularity
of courses necessitates larger classrooms. The average class size for 2004 was 68.8 students
at census, considerably higher than the college average of 40.2.
4. List strengths and weaknesses in relation to student needs.
Strengths: The strengths of psychology courses lie in their universal appeal and
usefulness to students. The part-time instructors are dedicated to learning and meeting
students' needs.
Weaknesses: The weakness of the discipline is the lack of even one full-time faculty
member due to several retirements in the past few years and the neglect of support to fill those
positions with full-time faculty. As a result, one of the highest WSCH/FTEF disciplines at the
college is unable to complete proper program review, participate fully in shared governance, or
provide needed direction for the discipline.
5. State conclusions and significant findings.
In summary, the psychology discipline at Los Angeles Harbor College is an active, viable
field of study for students, serving a large portion of students by fulfilling prerequisites for
eventual majors and meeting a variety of degree and transfer requirements. It is, nevertheless,
in danger. With 3.8 FTEF (F 05) filled by only part-time faculty, educational quality, continuity,
and future program development, are in jeopardy. Neglecting such a useful and viable area of
study is ill-advised and should be corrected in the near future.
6. State a plan of action that would strengthen this discipline if indicated.
Hiring at least two full-time faculty members within the next year would place this
discipline back on track. Three full-time faculty members retired in the past few years and
enrollment has increased since then. This is a cost-effective program that should be supported
with appropriate personnel.
Los Angeles Harbor College Program Review, December 2005
43
Discipline: Sociology
Mission Statement:
The mission of the sociology department is to foster student growth and learning that
raises the student's awareness of personal, social, and cultural differences and similarities. This
awareness fulfills the general education requirements of social and behavioral sciences, but
also challenges students to improve their personal understanding and effectiveness, as well as
their interactions with others.
Student Learning Outcomes:
Based on the mission of the sociology department, the reasons students choose to
attend Los Angeles Harbor College as evidenced by the biennial student surveys, and the
graduation and transfer requirements, the department has chosen these SLOs for students who
complete a sociology course. Students may vary in the degree to which each SLO applies to
their particular course.
Upon completion of a course of study in sociology, the student will be able to:
1. Develop insight into their own and others' behavior
2. Recognize and respect differing philosophies, cultures, and ways of life
3. Apply the scientific method in sociology
4. Demonstrate familiarity with general concepts and empirical findings in sociology.
1. Define the discipline in terms of relevance and student need.
The discipline of sociology serves the students of Harbor College as a general education
requirement that has been and remains a popular choice. One of the most efficient disciplines
(LACCD Office of Institutional Research and Information http://research.laccd.edu/
research/, 2005), sociology had 922 weekly student contact hours per full-time faculty
equivalent in Fall 2004.
General education sociology courses provide a foundation for all students, even without
behavioral science majors. Sociology courses often serve as building blocks for a variety of
fields that involve an understanding of humanity's history and human development.
Sociology courses meet CSU certification, IGETC, and Associate Degree requirements.
2. Identify the courses taught in this discipline.
Sociology 1 – Introduction to Sociology (3 units, UC:CSU)
Sociology 2 – American Sociology Problems (3 units, UC:CSU)
Sociology 12 – Marriage and the Family (3 units, UC:CSU)
Sociology 21 – Human Sexuality (3 units, UC:CSU)
Sociology is also offered through the PACE Program and Instructional Television.
Online Introduction to Sociology is a proposed course for Sp. 05.
Los Angeles Harbor College Program Review, December 2005
43
Sociology
Department
Enrollment
WSCH
FTEF
WSCH/FTEF
Class Size
Retention
Successful
Completion
Fall 1999
Fall 2000
Fall 2001
Fall 2002
Fall 2003
Fall 2004
717
80.9
797
2,101
3.2
656
43.8
76.0
818
2,479
3.2
775
54.5
83.5
990
2,769
3.4
814
54.4
87.7
919
2,620
3.0
873
58.2
90.3
2,580
3.0
860
57.3
90.3
70.2
68.1
72.0
73.4
74.3
72.9
3. Identify factors that influence enrollment; such as, scheduling, combined
sections, and unique circumstances.
There are no unique circumstances for sociology, with the exception that the popularity
of courses necessitates larger classrooms. The average class size for 2004 was 61.4 students
at census, considerably higher than the college average of 40.2.
4. List strengths and weaknesses in relation to student needs.
Strengths: The strengths of sociology courses lie in their universal appeal and
usefulness to students. Ninety percent of the classes are taught by full-time faculty in contrast
to anthropology and psychology where ninety-five percent of the classes are taught by adjunct
faculty.
Weaknesses: Given the high enrollment in the existing classes and because of
budgetary problems the department is not able to offer new classes that would have limited
enrollment (e.g., Ethnic and Racial Minorities in the United States).
5. State conclusions and significant findings.
In summary, the sociology discipline at Los Angeles Harbor College is an active, viable
field of study for students, serving a significant portion of students by fulfilling prerequisites for
eventual majors and meeting a variety of degree and transfer requirements.
6. State a plan of action that would strengthen this discipline if indicated.
Sociology is a very strong discipline that is only limited by the budget in expanding the
existing course offering (e.g. Sociology of Aging & Ethnic and Racial Minorities in the United
States).
Los Angeles Harbor College Program Review, December 2005
43
Appendix C.
Sample Course Outline with Student Learning Outcomes
Los Angeles Community College District
COURSE OUTLINE
(Replaces PNCR and Course Outline)
Section I: BASIC COURSE INFORMATION
OUTLINE STATUS:
New course
1. COLLEGE: Harbor
2. SUBJECT (DISCIPLINE) NAME2): Psychology
(40 characters, no abbreviations
3. COURSE NUMBER: 001
4. COURSE TITLE: General
5. UNITS:
Psychology I *Distributed Learning
3
6. CATALOG COURSE DESCRIPTION -- Provide a description of the course, including an overview of the
topics covered:
This course covers a basic introduction to the scientific study of human behavior including emotion,
motivation, growth & development, learning & memory, personality, intelligence, sensation, perception,
social psychology, biology of behavior, abnormal behavior, and mental health. Relevant areas such as
dreams, interpersonal communication, sexuality, aging, death, creativity, multi-cultural diversity, and
stress are also presented.
7. CLASS SCHEDULE COURSE DESCRIPTION -- Provide a brief description of the course, including an
overview of the topics covered:
Scientific survey of behavior covering personality, growth, perception, motivation, learning and
intelligence.
8. INITIAL COLLEGE APPROVAL DATE:
9. UPDATES (check all applicable boxes):
Content
Objectives
College Specific Course Attributes/Data Elements
Districtwide Course Attributes/Data Elements
2
Last Update:
Last Update:
Last Update:
Last Update:
Underlined course attributes are the same for the course throughout the LACCD; all other course attributes are college specific.
Los Angeles Harbor College Program Review, December 2005
43
Other (describe)
Last Update:
Distributed Learning
10. CLASS HOURS:
“Standard Hours” per Week (based on
18 weeks)
Lecture:
Lab/activity (w/
homework):
Lab/activity (w/o
homework):
Total:
3
Total Hours per Term (hrs per week
x 18)
Units
0
54
0
3
0
0
0
0
3
54
3
Note: The Carnegie Rule and Title 5, section 55002 sets forth the following minimum standards: 1 unit = 1
hour lecture per week, 2 hours homework per week; OR 2 hours per week of lab with homework; OR 3
hours of lab per week without homework. The hours per week are based on a standard 18-week
calendar. Lecture also includes discussion and/or demonstration hours, laboratory includes activity
and/or studio hours.
11. PREREQUISITES, COREQUISITES, ADVISORIES ON RECOMMENDED PREPARATION,
and LIMITATION ON ENROLLMENT
Note: The LACCD’s Policy on Prerequisites, Corequisites and Advisories requires that the curriculum
committee take a separate action verifying that a course’s prerequisite, corequisite or advisory is an
“appropriate and rational measure of a student’s readiness to enter the course or program” and that the
prerequisite, corequisite or advisory meets the level of scrutiny delineated in the policy.
.
Prerequisites:
Subject
None
(If Yes, complete information below)
Number
Course Title
Units
Validation
Approval Date
(official use only)
_
_
_
.
Subject
Corequisite:
None
(If Yes, complete information below)
Number
Course Title
Units
Validation
Approval Date
(official use only)
_
Los Angeles Harbor College Program Review, December 2005
43
_
.
Advisories:
None (If Yes, complete information below)
Subject
Number
Course Title
Units
Validation Approval
Date (official use only)
_
_
_
12. OTHER LIMITATIONS ON ENROLLMENT (see Title 5, Section 58106 and Board Rule 6803 for
policy on allowable limitations. Other appropriate statutory or regulatory requirements may also apply) :
None
Section II: COURSE CONTENT AND OBJECTIVES
1. COURSE CONTENT AND OBJECTIVES:
COURSE CONTENT AND SCOPE –
Lecture:
If applicable, outline the topics included
in the lecture portion of the course
(outline reflects course description, all
topics covered in class).
1. Historical and theoretical
perspectives of psychology
2. Current and coming trends
1. Research methodologies,
design, and interpretation
1. Biological bases for behavior,
including: sensation,
perception, and states of
consciousness
2. Psychological disorders and
treatments
3. Developmental processes
4. Careers in psychology
1. Abnormal behavior
2. Mental health and wellness
Hours
COURSE OBJECTIVES - Lecture (If
perTopic applicable):
upon successful completion of this
course, the student will be able to…
(Use action verbs – see Bloom’s
Taxonomy below for “action verbs
requiring cognitive outcomes.”)
Demonstrate understanding of
5
the nature, origins of
psychology. Compare and
contrast the major theoretical
perspectives. Discuss historical
trends.
Apply the scientific method to
6
psychological constructs using
basic research methods of
design and interpretation
Evaluate major psychological
8
concepts and empirical findings,
including: biological bases for
behavior, sensation, perception,
and states of consciousness
15
Los Angeles Harbor College Program Review, December 2005
Synthesize and integrate
psychological principles and apply
43
3. Psychological disorders and
treatments
4. Learning, memory, and
intelligence
5. Language and thinking
6. Developmental processes and
individual differences
7. Personality theories and
assessment
8. Social psychology
9. Careers in psychology
1. Sociocultural and
international diversity issues
1. Mental health
2. Strategies for selfmanagement and selfimprovement
3. Stress avoidance and coping
skills
4. Self-reflection
Tests and evaluations
these to personal, social, and
organizational issues
6
Recognize and analyze the
complexity of sociocultural and
international diversity
Develop insight into their own
and others' behavior and mental
processes and apply effective
strategies for self-management
and self-improvement
10
Measurement and appraisal of
student learning outcomes
4
Total Lecture hours* 54
COURSE CONTENT AND SCOPE -Laboratory:
If applicable, outline the topics included
in the laboratory portion of the course
(outline reflects course description, all
topics covered in class).
Hours
COURSE OBJECTIVES - Laboratory
per Topic (If applicable):
Upon successful completion of this
course, the student will be able to…
(Use action verbs – see Bloom’s
Taxonomy below for “action verbs
requiring cognitive outcomes.”)3
Total Lab hours*
*Total lecture and laboratory hours (which include the final examination) must equal totals on page 1.
Bloom’s Taxonomy
SIMPLE SKILLS <<------------------------------->> COMPLEX SKILLS
Critical Thinking
3
Knowledge
Comprehension
Application
Analysis
Synthesis
define
repeat
translate
restate
interpret
apply
distinguish
analyze
compose
plan
Evaluation
judge
appraise
evaluate
In general “activity” courses or portions of courses are classified “laboratory.”
Los Angeles Harbor College Program Review, December 2005
43
record
list
recall
name
relate
underline
discuss
describe
recognize
explain
express
identify
locate
report
review
tell
employ
use
demonstrate
dramatize
practice
illustrate
operate
schedule
shop
sketch
differentiate
appraise
calculate
experiment
test
compare
contrast
criticize
diagram
inspect
debate
inventory
question
relate
solve
examine
categorize
propose
design
formulate
arrange
assemble
collect
construct
create
set up
organize
prepare
rate
compare
value
revise
score
select
choose
assess
estimate
measure
2. REQUIRED TEXTS:
Provide a representative list of textbooks and other required reading; include author, title and date of
publication:
Lahey. (2004). Psychology: An Introduction. McGraw-Hill
3. SUPPLEMENTARY READINGS:
Reading assignments may include, but are not limited to the following:
Journals such as Psychology Today and Monitor on Psychology
4. WRITING ASSIGNMENTS:
Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and
the ability to demonstrate that proficiency, at least in part, by means of essays or, in courses where the
curriculum committee deems them to be appropriate, by problem solving exercises or skills
demonstrations by students.” Writing assignments in this course may include, but are not limited to the
following:
Online discussion in response to questions, essays, reports, and short essay
questions on tests and in projects.
5. REPRESENTATIVE OUTSIDE ASSIGNMENTS:
Out of class assignments may include, but are not limited to the
following:
Service learning/community service
Observation in approved settings
Los Angeles Harbor College Program Review, December 2005
43
6. REPRESENTATIVE ASSIGNMENTS THAT DEMONSTRATE CRITICAL
THINKING:
Title 5, section 55002(a) requires that a degree-applicable course have a level of rigor that includes “critical
thinking and the understanding and application of concepts determined by the curriculum committee to be at
college level”. Critical thinking may include, but is not limited to analysis, synthesis, and evaluation. Provide
examples of assignments that demonstrate critical thinking.
Analyze research studies reported in the media.
Compare and contrast various functions of the brain and similar psychological
concepts (e.g., sensation and perception, learning and memory, etc.).
Write self-reflections synthesizing new information.
Evaluate the ethical principles and cultural differences in research, psychological
treatment, or other social and psychological situations.
7. METHODS OF EVALUATION:
Title 5, section 55002 requires grades to be “based on demonstrated proficiency in subject matter and
the ability to demonstrate that proficiency, at least in part, by means of essays, or, in courses where the
curriculum committee deems them to be appropriate, by problem solving exercises or skills
demonstrations by students.” Methods of evaluation may include, but are not limited to the following
(please note that evaluation should measure the outcomes detailed “Course Objectives” at the
beginning of Section II):
Exams, essays or research papers, analytical writings, classroom discussion and
presentations
8. METHODS OF INSTRUCTION:
Methods of instruction may include, but are not limited to the following:
Lecture
Discussion
Laboratory
Activity
Field Experience
Independent Study
Other (explain)
Service learning
Textbook publisher provided activities
Website links to related topics
9. SUPPLIES:
List the supplies the student must provide.
Internet access, personal email address, access to a computer with a CD-ROM drive
and sound card, required textbook, ability to send word processing attachments
through email.
Los Angeles Harbor College Program Review, December 2005
43
10. COMPUTER COMPETENCY:
If applicable, explain how computer competency is included in the course.
Students will research information using psychology databases provided through
the college library and other sources. Papers will be typed and presented using
computer technology. Familiarity with sending attachments.
11. INFORMATION COMPETENCY:
Information competency is the ability to find, evaluate use, and communicate information in all its various
formats. It combines aspects of library literacy, research methods and technological literacy, Information
competency includes consideration of the ethical and legal implications and requires the application of both
critical thinking and communications skills. If applicable, explain how information competency is included in
the course.
New information and volumes of pseudo-scientific information are available.
Students must learn to identify reliable resources and critically examine all sources
of information. Ethics and legal implications in psychology will be a venue for
discussing ethical and legal aspects of student's behavior as well.
12. DIVERSITY:
If applicable, explain how diversity (e.g., cultural, gender, etc.) is included in the course.
Diversity is a core concept in psychology. What is abnormal or expected
developmentally varies by culture, gender, religion, and historical reference.
Students will actively participate in developing an appreciation for the complexities
raised by diversity in the field of psychology. The ethical issues of labeling people
with a diagnosis will assist in the student's understanding of diversity issues.
13. SCANS COMPETENCIES (required for all courses with vocational TOP Codes;
recommended for all courses):
SCANS (Secretary’s Commission on Necessary Skills) are skills the Department of
Labor identified, in consultation with business and industry leaders, which reflect the
skills necessary for success in the workplace. Check the appropriate boxes to
indicate the areas where students will develop the following skills (please note that
all SCANS competencies do not apply to all courses):
RESOURCES
Managing Time: Selecting relevant goal-related activities, ranking them in order
of importance, allocating time to activities, and understanding, preparing and
following schedules.
Managing Money: Using or preparing budgets, including making cost and
revenue forecasts; keeping detailed records to track budget performance, and
making appropriate adjustments.
Los Angeles Harbor College Program Review, December 2005
43
Managing Material and Facility Resources: Acquiring, storing, allocating, and distributing
materials, supplies, parts, equipment, space or final products in order to make the best use of
them.
INTERPERSONAL
Participating as Member of a Team: Working cooperatively with others and
contributing to group’s efforts with ideas, suggestions and effort.
Teaching Others New Skills: Helping others learn needed knowledge and
skills.
Exercising Leadership: Communicating thoughts, feelings, and ideas to justify
a position, encouraging, persuading, convincing or otherwise motivating an
individual or group, including responsibly challenging existing procedures,
policies or authority.
Negotiating: Working toward agreement that may involve exchanging specific
resources or resolving divergent interests.
Working with Cultural Diversity: Working well with men and women and with
people from a variety of ethnic, social, or educational backgrounds.
INFORMATION
Acquiring and Evaluating Information: Identifying a need for data, obtaining
the data from existing sources or creating them, and evaluating their relevance
and accuracy.
Organizing and Maintaining Information: Organizing, processing and
maintaining written or computerized records and other forms of information in a
systematic fashion.
Interpreting and Communicating Information: Selecting and analyzing
information and communicating the results of others, using oral, written, graphic,
pictorial, or multimedia methods.
Using Computers to Process Information: Employing computers to acquire,
organize, analyze and communicate information.
SYSTEMS
Understanding Systems: Knowing how social, organizational and technological
systems work and operating effectively with them.
Monitoring and Correcting Performance: Distinguishing trends, predicting impacts of actions
on system operations, diagnosing deviations in the functioning of a system/organization, and
taking necessary steps to correct performance.
Los Angeles Harbor College Program Review, December 2005
43
Improving or Designs Systems: Making suggestions to modify existing
systems in order to improve the quality of products or services and developing
new or alternative systems.
TECHNOLOGY
Selecting Technology: Judging which sets of procedures, tools or machines,
including computers and their programs, will produce the desired results.
Applying Technology to Tasks: Understanding overall intent and proper
procedures for setting up and operating machines, including computers and their
reprogramming systems.
Maintaining and Troubleshooting Equipment: Preventing, identifying, or
solving problems with equipment, including computers and other technologies.
Section III: RELATIONSHIP TO COLLEGE PROGRAMS
1. THIS COURSE WILL BE AN APPROVED REQUIREMENT FOR AN APPROVED ASSOCIATE
DEGREE OR CERTIFICATE PROGRAM:
a.
No
Not applicable portion of the “approved program” listed on the
State Chancellor’s Inventory of Approved Programs (approved programs can be found on the
State Chancellor’s Office website at http://misweb.cccco.edu/esed/webproginv/prod/invmenu.htm).
If yes, the course will be a
NOTE: In order for a course to be approved as a requirement for an associate degree or certificate program, the program
must be listed on the State Chancellor’s Office Inventory of Approved Programs AND the course must be listed in the
college catalog as either a requirement or an elective for the program. If course is not part of an approved program at the
college adopting the course, it will be considered to be a “stand-alone” course, and is subject to the State Chancellor’s
approval criteria. The college must complete and submit the Chancellor’s Office “APPLICATION FOR APPROVAL OF
CREDIT” form. Certain courses are granted “blanket approval" by the State Chancellor’s Office and do not require
separate approval. See the Chancellor’s Office Program and Course Approval Handbook for details. LACCD Skills
Certificates are not State approved programs and are not listed on the Chancellor’s Office Inventory of Approved
Programs.
2. GENERAL EDUCATION REQUIREMENTS FOR THE ASSOCIATE DEGREE
STATUS:
a. Area requested: b(2) Social and Behavioral Sciences Approval date:
If applicable, provide an explanation of how the course meets the General Education
parameters for one of the five general education areas – Natural Sciences, Social
Los Angeles Harbor College Program Review, December 2005
43
and Behavioral Sciences, Humanities, Language and Rationality, Health and
Physical Education -- contained in Board Rule 6201.14 -General Education
Requirements.
http://marlin.laccd.edu/district/BoardRules_AdmRegs/boardrules.htm
a. 2nd Area requested:
None
Approval date:
If applicable, provide an explanation of how the course meets General Education
parameters for an additional general education area – Natural Sciences, Social and
Behavioral Sciences, Humanities, Language and Rationality, Health and Physical
Education -- contained in Board Rule 6201.14 - General Education
Requirements.http://marlin.laccd.edu/district/BoardRules_AdmRegs/boardrules.htm
Section IV: ARTICULATION INFORMATION
(Complete in consultation with College Articulation Officer)
1.
TRANSFER STATUS:
a. Transferable to the University of
California:
requested
c. Transferable to the California State
University: requested
d. College approval date:
b. UC approval date:
2.
GENERAL EDUCATION FOR TRANSFER:
IGETC Certification:
CSU Certification:
a. Area requested: Social and Behavioral
Sciences
b. Date requested:
c. IGETC approval date:
If applicable, provide an explanation of how the course
meets the appropriate General Education parameters,
as defined in IGETC Certification Guidelines.
2nd Area requested: None
b. Date requested:
c. IGETC approval date:
a.
Los Angeles Harbor College Program Review, December 2005
a. Area requested: Social and Behavioral
Sciences
b. Date requested:
c. CSU approval date:
If applicable, provide an explanation of how the
course meets the appropriate General Education
parameters, as defined in CSU Certification
Guidelines.
a. 2nd Area requested: None
b. Date requested:
c. CSU approval date:
43
If applicable, provide an explanation of how the course
meets the appropriate General Education parameters,
as defined in IGETC Certification Guidelines.
3.
If applicable, provide an explanation of how the
course meets the appropriate General Education
parameters, as defined in CSU Certification
Guidelines.
MAJOR REQUIREMENT FOR TRANSFER – Will this course be articulated to meet lower
division major requirements? YES
CAN NUMBER: PSY 2 CAN SEQUENCE NUMBER:
CAN Approval -- Date requested:
Date approved:
Los Angeles Harbor College Program Review, December 2005
43
Section V: SUPPLEMENTAL COURSE INFORMATION
1. DEPARTMENT/DIVISION NAME: Psychology/Behavioral Science
2. DEPARTMENT/DIVISON CODE: 15
3. SUBJECT CODE -- 3 characters, assigned by District Office: 825 (existing subject codes are
available on the LACCD web site at http://www.laccd.edu/curriculum/directory-programscourses/index.htm
4. SUBJECT ABBREVIATION -- 7 characters, assigned by District Office: Psych
5. SPC CODE -- 3 characters, assigned by District Office: 760
6. ABBREVIATION FOR TRANSCRIPTS -- 20 characters, assigned by District Office: Psychology
7. DEGREE CREDIT: Indicate whether the course meet the “standards for approval” for degree
credit course set forth in Title 5, section 55002(a)(2), which requires the course to have a
degree of intensity, difficulty, and vocabulary that the curriculum committee has determined to
be at the college level :
This courses is Degree Applicable
8. CREDIT/NO CREDIT GRADING: No
9. REPETITIONS -- Number of times course may be repeated for credit (three maximum): 0
How does the repetition of this course meet Title 5, section 58161 requirements? A course may be repeatable
when, “course content differs each time it is offered, and that the student who repeats it is gaining an expanded
educational experience for one of the following reasons: (A) Skills or proficiencies are enhanced by supervised
repetition and practice within class periods; or (B) Active participatory experience in individual study or group
assignments is the basic means by which learning objectives are obtained.”
10. PRIOR TO TRANSFERABLE LEVEL – This course attribute applies to English, writing, ESL,
reading and mathematics courses ONLY. If applicable, indicate how many levels below the
transferable level this course should be placed: Not applicable
11. CREDIT BASIC SKILLS -- Title 5, section 55502(d) defines basic skills as “courses in reading, writing,
computation, and English as a Second Language, which are designated as non-degree credit courses pursuant
to Title 5, section 55002(b)."
No
If Yes, course must be non-degree applicable.
12. CROSS REFERENCE -- Is this course listed as equivalent in content to existing
College/District courses in another discipline? No
If Yes, list courses (documentation of cross-discipline agreement must be provided):
Los Angeles Harbor College Program Review, December 2005
43
13. COURSE SPECIFICALLY DESIGNED FOR STUDENTS WITH DISABILITIES -- Title 5, section
56029 allows a course to be repeatble when continuing success of the students with disabililties is
dependent on additional repetitions of a specific class. Is this course designated as an “approved special
class” for students with disabilities? No
If yes, provide an explanation of how this course meets the requirements of Title 5, section 56029.
14. COOPERATIVE EDUCATION STATUS -- Title 5, section 55252 allows for two types of
Cooperative Education: 1) General Work Experience Education -- i.e., supervised employment, which is intended
to assist students in acquiring desirable work habits, attitudes and career awareness, which need not be related
to the students' educational goals; or 2) Occupational Work Experience Education -- i.e., supervised
employment, extending classroom based occupational learning at an on-the-job learning station, which is related
to the students' educational or occupational goal. Is this course part of the college’s approved cooperative work
experience education program? No
15. COURSE CLASSIFICATION:
Liberal Arts Sciences
Note: A course’s Classification, TOP Code and SAM code must be aligned – e.g., Courses with an
“Occupational” Course Classification must have an “Occupational” TOP Code and a SAM Code of A,
B, C, or D; courses that do not have an “Occupational” Course Classification cannot have an
Occupational TOP Code and must have an “E” SAM Code. Courses coded as “basic skills” in #11
should be coded “Adult and Secondary Basic Skills.”
16. TOP CODE – (6 digits XXXX.XX) 2001.00
Course content should match discipline description in Taxonomy of Programs found at
www.cccco.edu/cccco/esed/curric/curriculum.htm.
17. SAM CODE (Student Accountability Model):
E – Non-Occupational
SAM Codes (see CCC Chancellor’s Office Student Accountability Model Operations Manual, 1984) should be assigned as
follows:
Priority "A" – Apprenticeship: Courses designed for an indentured apprentice must have the approval of the State of
California, Department of Industrial Relations Department, Division of Apprenticeship Standards.
Priority "B" – Advanced Occupational: Courses taken by students in the advanced stages of their occupational
programs. Courses should be offered in one specific occupational area only. Priority letter “B” should be assigned
sparingly; in most cases, no more than two courses in any one program should be labeled “B.” “B”-level courses must
have Priority “C” prerequisites in the same program area.
Priority "C" – Clearly Occupational: Courses generally taken by students in the middle stages of their programs
should have a difficulty level sufficient to detract "drop-ins." Courses may be offered in several occupational programs
within a broad area. The "C" priority, however, should also be used for courses within a specific program area when the
criteria for "B" classification are not met. A "C"-level course should provide the student with entry-level job skills.
Priority "D" -- Possibly Occupational: "D" courses are those taken by students in the beginning stages of their
occupational programs. The "D" priority can also be used for service (or survey) courses for other occupational programs.
Priority "E" -- Non-occupational.
Los Angeles Harbor College Program Review, December 2005
43
SECTION VI: APPROVAL STATUS
1. APPROVAL STATUS:
a.
New Course
.
Board Approval Date:
.
Addition of Existing
District Course
c.
Course Change*
.
College Approval Date:
.
.
College Approval Date:
d.
.
College Approval Date:
b.
Outline Update
*
Effective
Semester:
Effective
Semester:
Changes to a course require the completion of a “Course Change Request" form and approval by the
college’s Curriculum Committee. In some cases districtwide approval is also required; see, Administrative
Regulation E-65, section 3(c) for details.
SECTION VII: APPROVAL INFORMATION FOR NEW OR ADDED COURSES
(complete in consultation with Department Chair and the appropriate Aademic Aministrator)
1. IF THIS IS A NEW COURSE, INDICATE HOW THE COLLEGE PLANS TO MEET
THE EXPENSE OF THIS COURSE:
By additional funds. Describe:
By deleting courses from the college catalog and course database. List specific
courses to be deleted:
By deleting sections of existing courses. List courses and number of sections
to be deleted:
First year:
Second year:
Third year:
By rotating sections of existing courses. List courses and number of sections to
be rotated, as well as the semesters in which they will be offered:
Scheduling one less Psychology 001 lecture section
2. IMPACT -- Will this course directly impact other course offerings and/or associate
degree or certificate programs on campus?
Los Angeles Harbor College Program Review, December 2005
43
No (If yes, briefly explain how)
3. METHOD OF SUPPORT -- Indicate how the college plans to support the proposed
course:
Additional staff -- List additional staff needed:
None
Classroom -- List classroom type needed:
None
Equipment -- List new equipment needed and indicate funding source for any new equipment:
None
Supplies- List supplies and indicate dollar value:
None
Library/Learning Resources- The course initiator shall consult with the College Librarian and review
the college library, book, periodical, and electronic resource collections relevant to this course. List
additional titles and resources to be considered for purchase as funding permits:
Los Angeles Harbor College Program Review, December 2005
43
CERTIFICATION AND RECOMMENDATION
This course meets Title 5 requirements for Associate Degree applicable college credit
towards an Associate of Arts Degree.
This course meets Title 5 requirements but does not satisfy the requirements for an
Associate Degree applicable course.
We certify that the information and answers above properly represent this course.
Originator
Date
Department/Cluster Chairperson
Date
Articulation Officer
Date
Librarian
Date
Dean (if applicable)
Date
Curriculum Committee Chairperson
Date
Academic Senate President
Date
Los Angeles Harbor College Program Review, December 2005
43
Vice President, Academic Affairs
Date
College President
Date
Los Angeles Harbor College Program Review, December 2005
43
DATA INPUT PAGES
(Fills Automatically from Other Pages)
COLLEGE: Los Angeles Harbor College
APPROVAL STATUS:
New Course
Addition of Existing
District Course
Board Approval Date:
College Approval Date:
Effective Semester:
Effective Semester:
DEPARTMENT/DIVISION NAME: Psychology/Behavioral Science
DEPARTMENT/DIVISON CODE: 15
SUBJECT (DISCIPLINE) NAME): Psychology
SUBJECT CODE -- 3 characters, assigned by District Office: 825
SUBJECT ABBREVIATION -- 7 characters, assigned by District Office: Psych
COURSE TITLE: General Psychology I
COURSE NUMBER: 001
UNITS: 3
CLASS HOURS:
Lecture:
Lab/activity (w/
homework):
Lab/activity (w/o
homework):
Total:
Hours per week (based on 18
weeks)
Total Hours per term (hrs per
week x 18)
Units
3
0
54
0
3
0
0
0
0
3
54
3
DEGREE CREDIT: Indicate whether the course meet the “standards for approval” for degree credit
course set forth in Title 5, section 55002(a)(2), which requires the course to have a degree of
intensity, difficulty, and vocabulary that the curriculum committee has determined to be at the college
level :
This courses is Degree Applicable
THIS COURSE WILL BE AN APPROVED REQUIREMENT FOR AN APPROVED ASSOCIATE
DEGREE OR CERTIFICATE PROGRAM: No
If yes, the course will be a Not applicable portion of the “approved program” listed on the State
Los Angeles Harbor College Program Review, December 2005
43
Chancellor’s Inventory of Approved Programs (approved programs can be found on the State Chancellor’s
Office website at
GENERAL EDUCATION FOR TRANSFER:
Area requested: b(2) Social and Behavioral Sciences
Approval date:
GENERAL EDUCATION REQUIREMENTS FOR THE ASSOCIATE DEGREE STATUS:
Area requested: b(2) Social and Behavioral Sciences Approval date:
2nd Area requested:
None Approval date:
TRANSFER STATUS:
Transferable to the University of California:
Transferable to the California State University:
UC approval date:
College approval date:
GENERAL EDUCATION FOR TRANSFER:
IGETC
Area requested: 4: Social and Behavioral Science
Date requested:
IGETC approval date:
CSU CERTIFICATION: D: Social, Political, Economic Institutions
Date requested:
CSU approval date:
ABBREVIATION FOR TRANSCRIPTS -- 20 characters, assigned by District Office:
COURSE CLASSIFICATION:
TOP CODE – (6 digits XXXX.XX) 2001.00
SAM CODE (Student Accountability Model): E - Non-occupational
PREREQUISITES, COREQUISITES, ADVISORIES ON RECOMMENDED PREPARATION, and
LIMITATION ON ENROLLMENT
Prerequisites: None (If Yes, complete information below)
Corequisite:
None (If Yes, complete information below)
CREDIT/NO CREDIT GRADING: No
REPETITIONS -- Number of times course may be repeated for credit (three maximum): 0
CROSS REFERENCE -- Is this course listed as equivalent in content to existing College/District
courses in another discipline? No
CREDIT BASIC SKILLS -- Title 5, section 55502(d) defines basic skills as “courses in reading, writing,
computation, and English as a Second Language, which are designated as non-degree credit courses pursuant
to Title 5, section 55002(b)." No If Yes, course must be non-degree applicable
Los Angeles Harbor College Program Review, December 2005
43
COURSE SPECIFICALLY DESIGNED FOR STUDENTS WITH DISABILITIES -- Title 5, section
56029 allows a course to be repeatble when continuing success of the students with disabililties is dependent
on additional repetitions of a specific class. Is this course designated as an “approved special class” for
students with disabilities? No
APPROVAL STATUS:
New Course
Board Approval Date:
Effective Semester:
Addition of Existing District Course
College Approval Date:
COOPERATIVE EDUCATION STATUS -- Title 5, section 55252 allows for two types of Cooperative
Education: 1) General Work Experience Education -- i.e., supervised employment, which is intended to assist
students in acquiring desirable work habits, attitudes and career awareness, which need not be related to the
students' educational goals; or 2) Occupational Work Experience Education -- i.e., supervised employment,
extending classroom based occupational learning at an on-the-job learning station, which is related to the
students' educational or occupational goal. Is this course part of the college’s approved cooperative work
experience education program? No
CATALOG COURSE DESCRIPTION -- Provide a description of the course, including an overview of the
topics covered:
This course covers a basic introduction to the scientific study of human behavior
including emotion, motivation, growth & development, learning & memory, personality,
intelligence, sensation, perception, social psychology, biology of behavior, abnormal
behavior, and mental health. Relevant areas such as dreams, interpersonal
communication, sexuality, aging, death, creativity, multi-cultural diversity, and stress are
also presented.
CLASS SCHEDULE COURSE DESCRIPTION -- Provide a brief description of the course, including an
overview of the topics covered:
Scientific survey of behavior covering personality, growth, perception, motivation,
learning and intelligence.
SPC CODE -- 3 characters, assigned by District Office: 760
Los Angeles Harbor College Program Review, December 2005
43
Appendix D.
Psychology Sample Syllabi with Student Learning Outcomes
Psychology 41
Fall 2005
[day]
[time]
THERE was a child went forth every day,
And the first object he look'd upon, that object he
became,
And that object became part of him for the day,
or a certain part of the day,
Or for many years or stretching cycles of years.
- Walt Whitman
Phone:
Office hours:
Instructor:
[name]
Contact Information and Office Hours
Email:
Website:
About the Instructor: [instructor background related to course content and discipline, as well as, androgogical
approach.
Table of Contents
Contact Information and Office Hours
About the Instructor
Active Learner Promise
How to Use This Syllabus
Resources
Letter to the Student
Course Objectives
FAQs
Grading
Ways to Pass This Class
Journal Content Requirements
Service Learning (Extra Credit)
Disclaimer Regarding Offensive Material
Course Schedule
Page
1
1
1
2
2
2
2
2
3
3
3
5
5
6
Active Learner Promise: I, ______________________, promise to take an active role in learning
Lifespan Psychology. I will be on time to class, read the material, and participate in activities and assignments to the
best of my ability. I will respect other people and be a supportive member in this class.
Signed ______________________________________ Date ______________________
Los Angeles Harbor College Program Review, December 2005
43
How to Use This Syllabus
This syllabus is a complete manual of how to pass this class. You need to keep it with you at all class
meetings. You are expected to read this entire syllabus and come to class prepared for each discussion, test, or
assignment listed in it. The due dates will probably not be changed. Do not wait to have the instructor announce
something. It is all here! If you find something confusing, be sure to ask the instructor to explain.
Resources
Required Text: Vander Zanden, J. W. (2003). Human Development (7th ed.). New York: McGraw-Hill.
Materials: Scantron sheets (for 50 items on one side) and a folder to turn in journal projects.
Psychology 41 required handouts packet sold in the bookstore.
Letter to the Student
Dear Student:
Welcome to Psychology 41, the study of the development of humans from biosocial, cognitive, and
psychosocial perspectives throughout the life span. If this sounds like a lot to understand and appreciate in just 14
class sessions, you are right! This means that attendance is vital. Meeting only once a week, you cannot afford to
miss a class. Please note the policies regarding missing tests and other issues later in this syllabus.
This is a psychology course, but the interplay between physiological and psychological (nature and nurture)
cannot be entirely separated in the study of humans. There is no formal prerequisite to the course at this time, but
you will find that completion of general or introductory psychology will make this course more meaningful.
The study of how we develop relates to understanding the more predictable aspects of aging from
conception to death. This is an exciting course with an opportunity for learning and understanding human
development in ways that will assist you in such areas as parenting, professional childcare, nursing, and the field of
psychology as a counselor or therapist. I look forward to reading your journals and exploring developmental
psychology with you during the next few months.
[instructor]
Student Learning Outcomes (SLOs)
(1) Demonstrate familiarity with the nature and origins of developmental psychology, theoretical perspectives,
and historical trends.
(2) Apply the scientific method to psychological constructs using basic research methods of design and critically
evaluate research results (e.g. case studies, cross-sectional and longitudinal designs).
(3) Demonstrate familiarity with major psychological concepts and empirical findings, including: biological bases
for developmental changes.
(4) Apply and understand psychological principles to social, and organizational issues.
(5) Recognize, understand, and respect the complexity of sociocultural and international diversity as applied to
developmental issues.
(6) Develop insight into their own and others' behavior and mental processes and apply effective strategies as
they relate to age-related events and life events, both normative and non-normative (e.g., teratology, transitional
events, dying and death).
(7) Compare and contrast theoretical stages of human development (e.g., Piaget, Erikson, Freud, Kohlberg, etc.)
(8) Characterize developmentally related mental illnesses and their treatments.
FAQ (Frequently Asked Questions)
1) What belongs in a journal project?
I call these journal projects because if I said “report” you would picture one thing; if I said “homework” you
would turn in something else—all based on your previous ideas of what such things should look like. A journal is
similar to a portfolio with groups of smaller items, but also contains a larger assignment and your reflections or
connections between the formal course material and your own experiences. Each journal has a specific list of items
that must be included. There will be no additional term paper or assignments to those listed in the syllabus.
Los Angeles Harbor College Program Review, December 2005
43
2) What if I miss a test?
You are unlikely to do well and may not pass the course if you miss tests. In order to make up a test, you
MUST telephone or email me to arrange a make-up.
3) What if I miss the final?
Then you are in real trouble because attendance the day of the final is mandatory. If an emergency occurs
during the time of the final, call me immediately for an incomplete grade with a make-up exam different from the
original final. It may be that you forgot (hey, it happens). If so, call or email immediately so we can discuss options.
The day of the final is also when I meet with each of you to review your grade. Please bring all past papers and tests
in case there are any problems.
4) Does [instructor] grade on a curve?
No! However, I will occasionally provide additional extra credit opportunities for those needing to learn more. 
Grading
Points Possible
9 Tests – 180 points (may be open book)
Final – 30 points (closed book)
4 Journals – 140 points
TOTAL points possible 350
Service Learning – Extra Credit 15 points
Journal EC up to 12 points total
Grade
Percent
90%
80-89%
70-79%
60-69%
59%
A
B
C
D
F
Points Needed
315 or above
280 - 314
245 - 279
210 - 244
209 or below
Late assignments and make-up tests will have points taken off. (Usually ~10% to begin with.) So, be there to take
tests, quizzes, and turn everything in on time! If you get behind, remember, "better late than never."
Ways to Pass This Course
 Read the book (ahead of time!) and follow the SQ3R method
o
o
o
o
o
Survey the chapter before reading, then skim the chapter quickly.
Question – after surveying, write down some questions about the material by rephrasing the title of
the chapter sections.
Read the chapter thoroughly. Write answers to the questions in your notes (add any needed as you
go along). Do not skip pictures, graphs, or marginal notes!
Recite the answers to the questions you have written in your own words after you write the
answers – without looking.
Review each question and your answers when you are done with the chapter.
 Take notes (during discussions, videos, lectures...)
 Be at every class on time and turn in assignments on time
 Talk to the instructor if you have any questions or concerns
Los Angeles Harbor College Program Review, December 2005
43
Journal Content Requirements
Important! All journals must be typed, in a folder, and include a title page with your name. Put the assignments in the order
listed in the project requirements. Use complete sentences and avoid contractions. Use standard fonts (size 12), margins (1”),
and double-spaced lines. Points will be deducted if these requirements are not met. A reflection includes your opinion and how
the subject relates to developmental psychology with key terms from the book, not just a summary or your opinion only.
Journal 1: Wellness and Research (SLOs #1, 3, 4, 5, 6, & 7.)
1. 15 points
Create a table or list of normal growth and development from conception through age 6
(Use Chapters 1-8). This table is the ONE journal item that may be single-spaced. You should have one
page per age grouping – prenatal, birth to 2, and 3-6. You must include 3 sections – cognitive/physical,
emotional/social and major theories or stages. Use meaningful phrases or sentences, not single words that
convey little meaning. Imagine you will be looking at these 3 pages years later and need to understand what
you wrote. (Note: Prenatal will be mostly physical and cognitive change with some interaction especially with
the mother and her health. It will be a little different than all the other age groups.)
2. 10 points
Choose one of the normal aspects of early physical development and discuss the impact
on the individual and the family when that aspect is abnormal through a teratogen. Include at least one
reference or source.
3. 5 points
Reflections on one of these Chapters 1-8 questions.
4.
Pick one of the following and respond with a reflection at least one page long. A reflection covers three
main areas of thought. Your answer must include facts from the book or other reading with sources identified; use key
terms (appropriate psychological terms). You will also analyze or give your opinion based on these facts and your
experiences. Present more than one view even though you may agree mainly with one. Feel free to argue or present
alternative views from the book, but recognize the information contained in the book. Finally, you relate what you
learned with your own experiences and thoughts.
These portions of journals are rated on your thoroughness as well as correct understanding of the material.
Their purpose is to increase critical thinking skills and to help you apply your course learning into daily life. You will
probably not lose points for misunderstanding the textbook, but you will lose points if your reflection is too short, lacks
depth, or is missing part of these three aspects. I expect complete sentences and college level work. Each reflection is
worth 5 points. Be sure to type the question at the beginning of your reflection so I know which one you have chosen.
a. Susan and Natasha are in your office. Susan is 19 years old while Natasha is 41 years old. Both women are
pregnant and wondering what influence maternal age has on pregnancy. What would you advise?
b. Joe and Nesha adopted Mark when he was one year old. They are very concerned about not having bonded
with Mark in his early infancy. What could you tell them about the dependence of parent-infant bonding upon
early parent-child physical contact?
c. Kathy, a friend of yours wants to become a mother through artificial insemination. She has decided including
a man in the parenting process just complicates matters. Based on what you are learning in your psychology
class, what can you tell Kathy about contributions that appear to be made by the father to the development of
his children in the United States?
5 points Choose one of the handouts done during this time. Write a one-page (or more) reflection on the handout.
Include the handout. (Be sure to follow the previous instructions of what a reflection should include.)
5. Extra Credit options- For up to three points, do one of the following: Choose a movie, book, article, or
another handout that covers any developmental issue between conception to 6. Write a reflection about
which issue is presented and your opinion of the sides to the issue.
Journal 2: Developmental Observation (SLOs #1, 2, 3, 4, 5, 6, & 7.)
1. 25 points
Choose a participant between the ages of 7 and 25. If the person is a minor, obtain
permission from the parent or legal guardian to observe the participant for one hour. During that hour,
record all behavior as completely as possible. Follow these guidelines: a) Describe the physical and social
context. Describe the person you are observing; List relevant background information about the person,
such as age, sex, ethnic or other demographics. b) Write down everything the person does or says as much
as possible. Include your raw data (the handwritten notes) in your folder. c) Interpret what you have
observed. This is your opinion, but must be based on what you have just observed. d) Summarize the data
in two ways - 1. The percentage of time in different activities. 2. The frequency of a specific behavior. e)
Los Angeles Harbor College Program Review, December 2005
43
using a portion of your observation, substantiate your view of at least one of the theoretical stages that
apply. (Each item is worth about 5 points)
The purpose of this assignment is to increase your observational skills and apply the information
you are learning to a real-life situation.
2. 5 points Reflection on one of these Chapters 9-12 questions.
At this point, I hope you are using dialectical thinking by being able to argue multiple sides of an issue
convincingly, not just one approach. Be sure to type the question at the beginning of your reflection so I know which
one you have chosen and follow the instructions for reflections in journal 1.
a. Bridget and Perry are concerned about their young child's self-esteem. They want to do all they can to help
foster self-esteem. What child-rearing practices tend to be associated with high self-esteem in children?
b. Your friend, Bobby, wants to drop out of high school. Bobby's parents say he has to stay in high school
whether he wants to or not. You are not so sure it is productive to force high school students to continue in
high school when they seriously want to drop out. What are both sides of the argument? Why?
5 points Choose one of the handouts done in class. Include the handout and a reflection.
3.
4. Extra Credit options- For up to three points, do one of the following: Choose a movie, book, article, or
handout that covers any developmental issue between 7-25. Write a reflection about which issue is dealt
with and your opinion of the sides to the issue. For articles, critique the results and the methodology used in
the study.
Journal 3: Mental Illness (SLOs #1, 3, 5, 6, & 8.)
1. 25 points
Choose a mental illness related to development from the DSM-IV-TR. You may want to
consider those listed as Disorders Usually First Diagnosed in Infancy, Childhood, or Adolescence. Other
acceptable choices would be types of dementia, or substance related disorders (tied to a developmental
stage), eating disorders, and depression types (if you contrast major or chronic depressions from teen
suicide and situational depressions). Include the diagnostic number, the name of the illness, the diagnostic
criteria (quote the whole list) from the DSM-IV-TR, age-related information, when such behavior might seem
normal, and what types of treatment may be used to help this problem. (Be sure you list whatever sources
you use for information and use quotation marks when quoting!) You must use the DSM-IV-TR and other
resources as well. The purpose of this assignment is to focus on an area of interest to you that points out
abnormal behavior and how mental health professionals would view a mental illness.
2. 5 points Reflections on one of these Chapters 13-16 questions.
a.
3.
Alberta has been living in a stressful situation for several months. She has been getting ill, and today she felt
so exhausted that she could not even get out of bed. According to Hans Selye's (1956) work on stress,
describe what Alberta has experienced. How serious is her problem?
b. Discuss the following question: What are the factors in mid-life changes? Should mid-life change be
considered a crisis?
c. Evaluate the concept of the empty-nest syndrome compared to empty-nest period.
5 points Choose one of the handouts done in class. Include the handout and a reflection.
4. Extra Credit options- For up to three points, do one of the following: Choose a movie, book, article, or
handout that covers any developmental issue between 20 to 40. Write a reflection about which issue is dealt
with and your opinion of the sides to the issue. For articles, critique the results and the methodology used in
the study.
Journal 4: Vocabulary and Miscellaneous (SLOs #1, 3, 5, 6, & 7.)
1. 15 points
Complete your table from Journal 1 through the different stages. This assignment is to
help you create a complete study guide of the stages of life. You will have one page each for 7-11 years, 1220, 20-45, 45-64, and 65 and older. Be sure you include a section for cognitive, emotional/social and a
section for theoretical stages
2. 10 points
List 50 key terms and their definitions. (Make sure you have some from each chapter.)
The purpose of this assignment is to help you study for the final and put things in perspective for the course.
3. 5 points Reflection on one of these questions.
Los Angeles Harbor College Program Review, December 2005
43
a.
4.
Explain the difference between cross-sectional and longitudinal research designs and the strengths and
weaknesses of each.
b. Discuss the activity theory of adjustment to aging. What would you advise someone entering later years?
c. Your friend, Joy is considering volunteer work at a hospice center, but she is not sure she understands
hospice. What can you tell her about the underlying philosophy of the hospice movement as compared to a
hospital atmosphere or remaining at home?
5 points Choose one of the handouts done in class. Include the handout and a reflection.
5. Extra Credit options- For up to three points, do one of the following: Choose a movie, book, article, or
handout that covers any developmental issue between 45 and death. Write a reflection about which issue is
dealt with and your opinion of the sides to the issue. For articles, critique the results and the methodology used
in the study.
SERVICE LEARNING Extra Credit (15 points maximum)
You will also earn 1 unit credit on your transcripts by signing up for this experience
and completing the 10 or more hours and workbook. YOU MUST SIGN UP BEFORE
the end of OCTOBER, but you have till nearly the end of the course to complete it.
Service learning is a volunteer experience in a setting related to a course--in this case,
psychology. In some of the approved agencies, adults have Alzheimer's or other illnesses that preclude
their staying at home alone. The activities you will do with them, such as playing Bingo, singing songs, or
helping with art projects, enable you to interact with adults with special challenges and to observe social
and group interactions. It is important that you have your choice of agency pre-approved. For your extra
credit points you must volunteer a minimum of 10 hours answer questions in a workbook including: In
what type of activities did you participate? With whom did you interact? (No real names, please.) What did
you expect your experience to be like before you started? What surprised you or was unexpected that
you experienced? How did your experiences affect you? How did your experiences relate to the course?
(Use key terms!) If you complete your hours and workbook, you will satisfy your requirements for this
class.
Disclaimer Regarding Offensive Material
There may be videos or other material presented that may be construed to be offensive to
someone.
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43
COURSE SCHEDULE
DATE
DUE
TESTS and Quizzes
IN-CLASS DISCUSSION
September 6
Chapter 1 and course
requirements
September 13
Chapters 2 and 3
September 20
TEST on Ch. 1-3
September 27
Chapter 4
Work on Projects 1 & 4
Chapters 5, 6
October 4
Service Learning application
turned in
TEST on Ch. 4-6
Chapters 7, 8
Work on Project 1
October 11
Journal Project 1
TEST on Ch. 7-8
Chapters 9, 10
TEST on Ch. 9-10
Work on Projects 2 and 4
October 25
November 1
November 8
Chapters 11 and 12
Journal Project 2
TEST on Ch. 11-12
Chapter 14
Work on Projects 3 and 4
November 15
November 22
Chapter 13
Journal Project 3
November 29
TEST on Ch. 13-14
Chapters 15, 16
TEST on Ch. 15-16
Chapters 17, 18
December 6
Journal Project 4 and
Service Learning
Reflection
TEST on Ch. 17-18
Chapter 19
December 13
(Last day any late
assignments will be
accepted!)
TEST on Chapter 19
Review for Final
December 20
SPECIAL TIME - 1-3 p.m.
FINAL
Potluck party and final grades
Do not lose this syllabus! Refer to it regularly and before each class.
This course timeline serves as a guide and is subject to change.
Listen for announcements and watch the board for updates.
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43
Appendix D. (Cont.) Sociology Example Syllabus with Student Learning
Outcomes
LOS ANGELES HARBOR COLLEGE
SYLLABUS
SOCIOLOGY 1 INTRODUCTION TO SOCIOLOGY
SECTION #: XXXX
ROOM:
XXXX
INSTRUCTOR: PROFESSOR
OFFICE:
TELEPHONE AND VOICEMAIL NUMBER:
E-MAIL ADDRESS:
CAMPUS MAIL BOX:
OFFICE HOURS: XXXX AND BY APPOINTMENT.
COURSE DESCRIPTION: THIS COURSE PROVIDES AN
INTRODUCTION TO THE GENERAL PRINCIPLES OF SOCIOLOGY,
EMPHASIZING SOCIAL ORGANIZATION, CHANGE AND INTERACTION.
REFERENCE IS MADE TO VARIED WORLD CULTURES WITH
CONCENTRATION UPON SOCIAL INSTITUTIONS IN OUR OWN SOCIETY.
TOPICS INCLUDE CULTURE, STATUS, ROLE PERSONALITY,
SOCIALIZATION, SOCIAL GROUPS, SOCIAL POWER, FAMILY, SOCIAL
STRATIFICATION, COLLECTIVE BEHAVIOR, AND SOCIAL CHANGE.
STUDENT LEARNING OUTCOMES (EXIT SKILLS): AS A RESULT
OF SUCCESSFULLY COMPLETING THIS COURSE THE STUDENT WILL BE
ABLE TO:
1. COMPARE AND CONTRAST THE THREE MAJOR SCHOOLS OF
SOCIOLOGY AND APPLY THE SOCIOLOGICAL IMAGINATION TO HIS OR
HER LIFE.
2. DEFINE AND DISCUSS THE VARIOUS FORMS OF DIFFERENTIATION
AND ANALYZE HOW THIS IMPACTS INDIVIDUALS’ LIFE CHANCES.
3. APPLY THE 3 MAJOR SCHOOLS OF SOCIOLOGY TO THE
DEVELOPMENT AND EFFECTS OF EACH OF THE MAJOR INSTITUTIONS.
4. COMPARE AND CONTRAST THE MAJOR THEORIES REGARDING
POPULATION GROWTH AND ITS IMPACT.
5. DISTINGUISH BETWEEN THE VARIOUS TYPES OF COLLECTIVE
BEHAVIOR.
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6. RECOGNIZE THE SOCIAL NATURE OF CRIME AND DEVIANCE AND
BE ABLE TO COMPARE AND CONTRAST THE VARIOUS TYPES OF
SOCIAL CONTROL.
PAGE 1
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43
REQUIRED READING ASSIGNMENT: TEXTBOOK: SOCIOLOGY 9TH
EDITION BY JON SHEPARD, THOMPSON-WADSWORTH PUBLISHING, 2005
(PAPERBACK) (ISBN 0534-62073-6).
ADDITIONAL READINGS MAY BE REQUIRED.
REQUIRED EXAMINATION ORDER:
EXAM 1:
EXAM 2:
EXAM 3:
EXAM 4:
FINAL:
CHAPTERS 1.2.3
CHAPTERS 4,5,6,7
CHAPTERS 8,9,10,11
CHAPTERS 12,13,14,15
CHAPTERS 16,17,18
COURSE CALENDAR
WEEK
CHAPTERS
1
2
3
4
5
6
7
8
9,10,11
9
10
12,13
11
14,15
12
13
14
15
16
TOPIC
INTRODUCTION
SOCIAL RESEARCH
CULTURE AND SOCIALIZATION
EXAM 1
SOCIAL STRUCTURE, GROUPS, SOCIETY
DEVIANCE AND SOCIAL CONTROL
EXAM 2
SOCIAL STRATIFICATION
INEQUALITIES
1
2
3-4
5-6
7
8
EXAM 3
SOCIAL INSTITUTIONS
SOCIAL INSTITUTIONS
EXAM 4
HEALTH AND MEDICAL CARE
POPULATION AND URBANIZATION
SOCIAL CHANGE AND COLLECTIVE BEHAVIOR
FINAL EXAM
16
17
18
ESTIMATED TIME LINE FOR COVERING TOPICS, TESTS ARE
APPROXIMATE AND MAY BE CHANGED BY THE INSTRUCTOR.
ANNOUNCEMENTS WILL BE MADE IN CLASS AND WRITTEN ON THE
WHITEBOARD.
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STUDENTS ARE RESPONSIBLE FOR READING THE TEXTBOOK AND
ATTENDING ALL CLASS SESSIONS IN ORDER TO SUCCESSFULLY
COMPLETE THE COURSE.
THE STUDENT LEARNING OUTCOMES WILL BE MEASURED AND
ASSESSED BY EXAMINATIONS AND WRITTEN WORK ASSIGNED.
PAGE 2
EXAMINATION DATES ARE TO BE ANNOUNCED AT THE FIRST CLASS
MEETING AND REMINDERS GIVEN DURING THE SEMESTER. THE
EXAMINATIONS ARE BASED ON ASSIGNED READING MATERIAL AND
ALSO LECTURE MATERIAL. ALL EXAMS ARE FIFTY TRUE-FALSE,
MULTIPLE CHOICE QUESTIONS. THERE MAY ALSO BE SHORT ANSWER
AND ESSAY QUESTIONS. THE EXAMS ARE WEIGHTED EQUALLY.
STUDENTS ARE REQUIRED TO TAKE THE FINAL EXAM. THE SPECIFIC
DATES OF THE FINAL EXAM ARE IN THE SCHEDULE OF CLASSES AND
WILL ALSO BE ANNOUNCED IN CLASS.
MAKE-UP EXAMS ARE NOT ALLOWED EXCEPT IN AN EXTREME
EMERGENCY. MAKE-UP EXAMS MUST BE TAKEN DURING THE VERY
NEXT CLASS MEETING. ANY MAKE-UP EXAMS WILL HAVE 5 POINTS
DEDUCTED. THE INSTRUCTOR MAY DEVIATE FROM THIS POLICY IF
THERE ARE EXTRAORDINARY CIRCUMSTANCES TO BE CONSIDERED.
REQUIRED WRITING ASSIGNMENT: STUDENTS WILL BE
REQUIRED TO PREPARE EXIT SKILLS ESSAYS TO ENHANCE THE
STUDENT LEARNING OUTCOMES. ESSAYS WILL BE WRITTEN ON EXIT
SKILLS NOT MEASURED BY EXAMINATIONS. THESE ESSAYS SHOULD
BE TYPED, DOUBLE-SPACED, STAPLED WITH A COVER PAGE
INCLUDING NAME, DAYS AND TIME OF CLASS AND SEMESTER. THIS
WRITTEN ASSIGNMENT SHOULD BE A MINIMUM OF 5 – 10 PAGES IN
LENGTH.
THE ESSAYS ARE DUE 2 WEEKS BEFORE THE FINAL EXAM.
STUDENTS WILL RECEIVE GUIDANCE IN THE CLASSROOM REGARDING
THE DEVELOPMENT OF THIS LEARNING TECHNIQUE.
LATE ESSAYS WILL BE MARKED DOWN.
GRADING: THE STUDENT’S GRADE WILL BE DETERMINED BY A
COMBINA-TION OF EXAMINATIONS, WRITTEN WORK AND CLASS
PARTICIPATION.
EXAMINATIONS:
80%
EXIT SKILLS ESSAYS
15%
ATTENDANCE AND CLASS PARTICIPATION
5%
TOTAL
100%
GRADE SCALE - FIXED RANGE
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90 – 100%
78 - 89%
64 - 77%
52 - 63%
51 or less
A
B
C
D
F
SUPPLIES NEEDED FOR THE COURSE: SCANTRON FORMS AND A
PENCIL FOR THE EXAMS AND MATERIALS FOR TAKING NOTES IN
CLASS AND FOR THE ESSAYS.
PAGE 3
ATTENDANCE: ATTENDANCE IS VERY IMPORTANT IN THIS CLASS.
IT IS EXPECTED THAT STUDENTS WILL MAKE EVERY EFFORT TO
ATTEND ALL CLASS MEETINGS. IF A STUDENT MISSES CLASS IT IS
REQUIRED THAT THE STUDENT PREPARE AND TURN IN A ONE-PAGE
PAPER ON THE TOPIC COVERED IN CLASS. IF A STUDENT MISSES AN
EXAM, THEN THE STUDENT MUST TURN A TWO-PAGE PAPER ON THE
TOPICS COVERED ON THE EXAM.
IN CLASSES THAT MEET 2 TIMES PER WEEK, STUDENTS MAY BE
EXCLUDED AFTER 5 ABSENCES. IN CLASSES THAT MEET ONCE A
WEEK, STUDENTS MAY BE EXCLUDED AFTER 3 ABSENCES.
IMPORTANT GUIDELINES AND REGULATIONS: STANDARDS OF
STUDENT CONDUCT AS INDICATED IN THE SCHEDULE OF CLASSES
WILL BE STRICTLY ENFORCED.
IT IS THE STUDENT’S RESPONSIBILITY TO ADHERE TO THE DEADLINE
DATE TO DROP A CLASS NO LONGER BEING ATTENDED. FAILURE TO
DROP BY THE DEADLINE DATE MAY RESULT IN AN F GRADE ON YOUR
ACADEMIC RECORD.
ALL CELL PHONES, PAGERS, AND OTHER ELECTRONIC EQUIPMENT
MUST BE TURNED OFF OR ON MUTE IN THE CLASSROOM. IT IS NOT
ACCEPTABLE BEHAVIOR IN THE CLASSROOM TO RUN OUT OF THE
ROOM TO TALK ON A CELLPHONE UNLESS THE SITUATION IS A DIRE
EMERGENCY.
PRIVATE CONVERSATIONS AND RUDE BEHAVIOR WILL NOT BE
TOLERATED. ARRIVING LATE FOR CLASS OR LEAVING EARLY
WITHOUT A VALID EXCUSE WILL NOT BE TOLERATED.
ACADEMIC INTEGRITY WILL BE MAINTAINED AT ALL TIMES.
CHEATING IN ANY FORM WHATSOEVER IS NOT PERMITTED.
SPECIAL NEEDS: THE OFFICE OF SPECIAL PROGRAMS AND
SERVICES HANDLES SPECIAL NEEDS AND ACCOMMODATIONS.
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DISCLAIMER REGARDING OFFENSIVE MATERIAL: THERE
MAY BE VIDEOS OR OTHER MATERIAL PRESENTED THAT MAY BE
CONSTRUED IN SOME WAY TO BE OFFENSIVE TO SOMEONE.
DISCLAIMER REGARDING POLICY EXCEPTIONS: THE
INSTRUCTOR’S JUDGMENT REGARDING ANY POLICY CHANGES IN THIS
SYLLABUS DUE TO EXCEPTIONAL CIRCUMSTANCES MAY BE
ENFORCED.
PAGE 4
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Appendix E.
Behavioral Science Sample Student SLO Survey with Results
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Los Angeles Harbor College Program Review, December 2005
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Psychology Sample Student SLO Survey with Results
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