Program Planning Committee Report to the Provost
April 13, 2009
Mexican American Studies
2001-2006 cycle
The PPC commends the Mexican American Studies program for its informative and wellorganized self study. During the period of review, the MAS program moved from the
College of Social Work to the College of Social Science. In spite of this disruption, the
program enhanced its curriculum, increased enrollments, and aligned and recertified its
GE courses. The program does not yet offer a B.A. but offers an undergraduate minor and
a M.A. with three emphases: Comparative Ethnic Studies, Policy, and Education. Special
note should be made of the mentoring activities that connect faculty and graduate
students with undergraduates in efforts to improve recruitment, retention, and graduate
rates of Latino/a students at SJSU.
Some of the issues described in the self-study and external reviewers report have already
been addressed. The main unresolved issues center on the department’s plans to grow the
program and establish an undergraduate major during a period of budget reductions and
caps on enrollment. Faculty hiring has also been complicated by the unexpected
departure of a new assistant professor who was to begin in Fall 2009.
The Mexican American Studies program has laid a good foundation for its assessment
activities, having not only developed student learning outcomes and assessment plans and
collected data for all its programs, but also having made changes to the program based on
the data collected. The WASC team in their March 2007 visit encouraged all programs to
put greater focus on program (rather than course) assessment and use data (course and
other sources) to evaluate the achievement of program outcomes at graduation. Mexican
American Studies appears to be doing this; however, the department should be aware that
the Director of Assessment is available to provide suggestions and support.
The final step in the program planning process is a meeting with Provost Carmen Sigler
(or her designee), Vice Provost for Academic Budgets and Planning Bill Nance, AVP of
Undergraduate Studies Bob Cooper, AVP of Graduate Studies and Research Pam Stacks,
Dean Tim Hegstrom, and Department Chair Marcos Pizzaro. The department should
contact Ryoko Goldston in the Office of Undergraduate Studies to schedule the final
meeting. The following topics for discussion are summarized from the reports:
:
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Workload issues related to demands of GE in a small department and creation of
an undergraduate major (and/or expansion of the minor);
Status of the proposal for a Center for Race, Ethnic, and Gender Studies
The proposed expansion of the curriculum (with new courses in areas such as
Chicana Studies, Immigration and Cultural production) in light of expected
enrollment reductions.
Please obtain recent data elements from the Office of Institutional Research before
scheduling this meeting. If the Department would like to propose other issues for the
meeting, please discuss the appropriateness of the topics with your Dean.
The Program Planning Committee recommends acceptance of the plan without
modification. The next program review for Mexican American Studies is scheduled for
AY 2010-2011 with the self-study due in Spring 2010.
2008 - 2009 members:
Debra Caires
Mary Calegari
Peter Chua
Elaine Collins
Bob Cooper
Beverly Grindstaff
Xiaolu Hu
Thuy Le
Quynh Lu
Berkeley Miller
Bill Nance
Dan Perales
Lori Rodriguez
Jackie Snell
Pam Stacks
Gary Stebbins
Patricia Stroh
Sutee Sujitparapitaya
Ashwini Wagle
CC:
Marcos Pizzaro, Department Chair, Mexican American Studies

Tim Hegstrom, Dean, College of Social Sciences

Beth Von Till, Chair, Curriculum and Research

Bob Cooper, AVP Undergraduate Studies

Pam Stacks, AVP Graduate Studies

Bill Nance, Vice-Provost
Appendix: Summary of Program Planning Reports for Mexican American
Studies (MAS)
Overview of the Program:
In the Fall of 2005, the MAS program moved from the College of Social Work to the
College of Social Science. The program does not yet offer a B.A. but offers an
undergraduate minor and a M.A. with three emphases: Comparative Ethnic Studies,
Policy, and Education. The program also provides 6 GE courses, a significant number for
a small department.
At the time of the self study, the department had 4 tenured/tenure-track faculty and two
part-time faculty. However, a new faculty member hired for fall 2009 as a replacement
for a retiring faculty member has since dropped out. Since the last program review (20012002), enrollments increased from 56.6 FTES to 112 FTES in Spring 2007. Currently, 29
students are actively enrolled in the graduate program or completing coursework,
Student-faculty ratios over the period from 2001/2-2005/6 remained below the college
and university averages. Problems with retention of students have diminished slightly but
remain an issue.
Heavy course work for G.E. makes it difficult for faculty to devote energies to the minor
and major. While the department provides this service to the university, other objectives
have been afforded a lower priority. As a result, the department has found it difficult to
receive additional resources for the growth that it seeks for the Graduate Program and the
development of an undergraduate BA.
Summary of Self Study (May 2007)
Progress toward achieving recommendations made in previous program review:
Established full-time, year-round chair
Gained approval and/or recertification of all GE courses
Developed a formal connection with the Social Science teacher preparation program
Made steps toward creation of an advisory council
Significantly increased enrollments with objective of creating an undergraduate major
Reclassified office coordinator position
Established formal assessment procedures (see below)
Assessment activities for graduate major
Developed nine distinct learning objectives drawn from specific program goals, each
linked to one of the core or culminating courses. Assessment data collected through
evaluation of specific assignments.
Considering new ways of conducting assessment, including survey data of students
Assessment activities have resulted in development of a required capstone seminar, and
greater coordination between core courses.
Enrollment, advising, retention
Increase in student enrollment over the last 5 years, almost reaching full capacity of the
department given the size of the faculty
One faculty member serves as Graduate Coordinator and facilitates recruitment,
admission, and advising.
Development of new brochure and web site to improve recruitment
Graduate Coordinator regularly monitors student performance and meets with students at
least once a semester in efforts to improve retention and graduation rates
Faculty
The last program review recommended addition of 1-2 tenure line positions to handle
increased enrollments, projected at 25%. No new faculty lines have been added. One
faculty member left and was replaced. The immediate need is for a replacement for a
faculty member retiring in Spring 2009.
Resources
Office Coordinator is only half time, so department office hours are limited
Inadequate technical support, outdated computers, poor heating/cooling in offices
Library resources basic, not adequate for graduate work
Need funding to endow a scholarship
Recommendations and goals
The immediate goal is to grow the MAS program in order to provide students with a
more complete curriculum, with new courses in areas such as Chicana Studies,
Immigration and Cultural production. Meeting this goal would require addition of faculty
and an increase in the number of graduate student cohorts.
Objectives
Expand the emphases and elective offerings to fill gaps in the graduate program
Increase undergraduate offerings to expand the minor and move toward establishment of
a major. (Eighty-nine students currently enrolled in MAS courses stated in a survey that
they would major in MAS at SJSU if offered).
Add three faculty lines
Increase office coordinator to full time
Obtain resources for improvement of departmental facilities
Expand the role of the MAS program to help the university in its mission to serve a
growing Latino student population, improve retention and graduation rates at SJSU, and
on a larger scope, mirror the growth nationally of interest in research and scholarship in
Chicano studies
Summary of External Evaluator’s Report (May 14, 2008)
Dr. Mary Pardo, CSUN, conducted the External Review was conducted in April 2008. A
major component of her review revolved around the under representation of Latinos at
SJSU compared to the overall population of Santa Clara County. A WASC Action Letter
(6/2007) to the university outlined the need for SJSU to improve the recruitment and
retention of Latino students and faculty. Two central questions guided her review:
1) “How can MAS sustaining the progress it has made—curricular excellence, better
integration into the academic and curricular and research initiatives of SJSU, and
increased enrollment in the face of the fiscal crisis facing the CSUs?”
2) “How may the MAS faculty expertise play a role in the efforts of the larger university
to meet WASC recommendations regarding recruitment and retention without creating
additional workload detracting from the Department’s growth and wellbeing?”
Achievements
Reviewed and modified the curriculum
Implemented an Assessment Plan using Student Learning Objectives
Created a Graduate Student Handbook
Recommendations
Curriculum
Consider adding online courses to build enrollment and enhance the graduate program
curriculum
Hold a faculty retreat to further develop the rationale and curricular plan for a major and
assess the faculty resources needed to continue the intensive mentoring that graduate
students require, particularly those completing a thesis
Pursue approval of additional upper division MAS courses in G.E.
Consider developing an online section of a course that meets G.E.
Institutionalize information competency skill development in Chicano Studies at all
levels and utilize the Cultural Heritage Librarian to achieve this goal at undergraduate
and graduate levels
Continue reviewing assessment process and streamline so the process is less tedious and
more useful in garnering data, implementing improved pedagogy, and reaching SLOs.
Consult with and request a report from the Assessment Director regarding the “best
assessment practices” for interdisciplinary programs in the Social Sciences and
Humanities.
Further interface with other academic programs, such as for new EOP students
Faculty
Hire a fifth faculty member to fill retirement in 2009 to focus on Policy Studies; seek
funding from university and link the request to WASC concerns
Seek additional financial support from the College for retreats, stipends for reassigned
time to insure that untenured faculty and faculty seeking promotion are not unfairly
burdened with department development efforts that help the University meet WASC
recommendations
Hire additional faculty after carefully developing the rationale and curricular plans for a
major
Graduate students
Systematically engage graduate students in an on-going dialogue about the graduate
program and how to meet their needs and prepare them for academic and professional
careers
Resources
Make more systematic use of the Cultural Heritage Librarian. Require information
competency presentations in MAS class sessions at the undergraduate level as well as the
graduate level.
Consult with the Cultural Heritage Librarian regarding research assignments so she may
assist students meet research requirements more effectively and efficiently.
Clarify the university standard workload needed to justify assignment of a full time
Office Coordinator. Meanwhile, seek College support for additional clerical and technical
support an/or resources for specific projects.
Request outside resources for technical assistance to update the website accessed through
the College of Social Science. Update the website accessible through the catalog.
Request that OIR provide queries about minors so MAS may serve minors more
effectively
Seek College support to update and/or replace outdated computer hardware and software
Hold a “special meeting with President to request additional resources”
Summary of Department’s Response (August 8, 2008)
The department concurred with the external reviewer’s report, particularly in her
acknowledgement of the department’s growth while going through a transition to a
different College. Also emphasized was the department’s participation in a proposal for a
new Center for Race, Ethnic and Gender Studies to address WASC concerns about low
retention and graduation rates for African American and Latino males. (A copy of this
proposal, dated April 7, 2006, was included with the self study). Of primary concern is
the need for additional resources to meet increasing demands for classes and programs
and faculty and staff support.
Summary of College Committee Report (Sept. 25, 2008)
The report praised the department improvements under adverse circumstances and its
exemplary mentoring relationships with students. MAS has a “unique focus on a major
underrepresented and underserved student and faculty group on campus” and should
continue to develop on this expertise. Also noteworthy were the updating of the
curriculum after comparing it to national trends, GE alignment, and willingness to
develop courses across departmental/program lines. The improvements in assessment,
while not as objective as other methods, are on the right track. The College also agreed
with the external reviewer on the benefits of cross listing courses (especially with the
College of Education) and designing online courses, the need for assigned time to protect
tenure-track faculty while carrying additional loads in a small department, and the
benefits of more frequent involvement of the Cultural Heritage Librarian.
Suggestions and concerns:
Community engagement: need more specific data about involvements in local
organizations and contacts
Capstone seminar: need more specific information about this course and whether it was
created as a direct result of curricular assessment from 2005-2006 data
GE courses: the department is in danger of overdoing GE and “getting sucked away”
from the major. Explore additional cross-listing of courses
Office support: Request for full-time coordinator “reasonable but not financially possible
at this time.” Explore hiring work/study students to assist in office.
Information technology: COSS provides support through Information Technology
Consultant; this should no longer be an issue.
Webpage: COSS now has a webmaster to assist with website
Update faculty listing.
In regard to creation of an undergraduate major, the College Committee recommended
the following process:
1) develop a specific implementation plan that can be phased in using current faculty and
cross-listing (and outsourcing) courses until the major is in place;
2) link the potential of this major to the university’s current attention toward retention
and graduation of (among others) Latino/a students;
3) then, petition the university for a special hiring arrangement in collaboration with the
college, including a multi-year commitment for salary support from the other colleges for
the first few years
In regard to diversity in hiring, the College Committee recommended moving MAS to
“the head of the line” and considering shared/split appointments in some areas (e.g.
History and Political Science)
MAS should continue to be proactive in addressing the problems of Latino/a students at
SJSU and is right to expect resource augmentation if it is to be a major player in the
effort.
Dean’s Report (March 27, 2009)
Dean Hegstrom praised the excellent work of the department and agreed with most of the
observations of the college committee. However, he pointed out that plans for growth
will need to be placed on hold due to the CSU impaction order for 2009-2010. He
recommended that the department carefully consider its faculty hiring plan and related
cut backs in lecturer assignments.