CERRITOS COLLEGE
ANNUAL UNIT PLAN
ACADEMIC YEAR:
2007-2008
NAME OF UNIT:
Psychology
NAME OF UNIT’S DIVISION:
DATE COMPLETED:
Humanities/Social Science
11/21/07
BACKGROUND: This form is designed for annual planning at the unit (i.e., department, program, office, etc.) level.
Unit planning is a process in which a unit manager, through a process of dialogue and discussion, uses information
from the unit and the program review process to identify and document the unit’s strengths, weaknesses,
opportunities, challenges, strategic directions, planning impact, goals and activities, and resource needs. The
components of the form are drawn from the “Guide to Planning and Resource Allocation,” which was reviewed
and/or adopted by the Faculty Senate, Planning and Budget Committee, and Management Leadership Council in
Spring 2007.
HOW TO DEVELOP AN UNIT PLAN AND COMPLETE THIS FORM: Review Chapter 3 (“Guidelines for
Developing an Annual Unit Plan”) of the Handbook for the Planning Process at Cerritos College for instructions
and suggestions on developing a unit plan. For each section, type in the textbox underneath the “Type text below”
line. . If you need more space in the textbox, expand the textbox. If no textbox exists, use space or additional lines in
the section.
WHERE TO FIND INFORMATION AND/OR DATA ABOUT YOUR UNIT: Units, divisions, and areas can use
information and/or data from existing unit or division plans, existing program review reports, internal data, external
accreditation reports, grant program evaluations, environmental scans, advisory boards, the Chancellor’s Office, etc.
In addition, institutional data for instructional units can be accessed from the Office of Research and Planning’s
website, which can be found by following these steps: (1) Go to http://www.cerrtitos.edu/research, (2) Click on the
“Planning Resources” tab on the navigation bar, (3) Click on the respective links to data. Note that data are limited
to FTES, WSCH, FTIE, course fill rates, course sections, programs awards, success rates, and retention rates.
COMMUNICATION OF HOW UNIT GOALS ARE INCLUDED IN THE DIVISION PLAN: Through a process
developed in the division, your division manager will communicate how unit goals are incorporated in the division
plan. Specifically, on the “Mapping of Unit Level Goals to Division Level Plan” (see Section 10 of the Annual
Division Plan) your division manager will indicate which unit goals in the plans submitted by the unit managers are
included in the division plan. Once you receive the map from your division manager, share the completed mapping
form with the members of your unit.
WHERE TO SUBMIT THE PLAN: Save an electronic copy of the plan before submission. Submit a copy of your
completed plan to your division manager and distribute it to the members of your unit. Note that where there is no
division level between the unit and area level, unit plans need to go directly to the area manager.
TIMELINE: Unit managers develop the protocol for completing the unit plan. Division managers develop the
protocol for units to submit plans to the division manager and for communicating the “Mapping of Unit Level Goals
to Division Level Plan” to unit managers in the division. For 2007-08, the college-wide timeline for planning is as
follows:
Unit Managers Submit Annual Unit Plans to Division Managers by NOVEMBER 15, 2007
Division Managers Submit Annual Division Plans to Area Managers by DECEMBER 14, 2007
Form adapted from Pasadena City College
Annual Unit Plan Form−Revised 09/2007
Page 1
Section 1. Unit’s Mission Statement
Using information from your unit’s program review and from other sources, indicate the unit’s mission. What is the
unit's purpose? What does the unit intend to accomplish? The unit’s mission must support the college’s mission.
Type text below:
The Psychology Department has as its mission (1) to prepare psychology majors for an A.A.
degree and for upper division work at the four-year institution, (2) to provide part of a general
education for other majors, and (3) to provide the necessary courses to supplement majors in
related or vocational areas which is consistent with the mission of the college (“to serve the
community by building futures through learning.”).
Section 2. Unit’s Plan for Assessing Student Learning Outcomes
Using information from program review and from other sources, state your unit’s plan for developing and assessing
course and/or program level Student Learning Outcomes (SLOs). Units will be at different stages of SLO
development; some have not begun; others have articulated SLOs; others are developing ways to assess SLOs, and
still others are assessing SLOs. Where is your unit in the process? How do you plan to proceed to the next stages of
the process? If you have any questions regarding the SLO planning process, please contact the SLO coordinators Jan
Connal (x2143) and Frank Mixson (x2820). Type text below:
The Psychology Department faculty has developed Student Learning Outcomes (SLOs) for all of
the course offerings in the department. The department SLOs are consistent with the SLO
guidelines provided by the American Psychological Association (APA). Faculty continue to have
conversations about assessment at our monthly department meetings. As a preliminary
assessment, full-time faculty who teach Introductory Psychology (Psych 101) collected initial
SLO data for Fall 2007. It was determined that to be able to compare SLO data, faculty would
develop their own question to assess one SLO which is knowledge of the discipline of
psychology. Departmental faculty have made plans to collect SLO data during Fall semester
2007. This data collection will be complete by the end of the semester. Currently, the data for
faculty that have concluded SLO data collection and analysis are as follows:
1. Kimberley J. Duff Introductory Psychology
Question asked:
Psychology is defined as the discipline that is concerned with?
a. The causes of psychological disorders and the development of effective
treatments to help those individuals in mental distress.
b. Behavior and mental processes and how they are affected by an
organism’s physical state, mental state and external environment.
c. An organism’s observable behavior and how this behavior is influenced by
prior experience and learning contexts.
d. Maladaptive human tendencies and cognitive processes that are
incorporated into a person’s self-worth during childhood.
Total Number of students:
Percent correct:
Form adapted from Pasadena City College
Annual Unit Plan Form−Revised 09/2007
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2. Todd Gaffaney Introductory Psychology
Question asked: Psychology is best defined as:
a. the scientific study of behavior
b. the scientific study of behavior and mental processes
c. the scientific study of the mind
d. the scientific study of animal behavior
Total Number of students: 48 Percent correct: 95%
3. Michelle Lewellen Introductory Psychology
Question asked:
In your text, psychology is defined as the _____.
A. Science of consciousness and unconsciousness
B. Empirical study of the mind
C. Scientific study of the mind
D. Scientific study of behavior and mental process.
Total Number of students: 57 Percent correct: 98%
Section 3. Unit’s Characteristics and Trends
Using information from your unit’s program review and from other sources, present data to document the unit’s
characteristics (i.e., description, activities, etc.) and trends. Address any significant trends in data from the unit.
Type text below:
The data for the following report comes from the Cerritos College Office of Research and
Planning. Data was collected between Summer Session 2005 and Spring Semester 2007.
Analysis of all divisions
Humanities and Social Sciences (HUMSS): Among all academic divisions in the college,
excluding vocational training, over the time period specified above the HUMSS has consistently
ranked third in Weekly Student Contact Hours (WSCH). Further, the HUMSS has also ranked
third in Full Time Instructor Equivalents (FTIE). Academic exceptions would be Liberal Arts
(LA), which include English courses and Science, Engineering and Mathematics (SEM). The
fact that LA and SEM divisions rank higher than HUMSS can be attributed to general education
requirements. All transfer students as well as students working on an associate’s degrees must
take math and English courses. Therefore, one would expect those divisions to have both higher
WSCH and FTIE’s because of the requirements inherent in those divisions. Further, many
students at the community college level must take remedial courses in English and math, again
coincidentally increasing both measures in those divisions.
Form adapted from Pasadena City College
Annual Unit Plan Form−Revised 09/2007
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Trends in WSCH and FTIE’s for all divisions fluctuate. Some show a downward trend across
semesters while other show and upward trend. For all divisions Fall values are generally higher
than Spring values, however the HUMSS division has shown remarkable consistency across
semesters.
Analysis of all department within HUMSS
HUMSS consists of several individual departments including Women’s Studies, Economics,
Political Science, Anthropology, Psychology, History Administration of Justice, Sociology,
Philosophy as well as EDEL and INST. During the regular Fall and Spring semesters for the
time periods mentioned above, the Psychology Department has by far more WSCH and FTIE’s
than any department in the division and is either first or second during the summer sessions
based on the time frames mentioned above. This suggests that the Psychology Department
attracts the most students, is most popular and is a significant asset to the HUMSS division as a
whole.
As mentioned above, trends have fluctuated for the various departments in the HUMSS division
over the time periods examined, and psychology is no exception. While the measures have
seemed to decline during the regular semesters, they actually show an increase during the
summer sessions across the time periods recorded for psychology. Not only for psychology but
for all departments in HUMSS, declining trends in WSCH and FTIE’s might be attributed to a
more robust local economy. As worker demand increases those areas with clear relevance to the
workforce such as vocational training would most likely show a rising trend to satisfy the
employment needs of the of the economic community, and less emphasis would be put on
courses in the social sciences since they are more esoteric and may not directly relate to the
workforce needs of the surrounding area. This is no doubt a cyclical trend that is closely
correlated with unemployment rate and potential job opportunities for skilled and unskilled
laborers. Section 4. Unit’s Strengths and Weaknesses
Using information from your unit’s program review and from other sources, indicate the unit’s internal strengths
and weaknesses. Type text below:
The psychology department has many internal strengths, including the diversity of the full-time
faculty. This department has 6 full-time faculty each of whom has an expertise, including Social
Psychology, Biological Psychology, Clinical Psychology and Psychometrics. The adjunct
faculty within the Psychology department also have their expertise and contribute to well
rounded instruction in the classroom. Many of the professors attend Psychological conferences
to keep informed on current research, as well as attend educational and technological
conferences. Professors in this department have also presented at conferences. One instructor
presents on an annual basis at the Western Psychological Association on pedagogical research
and another instructor has published two articles in professionally peer-reviewed journals in the
last 2 years as well as serves as an editor for the Journal of Psychiatry and Psychology.
Form adapted from Pasadena City College
Annual Unit Plan Form−Revised 09/2007
Page 4
Our full-time faculty have also used their expertise to develop additional courses in Psychology
to fulfill student needs. These courses include, Drugs and Behavior (Psyc 245), Psychology of
Gender (Psyc 265) and the development of General Introductory Psychology (Psyc 101) and
Social Psychology (Psyc 261) as on-line courses. Further, an entire program, the Mental Health
Worker Program (MHWP) was developed. This program created one new psychology course
and three new Interdisciplinary courses. The program is designed to allow students an
opportunity to obtain a meaningful education in clinical aspects of psychology so they may
choose to work immediately, transfer to a four-year institution while working in the field, and/or
continue on in Psychology. The Psychology department also offers a diversity of courses in
addition to newly created courses, including Social Psychology (Psyc 261), Abnormal
Psychology (Psyc 271), Personal and Social Development (Psyc 150), Statistics for the Social
Sciences (Psyc 210), Research Methods (Psyc 220), Critical Thinking in Psychology (Psyc 103)
and Psychobiology (Psyc 241).
Our full-time faculty mentor students in various ways outside of the classroom, further
contributing to student learning. There are two full-time faculty that teach a directed studies
course each semester. In the fall semester the course is Drug Awareness Week and in the spring
semester the course is Brain Awareness Week. Each faculty spends numerous hours instructing
students in Biological Psychology, literary research, writing, and presenting. Each semester this
course carries between ten and fifteen students and presents to upwards of 250 students campuswide. Another two professors also teach directed studies, each instructing students in empirical
research. Working intensively with students through directed studies has resulted in one
professor mentoring a student whose research proposal contributed to her transfer to and
acceptance in the COR program at CSULB. Another student, with the same professor, is
currently analyzing data that has been collected over the last several semesters. This work is
being submitted to the Western Psychological Association’s (WPA) annual conference (2008).
Further, this professor is currently writing the manuscript for publication from the research
conducted with this student. The other professor has mentored 7 students through directed
studies in the last two years. Additionally, this instructor has directly mentored 7 students that
were accepted into the COR program at CSULB, a program that mentors students in research and
pays their tuition. This professor is also the instructor of the Research Methods Course (Psyc
220). In this course, students design an empirical study, collect and analyze the data, and writeup the results in American Psychological Association (APA) style writing. Through this course,
this professor accompanied thirteen students, presenting five empirical studies to the WPA
conference (2006). This is in addition to numerous students that attended the conference with
this professor for the experience.
In addition, one faculty member has served as a graduate mentor for two doctoral students.
Many of the Psychology professors also contribute to the Scholars Honors Program (SHP).
Some of the faculty have taught classes that fulfill the honors requirement and many other
faculty have mentored students individually with an SHP project. This department has four
faculty regularly contributing to this endeavor with 8 students per semester, on average (about
two-three students per faculty per semester). One of these students presented her research on
Major Depression at a conference and another student is planning on submitting work for an
upcoming (2008) conference.
Form adapted from Pasadena City College
Annual Unit Plan Form−Revised 09/2007
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Another two of the full-time faculty run regularly scheduled tutorials for students. The students
served are from the Statistics for the Social Sciences (Psyc 210) and the Research Methods (Psyc
220) courses. These professors see about 25 students per week in four scheduled hours of
tutorials. These same professors also supervise student assistants for their lab courses.
There is another two full-time faculty that serve as advisors for the Psychology Club and Psi
Beta, the National Honor Society in Psychology for community college students. These
professors supervise the student board for Psi Beta, regularly attend weekly meetings, and often
accompany students to conferences, going on 20 years for one of the professors. In just the last
two years, three students attended the National APA conference in New Orleans (2006), six
students attended the same conference in 2007. These professors spend uncountable hours
contributing to the effectiveness of the Psychology Club and especially Psi Beta. This is
evidenced by the four National Awards awarded the chapter in the last seven years for
Outstanding Chapter of the Year.
One full-time professor returned from sabbatical this Fall (2007). During her time off, she
developed a website that allows students at the community college to interact with those students
that have transferred to a four-year university. The website is interactive, with biographies,
pictures, resources, and QuickTime short videos. Further, this same instructor applied for and
received a staff development grant in 2007.
In terms of weaknesses, the Psychology Department faculty, as evidenced above, is stretched
extremely thin. The six faculty are engaged in a multitude of individual tasks. This serves as a
disadvantage to the Psychology students, as faculty do not always have the time nor the energy
to engage in additional endeavors. Further, the Psychology department currently utilizes adjunct
faculty to teach 50% of the classes offered almost every semester. This, in itself, puts the
students at a disadvantage, as adjuncts are not, out of necessity to work multiple teaching jobs,
routinely available for additional instruction or outside classroom activities. Therefore, the main
weakness of this department is the lack of at least one additional full-time instructor.
Another example of the disproportion of student activities to full-time faculty time, energy and
effort is evidenced in the New Mental Health Worker Program. The Psychology Club was
approached by Student Health Services to incorporate a New MENTAL HEALTH CLUB (I
KNOW THIS IS INCORRECT, BUT I WILL NOT HAVE THE CORRECT NAME OR
INFORMATION UNTIL TOMORROW MON 11/19 [DARYLS B-DAY, YEA!!!!!]) into the
existing Psychology Club and Psi Beta Honor Society. However, due to the energy, time and
effort that the two faculty advisors for the Psychology Club and Psi Beta already put forth
prevents them from increasing their workload to include an additional student club. Further, the
Director of the Mental Health Workder Program is also working hard outside of the classroom,
engaging in SHP projects, Drug and Brain Awareness Week, and serving as the Director of the
program, thus restricting the time this professor has to engage in developing and advising a new
student club.
In addition, as mentioned above, almost 50% of all courses offered every semester are taught by
adjunct faculty. As is the nature of adjunct work, the turnover is extremely higher, therefore, in
this department there are many new part-timers starting every semester. This results in a further
hardship on the full-time faculty due to the evaluation procedures. The protocol for evaluation of
Form adapted from Pasadena City College
Annual Unit Plan Form−Revised 09/2007
Page 6
part-time faculty requires that two full-time faculty evaluate one part-time faculty. Because there
are only six full-time faculty, there are some cases in which the number of part-time evaluations
per full-timer can be as high as three or four. The time, energy and effort it takes to engage in
part-time evaluations puts the full-time faculty under a greater workload than already exists.
Another weakness that is present in the Psychology Department is resources necessary for
adequate student instruction, especially in our laboratory courses, Statistics for the Social
Sciences (Psyc 210) and Research Methods (Psyc 220). For several years, there has been a need
for an additional section of the Research Methods course. For the first time in the Fall 2007, the
Psychology Department was able to offer an additional section of this course. Although, this is a
great opportunity for the Psychology Department, this course is limited by the laboratory space
that is available. Currently, Social Science Building Room 215 is the most adequate and
appropriate room for the laboratory courses, however due to the number of courses the
department is offering, this room is not always available to serve student needs. Scheduling by
Administration and/or the number of courses is likely to be the cause of this weakness. As the
department continues to grow, this is an issue that will need greater attention.
Furthermore, the laboratory courses offered in the Psychology Department serves about 110
students per semester. However, there are only six refurbished computers available for
laboratory exercises in the classroom. Although an alternative is to send computer work home,
considering the population of Cerritos, it is often difficult for the students to gain access to a
computer. Even considering the Academic Learning Center, with a computer lab, the line is
often long and programs are not compatible, specifically SPSS, Statistical Package for the Social
Sciences. This program is specific to the ability of both the Statistics course and the Research
Methods courses to analyze data. This is the standard in the field, and without training on this
program this departments students that transfer could potentially be behind their four year
cohorts in terms of computer skills. Further, many students need direct instruction from the
professor and the professor cannot, obviously, be in the computer lab or with the student at home
when needed. Additionally, since the college does not have a subscription to any psychological
journals, students are sent off campus to four-year universities to obtain empirical sources.
The final internal weakness of this department is the discrepancy between the amount of work
our professors engage in with individual students and the lack of funds for the students to present
their work. In some cases, Psychology professors spend up to 200 hours, over several semesters
working one-on-one with a student to complete an empirical study that is worthy of presentation.
However, the funds for student presentations is unavailable for work done through directed
studies. It is an overwhelming challenge for the faculty of this department to invest time with a
student and not allow the scientific knowledge to be presented publicly. For this is the quest of
the scientific field, to progress knowledge. If the Psychology Department could give more
students the opportunity to present their work and progress knowledge, the result is likely to be
an increase in not only the credibility of the Psychology Department and Cerritos College, but it
will likely increase the number of students interested in working with the faculty at Cerritos
College, increasing the number of majors and transfers within the Psychology Department.
Form adapted from Pasadena City College
Annual Unit Plan Form−Revised 09/2007
Page 7
Section 5. Unit’s Opportunities and Challenges
Using information from your unit’s program review and from other sources, indicate the unit’s external opportunities and
challenges that affect the unit positively or negatively (e.g., rapid growth in employment opportunities, competition from
other units or companies, etc.). Consider recommendations from advisory boards or accrediting bodies.
Type text below:
The Psychology Department is in a unique position to offer support for certain psychological needs
posed by the men and women returning from military service in Iraq and Afghanistan. As is becoming
increasingly clear, there is a national shortage of qualified mental health workers that are needed to
address the multitude of psychological difficulties faced by these returning veterans. Through its newly
initiated Mental Health Workers Program, the department has the opportunity to help train the personnel
that will be required to staff those facilities necessary to help with the psychological readjustment
needed by many of the returning veterans. The Mental Health Workers Program has been actively
engaged in recruiting students into the program from various high school graduating classes and placing
those students into field settings in order to assist them in acquiring the "hands on" experience necessary
for their training. To date, approximately 30% of the students in the program have received either
Certification or an A.A. Degree and of those, 75% have already found employment.
However, while new opportunities present themselves, it is also true that the Psychology Department
faces certain challenges in taking advantage of these opportunities and meeting the goals of the
department. Among these challenges are a student population that remains woefully under prepared to
meet the demands of college work. While excellent and well-prepared students exist, their numbers pale
in comparison to those lacking basic skills in reading and writing. If this trend continues or worsens the
department may find it necessary to implement adequate prerequisites as a screening device to make
sure that students have the skills necessary to achieve success. Unfortunately, this will also have a
negative impact on enrollment and the department's ability to fully achieve its goal of offering large
numbers of students a quality education.
The department is also challenged by the increasing competition for highly qualified part-time
instructors. Because of the institutions failure to provide the funds necessary for full-time instructors, an
increasing number of sections of many courses within the department are being taught by part-time
instructors. This has the effect of undermining the consistency and cohesiveness of the department
which ultimately and negatively impacts the quality of education that students receive. It is also the case
that, due to calendar and pay considerations relative to other institutions, it is becoming increasingly
difficult to find and retain highly qualified part-time instructors. In effect, the department is losing the
competitive battle for an increasingly scarce educational resource.
Section 6. Unit’s 3-5 Year Strategic Directions
Using information from your unit’s program review and from other sources and information you have presented in
the previous sections, describe where the unit as a whole is heading over the next 3-5 years. Type text below:
To continue to meet the needs of students and maintain our quality of instruction, the Psychology
Department needs to hire additional full-time faculty. Currently 50% of our teaching units are
staffed with adjunct faculty and our full-time faculty teach multiple courses and overload every
semester. To maintain the department’s emphasis on innovative instruction, we plan on hiring
additional faculty with specialty areas that will add to the expertise of our current faculty. Our
current faculty continue to develop and offer new courses (e.g., Drugs and Behavior, Field
Form adapted from Pasadena City College
Annual Unit Plan Form−Revised 09/2007
Page 8
Work) and develop online versions of our existing courses (e.g., Introductory Psychology and
Social Psychology) to meet the needs of our diverse student population. To further meet this
goal, faculty will continue to attend regional and national conferences in psychology, teaching
and technology. Faculty review textbooks to keep abreast of new teaching tools and network
with faculty and community leaders locally to procure opportunities for our students. Faculty
evaluate pedagogy through the college evaluation procedure and faculty conduct pedagogical
research that is presented at peer-reviewed conferences. To prepare students for careers in
psychology, the department faculty mentor students individually through Directed Studies credits
and Scholar’s Honors Projects. In the past few years, the number of psychology students who
present their research at peer-reviewed conferences has increased and the faculty plan on
continuing mentoring students through this process. In the last year, we have developed a
departmental website to provide information about the department to current and prospective
students. In addition, as part of a sabbatical project, one faculty member has recently developed a
multi-media website designed to provide resources and mentoring to psychology students. The
department plans to continue to develop our websites to meet the needs of students. To prepare
students for the workforce, faculty have developed a Mental Health Worker Certificate that is in
its second year. Students who have completed the program have secured jobs in the field of
mental health. The program continues to develop primarily by recruitment efforts in the
community. The department plans to increase the number of successful transfer students to fouryear universities. Our Psychology Club is extremely active and provides students with
psychology related opportunities on campus and in the community. In addition, our chapter of
Psi Beta, a national honors society in psychology has continued to increase the number of
students who are recognized and inducted. Our Psi Beta chapter has been awarded national
chapter of the year 3 times in the last 7 years, based on the accomplishments of our chapter.
Section 7. Unit’s Planning Impact
Using information from your unit’s program review and from other sources and information you have presented in
previous sections and/or will present in subsequent sections, (1) indicate any impact on other units, divisions, and/or
areas that would result if the strategic directions, goals, and/or activities of the unit were implemented and (2)
indicate any items that merit further examination at another planning level (i.e., an annual division or area plan), in
the next planning cycle, or by other units. Type text below:
The department's critical thinking offering (Psyc 103) has been a success from its inception. We
have continued to offer more sections and consistently they all close with maximum enrollment.
As we add more sections to meet the growing demands other areas across the campus that also
offer a critical thinking course (e.g., Philosophy, Speech, English, and most recently, Reading)
may be adversely affected. Our course seems to be extremely popular with students.
We have recently expanded our offering of Developmental Psychology to meet not only the
needs of the Psychology majors, but the Nursing majors as well. Our cooperative arrangement
with that department has enabled us to help them meet their needs more easily.
Form adapted from Pasadena City College
Annual Unit Plan Form−Revised 09/2007
Page 9
We are in desparate need of new faculty. As we hire more new faculty we serve the need of the
entire institution in helping to meet the state mandated goal of 75% to 25% full-time to part-time faculty
ratio.
Section 8. Unit’s Goals and Activities
GENERAL DIRECTIONS:
Using the information you have presented in the previous sections, present goals and activities that unit wants to accomplish.
Goals should support the unit’s mission and the college’s mission and goals in the Cerritos College Strategic Plan 2005-2008.
For a copy of the strategic plan, go to http://cms.cerritos.edu/strategic-planning. For a direct link to one of the four strategic
plan priorities, go to:
Institutional Effectiveness: http://home.cerritos.edu/business-services/S_plan_lg2.htm#LinkTarget_3405
Learning Centered Institution: http://home.cerritos.edu/business-services/S_plan_lg2.htm#LinkTarget_3494
Resource Management: http://home.cerritos.edu/business-services/S_plan_lg2.htm#LinkTarget_3645
Governance and Leadership: http://home.cerritos.edu/business-services/S_plan_lg2.htm#LinkTarget_3716
Present goals in priority order with the most important goal being number “1.” GOAL #1 is the HIGHEST PRIROTY
GOAL. For each goal, indicate whether the goal is short-term (1 year) or long-term (2-5 years). Ensure that you number each
goal in priority order, if more than one goal exists. For example, your goal with the second highest priority would be “Goal #2”
and your first and second activities under Goal #2 would be “Activity #2.1” and “Activity #2.2,” respectively.
WHAT TO DO BEFORE YOU BEGIN:
1. Determine the total number of goals and activities and priority of goals.
WHAT TO DO IF YOU HAVE MORE THAN ONE GOAL AND/OR ACTIVITY FOR A GOAL:
1. If you have more than one goal, highlight the goal and activity section(s).
2. Copy and paste the highlighted goal and activity section(s) after the first goal and activity.
3. Before you begin typing, determine the priority order of each goal.
4. To prioritize your goals and activities, mark the priority order number right after the “#” sign in the goal section and
type the number of the goal (i.e., “1” indicates the highest priority goal).
Goal #1
What type of goal is it (mark one)? [ x] Short-term goal (1 year) [ ] Long-term goal (2-5 years)
Type Goal here:
To maintain the department’s emphasis on quality instruction and maintain enrollment.
Activity #1.1
Form adapted from Pasadena City College
Annual Unit Plan Form−Revised 09/2007
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Describe the specific activity necessary to accomplish the goal.
Type Activity here:
The department needs to hire at least one new full-time faculty member.
Goal #2
What type of goal is it (mark one)? [ ] Short-term goal (1 year) [ X] Long-term goal (2-5 years)
Type Goal here:
To maintain the department’s emphasis on instructional innovation
Activity #2.1
Describe the specific activity necessary to accomplish the goal.
Type Activity here:
Faculty continue to develop different teaching styles through attendance at conferences. Faculty will
continue to address different student populations and learning styles by offering psychological training
in different environments such as online courses, tutorials, and directed studies. Further, the faculty will
continue to create an exciting learning environment.
Goal #3
What type of goal is it (mark one)? [] Short-term goal (1 year) [x ] Long-term goal (2-5 years)
Type Goal here:
To prepare students for a career in psychology.
Activity #3.1
Describe the specific activity necessary to accomplish the goal.
Type Activity here:
Faculty will continue to maintain individual websites and our departmental websites to mentor students
in the field. Faculty will look for additional ways that the Psychology Club can assist students with
careers in psychology. Faculty will research funding sources to cover the costs of students who present
their research at psychology conferences.
The Mental Health Worker Program has two options that allow for careers in Psychology. (1) the
student can receive the certificate and/or AA, go to work immediately in the field, while continuing their
education in psychology at the four year university or (2) the student can transfer to CSU Dominguez
Hills to obtain a BA in Human Services. The assistance provided by the faculty currently to increase the
number of student choosing either of these two options will continue and increase in the future, as the
number of student engaged in the program continues to increase.
Goal #4
What type of goal is it (mark one)? [] Short-term goal (1 year) [x ] Long-term goal (2-5 years)
Type Goal here:
To develop relationships with 4-year universities that students plan to transfer to
Activity #4.1
Form adapted from Pasadena City College
Annual Unit Plan Form−Revised 09/2007
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Describe the specific activity necessary to accomplish the goal.
Type Activity here:
Faculty will continue to network with faculty at local institutions. Faculty will attend meetings with
four-year faculty and with academic counselors at Cerritos College to stay current with transfer issues
The Mental Health Worker Program, in conjunction with Project Hope (the local Title V program)
applied for and received funds provided by the state under SB70 in school years 2006-2007 and 20072008. These funds allowed for Mental Health faculty to create a pipeline that starts at the High School
to the Community College (in this case Cerritos College) and then onto a four year University.
Although the grant will run out in July 2008, it is being reapplied for. However, in case the funds are
not available, the Mental Health Faculty will continue to develop relationships with prospective four
year Universities.
Goal #5
What type of goal is it (mark one)? [ ] Short-term goal (1 year) [x ] Long-term goal (2-5 years)
Type Goal here:
To increase the activity of the Psychology Club and the national honor’s society in Psychology,
Activity #5.1
Describe the specific activity necessary to accomplish the goal.
Type Activity here:
We plan on continuing to publicize the activities of the Psychology Club to students, faculty and staff.
Goal #6
What type of goal is it (mark one)? [] Short-term goal (1 year) [ x] Long-term goal (2-5 years)
Type Goal here:
To increase the number of students enrolled in the Mental Health Certificate Program
Activity #6.1
Describe the specific activity necessary to accomplish the goal.
Type Activity here:
Faculty will continue to liaison with community leaders to develop partnerships with training facilities
for Cerritos College students. Faculty will continue to promote the enrollment of this program.
Section 9. Unit’s Resource Needs
Form adapted from Pasadena City College
Annual Unit Plan Form−Revised 09/2007
Page 12
GENERAL DIRECTIONS:
Do NOT complete this section, if there are NO resource needs associated with a goal or activity listed in the
previous section. For any goal or activity listed in the previous section that has a resource need, respond to the
prompts for the appropriate resource need. For each resource need, list the goal and/or activity number associated
with the resource need. Next, provide a brief description of the resource need and the requested amount or
estimated cost associated with the resource need. Note that capital resources are defined as tangible items with a
cost of more than $500 and a life expectancy greater than three years (excluding computers). Note that additional
personnel include faculty and non-faculty personnel.
WHAT TO DO BEFORE YOU BEGIN:
1. Determine the total number and type of resource needs.
WHAT TO DO IF YOU HAVE MORE THAN ONE RESOURCE NEED:
1. If you have more than one resource need, highlight the appropriate resource need section(s).
2. Copy and paste the highlighted resource need section(s) after the first resource need.
Resources Needed: Capital Items
Goal or Activity #
Description of the Item:
Requested Amount: $
Resources Needed: Personnel
Goal or Activity #1
Hiring of full-time faculty member
Currently 50% of the departmental teaching units are taught by part-time faculty.
Description of Need:
To better meet the needs of students and bring our department in line with
AB1725, the department needs at least one new faculty member.
Requested Amount: $50, 772
Form adapted from Pasadena City College
Annual Unit Plan Form−Revised 09/2007
Page 13
Additional Resources Requested:
1. Conference Money – Psychology Department faculty and students present research at
professional peer-reviewed conferences. Cerritos College is recognized as the supporting
institution and to support faculty funding of $5000 is requested. Conferences attended include:
Western Psychological Association, Association for Psychological Science, Skeptics Society,
National Institute of Teaching of Psychology, and American Psychological Association.
2. Upkeep and maintenance of smart classrooms (SS213, 214, 215) and computer
labs in SS215.
3. Mammalian Brain BioKit Cat# 22-1490 2 Kits@ 100.60 per kit = $201.20
4. Vinyl Gloves 2 medium boxes 100 each 17.75 per box, and 2 large 17.75 per box
Total=$71.00
5. SPSS statistical software for Mac, approximately $1000.
6. SPSS statistical software update for research and statistics lab. Approximately
$500.00
7. A permanent subscription to Psychinfo, an electronic database of psychology
journal articles. Approximately 300.00
8. Replacement laptop computer for instructors to use with students in classroom,
approximately $1500. We have an Apple laptop that worked great for faculty to
use, until it was stolen last year.
9. Soundproofing in SS215 (especially for labs), 214, and 213.
10.
Split lighting in SS213
11.
Replacement of all student desks in SS213 due to wear and tear.
Section 10. Unit’s Planning Participants
List the individuals who participated in the development of this plan. Add additional lines if needed.
1. Manager of the unit: Kimberley J. Duff
2. Darryl Beale
3. Bill Dunroe
4. Todd Gaffaney
5. Michelle Lewellen
6. Mark Duva
Form adapted from Pasadena City College
Annual Unit Plan Form−Revised 09/2007
Page 14