Program Review: Academic Disciplines
Questions/Data Elements for Institutional Program Review:
Name of Academic Discipline: Anthropology
Date:
September 25, 2009
Name of Person Preparing Program Review Document: Maria Teresa Fiumerodo and Cari Lange
Date of Departmental Meeting Held to Review Program Review Document: September 10th 2009
1. Provide an overview of the program.
What is the purpose of the program? How does this purpose relate to the college mission and/or educational
master plan?
Anthropology is a multi-faceted discipline addressing the study of humans with a broad
scope that includes biological, cultural, linguistic and archaeological inquiry. The courses
offered in the Anthropology department fulfill vital requirements for students working towards
academic goals and personal growth. Anthropology courses both in Physical and Cultural
Anthropology fulfill requirements in the Associate in Arts Degree and the Associate in
Science Degree, both in the life sciences and the social and behavioral sciences. Courses in
the program prepare students for transfer to four-year institutions. Specifically, Cultural
Anthropology (ANTH V02) is a requirement in the Ventura College Nursing Program.
Several courses in the Anthropology curriculum are requirements for the Holistic Studies
Emphasis and the Proficiency Award in Holistic Studies – Foundations in Spiritual Principles
(currently under review). The Physical Anthropology Lecture and Lab (ANTH V01 and ANTH
V01L) fulfills the Biological Science Lab requirements. Furthermore, several courses fulfill
the general education requirement for the ethnic/women’s studies requirement.
Ultimately, Anthropology, being the study of humans, provides students with the perspective
to confront an increasingly diverse population. Anthropology provides skills to face multicultural situations with understanding and without bias. Anthropology is a four field
approach: cultural, biological (physical), archaeology and linguistics. At Ventura College, we
focus on two of the four fields, Cultural Anthropology and Physical Anthropology. These
broad areas of study are served by two full time faculty members, each catering to the
diverse spectrum of the discipline. While the cultural subfield offers insight into the world’s
religions, traditions and ethnicities, the physical (or biological) subfield allows for an
understanding of human biology within the framework of evolution and teaches students to
appreciate the biological similarities and diversity of living peoples. The bio-cultural
perspective of the discipline provides students with a holistic awareness of themselves and
the world around them.
The program relates to the college educational master plan on a variety of levels. It assists
students in the completion of associate degrees by providing relevant general education in
our core courses; it provides an arena for students to explore the diversity of our constantly
changing world; and its’ faculty members are dedicated in providing innovative modes of
teaching for traditional and non-traditional learners.
What degrees/certificates are offered by the program?
Currently, there are no specific degrees offered by the program. The program’s core courses
fulfill requirements for the A.A. degree and for transfer. The program is currently working on the
Proficiency Award for Holistic Studies-foundations of Spiritual Principles that will be awarded by
the Anthropology Department.
What discipline-specific student learning outcomes have been identified for the academic discipline?
Physical Anthropology ANTH V01
1. Evaluate the evidence for evolution.
2. Compare and contrast behavior of the different non-human primates in the context of
their different environments.
3. Evaluate the contemporary models of human evolution.
4. Characterize the importance of biocultural evolution in human evolution.
Physical Anthropology Laboratory ANTH V01L
1. Apply the scientific method to physical anthropology data and problems, including:
developing hypothesis, hypothesis testing, and evaluation.
2. Identify the components of the human skeletal system.
3. Classify primates based upon morphology.
4. Evaluate the evolutionary significance of morphological changes in the hominid fossil
record.
Archaeology and World Prehistory ANTH V03
1. Characterize modern archaeological methodologies and evaluate their effectiveness
in addressing specific archaeological problems.
2. Evaluate theoretical models for the origin of the state in the context of archaeological
evidence.
3. Compare and contrast social components between ancient cultures.
Introduction to Forensic Science ANTH V35 (same as CJ V35)
1. Identify the common steps taken during a scene search.
2. Evaluate the limitations of forensic techniques and interpretations.
3. Assess the application of forensic techniques to the analysis of biological and physical
evidence.
ANTH V02 Cultural Anthropology
1. Evaluate patterns of human behavior in a cultural context.
2. Compare and contrast social components between cultures.
3. Characterize the function of behaviors in different cultures.
4. Demonstrate the ability to apply cultural relativism in cross cultural comparisons.
ANTH V04 Indians of North America
1. Compare and contrast the cultural domains of North American culture areas.
2. Characterize the levels of socio-cultural complexities as presented in local
ethnographic materials.
3. Demonstrate the ability to apply cultural relativism in cross cultural comparisons.
ANTH V06 Anthropology of Women
1. Evaluate the development of the anthropological perspective on women’s roles in
various cultures.
2. Characterize the function of behaviors in different cultures.
3. Compare and contrast social components of gender between cultures.
ANTH V07 Magic, Religion and Witchcraft
1. Characterize the role of cultural practices in addressing the supernatural.
2. Evaluate patterns of human behavior in a cultural context.
3. Compare and contrast religious components between cultures.
When was the curriculum for the program most recently revised, and what changes were made? When did the
subject discipline last go through the Curriculum Committee’s content review process?
The Anthropology program strives to remain current within the standards of the discipline. In the
past two years, revisions have been completed for course outlines and new courses are being
developed both in Cultural and Physical Anthropology. With regard to Physical Anthropology
offerings, the program added ANTH V35, Introduction to Forensic Science (Cross listed as CJ
V35) in the Fall of 2008 to our schedule and has proved a successful addition to our course
offerings. This course utilizes lectures, demonstrations and guest presentations on applied
techniques currently used by forensic scientists to evaluate biological and physical evidence.
With regard to Cultural Anthropology offerings, the program is currently review lower division
courses to prepare new course outlines in cultural studies, folklore and the study of food
traditions across the globe.
The program has remained with the Math and Science Division and shares the department with
Biology. The joining of the Biology and Anthropology department has allowed the program to
grow by providing support for the Physical Anthropology Laboratory face-to-face course which
began in the Spring of 2008. The lab course is critical for students wishing to complete lab
science requirements and opt to do so with Physical Anthropology.
2. Present and analyze data that demonstrate achievement levels of the students within your program.
For all instructional programs, include the following data (transferring the information as indicated from the two
reports provided to you for this purpose):
Transfer information for these three columns
from the “525 Report”
Semester
Transfer information for these two
columns from the District Goal Report
Units
ACG
WSCH/FTEF
% 525 Goal
District Goal for
This Discipline
% of District
Goal
Fall 2007
61.0
578.3947
110
600
96
Spring 2008
61.0
452.7592
86
600
75
Fall 2008
65.0
621.9196
118
600
104
Spring 2009
65.0
599.3285
114
600
100
Analyze the trends observed through the data:
The WSCH/FTEF in Anthropology fluctuated from a low of 452 in Spring 2008 to a high of
621 in the Spring of 2009. The program is consistently meeting and often exceeding the
district goal and the bulk of courses are offered by the two full time faculty.
3. Describe the strengths of the program. Include, where relevant, descriptions of: articulation status with other
colleges or universities; student or program awards; visibility of the program in the community; cooperative
efforts with other departments; innovations in the areas of curriculum development, teaching techniques, and/or
the use of technology.
For occupational programs: relevancy (occupational outlook data); feedback from Advisory Committee,
employers and graduates.

Articulation status with other colleges or universities
The core courses offered in the program include Physical Anthropology (ANTH V01), Physical
Anthropology Lab (ANTH V01L), Cultural Anthropology (ANTH V02), Archaeology (ANTH V03)
and Magic, Religion and Witchcraft (ANTH V07). They are the lower division requirements for
several Anthropology degree programs including: Cal State University Northridge, UCLA and
UCSB. Many courses fulfill IGETC requirements in biological sciences (Physical Anthropology
ANTH V01, and Physical Anthropology Lab course- ANTH V01L) and the social and behavioral
sciences (Cultural Anthropology – ANTH V02, Archaeology-ANTH V03, Indians of North
America- ANTH V04, Anthropology of Women- ANTH V06, and Magic, Religion and WitchcraftANTH V07.) Several courses also fulfill the Ethnic and Women Studies requirement for the AA
degree. Finally, the ANTH/CJ V35 Introduction to Forensic Science course is core in the
Criminal Justice program and transfers to the CSU system.

Student or program awards
The program has obtained several VC Staff Innovation Grants (now the Educational
Enhancement Grant) in the past few years. In the 2005-2006 academic year, a grant was
awarded for expansion of the ethnographic film collection. These films allow Cultural
Anthropology students to experience global peoples from a uniquely anthropological point of
view. Additionally, the program obtained the 2006-2007 VC Staff Innovation Grant to enhance
the Physical Anthropology collection of cast skulls; particularly updating the collection of nonhuman primates and hominids specimens. In 2007-2008 academic year Staff Innovation Grants
supported the Physical Anthropology Lab Collection, a collection that continues to require
attention. Currently, full time faculty members have submitted applications to supplement the
collection.

Visibility of the program in the community
Community outreach continues to be an important goal for the Anthropology program and the
addition of a full-time faculty member provides new opportunities. The Anthropology Club
continues to focus on humanitarian efforts and a global outreach. During the 2006-2007
academic year, club fundraisers facilitated aid for a foster care home for HIV orphans in Chang
Mai, Thailand through the nonprofit organization KIRF International. The club also sponsored
members to attend an academic conference at the UCLA campus.
In 2008, the club organized fundraisers for the Gibbon Conservation Center, a local nonprofit
center for the study, preservation and propagation of the endangered gibbon. Gibbons are nonhuman primates, the study of which is integral to Physical Anthropology. The goal is to provide
students with opportunities for volunteerism in learning about these animals and the threat to
their habitat. Additionally, the club co-sponsored an Earth Day event on campus to raise
awareness for environmental issues and raise funds for the Jane Goodall Institute.
In 2009, the club participated with the Biology Club in a local Beach Clean-Up and is currently
preparing for the AIDS Walk/Run event in Santa Barbara. The club also provides students with
an interest in Anthropological pursuits to get involved in related activities.
The bio-cultural approach in Anthropology influences the program’s focus outside of curriculum.
In the cultural realm, the ANTH V07 course (The Anthropology of Magic, Religion and
Witchcraft) continues to represent the college by visiting local religious sites, such as the An Lac
Mission Buddhist Temple and The Temple Beth Torah, both located in Ventura, providing
students with possibilities to experience religious diversity and practice religious tolerance. In
the biological realm, the forensics course curriculum (ANTH V35) allows students to experience
investigative practices through guest presentations on current applied techniques used by
forensic scientists to evaluate biological and physical evidence. Finally, both full time faculty
were involved in leading a summer educational travel and tour for students in the summer of
2009.

Cooperative efforts with other departments
In the past years, the Anthropology program has facilitated guest lecturers from California State
University, Northridge, UCLA and Moorpark College for campus events and classroom activities.
Both in the Cultural Anthropology course and the Magic, Religion and Witchcraft course, these
speakers have provided Ventura College students with exposure to Anthropology professors
and graduate students, giving them a sense of the possibilities in the discipline. The program is
committed to furthering its collaboration with the local four-year institutions and our sister
colleges. One example is at Cal State Channel Islands; as CSUCI prepares to offer an
Anthropology major, we anticipate a growing alliance with the institution.
Within the college, both full-time faculty members are working with colleagues in the possibility
of establishing new and innovative curriculum. A successful example is the venture among
Physical Anthropology and Criminal Justice. Within Cultural Anthropology, collaboration with
the library continues as curriculum includes a library research assignment, in addition to
collaboration with the English Department in the Arts and Lecture Series. There are also
possibilities for establishing Learning Communities in the future.

Innovations in the areas of curriculum development, teaching techniques, and/or the use
of technology
The program is currently up-to-date with course outlines. The program continues to offer ANTH
V90 (Directed Studies) for both Cultural Anthropology and Physical Anthropology students to
accommodate their interests, needs and their pursuit of a greater experience in Anthropological
study. As stated previously, the program introduced ANTH V35 Introduction to Forensics
Science last year. The Student Learning Outcomes have been identified and are cited in course
syllabi.
The program’s full time faculty members attend professional conferences benefiting classroom
instruction by keeping current and up-to-date with the latest trends in the discipline. The full
time Cultural Anthropologist regularly presents at academic conferences. Additionally, full time
faculty continues academic research, presentations and regularly audits courses at UCSB and
UCLA.
The program offers Distance Education in both Physical and Cultural Anthropology to
accommodate students seeking on line opportunities.
The Anthropology program awaits the revision of the college web site as it continues to work on
re-designing the department web page, so it may include information on faculty, courses,
activities of the Anthropology club and provide resources for students enrolled in department
courses and those interested in Anthropological degrees and careers.
Overall, the goal of the program is to allow students to experience the broad and diverse world
that surrounds them by opening new educational venues.
4. Describe the improvements needed and/or the issues that must be addressed in relation to advancing
or declining growth. Also address, where relevant, improvements needed relative to: level of student
preparedness; unique faculty or staff licensure requirements; the need for retraining of department members or
other professional development issues; level of funding; unique staffing needs; ability to meet legal or
regulatory mandates; limitations affecting potential growth of the program; institutional support for the program
Based on the needs of the Anthropology program, the following areas were defined as requiring
attention to meet the advancing growth in the area of Physical Anthropology:
The most immediate needs lie in the lab expansion currently in place in place within the
program. As the program grows, an operating budget will be necessary to accommodate
laboratory materials. At this time, the program is compiling the needs anticipated for the
laboratory courses. The program anticipates certain materials may be pooled with the
Biology Lab but is in need of skeletal models to complete a working lab set. While faculty
are seeking immediate support with applications for the Educational Enhancement Grant,
institutional support is also a vital element to the success of the program.
5. Describe the plans that have been developed for the next year to address the need to improve as
described above.

Provide materials, equipment and adequate facilities for Physical Anthropology laboratory
courses.
Although the completion of the GPC building will provide a permanent home for the lab, the
program has decided to begin offering the course as it fulfills IGETC requirements for the
Biological Science lab and the CSU/ UC G.E. requirement for a Physical Science lab. As this
Program Review document is being completed, faculty continue to search for venues to
acquire assistance for improvement of cast model collection and facilities.
 Service learning
Anthropology provides a fitting backdrop for community outreach. Offering service learning
opportunities in cultural courses will allow students to have real fieldwork opportunities while
contributing to society. Moreover, the program intends to facilitate students interested in
Physical Anthropology with opportunities for volunteer opportunities in behavioral studies of
non human primates and in forensic investigative methods.
 Increased intra-campus collaboration
An immediate goal is to develop a dialogue with the Anthropology Departments at Moorpark
College and Oxnard College. The program’s full-time faculty continues to collaborate with
Moorpark College with both Physical and Cultural Anthropology faculty. The program
continues dialogue with CSUN and CSULA and their Anthropology departments to inform
students about potential transfer. The program has already hosted professors from CSUN as
guest lecturers and continues to do so. CSUCI is developing the Anthropology major in the
Fall of 2010 and contact has been established with the new full-time faculty member in their
department to present the needs of Ventura College transfer students.
 Increase curriculum in both physical and cultural
Offering current courses on a more regular basis and developing new courses will better
serve students.

Increase participation in the collection development and weeding of relevant library
collections.
6. Describe the major trends you expect to impact your program in the next five years. Based on these
trends, what will your program need to do to maintain currency/relevance or an optimal level of
instructional quality?
The development of a strong program offering a wider diversity of Anthropology courses so
that students will be well prepared when they transfer to four-year institutions, and to meet
community demand for topical courses.
 Growth in the area of Physical Anthropology
The demand for Anthropology is expected to grow with the completion of the General
Purpose Classroom (GPC) Building and the new laboratory facility. We have accelerated this
with the inclusion of lab courses being offered. Furthermore, the interdisciplinary Forensic
Science course and the possibility for a future forensic science laboratory course program
will provide students with training for opportunities in this growing job market. Additionally,
we see the opportunity to grow the program in the fields of Archaeology and Linguistics in
order to provide students the full range of undergraduate requirements for the major.
 Increase collaboration with organizations on campus
The program anticipates continued collaboration with campus events and departments.
These may include innovation in learning communities; bringing guest speakers and
lecturers to campus; participation in professional development activities and collaboration
with various student organizations.
 Distance education
As enrollment in distance education expands at Ventura College, the Anthropology program
intends to follow this trend and offer additional on-line courses as demand increases.
7. Requests for Faculty
Please submit the requested information if you are requesting additional (growth) faculty members in
your area, requesting an replacement for a current or anticipated vacancy due to retirement or
resignation, or anticipating the need for a categorically-funded grant faculty position to be picked up by
the general fund at the end of the grant. List your requests in priority order and for each provide:

A two or three sentence primary function statement that describes the major responsibility of the position
requested and (where relevant) how the position relates to the college-wide planning priorities:
Anthropology is a popular subject for students fulfilling both life science and social
behavioral science requirements. Currently, the program has one full time faculty member
with a cultural emphasis and one full time faculty with a biological (physical) emphasis. Both
instructors teach two to three preps a semester and there is a substantial gap in offering
additional core courses for the major requirement in Archaeology and Linguistics at a
regular basis.

A description of the degree of difficulty in finding hourly faculty in this discipline.
Acquiring hourly faculty in Anthropology poses varied difficulties. It is difficult to find high-quality
hourly faculty to fill the positions. As described previously, Anthropology is an extremely broad
based discipline. Although many applicants have general Anthropology degrees, there must be
consideration and awareness of the specialization that goes on within the subject. While we
have a full time physical anthropologist and cultural anthropologist, the addition of an
archaeologist can allow us to offer courses like ANTH V03 and ANTH V04 (AES V01) (Native
Peoples of North America) with greater frequency. There is great interest and need for offering
the Native Peoples of North America yet it has not been offered in over five years. Archaeology
is a viable vocational field, and yet we cannot consistently offer this course nor develop the
curriculum in the direction that could guide students into this profession.
Our program is very strong and successful. Many of our students are expressing interest in
majoring (or minor) in Anthropology. But, we currently can only really fulfill 50% of the required
Anthropology undergrad courses. Our department often must direct students to Moorpark
College for their Archaeology courses and we have yet to establish and offer a Linguistics
course to meet the undergrad requirement. Another fulltime person who could focus in
Archaeology, bring back ANTH V04, and assist in the growth of our curriculum would greatly
benefit the future of our program.
Although the total FTEF has increased over the past few years, the program desperately needs
the strength that only another full time faculty member can bring, especially given that fact that
the discipline is so broad and varied in scope.

An assessment of the consequences/repercussions if the position is not approved.
The consequence of not hiring a full time Archaeologist inhibits the current catalogue
offerings, growth of the program and the adequate preparation for students looking to fulfill
undergraduate requirements for the Anthropology major.
Faculty Request: An additional full-time instructor specializing in Archaeology.
In addition, fill in the following data (transferring the information from the “525 Report” that has been
provided):
% Contract
Hourly FTEF
Full-Time FTEF
Total FTEF
Fall 2007
Semester
50.8479
1.9333
2.000
3.9333
Spring 2008
42.2526
2.7333
1.9999
4.7332
Fall 2008
49.2059
2.1333
2.0666
4.1999
Spring 2009
44.4413
2.333
1.8664
4.1997
8. Requests for Classified Staff
N/A
9. Prioritized list: Capital equipment
Identify the equipment needed, its approximate cost, and the rationale for the request. If requesting
more than one item or project, list the requests in priority order, ranking three items/projects maximum.
1. Physical Anthropology Laboratory materials
The Physical Anthropology collection requires the ongoing purchase of supplies and the
supplement of collection items. In order for students to understand and learn Physical
Anthropology, they must be able to see physical distinctions. Our current cast collection is
minimal at best. Class sets with multiple specimens is essential for instruction. As the program
grows, these needs are critical. At this time, the program is compiling an assessment of
materials that are urgent for the Spring 2010 semester. Certain items are a one time purchase,
such as skeletal models and casts, while other materials would be recurring costs. The
preliminary list or recurring items include those used in lab activities such as fingerprint kits,
genetic test kits, and lab supplies (gloves, paper testing strips, etc.) Some of these items may
be purchased if the foundation approves Educational Enhancement Grants, but the remainder
will require institutional support.
Currently, the physical anthropology lab (ANTH V01L) courses are offered in a standard
classroom (non-lab set up) utilizing a minimal amount of anthropological specimen casts and
study models. These limitations are due to the recent development of this program and lack of
available funding. This situation has negatively impacted the effectiveness of the course,
especially for students requiring accommodation in a couple critical ways:
●The current lab set up is unable to easily accommodate mobility impaired students. Due
to lack of multiple anthropological cast sets, students must rotate around the room to many
stations to examine one study model at a time. Often this includes leaving the classroom to
utilize equipment that has been set up in the AA building’s kitchen area. Each
anthropological model “work station” often gets crowded with many students trying to access
the one item at the same time. This is a frustrating situation for all students, but could
potentially cause a mobility impaired student to drop the course, as it is particularly
inconvenient for them.
●Due to the fact that each anthropological model “work station” only has one item for
study, and the stations often get multiple students trying to work at once, students feel
rushed to complete their model examinations. The current lack of anthropological model
materials does not allow students ample time to make a thorough and thoughtful
examination of the lab materials. Students with demonstrated learning disability often require
extra time to complete such activities. Unfortunately, these students often report feeling the
most rushed, frustrated, and embarrassed because of the lack of prolonged access to the
model materials.
The addition of the requested specimen models will be used to support the Introduction to
Physical Anthropology Laboratory courses and will help alleviate the above mentioned problems
to a large extent.
●By utilizing multiple copies of the study models, students will be able to work in small
cohort groups at a fixed station. This eliminates the need to rotate around the classroom,
benefitting students who are mobility impaired.
●Enabling students to work in small fixed cohorts will benefit students of differing learning
abilities and styles. Multiple copies of the study models will allow me to discretely group
students together based on ability, work speed, and accommodation needs. Allowing
students to work in small supportive cohorts will afford those that need more time or
instruction to receive it, without drawing attention to the fact that accommodation is
necessary.
While this single project alone cannot fully correct the accessibility and accommodation issues
facing the physical anthropology lab courses, it can go a long way in improving and enhancing
the educational experience at Ventura College for all students, especially those with limited
mobility and demonstrated learning disability.
This is a long term investment. The specimen models to be ordered from this fund are from a
well respected manufacturer and are extremely durable. They will remain part of the Ventura
College’s Anthropology program indefinitely, serving students for many years to come.
Purchase Request: The program requests the one time purchase of:
●three (3) Somso 6-skull Early Man Sets (model specimen collections at $1999.00 each).
●six (6) Disarticulated Skeleton Sets (model specimen collections at $640.00 each)
● four (4) A. afarensis post-cranial sets (model specimen collections at $270.00 each)
● five (5) H. neanderthalensis post-cranial sets (model specimen collections at $1050.00 each)
10. Prioritized list: Facilities improvement
Identify and rank the unit's three most critical areas in need of physical renovation, maintenance and/or
repair. For each prioritized request, include a description of the renovation needed and a brief rationale.
1. Facilities Improvement for AA-6
Physical Anthropology lecture courses and laboratory courses and the forensic science course
are exclusively held in AA building. There are several issues to address concerning this facility
and the AA-6 classroom where the Physical Anthropology Lab courses take place. The current
set up is traditional individual desks and the program requests lab style tables as conducting
labs or course activities with the current desk set up in AA6 is difficult to say the least. Lab set
up is lengthy and cumbersome and the instructor must take out large folding tables and
creatively arrange desks to double as work space.
This creates a few logistical problems: 1) the current "lab" set up is unable to accommodate
mobility impaired students. 2) seating at "work stations" is limited and students are forced to
work standing up for long periods of time. 3) lack of adequate table top power supply means that
any activity requiring electrical components (such as microscopes or electrophoresis boxes) has
to be done in the adjacent kitchen area, which creates space, safety, and sanitary concerns. 4)
the fact that the desks easily tip over when not used for regular "sitting still, note taking"
purposes puts our cast materials and scientific equipment in jeopardy as they can be easily
knocked to the floor and broken.
One quick solution has been proposed to move the current AA-8 tables to AA-6. They are not a
viable solution for AA-6 as they are too bulky to accommodate 35-40 seats as required for
lecture sections and would make the space non ADA compliant. The program needs to obtain
table and chair accommodations for 35-40 students.
While the Anthropology program will eventually be relocated, these concerns are too great to
continue offering Anthropology labs in this interim period (potentially up to three years). If AA6 is
to remain the hub of the forensics program as planned, it must be converted. We cannot
conduct course related activities in the current configuration. We cannot consider expanding and
revising the program to offer lab components until the space issues are addressed.
AA-8 is not typically available for use as other programs require that lab space as well. The time
demand we have for lab space as an anthropology and forensics program is too great to
assume we would have access to an existing lab room.
Improvement Request:
35-40 students.
The program needs to obtain table and chair accommodations for