Academic Program Review

ACADEMIC YEAR	2014-2015	Basic Skills Transfer Career Technical Education (CTE)
PROGRAM	ANTHROPOLOGY
DESCRIPTION/PURPOSE	Anthropology is the study of ancient and modern human beings and their ways of living. Its perspective is biological, social, and comparative, encompassing all aspects of human existence from the most ancient societies to those of the present day. The courses are designed to stimulate critical thinking about existing stereotypes regarding the people around us in the world now and those who came before us. Cultural Anthropology studies human behavior to understand the cultural values that guide the behaviors. Archaeology examines the material record of human activity in order to understand how ideas change over time. Physical Anthropology (also called Biological Anthropology) is the study of human evolution which includes biological diversity.
DIVISION	Health and Sciences
DEPARTMENT	Behavioral and Social Sciences
SUBMITTED BY:	Kevin White, Chair

INSTITUTIONAL GOAL 1	INSTITUTIONAL GOAL 2	INSTITUTIONAL GOAL 3	INSTITUTIONAL GOAL 4
INSTITUTIONAL MISSION AND EFFECTIVENESS – The College will maintain programs and services that focus on the mission of the College supported by data-driven assessments to measure student learning and student success. 1.1 Develop systems and procedures that establish the mission of the college as the central mechanism for planning and decision making. 1.2 Develop an institutional score card to assess student learning that drives integrated planning and resource allocation. 1.3 Develop systems and procedures to ensure that the college maintains a collegial and self-reflective dialogue that improves effectiveness. 1.4 Develop systems that are inclusive, cyclical, and understood by all stakeholders.	STUDENT LEARNING PROGRAMS AND SERVICES – The College will maintain instructional programs and services which support student success and the attainment of student educational goals. 2.1 Ensure that all instructional programs, regardless of location or means of delivery, address and meet the current and future needs of students. 2.2 Review program learning outcomes annually (or biennially) to assure currency, improve teaching and learning strategies, and raise student success rates. 2.3 Ensure that all Student Services programs, regardless of location or means of delivery, address and meet the current and future needs of students. 2.4 Ensure that all Student Services programs engage in a process of sustainable continuous quality improvement by annual review of Service Area Outcomes, and annual Program Review. 2.5 Ensure that the Library meets as closely as possible that “Standards of Practice for California Community College Library Faculty and Programs” of the Academic Senate for California Community Colleges. 2.6 Ensure that instructional labs continue to collaborate in sharing financial and human resources, thus maintaining continuous quality improvement.	RESOURCES – The College will develop and manage human, technological, physical, and financial resources to effectively support the College mission and the campus learning environment. 3.1 Develop and implement a resource allocation plan that leads to fiscal stability. 3.2 Implement a robust technological infrastructure and the enterprise software to support the college process. 3.3 Build new facilities and modernize existing ones as prioritized in the facility master plan. 3.4 Design and commit to a long-term professional development plan. 3.5 Raise the health awareness of faculty, staff, and students.	LEADERSHIP AND GOVERNANCE – The Board of Trustees and the Superintendent/President will establish policies that assure the quality, integrity, and effectiveness of student learning programs and services, and the financial stability of the institution. 4.1 Review all Board policies annually to ensure that they are consistent with the College mission statement, that they address the quality, integrity, and effectiveness of student learning programs and services, and that they guard the financial stability of the institution. 4.2 Maintain a clearly defined Code of Ethics that includes appropriate responses to unprofessional behavior. 4.3 Ensure that the Board of Trustees is informed and involved in the accreditation process. 4.4 Ensure that processes for the evaluation of the Board of Trustees and the Superintendent/President are clearly defined, implemented, and publicized. 4.5 Establish a governance structure, processes, and practices that guarantee that the governing board, administration, faculty, staff, and students will be involved in the decision making process.

I. INSTITUTIONAL GOALS

II. PROGRAM GOALS

PAST – EVALUATION OF PREVIOUS CYCLE OBJECTIVES/PROGRAM GOALS (SET IN PREVIOUS YEAR)

List your previous objectives/goals and associated Institutional Goals. All program goals must address at least one of the institutional goals.

1	PAST PROGRAM GOAL #1	INSTITUTIONAL GOAL(S) (Select one primary goal.)
Identify Program Goal and Budget request, if any, from the Program Review completed in 2013-2014 (Section II C): Provide online and/or hybrid classes to augment face-to-face instruction.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Met	Partially Met	Not Met
Describe how this program goal increased student achievement and/or program effectiveness in 2014-2015: This goal was not met. The Department was unable to attract additional part-time faculty with the necessary skills and desire to create an online “core” class. Additionally, recent changes at the State level, by the Chancellor’s Office, affect our ability to offer classes. For example, we were recently informed that IVC must get State approval in order to allow an instructor teach online at IVC from outside of the state. Our Distance Education Department has implemented a protocol for developing new online classes at IVC that includes timelines, a development schedule, and a waiting list. Since the hybrid course would need to have an online component, providing both online and hybrid classes is not achievable at this time. We will need to expand our pool of IVC instructors before readdressing this important component of program development and success.

2	PAST PROGRAM GOAL #2	INSTITUTIONAL GOAL(S) (Select one primary goal.)
Identify Program Goal and Budget request, if any, from the Program Review completed in 2013-2014 (Section II C): Increase the number of degrees awarded, by expanding student awareness about majoring in Anthropology, and working with Marketing and Counseling to promote career opportunities available to this major.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2the2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 Ile 4.3
Met	Partially Met	Not Met
Describe how this program goal increased student achievement and/or program effectiveness in 2014-2015: The amount of degrees awarded has remained constant over the last three academic years—three (3) each year. Then new Associate Degree for Transfer (ADT) for Anthropology was completed last Spring (2014) and is in process of final institutional approval. This streamlined degree with its Program Pathway to assist students with timely course selection, may enhance its appeal to students and generate more interest. Our Counseling Department has been promoting and alerting students to the new Anthropology ADT. The Department, through equipment purchases last academic year, enriched the students’ classroom experience with human and chimpanzee skeletal models and a collection of prehistoric human casts and hand-held objects. The Anthropology discipline increased its cultural displays on campus from one to three. The two new exhibits for students includes: 1) Historic baskets – a collection featuring basket designs from American Southwest nations illustrating the diversity of design and materials used; and, 2)Rock Art – a private collection of prehistoric rocks and photographic display of rock art. These displays are designed to inform and engage students, and lead to more curiosity about the major.

3	PAST PROGRAM GOAL #3	INSTITUTIONAL GOAL(S) (Select one primary goal.)
Identify Program Goal and Budget request, if any, from the Program Review completed in 2013-2014 (Section II C): Increase the part-time pool of instructors. (Past Future Goal #3 2013-14, and Past Goal #2 – 2012-13).	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2the2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 Ile 4.3
Met	Partially Met	Not Met
Describe how this program goal increased student achievement and/or program effectiveness in 2014-2015: This remains the elusive program goal upon which development and expansion of the program relies. As stated above, it has figured prominently in the last two annual reviews. Networking with other Community Colleges has increase awareness of the need but hasn’t resulted in new faculty as yet. Will continue to work with Human Resources and Marketing to expand and intensify the search.

PRESENT – DATA ANALYSIS AND PROGRAM HEALTH – ACCREDITATION

Summarize and analyze all disaggregated data by day, evening, gender, ethnicity, and distance education. Narrative only. Submit electronic excel file with graphs or trend data.

Enrollment and Fill Rates

Enrollment: Discuss the trends in enrollment and fill rate for each program by day and evening at the program level.

Enrollment for the Day classes dropped from a high 273 in Fall 2011 to 149 in Spring 2014. The drop is reflected in the amount of sections offered. Back in 2011 there was more faculty teaching, we were able to offer 6 sections. Now with basically one instructor we have had to cut back the class offerings. The Evening class numbers reflect a slight variation in the class size of only one class!

Fill Rates: The rates have dropped from a high of 114 % in Fall 2011 to 91% in Spring 2014. However the fill rate in Fall 2013 was 85% so the rate is starting to climb again to the 91% for last Spring. The average fill rate for the three year period was 98.3% so the 91% is not a serious issue.

Overall, the enrollment and fill rates are stable but have varied primarily due to the amount of faculty involved in any given semester over the periods analyzed. There were not online classes offered over the last three years.

Productivity

What are the trends in productivity?

Productivity remains high for this major, though it has dropped from nearly 700 (694) to a low of 522 in Fall 2013. The 522 is the only figure below the state guideline of 525. Productivity improved last Spring (2014) to 558. The three year average is 595.

Overall, productivity dipped for four consecutive semesters but is rising again.

Success and Retention

Discuss the success and retention rates by day, evening (extended day), and online classes in each program and identify gaps.

Success: Day - There is no clear trend; the results are mixed ranging from 73 to 93% over the course of six semesters. The average success rate is 83% and last Spring (2014) hit the average (83 percent). Evening success rates ranged from 64 to 94%, again with no clear pattern discernible. The average rate of success was 76 percent. Last Spring (2014) dipped below the average to 68 percent.

Retention: Day – mixed results ranging from 83 to 96 percent. The average over the period was 90% with last Spring hitting 94 percent. Evening results were also mixed, jumping up and down from 73 to 94 percent. The evening average is 83 percent. While last Spring Day retention was a high 94% the evening class came in a relatively low 73 percent.

Overall, success and retention demonstrated no clear trends as they jumped around from semester to semester. Some responsibility lies with the “block” scheduling that limited the Department’s ability to offer some classes at more opportune times. Generally, Day classes had higher success and retention rates. There were not online classes offered.

Success and Retention by Ethnicity

Discuss the success and retention rates by demographic diversity of students.

The statistics for Success and Retention by ethnicity remains problematic and is skewed by the numbers in each group. For example, there were 6 African Americans, 40 Whites, 137 Unknowns, and 1,212 Hispanics, and 1 Other. The Unknowns were more that the African Americans, Whites and Other combined. But if there needed to be an action plan for them, there is no way to identify those students. But, having said that, African Americans were 83-83 (success-retention); Whites 90-95; Hispanics 80-88; and other 100-100 percent.

Overall, the success rates were ranged from 80 to 100 percent while retention ranged from 83 to 100 percent. The rates are solid for both areas.

Degrees and Certificates

Discuss the trends in the number of degrees and/or certificates awarded.

There were 9 degrees awarded over the last three year—three per year to be exact. That shows consistency yet the goal is to increase the amount awarded. With the new ADT and the campaign to increase awareness of the major, the expectation is that more students with declare the major and increase the degrees awarded.

Program Changes

What program changes, if any, do you expect to have a positive effect on students?

I expect the full implementation of the Program Pathway and the new ADT will encourage students to consider a career in Anthropology. The campus displays and the classroom hands-on materials also provide tangible tools for increasing student participation.

Summarize revisions, additions, deletions, and alternate delivery methods to courses and/or program based on the last program review.

Since the last Program Review, students have more hands-on materials to work with in the classroom. The quest of recruiting more faculty didn’t materialize, and the development of online classes is stalled.

Evaluate the program’s viability by addressing program completion, size (FTES), projections (growing/stable/declining), and quality of outcomes.

Overall, the program remains viable and stable. It has the capacity to grow—given more teaching faculty and the development of online options. A pool of part-time instructors is necessary for the growth of the program. For many years, one full-time instructor has carried most of the weight of this program alone.
C. FUTURE – LIST OF “SMART” (SPECIFIC MEASURABLE ATTAINABLE RELEVANT TIME-LIMITED) PROGRAM OBJECTIVES FOR NEXT ACADEMIC YEAR TO ADDRESS PROGRAM IMPROVEMENT, GROWTH, OR UNMET NEEDS/GOALS. ALL PROGRAM GOALS MUST ADDRESS AT LEAST ONE OF THE INSTITUTIONAL GOALS.

FUTURE PROGRAM GOALS (Describe future program goals. List in order of budget priority.) You are not required to list 3 goals. Only list/identify goals that are viable in one year’s time or can be carried over a number of program cycles.	INSTITUTIONAL GOAL(S) (Select one primary institutional goal)
1	2015-2016 PROGRAM GOAL #1 Budget Priority #1	INSTITUTIONAL GOAL(S)
Identify Future Global Goal: Provide more classes in Anthropology to meet student demand.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Objective: Coordinate efforts by Human Resources, the Marketing Department, California Community College Registry, and colleagues at other Community Colleges to identify and recruit part-time instructors.
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Research and coordinate efforts by all parties seeking potential instructors.
Timeline: December 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$__0______________
Hire part-time instructors for employment at IVC in Anthropology.
Timeline: December 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$_21,600 max load for PT
C.
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$____0____________
How will this objective be measured? By hiring part-time faculty to meet student demand.
How will the completion of tasks identified improve student/program success? Students will have more choices across the day schedule for classes and more evening classes spread over the week. When an online instructor is recruited, we will be able to offer an alternate delivery mode that will serve students who cannot physically attend during the day or evening.
Who are the responsible party(ies) and assigned user(s)? Kevin White, Chair and Manfred Knack, full-time instructor, and Human Resources, and the Marketing Department at IVC.
FUTURE PROGRAM GOALS (Describe future program goals. List in order of budget priority.) You are not required to list 3 goals. Only list/identify goals that are viable in one year’s time or can be carried over a number of program cycles.	INSTITUTIONAL GOAL(S) (Select one primary institutional goal)
2	2015-2016 PROGRAM GOAL #2 Budget Priority #1	INSTITUTIONAL GOAL(S)
Identify Future Global Goal: Promote Native American Studies as a vital emphasis of the Anthropology program.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Objective: Increase awareness of the different museums that are available by visiting State Parks, National Parks, Indian Reservations (museums), Bureau of Land Management sites, and participating in Native American Powwows.
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Field Trips to museums and reservations that document Native American history
Timeline: December 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$_500.00__________
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
C.
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
How will this objective be measured? By testing students’ knowledge of the resources provided by the various museums and Native nations.
How will the completion of tasks identified improve student/program success? This will provide students with deeper, hands-on experiences and direct exposure to archeological evidence.
Who are the responsible party(ies) and assigned user(s)? Manfred Knaak and Kevin White
FUTURE PROGRAM GOALS (Describe future program goals. List in order of budget priority.) You are not required to list 3 goals. Only list/identify goals that are viable in one year’s time or can be carried over a number of program cycles.	INSTITUTIONAL GOAL(S) (Select one primary institutional goal)
3	2015-2016 PROGRAM GOAL #3 Budget Priority #1	INSTITUTIONAL GOAL(S)
Identify Future Global Goal: Increase awareness and understanding of the history and treatment of local Native nations.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Objective: Provide students and the larger campus community with detailed information about the cultures of local Native nations.
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Produce a 15-20 minute video on the ethnohistory of Native Americans and public archeology.
Timeline: December 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$__2,000_______
B.
Timeline: December 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
How will this objective be measured? By the completion of the video.
How will the completion of tasks identified improve student/program success? The video will become part of the Department’s resource library and will be shown in Anthropology classes and be loaned out to other discipline groups on campus.
Who are the responsible party(ies) and assigned user(s)? Manfred Knaak, and Kevin White

(WSCH/FTEF) The goal is 525 as per state guidelines. A low number means that we are below target levels for productivity. For example, in a small class that has a mandated cap of 15 students, the fill rate may be 100% but the productivity number (WSCH/FTEF) will be very low. A class with a cap of 40 students with a 100% fill rate will have a productivity number close to or above 525.