Academic Program Review

ACADEMIC YEAR	2014-2015	Basic Skills Transfer Career Technical Education (CTE)
PROGRAM	BEHAVIORAL SCIENCE
DESCRIPTION/PURPOSE	This major is highly recommended for transfer students because it provides a basic foundation for subsequent specialization in many fields of study such as criminal justice, sociology, psychology, human services, and social work to name a few. The major value of the degree is now recognized by business and industry as it requires a variety of skills demanded in business, education, health, law, and government, as well as the social services. The general studies student should market educational accomplishments as a collection of career transferable skills in communication, public service, problem solving, production and personnel management.
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): Offer more “core” Psychology online courses.	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: Psychology 101 and 104 were being developed for Fall 2014 but were not approved by the Distance Education due to deficiencies. The next time they can be offered is in Spring 2015 if they get approved.

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): Expand the utilization of the Media Library.	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: The Media Library is being utilized by more instructors outside of the BSS Department but has not gained wide exposure community-based programs.

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): Secure an adequate pool of part-time instructors for key disciplines within the major.	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: The Department has added part-time instructors in Political Science, Psychology, and Alcohol and Drug Studies but still needs to recruit more for Sociology, Anthropology, and History.

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

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

Enrollment: Day enrollment by sections differed widely from 38 to 51 sections over the six semester period with no clear trend up or down. Evening enrollment by sections ranged from 21 to 24, again with no discernible pattern up or down. There were 4 online classes offered over the three year span. This data is complicated because it involves the many different sections of various disciplines that make up the major.

Fill-Rates: The Day rates ranged from 102 to 114 percent, the average being 108 percent. Evening rates ranged from 94 to 110 percent with the average being 103 percent. Four online classes were offered with rates that ranged from 105 to 112 percent with the average being 108 percent. The average fill-rates for Day, Evening, and online were all above 100 percent.

Productivity

What are the trends in productivity?

There was a clear, downward trend in productivity. Starting with 627 in Fall of 2011 it decreased each year over the six semesters down to 578 in Spring 2014. Although all of the numbers are above the State standard of 525, the slide downward is a troubling factor.

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 success rates ranged from 67 to 76 percent with an average of 71 percent. Evening success rates ranged from 67 to 70 percent with an average of 68 percent. In both cases, Day and Evening, the rates were close, separated by 3 percentage points. There were four (4) Online classes offered during the period and the average success rate was 74 percent.

Retention: Day retention rates ranged from 88 to 91 percent with the average being 90 percent. Evening retention rates ranged from 86 to 91 percent with an average of 88 percent. The online average was the 89 percent. Retention was roughly equal across all three categories.

Success and Retention by Ethnicity

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

Success: The success rate and number of students for each group is as follows: African Americans – 68% (72); Hispanics – 70% (13,750); White – 79% (262); Other – 93% (60); and Unknown – 74% (1,222). As one can see seventy-two for African American and 60 for Other are low comparatively, and Unknown is 1,222 which is second only to the massive 13,750 for Hispanic. However, which students are included in the Other categorical is anybody’s guess—which compounds the problem of addressing these students’ needs if they cannot be identified beyond being “other.”

Retention: Retention among all groups was high, in the high 80s and low 90s: 84% for African Americans; 88% for Hispanic; 87% for White; 93% for Other; and 90% for Unknown.

Degrees and Certificates

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

The total amount of degrees awarded in the three year period was 173. The break-down is as follows:

2011-12 – 29

2012-13 – 57 and

2013-14 – 87

Each academic year also includes Summer school.

Program Changes

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

The new Associate of Arts degree for Transfer (AA-T) and the Associate of Science degree for Transfer (AS-T) should help increase the degrees awarded by IVC and provide students with quicker, leaner degree, saving them both time and money.

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

Two new, full-time tenure track faculty members were hired for Sociology and Psychology. Online classes are in development for Psychology 101 and 104.

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

The Behavioral Science program is a stable program. Because it provides students the fundamentals to pursue many different career paths, it remains a popular degree program. And, because it involves so many different disciplines it is difficult to analyze its many components with precision.
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 alternative delivery modalities of instruction for Social Science students.	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: Address different learning styles and content delivery options for the various learning styles of students.
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Develop Hybrid courses for disciplines within the degree programs.
Timeline: December 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$____0____________
Develop more Short-term courses for disciplines within the degree programs.
Timeline: December 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$___0_____________
C. Continue the development of core Online courses for disciplines within the degree programs.
Timeline: December 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$___0_____________
How will this objective be measured? By the amount of courses developed and by the subsequent assessment of their utilization and impact on student success.
How will the completion of tasks identified improve student/program success? They will provide traditional and non-traditional students with a variety of ways to learn and earn their degrees. This will allow IVC to better compete in the education field with other institutions that offer such programs.
Who are the responsible party(ies) and assigned user(s)? BSS faculty, Distance Education, Academic Services, Curriculum Committee, and BSS Chair.

(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.