Academic Program Review

ACADEMIC YEAR	2014-2015	Basic Skills Transfer Career Technical Education (CTE)
PROGRAM	HISTORY
DESCRIPTION/PURPOSE	History is the study of all human experience. It examines the people, institutions, ideas, and events of the past. The study of history contributes to cultural literacy, global awareness, and develops critical thinking skills, while helping students understand the present. Historical study provides a solid, fundamental preparation for careers in business, industry, government, and education. It also serves as excellent preparation for law school, Foreign Service, international work, urban affairs, and library science. History is an academic discipline offering both breadth and focus. While it can be valuable for those going into other professions, it also produces a person capable of handling many different jobs and positions where critical analytical skills are in demand.
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): Continue to monitor enrollment trends and base schedule decisions on data analysis.	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: By monitoring enrollment trends, faculty has been able to better project future needs as well as makes adjustments to program offerings including online courses, Short-Term classes, and curricula choices that impact the implementation of the new, Associate of Arts degree for Transfer (AA-T).

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): Need to evaluate needs for full-time faculty because we were losing a full-time faculty member to the Political Science department and because it is hard to find part-time history instructors in the Imperial Valley.	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: Changes in the Enrollment Management process, which utilizes block scheduling and the changes in the number of faculty delivering instruction, necessitated a re-evaluation of staffing needs. Currently, not decision has been made concerning full-time faculty although increasing the part-time pool remains an ongoing goal. Data from the current academic year will be used to revisit this goal.

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): Realign Program Learning Outcomes to the new AA-T degree and review all course SLOs.	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 College had its local History degree before the State developed the new, Associate of Arts degree for Transfer (AA-T). Now that the degree is being adopted and implemented by IVC, some changes in course offerings are being made to align our program course offerings to the requirements of the new AA-T degree. This also required aligning PLOs and SLOs to the new requirement. A streamlined degree will allow students to graduate more quickly, following a Program Pathway that will guarantee History major access to CSU campuses.

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: The amount of sections have ranged from 21 to 27 over the three years (6 semesters) analyzed. There is no clear trend as the amount of sections have varied depending on Enrollment Management restrictions, block scheduling, and student demand. Sometimes we offered too many sections which affected fill-rates negatively or we had too few and had to add more during the registration period. Evening enrollment is approximately one-third of the Day enrollment.

Online classes were only offered in Fall 2011 and Spring 2012. Of the three sections offered, the enrollment average around 33 students per 40 cap per class. There were no online classes for the last two academic years primarily due to the College moratorium.

Fill-Rates: Day classes averaged 96 percent and ranged from 88 to 103 percent. The 88% in Spring 2013 was the only rate below the 90 percentile. The last two semesters, Fall 2013 and Spring 2014 were 99 and 95 percent respectively. Evening classes rates ranged from 62 to 99 percent and averages 84 percent. Day fill-rates were higher than the Evening rates. A note of concern is the 62 percent fill-rate for Spring 2014 which ironically had the lowest amount of sections offered.

Online fill-rates for the two classes offered during the period averages 87 percent.

Overall, enrollment remains strong but fill-rates have been impacted by a variety of factors that have lowered History’s historically high fill-rates.

Productivity

What are the trends in productivity?

Productivity ranged from 505 to 601 during the six semesters. Only two of the six semesters were below the State standard of 525. They were 505 in Spring 2013 and 510 in Spring 2014.

Overall, only one semester, Fall 2011, achieved productivity about the 500s at 601. This is an area of opportunity for improvement.

Success and Retention

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

Success: The average success rate for Day classes was 53 percent. Rates ranged from 41 to 56 percent. All were in the 50s except for the 41% in Spring 2012. Evening success averaged 57 percent and ranged from 52 to 63 percent. One irony is Spring 2014 which had one of the lowest fill-rates but achieved the highest success rate.

Retention: The rates for Day, Evening, and Online were in line with standard rates within the BSS Department and IVC overall. The averages Day and Evening classes were the same at 83 percent, while Online averaged 76 percent.

Online: The two classes in Fall 2011 and Spring 2012 averaged 45 percent.

Overall, success rates are marginal and highlight an area of the History program that needs improvement. Retention rates are in line with other programs within the BSS Department.

Success and Retention by Ethnicity

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

Success: The percentages are skewed by the low numbers of some groups. The range for groups were as follows: African Americans – 27; Hispanics – 6,966; White – 86; Other – 13; and Unknown – 712. As one can see, 27 for African American and 76 for Other is relatively low and Unknown is 712 which is second only to 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 listed was moderately high, ranging from 76 percent for Other Americans to 96 percent for African Americans. The rate for Hispanics was 82%; while Unknown was 95% and White was at 83 percent.

Overall: The retention rates were in the mid-80s.

Degrees and Certificates

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

Eleven degrees were awarded during the six semesters. There were two in 2011-12; three in 2012-13; and six in 2013-14. Though the numbers of degrees awarded are general low, since many students use their History courses for Liberal Studies and Social Science majors, the six degrees in 2014 doubles the previous year.

Program Changes

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

The new AA-T degree is anticipated to have a positive effect on students since it will reduce the amount of units needed to achieve the degree. The changes from realigning the PLOs and SLOs to the new degree will more closely tie course content to expected outcomes and should help students understand the materials and achieve a better course outcome.

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

The History Department is gearing up to offer online courses again by offering History 120 online while developing History 121 for online acceptance. With the switch of a History instructor to Political Science, the back-to-back, Short-Term classes are not being offered and will be re-evaluated for future use. There is still a desire to develop more online classes to provide students with more alternative delivery methods. As noted earlier, realigning PLOs and SLOs to the new major is underway.

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

History is one of the larger programs within the BSS Department. It serves the needs of students in many different ways for many majors. The program is stable, though going through some significant changes.

Overall, given the many changes that have impacted the program, History remains a solid, stable program with growth potential. And while retention rates average Department standards, low success rates and the six degrees award in the last academic year are an area of concern.
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 students with a more streamlined path to a transfer degree (AA-T) that assures acceptance to CSU and UC campuses.	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: Implement the new (Fall 2014) History degree for transfer.
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Work with SDSU-IVUP to promote the new degree to student in the program.
Timeline: December 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$__0______________
Work with IVC Counseling and Transfer Center to ensure a smooth transition to the new degree.
Timeline: December 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$__0______________
C.
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
How will this objective be measured? By the development of stronger partnerships which should yield increased participation in the program.
How will the completion of tasks identified improve student/program success? This will allow students to take fewer classes to achieve their goal of graduating with a History degree.
Who are the responsible party(ies) and assigned user(s)? BBS Chair, History Faculty, IVC Counseling, IVC Transfer Center, and SDSU-IVUP program staff.
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: Provide students in the History program with an integrated curriculum that promotes and advances the new transfer degree (AA-T).	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: Align Program Learning Outcomes and Student Learning Outcomes with the new transfer degree.
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Review all History PLOs and SLOs to ensure they support and facilitate the new transfer degree.
Timeline: December 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$___0_____________
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 assessing the new or revised PLOs and SLOs.
How will the completion of tasks identified improve student/program success? This will ensure that students in the program are provided with a curriculum that is updated to produce continuous program improvement.
Who are the responsible party(ies) and assigned user(s)? BSS Chair and History faculty.
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: Provide students in the program with the necessary amount of instructors to meet student needs.	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: Evaluate faculty staffing needs.
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Analyze enrollment trends; fill rates and the availability of part-time staff.
Timeline: December 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$____0____________
B.
Timeline:
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 analyzing program data to ensure appropriate staffing needs.
How will the completion of tasks identified improve student/program success? This will allow the program to meet the needs of IVC students.
Who are the responsible party(ies) and assigned user(s)? BSS Chair and History Department faculty.

(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.