Academic Program Review

ACADEMIC YEAR	2014-2015	Basic Skills Transfer Career Technical Education (CTE)
PROGRAM	PSYCHOLOGY
DESCRIPTION/PURPOSE	The Psychology program at IVC is designed to benefit both the student pursuing a career in psychology or related disciplines as well as the student desiring to acquire a personal understanding of psychology as it applies to everyday living. Psychology is the scientific study of human behavior and mental processes. It is a broad discipline which involves both pure and practical application of scientific principles as they apply to human development and adjustment. Although professional level positions require a graduate degree, BA holders find satisfying careers in a growing number of fields.
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): Hire a full-time, tenure track, faculty member and expand the part-time pool of instructors.	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: Hiring a full-time, tenure track, faculty member provides more stability to the program. Full-time faculty hold office hours for one-on-one contact with students and generally work to build the program.

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): Offer more Psychology Distance Education/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: There have been many changes in the Distance Education program since last year. Although approved for development, the Psychology 101 and 104 were deemed deficient and were not approved for Fall 2014. The instructors are reworking their courses for approval for Spring 2015.

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 and fully implement the new Associate Degree for Transfer (ADT) along with the Program Pathways guidelines.	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 Associate Arts degree for Transfer (AA-T) has recently been approved and adopted by IVC. The alignment will take more time, but the Program Pathway is complete and is schedule to be incorporated in the catalog by the end of this academic year.

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 numbers show an increase in enrollment over the last three semesters. The sections offered ranged from 15-22 over the entire period, but last three semesters totaled 20, 22, and 19 sections respectively. Evening classes were roughly half of the Day offerings: 113 to 57 sections.

Fill-Rates: Day fill-rates continue to soar above 100 percent. The average for the period is an astounding 110 percent! They ranged from 104 to 117 percent. Evening fill-rates were lower than the Day rates yet still averaged 99 percent. They ranged from 83 to 112 percent. Fall 2013 was 101% yet Spring dropped to the lowest at 83 percent.

Online: Only one class was offered in Spring 2012 and had a fill-rate of 90 percent.

Productivity

What are the trends in productivity?

The average productivity for the six semesters registered at 601, well above the State standard of 525. However, there is a downward trend that began at 658 in Fall 2011 and though it fluxuated over the six semester period, Spring 2014 was 540. This needs to be watched closely going forward.

Success and Retention

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

Success: Rates were remarkably consistent over the period across all delivery and time periods: 71% for Day; 72% for Evening; and 72% for the one online class. Day success ranged from 62 to 79 percent with all semesters but one in the 70 percentiles. Evening classes ranged from 69 to 76 percent.

Retention: Rates were high across Day, Evening, and Online. Day rates ranged from 87 to 94 percent with an average of 91 percent. Evening rates ranged from 86 to 91 percent and averaged 89 percent.

Online: The one online class retained 94 percent of the class.

Overall, the success and retentions are impressive.

Success and Retention by Ethnicity

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

The average rates for the different ethnicities were as follows: African American – 66%; Hispanic – 71%; White – 87%; Other – 90%; and Unknown – 74%. These figures are a little misleading given the number of students they represent: African American – 27; Hispanic – 6,650; White – 115; Other – 21; and Unknown – 645. The Unknown group is second only to Hispanics yet for purposes of follow-up it is impossible to access or assess these students.

Degrees and Certificates

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

The results of this measure point to the strength and popularity of this program. In the academic year 2011-12 there were 43 degrees awarded; in 2012-13 it increased to 55; but last year, 2013-14 there were 72 degrees awarded. The seventy-two last year almost doubled the 2011-12 figures. Quite a remarkable achievement in a two-year period.

Program Changes

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

The new, AA-T degree streamlines the major even as it focuses more on the learning, research, statistics, and biological aspects of the major than the previous major. The online classes that are under construction will benefit students by providing an alternate delivery system. The new, full-time tenure track faculty member will provide students with more contact hours (office hours) and well as working to build the program.

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

Since the last review, the new AA-T degree, a new faculty member, and the development of the Program Pathway guide have improved health of the program. The use of Enrollment Management “blocks” over the last few semesters doesn’t appear to have had a serious negative effect on enrollments. The continuing development of online classes will further expand the delivery options. And, IVC established a Social Science lab on campus utilizing SPSS. Prior to establishing the lab on campus, SDSU-IVUP students had to travel to SDSU to take the class.

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

The program is growing and is dynamic! Enrollments are heavy with high student demand. Fill-rates are superior with success and retention rates generally high. The amount of degree awarded by the major (170 in three years) is improving each year—with 2013-14 nearly double the degrees of two years ago. Even with the new full-time faculty member, the need for another is crucial to the continued success of the program. Currently there is a full-time temp replacing a faculty member who resigned over the past summer. This position needs to be replaced along with the expansion of the part-time pool of instructors. Online class development is proceeding at a slow pace due to certain state regulations and the timetables for development established by the Distance Education Department.

The drop in productivity, though still above State standards is one of two concerns for the program. The other concern is the replacement of the full-time temp with a full-time, tenure track faculty member.
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 Psychology classes to accommodate 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: Meet high demand for the Psychology courses that is needed for graduation, especially Biological, Abnormal, and Research Methods.
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Hire a full-time, tenure track faculty member.
Timeline: December 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$__80,0000_________
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 hiring a full-time faculty member
How will the completion of tasks identified improve student/program success? Provide students with more classes spread out throughout the day and evening to accommodate the second largest degree program at IVC.
Who are the responsible party(ies) and assigned user(s)? Human Resources, Academic Services, and BSS Chair.
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 more classes in Psychology to meet high 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)
Hire part-time instructors for employment at IVC in Psychology..
Timeline: December 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$__21,600_________
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 hiring more instructors and increase the pool of instructors, especially in key areas.
How will the completion of tasks identified improve student/program success? The program will be able to offer a full complement of classes across the instruction day.
Who are the responsible party(ies) and assigned user(s)? Human Resources, Academic Services, the Marketing Department, and BSS Chair and 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: Create opportunities for Psychology students to share knowledge, interact with Psychology faculty, participate in activities and events that expand their understanding and competency in the field of Psychology.	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 a forum for students to engage and utilize psychological concepts.
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Start a Psychology Club at IVC.
Timeline: December 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$__0_____________
B. Identify Psychology faculty interested in being an Advisor for the Psychology Club.
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)	$________________
How will this objective be measured? By the establishment of a Psychology Club at IVC.
How will the completion of tasks identified improve student/program success? This will provide students with a campus organization that will allow them to utilize and experiment with the concepts and theories of psychology in a group setting. It will also encourage students to attend workshops and conferences and allow students to work closely with faculty on research projects.
Who are the responsible party(ies) and assigned user(s)? Psychology faculty, Student Services, Academic Services, 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.