SJC HISTORY PROGRAM REVIEW 2011 Submitted by: Christina Yamanaka

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1 Report Section: 0 Summary SJC HISTORY PROGRAM REVIEW 2011 Submitted by: Christina Yamanaka Topic 0.1 Strengths o Directions: List and briefly explain ways in which your program has been successful in achieving department and college goals. With one fulltime instructor and numerous associate faculty, the History program at the San Jacinto Campus has the largest course offerings and enrollment amongst the social sciences. To meet the demand of students, a wide variety of courses are offered every semester and a History degree has been created in coordination with the Menifee Valley Campus. Over the course of the past few years the History program has also increased its collection of documentary and historical films for use in instruction. The presence of these films in teaching appears to have had a positive effect on student success and retention. An additional strength of the program is the relationship that the program has cultivated with the SJC library. Librarian David King has worked tirelessly with History instructors to identify gaps in the library s collection and areas where history book offerings are quite dated. In particular, the library has purchased dozens of books in the U.S. and East Asian history fields to better meet the needs of students who are required to conduct research for their courses. Elisabeth Anghel and David King also offer library orientations specific to individual history classes so that students are equipped with an understanding of how to locate history related materials in the library and using online resources. Finally, Curriculum for history courses and honors history courses are almost entirely current, PLOs have been completed and matched to the existing course offerings, and CLOs have been created for all courses. Topic 0.2 Opportunities and Challenges o Directions: Summarize areas in which the program can capitalize on opportunities available and increase effectiveness. Identify barriers which the department faces. The History program has created several new opportunities for students to learn about the past outside the classroom. By working collaboratively with the MSJC Diversity Committee and the Beta Delta Omega chapter of Phi Theta Kappa, the History program has helped bring guest speakers to the college such as Holocaust survivor David Faber who has addressed the MSJC community three times in the last three years. His stunning and heartfelt presentation about surviving eight concentration camps encouraged history students to reflect on the impact of wartime atrocities, the power of propaganda, and the importance of hope. Representatives from Coalition to Abolish Slavery and Trafficking, a Los Angeles-based organization committed to protecting and assisting the survivors of human trafficking, also educated MSJC students about how slavery is not a phenomenon of the past, but a present-day reality within our own nation.

2 These types of out of classroom experiences, helped stimulate in-class discussion and interest in history-related topics. Additionally, the Thursday night Lecture Series offered by the Western Science Center is another opportunity the History program has encouraged its students to take advantage of to further their learning. While not only specific to History, guest speakers from History and from other SJC social science fields have lectured repeatedly over the last year creating another chance for history students to experience the past outside the classroom to stimulate their interest in the past and how to make connections with the present. The History program has faced two major challenges. First, with the retirement of Bob Rockwell, the second fulltime history position at the San Jacinto Campus has still not been filled. With the hiring frost on filling open positions, the History program has had to make due with only one fulltime faculty even though it normally operates with two. Without filling the second fulltime position, this has created challenges to expand course offerings in more specialized areas of history such as Latin America, and create new curriculum to meet student demand as the number of history majors continues to grow at our college. The second fulltime instructor would also allow the program to enhance the social and outreach aspect of the program by allowing another instructor to take on departmental duties and tasks. Additionally, History is not a standalone department. It is a part of the Department of Behavior and Society that includes History, Political Science, Sociology, and Psychology. The tradition has been that the Department Chair passes off department chair responsibilities to each field s lead instructor. As such, the fulltime history instructor is still expected to complete instructor evaluations, program review, curriculum revisions, CLO identifications and assessments, ordering supplies, and other tasks normally given to Department Chairs who are compensated for these responsibilities. Since the current fulltime instructor does not receive release time or compensation for these tasks, it is further imperative to have the second fulltime instructor position filled to help complete this work as well as expand the curriculum and outreach opportunities of the History program in order to best meet the needs of history students. The second major challenge is the reduction of history section offerings. With the current economic downturn, the History program has been required to reduce its number of sections from 23 in 2008 to 15 in Fall 2011 and 17 in Spring This is a 35 percent reduction of course offerings in Fall and a 26 percent reduction in Spring. Additionally, the program was asked to move two courses normally taught at the San Jacinto Campus to the San Gorgonio Pass Center for the Fall and Spring semesters. This has further curtailed student opportunities to take history courses at SJC. The History program is the third largest program on the San Jacinto Campus after English and Math so it is vital that once the economy turns around, that these lost sections be restored to our program to meet the needs of students who require history to transfer to four-year colleges and universities. (Note, these numbers do not include cross-listed courses in Anthropology, Music, Theater, and Dance which are staffed by those respective departments.)

3 As the SJC student population in particular continues to evolve with its communities, the number of first-in-family attendees, attendees with low reading/writing skills, and students who are working more than 25 hours per week continue to expand. Although data reflect that success rates in history are close to those of the institution as a whole, the number of withdrawals and unsuccessful students is still higher than department members would like. Institutional efforts to respond to these challenges has been appreciated including the funding of an SI instructor for History 103 and a History tutor at the Learning Resource Center. Topic 0.3 Plans for Improvement o Directions: Itemize actions which the program is planning to take to meet challenges and improve student learning outcomes. Extract this information from Report Section: 5 Planning for Improvement below. In order for the department to improve we must: 1. Hire a second full-time historian that can complement the academic backgrounds and training of current fulltime MSJC historians across the district. 2. Reinstate sections of history previously cut from the schedule once the economic situation improves. As "percent of fill" rises, additional sections need be added in the introductory survey courses, both face-to-face and online. 3. Continue to work with the San Jacinto Campus library to enhance the online and hardcover history offerings to meet the research needs of history students. 4. Update history curriculum and honors addenda as needed. 5. Increase the visibility of the History program on campus and our outreach to students. One way to implement this is to offer History program events such as film viewings on campus, invite more guest speakers to SJC, or sponsor history-related field trips to local museums or similar locations. 5. Assess and implement CLOs throughout the departmental curriculum. Report Section: 1 Program Overview Topic 1.1 Mission o Directions: Write or paste the mission statement which has been developed by the program. The history program supports both the transfer and associate degree missions of the college, contributing significantly to the general education program. The program-specific mission, is as follows: The history program at SJC contributes to achieving the college mission by preparing students for transfer and for fulfilling the obligations of daily life in a modern republic. History students acquire basic analytical skills, seeking connections between the past and present, and thus are better prepared for university work and better equipped to fulfill the obligations and privileges of citizenship. Topic 1.2 Program Goals Ed Plan

4 o Directions: Copy, review, and update program goals from the current education plan for your department. Update Department Curriculum: I would like to continue to evaluate possible new courses, revise existing ones and hire a second full-time historian with a complementary area of focus (likely U.S. history) so that they could also develop new curriculum in their area of expertise. This position is to replace Bob Rockwell. Expand Department Collections: Continue to purchase new history books and documentary films for the variety of courses that we offer. Enhance Instructional Delivery while increasing student access to the college experience: o Continue to upgrade collections o Continue to recruit associate faculty o Hire a second full-time historian with a complementary area of focus to current full-time faculty, allowing for the development and teaching of additional courses. Increase visibility of the History Program on Campus: o Continue to organize History-based field trips o Invite additional guest speakers to campus to present on history-related subjects Work with Janet McCurdy to approve our History A.A. Transfer Degree Hire a second full-time historian with a complementary area of focus to current fulltime faculty, allowing for the development and teaching of additional courses. Topic 1.3 Curriculum Inventory o Directions: List courses which are offered by your department, including revision dates, last semester offered, and plans for revision or deactivation. [Note: Academic courses must be reviewed every six years; CTE courses, every two.] Below is the inventory of courses offered at the San Jacinto Campus in history. An asterisk (*) indicates an online offering is maintained. All outlines are current unless otherwise indicated. Hist 101--Western Civilization I Hist 102--Western Civilization II Hist 103--World History I* Hist 103H--World History I--Honors Hist 104--World History II* (Revision Fall 2011) Hist 104H--World History II Honors (Revision Fall 2011) Hist 107--East Asian History I (Revision Fall 2011) Hist 108 East Asian History II (Revision Fall 2011) Hist 110--Brief Survey of US history (Deactivated Spring 2011 due to transfer problems with UCSD and other schools)

5 Hist 111--US History I* Hist 111H--US History I--Honors Hist 112--US History II* (Revision Fall 2011) Hist 112H--US History II Honors (Revision Fall 2011) Hist 119--Civil War and Reconstruction Hist 124--Recent American History Hist 140--History of Mexico Hist 150--Race and Ethnicity in US History Hist 155--The Sixties Hist 160--Black History in the American Context Topic 1.4 Major Activities/Highlights/Achievements o Directions: Describe accomplishments since the last program review. Contributed to updating curriculum for the main and supplementary courses offered by the department (History 104/104H, 109/109H, 160/160H, 112/112H ) Continued to upgrade the History collections, both in terms of the library holdings and video collections Co-created history-specific library orientations to enhance student research skills for history classes Gave input to the writing of the History A.A. Transfer Degree Invited history-related guest speakers to the San Jacinto Campus (i.e. Holocaust Survivor David Faber and CAST representatives (Coalition to Abolish Slavery and Trafficking) Participated in Supplemental Instruction Program with History 103 for the last two years leading to higher success rates of attending students Supported the creation of a History tutor position at the SJC Learning Resource Center Helped strengthen the ties between UC Riverside and Mt. San Jacinto College by teaching History 104 in Summer 2010 as part of the first-year Smart Start Program Expanded honors section offerings of history courses Topic 1.5 Results of Previous Program review o Directions: List plans for improvement from previous program review and describe progress made, providing data where applicable. The last History Program Review was completed in December of 2008 by Bob Rockwell. Below are the recommendations that were developed within that program review. After each recommendation I will outline what has been done towards accomplishing that recommendation.

6 a) Additional face-to-face and online sections need to be added to meet student demand. The number of sections offered has actually decreased since December We have dropped from 23 sections to 15 in Fall and 17 in Spring. This is a 26 and 35 percent drop respectively. Although the economic downturn has played a role in decreasing course offerings, the History program is the third largest discipline on the San Jacinto Campus and it is imperative these courses be restored as quickly as possible to meet student demand. b) Create a History-English Learning Community by The History Program has not created a Learning Community with an English course. Although this might be a future concern of the program, this is not on our immediate radar due to current organizational challenges. Instead, we are focusing on student support offered by the Writing Center where many history-experienced tutors are employed, the SI Program, the workshops offered by the Learning Resource Center, and the workshop series offered by the Honors Enrichment Program to provide our students with the support they need to be success in history courses. We are also reexamining the way we approach research projects and analytical papers in our courses, by emphasizing history-specific library orientations, research and citation methods, and history-related writing skills. c) Improve accessibility of technology in SJC classrooms that offer history courses. By working with Debbie Perez in the Office of Instruction, all history classes are taught in SMART classrooms on the San Jacinto Campus where the full gamut of technology is available for instructor use. The History program also used department funds last year to purchase a new computer for room 1212 where the majority of history courses are taught. Additionally, the History program contributed to the purchase of a portable projector that is available for instructor use. Problems with shaking projectors seem to have been overcome in part due to reassignment of history courses to room We greatly appreciate this accommodation.

7 Report Section: 2 Program Resources Topic 2.1 Faculty o Directions: List numbers of full-time and associate faculty with FTE for each category for the semesters covered in the student access/success data provided in Section 3. There is one full-time faculty person in the History program at SJC. For the last several semesters in Fall, there were 10 History Associate Faculty For the last several semesters in Spring, there were 12 History Associate Faculty Topic 2.2 Support Staff o Directions: List and briefly describe classified positions in your program. Currently there are no support staff for the History program. Topic 2.3 Equipment Inventory and Issues o Directions: List equipment assigned to your program. Note issues involving age and state of repair. By working with Debbie Perez in the Office of Instruction, all history classes are taught in SMART classrooms on the San Jacinto Campus where the full gamut of technology is available for instructor use. The History program also used department funds last year to purchase a new computer for room 1212 where the majority of history courses are taught. Additionally, the History program contributed to the purchase of a portable projector that is available for instructor use. Problems with shaking projectors seem to have been overcome in part due to reassignment of history courses to room We greatly appreciate this accommodation. Topic 2.4 Budget and Expenditures o Directions: List amounts of supply and equipment budgets for the past two years. Include any one-time budget augmentations : Approximately $ : Approximately $600 No budget augmentations. Topic 2.5 Commentary o Directions: Based on program resources described above, discuss strengths and challenges for the program. How do resources impact student learning outcomes? The main challenge for the History program has been and will continue to be having enough quality faculty to teach the sections that we can offer. Even though the number of associate faculty has remained fairly constant, the actual instructors have changed from semester to semester as some have retired, entered graduate school, or received fulltime jobs. As the lead in History, much of my time is spent attempting to recruit, interview and mentor new associate faculty. If we were able to have another full time

8 faculty member, the program would be able to rely upon fewer adjunct faculty therefore requiring less turnover of faculty and freeing up both the chair and the other professor to devote their energy to the department and the students. Our strengths include the resources we have been able to accumulate through the use of our budget. We have a growing film collection that we are continuously in the process of updating. We have also donated our History program budget in past years to the SJC library to ensure the continued augmentation of library holdings for U.S., World, and East Asian history courses. Our film collection and library offerings increase the educational opportunities for our students. Another major strength is the diversity of our course offerings. Since we make sure to offer a wide range of history classes across the district, students have many opportunities to be exposed to history. For the history majors, this diversity also means that they can complete most if not all of their lower division history course work prior to transfer thereby saving them money and time. We also are working toward the approval of the History A.A. Transfer Degree. A major strength that we enjoy is that the SJC History program has a strong working relationship with the MVC History Department. Jim Davis, Gary Vargas, and I collaborate on curriculum review and development and also on scheduling to make certain that the courses that are offered by the district best serve our students. We support each other s History events and this semester I have invited Professor Davis to come to the San Jacinto Campus to give a lecture about his experiences traveling in India. Currently our material resources are adequate for successfully student learning outcomes. In order to ensure a completely well-rounded history experience for our students, a fulltime history faculty member to replace Bob Rockwell would allow for more opportunities our students and allow for the enhancement of the History program at the San Jacinto Campus. Report Section: 3 Student Access At this point data related to your top code and location will begin to appear (online). You may need to wait a minute or two because the system is generating your data from a large data base. See Program Review Manual for an example. Topic 3.1 Enrollment at Census: Overall, Day, and Evening o Instructions: The following screens will provide data about student access. Sometimes it will take a period of seconds or minutes for each table to be generated from the data pool. o Definition: A student is considered enrolled at census if they have not been dropped from the course by the instructor or withdrawn from the course by the census date, which is usually two weeks after the first day of class. Topic 3.2 Average Class Size o Definition: Average class size is calculated by dividing the course enrollment at census by the total number of sections of that course offered.

9 Topic 3.3 Average Fill Rate: census/seats offered o Definition: Average fill rates are calculated by dividing the course enrollment at census by the number of seats offered in that section of that course. Topic 3.4 FTES o Definition: Full-time Equivalent Students (FTES) can be calculated by summing the total hours of attendance (i.e., positive attendance hours sx05) for all students, then dividing by 525. Only enrollments in classes that are eligible for state apportionment payments should be included. Topic 3.5 Commentary Instructions: Draw conclusions about the student access data for your program, based on trends in the data and comparisons with data for your program site. o [Note that there are some problems with the data in the sample above. Ignore any data which is obviously erroneous.] The program is a major producer of FTES, and thanks to its large class size, has been able to accommodate expansion even without additional sections. Average class size is higher than the campus as a whole. It must be noted however, that the college has mandated that room 1212 has a maximum capacity of 40 students so that history courses that are taught in that classroom (the majority of all SJC history classes) have seen a reduction of their enrollment cap from 45 to 40 which has impacted data reporting. Report Section: 4 Student Success Topic 4.1 Success Rates: Percent (A, B,C, CR)/Census o Instructions: The following screens will provide information about student success. Student success is defined as receiving a grade of A, B, C, or CR. Success rates are calculated by dividing the number of students who were successful by the total number of students enrolled in each course section. Topic 4.2 Census o Definition: Frequencies are numbers of students enrolled in the TOP code at census. Frequencies are listed separately for each of the following demographic groups: Topic Census: Gender Enrollment Topic Census: Ethnicity Enrollment Topic Census: Age Breakdown Topic 4.3 Success Rates o Definition: Student success is defined as receiving a grade of A, B, C, or CR. Success rates are calculated by dividing the number of students who were successful by the total number of students enrolled in each course section. Success rates are calculated separately for each of the following demographic groups:

10 Topic Success Rates: Ethnicity Topic Success Rates: Gender Topic Success Rates: Age Topic 4.4 Retention Rates: (All Grades W&MW)/(All Grades MW) o Definition: Student retention is defined as receiving any grade other than a W. Overall retention rate is calculated by dividing all grades other than W by all grades, ignoring military withdrawals (MW). Topic 4.5 Retention Rates o Definition: Student retention is defined as receiving any grade other than a W. Retention rates are calculated by dividing the number of students who received a grade other a W by the total number of students enrolled. Success rates are calculated separately for each of the following demographic groups compared with the site: Topic Ethnicity (All Grades W&MW)/(All Grades MW) Topic Gender (All Grades W&MW)/(All Grades MW) Topic Age (All Grades W&MW)/(All Grades MW) Topic 4.6 Grade Distribution: TOP and Site o Definition: The number of students who receive an A, B, C, CR, D, F, NC, I, or W. Topic 4.7 Certificates and Degrees Awarded (4 Years) o Definition: The number of students who earn a certificate or degree under your TOP code. Topic 4.8 Commentary and Program Data o Instructions: Add any further relevant data regarding student success. Draw conclusions about the student success data for your program, based on trends in the data and comparisons with data for your program site. Over the last 3 years the student success rate averaged between the 60s and 70s percentile. For most terms the student success rates in history remained generally around, if not slightly above the site success rate. There do not appear to be any noticeable shifts in the proportions of various demographic categories for students enrolled in history classes. White and Asian students seem to have the greatest level of student success, performing relatively consistent with site averages. Hispanic and African-American students performed the lowest and performed below the average success rate for all history students. Success rates by gender are consistent both between males and females and when compared to gender specific success rates at the site. Retention rates are also consistent with the average site retention rate. There does not appear to be any observable pattern in retention rates by gender or ethnicity when compared to site averages. Grade distributions also tend to be consistent with the rest of the site. Topic 4.9 Performance on Identified Course Learning Outcomes

11 o Instructions: List courses in the program. Provide the date that assessment was made concerning one or more course learning outcome for that course, and briefly summarize the results of the assessment, including types of changes which have been made as a result of the assessment. For courses which have not been assessed, project a year in which they are scheduled to be assessed. CLOs have been established for history courses in the Program and have been submitted to the CLO Coordinator. CLOs were created in a collaborative process involving the full-time faculty on both campuses as well as several part-time faculty. The CLOs were established in the past academic year. The assessment of these courses will be implemented over the next three years in coordination with the Menifee Valley Campus. Report Section: 5 Planning for Improvement Topic 5.1 Resources Topic Resources: Faculty o Instructions: Based on the above reviews, describe your plans for adding faculty to your program. Include support from the Educational Master and Strategic Plans and course learning outcome process. As indicated in the Educational Master Plan we need another full-time tenure-track historian in order to replace a fulltime position left vacant with the retirement of Bob Rockwell. The need for an additional full-time tenure-track faculty member is further necessitated by the nature of the discipline of History. Across the district, the current fulltime faculty members specialize in European, World, and Asian history. A second fulltime faculty with specific training in U.S. and Latin American history would help expand course offerings and meet the needs of our students. Topic Resources: Classified Staff o Instructions: Based on the above reviews, describe your needs for classified staff. Include support from the Educational Master and Strategic Plans and course learning outcome process. No classified staff are needed at this time. Topic Resources: Student Aides o Instructions: Based on the above reviews, describe your needs for student aids or other instructional support staff. Include support from the Educational Master and Strategic Plans and course learning outcome process.

12 No student aides are needed within the department at this time. Topic Resources: Supplies o Instructions: Based on the above reviews, describe your supply needs. Include support from the Educational Master and Strategic Plans and course learning outcome process. Most history courses include a required research project that involves library research. To better serve our students and meet course learning outcomes, the History program needs to continue to purchase history materials in conjunction with the SJC library and build up his base of documentary/historical films for classroom usage. Topic Resources: Equipment o Instructions: Based on the above reviews, describe your equipment needs. Include support from the Educational Master and Strategic Plans and course learning outcome process. We will need to verify that we have all of the necessary equipment to ensure all courses can be carried out according to their respective course outlines. Technology needs will continue to be addressed as we update computers, room projectors, and history-related software as needed. Electronic screens that descend and ascend with a touch of the button (versus hand pulling) will allow instructors to move between white board instruction and computer projected instruction with greater ease. Associate faculty who teach at the San Gorgonio Pass Center and Banning High School will be polled to ensure their technology equipment needs are being met. Topic Resources: Facilities o Instructions: Based on the above reviews, describe your facility s needs. Include support from the Educational Master and Strategic Plans and course learning outcome process. Once the second fulltime faculty member is hired to fill the position left vacant by Bob Rockwell, office space will need to be allotted for him/her as outlined in the Educational Master Plan. Topic 5.2 Program Content Topic Program Content: Curriculum Development o Instructions: Based on your analysis of curriculum above, describe your plans for new courses, programs, certificates, and deactivations. Discuss implications of transfer and job market.

13 We do not appear to need to develop any new curriculum at this point. We have more courses with curriculum approved than we have the budget and faculty support to offer. We have recently deactivated History 110, a survey course that incorporated the content of History 111 and 112 into one course. The deactivation was a result on growing articulation problems with schools such as UCSD. We have also recently revised History 104/104H, 109/109H, 112/112H, and 160/160H that is going through the Curricunet approval process this semester. We will be revising the East Asian and Latin American history series this academic year. We have also recently created an history transfer degree that is going through the articulation approval process with the oversite of Janet McCurdy. Topic Program Content: Pattern of Offerings o Instructions: Based on student assess, retention, demand, and other indicators, describe any changes in patterns of course offering. Given that the history department is slightly above the site averages for fill rate, we have the ability to offer additional sections. Currently all of our courses fill and have a full waitlist. And given that our retention rates are consistent or higher than the average site rate, it would appear that our courses meet the needs of students and therefore we could expect that additional classes would meet with similar success. Due to our success in filling classes and retaining students we should also explore expanding our offerings so that students who are interested in specific areas of history and are planning on majoring in History and earning a Transfer A.A. in History can take elective courses for their degree in their area of interest. This expansion would be assisted by filling the fulltime position left vacant by the retirement of Bob Rockwell. Topic Program Content: Student Access o Instructions: Discuss further ways in which the program will increase student access. Reference course learning outcome assessment where relevant. Student access is mainly a function of expansion, since sections are rapidly losing the "compaction" space they had several years ago. On-campus, off-campus, or online, expansion will be dictated by finances. An additional issue is the extent to which students enter history classes with educational skills and allocatable time. This has fluctuated quite a bit recently, but the economic downturn may result in more students who would have gone to the university arriving at SJC first, squeezing out less college-ready students. At the same time, the college is committed to a Basic Skills Initiative effort that should, over time, result in more students who entered unprepared becoming able to successfully complete the courses offered in history and other fields. These efforts combined with LRC tutoring and workshops, library assistance, and SI support will help with student access and success. Topic Program Content: Student Success o Instructions: Discuss further ways in which the program will increase student success. Reference course learning outcome assessment where relevant.

14 The hiring of a second full-time historian to fill the vacant position should increase student success at MSJC for history students as there will be another more permanent presence at the campus. The program also plans to continue to develop, assess and implement CLOs for the various courses, update curriculum, and expand the social and outreach aspects of History at the San Jacinto Campus. Based on the data presented above, SJC history courses seem to have a slightly higher than site average success and retention rates indicating that our program is on solid footing and could be further enhanced with the addition of a second fulltime faculty member. Topic Program Content: Department Learning Outcomes o Instructions: List program learning outcomes (PLO). Discuss strategies for increasing program success in relation to student learning outcomes at the department level. The Department Learning Outcomes for History include: a) Identify the argument of a text and deal with it critically in multiple forms of expression. b) Grasp and identify themes and change over time. c) Effectively evaluate sources materials with a variety of media. d) Expose students to multiple perspectives from multiple disciplines. e) Synthesize, evaluate, and analyze historical problems using written or oral communication. Students will learn this material in a variety of history courses. A History major will be expected to have knowledge of all of these outcomes.