Lassen Community College Social Science Instructional Program Review (Submitted Spring 2013)

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1 Lassen Community College 2011 Social Science Instructional Program Review (Submitted Spring 2013) Written by: Colleen Baker, Carie Camacho and Toni Poulsen on behalf of Social Science Faculty Academic Senate Action March 19, 2013 Consultation Council Action April 2, 2013 Board of Trustees Action April 9, Social Science Instruction Program Review Page 1

2 Section I: Program Objectives Description: The Social Science Program is comprised of courses in the social science area including Anthropology, Economics, Ethnic Studies, Geography, History, Political Science, Psychology and Sociology. The program includes the following associate degrees: Associate in Arts in Sociology for Transfer, Associate in Arts in History for Transfer, Associate in Arts Degree General Studies Emphasis in Social Sciences and Associate in Arts Degree University Studies Emphasis in Social Sciences. The program includes courses meeting the requirements of CSU General Education Area D Social, Political and Economic Institutions and Historical Background, and CSU GE Area E Lifelong Understanding and Self Development and CSU GE Area C Arts, Literature, Philosophy and Foreign Languages. Courses in the Social Science area also meet requirements of IGETC (Intersegmental General Education Transfer Curriculum) Area 4 Social and Behavior Sciences. Courses in the Social Science program are also used to fulfill Vocational Science electives. Therefore, the program contributes to the successful completion of either the CSU General Education Certificate of Achievement or the IGETC Certificate of Achievement, as well as several associate degrees. As a consequence, the program has a two- fold objective to provide core curriculum necessary to meet the needs of students planning to major in one of the social sciences at a four- year institution, while also providing a variety of options for students to meet their general education requirements for associate degrees and/or Intersegmental General Education Transfer Curriculum (IGETC) or California State University (CSU) certification. Student learning outcomes for each degree and certificate are listed below: Associate in Arts in Sociology for Transfer 1. Identify and explain basic concepts of sociology, research and theory. 2. Identify processes of social control and how they shape our social institutions and lives. 3. Display knowledge of the impact of social institutions on everyday lives. 4. Effectively work in teams, managing time, tasks, and personality differences sharing results and analysis to arrive at a final collaborative product 5. Systematically collect, organize, and present appropriate data from a variety of sources including independent research, written journals and the Internet. Assess the validity of the data and interpret it correctly Social Science Instruction Program Review Page 2

3 Associate in Arts in History for Transfer 1. Explain four transitions that the United States has undergone from colonization to the present. Examples may include but are not limited to: the colonial period to the revolutionary period; launching a new government to the growth of a union; the civil war to reconstruction; the U.S. industrial revolution to the U.S. as a world power; WWI and WWII; or WWII to the age of affluence. 2. Analyze the American political system including the reasons behind the separation of power and the constant struggle between the executive, legislative, and judicial branches of government. 3. Given a current historical topic, demonstrate the ability to conduct research using traditional and technological skills to write an organized, factually correct, well- documented paper. 4. Develop an appropriate and factually correct theme on a specific topic comparing and contrasting works, events or values of two eras or cultures of Western Civilization. 5. Given an era in time, explain the differences between the ideas and cultural values of Western and non- Western societies. Associate in Arts Degree General Studies Emphasis in Social Sciences 1. Demonstrate an understanding of human beings, their actions and interactions, decision- making processes, communication strategies, and the methods of scientific inquiry. 2. Analyze patterns of social problems, which are based on ethnic and cultural differences in the United States. 3. Analyze the influence of culture, family, society, and environment on an individual s development. 4. Examine human diversity in relation to psychological theory. Associate in Arts Degree University Studies Emphasis in Social Sciences. 1. Demonstrate an understanding of human beings, their actions and interactions, decision- making processes, communication strategies, and the methods of scientific inquiry. 2. Analyze patterns of social problems, which are based on ethnic and cultural differences in the United States. 3. Analyze the influence of culture, family, society, and environment on an individual s development. 4. Examine human diversity in relation to psychological theory. All course and degree student learning outcomes link to the program level student learning outcomes for the Social Science program which have been identified to be the same as the institutional student learning outcomes. Institutional Level Student Learning Outcomes 1. Communication - Ability to listen and read with comprehension and the ability to write and speak effectively 2013 Social Science Instruction Program Review Page 3

4 2. Critical Thinking- Ability to analyze a situation, identify and research a problem, propose a solution or desired outcome, implement a plan to address the problem, evaluate progress and adjust the plan as appropriate to arrive at the solution or desired outcome 3. Life Long Learning - Ability to engage in independent acquisition of knowledge; ability to access information including use of current technology; ability to use the internet and/or library to access and analyze information for relevance and accuracy; ability to navigate systems 4. Personal/Interpersonal Responsibility - Ability to develop and apply strategies to set realistic goals for personal, educational, career, and community development; ability to apply standards of personal and professional integrity; ability to cooperate with others in a collaborative environment for accomplishment of goals; ability to interact successfully with other cultures Evaluation: The various program degrees, certificates, and general education curricula all contribute to the accomplishment of the program and hence the institutional student learning outcomes. All individual courses are linked to the institutional student learning outcomes. The program specifically addresses the components of the mission statement dealing with transfer degrees and certificate programs. The Social Science program s primary focus is on the first three institutional strategic goals: Student Success, Responsive Curricula and Student Access. The institution has instituted the alignment of assessment of course- level, degree/certificate/general education area level and institutional student learning outcomes through the Online Weave program. The approved student learning outcomes for all degrees within the program are as follows: Social Science 1. Communication All social science classes are degree applicable transfer level courses requiring reading and writing skills at a college level. Classes have required textbooks, which challenge students to comprehend complex concepts through their reading skills. Lectures explaining these same complex concepts require students to hone their listening skills. Each course requires students to communicate in writing either through combination of essay responses on exams or research papers. 2. Critical Thinking Social science courses encourage the analysis of current and longitudinal data in order to reach an informed decision. In addition, the critical thinking skills acquired in social science classes is applicable in many areas of daily life Social Science Instruction Program Review Page 4

5 3. Life Long Learning Each social science course promotes an awareness and appreciation of the world in which we live. Individuals are encouraged to question and explore the world around them. 4. Personal/Interpersonal Responsibility The majority of social science courses have a research component which encourages the development of personal responsibility. Also, as in other college level courses, social science courses enhance the acceptance of personal responsibility for an individual s success or failure. Recommendations/Plan: No new action necessary Section II: Curriculum. A. Courses Description: See Attachment A for Status of Curriculum Review for Social Science (effective March 4, 2013). Courses added, reactivated, retitled or renumbered within Social Science: SOC 4 Introduction to Gender Developed as part of the college s obligation to offer transfer degrees by offering an Associate of Arts Degree in Sociology for transfer HUM 1 Western Civilization, Prehistoric to 1600 Approval for online delivery HUM 2 Western Civilization, 1600 to Present Approval for online delivery PSY 1 Introduction to Psychology Approval for online delivery PSY 2 Principles of Psychology Approval for online delivery Courses inactivated in Social Science: ANTHR 8 The North American Indian This course was inactivated because it had not been taught since the last program review, and wasn t even taught for a few years prior to that Social Science Instruction Program Review Page 5

6 Evaluation: At the time of writing (February 2013), GEOG 2 is still in need of curriculum approval. This course is currently being reviewed to meet CID course requirements and then it will be forwarded to the Curriculum Committee. Recommendations/Plan: 1. Review the curricular offerings and rotations in the social science area as there has been a growth in online learning. 2. Complete the final course review and take appropriate action. B. Degrees and/or Certificates Description: Degrees are listed below. Program student learning outcomes for degrees are listed in Section 1. Two- year plans are available in Appendix B. Current Catalog ( ) list three degrees for Social Sciences: Associate in Arts Degree University Studies Emphasis in Social Science Associate in Arts Degree General Studies Emphasis in Social Science Associate in Arts in Sociology for Transfer Degrees approved by the Chancellors Office under the TMC and will appear in the 2013/2014 catalog: Associate in Arts in History for Transfer Evaluation: The new AA degrees follow the Transfer Model Curriculum guidelines established to ensure transferability of classes into the CSUC system. Social Science courses are primarily general education courses and are regularly reviewed for transferability. Curriculum development in the area of Psychology has begun. Two new courses have been written and are waiting for curriculum review. An Associate in Arts in Psychology for Transfer is a viable degree and it is estimated that all Chancellor approval will come by the end of Spring Recommendations/Plan: 1. Evaluate transferability of TMC degrees as students enter CSUC institutions. 2. Develop AA- T degree in Psychology 2013 Social Science Instruction Program Review Page 6

7 C. Scheduling and Enrollment Patterns Description: See the chart below showing course offerings over the last four years. Table I Average Class Size by Discipline and Mode of Delivery Instructional Area 2010/ / / /2008 Avg # In class Anthropology 0 1 (C) 10 1(C) 16 2 (FE) (N) 8 1(FE) 19 Geography History Political Science Psychology Sociology 16 (C) (FD) 45 2 (FE) 46 2 (N) 41 4 (C) (FD) 79 0 (N) 16 (C) (FD) (FE) 65 4 (N) (C) (FD) (N) (C) (FD) 69 2 (FE) 34 2 (N) 25 4 (C) 85 4 (FD) 54 1 (N) 8 16 (C) (FD) (FE) 38 5 (N) (C) (FD) (N) (C) (FD) (FE) 24 5 (C) (FD) (C) (FD) (FE) 50 1 (N) 18 5 (C) (FD) (FE) 7 1 (N) 26 7 (C) (FD) 53 4 (FE) 58 4 (C) 95 4 (FD) 67 1 (FE) 7 20 (C) (FD) (FE) 46 7 (C) (FD) 96 Numbers listed before modality denotes number of sections. Numbers after modality are total enrollment numbers at end of semester. MODALITY: (C) Correspondence (FD) Face- to- face day (FE) Face- to- face evening (N) Internet We now have a full- time instructor to teach Geography and Anthropology so they will be taught once a year beginning fall All classes in the social science area, except for Geography, are taught by correspondence and/or online Social Science Instruction Program Review Page 7

8 Evaluation: Course schedules are closely monitored to ensure adequate offerings that match FTE goals. The goal is to offer the optimum number of sections on a schedule which promotes near maximum class enrollments each time a course is offered. Courses are added and deleted as needed while making a priority of following the two year plans. Flexibility in delivery modes will be continued. Recommendations/Plan: 1. Evaluate online, hybrid and correspondence offerings each year D. Articulation/Integration of Curriculum Description: Current articulation is subject to change due to the new degrees. Evaluation: New courses need to be articulated with as many four year institutions as possible so that LCC students will have the widest available opportunities to transfer. The Associate in Arts for Transfer degrees were mandated by California legislators through SB 1440 to improve articulation of courses and degrees and ensure a community college student can transfer to a CSU after only taking 60 units and then only needing to take an additional 60 units at the receiving CSU institution. Recommendations/Plan: 1. As new courses are approved, do everything possible to ensure articulation with the maximum number of CSUCs and UCs 2. Develop AA- T degree in Psychology E. Program Expansion Description: The Social Science program has potential for slight increase through the development of AA- T degree in Psychology. The courses needed for this degree are in the process of being approved by the curriculum committee Social Science Instruction Program Review Page 8

9 Evaluation: Associate in Arts for Transfer degrees are intended to aid student transfer and should be considered in every discipline possible if courses within the discipline are already being taught. Since additional courses have been developed in the area of Psychology, consider enrollment projections to ensure that the course will be able to gather enough on- going enrollments to be sustainable. Recommendations/Plan: No new action necessary Section III: Student Outcomes A. Trends and Patterns in Student Outcomes Description: Table II Degrees and Certificates Awarded Total AA degrees AA General Studies Social Science Approved 2008 AA University Studies Social Science Approved 2008 AA Sociology for Transfer Approved 2011 AA History for Transfer Approved 2012 CSU /IGETC Certification 2009/ / / / N/A N/A 15 7 N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A Social Science Instruction Program Review Page 9

10 All degree totals are according to data provided by Academic Services. The AA in Sociology for Transfer and the AA in History for Transfer have currently been added so no data is available. The next Instructional Program Review cycle will capture these numbers. Similarly, data was not available for two years for the Associate in Arts Degree General Studies Emphasis in Social Sciences and Associate in Arts Degree University Studies Emphasis in Social Sciences. Transfer numbers for the last four years were not provided. Lassen College does not have a formal process for tracking students after completion of educational goals at LCC. Table III Retention and Success Data by Discipline Discipline 2010/ / / /2008 Retention Success Retention Success Retention Success Retention Success Anthropology % 33% 68% 48% 80% 75% Geography History 83% 62% 82% 64% 81% 66% 84% 67% Political Science 88% 79% 81% 71% 84% 74% 78% 65% Psychology 85% 67% 81% 67% 82% 71% 86% 76% Sociology 85% 67% 82% 65% 82% 70% 84% 72% Table IV Retention and Success Data by Mode of Delivery Discipline Face to Face 2010/2011 Correspondence 2010/2011 Online 2010/2011 Retention Success Retention Success Retention Success ANTHRO GEOG HISTORY 82% 53% 94% 65% 89% 57% POL SCI 85% 70% 89% 81% - - PSYCH 87% 69% 82% 69% 81% 67% SOC 88% 67% 86% 70% 86% 53% 2013 Social Science Instruction Program Review Page 10

11 Table V Retention and Success Data by Mode of Delivery Discipline Face to Face 2009/2010 Correspondence 2009/2010 Online 2009/2010 Retention Success Retention Success Retention Success ANTHRO % 33% - - GEOG HISTORY 85% 78% 82% 53% 76% 52% POL SCI 85% 70% 78% 69% 80% 60% PSYCH 89% 80% 82% 66% 69% 48% SOC 88% 69% 82% 61% 84% 79% Evaluation: The retention rates of the various disciplines in social science are consistently high in face- to- face courses. There are some deviations in History due to a particular instructor (retired no longer an issue). The retention and success rate data for correspondence courses is difficult to analyze due to numerous lock downs and mass drops initiated by the institutions. It is expected that retention and success rates for online classes will improve as there are many resources now available for online instructors and students. There is no data for Hybrid students so are not reflected in the chart but will be analyzed during the next IPR. There is always room for improvement of retention and success rates, particularly in social sciences, however faculty are encouraged to hold students to high standards of achievement rather than simplifying coursework so that unmotivated students are more likely to succeed. Recommendation/Plan: 1. Continually review the retention and success rate of hybrid and online students. B. Student Learning Outcome Assessment Description: All of the degree, certificates and courses within the Social Science Instructional Program have approved student learning outcomes. All SLO assessment results are available in Academic Services: there are too many pages to attach to this document. All full- time and adjunct faculty have submitted their assessment results for Fall All but two instructors have submitted their SLO assessment plans for Spring These plans are not due until May Beginning Fall 2012 submission of SLO assessments results is part of faculty contractual obligations Social Science Instruction Program Review Page 11

12 Evaluation: During the Fall 2012 semester, Weave Online was introduced to the campus. There have been numerous trainings available to educate both full- time and adjunct faculty on how to use Weave Online. The reviews from faculty in the social science area have been very positive. They re in agreement that the program will make monitoring and publishing SLO data more efficient and user friendly. Also, during the Fall 2012 semester, a full- time faculty member was identified to mentor others in writing their SLOs. The combination of Weave Online and a SLO mentor will enrich our SLO results and process. Dialog regarding SLOs occurs every month during the Social Science Department meetings as it is a standing agenda item. Suggestions are being made to address evaluated weaknesses whether in plans or in student learning results. It is important that dialog continue and that assessment of student learning guide instructional changes, programmatic changes where necessary, and budget requests. Recommendation/Plan: 1. The institution needs to evaluate the Weave Online program. C. Student Evaluation Summary Description: See attached Student Evaluation Summary provided by Academic Services (Appendix C). Classes that were evaluated were SOC 2 Social Problems, PLSC 1 Political Science and ECON 11 Micro Economics. Evaluation: Students consistently expressed satisfaction with: 1. scheduling of classes 2. availability of facilities and equipment 3. lighting in the facilities was adequate 4. textbook(s) for this course adequately used Students expressed concerns with: 1. Was any cost for this course/program, beyond registration and books clearly identified in the catalog? There were many students who answered no and there were no additional costs to the three classes evaluated. Not sure if students understood the question. Recommendation/Plan: 1. No new action necessary 2013 Social Science Instruction Program Review Page 12

13 Section IV: Personnel and Support Services A. Program Staffing Description: There are four full- time faculty assigned to the area of Social Science. Each semester adjunct instructors are used to fill- in the schedule particularly in correspondence courses. Even with the use of adjunct, several full- time instructors have significant overloads each semester. Full- time faculty in Social Science as of spring semester 2013: Colleen Baker: History, Anthropology, Geography, Political Science Sandy Beckwith: Psychology Carie Camacho: Sociology Toni Poulsen: History, Health. Political Science Adjunct faculty in Social Science as of spring semester 2013: Lisa Amrein: Psychology James Barnett: Psychology Kathleen Bollinger: Sociology, Ethnic Studies Micah Freeman: Psychology Thomas Romero: History, Humanities, Ethnic Studies Robert Wilkerson: History The Social Science program does not have any paid instructional assistants or classified staff within the program. Work experience and work study students (when available) are used to assist with some aspects of the Social Science programs. Evaluation: Three faculty members have been permanently reassigned to the Social Science area during the 2012/2013 academic year due to recent retirements. The core areas in the Social Sciences: History, Political Science, Psychology and Sociology are taught by tenured full- time faculty. LCC has relied on adjunct faculty to provide the majority of correspondence classes in the social science division. As a result, it is necessary to continually recruit, train, evaluate and maintain a large number of adjunct faculty members. If some or all of these classes could be taught by full- time faculty members, it would help the college with stability. For instance, during the 2010/2011 year out of the 96 sections of History, Political Science, Psychology and Sociology taught, 61 courses were taught by full- timers and 35 classes were taught by adjunct. All full- timers but one had an overload of 30% Social Science Instruction Program Review Page 13

14 Recommendation/Plan: 1. Continue to maintain a large pool of qualified adjunct faculty members. 2. When possible, LCC should seek faculty members qualified in multiple subject areas. B. Professional Development Description: On- campus Flex activities have been extremely limited over the last few years but are improving with the addition of our TECC (Training, Education and Collaboration Center) and the addition of a campus Flex Coordinator. Most faculty have been compelled to fund their own professional development activities. Full- time faculty in the social science area regularly complete their flex contracts and activities as required by contract. Copies of contracts are available in Academic Services. Full- time instructors keep current in their professions by attending conferences, training on/using additional instructional support materials, and reading professional periodicals. The faculty has taken advantage of Flex activities for professional development, both on and off campus. All faculty are actively involved with on- campus committees. Adjunct faculty are also taking advantage of on- campus trainings and should be commended for their efforts. Recommendation/Plan: 1. Fund and/or implement professional development activities for faculty both on and off- campus. Section V: Facilities and Equipment A. Facilities Description: The vast majority of social science classes are scheduled in either the Creative Arts Building or the Humanities Building. Class sizes are dictated by the square footage of each classroom. Some classrooms can only hold 25 students instead of the standard Social Science Instruction Program Review Page 14

15 Because of the Title III Grant, all classrooms are technologically state of the art. Full- time faculty have been assigned laptops that work in any classroom and are able to access the internet in classrooms as well as play DVDs, use document cameras, and use smart boards. Adjunct faculty can check out lap tops to use the updated technology. At this time, the social science program does not access off- campus facilities. Each faculty office houses a single instructor with room for a desk with a computer, shelves for books, and a filing cabinet. The faculty offices will accommodate one or two students during office hours. Evaluation: The on- campus facilities used by the social science program have been drastically improved by the Title III Grant. However, there has been no move by the college to install air- conditioning in the Creative Arts and Humanities buildings. During the summer months, the classrooms in these buildings are very hot and make learning and teaching difficult. The Creative Arts building does not have WiFi, making it difficult for students who need to access the internet during class. The number of campus wide classrooms has decreased because of administrative departmental moves which in turn has hurt scheduling efforts and available classrooms. Recommendation/Plan: 1. Air condition the Creative Arts and Humanities buildings would make teaching classes during the summer as well as late spring and early fall more feasible. 2. Make WiFi available in the Creative Arts building 3. In the future, before any departmental moves can take place, an evaluation of the minimum number of classrooms needed must be completed 2013 Social Science Instruction Program Review Page 15

16 B. Equipment Description: All classrooms used by social science faculty have a smart board, laptop docking station, document camera, and DVD player. At this time, it is not necessary to update any equipment in the classrooms. Recently upgraded copiers are available for small copying jobs in both the Humanities and Creative Arts buildings. All faculty have computers with Internet connections in their offices. There are no dedicated social science student computers but students are encouraged to use the computers in the library and Learning Center. Evaluation: The copy machines in both buildings are invaluable in allowing instructors to prepare for classes and assist students. The program has a good collection of maps and various videos. A replacement budget for updated videos is essential to maintain the currency of the video collection and topics. Recommendation/Plan: 1. Purchase updated videos for the different disciplines in social science Section VI: Budget A. Budget from the General Fund Description: At this time, there is no budget specifically assigned to the Social Science academic program. All of the funding necessary to run this program is assigned to Academic Services under the supervision of the V.P. of Instruction. Due to recent retirements of three full- time faculty members (Dr. Bob Brower, Brian Tobin and Linda Kennedy), in the fall of 2012 it was necessary to reassign two full- time faculty members (Toni Poulsen and Colleen Baker) to the History/Political science areas of instruction. With the recent retirement of our psychology instructor (Bernadette Chavez), adjunct faculty members filled the teaching void in Psychology for one year. The Educational Master Plan listed this 2013 Social Science Instruction Program Review Page 16

17 position as a priority so the District transferred a faculty member from the Counseling Department to Academic Services in the spring of Evaluation: Although there is no overall budget for the program, the hiring of the psychology instructor demonstrates the effective use of institutional planning as the importance of filling the vacant position was noted in the Educational Master Plan. Recommendation/Plan: 1. An equipment repair and replacement budget for the social science area s SMART Classrooms should be established or included in Academic Service s budget to accommodate the cost of equipment repair and replacement, and increase regularly thereafter to account for inflation. B. Budget from sources of funds other than the district Not applicable Section VII: Summary of Recommendations Prioritized Recommendations from Sections Review the curricular offerings and rotations in the social science area as there has been a growth in online learning. 2. Complete the final course review (GEOG 2)and take appropriate action. 3. Evaluate transferability of TMC degrees as students enter CSUC institutions. 4. Develop AA- T degree in Psychology 5. Evaluate online, hybrid and correspondence offerings each year 6. As new courses are approved, do everything possible to ensure articulation with the maximum number of CSUCs and UCs 7. Continually review the retention and success rate of hybrid and online students. 8. The institution needs to evaluate the Weave Online program. Prioritized Recommendations from Sections Continue to maintain a large pool of qualified adjunct faculty members. 2. When possible, LCC should seek faculty members qualified in multiple subject areas. 3. Fund and/or implement professional development activities for faculty both on and off- campus Social Science Instruction Program Review Page 17

18 4. Air- condition the Creative Arts and Humanities buildings 5. Make WiFi available in the Creative Arts building 6. In the future, before any departmental moves can take place, an evaluation of the minimum number of classrooms needed must be completed 7. Purchase updated videos for the different disciplines in social science 8. An equipment repair and replacement budget for the social science area s SMART Classrooms should be established or included in Academic Service s budget to accommodate the cost of equipment repair and replacement, and increase regularly thereafter to account for inflation Social Science Instruction Program Review Page 18

19 Appendix A SOCIAL SCIENCE INSTRUCTIONAL PROGRAM REVIEW: STATUS OF CURRICULUM REVIEW FEBRUARY 20, 2013 Course Curriculum Committee Review Completed Curriculum Committee Review Not Completed AJ 10 - Criminology 12/06/2011 AJ 20 Criminal Law 12/06/2011 AGR 2 Agricultural Economics 08/21/2012 ANTH 2 Cultural Anthropology 12/04/2012 ANTH 3 Introduction to 04/17/2012 Archaeology ECON 10 Macro-economics 04/17/2012 ECON 11 - Micro-economics 04/17/2012 ES 1 Ethnic Minorities in 11/15/2011 America GEOG 2 Cultural Geography 09/29/09 HIST 14 World History, 05/15/2012 Beginning to 1500 HIST 15 - World History, 1500 to 05/15/2012 Present HIST 16 U.S. History 05/15/2012 HIST 17 U.S. History, Post Civil 05/15/2012 War HUM 1- Western Civilization, 05/22/2012 Prehistoric to 1600 HUM 2- Western Civilization, 05/22/ to Present JOUR 4 Mass Communication 04/05/2011 and Society PLSC 1 American Institutions 04/17/2012 PSY 1 Introduction to 03/06/2012 Psychology PSY 2 Principles of Psychology 11/15/2011 PSY 18 Human Development: A 11/15/2011 Life PSY 31/CD 31 - Child 12/06/2011 Development: Conception Through Adolescence PSY 33 Psychology of Personal 04/17/2012 Development SOC 1 Introduction to Sociology 03/06/2012 SOC 2 Social Problems 03/06/2012 SOC 3 Family Relations 03/06/2012 SOC 4 Introduction to Gender 03/06/2012 Degree/Area Curriculum Committee Review Completed Curriculum Committee Review Not Completed 2013 Social Science Instruction Program Review Page 19

20 AA-T in Sociology 09/20/2011 AA-T in History 05/08/2012 AA University Studies: Emphasis 05/15/2012 in Social Science AA General Studies: Emphasis in 05/15/2012 Social Science CSU GE Area D & E; IGETC Area 03/05/2013 4; AA Area B & E 2013 Social Science Instruction Program Review Page 20

21 Appendix B SOCIAL SCIENCE Associate in Arts Degree Emphasis in Social Science Required Core Courses: 18 units Total Units: 60 units Select a minimum of eighteen (18) units from the following courses in area of emphasis: Course Number Course Title Fall Spring AJ 10 Criminology 3 (odd) AJ 20 Criminal Law 3 ANTH 2 Cultural Anthropology 3 ANTH 3 Introduction to Archaeology 3 CD/PSY 31 Child Development: Conception through 3 3 Adolescence ECON 10 Macro-economics 3 ECON 11 Micro-economics 3 ES 1 Ethnic Minorities in America 3 3 GEOG 2 Cultural Geography 3 (odd) HIST 14 World History, Beginning to HIST 15 World History, 1500 to Present 3 HIST 16 U.S. History 3 3 HIST 17 Post Civil War U.S. History 3 3 HUM 1 Western Civilization: Prehistoric Times 3 3 to 1600 HUM 2 Western Civilization: 1600 to Present 3 3 JOUR 4 Mass Communication and Society 3 PLSC 1 American Institutions 3 3 PSY 1 Introduction to Psychology 3 3 PSY 2 Principles of Psychology 3 3 PSY 18 Human Development: A Life Span 3 3 PSY 33 Psychology of Personal Adjustment 3 3 SOC 1 Introduction to Sociology 3 3 SOC 2 Social Problems 3 3 SOC 3 Family Relations 3 SOC 4 Introduction to Gender 3 Select General Education Option (CSU or IGETC) or General Education Requirements: 18 units See a counselor to prepare your educational plan with the latest scheduling information Social Science Instruction Program Review Page 21

22 HISTORY Associate in Arts Degree in History for Transfer Required Core Courses: 18 units Total Units: 60 units Complete the following four courses: Course Number Course Title Fall Spring HIST 14 World History Prehistoric to HIST 15 World History 1500 to Present 3 3 HIST 16 History of the United States 3 3 HIST 17 Post-Civil War U.S. History 3 3 Select two courses from the following: Course Number Course Title Fall Spring HUM 1 Western Civilization Prehistoric to HUM 2 Western Civilization 1600 to Present 3 3 SPAN 1 First Course in Spanish 4 Select General Education Option (CSU or IGETC) See a counselor to prepare your educational plan with the latest scheduling information Social Science Instruction Program Review Page 22

23 SOCIOLOGY Associate in Arts Degree in Sociology for Transfer Required Core Courses: 18 units Total Units: 60 units Complete the following five courses: Course Number Course Title Fall Spring SOC 1 Introduction to Sociology 3 3 SOC 2 Social Problems 3 3 SOC 3 Family Relations 3 SOC 4 Introduction to Gender 3 MATH 40 Elementary Statistics 3 3 Select one course from the following: Course Number Course Title Fall Spring ANTHR 2 Cultural Anthropology 3 PSY 1 Introduction to Psychology 3 3 Select General Education Option (CSU or IGETC) See a counselor to prepare your educational plan with the latest scheduling information Social Science Instruction Program Review Page 23

24 Appendix C Student Survey Results 2013 Social Science Instruction Program Review Page 24

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