Psychology Program Review

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1 Brief Description of the Psychology Program Psychology Program Review The Psychology Department at Cerritos College promotes the scientific discipline of psychology using a theoretical, empirical and applied approach. The department works to foster an understanding of behavior from a scientific approach, with an emphasis on applying this knowledge to practical problems in the workforce and in the community. The diverse curriculum and extracurricular opportunities foster an understanding of psychology across cultures and promote acquisition and advancement of psychological knowledge that improves people s lives and benefits society. There are three full-time faculty and 22 part-time faculty teaching courses in Psychology in Fall Course outlines are updated for textbooks, SLO s and currency within the field, every three years. There are approximately 4620 students taking Psychology classes in a single year. I. Institutional Data over the last three years (SY 2010/11-SY 2012/13) A. WSCH (Weekly Student Contact Hours) The WSCH has been consistent over the last 3 years. In 2010/11 SY, WSCH was and in 2012/13 SY, WSCH was WSCH are the Psychology Program and the Mental Health Worker Program combined. B. FTES (Full-Time Equivalent Students) The FTES has been declining in the last 3 years, with FTES at in the 2010/11 SY and in the 2012/13 SY. This is likely due to the budget crisis in California. It is expected that FTES will increase over the next 3 years due to the improved budget outlook of both the state and the college. FTES are the Psychology Program and the Mental Health Worker Program combined. C. FTEF (Full-Time Equivalent Faculty) The average FTEF over the last three years is In SY 2010/11 FTEF was 9.83 and in SY 2012/13 it was This is despite a decrease of 2 faculty over the last 3 years. D. Course Completion Rates i. Psychology The average completion rate is 72.4% over the last three years. Completion rates have remained consistent over the last three years and is above the college and state completion rate of 70.4%. ii. Mental Health Worker Program The average completion for INST 151 is 75.4%, INST 152 is 91.1%, INST 272 is 76.6% and PSYC 273 is 91.9%. There is no concern about completion rates for the Mental Health Worker Program since it is above the College retention rates for the same three year period. There is no data concerning State retention rates for the Mental Health Worker. E. Enrollment i. Psychology The average enrollment over the last three years in Psychology courses has been Although in the 2013/14 SY there was enrollment of 4,395. It is expected that enrollment rates will increase over the next three years due to the improved budget outlook of both the state and the college. ii. Mental Health Worker Program - There has been an average of 63 enrolled in the Introductory course (INST 151), in a given year. In the second level of courses, there has been an average enrollment of 35 in INST 152 and 64 in INST 272. The capstone

2 course (PSYC 273) has had an average enrollment of 19. While it appears that only about half of the students enrolled in INST 151 are moving onto INST 152, and about 1/3 of the students are moving into PSYC 273. While only about 30% are moving from INST to PSYC 273 in the next semester due to students taking courses outside of mental health to complete their degree, including PSYC 101, PSYC 271, and GE courses, about 90% of students that complete INST 152 eventually complete PSYC 273. F. Retention Rate i. Psychology The average retention rate over the last three years is 87.3%. Retention rates have remained consistent over the last three years and is above the college and state completion rate of 84%. ii. Mental Health Worker Program The average retention for INST 151 is 87.8%, INST 152 is 95.3%, INST 272 is 86.2% and PSYC 273 is 91.9%. There is no concern about retention rates for the Mental Health Worker Program since it is above the College retention rates for the same three year period. There is no data concerning State retention rates for the Mental Health Worker. G. Degrees Awarded i. Psychology AA Degrees There were 40 AA degrees awarded in SY 2010/11, 58 in SY 2011/12 and 85 in SY 2012/13. The new ADT is expected to improve the number of degrees awarded in SY 2013/14, the first year of offering the ADT in Psychology, as it is easier to complete due to the lack of matriculation with individual CSU s and an acceptance of these degrees for transfer by the entire CSU system (except SDSU). ii. Mental Health AA Degrees - There were three AA degrees awarded in SY 2010/11, seven in SY 2011/12 and six in SY 2012/13. While there was a significant increase, by four, between 2010/11 and 2011/12, there does not appear to be a significant decrease between 2011/12 and 2012/13. iii. Mental Health Certificates - There were 22 Certificates awarded in SY 2010/11, 19 in SY 2011/12 and 15 in SY 2012/13. It is not definitively clear why the numbers have dropped in the last three years. Anecdotally, however, students are opting to complete their AA requirements and are therefore not applying for the certificate. Although, it does not appear that more students are going for the AA versus the certificate, as the numbers above reflect, however, it is worth noting that students may be taking longer to complete their AA and these individuals may not have applied yet, for the AA degree in Mental Health. Further, pre-requisites added to PSYC 101, as well as pre-requisites for three of the four courses in INST may by delaying some students for completing both the certificate and the AA in Mental Health. II. Program Data over the last 3 years (SY 2011/12-SY 2013/14) A. Course SLO Assessments i. Direct Assessment Assessment was developed by department faculty for the courses below. Assessment includes multiple choice questions, matching items and written assignments (depending on the course). Data is collected prior to the final exam. It is analyzed by the department chair and an improvement plan is written by faculty according to their area of specialization. 1. PSYC 101

3 a. Approach to Psychology In SY 11/12, there were 60% emergent, 23% satisfactory and 16% good. In SY 12/13, there were 49% emergent, 22% satisfactory and 29% good. In SY 13/14, there were 28% emergent, 28% satisfactory and 48% good. While there is a trend of improvement, the department should strive to achieve good levels that are comparable to the department s success rate of 71.8%. b. Goal of Psychology In SY 11/12 there were 31% emergent, 32% satisfactory and 38% good. In SY 12/13, there were 28% emergent, 32% satisfactory and 40% good. In SY 13/14, there were 23% emergent, 30% satisfactory and 47% good. While there is a general trend of improvement, the department should strive to achieve good levels that are comparable to the department s success rate of 71.8%. c. Psychology as a Science - In SY 11/12, there were 44% emergent, 36% satisfactory and 20% good. In SY 12/13, there were 41% emergent, 40% satisfactory and 19% good. In SY 13/14, there were 44% emergent, 36% satisfactory and 20% good. There is no trend of improvement as numbers have been consistent over 3 years. The improvement plans must be communicated to all instructors teaching these courses as well as input from all instructors on they could best improve the SLO outcomes in their classes. The following is the improvement plan for this SLO: Upon closer inspection of the assessment items for this particular SLO, the content deals with the definition of psychology as well as research methods. It would be worth surveying faculty as to when they cover this material. It is suspected that this information is covered early in the semester (as this is how it is usually laid out in approved textbooks), and so students may forget this content at the time of SLO assessment. Therefore, it is suggested that instructors 1) review these concepts near the end of the semester or 2) make a concerted effort to reinforce these concepts while presenting research studies in each section. We plan to improve this SLO item by discussing and sharing teaching strategies, examples, and activities in one of our psychology partnerships meeting. We will also attempt to work with the Student Success Center to contextualize a writing and/or research Directed Learning Activity so that instructors will have the opportunity to use this assignment to increase comprehension of the subject matter. d. Learning Theories In SY 11/12, there were 44% emergent, 36% satisfactory and 20% good. In SY 12/13, there were 64% emergent, 33% satisfactory and 3% good. There is a trend of negative improvement. The improvement plans must be communicated to all instructors teaching these courses as well as input from all instructors on they could best improve the SLO outcomes in their classes. The following is the improvement plan for this SLO: We plan to improve this SLO item by discussing and sharing teaching strategies, examples, and activities in one of our psychology partnerships meeting. We will also attempt to work with the Student Success Center to contextualize a writing and/or research Directed Learning Activity so that instructors will have

4 the opportunity to use this assignment to increase comprehension of the subject matter. 2. PSYC 241 In SY 11/12, there were 55% emergent, 28% satisfactory and 17% good. In SY 12/13, there were 69% emergent, 21% satisfactory and 10% good. In SY 13/14, 17% emergent, 42% satisfactory and 41% good. While there is a general trend of improvement, the department should strive to achieve good levels that are comparable to the department s success rate of 71.8%. The following is the improvement plan for this SLO: Faculty will add 2 low point quizzes 1/3 rd and 2/3rds of the way through the semester. This will give students 2 additional opportunities to demonstrate their knowledge as well as learn from the mistakes made. 3. PSYC 251 In SY 11/12, there were 62% emergent, 27% satisfactory and 11% good. In SY 12/13, there were 36% emergent, 29% satisfactory and 35% good. In SY 13/14, there were 36% emergent, 26% satisfactory and 38% good. While there is a general trend of improvement, the department should strive to achieve good levels that are comparable to the department s success rate of 71.8%. 4. PSYC 271 In SY 11/12, there were 36% emergent, 41% satisfactory and 23% good. In SY 12/13, there were 26% emergent, 53% satisfactory and 20% good. In SY 13/14, there were 41% emergent, 24% satisfactory and 35% good. While there is a general trend of improvement, the department should strive to achieve good levels that are comparable to the department s success rate of 71.8%. ii. Indirect Assessment 1. The indirect assessment data shows that most students are good. Data was provided by Institutional Planning and Effectiveness. An indirect assessment measures how a student feels about their own learning. This is not an accurate assessment of the SLO, therefore the department intends to implement direct assessments for all courses in Psychology. iii. PSYC 245, 265 and INST 152 are offered only in Spring semesters and therefore are not assessed for SLO s. However, SLO s are written for these courses and have been updated to comply with the recommended 4-5 SLO s per course. B. Course SLO Improvement Plans Direct Assessment only i. PSYC 101 DLA s have been developed for one of the SLO s, Learning Theories. It is hoped that instructors will use these for improvement of the SLO outcome. It is necessary that the department provide and encourage the use of the DLA to parttime instructors. For the other three SLO s in PSYC 101 it is recommended that instructors review the material towards the end of the semester, just prior to the SLO assessment, as it is believed that much of this information is presented early on in the semester. It is further suggested that instructors improve the SLO outcomes by discussing and sharing teaching strategies, examples and activities about the concepts involved in these SLO s through full-time/part-time partnerships, which is under development. A final suggestion for improvement is to develop DLA s for the other 3 SLO s in PSYC 101. ii. PSYC 241 It is recommended that instructors quiz students on the anatomy of the neuron at least twice during the semester, in addition to regular testing of neuronal anatomy prior to the SLO assessment to improve outcomes.

5 iii. PSYC 251 It is recommended that instructors use strategies to increase motivation to retain information on the major theories, such as using real-life examples and examples of how each theory can be seen in an individual students development. It is further recommended that full-time/part-time partnerships be utilized to improve the SLO outcomes. iv. PSYC 271 It is recommended that (1) All faculty use the multi-model approach to explain abnormal behaviors through-out the semester; (2) All faculty use periodic reviews before each test including the final exam to improve a deeper understanding of the seven models; (3) All faculty incorporate the use of the models in the actual testing situations; (4) Full-time faculty partnership with any and all part-time faculty through formal and informal meetings and workshops on the importance and application of the department improvement plan. C. Demographics According to the 2012/13 data from the Office of Research and Planning, our students are 62.2% Female, 36.0% Male, and 1.8% Unknown. The racial/ ethnic diversity is as follows: 10.1% Asian, 6.9% Black, 65.2% Hispanic/Latino, 7.1% White, and approximately 10% reporting other backgrounds. With regard to age, 90.2% of our students are 30 or younger, with the remaining students being over the age of 30. D. Advisory Committee Recommendations It is the recommendation of the Advisory Committee that all courses in the Mental Health Worker Program develop Direct Assessments for SLO s. Currently, PSYC 101 and PSYC 271 have direct assessments. There are no INST courses that have direct assessments. III. Primary Data A. Student Surveys i. Data was collected from a representative sample of Psychology classes (226 students) in the Spring % reported having completed and passed one course, 13.2% two courses, and 25.0% three or more courses. Among these students, 32.7% were enrolled in a Psychology course because it was their major, 41.2% due to general education requirements, 19.9 % due to personal interest, and the other 6.2% for other reasons. 87.6% of these students agreed that it would be of interest to them to take another Psychology course, 75% indicated satisfaction with the variety of Psychology courses, and 92.4% would recommend the class they were currently taking and other Psychology classes. Furthermore, 93.8% of students agreed that Psychology instructors have been available, and 87.1% are satisfied with the academic advising they have received about Psychology. The majority of students surveyed also agreed that taking a Psychology course has made them more aware of certain content related to the SLOs in several of our courses. For example, 94.2% of students agreed that taking a Psychology course has made them more aware of the scientific study of behavior. B. Part-time Surveys i. Data was collected from part-time Psychology instructors assessing several aspects of their experience within our department. We had a total of 11 respondents. Overall, 81.9% of part-time instructors surveyed felt that working for Cerritos College is a positive experience, while 90.9% felt positively about working for the Psychology Department. However, only 54.6% felt like a valued member of the

6 department, 27.3% remained neutral, while the other 18.2% did not feel like a valued member. Regarding communication, 72.7% felt that departmental and campus-wide communication is adequate, but only 54.6% were aware of important issues within the department. Regarding SLOs, 81.9% are aware that there are department specific SLOs for each of the courses they teach and develop their courses around the course outline of record and SLOs. However, only 72.8 % reported being able to focus on teaching SLOs and only 63.7 % make an effort to integrate assessment of SLOs across the entire semester and believe that our SLO assessment tools are effective. As the above reported percentages are based on a small sample, below are means and standard deviations for the items on the parttime survey, where all items were assessed on a 1 = Strongly Disagree to 5 = Strongly Agree scale. SWOT Analysis Strengths I. High Success and Retention rates A. In the SY 2012/13, success rates were 71.8% B. In the SY 2012/13, retention rates were 88.67% C. The numbers were down about 1-2% from the previous School Year (2011/12) D. These rates are higher than the division, college and other Psychology programs across the state II. Compliance with AA-T degree A. Prerequisites were added to the following courses in compliance with C-ID descriptors: i. PSYC 210, Elementary Statistics, is a prerequisite for PSYC 220, Research Methods, effective SY 2014/15

7 ii. PSYC 101, Introduction to General Psychology, is a prerequisite for PSYC 241, Psychobiology, effective SY 2014/15 III. Continued collaboration with Psychology related organizations A. In the past few years grants were secured including i. Psychology Day Grant with CSULB in Spring 2014 ii. Suicide Prevention Grant Letter of Support for Rio Hondo College in Fall 2012 iii. Mental Health First Aid Training Grant with Mental Health America of LA in Fall 2013 B. In 2013, the Cerritos chapter of Psi Beta was awarded the National Building Bonds Award with collaboration with CSULB Psi Chi. C. Current collaborations include: i. A research pathway program of Psychology students with CSULB ii. PSYC 101 and PSYC 271, Abnormal Psychology, have been offered at Artesia High School since SY 2009/10. This is a continuing effort. iii. There are current plans to participate in ROP with Cerritos High School, possibly offering PSYC 101 and INST 151, Principles of Psychosocial Rehabilitation and Recovery. IV. Maintain effective teaching practices and faculty diversity in Psychological content A. Full-time and Part-time faculty have expertise in several different areas of Psychology: i. Social Psychology ii. Biological Psychology iii. Drugs and Behavior iv. Statistics v. Experimental Psychology vi. Developmental Psychology vii. MHWP Part-time Faculty are experts in: 1. Social Work 2. Marriage and Family Therapy 3. Addiction 4. Legislative Policy 5. Clinical Psychology B. Faculty attend regional and national teaching and research conferences C. In the past 3 years faculty have been recognized for teaching and profession contributions i. 2 Cerritos College Outstanding Full-time Faculty in SY 2011/12 ii. 1 Cerritos College Outstanding Part-time Faculty in SY 2010/11 iii. 1 Full-time Faculty received national recognition from Psi Beta V. Involvement with on-campus interdisciplinary programs A. 2 Psychology courses are involved in the Learning Communities Program i. PSYC 251 LIB 100 ENG 100 ii. PSYC 103 POL 101 B. PSYC 210 is a requirement for the AA-T in the following disciplines (in addition to a requirement in Psychology) i. Sociology ii. Anthropology iii. Political Science iv. History C. Psychology courses are part of the Natural Science, Global Studies and Women s Studies degrees.

8 D. The Psychology Club/Psi Beta and Active Minds frequently collaborate on events with each other, in additional to coordinating events with other clubs. VI. Mentoring of Psychology students A. Faculty supervised 12 Scholars Honors Contracts in the SY 2013/14 B. Faculty have support the Teaching Assistant Program (TAP) resulting in the hiring of 4 part-time faculty in the last 5 years C. Faculty supervise independent research projects through Directed Studies (PSYC 298 and 299) i. Many students present their original research at Western Psychological Association, Association of Psychological Science and American Psychological Association conferences every year D. Psychology has developed and maintained an alumni mentoring service, Mentoring Student in Psychology (MAP), which connects Cerritos College Psychology alumni to current Cerritos College Psychology students. VII. PSYC 101 available as an Online Course i. There have been at least two sections of PSYC 101 offered online in the since SY 2006/07, three sections have been offered since SY 2009/10. Providing these classes online allows for non-traditional students (i.e.: military personnel, individuals living in different states, housebound individuals) to engage in learning of Psychological principals and theories. Weaknesses I. Underprepared students that are declared Psychology majors or are wanting to major/minor in Psychology A. Currently 50% of psychology classes have no prerequisite of any kind. B. The APA recommends that PSYC 101 be a prerequisite for all other psychology classes, currently only 10% of psychology courses have this prerequisite. i. These courses include PSYC 220 and PSYC 241. II. Lack of opportunity for part-time faculty involvement in department activities A. There are no structured or invited opportunities for part-time faculty to interact with or communicate with full-time psychology faculty. III. Lack of courses that serve Distance Education students A. There are currently only 2 courses that have developed curriculum for Distance Education: PSYC 101 and PSYC 261 (Social Psychology). i. Since 2006/07, only PSYC 101 has been offered as an online course ii. PSYC 261, while approved by Curriculum Committee in SY 2006/07, this course has not been offered as a Distance Education course Opportunities I. ADT approval from the Chancellor s Office in March A. This helped the department provide a roadmap to students that clarifies the transfer process. II. The American Psychological Association reported that the U.S. Department of Labor predicts a growth of 12% in jobs in psychology in the next decade.

9 III. Labor Market Data Mental Health Worker Program - There is has been an increase in job openings from 2011 (3,647) to 2013 (3,679). Overall, the number of jobs has decreased by 5% over the last 2 years. The decrease of 5% is most likely due to the lack of mental health parity in insurance coverage as well as a decrease in the overall funding of mental health in LA County. However, due to the full implementation of the Affordable Care Act (ACA) and parity rules from DHS, it is expected that the demand for Mental Health Workers will increase over the next 5 years. IV. The Student Success Center offers tutoring. A. Reading, English and Math tutoring are available to all students of Cerritos College. B. Psychology Tutoring is offered for Psychology Students for about 4 hours per week. V. The college offers resources in the classroom for ifalcon, allowing students access to studying and learning techniques that will increase retention and success. VI. The college offers resources for professional development for faculty to improve classroom techniques through the CTX Threats I. Lack of allocation for full-time faculty to teach Psychology A. In School Year 2013/14, four full-time faculty members served 4,395 students. B. In Spring 2014, 41.5% of courses are taught by FT faculty, below the state mandated 75%. C. In the last three years the number of FT faculty serving psychology has been as low as 2. D. Across the last three years an average of four FT faculty have served an average of 4620 students per year. E. Across the last three years 41.6% of courses have been taught by FT faculty, far below 75%. II. Lack of allocation for full-time faculty to teach, develop, and lead the Mental Health Worker Program A. In School Year 2013/14, there was no full-time faculty member to serve approximately 100 students in the MHWP. i. Full-time faculty taught PSYC 101 and PSYC 271, both are requirements for the MHWP certificate and AA degree. ii. Three part-time faculty taught the other four courses required for the MHWP certificate and AA Degree (Interdisciplinary INST). B. Across the last three years 0% of courses have been taught by FT faculty, far below 75%, III. Lack of part-time faculty participating in the SLO process A. Currently, there is no compensation for part-time faculty to participate in the SLO process. B. The number of courses that part-time faculty teach at colleges other than Cerritos limits the time availability of Part-time faculty to: i. Attend meetings ii. Participate in the development, assessment and analysis of SLO s C. The development, assessment and analysis takes place in Psychology Department meeting, which are not attended by Part-time faculty due to time constraints. This may result in an infringement of Academic Freedom.

10 i. Part-time faculty are not involved SLO development and assessment, but are required to follow the Psychology department decision. ii. Part-time faculty are requested to participate SLO improvement plans without any input into those improvement plans. IV. Lack of funding for Lab classes A. SPSS, Statistical Package for the Social Sciences, is the most widely used statistical program in Psychological research i. Funding was cut for SPSS in Fall 2012 ii. This is an annually recurring cost of about $5000 B. Reduced hours for Teaching Assistants i. Funding was cut for several consecutive years beginning in the SY 2009/10 and continuing through SY Consistent funding has occurred since SY 2012/13 1. There were six teaching assistant hours per class in the SY 2009/10 for five classes 2. There were four teaching assistant hours per class in thee SY 2013/14 for six classes. ii. In the School Years 2012/13 and 2013/14, the employment approval time took longer than six weeks into the semester of employment. 1. This increases the workload for the first part of the semester for the instructor 2. This leaves the students without adequate support 3. Adversely affects selected teaching assistants who are waiting not only to work in the classroom, but delays possible anticipated pay C. Currently there is only one dedicated classroom for all Psychology laboratory classes i. PSYC 220, Research Methods, requires at least six different private spaces to conduct Psychological research. ii. This reduces the ability of Psychology to add additional laboratory courses as the classroom is occupied at all available times Monday-Thursday. D. Lack of adequate computers i. There are currently only 6 computers for student per lab. V. Underprepared Students in College level Reading and English A. There are currently four courses that have prerequisites of Reading and/or English. B. There are an additional three courses that have recommendations of Reading and/or English. Goals of the Program Map S-I. W-I. O-I. Mid-Range Goals (1-3 Years) 1. Spread awareness of prerequisites Action to be taken A. Post prerequisite requirements in areas where students will see it (i.e. PSYC classrooms [SS Building]; Outside Faculty offices; Counseling Department; advertise in schedule of classes) Completion Person Assigned Date Fall 2014 Department Chair

11 B. Encourage PSYC 101 faculty to communicate with students the PSYC 101 prerequisite and recommendation for other PSYC courses (PSYC 220, PSYC 241, PSYC 251, PSYC 261, PSYC 271) through personal contact and electronic communications. Fall 2014 Department Chair C. Increase awareness of prerequisites through the Psychology Club and ; Christian Maldonado S-II. O-I. O-II. 2. Increase awareness of Psychology degree requirements. A. Post ADT requirements in areas where students will see it (i.e. PSYC classrooms [SS Building]; Outside Faculty offices; Counseling Department; advertise in schedule of classes) Fall 2014 Department Chair B. Increase awareness of ADT requirements through the Psychology Social Media outlets (Webpage, Facebook, Twitter) C. Encourage students to visit Counseling (specifically Counselors assigned to PSYC) for degree requirement advisement through personal contact and electronic communications. ; Christian Maldonado; Todd Gaffaney; ; all part-time faculty;

12 D. Develop a peermentoring program Fall 2014 S-IV. W-II. O-V. O-VI. 3. Increase Part-time participation in Department events and activities A. Develop a Fulltime/Part-time Partnership to improve communication and participation Fall 2014 ; B. Increase involvement of Part-time Faculty in Psychology Social Media outlets by making them administrations allowing each individual to post important information (Facebook; Twitter) May 2017 ; Christian Maldonado; Todd Gaffaney; C. Encourage Part-time faculty to hold 8 office hours per semester in the regular semesters through personal contact and electronic communication. Fall 2014 Full-Time D. Develop a plan to increase participation of Part-time faculty in the SLO process (development, assessment and analysis). December 2014 Michelle Lewellen; Kimberley Duff E. Develop a Psychology Handbook for orientation of faculty to the Psychology Department and Cerritos College Full Time - Michelle Lewellen; S-VII. W-III. 4. Assess the need for increasing Distance A. Develop a plan to assess the efficacy of PSYC 101 online classes. Specifically, identify the need to Fall 2015 Full-Time

13 Education courses in Psychology. offer more/less PSYC 101 classes online B. Determine the need to offer PSYC 261 online Fall 2015 Kimberley Duff C. Examine APA, State and Cerritos Guidelines for Distance Education for the purposes of examining the needed level of support for Distance Education courses in Psychology (specifically for Online Courses) May 2017 Full-Time S-IV. O-V. O-VI. T-III. 5. Increase engagement of all Faculty in Professional Development activities including maintaining effective teaching practices, content diversity and currency in content areas. A. Encourage participation in Psychology and Teaching related workshops through the CTX. May 2016 Full-Time B. Increase awareness of Professional Development (including CTX Workshops, Academic and Professional Conferences) through the Psychology Social Media outlets (Webpage, Facebook, Twitter) May 2017 ; Christian Maldonado; Todd Gaffaney; C. Develop resource packet from Professional Psychology and teaching conferences for all Psychology faculty May 2016 Full-Time

14 S-I. W-I. O-I. O-II. O-IV. O-V. O-VI. 6. Maintain or improve student success and retention in Psychology A. Provide students access to professional statistical software, such as SPSS, specifically for Psychology Lab classes; Research Methods and Elementary Statistics December 2015 Department Chair Michelle Lewellen; Jaclyn Ronqullo; Kimberley Duff T-IV. S-VI. O-V. Long-Range Goals (3-6 Years) 1. Increase mentoring of psychology students for their Career Development Action to be taken A. Promote students who achieve Academic Awards (i.e. Academic Excellence Awards; PsiBeta Membership) through Social Media outlets (Website, Facebook, Twitter) Completion Person Assigned Date ; Christian Maldonado; Todd Gaffaney; B. Increase participation in ifalcon principles in the classroom. C. Encourage students to use Career Services, Counseling Services and Student Health Services through personal contact and electronic communications. D. Inform students of academic support services to improve performance in class, including the Library, Writing Center, Math Success Center and Student Success Center E. Increase participation in TalonNet, including providing resources for students May 2017 ; all part-time faculty ; all part-time faculty ; all part-time faculty ; all part-time faculty

15 F. Increase promotion of extra-curricular activities G. Promote student successes in the classroom by announcing accomplishment and putting up research posters in the classroom ; all part-time faculty; ; all part-time faculty; H. Promote Peermentoring through course syllabi, in-class announcements, personal contact, social media outlets and electronic communication. Jan 2015 Jaclyn Ronquill; all part-time faculty; S-V. O-VI. 2. Improve connections with student and faculty services on campus, including on-campus interdisciplinary programs A. Encourage participation in and development of Psychology and Teaching related workshops through the CTX and FIG s (Faculty Inquiry Groups). ; all part-time faculty B. Promote ifalcon in the classroom and encourage faculty to integrate ifalcon habits of mind language in course syllabi ; all part-time faculty C. Examine increasing the number of Learning Communities taught with other departments D. Increase the number of classes offering Library Orientations through Peer Evaluation when ; all part-time faculty

16 the opportunity arises, so students become familiar with Library resources. E. Participation in Senior Preview Day F. Increase communication regarding Student Support Services, Campus Resources (VRC, Transfer Center, Physical and Mental Wellness) through the course syllabi, personal contact, electronic communication, and social media outlets April 2015 Full-Time Faculty Michelle Lewellen; ; ; all part-time faculty; S-I. W-I. O-I. O-II. O-IV. O-V. O-VI. 3. Maintain or improve student success and retention in Psychology and MHWP courses A. Develop and promote DLA s that are directly related to SLO s for PSYC courses as part of the SLO improvement plan ; all part-time faculty B. Pilot other methods of SLO development, assessment and analysis (i.e. assessing SLO s on individual instructor exams throughout the semester using scantron software rather than mass collection at the end of the semester; individual instructor improvement plan) Fall 2015 Jaclyn Ronquil; all part-time faculty S-I. S-II. S-III. 4. Continued collaboration with local high school A. Increase the number of Psychology/MHWP courses offered through Michelle Lewellen

17 O-I O-II. districts and 4-year institutions ABCUSD or for ABCUSD student on the Cerritos College Campus B. Complete proposals for funding and other resources for Psychology Day Fall 2014 ; C. Host Psychology Day Spring 2015 ; D. Continue work on the BUILD Grant with CSULB and Cerritos College through NIH. Fall 2014 Kimberley Duff S-IV. W-II. O-V. O-VI. T-III. 5. Increase engagement of all Faculty in Professional Development activities including effective teaching practices, content diversity and currency in content areas. A. Encourage participation in Psychology and Teaching related workshops through the CTX. Fall 2015 Full-Time B. Increase awareness of Professional Development (including CTX Workshops, Academic and Professional Conferences) through the Psychology Social Media outlets (Webpage, Facebook, Twitter) Fall 2017 ; Christian Maldonado; Todd Gaffaney; C. Distribute, inform and promote the resource packet from Professional Psychology and teaching Fall 2016 Full-Time

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