1. education
2. graduate school
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SHASTA COLLEGE
Program Review
Science, Language Arts and Math
2009/2010
The Science Language Arts and Math Division (SLAM) is comprised of the Physical
Science, Biological Science, English, Reading, Foreign Languages, English as a Second
Language, Mathematics, Student Development and Basic Skills areas. The Learning
Centers for Science, Math, Business, and Writing are housed in the Division as well. Our
courses range from the level of basic literacy to general education transfer. Close to 35%
of all instructional hours at Shasta College are delivered in the SLAM Division. There are
currently 47 full-time faculty members, approximately 80 part-time faculty members, 10
classified staff members, and one administrator. Five full-time faculty members serve as
coordinators for their departments. There is also one half-time faculty member who
serves as Writing Center Director and another as Basic Skills Student Success
Coordinator.
The current budget crisis resulting in staff reductions within the division has
presented both challenges and opportunities to rethink how we operate. Staff reductions
in the past two years have occurred both in the Division office and the learning centers.
We have not replaced evening Learning Center Coordinators in the Math and Business
Learning Center and the Writing Center. Adjusting hours of operation and the hiring of
one part-time instructional aide in the Writing Center have served to minimize this
impact. The Division office has been reduced by one Staff Secretary and one Associate
Dean. This has provided us an opportunity to critically analyze office procedures and
timelines for scheduling, curriculum development, budgeting, book orders, and day to
day general tasks. This has been a joint effort of all the members of the Division. There
is also a need for more full-time instructors in certain areas.
Regardless of lean budgets the Division takes seriously its role at the college as a
provider of core programs. These programs are supported by energetic, creative, and
talented instructors who enjoy teaching. These instructors work collaboratively with
other agencies on a variety of grant activities. They also actively serve the community in
various areas of interest.
With the intent of supporting the Shasta College mission the Division has the following
goals:

Maintain high quality programs and services that are responsive to the needs of
our students.

Bring Student Learning Outcomes to the Continuous Quality Improvement level.

Address ongoing staffing issues.

Improve the physical environment in support of student learning.

Replace and acquire appropriate instructional equipment and software.
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Use data as a means for guiding decision making in the Division.

Use data as a means for guiding strategies that improve student success and
persistence.
SHASTA COLLEGE
Program Review
English Department
Spring 2010
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SHASTA COLLEGE
Program Review – English Department
Table of Contents
Page
Signature Page ………………………………………..
3
Part I – Introduction………………………………..…
1.1 Purpose of Program Review……………………………………………..... 4
1.2 College Mission………………………………………………………...…. 4
1.3 Shasta College Institutional Student Learning Outcomes…………………. 4
Part II – General Program Information
2.1 Program Definition/Description……………………………………….…. 6
2.2 Program Mission/Purpose……………………………………………….... 6
2.3 Program SLOs…………………………………………………………….. 6
Part III – Program Analysis…………………………...
3.1 Academic Quality………………………………………………………..… 7
3.2 External Relations………………………………………………………..… 17
3.3 Resource Efficiency……………………………………………………..…. 20
3.4 Student Success………………………………………………………..……34
3.5 General Planning………………………………………………………..…..47
Part IV – Student Learning Outcomes……………..… 48
Part V – Program Summary…………………………... 51
Part VI – Goals, Recommendations, Priorities, Plans.. 51
NOTE – Annual Reports and Action Plans……...…… 57
Appendicies………………………………………….…..
Appendix A – Student Learning Outcomes Update………………………..…....58
Appendix C – Annual Action Plan………………………………………………62
Appendix D – Grade distributions……………………………………………….63
2
SHASTA COLLEGE
Program Review
Signature Page
Program:__Department of English__
Program Review Self Study Participants:
Frank Nigro (Department Coordinator), Lena Baker, Peter Berkow, Leo
Fong, Kathryn Gessner, Lauren Hollingsworth, Sara McCurry, Michel
Small, Eileen Smith
Level Two Review Team Participants:
Lenny Bailey, Candace Byrne, Lois Cushnie, Cindy Dupre, Teal
MacMillan, Frank Nigro
Program Self Study Lead Faculty
Date
Division Dean
Date
Level Two Review Team Chair
Date
Vice President of Academic Affairs
Date
College Council
Date
3
General Education & Transfer
Part I – Introduction
Purpose of Program Review
According to the Academic Senate for the California Community Colleges in their 1996
document, “Program Review: Developing a Faculty Driven Process”, the program review process
serves as a mechanism for the assessment of performance that recognizes and acknowledges good
performance and academic excellence, improves the quality of instruction and services, updates
programs and services, and fosters self renewal and self study. Further, it should provide for the
identification of weak performance and assist programs in achieving needed improvement.
Finally, program review should be seen as a component of campus planning that will not only
lead to better utilization of existing resources, but also lead to increased quality of instruction and
service. A major function of program review should be to monitor and pursue the congruence
between the goals and priorities of the college and the actual practices in the program or service.
Other purposes include meeting accountability mandates and demonstrating a systematic planning
process. While these functions may occur because of program review, they should not serve as a
primary function of the review. Otherwise, program review could be perceived as a timeconsuming process for a product with no effect or bearing on the program’s activities or any
relevance to serving students or maintaining academic excellence.
College Mission
The mission of the Shasta-Tehama-Trinity Joint Community College District is to provide open
access and opportunity for success to students who have diverse backgrounds, interests, and
abilities. The District is committed to providing the knowledge and skills necessary for a student
to succeed. The District recognizes that success requires specific life skills and professional skills
and also effective communication, critical thinking, global consciousness and global
responsibility. By offering programs leading to successful completion of a quality universitytransfer program, or career-technical education, the District is responsive to the needs of our
communities within a changing global society. By offering comprehensive campus and
community service programs, the District enables students to achieve personal as well as
academic potential and contributes to the social, cultural and economic development of our
region.
Shasta College Institutional Student Learning Outcomes
The District is committed to providing the knowledge and skills necessary for a student to
succeed. The District recognizes that success requires specific life skills and professional skills
and also effective communication, critical thinking, global consciousness and global
responsibility.
To support our students in achieving success, Shasta College has determined that a student who
earns a degree or occupational certificate will demonstrate:
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1.
Life and Professional Skills
Life and Professional Skills include the ability to create well developed goals and plans,
the ability to make responsible decisions in support of those goals and plans, the ability
to recognize and accept consequences of decisions, appropriate technical skills, the
ability to work effectively as an individual and as part of a group, and the ability to
resolve conflict.
2.
Effective Communication
Effective communication includes the ability to convey information, ask meaningful
questions, and express thoughts, ideas and feelings.
3.
Critical Thinking Skills
Critical thinking includes the application of logical reasoning to collect and evaluate
information, recognize and categorize patterns, contrast and compare, make decisions
and reach conclusions, and solve problems.
4.
Community and Global Consciousness and Responsibility
Community and global consciousness and responsibility include the knowledge and
understanding of civic, cultural and environmental issues; knowledge of and respect for
the needs, difficulties, and rights of diverse groups; an appreciation of the importance of
public service; and a commitment to life-long learning.
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Part II – General Program Information
2.1 Program Definition/Description
Please provide a concise overview of your program.
The English Department offers transfer and pre-transfer courses that affect
literacy across the entire curriculum of the college. We also offer many creative
and cultural benefits to the campus and community. Courses are offered at all
campus centers either in traditional mode, online, or through interactive
television.
2.2 Program mission/purpose
Please provide a description of your program’s mission and purpose. Also, please
address how they align with the State’s mission and strategic plan for community
colleges and the goals of Shasta College.
The English Department’s primary mission is to improve the reading, writing, and
critical reasoning skills of students. The program offers courses that address
student needs at every level, thus showing the program’s commitment to the
college’s goal of providing open access for students. At the developmental
levels, courses are designed not only to help students function more effectively at
work and in the community, but to succeed in transfer-level courses. Transferlevel courses, meanwhile, are designed to prepare students to read, write, and
communicate more effectively in other courses at Shasta College and,
eventually, at four-year universities.
Our department has been offering an increasingly diverse range of literature
courses designed to introduce students to different literary traditions. These
courses include African American Literature, Multicultural Perspectives in
American Literature, and an Introduction to Literature by and about Women. As
with our other literature courses, these courses also teach students the
processes of critical reading and writing.
2.3 Program SLOs
Please provide a concise description of your progress in the development and
implementation of SLOs. (Use Appendix A as your guide.)
SLOs are assessed in all English courses and have been for several years.
While the process is new enough that some adjustments are still taking place, for
most courses, the process has matured and has begun to produce valuable
information about how well we are serving our students. Instructors have been
making adjustments large and small to their instruction, and some changes are
also being made to curricula for these courses.
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Part III - Program Analysis
3.1 Academic Quality
1. Curriculum Analysis
Please provide an update on your program’s curriculum analysis, including the process
and currency of that analysis.
Analysis and review of the English curriculum is maintained through the periodic
review required by Title V and through ongoing assessment by faculty members.
For example, in the spring of 2007, faculty members Paul Calkins and Lauren
Hollingsworth revised the course outline for English 1B, Literature and
Composition, one of the department’s core composition courses. These changes
to course content and objectives allowed 1B to join 1C as an option to satisfy the
“Critical Thinking/English Composition” requirement in the IGETC transfer
pattern. Prior to this revision, 1B had been steadily losing enrollment to 1C
because of this unique transfer value.
Here is a listing of English courses and when they were last reviewed:
Years last
reviewed:
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
ENGLISH
05-06
1A
1B
1C
10A
10B
11A
11B
12
13A
13B
14
15
16
17
18
19
20
24
25
31
33
36
61
91
129
161
190
06-07
07-08
08-09
09-10
Comments
x
x
x
x
x
x
x
x
x
x
Reactived class, 2005-2006
x
x
x
x
x
New class, added Spring 2006
x
x
x
x
New class, added 2005-2006
x
x
x
x
x
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ENGLISH
ENGLISH
ENGLISH
ENGLISH
191
192
193
194
x
x
x
x
Describe the current scope and sequence of the program’s course, certificate and degree
offerings. Include the number and variety of courses offered each term and the number
and variety of certificates and degrees awarded each term.
The department’s current course offerings include the core composition
courses—English 190, 1A, 1B and 1C—the literature courses, and creative
writing. The composition courses continue to draw a large enrollment.
2. Staffing
Are there any unique staffing qualifications needed within your program that are not
generally associated with teaching in other disciplines?
Since composition courses require an inordinate amount of grading work – work
which is set into our course outlines in the form of required word counts – English
faculty members have to be prepared to spend a significant amount of time
outside of school hours grading papers. This includes many evenings and
weekends. English faculty members also must be prepared to meet with
students in repeated one-on-one conferences to review written work. Two
instructors have resigned in recent years due to burnout, and another has asked
to go on a reduced load.
The English Department also sees its primary task as developing skills that serve
programs throughout the school. When a student writes a research paper, it’s
not in “English.” Instead, it’s in any number of disciplines: history, sociology,
psychology, nutrition, etc. Hence, faculty members must be conversant in the
vocabulary of a wide variety of fields.
Do you feel the current staffing levels in your program are meeting the needs of the
students?
The Shasta College English Department is currently staffed by fifteen full-time
instructors who teach English 190 and above. One of these instructors is 50%
English, 50% Spanish. One has 50% reassigned time to coordinate the Writing
Center. Two teach Basic Skills for at least 50% of their normal load. Thus, in
non-Basic Skills classes, the equivalent of thirteen full-time faculty members
teach for us. In addition, two of these teach exclusively online or on the Tehama
Campus.
Our full-time staff and the courses they typically teach are as follows:



Lena Baker: ENGL 190, 1A, 24
Peter Berkow: ENGL 190, 1A
Candace Byrne (PhD): ENGL 190, 1A, 1B, 1C, 24
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











Paul Calkins: ENGL 190, 1A, 1B, 1C
James Crooks: ENGL 280, 190
Cindy Dupre: ENGL 280, 190
Leo Fong: ENGL 190, 1A, 1C
Kathryn Gessner: ENGL 190, 1A, 1C, 16, 31
Lauren Hollingsworth (ABD): ENGL 190, 1A, 1B, 1C
Zena Juhasz (PhD): ENGL 190, 1A, 20, 31
Sara McCurry (PhD): ENGL 1A, 1B, 1C
Frank Nigro (PhD): ENGL 1A, 1B, 1C, 13A, 13B
Michel Small (PhD): ENGL 1A, 1B, 1C
Eileen Smith (PhD): ENGL 1A, 1C, 10A, 10B, 25
Pamela Spoto: ENGL 190, 1A, 1C, 18, 31
As noted above, a third of the department’s full-time faculty members have
doctorate degrees, and one more is ABD.
What is the availability of part-time faculty to teach in your program?
Approximately 20-30 different adjunct instructors teach for us in any given year.
Adjunct personnel currently teach core classes such as English 190, 1A, 1B, and
1C. In addition, these courses are taught exclusively by adjunct personnel:




ENGL 14
ENGL 15
ENGL 31 (online only)
ENGL 36
In this year of budget cuts, we have enough full-time and adjunct faculty
members to meet student needs, but in normal years, we often have to scramble
to find enough faculty members to teach our classes. Interviewing and mentoring
is an ongoing challenge. Also, because our faculty members are spread out not
only geographically but in terms of whether we teach transfer or pre-transfer level
English, communication and cooperation are a challenge. It has been difficult,
for example, to bring these instructors together on mutually important areas, like
the ENGL 190 SLO process. Some adjunct personnel teach exclusively online or
exclusively off campus, which makes communication and consistency difficult.
Participation by adjunct personnel in some SLO functions, while welcome, has
been very inconsistent. The SLO process has also revealed inconsistencies in
what students learn in classes taught by adjunct instructors and those taught by
full-time faculty members.
3. Teaching Aids and Equipment
Describe what teaching aids and/or software are commonly used in your instruction and
what equipment is critical to teaching your curriculum. Also, address any basic needs in
either or both areas that may be missing.
Most instruction still requires basic teaching aids like whiteboards, overhead
projectors, etc. Video projectors and instructor computers are available in all
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rooms and have become essential to instruction. We have one computer
classroom that provides a computer for each student. There is increasing
demand for this room, but there have also been requests from other departments
to use the room. Currently all our equipment needs are being met.
In terms of software, instructor offices are equipped with computers loaded with
the Microsoft Office Suite 2003 and with Internet connectivity. Most classrooms
are also equipped with this. Our needs are currently being met, though more and
more students are using newer versions of Microsoft Office, which sometimes
presents problems.
We have a license for Turnitin, the online plagiarism-detection service. The
service is heavily used by English faculty members, and currently we have a
sufficient budget to continue our license.
We also use the campus online course management system, Angel, for our
many online, hybrid, and web enhanced courses. This is currently meeting our
needs as well.
We do see a potential challenge on the horizon, though, and that is the
movement to digital media. In coming years there will be an increased need to
adopt new applications like MediaMaker that transition us from paper to digital.
Given the limited resources the campus has for training in instructional
technology, it is unclear how we will keep current in these developments.
4. Faculty Availability for General College Service
Describe each faculty member’s involvement in general college services, including
committees, assistance to other divisions, accreditation, community outreach, etc.
The English Department diligently participates in campus committees and works
well with faculty members in other disciplines. The following English instructors
currently serve on campus-wide committees:
Senate
Invest in our People
Matriculation
SLOs
Curriculum
Sustainability
General Ed.
Computer Lit.
Diversity
Negotiations
Faculty Association
Accreditation
Leo Fong
Candace Byrne
Zena Juhasz
Jim Crooks
Paul Calkins
Sara McCurry
Lauren Hollingsworth
Peter Berkow
Lena Baker
Kathryn Gessner
Frank Nigro
Frank Nigro
Despite participation in these committees and processes, English faculty
members are noticeably absent in some important campus committees, like the
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Distance Education Committee, Scholastic Standards, the Budget Committee,
and College Council.
Beyond the campus, professional development is a strong part of the
department’s collective effort to remain current in our fields and to pursue a
broad scope of perspectives through which we can motivate our students to write
well across the disciplines. From 2006-2009, many full-time and part-time faculty
members have taken the opportunity to participate in professional development.
A partial listing of activities follows:
Attendance at Conferences:
Full-time and adjunct instructors regularly attend conferences, often at their own
expense. Conferences faculty members attended since the department’s last
program review include English Council of California Two-Year Colleges,
National Endowment for the Humanities workshops, a series of writers’
conferences, Association for Theatre in Higher Education, Faculty Experiential
Learning Institute of Cabrillo College’s Digital Bridge Academy, the Modern
Language Association Convention, Basic Skills Initiative Trainings and regional
conferences, and the Northern California Writing Project Summer Institutes in
2007 and 2009. In most cases, due to insufficient staff development funds, these
conferences were attended largely at the faculty members’ expense.
Presentations:
Faculty members have been active in Flex presentations and Fall and Spring
Forum events on the Shasta College campus. In addition, faculty members have
presented on the Shasta College campus and at the CSU Chico, Sustainability
Conferences; the CSU Chico This Way to Success Conference; the Rocky
Mountain MLA Conference; the Popular Culture Association National
Conference; the Pacific Northwest American Studies Association Conference;
Squaw Valley Writers’ Conference; the ECCTYC (English Council of California
Two-Year Colleges) Conference; the National Communications Association
Annual Convention; and the Tomales Bay Writers’ Conference. Two faculty
members also appeared on the nationally syndicated radio program West Coast
Live, on National Public Radio.
Publications:
Many faculty members in the English Department are active writers. Publications
include articles in professional journals on popular culture and linguistics, critical
essays in anthologies (Through the Wardrobe: Your Favorite Authors on C.S.
Lewis’s Chronicles of Narnia and a book on digital role-playing to be published in
2011), poems in literary magazines Red Rock Review, New Millennium Writings,
and Squaw Valley Poetry Anthology, and textbooks.
Additional Teaching Experience:
Shasta College English faculty members teach workshops and participate in
panel presentations for Butte and Shasta College students. They also meet with
AVID students at local high schools to talk about college readiness. One faculty
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member has taught composition in a program called LEAP, designed for migrant
students transitioning into college, and several faculty members teach for CSU,
Chico, both at their Redding site and at the Chico campus.
Internal Relations, Integration and Collaboration:
In general, the English Department is very committed to working with other
faculty across the curriculum in order to enhance student productivity and
accuracy with writing assignments in other courses in other disciplines.
Periodically, full-time faculty members meet with faculty members from other
disciplines to discuss the types of writing assignments they use, the methods for
research and documentation of sources, and the prevention of plagiarism. An
English Department faculty member (our Writing Center coordinator) regularly
presents student success workshops for students across the entire campus.
Our learning community with Fire Science continues to assist firefighting students
in writing objectives within their discipline, and each of the full-time faculty
members in English has met with faculty members in other disciplines to discuss
writing assignment success and to help promote positive student success across
the curriculum.
Community Events, Lectures, and Special Programs:
The English Department hosts several community events each semester, and
faculty members from the department are active in participating in these
department-sponsored events as panelists and presenters. Events like Black
History Month and our International Film series have enjoyed a long run of
success with the community. The film series often provides students who study
languages an opportunity to watch a movie with members of the community and
discuss the film’s theme and implications in a public forum. The department
briefly hosted an Independent Film Series as well, and department faculty
members conduct book clubs and creative writing groups in addition to hosting
events for students on campus, such as student-writer readings and
distinguished visiting authors. Many of the English Department’s day and
evening presentations (like the Fall and Spring Forum events listed below) model
an interdisciplinary approach, as faculty members from other disciplines are
invited to our panels, and students are asked to write responses to the multidisciplinary presentations. English faculty members participate on panels for
events sponsored by other departments and additionally host our own community
events, listed below:
Fall and Spring Forum Events
All of the following were sponsored by the English Department and the
Shasta College Foundation, organized by an English Department faculty
member, and involved faculty members from English and across the
disciplines:

Spring Series 2006—Examining the Military and Alternatives,
panel discussion including faculty members across the disciplines
and community members
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
Spring Series 2006—Race: The Power of Illusion, film and panel,
co-sponsored with Citizens Against Racism and the English
Department

Fall Forum 2007—Media Reform Panel—Challenging Corporate
Media, consisting of community members and Shasta College
Faculty members: Dr. Heather Wylie, Dr. James Collins, Dr. Doug
Craig, Mr. Mauro Oliveria; moderator Pamela Spoto

Fall Forum 2007—Nuclear Power and its Waste—Dr. Divan Fard

Fall Forum 2007—Sir, No Sir—Film Screening and panel,
including faculty and community members (Leo Fong, Shasta
College; CSUC faculty members; and a military veteran-activist)

Fall Forum 2007—Speaker Ray McGovern, former CIA Analyst,
spoke to classes at SC, hosted by English Department

Fall Forum 2008—The American Dream and Sustainability—
Panel Presentation and Discussion, including community
members and faculty members

Spring 2009—Shasta College, Sustainability Conference #1—
included faculty members from different disciplines, community
members, student panel, student essay contest, local farmers,
keynote speaker from CSUC, music and poetry—add names?

Fall 2009—Film Screening and Panel, Belonging, a film describing
environmental degradation, panel includes faculty members and
community members plus the film’s director

Spring 2010—Shasta College, Sustainability Conference #2,
involves faculty members, students, local farmers and community
members

Fall 2009 and Spring 2010—Shasta College Community Teaching
Garden, pioneer program at Shasta College on self-reliance,
growing food, horticultural therapy and spiritual enrichment.
Pamela Spoto, English, Project Director
Describe efforts to determine common or best practices at other community
colleges
Recent efforts include attendance and presentations at the annual ECCTYC
conferences, where English faculty members from community colleges all over
the state collaborate, commiserate, and spread best practices. And the various
conferences and workshops of the California Basic Skills Initiative have brought
best practices in basic skills language instruction, skills that are certainly
applicable through the transfer curriculum as well.
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What have you learned?
A department faculty member who attended and presented at the most recent
ECCTYC conference brought back information on multi-modal applications in
composition classes, and other faculty members are moving into this area with
his assistance. The cohort of basic skills language and math instructors, who
attended the most recent Basic Skills Initiative regional meeting, have already
disseminated information on classroom assessment techniques and other best
practices through the popular Student Skills workshops and through GIFTS
(Great Ideas for Teaching Students). Projects to improve teaching and learning
using some of these strategies have been proposed as year-long Flex activities.
Contact with Community Colleges and Four-year Universities and Colleges
In May of 2006, Eileen Smith attended a statewide meeting regarding course and
SLO articulation for the UC’s, CSU’s and CC’s. In November of 2008, Lena
Baker presented a workshop on effective classroom practices for a diverse
student population at Victor Valley College. In October of 2009, Basic Skills
Instructor James Crooks attended a Basic Skills Initiative Conference with a team
of Shasta College instructors (Cindy O’Leary and Julie Nuzum from English,
Andy Bloom from math, and Teresa Hampton, our basic skills coordinator). In
November of 2009, Paul Calkins will participate on a panel discussion of
interdisciplinary speakers when jazz musician guest speaker Ralph Alessi
presents. Also in November of 2009, Sara McCurry and Pamela Spoto
presented at the Sustainability Conference at CSU Chico on the subject of
English curriculum in a campus-wide sustainability effort; in April of 2009, Paul
Calkins, Zena Juhasz, Frank Nigro, Candace Byrne, Kathryn Gessner, Sara
McCurry and Pamela Spoto hosted an interdisciplinary Sustainability Conference
here on the Shasta College campus. Since 2006, Leo Fong has organized and
sponsored the International Film Series, open to campus and community, which
features film presentations that serve as supports to foreign language courses.
Many examples of these kinds of activities are listed under Community Events,
Lectures, and Special Programs, below, under External Relations, but it is
important to point out that most of the Community Events sponsored by English
Department faculty members serve at the core of interdisciplinary integration and
collaboration.
How much reassign time has been allocated to your program’s faculty? Describe the
nature and expected term of this reassignment.
As noted above, one of our full-time instructors is 50% English, 50% Spanish.
One has 50% reassigned time to coordinate the Writing Center. Two teach Basic
Skills for at least 50% of their normal load. Thus, in non-Basic Skills classes, the
equivalent of thirteen full-time faculty members teach for us. In addition, two of
these teach exclusively online or on the Tehama Campus. These reassignment
situations are expected to last indefinitely.
5. Tutoring Centers/Labs
If your program/division has tutoring centers or learning labs:
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What are the capacities of those centers or labs, and the hours of operation?
The Writing Center, currently housed in the Shasta College Library, upstairs,
Room 208, has a 23-capacity computer lab and a separate tutoring room.
Hours of operation as of the fall 2009 semester have been reduced by six
hours per week from the spring semester. The Center is now open from 7:45
a.m. to 7 p.m. Monday through Thursday and from 7:45 a.m. to 3:30 p.m. on
Fridays.
What is the breakdown of student hours of use (students per hour by days)?
This information is not available at this time. Students are required to log in to
the Writing Center for tutoring sessions, computer use, and workshops.
Students are either self-referred or referred by an instructor. Detailed statistics
are kept on student log-ins on the Timekeeper software on the student login
computer; however, students do not log in to a particular class. In addition, the
Writing Center keeps handwritten records of tutoring sessions, of what classes
the students are being tutored in, as well as details of what took place during
the session.
The complex software used on timekeeper computers in the Writing Center,
Business and Math lab, and the Science Center is called Timekeeper. At all
Centers, this software is monitored and statistics of lab use analyzed by
classified staff. An analysis of statistics is performed by classified staff at the
end of each semester. However, due to a reduction in hours of staff at the
Writing Center this semester, a more detailed analysis than what is given in
this report is currently unavailable. This is because breaking the Timekeeper
statistics down to the analysis required would take many hours of
uninterrupted time on the part of staff, including a detailed manual analysis of
records.
What is the breakdown of student hours of use per course?
This information is not available at this time for the reasons cited above.
In terms of usage, what is the total unduplicated student headcount by term, and the
average time a student spends in the center/lab per week?
This information is not available at this time for the reasons cited above.
Do you consider the tutoring centers or learning labs effective in meeting student
needs? If not, what could be done to meet these needs?
In general, the Writing Center is meeting student needs. The Center held
1,206 tutoring appointments for English students in spring of 2009. Of these
appointments, 442 were for Basic Skills students in classes from English 250
through English 190. Thus, 63 percent of tutoring appointments in the Writing
Center for spring 2009 were for students taking English classes above the
Basic Skills level.
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The Writing Center, which moved under the umbrella of Basic Skills in the fall
of 2007, continues to serve primarily English courses, having originally been
set up as a fourth-hour for English many years ago. In 2005, the Writing
Center was removed from the “recommendation” list, a non-accredited status
accorded the Writing Center in its 1999 accreditation visit by the Western
Association for Accreditation for Junior Colleges Commission, and was
awarded its current accredited status as a WAC (Writing-across-theCurriculum) Center. Certification as an accredited WAC Center is one index of
the Center’s effectiveness.
The many services that the Center provides and their full use is another index
of its effectiveness. The most-used service of the Center is to provide one-onone tutoring sessions to English students and students across the campus to
enhance student success in writing assignments. As of April 2009, with the
elimination, due to funding cuts, of the Disabled Students Programs and
Services tutoring center and tutors, the Writing Center has taken on the
responsibility of DSPS tutoring.
Auxiliary services that benefit students are MLA and APA research-paper
workshops, and proof-reading and grammar workshops. Additionally, the
Writing Center Coordinator holds mini-research-paper workshop “drop-in”
sessions in the Center on Wednesday afternoons and evenings for all
students either working on a paper or with questions regarding the research
paper. The classified staff, additionally, provides specialized workshops for
instructors and workshops on writing topics for students.
Almost 1,000 students a semester are exposed to the Writing Center’s
services through class orientations scheduled by instructors and given by
staff.
An indication of effectiveness of the Writing Center program is shown in an
informal survey of full-and-part-time English instructors taken early in
September 2009. One-hundred percent of respondents said that “they had
used the Writing Center’s services within the past year, and 89 percent
reported that they were either ‘very satisfied’ or ‘satisfied’” with the services.
That said, Writing Center staff and the English Department are always looking
for ways to improve this valuable service to our students.
6. Opportunities for Professional Development
Are your faculty members taking advantage of professional development activities either
on campus or off, and to what extent, including sabbaticals?
Faculty members take full advantage of on campus professional development
activities, including online course training and online course pedagogy training.
Some faculty members have attended off campus conferences and training. The
English Department was also quite fortunate to receive two sabbaticals in 200708: one semester for Peter Berkow and one for Frank Nigro. These were the
first sabbaticals awarded in many years. None have been awarded since.
Do those professional development activities generally meet your faculty’s needs?
16
These activities do not meet our faculty members’ needs. The low amount
($500) of funding for off-campus activities discourages faculty members from
attending conferences and getting off-campus training. The English Department
is becoming estranged from national trends in English teaching. Training for
online classes is adequate for maintaining current teaching styles but not for
learning new, relevant technologies that would help enhance our online teaching.
How can Shasta College improve the faculty’s professional development?
Shasta College needs to offer training again on the use of Microsoft Outlook.
The college’s recent attention to assisting in staff development has been very
welcome. However, the college should consider raising the amount given for offcampus activities to $1,200 per year. Or, as a compromise, we should allow
$1,200 every other year, per faculty member.
7. Survey other CCs for Common Practices
Describe your efforts to determine common or best practices at other community
colleges.
The English Department has no formal mechanism for determining best practices
at other community colleges. However, we are active members of ECCTYC, the
English Council of California Two Year Colleges, and we regularly receive
information from them about what is happening around the state. We also have
a good deal of incidental contact with faculty members at other colleges and
gather information this way. For example, last summer two English faculty
members participated in the Northern California Writer’s Project, which brought
them together with numerous university and community college faculty members.
Moreover, some of the best input we get is from our adjunct personnel who often
simultaneously work at other colleges.
What have you learned from other community colleges that will, or could, enhance your
program?
Much of what we have learned has been load related or class size related. The
SLO process has also been based partially on what other schools have done.
3.2 External Relations
1. Facilities
Describe your use of facilities at sites not on campus or at one of the satellite campuses?
English courses are taught regularly at the Tehama campus, with some regularity
at Weaverville, and infrequently at Burney. Facilities at these sites are more or
less similar to what is on the main campus. In addition, ITV courses are
frequently transmitted from the main campus to outside campuses, or vice versa.
Do you share facilities with other programs? If so, describe how that relationship works.
17
The English Department does not have its own classrooms and instead must
borrow classrooms from other programs. Some classrooms (811, 812, 813, 815,
821, and 2106) are generally reserved for Language Arts classes, including
English. For Fall 2009, we had to fit 103 sections into these classrooms. Those
that didn’t fit generally were assigned whatever rooms other departments don’t
want or need. Assignment to rooms that don’t meet the instructors’ needs is
fairly common. Sometimes the instructor can be shifted to a better room, but this
isn’t always possible.
Do outside organizations use your facilities? If so, is there any coordination on this issue
with your program?
Again, the English Department does not have its own classrooms. In the case of
811, which is a computer classroom, we have been approached by other
divisions about using that room. We have indicated a willingness to share as
long as we can first meet our own departmental needs in regard to this room.
2. Contact with K-12 Schools
If appropriate, what type and frequency of contact does your program have with K-12
schools?
Until this year our program offered an English composition course at West Valley
High School. This has been discontinued, but plans are afoot to offer the same
course at Foothill High School and Shasta High School. The English
Department also recently voted to accepted students who take the Early
Assessment Placement test in lieu of the college’s assessment test.
3. Contact with Community Colleges, and Four-year Universities and Colleges
What type and frequency of contact does your program have with other Community
Colleges, Universities, and Colleges?
The English Department has frequent contact with area universities. Four
courses at Chico State are taught by full-time Shasta College faculty members at
the downtown campus. Two full-time Simpson College faculty members teach
on an adjunct basis for Shasta College. We currently have little formal contact
with other community colleges.
4. Articulation with high schools, universities and colleges
What articulation agreements do you have in place with other schools and colleges?
The English Department has no articulation agreements with high schools, but
English 1A, 1B, and 1C are completely articulated with the CSU general
education requirements and the IGETC requirements. Articulation overall with
the UCs and CSUs has mostly increased, with a few decreases. English
literature courses still articulate with 15 CSU campuses and 9 UC campuses,
though since the last program review, articulation of English courses has been
18
dropped with the UC Merced campus and added with the UCSF School of
Dentistry.
There have been some changes with individual courses. Of the courses noted
last time, English 20 (World Mythology) still has no articulation agreements.
English 33 and 36 now have agreements with CSU Sonoma, and English 14 with
CSU San Bernardino and UC Riverside. English 61 still lacks articulation.
Among other courses, there has been some dropped articulation (1A-1C with
Monterey Bay) and some added (such as 11A and B and 13A and B with Chico,
and quite a few with Sonoma). The other notable change is that UC Berkeley
now accepts our English 1A + 1B + one among 10AB or 13AB or 33 as
equivalent to its 1A/1B sequence.
The Course Articulation Numbering system (CAN) is gone, and a new system
(CID) is being devised.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
What are your plans for revising the number and/or extent of your agreements?
19
X
X
X
X
X
X
X
X
X
X
X
X
X
91
X
X
36
X
33
X
X
31
X
25
X
X
24
X
X
X
X
19
X
18
X
17
X
16
X
15
X
14
13B
X
12
13A
X
X
X
11B
X
X
X
X
X
11A
X
10B
1C
X
10A
Chico
Dominguez
Hills
East Bay
Fresno
Humboldt
Long Beach
Monterey
Bay
Northridge
Sacramento
San
Bernardino
San Diego
San
Francisco
San Jose
San Luis
Obispo
Sonoma
Berkeley
Davis
Irvine
Los
Angeles
Merced
Riverside
Santa
Barbara
Santa Cruz
UCSF
School of
Pharmacy
1B
1A
The following notes articulation with our courses. Courses not listed here have
no articulations:
All revisions will be handled on a case-by-case basis. We have no plans for
revising our current agreements. However, the UC’s and CSU’s seem much
more open now to articulating with our literature courses, whereas they were not
in the past. This suggests we should pursue further literature course articulations
to help any possible English majors at Shasta College.
3.3 Resource Efficiency
1. Support
Describe the support your program commonly requires from other college departments or
programs.
While the English Department faculty is, for the most part, highly self-contained,
the primary support network, consisting of the Writing Center and the LRC,
provide assistance in critical areas of the English Program. The Writing Center,
among other services, offers one-on-one peer tutoring with student writing. This
assistance to students helps them on both the global and local levels of their
writing and at all stages of their writing. Staff members help students understand
and interpret an assignment, and they assist students with all aspects of
prewriting, writing and proofreading/editing. Staff members also guide students in
recognizing and correcting patterns of errors in their writing. They encourage
students to sign up for follow-up sessions to continue work on areas of concern
in their writing. Writing Center staff also assist faculty members upon request
with composing assignment prompts that can be easily understood by both
students and tutors alike. Writing Center staff members along with LRC staff also
offer help and guidance with citation and documentation in research papers. This
support is crucial to the English Department.
Support is also required on occasion with respect to the computer technology in
the classrooms and in the 811 computer classroom. Generally the Technology
Department’s response and support is excellent. This also goes for occasional
support received from Physical Plant (to replace light bulbs, respond to tripped
breakers, etc.).
The support staff in the Student Services office is also very helpful with respect to
student clubs and organizations sponsored by the English Department.
Finally, it perhaps goes without saying that the English Department remains very
much reliant upon the Assessment Office, Admissions and Records, and to the
Counseling Department for all they do in assessing, registering, and placing
students in our classes.
When you need support, is it readily available?
Yes it is.
Are there processes that you would like to see put in place that could enhance the level of
support? If so, please describe.
Currently all processes in place are adequate to meet our needs.
20
2. Use of Technology
Describe the technology used in your program.
Access to instructor computers and video projectors is required for all English
courses. All classrooms are equipped with DVD/VCR player combinations along
with a speaker system. Software used includes the Microsoft Office Suite and
Internet Explorer. As noted above, the department also has a yearly license for
Turnitin, the plagiarism checking service.
 Is it sufficient to get the job done?
Currently our needs are being met.
 Can it be improved? If so, how?
Currently it meets our needs.
Describe any technology needs that are continually unmet? (Do not consider
rotation/refreshment of computers as part of this.) How are you able to overcome this
deficit?
Currently our needs are being met.
3. Comparison with Other Institutions
How does your program compare with other community colleges of similar size and
location in terms of size, staffing, facilities, partnerships, etc.?
A comparison of our program with English programs at several roughly
comparable colleges showed the following:
College
Shasta College
Yuba College
College of the
Sequoias
College of the
Redwoods
College of the
Siskiyous
FTEs (Fall
2008)
Full time
faculty
Adjunct
faculty
Ratio of full
time to
adjunct
3767
3302
15
11
25
23
1:1.6
1:2.1
Ratio of FTEs
per full time
faculty
member
251:1
300:1
4527
22
30
1:1.4
206:1
2579
7
23
1:3.2
368:1
1121
5
7
1:1.4
224:1
These numbers are for rough headcounts of faculty members only, and do not
account for possible reassigned time arrangements, instructors who teach part of
their load in English, part in another discipline, etc. All five colleges reported
offering more sections being taught by adjunct instructors than they were
comfortable with.
Comparison in core class offerings:
21
College
Shasta College
Yuba College
College of the
Sequoias
College of the
Redwoods
College of the
Siskiyous
# of sections
of English 1A
(Fall 2009)
45
18
# of sections
of English 190
(Fall 2009)
22
22
52
38
20
33
19
4
We noticed a wide variety of approaches to online courses:
College
Shasta College
Yuba College
College of the
Sequoias
College of the
Redwoods
College of the
Siskiyous
3.2%
7.2%
Hybrid
sections of
English 1A
(Fall 2009)
0
0
Online
sections of
English 190
(Fall 2009)
0
0
4
2.1%
4
0
0
0%
0
0
0
0%
0
0
Online
sections of
English 1A
(Fall 2009)
7
4
% of total 1A
sections
taught online
Aside from Shasta College, only Yuba College offers any English 1A sections
taught via interactive television.
A wide variety of approaches to writing centers was also evident in our survey:
At Sequoias, the Language Arts Program runs the Writing Center. Part time and
full time teachers are all paid to participate in the Writing Center Program. It is a
Writing Across the Curriculum center (WAC) which means students who have
papers due in other departments are encouraged to use the writing center.
The Redwoods Writing Center is not a WAC center. Students who need help with
papers from other departments are not encouraged to seek advice from the
Writing Center. In fact, only English 190 students are allowed to use the center.
The English 190 course is tied directly to the center, and all students are required
to spend class hours there.
At Siskiyous, the Writing Center has had severe budget cuts. They have insisted
on keeping an instructor of record. Full-time and adjunct instructors donate office
hours there. The English Department Chair also donates hours there.
Here are some conclusions:
All schools surveyed have a higher number of adjunct faculty members than they
would like. We would all like to add more full-time faculty members, but budget
considerations are inhibiting that. Our department isn’t the worst when it comes
to full and part time ratio. We are also not the best.
Other schools are also offering a high percentage of distance learning courses.
This is a response to the changing needs of students. A higher percentage of
22
students today work several jobs or have problems commuting to the campus
than a decade or two ago. Shasta is among the leaders in serving students this
way, with a robust variety of distance learning courses and innovative teachers.
We have experimented only on a limited basis with hybrid courses (where seat
time is replaced by online instruction), and these seem to be gaining favor at
other campuses.
There is no clear pattern regarding distance learning courses. Some are taught
on ITV. Some are taught as hybrid courses. Some are taught exclusively online.
In general, there is a reluctance to assign adjunct faculty members to distance
learning for two reasons: It is generally recognized that these courses require a
lot more work for the instructor, and adjunct faculty members might not be as
qualified to handle the challenges of non-traditional classrooms.
There is also a wide variety of approaches to Writing Centers. Some English
departments staff the Writing Center with adjunct instructors and full-time
instructors receiving pay for the hours spent there. Our program is a WAC center
and is staffed by a full-time faculty member (for 50% of her load), two
paraprofessionals and a staff of student tutors.
4. Facility Use/Availability
Describe the scheduling of your courses including the rationale and appropriateness of
the following scheduling characteristics:
The English Department makes every effort to offer a wide variety of courses in
as many time and date combinations as possible. In addition to the patterns
noted below, a large percentage of our courses are delivered online, and
beginning in Spring 2010, others will be offered in a hybrid (partially online)
mode.
MWF, TTh, and/or other combinations
Our 3-unit courses (1B, 1C, etc.) are generally offered either online, or in
MWF or TTh combinations. Since ENGL 1B and ENGL 1C now cover many
of the same requirements, we try not to overlap sections.
Our 4-unit courses (190, 1A, etc.) are offered online, in ITV mode, or in MW
or TTh combinations. We have done some MWF combinations, with one day
a week meeting for two hours, but this is more difficult to schedule and is less
popular with students. We currently offer one WF class, and we are looking
at adding two more to the Fall 2010 schedule (budget allowing).
These time combinations attempt to spread out classes as much as possible.
We have remarkably uniform, varied coverage as a result.
Morning, afternoon, evening, weekend, including time blocks/patterns
of scheduling of classes and/or services
23
We now offer classes starting at 7:00 a.m. in the morning and running M-Th
till 10:00 p.m. Fewer evening classes have been offered in recent years
because of poor enrollment. We offer no classes on the weekend.
17-week, 8-week, shorter courses
We typically offer a wide variety of late start classes in the fall and spring
semesters: 12-week; 15-week; 17-week.
Fall, spring, summer
As far as possible, we try to offer a maximum spread of classes during all
sessions.
Every semester, once-a-year, once-in-every-two-years
Most courses are offered every semester. In light of the recent budget crises,
we are looking at cutting back our literature offerings and teaching some
courses on a consistent but less frequent basis.
What drives scheduling in your program? (Availability of facilities, faculty, local
preferences, tradition, etc.)
All of the above drives scheduling in our program, but primarily, enrollments drive
it: if classes in a given time slot are underloaded or overloaded, we adjust
accordingly. Our options are often limited by factors out of our control, like the
lack of classrooms or of faculty members.
If your program is part of a major or certificate, can a student complete the major or
certificate within two years of full-time (Fall and Spring semesters) study? If not, why?
Our program is part of numerous majors and certificates. We offer so many
sections that yes, students can complete any English courses in their major
within two years of full-time study (unless they need to start in Basic Skills
classes).
Considering the responses to the questions immediately above, what plans do you have to
alter your scheduling practices to accommodate student needs and promote student access
and program completion? Do you have suggestions for improvement?
Our scheduling practices are more than adequate to meet student needs and
provide a wide variety of days/times for students to complete their courses of
study. As noted above, we are currently looking at limiting our literature offerings
but simultaneously offering them in a more predictable manner. We also need to
research the question of how many online courses we should be offering.
5. Faculty and classified staffing
24
Using tables showing data over the past three years please analyze and address trends for
the following:
Headcount of full time faculty by term
Headcount of part time faculty by term
Headcount of faculty by term
Instructor Type
Contract
Hourly
S07
13
24
F07
15
23
S08
15
18
F08
15
25
S09
15
19
F09
15
25
F07
12.5
3.7
S08
13.17
2.6
F08
13.47
4.3
S09
13.42
3.6
F09
13.17
2.9
S08
1:1.4
F08
1:1.9
S09
1:1.4
F09
1:1.9
FTE of full-time faculty by term
FTE of part-time faculty by term
FTE of faculty by term
Instructor Type
Contract
Hourly
S07
11.5
3
Ratio of full-time to part-time faculty by term
Ratio of full-time to part-time faculty by term
S07
F07
Ratio
1:2.1
1:2.0
Number of sections taught by full-time and part-time faculty by term
Number
Initial
Census
of
Sections Enrollment Enrollment
ENGL
Academic Year
Term
06-07
Fall
Course
Avg Initial
End
Enrollment Enrollment
Contract
- Fulltime
60
1,733
1,529
12.10
1,215
29
Hourly Adjunct
52
1,547
1,321
15.05
1,065
30
112
3,280
2,850
13.47
2,280
29
Contract
- Fulltime
58
1,630
1,363
16.56
1,064
28
Hourly Adjunct
45
1,245
1,036
17.29
849
28
103
2,875
2,399
16.88
1,913
28
All
Spring
%
Lost
All
25
Number
of
Initial
Census
Sections Enrollment Enrollment
ENGL
07-08
Fall
Contract
- Fulltime
Hourly Adjunct
Fall
1,711
1,448
16.75
1,123
31
1,653
1,396
15.33
1,144
30
3,364
2,844
16.04
2,267
30
Contract
- Fulltime
67
2,001
1,701
15.34
1,338
30
Hourly Adjunct
39
1,057
897
15.83
687
27
106
3,058
2,598
15.52
2,025
29
Contract
- Fulltime
61
1,975
1,706
14.34
1,327
32
Hourly Adjunct
62
1,607
1,357
15.79
1,060
26
123
3,582
3,063
15.07
2,387
29
Contract
- Fulltime
58
1,954
1,660
15.75
1,341
34
Hourly Adjunct
52
1,436
1,179
17.47
961
28
110
3,390
2,839
16.56
2,302
31
All
Spring
55
56
All
08-09
Course
End
Avg Initial
Enrollment Enrollment
111
All
Spring
%
Lost
All
Number and ratio of full-time and part-time faculty who teach in the evenings by
term
Number and ratio of full-time and part-time faculty who teach in the day time by
term
26
ENGL
Academic
Year
Term
Schedule
06-07
Fall
Online
Morning
Evening
# of
Initial
Sections Enrollment
TBA
Spring
% Lost
Contract
- Fulltime
10
326
287
14.31
Hourly Adjunct
9
287
255
12.98
All
19
613
542
13.68
Contract
- Fulltime
27
821
736
10.62
Hourly Adjunct
15
408
359
11.91
All
42
1,229
1,095
11.08
4
112
94
14.58
Contract
- Fulltime
Hourly Adjunct
Afternoon
Census
Enrollment
Ratio
of fullto parttime
1:1
1:0.5
7
177
149
16.52
All
11
289
243
15.81
Contract
- Fulltime
16
469
407
14.87
Hourly Adjunct
21
675
558
17.70
All
37
1,144
965
16.48
Contract
- Fulltime
3
5
5
0.00
All
3
5
5
0.00
Contract
- Fulltime
9
351
273
23.36
Hourly Adjunct
9
299
233
22.96
All
18
650
506
23.16
Contract
- Fulltime
19
572
488
15.30
Hourly Adjunct
19
544
472
13.70
All
38
1,116
960
14.50
1:1
Contract
- Fulltime
4
64
53
19.03
1:1.5
Hourly Adjunct
6
118
103
12.13
1:0.5
1:1.3
1:0
Schedule
Online
Morning
Evening
27
1:1
ENGL
Afternoon
TBA
07-08
Fall
# of
Initial
Sections Enrollment
% Lost
All
10
182
156
14.89
Contract
- Fulltime
21
634
541
15.88
Hourly Adjunct
11
284
228
21.66
All
32
918
769
17.87
Contract
- Fulltime
5
9
8
10.00
All
5
9
8
10.00
Contract
- Fulltime
4
139
113
20.27
Hourly Adjunct
16
531
436
19.69
All
20
670
549
19.81
Contract
- Fulltime
24
811
702
13.76
Hourly Adjunct
18
433
379
10.50
All
42
1,244
1,081
12.36
Contract
- Fulltime
3
87
66
22.47
Hourly Adjunct
9
275
229
18.57
All
12
362
295
19.55
Contract
- Fulltime
21
670
564
16.31
Hourly Adjunct
13
414
352
14.42
All
34
1,084
916
15.59
Contract
- Fulltime
3
4
3
33.33
All
3
4
3
33.33
1:0
56
1,653
1,396
15.33
1,144
111
3,364
2,844
16.04
2,267
1:0.5
1:0
Schedule
Online
Morning
Evening
Afternoon
TBA
Hourly Adjunct
All
Spring
Census
Enrollment
Ratio
of fullto parttime
Schedule
Online
1:4
1:0.8
1:3
1:0.6
1:1
Contract
- Fulltime
11
28
364
308
16.67
ENGL
Morning
# of
Initial
Sections Enrollment
12
404
351
15.05
All
23
768
659
15.82
Contract
- Fulltime
31
916
799
12.60
9
242
210
12.44
40
1,158
1,009
12.57
Contract
- Fulltime
5
135
109
19.29
Hourly Adjunct
7
108
88
17.07
All
12
243
197
17.99
Contract
- Fulltime
19
585
484
18.79
Hourly Adjunct
11
303
248
18.66
All
30
888
732
18.74
Contract
- Fulltime
1
1
1
0.00
All
1
1
1
0.00
Contract
- Fulltime
8
273
237
14.33
Hourly Adjunct
14
477
402
17.77
All
22
750
639
16.52
Contract
- Fulltime
27
917
799
13.06
Hourly Adjunct
21
462
408
11.27
All
All
Afternoon
TBA
08-09
Fall
% Lost
Hourly Adjunct
Hourly Adjunct
Evening
Census
Enrollment
Ratio
of fullto parttime
1:0.3
1:1.4
1:0.6
1:0
Schedule
Online
Morning
Evening
Afternoon
1:1.8
48
1,379
1,207
12.28
Contract
- Fulltime
2
59
49
15.55
Hourly Adjunct
16
307
249
16.23
All
18
366
298
16.15
1:8
Contract
- Fulltime
24
726
621
15.68
1:0.4
Hourly Adjunct
10
328
276
19.46
29
1:0.8
ENGL
# of
Initial
Sections Enrollment
All
TBA
Spring
Census
Enrollment
% Lost
Ratio
of fullto parttime
34
1,054
897
16.79
Hourly Adjunct
1
33
22
39.39
All
1
33
22
39.39
1:0
All
123
3,582
3,063
15.07
2,387
Contract
- Fulltime
26
860
749
13.57
Hourly Adjunct
14
351
313
10.48
All
40
1,211
1,062
12.49
Contract
- Fulltime
1
34
29
14.71
Hourly Adjunct
13
254
190
23.19
All
14
288
219
22.58
Contract
- Fulltime
22
737
611
17.65
Hourly Adjunct
10
308
261
14.38
All
32
1,045
872
16.63
Contract
- Fulltime
9
323
271
17.50
Hourly Adjunct
15
523
415
21.09
All
24
846
686
19.75
Schedule
Morning
Evening
Afternoon
TBA
1:0.5
1:13
1:0.5
1:1.7
Number of classified support staff
Number of classified support staff
S07
Paraprofessionals
1.7
F07
1.7
S08
1.7
F08
1.7
S09
1.7
F09
1.5
Paraprofessionals are for the Writing Center only, which is not technically a
part of the English Department. The division’s administrative assistants serve
the entire division.
Faculty and staff demographics
Number of
Instructors Percent
Age Category
1
20-29
30
2.17
Number of
Instructors Percent
30-39
13
28.26
40-49
10
21.74
50-59
11
23.91
60-69
10
21.74
70-79
1
2.17
Female
30
65.22
Male
16
34.78
American Indian
1
2.17
Asian
1
2.17
Black or African American
1
2.17
Hispanic
2
4.35
41
89.13
46
100.00
Gender
Race
White
All
Number of
Instructors
Percent
Teaching Arrangements
Contract
15
31.25
Hourly
30
62.50
No Pay
1
2.08
Overload
2
4.17
48
100.00
All
Number of
Sections
FTEF
Teaching Arrangement
All
Contract
63
15.22
Hourly
60
12.28
No Pay
1
0.00
Overload
2
0.50
126
28.00
6. Equipment
Describe the equipment you use in your program.
31
Please describe your program’s practices regarding equipment purchasing, maintenance,
repair, usage and storage.
Do you have any suggestions for improvement?
The English Department requires no specialized equipment other than the
technology listed under “2. Use of Technology” above.
7. Budget info, requests, action plans
Is your budget sufficient to cover your program’s needs?
Our budget is currently sufficient to cover our program’s needs.
Once your budget is set by the college, is it stable or does it need constant transfers of
funds or requests for augmentation?
It is currently stable.
Do you have access to outside funding sources such as grants, endowments, gifts, etc.
that can help enhance the general fund allocations? Do you have the support needed to
apply for these funding opportunities? What can the college do to help your program
increase funding beyond that which is available through the state funding allocation
process?
Currently we do not have funding from outside sources, with the exception of the
Shasta College Foundation, which has helped us on numerous occasions for
special events like the Sustainability Conference or the Distinguished Author
Series. However, we do not currently need tremendous amounts of funding.
What is your budget planning process? What are the considerations upon which you
develop your budget?
Our budget is managed by the Dean of Sciences, Language Arts, and Math, and
we have had little formal input on it. If we have needed something, we simply
ask for it and our Dean has done his best to provide it. The vast majority of our
budget, though, is for salary and benefits.
Describe the non-financial benefits of your program that should be considered in a
cost/benefit analysis? Include a description of who benefits and what the benefit is. For
example: improved student retention. What evidence do you have that this benefit exists?
The benefits of teaching students how to write are self evident. About 80% of
what we do is teach composition and research skills, and this supports every
other program on campus. The other 20% of what we do is teach literature. The
benefits of a liberal education are also hopefully self evident.
What is the cost versus income ratio for your program?
Income: $4324/FTES; any other ongoing funding/income sources like Instructional
Agreements or partnerships, etc.
32
For Fall 2009 the English Department generated 349.67 total FTES at a total
direct instructional cost of $853,141. The estimated total apportionment for
this was $1,436,238. Aside from apportionment we brought in no other
income. Thus, the ratio of cost to income was 1:1.7.
Cost: College Budget for your department(s) that cover your program; add 30% for
college wide expenses/services.
The annual budget for the English Department is $1,866,550. The 30% for
college wide expenses/services amounts to $559,977.40.
How might your program become more efficient in terms of cost versus benefits?
Since almost all of our budget is made up of salary and benefits, it’s difficult
to cut costs without cutting people. About $12,000 of our budget goes to
travel for adjunct personnel commuting here from out of town. We could
reduce this by putting more of them in online classes, but not all desire this,
and this proposed solution brings its own problems. Asked to cut costs by
5% for the 2010-2011 school year, we proposed cutting or streamlining our
offerings of literature and creative writing courses. However, these courses
pay for themselves in normal budget years, so such cuts are only desirable
when funding for apportionment has been cut.
It is also very difficult for English instructors to add extra students to their
courses. Currently, English 190 and English 1A have a cap of 30 students,
and courses above that are set at 35. English 190 and 1A both require a
minimum of 6,000 words (24+ typewritten pages) of writing from each
student. English 1B and 1C, which are set at 35 students, have wordcount
requirements of 6,000-8,000 words (24-32 pages). It is impossible to add
additional students in these courses in particular without compromising
instructional quality. ECCTYC, the English Council of California Two Year
Colleges, recommends class limits of 23 students for all these courses.
Despite this, English instructors often bend to the needs of students
desperate to enroll in their courses, and we’ve seen a steady uptick in recent
years in the number of students per course.
8. Reach of Services
Are the courses provided in your program adequate to meet the student or community
need? How have these needs been measured?
English Department courses are more or less typical of what is seen across the
state, in what is required by articulation agreements, graduation requirements,
etc. The need for these classes can be measured primarily by the demand for
them, which is high, especially right now. We have offered many new courses in
recent years and have seen them achieve healthy enrollment rates.
Is there an opportunity or need to grow your program, and if so, how might you
accomplish that growth?
33
Wait lists have been very high in almost all of our courses, indicating a need to
offer more sections. Our limitations are partly what they’ve always been: lack of
facilities and lack of money to offer new sections. There does appear to be
demand for more online classes, which do not require any additional facility
space. The department, however, needs to decide what our philosophy is on the
growth of online classes.
3.4 Student Success
Please present and discuss the quantifiable factors pertinent to your program by semester
over the past three years.
Trends of FTES
FTES/FTE ratio
Total program enrollment
Number of sections
Average class size at census
ENGL
# of
Sections
Census
Enrollment
Course End
Enrollment
Total Avg Initial
Avg
FTES Enrollment Census
Avg
FTES
Avg
FTES /
FTEF
AcaTerm
demic
Year
06-07
07-08
08-09
Fall
141
2,865
2,287
352
24
20.3
2.5
18.46
Spring
128
2,413
1,924
281
23
18.9
2.2
10.59
Fall
139
2,934
2,354
359
26
21.1
2.6
10.73
Spring
138
2,714
2,139
316
23
19.7
2.3
9.83
Fall
132
3,096
2,411
383
27
23.5
2.9
12.26
Spring
126
2,860
2,323
344
27
22.7
2.7
13.31
Enrollments have increased by almost 700 students since three years ago,
despite the fact that we offered 9 fewer sections. FTEs per section have
gone up from 2.35 in 2006-07 to 2.8 in 2008-09.
Enrollments at census by course and program
Number of audits by course and program
34
All
ENGL
Retention
#
Course
Academic Year
Term
ENGL-1A
06-07
Summer
156
84.6%
1,161
79.3%
Spring
810
78.8%
Summer
150
81.3%
1,151
81.3%
Spring
930
74.2%
Summer
162
84.0%
Fall
1,261
77.5%
Spring
1,015
79.4%
Fall
07-08
Fall
08-09
ENGL-1B
06-07
07-08
08-09
ENGL-1C
06-07
07-08
08-09
ENGL-10A
%
Summer
51
72.5%
Fall
159
83.0%
Spring
159
78.6%
51
82.4%
Fall
138
81.2%
Spring
198
86.4%
53
94.3%
Fall
216
81.0%
Spring
250
88.0%
63
95.2%
Fall
312
84.9%
Spring
415
84.8%
77
88.3%
Fall
290
89.7%
Spring
381
88.7%
81
96.3%
Fall
236
83.1%
Spring
382
83.8%
Summer
Summer
Summer
Summer
Summer
06-07
Fall
14
78.6%
07-08
Fall
31
67.7%
08-09
Fall
31
67.7%
06-07
Spring
31
64.5%
07-08
Spring
32
81.3%
08-09
Spring
34
91.2%
ENGL-11B
06-07
Spring
11
72.7%
ENGL-13A
07-08
Spring
13
69.2%
ENGL-13B
06-07
Fall
18
77.8%
ENGL-10B
35
All
ENGL
Retention
#
ENGL-14
ENGL-15
08-09
Fall
06-07
Spring
07-08
08-09
19
78.9%
9
55.6%
Fall
16
68.8%
Fall
31
83.9%
Spring
24
66.7%
Summer
21
90.5%
Fall
24
75.0%
Spring
29
69.0%
Summer
19
89.5%
Fall
19
73.7%
Spring
17
52.9%
Summer
28
85.7%
Fall
31
71.0%
Spring
25
76.0%
Fall
25
64.0%
Spring
27
55.6%
Fall
22
59.1%
Spring
27
77.8%
Fall
22
81.8%
Spring
23
82.6%
06-07
Fall
23
87.0%
07-08
Fall
25
84.0%
08-09
Fall
27
92.6%
06-07
Fall
20
95.0%
07-08
Fall
18
72.2%
08-09
Fall
14
78.6%
06-07
Fall
22
77.3%
07-08
Spring
29
79.3%
08-09
Fall
24
79.2%
Spring
28
78.6%
Summer
20
70.0%
Fall
28
67.9%
Spring
29
65.5%
Summer
27
85.2%
Fall
29
51.7%
Spring
45
88.9%
Summer
27
81.5%
06-07
07-08
08-09
ENGL-16
06-07
07-08
08-09
ENGL-18
ENGL-19
ENGL-20
ENGL-24
%
06-07
07-08
08-09
36
All
ENGL
Retention
#
ENGL-25
ENGL-31
%
Fall
37
64.9%
Spring
44
72.7%
06-07
Spring
24
87.5%
07-08
Spring
29
62.1%
08-09
Spring
22
68.2%
06-07
Summer
57
87.7%
Fall
133
79.7%
Spring
122
88.5%
59
89.8%
Fall
202
82.7%
Spring
171
81.9%
56
96.4%
Fall
188
80.9%
Spring
154
84.4%
07-08
08-09
Summer
Summer
ENGL-33
06-07
Fall
16
87.5%
ENGL-36
06-07
Summer
16
75.0%
Fall
24
79.2%
Spring
28
67.9%
Summer
23
95.7%
Fall
40
82.5%
Spring
31
67.7%
Summer
25
76.0%
Fall
25
80.0%
Spring
27
88.9%
07-08
08-09
ENGL-91
06-07
Spring
0
.
ENGL-97
06-07
Fall
15
86.7%
Spring
16
93.8%
07-08
Spring
30
86.7%
06-07
Summer
27
81.5%
Fall
500
81.4%
Spring
307
82.1%
35
97.1%
Fall
503
79.7%
Spring
342
76.3%
47
95.7%
Fall
522
75.1%
Spring
400
81.5%
ENGL-190
07-08
08-09
Summer
Summer
37
All
ENGL
Retention
#
ENGL-191
06-07
07-08
08-09
ENGL-193
06-07
07-08
08-09
ENGL-194
06-07
07-08
08-09
%
Fall
45
91.1%
Spring
55
94.5%
Fall
34
97.1%
Spring
36
100.0%
Fall
28
100.0%
Spring
41
90.2%
Fall
38
100.0%
Spring
51
98.0%
Fall
34
100.0%
Spring
33
100.0%
Fall
28
100.0%
Spring
37
97.3%
Fall
39
97.4%
Spring
50
100.0%
Fall
32
100.0%
Spring
37
97.3%
Fall
28
100.0%
Spring
36
100.0%
The data above shows closing enrollments and retention rates by course, but
not overall enrollments. In general, enrollments have remained steady over
the last few years. English 1B, which was recently redesigned to meet
IGETC requirements, has experienced much higher enrollments than
previously. It has taken away some students from English 1C, which meets
many of the same requirements. We have no data on audits, which in any
case are not encouraged by the department because of liability issues.
Number of combined sections
Number
of
Sections
ENGL
Academic
Year
Term
06-07
Fall
112
Spring
103
Fall
111
Spring
106
Fall
124
Spring
110
07-08
08-09
38
Section characteristics (on-off campus, distance ed – online and/or ITV)
For section characteristics, please see charts in section 5. Faculty and
classified staffing above.
Grade distributions
Type of credit received by students (credit and noncredit)
Overall results for the department are as follows:
Grade
Distribution
A
#
06- Fall
07
Spr.
All
07- Fall
08
Spr.
All
08- Fall
09
Spr.
All
B
%
C
#
D
%
#
%
#
F
%
CR
#
%
#
P
%
#
NP
%
#
W
%
FW
#
%
#
I
%
#
NC
%
#
DR
%
#
%
688
24.2
710
25.0
437
15.4
109 3.8 333 11.7
8 0.3
.
.
.
. 460 16.2
.
.
.
. 2 0.1
97 3.4
589
25.0
595
25.3
322
13.7
95 4.0 267 11.3
9 0.4
.
.
.
. 423 18.0
.
.
6 0.3 4 0.2
43 1.8
1,277
24.6
1,305
25.1
759
14.6
204 3.9 600 11.5 17 0.3
.
.
.
. 883 17.0
.
.
6 0.1 6 0.1 140 2.7
667
23.5
698
24.6
395
13.9
140 4.9 355 12.5
9 0.3
.
.
.
. 360 12.7
.
.
8 0.3 4 0.1 198 7.0
607
23.4
568
21.9
341
13.2
130 5.0 356 13.7
6 0.2
.
.
.
. 417 16.1
.
. 23 0.9 2 0.1 140 5.4
1,274
23.5
1,266
23.3
736
13.6
270 5.0 711 13.1 15 0.3
.
.
.
. 777 14.3
.
. 31 0.6 6 0.1 338 6.2
690
22.8
748
24.7
469
15.5
144 4.8 302 10.0
658
23.4
707
25.1
399
14.2
148 5.3 361 12.8 11 0.4
1,348
23.1
1,455
24.9
868
14.9
292 5.0 663 11.4 12 0.2 7 0.1 3 0.1 755 12.9 98 1.7 16 0.3 3 0.1 318 5.4
1 0.0 7 0.2 3 0.1 429 14.2 54 1.8
.
.
.
9 0.3
. 326 11.6 44 1.6
.
. 170 5.6
7 0.2 3 0.1 148 5.3
These are the course specific results:
A
B
C
D
F
W
FW
I
NC
DR
Grade Distribution
#
%
#
%
#
%
#
%
#
%
#
%
#
%
#
%
# %
#
%
Course
ENGL10A
06- Fall
07
All
07- Fall
08
10
66.7
2
13.3
.
.
.
.
.
.
3
20.0
.
.
.
.
.
.
.
.
10
66.7
2
13.3
.
.
.
.
.
.
3
20.0
.
.
.
.
.
.
.
.
6
19.4
10
32.3
.
.
.
.
5
16.
1
4
12.9
.
.
.
.
.
.
6
19.4
4
12.9
.
.
.
.
.
.
6
19.4
All
ENGL13B
6
19.4
10
32.3
.
.
.
.
5
16.
1
08- Fall
09
All
10
32.3
6
19.4
2
6.5
1
3.2
2
6.5
6
19.4
.
.
.
.
.
.
4
12.9
10
32.3
6
19.4
2
6.5
1
3.2
2
6.5
6
19.4
.
.
.
.
.
.
4
12.9
06- Fall
07
All
8
42.1
1
5.3
5
26.3
1
5.3
.
.
3
15.8
.
.
.
.
.
.
1
5.3
8
42.1
1
5.3
5
26.3
1
5.3
.
.
3
15.8
.
.
.
.
.
.
1
5.3
08- Fall
09
All
11
55.0
5
25.0
.
.
.
.
.
.
.
.
1 5.0
.
.
.
.
3
15.0
11
55.0
5
25.0
.
.
.
.
.
.
.
.
1 5.0
.
.
.
.
3
15.0
39
A
B
C
D
F
W
FW
I
NC
DR
Grade Distribution
#
ENGL15
06- Fall
07
Spr.
All
07- Fall
08
Spr.
All
08- Fall
09
Spr.
#
%
#
%
#
%
#
%
%
#
%
#
%
# %
#
%
7
29.2
7
29.2
3
12.5
.
.
1
4.2
4
16.7
.
.
.
.
.
.
2
8.3
14
48.3
5
17.2
1
3.4
.
.
.
.
7
24.1
.
.
.
.
.
.
2
6.9
21
39.6
12
22.6
4
7.5
.
.
1
1.9
11
20.8
.
.
.
.
.
.
4
7.5
9
47.4
5
26.3
.
.
.
.
.
.
2
10.5
.
.
.
.
.
.
3
15.8
5
29.4
3
17.6
.
.
.
.
1
5.9
6
35.3
.
.
.
.
.
.
2
11.8
14
38.9
8
22.2
.
.
.
.
1
2.8
8
22.2
.
.
.
.
.
.
5
13.9
19
61.3
2
6.5
1
3.2
.
.
.
.
5
16.1
2 6.5
.
.
.
.
2
6.5
9
34.6
7
26.9
2
7.7
.
.
2
7.7
4
15.4
.
.
.
.
.
.
2
7.7
49.1
9
15.8
3
5.3
.
.
2
3.5
9
15.8
2 3.5
.
.
.
.
4
7.0
5
20.0
5
20.0
4
16.0
.
.
2
8.0
7
28.0
.
.
.
.
.
.
2
8.0
5
18.5
2
7.4
1
3.7
3
11.
1
4
14.
8
9
33.3
.
.
.
.
.
.
3
11.1
10
19.2
7
13.5
5
9.6
3
5.8
6
11.
5
16
30.8
.
.
.
.
.
.
5
9.6
6
27.3
2
9.1
2
9.1
1
4.5
2
9.1
6
27.3
.
.
.
.
.
.
3
13.6
7
25.9
5
18.5
3
11.1
3
11.
1
3
11.
1
3
11.1
.
.
.
.
.
.
3
11.1
13
26.5
7
14.3
5
10.2
4
8.2
5
10.
2
9
18.4
.
.
.
.
.
.
6
12.2
4
17.4
7
30.4
.
.
2
8.7
6
26.
1
4
17.4
.
.
.
.
.
.
.
.
3
13.0
7
30.4
1
4.3
3
13.
0
5
21.
7
3
13.0
.
.
.
.
.
.
1
4.3
7
15.2
14
30.4
1
2.2
5
10.
9
11
23.
9
7
15.2
.
.
.
.
.
.
1
2.2
06- Fall
07
All
11
47.8
7
30.4
1
4.3
.
.
1
4.3
3
13.0
.
.
.
.
.
.
.
.
11
47.8
7
30.4
1
4.3
.
.
1
4.3
3
13.0
.
.
.
.
.
.
.
.
07- Fall
08
All
13
48.1
6
22.2
2
7.4
1
3.7
1
3.7
2
7.4
.
.
.
.
.
.
2
7.4
13
48.1
6
22.2
2
7.4
1
3.7
1
3.7
2
7.4
.
.
.
.
.
.
2
7.4
08- Fall
09
All
13
48.1
5
18.5
5
18.5
1
3.7
1
3.7
2
7.4
.
.
.
.
.
.
.
.
13
48.1
5
18.5
5
18.5
1
3.7
1
3.7
2
7.4
.
.
.
.
.
.
.
.
06- Fall
07
Spr.
All
07- Fall
08
Spr.
All
08- Fall
09
Spr.
All
ENGL18
#
28
All
ENGL16
%
40
A
B
C
D
F
W
FW
I
NC
DR
Grade Distribution
#
ENGL19
%
#
%
#
%
#
%
#
%
#
%
#
%
#
%
06- Fall
07
9
45.0
7
35.0
.
.
1
5.0
1
5.0
1
5.0
.
45.0
7
35.0
.
.
1
5.0
1
5.0
1
5.0
.
27.8
5
27.8
1
5.6
.
.
.
.
2
11.1
.
.
.
.
5
.
. 1 0
.
.
.
1
1
.
. 2 1
3
16.7
.
.
1
1
.
. 2 1
3
16.7
.
.
All
08- Fall
09
All
ENGL190
06- Fall
07
5
27.8
5
27.8
1
5.6
.
.
.
.
2
11.1
4
28.6
5
35.7
.
.
.
.
.
.
1
7.1
1 7.1
.
.
.
.
1
7.1
4
28.6
5
35.7
.
.
.
.
.
.
1
7.1
1 7.1
.
.
.
.
1
7.1
84
16.7
125
24.9
91
18.1
32
6.4
77
15.
3
80
15.9
.
.
.
.
.
.
14
2.8
62
19.9
76
24.4
51
16.4
13
4.2
52
16.
7
49
15.8
.
.
1 0.3
.
.
7
2.3
146
17.9
201
24.7
142
17.4
45
5.5
12
9
15.
8
12
9
15.8
.
.
1 0.1
.
.
21
2.6
114
22.4
120
23.6
65
12.8
37
7.3
69
13.
6
73
14.3
.
.
.
.
.
.
31
6.1
41
12.0
67
19.5
46
13.4
39
11.
4
65
19.
0
72
21.0
.
.
4 1.2
.
.
9
2.6
155
18.2
187
21.9
111
13.0
76
8.9
13
4
15.
7
14
5
17.0
.
.
4 0.5
.
.
40
4.7
82
15.3
117
21.8
108
20.1
41
7.6
54
10.
1
80
14.9
16 3.0
1 0.2
.
.
37
6.9
60
14.8
73
18.0
79
19.5
39
9.6
78
19.
2
45
11.1
14 3.4
2 0.5
.
.
16
3.9
142
15.1
190
20.2
187
19.9
80
8.5
13
2
14.
0
12
5
13.3
30 3.2
3 0.3
.
.
53
5.6
31
68.9
7
15.6
2
4.4
.
.
1
2.2
4
8.9
.
.
.
.
.
.
.
.
30
54.5
21
38.2
1
1.8
.
.
.
.
2
3.6
.
.
.
.
.
.
1
1.8
61
61.0
28
28.0
3
3.0
.
.
1
1.0
6
6.0
.
.
.
.
.
.
1
1.0
24
70.6
6
17.6
2
5.9
.
.
1
2.9
1
2.9
.
.
.
.
.
.
.
.
27
75.0
5
13.9
1
2.8
.
.
3
8.3
.
.
.
.
.
.
.
.
.
.
51
72.9
11
15.7
3
4.3
.
.
4
5.7
1
1.4
.
.
.
.
.
.
.
.
22
78.6
5
17.9
1
3.6
.
.
.
.
.
.
.
.
.
.
.
.
.
.
27
65.9
6
14.6
4
9.8
.
.
.
.
3
7.3
.
.
.
.
.
.
1
2.4
49
71.0
11
15.9
5
7.2
.
.
.
.
3
4.3
.
.
.
.
.
.
1
1.4
Spr.
All
07- Fall
08
Spr.
All
08- Fall
09
Spr.
All
ENGL191
06- Fall
07
Spr.
All
07- Fall
08
Spr.
All
08- Fall
09
Spr.
All
41
.
%
.
.
07- Fall
08
5
#
5
.
. 1 0
All
9
# %
A
B
C
D
F
W
FW
I
NC
DR
Grade Distribution
#
ENGL193
06- Fall
07
Spr.
All
07- Fall
08
Spr.
All
08- Fall
09
Spr.
All
ENGL194
06- Fall
07
Spr.
All
07- Fall
08
Spr.
All
08- Fall
09
Spr.
All
ENGL1A
06- Fall
07
%
#
%
#
%
#
%
#
%
#
%
#
%
# %
#
%
71.1
10
26.3
1
2.6
.
.
.
.
.
.
.
.
.
.
.
.
.
.
23
45.1
16
31.4
11
21.6
.
.
.
.
1
2.0
.
.
.
.
.
.
.
.
50
56.2
26
29.2
12
13.5
.
.
.
.
1
1.1
.
.
.
.
.
.
.
.
18
52.9
12
35.3
1
2.9
1
2.9
2
5.9
.
.
.
.
.
.
.
.
.
.
19
57.6
9
27.3
5
15.2
.
.
.
.
.
.
.
.
.
.
.
.
.
.
37
55.2
21
31.3
6
9.0
1
1.5
2
3.0
.
.
.
.
.
.
.
.
.
.
20
71.4
8
28.6
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
25
67.6
6
16.2
5
13.5
.
.
.
.
1
2.7
.
.
.
.
.
.
.
.
45
69.2
14
21.5
5
7.7
.
.
.
.
1
1.5
.
.
.
.
.
.
.
.
30
76.9
8
20.5
.
.
.
.
.
.
1
2.6
.
.
.
.
.
.
.
.
17
34.0
24
48.0
9
18.0
.
.
.
.
.
.
.
.
.
.
.
.
.
.
47
52.8
32
36.0
9
10.1
.
.
.
.
1
1.1
.
.
.
.
.
.
.
.
18
56.3
12
37.5
2
6.3
.
.
.
.
.
.
.
.
.
.
.
.
.
.
24
64.9
7
18.9
1
2.7
.
.
4
10.
8
1
2.7
.
.
.
.
.
.
.
.
42
60.9
19
27.5
3
4.3
.
.
4
5.8
1
1.4
.
.
.
.
.
.
.
.
26
92.9
1
3.6
.
.
.
.
1
3.6
.
.
.
.
.
.
.
.
.
.
21
58.3
11
30.6
3
8.3
.
.
1
2.8
.
.
.
.
.
.
.
.
.
.
47
73.4
12
18.8
3
4.7
.
.
2
3.1
.
.
.
.
.
.
.
.
.
.
207
17.6
319
27.1
196
16.7
44
3.7
16
7
14.
2
20
2
17.2
.
.
.
.
.
.
41
3.5
148
18.1
196
23.9
126
15.4
35
4.3
13
6
16.
6
15
7
19.2
.
.
4 0.5
.
.
17
2.1
15.
2
35
9
18.0
.
.
4 0.2
.
.
58
2.9
All
355
17.8
515
25.8
322
16.1
79
4.0
30
3
219
18.7
286
24.4
190
16.2
50
4.3
19
9
17.
0
13
8
11.8
.
.
7 0.6
.
.
81
6.9
162
17.2
196
20.8
132
14.0
39
4.1
15
6
16.
5
18
3
19.4
.
.
15 1.6
.
.
60
6.4
381
18.0
482
22.8
322
15.2
89
4.2
35
5
16.
8
32
1
15.2
.
.
22 1.0
.
.
14
1
6.7
239
18.8
333
26.2
207
16.3
48
3.8
14
9
11.
7
20
2
15.9
15 1.2
8 0.6
.
.
70
5.5
199
19.2
266
25.7
136
13.2
57
5.5
16
1
15.
6
14
1
13.6
17 1.6
3 0.3
.
.
54
5.2
438
19.0
599
26.0
343
14.9
10
5
4.6
31
0
13.
4
34
3
14.9
32 1.4
11 0.5
.
.
12
4
5.4
Spr.
All
08- Fall
09
#
27
Spr.
07- Fall
08
%
Spr.
All
42
A
B
C
D
F
W
FW
I
NC
DR
Grade Distribution
#
ENGL1B
06- Fall
07
%
#
%
#
%
#
%
#
%
#
%
#
%
# %
#
%
20.0
49
30.6
29
18.1
1
0.6
22
13.
8
18
11.3
.
.
.
.
.
.
9
5.6
32
19.9
45
28.0
19
11.8
10
6.2
21
13.
0
31
19.3
.
.
.
.
.
.
3
1.9
64
19.9
94
29.3
48
15.0
11
3.4
43
13.
4
49
15.3
.
.
.
.
.
.
12
3.7
28
19.9
32
22.7
29
20.6
4
2.8
20
14.
2
13
9.2
.
.
1 0.7
.
.
14
9.9
46
23.0
49
24.5
37
18.5
10
5.0
29
14.
5
22
11.0
.
.
2 1.0
.
.
5
2.5
74
21.7
81
23.8
66
19.4
14
4.1
49
14.
4
35
10.3
.
.
3 0.9
.
.
19
5.6
08- Fall
09
54
25.0
66
30.6
26
12.0
4
1.9
25
11.
6
30
13.9
2 0.9
.
.
.
.
9
4.2
Spr.
73
29.0
78
31.0
39
15.5
5
2.0
25
9.9
20
7.9
.
.
2 0.8
.
.
10
4.0
127
27.1
144
30.8
65
13.9
9
1.9
50
10.
7
50
10.7
2 0.4
2 0.4
.
.
19
4.1
93
29.2
99
31.1
58
18.2
6
1.9
15
4.7
36
11.3
.
.
.
.
.
.
11
3.5
122
29.0
134
31.9
66
15.7
10
2.4
24
5.7
61
14.5
.
.
1 0.2
.
.
2
0.5
215
29.1
233
31.6
124
16.8
16
2.2
39
5.3
97
13.1
.
.
1 0.1
.
.
13
1.8
All
07- Fall
08
Spr.
All
All
06- Fall
07
Spr.
All
07- Fall
08
Spr.
All
08- Fall
09
Spr.
All
ENGL20
%
32
Spr.
ENGL1C
#
06- Fall
07
All
07- Spr.
08
95
32.5
94
32.2
51
17.5
6
2.1
16
5.5
19
6.5
.
.
.
.
.
.
11
3.8
108
28.0
123
31.9
66
17.1
8
2.1
38
9.8
30
7.8
.
.
.
.
.
.
13
3.4
203
29.9
217
32.0
117
17.3
14
2.1
54
8.0
49
7.2
.
.
.
.
.
.
24
3.5
59
24.5
71
29.5
48
19.9
10
4.1
13
5.4
22
9.1
2 0.8
.
.
.
.
16
6.6
96
24.7
130
33.5
60
15.5
14
3.6
26
6.7
30
7.7
6 1.5
.
.
.
.
26
6.7
155
24.6
201
32.0
108
17.2
24
3.8
39
6.2
52
8.3
8 1.3
.
.
.
.
42
6.7
3
13.6
5
22.7
7
31.8
.
.
.
.
5
22.7
.
.
.
.
.
.
.
.
3
13.6
5
22.7
7
31.8
.
.
.
.
5
22.7
.
.
.
.
.
.
.
.
5
17.2
5
17.2
7
24.1
2
6.9
4
13.
8
5
17.2
.
.
.
.
.
.
1
3.4
5
17.2
5
17.2
7
24.1
2
6.9
4
13.
8
5
17.2
.
.
.
.
.
.
1
3.4
7
29.2
4
16.7
5
20.8
2
8.3
1
4.2
3
12.5
1 4.2
.
.
.
.
1
4.2
3
10.7
6
21.4
2
7.1
4
14.
3
7
25.
0
5
17.9
.
.
.
.
.
.
1
3.6
10
19.2
10
19.2
7
13.5
6
11.
5
8
15.
4
8
15.4
1 1.9
.
.
.
.
2
3.8
All
08- Fall
09
Spr.
All
43
A
B
C
D
F
W
FW
I
NC
DR
Grade Distribution
#
ENGL24
06- Fall
07
Spr.
All
07- Fall
08
Spr.
All
08- Fall
09
Spr.
All
ENGL31
06- Fall
07
%
#
%
#
%
#
%
#
%
%
#
%
#
%
#
%
46.4
4
14.3
.
.
2
7.1
.
.
8
28.6
.
.
.
.
.
.
1
3.6
11
37.9
3
10.3
3
10.3
1
3.4
1
3.4
9
31.0
.
.
.
.
.
.
1
3.4
24
42.1
7
12.3
3
5.3
3
5.3
1
1.8
17
29.8
.
.
.
.
.
.
2
3.5
4
13.8
8
27.6
1
3.4
1
3.4
1
3.4
10
34.5
.
.
.
.
.
.
4
13.8
20
44.4
11
24.4
3
6.7
.
.
4
8.9
4
8.9
.
.
2 4.4
.
.
1
2.2
24
32.4
19
25.7
4
5.4
1
1.4
5
6.8
14
18.9
.
.
2 2.7
.
.
5
6.8
15
40.5
5
13.5
2
5.4
1
2.7
1
2.7
9
24.3
1 2.7
.
.
.
.
3
8.1
15
34.1
10
22.7
5
11.4
.
.
2
4.5
7
15.9
.
.
.
.
.
.
5
11.4
30
37.0
15
18.5
7
8.6
1
1.2
3
3.7
16
19.8
1 1.2
.
.
.
.
8
9.9
68
48.2
17
12.1
5
3.5
3
2.1
20
14.
2
24
17.0
.
.
.
.
.
.
4
2.8
53
43.4
31
25.4
5
4.1
2
1.6
17
13.
9
13
10.7
.
.
.
.
.
.
1
0.8
121
46.0
48
18.3
10
3.8
5
1.9
37
14.
1
37
14.1
.
.
.
.
.
.
5
1.9
23
11.
3
28
13.7
.
.
.
0
.
. 1 5
8
3.9
17
9.7
24
13.6
.
.
.
.
.
10
5.7
52
13.7
.
.
0
.
. 1 3
18
4.7
All
07- Fall
08
64
31.4
49
24.0
9
4.4
22
10.
8
77
43.8
33
18.8
5
2.8
10
5.7
All
08- Fall
09
# %
13
Spr.
Spr.
#
.
141
37.1
82
21.6
14
3.7
32
8.4
40
10.
5
59
31.2
46
24.3
13
6.9
5
2.6
29
15.
3
18
9.5
7 3.7
.
.
.
.
11
5.8
41
26.1
43
27.4
16
10.2
6
3.8
27
17.
2
14
8.9
.
.
.
.
.
.
10
6.4
32
9.2
7 2.0
.
.
.
.
21
6.1
Spr.
All
.
100
28.9
89
25.7
29
8.4
11
3.2
56
16.
2
8
47.1
3
17.6
1
5.9
1
5.9
1
5.9
3
17.6
.
.
.
.
.
.
.
.
8
47.1
3
17.6
1
5.9
1
5.9
1
5.9
3
17.6
.
.
.
.
.
.
.
.
ENGL33
06- Fall
07
All
ENGL36
06- Fall
07
6
25.0
4
16.7
2
8.3
2
8.3
5
20.
8
4
16.7
.
.
.
.
.
.
1
4.2
Spr.
7
25.0
6
21.4
2
7.1
2
7.1
2
7.1
7
25.0
.
.
.
.
.
.
2
7.1
13
25.0
10
19.2
4
7.7
4
7.7
7
13.
5
11
21.2
.
.
.
.
.
.
3
5.8
13
32.5
11
27.5
5
12.5
2
5.0
2
5.0
2
5.0
.
.
.
.
.
.
5
12.5
3
9.7
7
22.6
5
16.1
.
.
6
19.
4
4
12.9
.
.
.
.
.
.
6
19.4
16
22.5
18
25.4
10
14.1
2
2.8
8
11.
3
6
8.5
.
.
.
.
.
.
11
15.5
08- Fall
09
10
40.0
6
24.0
1
4.0
.
.
3
12.
0
2
8.0
1 4.0
.
.
.
.
2
8.0
Spr.
14
51.9
7
25.9
2
7.4
.
.
1
3.7
1
3.7
.
.
.
.
.
.
2
7.4
All
24
46.2
13
25.0
3
5.8
.
.
4
7.7
3
5.8
1 1.9
.
.
.
.
4
7.7
All
07- Fall
08
Spr.
All
44
A
B
C
D
F
W
FW
I
NC
DR
Grade Distribution
#
ENGL97
06- Fall
07
Spr.
%
#
%
#
%
#
%
#
%
#
%
#
%
#
%
# %
#
%
8
53.3
3
20.0
.
.
1
6.7
1
6.7
2
13.3
.
.
.
.
.
.
.
.
8
50.0
3
18.8
.
.
2
12.
5
2
12.
5
1
6.3
.
.
.
.
.
.
.
.
16
51.6
6
19.4
.
.
3
9.7
3
9.7
3
9.7
.
.
.
.
.
.
.
.
07- Spr.
08
All
19
59.4
2
6.3
2
6.3
2
6.3
3
9.4
2
6.3
.
.
.
.
.
.
2
6.3
19
59.4
2
6.3
2
6.3
2
6.3
3
9.4
2
6.3
.
.
.
.
.
.
2
6.3
06- Spr.
07
All
11
35.5
5
16.1
2
6.5
2
6.5
.
.
10
32.3
.
.
.
.
.
.
1
3.2
11
35.5
5
16.1
2
6.5
2
6.5
.
.
10
32.3
.
.
.
.
.
.
1
3.2
10
31.3
9
28.1
1
3.1
2
6.3
4
12.
5
4
12.5
.
.
.
.
.
.
2
6.3
10
31.3
9
28.1
1
3.1
2
6.3
4
12.
5
4
12.5
.
.
.
.
.
.
2
6.3
08- Spr.
09
All
16
47.1
11
32.4
3
8.8
1
2.9
.
.
3
8.8
.
.
.
.
.
.
.
.
16
47.1
11
32.4
3
8.8
1
2.9
.
.
3
8.8
.
.
.
.
.
.
.
.
ENGL11B
06- Spr.
07
All
5
45.5
2
18.2
.
.
.
.
1
9.1
3
27.3
.
.
.
.
.
.
.
.
5
45.5
2
18.2
.
.
.
.
1
9.1
3
27.3
.
.
.
.
.
.
.
.
ENGL14
06- Spr.
07
All
3
27.3
.
.
1
9.1
.
.
.
.
5
45.5
.
.
.
.
.
.
.
.
3
27.3
.
.
1
9.1
.
.
.
.
5
45.5
.
.
.
.
.
.
.
.
9
52.9
.
.
.
.
.
.
2
11.
8
2
11.8
.
.
.
.
.
.
3
17.6
9
52.9
.
.
.
.
.
.
2
11.
8
2
11.8
.
.
.
.
.
.
3
17.6
17
54.8
4
12.9
3
9.7
1
3.2
1
3.2
4
12.9
1 3.2
.
.
.
.
.
.
12
46.2
4
15.4
.
.
2
7.7
.
.
4
15.4
.
.
.
.
.
.
4
15.4
29
50.9
8
14.0
3
5.3
3
5.3
1
1.8
8
14.0
1 1.8
.
.
.
.
4
7.0
12
46.2
7
26.9
1
3.8
2
7.7
.
.
4
15.4
.
.
.
.
.
.
.
.
12
46.2
7
26.9
1
3.8
2
7.7
.
.
4
15.4
.
.
.
.
.
.
.
.
6
20.7
7
24.1
1
3.4
1
3.4
3
10.
3
7
24.1
.
.
.
.
.
.
4
13.8
6
20.7
7
24.1
1
3.4
1
3.4
3
10.
3
7
24.1
.
.
.
.
.
.
4
13.8
08- Spr.
09
All
10
45.5
2
9.1
1
4.5
1
4.5
1
4.5
5
22.7
.
.
.
.
.
.
2
9.1
10
45.5
2
9.1
1
4.5
1
4.5
1
4.5
5
22.7
.
.
.
.
.
.
2
9.1
07- Spr.
08
All
6
40.0
2
13.3
1
6.7
.
.
1
6.7
4
26.7
.
.
.
.
.
.
1
6.7
6
40.0
2
13.3
1
6.7
.
.
1
6.7
4
26.7
.
.
.
.
.
.
1
6.7
All
ENGL10B
07- Spr.
08
All
07- Fall
08
All
08- Fall
09
Spr.
All
ENGL25
06- Spr.
07
All
07- Spr.
08
All
ENGL13A
45
A
B
C
D
F
W
FW
I
NC
DR
Grade Distribution
#
%
#
%
#
%
#
15.4
10
9
Total
06- Fall
Subject 07
688
24.2
710
25.0
437
%
#
%
#
%
3.8
33
3
11.
7
46
0
4.0
26
7
11.
3
42
3
3.9
60
0
11.
5
88
3
4.9
35
5
12.
5
36
0
5.0
35
6
13.
7
41
7
13.
1
77
7
14.3
10.
0
42
9
14.2
16.2
#
%
.
#
#
%
.
.
0
.
. 2 1
97
3.4
.
0
.
6 0.3 4 2
43
1.8
.
0
.
6 0.1 6 1
14
0
2.7
.
0
.
8 0.3 4 1
19
8
7.0
.
0
.
23 0.9 2 1
14
0
5.4
.
0
.
31 0.6 6 1
33
8
6.2
Spr.
589
25.0
595
25.3
322
13.7
95
14.6
20
4
13.9
14
0
13.2
13
0
5.0
71
1
4.8
30
2
18.0
.
All
1,277
24.6
1,305
25.1
759
07- Fall
08
667
23.5
698
24.6
395
17.0
12.7
.
.
Spr.
607
23.4
568
21.9
341
16.1
.
All
08- Fall
09
1,274
23.5
1,266
23.3
736
13.6
27
0
690
22.8
748
24.7
469
15.5
14
4
.
23.4
707
25.1
399
14.2
14
8
14.9
29
2
5.3
36
1
12.
8
32
6
5.0
66
3
11.
4
75
5
11.6
9 0.3
.
17
0
5.6
44 1.6
0
.
7 0.2 3 1
14
8
5.3
98 1.7
0
.
16 0.3 3 1
31
8
5.4
All
1,348
23.1
1,455
24.9
868
12.9
# %
54 1.8
Spr.
658
%
.
Course success: grades of A,B,C,CR only
Course retention: grades of A,B,C,D,F,CR,NC,I
Student demographics
The information here was too lengthy to be included in the main body of this
report. Please see Appendix D below.
Program persistence
Student progress (basic skills, ESL, degrees/certificates)
Student needs assessments (college and/or program administered) when available
Program completions, including degrees and certificates issues/earned
Community needs assessments when available
Other program or service generated measures or data as appropriate
These items do not apply to the English program.
Discuss the indicators of student satisfaction pertinent to your program, including:
How do you measure student satisfaction?
What have you learned from those measures?
How does your program deal with student complaints?
What changes have you implemented in response to student complaints and/or
satisfaction measures?
46
Student satisfaction is measured by the instructor evaluation process as per the
Academic Contract. The Student Opinion of Teaching Survey is taken into
account during the tenure process and may figure into adjunct hiring decisions,
though the results are confidential, seen only by Tenure Review Committee
members and the dean. Consequently, it is impossible to draw conclusions from
or learn from these surveys. Any student complaints are handled by the
instructor. That failing, the student has the option to go up the chain of
command.
What does your program provide in terms of student support structures and processes?
Do you have plans for improvement? If so, describe your plans.
English Department full-time faculty members are contractually obligated to
provide a certain number of office hours each week. Adjunct personnel are not
required to do so, but many do provide office hours to the extent that the school
funds them, and then some. Currently, one English Department member
provides advisement to primarily Latino students as one half of the Puente
program. We have no plans for improvement other than to continue pushing for
more adjunct office hours.
To what extent does your faculty provide career/transfer advisement? Describe any plans
to expand?
Career/transfer advisement is handled primarily by Enrollment Services.
Additional advisement is provided on an ad hoc basis by faculty members who
are approached by individual students.
To what extent does your faculty contact students outside of class (phone, email, mail,
etc.)?
English Department faculty members make full use of all means possible to
contact students. Many instructors keep email distribution lists. Many teach
web-enhanced sections and take advantage of the email and announcement
tools in these classes’ online platform.
What processes are in place to assure proper student assessment and placement in your
program? How have you measured whether the placement is working? Do you have
plans for improvement? If so, describe your plans.
The English Department relies upon a placement test administered by the
Assessment office. We are required to do scheduled validations of these scores.
The last validation took place in Spring 2009. The Shasta College Office of
Research distributed surveys to students and staff to ascertain whether a)
students felt they were placed in the proper courses, and whether b) faculty
members felt their students were properly placed. The threshold of a successful
placement test was set at 75%. Over 80% of students felt they were properly
placed, and faculty members felt that over 90% of their students were.
Consequently, the department decided to retain the current placement test.
3.5 General Planning
47
Are there any national trends that need to be taken into consideration by your program as
a basis for improvement?
Online offerings are proliferating at an astonishing rate. Thus far, the Shasta
College English Department has aggressively developed online courses, which
certainly improves the ability of students to take our classes. Many studies show
that hybrid courses (where seat time is partially replaced by online) can be
extremely effective, more so, perhaps than completely online courses. In Spring
2010 we will be offering and evaluating two hybrid classes and watching carefully
to see how well they work.
How do you market your program’s offerings and/or services? What are your ideas for
improving or expanding your marketing efforts? How can you help the college’s
Marketing Department in their marketing efforts?
Demand for our classes is so strong that we have not felt a need to engage in
marketing.
Are there elements in your program that are not sustainable given existing limitations
(e.g., lack of full time faculty to do necessary committee work)?
Currently there are no elements of our program that are not sustainable due to
lack of full-time faculty members. All committee obligations are being met. We
have recently had to reduce the number of our literature offerings, though,
because of the reduction in apportionment to the college. Some sections with
adequate enrollments (and sections that probably would have reached the magic
number of 20 students) have had to be cut.
What other elements that are not previously identified in this study do you need to
consider for program improvement?
We need to update our English 1A instructor handbook and formalize our
mentoring program for adjunct personnel.
Part IV – Student Learning Outcomes
Please refer to Appendix A and complete the analysis as requested and include that
information and charts here.
Status of SLO for all courses taught in the past three semesters. We are at Step 5 for all
courses.
1
2
3
4
5
Division
Course
SLAM
ENGL-190
SLAM
ENGL-191
SLAM
ENGL-193
SLAM
ENGL-194
SLAM
ENGL-1A
step 1
x
x
x
x
x
step 2
X
X
X
X
X
48
step 3
x
x
x
x
x
step 4
x
x
x
x
x
step 5
x
x
x
x
x
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
ENGL-1B
ENGL-1C
ENGL-10A
ENGL-10B
ENGL-11A
ENGL-11B
ENGL-12
ENGL-13A
ENGL-13B
ENGL-14
ENGL-15
ENGL-16
ENGL-17
ENGL-18
ENGL-20
ENGL-24
ENGL-25
ENGL-31
ENGL-33
ENGL-36
ENGL-61
ENGL-91
ENGL-97 – Gothic
ENGL-97 – Environ.
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
X
X
X
X
X
X
X
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Part V – Program Summary
In reviewing the data and information provided in your self study, what are your program’s
primary strengths and weaknesses?
Strengths:

The English Department faculty members make up approximately 10% of all the
faculty members on campus. We are well represented on campus committees
and extraordinarily involved with campus and community life.

Our course offerings show flexibility and innovation, and they are by and large
meeting the needs of the students.

Faculty members are passionate about what they teach and see their jobs as
extending well beyond the classroom and into the community.

Courses are carefully designed and rigorously taught.
Weaknesses:
49

Many of our full-time and the majority of our adjunct instructors live outside of
Redding. This can pose some communication/connection problems. In
particular, adjunct participation in departmental business (meetings, SLOs, etc.)
is limited and often non-existent.

The large number of adjunct faculty members in particular leads to a good deal of
damaging inconsistency as far as instruction goes.

As with many English programs, the heavy writing components have led to
burnout among some faculty members. Two have left in the last five years
because of this. In particular, young faculty members with families have had a
difficult time.

Problems with facilities mean English faculty members sometimes end up in
classrooms that are unsuitable for composition instruction. It also has led to a
failure of “ownership.” Since the classrooms we use are not our own, the
classrooms often are allowed to deteriorate, and no one takes responsibility for
them.
What do you see as your program’s greatest challenges and opportunities during the next five
years?
Challenges

Keeping current with developments in pedagogy and instructional technology will
remain a challenge at a time when we have extremely limited staff development
opportunities.

Finding what the optimal number of online classes is for our program is another
big challenge. Linked to this is the problem of how to maintain/enhance the
quality of such courses.

Involving our adjunct personnel in departmental business and work like SLO
assessments will remain a major challenge.

There is concern that national trends toward decreased reading among our
students will lead to new challenges with instruction.
Opportunities

In recent years the English Department has embraced the SLO process as an
opportunity to improve course quality and consistency. This will continue to be
seen as an opportunity, even as we seek to simplify the process for ourselves.

The challenge of how much we should “grow” our online offerings is also an
opportunity to possibly expand the variety of course offerings and simultaneously
ease our space issues. Similarly, hybrid courses (with part of class time replaced
by classroom instruction) are a direction we will be exploring as a way of offering
students the best of both teaching modalities (online and face to face).
50

There has been a big push recently to articulate with high schools in the area.
This presents some interesting possibilities for the English Department, and we
will be exploring the options.
Part VI – Goals, Recommendations, Priorities, Plans
Based on your critical evaluation of the items studied in Parts III and IV, please provide
recommendations for the development, modification, and/or improvement of your program.
Parts III and IV above show the English Department to be a well-functioning department.
No major modifications are needed at this point.
Identify the goals that were identified in the last program review and describe whether they were
attained or not. If not, why not?
Our last program review was completed in 2006-2007. Here is a list of what our goals
were and where we are with them currently:
For the English Department:

We are on the threshold of doing some important work with SLOs in English 1A and
other courses. We recommend that all department faculty members, adjunct included,
take part in the self analysis cycle we are implementing so as to improve instruction
department wide.
Most faculty members are currently participating in this process.

When the new English graduation requirements go into effect in Fall 2009, other
departments will be able to create courses “of the level of English 1A.” The English
Department should strive to retain its authority to approve or disapprove of any such
courses.
There have been no developments in this area.

Also in anticipation of the new requirements, the English Department commits to reexamining the English 1A course outline to assure that the course will meet the needs
of all students. Right now, the course emphasizes academic research, certainly
appropriate for transfer students, but perhaps not the appropriate skill necessary for
all community college graduates.
We analyzed this, surveyed other departments, and determined that no new courses
needed to be offered.

The increased load size for English instructors has brought increased attention to class
size for composition courses. Research has shown that most other English
51
There have been no developments in this area. Given the touchy budget situation in
recent years, and in light of the cutting of full sections, we have hesitated to pursue
this.

Over the past 10 years, in response to student demand, fewer and fewer sections of
English 1B have been taught, and more and more sections of English 1C have been
offered. The primary reason for this is that English 1C satisfies the IGETC
requirement, while English 1B does not. We recommend that the department revise
the course outline for English 1B as other colleges have done so as to make it IGETC
eligible.
English 1B was redesigned successfully.

Cut scores for English assessment tests have never been validated by the English
Department. This is a time consuming project hampered by the department’s
depleted ranks of full-time faculty members, but also by the lack of unscheduled Flex
days to do department work. The English Department should plan to cancel classes
for a set number of days each semester as we are doing with the recent English 1A
SLO assessment. This time can be used to complete departmental work that
otherwise cannot be done, like validating the test scores.
We have done this, and attendance at department meetings has gone up.

The Writing Center should explore offering computer assisted instructional (CAI)
courses, propose possible funding sources for them, and seek support from the
English Department in directing students to such courses.
There have been no developments in this area.
For the district:

The creation of an English Department Coordinator position has been a positive
development and should be continued. Because the English Department is actually
larger than some divisions, the district should explore moving this from a stipendbased position to a Chair position that receives re-assigned time (20-25%). The
duties of the Coordinator should also be expanded to include leading hiring
committees and the formation of tenure review committees. The immediate
supervisor of English faculty members should have a background in composition
and/or literature.
52
Along with every other department in SLAM, we have asked for this for the last two
program review updates. We remain committed to this goal.

District wide, in 2005-2006, just over 60% of all courses on campus were taught by
full-time faculty members. An analysis of all sections taught since 2003 shows that
51.5% of all English courses were taught by full-time faculty members; this is well
below the average campus-wide. In the latest hiring go round, the English
Department had one new faculty position approved. With this new position, 54.8% of
our classes will be taught be full-time faculty members. Again, this is well below the
campus average. To get us to the campus average, we recommend hiring an
additional two (2) full-time English instructors.
Arguably, since English courses are prerequisites for so many other courses on
campus, English should be given precedence in hiring matters. To bring us to the
75/25 full-time to adjunct ratio mandated by the state, we would need to hire an
additional 8-9 full-time faculty members in English overall.
The hiring of two new full-time faculty members has eased this situation somewhat
and brought us close to the campus average. However, with growing enrollments,
and the new Math/English requirements, which will really be hitting us next year, we
anticipate needing at least one new full-time English faculty member.

As demonstrated abundantly in this review, the district owes a great deal to adjunct
faculty members, particularly in departments that are heavily dependent on them like
the English Department. We recommend that the adjunct mentoring program we
have pioneered be funded. We ask that full-time mentors to newly hired adjunct
faculty members have the option of receiving either a $100 stipend for one semester
of their service or else a full year of individual Flex credit.
No developments have taken place here. Full-time faculty members continue to
mentor adjunct faculty members as the latter are hired. Because we’ve hired few
new faculty members in the past few semesters, this has not been so much of an
issue.

The work load calculations for full-time faculty members in Appendix B [from the
previous program review] also apply to adjunct faculty members and suggest that
adjunct faculty members in English are under-compensated for their work. The
English Department recognizes that office hours and one-on-one conferences with
students are key to maintaining department teaching quality, but such contact with
students goes mostly unremunerated. We would like to recommend that adjunct be
paid for up to three office hours per week for the entire semester.
No developments have taken place on this goal.

Similarly, given the department’s new push to assess SLOs, and given our
dependence on adjunct faculty members, we recommend an additional funding source
53
Currently adjunct faculty members can receive Flex stipends for participating in
group SLO assessments.

The division office needs to be staffed with the same ratio of administrative assistants
to faculty members that other divisions across the campus enjoy. We recommend
hiring 1-2 new full-time division staff personnel.
The division has been reorganized since our last program review. However, the
staffing situation has worsened. We are currently behind one staffer since the last
review.

As documented in this review, English Department faculty members have gone above
and beyond in offering a bevy of cultural events to the campus and community. We
have a proven track record for the effectiveness and popularity of these events, yet it
has been a constant struggle to find funding for these events, and faculty members.
We recommend the district express its commitment to these offerings and establish a
budget item of $5,000 from the general fund for English Department cultural events.
A budget of $3,000 was established for special events. In addition, the Shasta
College Foundation has assisted us generously.

The English Department supports the load formula adjustment for composition
classes that the Faculty Association is currently negotiating. In essence, this
calculation would add a .125 “composition factor” allowance to each course
designated as a composition course. This includes English 190, 1A, 1B, 1C, and 91.
No developments have taken place since the last program review. English 1C and
the redesigned 1B both have word count requirements (grading) that are at least as
high as 1A. In addition, the class size of 1B is set at 35 as opposed to 30 for 1A.

The English Department needs its own building. We recommend that it get one. One
suggestion is that the 2100 building be assigned to our department.
As documented above, the department still does not have a building, though we
receive priority in a few classrooms. The lack of a “home” continues to be a problem
for us.

Our dean needs a bigger office. Tenure review committees barely squeeze into the
dean’s office, and sound-proofing is inadequate; office conversations can be easily
heard in adjoining offices. We recommend that as part of the re-organization, an
adequate office space be constructed or found for our dean.
This is still a problem. However, a room next to the dean’s office has been vacated
to create an ad hoc meeting room.
54

The English Department would like to see more paraprofessional staffing in the
Writing Center and integrate the Writing Center tutoring into the English Department
as a whole.
The paraprofessional staffing situation has worsened, as one resigned
paraprofessional was replaced by a position with a reduced number of hours. The
Writing Center has been re-joined to the same division the department is in.

Now that the Annex construction seems to be back on line, the Writing Center
Coordinator should work closely with the LRC Director and with higher-level
administration towards securing an expanded venue for the Writing Center.
There have been no developments in this area.

For faculty members who teach online or who frequently use the computer in the
classroom, we recommend that their office computers be replaced every three years.
There have been no developments in this area, though faculty members are
generally satisfied at this point with the level of their equipment.
Specify clearly in this section your program goals for the next five years, your plans to achieve
them, the responsible person, and a timeline for completion.
Prioritize your goals and plans, listing the highest priority first.
Our primary goals and our plans to achieve them in the next five years are as follows:
Rank
Goal
Plans to achieve
1
Involve adjunct personnel
more directly in department
activities, including SLOs,
department meetings, and
Flex.
 Continue encouraging
adjunct personnel to
participate in
departmental activities.
 Continue annual
welcome party for
adjunct personnel.
 Continue annual jobs
workshop.
 Form a committee of 2-3
faculty members to go
through rooms and
develop a list.
 Work with faculty
members from other
divisions using rooms to
ensure buy-in on any
proposed changes.
 Develop a timetable for
the completion of the
Review the physical status
of all rooms assigned to
English faculty members
and develop a list of
desired modifications.
2
55
Responsible
party
 Department
Coordinator
 All fulltime
faculty
members.
 Department
Coordinator
 2-3 faculty
members
TBA
Anticipated
date of
completion
Ongoing.
 Fall 2010
– form
committee
 Spring
2011 –
develop
list
 Fall 2012
–
complete
Offer 4 additional sections
of English 1B per year.
 Offer 1 new section per
semester beginning in
Spring 2011.
 Develop a “Why take 1B”
handout for 1A
instructors to distribute
to students during the
priority registration
period.
 Department
Coordinator
 One
faculty
member
TBA to
design the
handout.
Determine philosophically
and pragmatically how
many “core” courses the
department should offer
online.
 Form a committee of 2-3
faculty members to
conduct research on this
issue.
Articulate our literature
courses more widely
among universities and
colleges listed in this
program review’s
articulation section.
 Work with the campus
articulation officer to
begin forming
articulation agreements
where possible.
 Department
Coordinator
 2-3 faculty
members
TBA
 Department
Coordinator
 Curriculum
Committee rep.
Explore whether it would be
possible to have English
Department faculty
members members engage
in tutoring duties in the
Writing Center.
 Form a committee of 2-3
faculty members to
conduct research on this
issue.
One full-time English faculty
member is currently sharing
an office with other faculty.
Adjunct instructors are
forced to share one small
office with all Language
Arts and Social Science
adjunct faculty. We need to
find additional office space.
 Identify and assign office
space for one full-time
and for more adjunct
faculty members.
3
4
5
6
7
56
 Writing
Center
Coordinat
or
 2 other
faculty
members
TBA.
 Division
dean
 Spring
2010 –
design
handout.
 Fall 2010
– offer
first new
section.
 Spring
2012 –
offer
fourth
and final
section.
 Spring
2011
 Spring
2011
 Fall 2010
 Fall 2010
Hire one new full-time
faculty member.
 Request a new position
at a future date.
 Division
dean,
department
coordinator
 TBA
Additional goals noted above and also on earlier program review documents still pertain.
However, many of these goals are ones we have no especial control over. All goals and
our plans to achieve them are included in our Action Plan (Appendix C).
Attach your Action Plan (Appendix C) to this self study.
NOTE – Annual Report and Action Plans
By April 1st of each succeeding year, prepare an Annual Report (update) that identifies the
program’s success in implementing its plans to achieve the identified goals, any new or modified
goals, plans or priorities, and any deleted goals and plans.
The format for the Annual Report is included as an addendum to this document (Appendix B).
The Annual Report should be used to generate the program’s Annual Action Plans, which in turn,
will be used for inclusion in college-wide planning, development of long- and short-term goals
and objectives, and the proposed budget. Attach the Annual Action Plan to the Annual
Report.
57
Appendix A
Appendix A – English Department
1. COURSES
This quantitative data may be supplemented with narrative description as needed to illustrate the
status of the SLO cycle. Responses might also indicate where the documentation for each step is
archived.
a. List all courses in the program
b. For each course indicate which steps of the SLO have been completed (see sample table
below)
c. For each step, summarize by providing the percentage of courses that have completed each
step.
d. Indicate plans for moving forward in the process (?)
Step 1 = Define expected student learning outcomes for the course (100%)
Step 2 = Develop appropriate assessment methods for course outcome(s) 100%)
Step 3 = Use these methods to assess outcomes (100% for active courses)
Step 4 = Analyze assessment results (100% for active courses)
Step 5 = Apply results toward improved instruction and learning (100% for active courses)
All courses:
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
Division
Course
SLAM
ENGL-190
SLAM
ENGL-191
SLAM
ENGL-193
SLAM
ENGL-194
SLAM
ENGL-1A
SLAM
ENGL-1B
SLAM
ENGL-1C
SLAM
ENGL-10A
SLAM
ENGL-10B
SLAM
ENGL-11A
SLAM
ENGL-11B
SLAM
ENGL-12
SLAM
ENGL-13A
SLAM
ENGL-13B
SLAM
ENGL-14
SLAM
ENGL-15
SLAM
ENGL-16
SLAM
ENGL-17
SLAM
ENGL-18
SLAM
ENGL-20
SLAM
ENGL-24
SLAM
ENGL-25
step 1
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
step 2
X
X
X
X
X
X
X
X
X
X
X
X
x
x
x
x
x
x
x
x
x
x
step 3
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
step 4
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
step 5
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Appendix A
23
24
25
26
27
28
29
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
ENGL-31
ENGL-33
ENGL-36
ENGL-61
ENGL-91
ENGL-97 – Gothic
ENGL-97 – Environ.
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Appendix A
2. DEGREES & CERTIFICATES
This quantitative data may be supplemented with narrative description as needed to illustrate the
status of the SLO cycle. Responses might also indicate where the documentation for each step is
archived.
a. List all degrees and certificates in the program
b. For each degree/certificate indicate which steps of the SLO have been completed (see
sample table below)
c. For each step, summarize by providing the percentage of degrees/certificates that have
completed each step.
d. Indicate plans for moving forward in the process (?)
Step 1a = Define expected student learning outcomes for the degree/certificate (NA)
Step 1b = Map expected degree/certificate outcomes to all required courses and other learning
experiences (NA)
Step 2 = Develop appropriate assessment methods for degree/certificate outcome(s) (NA)
Step 3 = Use these methods to assess outcomes (NA)
Step 4 = Analyze assessment results (NA)
Step 5 = Apply results toward improved instruction and learning (NA)
Note: The does not apply to English courses. We currently have no formal program.
Appendix A
3. GENERAL EDUCATION
(If program review applies here, would be same thing as #2, but substituting “General Education
Program” for degree/certificate)
The SLOs for all courses in English satisfy the GE SLOs established by the college.
4. INSTRUCTIONAL SUPPORT
This quantitative data may be supplemented with narrative description as needed to illustrate the
status of the SLO cycle. Responses might also indicate where the documentation for each step is
archived.
a. List all forms of instructional support provided within the program
b. For each form of instructional support indicate which steps of the SLO have been
completed (see sample table below)
c. For each step, summarize by providing the percentage of instructional support services
that have completed each step.
d. Indicate plans for moving forward in the process (?)
Sample
Step 1a = Define expected student learning outcomes for the support service (100%)
Step 1b = Map expected support service outcomes to all required courses and other learning
experiences (100%)
Step 2 = Develop appropriate assessment methods for support service outcome(s) (100%)
Step 3 = Use these methods to assess outcomes (100% for active courses)
Step 4 = Analyze assessment results (100% for active courses)
Step 5 = Apply results toward improved instruction and learning (100% for active courses)
Step 1aStep 1bStep 2Step 3Step 4Step 5
x
x
x
x
Drop-in tutoring
x
x
Learning lab
x
x
x
x
x
x
Drop-in workshops
x
x
In-class workshops
x
x
x
x
Online tutorials
x
x
x
Online live-help
(Note: this is a fictitious example)
5. STUDENT SUPPORT SERVICES
Same as #4 above
Appendix C
English Department
Action Plan Activities
Please indicate how each activity will help the program or division reach one or more of its Goals and/or objectives.
Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.
Description of Activity/Plan
Involve adjunct personnel more directly in department activities,
including SLOs, department meetings, and Flex.
Review the physical status of all rooms assigned to English
faculty and develop a list of desired modifications.
Offer 4 additional sections of English 1B per year.
Determine philosophically and pragmatically how many “core”
courses the department should offer online.
Articulate English 1A, 1B, and 1C for all universities and
colleges listed in this program review’s articulation section.
Explore whether it would be possible to have English
Department faculty members engage in tutoring duties in the
Writing Center.
One full-time English faculty member is currently sharing an
office with other faculty. Adjunct instructors are forced to share
one small office with all Language Arts and Social Science
adjunct faculty. We need to find additional office space.
Hire one new full-time faculty member.
Action Plan Template - 2008-2009
Meets Program
or Division
Objective/Goal
1
Item(s) Requested
Request that Flex stipends again be given to
adjunct faculty participating in department work.
No requests.
2
3
Request funding for additional sections of 1B.
No requests.
4
5
Request help from campus articulation officer in
making this determination.
No requests.
Total
Amount
$1,000
NA
$1480,000
NA
NA
NA
6
7
One full-time office; another part-time office or a
larger part-time office.
8
Hire one new full-time faculty member.
NA
$100,000
1
Appendix D
Gender
All
Female
Male
Age 17 and
under
Age 18-24
Age 25-49
50+
Unknown
Retention
Retention
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
#
#
ENGL
Course
Academic Year Term
ENGL-1A
06-07
ENGL-1B
06-07
07-08
08-09
ENGL-1C
06-07
07-08
08-09
%
%
%
%
%
%
88
85.2%
68
83.8%
44
88.6%
70
84.3%
39
79.5%
1,161
79.3%
647
80.1%
514
78.4%
163
90.2%
788
77.7%
193
76.2%
17
88.2%
.
Spring
810
78.8%
454
79.5%
356
77.8%
97
90.7%
531
76.8%
167
77.2%
13
84.6%
2 100.0%
Summer
150
81.3%
97
83.5%
53
77.4%
31
96.8%
66
72.7%
52
82.7%
0
.
1 100.0%
1,151
81.3%
651
81.0%
500
81.8%
195
88.2%
756
80.7%
190
77.4%
10
70.0%
0
Spring
930
74.2%
572
73.8%
358
74.9%
103
92.2%
602
70.9%
209
73.7%
15
86.7%
1 100.0%
Summer
162
84.0%
106
84.0%
56
83.9%
34
82.4%
66
81.8%
59
86.4%
Fall
1,261
77.5%
713
79.4%
548
75.0%
168
81.0%
847
76.6%
234
78.2%
11
72.7%
1 100.0%
Spring
1,015
79.4%
567
82.0%
448
76.1%
57
94.7%
676
77.5%
259
79.5%
23
95.7%
.
.
51
72.5%
32
62.5%
19
89.5%
1 100.0%
35
80.0%
14
57.1%
1
0.0%
.
.
Fall
159
83.0%
97
80.4%
62
87.1%
10
70.0%
105
81.0%
41
90.2%
3 100.0%
.
.
Spring
159
78.6%
108
81.5%
51
72.5%
5
80.0%
126
77.8%
25
84.0%
3
66.7%
.
.
51
82.4%
31
80.6%
20
85.0%
1 100.0%
33
84.8%
16
75.0%
.
.
1 100.0%
Fall
138
81.2%
89
83.1%
49
77.6%
3 100.0%
100
77.0%
31
90.3%
3 100.0%
1 100.0%
Spring
198
86.4%
123
86.2%
75
86.7%
9
88.9%
141
86.5%
47
85.1%
1 100.0%
.
.
53
94.3%
36
91.7%
17 100.0%
2
50.0%
31
93.5%
20 100.0%
.
.
.
.
Fall
216
81.0%
131
83.2%
85
77.6%
15
86.7%
141
80.1%
56
85.7%
3
33.3%
1
0.0%
Spring
250
88.0%
150
89.3%
100
86.0%
12 100.0%
172
86.0%
64
90.6%
1 100.0%
1 100.0%
63
95.2%
37
91.9%
26 100.0%
2 100.0%
40
95.0%
21
95.2%
.
.
.
.
Fall
312
84.9%
193
86.5%
119
82.4%
36 100.0%
215
83.7%
56
80.4%
5
80.0%
.
.
Spring
415
84.8%
219
84.9%
196
84.7%
14
92.9%
334
87.7%
63
71.4%
4
25.0%
.
.
77
88.3%
52
90.4%
25
84.0%
4 100.0%
44
86.4%
26
88.5%
3 100.0%
.
.
Fall
290
89.7%
161
87.0%
129
93.0%
31
93.5%
196
90.8%
56
85.7%
6
1 100.0%
Spring
381
88.7%
219
87.7%
162
90.1%
11 100.0%
304
88.2%
58
87.9%
8 100.0%
0
.
81
96.3%
55
96.4%
26
96.2%
4 100.0%
52
96.2%
22
95.5%
3 100.0%
.
.
236
83.1%
140
86.4%
96
78.1%
153
80.4%
44
79.5%
6 100.0%
0
.
Summer
Summer
Summer
Summer
Summer
Summer
Fall
33
97.0%
2 100.0%
%
84.6%
Fall
08-09
%
156
Summer
Fall
07-08
Age Category
3 100.0%
66.7%
1 100.0%
.
.
.
.
2
Appendix D
Gender
All
Female
Male
Age 17 and
under
Age 18-24
Age 25-49
50+
Unknown
Retention
Retention
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
#
#
ENGL
Spring
Age Category
%
%
382
83.8%
230
83.9%
%
152
ENGL-10A 06-07
Fall
14
78.6%
11
72.7%
07-08
Fall
31
67.7%
21
76.2%
10
08-09
Fall
31
67.7%
20
75.0%
ENGL-10B 06-07
Spring
31
64.5%
21
07-08
Spring
32
81.3%
08-09
Spring
34
ENGL-11B 06-07
Spring
ENGL-13A 07-08
83.6%
8 100.0%
%
%
%
%
288
85.4%
76
75.0%
10
90.0%
.
.
.
.
11
81.8%
3
66.7%
.
.
.
.
50.0%
.
.
17
64.7%
14
71.4%
.
.
.
.
11
54.5%
1 100.0%
20
75.0%
10
50.0%
.
.
.
.
66.7%
10
60.0%
.
.
22
50.0%
1 100.0%
.
.
20
75.0%
12
91.7%
1 100.0%
19
73.7%
12
91.7%
.
.
.
.
91.2%
21
95.2%
13
84.6%
1 100.0%
21
95.2%
11
81.8%
1 100.0%
.
.
11
72.7%
6
83.3%
5
60.0%
.
.
7 100.0%
3
33.3%
1
0.0%
.
.
Spring
13
69.2%
10
70.0%
3
66.7%
.
.
6
50.0%
7
85.7%
.
.
.
.
ENGL-13B 06-07
Fall
18
77.8%
9
55.6%
9 100.0%
.
.
17
76.5%
1 100.0%
.
.
.
.
08-09
Fall
19
78.9%
17
76.5%
2 100.0%
.
.
12
83.3%
6
66.7%
1 100.0%
.
.
06-07
Spring
9
55.6%
7
57.1%
2
50.0%
.
.
2
0.0%
2
50.0%
5
80.0%
.
.
07-08
Fall
16
68.8%
13
61.5%
3 100.0%
.
.
9
77.8%
5
60.0%
2
50.0%
.
.
08-09
Fall
31
83.9%
23
87.0%
8
75.0%
.
.
15
86.7%
15
80.0%
1 100.0%
.
.
Spring
24
66.7%
18
61.1%
6
83.3%
1 100.0%
12
66.7%
10
60.0%
1 100.0%
.
.
Summer
21
90.5%
20
90.0%
1 100.0%
.
.
17
94.1%
4
75.0%
.
.
.
.
Fall
24
75.0%
21
71.4%
3 100.0%
1
0.0%
15
66.7%
7 100.0%
1 100.0%
.
.
Spring
29
69.0%
26
73.1%
3
33.3%
.
.
16
68.8%
66.7%
1 100.0%
.
.
Summer
19
89.5%
18
88.9%
1 100.0%
.
.
12
83.3%
6 100.0%
1 100.0%
.
.
Fall
19
73.7%
18
72.2%
1 100.0%
.
.
11
90.9%
6
50.0%
2
50.0%
.
.
Spring
17
52.9%
16
56.3%
1
0.0%
.
.
7
57.1%
10
50.0%
0
.
.
.
Summer
28
85.7%
25
84.0%
3 100.0%
.
.
15
93.3%
13
76.9%
.
.
.
.
Fall
31
71.0%
29
69.0%
2 100.0%
.
.
11
90.9%
18
61.1%
2
50.0%
.
.
Spring
25
76.0%
25
76.0%
0
.
.
.
18
72.2%
7
85.7%
.
.
.
.
Fall
25
64.0%
18
61.1%
7
71.4%
2
0.0%
17
64.7%
6
83.3%
.
.
.
.
Spring
27
55.6%
17
58.8%
10
50.0%
1 100.0%
21
52.4%
4
50.0%
1 100.0%
.
.
Fall
22
59.1%
14
57.1%
8
62.5%
.
11
54.5%
9
66.7%
1 100.0%
1
0.0%
ENGL-14
ENGL-15
06-07
07-08
08-09
ENGL-16
06-07
07-08
3 100.0%
%
.
8 100.0%
12
3
Appendix D
Gender
All
Female
Male
Age 17 and
under
Age 18-24
Age 25-49
50+
Unknown
Retention
Retention
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
#
#
ENGL
ENGL-19
ENGL-20
ENGL-24
%
%
%
%
%
%
77.8%
21
76.2%
6
83.3%
.
.
20
80.0%
5
60.0%
2 100.0%
.
.
Fall
22
81.8%
16
87.5%
6
66.7%
.
.
15
80.0%
6
83.3%
1 100.0%
.
.
Spring
23
82.6%
17
82.4%
6
83.3%
.
.
15
86.7%
7
85.7%
1
0.0%
.
.
06-07
Fall
23
87.0%
12
75.0%
11 100.0%
.
.
15
86.7%
7
85.7%
1 100.0%
.
.
07-08
Fall
25
84.0%
16
81.3%
9
88.9%
2
50.0%
21
90.5%
2
50.0%
.
.
.
.
08-09
Fall
27
92.6%
14
92.9%
13
92.3%
.
.
24
91.7%
3 100.0%
.
.
.
.
06-07
Fall
20
95.0%
11 100.0%
9
88.9%
0
.
13
92.3%
6 100.0%
1 100.0%
.
.
07-08
Fall
18
72.2%
13
69.2%
5
80.0%
.
.
10
70.0%
5
80.0%
3
66.7%
.
.
08-09
Fall
14
78.6%
7
57.1%
7 100.0%
.
.
7
71.4%
6
83.3%
1 100.0%
.
.
06-07
Fall
22
77.3%
14
85.7%
8
62.5%
.
.
19
78.9%
3
66.7%
.
.
.
.
07-08
Spring
29
79.3%
15
86.7%
14
71.4%
2 100.0%
24
79.2%
3
66.7%
.
.
.
.
08-09
Fall
24
79.2%
12
83.3%
12
75.0%
1 100.0%
19
78.9%
2 100.0%
2
50.0%
.
.
Spring
28
78.6%
15
80.0%
13
76.9%
.
.
24
83.3%
3
33.3%
1 100.0%
.
.
Summer
20
70.0%
14
78.6%
6
50.0%
.
.
11
81.8%
8
50.0%
1 100.0%
.
.
Fall
28
67.9%
20
70.0%
8
62.5%
1
0.0%
14
64.3%
11
72.7%
2 100.0%
.
.
Spring
29
65.5%
18
61.1%
11
72.7%
2
0.0%
17
76.5%
9
55.6%
1 100.0%
.
.
Summer
27
85.2%
23
82.6%
4 100.0%
.
.
15
80.0%
10
90.0%
2 100.0%
.
.
Fall
29
51.7%
22
54.5%
7
42.9%
.
.
11
63.6%
18
44.4%
0
.
.
.
Spring
45
88.9%
33
84.8%
12 100.0%
.
.
27
88.9%
17
88.2%
1 100.0%
.
.
Summer
27
81.5%
20
85.0%
7
71.4%
.
.
14
71.4%
11
90.9%
2 100.0%
.
.
Fall
37
64.9%
24
70.8%
13
53.8%
.
.
14
57.1%
19
68.4%
3
66.7%
1 100.0%
Spring
44
72.7%
26
80.8%
18
61.1%
.
.
26
73.1%
11
72.7%
7
71.4%
.
.
06-07
Spring
24
87.5%
16
87.5%
8
87.5%
1 100.0%
18
83.3%
2 100.0%
3 100.0%
.
.
07-08
Spring
29
62.1%
19
68.4%
10
50.0%
1
0.0%
20
55.0%
8
87.5%
.
.
.
.
08-09
Spring
22
68.2%
12
83.3%
10
50.0%
1 100.0%
11
72.7%
10
60.0%
.
.
.
.
06-07
Summer
57
87.7%
46
89.1%
11
81.8%
5 100.0%
34
91.2%
17
76.5%
1 100.0%
.
.
133
79.7%
93
76.3%
40
87.5%
11 100.0%
82
80.5%
32
71.9%
8
.
.
06-07
08-09
ENGL-31
%
27
07-08
ENGL-25
%
Spring
08-09
ENGL-18
Age Category
Fall
75.0%
4
Appendix D
Gender
All
Female
Male
Age 17 and
under
Age 18-24
Age 25-49
50+
Unknown
Retention
Retention
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
#
#
ENGL
Spring
07-08
08-09
Age Category
%
%
%
%
%
%
%
%
122
88.5%
69
91.3%
53
84.9%
7 100.0%
84
91.7%
27
81.5%
4
50.0%
.
59
89.8%
38
92.1%
21
85.7%
2 100.0%
31
90.3%
21
90.5%
4
75.0%
1 100.0%
Fall
202
82.7%
144
81.3%
58
86.2%
12
91.7%
129
80.6%
46
89.1%
14
71.4%
1 100.0%
Spring
171
81.9%
110
79.1%
61
86.9%
10 100.0%
97
80.4%
52
78.8%
11
90.9%
1 100.0%
56
96.4%
40
95.0%
16 100.0%
2 100.0%
25
96.0%
27
96.3%
Fall
188
80.9%
118
83.9%
70
75.7%
77.8%
100
80.0%
52
84.6%
Spring
154
84.4%
92
89.1%
62
77.4%
9 100.0%
102
85.3%
41
78.0%
7 100.0%
9
77.8%
1
0.0%
15
93.3%
0
Summer
Summer
18
2 100.0%
.
.
.
77.8%
.
.
2 100.0%
.
.
.
.
.
.
.
18
ENGL-33
06-07
Fall
16
87.5%
ENGL-36
06-07
Summer
16
75.0%
15
73.3%
1 100.0%
.
.
11
63.6%
5 100.0%
0
.
.
.
Fall
24
79.2%
22
77.3%
2 100.0%
.
.
13
69.2%
9
88.9%
2 100.0%
.
.
Spring
28
67.9%
24
66.7%
4
75.0%
.
.
20
65.0%
7
85.7%
1
0.0%
.
.
Summer
23
95.7%
19
94.7%
4 100.0%
.
.
10 100.0%
12
91.7%
1 100.0%
.
.
Fall
40
82.5%
38
84.2%
2
50.0%
.
.
22
86.4%
15
73.3%
3 100.0%
.
.
Spring
31
67.7%
25
64.0%
6
83.3%
1 100.0%
16
75.0%
12
58.3%
2
50.0%
.
.
Summer
25
76.0%
19
78.9%
6
66.7%
.
.
15
86.7%
9
55.6%
1 100.0%
.
.
Fall
25
80.0%
23
82.6%
2
50.0%
.
.
11
63.6%
14
92.9%
0
.
.
.
Spring
27
88.9%
23
87.0%
4 100.0%
0
.
13
84.6%
13
92.3%
1 100.0%
.
.
0
.
0
.
.
.
.
.
0
.
.
.
.
.
.
.
6 100.0%
9
77.8%
.
.
6 100.0%
4
75.0%
5
80.0%
.
.
8
87.5%
4 100.0%
1 100.0%
.
.
07-08
08-09
ENGL-91
06-07
Spring
ENGL-97
06-07
Fall
15
86.7%
Spring
16
93.8%
13
92.3%
07-08
Spring
30
86.7%
14
85.7%
16
87.5%
.
.
14
85.7%
9
77.8%
7 100.0%
.
.
06-07
Summer
27
81.5%
15
80.0%
12
83.3%
7 100.0%
16
81.3%
4
50.0%
.
.
.
.
Fall
500
81.4%
251
83.3%
249
79.5%
97
92.8%
319
78.7%
74
78.4%
9
77.8%
1 100.0%
Spring
307
82.1%
171
82.5%
136
81.6%
25
92.0%
203
80.3%
75
84.0%
4
75.0%
.
.
35
97.1%
19 100.0%
16
93.8%
13
92.3%
3 100.0%
.
.
Fall
503
79.7%
300
82.3%
203
75.9%
101
84.2%
303
80.2%
90
72.2%
9
88.9%
0
.
Spring
342
76.3%
183
77.0%
159
75.5%
24
83.3%
224
76.3%
90
74.4%
4
75.0%
.
.
ENGL-190
07-08
Summer
3 100.0%
3 100.0%
11 100.0%
8 100.0%
5
Appendix D
Gender
All
Female
Male
Age 17 and
under
Age 18-24
Age 25-49
50+
Unknown
Retention
Retention
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
#
#
ENGL
08-09
ENGL-191
06-07
07-08
08-09
ENGL-193
06-07
07-08
08-09
ENGL-194
06-07
07-08
08-09
Summer
Age Category
%
%
%
%
47
95.7%
26
96.2%
21
95.2%
Fall
522
75.1%
258
74.0%
264
76.1%
60
Spring
400
81.5%
208
84.6%
192
78.1%
Fall
45
91.1%
5
80.0%
40
Spring
55
94.5%
4 100.0%
Fall
34
97.1%
Spring
%
24
95.8%
12 100.0%
80.0%
366
75.7%
84
23
91.3%
257
80.2%
107
92.5%
6
66.7%
35
51
94.1%
1 100.0%
48
2 100.0%
32
96.9%
36 100.0%
3 100.0%
Fall
28 100.0%
Spring
41
%
%
2
50.0%
.
.
70.2%
12
66.7%
.
.
82.2%
12
83.3%
1 100.0%
94.3%
4 100.0%
.
.
.
.
95.8%
6
83.3%
.
.
.
.
5 100.0%
26 100.0%
3
66.7%
.
.
.
.
33 100.0%
.
.
30 100.0%
6 100.0%
.
.
.
.
3 100.0%
25 100.0%
1 100.0%
19 100.0%
8 100.0%
.
.
.
.
90.2%
1 100.0%
40
.
33
87.9%
8 100.0%
.
.
.
.
Fall
38 100.0%
4 100.0%
34 100.0%
4 100.0%
30 100.0%
4 100.0%
.
.
.
.
Spring
51
98.0%
4 100.0%
47
97.9%
1 100.0%
45
97.8%
5 100.0%
.
.
.
.
Fall
34 100.0%
2 100.0%
32 100.0%
5 100.0%
27 100.0%
2 100.0%
.
.
.
.
Spring
33 100.0%
3 100.0%
30 100.0%
.
.
28 100.0%
5 100.0%
.
.
.
.
Fall
28 100.0%
3 100.0%
25 100.0%
1 100.0%
19 100.0%
8 100.0%
.
.
.
.
Spring
37
97.3%
1 100.0%
36
97.2%
.
.
29
96.6%
8 100.0%
.
.
.
.
Fall
39
97.4%
4 100.0%
35
97.1%
4 100.0%
31
96.8%
4 100.0%
.
.
.
.
Spring
50 100.0%
4 100.0%
46 100.0%
1 100.0%
44 100.0%
5 100.0%
.
.
.
.
Fall
32 100.0%
2 100.0%
30 100.0%
5 100.0%
25 100.0%
2 100.0%
.
.
.
.
Spring
37
4
75.0%
33 100.0%
.
31
96.8%
6 100.0%
.
.
.
.
Fall
28 100.0%
3 100.0%
25 100.0%
1 100.0%
19 100.0%
8 100.0%
.
.
.
.
Spring
36 100.0%
1 100.0%
35 100.0%
.
28 100.0%
8 100.0%
.
.
.
.
97.3%
90.0%
9 100.0%
%
.
.
.
6
Race-Ethnicity
Academic
Year
Term
ENGL-1A
06-07
Summer
ENGL-1B
06-07
07-08
08-09
ENGL-1C
06-07
07-08
Other
Unknown/
unreported
Retention
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
#
Retention
Retention
#
#
%
%
%
%
120
85.8%
9
88.9%
1,161
79.3%
896
79.8%
80
85.0%
35
Spring
810
78.8%
619
77.7%
59
81.4%
25
Summer
150
81.3%
105
85.7%
13
61.5%
1,151
81.3%
932
81.2%
55
81.8%
40
Spring
930
74.2%
702
74.8%
73
67.1%
29
Summer
162
84.0%
125
83.2%
6
83.3%
Fall
1,261
77.5%
971
79.2%
97
72.2%
33
78.8%
14
Spring
1,015
79.4%
745
80.3%
84
79.8%
41
73.2%
21
51
72.5%
34
76.5%
6 100.0%
Fall
159
83.0%
125
80.8%
Spring
159
78.6%
114
84.2%
51
82.4%
38
78.9%
Fall
138
81.2%
101
81.2%
14
Spring
198
86.4%
162
85.8%
9
53
94.3%
44
93.2%
Fall
216
81.0%
177
Spring
250
88.0%
63
Fall
Spring
%
%
%
%
5
60.0%
3
66.7%
.
.
4
75.0%
9
77.8%
82.9%
16
62.5%
46
60.9%
5 100.0%
20
80.0%
63
79.4%
84.0%
15
73.3%
27
85.2%
5 100.0%
10
90.0%
50
80.0%
5 100.0%
3
0.0%
6
83.3%
2 100.0%
6
66.7%
10
80.0%
85.0%
10
80.0%
41
80.5%
8
87.5%
11
90.9%
54
77.8%
75.9%
12
50.0%
34
58.8%
8
75.0%
21
95.2%
51
82.4%
1 100.0%
5
80.0%
1 100.0%
2 100.0%
14
78.6%
71.4%
47
63.8%
8 100.0%
18
66.7%
73
71.2%
85.7%
48
77.1%
6 100.0%
11
72.7%
59
71.2%
1 100.0%
1 100.0%
7
28.6%
.
.
0
.
2
50.0%
10 100.0%
1 100.0%
1 100.0%
6
83.3%
1 100.0%
5
80.0%
10
90.0%
11
6
50.0%
3
33.3%
6
50.0%
.
.
5
80.0%
14
64.3%
1 100.0%
2
50.0%
2 100.0%
.
.
1 100.0%
78.6%
3 100.0%
3 100.0%
2 100.0%
1 100.0%
4
75.0%
10
70.0%
88.9%
7 100.0%
1 100.0%
5
80.0%
2 100.0%
2
50.0%
10
90.0%
4 100.0%
0
.
.
.
0
.
.
1 100.0%
83.1%
9
55.6%
7
71.4%
1
0.0%
5 100.0%
1 100.0%
3
66.7%
13
76.9%
189
87.3%
23
95.7%
8 100.0%
2 100.0%
5 100.0%
2 100.0%
5
80.0%
16
75.0%
95.2%
49
93.9%
7 100.0%
2 100.0%
1 100.0%
.
.
.
.
2 100.0%
312
84.9%
247
84.6%
22
90.9%
8
75.0%
0
.
8
62.5%
.
.
5 100.0%
22
90.9%
415
84.8%
325
84.9%
31
77.4%
12
91.7%
1 100.0%
9
77.8%
3 100.0%
6
28
89.3%
77
88.3%
63
87.3%
2 100.0%
1 100.0%
4
75.0%
.
.
1 100.0%
Fall
290
89.7%
233
89.7%
15
93.3%
9
77.8%
9
88.9%
1 100.0%
2 100.0%
5 100.0%
16
87.5%
Spring
381
88.7%
299
89.0%
21
85.7%
15 100.0%
4
75.0%
3 100.0%
9
15
80.0%
Summer
Summer
Summer
Summer
Summer
81.8%
4 100.0%
2 100.0%
6 100.0%
%
84.6%
Fall
08-09
Pacific
Islander
Hispanic
156
Fall
07-08
American
Indian/
Alaskan
All
ENGL
Course
Asian
African
American,
non Hispanic
White, non
Hispanic
8 100.0%
15
86.7%
.
83.3%
88.9%
3 100.0%
4 100.0%
2 100.0%
4 100.0%
7
Race-Ethnicity
Summer
American
Indian/
Alaskan
Pacific
Islander
Other
Unknown/
unreported
Retention
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
#
All
Hispanic
Retention
Retention
#
#
ENGL
08-09
Asian
African
American,
non Hispanic
White, non
Hispanic
%
%
%
%
%
%
81
96.3%
54
98.1%
8
75.0%
5 100.0%
1 100.0%
6 100.0%
Fall
236
83.1%
177
84.2%
15
73.3%
7
71.4%
1
0.0%
12
Spring
382
83.8%
293
84.3%
27
77.8%
10
90.0%
6
50.0%
16
%
.
%
%
.
3 100.0%
4 100.0%
83.3%
1 100.0%
2 100.0%
21
85.7%
87.5%
1 100.0%
6 100.0%
23
82.6%
ENGL-10A 06-07
Fall
14
78.6%
11
72.7%
.
.
.
.
.
.
1 100.0%
.
.
0
.
2 100.0%
07-08
Fall
31
67.7%
26
65.4%
2 100.0%
1
0.0%
.
.
.
.
.
.
.
.
2 100.0%
08-09
Fall
31
67.7%
26
65.4%
1 100.0%
.
.
.
.
.
.
.
.
1
0.0%
3 100.0%
ENGL-10B 06-07
Spring
31
64.5%
23
60.9%
4 100.0%
0
.
.
.
.
.
.
.
.
.
4
50.0%
07-08
Spring
32
81.3%
29
82.8%
1
1 100.0%
.
.
1 100.0%
.
.
.
.
.
.
08-09
Spring
34
91.2%
32
90.6%
2 100.0%
.
.
.
.
.
.
.
.
.
.
.
.
ENGL-11B 06-07
Spring
11
72.7%
8
62.5%
2 100.0%
.
.
.
.
1 100.0%
.
.
.
.
0
.
ENGL-13A 07-08
Spring
13
69.2%
10
70.0%
.
.
0
.
.
.
1
0.0%
.
.
.
.
2 100.0%
ENGL-13B 06-07
Fall
18
77.8%
16
81.3%
.
.
.
.
.
.
.
.
.
.
1
0.0%
1 100.0%
08-09
Fall
19
78.9%
16
81.3%
.
.
.
.
.
.
1 100.0%
.
.
.
.
2
06-07
Spring
9
55.6%
7
57.1%
.
.
1
0.0%
.
.
0
.
.
.
.
.
1 100.0%
07-08
Fall
16
68.8%
11
72.7%
2
50.0%
.
.
.
.
.
.
.
.
1 100.0%
2
50.0%
08-09
Fall
31
83.9%
24
91.7%
2
50.0%
1 100.0%
.
.
.
.
1 100.0%
0
.
3
33.3%
Spring
24
66.7%
18
66.7%
2
50.0%
.
.
.
.
3
66.7%
.
.
1 100.0%
.
.
Summer
21
90.5%
19
89.5%
.
.
1 100.0%
.
.
.
.
.
.
0
1 100.0%
Fall
24
75.0%
19
84.2%
.
.
0
.
.
.
2
0.0%
.
.
1 100.0%
2
50.0%
Spring
29
69.0%
21
66.7%
2
50.0%
.
.
.
.
1 100.0%
.
.
.
.
5
80.0%
Summer
19
89.5%
13
92.3%
1 100.0%
.
.
.
.
2 100.0%
1 100.0%
.
.
2
50.0%
Fall
19
73.7%
15
73.3%
2
50.0%
.
.
.
.
.
.
.
.
1 100.0%
1 100.0%
Spring
17
52.9%
13
46.2%
1 100.0%
.
.
.
.
1 100.0%
.
.
1 100.0%
1
0.0%
Summer
28
85.7%
18
88.9%
0
1 100.0%
.
.
2
50.0%
.
.
2 100.0%
5
80.0%
Fall
31
71.0%
30
70.0%
1 100.0%
.
.
.
.
0
.
.
.
.
.
.
.
Spring
25
76.0%
21
71.4%
1 100.0%
0
.
.
.
1 100.0%
.
.
.
.
2 100.0%
ENGL-14
ENGL-15
06-07
07-08
08-09
0.0%
.
.
50.0%
8
Race-Ethnicity
06-07
ENGL-20
ENGL-24
Unknown/
unreported
Retention
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
#
Retention
Retention
#
#
%
%
%
%
64.0%
20
65.0%
.
.
1
0.0%
Spring
27
55.6%
25
56.0%
.
.
.
Fall
22
59.1%
16
56.3%
0
.
.
Spring
27
77.8%
19
84.2%
Fall
22
81.8%
19
Spring
23
82.6%
06-07
Fall
23
07-08
Fall
08-09
%
%
%
%
.
.
.
.
.
.
4
75.0%
.
1 100.0%
1
0.0%
0
.
.
.
.
.
.
2
50.0%
2 100.0%
.
.
2
50.0%
0
.
1 100.0%
1 100.0%
2
50.0%
1 100.0%
.
.
2
50.0%
1
0.0%
89.5%
3
33.3%
.
.
0
.
0
.
.
.
.
.
0
.
18
83.3%
.
.
1 100.0%
.
.
1 100.0%
.
.
2 100.0%
1
0.0%
87.0%
14
78.6%
2 100.0%
.
.
5 100.0%
1 100.0%
.
.
.
1 100.0%
25
84.0%
17
82.4%
1 100.0%
1 100.0%
1 100.0%
2 100.0%
.
.
1 100.0%
2
Fall
27
92.6%
20
95.0%
2 100.0%
1 100.0%
1
0.0%
1 100.0%
.
.
.
.
2 100.0%
06-07
Fall
20
95.0%
17
94.1%
1 100.0%
.
.
.
.
2 100.0%
.
.
.
.
.
07-08
Fall
18
72.2%
16
68.8%
.
.
.
.
.
.
.
.
.
.
.
.
2 100.0%
08-09
Fall
14
78.6%
12
75.0%
.
.
0
.
.
.
1 100.0%
.
.
1 100.0%
.
06-07
Fall
22
77.3%
17
70.6%
1 100.0%
2 100.0%
.
.
.
.
.
.
.
.
2 100.0%
07-08
Spring
29
79.3%
21
76.2%
2 100.0%
.
1 100.0%
2 100.0%
.
.
.
.
3
08-09
Fall
24
79.2%
22
77.3%
0
1 100.0%
.
.
.
.
.
.
.
.
1 100.0%
Spring
28
78.6%
22
86.4%
1 100.0%
.
.
.
.
1 100.0%
0
.
1
0.0%
Summer
20
70.0%
14
64.3%
3
66.7%
0
.
.
.
.
.
.
.
.
.
3 100.0%
Fall
28
67.9%
25
68.0%
1 100.0%
.
.
.
.
.
.
.
.
1
0.0%
1 100.0%
Spring
29
65.5%
25
68.0%
2
.
.
.
.
1
0.0%
.
.
.
.
1 100.0%
Summer
27
85.2%
21
90.5%
1 100.0%
1 100.0%
.
.
2
0.0%
.
.
.
.
2 100.0%
Fall
29
51.7%
25
52.0%
1 100.0%
2
0.0%
.
.
1 100.0%
.
.
.
.
.
Spring
45
88.9%
32
90.6%
6
66.7%
3 100.0%
.
.
.
.
.
.
1 100.0%
3 100.0%
Summer
27
81.5%
23
78.3%
0
.
.
.
.
.
0
.
.
.
1 100.0%
3 100.0%
Fall
37
64.9%
32
65.6%
3
66.7%
.
.
.
.
1
0.0%
.
.
.
.
1 100.0%
Spring
44
72.7%
32
78.1%
2
0.0%
2
50.0%
.
.
1 100.0%
.
.
3
66.7%
4
75.0%
Spring
24
87.5%
21
90.5%
0
.
0
.
1 100.0%
1 100.0%
.
.
1
0.0%
.
.
06-07
08-09
06-07
.
50.0%
.
.
%
.
07-08
ENGL-25
Other
25
08-09
ENGL-19
Pacific
Islander
Hispanic
Fall
07-08
ENGL-18
American
Indian/
Alaskan
All
ENGL
ENGL-16
Asian
African
American,
non Hispanic
White, non
Hispanic
.
3
50.0%
.
.
66.7%
33.3%
.
9
Race-Ethnicity
American
Indian/
Alaskan
Pacific
Islander
Other
Unknown/
unreported
Retention
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
#
All
Hispanic
Retention
Retention
#
#
ENGL
ENGL-31
Asian
African
American,
non Hispanic
White, non
Hispanic
%
%
%
%
%
%
%
%
%
07-08
Spring
29
62.1%
20
55.0%
2
50.0%
1 100.0%
2 100.0%
.
.
.
.
.
.
4
75.0%
08-09
Spring
22
68.2%
18
61.1%
0
.
2 100.0%
.
.
1 100.0%
.
.
1 100.0%
0
.
06-07
Summer
57
87.7%
48
89.6%
1 100.0%
.
.
1
0.0%
1 100.0%
.
.
2 100.0%
4
75.0%
Fall
133
79.7%
103
80.6%
9
4
75.0%
1 100.0%
4
75.0%
.
.
1 100.0%
11
72.7%
Spring
122
88.5%
99
91.9%
4 100.0%
1 100.0%
2 100.0%
3 100.0%
.
.
4
9
55.6%
59
89.8%
48
87.5%
4 100.0%
.
.
.
.
.
2 100.0%
Fall
202
82.7%
168
82.7%
8
62.5%
2 100.0%
2 100.0%
5 100.0%
2 100.0%
2 100.0%
13
76.9%
Spring
171
81.9%
129
81.4%
11
90.9%
5
60.0%
3 100.0%
6 100.0%
3
66.7%
1 100.0%
13
76.9%
56
96.4%
46
95.7%
2 100.0%
1 100.0%
3 100.0%
.
.
.
.
Fall
188
80.9%
145
80.0%
10
80.0%
3
66.7%
3 100.0%
9
2
50.0%
0
.
16
87.5%
Spring
154
84.4%
116
82.8%
8
87.5%
2 100.0%
2 100.0%
5 100.0%
2 100.0%
3
66.7%
16
87.5%
07-08
08-09
Summer
Summer
77.8%
2 100.0%
.
.
.
88.9%
50.0%
5 100.0%
2 100.0%
ENGL-33
06-07
Fall
16
87.5%
14
85.7%
2 100.0%
.
.
.
.
.
.
.
.
.
.
0
.
ENGL-36
06-07
Summer
16
75.0%
16
75.0%
.
.
.
.
0
.
.
.
.
.
.
.
.
.
Fall
24
79.2%
19
84.2%
1
0.0%
3
66.7%
.
.
.
.
.
.
.
.
1 100.0%
Spring
28
67.9%
19
68.4%
3 100.0%
.
.
1 100.0%
1
0.0%
.
.
1
0.0%
Summer
23
95.7%
21
95.2%
0
.
1 100.0%
.
.
.
.
.
.
0
.
Fall
40
82.5%
34
79.4%
3 100.0%
2 100.0%
.
.
0
.
.
.
1 100.0%
.
Spring
31
67.7%
27
66.7%
.
.
1
0.0%
.
.
1 100.0%
.
.
.
.
2 100.0%
Summer
25
76.0%
18
72.2%
1 100.0%
.
.
.
.
1 100.0%
1 100.0%
2
50.0%
2 100.0%
Fall
25
80.0%
20
80.0%
0
.
.
.
.
.
1 100.0%
.
.
2
50.0%
2 100.0%
Spring
27
88.9%
24
91.7%
1
0.0%
1 100.0%
.
.
.
.
.
.
1 100.0%
.
.
0
.
0
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
07-08
08-09
3
66.7%
1 100.0%
.
ENGL-91
06-07
Spring
ENGL-97
06-07
Fall
15
86.7%
10
80.0%
1 100.0%
.
.
.
.
1 100.0%
.
.
.
.
3 100.0%
Spring
16
93.8%
11
90.9%
3 100.0%
1 100.0%
.
.
.
.
.
.
.
.
1 100.0%
07-08
Spring
30
86.7%
24
87.5%
1 100.0%
.
.
.
1
0.0%
3 100.0%
.
.
1 100.0%
06-07
Summer
27
81.5%
18
77.8%
3 100.0%
1 100.0%
1 100.0%
2
50.0%
.
1 100.0%
1 100.0%
ENGL-190
.
.
10
Race-Ethnicity
08-09
ENGL-191
06-07
07-08
08-09
ENGL-193
06-07
07-08
08-09
ENGL-194
06-07
07-08
08-09
American
Indian/
Alaskan
Pacific
Islander
Other
Unknown/
unreported
Retention
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
#
All
Hispanic
Retention
Retention
#
#
ENGL
07-08
Asian
African
American,
non Hispanic
White, non
Hispanic
%
%
%
%
%
%
%
%
%
Fall
500
81.4%
357
80.7%
58
84.5%
16
87.5%
15
93.3%
21
71.4%
4 100.0%
7
71.4%
22
81.8%
Spring
307
82.1%
196
82.1%
47
83.0%
17
82.4%
7
85.7%
20
75.0%
5
80.0%
3 100.0%
12
83.3%
35
97.1%
19 100.0%
5
80.0%
1 100.0%
.
.
2 100.0%
Fall
503
79.7%
357
79.0%
58
81.0%
20
95.0%
5
80.0%
29
82.8%
4 100.0%
5 100.0%
25
64.0%
Spring
342
76.3%
250
76.4%
35
77.1%
15
80.0%
5
40.0%
17
82.4%
4
50.0%
3
33.3%
13
92.3%
47
95.7%
32
93.8%
1 100.0%
.
.
0
.
Fall
522
75.1%
374
73.5%
60
76.7%
24
87.5%
11
72.7%
17
82.4%
4 100.0%
13
61.5%
19
84.2%
Spring
400
81.5%
283
81.3%
40
82.5%
11
72.7%
9
66.7%
31
83.9%
4
75.0%
8 100.0%
14
85.7%
Fall
45
91.1%
38
92.1%
4 100.0%
1 100.0%
0
.
0
.
.
.
2
50.0%
Spring
55
94.5%
46
93.5%
1 100.0%
1 100.0%
.
.
1 100.0%
1 100.0%
1 100.0%
4 100.0%
Fall
34
97.1%
29
96.6%
3 100.0%
1 100.0%
.
.
1 100.0%
.
.
.
.
Spring
36 100.0%
28 100.0%
3 100.0%
.
1 100.0%
0
.
.
.
2 100.0%
2 100.0%
Fall
28 100.0%
21 100.0%
1 100.0%
2 100.0%
.
.
1 100.0%
.
.
2 100.0%
1 100.0%
Spring
41
30
86.7%
2 100.0%
2 100.0%
1 100.0%
1 100.0%
1 100.0%
1 100.0%
3 100.0%
Fall
38 100.0%
32 100.0%
4 100.0%
1 100.0%
.
.
0
.
.
.
1 100.0%
Spring
51
43
.
.
1 100.0%
.
.
1 100.0%
1 100.0%
1 100.0%
4 100.0%
Fall
34 100.0%
28 100.0%
4 100.0%
1 100.0%
.
.
1 100.0%
.
.
.
.
Spring
33 100.0%
26 100.0%
3 100.0%
.
1 100.0%
1 100.0%
.
.
1 100.0%
1 100.0%
Fall
28 100.0%
21 100.0%
1 100.0%
2 100.0%
.
1 100.0%
.
.
2 100.0%
1 100.0%
Spring
37
97.3%
27
96.3%
2 100.0%
2 100.0%
1 100.0%
0
.
1 100.0%
1 100.0%
3 100.0%
Fall
39
97.4%
33
97.0%
4 100.0%
1 100.0%
.
.
0
.
.
.
.
1 100.0%
Spring
50 100.0%
42 100.0%
.
.
1 100.0%
.
.
1 100.0%
1 100.0%
1 100.0%
4 100.0%
Fall
32 100.0%
26 100.0%
4 100.0%
1 100.0%
.
.
1 100.0%
.
.
.
.
Spring
37
28
96.4%
3 100.0%
.
1 100.0%
1 100.0%
.
.
2 100.0%
2 100.0%
Fall
28 100.0%
21 100.0%
1 100.0%
2 100.0%
.
1 100.0%
.
.
2 100.0%
1 100.0%
Spring
36 100.0%
26 100.0%
2 100.0%
2 100.0%
1 100.0%
0
1 100.0%
1 100.0%
3 100.0%
Summer
Summer
90.2%
98.0%
97.3%
97.7%
3 100.0%
3 100.0%
5 100.0%
.
.
.
1 100.0%
3 100.0%
.
.
.
.
.
.
.
.
.
.
.
4 100.0%
3 100.0%
.
.
.
11
Cumulative GPA
All
< 2.0
2.0-2.5
2.6-3.0
3.1-3.5
>3.5
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
ENGL
Course
Academic Year Term
ENGL-1A
06-07
ENGL-1B
06-07
07-08
08-09
ENGL-1C
06-07
07-08
08-09
%
%
%
%
84.6%
33
78.8%
33
93.9%
36
80.6%
34
82.4%
20
90.0%
1,161
79.3%
317
65.0%
238
79.0%
275
82.2%
211
90.5%
120
91.7%
Spring
810
78.8%
209
61.7%
178
83.1%
206
84.0%
135
88.1%
82
84.1%
Summer
150
81.3%
38
71.1%
25
76.0%
41
80.5%
35
91.4%
11 100.0%
1,151
81.3%
347
70.9%
241
80.9%
250
85.6%
198
90.4%
115
88.7%
Spring
930
74.2%
284
69.4%
206
68.4%
200
75.5%
148
83.8%
92
83.7%
Summer
162
84.0%
44
79.5%
33
75.8%
33
87.9%
32
90.6%
20
90.0%
Fall
1,261
77.5%
362
61.3%
250
78.8%
288
82.3%
222
86.9%
139
92.1%
Spring
1,015
79.4%
303
67.3%
205
81.0%
214
80.4%
168
88.7%
125
92.0%
51
72.5%
9
55.6%
10
60.0%
10
80.0%
10
60.0%
12 100.0%
Fall
159
83.0%
24
75.0%
39
76.9%
42
88.1%
36
86.1%
18
Spring
159
78.6%
27
63.0%
37
70.3%
39
79.5%
30
83.3%
26 100.0%
51
82.4%
7
57.1%
8
87.5%
12
75.0%
12
83.3%
12 100.0%
Fall
138
81.2%
18
61.1%
32
78.1%
43
90.7%
24
83.3%
21
81.0%
Spring
198
86.4%
27
70.4%
46
91.3%
60
85.0%
45
91.1%
20
90.0%
53
94.3%
4
75.0%
10 100.0%
14
85.7%
12 100.0%
13 100.0%
Fall
216
81.0%
27
63.0%
44
77.3%
65
83.1%
50
80.0%
30 100.0%
Spring
250
88.0%
34
76.5%
43
88.4%
65
84.6%
65
89.2%
43 100.0%
63
95.2%
8
87.5%
9
88.9%
15 100.0%
19
94.7%
12 100.0%
Fall
312
84.9%
29
69.0%
70
75.7%
82
87.8%
80
90.0%
51
94.1%
Spring
415
84.8%
38
60.5%
75
80.0%
132
87.1%
115
93.0%
55
85.5%
77
88.3%
6
50.0%
11
81.8%
18
88.9%
26
92.3%
16 100.0%
Fall
290
89.7%
26
76.9%
50
92.0%
83
83.1%
88
97.7%
43
90.7%
Spring
381
88.7%
39
76.9%
73
86.3%
114
91.2%
99
91.9%
56
89.3%
81
96.3%
8 100.0%
15
93.3%
20
95.0%
23
95.7%
15 100.0%
236
83.1%
48
72.9%
71
81.7%
58
94.8%
42
Fall
08-09
%
156
Summer
Fall
07-08
%
Summer
Summer
Summer
Summer
Summer
Summer
Fall
17
64.7%
88.9%
88.1%
12
Cumulative GPA
All
< 2.0
2.0-2.5
2.6-3.0
3.1-3.5
>3.5
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
ENGL
Spring
%
%
382
83.8%
42
73.8%
%
86
%
75.6%
102
79.4%
3 100.0%
4
%
93
%
93.5%
59
94.9%
75.0%
3 100.0%
4
50.0%
ENGL-10A 06-07
Fall
14
78.6%
0
.
07-08
Fall
31
67.7%
4
25.0%
7
57.1%
6
83.3%
8
75.0%
6
83.3%
08-09
Fall
31
67.7%
3
66.7%
7
57.1%
8
62.5%
4 100.0%
9
66.7%
ENGL-10B 06-07
Spring
31
64.5%
1
0.0%
7
71.4%
8
37.5%
9
77.8%
6
83.3%
07-08
Spring
32
81.3%
4
75.0%
4
50.0%
9 100.0%
10
70.0%
5 100.0%
08-09
Spring
34
91.2%
2
50.0%
3 100.0%
7
85.7%
9
88.9%
13 100.0%
ENGL-11B 06-07
Spring
11
72.7%
2
50.0%
1
0.0%
3
66.7%
3 100.0%
2 100.0%
ENGL-13A 07-08
Spring
13
69.2%
.
.
6
33.3%
2 100.0%
3 100.0%
2 100.0%
ENGL-13B 06-07
Fall
18
77.8%
3 100.0%
1
0.0%
2 100.0%
9
66.7%
3 100.0%
08-09
Fall
19
78.9%
1
0.0%
2
50.0%
8
75.0%
4 100.0%
4 100.0%
06-07
Spring
9
55.6%
2
50.0%
1
0.0%
1
0.0%
3
66.7%
2 100.0%
07-08
Fall
16
68.8%
3
66.7%
2
0.0%
3
33.3%
6 100.0%
2 100.0%
08-09
Fall
31
83.9%
2
50.0%
4
75.0%
10
80.0%
7 100.0%
8
Spring
24
66.7%
2 100.0%
5
0.0%
5
80.0%
7
71.4%
5 100.0%
Summer
21
90.5%
.
.
4 100.0%
3 100.0%
9
77.8%
5 100.0%
Fall
24
75.0%
1
0.0%
5
60.0%
4 100.0%
6
66.7%
8
Spring
29
69.0%
1
0.0%
0
.
8
75.0%
9 100.0%
Summer
19
89.5%
.
.
2 100.0%
7 100.0%
4 100.0%
6
Fall
19
73.7%
.
.
3
33.3%
6
50.0%
8 100.0%
2 100.0%
Spring
17
52.9%
1 100.0%
2
50.0%
7
28.6%
4
75.0%
3
66.7%
Summer
28
85.7%
0
.
5
80.0%
9
77.8%
3 100.0%
11
90.9%
Fall
31
71.0%
3
33.3%
4
25.0%
4
75.0%
14
85.7%
6
83.3%
Spring
25
76.0%
2
50.0%
3 100.0%
10
80.0%
5
80.0%
5
60.0%
Fall
25
64.0%
2
0.0%
6
33.3%
6
66.7%
8
87.5%
3 100.0%
Spring
27
55.6%
2
50.0%
6
33.3%
10
70.0%
7
57.1%
2
Fall
22
59.1%
2 100.0%
3
66.7%
8
37.5%
7
57.1%
2 100.0%
ENGL-14
ENGL-15
06-07
07-08
08-09
ENGL-16
06-07
07-08
11
45.5%
87.5%
87.5%
66.7%
50.0%
13
Cumulative GPA
All
< 2.0
2.0-2.5
2.6-3.0
3.1-3.5
>3.5
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
ENGL
ENGL-19
ENGL-20
ENGL-24
27
77.8%
2
Fall
22
81.8%
Spring
23
06-07
Fall
07-08
ENGL-31
%
%
85.7%
8
87.5%
2 100.0%
2 100.0%
4 100.0%
10
60.0%
3 100.0%
3 100.0%
82.6%
1 100.0%
6
83.3%
5
80.0%
8
87.5%
3
66.7%
23
87.0%
2 100.0%
3 100.0%
6
66.7%
7 100.0%
5
80.0%
Fall
25
84.0%
2 100.0%
6
50.0%
8 100.0%
7
85.7%
2 100.0%
08-09
Fall
27
92.6%
5
80.0%
9
88.9%
2 100.0%
5 100.0%
6 100.0%
06-07
Fall
20
95.0%
0
.
5 100.0%
3
66.7%
7 100.0%
5 100.0%
07-08
Fall
18
72.2%
1 100.0%
3 100.0%
7
42.9%
4
75.0%
3 100.0%
08-09
Fall
14
78.6%
1
0.0%
1
0.0%
6
83.3%
5 100.0%
1 100.0%
06-07
Fall
22
77.3%
1 100.0%
2
50.0%
10
80.0%
6
83.3%
3
07-08
Spring
29
79.3%
3
33.3%
4 100.0%
8
62.5%
8
87.5%
6 100.0%
08-09
Fall
24
79.2%
2
50.0%
3
33.3%
6
83.3%
8
87.5%
5 100.0%
Spring
28
78.6%
6
83.3%
5
60.0%
8 100.0%
7
71.4%
2
Summer
20
70.0%
.
.
2
0.0%
4
50.0%
9
77.8%
5 100.0%
Fall
28
67.9%
2
0.0%
4
25.0%
8
62.5%
9
88.9%
5 100.0%
Spring
29
65.5%
1 100.0%
8
37.5%
8
75.0%
8
62.5%
4 100.0%
Summer
27
85.2%
2
50.0%
1
0.0%
5
80.0%
6
83.3%
13 100.0%
Fall
29
51.7%
5
60.0%
6
33.3%
7
42.9%
7
71.4%
4
Spring
45
88.9%
4
75.0%
8
75.0%
15
93.3%
11
90.9%
7 100.0%
Summer
27
81.5%
2
50.0%
3
33.3%
5 100.0%
10
80.0%
7 100.0%
Fall
37
64.9%
6
33.3%
8
62.5%
9
55.6%
10
80.0%
4 100.0%
Spring
44
72.7%
5
60.0%
8
62.5%
11
81.8%
12
75.0%
8
75.0%
06-07
Spring
24
87.5%
.
.
1 100.0%
7
85.7%
8
87.5%
8
87.5%
07-08
Spring
29
62.1%
.
.
5
60.0%
11
63.6%
8
50.0%
5
80.0%
08-09
Spring
22
68.2%
1
0.0%
3
33.3%
6
66.7%
3 100.0%
9
77.8%
06-07
Summer
57
87.7%
13
76.9%
13
92.3%
9
88.9%
12
91.7%
10
90.0%
133
79.7%
36
77.8%
28
71.4%
23
82.6%
24
79.2%
22
90.9%
08-09
Fall
8
%
7
06-07
50.0%
%
62.5%
07-08
ENGL-25
%
Spring
08-09
ENGL-18
%
66.7%
50.0%
50.0%
14
Cumulative GPA
All
< 2.0
2.0-2.5
2.6-3.0
3.1-3.5
>3.5
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
ENGL
Spring
07-08
08-09
%
%
%
%
122
88.5%
31
87.1%
16
87.5%
30
90.0%
59
89.8%
12
75.0%
10
90.0%
14
92.9%
Fall
202
82.7%
58
77.6%
39
82.1%
40
87.5%
41
Spring
171
81.9%
29
79.3%
31
83.9%
39
79.5%
56
96.4%
10 100.0%
Fall
188
80.9%
58
69.0%
28
Spring
154
84.4%
33
81.8%
30
Summer
Summer
8 100.0%
15
86.7%
8 100.0%
15
93.3%
85.4%
24
83.3%
37
81.1%
35
85.7%
15 100.0%
11
90.9%
12
91.7%
89.3%
36
91.7%
43
79.1%
23
87.0%
70.0%
40
82.5%
34
97.1%
17
94.1%
50.0%
06-07
Fall
16
87.5%
3
66.7%
3 100.0%
2
ENGL-36
06-07
Summer
16
75.0%
3
33.3%
4
75.0%
Fall
24
79.2%
4
75.0%
4
Spring
28
67.9%
2 100.0%
6
Summer
23
95.7%
0
Fall
40
82.5%
1 100.0%
10
Spring
31
67.7%
1 100.0%
Summer
25
76.0%
Fall
25
Spring
08-09
30
%
90.0%
ENGL-33
07-08
%
5 100.0%
3 100.0%
4 100.0%
4
75.0%
1 100.0%
75.0%
5
80.0%
2
50.0%
9
16.7%
8
75.0%
8
75.0%
4 100.0%
9 100.0%
4
75.0%
5 100.0%
5 100.0%
70.0%
10
80.0%
9
88.9%
10
90.0%
8
75.0%
9
66.7%
10
60.0%
3
66.7%
4 100.0%
3
66.7%
4
50.0%
11
90.9%
3
33.3%
80.0%
2
50.0%
4
75.0%
6
66.7%
4
75.0%
9 100.0%
27
88.9%
1
0.0%
4
75.0%
4 100.0%
8
87.5%
10 100.0%
0
.
0
.
.
.
.
.
.
.
75.0%
.
.
4 100.0%
4 100.0%
.
88.9%
ENGL-91
06-07
Spring
ENGL-97
06-07
Fall
15
86.7%
3
66.7%
4
Spring
16
93.8%
5
80.0%
2 100.0%
2 100.0%
4 100.0%
3 100.0%
07-08
Spring
30
86.7%
7
71.4%
3
66.7%
7
3 100.0%
10 100.0%
06-07
Summer
27
81.5%
15
80.0%
5
80.0%
4 100.0%
Fall
500
81.4%
223
69.1%
102
87.3%
91
Spring
307
82.1%
125
74.4%
75
85.3%
53
35
97.1%
17
94.1%
Fall
503
79.7%
215
67.0%
98
86.7%
95
89.5%
60
Spring
342
76.3%
175
68.0%
66
83.3%
50
84.0%
31
ENGL-190
07-08
Summer
7 100.0%
85.7%
.
.
2
50.0%
96.7%
60
95.0%
24
79.2%
92.5%
39
94.9%
15
60.0%
6 100.0%
.
.
93.3%
35
88.6%
90.3%
20
85.0%
5 100.0%
1 100.0%
15
Cumulative GPA
All
< 2.0
2.0-2.5
2.6-3.0
3.1-3.5
>3.5
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
ENGL
08-09
ENGL-191
06-07
07-08
08-09
ENGL-193
06-07
07-08
08-09
ENGL-194
06-07
07-08
08-09
Summer
%
%
%
47
95.7%
24
95.8%
3 100.0%
Fall
522
75.1%
235
61.3%
108
Spring
400
81.5%
191
72.8%
73
Fall
45
91.1%
4
Spring
55
94.5%
Fall
34
97.1%
Spring
%
%
11
90.9%
85.2%
100
87.0%
54
88.9%
25
84.0%
93.2%
65
92.3%
49
87.8%
22
72.7%
25.0%
10 100.0%
11
90.9%
14 100.0%
6 100.0%
7
71.4%
14
92.9%
13 100.0%
12 100.0%
9 100.0%
4
75.0%
9 100.0%
10 100.0%
9 100.0%
2 100.0%
36 100.0%
6 100.0%
5 100.0%
7 100.0%
11 100.0%
7 100.0%
Fall
28 100.0%
1 100.0%
1 100.0%
11 100.0%
7 100.0%
8 100.0%
Spring
41
90.2%
8
75.0%
1 100.0%
7
Fall
38 100.0%
0
.
9 100.0%
9 100.0%
Spring
51
98.0%
5 100.0%
12 100.0%
13
Fall
34 100.0%
3 100.0%
Spring
33 100.0%
Fall
12 100.0%
14 100.0%
6 100.0%
92.3%
12 100.0%
9 100.0%
10 100.0%
10 100.0%
9 100.0%
2 100.0%
5 100.0%
3 100.0%
7 100.0%
11 100.0%
7 100.0%
28 100.0%
1 100.0%
1 100.0%
11 100.0%
7 100.0%
8 100.0%
Spring
37
97.3%
6
83.3%
1 100.0%
6 100.0%
12 100.0%
12 100.0%
Fall
39
97.4%
0
.
90.0%
9 100.0%
14 100.0%
6 100.0%
Spring
50 100.0%
5 100.0%
12 100.0%
12 100.0%
12 100.0%
9 100.0%
Fall
32 100.0%
2 100.0%
9 100.0%
10 100.0%
9 100.0%
2 100.0%
Spring
37
97.3%
7 100.0%
4 100.0%
87.5%
11 100.0%
7 100.0%
Fall
28 100.0%
1 100.0%
1 100.0%
11 100.0%
7 100.0%
8 100.0%
Spring
36 100.0%
5 100.0%
1 100.0%
6 100.0%
12 100.0%
12 100.0%
Spring
37
6
8 100.0%
6 100.0%
2 100.0%
81.1%
15
60.0%
83.3%
8
13
4 100.0%
92.3%
10
85.7%
5 100.0%
%
16
Gender
All
Female
Male
Age 17 and
under
Age 18-24
Age 25-49
50+
Unknown
Success
Success
Success
Success
Success
Success
Success
Success
ENGL
#
Course
Academic Year Term
ENGL-1A
06-07
ENGL-1B
06-07
07-08
08-09
ENGL-1C
06-07
07-08
08-09
#
%
#
%
#
%
#
%
#
%
#
%
#
%
64.1%
88
68.2%
68
58.8%
44
63.6%
70
62.9%
39
66.7%
2
50.0%
1 100.0%
1,161
61.4%
647
61.8%
514
60.9%
163
72.4%
788
60.0%
193
57.0%
17
70.6%
.
Spring
810
57.3%
454
58.6%
356
55.6%
97
76.3%
531
53.1%
167
58.1%
13
69.2%
2 100.0%
Summer
150
58.7%
97
64.9%
53
47.2%
31
74.2%
66
45.5%
52
65.4%
0
.
1 100.0%
1,151
59.3%
651
60.1%
500
58.4%
195
68.7%
756
57.1%
190
57.9%
10
70.0%
0
Spring
930
51.9%
572
54.0%
358
48.6%
103
76.7%
602
46.5%
209
54.1%
15
66.7%
1 100.0%
Summer
162
61.7%
106
64.2%
56
57.1%
34
61.8%
66
56.1%
59
69.5%
3
33.3%
.
Fall
1,261
61.4%
713
64.9%
548
56.8%
168
65.5%
847
59.5%
234
64.5%
11
72.7%
1 100.0%
Spring
1,015
57.8%
567
63.0%
448
51.3%
57
84.2%
676
52.5%
259
63.7%
23
82.6%
.
.
51
64.7%
32
59.4%
19
73.7%
1 100.0%
35
68.6%
14
57.1%
1
0.0%
.
.
Fall
159
68.6%
97
64.9%
62
74.2%
10
70.0%
105
66.7%
41
70.7%
3 100.0%
.
.
Spring
159
59.1%
108
61.1%
51
54.9%
5
80.0%
126
57.1%
25
64.0%
3
66.7%
.
.
51
64.7%
31
67.7%
20
60.0%
1 100.0%
33
63.6%
16
68.8%
.
.
1
0.0%
Fall
138
63.8%
89
66.3%
49
59.2%
3 100.0%
100
57.0%
31
77.4%
3 100.0%
1 100.0%
Spring
198
66.2%
123
69.9%
75
60.0%
9
77.8%
141
63.8%
47
70.2%
1 100.0%
.
.
53
83.0%
36
77.8%
17
94.1%
2
50.0%
31
77.4%
20
95.0%
.
.
.
.
Fall
216
67.6%
131
68.7%
85
65.9%
15
80.0%
141
65.2%
56
73.2%
3
33.3%
1
0.0%
Spring
250
75.2%
150
78.0%
100
71.0%
12 100.0%
172
70.9%
64
81.3%
1 100.0%
1 100.0%
63
82.5%
37
81.1%
26
84.6%
2 100.0%
40
75.0%
21
95.2%
.
.
.
.
Fall
312
78.2%
193
80.3%
119
74.8%
36 100.0%
215
75.8%
56
73.2%
5
80.0%
.
.
Spring
415
76.4%
219
76.7%
196
76.0%
14
92.9%
334
77.5%
63
69.8%
4
25.0%
.
.
77
81.8%
52
80.8%
25
84.0%
4 100.0%
44
79.5%
26
80.8%
3 100.0%
.
.
Fall
290
82.4%
161
80.7%
129
84.5%
31
93.5%
196
82.7%
56
76.8%
6
1 100.0%
Spring
381
76.6%
219
76.3%
162
77.2%
11
90.9%
304
75.7%
58
75.9%
8 100.0%
0
.
81
86.4%
55
89.1%
26
80.8%
4 100.0%
52
80.8%
22
95.5%
3 100.0%
.
.
236
74.2%
140
78.6%
96
67.7%
153
69.3%
44
75.0%
6
0
.
Fall
08-09
%
156
Summer
Fall
07-08
Age Category
Summer
Summer
Summer
Summer
Summer
Summer
Fall
33
97.0%
66.7%
66.7%
.
.
.
17
Gender
All
Female
Male
Age 17 and
under
Age 18-24
Age 25-49
50+
Unknown
Success
Success
Success
Success
Success
Success
Success
Success
ENGL
#
Spring
Age Category
%
#
%
382
73.3%
230
71.3%
#
%
152
ENGL-10A 06-07
Fall
14
78.6%
11
72.7%
07-08
Fall
31
51.6%
21
52.4%
10
08-09
Fall
31
58.1%
20
65.0%
ENGL-10B 06-07
Spring
31
58.1%
21
07-08
Spring
32
62.5%
08-09
Spring
34
ENGL-11B 06-07
Spring
ENGL-13A 07-08
#
76.3%
#
8 100.0%
%
#
%
#
%
#
%
288
74.3%
76
64.5%
10
90.0%
.
.
.
.
11
81.8%
3
66.7%
.
.
.
.
50.0%
.
.
17
52.9%
14
50.0%
.
.
.
.
11
45.5%
1 100.0%
20
60.0%
10
50.0%
.
.
.
.
66.7%
10
40.0%
.
.
22
40.9%
1 100.0%
.
.
20
65.0%
12
58.3%
1 100.0%
19
47.4%
12
83.3%
.
.
.
.
88.2%
21
95.2%
13
76.9%
1 100.0%
21
90.5%
11
81.8%
1 100.0%
.
.
11
63.6%
6
66.7%
5
60.0%
.
.
7 100.0%
3
0.0%
1
0.0%
.
.
Spring
13
61.5%
10
70.0%
3
33.3%
.
.
6
50.0%
7
71.4%
.
.
.
.
ENGL-13B 06-07
Fall
18
72.2%
9
44.4%
9 100.0%
.
.
17
70.6%
1 100.0%
.
.
.
.
08-09
Fall
19
78.9%
17
76.5%
2 100.0%
.
.
12
83.3%
6
66.7%
1 100.0%
.
.
06-07
Spring
9
55.6%
7
57.1%
2
50.0%
.
.
2
0.0%
2
50.0%
5
80.0%
.
.
07-08
Fall
16
56.3%
13
53.8%
3
66.7%
.
.
9
66.7%
5
40.0%
2
50.0%
.
.
08-09
Fall
31
77.4%
23
87.0%
8
50.0%
.
.
15
80.0%
15
73.3%
1 100.0%
.
.
Spring
24
58.3%
18
55.6%
6
66.7%
1 100.0%
12
66.7%
10
40.0%
1 100.0%
.
.
Summer
21
76.2%
20
75.0%
1 100.0%
.
.
17
82.4%
4
50.0%
.
.
.
.
Fall
24
70.8%
21
66.7%
3 100.0%
1
0.0%
15
66.7%
7
85.7%
1 100.0%
.
.
Spring
29
69.0%
26
73.1%
3
33.3%
.
.
16
68.8%
12
66.7%
1 100.0%
.
.
Summer
19
78.9%
18
77.8%
1 100.0%
.
.
12
75.0%
6
83.3%
1 100.0%
.
.
Fall
19
73.7%
18
72.2%
1 100.0%
.
.
11
90.9%
6
50.0%
2
50.0%
.
.
Spring
17
47.1%
16
50.0%
1
0.0%
.
.
7
57.1%
10
40.0%
0
.
.
.
Summer
28
85.7%
25
84.0%
3 100.0%
.
.
15
93.3%
13
76.9%
.
.
.
.
Fall
31
71.0%
29
69.0%
2 100.0%
.
.
11
90.9%
18
61.1%
2
50.0%
.
.
Spring
25
68.0%
25
68.0%
0
.
.
.
18
66.7%
7
71.4%
.
.
.
.
Fall
25
56.0%
18
50.0%
7
71.4%
2
0.0%
17
52.9%
6
83.3%
.
.
.
.
Spring
27
29.6%
17
29.4%
10
30.0%
1
0.0%
21
23.8%
4
50.0%
1 100.0%
.
.
Fall
22
45.5%
14
50.0%
8
37.5%
.
.
11
36.4%
9
55.6%
1 100.0%
1
0.0%
ENGL-14
ENGL-15
06-07
07-08
08-09
ENGL-16
06-07
07-08
3 100.0%
%
8 100.0%
18
Gender
All
Female
Male
Age 17 and
under
Age 18-24
Age 25-49
50+
Unknown
Success
Success
Success
Success
Success
Success
Success
Success
ENGL
#
ENGL-19
ENGL-20
ENGL-24
%
#
%
#
%
#
%
#
%
#
%
#
%
55.6%
21
47.6%
6
83.3%
.
.
20
55.0%
5
40.0%
2 100.0%
.
.
Fall
22
45.5%
16
50.0%
6
33.3%
.
.
15
46.7%
6
33.3%
1 100.0%
.
.
Spring
23
47.8%
17
41.2%
6
66.7%
.
.
15
53.3%
7
42.9%
1
0.0%
.
.
06-07
Fall
23
82.6%
12
75.0%
11
90.9%
.
.
15
80.0%
7
85.7%
1 100.0%
.
.
07-08
Fall
25
76.0%
16
75.0%
9
77.8%
2
50.0%
21
81.0%
2
50.0%
.
.
.
.
08-09
Fall
27
85.2%
14
85.7%
13
84.6%
.
.
24
83.3%
3 100.0%
.
.
.
.
06-07
Fall
20
80.0%
11
81.8%
9
77.8%
0
.
13
84.6%
6
83.3%
1
0.0%
.
.
07-08
Fall
18
61.1%
13
61.5%
5
60.0%
.
.
10
70.0%
5
40.0%
3
66.7%
.
.
08-09
Fall
14
64.3%
7
57.1%
7
71.4%
.
.
7
71.4%
6
50.0%
1 100.0%
.
.
06-07
Fall
22
77.3%
14
85.7%
8
62.5%
.
.
19
78.9%
3
66.7%
.
.
.
.
07-08
Spring
29
58.6%
15
60.0%
14
57.1%
2 100.0%
24
54.2%
3
66.7%
.
.
.
.
08-09
Fall
24
66.7%
12
75.0%
12
58.3%
1 100.0%
19
63.2%
2 100.0%
2
50.0%
.
.
Spring
28
39.3%
15
46.7%
13
30.8%
.
.
24
41.7%
3
0.0%
1 100.0%
.
.
Summer
20
65.0%
14
71.4%
6
50.0%
.
.
11
72.7%
8
50.0%
1 100.0%
.
.
Fall
28
60.7%
20
65.0%
8
50.0%
1
0.0%
14
50.0%
11
72.7%
2 100.0%
.
.
Spring
29
58.6%
18
61.1%
11
54.5%
2
0.0%
17
64.7%
9
55.6%
1 100.0%
.
.
Summer
27
77.8%
23
73.9%
4 100.0%
.
.
15
73.3%
10
80.0%
2 100.0%
.
.
Fall
29
44.8%
22
50.0%
7
28.6%
.
.
11
63.6%
18
33.3%
0
.
.
.
Spring
45
75.6%
33
72.7%
12
83.3%
.
.
27
81.5%
17
70.6%
1
0.0%
.
.
Summer
27
74.1%
20
80.0%
7
57.1%
.
.
14
64.3%
11
81.8%
2 100.0%
.
.
Fall
37
59.5%
24
66.7%
13
46.2%
.
.
14
42.9%
19
68.4%
3
66.7%
1 100.0%
Spring
44
68.2%
26
76.9%
18
55.6%
.
.
26
69.2%
11
63.6%
7
71.4%
.
.
06-07
Spring
24
79.2%
16
87.5%
8
62.5%
1 100.0%
18
72.2%
2 100.0%
3 100.0%
.
.
07-08
Spring
29
48.3%
19
52.6%
10
40.0%
1
0.0%
20
40.0%
8
75.0%
.
.
.
.
08-09
Spring
22
59.1%
12
66.7%
10
50.0%
1
0.0%
11
63.6%
10
60.0%
.
.
.
.
06-07
Summer
57
70.2%
46
69.6%
11
72.7%
5
80.0%
34
70.6%
17
64.7%
1 100.0%
.
.
133
63.2%
93
64.5%
40
60.0%
11 100.0%
82
58.5%
32
59.4%
8
.
.
06-07
08-09
ENGL-31
#
27
07-08
ENGL-25
%
Spring
08-09
ENGL-18
Age Category
Fall
75.0%
19
Gender
All
Female
Male
Age 17 and
under
Age 18-24
Age 25-49
50+
Unknown
Success
Success
Success
Success
Success
Success
Success
Success
ENGL
#
Spring
07-08
08-09
Age Category
%
#
%
#
%
#
%
#
%
#
%
#
%
#
%
122
73.0%
69
75.4%
53
69.8%
7
85.7%
84
75.0%
27
66.7%
4
50.0%
.
59
79.7%
38
84.2%
21
71.4%
2 100.0%
31
77.4%
21
81.0%
4
75.0%
1 100.0%
Fall
202
59.9%
144
59.0%
58
62.1%
12
83.3%
129
58.1%
46
56.5%
14
64.3%
1 100.0%
Spring
171
66.7%
110
64.5%
61
70.5%
10
90.0%
97
62.9%
52
63.5%
11
90.9%
1 100.0%
56
73.2%
40
72.5%
16
75.0%
2 100.0%
25
72.0%
27
70.4%
Fall
188
62.8%
118
69.5%
70
51.4%
18
66.7%
100
62.0%
52
63.5%
Spring
154
63.0%
92
59.8%
62
67.7%
9
88.9%
102
62.7%
41
56.1%
7 100.0%
9
55.6%
1
0.0%
15
80.0%
0
Summer
Summer
2 100.0%
.
.
.
61.1%
.
.
2 100.0%
.
.
.
.
.
.
.
18
ENGL-33
06-07
Fall
16
75.0%
ENGL-36
06-07
Summer
16
56.3%
15
60.0%
1
0.0%
.
.
11
45.5%
5
80.0%
0
.
.
.
Fall
24
50.0%
22
45.5%
2 100.0%
.
.
13
30.8%
9
66.7%
2 100.0%
.
.
Spring
28
53.6%
24
50.0%
4
75.0%
.
.
20
45.0%
7
85.7%
1
0.0%
.
.
Summer
23
56.5%
19
52.6%
4
75.0%
.
.
10
40.0%
12
66.7%
1 100.0%
.
.
Fall
40
72.5%
38
73.7%
2
50.0%
.
.
22
72.7%
15
66.7%
3 100.0%
.
.
Spring
31
48.4%
25
44.0%
6
66.7%
1 100.0%
16
43.8%
12
50.0%
2
50.0%
.
.
Summer
25
64.0%
19
63.2%
6
66.7%
.
.
15
66.7%
9
55.6%
1 100.0%
.
.
Fall
25
68.0%
23
69.6%
2
50.0%
.
.
11
54.5%
14
78.6%
0
.
.
.
Spring
27
85.2%
23
82.6%
4 100.0%
0
.
13
76.9%
13
92.3%
1 100.0%
.
.
0
.
0
.
.
.
.
.
0
.
.
.
.
.
.
.
6 100.0%
9
55.6%
.
.
6
83.3%
4
50.0%
5
80.0%
.
.
8
62.5%
4
75.0%
1
0.0%
.
.
07-08
08-09
ENGL-91
06-07
Spring
ENGL-97
06-07
Fall
15
73.3%
Spring
16
68.8%
13
76.9%
3
33.3%
3 100.0%
07-08
Spring
30
70.0%
14
57.1%
16
81.3%
.
.
14
64.3%
9
66.7%
7
85.7%
.
.
06-07
Summer
27
63.0%
15
53.3%
12
75.0%
7 100.0%
16
50.0%
4
50.0%
.
.
.
.
Fall
500
59.6%
251
66.1%
249
53.0%
97
71.1%
319
54.2%
74
66.2%
9
66.7%
1 100.0%
Spring
307
60.6%
171
65.5%
136
54.4%
25
80.0%
203
53.2%
75
74.7%
4
50.0%
.
.
35
77.1%
19
78.9%
16
75.0%
13
69.2%
11
63.6%
3 100.0%
.
.
Fall
503
58.8%
300
63.3%
203
52.2%
101
67.3%
303
57.8%
90
51.1%
9
77.8%
0
.
Spring
342
44.7%
183
51.4%
159
37.1%
24
54.2%
224
39.3%
90
54.4%
4
75.0%
.
.
ENGL-190
07-08
Summer
8 100.0%
20
Gender
All
Female
Male
Age 17 and
under
Age 18-24
Age 25-49
50+
Unknown
Success
Success
Success
Success
Success
Success
Success
Success
ENGL
#
08-09
ENGL-191
06-07
07-08
08-09
ENGL-193
06-07
07-08
08-09
ENGL-194
06-07
07-08
08-09
ENGL-248
06-07
07-08
08-09
Summer
Age Category
%
#
%
#
%
#
%
#
%
#
%
#
%
#
%
47
76.6%
26
76.9%
21
76.2%
9
77.8%
24
70.8%
12
91.7%
2
50.0%
.
.
Fall
522
56.7%
258
58.1%
264
55.3%
60
56.7%
366
56.3%
84
57.1%
12
66.7%
.
.
Spring
400
52.0%
208
54.8%
192
49.0%
23
60.9%
257
47.1%
107
61.7%
12
58.3%
1
0.0%
Fall
45
88.9%
5
80.0%
40
90.0%
6
66.7%
35
91.4%
4 100.0%
.
.
.
.
Spring
55
94.5%
4 100.0%
51
94.1%
1 100.0%
48
95.8%
6
83.3%
.
.
.
.
Fall
34
94.1%
2 100.0%
32
93.8%
5 100.0%
26
96.2%
3
66.7%
.
.
.
.
Spring
36
91.7%
3 100.0%
33
90.9%
.
30
90.0%
6 100.0%
.
.
.
.
Fall
28 100.0%
3 100.0%
25 100.0%
1 100.0%
19 100.0%
8 100.0%
.
.
.
.
Spring
41
90.2%
1 100.0%
40
.
33
87.9%
8 100.0%
.
.
.
.
Fall
38 100.0%
4 100.0%
34 100.0%
4 100.0%
30 100.0%
4 100.0%
.
.
.
.
Spring
51
98.0%
4 100.0%
47
97.9%
1 100.0%
45
97.8%
5 100.0%
.
.
.
.
Fall
34
91.2%
2 100.0%
32
90.6%
5 100.0%
27
88.9%
2 100.0%
.
.
.
.
Spring
33 100.0%
3 100.0%
30 100.0%
.
.
28 100.0%
5 100.0%
.
.
.
.
Fall
28 100.0%
3 100.0%
25 100.0%
1 100.0%
19 100.0%
8 100.0%
.
.
.
.
Spring
37
97.3%
1 100.0%
36
97.2%
.
.
29
96.6%
8 100.0%
.
.
.
.
Fall
39
97.4%
4 100.0%
35
97.1%
4 100.0%
31
96.8%
4 100.0%
.
.
.
.
Spring
50 100.0%
4 100.0%
46 100.0%
1 100.0%
44 100.0%
5 100.0%
.
.
.
.
Fall
32 100.0%
2 100.0%
30 100.0%
5 100.0%
25 100.0%
2 100.0%
.
.
.
.
Spring
37
86.5%
4
75.0%
33
87.9%
.
.
31
87.1%
6
83.3%
.
.
.
.
Fall
28
96.4%
3 100.0%
25
96.0%
1 100.0%
19
94.7%
8 100.0%
.
.
.
.
Spring
36
97.2%
1 100.0%
35
97.1%
.
.
28
96.4%
8 100.0%
.
.
.
.
Fall
14
42.9%
9
55.6%
5
20.0%
.
.
5
60.0%
8
25.0%
1 100.0%
.
.
Spring
12
50.0%
4
50.0%
8
50.0%
1 100.0%
7
42.9%
3
33.3%
1 100.0%
.
.
Summer
12
66.7%
10
60.0%
2 100.0%
.
.
4
75.0%
6
66.7%
2
50.0%
.
.
Fall
12
66.7%
10
80.0%
2
0.0%
.
.
3 100.0%
9
55.6%
0
.
.
.
Spring
9
66.7%
6
50.0%
3 100.0%
.
.
2
50.0%
6
66.7%
1 100.0%
.
.
Summer
5
80.0%
3
66.7%
2 100.0%
.
.
3
66.7%
2 100.0%
.
.
.
90.0%
.
.
.
21
Gender
All
Female
Male
Age 17 and
under
Age 18-24
Age 25-49
50+
Unknown
Success
Success
Success
Success
Success
Success
Success
Success
ENGL
#
ENGL-250
06-07
07-08
08-09
ENGL-260
06-07
07-08
08-09
ENGL-270
06-07
07-08
08-09
ENGL-280
06-07
07-08
Age Category
%
#
%
#
%
#
%
#
%
#
%
#
%
#
%
Fall
13
53.8%
4
50.0%
9
55.6%
0
.
5
60.0%
7
42.9%
1 100.0%
.
.
Spring
17
64.7%
8
62.5%
9
66.7%
.
.
10
70.0%
6
66.7%
1
0.0%
.
.
1 100.0%
.
.
1 100.0%
.
.
Summer
3 100.0%
2 100.0%
1 100.0%
1 100.0%
Fall
28
53.6%
14
64.3%
14
42.9%
2
50.0%
11
45.5%
12
58.3%
3
66.7%
.
.
Spring
16
56.3%
9
44.4%
7
71.4%
.
.
5
20.0%
10
70.0%
1 100.0%
.
.
Fall
26
38.5%
17
41.2%
9
33.3%
1 100.0%
11
27.3%
14
42.9%
0
.
.
.
Spring
21
38.1%
13
38.5%
8
37.5%
2
0.0%
10
40.0%
8
50.0%
1
0.0%
.
.
Fall
24
54.2%
17
58.8%
7
42.9%
3
33.3%
9
55.6%
11
54.5%
1 100.0%
.
.
Spring
23
52.2%
11
54.5%
12
50.0%
.
.
9
55.6%
13
46.2%
1 100.0%
.
.
4
50.0%
3
33.3%
1 100.0%
.
.
1 100.0%
3
33.3%
.
.
.
.
Fall
24
54.2%
21
57.1%
3
33.3%
2
50.0%
9
55.6%
10
50.0%
3
66.7%
.
.
Spring
27
63.0%
17
76.5%
10
40.0%
4 100.0%
9
66.7%
10
50.0%
4
50.0%
.
.
Fall
43
37.2%
19
47.4%
24
29.2%
4
50.0%
23
47.8%
15
20.0%
1
0.0%
.
.
Spring
33
48.5%
18
61.1%
15
33.3%
2
0.0%
18
55.6%
13
46.2%
0
.
.
.
Fall
48
50.0%
26
69.2%
22
27.3%
5
80.0%
34
35.3%
9
88.9%
0
.
.
.
Spring
36
63.9%
28
71.4%
8
37.5%
0
.
22
54.5%
13
76.9%
1 100.0%
.
.
6
66.7%
2 100.0%
4
50.0%
2
50.0%
1 100.0%
3
66.7%
.
.
.
.
Fall
40
42.5%
23
39.1%
17
47.1%
5
40.0%
19
47.4%
16
37.5%
0
.
.
.
Spring
39
41.0%
22
45.5%
17
35.3%
1
0.0%
23
30.4%
12
58.3%
3
66.7%
.
.
Fall
54
63.0%
32
65.6%
22
59.1%
6
83.3%
35
57.1%
9
55.6%
4 100.0%
.
.
Spring
36
36.1%
17
35.3%
19
36.8%
3
33.3%
23
30.4%
9
55.6%
1
0.0%
.
.
Fall
55
60.0%
36
58.3%
19
63.2%
5
80.0%
36
52.8%
12
66.7%
2 100.0%
.
.
Spring
37
64.9%
24
70.8%
13
53.8%
.
.
26
57.7%
10
80.0%
1 100.0%
.
.
2
50.0%
1
0.0%
1 100.0%
0
.
1 100.0%
1
0.0%
.
.
.
.
Fall
82
48.8%
47
51.1%
35
45.7%
12
58.3%
54
46.3%
15
53.3%
1
0.0%
.
.
Spring
61
42.6%
30
46.7%
31
38.7%
3
33.3%
39
48.7%
14
28.6%
5
40.0%
.
.
Fall
74
44.6%
38
44.7%
36
44.4%
7
42.9%
46
45.7%
19
42.1%
2
50.0%
.
.
Summer
Summer
Summer
22
Gender
All
Female
Male
Age 17 and
under
Age 18-24
Age 25-49
50+
Unknown
Success
Success
Success
Success
Success
Success
Success
Success
ENGL
#
08-09
Age Category
%
#
%
#
%
#
%
Spring
79
48.1%
34
55.9%
45
42.2%
Fall
82
53.7%
50
62.0%
32
40.6%
11
111
47.7%
53
52.8%
58
43.1%
4
Spring
5 100.0%
#
%
#
%
#
%
#
%
50
46.0%
20
30.0%
4 100.0%
.
.
54.5%
57
52.6%
13
53.8%
1 100.0%
.
.
50.0%
71
39.4%
34
61.8%
2 100.0%
.
.
23
Shasta-Tehama-Trinity Joint Community College District
Course Enrollment (Duplicated) - Student Retention and Success for ENGL
Race-Ethnicity
All
White, non
Hispanic
Hispanic
Success
Success
Success
ENGL
#
Course
Academic Year Term
ENGL-1A
06-07
ENGL-1B
06-07
07-08
08-09
ENGL-1C
06-07
07-08
%
#
%
Pacific
Islander
Other
Unknown/
unreported
Success
Success
Success
Success
Success
Success
#
%
64.1%
120
65.0%
9
55.6%
1,161
61.4%
896
62.4%
80
66.3%
35
Spring
810
57.3%
619
57.4%
59
54.2%
Summer
150
58.7%
105
61.0%
13
1,151
59.3%
932
60.1%
Spring
930
51.9%
702
Summer
162
61.7%
Fall
1,261
Spring
#
#
%
#
%
#
%
#
%
40.0%
3
33.3%
.
.
4
75.0%
9
55.6%
62.9%
16
50.0%
46
39.1%
5
60.0%
20
70.0%
63
57.1%
25
60.0%
15
66.7%
27
48.1%
5
60.0%
10
20.0%
50
68.0%
53.8%
5
80.0%
3
0.0%
6
50.0%
2
50.0%
6
66.7%
10
50.0%
55
52.7%
40
67.5%
10
40.0%
41
58.5%
8
62.5%
11
63.6%
54
50.0%
54.4%
73
42.5%
29
62.1%
12
8.3%
34
29.4%
8
37.5%
21
47.6%
51
54.9%
125
60.0%
6
50.0%
8
87.5%
1 100.0%
5
80.0%
1
0.0%
2 100.0%
14
57.1%
61.4%
971
62.7%
97
58.8%
33
60.6%
14
71.4%
47
40.4%
8
75.0%
18
55.6%
73
58.9%
1,015
57.8%
745
57.4%
84
54.8%
41
58.5%
21
61.9%
48
60.4%
6 100.0%
11
72.7%
59
55.9%
51
64.7%
34
64.7%
1 100.0%
1 100.0%
7
28.6%
.
.
0
.
2
50.0%
Fall
159
68.6%
125
68.0%
10
80.0%
1 100.0%
1
0.0%
6
66.7%
1 100.0%
5
80.0%
10
60.0%
Spring
159
59.1%
114
61.4%
11
72.7%
6
50.0%
3
0.0%
6
16.7%
.
.
5
80.0%
14
57.1%
51
64.7%
38
57.9%
4 100.0%
1
0.0%
2
50.0%
2 100.0%
.
.
1 100.0%
Fall
138
63.8%
101
64.4%
14
50.0%
3 100.0%
3 100.0%
2
50.0%
1
0.0%
4
75.0%
10
60.0%
Spring
198
66.2%
162
64.2%
9
77.8%
7
85.7%
1 100.0%
5
80.0%
2
50.0%
2
50.0%
10
70.0%
53
83.0%
44
79.5%
4 100.0%
0
.
.
.
0
.
.
.
Fall
216
67.6%
177
67.8%
9
55.6%
7
71.4%
1
0.0%
Spring
250
75.2%
189
73.5%
23
91.3%
8 100.0%
63
82.5%
49
83.7%
7
71.4%
Fall
312
78.2%
247
78.9%
22
Spring
415
76.4%
325
77.2%
31
77
81.8%
63
81.0%
Summer
Summer
Summer
Summer
Summer
Source: Datatel extract of student information, August 20, 2009
October 1, 2009 <program review new model improved.doc>
6 100.0%
6 100.0%
%
5
Fall
08-09
#
American
Indian/
Alaskan
156
Summer
Fall
07-08
%
Asian
African
American,
non Hispanic
1 100.0%
3 100.0%
4 100.0%
5 100.0%
1 100.0%
3
66.7%
13
61.5%
2 100.0%
5
80.0%
2
50.0%
5
60.0%
16
62.5%
2 100.0%
1 100.0%
.
.
.
.
2
50.0%
77.3%
8
75.0%
0
.
8
50.0%
.
.
5
80.0%
22
81.8%
64.5%
12
83.3%
1 100.0%
9
77.8%
3 100.0%
6
66.7%
28
75.0%
2 100.0%
1 100.0%
4
50.0%
.
1 100.0%
2 100.0%
.
2 100.0%
4 100.0%
24
Shasta-Tehama-Trinity Joint Community College District
Course Enrollment (Duplicated) - Student Retention and Success for ENGL
Race-Ethnicity
All
White, non
Hispanic
Hispanic
Success
Success
Success
ENGL
#
08-09
%
#
%
#
%
Asian
African
American,
non Hispanic
American
Indian/
Alaskan
Pacific
Islander
Other
Unknown/
unreported
Success
Success
Success
Success
Success
Success
#
%
#
%
#
%
Fall
290
82.4%
233
82.0%
15
93.3%
9
66.7%
9
88.9%
Spring
381
76.6%
299
79.3%
21
61.9%
15
80.0%
4
50.0%
15
81
86.4%
54
87.0%
8
62.5%
5 100.0%
1 100.0%
Fall
236
74.2%
177
76.3%
15
60.0%
7
71.4%
1
Spring
382
73.3%
293
74.7%
27
70.4%
10
80.0%
Summer
#
1 100.0%
%
#
%
#
%
2 100.0%
5 100.0%
16
75.0%
53.3%
3
66.7%
9
15
66.7%
6
83.3%
.
.
3 100.0%
0.0%
12
50.0%
1 100.0%
2 100.0%
21
81.0%
6
33.3%
16
56.3%
1 100.0%
6 100.0%
23
69.6%
88.9%
4 100.0%
ENGL-10A 06-07
Fall
14
78.6%
11
72.7%
.
.
.
.
.
.
1 100.0%
.
.
0
.
2 100.0%
07-08
Fall
31
51.6%
26
50.0%
2 100.0%
1
0.0%
.
.
.
.
.
.
.
.
2
08-09
Fall
31
58.1%
26
53.8%
1 100.0%
.
.
.
.
.
.
.
.
1
0.0%
ENGL-10B 06-07
Spring
31
58.1%
23
60.9%
4
75.0%
0
.
.
.
.
.
.
.
.
.
4
25.0%
07-08
Spring
32
62.5%
29
62.1%
1
0.0%
1 100.0%
.
.
1 100.0%
.
.
.
.
.
.
08-09
Spring
34
88.2%
32
87.5%
2 100.0%
.
.
.
.
.
.
.
.
.
.
.
.
ENGL-11B 06-07
Spring
11
63.6%
8
50.0%
2 100.0%
.
.
.
.
1 100.0%
.
.
.
.
0
.
ENGL-13A 07-08
Spring
13
61.5%
10
70.0%
.
.
0
.
.
.
1
0.0%
.
.
.
.
2
50.0%
ENGL-13B 06-07
Fall
18
72.2%
16
75.0%
.
.
.
.
.
.
.
.
.
.
1
0.0%
08-09
Fall
19
78.9%
16
81.3%
.
.
.
.
.
.
1 100.0%
.
.
.
.
2
06-07
Spring
9
55.6%
7
57.1%
.
.
1
0.0%
.
.
0
.
.
.
.
.
1 100.0%
07-08
Fall
16
56.3%
11
63.6%
2
0.0%
.
.
.
.
.
.
.
.
1 100.0%
2
50.0%
08-09
Fall
31
77.4%
24
83.3%
2
50.0%
1 100.0%
.
.
.
.
1 100.0%
0
.
3
33.3%
Spring
24
58.3%
18
55.6%
2
50.0%
.
.
.
.
3
66.7%
.
.
1 100.0%
.
.
Summer
21
76.2%
19
73.7%
.
.
1 100.0%
.
.
.
.
.
.
0
1 100.0%
Fall
24
70.8%
19
78.9%
.
.
0
.
.
.
2
0.0%
.
.
1 100.0%
2
50.0%
Spring
29
69.0%
21
66.7%
2
50.0%
.
.
.
.
1 100.0%
.
.
.
.
5
80.0%
Summer
19
78.9%
13
84.6%
1 100.0%
.
.
.
.
2
1 100.0%
.
.
2
50.0%
ENGL-14
ENGL-15
06-07
07-08
Source: Datatel extract of student information, August 20, 2009
October 1, 2009 <program review new model improved.doc>
50.0%
.
50.0%
3 100.0%
1 100.0%
50.0%
25
Shasta-Tehama-Trinity Joint Community College District
Course Enrollment (Duplicated) - Student Retention and Success for ENGL
Race-Ethnicity
All
White, non
Hispanic
Hispanic
Success
Success
Success
ENGL
#
ENGL-20
ENGL-24
#
%
Other
Unknown/
unreported
Success
Success
Success
Success
Success
Success
#
%
#
%
#
%
#
%
#
%
#
%
73.7%
15
73.3%
2
50.0%
.
.
.
.
.
.
.
.
1 100.0%
1 100.0%
Spring
17
47.1%
13
38.5%
1 100.0%
.
.
.
.
1 100.0%
.
.
1 100.0%
1
0.0%
Summer
28
85.7%
18
88.9%
0
1 100.0%
.
.
2
50.0%
.
.
2 100.0%
5
80.0%
Fall
31
71.0%
30
70.0%
1 100.0%
.
.
.
.
0
.
.
.
.
.
.
.
Spring
25
68.0%
21
61.9%
1 100.0%
0
.
.
.
1 100.0%
.
.
.
.
2 100.0%
Fall
25
56.0%
20
55.0%
.
.
1
0.0%
.
.
.
.
.
.
.
.
4
75.0%
Spring
27
29.6%
25
28.0%
.
.
.
.
1 100.0%
1
0.0%
0
.
.
.
.
.
Fall
22
45.5%
16
50.0%
0
.
.
.
2
0.0%
2 100.0%
.
.
2
0.0%
0
.
Spring
27
55.6%
19
57.9%
1 100.0%
1
0.0%
2
50.0%
1 100.0%
.
.
2
50.0%
1
0.0%
Fall
22
45.5%
19
52.6%
3
0.0%
.
.
0
.
0
.
.
.
.
.
0
.
Spring
23
47.8%
18
61.1%
.
.
1
0.0%
.
.
1
0.0%
.
.
2
0.0%
1
0.0%
06-07
Fall
23
82.6%
14
78.6%
2 100.0%
.
.
5
80.0%
1 100.0%
.
.
.
.
07-08
Fall
25
76.0%
17
70.6%
1 100.0%
1 100.0%
1 100.0%
2 100.0%
.
.
1 100.0%
2
50.0%
08-09
Fall
27
85.2%
20
90.0%
2 100.0%
1 100.0%
1
0.0%
1 100.0%
.
.
.
.
2
50.0%
06-07
Fall
20
80.0%
17
82.4%
1 100.0%
.
.
.
.
2
50.0%
.
.
.
.
.
.
07-08
Fall
18
61.1%
16
62.5%
.
.
.
.
.
.
.
.
.
.
.
.
2
50.0%
08-09
Fall
14
64.3%
12
58.3%
.
.
0
.
.
.
1 100.0%
.
.
1 100.0%
.
.
06-07
Fall
22
77.3%
17
70.6%
1 100.0%
2 100.0%
.
.
.
.
.
.
.
.
2 100.0%
07-08
Spring
29
58.6%
21
57.1%
2 100.0%
.
1 100.0%
2
50.0%
.
.
.
.
3
08-09
Fall
24
66.7%
22
63.6%
0
1 100.0%
.
.
.
.
.
.
.
.
1 100.0%
Spring
28
39.3%
22
36.4%
1 100.0%
.
.
.
.
1 100.0%
0
.
1
0.0%
Summer
20
65.0%
14
57.1%
3
66.7%
0
.
.
.
.
.
.
.
.
.
3 100.0%
Fall
28
60.7%
25
60.0%
1 100.0%
.
.
.
.
.
.
.
.
1
0.0%
1 100.0%
06-07
08-09
ENGL-19
%
Pacific
Islander
19
07-08
ENGL-18
#
American
Indian/
Alaskan
Fall
08-09
ENGL-16
%
Asian
African
American,
non Hispanic
06-07
Source: Datatel extract of student information, August 20, 2009
October 1, 2009 <program review new model improved.doc>
.
.
.
1 100.0%
3
33.3%
33.3%
26
Shasta-Tehama-Trinity Joint Community College District
Course Enrollment (Duplicated) - Student Retention and Success for ENGL
Race-Ethnicity
All
White, non
Hispanic
Hispanic
Success
Success
Success
ENGL
#
%
#
%
Pacific
Islander
Other
Unknown/
unreported
Success
Success
Success
Success
Success
Success
#
%
#
%
#
%
#
%
#
%
#
%
29
58.6%
25
64.0%
2
50.0%
.
.
.
.
1
0.0%
.
.
.
.
1
Summer
27
77.8%
21
90.5%
1
0.0%
1
0.0%
.
.
2
0.0%
.
.
.
.
2 100.0%
Fall
29
44.8%
25
44.0%
1 100.0%
2
0.0%
.
.
1 100.0%
.
.
.
.
.
Spring
45
75.6%
32
75.0%
6
66.7%
3 100.0%
.
.
.
.
.
.
1
0.0%
Summer
27
74.1%
23
73.9%
0
.
.
.
.
.
0
.
.
.
1 100.0%
3
Fall
37
59.5%
32
59.4%
3
66.7%
.
.
.
.
1
0.0%
.
.
.
.
1 100.0%
Spring
44
68.2%
32
75.0%
2
0.0%
2
50.0%
.
.
1 100.0%
.
.
3
33.3%
4
75.0%
06-07
Spring
24
79.2%
21
85.7%
0
.
0
.
1 100.0%
1
0.0%
.
.
1
0.0%
.
.
07-08
Spring
29
48.3%
20
40.0%
2
50.0%
1 100.0%
2 100.0%
.
.
.
.
.
.
4
50.0%
08-09
Spring
22
59.1%
18
50.0%
0
.
2 100.0%
.
.
1 100.0%
.
.
1 100.0%
0
.
06-07
Summer
57
70.2%
48
72.9%
1
0.0%
.
.
1
0.0%
1 100.0%
.
.
2 100.0%
4
50.0%
Fall
133
63.2%
103
64.1%
9
55.6%
4
50.0%
1 100.0%
4
75.0%
.
.
1
0.0%
11
63.6%
Spring
122
73.0%
99
76.8%
4
75.0%
1 100.0%
2
50.0%
3 100.0%
.
.
4
50.0%
9
33.3%
59
79.7%
48
77.1%
4
75.0%
.
.
.
.
.
.
.
.
2 100.0%
Fall
202
59.9%
168
59.5%
8
50.0%
2
50.0%
2 100.0%
5
80.0%
2 100.0%
2 100.0%
13
46.2%
Spring
171
66.7%
129
68.2%
11
72.7%
5
60.0%
3 100.0%
6
66.7%
3
0.0%
1 100.0%
13
53.8%
56
73.2%
46
76.1%
2
50.0%
2
0.0%
1 100.0%
3
66.7%
.
.
.
.
Fall
188
62.8%
145
60.7%
10
70.0%
3
66.7%
3
66.7%
9
66.7%
2
50.0%
0
.
16
75.0%
Spring
154
63.0%
116
64.7%
8
50.0%
2 100.0%
2
50.0%
5
80.0%
2 100.0%
3
33.3%
16
50.0%
08-09
ENGL-31
#
American
Indian/
Alaskan
Spring
07-08
ENGL-25
%
Asian
African
American,
non Hispanic
07-08
08-09
Summer
Summer
0.0%
.
3 100.0%
66.7%
5 100.0%
2 100.0%
ENGL-33
06-07
Fall
16
75.0%
14
78.6%
2
50.0%
.
.
.
.
.
.
.
.
.
.
0
.
ENGL-36
06-07
Summer
16
56.3%
16
56.3%
.
.
.
.
0
.
.
.
.
.
.
.
.
.
Fall
24
50.0%
19
57.9%
1
0.0%
3
33.3%
.
.
.
.
.
.
.
.
1
0.0%
Spring
28
53.6%
19
57.9%
3
33.3%
.
.
1 100.0%
1
0.0%
.
.
1
0.0%
3
66.7%
Source: Datatel extract of student information, August 20, 2009
October 1, 2009 <program review new model improved.doc>
27
Shasta-Tehama-Trinity Joint Community College District
Course Enrollment (Duplicated) - Student Retention and Success for ENGL
Race-Ethnicity
All
White, non
Hispanic
Hispanic
Success
Success
Success
ENGL
#
07-08
08-09
%
#
%
#
%
Asian
African
American,
non Hispanic
American
Indian/
Alaskan
Pacific
Islander
Other
Unknown/
unreported
Success
Success
Success
Success
Success
Success
#
%
#
%
#
%
#
%
#
%
#
%
Summer
23
56.5%
21
57.1%
0
.
1
0.0%
.
.
.
.
.
.
0
Fall
40
72.5%
34
70.6%
3 100.0%
2
50.0%
.
.
0
.
.
.
1 100.0%
.
.
Spring
31
48.4%
27
51.9%
.
.
1
0.0%
.
.
1
0.0%
.
.
.
.
2
50.0%
Summer
25
64.0%
18
66.7%
1
0.0%
.
.
.
.
1 100.0%
1 100.0%
2
50.0%
2
50.0%
Fall
25
68.0%
20
65.0%
0
.
.
.
.
.
1 100.0%
.
.
2
50.0%
2 100.0%
Spring
27
85.2%
24
87.5%
1
0.0%
1 100.0%
.
.
.
.
.
.
1 100.0%
.
.
0
.
0
.
.
.
.
.
.
.
.
.
.
.
.
.
.
.
0.0%
.
.
.
.
1 100.0%
.
.
.
.
3 100.0%
.
1 100.0%
ENGL-91
06-07
Spring
ENGL-97
06-07
Fall
15
73.3%
10
70.0%
1
Spring
16
68.8%
11
54.5%
3 100.0%
1 100.0%
.
.
.
.
.
.
.
.
1 100.0%
07-08
Spring
30
70.0%
24
79.2%
1 100.0%
.
.
.
.
1
0.0%
3
33.3%
.
.
1
06-07
Summer
27
63.0%
18
61.1%
3
66.7%
1 100.0%
1
0.0%
2
50.0%
.
.
Fall
500
59.6%
357
60.5%
58
58.6%
16
56.3%
15
53.3%
21
47.6%
4
50.0%
7
71.4%
22
63.6%
Spring
307
60.6%
196
59.2%
47
68.1%
17
70.6%
7
42.9%
20
50.0%
5
80.0%
3
66.7%
12
58.3%
35
77.1%
19
78.9%
5
40.0%
3
66.7%
1 100.0%
1 100.0%
.
.
Fall
503
58.8%
357
58.0%
58
53.4%
20
90.0%
5
40.0%
29
65.5%
4
75.0%
5
80.0%
25
48.0%
Spring
342
44.7%
250
45.2%
35
37.1%
15
53.3%
5
20.0%
17
47.1%
4
0.0%
3
33.3%
13
69.2%
47
76.6%
32
71.9%
3
66.7%
1 100.0%
.
.
0
.
3
66.7%
Fall
522
56.7%
374
57.8%
60
51.7%
24
75.0%
11
45.5%
17
47.1%
4
50.0%
13
38.5%
19
57.9%
Spring
400
52.0%
283
54.8%
40
47.5%
11
36.4%
9
22.2%
31
45.2%
4
75.0%
8
62.5%
14
42.9%
Fall
45
88.9%
38
89.5%
4 100.0%
1 100.0%
0
.
0
.
.
.
.
.
2
50.0%
Spring
55
94.5%
46
93.5%
1 100.0%
1 100.0%
.
.
1 100.0%
1 100.0%
1 100.0%
4 100.0%
Fall
34
94.1%
29
93.1%
3 100.0%
1 100.0%
.
.
1 100.0%
.
.
.
.
.
Spring
36
91.7%
28
92.9%
3 100.0%
.
1 100.0%
0
.
.
2
50.0%
ENGL-190
07-08
08-09
ENGL-191
06-07
07-08
Summer
Summer
Source: Datatel extract of student information, August 20, 2009
October 1, 2009 <program review new model improved.doc>
5 100.0%
.
3 100.0%
.
1 100.0%
2 100.0%
0.0%
1 100.0%
4 100.0%
.
2 100.0%
28
Shasta-Tehama-Trinity Joint Community College District
Course Enrollment (Duplicated) - Student Retention and Success for ENGL
Race-Ethnicity
All
White, non
Hispanic
Hispanic
Success
Success
Success
ENGL
#
08-09
ENGL-193
06-07
07-08
08-09
ENGL-194
06-07
07-08
08-09
ENGL-248
06-07
07-08
08-09
ENGL-250
06-07
%
#
%
#
%
Asian
African
American,
non Hispanic
American
Indian/
Alaskan
Pacific
Islander
Other
Unknown/
unreported
Success
Success
Success
Success
Success
Success
#
%
#
%
#
%
#
%
#
%
#
%
Fall
28 100.0%
21 100.0%
1 100.0%
2 100.0%
.
.
1 100.0%
.
.
2 100.0%
1 100.0%
Spring
41
30
86.7%
2 100.0%
2 100.0%
1 100.0%
1 100.0%
1 100.0%
1 100.0%
3 100.0%
Fall
38 100.0%
32 100.0%
4 100.0%
1 100.0%
.
.
0
.
.
.
1 100.0%
Spring
51
98.0%
43
97.7%
.
.
1 100.0%
.
.
1 100.0%
1 100.0%
1 100.0%
4 100.0%
Fall
34
91.2%
28
89.3%
4 100.0%
1 100.0%
.
.
1 100.0%
.
.
.
.
Spring
33 100.0%
26 100.0%
3 100.0%
.
1 100.0%
1 100.0%
.
.
1 100.0%
1 100.0%
Fall
28 100.0%
21 100.0%
1 100.0%
2 100.0%
.
1 100.0%
.
.
2 100.0%
1 100.0%
Spring
37
97.3%
27
96.3%
2 100.0%
2 100.0%
1 100.0%
0
.
1 100.0%
1 100.0%
3 100.0%
Fall
39
97.4%
33
97.0%
4 100.0%
1 100.0%
.
.
0
.
.
.
.
1 100.0%
Spring
50 100.0%
42 100.0%
.
.
1 100.0%
.
.
1 100.0%
1 100.0%
1 100.0%
4 100.0%
Fall
32 100.0%
26 100.0%
4 100.0%
1 100.0%
.
.
1 100.0%
.
.
.
.
.
.
Spring
37
86.5%
28
92.9%
3 100.0%
.
1 100.0%
1
0.0%
.
.
2
50.0%
2
50.0%
Fall
28
96.4%
21
95.2%
1 100.0%
2 100.0%
.
1 100.0%
.
.
2 100.0%
1 100.0%
Spring
36
97.2%
26
96.2%
2 100.0%
2 100.0%
1 100.0%
0
.
1 100.0%
1 100.0%
3 100.0%
Fall
14
42.9%
8
50.0%
2
1 100.0%
1 100.0%
1
0.0%
.
.
.
.
1
0.0%
Spring
12
50.0%
9
44.4%
2 100.0%
.
.
.
.
1
0.0%
.
.
.
.
.
.
Summer
12
66.7%
7
57.1%
2
50.0%
1 100.0%
.
.
.
.
.
.
.
.
2 100.0%
Fall
12
66.7%
5
60.0%
4
75.0%
.
.
0
.
1
0.0%
.
.
1 100.0%
1 100.0%
Spring
9
66.7%
5
80.0%
0
.
.
.
1 100.0%
2
50.0%
.
.
1
0.0%
0
.
Summer
5
80.0%
3 100.0%
0
.
.
.
.
.
.
.
.
.
.
.
2
50.0%
Fall
13
53.8%
6
50.0%
3
33.3%
.
.
.
.
2 100.0%
.
.
2
50.0%
.
.
Spring
17
64.7%
13
61.5%
2 100.0%
.
.
1
0.0%
.
.
1 100.0%
.
.
.
.
1 100.0%
1 100.0%
1 100.0%
.
.
.
.
.
.
.
.
.
Summer
90.2%
3 100.0%
Source: Datatel extract of student information, August 20, 2009
October 1, 2009 <program review new model improved.doc>
0.0%
.
.
.
.
.
.
.
.
.
.
29
Shasta-Tehama-Trinity Joint Community College District
Course Enrollment (Duplicated) - Student Retention and Success for ENGL
Race-Ethnicity
All
White, non
Hispanic
Hispanic
Success
Success
Success
ENGL
#
07-08
08-09
ENGL-260
06-07
07-08
08-09
ENGL-270
06-07
07-08
08-09
ENGL-280
06-07
%
#
%
Fall
28
53.6%
12
33.3%
Spring
16
56.3%
5
0.0%
Fall
26
38.5%
15
Spring
21
38.1%
Fall
24
Spring
#
%
American
Indian/
Alaskan
Pacific
Islander
Other
Unknown/
unreported
Success
Success
Success
Success
Success
Success
#
%
#
%
#
75.0%
3
66.7%
.
.
4 100.0%
3
66.7%
2
33.3%
6
50.0%
1 100.0%
11
36.4%
4
75.0%
54.2%
14
57.1%
4
23
52.2%
13
46.2%
4
50.0%
1
Fall
24
54.2%
Spring
27
Fall
%
%
#
%
#
%
1 100.0%
.
.
1 100.0%
50.0%
1 100.0%
1 100.0%
.
.
.
.
2
50.0%
1
0.0%
.
.
1
0.0%
.
.
1 100.0%
1
0.0%
2
0.0%
.
.
1
0.0%
1
0.0%
75.0%
2 100.0%
1
0.0%
1
0.0%
.
.
2
0.0%
.
.
3
66.7%
2
50.0%
2
50.0%
1 100.0%
.
.
1
0.0%
1 100.0%
0.0%
1
0.0%
.
.
1 100.0%
1 100.0%
.
.
.
.
.
.
11
45.5%
5
60.0%
3
66.7%
1
0.0%
1 100.0%
.
.
.
.
3
66.7%
63.0%
12
58.3%
9
88.9%
4
50.0%
1
0.0%
.
.
1
0.0%
.
.
.
.
43
37.2%
23
43.5%
6
33.3%
4
25.0%
3
0.0%
1
0.0%
1
0.0%
.
.
5
60.0%
Spring
33
48.5%
18
44.4%
6
66.7%
3
66.7%
1
0.0%
3
66.7%
1
0.0%
.
.
1
0.0%
Fall
48
50.0%
24
62.5%
7
71.4%
6
16.7%
1
0.0%
1
0.0%
3
0.0%
1 100.0%
5
40.0%
Spring
36
63.9%
23
69.6%
5
60.0%
2 100.0%
0
.
2
0.0%
1
0.0%
1 100.0%
2
50.0%
6
66.7%
3
66.7%
0
.
.
.
1
0.0%
2 100.0%
.
.
.
.
.
.
Fall
40
42.5%
27
37.0%
5
40.0%
.
.
3
66.7%
2
50.0%
.
.
1 100.0%
2
50.0%
Spring
39
41.0%
22
36.4%
4
25.0%
5
60.0%
1 100.0%
3
66.7%
0
.
.
4
25.0%
Fall
54
63.0%
35
62.9%
8
62.5%
4 100.0%
1
0.0%
2
0.0%
1
0.0%
Spring
36
36.1%
26
38.5%
6
33.3%
1 100.0%
0
.
0
.
0
Fall
55
60.0%
43
58.1%
6
66.7%
3 100.0%
1
0.0%
2
50.0%
Spring
37
64.9%
19
57.9%
9
55.6%
4 100.0%
.
.
2
50.0%
2
50.0%
.
.
0
.
0
Fall
82
48.8%
48
45.8%
14
57.1%
6
66.7%
Spring
61
42.6%
39
43.6%
11
27.3%
1
0.0%
Summer
Summer
Source: Datatel extract of student information, August 20, 2009
October 1, 2009 <program review new model improved.doc>
3
#
33.3%
Summer
8
Asian
African
American,
non Hispanic
.
1 100.0%
2 100.0%
.
.
.
3
0.0%
.
.
0
.
0
.
2 100.0%
.
.
1 100.0%
2
50.0%
.
0
.
.
.
.
.
.
.
6
33.3%
6
66.7%
1
0.0%
.
.
1
0.0%
3
33.3%
2 100.0%
1 100.0%
1
0.0%
3
66.7%
30
Shasta-Tehama-Trinity Joint Community College District
Course Enrollment (Duplicated) - Student Retention and Success for ENGL
Race-Ethnicity
All
White, non
Hispanic
Hispanic
Success
Success
Success
ENGL
#
07-08
08-09
%
#
%
#
%
Asian
African
American,
non Hispanic
American
Indian/
Alaskan
Pacific
Islander
Other
Unknown/
unreported
Success
Success
Success
Success
Success
Success
#
%
#
%
#
%
#
%
#
Fall
74
44.6%
51
49.0%
5
60.0%
2
50.0%
2
0.0%
7
28.6%
1
0.0%
Spring
79
48.1%
55
43.6%
6
66.7%
5
80.0%
3 100.0%
3
0.0%
.
.
Fall
82
53.7%
54
50.0%
10
70.0%
4
50.0%
1 100.0%
5
20.0%
111
47.7%
73
41.1%
14
57.1%
10
50.0%
0
2 100.0%
Spring
Source: Datatel extract of student information, August 20, 2009
October 1, 2009 <program review new model improved.doc>
.
%
#
%
1 100.0%
5
20.0%
2
50.0%
5
40.0%
1 100.0%
2 100.0%
5
60.0%
3
5
4 100.0%
33.3%
60.0%
31
Shasta-Tehama-Trinity Joint Community College District
Course Enrollment (Duplicated) - Student Retention and Success for ENGL
Cumulative GPA
All
< 2.0
2.0-2.5
2.6-3.0
3.1-3.5
>3.5
Success
Success
Success
Success
Success
Success
ENGL
#
Course
Academic Year Term
ENGL-1A
06-07
ENGL-1B
06-07
07-08
08-09
ENGL-1C
06-07
07-08
%
#
%
#
%
#
%
#
%
64.1%
33
21.2%
33
72.7%
36
72.2%
34
73.5%
20
90.0%
1,161
61.4%
317
24.6%
238
58.4%
275
75.6%
211
85.3%
120
90.0%
Spring
810
57.3%
209
13.4%
178
57.3%
206
74.3%
135
84.4%
82
81.7%
Summer
150
58.7%
38
23.7%
25
36.0%
41
70.7%
35
85.7%
11 100.0%
1,151
59.3%
347
23.9%
241
60.6%
250
75.2%
198
83.3%
115
87.8%
Spring
930
51.9%
284
21.5%
206
49.5%
200
62.5%
148
79.7%
92
83.7%
Summer
162
61.7%
44
25.0%
33
51.5%
33
81.8%
32
87.5%
20
85.0%
Fall
1,261
61.4%
362
21.0%
250
67.6%
288
74.3%
222
84.2%
139
92.1%
Spring
1,015
57.8%
303
17.2%
205
57.1%
214
73.8%
168
86.3%
125
92.0%
51
64.7%
9
44.4%
10
50.0%
10
60.0%
10
60.0%
12 100.0%
Fall
159
68.6%
24
29.2%
39
59.0%
42
83.3%
36
77.8%
18
88.9%
Spring
159
59.1%
27
14.8%
37
40.5%
39
66.7%
30
80.0%
26
96.2%
51
64.7%
7
14.3%
8
62.5%
12
41.7%
12
83.3%
12 100.0%
Fall
138
63.8%
18
22.2%
32
40.6%
43
79.1%
24
83.3%
21
81.0%
Spring
198
66.2%
27
25.9%
46
60.9%
60
61.7%
45
91.1%
20
90.0%
53
83.0%
4
0.0%
10
70.0%
14
85.7%
12 100.0%
13 100.0%
Fall
216
67.6%
27
18.5%
44
52.3%
65
75.4%
50
78.0%
30 100.0%
Spring
250
75.2%
34
26.5%
43
69.8%
65
75.4%
65
87.7%
43 100.0%
63
82.5%
8
62.5%
9
55.6%
15
80.0%
19
94.7%
12 100.0%
Fall
312
78.2%
29
34.5%
70
67.1%
82
84.1%
80
87.5%
51
94.1%
Spring
415
76.4%
38
15.8%
75
65.3%
132
82.6%
115
92.2%
55
85.5%
77
81.8%
6
33.3%
11
72.7%
18
72.2%
26
92.3%
16 100.0%
290
82.4%
26
30.8%
50
84.0%
83
79.5%
88
96.6%
43
Fall
08-09
#
156
Summer
Fall
07-08
%
Summer
Summer
Summer
Summer
Summer
Fall
Source: Datatel extract of student information, August 20, 2009
October 1, 2009 <program review new model improved.doc>
88.4%
32
Shasta-Tehama-Trinity Joint Community College District
Course Enrollment (Duplicated) - Student Retention and Success for ENGL
Cumulative GPA
All
< 2.0
2.0-2.5
2.6-3.0
3.1-3.5
>3.5
Success
Success
Success
Success
Success
Success
ENGL
#
Spring
08-09
%
#
%
#
%
#
%
#
%
#
%
381
76.6%
39
38.5%
73
63.0%
114
82.5%
99
87.9%
56
81
86.4%
8
75.0%
15
73.3%
20
80.0%
23
95.7%
15 100.0%
Fall
236
74.2%
17
41.2%
48
52.1%
71
74.6%
58
91.4%
42
88.1%
Spring
382
73.3%
42
42.9%
86
57.0%
102
68.6%
93
93.5%
59
94.9%
3 100.0%
4
75.0%
3 100.0%
4
50.0%
Summer
89.3%
ENGL-10A 06-07
Fall
14
78.6%
0
.
07-08
Fall
31
51.6%
4
0.0%
7
14.3%
6
66.7%
8
75.0%
6
83.3%
08-09
Fall
31
58.1%
3
0.0%
7
42.9%
8
62.5%
4 100.0%
9
66.7%
ENGL-10B 06-07
Spring
31
58.1%
1
0.0%
7
42.9%
8
37.5%
9
77.8%
6
83.3%
07-08
Spring
32
62.5%
4
25.0%
4
0.0%
9
77.8%
10
70.0%
5 100.0%
08-09
Spring
34
88.2%
2
50.0%
3 100.0%
7
71.4%
9
88.9%
13 100.0%
ENGL-11B 06-07
Spring
11
63.6%
2
0.0%
1
0.0%
3
66.7%
3 100.0%
2 100.0%
ENGL-13A 07-08
Spring
13
61.5%
.
.
6
16.7%
2 100.0%
3 100.0%
2 100.0%
ENGL-13B 06-07
Fall
18
72.2%
3
66.7%
1
0.0%
2 100.0%
9
66.7%
3 100.0%
08-09
Fall
19
78.9%
1
0.0%
2
50.0%
8
75.0%
4 100.0%
4 100.0%
06-07
Spring
9
55.6%
2
50.0%
1
0.0%
1
0.0%
3
66.7%
2 100.0%
07-08
Fall
16
56.3%
3
0.0%
2
0.0%
3
33.3%
6 100.0%
2 100.0%
08-09
Fall
31
77.4%
2
0.0%
4
50.0%
10
80.0%
7 100.0%
8
Spring
24
58.3%
2
0.0%
5
0.0%
5
80.0%
7
71.4%
5 100.0%
Summer
21
76.2%
.
.
4
50.0%
3 100.0%
9
66.7%
5 100.0%
Fall
24
70.8%
1
0.0%
5
40.0%
4 100.0%
6
66.7%
8
Spring
29
69.0%
1
0.0%
0
.
11
45.5%
8
75.0%
9 100.0%
Summer
19
78.9%
.
.
2 100.0%
7
85.7%
4 100.0%
6
Fall
19
73.7%
.
.
3
33.3%
6
50.0%
8 100.0%
2 100.0%
Spring
17
47.1%
1
0.0%
2
50.0%
7
28.6%
4
3
ENGL-14
ENGL-15
06-07
07-08
Source: Datatel extract of student information, August 20, 2009
October 1, 2009 <program review new model improved.doc>
75.0%
87.5%
87.5%
50.0%
66.7%
33
Shasta-Tehama-Trinity Joint Community College District
Course Enrollment (Duplicated) - Student Retention and Success for ENGL
Cumulative GPA
All
< 2.0
2.0-2.5
2.6-3.0
3.1-3.5
>3.5
Success
Success
Success
Success
Success
Success
ENGL
#
08-09
ENGL-16
ENGL-20
ENGL-24
%
#
%
#
%
#
%
28
85.7%
0
.
5
80.0%
9
77.8%
Fall
31
71.0%
3
33.3%
4
25.0%
4
75.0%
14
Spring
25
68.0%
2
0.0%
3
66.7%
10
80.0%
Fall
25
56.0%
2
0.0%
6
0.0%
6
Spring
27
29.6%
2
0.0%
6
0.0%
Fall
22
45.5%
2
0.0%
3
Spring
27
55.6%
2
0.0%
Fall
22
45.5%
2
Spring
23
47.8%
1
06-07
Fall
23
07-08
Fall
08-09
%
90.9%
85.7%
6
83.3%
5
80.0%
5
60.0%
66.7%
8
87.5%
3 100.0%
10
40.0%
7
42.9%
2
66.7%
8
25.0%
7
57.1%
2 100.0%
8
25.0%
7
71.4%
8
75.0%
2 100.0%
0.0%
4
25.0%
10
30.0%
3 100.0%
3 100.0%
0.0%
6
16.7%
5
40.0%
8
75.0%
3
66.7%
82.6%
2 100.0%
3
66.7%
6
66.7%
7 100.0%
5
80.0%
25
76.0%
2
50.0%
6
33.3%
8 100.0%
7
85.7%
2 100.0%
Fall
27
85.2%
5
60.0%
9
88.9%
2
50.0%
5 100.0%
6 100.0%
06-07
Fall
20
80.0%
0
.
5
60.0%
3
66.7%
7
85.7%
5 100.0%
07-08
Fall
18
61.1%
1
0.0%
3 100.0%
7
42.9%
4
75.0%
3
08-09
Fall
14
64.3%
1
0.0%
1
0.0%
6
83.3%
5
60.0%
1 100.0%
06-07
Fall
22
77.3%
1 100.0%
2
50.0%
10
80.0%
6
83.3%
3
07-08
Spring
29
58.6%
3
0.0%
4
25.0%
8
50.0%
8
75.0%
6 100.0%
08-09
Fall
24
66.7%
2
0.0%
3
33.3%
6
66.7%
8
75.0%
5 100.0%
Spring
28
39.3%
6
0.0%
5
0.0%
8
75.0%
7
57.1%
2
Summer
20
65.0%
.
.
2
0.0%
4
25.0%
9
77.8%
5 100.0%
Fall
28
60.7%
2
0.0%
4
0.0%
8
50.0%
9
88.9%
5 100.0%
Spring
29
58.6%
1
0.0%
8
25.0%
8
75.0%
8
62.5%
4 100.0%
Summer
27
77.8%
2
0.0%
1
0.0%
5
80.0%
6
66.7%
13 100.0%
Fall
29
44.8%
5
20.0%
6
33.3%
7
42.9%
7
71.4%
06-07
06-07
07-08
Source: Datatel extract of student information, August 20, 2009
October 1, 2009 <program review new model improved.doc>
3 100.0%
#
11
08-09
ENGL-19
#
Summer
07-08
ENGL-18
%
4
50.0%
66.7%
66.7%
50.0%
50.0%
34
Shasta-Tehama-Trinity Joint Community College District
Course Enrollment (Duplicated) - Student Retention and Success for ENGL
Cumulative GPA
All
< 2.0
2.0-2.5
2.6-3.0
3.1-3.5
>3.5
Success
Success
Success
Success
Success
Success
ENGL
#
ENGL-31
#
%
#
%
Spring
45
75.6%
4
25.0%
8
75.0%
Summer
27
74.1%
2
0.0%
3
Fall
37
59.5%
6
0.0%
Spring
44
68.2%
5
40.0%
06-07
Spring
24
79.2%
.
07-08
Spring
29
48.3%
08-09
Spring
22
06-07
Summer
08-09
ENGL-25
%
07-08
08-09
#
%
%
#
%
80.0%
11
72.7%
7 100.0%
33.3%
5 100.0%
10
70.0%
7 100.0%
8
62.5%
9
55.6%
10
80.0%
4 100.0%
8
50.0%
11
81.8%
12
75.0%
8
75.0%
.
1 100.0%
7
71.4%
8
75.0%
8
87.5%
.
.
5
0.0%
11
63.6%
8
37.5%
5
80.0%
59.1%
1
0.0%
3
33.3%
6
33.3%
3 100.0%
9
77.8%
57
70.2%
13
23.1%
13
69.2%
9
88.9%
12
91.7%
10
90.0%
Fall
133
63.2%
36
38.9%
28
53.6%
23
78.3%
24
70.8%
22
90.9%
Spring
122
73.0%
31
41.9%
16
68.8%
30
86.7%
30
86.7%
15
86.7%
59
79.7%
12
58.3%
10
60.0%
14
85.7%
8 100.0%
15
93.3%
Fall
202
59.9%
58
31.0%
39
53.8%
40
72.5%
41
82.9%
24
79.2%
Spring
171
66.7%
29
41.4%
31
58.1%
39
61.5%
37
81.1%
35
85.7%
56
73.2%
8
25.0%
10
60.0%
15
86.7%
11
81.8%
12
91.7%
Fall
188
62.8%
58
20.7%
28
78.6%
36
83.3%
43
79.1%
23
87.0%
Spring
154
63.0%
33
12.1%
30
53.3%
40
70.0%
34
97.1%
17
94.1%
Summer
Summer
15
#
ENGL-33
06-07
Fall
16
75.0%
3
0.0%
3 100.0%
2
50.0%
5 100.0%
3 100.0%
ENGL-36
06-07
Summer
16
56.3%
3
0.0%
4
50.0%
4
75.0%
4
75.0%
1 100.0%
Fall
24
50.0%
4
0.0%
4
25.0%
5
40.0%
2
50.0%
9
Spring
28
53.6%
2
50.0%
6
16.7%
8
37.5%
8
75.0%
4 100.0%
Summer
23
56.5%
0
.
9
11.1%
4
75.0%
5
80.0%
5 100.0%
Fall
40
72.5%
1
0.0%
10
50.0%
10
80.0%
9
77.8%
10
90.0%
Spring
31
48.4%
1
0.0%
8
25.0%
9
55.6%
10
60.0%
3
66.7%
Summer
25
64.0%
4
50.0%
3
33.3%
4
50.0%
11
90.9%
3
33.3%
07-08
08-09
Source: Datatel extract of student information, August 20, 2009
October 1, 2009 <program review new model improved.doc>
88.9%
35
Shasta-Tehama-Trinity Joint Community College District
Course Enrollment (Duplicated) - Student Retention and Success for ENGL
Cumulative GPA
All
< 2.0
2.0-2.5
2.6-3.0
3.1-3.5
>3.5
Success
Success
Success
Success
Success
Success
ENGL
#
%
#
%
#
%
#
%
#
%
#
%
Fall
25
68.0%
2
0.0%
4
50.0%
6
50.0%
4
75.0%
9 100.0%
Spring
27
85.2%
1
0.0%
4
50.0%
4 100.0%
8
87.5%
10 100.0%
0
.
0
.
.
.
.
.
.
.
4
75.0%
4 100.0%
3 100.0%
ENGL-91
06-07
Spring
ENGL-97
06-07
Fall
15
73.3%
3
33.3%
4
75.0%
.
.
Spring
16
68.8%
5
40.0%
2
50.0%
2
50.0%
4 100.0%
07-08
Spring
30
70.0%
7
28.6%
3
33.3%
7
85.7%
3 100.0%
06-07
Summer
27
63.0%
15
53.3%
5
60.0%
4 100.0%
Fall
500
59.6%
223
29.1%
102
75.5%
91
Spring
307
60.6%
125
27.2%
75
78.7%
53
35
77.1%
17
52.9%
Fall
503
58.8%
215
26.0%
98
74.5%
95
84.2%
60
Spring
342
44.7%
175
18.3%
66
60.6%
50
72.0%
31
47
76.6%
24
62.5%
3
66.7%
11
90.9%
Fall
522
56.7%
235
29.8%
108
69.4%
100
83.0%
54
87.0%
25
84.0%
Spring
400
52.0%
191
19.4%
73
76.7%
65
86.2%
49
87.8%
22
72.7%
Fall
45
88.9%
4
0.0%
10 100.0%
11
90.9%
14 100.0%
6 100.0%
Spring
55
94.5%
7
71.4%
14
92.9%
13 100.0%
12 100.0%
9 100.0%
Fall
34
94.1%
4
75.0%
9
88.9%
10 100.0%
9 100.0%
2 100.0%
Spring
36
91.7%
6
66.7%
5
80.0%
7 100.0%
11 100.0%
7 100.0%
Fall
28 100.0%
1 100.0%
1 100.0%
11 100.0%
7 100.0%
8 100.0%
Spring
41
90.2%
8
75.0%
1 100.0%
7
Fall
38 100.0%
0
.
9 100.0%
9 100.0%
Spring
51
98.0%
5 100.0%
12 100.0%
13
Fall
34
91.2%
3
10
ENGL-190
07-08
08-09
ENGL-191
06-07
07-08
08-09
ENGL-193
06-07
07-08
Summer
Summer
Source: Datatel extract of student information, August 20, 2009
October 1, 2009 <program review new model improved.doc>
33.3%
7 100.0%
90.0%
.
10
.
90.0%
2
50.0%
91.2%
60
91.7%
24
75.0%
88.7%
39
94.9%
15
60.0%
6 100.0%
.
.
93.3%
35
88.6%
90.3%
20
85.0%
5 100.0%
85.7%
5 100.0%
13
1 100.0%
4 100.0%
92.3%
12 100.0%
14 100.0%
6 100.0%
92.3%
12 100.0%
9 100.0%
10 100.0%
9 100.0%
2 100.0%
36
Shasta-Tehama-Trinity Joint Community College District
Course Enrollment (Duplicated) - Student Retention and Success for ENGL
Cumulative GPA
All
< 2.0
2.0-2.5
2.6-3.0
3.1-3.5
>3.5
Success
Success
Success
Success
Success
Success
ENGL
#
08-09
ENGL-194
06-07
07-08
08-09
ENGL-248
06-07
07-08
08-09
ENGL-250
06-07
07-08
08-09
%
#
%
#
%
#
%
#
%
#
%
Spring
33 100.0%
5 100.0%
3 100.0%
7 100.0%
11 100.0%
7 100.0%
Fall
28 100.0%
1 100.0%
1 100.0%
11 100.0%
7 100.0%
8 100.0%
Spring
37
97.3%
6
83.3%
1 100.0%
6 100.0%
12 100.0%
12 100.0%
Fall
39
97.4%
0
.
90.0%
9 100.0%
14 100.0%
6 100.0%
Spring
50 100.0%
5 100.0%
12 100.0%
12 100.0%
12 100.0%
9 100.0%
Fall
32 100.0%
2 100.0%
9 100.0%
10 100.0%
9 100.0%
2 100.0%
Spring
37
86.5%
7
57.1%
4
87.5%
11 100.0%
7 100.0%
Fall
28
96.4%
1
0.0%
1 100.0%
11 100.0%
7 100.0%
8 100.0%
Spring
36
97.2%
5
80.0%
1 100.0%
6 100.0%
12 100.0%
12 100.0%
Fall
14
42.9%
6
33.3%
3
66.7%
2
0.0%
Spring
12
50.0%
8
25.0%
1 100.0%
.
Summer
12
66.7%
10
60.0%
.
.
Fall
12
66.7%
10
60.0%
Spring
9
66.7%
6
50.0%
Summer
5
80.0%
Fall
13
Spring
17
Summer
10
75.0%
8
50.0%
1 100.0%
.
1 100.0%
2 100.0%
.
.
1 100.0%
1 100.0%
1 100.0%
.
.
0
.
1 100.0%
1 100.0%
.
.
0
.
2 100.0%
2 100.0%
1
1 100.0%
.
.
1 100.0%
53.8%
8
37.5%
3 100.0%
0
.
2
50.0%
.
.
64.7%
10
60.0%
2 100.0%
1
0.0%
1 100.0%
3
66.7%
3 100.0%
.
.
1 100.0%
1 100.0%
1 100.0%
.
.
0.0%
2
Fall
28
53.6%
13
23.1%
4
50.0%
6 100.0%
1 100.0%
4
75.0%
Spring
16
56.3%
6
50.0%
4
75.0%
4
50.0%
2
50.0%
.
.
Fall
26
38.5%
11
18.2%
10
40.0%
4
75.0%
.
.
1 100.0%
Spring
21
38.1%
11
9.1%
3 100.0%
4
50.0%
2
50.0%
1 100.0%
Fall
24
54.2%
11
18.2%
4
50.0%
4 100.0%
3 100.0%
2 100.0%
Spring
23
52.2%
9
22.2%
3
66.7%
5
2
4
Source: Datatel extract of student information, August 20, 2009
October 1, 2009 <program review new model improved.doc>
80.0%
50.0%
75.0%
37
Shasta-Tehama-Trinity Joint Community College District
Course Enrollment (Duplicated) - Student Retention and Success for ENGL
Cumulative GPA
All
< 2.0
2.0-2.5
2.6-3.0
3.1-3.5
>3.5
Success
Success
Success
Success
Success
Success
ENGL
#
ENGL-260
06-07
07-08
08-09
ENGL-270
06-07
07-08
08-09
ENGL-280
06-07
07-08
08-09
Summer
%
#
%
#
%
#
%
#
%
#
%
4
50.0%
2
50.0%
0
.
2
50.0%
.
.
.
.
Fall
24
54.2%
9
22.2%
1 100.0%
4
50.0%
5
80.0%
5
80.0%
Spring
27
63.0%
8
25.0%
5
60.0%
7
71.4%
2 100.0%
5 100.0%
Fall
43
37.2%
25
20.0%
5
80.0%
8
62.5%
4
50.0%
1
0.0%
Spring
33
48.5%
16
18.8%
5
60.0%
10
80.0%
2 100.0%
0
.
Fall
48
50.0%
19
26.3%
9
55.6%
13
61.5%
3
66.7%
4 100.0%
Spring
36
63.9%
17
29.4%
6 100.0%
6
83.3%
3 100.0%
4 100.0%
6
66.7%
4
50.0%
2 100.0%
0
.
.
.
.
.
Fall
40
42.5%
18
33.3%
7
42.9%
8
62.5%
1
0.0%
6
50.0%
Spring
39
41.0%
19
10.5%
5
60.0%
8
50.0%
3 100.0%
4 100.0%
Fall
54
63.0%
18
22.2%
15
80.0%
12
75.0%
4 100.0%
5 100.0%
Spring
36
36.1%
19
15.8%
6
50.0%
4
50.0%
3
66.7%
4
Fall
55
60.0%
29
37.9%
7
85.7%
11
81.8%
5
80.0%
3 100.0%
Spring
37
64.9%
15
33.3%
6
50.0%
8 100.0%
6 100.0%
2 100.0%
2
50.0%
1
0.0%
0
.
.
.
Fall
82
48.8%
42
16.7%
22
72.7%
9
88.9%
8 100.0%
1 100.0%
Spring
61
42.6%
37
27.0%
10
60.0%
8
62.5%
6
0
Fall
74
44.6%
45
15.6%
11
81.8%
12
91.7%
4 100.0%
2 100.0%
Spring
79
48.1%
39
10.3%
11
81.8%
18
83.3%
7
85.7%
4 100.0%
Fall
82
53.7%
39
17.9%
20
90.0%
12
91.7%
7
85.7%
4
50.0%
111
47.7%
59
20.3%
20
65.0%
12
91.7%
13
84.6%
7
85.7%
Summer
Summer
Spring
Source: Datatel extract of student information, August 20, 2009
October 1, 2009 <program review new model improved.doc>
1 100.0%
.
83.3%
75.0%
.
.
SHASTA COLLEGE
Program Review
English as a Second Language
2009/2010
SHASTA COLLEGE
Program Review
Signature Page
Program:
English as a Second Language
Program Review Self Study Participants:
Susan Sawyer, ESL Instructor
Martha Webb, Reading and ESL Instructor
Idalia Huckman, ESL Paraprofessional
Level Two Review Team Participants:
Dr. Ann Sittig, Spanish Instructor
Daniel Valdivia, Bilingual Counselor
Dr. Carol Wertz, Simpson College Professor
Maria Toledo, Social Worker and Former ESL Student
________________
Program Self Study Lead Faculty
Date
_____________
Division Dean
Date
___ _________
Level Two Review Team Chair
Date
___________________
Vice President of Academic Affairs
Date
___
College Council
Date
2
General Education /Transfer Program Review
SHASTA COLLEGE
Program Review – English as a Second Language
Table of Contents
Page
Signature Page………………………………………..
2
Part I –Introduction………………………………..…
4
4
4
4
1.1 Purpose of Program Review……………………………………………...
1.2 College Mission………………………………………………………...…
1.3 Shasta College Institutional Student Learning Outcomes…………………
Part II – General Program Information………………
2.1 Program Definition/Description……………………………………….….
2.2 Program Mission/Purpose………………………………………………....
Part III – Program Analysis…………………………...
3.1 Academic Quality………………………………………………………..…
3.2 External Relations………………………………………………………..…
3.3 Resource Efficiency……………………………………………………..….
3.4 Student Success………………………………………………………..……
3.5 General Planning………………………………………………………..…..
6
6
7
8
8
14
15
19
26
Part IV – Student Learning Outcomes……………..…
27
Part V – Program Summary………………………….
28
Part VI – Goals, Recommendations, Priorities, Plans..
30
NOTE – Annual Reports and Action Plans……...……
32
Appendicies………………………………………….…..
32
Appendix A – Student Learning Outcomes Update………………………..…... 32
Appendix B – Annual (Update) Report Form.……………………………..…....
Appendix C – Annual Action Plan…………………………………………...… 33
3
General Education /Transfer Program Review
General Education & Transfer
Part I – Introduction
Purpose of Program Review
According to the Academic Senate for the California Community Colleges in their 1996
document, “Program Review: Developing a Faculty Driven Process”, the program review process
serves as a mechanism for the assessment of performance that recognizes and acknowledges good
performance and academic excellence, improves the quality of instruction and services, updates
programs and services, and fosters self renewal and self study. Further, it should provide for the
identification of weak performance and assist programs in achieving needed improvement.
Finally, program review should be seen as a component of campus planning that will not only
lead to better utilization of existing resources, but also lead to increased quality of instruction and
service. A major function of program review should be to monitor and pursue the congruence
between the goals and priorities of the college and the actual practices in the program or service
Other purposes include meeting accountability mandates and demonstrating a systematic planning
process. While these functions may occur because of program review, they should not serve as a
primary function of the review. Otherwise, program review could be perceived as a timeconsuming process for a product with no effect or bearing on the program’s activities or any
relevance to serving students or maintaining academic excellence.
College Mission
The mission of the Shasta-Tehama-Trinity Joint Community College District is to provide open
access and opportunity for success to students who have diverse backgrounds, interests, and
abilities. The District is committed to providing the knowledge and skills necessary for a student
to succeed. The District recognizes that success requires specific life skills and professional skills
and also effective communication, critical thinking, global consciousness and global
responsibility. By offering programs leading to successful completion of a quality universitytransfer program, or career-technical education, the District is responsive to the needs of our
communities within a changing global society. By offering comprehensive campus and
community service programs, the District enables students to achieve personal as well as
academic potential and contributes to the social, cultural and economic development of our
region.
Shasta College Institutional Student Learning Outcomes
The District is committed to providing the knowledge and skills necessary for a student to
succeed. The District recognizes that success requires specific life skills and professional skills
and also effective communication, critical thinking, global consciousness and global
responsibility.
To support our students in achieving success, Shasta College has determined that a student who
earns a degree or occupational certificate will demonstrate:
4
General Education /Transfer Program Review
1.
Life and Professional Skills
Life and Professional Skills include the ability to create well developed goals and plans,
the ability to make responsible decisions in support of those goals and plans, the ability
to recognize and accept consequences of decisions, appropriate technical skills, the
ability to work effectively as an individual and as part of a group, and the ability to
resolve conflict.
2.
Effective Communication
Effective communication includes the ability to convey information, ask meaningful
questions, and express thoughts, ideas and feelings.
3.
Critical Thinking Skills
Critical thinking includes the application of logical reasoning to collect and evaluate
information, recognize and categorize patterns, contrast and compare, make decisions
and reach conclusions, and solve problems.
4. Community and Global Consciousness and Responsibility
Community and global consciousness and responsibility include the knowledge and
understanding of civic, cultural and environmental issues; knowledge of and respect for
the needs, difficulties, and rights of diverse groups; an appreciation of the importance of
public service; and a commitment to life-long learning.
5
General Education /Transfer Program Review
Part II – General Program Information
2.1 Program Definition/Description
Please provide a concise overview of your program.
The ESL Program at Shasta College is the primary service provider for the non-native
speaking population in the tri-county area. It offers an array of courses, starting with a
course designed for the absolute beginning non-literate student, up to a course equivalent
to English 190.
The ESL course offerings can be divided into two strands: 1) adult basic education ESL
(ABE /ESL), and 2) academic ESL.
The first strand consists of eight levels, which range from absolute beginning to advanced
high. These courses generally serve our immigrant population who seek language skills
for employment and daily living. They meet from six to twelve hours a week and are
multi-level.
The course with the highest enrollment and sections is the non-credit course, ESL 385,
Literacy. In the past several years, as the ESL population has changed, most students
enroll in noncredit ESL. The open entry/open exit aspect of this noncredit course offers
great flexibility as it allows the program to add late starting classes as the need arises and
allows students to add the class up to the last few weeks of the semester. This class is
offered alone or concurrently with credit ESL classes.
Below is a list of the courses that fit in the ABE/ESL strand.
Core Courses
ESL 385 Literacy
ESL 230 Beginning
ESL 231 Beginning Mid
ESL 232 Beginning High
ESL 233 Intermediate
ESL 234 Intermediate High
ESL 235 Advanced
ESL 236 Advanced High
Other
ESL 378
ESL 220
ESL 229
ESL 247
ESL 249
Citizenship
Oral Communication
Family Literacy
ESL Vocational Math
ESL Reading
The second strand of ESL courses is academic. These courses serve both the U.S.
immigrant population as well as international students whose academic language skills
need further development for success in college. Academic ESL at Shasta College has
grown steadily since its inception in 1997. There has been an increase in the number of
college-educated immigrants seeking high-level academic English language skills. These
students require academic English to continue their professional careers in an Englishspeaking environment or seek new careers in the United States. The program offers three
academic courses. The most advanced, ESL 138, is equivalent to English 190.
6
General Education /Transfer Program Review
Academic ESL
ESL 136 Oral Communication
ESL 137 Composition I
ESL 138 Composition II
2.2 Program mission/purpose
Please provide a description of your program’s mission and purpose. Also, please
address how they align with the State’s mission and strategic plan for community
colleges and the goals of Shasta College.
The primary mission of the Shasta College ESL program is to provide instruction to the
non-native English speaking populations in the tri-county area so that they possess the
language and cultural proficiencies necessary for the fulfillment of their personal,
vocational, academic, and citizenship goals and so that they can participate fully in the
community.
By serving the non-native speakers in our area, the ESL program meets the mission of
Shasta College to provide “open access and opportunity for success to students who have
diverse backgrounds and abilities,” helping them “achieve personal as well as academic
potential and contribute to the community.” For many minority and under-represented
students in Shasta College’s service area, ESL classes serve as an introduction and
gateway to college and higher education.
With the lowering of the TOEFL score requirement for admissions to Shasta College, the
ESL Program is also serving an increasing number of international students in its
academic classes, helping them obtain the necessary English language skills to succeed in
college classes.
In brief, the ESL program serves the tri-county area’s English language learners and the
college’s international students, offering language instruction and basic skills support
necessary for employment, community involvement, citizenship, and higher education. In
this way, the program meets two of the goals of the California Community Colleges
System Strategic Plan: 1) College Awareness and Access, and 2) Student Success and
Readiness.
2.3 Program SLOs
Please provide a concise description of your progress in the development and
implementation of SLOs. (Use Appendix A as your guide.)
The ESL program currently has sixteen courses, several of which are taught once an
academic year. Four courses are at step 5, eight are at step 4, two are at step 3, three are at
step 2. On average, we are seventy percent complete in the SLO process.
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General Education /Transfer Program Review
Part III - Program Analysis
3.1 Academic Quality
1. Curriculum Analysis
Please provide an update on your program’s curriculum analysis, including the
process and currency of that analysis. Describe the current scope and sequence of
the program’s course, certificate and degree offerings. Include the number and
variety of courses offered each term and the number and variety of certificates and
degrees awarded each term.
The ESL faculty review curriculum for currency by comparing its program with wellestablished, reputable programs throughout the state such as the community college
districts of San Francisco and Sacramento and with national standards such as the
Mainstream English Language Training Resource Guide. The ABE strand of ESL is
aligned with the California ESL Model Standards, which reflect the broadest consensus
about English language acquisition and proficiency among ESL professionals statewide.
Since 2003, course titles have been standardized with those used in the ESL language
descriptors in California Pathways: The Second Language Student in the Public High
Schools, Colleges and Universities.
The program continues to adjust its curricula to address current and anticipated
population changes. From 1988 to 1995, ESL curriculum was designed specifically for a
pre-literate Southeast Asian refugee population. Emphasis was on basic literacy and
cultural competency. From 1995 to 1998, the program responded to the federal welfareto-work regulations affecting the CALWORKS student, developing three vocational
courses and re-focusing the core curriculum to employment related English skills. In
1997, in response to student and faculty input, the ESL faculty created academic courses
that serve immigrant and international student populations whose academic language
skills need further development for success in college. In 2005, ESL faculty created an
American citizenship class, ESL 378, which is offered in Redding, Anderson, Red Bluff,
and Burney.
The following chart identifies the current courses, when the courses were last updated,
the terms the courses are taught, who typically teaches them, and the number of sections
offered per term for each course.
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General Education /Transfer Program Review
ABE/ESL
Courses
ESL 378
Curriculum
Update
Fall 05
ESL 385
Fall 06
ESL 220
ESL 229
ESL 230
ESL 231
ESL 232
ESL 233
ESL 234
ESL 235
ESL 236
ESL 247
Fall 06
Fall 05
Fall 06
Fall 09
Fall 09
Fall 09
Fall 09
Fall 09
Fall 09
Fall 06
ESL 249
Fall 06
Academic
Courses
ESL 136
ESL 137
ESL 138
Curriculum
Update
Fall 08
Fall 08
Fall 08
Term
Fall, Spring,
Summer
Fall, Spring,
Summer
Summer
------
Fall, Spring
Fall, Spring
Fall, Spring
Fall, Spring
Fall, Spring,
Summer
Fall, Spring,
Summer
Term
Fall
Fall
Spring
Instructor
Webb, Bacon
# of
Sections
1-4
Sawyer, Fitzpatrick,
Cowsky, Bacon/Martin,
Henderson, Springer
Cowsky
------Cowsky, Fitzpatrick
Cowsky, Fitzpatrick
Cowsky, Fitzpatrick
Sawyer
Sawyer
Sawyer
Sawyer
Webb
6-9
1
----1
1
1
1
1
1
1
2
Webb,
2
Instructor
Southard
Sawyer
Sawyer
# of
Sections
1
1
1
This fall semester (2009) the ESL core curriculum (ESL 385-236) was revamped to
reflect changes in population and enrollment trends. The rationale is explained below.
A) The program now serves students with higher first language literacy than in previous
semesters. Thus, the program was able to collapse the three beginning levels of ESL into
one.
B) Eighty-five percent of the non-academic ESL population enrolls in our noncredit
course, ESL 385. This course designation doesn’t reflect the reality of the various ability
levels in our multi-level classes. Noncredit versions of the same levels were written to
replace credit versions. This change will improve both articulation and agreement of
courses within the program and student learning outcomes.
C) At the top two levels of the ABE ESL strand—high intermediate and advanced—
some students want to take these courses for credit. They include international students
who must carry a full time load and college bound students who want to meet the
prerequisites for the degree-applicable ESL courses. For these two upper levels, we will
offer both credit and noncredit versions of the same course.
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General Education /Transfer Program Review
D) Developing noncredit sequential courses also will allow us to offer a program
certificate of completion and, thus, receive enhanced apportionment.
Once the new course offerings are approved by the Chancellor’s office, several of the
current courses will be eliminated: 385, 230, 231, 232, 233, and 235 and 229. The ESL
course sequence will look like this:
ABE/ESL Courses
Core Sequence
331
Beginning
332
Beginning High
333
Intermediate
334/234 Intermediate High
336/236 Advanced
Other
220
378
247
249
Academic
136 Oral Communication for College Success
137 Composition I
138 Composition II
Oral Communication
Citizenship
ESL Vocational Math
ESL Reading
2. Staffing
Are there any unique staffing qualifications needed within your program that are
not generally associated with teaching in other disciplines?
A unique staffing qualification needed within the ESL program is the ability to plan for
and teach several language levels within one classroom. A typical class is often
composed of beginning, intermediate and advanced students. Instructors manage these
levels with the help of instructional aides. Teaching these multi-level classes requires
careful planning and coordination. Furthermore, since the noncredit classes are open
entry, instructors continue to receive new students throughout the semester. They must
make last minute adjustments to teaching as well as handle student registration and placement
testing of new students.
Do you feel the current staffing levels in your program are meeting the needs of the
students?
The ESL Program has one full-time instructor who teaches on the main campus.
Adjusting for concurrent sections, the instructor teaches 15% of the total ESL courses
offered. This leaves 85% taught by adjunct both on campus and at other sites. The
situation has worsened since the previous program review when the full-time to adjunct
instructor ratio was 20% to 80%. Having only one full-time instructor negatively impacts
the program in several ways.
First, the ESL Program at Shasta College is unique in that all of the program’s
instructionally related needs become the duties of a single individual rather than being
shared among a number of faculty. Within the program itself, the non-instructional duties
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General Education /Transfer Program Review
for the full-time instructor are enormous: curriculum development and review, SLOs,
adjunct observations, adjunct hiring committees, and basic program maintenance. The
full-time instructor also serves as a resource to the college on all matters related to ESL
including grants, student equity, and matriculation issues.
Secondly, the college is not fully serving the non-native speaking populations within its
tri-county area. Tehama County, for example, has great potential for growth for the
Shasta College ESL program. While the number of sections fluctuates slightly, the
program regularly offers three to four ESL classes every semester. The ESL program has
dedicated adjunct instructors, but they usually have other teaching commitments. With
only adjunct teaching in most of the outlying areas, there is very little opportunity to
develop a cohesive program in Tehama County. This would take the commitment of
another full-time ESL instructor dedicated to developing the program in the Tehama
County area.
Third, adjunct instructors receive pay for classroom teaching and not for participating in
program development. This affects the quality of the program. Instructors do not meet to
discuss curriculum revisions and additions, textbook adoptions, teaching strategies,
matriculation issues, materials and equipment needs, or other important program matters.
The full-time instructor and the ESL paraprofessional do what they can to keep adjunct
instructors informed. However, communication with adjuncts via email is no substitute
for departmental meetings. Some ESL instructors meet twice a year for two hours to
address SLOs. Additional meetings need to occur to maintain program coherence and
integrity.
What is the availability of part-time faculty to teach in your program?
In spring 2006, three sections had to be canceled in Anderson, Red Bluff, and Gerber
because no adjunct faculty could be found to teach those sections. This was due to high
gasoline prices and the fact that newly hired adjunct would be commuting from the Chico
area.
3. Teaching Aids and Equipment
Describe what teaching aids and/or software are commonly used in your instruction
and what equipment is critical to teaching your curriculum. Also, address any basic
needs in either or both areas that may be missing.
Most ESL instructors have access to computers and software programs to supplement
their teaching of language skills. Some instructors have televisions and DVD or VCRs,
which allow them to use videos or taped language programs. Most instructors rely on
tape recorders or CD players to play the listening activities in the textbooks.
4. Faculty Availability for General College Service
Describe each faculty members’ involvement in general college services, including
committees, assistance to other divisions, accreditation, community outreach, etc.
How much reassign time has been allocated to your program’s faculty? Describe
the nature and expected term of this reassignment.
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General Education /Transfer Program Review
The program has one full time instructor who remains active in general college work. She
currently serves on tenure committees and the Assessment committee. She has
participated in the planning of Shasta College’s Five Year Basic Skills Plan and its
annual plan. She served on the Scholastic Standards Committee from 1991 to 2008, the
Student Equity Committee from 1994 to 2008, and the Matriculation Committee, as Cochair, from 1999 to 2002.
The ESL program is responsive to faculty and staff campus-wide. The program
maintains an ESL office, which is staffed forty hours per week. The paraprofessional and
full time instructor function as resources for the college, disseminating information,
offering additional assessment and referrals, providing support to instructors in various
disciplines, educating counselors and support staff, and increasing access to curriculum in
courses in which ESL students are enrolled. The paraprofessional coordinates tutoring of
ESL and Basic Skills students 20-30 hours per week. The full-time instructor offers
regular workshops through the Writing Center, focusing on instructional strategies for
teaching composition to nonnative English speaking students.
The ESL paraprofessional is very active in community outreach. She is a board member
of the Tehama County Education Foundation which sponsors the annual Career Day in
Red Bluff, a member of the Shasta County Hispanic Coalition, a three year mentor for the
Puente Project and a participant in various other organizations that support education in
the community.
No reassign time has been allocated to faculty within the program.
5. Tutoring Centers/Labs
If your program/division has tutoring centers or learning labs: What are the
capacities of those centers or labs, and the hours of operation? What is the
breakdown of student hours of use per course? In terms of usage, what is the total
unduplicated student headcount by term, and the average time a student spends in
the center/lab per week? Do you consider the tutoring centers or learning labs
effective in meeting student needs? If not, what could be done to meet these needs?
Tutoring for Basic Skills and ESL students is provided by the ESL paraprofessional and
paid tutors in the ESL office. The program offers scheduled and drop in tutoring twenty
hours per week. Additional tutoring is provided for students enrolled in the ESL
composition courses. This tutoring is essential support for many students who are still
developing academic English. When Basic Skills Reading and the ESL Office move to
the Student Learning building next year, a designated lab will be established for both
programs.
6. Opportunities for Professional Development
Are your faculty members taking advantage of professional development activities
either on campus or off, and to what extent, including sabbaticals? Do those
professional development activities generally meet your faculty’s needs? How can
Shasta College improve the faculty’s professional development?
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General Education /Transfer Program Review
Faculty members keep abreast of current trends in language learning and teaching
through professional publications and ESL and adult education list serves such as OTAN,
and CATESOL, and the online professional development organization, CALPRO. Below
are listed recent professional development and educational activities attended by
individual instructors:
*Susan Sawyer attended the Northern California CATESOL Regional Conference in
2007, and participated in several online professional development 4-week courses in
2008 and 2009: Teaching the Multi-level Class, Effective Questioning Techniques and
The Adult Learner, Part 1. She also attended the 2-day On-Course Workshop in January
2010.
*Merlynn Fitzpatrick received her PhD in Education in 2009.
*Justina Bacon recently took an on-line CALPRO course, Impediments to Student
Success, and completed three courses at Simpson: Using Computers in the Classroom,
Teaching Adults to Read, and Teaching Students with Disabilities.
*Jhan Mason is a teacher trainer for CALPRO
*Karla Martin attended the Northern California CATESOL Regional Conference in 2009
The adjunct faculty members want to participate in additional professional development
activities, but the adjunct professional development stipend allocated to them does not
defray much of the cost for these activities. This academic year, some Basic Skills
Initiative money will be used to send two or three instructors to the CATESOL
Conference in Southern California.
7. Survey other CCs for Common Practice
Describe your efforts to determine common or best practices at other community
colleges. What have you learned from other community colleges that will, or could,
enhance your program?
Butte Community College uses permanent part-time instructional aides to support basic
skills classrooms. The aides receive subject specific training both within the classroom
and in workshops, so that their skill level and teaching strategies continue to improve.
This practice ensures quality classroom assistance, a factor often missing with temporary
part time classroom aides employed in Shasta College’s ESL and Basic Skills Reading
programs.
Los Medanos Community College brings counseling and advising to the classroom.
Counselors make two presentations in Basic Skills English classes at the beginning and
end of each semester. Often these students do not seek help from counselors, or they see
counselors who do not possess much awareness of the unique needs of basic skills
students. In the past several semesters, the Shasta College bilingual counselor has made
appearances in the on-campus intermediate-advanced ESL classes to make ESL students
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General Education /Transfer Program Review
aware of counseling services available to them. This past fall semester, however, the
bilingual counselor gave an additional presentation to the ESL 137 students on our course
numbering system and the general education requirements for certificates, two year
degrees and transfer to universities. Because the students in the class were confused about
these topics, the presentation was very well received. For Shasta College’s ESL
population, bringing counseling and advising to the classroom is an effective delivery
system. However, ESL instructors still need to refer academic-bound students to
counseling.
3.2 External Relations
1. Facilities
Describe your use of facilities at sites not on campus or at one of the satellite
campuses? Do you share facilities with other programs? If so, describe how that
relationship works. Do outside organizations use your facilities? If so, is there any
coordination on this issue with your program?
ESL courses are taught off campus at the following sites:
Redding:
HS&UC
385, 378, 247, 249
Anderson:
Vale Verde Elementary
385
Red Bluff
First Church of the Nazarene
Red Bluff High School
385
385, 378
Burney
Burney High School
385, 378
Fall River Mills
Our Lady of the Valley Church
385
Gerber
Fellowship Church
385
The Basic Skills Reading Lab and ESL share a classroom at the HS&UC in Redding.
Also, ESL shares a room with an Adaptive Studies class at the First Church of the
Nazarene in Red Bluff.
2. Contact with K-12 Schools
If appropriate, what type and frequency of contact does your program have with K12 schools?
In the past, the full time instructor and paraprofessional went to ESL classes in Redding and Red
Bluff high schools to introduce our program to the English language learners, and to provide ESL
assessment to high school students planning to attend Shasta College. This contact was no longer
continued when it appeared that Shasta College counselors were duplicating our efforts.
3. Contact with Community Colleges, and Four-year Universities and Colleges
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General Education /Transfer Program Review
What type and frequency of contact does your program have with other Community
Colleges, Universities, and Colleges?
The program has infrequent contact with other community colleges except at conferences and
through the CATESOL listserv.
4. Articulation with high schools, universities and colleges
What articulation agreements do you have in place with other schools and colleges?
What are your plans for revising the number and/or extent of your agreements?
The ESL program has no external articulation agreements with other institutions because
the courses are not transferable to a university. However, there is a strong need to have
consistent articulation with area high schools, specifically targeting English language
learners. In Spring 06, Idalia Huckman, serving as an adjunct bilingual counselor at that
time, met and advised ESL seniors from Red Bluff and Corning high schools. Her
personal contact and recruiting efforts made it possible to offer ESL 137, an academic
writing course, for the first time in Tehama County. Unfortunately, recruitment efforts
were not continued the following spring, and ESL 137 in Red Bluff was canceled due to
lack of enrollment.
In addition to recruiting English language learners from high schools in Red Bluff,
Corning, and Los Molinos, the college needs to designate a counselor to make regular
visits to ESL students who have not yet passed the High School Exit Exam. Recruiting
these students for the academic ESL classes would serve several functions: supporting
them in passing the exam, introducing them to Shasta College, and securing their future
academic success.
All ESL courses are basic skills. Most students who complete the highest level, ESL 138,
take English 1A, which has transfer agreements with colleges and universities.
3.3 Resource Efficiency
1. Support
Describe the support your program commonly requires from other college
departments and programs. When you need support, is it readily available? Are
there processes that you would like to see put in place that could enhance the level of
support? If so, please describe.
The program requires support from the Admissions and Records Office, the Assessment
Office, and counseling. On campus support has markedly improved in the last few years.
There are no longer any issues of Admissions and Records technicians misinterpreting
the legal status and residency of immigrant students. Placement of English language
learners into appropriate classes has improved due to the addition of a bilingual counselor
and regular communications with ESL faculty and the coordinator of counseling.
The Tehama Campus, which serves the largest Spanish speaking population in the
district, does not have anyone in Student Services who speaks Spanish. A bilingual
technician in Admissions and Records and a bilingual counselor are needed to support the
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General Education /Transfer Program Review
growing Spanish speaking students of the county. Until funding is available for bilingual
positions, the Tehama Campus should hire bilingual work study students in the
Admissions and Records Office to assist with the native Spanish speaking population.
2. Use of Technology
Describe the technology used in your program. Is it sufficient to get the job done?
Can it be improved? If so, how? Describe any technology needs that are continually
unmet? (Do not consider rotation/refreshment of computers as part of this). How
are you able to overcome this deficit?
With BSI funds, the ESL program has been able to add or update existing technology in
several of its classrooms. On campus, room 810 has ten computers and a computer
station with a document camera. Both the ESL classrooms in Red Bluff and at the
HS&UC have new software programs for their computers.
3. Comparison with Other Institutions
How does your program compare with other community colleges of similar size and
location in terms of size, staffing, facilities, partnerships, etc.?
Butte College is a rural community college similar in population to Shasta College. Its
ESL program serves 375 students, while our program serves 325. Butte has 3 full time
faculty and 5-6 adjunct, whereas Shasta College has 1 full-time faculty member and 8-9
adjuncts. Both programs have a similar core sequence of five to six levels. Also, both
colleges have Basic Skills reading or reading/writing classes that act as bridge classes to
freshman composition. One major difference between the two programs is that at the
academic level, Butte does not offer separate ESL courses, only Basic Skills
developmental courses in reading and writing.
4. Facility Use/Availability
Describe the scheduling of your courses including the rationale and
appropriateness of the following scheduling characteristics:
MWF, TTh, and/or other combinations
Morning, afternoon, evening, weekend, including time blocks/patterns of
scheduling of classes and/or services
17-week, 8-week, shorter courses
Fall, spring, summer
Every semester, once-a-year, once-in-every-two-years
What drives scheduling in your program? (Availability of facilities, faculty, local
preferences, tradition, etc.) If your program is part of a major or certificate, can a
student complete the major or certificate within two years of fulltime (Fall and
Spring semesters) study? If not, why? Considering the responses to the questions
immediately above, what plans do you have to alter your scheduling practices to
accommodate student needs and promote student access and program completion?
Do you have suggestions for improvement?
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General Education /Transfer Program Review
Two factors are taken into consideration in scheduling ESL classes: 1) the time students
are most available to attend classes, and 2) the availability of facilities. Almost all of the
ABE/ESL classes are taught in the early morning or in the evening, when there is less
conflict with student work schedules or childcare. The noncredit classes are offered 6-12
hours a week in 2 -3 hour blocks, depending on availability of facilities. Classes meet the
following days:
W,F
Afternoon
M,W, or T,Th. Evening, Morning, Afternoon
M,T,W
Evening
M,T,W,Th
Evening and Morning
T,W,Th,F,
Morning
MTWThF
Morning
The noncredit sections are also flexible in terms of the number of weeks they are offered.
In Fall River Mills, for example, classes may be only 8 weeks long to fit the schedule of
agricultural workers. Classes are often scheduled in close proximity to where students
live.
Due to the smaller number of immigrant and international students in the ESL academic
classes, those courses are taught once an academic year. ESL 136 and 137 are offered in
the fall semester when most international students arrive, and ESL 138 is offered in the
spring. The program offers only two to three classes in the summer when student interest
in ESL classes is not strong.
5. Faculty and classified staffing
Using tables showing data over the past three years please analyze and address
trends for the following:
Headcount of full time faculty by term
Headcount of part time faculty by term
FTE of full-time faculty by term
FTE of part-time faculty by term
Ratio of full-time to part-time faculty by term
The ESL Program has one full-time instructor, and over the past six semester, an average
of 8.5 adjunct instructors. The average FTE of the full time instructor is 1.08, and the
cumulative average for adjuncts is 3.01. The full time instructor teaches one 12-hour a
week multi-level course, which is comprised of four concurrent sections. She also teaches
one 8-hour a week composition course. Both of these classes are taught in the day. Most
adjuncts teach noncredit multi-level courses in the mornings, afternoons and evenings.
The program also has a full-time paraprofessional whose duties also involve work with
the Basic Skills Reading program.
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General Education /Transfer Program Review
FACULTY AND CLASSIFIED STAFFING
F 06
Sp
07
F 07
Sp
08
F 08
Sp
09
Headcount Full-Time Faculty
1
1
1
1
1
1
Headcount Part-Time Faculty
8
8
10
9
8
8
FTE Full-Time Faculty
1.1
1.1
1.06
1.06
1.1
1.08
FTE Part-Time Faculty
3.18
2.41
2.52
2.87
2.27
4.84
FT/PT Faculty Ratio
1:08
1:08
1:10
1:09
1:08
1:08
Number of Sections taught by FT
2
2
2
2
2
2
Number of Sections taught by PT
11
11
13
12
11
11
Number and Ratio FT:PT Faculty Evening
0:03
0:05
0:04
0:04
0:04
0:04
Number and Ratio FT:PT Faculty Daytime
1:05
1:04
1:07
1:06
1:05
1:05
1
1
1
1
1
1
Number of Classified Staff
5. Equipment
Describe the equipment you use in your program. Please describe your programs
practices regarding equipment purchasing, maintenance, repair, usage and storage.
Do you have any suggestions for improvement?
Through BSI funds, last year the ESL classroom on campus was able to replace its 8year-old computers with ten new ones. Last spring a computer station with a document
camera was added. The ESL class at the First Church of the Nazarene received additional
software programs for its computers and a large portable white board. When the Basic
Skills Reading Program at HS&UC was established in 2007, it received ten new
computers and some software through State Instructional Equipment funds. This
technology is also used by the ESL class which shares the same classroom space with the
reading program.
The classrooms on campus and at HS&UC are locked when not in use. All ESL classes
have lockers and filing cabinets to store equipment and materials. The ESL
paraprofessional keeps an annually updated inventory of ESL materials and equipment
for each classroom. This allows us to transfer equipment and material to other sites as
needed.
7. Budget info, requests, action plans
Is your budget sufficient to cover your program’s needs? Once your budget is set by
the college, is it stable or does it need constant transfers of funds or requests for
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General Education /Transfer Program Review
augmentation? Do you have access to outside funding sources such as grants,
endowments, gifts, etc. that can help enhance the general fund allocations? Do you
have the support needed to apply for these funding opportunities? What can the
college do to help your program increase funding beyond that which is available
through the state funding allocation process? Describe the non-financial benefits of
your program that should be considered in a cost/benefit analysis? Include a
description of who benefits and what the benefit is. For example: improved student
retention. What evidence do you have that this benefit exists? What is the cost
versus income ratio for your program? Income: $4324/FTES; any other ongoing
funding/income sources like Instructional Agreements or partnerships, etc. Cost:
College Budget for your department(s) that cover your program; add 30% for
college wide expenses/services. How might your program become more efficient in
terms of cost versus benefits?
The ESL budget is stable. Once the accounts are set by the college, The ESL
paraprofessional oversees expenditures on each account. The planning process consists
of placing monies in areas which best serve the students. For example, one of the largest
expenditures is in providing tutoring services to our ESL/International students taking
academic classes. This is of great benefit to Shasta College’s English language learners in
that it helps promote their retention, their transition to college courses and their success in
those courses. It further benefits instructors in other disciplines who often are not sure
how to handle the unique language needs of their non-native English speaking students.
Other monies are placed in ESL materials and classroom supplies. A small percent of
monies is designated for travel as well as professional membership dues. Occasionally,
monies may be transferred from one account to another depending on program needs. In
recent semesters, ESL has used Basic Skills Initiative funds to replace computers in the
ESL classroom on campus, purchase additional software programs at most sites, and
purchase start up materials for a new class in Anderson. The ESL program does not have
access to outside funding sources.
8. Reach of Services
Are the courses provided in your program adequate to meet the student or
community need? How have these needs been measured? Is there an opportunity or
need to grow your program, and if so, how might you accomplish that growth?
The college has not been successful in recruiting students to fill the Tehama Campus
academic ESL classes that have been offered three times in the past three years. These
courses serve as a bridge to transfer level classes. The ESL program has no external
articulation agreements with other institutions because the courses are not transferable to
a university. However, there is a strong need to have consistent articulation with area
high schools and diploma programs, specifically targeting English language learners.
3.4 Student Success
Please present and discuss the quantifiable factors pertinent to your program by
semester over the past three years.
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General Education /Transfer Program Review
Trends of FTES
FTES/FTE ratio
Number
Initial
Census
of
Sections Enrollment Enrollment
ESL
%
Lost
Course
End
Enrollment
Total
FTES
Total
WSCH
Total
Load
Avg
Avg
Avg Initial Census Endin
Enrollment Class
Clas
Academic
Year
Term
06-07
Fall
12
367
329
5.58
312
47
1,350
0.5
31
27.4
Spring
13
391
362
5.18
352
55
1,580
5.9
30
27.8
Fall
11
348
323
5.91
318
37
1,087
5.7
32
29.4
Spring
15
557
496
3.62
467
42
1,214
7.7
37
33.1
Fall
15
308
290
5.84
280
34
963
4.9
21
19.3
Spring
14
373
366
1.99
366
32
924
2.9
27
26.1
07-08
08-09
Given the nature of concurrent enrollment classes and the small student population, the
data are problematic. Another factor that impacts the data is that international students
enrolled in ESL classes do not generate FTES because they pay nonresident tuition.
Total program enrollment
Enrollment at census by course and program
Number of audits by course and program
Total Enrollment
on Census
ESL 100’s
ESL 200's
ESL 300's
Fall
2006
25
23
263
Spring
2007
31
23
263
Fall
2007
15
30
251
Spring
2008
21
16
343
Fall
2008
18
13
227
Spring
2009
15
14
356
The average total program enrollment over this 6-semester period is 326. No audits were
taken during this three-year period.
Average class size at census
Number of Sections
Number of Combined Sections
Section characteristics (on-campus, distance ed – online and/or ITV)
Sections Offered
on-Campus
ESL 100’s
Fall
2006
2
Spring
2007
2
Fall
2007
1
20
Spring
2008
1
Fall
2008
1
Spring
2009
1
General Education /Transfer Program Review
ESL 200's
ESL 300’s
Sections Offered
Off-Campus
ESL 100’s
ESL 200's
ESL 300’s
18
5
16
4
10
5
9
4
5
5
5
4
Fall
2006
0
0
7
Spring
2007
0
0
8
Fall
2007
0
1
8
Spring
2008
0
1
8
Fall
2008
0
0
7
Spring
2009
0
0
8
From Fall 2006 to Spring 2009, the average enrollment at census for each 100-level ESL
course was 20.8. For the multilevel ESL classes, in which a combination of 200 and 300
sections may be run concurrently, the average enrollment was 25.0 over the same sixsemester period. This last figure is a decrease from the last program review in which
multi-level courses reported an average of 31.0 students per class. This decrease may be
due to the fact that in Spring 2006 qualified instructors could not be found to teach three
sections in Anderson, Gerber, and Red Bluff.
Because the ESL classes offer concurrent enrollment, it is easier to understand if we look
at classes instead of sections. The average number of classes per term over this 3-year
period is 13. On campus, we averaged 5 classes per semester, while off campus the
average was 8.
Fewer 200-level courses have been offered the past several semesters to address an area
of weakness identified in the 2007-08 program review: large numbers of cancellations in
200-level courses. The trend has been enrollment in noncredit courses. Credit classes
have not been offered off-campus in the last several semesters. ESL does not offer any
combined sections, only concurrent sections of 200 and 300-level classes.
Grade distributions
The average grades for 100 and 200-level ESL courses over the six-semester period are
shown below:
A grade = 42%
B grade = 17%
C grade = 18%
D grade = 2%
F grade = 4%
W grade = 6%
Students enrolled in the academic ESL courses, both international and immigrant
populations, are generally high achieving and highly motivated students. This accounts
for the large percentage of As reported above.
21
General Education /Transfer Program Review
Course success: grades of A, B, C, CR only
Course Success
ESL 100”s
ESL 200's
ESL 300’s
Fall
2006
89%
88%
Spring
2007
90%
90%
Fall
2007
100%
100%
N/A
Spring
2008
100%
100%
Fall
2008
92%
88%
Spring
2009
100%
86%
The average success rate is 94% for the 100-level classes, an increase in 6% from last
program review. For the 200-level classes, the average was 92%, which is up from 79%
from the program’s last report.
Student
GPA
ESL 100’s
ESL 200’s
ESL 300’s
Fall
2006
3.25
3.08
Spring
2007
3.05
2.98
Fall
2007
3.24
3.57
N/A
Spring
2008
3.41
3.42
Fall
2008
3.56
3.50
Spring
2009
3.42
3.00
Over the past three years, the average grade point average for students in the academic
ESL courses is 3.32, an increase from 3.09 on the previous program review. The average
GPA for the 200 level courses is 3.25 in contrast to 2.75 in the last review.
Course retention: grades of A, B, C, D, F, CR, NC, I
Fall
2006
88%
78%
Spring
2007
84%
92%
Fall
Spring
2007
2008
62%
77%
57%
100%
Not applicable
Fall
2008
68%
57%
Spring
2009
80%
70%
Student Drops
ESL 100’s
ESL 200's
ESL 300’s
Fall
2006
2
3
16
Spring
2007
4
7
18
Fall
2007
5
15
18
Spring
2008
5
0
14
Fall
2008
7
9
8
Spring
2009
3
6
15
Credit/Noncredit
Courses
ESL 100”s
ESL 200's
ESL 300’s
Fall
2006
n/a
78.0%
66.0%
Spring
2007
n/a
67.0%
69.0%
Fall
2007
n/a
94%
69%
Spring
2008
n/a
93%
65%
Fall
2008
n/a
100%
52%
Spring
2009
n/a
83%
68%
Retention Rate
ESL 100”s
ESL 200's
ESL 300’s
Over the six-semester period, the average retention rate for the 100 and 200-level courses
was76.5% and 75.6 respectively, a decrease of 3% from the previous program review.
Most students who enroll in 200 level courses do not know that they are responsible for
22
General Education /Transfer Program Review
dropping from a course. Instructors often submit instructor initiated drops to remove
non-attending students from their rosters.
For credit/noncredit classes the retention rate is 64.8%, which is consistent with the rate
in the 07/08 program review. However, one problem with these numbers is that
instructors are not permitted to drop non-attending students from the roster at census.
Dropping positive attendance students can only be done after census but before the last
day to drop a full term class with a “W.” This drop policy for 300 level courses reduces
the program’s retention rates and negatively impacts the drop rates.
Program persistence
Student progress (basic skills, ESL, degrees/certificates)
It is difficult to measure program persistence in the 300 level courses because the
program has one noncredit course that serves all levels. Once the new sequential
noncredit courses are in place Fall 2010, and a certificate of completion is offered to
students in the core ABE/ESL courses, the program will be able to measure persistence
and progress from one level to the next. For the academic courses, however, persistence
can be measured. Over a three-year period, the program tracked students who had
successfully completed ESL 137 to determine their persistence in a higher level ESL or
English course: ESL 138, English 190 or English 1A. The rates are as follows:
Student Completion of 138, 190 or 1A
Current Program Review
Fall 06
Fall 07
Fall 08
85%
84%
82%
Previous Program Review
Fall 2004 50%
Fall 2005 67%
Fall 2006 85%
The average percentage of completion was 67% for the 07/08 program review compared
to 84% for the current review. The high percentage of persistence can be explained by
the fact that these 100 level courses provide a high degree of instructional and tutorial
support both in and out of class.
Student demographics
Student needs assessments (college and/or program administered) when
available
Program completions, including degrees and certificates issues/earned
Community needs assessments when available
23
General Education /Transfer Program Review
Other program or service generated measures or data as appropriate
Discuss the indicators of student satisfaction pertinent to your program,
including:
How do you measure student satisfaction?
What have you learned from those measures?
How does your program deal with student complaints?
What changes have you implemented in response to student complaints
and/or satisfaction measures?
Student Demographics—Age and Gender
In the six semester period, the age range of students was 18-61. The average age was
32.5. In the ABE/ESL classes, the ratio of women to men is 1 to 4, while in the academic
classes the ratio is 2 to 1.
Student Demographics---Native Language Background
A significant factor for our program is language background. Below are charts--one with
a breakdown of students’ native languages on-campus and the other with the native
languages for all locations combined. On campus, we have students with diverse
linguistic backgrounds. In a typical on-campus class there may be 10-12 foreign
language
s
represent
ed. Offcampus,
95% of
the
English
language
learners
are
Spanish
speaking
.
24
General Education /Transfer Program Review
Student Needs Assessment and Student Satisfaction
Individual instructors collect a needs assessment or a student information sheet at the
beginning of the semester which contains information about students’ language and
educational backgrounds, their particular goals in taking the course ( i.e., vocational,
academic, literacy development) and other pertinent information that informs the
instructor’s teaching. Mid-semester, some instructors have students complete a student
satisfaction survey, which provides information to the instructor on student satisfaction with
the course, the textbook and the instruction. From these surveys we have learned, for example,
that most students cannot afford expensive textbooks.
What does your program provide in terms of student support structures and
processes? Do you have plans for improvement? If so, describe your plans.
25
General Education /Transfer Program Review
As mentioned above, ESL provides tutoring for its academic track students and for other English
language learner taking courses in other disciplines on campus. In Spring 2010, the ESL office
will move to the new Student Learning Center, where tutoring services will be expanded.
To what extent does your faculty provide career/transfer advisement? Describe any
plans to expand?
We plan to continue the bilingual counselor presentations in the ESL classes on campus.
To what extent does your faculty contact students outside of class (phone, email,
mail, etc.)?
ESL faculty contact students by phone and email when student attendance drops. Before each
semester, instructors mail or phone students to remind them that the new semester is about to
start.
What processes are in place to assure proper student assessment and placement in
your program? How have you measured whether the placement is working? Do
you have plans for improvement? If so, describe your plans.
On campus, students are directed to the Assessment Office. They take the ESL Compass if they
are at the low intermediate level or higher in English. The Assessment Office has a short oral
interview to determine if students are able to take the Compass. Students at the beginning level
are usually directed to the ESL Office where they are placed in beginning level classes. Often
students come directly to the ESL classroom. The day instructors either send students to the
Assessment office or uses informal assessments (oral interview, writing sample, textbook
placement test, etc.) to determine student language proficiency.
Off campus, assessment is done almost entirely by the instructor. Classes are open entry which
means assessment occurs regularly. This is an imprecise method of assessment, however, ESL
class sites are in churches, elementary schools, and other facilities where formal assessment is not
possible.
3.5 General Planning
Are there any national trends that need to be taken into consideration by your
program as a basis for improvement? How do you market your program’s offerings
and/or services? What are your ideas for improving or expanding your marketing
efforts? How can you help the college’s Marketing Department in their marketing
efforts? Are there elements in your program that are not sustainable given existing
limitations (e.g., lack of full time faculty to do necessary committee work)? What
other elements that are not previously identified in this study do you need to
consider for program improvement?
The ESL paraprofessional creates fliers and updates brochures each semester and then
disseminates them on campus and to various community agencies and organizations. She also
sends them to off campus instructors to disseminate. The program utilizes free public service
announcements on local Spanish speaking radio stations to recruit students each semester.
26
General Education /Transfer Program Review
Part IV – Student Learning Outcomes
Please refer to Appendix A and complete the analysis as requested and include that
information and charts here.
Step 1: Define expected student learning outcomes for the course (100%)
Step 2: Develop appropriate assessment methods for course outcomes (94%)
Step 3: Use these methods to assess outcomes (69%)
Step 4: Analyze assessment results (56%)
Step 5: Apply results toward improved instruction and learning (25%)
Student Learning Outcomes – ESL
ESL 137
ESL 138
Course Title
Oral Communication for
College Success
Composition I
Composition II
ESL 220
ESL 229*
ESL 230*
ESL 231
ESL 232
ESL 233
ESL 234
ESL 235*
ESL 236
ESL 247
ESL 249
Oral Communication
Family Literacy
Beginning Low
Beginning Mid
Beginning High
Intermediate Low
Intermediate High
Advanced
Advanced High
ESL Vocational Math
ESL Reading Lab
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
--
--
X
X
X
X
X
X
X
X
X
X
X
X
X
ESL 378
ESL 385*
American Citizenship
Literacy
X
X
X
X
X
X
X
X
X
X
ESL 136
Step 1
Step 2
Step 3
Step 4
X
X
X
X
X
X
X
X
X
X
Step 5
--
*ESL 385, 230, 235, and 229 will be eliminated from the ESL Program once the new
ESL courses are offered in fall 2010. ESL 136, 137 and 138 are offered once an academic
27
General Education /Transfer Program Review
year. At the end of academic year 2011, these SLOs will have completed Step 5.
Progress with SLOs for ESL 220 is slow due to the fact that it is strictly a summer course.
Last year, however, it was not offered. SLOs for the new ESL courses have already been
written and will be ready to be implemented next fall.
Part V – Program Summary
In reviewing the data and information provided in your self study, what are your
program’s primary strengths and weaknesses?
ESL Program Strengths:

meets the college’s mission to provide opportunity for success to students who
have diverse backgrounds and abilities.

is the only service provider in the area able to offer a broad spectrum of
instruction.

has a well developed, multi-level curriculum in line with professional model
standards.

is continually assessing student needs and trends and updates the program to fit
those needs

articulates and cooperates with other departments and services on and off campus
to meet the broader needs of the student.
ESL Program Weaknesses:

has limited adjunct involvement in ESL program matters

has only one full time compared to 8-9 adjunct, a 15% to 85% ratio. This limits
the program’s effectiveness in serving the needs of the tri-county service area

is unable to provide ESL academic courses leading to freshman English in
Tehama County
28
General Education /Transfer Program Review

lacks bilingual support in Tehama County to assist English language learners
through the matriculation process (admissions, orientation, counseling)
What do you see as your program’s greatest challenges and opportunities during
the next five years?
Challenges
With one full time instructor and one part time instructor on campus and the other seven
adjuncts scattered as far away as Fall River Mills, the biggest challenge we see for the
program is adjunct participation in program development. Poor adjunct participation in
SLO Flex Day activities is one example.
Another concern is improving language instruction. The program has several instructors
with discipline-specific expertise who could mentor new instructors, but faculty members
rarely meet. ESL instructors routinely ask for the opportunity to learn about and share
instructional strategies and resources, ways to manage the multi-level classroom and
handle basic matriculation matters such as registration and placement assessment. The
fact that so many of the program’s adjunct teach off campus and only receive pay for
attending Flex Day SLO meetings hurts the overall quality of the program.
Opportunities
We have a growing population of English language learners in Tehama County who we
are eager to serve. We also have increasing diversity within the ESL classrooms,
particularly on-campus. This gives instructors and students a chance to enhance their
cross cultural understanding and appreciation.
New technology in the classrooms—computers, computer stations, new software—
provide opportunities for improving language instruction and teaching information
competency.
29
General Education /Transfer Program Review
Part VI – Goals, Recommendations, Priorities, Plans
Based on your critical evaluation of the items studied in Parts III and IV, please provide
recommendations for the development, modification, and/or improvement of your program.
Identify the goals that were identified in the last program review and describe whether they
were attained or not. If not, why not?
The last program review for ESL was in 2007/08. Below are the areas of need we identified and
our progress with them.

In order to address the number of cancellations in the 200 credit courses, the ESL
faculty plans on revising curriculum. This involves replacing credit courses with
noncredit equivalents.
This goal is completed. The lead instructor revised curriculum Fall 09.

hiring a full time ESL instructor for Tehama County
This is a goal that requires additional district funding. No progress has been
made in this area.

offering bilingual counseling services and bilingual assistance in admissions for
the Red Bluff Center
This is a goal that requires additional district funding. No progress has been
made in this area.

recruiting limited-English speaking students from Tehama County high schools
and high school diploma programs
This is a goal that requires additional district funding. No progress has been
made in this area
30
General Education /Transfer Program Review

providing staff development funds to pay adjunct faculty to attend meetings and
share in program development
Adjuncts now receive 4 paid hours annually for their attendance at SLO
meetings during Flex days. More stipend money is needed to pay adjuncts to
attend department meetings.
Specify clearly in this section your program goals for the next five years, your plans to
achieve them, the responsible person, and a timeline for completion. Prioritize your goals
and plans, listing the highest priority first.
Ranking
Goal
Action Plan
1
Involve adjunct in
departmental
activities
2
Complete SLO
cycle for all
courses
Establish new cut
score for ESL
Compass
Continue to encourage adjunct
participation
Make periodic calls to strengthen
relationships
Hold ESL meetings in Red Bluff
Cancel ESL classes once per
semester to have departmental
meetings
Continue with process
3
4
5
6
7
Meet with Office of Research to
set up plan
Recruit students
from Tehama
County high
schools and
diploma programs
Explore need for
larger classroom
for on-campus
multi-level courses
Create an ESL
database for future
program reviews
Work with Counseling
Coordinator and Director of
Marketing to set up plan
Provide ongoing
training for
classroom
instructional aides
Create 2-3 hour paid workshops at
the beginning of each semester for
new and returning instructional
aides
Look at enrollment trends over
last three semesters
Determine statistical information
needed for program review and
maintain records each semester
31
Responsible
Party
Lead
instructor
Date of
Completion
Ongoing
Lead
instructor
Fall 2012
Lead
instructor
and Director
of Research
ESL Paraprofessional
and
Counseling
Coordinator
Lead
instructor
and SLAM
Dean
Lead
instructor
and Paraprofessional
Fall 2012
Lead
instructor
and two
adjunct
instructors
Spring 2011
Ongoing
Fall 2011
Spring 2011
General Education /Transfer Program Review
8
Track a cohort of
ESL students for 6
semesters to
determine rate of
persistence and
degree and transfer
rate
9
Select a cohort of students
enrolled 100 level ESL classes in
fall 2010 and fall 2011, and track
their progress through 6 semesters
of college work.
Create a Spanish
orientation CD for
off-campus ESL
students
Work with counseling
department to create an ESL
orientation CD.
ESL paraprofessional
Fall 2014
ESL paraprofessional
Spring 2014
Appendix A – Student Learning Outcomes
Step 1: Define expected student learning outcomes for the course (100%)
Step 2: Develop appropriate assessment methods for course outcomes (94%)
Step 3: Use these methods to assess outcomes (69%)
Step 4: Analyze assessment results (56%)
Step 5: Apply results toward improved instruction and learning (25%)
Student Learning Outcomes – ESL
Course Title
Step 1
Step 2
Step 3
Oral Communication for
College Success
X
X
X
ESL 137
Composition I
X
X
X
ESL 138
Composition II
X
X
X
ESL 220
Oral Communication
X
X
ESL 229*
Family Literacy
X
X
ESL 230*
Beginning Low
X
X
ESL 231
Beginning Mid
X
X
ESL 232
Beginning High
X
X
ESL 233
Intermediate Low
X
ESL 234
Intermediate High
X
ESL 235*
Advanced
ESL 236
ESL 247
ESL 136
Step 4
X
--
--
X
X
X
X
X
X
X
X
X
Advanced High
X
X
X
X
ESL Vocational Math
X
X
X
X
32
Step 5
--
X
General Education /Transfer Program Review
ESL 249
ESL Reading Lab
X
X
X
X
X
ESL 378
American Citizenship
X
X
X
X
X
ESL 385*
Literacy
X
X
X
X
X
*ESL 385, 230, 235, and 229 will be eliminated from the ESL Program once the new
ESL courses are offered in fall 2010. ESL 136, 137 and 138 are offered once an academic
year. At the end of academic year 2011, these SLOs will have completed Step 5.
Progress with SLOs for ESL 220 is slow due to the fact that it is strictly a summer course.
Last year, however, it was not offered. SLOs for the new ESL courses have already been
written and will be ready to be implemented next fall.
33
General Education /Transfer Program Review
ESL Program
Action Plan Activities
Please indicate how each activity will help the program or division reach one or more of its Goals and/or objectives.
Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page
if necessary.
Description of Activity/Plan
Meets Program
or Division
Objective/Goal
Item(s) Requested
Total
Amount
To involve adjunct faculty in departmental activities,
hold periodic meetings in Red Bluff, call instructors
regularly, and cancel ESL classes once per semester
to meet as a department
Program Goal #1 none
none
Complete SLO cycle for all courses
Program Goal #2 none
none
Apply for ESL Program Certificate of Completion in
order to receive enhanced apportionment
Program Goal #3 none
none
Establish new cut scores for ESL Compass
Program Goal #4 none
none
Create an ESL database for future program reviews
Program Goal #5 none
none
In order to improve classroom instruction and
support, provide ongoing training for classroom
instructional aides in multi-level classes.
Program Goal #6 none
$150 $200 per
semester
34
General Education /Transfer Program Review
Track a cohort of students in selected academic ESL
classes for 6 semesters to determine rate of
persistence and degree/transfer rate.
Program Goal #
7
none
none
Action Plan Template - 2008-2009
35
General Education /Transfer Program Review
SHASTA COLLEGE
Program Review
Basic Skills Reading Program
2009-10
SHASTA COLLEGE
Program Review – Basic Skills Reading
Table of Contents
Page
Signature Page ………………………………………..
Part I – Introduction………………………………..…1
1.1 Purpose of Program Review……………………………………………....1
1.2 College Mission………………………………………………………...…1
1.3 Shasta College Institutional Student Learning Outcomes…………………1
Part II – General Program Information……………..2
2.1 Program Definition/Description……………………………………….….2
2.2 Program Mission/Purpose………………………………………………...3
Part III – Program Analysis…………………………..4
3.1 Academic Quality…………………………………………………………4
3.2 External Relations…………………………………………………………8
3.3 Resource Efficiency……………………………………………………….8
3.4 Student Success………………………………………………………..…12
3.5 General Planning…………………………………………………………24
Part IV – Student Learning Outcomes……………..…24
Part V – Program Summary…………………………...25
Part VI – Goals, Recommendations, Priorities, Plans..26
NOTE – Annual Reports and Action Plans……...……28
Appendicies………………………………………….…..29
Appendix A – Student Learning Outcomes Update………………………..…....29
Appendix C – Annual Action Plan…………………………………………...….30
Reading Program Flowchart……………………………………………………..31
SHASTA COLLEGE
Program Review
Signature Page
Program:
Basic Skills Reading
Program Review Self Study Participants:
Cindy M. Dupré, Reading/Remediation Instructor, Lead Faculty
James Crooks, English Basic Skills Instructor
Julie Nuzum, Adjunct Reading Instructor
Level Two Review Team Participants:
Terry Turner, Communication Studies Instructor, Team Chair
Terry Bailey, Student Success/FSS Instructor
Toby Bodeen, EOPS/CARE Counselor
Program Self Study Lead Faculty
Date
Division Dean
Date
Level Two Review Team Chair
Date
Vice President of Academic Affairs
Date
College Council
Date
General Education & Transfer
Part I – Introduction
Purpose of Program Review
According to the Academic Senate for the California Community Colleges in their 1996 document,
“Program Review: Developing a Faculty Driven Process”, the program review process serves as a
mechanism for the assessment of performance that recognizes and acknowledges good performance and
academic excellence, improves the quality of instruction and services, updates programs and services, and
fosters self renewal and self study. Further, it should provide for the identification of weak performance
and assist programs in achieving needed improvement. Finally, program review should be seen as a
component of campus planning that will not only lead to better utilization of existing resources, but also
lead to increased quality of instruction and service. A major function of program review should be to
monitor and pursue the congruence between the goals and priorities of the college and the actual practices
in the program or service.
Other purposes include meeting accountability mandates and demonstrating a systematic planning
process. While these functions may occur because of program review, they should not serve as a primary
function of the review. Otherwise, program review could be perceived as a time-consuming process for a
product with no effect or bearing on the program’s activities or any relevance to serving students or
maintaining academic excellence.
College Mission
The mission of the Shasta-Tehama-Trinity Joint Community College District is to provide open access
and opportunity for success to students who have diverse backgrounds, interests, and abilities. The
District is committed to providing the knowledge and skills necessary for a student to succeed. The
District recognizes that success requires specific life skills and professional skills and also effective
communication, critical thinking, global consciousness and global responsibility. By offering programs
leading to successful completion of a quality university-transfer program, or career-technical education,
the District is responsive to the needs of our communities within a changing global society. By offering
comprehensive campus and community service programs, the District enables students to achieve
personal as well as academic potential and contributes to the social, cultural and economic development
of our region.
Shasta College Institutional Student Learning Outcomes
The District is committed to providing the knowledge and skills necessary for a student to succeed. The
District recognizes that success requires specific life skills and professional skills and also effective
communication, critical thinking, global consciousness and global responsibility.
To support our students in achieving success, Shasta College has determined that a student who earns a
degree or occupational certificate will demonstrate:
1.
Life and Professional Skills
Life and Professional Skills include the ability to create well developed goals and plans, the
ability to make responsible decisions in support of those goals and plans, the ability to recognize
1
General Education /Transfer Program Review
and accept consequences of decisions, appropriate technical skills, the ability to work effectively
as an individual and as part of a group, and the ability to resolve conflict.
2.
Effective Communication
Effective communication includes the ability to convey information, ask meaningful questions,
and express thoughts, ideas and feelings.
3.
Critical Thinking Skills
Critical thinking includes the application of logical reasoning to collect and evaluate
information, recognize and categorize patterns, contrast and compare, make decisions and reach
conclusions, and solve problems.
4.
Community and Global Consciousness and Responsibility
Community and global consciousness and responsibility include the knowledge and
understanding of civic, cultural and environmental issues; knowledge of and respect for the
needs, difficulties, and rights of diverse groups; an appreciation of the importance of public
service; and a commitment to life-long learning.
Part II – General Program Information
2.1 Program Definition/Description
Please provide a concise overview of your program.
Since its creation in 1987, the basic reading program has expanded to two sites: a dedicated classroom
for Basic Reading and its companion courses on the Main Campus, and a classroom at the Downtown
Campus. Besides providing basic instruction in the fundamentals of reading, instruction at the two sites
includes citizenship classes, pre-GED and GED test preparation classes, ESL vocational math, and ESL
basic reading. The Elements of Reading classes—ENGL 250-280—are offered on the main campus and
at the Tehama Campus. We have listed courses outside of the Basic Skills Reading Program, in order to
show the depth and breadth of the curriculum offered in a single class. The multi-faceted program is
listed by course below:
ENGL 348 ADULT LITERACY is a free 0 unit course offered for students who need to work on their
basic English skills in an effort to prepare them to take the regular 200 level courses.
ESL 378 AMERICAN CITIZENSHIP is designed as a free 0 unit course to help students prepare for and
pass the citizenship test.
SDEV 301 PRE-GED is a free 0 unit course designed to help students prepare for the GED test.
SDEV 302 GED TEST PREPARATION is a free 0 unit course designed to help students prepare for and
pass the GED test.
ESL 247 ENGLISH AS A SECOND LANGUAGE VOCATIONAL MATH is designed to help ESL
students develop math skills needed for entry-level employment.
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General Education /Transfer Program Review
ENGL 248 BASIC READING is designed to help students reading below the fourth grade level improve
reading skills.
ESL 249 ENGLISH AS A SECOND LANGUAGE READING LAB is designed to help students with
problems related to second language acquisition to improve their reading, writing, spelling, and
vocabulary skills.
ENGL 250 ELEMENTS OF READING is designed to help students reading at the fourth and fifth grade
levels improve reading, writing and comprehension at the literal level. This course may be taken four
times to gain the skill to transfer to a higher level.
ENGL 260 ELEMENTS OF READING is designed to help students reading at the sixth, seventh, and
eighth grade levels enhance personal reading and work-related language skills. This course may be taken
four times to learn the skills needed to transfer to a higher level.
ENGL 270 ELEMENTS OF READING is designed to help students reading at the ninth and tenth grade
levels who are vocational and transfer oriented to augment academic reading and writing ability to
successfully compete in lower division college-level courses. This course can be taken twice to meet the
prerequisite skill level for ENGL 280.
ENGL 280 READING AND WRITING I is designed to help students reading at the eleventh and twelfth
levels develop college-level reading and writing skills and is a prerequisite for ENGL 190 READING
AND WRITING II, which is a pre-transfer and certificate-level English course.
ENGL 297 SPECIAL TOPICS IN READING is designed to allow experimental approaches to helping
students with their reading and writing skills.
ENGL 161 EFFECTIVE READING is designed to provide training in associate-degree-level reading
skills, study skills, and test preparation.
ENGL 61 CRITICAL READING is designed to ensure reading adequacy that will enable transfer
students to succeed in upper-division academic work at any college or university.
See attached ESL/Reading Flow Chart to track movement of a student through the reading program.
The majority of the students in all levels of the reading program who attend and successfully complete the
reading and writing requirements of the reading program are able to move on to the world of work or to
higher levels of education.
2.2 Program mission/purpose
Please provide a description of your program’s mission and purpose. Also, please address how they
align with the State’s mission and strategic plan for community colleges and the goals of Shasta
College.
The mission of the Reading Program is to respond to the literacy needs of the community, and to provide
students with basic life skills in reading, writing, and math, preparing them for employment and/or
further education.
The Shasta College Mission Statement states that the college “is committed to providing open access and
opportunity for success to students who have diverse backgrounds, interests, and abilities.” The college
provides programs which will lead to successful completion of a quality university transfer program or
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General Education /Transfer Program Review
career-technical education. To provide a major support for this goal, the basic skills reading program’s
primary mission is to improve the reading, vocabulary, and writing skills of students.
To this end, the basic skills reading program provides remedial and developmental courses beginning at
the most basic levels and continuing through ENGL 280, which is a prerequisite for ENGL 190, a pretransfer and certificate-level course. At the lower levels, the primary aim of instruction is to educate
students to function more effectively at work, at home, and in the community. At higher levels, course
work prepares students to read, write, and communicate more effectively in other courses at Shasta
College.
Another area of the Shasta College Mission Statement deals with offering comprehensive campus and
community service programs that enable students to achieve personal and academic potential, thus
contributing to the social, cultural, and economic development of our region. Reading instruction by its
very nature contributes to the enlightenment and awareness of the students and the campus community.
2.3 Program SLOs
Please provide a concise description of your progress in the development and implementation of
SLOs. (Use Appendix A as your guide.)
All courses in the Basic Skills Reading Program have completed all five steps in the SLO process, with
the exception of ENGL 61, ENGL 161, and ENGL 297, which are offered at division discretion. Please
see Appendix A on page 28.
Part III - Program Analysis
3.1 Academic Quality
1. Curriculum Analysis
Please provide an update on your program’s curriculum analysis, including the process and
currency of that analysis. Describe the current scope and sequence of the program’s course,
certificate and degree offerings. Include the number and variety of courses offered each term and
the number and variety of certificates and degrees awarded each term.
Following is a list of courses included in the Basic Skills Reading Program and their Curriculum Council
approval dates:
ENGL 348
ADULT LITERACY—Fall 2006
ESL 378
AMERICAN CITIZENSHIP—Fall 2005
SDEV 301
PRE-GED—Fall 2007
SDEV 302
GED TEST PREPARATION—Fall 2007
ESL 247
ENGLISH AS A SECOND LANGUAGE VOCATIONAL MATH—F 2006
ENGL 248
BASIC READING—Fall 2006
ESL 249
ENGLISH AS A SECOND LANGUAGE READING LAB—Fall 2006
ENGL 250
ELEMENTS OF READING—2006-07 *
ENGL 260
ELEMENTS OF READING—2006-07 *
ENGL 270
ELEMENTS OF READING—2006-07*
ENGL 280
READING AND WRITING I—Fall 2005
ENGL 297
SPECIAL TOPICS IN READING—Fall 2009
ENGL 161
EFFECTIVE READING—Fall 2004
ENGL 61
CRITICAL READING—Fall 2007
*ENGL 250, 260, and 270 Elements of Reading were put on hold in Spring 2005 by the office of the
Vice President of Instruction due to issues on lecture/lab ratio and repeatability, together with the fact that
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General Education /Transfer Program Review
we combine our offering in these courses. Data from the Instruction Office lists these courses as
approved during 2006-07, even though we have never received any approved documents.
The reading faculty members are continually analyzing the currency of the existing curriculum to meet
the needs of the diverse student population. Current trends in the field involve integration of multiple
teaching methodologies and technology into the teaching of remedial and developmental reading and
writing courses.
Faculty members continue to design new courses which respond to trends in the field and needs of the
students. A new class for American Citizenship has been approved in the past few years as well as
Special Topics in Reading and the GED test preparation classes.
English 250, 260, and 270 curricula are being discussed among the reading faculty at this time. SLO data
collection and analysis has helped to delineate the grade-level preparedness of students with our courses.
Slight changes to these courses will be made in the next curriculum update during Spring 2010.
An English/ESL Program Flow Chart is attached at the end of this document which shows the sequence
of reading courses as coordinated with ESL and English courses.
2. Staffing
Are there any unique staffing qualifications needed within your program that are not generally
associated with teaching in other disciplines? Do you feel the current staffing levels in your
program are meeting the needs of the students? What is the availability of part-time faculty to
teach in your program?
Hiring one full-time reading instructor will better meet the needs of students. The full-time / part-time
faculty ratio reached its lowest point in academic year 2008-2009 when a full-time instructor retired and
was not replaced. As a result, the program is increasingly relying on part-time instructors.
When hiring reading instructors at Shasta College the first preferred background is a Master’s Degree in
Education with an emphasis in the teaching of reading. A reading specialist credential is desirable as
well. Instructors with a multiple subject credential with CLAD training and/or Resource Skills Teachers
have also been educated in reading methods, materials, and strategies. The current instructors teaching in
the basic skills reading program have one or more of these educational backgrounds.
The reading program now has two full-time and six adjunct instructors at the Redding campuses. An
additional adjunct instructor teaches at the Tehama Campus. A listing of instructors and the classes they
typically teach follows:
Cindy M. Dupré, ENGL 260, 270, 280, 190
James Crooks, ENGL 280, 190
Sharon Salpas, ENGL 280
Carol Giacomucci, ENGL 250, 260
Cindy O’Leary, ENGL 250, 260, 270
Nancy Henley, ENGL 250, 260, 270, 280
Julie Nuzum, ENGL 250, 260, 270
Martha Webb, ENGL 248; ESL 247, 249; Citizenship, GED, Literacy
Janet Hering, ENGL 248; ESL 247, 249; Citizenship, GED, Literacy
The reading staff maintains active membership in the International Reading Association, California
Reading Association, Shasta County Reading Association, Association for Supervision and Curriculum
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General Education /Transfer Program Review
Development, and Communication Workers of America, which provide information on the most effective
methods and inventive instructional programs.
3. Teaching Aids and Equipment
Describe what teaching aids and/or software are commonly used in your instruction and what
equipment is critical to teaching your curriculum. Also, address any basic needs in either or both
areas that may be missing.
The Basic Skills Reading Program this semester received new computers equipped with PLATO and
Microsoft Word software. The program has 18 computers for student use at the Main Campus and seven
laptops at the Downtown Campus. The reading classrooms also have numerous reference books and
materials available for student use.
4. Faculty Availability for General College Service
Describe each faculty members’ involvement in general college services, including committees,
assistance to other divisions, accreditation, community outreach, etc. How much reassign time has
been allocated to your program’s faculty? Describe the nature and expected term of this
reassignment.
Instructors in the basic skills reading program are active on the following campus committees:
SLO Committee
SLO Coordinators
DSPS Advisory Committee
Writing Center Advisory Committee
Tenure Review Committees
5. Tutoring Centers/Labs
If your program/division has tutoring centers or learning labs: What are the capacities of those
centers or labs, and the hours of operation? What is the breakdown of student hours of use
(students per hour by days)? What is the breakdown of student hours of use per course? In terms
of usage, what is the total unduplicated student headcount by term, and the average time a student
spends in the center/lab per week? Do you consider the tutoring centers or learning labs effective
in meeting student needs? If not, what could be done to meet these needs?
The Basic Skills Reading Program plans to have a mini-lab near the reading classrooms when the
program moves to the Learning Resource Center. Also, the instructors of ENGL 280 work closely with
the Writing Center, referring students for assistance with essays and other in-class writing assignments.
6. Opportunities for Professional Development
Are your faculty members taking advantage of professional development activities either on
campus or off, and to what extent, including sabbaticals? Do those professional development
activities generally meet your faculty’s needs? How can Shasta College improve the faculty’s
professional development?
Reading instructors participate in professional development opportunities, and both part-time and fulltime instructors participate. However, professional development for the program's tutors is severely
lacking.
In addition to completing coursework, the instructors in the basic skills reading program have attended the
following conferences:
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General Education /Transfer Program Review
 Basic Skills Initiative Regional Conference, “Effective Classroom Practices”
 Language Education and Academic Development Conference, “Reading and Writing Strategies,”
Butte College
 Career Technical Education Conference
 Angel Training for online teaching
 PLATO training
 “Faculty Experiential Learning Institute” of Cabrillo College’s Digital Bridge Academy
 Basic Skills Initiative Conference, “Maintaining and Enhancing Student Success in Difficult Times:
Sustainable, Low-Cost Classroom Practices”
Professional development funds were recently increased to $500 each academic year for full-time
instructors and $350 per year for part-time instructors. In addition, Basic Skills Initiative funds are
available to supplement the professional development funds.
7. Survey other CCs for Common Practices
Describe your efforts to determine common or best practices at other community colleges. What
have you learned from other community colleges that will, or could, enhance your program?
One issue we looked at is the type and sequence of courses in the reading program.
Currently, students in the Shasta College reading program develop their reading and writing abilities in
each course, although we emphasize reading at lower levels and gradually emphasize writing at higher
levels. We noticed at a conference that Butte College separates reading and writing into two different
sequences of courses, one focusing on reading and another focusing on writing. We spoke with faculty at
other community colleges—College of the Redwoods, Chabot, and San Francisco City—and found that
their courses develop reading and writing at the same time, which is similar to our current practice.
When our faculty completed surveys in support of the CB21 coding project for basic skills courses, we
noticed that the coding rubrics for for-credit English basic skills courses acknowledged only four levels
below transfer level, yet the rubrics for non-credit English basic skills courses acknowledged as many as
seven levels below transfer. Currently, Shasta College has five for-credit English basic skills courses and
one non-credit course.
When we looked at other colleges, we saw a wide range of curricular paths for basic skills English
students. College of the Redwoods, for example, has two credit and two non-credit basic skills English
courses. Chabot has just two credit courses. San Francisco City College, on the other hand, has four
credit and three non-credit courses. Butte College has seven credit and five non-credit courses.
The colleges with fewer basic skills English courses require students to have some basic literacy before
they can access their lowest level courses. The colleges with more courses accept students who are
completely illiterate and train them as far as they want to go toward transfer level. Shasta College is in
the latter group.
So the Shasta College reading program believes in teaching reading and writing together and offering
classes to anyone who wants to improve his or her literacy. However, the question of where noncredit
courses should end and for-credit courses begin remains.
Another issue we looked at is student support services and instructional support within the basic skills
classroom. Cabrillo and De Anza colleges use a cohort/learning community model in which instructors of
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General Education /Transfer Program Review
different disciplines, counselors, librarians, and tutors work together in the classroom to develop the skills
of at-risk students and retain them. Their success rates for these students are around 80%. They admit
that these cohorts are open to a limited number of students and that the programs seem expensive upfront.
At Butte College, we found a similar alignment of classes to ours at Shasta College. Butte serves
beginning readers as Shasta College does. Butte has prerequisites for each reading class and Shasta has
advisories. Butte’s courses are not repeatable while Shasta’s are.
3.2 External Relations
1. Facilities
Describe your use of facilities at sites not on campus or at one of the satellite campuses? Do you
share facilities with other programs? If so, describe how that relationship works. Do outside
organizations use your facilities? If so, is there any coordination on this issue with your program?
All reading courses are taught on the Main Campus, Downtown Campus, and the Tehama Campus.
2. Contact with K-12 Schools
If appropriate, what type and frequency of contact does your program have with K-12 schools?
The reading program faculty does not have direct contact with K-12 schools.
3. Contact with Community Colleges, and Four-year Universities and Colleges
What type and frequency of contact does your program have with other Community Colleges,
Universities, and Colleges?
In the past, our most effective contact with other college instructors has been during travel to conferences.
In Fall 2009 we hired an adjunct reading instructor who also teaches reading at Butte College. Now we
have a more direct link with our neighboring community college.
4. Articulation with high schools, universities and colleges
What articulation agreements do you have in place with other schools and colleges? What are your
plans for revising the number and/or extent of your agreements?
The English Department has no articulation agreements with high schools. Articulation with colleges and
universities for the English Department has been largely limited to maintaining transfer agreements,
which are coordinated through the college articulation officer. Counselors use a comparison chart edited
by the Assessment Center to compare equivalent community college courses.
On our Main Campus, the reading program provides the support for entry into the math courses. The
English 260 Elements of Reading grade of “C” or better or English level 3 on the Reading Placement Test
is the prerequisite for the lowest level math course, Math 220 Basic Mathematics.
3.3 Resource Efficiency
1. Support
Describe the support your program commonly requires from other college departments or
programs. When you need support, is it readily available? Are there processes that you would like
to see put in place that could enhance the level of support? If so, please describe.
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General Education /Transfer Program Review
The reading instructors need close communication with the counselors and would like to build a close
rapport with them. The primary support for the reading program comes from the counseling department,
which supervises the placement of students in classes and works with them on their progress. The
students are informed about Shasta College and class registration through the orientation process. New in
the 2009-10 academic year are targeted orientations by counselors for students enrolling in Basic Skills
Reading classes.
Instructors need to know the needs of students with physical, learning, or emotional challenges.
Instructors are not always informed about the needs of special students before classes begin. In addition,
the reading program would like a close relationship with Shasta College's Crisis Intervention Response
Team to prepare for scenarios involving dangerous student behavior.
In addition, reading students receive services from the following well-advertised programs: DSPS
provides qualifying students with sign language interpreters, special materials, copying services, brailling
of materials, note takers, alternative testing locations, scribes, and special equipment. EOPS/CARE
provides qualifying students with textbooks, bookstore vouchers, counseling, childcare, tutoring, and
transportation. CalWORKs provides qualifying students with job counseling, childcare, transportation,
textbooks, and fees. California Department of Rehabilitation provides qualifying students with tutors,
counseling, transportation, medical check-ups and glasses, textbooks, tuition, and childcare. ESL
provides qualifying second-language students with paraprofessional tutoring and assistance during the
assessment and registration process. These programs are extremely effective with the diverse population
of students in the reading classes at all levels.
2. Use of Technology
Describe the technology used in your program. Is it sufficient to get the job done? Can it be
improved? If so, how? Describe any technology needs that are continually unmet. (Do not consider
rotation/refreshment of computers as part of this.) How are you able to overcome this deficit?
In Fall 2009 classrooms 210 and 211 were greatly improved. Twelve new computers are now available
for student use in Room 211 and seven new computers were moved into room 210. The instructor lectern
in Room 211 is now outfitted with “smart classroom technology.” Since the last program review in 200708, most of the reading program technological needs were met. Room 211 is still in need of a document
camera which is capable of displaying an 8 ½ x 11” page or a page from a textbook. This will be resolved
when the Basic Skills Reading Program moves to the Learning Resource Center.
Reading program instructors teaching at the Downtown Campus have seven laptop computers for the
students to use. The laptops are time consuming to set up and take down each class meeting but get the
job done.
ENGL 280—Reading and Writing I—is offered through ITV from the Tehama Campus every spring
semester.
3. Comparison with Other Institutions
How does your program compare with other community colleges of similar size and location in
terms of size, staffing, facilities, partnerships, etc.?
We compared with Butte College, a rural community college located south of Chico, California. Butte’s
overall enrollment is around 12,000 students where Shasta has around 9,000 students. Butte offers 37
sections of reading courses and Shasta offers 16. Butte employs six full-time instructors; Shasta has two
full-time instructors in reading. Lastly, Butte and Shasta both employ seven adjuncts to teach reading
classes.
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General Education /Transfer Program Review
4. Facility Use/Availability
Describe the scheduling of your courses including the rationale and appropriateness of the
following scheduling characteristics:
MWF, TTh, and/or other combinations
Morning, afternoon, evening, weekend, including time blocks/patterns
of scheduling of classes and/or services
17-week, 8-week, shorter courses
Fall, spring, summer
Every semester, once-a-year, once-in-every-two-years
What drives scheduling in your program? (Availability of facilities, faculty, local preferences,
tradition, etc.) If your program is part of a major or certificate, can a student complete the major
or certificate within two years of fulltime (Fall and Spring semesters) study? If not, why?
Considering the responses to the questions immediately above, what plans do you have to alter your
scheduling practices to accommodate student needs and promote student access and program
completion? Do you have suggestions for improvement?
Reading courses are scheduled for morning, afternoon, and evening hours to meet the needs of working
students, full-time students, and students with child care issues. Without multiple offerings to teach
students the essential skills of reading, students are at a roadblock, preventing their academic achievement
and success. Classes are scheduled on both a Monday/ Wednesday and Tuesday/Thursday basis. In
addition, during the spring semesters, English 250, 260 and 270 are offered on a four days-per-week
basis.
With the addition of class offerings at the Downtown Redding campus, the classes below the English 250
level are only offered on Main Campus two days per week. This has caused serious problems for students
who were attending regularly and making substantial improvement in their basic skills.
It is very important that the summer school 200-level reading classes not be scheduled at the same time as
the 200-level math classes creating a conflict in the schedule for students needing remediation in both
math and English basic skills.
Our suggestions for improvement:
 Offer additional sections of classes of ENGL 250 and below on the Main Campus to remove a
roadblock to student success.
 Coordinate basic math and reading scheduling so that the classes are offered at different times to
accommodate students needing improvement in both areas.
5. Faculty and classified staffing
Using tables showing data over the past three years, please analyze and address trends for the
following:
Headcount of full time faculty by term
Headcount of part time faculty by term
FTE of full-time faculty by term
FTE of part-time faculty by term
Ratio of full-time to part-time faculty by term
Number of sections taught by full-time and part-time faculty by term
Number and ratio of full-time and part-time faculty who teach in the evenings by term
Number and ratio of full-time and part-time faculty who teach in the day time by term
Number of classified support staff
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General Education /Transfer Program Review
Faculty and staff demographics
The table below shows that the full-time / part-time faculty ratio reached its lowest point in academic year
2008-2009. When a full-time instructor retired in 2008 and was not replaced, the program began to rely
more and more on part-time faculty to the potential detriment of the program.
Faculty Staffing
Headcount Full-Time Faculty
Headcount Part-Time Faculty
Fall
2006
2
3
Spring
2007
2
3
Fall
2007
3
3
Spring
2008
3
3
Fall
2008
2
5
Spring
2009
2
6
FTE Full-Time Faculty
FTE Part-Time Faculty
1.70
1.05
1.70
1.35
1.95
1.05
2.10
1.35
0.95
1.95
1.10
2.55
FT/PT Faculty Ratio
.67
.67
1
1
.4
.33
Sections Taught by Full-Time/Part-Time
Faculty
5/4
5/4
6/4
7/5
4/7
3/8
Number of Full-Time/Part-Time Faculty-Evenings
Number of Full-Time/Part-Time Faculty--Days
1/1
1/1
1/1
1/1
0/2
0/2
2/2
2/2
3/2
3/2
2/3
2/4
6. Equipment
Describe the equipment you use in your program. Please describe your programs practices
regarding equipment purchasing, maintenance, repair, usage and storage. Do you have any
suggestions for improvement?
Previous to Fall 2009, the computers in the reading classrooms had not been replaced for eight years and
the software was malfunctioning. Beginning Fall 2009, Room 211 is well-equipped with 12 computers
for student use as well as the PLATO Learning System. Room 210 has only seven computers for student
use with PLATO. There is a lack of white board space on the walls in Room 211, so portable white
boards are sometimes used.
7. Budget info, requests, action plans
Is your budget sufficient to cover your program’s needs? Once your budget is set by the college, is
it stable or does it need constant transfers of funds or requests for augmentation? Do you have
access to outside funding sources such as grants, endowments, gifts, etc. that can help enhance the
general fund allocations? Do you have the support needed to apply for these funding
opportunities? What can the college do to help your program increase funding beyond that which
is available through the state funding allocation process? What is your budget planning process?
What are the considerations upon which you develop your budget? Describe the non-financial
benefits of your program that should be considered in a cost/benefit analysis. Include a description
of who benefits and what the benefit is. For example: improved student retention. What evidence
do you have that this benefit exists? What is the cost versus income ratio for your program?
Income: $4324/FTES; any other ongoing funding/income sources like Instructional Agreements or
partnerships, etc. Cost: College Budget for your department(s) that cover your program; add 30%
for college wide expenses/services. How might your program become more efficient in terms of cost
versus benefits?
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General Education /Transfer Program Review
The annual budget for tutors is around $30,000. This includes tutors working in Basic Reading and its
accompanying courses, tutors working in Elements of Reading classes, ESL tutors and Writing Center
tutors. Tutors are essential because they provide the one-on-one work that reinforces classroom learning
and have repeatedly been shown to increase student success. The minimum wage we pay tutors is beyond
the financial ability of our students to pay from their own resources.
The budget for supplies is $900 per year and this is shared among the above mentioned courses. With
this money, we purchase reference books essential for learning and classroom materials. In addition,
Basic Skills Initiative monies are available to supplement the general fund budget for tutoring.
8. Reach of Services
Are the courses provided in your program adequate to meet the student or community need? How
have these needs been measured? Is there an opportunity or need to grow your program, and if so,
how might you accomplish that growth?
The Basic Skills Reading program could expand to offer a full curriculum at the main campus, Downtown
Redding Campus, and Tehama Campus. To offer these courses, however, funding is needed for start-up
expenses.
3.4 Student Success
Please present and discuss the quantifiable factors pertinent to your program by semester over the
past three years.
Trends of FTES
FTES/FTE ratio
Total program enrollment
Enrollments at census by course and program
Number of audits by course and program
Average class size at census
Number of sections
Number of combined sections
Section characteristics (on-off campus, distance ed – online and/or ITV)
Grade distributions
Course success: grades of A,B,C,CR only
Course retention: grades of A,B,C,D,F,CR,NC,I
Type of credit received by students (credit and noncredit)
Program persistence
Student progress (basic skills, ESL, degrees/certificates)
Student demographics
Student needs assessments (college and/or program administered) when available
Program completions, including degrees and certificates issues/earned
Community needs assessments when available
Other program or service generated measures or data as appropriate
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General Education /Transfer Program Review
Reading Program and Course Enrollments
In general, enrollments are increasing over time. The higher the level of reading course, the higher the
enrollment. In other words, the poorest readers constitute the smallest group. Please note that sections of
ENGL 250-270 are combined with each other when offered, and ENGL 248 is combined with a group of
other adult basic education courses. Because the enrollments per section in ENGL 248-270 are low, they
are combined with other courses to make full classes.
Reading Program (ENGL 248-280)
Fall
2006
192
Spring
2007
156
Fall
2007
215
Spring
2008
179
Fall
2008
226
Spring
2009
231
ENGL 248
14
13
12
9
13
17
ENGL 250
ENGL 260
ENGL 270
31
24
41
16
27
39
29
45
55
21
33
36
25
51
55
24
36
37
ENGL 280
82
61
74
80
82
117
Section Characteristics
Because the teaching of reading relies heavily on personal interactions among students, tutors, and
instructors, all sections are taught face-to-face. There is one exception: one section of ENGL 280
originates from Red Bluff and is delivered by ITV to outlying areas every spring. Face-to-face sections
are offered at the Main, Downtown, and Tehama Campuses.
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General Education /Transfer Program Review
Program Grade Distribution
The table below shows that the percentage of students who complete reading program courses
improved by more than 10 percentage points in academic year 2008-2009.
The A through F distribution for the reading program makes a similar curve as that for the English
department as a whole. When comparing the reading program's grade distribution with that of the rest of
the basic skills disciplines, the reading program assigns a lower percentage of As and Fs. However, the
reading program has a much higher percentage of drops and withdrawals than both the English
department and other basic skills disciplines. The higher drop rate may be due to the challenging nature
of Basic Skills Reading, the socio-economic challenges of basic reading students, the students attempting
courses above their ability, and the students’ long history of academic failure.
Reading
Program
English
Department
Basic Skills
Term
%A
%B
%C
%D
%F
%
CR
%
NC
Fall 2006
Spring 2007
Fall 2007
Spring 2008
Fall 2008
Spring 2009
Fall 2006
Spring 2007
Fall 2007
Spring 2008
Fall 2008
Spring 2009
Fall 2006
Spring 2007
Fall 2007
Spring 2008
Fall 2008
Spring 2009
14.6
16.7
10.2
12.3
8.4
14.7
24.2
25.0
23.5
23.4
22.8
23.4
29.3
27.8
26.3
31.9
31.4.
27.8
14.6
12.2
18.6
15.6
23.0
17.3
25.0
25.3
24.6
21.9
24.7
25.1
15.0
13.8
17.0
13.7
18.3
19.8
16.7
14.7
16.3
14.0
20.8
17.7
15.4
13.7
13.9
13.2
15.5
14.2
13.5
13.4
13.5
13.3
11.3
12.4
7.8
8.3
7.0
7.8
12.4
6.9
3.8
4.0
4.9
5.0
4.8
5.3
4.6
5.3
4.8
3.8
4.9
5.0
9.9
4.5
5.6
8.4
7.1
10.8
11.7
11.3
12.5
13.7
10.0
12.8
15.9
12.7
14.5
15.5
15.8
15.9
3.1
4.5
3.7
3.4
3.1
4.8
0.3
0.4
0.3
0.2
0.3
0.4
2.7
3.3
2.7
1.7
1.8
1.8
0.5
2.6
0.5
1.1
0.4
1.3
0.1
0.2
0.1
0.1
0.1
0.1
0.1
1.4
0.2
0.5
0.5
0.5
14
%
DRP/
W
32.8
36.5
38.1
37.4
24.8
26.4
19.6
19.8
19.7
21.5
21.6
18.4
18.8
22.1
20.9
19.3
16.3
16.3
General Education /Transfer Program Review
Course Grade Distribution
Generally, the grade distribution makes a bell curve with a peak in the C/B range.
Term
ENGL 248
ENGL 250
ENGL 260
ENGL 270
ENGL 280
Fall 2006
Spring 2007
Fall 2007
Spring 2008
Fall 2008
Spring 2009
Fall 2006
Spring 2007
Fall 2007
Spring 2008
Fall 2008
Spring 2009
Fall 2006
Spring 2007
Fall 2007
Spring 2008
Fall 2008
Spring 2009
Fall 2006
Spring 2007
Fall 2007
Spring 2008
Fall 2008
Spring 2009
Fall 2006
Spring 2007
Fall 2007
Spring 2008
Fall 2008
Spring 2009
%A
19.4
18.8
6.9
4.8
4.0
25.0
29.2
37.0
6.7
18.2
5.9
25.0
9.8
15.4
20.0
16.7
9.1
18.9
13.4
11.5
8.1
11.3
12.2
10.3
%B
22.6
31.3
31.0
23.8
24.0
12.5
16.7
14.8
11.1
18.2
29.4
22.2
9.8
10.3
27.3
16.7
25.5
27.0
15.9
9.8
14.9
13.8
20.7
16.2
15
%C
12.9
6.3
3.4
9.5
28.0
12.5
8.3
11.1
20.0
12.1
17.6
16.7
24.4
15.4
16.4
2.8
25.5
18.9
19.5
21.3
21.6
22.5
20.7
21.4
%D
9.7
25.0
13.8
14.3
16.0
4.2
8.3
-6.7
3.0
11.8
5.6
2.4
5.1
7.3
11.1
14.5
13.5
11.0
11.5
5.4
7.5
12.2
6.8
%F
12.9
12.5
6.9
4.8
4.0
12.5
8.3
3.7
2.2
6.1
7.8
11.1
17.1
-3.6
8.3
7.3
2.7
7.3
6.6
9.5
11.3
8.5
14.5
%
CR
%
NC
42.9
53.8
66.7
66.7
53.8
64.7
7.1
30.8
8.3
14.3
7.7
17.6
%
DRP/
W
50.0
15.4
25.0
19.0
38.5
17.6
22.6
6.3
37.9
42.9
24.0
33.3
29.2
33.3
53.3
42.4
27.5
19.4
36.6
53.8
25.5
44.4
32.9
18.9
32.9
39.3
40.5
33.8
25.6
30.8
General Education /Transfer Program Review
Retention: Course, Gender, and Age
ENGL
Gender
Course
Academic Year Term
ENGL248
06-07
07-08
08-09
ENGL250
06-07
07-08
08-09
ENGL260
06-07
07-08
08-09
Age Category
All
Female
Male
Age 17 and
under
Age 18-24
Age 25-49
50+
Unknown
Retention
Retention
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
#
#
%
%
%
%
%
%
%
%
Fall
14
50.0%
9
66.7%
5
20.0%
.
.
5
80.0%
8
25.0%
1 100.0%
.
.
Spring
12
83.3%
4
75.0%
8
87.5%
1 100.0%
7
85.7%
3
66.7%
1 100.0%
.
.
Summer
12 100.0%
10 100.0%
2 100.0%
.
.
4 100.0%
6 100.0%
2 100.0%
.
.
Fall
12
75.0%
10
80.0%
2
50.0%
.
.
3 100.0%
9
0
.
.
.
Spring
9
88.9%
6
83.3%
3 100.0%
.
.
2
50.0%
6 100.0%
1 100.0%
.
.
Summer
5
80.0%
3
66.7%
2 100.0%
.
.
3
66.7%
2 100.0%
.
.
.
.
Fall
13
61.5%
4
50.0%
9
66.7%
0
.
5
80.0%
7
42.9%
1 100.0%
.
.
Spring
17
82.4%
8
75.0%
9
88.9%
.
.
10
90.0%
6
83.3%
1
0.0%
.
.
1 100.0%
.
.
1 100.0%
.
.
3
66.7%
.
.
Summer
3 100.0%
2 100.0%
Fall
28
75.0%
14
92.9%
Spring
16
93.8%
9
88.9%
7 100.0%
.
Fall
26
61.5%
17
58.8%
9
Spring
21
57.1%
13
61.5%
Fall
24
75.0%
17
Spring
23
69.6%
11
Summer
4 100.0%
57.1%
2 100.0%
1 100.0%
11
72.7%
12
.
5
80.0%
10 100.0%
1 100.0%
.
.
66.7%
1 100.0%
11
63.6%
14
57.1%
0
.
.
.
8
50.0%
2
0.0%
10
80.0%
8
50.0%
1
0.0%
.
.
76.5%
7
71.4%
3
66.7%
9
88.9%
11
63.6%
1 100.0%
.
.
81.8%
12
58.3%
.
.
9
66.7%
13
69.2%
1 100.0%
.
.
1 100.0%
.
.
1 100.0%
.
.
.
.
3 100.0%
14
1 100.0%
66.7%
75.0%
3 100.0%
Fall
24
70.8%
21
71.4%
3
66.7%
2 100.0%
9
88.9%
10
50.0%
3
66.7%
.
.
Spring
27
66.7%
17
76.5%
10
50.0%
4 100.0%
9
77.8%
10
50.0%
4
50.0%
.
.
Fall
43
46.5%
19
52.6%
24
41.7%
4
50.0%
23
60.9%
15
26.7%
1
0.0%
.
.
Spring
33
57.6%
18
66.7%
15
46.7%
2
50.0%
18
61.1%
13
53.8%
0
.
.
.
Fall
48
70.8%
26
80.8%
22
59.1%
5 100.0%
34
58.8%
9 100.0%
0
.
.
.
Spring
36
80.6%
28
85.7%
8
62.5%
0
22
81.8%
1 100.0%
.
.
16
.
13
76.9%
General Education /Transfer Program Review
Retention: Course, Gender, and Age
ENGL
ENGL270
06-07
07-08
08-09
ENGL280
06-07
07-08
08-09
Gender
Summer
Age Category
All
Female
Male
Age 17 and
under
Age 18-24
Age 25-49
50+
Unknown
Retention
Retention
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
#
#
%
6 100.0%
%
2 100.0%
%
4 100.0%
%
2 100.0%
%
1 100.0%
%
3 100.0%
%
%
.
.
.
.
Fall
40
62.5%
23
56.5%
17
70.6%
5
80.0%
19
78.9%
16
37.5%
0
.
.
.
Spring
39
46.2%
22
50.0%
17
41.2%
1
0.0%
23
39.1%
12
58.3%
3
66.7%
.
.
Fall
54
74.1%
32
75.0%
22
72.7%
6 100.0%
35
68.6%
9
66.7%
4 100.0%
.
.
Spring
36
55.6%
17
52.9%
19
57.9%
3 100.0%
23
43.5%
9
77.8%
1
0.0%
.
.
Fall
55
81.8%
36
83.3%
19
78.9%
5 100.0%
36
80.6%
12
75.0%
2 100.0%
.
.
Spring
37
81.1%
24
83.3%
13
76.9%
.
.
26
76.9%
10
90.0%
1 100.0%
.
.
1 100.0%
0
.
.
.
.
.
Summer
2 100.0%
1 100.0%
1 100.0%
1 100.0%
Fall
82
67.1%
47
66.0%
35
68.6%
12
83.3%
54
66.7%
15
53.3%
1 100.0%
.
.
Spring
61
60.7%
30
70.0%
31
51.6%
3
66.7%
39
64.1%
14
42.9%
5
80.0%
.
.
Fall
74
59.5%
38
60.5%
36
58.3%
7
57.1%
46
63.0%
19
47.4%
2 100.0%
.
.
Spring
79
67.1%
34
70.6%
45
64.4%
5 100.0%
50
68.0%
20
50.0%
4 100.0%
.
.
Fall
82
74.4%
50
82.0%
32
62.5%
90.9%
57
71.9%
13
69.2%
1 100.0%
.
.
111
69.4%
53
77.4%
58
62.1%
4 100.0%
71
62.0%
34
79.4%
2 100.0%
.
.
Spring
11
Retention improved in the 08-09 academic year. There does not seem to be any pattern in the differences in retention between males and females: sometimes
the rate is higher for males; other times it is higher for females. The youngest and oldest students seem to have the highest rates of retention.
17
General Education /Transfer Program Review
Retention: Course and Race-Ethnicity
ENGL
Race-Ethnicity
Asian
African
American,
non Hispanic
American
Indian/
Alaskan
Pacific
Islander
Other
Unknown/
unreported
Retention
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
#
All
White, non
Hispanic
Hispanic
Retention
Retention
#
#
%
%
%
Course
Academic
Year
Term
ENGL248
06-07
Fall
14
50.0%
8
50.0%
2
Spring
12
83.3%
9
77.8%
Summer
12 100.0%
Fall
12
Spring
Summer
07-08
08-09
ENGL250
06-07
07-08
08-09
ENGL260
06-07
07-08
08-09
%
%
%
%
%
1 100.0%
1 100.0%
1 100.0%
.
.
.
.
1
0.0%
2 100.0%
.
.
.
.
1 100.0%
.
.
.
.
.
.
7 100.0%
2 100.0%
1 100.0%
.
.
.
.
.
.
.
.
2 100.0%
75.0%
5
4 100.0%
.
.
0
.
1
0.0%
.
.
1 100.0%
1 100.0%
9
88.9%
5 100.0%
0
.
.
.
1 100.0%
2 100.0%
.
.
1
0.0%
0
.
5
80.0%
3 100.0%
0
.
.
.
.
.
.
.
.
.
.
.
2
50.0%
Fall
13
61.5%
6
66.7%
3
33.3%
.
.
.
.
2 100.0%
.
.
2
50.0%
.
.
Spring
17
82.4%
13
76.9%
2 100.0%
.
.
1 100.0%
.
.
1 100.0%
.
.
.
.
1 100.0%
1 100.0%
1 100.0%
.
.
.
.
.
.
.
.
.
.
.
3
33.3%
1 100.0%
.
.
1 100.0%
Summer
3 100.0%
60.0%
0.0%
%
Fall
28
75.0%
12
66.7%
8
87.5%
3 100.0%
.
Spring
16
93.8%
5
80.0%
4 100.0%
3 100.0%
2 100.0%
1 100.0%
1 100.0%
.
.
.
.
Fall
26
61.5%
15
60.0%
6
66.7%
1 100.0%
2 100.0%
1
0.0%
.
.
1
0.0%
.
.
Spring
21
57.1%
11
63.6%
4
75.0%
1 100.0%
1
0.0%
2
50.0%
.
.
1
0.0%
1
0.0%
Fall
24
75.0%
14
78.6%
4 100.0%
2 100.0%
1
0.0%
1
0.0%
.
.
2
50.0%
.
.
Spring
23
69.6%
13
69.2%
3 100.0%
2
50.0%
2
50.0%
1 100.0%
.
.
1
0.0%
1 100.0%
1 100.0%
.
.
1 100.0%
1 100.0%
.
.
.
.
.
.
Summer
4 100.0%
1 100.0%
Fall
24
70.8%
11
72.7%
5
60.0%
3 100.0%
1
0.0%
1 100.0%
.
.
.
.
3
66.7%
Spring
27
66.7%
12
58.3%
9
88.9%
4
75.0%
1
0.0%
.
.
1
0.0%
.
.
.
.
Fall
43
46.5%
23
52.2%
6
50.0%
4
25.0%
3
0.0%
1
0.0%
1
0.0%
.
.
5
80.0%
Spring
33
57.6%
18
55.6%
6
83.3%
3
66.7%
1
0.0%
3
66.7%
1
0.0%
.
.
1
0.0%
Fall
48
70.8%
24
79.2%
7 100.0%
6
33.3%
1 100.0%
1 100.0%
3
0.0%
1 100.0%
5
60.0%
18
General Education /Transfer Program Review
Retention: Course and Race-Ethnicity
ENGL
Race-Ethnicity
Spring
ENGL270
06-07
07-08
08-09
ENGL280
06-07
07-08
08-09
Summer
Asian
African
American,
non Hispanic
American
Indian/
Alaskan
Pacific
Islander
Other
Unknown/
unreported
Retention
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
#
All
White, non
Hispanic
Hispanic
Retention
Retention
#
#
%
36
80.6%
6 100.0%
%
23
%
78.3%
5
80.0%
3 100.0%
0
%
%
2 100.0%
0
.
.
.
.
1 100.0%
3
%
2
50.0%
%
1 100.0%
2 100.0%
2 100.0%
.
.
.
.
66.7%
2 100.0%
.
.
1 100.0%
2 100.0%
.
4
40
62.5%
27
59.3%
5
40.0%
.
.
Spring
39
46.2%
22
36.4%
4
25.0%
5
60.0%
1 100.0%
3 100.0%
0
.
Fall
54
74.1%
35
77.1%
8
62.5%
4 100.0%
1 100.0%
2
0.0%
1
0.0%
Spring
36
55.6%
26
53.8%
6
66.7%
1 100.0%
0
.
0
.
0
Fall
55
81.8%
43
83.7%
6
83.3%
3 100.0%
1
0.0%
2
50.0%
Spring
37
81.1%
19
73.7%
9
77.8%
4 100.0%
.
.
2 100.0%
.
.
0
.
0
.
6
33.3%
2 100.0%
%
1 100.0%
Fall
Summer
%
.
.
.
50.0%
1 100.0%
2 100.0%
.
.
.
3
33.3%
.
.
0
.
0
.
2 100.0%
.
.
1 100.0%
2 100.0%
0
.
.
.
.
.
.
6 100.0%
1 100.0%
.
.
1
0.0%
3 100.0%
2 100.0%
1 100.0%
1
0.0%
1 100.0%
5
20.0%
2
50.0%
5
80.0%
80.0%
.
Fall
82
67.1%
48
64.6%
14
78.6%
6
66.7%
Spring
61
60.7%
39
61.5%
11
36.4%
1
0.0%
Fall
74
59.5%
51
60.8%
5
80.0%
2 100.0%
2
50.0%
7
57.1%
1
0.0%
Spring
79
67.1%
55
61.8%
6
83.3%
5 100.0%
3 100.0%
3
33.3%
.
.
Fall
82
74.4%
54
70.4%
10
90.0%
4 100.0%
1 100.0%
5
40.0%
1 100.0%
2 100.0%
5
111
69.4%
73
65.8%
14
71.4%
0
2 100.0%
3
5
4 100.0%
Spring
10
80.0%
.
66.7%
60.0%
3 100.0%
There do not appear to be any patterns in the retention rates by race.
19
General Education /Transfer Program Review
Success: Course, Gender, and Age
ENGL
Gender
Age Category
All
Female
Male
Age 17 and
under
Age 18-24
Age 25-49
50+
Unknown
Success
Success
Success
Success
Success
Success
Success
Success
#
%
#
%
#
%
#
%
#
%
#
%
#
%
#
%
Course
Academic Year
Term
ENGL-248
06-07
Fall
14
42.9%
9
55.6%
5
20.0%
.
.
5
60.0%
8
25.0%
1
100.0%
.
.
Spring
12
50.0%
4
50.0%
8
50.0%
1
100.0%
7
42.9%
3
33.3%
1
100.0%
.
.
Summer
12
66.7%
10
60.0%
2
100.0%
.
.
4
75.0%
6
66.7%
2
50.0%
.
.
Fall
12
66.7%
10
80.0%
2
0.0%
.
.
3
100.0%
9
55.6%
0
.
.
.
Spring
9
66.7%
6
50.0%
3
100.0%
.
.
2
50.0%
6
66.7%
1
100.0%
.
.
Summer
5
80.0%
3
66.7%
2
100.0%
.
.
3
66.7%
2
100.0%
.
.
.
.
Fall
13
53.8%
4
50.0%
9
55.6%
0
.
5
60.0%
7
42.9%
1
100.0%
.
.
Spring
17
64.7%
8
62.5%
9
66.7%
.
.
10
70.0%
6
66.7%
1
0.0%
.
.
3
100.0%
2
100.0%
1
100.0%
.
.
1
100.0%
1
100.0%
1
100.0%
.
.
Fall
28
53.6%
14
64.3%
14
42.9%
2
50.0%
11
45.5%
12
58.3%
3
66.7%
.
.
Spring
16
56.3%
9
44.4%
7
71.4%
.
.
5
20.0%
10
70.0%
1
100.0%
.
.
Fall
26
38.5%
17
41.2%
9
33.3%
1
100.0%
11
27.3%
14
42.9%
0
.
.
.
Spring
21
38.1%
13
38.5%
8
37.5%
2
0.0%
10
40.0%
8
50.0%
1
0.0%
.
.
Fall
24
54.2%
17
58.8%
7
42.9%
3
33.3%
9
55.6%
11
54.5%
1
100.0%
.
.
Spring
23
52.2%
11
54.5%
12
50.0%
.
.
9
55.6%
13
46.2%
1
100.0%
.
.
4
50.0%
3
33.3%
1
100.0%
.
.
1
100.0%
3
33.3%
.
.
.
.
Fall
24
54.2%
21
57.1%
3
33.3%
2
50.0%
9
55.6%
10
50.0%
3
66.7%
.
.
Spring
27
63.0%
17
76.5%
10
40.0%
4
100.0%
9
66.7%
10
50.0%
4
50.0%
.
.
Fall
43
37.2%
19
47.4%
24
29.2%
4
50.0%
23
47.8%
15
20.0%
1
0.0%
.
.
Spring
33
48.5%
18
61.1%
15
33.3%
2
0.0%
18
55.6%
13
46.2%
0
.
.
.
Fall
48
50.0%
26
69.2%
22
27.3%
5
80.0%
34
35.3%
9
88.9%
0
.
.
.
Spring
36
63.9%
28
71.4%
8
37.5%
0
.
22
54.5%
13
76.9%
1
100.0%
.
.
6
66.7%
2
100.0%
4
50.0%
2
50.0%
1
100.0%
3
66.7%
.
.
.
.
40
42.5%
23
39.1%
17
47.1%
5
40.0%
19
47.4%
16
37.5%
0
.
.
.
07-08
08-09
ENGL-250
06-07
07-08
08-09
ENGL-260
06-07
07-08
08-09
ENGL-270
06-07
Summer
Summer
Summer
Fall
20
General Education /Transfer Program Review
Success: Course, Gender, and Age
ENGL
Gender
All
Female
Male
Age 17 and
under
Age 18-24
Age 25-49
50+
Unknown
Success
Success
Success
Success
Success
Success
Success
Success
#
07-08
08-09
ENGL-280
06-07
07-08
08-09
Age Category
%
#
%
#
%
#
%
#
%
#
%
#
%
#
%
Spring
39
41.0%
22
45.5%
17
35.3%
1
0.0%
23
30.4%
12
58.3%
3
66.7%
.
.
Fall
54
63.0%
32
65.6%
22
59.1%
6
83.3%
35
57.1%
9
55.6%
4
100.0%
.
.
Spring
36
36.1%
17
35.3%
19
36.8%
3
33.3%
23
30.4%
9
55.6%
1
0.0%
.
.
Fall
55
60.0%
36
58.3%
19
63.2%
5
80.0%
36
52.8%
12
66.7%
2
100.0%
.
.
Spring
37
64.9%
24
70.8%
13
53.8%
.
.
26
57.7%
10
80.0%
1
100.0%
.
.
2
50.0%
1
0.0%
1
100.0%
0
.
1
100.0%
1
0.0%
.
.
.
.
Fall
82
48.8%
47
51.1%
35
45.7%
12
58.3%
54
46.3%
15
53.3%
1
0.0%
.
.
Spring
61
42.6%
30
46.7%
31
38.7%
3
33.3%
39
48.7%
14
28.6%
5
40.0%
.
.
Fall
74
44.6%
38
44.7%
36
44.4%
7
42.9%
46
45.7%
19
42.1%
2
50.0%
.
.
Spring
79
48.1%
34
55.9%
45
42.2%
5
100.0%
50
46.0%
20
30.0%
4
100.0%
.
.
Fall
82
53.7%
50
62.0%
32
40.6%
11
54.5%
57
52.6%
13
53.8%
1
100.0%
.
.
111
47.7%
53
52.8%
58
43.1%
4
50.0%
71
39.4%
34
61.8%
2
100.0%
.
.
Summer
Spring
There does not seem to be a pattern in the overall success rate or the success rate by age. Except in ENGL 248, females tend to have a higher success rate than
males.
21
General Education /Transfer Program Review
Success Rate: Course and Race-Ethnicity
ENGL
Race-Ethnicity
All
White, non
Hispanic
Hispanic
Success
Success
Success
#
%
#
%
#
%
Asian
African
American, non
Hispanic
American
Indian/
Alaskan
Pacific
Islander
Other
Unknown/
unreported
Success
Success
Success
Success
Success
Success
#
%
#
%
#
%
#
%
#
%
#
%
Course
Academic Year
Term
ENGL-248
06-07
Fall
14
42.9%
8
50.0%
2
0.0%
1
100.0%
1
100.0%
1
0.0%
.
.
.
.
1
0.0%
Spring
12
50.0%
9
44.4%
2
100.0%
.
.
.
.
1
0.0%
.
.
.
.
.
.
Summer
12
66.7%
7
57.1%
2
50.0%
1
100.0%
.
.
.
.
.
.
.
.
2
100.0%
Fall
12
66.7%
5
60.0%
4
75.0%
.
.
0
.
1
0.0%
.
.
1
100.0%
1
100.0%
Spring
9
66.7%
5
80.0%
0
.
.
.
1
100.0%
2
50.0%
.
.
1
0.0%
0
.
Summer
5
80.0%
3
100.0%
0
.
.
.
.
.
.
.
.
.
.
.
2
50.0%
Fall
13
53.8%
6
50.0%
3
33.3%
.
.
.
.
2
100.0%
.
.
2
50.0%
.
.
Spring
17
64.7%
13
61.5%
2
100.0%
.
.
1
0.0%
.
.
1
100.0%
.
.
.
.
3
100.0%
1
100.0%
1
100.0%
1
100.0%
.
.
.
.
.
.
.
.
.
.
Fall
28
53.6%
12
33.3%
8
75.0%
3
66.7%
.
.
3
33.3%
1
100.0%
.
.
1
100.0%
Spring
16
56.3%
5
0.0%
4
100.0%
3
66.7%
2
50.0%
1
100.0%
1
100.0%
.
.
.
.
Fall
26
38.5%
15
33.3%
6
50.0%
1
100.0%
2
50.0%
1
0.0%
.
.
1
0.0%
.
.
Spring
21
38.1%
11
36.4%
4
75.0%
1
100.0%
1
0.0%
2
0.0%
.
.
1
0.0%
1
0.0%
Fall
24
54.2%
14
57.1%
4
75.0%
2
100.0%
1
0.0%
1
0.0%
.
.
2
0.0%
.
.
Spring
23
52.2%
13
46.2%
3
66.7%
2
50.0%
2
50.0%
1
100.0%
.
.
1
0.0%
1
100.0%
4
50.0%
1
0.0%
1
0.0%
.
.
1
100.0%
1
100.0%
.
.
.
.
.
.
Fall
24
54.2%
11
45.5%
5
60.0%
3
66.7%
1
0.0%
1
100.0%
.
.
.
.
3
66.7%
Spring
27
63.0%
12
58.3%
9
88.9%
4
50.0%
1
0.0%
.
.
1
0.0%
.
.
.
.
Fall
43
37.2%
23
43.5%
6
33.3%
4
25.0%
3
0.0%
1
0.0%
1
0.0%
.
.
5
60.0%
Spring
33
48.5%
18
44.4%
6
66.7%
3
66.7%
1
0.0%
3
66.7%
1
0.0%
.
.
1
0.0%
Fall
48
50.0%
24
62.5%
7
71.4%
6
16.7%
1
0.0%
1
0.0%
3
0.0%
1
100.0%
5
40.0%
Spring
36
63.9%
23
69.6%
5
60.0%
2
100.0%
0
.
2
0.0%
1
0.0%
1
100.0%
2
50.0%
6
66.7%
3
66.7%
0
.
.
.
1
0.0%
2
100.0%
.
.
.
.
.
.
40
42.5%
27
37.0%
5
40.0%
.
.
3
66.7%
2
50.0%
.
.
1
100.0%
2
50.0%
07-08
08-09
ENGL-250
06-07
07-08
08-09
ENGL-260
06-07
07-08
08-09
ENGL-270
06-07
Summer
Summer
Summer
Fall
22
General Education /Transfer Program Review
Success Rate: Course and Race-Ethnicity
ENGL
Race-Ethnicity
All
White, non
Hispanic
Hispanic
Success
Success
Success
#
07-08
08-09
ENGL-280
06-07
07-08
08-09
%
#
%
#
%
Asian
African
American, non
Hispanic
American
Indian/
Alaskan
Pacific
Islander
Other
Unknown/
unreported
Success
Success
Success
Success
Success
Success
#
%
#
%
#
%
#
%
#
%
#
%
Spring
39
41.0%
22
36.4%
4
25.0%
5
60.0%
1
100.0%
3
66.7%
0
.
.
.
4
25.0%
Fall
54
63.0%
35
62.9%
8
62.5%
4
100.0%
1
0.0%
2
0.0%
1
0.0%
1
100.0%
2
100.0%
Spring
36
36.1%
26
38.5%
6
33.3%
1
100.0%
0
.
0
.
0
.
.
.
3
0.0%
Fall
55
60.0%
43
58.1%
6
66.7%
3
100.0%
1
0.0%
2
50.0%
.
.
0
.
0
.
Spring
37
64.9%
19
57.9%
9
55.6%
4
100.0%
.
.
2
100.0%
.
.
1
100.0%
2
50.0%
2
50.0%
2
50.0%
.
.
0
.
0
.
0
.
.
.
.
.
.
.
Fall
82
48.8%
48
45.8%
14
57.1%
6
66.7%
6
33.3%
6
66.7%
1
0.0%
.
.
1
0.0%
Spring
61
42.6%
39
43.6%
11
27.3%
1
0.0%
3
33.3%
2
100.0%
1
100.0%
1
0.0%
3
66.7%
Fall
74
44.6%
51
49.0%
5
60.0%
2
50.0%
2
0.0%
7
28.6%
1
0.0%
1
100.0%
5
20.0%
Spring
79
48.1%
55
43.6%
6
66.7%
5
80.0%
3
100.0%
3
0.0%
.
.
2
50.0%
5
40.0%
Fall
82
53.7%
54
50.0%
10
70.0%
4
50.0%
1
100.0%
5
20.0%
1
100.0%
2
100.0%
5
60.0%
111
47.7%
73
41.1%
14
57.1%
10
50.0%
0
.
2
100.0%
3
33.3%
5
60.0%
4
100.0%
Summer
Spring
There does not seem to be a pattern in the success rates by race. This may be because the number of enrollments by race is very small in most categories.
23
General Education /Transfer Program Review
Discuss the indicators of student satisfaction pertinent to your program, including:
How do you measure student satisfaction?
What have you learned from those measures?
How does your program deal with student complaints? What changes have you implemented in
response to student complaints and/or satisfaction measures?
In the Basic Skills Reading classes, part of the students’ final is to complete an informational
questionnaire regarding which textbooks, materials, and reading methods were helpful and which were
not. Instructors use this input in text selection decisions and daily lesson planning.
What does your program provide in terms of student support structures and processes? Do you
have plans for improvement? If so, describe your plans.
One-on-one tutoring is critical when teaching students at ENGL 248 and 348 levels. In courses such as
English 250-260-270, a 5-1 ratio of students to tutors is most effective.
To what extent does your faculty provide career/transfer advisement? Describe any plans to
expand? N/A
To what extent does your faculty contact students outside of class (phone, email, mail, etc.)?
Students contact faculty by telephone, email, or during office hours with questions, concerns.
What processes are in place to assure proper student assessment and placement in your program?
How have you measured whether the placement is working? Do you have plans for improvement?
If so, describe your plans.
The COMPASS Placement Test was validated last year. Cut scores will not be adjusted, based on the
data collected. The current placement of students in all reading classes below the 280 level is advisory or
mainly by self-placement. Based on discussions among the basic skills reading faculty, some courses in
the next revision for the curriculum council will call for prerequisites.
3.5 General Planning
Are there any national trends that need to be taken into consideration by your program as a basis
for improvement? How do you market your program’s offerings and/or services? What are your
ideas for improving or expanding your marketing efforts? How can you help the college’s
Marketing Department in their marketing efforts? Are there elements in your program that are
not sustainable given existing limitations (e.g., lack of full time faculty to do necessary committee
work)? What other elements that are not previously identified in this study do you need to consider
for program improvement?
A retirement of a full-time reading instructor occurred at the end of Spring 2008, leaving the reading
program to hire adjuncts to fill the courses. It would be desirable to replace this full-time reading
position.
Part IV – Student Learning Outcomes
Please refer to Appendix A and complete the analysis as requested and include that information
and charts here.
24
General Education /Transfer Program Review
Step 1 = Define expected student learning outcomes for the course (100%)
Step 2 = Develop appropriate assessment methods for course outcome(s) (100%)
Step 3 = Use these methods to assess outcomes (100%)
Step 4 = Analyze assessment results (100%)
Step 5 = Apply results toward improved instruction and learning (100%)
Course No.
ENGL 348
ESL 378
SDEV 301
SDEV 302
ESL 247
ENGL 248
ESL 249
ENGL 250
ENGL 260
ENGL 270
ENGL 280
ENGL 297
ENGL 161
ENGL 61
Course Title
Step 1 Step 2 Step 3 Step 4 Step 5
Adult Literacy
X
X
X
X
X
American Citizenship
X
X
X
X
X
Pre-GED
X
X
X
X
X
GED Test Preparation
X
X
X
X
X
ESL Vocational Math
X
X
X
X
X
Basic Reading
X
X
X
X
X
ESL Reading Lab
X
X
X
X
X
Elements of Reading
X
X
X
X
X
Elements of Reading
X
X
X
X
X
Elements of Reading
X
X
X
X
X
Reading and Writing I
X
X
X
X
X
Special Topics in Reading These courses are offered at “Division
Discretion.” Since SLO reporting has
Effective Reading
begun,
these courses have not been offered.
Critical Reading
Part V – Program Summary
In reviewing the data and information provided in your self study, what are your program’s
primary strengths and weaknesses? What do you see as your program’s greatest challenges and
opportunities during the next five years?
The reading faculty is diverse in its training, its methodology, and its philosophy. However, the faculty
members meet on a regular basis and are unified in their commitment to meeting student needs.
The strengths of the Basic Reading Program include the following:
1. The reading program has a place for anyone who wants to learn, from the person who does not
know the alphabet to the student who wants to brush-up before entering a transfer-level course.
2. The reading program uses data from the SLO process to improve curriculum, assessment, and
instruction.
3. The reading program has committed and involved part-time faculty.
4. The reading program is growing. Enrollments are consistently up over the years analyzed.
5. Retention is up and the percentage of students who drop or withdraw from reading program
courses has dramatically declined recently. The improvement is a result of the reading program
taking advantage of Basic Skills Initiative resources and professional development opportunities.
6. The reading program uses an individualized approach in all sections of Basic Reading and its
accompanying courses. After being assessed by multiple measures, students are given
assignments tailored to their needs and abilities. These assignments make use of a wide variety
of textbooks and resources, as well as computer programs. Tutors also work closely with
individual students.
25
General Education /Transfer Program Review
7. The basic structure of the Elements of Reading classes and Reading and Writing I class is sound
in preparing the students for the English 190 pre-transfer-level course. The objectives are well
established, and the teachers are free to design their own instructional plans to enable students to
meet the objectives.
The weaknesses of the Basic Reading Program are listed below:
1. Two weaknesses of the current program are the decrease in the number of trained, experienced
tutors, and the inadequate tutoring budget. Instructors feel there is a need to re-establish the tutor
training course for tutors of basic skills reading classes. The past student-tutor ratio of 5-1 was a
big reason for the success of many of the students. With diverse classes scheduled at a variety of
times to meet the needs of the students, these assistants are necessary for the program to function.
In addition, the lowest level students need more individual help than is currently provided. The
program is spread too thin at this point, and research continues to stress that individualized adult
education is the most effective teaching method for the diverse needs of these students.
2. An inevitable problem for any program with graduated steps is the situation wherein a student
enrolls without the needed prerequisite skills and cannot meet the objectives of the course. The
student will have difficulty at the next level despite earning a minimal passing grade based on
attendance and attempting the assigned work. For this reason, our next curriculum revision will
call for prerequisites in ENGL 250, 260, and 270.
The reading program has a great opportunity soon as it relocates to the new Learning Resource Center.
Part VI – Goals, Recommendations, Priorities, Plans
Based on your critical evaluation of the items studied in Parts III and IV, please provide
recommendations for the development, modification, and/or improvement of your program.
Identify the goals that were identified in the last program review and describe whether they were
attained or not. If not, why not? Specify clearly in this section your program goals for the next five
years, your plans to achieve them, the responsible person, and a timeline for completion. Prioritize
your goals and plans, listing the highest priority first. Prioritize, within and between categories,
requests for faculty, staff, supplies, equipment, and facilities. Describe how those requests are
linked to your prioritized program goals and plans.
Attach your Action Plan (Appendix C) to this self study.
Basic program recommendations, based on the meetings and data collected by the reading instructors, are
as follows: Listed are goals met from our last program review in 2007-08, carry-over recommendations
from our last program review in 2007-08, and new goals.
Goals Met from Last Program Review:
1. Develop and establish a valid and reliable assessment program for placement into reading courses
at all levels, so students and the counselors who place them have accurate information regarding
the level of course work they will be successful in completing.
The COMPASS English placement test was validated in Spring 2009. No changes to cut scores
will be made. This goal is now completed.
2. Repair the broken blinds in Room 211, so classes can be conducted in the afternoons when the
sun is shining.
26
General Education /Transfer Program Review
New blinds were installed during Spring 2009. This goal was met and is now completed.
3. Obtain updated computers for Room 210 and 211, bringing them in line with “smart classroom
technology.” Purchase a DVD/VCR player for the instructor’s lectern in Room 211, along with a
USB cable and new document camera.
During Summer 2009, twelve new computers were purchased for Room 211 and seven computers
were purchased for Room 210 with Basic Skills Initiative funds. There is now a USB cable,
DVD, and VCR available. The new document camera was not purchased but is expected to be in
the new Learning Resource Center when the program moves there.
4. Purchase the PLATO Learning System basic skills adult education and GED curricula for
installation on the computers in the Basic Skills Reading Program courses.
Basic Skills Initiative funds have paid for the PLATO Learning System. During Summer 2009,
the software was installed on the classroom computers and instructors have been trained in using
the software. This goal is now completed.
Carry-over Goals from Last Program Review:
1. Reinstate a full offering of classes at the Main Campus to include ENGL 248, ENGL 348, ESL
247, ESL 249, and ESL 378 offered four days a week.
2. Increase the tutor budget. The budget amount has never been increased since the program was
developed despite two minimum wage increases which have resulted in a substantial cut in
tutoring time allowed for each section.
3. Reinstate the previous level of five-to-one ratio of students-to-tutors for 250, 260 and 270
remedial and developmental reading courses.
4. In keeping with current research, reinstate previous one-on-one tutoring for all students below the
250 level.
5. Expand the reading program to include all of the Distance Education facilities in the Shasta
College District, beginning with the Tehama Campus. Make the PLATO program available to
students at the Tehama Campus.
6. Purchase a new document camera for Room 211 that is capable of projecting a full sheet of paper
or textbook page. This goal will be met soon when the program moves to the Learning Resource
Center.
New Recommendations:
1. Hire one full-time reading instructor to replace a loss from retirement in 2008.
2. Update curriculum documents for all Basic Skills Reading courses. Instructors will work during
Spring 2010 on updating curriculum for submission to the Curriculum Council in Fall 2010.
3. Re-establish a tutor training course for Basic Skills Reading tutors. Tutors have not had formal
training for many years. This course will help to update their knowledge in methods, materials,
27
General Education /Transfer Program Review
NOTE – Annual Report and Action Plans
By April 1st of each succeeding year, prepare an Annual Report (update) that identifies the program’s
success in implementing its plans to achieve the identified goals, any new or modified goals, plans or
priorities, and any deleted goals and plans.
The format for the Annual Report is included as an addendum to this document (Appendix B). The
Annual Report should be used to generate the program’s Annual Action Plans, which in turn, will be used
for inclusion in college-wide planning, development of long- and short-term goals and objectives, and the
proposed budget. Attach the Annual Action Plan to the Annual Report.
28
General Education /Transfer Program Review
Appendix A
Student Learning Outcomes Update
Step 1 = Define expected student learning outcomes for the course (100%)
Step 2 = Develop appropriate assessment methods for course outcome(s) (100%)
Step 3 = Use these methods to assess outcomes (100%)
Step 4 = Analyze assessment results (100%)
Step 5 = Apply results toward improved instruction and learning (100%)
Course No.
ENGL 348
ESL 378
SDEV 301
SDEV 302
ESL 247
ENGL 248
ESL 249
ENGL 250
ENGL 260
ENGL 270
ENGL 280
ENGL 297
ENGL 161
ENGL 61
Course Title
Step 1 Step 2 Step 3 Step 4 Step 5
Adult Literacy
X
X
X
X
X
American Citizenship
X
X
X
X
X
Pre-GED
X
X
X
X
X
GED Test Preparation
X
X
X
X
X
ESL Vocational Math
X
X
X
X
X
Basic Reading
X
X
X
X
X
ESL Reading Lab
X
X
X
X
X
Elements of Reading
X
X
X
X
X
Elements of Reading
X
X
X
X
X
Elements of Reading
X
X
X
X
X
Reading and Writing I
X
X
X
X
X
Special Topics in Reading These courses are offered at “Division
Discretion.” Since SLO reporting has
Effective Reading
begun, these courses have not been offered.
Critical Reading
29
General Education /Transfer Program Review
Appendix C
Basic Skills Reading Program
Action Plan Activities
Please indicate how each activity will help the program or division reach one or more of its Goals and/or objectives.
Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.
Description of Activity/Plan
Reinstate a full offering of classes at the Main Campus to
include ENGL 248, ENGL 348, ESL 247, ESL 249, and
ESL 378 offered four days a week.
Increase the tutor budget. The budget amount has never
been increased since the program was developed despite
two minimum wage increases which have resulted in a
substantial cut in tutoring time allowed for each section.
Reinstate the previous level of five-to-one ratio of studentsto-tutors for 250, 260 and 270 remedial and developmental
reading courses.
In keeping with current research, reinstate previous one-onone tutoring for all students below the 250 level.
Expand the reading program to include all of the Distance
Education facilities in the Shasta College District,
beginning with the Tehama Campus. Make the PLATO
program available to students at the Tehama Campus.
Purchase a new document camera for Room 211 that is
capable of projecting a full sheet of paper or textbook page.
Replace the full-time instructor who retired in 2008.
Update curriculum documents for all Basic Skills Reading
courses.
Re-establish a tutor training course for Basic Skills
Reading tutors to update their knowledge in methods,
materials, and strategies for reading instruction.
Meets Program
or Division
Objective/Goal
Item(s) Requested
Total
Amount
Classroom on campus is already set up for this.
Request tutoring funds.
$15,000
Request funding for tutoring expense. Set up a
beginning wage and a wage for tutors with
experience.
As above
Request funding for tutors.
As above
Request funding for tutors.
As above
1
2
3
4
5
Request funds for start-up costs to include:
computers, PLATO software, dictionaries,
reference books, white boards, and classroom
supplies.
Request funds for a document camera.
6
New Goal 1
New Goal
2
New Goal
3
30
Hire one full-time reading instructor.
Instructors will work during Spring 2010 on
updating curriculum for submission to the
Curriculum Council in Fall 2010.
During summer, reading instructors will
develop a 300-level course for tutor training to
submit to Curriculum Council in Fall 2010.
$10,000
$600
$80,000
N/A
N/A
General Education /Transfer Program Review
English/ESL Program Flow Chart
ESL 385
ESL 229-232
ENGL 248
ENGL 348
Literacy
Beginning
Basic Reading
Adult Literacy
ENGL 250
*Elements of
Reading
ESL 233 - 234
Intermediate
ESL 220
ESL 247
ENGL 260
ESL Math
Oral
Communication
* Elements of
ESL 249
ESL 235
Advanced
Reading
ESL Reading
Lab
ENGL 270
* Elements of
Reading
ESL 236
ENGL 129
Advanced High
ENGL 280
Grammar
* Reading &
ESL 136
ESL Oral
Communication
for College
Success
Writing I
ESL 237
ESL Composition I
Advise concurrent
enrollment in
reading course*
ENGL 191 Grammar
ENGL 190
Reading &
Writing II
ESL 138
or
ENGL 192 Narration
ENGL 193 Process/Report
ENGL 161
Effective
Reading
ENGL 194 Compare/Contrast
ESL Composition II
Advise concurrent
enrollment in
reading course*
ENGL 1A
Reading and Composition
ENGL 61
ENGL 1B
ENGL 1C
Critical Reading
Literature and
Composition
Critical Reasoning,
Reading and Writing
Literature:
10-20, 24, 36
Creative Writing 31
Advanced Comp 91
Linguistics 25
Film & Fiction 33
1/2008 SLAM
31
SHASTA COLLEGE
Program Review
Foreign Language Department
2009/2010
SHASTA COLLEGE
Program Review – Foreign Language Department
Table of Contents
Page
Signature Page ……………………………………….. 2
Part I – Introduction………………………………..… 3
1.1 Purpose of Program Review……………………………………………..... 3
1.2 College Mission………………………………………………………...…. 3
1.3 Shasta College Institutional Student Learning Outcomes…………………. 4
Part II – General Program Information
2.1 Program Definition/Description……………………………………….….
2.2 Program Mission/Purpose………………………………………………....
5
5
Part III – Program Analysis…………………………... 7
3.1 Academic Quality………………………………………………………..…
3.2 External Relations………………………………………………………..…
3.3 Resource Efficiency……………………………………………………..….
3.4 Student Success………………………………………………………..……
3.5 General Planning………………………………………………………..…..
7
18
22
25
32
Part IV – Student Learning Outcomes……………..…33
Part V – Program Summary…………………………...34
Part VI – Goals, Recommendations, Priorities, Plans..35
NOTE – Annual Reports and Action Plans……...……37
Appendices………………………………………….…..
Appendix A – Student Learning Outcomes Update………………………..…....33
Appendix B – Annual (Update) Report Form.……………………………......N/A
Appendix C – Annual Action Plan…………………………………………...….38
1
SHASTA COLLEGE
Program Review
Signature Page
Program: Foreign Language Department
Program Review Self Study Participants:
David Cooper, Department Coordinator, Lead Faculty
Ann Sittig
Level Two Review Team Participants:
Lenore Frigo, Psychology Instructor, Level Two Review Team Chair
Scott Gordon, Dean of Business, Technology, Family and Consumer Sciences
Susan Sawyer, ESL Instructor
Carolina Tavarez, Student, ASB Vice President
Program Self Study Lead Faculty
Date
Division Dean
Date
Level Two Review Team Chair
Date
Vice President of Academic Affairs
Date
College Council
Date
2
Part I – Introduction
1.1 Purpose of Program Review
According to the Academic Senate for the California Community Colleges in their 1996
document, “Program Review: Developing a Faculty Driven Process”, the program review
process serves as a mechanism for the assessment of performance that recognizes and
acknowledges good performance and academic excellence, improves the quality of
instruction and services, updates programs and services, and fosters self renewal and self
study. Further, it should provide for the identification of weak performance and assist
programs in achieving needed improvement. Finally, program review should be seen as a
component of campus planning that will not only lead to better utilization of existing
resources, but also lead to increased quality of instruction and service. A major function
of program review should be to monitor and pursue the congruence between the goals
and priorities of the college and the actual practices in the program or service
Other purposes include meeting accountability mandates and demonstrating a systematic
planning process. While these functions may occur because of program review, they
should not serve as a primary function of the review. Otherwise, program review could be
perceived as a time-consuming process for a product with no effect or bearing on the
program’s activities or any relevance to serving students or maintaining academic
excellence.
1.2 College Mission
“The mission of the Shasta-Tehama-Trinity Joint Community College District is to
provide open access and opportunity for success to students who have diverse
backgrounds, interests, and abilities. The District is committed to providing the
knowledge and skills necessary for a student to succeed. The District recognizes that
success requires specific life skills and professional skills and also effective
communication, critical thinking, global consciousness and global responsibility. By
offering programs leading to successful completion of a quality university-transfer
program, or career-technical education, the District is responsive to the needs of our
communities within a changing global society. By offering comprehensive campus and
community service programs, the District enables students to achieve personal as well as
academic potential and contributes to the social, cultural and economic development of
our region.”
The Shasta College Mission Statement articulates the goal of offering a comprehensive
program that enables students to achieve personal and academic potential, thus
contributing to the cultural development of our region.
The Foreign Language Department works to achieve the above goals and those of all the
California Community Colleges: transfer education, language proficiency, workforce
development, lifelong learning, and degree and certificate programs.
3
1.3 Shasta College Institutional Student Learning Outcomes
The District is committed to providing the knowledge and skills necessary for a student to
succeed. The District recognizes that success requires specific life skills and professional
skills and also effective communication, critical thinking, global consciousness and
global responsibility.
To support our students in achieving success, Shasta College has determined that a
student who earns a degree or occupational certificate will demonstrate:
1.
Life and Professional Skills
Life and Professional Skills include the ability to create well developed goals and
plans, the ability to make responsible decisions in support of those goals and
plans, the ability to recognize and accept consequences of decisions, appropriate
technical skills, the ability to work effectively as an individual and as part of a
group, and the ability to resolve conflict.
2.
Effective Communication
Effective communication includes the ability to convey information, ask
meaningful questions, and express thoughts, ideas and feelings.
3.
Critical Thinking Skills
Critical thinking includes the application of logical reasoning to collect and
evaluate information, recognize and categorize patterns, contrast and compare,
make decisions and reach conclusions, and solve problems.
4.
Community and Global Consciousness and Responsibility
Community and global consciousness and responsibility include the knowledge
and understanding of civic, cultural and environmental issues; knowledge of and
respect for the needs, difficulties, and rights of diverse groups; an appreciation of
the importance of public service; and a commitment to life-long learning.
4
Part II – General Program Information
2.1 Program Definition/Description
The Foreign Language Department presently offers courses in the following foreign
languages: French, Spanish, and Japanese. Courses in German and Russian have been
offered over the past ten years, depending upon staffing and budgetary issues. Courses in
American Sign Language are also offered in the Foreign Language Department. The
Sign Language program was moved to the Center for Language Arts and Social Sciences
in the summer of 2000, and it was subsequently added to the Foreign Language
Department. Courses which are part of the curriculum but are not currently offered
include Russian 1 - 4, German 1 - 4, French 3 and 4, and Japanese 3 and 4. As of the
current semester, Spring 2010, German courses have been removed from the schedule
indefinitely. A course in Mandarin Chinese was developed, proposed, and approved over
the past two years, and a recruitment process was successfully concluded, but that class
has not yet been offered. The staff includes diversity in gender, age range, and country of
origin.
2.2 Program Mission/Purpose
2.2.1. Mission: The Foreign Language Program fulfills its commitment in common with
other courses in the humanities to offer courses designed to increase understanding and
appreciation of the human mind, of the social world, and of history, philosophy, politics,
literature, languages, and other expressions of culture. As we teach our students the
richness and variety of these expressions, we also develop their critical thinking skills and
provide them with communications skills vital to career competence in a global economy.
2.2.2. Purpose: There are many secondary benefits to be gained from learning another
language. Studying the grammar and syntax of a foreign language improves a student’s
skills in writing and reading his or her first language. Study of differences and
similarities of languages reveals universal truths about the nature of human thought and
communication. The study of the history and culture of another country or society can
help a student better understand such issues in courses in other disciplines such as social
sciences. And many of the skills and experiences gained from studying another culture
and language can be applied to working in any other foreign environment.
The foreign language courses in our Department (French, German, Japanese, Russian,
and Spanish) satisfy requirements in general education and the humanities for both
transfer-level and vocational degree students. American Sign Language courses also
offer the opportunity to satisfy transfer requirements. Local high school students are able
to combine their high school studies with college course work that applies to their
graduation requirements and allows them to earn college credit.
 All the languages taught in the department develop students’ critical thinking
skills, challenge them to think and speak in new ways, help them to see the world from a
5
newer and richer perspective, and bring them to a better understanding of different
cultures. Most of the courses also develop students’ written skills. All of the language
skills which students learn will help them to communicate at work and at play with
people all over the world.
 The Foreign Language Department not only demonstrates a high level of diversity
among its faculty and students, but also plays an important educational role in this area
for the campus as a whole through its involvement in intercultural events and programs
(see below: Program Success and Performance).
 The creation of a learning environment which is rooted in a language other than
American English is more than just an opportunity to reflect on cultural differences. It is
demonstration of how people from another society think and live.
 As students learn more about other languages and cultures, they also learn about
their own culture and about how people from other cultures view English speakers from
the United States. Understanding and getting along better with people from other nations
and cultural traditions is an extremely valuable life skill and career skill, especially given
the current demographics of California’s population and the role our students will be
called upon to play in the new global economy.
2.3. Program SLOs
The campus-wide project to design and implement Student Learning Outcomes
assessment for all courses has had an overall positive effect on internal curriculum
articulation in our Department. A number of instructors participated actively at some
level in the process of developing, and evaluating assessments of SLOs over the past few
years. This is especially important in a department which relies heavily on adjunct
faculty with limited opportunities to communicate. Initially, most of the SLOs were
developed by the Department Coordinator, David Cooper, with some collaboration from
other instructors, especially in Spanish. In the past year, Ann Sittig has been the SLO
collector for Spanish courses and Mr. Cooper is the designated collector for all other
courses in the Department. We anticipate 100% participation for the current academic
year and in the future.
Although this process has resulted in many productive meetings and communications
regarding standardization of course content and grading and proper articulation of
courses with prerequisites, there have been some obstacles to overcome, especially in
Sign Language. There have been some instances of inadequate participation in and
cooperation with the process of writing and revising assessments and evaluating student
learning in the ASL program, and (although some instructors are exceptional) on the
whole the ASL program seems to be behind the curve in this process.
In the future, we expect that the use and analysis of these assessments will help to
improve not only communication among faculty but also classroom instruction.
6
Part III – Program Analysis
3.1 Academic Quality
3.1.1. Curriculum Analysis
Curriculum Review and Development: All current course outlines have been updated
according to the five-year calendar for periodic review per Title V, presented to the
Curriculum Committee and approved. Most courses in the Department which do not
have the number “1” or “I” in the course title have a prerequisite. In other words, most of
the courses in the program are designed not only to develop the communicative
competence, cultural knowledge, and critical thinking skills outlined below, but also to
prepare students for success in the next course in the sequence. This makes textbook
selection, pedagogical consistency and collaboration among instructors vital, and it
challenges students to learn the material not just for the exams, but for keeps. All courses
except for some Sign Language and some conversational classes are also designed to
develop writing skills, and some of the latter also have a writing component.
In the 2008-2009 academic year, 20 courses were offered in 5 languages: French 1 – 3,
German 1 – 2, Japanese 1 – 2 and 19 – 20, Sign Language 90 – 94, and Spanish 1 – 4, 19,
and 197 (a special topics class for medical professionals.
In the 2008-2009 academic year, 13 courses in five different languages were updated and
revised for periodic review per Title V. Two additional new courses, one in a language
not previously offered (see Mandarin Chinese below), were also submitted to the
Curriculum Committee. All courses were approved.
In the Foreign Language Department, there are 35 different courses in 6 different
languages currently approved to be taught. These courses must be revised regularly per
Title V whether they are taught regularly or not, and in some cases SLOs have been
developed for courses which have not been offered since the assessment was designed.
 In accordance with recommendations from the Program Review of 2003-2004,
Spanish 19 was proposed as a conversation course with a prerequisite of Spanish 2
instead of Spanish 3. It was hoped that such a class would draw students who would not
otherwise take a conversation class. Over the past ten years, Spanish 20, with a
prerequisite of Spanish 3, has been offered only a few times since there were not very
many students who had taken the prerequisite and whose schedule could accommodate
the class. The new conversation course was approved and amended with the title
“Spanish Conversation and Culture” to better reflect its objectives and content. It was
offered for the first time in Fall 2008, and it is offered this semester (Spring 2010).
Students coming from Spanish 2 have enrolled, along with many students who had
already taken Spanish 3. Others have taken Spanish 19 concurrently with Spanish 3 or 4.
Scheduling the class to make it available to students taking it concurrently with another
more advanced course is an excellent opportunity for increased daily in-class skills
development while serving the target student population: those wishing to continue to
develop skills learned in Spanish 2. It is hoped that Spanish 19 can be offered each year,
particularly in semesters when Spanish 3 is not available.
7
 SPAN 197, a Special Topics course approved in Fall 2003, was taught in Fall
2008 as Spanish for Medical Professionals, a one-and-a-half unit special topics class.
There is a very high level of interest in this course among doctors, nurses, and other
health workers in the Redding area, as well as among Shasta College students in nursing
and dental hygiene programs. This course was submitted to Curriculum Council and was
approved as Spanish 155, a three-unit course. We expected to offer it at least once per
year, but it has been cut from the schedule each semester since its approval, generally for
budgetary reasons, so it has never been offered.
 CHIN 1, an introductory course in Elementary Mandarin Chinese was also
developed by the Foreign Language Coordinator, proposed, and approved. The Vice
President of Instruction and the President of Shasta College indicated that the College
should develop instructional programs for Mandarin Chinese and encouraged the Foreign
Language Department Coordinator and the supervising Dean to do so during 2007-2008.
We expect this course to appeal to the community at large, and to be of particular interest
to students whose family members take Mandarin courses in local high schools and
participate in the Mandarin immersion program at Redding School of the Arts, a local
charter school. This course was scheduled, but it was cut for budgetary reasons, and it
has not yet been offered. The Department Coordinator is currently exploring a way of
offering a class through extended education to accommodate community interest in
Mandarin in a less academically rigorous format.
 Foreign Language faculty participated in the campus-wide project in 2008 to
update the definitions of AA and AS degrees so that students will be able to state their
language competencies as an emphasis or minor on an Associate of Arts in Humanities
Degree.
 To respond to the need to fulfill the mission objectives stated above given
California’s growing number of speakers of Spanish, we are considering the development
and proposal of a course in Spanish for Native Speakers within the next three years.
This course would address the needs of heritage speakers whose native fluency and
comprehension skills are not addressed by the standard curriculum, but who could benefit
from classroom instruction. This course would also be an excellent environment for nonnative speakers with varying degrees of fluency and vocabulary, such as those who have
lived for two or more years in a Spanish-speaking country. This course could also
strengthen the effectiveness of the Puente program.
Since the previous program review, we have noted the number of heritage
speakers in other courses to gauge the viability of such a course in terms of enrollment
numbers, and we will continue to do so. Heritage speakers participate in Spanish 3,
Spanish 4, and Spanish 19, the new course in conversation and culture. These courses are
taught at a sufficiently advanced level that native, non-native, and heritage speakers can
improve their reading, writing, speaking and presentation skills at an advanced level.
 In an effort to acknowledge student achievement in foreign languages by students
at the high school level, heritage speakers, or those having lived abroad, exams to be
8
administered for “credit by examination” have been developed and implemented for
Spanish 1 and Spanish 2. These exams give students the opportunity to receive a grade
and credit for those courses upon passing the exam, so that they can continue their studies
in the upper levels. There are already such exams in place for Japanese 1 and 2.
 Since the previous program review, the Department has continued the process of
selecting a single standard text book for each course. A single text has been chosen for
Spanish 1– 2 and 3– 4 courses and French 1– 2, to ensure consistency throughout the
program and to allow students to transition from one course to the next and/or make a
schedule change without having to purchase a different text. In Japanese the same factors
have been considered. The cost to students and the ability to re-sell the book is always a
consideration whenever possible without compromising the quality of the curriculum.
Textbooks adopted by our faculty are either identical to those used by our colleagues at
four-year institutions or analogous to those textbooks with respect to academic standards,
particularly in terms of goals for communicative competence and the range of
grammatical structures to be completed by the end of each course.
In Sign Language Levels I through III, an out-of-date text has been used for a number of
years. A series of meetings and discussions have taken place about selecting a new text,
but so far the matter is still unresolved. This is one of many problem areas in the ASL
program which are further outlined below. It is likely that a new edition of the current
text will be adopted for Fall 2010, but the series in not yet complete for review purposes,
and there is not yet a faculty consensus.
3.1.2. Staffing
It is difficult in this part of the state to recruit and retain qualified foreign language instructors
as adjunct faculty, and adjunct instructors leave the pool very frequently. The Joint Committee
for the Review of the Master Plan for Higher Education noted in its 1987 Review that “with
too many part-time faculty, instructional quality could suffer if departments are unable to meet
their obligations to provide adequate curriculum review and student advising.” In 1989, the
Committee concluded that “quality is not served by the current practice of choosing to use parttime faculty for cost purposes rather than for educational purposes.”
Our Department’s challenges exemplify the hazards to the instructional integrity of community
colleges forewarned by the Committee. Foreign Language programs have suffered as a result
of the loss of the French instructor who retired in 2006, since there are fewer full-time
instructors to do the work of the Department. (There was already a very poor ratio of full-time
to part-time faculty.) In Fall 2006, the replacement hire was approved, and the hiring process
was followed from announcing the position to holding interviews, but before the interviews
were completed in the spring of 2007, the position was “withdrawn” because of budgetary
concerns. The position has been a division priority for over three years.
French and Spanish courses are taught by a combination of full-time tenure-track
instructors and adjunct instructors; all other languages are taught exclusively by adjunct
9
instructors. There are only two full-time instructors in the Department, both of whom
teach Spanish. Spanish represents the largest group of course offerings.
Spanish: Spanish 1, 2, 3, 4, 19, and 20, are taught by David Cooper and Ann Sittig.
Sections of Elementary Spanish (1 and 2), offered in the late afternoon or evening, are
taught by a pool of six to eight adjunct instructors in Redding and Red Bluff, and through
the distance education program via interactive television. There are fluctuations as
faculty enter and leave the pool temporarily or permanently. At present the following
regularly teach classes: Margarita Córdoba, Josifa Casey, Gerardo Mireles, Randy Oller,
Marilyn Reit, and Isaac Ortiz. Others who have taught within the past few years include
Australia Durán, Angela Gonzales, and Lisa Fierros.
French: Five years ago, French classes were offered in the daytime and the evening by a
full-time tenured instructor and an adjunct instructor, and French 1-4 were regularly
offered. Since 2002, a different adjunct instructor has taught French each year. Several
have taught only for one semester. In some semesters, no French course was offered in
the evening. In the daytime, one French course each semester is taught by Eileen Smith
of the English Department since the retirement of Joan Adams in 2006, who taught
French 1-4. French 3 has been offered only once in the past three years, and French 4 not
at all. In the current semester (Spring 2010) only one section of French is offered.
Japanese: Japanese 1 and 2 have been taught for over ten years by Hiroko Mori, an
adjunct instructor who is a native speaker of Japanese. These classes have always had
high enrollment and high demand. After a long period during which advertisement and
recruitment were undertaken, a second adjunct instructor, Yoshiko Zimmerman, also a
native speaker, was added to the pool in Fall 2008. Sections of Japanese have been
offered only in the late afternoon and evening, but early afternoon sections are in the Fall
2010 schedule. Although an additional instructor should have allowed the program
finally to expand and meet student demand, sections of intermediate Japanese have been
cut from the schedule for budgetary reasons, so the instructors are not being utilized as
fully as possible, and the program is at best in a plateau.
American Sign Language: Sign Language 90, 91, 92, 93, and occasionally 94 are
taught by five adjunct instructors at the main campus: Jaye Brown, Calvin Brown, Janice
Hall, Yvette Marley, and Shandy Pendley, and by another adjunct instructor in Red Bluff:
Cathy Wilson. Hall and Marley were hired two to three years ago to fill in temporarily
for another instructor, Clara Wulfestieg, who is no longer with us (see below) when she
began a protracted period of illness. The others have all been teaching Sign Language at
the college since before the previous Program Review. Sign Language sections are
offered in the morning, afternoon and evening.
Since the Sign Language Program was added to the Foreign Language Department in the
year 2000, it has grown to a staff of six instructors from a variety of professional and
pedagogical backgrounds, none of whom are full time, and some of whom have limited
interaction with one another, partly as a result of the time and location of their
assignments and the duties some have outside their roles as adjunct instructors here.
10
Other obstacles to collaborative efforts to solve common problems and achieve common
goals for the program include difficulties with some instructors who are unwilling to
work with others toward common goals. Because of these and other factors, there are
some fundamental inconsistencies in the curriculum and in the delivery of instruction, as
well as problems with morale. Turnover in staffing, the lack of a full-time sign language
instructor, and the absence of a fluent speaker of ASL among the full-time faculty are all
factors which contribute to the difficulties.
As mentioned above, in the summer of 2008, we lost a valuable member of the
Department, an ASL instructor who died in the summer of 2008 after struggling with
cancer for a couple of years. And as mentioned above, it was not only an emotional loss,
but also a blow to the organization, morale, and integrity of the ASL program. The
continuing impact on the department is one more example of the institutional weaknesses
which result from depending too heavily on adjunct instructors.
Clara Wulfestieg served both as an interpreter for deaf faculty at division, college-wide,
and informal meetings, and as liaison between deaf faculty and other staff and faculty in
the Department and in the Division. She had spent a number of years at Shasta College
and in the community as an educator and interpreter. She usually guided and/or
participated in departmental projects involving curriculum development, course and
program proposals, and development and administration of SLO assessments.
Her absence has meant a loss of institutional wisdom and information, a lack of
leadership and initiative in certain areas, a lack of an internal mediator when conflicts
arise, and some breakdowns in communications among faculty, staff, and administrators.
She has been missed, and she is still missed.
Budget and Administration: When Sign Language was added to the Foreign Language
Department, no additional funds were allocated for the Department’s budget. Some
measures have been taken since to address that situation. Instructors’ teaching materials
are a significant part of the Department’s expenditures, since some publishers (such as
Dawn Press, the publisher of the text currently in use) in that language do not provide
such supplements as desk copies, review copies, and instructor’s manuals free of charge
to faculty. On occasion over the past several years, the ASL program budget has been
billed for interpreter services for deaf employees, further depleting financial resources.
These are services to which employees of the college are entitled regardless of their job
on campus; they should not be summarily categorized as teaching materials or
instructional costs.
Although there are some similar objectives and methodologies in ASL and in the foreign
languages, there are significant differences, such as the incorporation of reading and
writing into the curriculum. One example of the unique objectives and functions of the
ASL program which diverge from those of the rest of Foreign Languages is the need for
training in ASL for the professional preparation of certified Sign Language interpreters.
11
There is a serious shortage of qualified Sign Language interpreters in the counties served
by our district, and the closest certification program is in Sacramento. Some Shasta
College ASL instructors alternately work as interpreters; others need the services of
interpreters for their classes, and they rely on interpreters to conduct some of the business
of their daily lives. Sometimes their intermediate and advanced students are recruited to
work as unofficial uncertified interpreters in situations which call for an expert, and often
they are called upon to work in situations for which they are not prepared or qualified.
Such issues point up the need for a Deaf Studies Department in its own right and for a
full-time faculty member to manage it.
Coordinating Foreign Languages and Sign Language: There is a great deal of work to
be done coordinating a department with such a low full-time to part-time ratio, such
diversity of course offerings, and so little funding and professional support. The College
does not grant release time for the job of Department Coordinator, and the financial
compensation is low given the amount of time required. In the Foreign Language
Department there is only one other full-time colleague to which projects and tasks might
be delegated, and those colleagues are under no obligation to take on such tasks. The
result is that the instructors’ time allocated for planning and delivering excellent lessons
and coordinating campus and community programs to support instruction must compete
with administrative tasks such as curriculum development and review; scheduling,
recruitment, hiring, and management of tutors and adjunct faculty; communicating with
all faculty; management of technological resources for students; development,
implementation, and analysis of SLOs, and so on. This places an unfortunate and
disproportionate burden upon faculty in this area and ultimately leads to low morale and
other problems. The perception that Shasta College places a low value on supporting the
Sign Language and Foreign Language programs in terms of funding, facilities, and hiring
compounds the morale problem.
Programs currently without staffing:
 German. Although the German program was revitalized over the past few years,
the program has sustained several blows throughout the past decade. In the 1990s
German classes were offered in the daytime and the evening by a full-time instructor and
an adjunct instructor, and German 1-4 were regularly offered. Eleven years ago, the fulltime instructor whose course load included German classes in the daytime resigned. For
lack of an adjunct instructor, no German courses were offered in 2006-2007. After
successful efforts by the Department Coordinator to recruit an instructor to reinstate and
maintain this program, one course per semester was offered from fall of 2007 until fall of
2009 (and two courses in the spring of 2009), but budget cuts have prompted the
elimination of all German courses. Although there was high demand for these courses
during the past two years, and there were positive evaluations of the instructor (a native
speaker from Germany), German will not be scheduled for the foreseeable future.
 Russian. Russian is not taught at present and is not reflected in the data. The
Department Coordinator undertook the recruitment and hiring of a Russian Instructor in
the spring of 2008, but administrative decisions were made to cancel the program.
12
 Chinese. Chinese was canceled for the Fall 2009 Semester. A recruitment
process was organized by the Department Coordinator beginning in the spring of 2009 to
hire a Mandarin Chinese Instructor following the development of the CHIN 1 curriculum,
but the process was ended when the course was canceled.
Implications of Declines and Losses in Language Programs:
 The students affected by these losses include those students whose current
academic careers and whose current and future professional careers depend upon
developing skills in a foreign language, in many cases a language other than Spanish.
(See below under General Planning, 3.5, for more details.)
 Our Institutional Student Learning Outcomes include demonstration of global
consciousness. It is also incumbent upon us to prepare our students for their role in a
changing global economy.
 In many cases, the losses in these language programs mean losses in FTES and
students for Shasta College as a whole, since many students are interested in taking not
just any course, but the specific one in which they hoped to enroll. Although Shasta
College is not currently seeking to increase FTES, we must be prepared to do so when the
time comes.
 The loss of enrollments in French, German, and Russian over the past decade
results in large part from over-reliance upon adjunct instructors, who cannot be expected
to continue teaching at the college from one semester to the next nor to sustain an entire
program for a particular language.
 We are letting down native speakers of Spanish, since college studies in their
native language will not be accepted as meeting language requirements for all
universities. Also affected by a failure to support other foreign languages are students
who have already become proficient in Spanish before coming to Shasta College.
 French courses at Shasta College are a more valuable commodity than ever for
area high school students, since French studies have declined in local high schools over
the past five years.
In conclusion, we are not meeting the needs of students who need to take more than one
or two semesters of a foreign language other than Spanish. We are not meeting the needs
of students in general since we are not providing consistent, high-quality instruction in all
sections in a variety of foreign languages and in American Sign Language. We are not
equipped to improve the situation in the future when we will have the resources and the
mandate to expand, and indeed it could worsen. And the public perception of Shasta
College as a post-secondary institution will suffer.
13
3.1.3. Teaching Aids and Equipment
Instructional materials are outlined below. In the Foreign Language and Sign Language
classes, few items of specialized equipment or supplies are required. In the area of
computer technology to support instruction, there have been improvements and additions
over the past seven years to the classrooms in which most foreign language classes are
taught. Most of our classrooms are now equipped with sufficient resources, particularly
those needed to have access to the internet or to demonstrate CD-ROM or MP3 audio
materials or PowerPoint presentations to students and to enable students to develop their
skills with these tools. Students have access should they need to make such a
presentation using a flash drive or CD, or by accessing their e-mail from campus.
Unfortunately, some classrooms do not have sufficient white board space, which is
particularly necessary for Sign Language classes as well as for other classes in the
department. Another obstacle to planning lessons and using available technology is the
fact that there is not a block of rooms designated for foreign language classes. Some of
the classrooms have the appropriate maps of countries in which the target language is
spoken; some do not.
Distance and Online Learning: At least one class is offered each semester through
distance learning. The specific class offered varies semester to semester; it is usually
Spanish 1 or Spanish 2. We recommend that the success and retention of these sections
be tracked.
In the fall of 2009, an online workbook for Spanish 1 classes was piloted, and an online
visual classroom tool for ASL classes was tested. At least three Spanish instructors are
now using the online workbook as an option for students, and we expect these options to
be further developed in the future.
We have plans to propose hybrid courses and other new course offerings, but given the
state of the budget at the present time, and the workload of the faculty, we do not
anticipate being able to develop many new course proposals to send to Curriculum
Council in the immediate future.
Materials and Methodology: Course materials and activities used are based on current
theories of second-language acquisition supported by research and incorporated into
textbooks (such as those, for example, developed by Stephen Krashen and Tracy Terrell).
These models for language learning play an important part in educational practices and in
the selection of materials.
Instructional methodologies include 1) extensive use of the target language in class to
maximize the student’s ability to develop comprehension; 2) in-class student-centered
group work in which students communicate with one another in the target language; 3)
whole-class drills (both oral and written in the case of foreign languages) to reinforce
acquisition of grammatical structures; 4) small-group exercises which allow students to
help one another to understand and be able to explain linguistic and grammatical
concepts; 5) conversational exercises in which students formulate creative responses to
14
open-ended assignments; 6) for foreign languages, assigned sentence-writing activities
and longer compositions to be read by instructors for individualized student skill
development; 7) for foreign languages, written responses to verbal and/or written cues to
develop simultaneously listening skills, written skills, receptive skills, and cognitive
skills; 8) for foreign languages, in-class responses (both verbal and written) to assigned
readings outside of class in the target language; 9) the coordination of all available
techniques in order to address as many learning modalities as possible (e.g. visual,
auditory, et cetera) in each class meeting.
Other modes of instruction include lecture, discussion, and visual aids such as
transparencies, videos, and photos. Some of these presentations are supported by
computer technology (slide shows, for example) and that technology provides students an
opportunity to present materials they have developed off-campus, as mentioned above.
Other teaching strategies may include guest speakers and field trips, and on-campus
experiences outside of the classroom (such as a visit to the farm or the art gallery, or a
viewing of an international film).
3.1.4. Faculty Available for General College Service
David Cooper, in addition to serving as Faculty Coordinator for the Foreign Language
Department, has contributed much of his time to shared governance and committee work
at the College. Even before Faculty Coordinators were designated some seven years ago,
Mr. Cooper took an active role in coordinating the Spanish program as well as the other
languages. Since the other two faculty involved in the Foreign Language Department
were close to retirement, he was encouraged to take a leadership role in the Department
from the start. He has worked to improve and develop curriculum, recruit, hire and orient
new adjunct faculty, schedule summer classes, plan effective course schedules for all
faculty, and facilitate communication among all faculty in the Department. He
established the practice of using of a single standard text for all sections of each foreign
language course and instituted and standardized programs for student access to audio
resources. (In 1999, instructors chose their texts independently, and some didn’t use a
text.) He has served both on the Academic Senate and the Faculty Association during the
past seven years. He currently serves as the designated bilingual member of a tenure
review committee in Counseling. Over the past few years he has served on a total of
three tenure review committees, two in other divisions. He filled in as the Language Arts
representative for one semester on Curriculum Council in Fall 2007.
Ann Sittig has participated in off-campus professional activities (see below) since her
employment began at Shasta College nearly five years ago. Dr. Sittig has served on
Enrollment Management Committee since Fall 2008, and she served on the Student
Diversity and Equity Committee in 2008. She was a Puente mentor in 2005-2006 and in
2009-2010. She has served on one tenure review committee and was a peer mentor to a
new Biology instructor. She also has been active on campus in organizing special events
such as the annual Day of the Dead celebration and in working with various campus and
community groups (see below) such as the Amigos Unidos club and the Latina
Leadership Network.
15
3.1.5. Tutoring
Tutoring offers opportunities to students who find it difficult to understand how to form
the language phonetically or grammatically through in-class and individual practice
alone. Foreign Language students receive important but extremely limited support
services from a student-based tutoring program. The student tutors are made available on
a semi-regular basis (depending on the budget and on the availability of qualified
students) for students of Spanish, Japanese, and, more recently, Sign Language.
Sometimes there is a tutor for French. Over the past decade, the source of the tutoring
budget shifted from PFE (Partnership for Excellence) funds to a specific budget for the
Foreign Language Department overseen by the dean.
Weaknesses in the program include factors which stem from the fact that the department
depends on the skill level and scheduled availability of Shasta College students from one
semester to the next. Results: the funding structure assumes relatively few hours (or
none) per language in a given semester based on past schedules; tutoring hours vary from
one semester to the next, sometimes being changed or canceled completely over the
course of a semester; the quality of the tutoring is variable, since the tutors are always
students rather than professional or trained tutors.
Location: Until last year, tutors worked in various faculty offices in the 900 Building
during off-times or in a faculty office temporarily vacated by leave, sabbatical, or
retirement. During the past year or two, it has been difficult to find space in which tutors
can work. Idalia Huckman, the ESL Learning Center Coordinator, has been helpful in
finding a home for tutoring and facilitating communication between tutors, students, and
faculty, but often student tutors have no other location than whatever desk space can be
found in open study areas in the library.
When we compare the Foreign Language tutoring program to that of other programs in
the Division, we see some inequity. In Fall 2009 there were 15 sections of English as a
Second Language, 100 sections of Math, and 125 sections of English. The ESL
Department, as mentioned above, has a full-time Learning Center Coordinator. The Math
Department has two full-time paraprofessionals and provides tutoring throughout the day
in the Math and Business Learning Center. The English Department has one and a half
full-time paraprofessionals and the Writing Center.
Foreign language and sign language classes are very difficult for students in terms of
their time commitment and the kinds of concepts, skills and information which they must
develop over the course of a semester. The lack of needed support can affect student
retention and student success.
In Fall 2009 there were 38 sections of Foreign Language classes (and without budget and
staffing cuts there would have been at least 45), but there is no paraprofessional staffing
and no office, practice, or tutoring space dedicated to learning resources for our
department. In order to be on a par with the other programs cited, Foreign Language
16
should have such a space, as well as a full-time paraprofessional coordinator to provide
tutoring, to coordinate student tutors, and to assist faculty and students with audio
resources and online learning resources, among other duties.
[Note: the Science, Language Arts, and Math Division also employs two Lab Technicians
who assist instructors and students with labs for science courses in addition to providing
support in the form of equipment, budget, and space.]
We recommend that a position be created and filled for a Foreign Language Learning
Center Coordinator. As an interim solution, we suggest that existing personnel be
utilized to dedicate 20 hours per week to support foreign language tutoring and to assist
students with audio and visual instructional technology. We also recommend that by the
fall of 2010 space be made available to accommodate a Foreign Language Learning
Center where all student support services would be in the same location.
A collaborative approach drawing on the time and skills of qualified staff and
paraprofessionals in the Writing Center and in the English as a Second Language
Learning Center could give students vital practice and training in their development of
spoken and written communication skills in the target language. This would be an
important first step in getting students the consistent support they need to meet their
academic goals successfully.
3.1.6. Professional Development
College-wide cuts in travel reimbursement to all faculty and high time demands placed
on faculty have placed limitations on their ability to travel to conferences and to travel
abroad. Living in Redding makes travel to other geographical areas expensive and timeconsuming. Sabbaticals are not generally available to most faculty; there is some funding
available, but many instructors must compete for few opportunities. This has been the
case for some time.
Mr. Cooper has attended only one conference in the past five years, although he
maintains membership in the CLTA (the California Language Teachers Association) and
its affiliate organization, the CCCFLC (the California Community College Foreign
Language Council. He regularly reviews their announcements and publications. He
attended the CCCFLC’s conference in San Francisco in October of 2009 to discuss global
language competence and SLO strategies, and to meet with a representative of the
Spanish consulate regarding Spain’s support of U.S. Spanish education programs and
study abroad opportunities in Spain for students and faculty. He applied for a sabbatical
three years ago, but his request was not approved.
Dr. Sittig has been very active in professional development and networking, engaging in
the following professional activities throughout California, as well as in Spain:
She was selected to present at the following conferences:
 “Creating Community: The Spanish Classroom as Home for Heritage
Speakers and California Residents” to be presented at CLTA (California
17
Language Teachers Association) Conference, Sacramento, California,
February 28, 2009.
 “Creating Community: The Spanish Classroom as Home for Heritage
Speakers and California Residents” at FLANC (Foreign Language
Association of Northern California) Conference, University of California,
Berkeley, 2008.
 “Andalucía: The Site Where Jewish, Christian and Moorish Cultures
Converge” at FLANC (Foreign Language Association of Northern
California) Conference, University of California, Berkeley, 2006.
 Presented paper “On Location in Andalusia: Directing Student Reflection
toward the Site Where Jewish, Christian and Moorish Cultures Converge
and Become One” at AATSP Conference, Salamanca, Spain, 2006.
Member of the following professional organizations:
MLA - Modern Language Association
Feministas Unidas, Allied Organization of MLA
AATSP - American Association of Teachers of Spanish and Portuguese
Asociación de Literatura Femenina Hispánica
AILCF - Asociación Internacional de Literatura y Cultura Femenina
Fulbright Alumni Association
CLTA - California Language Teachers Association
FLANC - Foreign Language Association of Northern California
Latino Outreach of Tehama County
Northern Hispanic Latino Coalition
LLN - Latina Leadership Network of the California Community Colleges
SWCOLT – Southwest Conference on Language Teaching
Dr. Sittig attended the following conferences:
Latina Leadership Network conference 2009
California Language Teachers Association 2009
Foreign Language Association of Northern California Conferences in
2006, 2007, 2008
American Association of Teachers of Spanish and Portuguese, 2006
Modern Language Association, 2003, 2004, 2008
3.2 External Relations
3.2.1. Facilities
Some buildings planned for designated purposes at Shasta College apparently were never
built. On the east side of campus where Language Arts (English, Foreign Language, and
ESL) faculty offices are located and where those classes have traditionally been taught,
there are numerical gaps in the sequence of buildings from 600-1100. There is neither a
700 building nor a 1000 building where open space would have accommodated these
classes, which amounted to 178 sections in all locations in the fall of 2009.
18
Since there is not a single building designated especially for language arts classes, foreign
language classes are located primarily in a few of the classrooms in the 800 building,
which is designated for Social Sciences. The size, the furniture, and the arrangements of
the rooms available sometimes limit the pedagogical possibilities. Except for room 812
(which is shared with other classes in the division), there is not a single classroom
dedicated primarily to foreign language instruction. At times, this can create scheduling
or equipment problems. In the past, for example, instructors have had to teach a class in
the 800 building immediately followed by a class in the 1300, 1400, 2100 or 2200
building, which is inconvenient to the point of placing limitations on an instructor's
ability to speak with students before and after class and to bring all needed materials to
class.
Many English, Foreign Language and Sign Language classes (especially those between
9:00 a.m. and 1:00 p.m.) are taught in rooms in other buildings all over campus,
sometimes far from the SLAM faculty and staff offices and equipment. These are
buildings and classrooms which “belong” to a specific program or division, and staff and
faculty in those areas understand that those buildings and classrooms are designated first
and foremost for their priorities. In these cases, SLAM scheduling is dependent upon the
priorities of the division whose space we must request to “borrow.” This dependence
results in delays in scheduling each semester and in unavailability of classrooms suited to
our courses.
3.2.2. Contact with K-12 Schools and Colleges
Ann Sittig joined a collaborative team organized by faculty at Cal State University Chico
to improve articulation between area high schools, community colleges and the
University. Participants included instructors from Chico high schools and Butte College.
This group planned to meet biannually to discuss issues and practices at our different
institutions to improve articulation between our programs, focusing specifically on
Spanish 1 curriculum, the importance of writing across the levels, and development of
rubrics for evaluation; but for now it is indefinite when the group will meet again. David
Cooper meets periodically with Redding area high school teachers to share ideas and to
keep each other informed about trends and plans.
3.2.3. Shasta College Spanish Instructors work with instructors at Butte College and the
College of the Siskiyous to make opportunities available for studying Spanish abroad in
Spanish speaking countries in immersion programs which earn transferable college
credit. Collegial communications are further fostered by the fact that there are several
adjunct Spanish instructors who also teach at local high schools and one adjunct Spanish
Instructor who also has taught at Butte College and at CSU Chico.
Other Community Connections:
Latina Leadership Network of the California Community Colleges. Our local
chapter for Region 2, Northern California, has recently grown stronger and includes
faculty and counseling staff from Shasta and Butte Colleges. Region 2 won the Region of
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the year award in 2009 after working together for the reinstatement of the Puente
program at Shasta College, and bringing Latina author Reyna Grandes to Butte College
as a guest author, among other activities. The Latina Leadership Network is a mutual
support and advocacy organization committed to providing effective opportunities to
develop innovative approaches to increase the participation of Latinas in leadership roles
and to promote and maintain "la cultura Latina" and non-sexist familial values. LLN
goals are to:

Maintain a statewide educational and leadership network for Latinas in the
California Community College system.

Develop methodologies to address and overcome the systemic inequities
that impede access and success of Latinas in the California
Community Colleges.

Mentor Latinas in achieving educational advancement and developing
leadership skills in the California Community Colleges.

Affirm and promote activities that celebrate the rich historical and cultural
heritage of all Latinas.

Establish and maintain supportive alliances beyond the community
colleges.
Shasta College Business Instructor Eva Jimenez is now the Vice President for the
Northern California region, counselor Nancy Retes from Butte College is the Region 2
representative, and Ann Sittig is the Region 2 Alternate Representative on the LLN
Executive Board. Eva, Nancy and Ann will be attending board meetings by phone and in
person in Sacramento and Visalia this year, and Redding will host one of the two annual
face-to-face meetings of the entire LLN Executive Board in October. Our newfound
dedication to this institution and its goals has been acknowledged and praised by our
fellow members across the entire state of California.
Amigos Unidos. Amigos Unidos is a student club on campus that meets weekly for an
hour. Its goal is to promote Spanish speaking culture and heritage among all studentsstaff at Shasta College, and to enrich relations between SC students and the community.
Students conduct open discussions about college and culture and share food and
experiences with one another. They participate in the Day of the Dead, Cinco de Mayo,
and the International Film Class, as well as other cultural events on campus.
Puente. The Puente program was recently reinstated on the Redding campus and
presently has 27 students enrolled. This program has an English class with a multicultural
and Mexican American focus, a college success class and a mentor from the community.
Spanish instructors maintain contact with the coordinators of the Puente program to
provide support or serve as mentors for the Puente students. Participation in Puente
activities such as Family Night and Graduation Night supports programs on campus that
promote the success not only of Latino students but also of other first generation students
pursuing higher education.
Service Learning. In the summer of 2009, David Cooper began to work with Heather
Wylie, Coordinator of Social Sciences, to develop opportunities for service learning and
20
worksite learning at Shasta College. Ms. Wylie has been working to build relationships
with community partners for such programs since 2008. David Cooper met with faculty
and with workers at nonprofits and also helped bring students, faculty, and community
partners together for an informational meeting in November of 2009 on the main Shasta
College campus which Ms. Wylie organized with the participation of service learning
coordinators from Humboldt State University.
The goal is for faculty to match students who are developing or already have special
skills, such as fluency in Spanish or ASL with local non-profit organizations which could
use volunteers able to put those skills into practice. It would help support community
organizations which really need the help right now and help students who need to put in
hours to develop their skills, contacts, experience, and professional resume. Our students
will be that much more ready upon graduation and/or program completion to start
working in our communities and throughout our state.
One early result of these efforts is that the Spanish 19 class currently offers a service
learning option at Rowell Family Empowerment or in ESL/Citizenship classes with
Justina Bacon at the Tehama campus.
3.2 Articulation
Articulation agreements have been reviewed as a part of the ongoing curriculum review
process for foreign language courses. All high school prerequisites were standardized
through multiple measures documentation completed in February 2004.
Articulation with four-year institutions is facilitated by research into the selection of
textbooks followed in the courses of our colleagues. Textbooks adopted by our faculty
are either identical to those used by our colleagues at four-year institutions or analogous
to those textbooks with respect to academic goals, particularly in terms of standards for
communicative competence and the range of grammatical structures to be completed by
the end of each course.
All Spanish 1 and 2 classes at all of the campuses use the 2010 edition of Dos Mundos.
French 1 and 2 classes presently use Vis-à-vis. Both of those texts are from McGrawHill, and both are currently in use at U.C. Davis, where the pacing of the courses is the
same; i.e., the text is fully completed in the first year of study. Japanese 1 and 2 classes
use NAKAMA 1, from Houghton Mifflin, also in use at U.C. Davis.
ASL courses presently use Signing Naturally from New Dawn Press in Levels I through
III, a text used throughout the state and the country in high schools and colleges.
3.2.4. French and Spanish instructors have implemented schedule changes since the last
Program Review to better serve students earlier in the daytime: For example, some
sections of Spanish 1 and French 1 historically taught 5 days per week have been offered
on a Monday / Wednesday / Friday basis to accommodate students who work or who
have schedule conflicts on Tuesday / Thursday. More and more frequently, sections of
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Spanish 1 and 2 and French 1 and 2 were offered in a Tuesday / Thursday or Monday /
Wednesday block. These schedule changes need to be reviewed to ensure the integrity of
the curriculum and to promote student success, since students tend to do better in classes
which meet more often. The jury is still out.
3.3 Resource Efficiency
3.3.1. Support. Shasta College’s library (the LRC) supports students’ education by
maintaining a collection of video resources used by instructors and students inside and
outside of the classroom. LRC staff have helped faculty order materials for the
collection. The College provides a financially valuable service to the students by
providing licensed reproductions of audio and video resources which give students a
window to other cultures and greater opportunities for practice in other languages.
Shasta College’s technology services also support teaching and learning by assisting in
the maintenance and management of audio programs used by instructors and students
inside and outside of the classroom. Students have used these audio resources for
listening comprehension programs in French, Spanish, Japanese, and German, which they
otherwise would have to purchase through the bookstore or the publisher. People on staff
for technological support services, especially Delores Servidio, John Luttkemeier, Rob
LeBaron, and Kevin Christ, have been very efficient and helpful in responding to the
needs of the foreign language programs.
3.3.2. Although tech support personnel have been helpful in responding to program
needs, efficiency and effectiveness are compromised by the lack of a centralized
instructional support area. Unfortunately, students do not have access to technological
resources in a location staffed by personnel who have been trained in use of specialized
materials for language learning, so resources and information are not managed
efficiently: Each instructor is obliged to spend class time in each section on
demonstration of audio resources and other programs and to provide follow-up
explanation, instruction, and training to students individually in class and outside of class.
Students must go to the library to download resources to use elsewhere, and LRC staff
are currently tasked with providing instructions to students.
Students who qualify may receive financial support from the EOPS learning services,
which sometimes also provides tutoring. This tutoring is provided by students who offer
their services. There is no training and foreign language faculty do not have a
supervisory role in the selection of tutors. Support is also provided by Counseling Center
personnel, who facilitate the placement of students into the appropriate classes and help
faculty with course articulation. Disabled Student Programs and Services provides
interpretive signing for Deaf students and faculty as well as other equipment and facilities
for students with special needs, although the Sign Language interpreters provided are not
always qualified, and sometimes availability is a problem.
3.3.3. The closest community colleges (Butte College and the College of the Siskiyous)
are too far to constitute competition, and the nearest universities (CSU Chico and UC
22
Davis) are almost too far away to commute. Shasta College is in a class by itself, serving
as a hub for career and technical training and as a virtual university for citizens of
Redding and in the surrounding communities through its excellent general education
courses, University Center, and collaboration with SOU and CSU Chico.
3.3.5. Faculty Staffing
Our effectiveness in the development and delivery of a viable curriculum is affected by
staffing limitations, as noted above. A top priority at present, which was foreseen in our
2004 Program Review, is to hire a replacement for the French instructor who retired in
2006, preferably with a French and Spanish Instructor, since as noted above, the French
program and other programs have suffered since 2006, and since the hiring process for
that position was scrapped in the spring of 2007 during the interview phase.
A “head count” of the instructional personnel in Foreign Languages and Sign Language
over the past year or so indicates that there are approximately 16 adjunct faculty in a
given year. There are two (2) full-time Spanish instructors in the Foreign Language
Department and one (1) full-time instructor from another department who teaches one
French class per semester. There was one (1) part-time instructor (the latest in a long
series) who taught one French class in the fall of 2009, one (1) part-time instructor who
taught German from the fall of 2007 to the fall of 2009, two (2) part-time Japanese
instructors, six (6) part-time American Sign Language Instructors, and six (6) part-time
Spanish instructors.
Based on FTEF data available from the Research Office, currently there are 6.53 Fulltime Equivalent Faculty in all languages not counting American Sign Language, but
only two (2) actual full-time instructors (both in Spanish). This means that there are
more than twice as many FTEF positions staffed by adjunct faculty in Foreign
Languages alone (not including Sign Language) as those staffed by full-time faculty.
This puts a huge burden on the faculty taking care of the departmental duties performed
by full-time faculty that are not expected of adjunct faculty, and effectively guarantees
that some things will not be done, or will not be done properly.
Language
FTEF
All Languages
Language
FTEF Load FTEF Load taught
taught by
by Full-time
Adjunct Faculty
Faculty
French
.67
German
.33
Japanese
1.00
Sign Language
*2.93
7.46
2.00
Spanish
4.53
% taught by
Adjunct Faculty
% taught by Fulltime Faculty
Total
9.46
79%
21%
(excluding ASL)
FTEF
French
.67
German
.33
Japanese
1.00
Spanish
4.53
Total
6.53
*Note: In the data from the Research Office above, the ASL (sign language) program
appears to be 72% of the size of Spanish, which is the largest program in the
Department, but several of the Sign Language sections counted are lab classes of only
one unit. In 2008-2009, Census Enrollment total for ASL was 558, while Spanish was
770. Data which counts the number of sections in a program should exclude labs.
23
Data regarding the ASL program should be re-evaluated as it refers to sections
when measuring FTES and FTEF. The chart below takes this into account, showing
the FTEF for ASL in 2008-2009 as 2.27, not 2.93. If we include only units taught in
Spanish, Sign Language, and French, excluding skill-building labs, we see that the ASL
program is 49% that of the Spanish Program, and that a French/Spanish Instructor would
close a bigger gap (3.30 FTEF) than would an ASL Instructor (2.27 FTEF). Of course
both gaps are considerable, comprising 5.57 FTEF between them, and both positions are
needed for different reasons. But they should not be considered as an either/or hiring
priority merely because the two programs happen to be in the same department.
Number
of units
taught
FTEF: Equivalent
of Full Time
Instructors
Spanish
140
4.66
Spanish and French
combined
158
5.26
Spanish and French
not taught by full-time
FL faculty
99
3.30
Sign Language
68
2.27
Fall 08- Spring 09
Although the data provided based on current enrollment data make a strong case for the
need for additional full-time faculty in French and Spanish, it should be noted that an
even stronger case for French could be made based on enrollment from a few years
ago. And although one of the reasons for fewer sections over the past year is the need for
budget cuts, inadequate staffing and student support take a toll on student persistence
from one language course to the next course in the series. This can be seen in the lower
numbers of students enrolled in second- and third-semester courses as compared to firstsemester courses. Inconsistency among instructors, a lack of oversight of program
integrity, and a lack of educational resources and instructional support can make it
difficult, for example, for a student to continue from a French 1 to a French 2 or from an
ASL II to an ASL III.
Hiring a full-time Foreign Language Instructor would allow us to develop needed course
offerings, improve student retention and success, increase individual class size and overall
enrollment, and improve communication, administration, and instruction in the Foreign
Language Department. Replacing the retirement with a French/Spanish position would enable
us both to offer a sufficient number of sections of Elementary and Intermediate French and to
ensure a reasonable level of quality of instruction in all sections, both of which are impossible
at the present. Support would be provided to the Spanish program as well. All Foreign
Language programs have suffered as a result of the loss of this position, since there are only
two full-time instructors to do the work of the Department.
It is difficult in this part of the state to recruit and retain qualified and prepared foreign
language instructors as adjunct faculty. Over a dozen interviews have been conducted over the
past six years to maintain the pool of adjunct faculty to teach just French and Spanish and/or to
24
find a mid-term replacement. In the same period, there have been at least a dozen interviews
for the other languages combined. Adjunct instructors leave the pool at a very high rate. For
almost every semester, nearly all adjunct instructors in the pool teach at least one class at
Shasta College, and in many cases, the instructor is teaching the maximum load allowed.
The recent decline of the French program, the present lack of any Russian course
offerings, and the cancellation of all German offerings for the second time in five years
are all examples of the institutional weakness of a department which relies too heavily on
adjunct instructors, who cannot be expected to sustain a program on their own.
As mentioned above, Shasta College is failing to meet the needs of students in general,
since we are not providing consistent, high-quality instruction in all sections in a variety
of foreign languages.
Classified Staffing: There are only two administrative assistants to support all
administrative and instructional work in our division, including scheduling, support of
curriculum review and development, and ordering of supplies and materials. This is not
enough staffing to accommodate such a large and varied agglomeration of academic
departments. The Division of Science, Language Arts, and Math includes many
programs and disciplines, some of which have very little in common with one another.
There are approximately 47 full-time faculty and approximately 75 part-time faculty
which need administrative support, along with various lab technicians, paraprofessionals,
tutors, and so on. In addition to the Dean of SLAM, there is an associate Dean of Basic
Skills.
3.3.6. As noted in 3.1.3., it is clear that the Foreign Language and Sign Language classes
are extremely cost-effective in terms of budget and administration in comparison to some
departments, such as Nursing and Physical Sciences. Very few items of specialized
equipment or supplies are required, and instructors rely mostly on items such as
textbooks, overhead projectors, markers, white boards, and the computer and projection
equipment standard in most classrooms.
3.4 Student Success
Foreign language and sign language classes are demanding and challenging classes.
First- and second-semester courses are five units (four in the case of ASL) and require a
time commitment of approximately ten hours per week outside of class time. Students
are responsible not only for memorizing a large amount of new information and
understanding new linguistic, philosophical, and cultural concepts, but also for practicing
and improving communicative skills built on the new concepts and information. Students
who do not have the necessary support to understand and achieve these objectives will
experience difficulties which can cause them to drop the class and/or not decide to
continue to a more advanced language course. The data below show varied success in
different language programs. The 1-unit SL 91 and 93 co-requisite skill-building lab
courses have been omitted to avoid double-counting students, since those classes are
comprised of virtually the same student population as the SL 90 and 92 courses.
25
Foreign Language
Foreign
Language
#
Academic Year Term
06-07
Spring
07-08
Spring
08-09
Spring
%
#
%
Age
Cum. GPA
Average
Average
18 72.0
7 28.0
23.2
3.1
Spanish
66
45 68.2
21 31.8
23.8
2.7
French
64
43 67.2
21 32.8
26.3
2.9
Japanese
52
21 40.4
31 59.6
20.4
2.7
Sign Language
278 216 77.7
62 22.3
26.5
2.7
Spanish
426 277 65.0 149 35.0
25.2
2.7
French
18
11 61.1
7 38.9
23.7
3.2
Japanese
60
20 33.3
40 66.7
22.0
2.8
Sign Language
224 166 74.1
58 25.9
26.5
2.7
Spanish
353 229 64.9 124 35.1
25.6
2.6
44
33 75.0
11 25.0
30.5
2.5
Spanish
33
18 54.5
15 45.5
24.7
2.9
French
67
46 68.7
21 31.3
24.9
2.8
German
40
19 47.5
21 52.5
24.6
2.7
Japanese
60
28 46.7
32 53.3
23.4
2.6
Sign Language
246 191 77.6
55 22.4
26.0
2.7
Spanish
411 274 66.7 137 33.3
25.1
2.7
French
22
16 72.7
6 27.3
25.7
3.1
German
20
11 55.0
9 45.0
27.9
3.2
Japanese
44
16 36.4
28 63.6
21.1
2.9
Sign Language
211 173 82.0
38 18.0
27.1
2.7
Spanish
367 243 66.2 124 33.8
26.3
2.7
Summer Sign Language
Fall
#
Male
25
Summer Sign Language
Fall
Female
Subject
Summer Sign Language
Fall
Gender
20
16 80.0
4 20.0
27.8
2.9
Spanish
46
22 47.8
24 52.2
24.5
3.0
French
75
50 66.7
25 33.3
25.3
2.9
German
39
14 35.9
25 64.1
19.5
2.3
Japanese
56
28 50.0
28 50.0
21.7
2.5
Sign Language
249 200 80.3
49 19.7
26.3
2.6
Spanish
444 298 67.1 146 32.9
26.3
2.6
French
19
16 84.2
3 15.8
28.7
3.5
German
55
31 56.4
24 43.6
21.8
2.6
Japanese
74
29 39.2
45 60.8
20.3
2.7
Sign Language
208 163 78.4
45 21.6
24.4
2.7
Spanish
325 193 59.4 132 40.6
26.4
2.6
The following table shows the foreign language classes separated out not only by
language, but also by course:
26
Foreign
Language
Foreign Language
#
Academic Year Term
06-07
Subject
%
Average
Average
Course
7 28.0
23.2
3.1
Spanish
SPAN-1
66
45
68.2
21 31.8
23.8
2.7
French
FREN-1
52
34
65.4
18 34.6
27.5
2.8
FREN-3
12
9
75.0
3 25.0
21.3
3.3
JAPN-1
39
14
35.9
25 64.1
20.6
2.5
JAPN-2
13
7
53.8
6 46.2
19.5
3.2
219 171
78.1
48 21.9
26.8
2.6
SL-90
SL-92
36
26
72.2
10 27.8
23.1
2.9
SL-94
23
19
82.6
4 17.4
29.6
3.0
62.5 108 37.5
25.8
2.6
SPAN-1
288 180
SPAN-2
99
67
67.7
32 32.3
24.3
2.9
SPAN-3
39
30
76.9
9 23.1
22.8
3.0
French
FREN-2
18
11
61.1
7 38.9
23.7
3.2
Japanese
JAPN-1
31
10
32.3
21 67.7
22.0
2.6
JAPN-19
29
10
34.5
19 65.5
22.0
2.9
SL-90
121
85
70.2
36 29.8
25.7
2.5
SL-92
89
68
76.4
21 23.6
27.0
3.0
SL-96
14
13
92.9
7.1
30.8
3.1
242 151
62.4
91 37.6
26.4
2.4
Sign Language
Spanish
SPAN-1
1
SPAN-2
88
66
75.0
22 25.0
23.8
3.0
SPAN-4
23
12
52.2
11 47.8
24.6
3.0
SL-90
44
33
75.0
11 25.0
30.5
2.5
Spanish
SPAN-1
33
18
54.5
15 45.5
24.7
2.9
French
FREN-1
67
46
68.7
21 31.3
24.9
2.8
German
GERM-1
40
19
47.5
21 52.5
24.6
2.7
Japanese
JAPN-1
39
19
48.7
20 51.3
22.6
2.3
JAPN-19
16
7
43.8
9 56.3
26.2
3.2
JAPN-20
5
2
40.0
3 60.0
20.4
3.2
176 138
78.4
38 21.6
25.3
2.5
Summer Sign Language
Sign Language
SL-90
SL-92
45
31
68.9
14 31.1
25.8
2.9
SL-94
12
10
83.3
2 16.7
22.3
3.0
13
12
92.3
1
SL-7
Spanish
Spring
#
Cum. GPA
72.0
Spanish
Fall
%
Age
18
Sign Language
07-08
#
Male
25
Japanese
Spring
Female
SL-90
Summer Sign Language
Fall
Gender
SPAN-1
292 190
7.7
39.4
3.4
65.1 102 34.9
25.9
2.5
SPAN-2
58
46
79.3
12 20.7
23.8
3.1
SPAN-3
61
38
62.3
23 37.7
22.4
3.2
French
FREN-2
22
16
72.7
6 27.3
25.7
3.1
German
GERM-2
20
11
55.0
9 45.0
27.9
3.2
27
Student success and retention rates for the SLAM Division as a whole are below.
All
Division
SLAM
Cumulative GPA
< 2.0
%
2.0-2.5
2.6-3.0
3.1-3.5
#
#
#
%
%
%
>3.5
#
%
Cum.
GPA
Average
#
#
Summer
1,423
333 23.4
319 22.4 208 14.6
2.6
Fall
6,266 1,655 26.4 1,145 18.3 1,394 22.2 1,281 20.4 791 12.6
2.5
Spring
5,935 1,439 24.2 1,090 18.4 1,369 23.1 1,265 21.3 772 13.0
2.5
Summer
1,538
315 20.5 252 16.4
2.5
Fall
6,739 1,899 28.2 1,204 17.9 1,436 21.3 1,290 19.1 910 13.5
2.4
Spring
6,375 1,778 27.9 1,135 17.8 1,363 21.4 1,217 19.1 882 13.8
2.4
Summer
1,882
329 17.5 366 19.4
2.5
Fall
7,093 2,059 29.0 1,267 17.9 1,516 21.4 1,286 18.1 965 13.6
2.4
Spring
7,169 2,148 30.0 1,225 17.1 1,538 21.5 1,268 17.7 990 13.8
2.4
Academic Year Term
06-07
07-08
08-09
237 16.7
390 25.4
246 16.0
539 28.6
276 14.7
28
326 22.9
335 21.8
372 19.8
Gender
SLAM
Year
0607
0708
0809
Age Category
All Division
Female
Male
Age 17 and
under
Age 18-24
Age 25-49
50+
Retention
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
#
%
%
%
%
%
%
%
Term
Sum.
1,279 86.9%
Fall
8,984 81.6%
Spring
8,005 81.1%
Sum.
1,272 87.0%
Fall
800 87.3%
377 81.4%
32 84.4%
5,344 81.3% 3,640 82.2%
967 89.5% 5,637 81.4% 2,134 78.8%
244 80.3%
4,687 80.6% 3,318 81.8%
493 92.7% 5,170 81.2% 2,081 78.8%
256 75.4%
862 87.6%
479 86.2%
57 91.2%
9,118 80.8%
5,476 80.8% 3,642 80.6% 1,027 88.3% 5,575 80.8% 2,286 77.6%
224 77.2%
Spring
8,561 81.9%
5,078 80.9% 3,483 83.3%
250 86.8%
Sum.
1,452 87.5%
Fall
9,820 78.0%
Spring
9,726 83.1%
510 87.3%
158 98.1%
634 87.1%
452 84.3%
942 87.6%
410 85.9%
235 95.3%
602 85.7%
522 91.0% 5,445 82.1% 2,338 78.7%
221 93.2%
648 87.3%
536 85.1%
45 88.9%
5,762 78.1% 4,058 77.9%
987 84.3% 6,078 77.9% 2,498 76.5%
250 72.8%
5,539 83.3% 4,187 82.8%
549 93.1% 6,158 82.5% 2,742 82.3%
267 82.8%
Perhaps a more eloquent way to demonstrate success is to cite cases of students who have
undertaken studies here which have formed a valuable foundation in related academic
and professional fields. Instructors make an effort to maintain informal contact with
several former students. This helps faculty to gauge the success of students who have
studied foreign languages at Shasta College, including some who are currently instructors
at the secondary or postsecondary level and others who are bilingual employees of the
United States Government or other public agencies.
The Department would find it helpful if the College Research Office could assist in
efforts to track students ’ academic and career success after leaving Shasta College.
Some students currently live outside of California or out of the country. Below is a list
which is but a sampling of students whose past education at Shasta College and present
success we can verify:
Lisa Fierros attended Shasta College in the late 80s and early 90s. She majored in
Spanish at Chico and then did Master's work in Costa Rica, Guatemala, Peru, and
Mexico through CSU Sacramento. She has taught for 15 years, primarily Spanish at
the high school level, and also at Shasta College.
Jennifer Salas (MA in Spanish, CSU Chico) is currently a Spanish instructor at
Chico Senior High.
Michael D. Martinez (a Master’s graduate of CSU Chico), served as a Spanish
instructor at Enterprise High School and Shasta College, and went on to complete an
MFA in poetry.
29
David Thomson studied linguistics at Shasta College, as well as French, German and
Spanish. He has completed a year abroad in Beijing, China, to support his minor in
Chinese and has applied for Graduate programs at UC San Diego and the Monterey
Institute of International Studies in Translation/Interpretation and Translation and
Localization Management.
Natalie Brown studied Spanish at Shasta College and transferred to UC Santa
Barbara for a double major in Spanish and linguistics. She spent a year in Chile as
part of her studies, and she is currently applying to postgraduate programs.
Erik Bollinger has traveled to several Spanish speaking countries and embarked on a
career as an entrepreneur. He has opened a web-based business to sell handmade
goods from Peru.
Deacon MacMillan is currently working as an Assistant Language Teacher (ALT) in
Japan on the JET Program. (Over 90% of the JET Program's total participants work in
this type of position, working in language instruction in primary, junior high and
senior high schools under the guidance of Japanese teachers of foreign languages.
Ramon M. Escamilla worked as a Coordinator for International Relations (CIR) in
Japan on the JET Program. He is in the Ph.D. program in linguistics at UC Berkeley.
Naomi Mori majored in Japanese at CSU Monterey Bay. She studied at DLI in
Monterey and is currently a linguist in the US Navy and in a Master’s program in
Hawaii.
Michelle Chenard graduated from CSU Chico. She is currently working as an
Assistant Language Teacher (ALT) in Japan on the JET Program.
Jerry G. Martin majored in Japanese at San Francisco State University and is
currently working as an English Instructor for a private English school in Tokyo.
Noah Stark studied Japanese at Kansai Gakuin University in Osaka, Japan. He is
currently majoring in Japanese at CSU Sacramento.
Annette Emry currently works as an English Instructor for a private English
Conversation School in Tokyo, Japan.
Darrell Carter is in an undergraduate program at UCLA, majoring in international
relations and minoring in Japanese.
Allena Hail is a student in undergraduate program, majoring in Japanese at San Jose
State University.
Andrew Long is majoring in Japanese at UC Berkeley.
30
3.5 General Planning
Curriculum Development: As pointed out above in the section on curriculum, recent
department efforts to develop new courses have met with limited (or no) success, since
two courses developed and approved have still not been offered.
Although many classes have been cut over the past few years, the Department’s
achievements in growth and maintenance of courses and programs are impressive,
particularly given limitations placed on the program by its low ratio of full-time to parttime instructors and its low budget. The wide variety of courses offered in all the
languages give students many opportunities to meet undergraduate requirements. There
are still many areas which need to be watched to ensure that we are preparing our
students for the world in which they will live in the future.
Preparing Students for a Global Economy: Students affected by these losses in
enrollment in various foreign languages include those whose academic studies and
careers in business, science, technology, communications, et cetera would be better
supplemented by a language other than Spanish. The past decade (specifically from
2003-2008) saw a 59% increase in trade between France and the United States, which is
the largest direct investor in France. France is the fifth largest economy in the world after
the U.S., Japan, China, and Germany (2008) and was recently nearly tied with Japan,
Germany and the Netherlands as the second largest foreign investor in the U.S. (In 2005,
the economies of China, England and France were similar in size.) France is a major
world research center in physics and medical genetics and a leading manufacturer of
electronics equipment. (© 2009 Richard Shryock; Virginia Polytechnic Institute and
State University; (Virginia Tech); http://www.fll.vt.edu/french/whyfrench.html)
Scheduling: The Foreign Language Coordinator works individually and with the Dean
to schedule classes during the morning, afternoon, and evening to meet student and
community needs. Elementary French and Elementary Spanish historically have been
scheduled in multiple sections and at various times so that most students could take the
language of their choice.
As noted in 3.2.4., French and Spanish instructors have implemented schedule changes
since the last Program Review to better serve students earlier in the daytime: For
example, some sections of Spanish 1 and French 1 historically taught 5 days per week
have been offered 3 days per week. These schedule changes need to be reviewed to
ensure the integrity of the curriculum and to promote student success, since students tend
to do better in classes which meet more often.
In Sign Language, enrollment has gone up over the past ten years, due in large part to
changes in university policies considering ASL as a foreign language meeting transfer
requirements. But because of the lack of a full-time instructor and other factors,
curriculum development, text book selection, maintenance of consistent standards,
personnel management, scheduling, and morale face obstacles which have become
serious problems.
31
Part IV – Student Learning Outcomes (Appendix A)
Please refer to 2.3. for a more detailed narrative summary of Program SLOs. The
campus-wide project to design and implement Student Learning Outcomes assessment
for all courses has had an overall positive effect on our Department. Although some
work remains, we anticipate 100% faculty participation and completion for all steps of
the process for the coming academic year. The courses below do not include courses in
the curriculum which have not been offered in the past several years since the SLO
project was first undertaken, such as German 3 and German 4 and Russian 1–4.
Considering that there has been some resistance to cooperating with the process, the
overall results are not bad.
Step 1: Define expected student learning outcomes for the course (100%)
Step 2: Develop appropriate assessment methods for course outcomes (100%)
Step 3: Use these methods to assess outcomes (95%)
Step 4: Analyze assessment results (84%)
Step 5: Apply results toward improved instruction and learning (68%)
FREN 1
FREN 2
Course Title
Elementary French
Elementary French
Step 1
X
X
Step 2
X
X
Step 3
X
X
Step 4
X
X
Step 5
X
X
GERM 1
GERM 2
Elementary German
Elementary German
X
X
X
X
X
X
X
X
X
**
JAPN 1
JAPN 2
JAPN 19
JAPN 20
Elementary Japanese
Elementary Japanese
Japanese Conversation 1
Japanese Conversation 2
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
SL 90
SL 91
SL 92
SL 93
SL 94
American Sign Language I
ASL I – Skill Building Lab
American Sign Language II
ASL II – Skill Building Lab
American Sign Language III
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
*
X
*
X
X
*
X
*
**
Elementary Spanish
X
X
X
X
X
SPAN 1
Elementary Spanish
X
X
X
X
X
SPAN 2
Intermediate Spanish
X
X
X
X
X
SPAN 3
Intermediate Spanish
X
X
X
X
X
SPAN 4
Spanish Conversation 1
X
X
SPAN 19
X
X
X
X
**
SPAN 197 Special Topics
* Two years ago, faculty had been directed to develop SLOs for lecture classes but not
labs. Since then, a single assessment has been piloted, but not yet analyzed or discussed.
**This course has not been offered again since the SLO results were analyzed.
32
Part V – Program Summary
Strengths and Opportunities: There are reasons why this Department does such a great
job in spite of being starved for resources:



Some instructors (including adjuncts) who are dedicated to uncompromised
academic excellence and who see their work in the classroom as a valuable
mission providing academic opportunities to the individuals and families in the
surrounding communities.
Our ability to give students like those listed above opportunities to achieve their
dreams and help build a better world for all of us.
Our role in helping Shasta College as playing a vital role in the culture of our part
of California through increased understanding of different cultural groups in the
area and in the world through our classes and our participation in projects such as
the international film class, the intercultural club, and community events.
International Film: Foreign language instructors have contributed to the humanities
course in international film throughout the past ten years, and they continue to play
integral roles in selecting and presenting films. This series provides unique artistic,
educational, and cultural opportunities to a community which does not have many
options to experience such films in a public venue. Viewing the films also gives foreign
language students comprehension practice and another opportunity to talk about history
and culture in the classroom in the target language. For the last few years, students from
the Amigos Unidos club have participated by presenting one film in Spanish each spring.
Weaknesses and Challenges: Weaknesses of the program have been amply outlined
above. Below is a general summary:
 Inadequate staffing in the areas of instructional faculty, administrative support
staff, paraprofessionals, and tutors.
 Over-reliance on adjunct faculty for instruction, program maintenance, and
curriculum development.
 Facilities: no space designated for tutoring and for student access to languagelearning technology.
 Facilities: insufficient amount of well-equipped classroom space designated for
priority scheduling.
 Morale.
Advisory Committee: There is at the present time no advisory committee. We suggest
the formation of an advisory committee sometime during the next five years to include
educators from outside Shasta College. We also would recommend the participation of
representatives from the community who work in the medical field, in tourism, in
construction and landscaping, and in social services, among other professional areas.
33
Part VI – Goals, Recommendations, Priorities, Plans
1. Add an additional full-time tenure-track Foreign Language Instructor whose load
would include Spanish and French classes. It has been very difficult to locate and
recruit qualified adjunct instructors to staff both French and Spanish classes,
especially since the retirement three years ago of a full-time instructor who taught the
bulk of the French classes and managed the French program. This need was
addressed in the 2004 Program Review, the hire was approved in 2006, and the hiring
process was followed from announcing the position to holding interviews, but before
the interviews were completed, the position was “withdrawn” because of budgetary
concerns.
2. Establish a Department of Deaf Studies, separate from the Foreign Language
Department, with an appropriate budget. Such a program would relieve burdens both
on the foreign language programs and on the Sign Language program. It would be a
logical step toward preparing sign language interpreters for certification programs and
for transfer to interpreter programs at other colleges. The need for ASL interpreters
both on this campus and in the community has been growing for some years, as
outlined in the September 2002 report prepared by Clara Wulfestieg for consideration
by the Curriculum Council and in the 2004 Program Review.
3. Create a full-time position for an ASL Instructor. This is important to maintaining
curricular consistency among courses taught by the half-dozen instructors. This
position should not be created instead of hiring the Foreign Language Instructor in
Item 1. Dedicate more classroom space on campus for priority scheduling for foreign
language classes beginning in Spring 2011, especially at peak times, specifically in
the 800 (Social Sciences) Building or possibly also in the 1100 (Mathematics)
Building, since the lack of a Language Arts Building negatively impacts classroom
scheduling. There should be at least three classrooms with priority scheduling for
foreign language instruction equipped with maps and computer technology. There
should be at least two classrooms with priority scheduling for sign language equipped
with appropriate seating and white boards.
4. Create and fill a position for a Foreign Language Learning Center Coordinator. As an
interim solution, dedicate 20 hours per week of existing personnel time to support
foreign language tutoring in communicative and written skills and to assist students
with audio and visual instructional technology.
5. Make space available by the fall of 2010 to accommodate a Foreign Language
Learning Center with administrative and professional support services for foreign
language students in one location.
6. Ensure that dedicated funding is increased and maintained for the foreign language
tutoring program to pay for competent tutors and tutor training so that adequate
student support is offered regardless of changes in student tutor availability and in
budget and funding sources.
7. Consider adding to the curriculum the following new courses: a course in Spanish for
Native Speakers (and/or Spanish for Heritage Speakers), and a second Spanish for
Medical Professionals course (Spanish 156) which would provide further instruction
for medical professionals.
34
8. Consider adding to the French program a course in Conversational French with a
prerequisite of French 1, and a course in French for Travel with no prerequisite.
9. Increase efforts to maintain contact with local high school foreign language faculty to
support their programs and ours and to ensure student readiness for college courses.
10. Hold more frequent meetings of foreign language instructors to address methodology,
standards, current trends in the field, and outreach for smaller language programs.
11. Ensure that funding is available for travel for foreign language faculty, both to meet
with colleagues at state and national conferences and to visit countries where their
language is spoken in order to be aware of current linguistic and cultural
developments and to maintain their fluency.
12. Work with the College Research Office to develop mechanisms to track students’
academic and career success after leaving Shasta College.
Goals from the previous Program Review: Most of the items on this list were in the
list of recommendations in the 2004 Program Review in a similar form, specifically 1, 2,
3, 6, 8, 9, and 11. One distinction should be noted: In 2004, the Department sought two
new full-time Foreign Language Instructors in addition to a full-time ASL Instructor.
The current list of recommendations includes a compromise. Since it seems unlikely
that a full-time instructor whose load does not include Spanish will be approved, the
current list recommends hiring one full-time Spanish/French Instructor instead of one
full-time Spanish Instructor and one full-time French Instructor qualified to teach another
language such as German, Russian, Chinese, or Arabic.
No French courses were developed since the last Program Review because of staffing;
they appear again on this list. Spanish courses from the previous review were developed
and approved as noted above, with the exception of Spanish for Heritage Speakers for the
reasons noted above.
There was no increase since the last Program Review of time spent meeting with local
high school faculty. The main reason is insufficient time available outside of
instructional and administrative duties. There was no significant increase (or decrease) in
meetings of faculty in the Department. This situation results from scheduling difficulties,
workload, a high percentage of adjunct faculty; the fact that instructors live in various
locations in a far-flung geographical area, and a low priority (due in part to some of the
factors just mentioned) placed on such meetings by some instructors.
Changes were made to schedules of French and Spanish classes: some sections of
Spanish 1 and French 1 historically taught 5 days per week are now offered 3 days per
week. All other language classes meet only two days per week due to the availability of
adjunct instructors. Although classes which meet less often tend to fill more quickly, the
schedule needs to be reviewed to ensure the integrity of the curriculum and to promote
student success, since students tend to do better in classes which meet more often.
It was recommended that the College Research Office track sections at off-campus
locations and for extended education classes separately and that it generate wait lists for
class enrollment. These data and much more are now readily available.
35
Appendix C
Foreign Language Department
(French, *German, Japanese, *Russian, Sign Language, and Spanish Programs)
Action Plan Activities – Spring 2010
*These programs are currently inactive.
Description of Activity/Plan
Meets Program
or Division
Objective/Goal
Item(s) Requested
Total Amount
$75,000
1. Hire a replacement for the French Instructor who
retired in 2006, preferably with a French and Spanish
Instructor to improve the quality and consistency of
instruction in the Foreign Language Department and
increase the options for university-bound students.
This position would ensure an acceptable level of
quality of instruction, which is impossible at the
present, and would support other languages as well,
since all Foreign Language programs would benefit
from increased faculty time dedicated to leadership,
curriculum, and program development. The
Department is currently unable to increase FTES in this
area in the coming years when increasing enrollment
will once again be a goal.
Improve retention,
instructional quality,
and transfer options
for students.
Improve poor FT/PT
ratio. Promote
development of new
course offerings and
better serve students
and the community.
Enable Department
to increase FTES as
economy and state
budget improve.
One full-time instructor.
One full-time instructor.
2. Create a full-time position for an ASL instructor. As
indicated in the 2004 and 2010 Program Review
Recommendations and Priorities, this position should
not be created instead of hiring the Foreign Language
Instructor in Item 1. This position would ensure an
acceptable level of quality of instruction, which is
impossible at the present, and it would enable the new
instructor and other Foreign Language faculty to better
manage curriculum and program development.
Maintain
consistency and
quality in the
curriculum, better
serve the
community, improve
FT/PT ratio.
3. Establish priority scheduling for foreign language and
sign language classrooms at peak times. There should
be at least three classrooms with priority scheduling for
foreign languages equipped with maps, posters, white
boards, and computer technology; and at least two
classrooms with priority scheduling for sign language
equipped with appropriate seating and white boards.
Enable faculty to
better serve students
with adequate
resources.
Dedicated classroom space.
4. Make space available by fall of 2010 to accommodate a
Foreign Language Learning Center with administrative
and professional support services for foreign language
students in one location.
Enable students to
improve their
success with
adequate resources.
Dedicated space.
37
NOTE: There is no building
dedicated to Language Arts
instruction, although there are many
faculty, many sections, and many
FTES taught in those departments. A
Language Arts Building (either 1000
or 700) was planned but never built.
$75,000
No cost: This
goal could be
achieved by
planning.
Cost is
minimal;
primarily a
question of
planning.
20 hours per week of time scheduled for
paraprofessional and administrative staff.
5. As an interim solution to the lack of a paraprofessional
for Foreign Languages, dedicate 20 hours per week of
existing personnel time to support foreign language
tutoring and to assist students with audio and visual
instructional technology. Hiring in this area should not
be at the expense of hiring foreign language faculty.
Improve retention,
student success,
instructional quality,
and tutoring options
for students.
6. Ensure that funding is available for travel for foreign
language faculty, both to meet with colleagues at state
and national conferences and to visit countries where
their target classroom language is spoken.
Maintain instructors’
Stipends of $500 available per year to each
fluency and
instructor in the program.
awareness of
linguistic and
cultural
developments.
7. Establish a Department of Deaf Studies with an
appropriate budget to coordinate instruction in this area
and to take an active role in serving the Deaf
community by ensuring a sufficient number of qualified
interpreters.
Meet community
needs. Enable
faculty to better
serve students.
38
Office space and administrative secretarial
support within an existing division. This
item will probably be more feasible in
connection with item 2.
No cost.
Approx. $9,000
No cost;
primarily a
question of
planning.
SHASTA COLLEGE
Program Review
STUDENT DEVELOPMENT
February 26, 2010
SHASTA COLLEGE
Program Review – Student Development
Table of Contents
Page
Signature Page …………………………………………2
Part I – Introduction………………………………..….3
1.1 Purpose of Program Review…………………………………………….....3
1.2 College Mission………………………………………………………...….3
1.3 Shasta College Institutional Student Learning Outcomes…………………3
Part II – General Program Information……………...4
2.1 Program Definition/Description……………………………………….…..4
2.2 Program Mission/Purpose………………………………………………....4
Part III – Program Analysis…………………………...5
3.1 Academic Quality………………………………………………………..…5
3.2 External Relations………………………………………………………..…7
3.3 Resource Efficiency……………………………………………………..….8
3.4 Student Success………………………………………………………..…..15
3.5 General Planning…………………………………………………………..22
Part IV – Student Learning Outcomes……………..…23
Part V – Program Summary…………………………...24
Part VI – Goals, Recommendations, Priorities, Plans..26
NOTE – Annual Reports and Action Plans……...……27
Appendicies………………………………………….…..
Appendix A – Student Learning Outcomes Update………………………..…....28
Appendix B – Annual (Update) Report Form.……………………………..…....n/a
Appendix C – Annual Action Plan…………………………………………...….30
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General Education /Transfer Program Review
SHASTA COLLEGE
Program Review
Signature Page
Program:
Student Development
Program Review Self Study Participants:
Terry Bailey
Teresa Hampton
Level Two Review Team Participants:
Jennifer McCandless
Dr. Sara McCurry
Denise Bumgarner, student
Program Self Study Lead Faculty
Date
Division Dean
Date
Level Two Review Team Chair
Date
Vice President of Academic Affairs
Date
College Council
Date
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General Education /Transfer Program Review
Student Development (STU)
General Education & Transfer
Part I – Introduction
Purpose of Program Review
According to the Academic Senate for the California Community Colleges in their 1996
document, “Program Review: Developing a Faculty Driven Process”, the program review process
serves as a mechanism for the assessment of performance that recognizes and acknowledges good
performance and academic excellence, improves the quality of instruction and services, updates
programs and services, and fosters self renewal and self study. Further, it should provide for the
identification of weak performance and assist programs in achieving needed improvement.
Finally, program review should be seen as a component of campus planning that will not only
lead to better utilization of existing resources, but also lead to increased quality of instruction and
service. A major function of program review should be to monitor and pursue the congruence
between the goals and priorities of the college and the actual practices in the program or service
Other purposes include meeting accountability mandates and demonstrating a systematic planning
process. While these functions may occur because of program review, they should not serve as a
primary function of the review. Otherwise, program review could be perceived as a timeconsuming process for a product with no effect or bearing on the program’s activities or any
relevance to serving students or maintaining academic excellence.
College Mission
The mission of the Shasta-Tehama-Trinity Joint Community College District is to provide open
access and opportunity for success to students who have diverse backgrounds, interests, and
abilities. The District is committed to providing the knowledge and skills necessary for a student
to succeed. The District recognizes that success requires specific life skills and professional skills
and also effective communication, critical thinking, global consciousness and global
responsibility. By offering programs leading to successful completion of a quality universitytransfer program, or career-technical education, the District is responsive to the needs of our
communities within a changing global society. By offering comprehensive campus and
community service programs, the District enables students to achieve personal as well as
academic potential and contributes to the social, cultural and economic development of our
region.
Shasta College Institutional Student Learning Outcomes
The District is committed to providing the knowledge and skills necessary for a student to
succeed. The District recognizes that success requires specific life skills and professional skills
and also effective communication, critical thinking, global consciousness and global
responsibility.
To support our students in achieving success, Shasta College has determined that a student who
earns a degree or occupational certificate will demonstrate:
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General Education /Transfer Program Review
1.
Life and Professional Skills
Life and Professional Skills include the ability to create well developed goals and plans,
the ability to make responsible decisions in support of those goals and plans, the ability
to recognize and accept consequences of decisions, appropriate technical skills, the
ability to work effectively as an individual and as part of a group, and the ability to
resolve conflict.
2.
Effective Communication
Effective communication includes the ability to convey information, ask meaningful
questions, and express thoughts, ideas and feelings.
3.
Critical Thinking Skills
Critical thinking includes the application of logical reasoning to collect and evaluate
information, recognize and categorize patterns, contrast and compare, make decisions
and reach conclusions, and solve problems.
4.
Community and Global Consciousness and Responsibility
Community and global consciousness and responsibility include the knowledge and
understanding of civic, cultural and environmental issues; knowledge of and respect for
the needs, difficulties, and rights of diverse groups; an appreciation of the importance of
public service; and a commitment to life-long learning.
Part II – General Program Information
2.1 Program Definition/Description
The Student Development program at Shasta College is designed to assist students in obtaining
the skills and knowledge necessary to reach their educational objectives. The curriculum in
Student Development courses has been designed to promote students’ abilities to learn about and
successfully deal with a myriad of higher education related topics. Study skills such as
motivation, time management, note taking, memory, test taking, communication skills, health,
self awareness, career and transfer planning, and awareness of valuable college resources, help
students with achieving success in higher education.
Other topics help students deal with life and employment concerns, such as: leadership skills,
communication, stress management, conflict resolution, seeking a major/career option,
networking, team work, and values exploration.
2.2 Program mission/purpose
The faculty in Student Development is committed to providing the knowledge and skills
necessary for all students to succeed. We recognize that success requires specific life skills and
professional skills and also effective communication, critical thinking, global consciousness and
global responsibility. Student Development offers courses that lead to successful completion of a
quality university-transfer program, or career-technical education, including transfer level
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General Education /Transfer Program Review
courses. Upon completion of this curriculum, students should be able to apply learned skills in
order to achieve educational and/or employment objectives.
2.3 Program SLOs
In light of the fact that we are not an official “program” and all of our students are in other
programs that do have program SLOs, we do not have SLOs for our “program.” However, we
have developed SLOs for each individual course that we offer in Student Development.
Part III - Program Analysis
3.1 Academic Quality
1. Curriculum Analysis
In the previous program review of 2007, we recognized the need to clean up our course
offerings and delete old courses that are no longer taught. Much of the career exploration
and job seeking skills education is now offered through the college’s Business program
and the Economic and Workforce Development (EWD) program. These two programs
have specialized in developing skills that are necessary in the workforce. Therefore, we
eliminated STU 393 Targeted Job Search. This class had not been taught in recent
memory, and upon further research, it was discovered there was no record of it ever being
taught. In addition, STU 42 Student Leadership and STU 43 Student Leadership Lab
were no longer being taught and were deleted.
We feel that we have been vigilant in the analysis of our curriculum, tailoring our
offerings to the changing needs of the students. In addition, we strive to complement, not
duplicate, the curriculum offered by other departments in our campus community,
specifically the Business Department and the EWD.
Currently, no certificate and degree offerings exist in our area. However, each term we
offer a selection of the following courses, all of which are transfer level, except for STU
310. In order to better meet the needs of our students, we also provide an ITV course, an
online course and courses at our extended education sites.
STU 1 College Success – 3 Units
STU 10 Introduction to Peer Tutoring .5 unit
STU 50 Getting Connected: An Orientation to College .5-1 unit
STU 70 College Study and Learning Skills 1 unit
STU 90 Career Choice 1 unit
STU 92 Worksite Readiness 1 unit
STU 310 General Tutoring Lab/Supervised Tutoring 0 units
2. Staffing
Faculty who are both knowledgeable and enthusiastic about developmental education are
recruited and hired to teach in the program. We feel that recent hires in our program are
meeting the needs of our students.
As an underlying philosophy of our program, we believe in the benefits that come from
teaching across the curriculum, where our faculty is qualified to teach in a variety of
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General Education /Transfer Program Review
areas. We have had horticulture teachers, counselors, business, family studies, social
science, English, ESL and mathematics faculty teach the Student Development courses.
In our area, we have a pool of part-time faculty to teach in our program, which accesses
the talents of our local high schools and professional community.
3. Teaching Aids and Equipment
In Student Development courses, a variety of video resources are utilized to highlight
specific curricular topics, such as time management or test preparation. It is critical that
our instructors have access to mediated classrooms that have computers, speakers,
screens, DVD players, projectors, TVs and VCRs. Also required is reliable access to the
internet. Shasta College has made an institutional commitment to provide the hardware
necessary. The only area of need is for current, engaging video resources on curricular
topics.
4. Faculty Availability for General College Service
Our faculty is committed to the shared governance process on campus. Our instructors
are members of the Academic Senate and Institutional Tenure Review Committee, and
other committees on a rotating basis. Due to the number of adjunct faculty teaching in
this area, there may not be an abundance of committee participation, but our adjuncts are
active in community outreach capacities in Tehama County and in the Shasta County
Library system. We believe our representation on general education, curriculum and
professional development committees is essential to the success of our courses and our
full time faculty are very willing to participate.
All instructors of Student Development have split assignments. For example, we have
counselors who teach our 1 unit classes. No instructors have been allocated any reassign
time.
5. Tutoring Centers/Labs
We consistently refer students to the tutoring centers/labs on campus to address
deficiencies in skills. We do not operate any free-standing labs ourselves.
6. Opportunities for Professional Development
Faculty members actively seek out and participate in professional development activities.
For example, a team of teachers attended the Regional Meeting for the Basic Skills
Initiative in Rancho Cordova, CA in October 2009. In addition, we have many FLEX
day opportunities geared toward effective teaching practices in student success and basic
skills.
To better assist faculty in taking advantage of professional development options, the
Invest in Our People committee has developed a professional development budget for
every person on campus.
In terms of improving professional development, Shasta College has taken steps to set up
quality professional development sessions. For example, IIOP, Basic Skills, the SLO
Coordinator and the Student Success Coordinator brought the nationally recognized
program “On Course” to campus in January 2010. The campus also encourages faculty
to participate by offering stipends to full and part-time faculty who attend these sessions.
6
General Education /Transfer Program Review
In an ongoing effort to promote faculty collaboration on effective teaching practices, our
SLO Coordinator offers GIFTS (Great Ideas for Teaching Students) seminars where
faculty members share best practices with peers. This program is offered once a month
and has received enthusiastic, positive response. Faculty who participate receive one
hour of FLEX credit (6 hours=1 day of FLEX credit).
7. Survey other CCs for Common Practices
In developing our own courses, we have drawn from the experience of our neighboring
colleges, specifically Butte College and College of the Siskiyous. We spent valuable
time exploring their SLOs, the types of courses they offer, their rationale for having 1 to
3 unit courses, and whether their classes are all transfer level or not.
Members of our faculty have attended trainings, On Course workshops, and many Master
Student trainings over the years to keep current.
In addition, our instructors have attended recent conferences on the regional and statewide level that involve the sharing of best practices among community colleges.
Specifically, our faculty has attended the Basic Skills Coordinator Meeting in September
2009 and also the Regional Meeting for Basic Skills in Rancho Cordova in October 2009.
From other community colleges, our team members learned many useful strategies to
deliver content and services to students in our program. For example, we are
collaborating with Fresno City College on the development of a website geared toward
the needs of basic skills students. Our goals for this website are to:
1. provide targeted information in a user-friendly way
2. establish a clearing house of handouts that they can print and use, i.e., Cornell
note-taking template, time-management tools and calendars, and a test-taking
strategy checklist.
3. create a sense of belonging for students
We are also looking into developing and offering a “teaching academy” that focuses on
effective teaching practices and classroom research. We would like to pattern this
academy after that of American River College.
3.2 External Relations
1. Facilities
We offer an ITV course (STU 1), an online course (STU 92) and STU 1 courses at our
extended education sites.
The only facilities we share are classrooms on campus, however we are planning on
relocating to the newly finished Library Annex building, now called the Learning
Resource Center.
2. Contact with K-12 Schools
In October 2009, Shasta College hosted our annual High School Counselor Retreat. In an
ongoing effort to connect with our local high schools, we hold a day-long seminar in
which high school counselors can collaborate with staff from the college. The meeting is
arranged so that there is a college staff member seated at every table. This event draws
about 100 area counselors who spend the day learning about recent changes in the
7
General Education /Transfer Program Review
operations of the College. Due to the current economic climate, many of the changes
discussed were in response to the budget cuts, and college representatives shared the
ways in which we have solved (or are attempting to solve) these problems.
This meeting was also a time to clarify college programs and procedures for incoming
students. Ideas were brainstormed on how the college can maintain some of the services
to the high schools that were either low-cost or no-cost.
On a regular basis, we utilize high school counselors as part-time STU instructors. High
school students are encouraged to take STU courses via dual enrollment. These courses
are taught on the high school campuses, such as Corning and Red Bluff.
There are ongoing discussions of bringing more STU classes to the high school
campuses.
Other programs on Shasta College’s campus, like EOPS and TRIO have offered and
continue to offer an incoming freshman “bridge” type program to get a head start on
preparing students for college level work.
3. Contact with Community Colleges, and Four-year Universities and Colleges
We work collaboratively with nearby colleges, namely College of the Siskiyous, Lassen
College, Feather River College and Butte College. We email, coordinate visits to each
other’s campuses, and share best practices.
4. Articulation with high schools, universities and colleges
In our previous Program Review, it was found that STU 1, 10, 50, 70, 90 and 92 were
transferable to the California State University as elective credit. Carolyn Borg,
Articulation Officer, works closely with colleges and universities to ensure that our
courses are transferable. On the basis of her work, we revised STU 1 College Success
curriculum to meet the requirements for CSU Category E by adding a health component.
As a result, STU 1 is transferable in Category E – Lifelong Learning to the California
State University system. In addition, STU 1 is transferable elective credit to the UC
system, as verified through assist.org.
At this time there is one articulation agreement in place for the STU discipline: STU 92
Worksite Readiness, is articulated with Shasta Union High School District and Gateway
Unified School District.
We attend the annual articulation meeting held on Shasta College’s campus each fall to
maintain curriculum consistency. We are always open to setting up agreements with
more high schools in our district.
3.3 Resource Efficiency
1. Support
We feel well supported by other college departments, and when we request resources
such as guest speakers or library orientations, assistance is given willingly,
professionally, with an air of collegiality. We also depend on the support of the many
student service on campus, like the counseling staff, the career and transfer center, job
placement office, and the health and wellness office.
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General Education /Transfer Program Review
2. Use of Technology
In Student Development courses, a variety of video resources are utilized to highlight
specific curricular topics, such as time management or test preparation. It is critical that
our instructors have access to mediated classrooms that have computers, speakers,
screens, DVD players, projectors, TVs and VCRs. Also required is reliable access to the
internet. Shasta College has made an institutional commitment to provide the hardware
necessary. The only area of need is for current, engaging video resources on curricular
topics. We are able to overcome this deficit by utilizing basic skills money to purchase
DVDs and other resources.
3. Comparison with Other Institutions
How does your program compare with other community colleges of similar size and
location in terms of size, staffing, facilities, partnerships, etc.?
How many sections do we have compared to Butte College?
How many students enrolled?
How many different staff teaching our courses?
Name of
Institution
Location Enrollment # of Sections of STU type
courses being taught
SHASTA
Butte
College
Redding
Oroville
9,102 STU 1 & 90 – 9 sections
12,228 Life Management 40 – 6
sections, Career Choice 9
sections
# of Faculty
teaching these
courses
7
10
Many institutions across the state of California, and indeed, across the nation, require a
“College Success / First Year Experience” of all students for graduation.
4. Facility Use/Availability
Describe the scheduling of your courses:
We subscribe to the philosophy that our courses must accommodate the schedules of as
many students as possible. To that end, we offer MWF, MW, M, and TTH classes in a
variety of time slots, including morning, afternoon and evening. We offer courses that
run the entire 18 week semester, in addition to late start classes, summer, ITV, and
online. We also have an adult literacy course that is offered continuously in conjunction
with the Shasta County Library.
We currently have only one late start class, but we have offered this successfully in the
past and are willing to offer in the future. We have a fair amount of students who drop a
class or start late and need a class. We feel STU 1 would be a perfect option for them to
help improve their skills and retention. In addition, we also offer an evening ITV class
(STU1) in order to reach students in our outlying areas.
We are currently offering STU 92 Worksite Readiness exclusively online. It is a late start
class and picks up most of its enrollment from CTE majors. Through our extension sites,
we offer early morning STU classes for high school students. In the summer, we have
limited offerings, usually in conjunction with EOPS summer activities.
What drives scheduling in your program? When determining scheduling in our program,
student need is considered first, and then availability of classrooms and finally, faculty
schedules.
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General Education /Transfer Program Review
If your program is part of a major or certificate, can a student complete the major or
certificate within two years of fulltime (Fall and Spring semesters) study? If not, why?
We are not part of any major or certificate.
Considering the responses to the questions immediately above, what plans do you have to
alter your scheduling practices to accommodate student needs and promote student
access and program completion? Do you have suggestions for improvement?
Moving into our new building, the Learning Resource Center, will allow us to better meet
the needs of our students. It also might allow us the flexibility to offer more learning
communities in the future, in that we can house our own classes.
We believe we should have more career choice, 1 unit, classes such as STU 50 and STU
90. Data shows that students who have declared a major and have a plan for their future
have higher retention and persistence rates. We propose offering more Career Choice
classes so that we can help steer students to a choice of major early in their college
career.
We would like to offer more sections overall, and specifically increase the number of
sections of our late start, early morning and evening offerings.
In addition, we would like to create learning communities that target specific populations
that have a need for skills development. For example, our Student Athlete Success Block
is very successful in meeting the needs of our student athletes in both math and skills
development.
5. Faculty and classified staffing
Using tables showing data over the past three years please analyze and address trends
for the following:
Headcount of full time faculty by term
Headcount of part time faculty by term
FTE of full-time faculty by term
FTE of part-time faculty by term
Ratio of full-time to part-time faculty by term
Number of sections taught by full-time and part-time faculty by term
Number and ratio of full-time and part-time faculty who teach in the evenings by
term
Number and ratio of full-time and part-time faculty who teach in the day time by term
Number of classified support staff
Faculty and staff demographics
The following tables contain information regarding STU faculty and staffing, reflecting
data for Fall 2009. Currently, there are eight faculty and staff serving STU students.
Three are contract, four are hourly, and one is non-pay serving as many as 350 students
per semester. These faculty and staff handle 14 sections and 1.47 FTEF. Data will serve
as the baseline for future program evaluations.
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General Education /Transfer Program Review
Number of
Instructors Percent
Age Category
30-39
2
25.00
40-49
2
25.00
50-59
3
37.50
60-69
1
12.50
ALL
8
100.00
Female
6
75.00
Male
2
25.00
ALL
8
100.00
Hispanic
1
12.50
White
7
87.50
ALL
8
100.00
Gender
Race
Number of
Instructors Percent
Teaching Arrangement
Contract/Overload
Hourly
No Pay
Age Category
30-39
1
33.33
40-49
1
33.33
50-59
1
33.33
ALL
3
100.00
30-39
1
25.00
40-49
1
25.00
50-59
2
50.00
ALL
4
100.00
60-69
1
100.00
ALL
1
100.00
8
100.00
Age Category
Age Category
ALL
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General Education /Transfer Program Review
Number of
Instructors Percent
Teaching Arrangement
Contract/Overload
Hourly
Gender
Female
2
66.67
Male
1
33.33
ALL
3
100.00
Female
3
75.00
Male
1
25.00
ALL
4
100.00
Female
1
100.00
ALL
1
100.00
8
100.00
Gender
No Pay
Gender
ALL
Number of
Instructors Percent
Teaching Arrangement
Contract/Overload
Hourly
Race
Hispanic
1
33.33
White
2
66.67
ALL
3
100.00
White
4
100.00
ALL
4
100.00
White
1
100.00
ALL
1
100.00
8
100.00
Race
No Pay
Race
ALL
Number of
Instructors Percent
Teaching Arrangements
Contract
3
37.50
Hourly
4
50.00
No Pay
1
12.50
ALL
8
100.00
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General Education /Transfer Program Review
Number
of
Sections FTEF
Teaching Arrangement
Contract
6
1.07
Hourly
7
0.40
No Pay
1
0.00
14
1.47
ALL
6. Equipment
Teachers in our department prefer tables and chairs that can be configured to
accommodate group work and individual work. In Student Development courses, a
variety of video resources are utilized to highlight specific curricular topics, such as time
management or test preparation. It is critical that our instructors have access to mediated
classrooms that have computers, speakers, screens, DVD players, projectors, TVs and
VCRs. Also required is reliable access to the internet. Shasta College has made an
institutional commitment to provide the hardware necessary. The only area of need is for
current, engaging video resources on curricular topics. We are able to overcome this
deficit by utilizing Basic Skills money to purchase DVDs and other resources. Our
program does not purchase, maintain, repair, or store equipment. There are no
suggestions for improvement.
7. Budget info, requests, action plans
Is your budget sufficient to cover your program’s needs? Currently, we do not have a
supply budget for this area. There is definitely a need for one for day-to-day supplies,
and the Division is tracking and analyzing supply budgets to make changes for next year.
There is the opportunity to access Basic Skills monies for the purchase of supplies.
Once your budget is set by the college, is it stable or does it need constant transfers of
funds or requests for augmentation? N/A
Do you have access to outside funding sources such as grants, endowments, gifts, etc.
that can help enhance the general fund allocations? Do you have the support needed to
apply for these funding opportunities? What can the college do to help your program
increase funding beyond that which is available through the state funding allocation
process? We are not aware of any outside sources available for Student Development.
What is your budget planning process? What are the considerations upon which you
develop your budget? N/A
Describe the non-financial benefits of your program that should be considered in a
cost/benefit analysis? Include a description of who benefits and what the benefit is. For
example: improved student retention. What evidence do you have that this benefit exists?
Our faculty feels strongly that our course offerings are essential to the retention of
students and the persistence toward a degree or certificate.
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General Education /Transfer Program Review
Consider:
1. 75-85% of incoming students to the California Community College system have an
identified basic skills need, whether it be in math, reading, or writing.
2. Recent statewide data and literature support the premise that study skills, career
exploration and academic support is essential in increasing student ability to persist
in the college environment.
Therefore, all departments on our campus benefit from the skills students learn in our
classes. We serve the needs of all students in all disciplines across campus.
Who benefits:
What the benefit is:
Students
Improvement in skills, such as
time management, memory,
reading skills, note-taking
strategies, test-taking ability,
and improvements in critical
thinking and communication.
Students who are better
prepared for college-level work.
Faculty in all
disciplines
Evidence that this benefit
exists:
Success rates in passing the
course, percentage of students
meeting SLO, and studentreported satisfaction
While there appears to be a lack
of quantitative data that support
this benefit, it would be
important in future evaluations to
collect data that includes faculty
assessment of student
preparedness.
What is the cost versus income ratio for your program?
Income: $4324/FTES; any other ongoing funding/income sources like Instructional
Agreements or partnerships, etc?
For 2008-2009, STU courses generated 49 total FTES with a total direct instructional cost
estimated at $140,000. The estimated total apportionment for this was $4324 x 49 =
$211,876. Aside from apportionment we brought in no other income. Thus the ratio of
cost to income is estimated at 1:1.51.
Consider also that 50% of the full-time Student Success Coordinator position is supported
by Basic Skills, and is not reflected in the figures above.
How might your program become more efficient in terms of cost versus benefits? Due to
the fact that we are not a true “program,” we have no budget, and therefore, we do not see
a way that our program can become more efficient in terms of cost versus benefits.
8. Reach of Services
Are the courses provided in your program adequate to meet the student or community
need? In order to better meet the demands of the many students who have a basic skills
need, we require more sections-especially in College Success, and in turn, more
instructors to deliver the curriculum.
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General Education /Transfer Program Review
How have these needs been measured? Data collected and analyzed by the Chancellor’s
Office suggests that across the state of California, 75-85% of incoming freshmen exhibit
at least one area of basic skills that needs remediation or correction. Locally, on our
campus, we have collected anecdotal evidence from conversations with students,
informal student surveys and polls, and formal student evaluations of our courses.
Moreover, every semester, instructors are presented with long waiting lists of students
who wish to add the class, yet have had to turn away students due to lack of classroom
space. There seems to be a growing demand for College Success courses. Specifically,
after taking STU1, some students have asked, “What’s the next course after this? I want
to take it.” We explain to them that currently our courses are stand-alone, with no
sequencing in place. With long-range considerations in mind, we can envision a series of
courses that offer students the option of proceeding through a continuum of college
success courses to address the demands of first year students and second year students.
We would, however, like to maintain our stand-alone option of STU 1.
Is there an opportunity or need to grow your program, and if so, how might you
accomplish that growth? Yes, there exists the opportunity to grow our program. Of
course, this opportunity is constrained by budget limitations and in an era of cutting
classes, it seems improbable that more sections will be added. One key element in
growing our program is to increase counselor buy-in as to the benefits our courses offer
to students. For example, our Student Athlete Success Block was filled due to the
enthusiastic support of just a few counselors. With continued support, we look forward
to expanding our offerings.
3.4 Student Success
Please present and discuss the quantifiable factors pertinent to your program by semester
over the past three years.
Trends of FTES
FTES/FTE ratio
Total program enrollment
Enrollments at census by course and program
Number of audits by course and program
Average class size at census
Number of sections
Number of combined sections
Section characteristics (on-off campus, distance ed – online and/or ITV)
Grade distributions
Course success: grades of A,B,C,CR only
Course retention: grades of A,B,C,D,F,CR,NC,I
Type of credit received by students (credit and noncredit)
Program persistence
Student progress (basic skills, ESL, degrees/certificates)
Student demographics
Student needs assessments (college and/or program administered) when available
Program completions, including degrees and certificates issues/earned
Community needs assessments when available
Other program or service generated measures or data as appropriate
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General Education /Transfer Program Review
Trends in FTES (Figure 1) and enrollment (Figure 2) reflect growth in Student
Development (STU) over the past three years. Interestingly, the number of sections has
leveled off since fall of 2007 at thirteen; however, total FTES and enrollment have
continued to increase compared to the fall of 2006. This explains the increase in average
FTES/FTEF seen over the past three years. STU has met the demand in increasing FTES
and enrollment while optimizing FTES/FTEF ratio through offering a consistent number
of class sections. The current number of sections appears to be adequate to address
student demand; however, the challenge in coming years will be addressing increasing
student demand as STU courses, such as STU 1, are evaluated as it becomes mandatory
for students on academic probation, and strongly recommended for all other incoming
students. Two year and four institutions currently require similar courses for all
incoming freshmen in order to prepare students for college/career success, making up for
the reported gap between K-12 and college preparedness.
Examining enrollments, course section data, and course offerings, several trends are
apparent. Enrollment continues to increase over the number of course sections (Figures 2
and 3). The majority of STU sections are offered on the main campus and its satellite
16
General Education /Transfer Program Review
location (Tehama) in Red Bluff, CA (Figure 4). As a program, the number of afternoon
sections has remained relatively constant over the past three years (Figure 5); however,
evening course offerings have been variable from year to year with more of these sections
available in fall semesters. As for morning sections, the trend increased early but then
fell to its low in Fall 08. As student enrollment in STU increases, more course offerings
may need to be offered outside of afternoon hours in order to accommodate classroom
scheduling, course conflicts, faculty and the student population.
Trends suggest the enrollment in STU 1 (College Success, Figure 6) over the past three
years is increasing at a more rapid rate than other courses; however, both STU 90 (Career
Choice) and STU 92 (Worksite Readiness) also show increasing trends. The latter is
expected as current economic times have individuals reevaluating careers and the
workplace.
Looking ahead, there appears to be an opportunity for increased online education in
student success and development. Currently, online course offerings are minimal; STU
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General Education /Transfer Program Review
92 is currently offered completely online. Most of its participants are CTE. Given the
service population, there appears to be a growth opportunity for STU in this area. Shasta
College leads the state in the number of online course offerings. It is, then, only a matter
of logistics for STU to take advantage of a program already in place in the campus
community to reach a wider student population. This will need to be examined in coming
years as funding becomes available to support the infrastructure and faculty necessary to
successfully deliver an online-intensive program.
Upon examination of course success (Figures 7 and 8), the number of students receiving
the grade of “C” has increased as a percent of total enrollment over the past three years.
While slight, those receiving a grade of “A” appear to have decreased over time but have
been variable from one semester to another. Those receiving a “B” as a percentage of the
total enrollment have remained relatively constant over time with apparent variability
across this small sampling of semesters. Such trends are difficult to interpret as to cause.
For example, movement among success groups may be due to differences in course rigor
and variability among faculty. Such trends may also be a reflection of that semester’s
student population and may reflect differences in college preparedness. In future
program evaluations, a student survey of course rigor may be a valid assessment in order
to explain these trends in course success as measured by the current grading system.
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General Education /Transfer Program Review
Analysis of STU’s student demographic data defines the current student population
trends as they pertain to gender (Figure 9), age (Figure 10) and ethnicity. Over the past
three years, the percent of female versus male students has remained relatively constant;
it is approximately a 60% female:40% male ratio. The average age of STU’s students has
remained relatively stable, averaging between 24 and 27 years of age. Trends are
consistent with other two year and four year institutions; the highest enrollment of 18-24
year olds is observed in fall semesters with the influx of first year students. The number
of students 50+ years of age has remained constant while those students 25 to 49 years of
age decreased early in the years evaluated but appear to increase slightly in spring 2009.
The latter observation may be a reflection of economic times and individuals returning to
school to improve upon their skill set. Currently, the ethnicity of STU students is
predominantly white, non-Hispanic and Hispanic, constituting approximately 75% of the
STU student body. This has been a relatively consistent trend over the past three years
with Asian, African American and American Indian making up another 15%. These
trends in ethnicity are, for the most part, a reflection of the population in Shasta College’s
service area. Student success and retention rates within demographic categories do not
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General Education /Transfer Program Review
appear to differ significantly across the three years evaluated. While there were no
apparent significant trends across demographic groups to note, such data is necessary to
gauge STU’s success in meeting the needs of the student population in Shasta College’s
service area.
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General Education /Transfer Program Review
How do you measure student satisfaction?
We measure student satisfaction through two specific ways:
1. Student evaluations and their self-reported level of satisfaction with the course and the
instructor.
2. The amount of word-of-mouth referrals from students themselves to their friends and
relatives.
In addition, we often have students ask what the next course is in the sequence, showing
their interest in our course content. Many students tell us that the topics are valuable to
them and their success.
What have you learned from those measures?
We have learned that we need to continue asking for feedback so that we can carry on the
“teach-reflect-improve” cycle. We also learned that students find our classes both
enjoyable and valuable.
How does your program deal with student complaints?
Over the years, we have rarely been presented with student complaints. However, when
one is lodged, we follow college protocol and board policies, handling most complaints at
the instructor level in a fair and even-handed manner.
What changes have you implemented in response to student complaints and/or
satisfaction measures?
No changes have been needed.
What does your program provide in terms of student support structures and processes?
Do you have plans for improvement? If so, describe your plans.
We utilize the services of DSPS, EOPS and TRIO to help support our students in their
education. We work closely with these offices to ensure our students are accessing the
valuable services available to them.
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General Education /Transfer Program Review
To what extent does your faculty provide career/transfer advisement? Describe any
plans to expand?
In an effort to help our students plan their education effectively and to create a seamless
transition from school to the workplace, we offer a 1-unit course in Career Choice.
Additionally, in STU 1 courses, we teach a unit in career exploration and choice. We
also invite informative staff from the Career & Transfer Center to be guest speakers to
provide an overview of the services offered to students.
To what extent does your faculty contact students outside of class (phone, email, mail,
etc.)?
Our faculty uses many forms of communication with our students. We use phone, email,
and Angel. We also encourage students to visit us during office hours or appointments
for personal face-to-face contact.
What processes are in place to assure proper student assessment and placement in your
program? How have you measured whether the placement is working? Do you have
plans for improvement? If so, describe your plans.
There is no formal process by which students are placed in our courses. Students do not
take assessments and there are no prerequisites for our program. In an ongoing effort, we
continue to work with the Dean of Enrollment Services, counselors, and student support
services to meet the needs of the students here at Shasta College.
3.5 General Planning
Are there any national trends that need to be taken into consideration by your program
as a basis for improvement?
The development and offering of student success courses is a national trend. There is
incredible momentum nationwide to provide support so campuses can provide these
courses for incoming freshmen. Data strongly suggests that student success courses
provide the skills and structure that many students need in order to be successful in
college-level work.
How do you market your program’s offerings and/or services? What are your ideas for
improving or expanding your marketing efforts? How can you help the college’s
Marketing Department in their marketing efforts?
We will continue our efforts to meet with counselors and administrators of special
populations to educate them about our curriculum and its value to students. Every fall,
we participate in the “Welcome Day” activities for incoming freshmen. In addition, we
plan to participate in our campus’ curriculum faire in the spring for high school seniors.
When the budget allows, we would be willing to conduct visitations to area high schools
to market our courses.
Are there elements in your program that are not sustainable given existing limitations
(e.g., lack of full time faculty to do necessary committee work)?
Given current budget constraints, we are unsure of the viability of some of our courses,
specifically our STU 310 Adult Literacy class. All other areas of our program are
sustainable, even in the face of severe budget cuts.
What other elements that are not previously identified in this study do you need to
consider for program improvement?
None that we are aware of at this time.
22
General Education /Transfer Program Review
Part IV – Student Learning Outcomes
Please refer to Appendix A and complete the analysis as requested and include that information
and charts here.
Appendix A appears here and is also appended as a separate attachment.
Appendix A
STUDENT DEVELOPMENT
Student Learning Outcomes Update
These questions are based on the reporting requirements from the 2006-2007 Institutional
Annual Report Update on Student Learning Outcomes. The complete report is available
at the SLO website www3.shastacollege.edu/slo/
The college needs to collect this information on an annual basis. By including this
information routinely in the self studies and annual updates of program reviews, it will
become an efficient and routine reporting process.
1. COURSES
a. List all courses in the program
b. For each course indicate which steps of the SLO have been completed
c. For each step, summarize by providing the percentage of courses that have
completed each step.
d. Indicate plans for moving forward in the process: Our plans for moving forward in
the SLO process is to continue to meet every semester on Fall Flex day. Faculty who
teach our courses will complete the SLO steps below (1 through 5). If applicable,
instructors who teach the same course will come together as a team to discuss their
course SLOs.
Step 1 = Define expected student learning outcomes for the course (100%)
Step 2 = Develop appropriate assessment methods for course outcome(s) (57%)
Step 3 = Use these methods to assess outcomes (26%)
Step 4 = Analyze assessment results (26%)
Step 5 = Apply results toward improved instruction and learning (26%)
STU 1
Step 1Step 2Step 3 Step 4 Step 5
X
X
X
X
X
X
College Success
STU 10 Intro to Peer Tutoring*
23
General Education /Transfer Program Review
X
X
STU 70 College Study and Learning Skills*
X
X
X
X
X
STU 90 Career Choice
X
X
STU 92 Worksite Readiness*
X
X
STU 310 General Tutoring Lab/Supervised Tutoring
* Courses with an asterisk are in the Catalog, but are not currently on the schedule.
STU 50 Getting Connected: An Orientation to College*
2. DEGREES & CERTIFICATES
N/A
3. GENERAL EDUCATION
Step 1Step 2Step 3Step 4Step 5
X
X
X
X
X
STU 1 College Success
STU 1 is our only course that is included in the Associate Degree – General Education,
area #5 Multicultural/Living Skills.
4. INSTRUCTIONAL SUPPORT
N/A
5. STUDENT SUPPORT SERVICES
N/A
Part V – Program Summary
In reviewing the data and information provided in your self study, what are your program’s
primary strengths and weaknesses? As stated previously we do not have an official program,
however we can identify certain strengths and weaknesses in our course offerings.
STRENGTHS:
 Our faculty, both full time and adjunct, are exceptional educators who create valuable
and relevant curriculum and deliver it in a way that engages the learner.
 We have created learning communities which have been successful, and we will
continue to offer them in the future.
 Support from administration and student support services.
 In conjunction with student support services, we offer targeted orientations to new
students based on the level of English course in which they enroll.
WEAKNESSES:
 We need more sections overall to meet the needs of our students, and specifically, we
need more sections for special populations, i.e. EOPS, TRIO and DSPS students.
24
General Education /Transfer Program Review
What do you see as your program’s greatest challenges and opportunities during the next five
years?
CHALLENGES
 Increasing the number of sections we can offer in a time of budgetary constraints and
cut-backs.
OPPORTUNITIES
 As we get the message out of how valuable our courses are in preparing students for
transfer level college work, we have the opportunity to reach more students.
 Following the lead of many 2- and 4-year institutions across the state, we want to
increase strategies to have STU 1 College Success (3 units) strongly recommended
for all incoming freshmen at Shasta College, especially those on academic probation.
25
General Education /Transfer Program Review
Part VI – Goals, Recommendations, Priorities, Plans
Identify the goals that were identified in the last program review and describe whether they were
attained or not. If not, why not?
Previous Goal
Attained
Why was this goal not attained?
or In
or
Process
Evidence of attainment.
Attained
We interview and hire qualified
1. Establish a consistent standard for
instructors after a teaching
qualifying instructors to teach STU courses.
demonstration.
Maintain integrity of the program and courses
by ensuring qualified instructors teach the
course with the background and training.
2. Increase communication among STU
Partially
Frequent meetings take place on
faculty about program and curriculum
attained
the main campus. Need to include
changes. Monthly meetings of STU
satellite campuses.
instructors would help facilitate this.
3. Insure representation on committees, such
Attained
Many former and current STU
as Curriculum and General Education.
instructors are on a variety of
committees.
4. Submit STU 1 course outline to the CSUs
Attained
Has been accepted as CSU
to satisfy the CSU Category E-Lifelong
Category E.
Learning requirement.
5. Continue to monitor student needs and
Attained
Feedback from students and
match with appropriate course offerings.
counselors.
6. Increase training opportunities for all STU Attained
Provision of professional
instructors.
development funds through Invest
in our People and Basic Skills
funding. Also provided On
Course 2-day training.
7. Work with outreach to coordinate all
In process
This is still a top goal of ours, yet
course offerings. Expand our course offerings
is challenging with current budget
of ITV and online courses.
limitations.
Attained
Even though this goal has been
8. Work with EOPS and Trio programs to
attained, we feel continued work
endorse student enrollment into STU courses.
needs to be done to advocate for
Work with general counselors to advocate for
STU courses every semester.
these courses.
9. Devise advertisement and awareness
In process
Developing and hiring the position
campaign across campus to highlight the
of Student Success Coordinator
benefits to all students of completing STU
will achieve this goal.
courses.
10. Review STU courses for currency;
Attained
STU 42, 43, 100 and 393 are no
eliminate any that are no longer relevant.
longer on the books.
In process
Preliminary discussion has
11. Work on developing a 100 level course
occurred.
similar to STU 1 College Success, for
students who may not be ready for the STU 1
level class, but could benefit from learning
study skills and college resources.
12. A three part series might be created such
Attained
STU 50, 70 and 90 have been
as: STU 50, 70 and 90 to give students more
developed to be components of
options.
STU 1.
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General Education /Transfer Program Review
Specify clearly in this section your program goals for the next five years, your plans to achieve
them, the responsible person, and a timeline for completion. Prioritize your goals and plans,
listing the highest priority first.
Goal
Plans to achieve goal
1. Work with Dean of Enrollment,
counselors, EOPS, Trio and DSPS to
increase enrollment of special
populations.
2. Work on developing a 100 level
course similar to STU 1 College
Success, for students who may not be
ready for the STU 1 level class, but
could benefit from learning study skills
and college resources.
3. Develop strategies so that STU 1 is
strongly recommended for all
incoming students, especially those
who are on academic probation.
Set up meetings.
4. Provide ongoing professional
development opportunities for
instructors
5. Provide a budget for classroom
supplies
6. Hire and retain qualified instructors
Responsible
Person
Teresa
Ferguson
Timeline
Work with necessary
staff and committees,
following board policies
and the shared
governance process.
Terri Winstead
By 2015
Work with necessary
staff and committees,
following board policies
and the shared
governance process.
Work with Invest in our
People, Basic Skills, and
other organizations.
Analyze current budgets
to determine feasibility.
As staffing needs dictate.
Teresa
Ferguson
By 2015
Dean of
SLAM, Teresa
Ferguson
Dean of
SLAM
Dean of
SLAM
Ongoing
By 2015
By 2011
Ongoing
Attached is our Action Plan (Appendix C).
NOTE – Annual Report and Action Plans
By April 1st of each succeeding year, prepare an Annual Report Appendix B (update) that
identifies the program’s success in implementing its plans to achieve the identified goals, any
new or modified goals, plans or priorities, and any deleted goals and plans.
The format for the Annual Report is included as an addendum to this document (Appendix B).
The Annual Report should be used to generate the program’s Annual Action Plans, which in turn,
will be used for inclusion in college-wide planning, development of long- and short-term goals
and objectives, and the proposed budget. Attach the Annual Action Plan to the Annual
Report.
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General Education /Transfer Program Review
Appendix A
STUDENT DEVELOPMENT
Student Learning Outcomes Update
These questions are based on the reporting requirements from the 2006-2007 Institutional
Annual Report Update on Student Learning Outcomes. The complete report is available
at the SLO website www3.shastacollege.edu/slo/
The college needs to collect this information on an annual basis. By including this
information routinely in the self studies and annual updates of program reviews, it will
become an efficient and routine reporting process.
1. COURSES
a. List all courses in the program
b. For each course indicate which steps of the SLO have been completed
c. For each step, summarize by providing the percentage of courses that have
completed each step.
d. Indicate plans for moving forward in the process: Our plans for moving forward in
the SLO process is to continue to meet every semester on Fall Flex day. Faculty who
teach our courses will complete the SLO steps below (1 through 5). If applicable,
instructors who teach the same course will come together as a team to discuss their
course SLOs.
Step 1 = Define expected student learning outcomes for the course (100%)
Step 2 = Develop appropriate assessment methods for course outcome(s) (57%)
Step 3 = Use these methods to assess outcomes (26%)
Step 4 = Analyze assessment results (26%)
Step 5 = Apply results toward improved instruction and learning (26%)
Step 1Step 2Step 3 Step 4 Step 5
X
X
X
X
X
STU 1 College Success
X
STU 10 Intro to Peer Tutoring*
X
STU 50 Getting Connected: An Orientation to College*
X
STU 70 College Study and Learning Skills*
X
X
X
X
X
STU 90 Career Choice
X
X
STU 92 Worksite Readiness*
X
X
STU 310 General Tutoring Lab/Supervised Tutoring*
* Courses with an asterisk are in the Catalog, but are not currently on the schedule.
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General Education /Transfer Program Review
2. DEGREES & CERTIFICATES
N/A
3. GENERAL EDUCATION
Step 1Step 2Step 3Step 4Step 5
X
X
X
X
X
STU 1 College Success
STU 1 is our only course that is included in the Associate Degree – General Education,
area #5 Multicultural/Living Skills.
4. INSTRUCTIONAL SUPPORT
N/A
5. STUDENT SUPPORT SERVICES
N/A
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General Education /Transfer Program Review
Appendix C
Student Development
Action Plan Activities
Please indicate how each activity will help the program or division reach one or more of its Goals and/or objectives.
Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.
Description of Activity/Plan
Continue ongoing promotion of Student Success classes.
Work on developing a 100 level course similar to STU 1 College
Success, for students who may not be ready for the STU 1 level
class, but could benefit from learning study skills and college
resources.
Meets Program
or Division
Objective/Goal
Student
Development
Program Review:
Goal 1
Student
Development
Program Review:
Goal 2
Item(s) Requested
None
None
Develop strategies so that STU 1 is strongly recommended for
all incoming students, especially those who are on academic
probation.
Student
Development
Program Review:
Goal 3
None
Instructors will participate in ongoing professional development
opportunities
Student
Development
Program Review:
Goal 4
Student
Development
Program Review:
Goal 5
Funding for professional development
opportunities through BSI funds, Invest in our
People monies, and other sources, as available.
Provide a supply budget for classroom supplies
Funding for classroom supplies and teaching
materials
Action Plan Template - 2008-2009
30
Total
Amount
General Education /Transfer Program Review
$500
SHASTA COLLEGE
Program Review
Mathematics Program
2009/2010
Page 1 of 52
SHASTA COLLEGE
Program Review
Signature Page
Program: Mathematics Department
Program Review Self Study Participants:
Chuck Spotts, Cathy Anderson, Cristina Berisso, Kevin Fox, Tom Glass, Mike
Oremus, Bob Bittner, Jamie Larson, Andy Bloom, Anita Maxwell
Level Two Review Team Participants:
Sue Loring, Chris Dell, Terry Bailey, Kimmie Mountain
Program Self Study Lead Faculty
Date
Division Dean
Date
Level Two Review Team Chair
Date
Vice President of Academic Affairs
Date
College Council
Date
Page 2 of 52
SHASTA COLLEGE
Program Review – Mathematics
Table of Contents
Page
Signature Page ………………………………………..
Part I – Introduction………………………………..…
1.1 Purpose of Program Review…………………………………………….....
1.2 College Mission………………………………………………………...….
1.3 Shasta College Institutional Student Learning Outcomes………………….
Part II – General Program Information
2.1 Program Definition/Description……………………………………….….
2.2 Program Mission/Purpose………………………………………………....
2.3 Program SLO s …………………………………………………………
Part III – Program Analysis…………………………...
3.1 Academic Quality………………………………………………………..…
3.2 External Relations………………………………………………………..…
3.3 Resource Efficiency……………………………………………………..….
3.4 Student Success………………………………………………………..……
3.5 General Planning………………………………………………………..…..
Part IV – Student Learning Outcomes………..…
Part V – Program Summary…………………………...
Part VI – Goals, Recommendations, Priorities, Plans..
NOTE – Annual Reports and Action Plans..……
Appendicies………………………………………….…..
Appendix A – Student Learning Outcomes Update…………..…....
Appendix B – Annual (Update) Report Form.……………..…....
Appendix C – Annual Action Plan………………………………...….
Page 3 of 52
Part I: Introduction
1.1 Purpose of Program Review
According to the Academic Senate for the California Community Colleges in their 1996
document, “Program Review: Developing a Faculty Driven Process,” the program review
process serves as a mechanism for the assessment of performance that recognizes and
acknowledges good performance and academic excellence, improves the quality of
instruction and services, updates programs and services, and fosters self renewal and self
study. Further, it should provide for the identification of weak performance and assist
programs in achieving needed improvement. Finally, program review should be seen as a
component of campus planning that will not only lead to better utilization of existing
resources, but also lead to increased quality of instruction and service. A major function
of program review should be to monitor and pursue the congruence between the goals and
priorities of the college and the actual practices in the program or service. Other purposes
include meeting accountability mandates and demonstrating a systematic planning process.
While these functions may occur because of program review, they should not serve as
a primary function of the review. Otherwise, program review could be perceived as a timeconsuming process for a product with no effect or bearing on the program’s activities or any
relevance to serving students or maintaining academic excellence.
1.2 College Mission
The mission of the Shasta-Tehama-Trinity Joint Community College District is to provide
open access and opportunity for success to students who have diverse backgrounds,
interests, and abilities. The District is committed to providing the knowledge and skills
necessary for a student to succeed. The District recognizes that success requires specific life
skills and professional skills and also effective communication, critical thinking, global
consciousness and global responsibility. By offering programs leading to successful
completion of a quality university-transfer program, or career-technical education, the District
is responsive to the needs of our communities within a changing global society. By offering
comprehensive campus and community service programs, the District enables students to
achieve personal as well as academic potential and contributes to the social, cultural and
economic development of our region.
1.3 Shasta College Institutional Student Learning Outcomes
The District is committed to providing the knowledge and skills necessary for a student to
succeed. The District recognizes that success requires specific life skills and professional
skills and also effective communication, critical thinking, global consciousness and global
responsibility. To support our students in achieving success, Shasta College has determined
that a student who earns a degree or occupational certificate will demonstrate:
1. Life and Professional Skills include the ability to create well developed goals and plans,
the ability to make responsible decisions in support of those goals and plans, the ability
Page 4 of 52
to recognize and accept consequences of decisions, appropriate technical skills, the ability
to work effectively as an individual and as part of a group, and the ability to resolve conflict.
2. Effective Communication includes the ability to convey information, ask
meaningful questions, and express thoughts, ideas and feelings.
3. Critical Thinking Skills include the application of logical reasoning to collect and
evaluate information, recognize and categorize patterns, contrast and compare, make
decisions and reach conclusions, and solve problems.
4. Global Consciousness and Responsibility includes the knowledge and understanding of
civic, cultural and environmental issues; knowledge of and respect for the needs, difficulties,
and rights of diverse groups; an appreciation of the importance of public service; and a
commitment to life-long learning.
Part II – General Program Information
2.1 Program Definition/Description
The Math Program at Shasta College currently provides a total of 23 different courses
designed to meet the needs in five different areas: 1) Basic Skills Mathematics Courses, 2)
General Education Transfer Mathematics Courses, 3) Mathematics Courses Required for AA
Degrees in University Studies, 4) Mathematics Courses Required for AS Degrees, and 5)
Mathematics Courses Required for Certificates. The 23 courses, as listed in the 2009-2010
Shasta College Catalog, are:
Math 2
Math 3A
Math 3B
Math 4A
Math 4B
Math 8
Math 9
Math 10
Math 11
Math 13
Math 14
Math 17
Math 41A
Math 41B
Math 100
Math 101
Math 102
Math 110
Math 150
Math 197
Math 220
Precalculus
Calculus 3A
Calculus 3B
Calculus 4A
Differential Equations
Finite Mathematics
Survey of Calculus
Plane Trigonometry
Patterns of Mathematical Thought
College Algebra
Introduction to Statistics
Calculus Applications for Social and Life Sciences
Concepts of Elementary Mathematics
Concepts of Elementary Mathematics
Technical Applications of Mathematics
Basic Algebra
Intermediate Algebra
Essential Math (For The Associate Degree)
Math Study Skills
Special Topics in Mathematics
Basic Mathematics
Page 5 of 52
Math 240
Math 382
Pre-Algebra
Mathematics Workshop
Starting with the 2010-2011 Catalog, Math 6, Linear Algebra, will also be available. We are
considering developing a geometry course.
Full-time instructors and typical classes taught are:
Cathy Anderson
Cristina Berisso
Bob Bittner
Andy Bloom
Kevin Fox
Tom Glass
Jaime Larson
Steve Mahoney
Anita Maxwell
Jennifer McCandless
Michael Oremus
Iraja Siva-Das
Chuck Spotts
Math 2, Math 3A, Math 3B, Math 4A, Math11, Math 41A,
Math 41B
Math 101, Math 102, Math 13, Math 3A, Math 3B, Math 2
Math 220, Math 240, Math 101, Math 102, Math 9
Math 220, Math 240, Math 100, Math 101, Math 102
Math 101, Math 102, Math 9, Math 13, Math 14
Math 220, Math 240, Math 101, Math 102, Math 2,
Math 11, Math 14
Math 240, Math 102, Math14
Math 220, Math 240, Math 101, Math 102
Math 101, Math 102, Math 13, Math 2, Math 3A,
Math 3B, Math 10
Math 3A, Math 8, Math 41A, Math 41B, Math 101, Math 102,
Math 150
Math 220, Math 240, Math 101, Math 102, Math 100, Math 110
Math 220, Math 240, Math 100, Math 110, Math 101, Math 102
Math 2, Math 3A, Math 3B, Math 8, Math 11, Math 14
At this time, fourteen adjunct instructors are employed to teach classes on campus and at
outreach centers. The primary classes taught by adjunct instructors are Math 220, Math 240,
Math 101, Math 102, and Math 14.
2.2 Program Mission/Purpose:
THE MISSION OF THE MATHEMATICS DEPARTMENT:
The mission of the Mathematics Department is to improve the mathematical content
knowledge, critical thinking skills and problem solving skills of Shasta College students
regardless of their background and skill level.
THE MISSION OF SHASTA COLLEGE:
The mission of the Shasta-Tehama-Trinity Joint Community College District is to provide
open access and opportunity for success to students who have diverse backgrounds,
interests, and abilities. The District is committed to providing the knowledge and skills
necessary for a student to succeed. The District recognizes that success requires specific life
skills and professional skills and also effective communication, critical thinking, global
consciousness and global responsibility. By offering programs leading to successful
Page 6 of 52
completion of a quality university transfer program, or career technical education, the District
is responsive to the needs of our communities within a changing global society. By offering
comprehensive campus and community service programs, the District enables students to
achieve personal as well as academic potential and contributes to the social, cultural and
economic development of our region.
The Mathematics Department supports the Shasta College Mission by “offering programs
leading to successful completion of a quality university transfer program, or career technical
education.” To achieve this, the Mathematics Department offers courses in five categories
as follows:
1. Basic Skills Mathematics Courses
These courses are designed to help the under-prepared student gain the skills necessary for
success in the mathematics courses required for transfer. Math 102 also satisfies the math
requirement for a number of AS degree and Certificate programs.
Math 220: Basic Mathematics
Math 240: Pre-Algebra
Math 101: Basic Algebra
Math 102: Intermediate Algebra
Also, Math 150: Math Study Skills is a course created for Basic Skills students to help
increase success in Basic Skills math courses.
2. General Education Transfer Mathematics Courses
Many of the mathematics courses numbered 0-99 count either toward the IGETC
requirements for transfers to the University of California or toward the General Education
requirements necessary for transfer to the California State University.
IGETC-University of California
Math 2: Precalculus
Math 3A: Calculus 3A
Math 3B: Calculus 3B
Math 4A: Calculus 4A
Math 4B: Differential Equations
Math 8: Finite Mathematics
Math 9: Survey of Calculus
Math 13: College Algebra
Math 14: Introduction to Statistics
Math 17: Calculus Applications for Social and Life Sciences
General Education-California State University
Math 2: Precalculus
Math 3A: Calculus 3A
Math 3B: Calculus 3B
Math 4A: Calculus 4A
Math 4B: Differential Equations
Math 8: Finite Mathematics
Math 9: Survey of Calculus
Page 7 of 52
Math 10: Plane Trigonometry
Math 11: Patterns of Mathematical Thought
Math 13: College Algebra
Math 14: Introduction to Statistics
Math 17: Calculus Applications for Social and Life Sciences
Math 41B: Concepts of Elementary Mathematics
3. Mathematics Courses Required for AA Degrees in University Studies
Area of Emphasis
Required Math Classes
Behavioral Science (2003)
Math 14
Engineering (0901)
Math 3A, Math 3B, Math 4A
Liberal Studies – Elementary
Teacher Prep (4901)
Math 41A and/or Math 41B
Mathematics
Math 3A: Calculus 3A
(4 units)
Math 3B: Calculus 3B
(4 units)
Math 4A: Calculus 4A
(4 units)
Math 4B: Differential Equations
(4 units)
Math 14: Introduction to Statistics
(3 units)
Physical Sciences (4902)
Math 3A
Quantitative Reasoning
Math 2: Precalculus
(5 units)
A minimum of 18 units from:
Math 3A: Calculus 3A
(4 units)
Math 3B: Calculus 3B
(4 units)
Math 4A: Calculus 4A
(4 units)
Math 4B: Differential Equations
(4 units)
Math 8: Finite Mathematics
(3 units)
Math 9: Survey of Calculus
(4 units)
Math 10: Plane Trigonometry
(3 units)
Math 13: College Algebra
(3 units)
Math 14: Introduction to Statistics
(3 units)
CIS 2: Introduction to Computer
(4 units)
Science
CIS 60: Visual Basic Programming
(3 units)
CIS 61: C++ Language Programming
(3 units)
CIS 62: JAVA Programming
(3 units)
Page 8 of 52
CIS 63: Assembler Language
(4 units)
Programming
CIS 72: Fundamentals of UNIX
Social Sciences (2201)
(3 units)
Math 14
Math 6 (Linear Algebra) will become a requirement or restricted elective for the Mathematics
area of emphasis and possibly for the Quantitative Reasoning area of emphasis starting in
fall 2010.
4. Mathematics Courses Required for AS Degrees
The Associate of Science degree has a mathematics competency requirement for
graduation. This requirement can be met by the successful completion of Math 102, Math
110, or any 3 (or more) unit mathematics course numbered 1-99. In addition, many of the AS
degree programs have specific Mathematics requirements. These requirements are listed in
the table below.
AS Degree
Required Math Classes
Administration of Justice
Math 110 or Math 102
Agriculture
Math 102
Agriculture – Equine Science
Math 110
Agriculture – Environmental
Horticulture
Math 14
Agriculture – Forest Science and
Technology
Math 110
Agriculture – Natural Resources
Math 110
Agriculture – Veterinary
Technician
Math 110
Automotive Technology
Math 110
Business Administration –
Accounting Concentration
Math 110 or Math 102
Business Administration – General
Business Concentration
Math 110 or Math 102
Business Administration –
Management Concentration
Math 110 or Math 102
Business Administration – Real
Estate
Math 110 or Math 102
Page 9 of 52
Computer Aided Drafting (CAD)
Technology
Math 10
CIS – Business Information
Systems Concentration
Math 110 or Math 102
CIS –Computer Networking
Concentration (CCNA Option)
Math 110 or Math 102
CIS –Computer Networking
Concentration (CCNP Option)
Math 110 or Math 102
Construction Technology
Math 110
Dental Hygiene
Math 110 or Math 102
Diesel Technology
Math 110
Early Childhood Education
Math 110 or Math 102
Engineering Technology
Math 10
Family Studies
Math 110 or Math 102
Fire Technology
Math 110 or Math 102
Hospitality Management –
Culinary Arts Concentration
Math 110 or Math 102
Hospitality Management –
Hotel/Restaurant Management
Concentration
Math 110 or Math 102
Legal Assistant
Math 110 or Math 102
Nursing (A.D.N.)
Math 110 or Math 102
Office Administration –
Administrative Assistant
Math 110 or Math 102
Office Administration –
Administrative Assistant - Legal
Math 110 or Math 102
Office Administration – Information
Math 110 or Math 102
Processing Specialist
Office Administration – Medical
Office Specialist
Math 110 or Math 102
Page 10 of 52
Office Administration –
Transcriptionist - Medical
Math 110 or Math 102
Welding Technology
Math 110
5. Mathematics Courses Required for a Certificate
Many of the certificate programs require mathematics courses. These requirements are
listed in the table below.
Certificate
Required Math Classes
Computer Aided Drafting Tech
Math 10
Drafting Technology
Math 102, Math 10
Construction Technology
Math 100
Diesel Technology
Math 100
Industrial Tech
Math 100
Ag-Equipment Op.
Math 100
Ag-Horticulture
Math 100
Welding
Math 100
The Mathematics Department further supports the Shasta College Mission “to provide open
access and opportunity for success to students who have diverse backgrounds, interests,
and abilities” through the following means:




The Mathematics Department is committed to using a variety of teaching strategies
including lectures, in-class group activities, group projects, internet research, library
research, graphing calculator explorations, computer assignments, and writing
assignments.
The Mathematics Department uses various delivery methods including interactive
distance education, Internet offerings, hybrid courses, and Web enhanced courses.
The Mathematics Department offers classes from 8:00 AM until 10:00 PM on
weekdays and classes during the regular summer session.
The Mathematics Department provides an on-campus lab environment through the
Math and Business Learning Center (MBLC) that offers free peer tutoring to any
student who is enrolled in a mathematics class at Shasta College. The MBLC
operates from 8:00 AM until 7:00 PM on Monday through Thursday, and 8:00 AM until
5:00 PM on Friday. The MBLC also provides mathematics software and videos to
support various mathematics classes. Students may also access the internet using
Page 11 of 52

Several mathematics instructors are members of organizations dedicated to making
mathematics more accessible to students with a variety of learning styles.
Organizations include American Math Association of Two-Year Colleges (AMATYC),
National Council of Teachers of Mathematics (NCTM), California Math Council (CMC),
California Math Council for Community Colleges (CMC3), Oregon Mathematical
Association of Two-Year Colleges (ORMATYC), Mathematics Association of America
(MAA) and the Mt Lassen Math Council.

Math 150: Math Study Skills. This course is offered in conjunction with Math 101
(Basic Algebra) and STU 1 (College Success).
The Mathematics Department supports the State’s mission and strategic plan for community
colleges by offering Basic Skills math courses; by offering math courses that provide
workforce training; and by offering courses that prepare students for transfer to four-year
universities. Our courses also offer enrichment for lifelong learners. The Basic Skills
courses also help to provide open access by allowing students to obtain the prerequisite
skills needed for success in transfer-level math courses.
2.3 Program SLOs:
At least one SLO cycle (for one or more SLOs) has been completed for every Mathematics
course currently offered with the exception of Math 11. New SLOs have been developed for
many of the courses, and those will be implemented during the 2009-2010 school year.
Development of new SLOs is likely to continue for a number of years. See Appendix A.
Page 12 of 52
Part III - Program Analysis
3.1 Academic Quality
1. Curriculum Analysis
The curriculum for each class is reviewed at least once in a five year cycle as
prescribed by Title V. All full-time faculty members teaching a course being reviewed
participate in these reviews. Faculty use new textbooks and information gained at
conferences, such as the Basic Skills Workshops, as guides for current trends in the
discipline.
Considerations are given to the relationship of the course under review to prerequisite
courses and to courses which follow it. All courses taught by the Math Department
have up-to-date outlines on file, and paperwork for all courses is in compliance with
Title V. The following table shows a list of courses along with the date which each
course was last reviewed during the past cycle.
Discipline
No.
Center 04-05
05-06 06-07 07-08 08-09 09-10 10-11 11-12
MATH
002
SLAM
x
MATH
MATH
MATH
MATH
MATH
MATH
MATH
003A
003B
004A
004B
008
009
010
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
x
x
MATH
MATH
MATH
MATH
MATH
MATH
MATH
MATH
MATH
MATH
MATH
MATH
MATH
MATH
MATH
MATH
011
013
017
014
041A
041B
061
062
063
064
065
066
100
101
102
110
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
SLAM
x
x
x
x
x
x
x
x
x
x
x
x
x
x
new course
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Page 13 of 52
MATH
150
SLAM
MATH
197
Review
not
SLAM required
x
MATH
MATH
MATH
220
240
382
SLAM
SLAM
SLAM
x
x
x
x
x
In addition, each course has one or more Student Learning Outcomes that are
assessed each semester. A complete SLO cycle takes place once per year as faculty
that teach each course review data, make changes to the outcome(s) or assessment
procedure(s), and/or prescribe new outcomes.
The following table shows the number and variety of courses offered each semester.
Data includes ITV sections.
Math 2
Math 3A
Math 3B
Math 4A
Math 4B
Math 8
Math 9
Math 10
Math 11
Math 13
Math 14
Math 41A
Math 41B
Math 100
Math 101
Math 102
Math 110
Math 150
Math 197
Math 220
Math 240
Math 382
Spg 04 Fall 04 Spg 05 Fall05 Spg06 Fall06 Spg07 Fall07 Spg 08 Fall 08
4
4
4
4
4
4
5
5
4
4
2
4
2
4
2
4
2
4
2
3
7
2
2
1
2
1
2
1
2
1
1
1
1
1
1
1
1
1
1
1
1
1
6
1
2
1
2
1
6
5
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
8
3
10
3
5
3
4
3
3
3
17
18
19
18
17
14
16
18
12
18
1
2
1
1
2
1
1
1
5
1
2
1
2
1
1
1
4
4
1
1
1
1
2
2
2
2
2
2
2
2
25
28
29
29
24
25
19
27
19
26
19
22
20
21
21
14
23
17
21
17
1
1
1
1
6
11
1
7
15
1
13
15
1
13
19
1
11
14
1
Page 14 of 52
10
13
1
5
17
1
11
13
1
2
18
1
10
12
1
2. Staffing
Staffing in the Math Department is not adequate to meet our students’ demand. We currently
have twelve fulltime faculty and fourteen adjunct faculty. Since the previous 5 year program
review, the Math Department had one retirement (Dave Bush), one faculty become fulltime
on the Tehama campus (Steve Mahoney) and one faculty member move to the Dean
position for our division (Morris Rodrigue). Four full-time math instructors have been hired.
Iraja Siva-Das was hired to fill the vacancy due to Dave Bush’s retirement. Tom Glass was
hired to fill the vacancy due to Morris Rodrigue’s resignation from math instructor. Andy
Bloom was hired to replace Steve Mahoney since 100% of Steve Mahoney’s load is on the
Tehama campus. Michael Oremus was hired to fill a new position.
In our last Hiring Justification, we justified a need for 3.5 new full time math instructors. At
that time, we counted 40% of Steve Mahoney’s load on the Redding campus. Now he
teaches 0% of his load on the Redding campus. Since one new position was filled, this
means that we can now justify three more full time math instructors. Currently, we do not
have an adequate number of adjunct instructors available to cover our student needs. Many
full time faculty teach overloads to make up the difference (currently 26 units are being taught
as overloads). The current situation is not sustainable for 2 reasons: first, full time faculty
have been teaching overloads every semester for several semesters, and are not willing to
keep doing so. Second, many of our adjunct instructors are retired and teach to enhance
retirement income. However, we anticipate that it will not be much longer before some of
those people retire for good. Past experience has indicated that adjunct instructors are
difficult to find in this area.
We did not ask for any additional full time instructors for next year because of the hiring
freeze. Once the budget situation turns around, we anticipate asking for three additional full
time instructors.
The Math Department has a paraprofessional “instructional assistant” who works primarily
with the Basic Skills math instructors. He provides in-class assistance, giving the students
more one-on-one time with a “math expert”. When not working in the classroom, he helps to
supervise and tutor in the MBLC. He works 40 hours per week.
3. Teaching Aids and Equipment
Each mathematics classroom is equipped with a document camera and projector. Some of
the projectors and cameras need to be replaced. Every classroom has the standard
overhead projector, but some of these are not working properly.
There is also a cabinet filled with math manipulatives available for instructor use in the
classroom.
The following was copied and pasted from our 2008-2009 Action Plan:
A program needs to be established that will provide for regular maintenance/replacement of
instructional equipment. This includes regular cleaning of overhead projectors and
maintenance of video projection equipment in addition to replacement of instructional
calculators and computers.
Page 15 of 52
In our previous Program Review, we stated that one classroom (room 1119) needs new
furniture. This has not been done yet. Plans need to be made to replace that furniture.
It was stated in the 2008-2009 Annual Report that the chairs in room 1107 do not fit properly
under the tables, and that as long as the room is not full, this is manageable. However,
because our class sizes have increased, that room is often filled to capacity. Therefore, this
situation needs to be remedied by purchasing new chairs that will fit under the tables.
Currently, there are no Smartboards in the 1100 building. This tool would greatly enhance
our presentation of materials and may result in lower printing costs.
Graphing Calculators, TI-Graphview, SnagIt and MathType software are all available for
those instructors that wish to use them.
4. Faculty Availability for General College Service
The math faculty are well organized and highly represented on the various committees
campus-wide. The table shows the commitments to general college services made by full
time math faculty during the last 5 years.
Cathy Anderson
Cristina Berisso
Bob Bittner
Andy Bloom
Kevin Fox
Tom Glass
Jaime Larson
Steve Mahoney
Anita Maxwell
Michael Oremus
Jennifer McCandless
Iraja Sivadas
Chuck Spotts
Academic Senate President, College Council, SLO
Coordinating Team
Distance Education Committee
Curriculum Council
NA – First Year
Scholastic Standards Committee, Program Improvement
Committee, High School Articulation liaison
Textbook Committee
Scholastic Standards Committee
General Education Committee, Campus Scholarship
Committee, Richard Toutges Memorial Scholarship
Committee
Engineering Department Coordinator, Faculty Association
Matriculation Committee
Math Department Coordinator, SLO Coordinator, SLO
Committee Chairperson, Matriculation Committee,
Academic Senate, Shasta County Math Partnership liaison
Academic Senate, Sustainability Committee
SLO Committee, High School Articulation liaison, Shasta
County Math Partnership liaison
In addition, nearly every faculty member sits on at least one tenure review committee and
several are mentors for our four new hires.
Page 16 of 52
5. Tutoring Centers/Labs
The Math Department has the Math and Business learning Center (MBLC). This lab is used
for a variety of functions, including:
 Proctoring exams for online classes.
 Instructors meet with groups of students to answer questions.
 Students make up tests or quizzes.
 Students borrow calculators or textbooks.
 Free tutoring for all math students.
The capacity of the MBLC is 87
26 Individual Computers
1 disabled Computer Workstation (Wheelchair Accessible)
60 chairs at tables
The hours of operation for the MBLC from Spring 2004 to Fall 2008 were:
M-Th 8AM - 9PM
F
8AM – 7PM
S
8AM – 5PM
This was a total of 72 hours per week. The hours of operation beginning in Spring 2009 are:
M-TH 8AM – 7PM
F 8AM – 5PM
This is 49 hours per week. The 23 hour reduction shown above was caused by the vacancy
of a paraprofessional position that was not replaced.
The MBLC is most crowded on Monday through Friday between 10AM and 2PM. Research
done by one of our adjunct instructors showed that the utilization of the lab was often near
capacity.
The following table shows the number of students, number of hours and average usage per
student for each semester covered by this review.
Spg 04
Fall 04
Spg 05
Fall 05
Spg 06
Fall 06
Spg 07
Fall 07
Spg 08
Fall 08
Averages
# Students
# Hours
Average
usage per
student
1145
1212
1265
1417
1468
1349
1310
1349
1353
1209
23065
25068
28582
28069
28430
23056
24895
22820
21208
24493
20.14
20.68
22.59
19.81
19.37
17.09
19
16.92
15.67
18.88
1307.7
24968.6
19.02
Page 17 of 52
Currently, the Math and Business Learning Center (MBLC) is highly effective in meeting
student needs. The math faculty have long recognized that the MBLC is an integral and
essential part of our program and that it contributes highly to student success.
The Lab supervisor coordinates a schedule of tutors for courses in business and
mathematics. On the math side, about 20 tutors are hired per year and there are 2-3 tutors
working during open hours. The MBLC serves about 1300 students per semester for a total
of about 25,000 student-hours of tutoring per semester.
The Math and Business Learning Center is the most used Learning Center on campus.
Students of Computer Aided Drafting, Nutrition, Accounting, Business, Engineering and Math
find tutoring, software, books, and course supplements in the lab. Sharing this facility with
other disciplines has worked fine for us, since the lab is on our turf. Having a lab in the
proximity of math classrooms and the math faculty encourages our students to consistently
study, form student-study groups, and benefit from readily available teacher expertise and
encouragement. This hub of constant activity is invigorating for students and staff alike.
Many math instructors regularly spend hours working with students in the lab. It is
commonplace to continue student-teacher Q & A sessions immediately after class in the lab.
The success of the MBLC is in tremendous jeopardy. In Spring 2010, lab services (tutoring,
test proctoring, etc.) for Basic Skills students are being moved to a new building across
campus. We have been assured that the existing lab in the 1100 building will remain
available for students registered in transfer level math classes. At this time it is not clear that
the level of services will be sufficient to meet our transfer level students’ needs. Therefore,
much planning needs to be done in order to maintain the level of tutoring services currently
provided to these students. Coordinating for this has not begun yet. It has been proposed
that we reduce the hours by about 60%. This is not acceptable to the Math faculty.
Additionally, supervision of the tutors is currently unclear. An Instructional Paraprofessional
may be assigned to supervise this lab, but only during hours that he is not doing embedded
tutoring. There is the possibility that math faculty might hold some of their office hours in the
lab. But faculty are not able to supervise tutors according to their job description. Some
faculty are hesitant to hold office hours in the lab due to this concern. The current proposals
are inadequate.
The math faculty are aghast that the MBLC is being split apart and that the Basic Skills
portion is moving. We have not heard a justification that begins to warrant this change. The
decision to disband the MBLC was made against the wishes and best judgment of the math
faculty. This move will greatly affect the way that services, such as drop-in tutoring,
extended test-taking time, calculator loans and textbook loans are provided. It will also limit
the tutors’ ability to ask instructors for help when needed while tutoring, as tutors will often be
in a separate building from the instructors. The Math Department regards this as a tragic
blunder and one that will adversely affect students and instructors. Certainly this is not a
data-driven decision. While there is some evidence available that centralized tutoring
centers are a good model for Basic Skills students, there is no good reason to change a
model that is currently working superbly. Since it will cost money and time to move the
MBLC, it is highly unlikely that the lab will be moved back when it is discovered that the move
was a mistake.
Page 18 of 52
6. Opportunities for Professional Development
With the current budget, faculty professional growth opportunities have not been a priority for
Shasta College. Sabbaticals are not awarded and the usual flex activities have been largely
centered on completing the Student Learning Outcomes Cycles.
Basic Skills Math faculty have been able to attend some workshop and conferences using
money allocated to basic skills.
Math faculty regularly attend the fall and spring CMC^3 conferences. In addition to the topic
specific lectures, these conferences allow time for us to meet with our fellow community
college math instructors and discuss curricula, educational trends, technology, etc.
The college can improve the faculty’s professional development by instituting a professional
development committee that is comprised of faculty only.
If the budget improves, we would hope that professional growth opportunities would improve
as well.
7. Survey other CCs for Common Practices
Recently we have researched other campuses statewide to determine how our program
compared in several key areas.

The number of unit/credit hours for beginning & intermediate algebra and statistics.
We found that nearly every campus had from 8 to 10 units for the algebra series
whereas we only had 7. We increased our units to 8 as a result. It was also noted
that nearly every campus had from 4 to 5 units for the Statistics class where ours is at
3 units. We will need to explore the possibility of increasing the Statistics units to 4
during our next review cycle.

Several faculty have attended Basic Skills Regional Workshops, where they have
learned effective practices for teaching Basic Skills courses.
3.2 External Relations
1. Facilities
Math courses are offered at various sites. The following table contains Extended Education
data regarding the location and number of sections offered over the last 3 years. All of the
classes listed in this table were offered via ITV. ITV classes may originate from Redding,
Weaverville, Red Bluff, Intermountain, and Redding Downtown campuses. However, the
math ITV courses, listed below, originate from Redding, Red Bluff, Weaverville and
Intermountain campuses. With regard to the Red Bluff data, it is possible that it contains
both ITV courses and Red Bluff non-ITV courses.
Page 19 of 52
Location
Burney
Burney Total
McArthur
McArthur Total
Modoc
Modoc Total
Out of District
Out of District Total
Redding - On Campus
Redding - On Campus
Total
Red Bluff
Red Bluff Total
SC Intermountain
SC Intermountain Total
SC Main Campus
SC Main Campus Total
SC Tehama Campus
Course Name
MATH-101
MATH-102
MATH-14
MATH-220
MATH-240
MATH-41A
MATH-41B
MATH-101
MATH-220
MATH-240
MATH-101
MATH-13
MATH-14
MATH-101
MATH-102
MATH-14
MATH-220
MATH-240
MATH-41A
MATH-41B
MATH-8
MATH-101
MATH-102
MATH-14
MATH-220
MATH-240
MATH-41A
MATH-41B
MATH-8
MATH-102
MATH-13
MATH-14
MATH-240
MATH-102
MATH-13
MATH-14
MATH-240
MATH-102
MATH-13
MATH-14
Count of Sections
2006-2007 2007-2008 2008-2009
1
1
1
1
1
0
1
1
1
1
1
1
1
1
0
0
1
0
0
1
0
5
7
3
1
1
1
0
0
1
1
1
0
2
2
2
0
2
0
0
2
0
0
0
1
0
0
1
0
0
2
1
1
1
1
1
0
2
1
1
1
1
1
1
1
0
0
1
0
0
1
0
0
1
1
6
1
1
2
1
1
0
0
0
6
0
0
0
0
0
0
0
0
0
0
0
0
0
Page 20 of 52
8
1
1
1
1
1
1
1
1
8
0
0
0
0
0
0
0
0
0
0
0
0
0
4
1
0
1
1
0
0
0
1
4
2
1
1
1
5
1
1
1
1
4
1
1
1
MATH-240
SC Tehama Campus Total
SC Trinity Campus
MATH-101
MATH-102
MATH-13
MATH-14
MATH-220
MATH-240
MATH-8
SC Trinity Campus Total
Siskyou
MATH-102
MATH-14
MATH-240
Siskyou Total
Weaverville
MATH-101
MATH-102
MATH-14
MATH-220
MATH-240
MATH-41A
MATH-41B
MATH-8
Weaverville Total
Grand Total
0
0
0
0
0
0
0
0
0
0
0
1
0
1
1
1
2
1
1
0
0
0
6
26
0
0
0
0
0
0
0
0
0
0
1
0
1
2
1
1
1
1
1
1
1
1
8
37
1
4
1
1
1
2
1
1
1
8
0
1
0
1
0
0
0
0
0
0
0
0
0
37
Most of the math classes that are taught on our Redding Campus are taught in the 1100
building. Most classes that are taught in the 1100 building are math courses; however, other
disciplines also use this building if a room is available. Generally, this is an agreeable
situation. In the three rooms with slate boards, we unfortunately have had issues with out-ofdiscipline instructors inadvertently using chalk that is not made for slate boards, thus causing
permanent surface scratches. This makes the board less legible to students. Our slate
boards are made from mined rock and are irreplaceable.
2. Contact with K-12 Schools
Jennifer McCandless and Chuck Spotts are liaisons of the Shasta County Math Partnership
Grant. Jennifer and Chuck provide teacher training for grade 3 through 8 teachers under this
program. Additionally, Ms McCandless has presented at the Mount Lassen Math Council
Meetings. This conference is held annually, providing various workshops for K-12 teachers.
She has also presented at the CMC conference for K-12 teachers in Asilomar.
Anita Maxwell attends annual ROP meetings, meeting with industry members and high
school teachers.
All of our math faculty work together to put on our annual Trimathelon contest each spring.
This contest consists of the Dragon Slayer Contest, the Applied Math Contest, the Chalk
Talk, and an Estimation Golf competition. Local high schools can send a team of one or two
students for each of the three contests. Each high school is accompanied by a sponsoring
Page 21 of 52
high school instructor. The Trimathelon provides a full day of fun-with-mathematics and time
for students, high school teachers and math faculty to interact.
3. Contact with Community Colleges, and Four-year Universities and Colleges
Math faculty regularly attend the fall and spring CMC^3 conferences. In addition to the topic
specific lectures, these conferences allow time for us to meet with our fellow community
college math instructors and discuss curricula, educational trends, technology, etc.
Faculty have attended and presented (Tom Glass) Math Colloquium talks at Simpson
University.
Andy Bloom, Tom Glass, and Jennifer McCandless participate in the Basic Skills Regional
Workshops, which is put on by, and for, community colleges Basic Skills instructors.
Anita Maxwell annually goes to CSU Chico to talk to engineering faculty regarding curricula
and articulation issues.
Marty McFadden teaches part-time at Shasta and at American River College. He openly
shares ideas back and forth.
4.
Articulation with high schools, universities and colleges
Articulation With High Schools:
In 2007-2008 Shasta College had articulation agreements for Math 14, Math 2 and Math 3A
with Central Valley, Enterprise, Foothill and Shasta High Schools. In 2008-2009 and 20092010 we had articulation agreements for Math 14 and Math 2 with Enterprise and Foothill
High Schools. Our articulation agreement specifies that at the end of their articulated high
school course, the high school student must take a test, which is written and graded by a
Shasta College math instructor. If the student passes the test, they get college credit for the
course. In recent years no schools have been interested in continuing their Math 3A
articulation agreements. We presently have a request from Enterprise to articulate Math 14
for 2010-2011.
Shasta College currently has Dual/Concurrent Enrollment agreements set up with Foothill for
Math 3A and with Shasta High for Math 3A and Math 14. The Dual/Concurrent Enrollment
program provides high school students with the opportunity to take college courses on their
high school campuses taught by approved college faculty. Upon successful completion of
the approved course, the student receives provisional college credit. Final credit is granted
and is applicable towards a college degree after the student earns a high school diploma or
the equivalent.
High School Concurrent Enrollment Agreements:
Shasta College math faculty have concerns over the process presently in place for approving
Dual/Concurrent Enrollment agreements. The math faculty should be the sole party involved
Page 22 of 52
in assessing a math course’s content and rigor, and to decide if it is equivalent to its Shasta
College counterpart. The Math Department has contacted Jason Dell to initiate a discussion
to determine whether the Math Department can support Dual Enrollment. The math faculty
will continue to evaluate our level of support during the Spring 2010 semester.
Articulation With Universities:
The following table presents articulation information regarding Shasta College’s transfer math
courses with universities as per www.assist.org
Course
Math 2
Math 3A
Math 3B
Math 4A
Math 4B
Math 6
Math 8
Math 9
Math 10
Math 11
Math 13
Math 14
Math 17
Math 41A
Math 41B
IGETC
2A
2A
2A
2A
2A
CSU
B4
B4
B4
B4
B4
CAN
Math 16
Math 18
Math 20
Math 22
Math 24
2A
2A
B4
B4
B4
B4
B4
B4
B4
Math 12
Math 30
Math 8
2A
2A
2A
Stat 2
Math 4
B4
Note that most of our transfer math courses satisfy both IGETC and CSU transfer
requirements.
Also note that Math 6 is a new course and articulation is still being established. Math 10 has
been submitted for IGETC articulation. Math 41A used to articulate with CSUs and has been
revised and resubmitted for articulation.
3.3 Resource Efficiency
1. Support
The math program requires support from a variety of departments and centers:
Math and Business Learning Center (MBLC):
The MBLC proctors make-up exams/quizzes, proctors exams for Internet classes, and
provides free tutoring to students who are enrolled in math classes. The MBLC also
loans textbooks, scientific calculators, and graphing calculators to students.
Page 23 of 52
The Research Office:
The Math Department has benefited greatly by having a researcher. The researcher has
responded quickly and correctly to all of our data needs. This is a huge improvement
over obtaining data from people who have no understanding of data and statistics.
Admissions and Records:
The Admissions and Records Office enforces prerequisites for math classes. They also
provide instructors access to some student academic and contact information.
Print Shop:
The Print Shop provides printing services for the printing of tests, quizzes, general
announcements, educational supplements, and student problem sets for Basic Skills
classes.
Office of Information Technology:
The Office of Information Technology provides assistance with the operation and
installation of computer hardware and software, and electronic equipment for classroom
use. The office also provides services to support Internet delivery.
Division Office:
The Division Office orders basic supplies, such as: chalk, erasers, dry-erase markers,
batteries, paper, transparencies, and toner cartridges for printers and copiers. The
Division Office also administers textbook requisitions, work orders, curriculum review, etc.
Counseling:
The Counselors provide academic advisement to students, so that they are appropriately
placed and sequence through our courses in an efficient manner.
Disability Resource Center and Assistive Technology Lab:
The Disabled Students Programs and Services (DSPS) Office provides approved
accommodations for students with documented disabilities (special classroom tables and
chairs, materials in alternative formats, note-taking services, and special testing
arrangements).
There are three areas where additional support is needed: Bookstore, Physical Plant, and the
Office of Information Services and Technology.

The Bookstore only stocks a fraction, ƒ , ( 0 ≤ ƒ < 1 ) of the number of textbooks
requested by instructors.

We need additional support from Physical Plant. For example, we are not able to prop
open the classroom doors. We cannot close nor lock the stalls in the women’s
restroom. And we need hot water and appropriate faucets (ones that stay on) in both
restrooms.

We also need additional support from Information Services and Technology in the
area of “internet support”. By the end of 2008, Information Services and Technology
implemented a change in the basic structure of the College’s website and of Internet
servers without follow-up support for the faculty. As a result, the accounts where
Page 24 of 52
With regard to support from Physical Plant, we suggest that the office implement a “ticket
follow-up” procedure so the status of any request could be accessed electronically. The
electronic system could provide information regarding priority order, estimated schedule, and
personnel assigned to a job.
Another suggestion is that the Office of Information Services and Technology provide support
during major server and platform transitions to guarantee that courses and instructional
electronic materials are protected.
2. Use of Technology
Most of our transferable courses require the use of graphing technology. The classrooms in
the 1100 building are equipped with adequate equipment (document cameras, overhead
projectors, video projectors) to facilitate instructor demonstration of the fundamental
procedures and skills that the students need to learn. The 1100 building classrooms also
have the necessary technology to support instructor access to Internet-based educational
materials. All software needed by the instructors is installed on the instructor computers at
the beginning of each semester in each of the 1100 building classrooms. Most classrooms
have sound capabilities associated with the instructor computer and with the LCD projectors.
We need new document cameras in some of our classrooms. We need overhead projectors
replaced in some rooms. We would be happy to have at least one classroom equipped with
an interactive white board and TI Smart View. Also some instructors would like the
opportunity to use student clickers.
A technology need that is unmet is the ability to submit print requests online. Such a system
would facilitate and expedite the delivery of requests and the overall turn around time of
printing orders. A few years ago, the math department contracted with an outside company
to develop an Internet based system for submitting print requests. This system would have
been efficient and cost effective, except that the Print Shop lacked the appropriate software
to automate the processing of the orders received by e-mail. The purchase of such software
would be a major step towards a much needed upgrade of the college’s printing capabilities.
3. Comparison with Other Institutions
Page 25 of 52
Table 3.3.1 illustrates the comparison with other colleges in terms of math sections offered
per 100 FTES. Shasta College was near the middle of the range for the colleges studied.
Shasta College offered 1.61 sections of math classes per 100 FTES, with the low being 1.32
and the high being 1.83. This indicates the size of the Shasta College Mathematics Program
is in the middle of the range for the colleges studied.
Table 3.3.1: Math Sections/100 FTES
Math
Sections
Shasta College
86
Butte College
110
Citrus College
116
Cosumnes River
96
Solano Comm. College 118
Yuba College
87
Total
FTES
5,332
7,481
7,147
7,269
6,447
6,007
Math Sect./
100 FTES
1.61
1.47
1.62
1.32
1.83
1.45
Table 3.3.2 illustrates the comparison with other colleges in terms of total Full-time
Equivalent Faculty per 1000 FTES. Shasta College was at the low end of the range. This
indicates that the Shasta College Mathematics Program may be under-staffed related to the
colleges studied.
Table 3.3.2: FTEF/1000 FTES
FTEF
Full-time
Shasta College
13.47
Butte College
14.47
Citrus College
21.77
Cosumnes River
19.27
Solano Comm. College 17.73
Yuba College
12.40
FTEF
Part-time
5.67
14.07
8.07
8.13
13.07
9.27
FT/PT FTEF
Total
2.38
19.14
1.03
28.54
2.70
29.84
2.37
27.4
1.36
30.8
1.34
21.67
Total
FTES
5,332
7,481
7,147
7,269
6,447
6,007
FTEF/
1000 FTES
3.59
3.81
4.18
3.77
4.78
3.61
Table 3.3.3 illustrates the comparison with other colleges in terms of math sections taught by
full-time instructors relative to math sections taught by part-time instructors; Shasta College
was near the upper end of the range. Shasta College had a FT/PT section ratio of 2.44, with
the low being 1.00 and the high being 2.52. This indicated that the Shasta College
Mathematics Program is doing as well as the Mathematics Programs at the other colleges
studied in terms of meeting the state-mandated 75/25 ratio of sections taught by full-time
faculty to sections taught by part-time faculty. (A ratio of 3/1 or 3.00 would just meet the
75/25 criterion, while a ratio which is lower than 3.00 does not.)
Table 3.3.3: Full-time/Part-time
Full-time Part-time FT/PT Full-time Part-time FT/PT
Faculty
Faculty
Sections Sections Sect.
Page 26 of 52
Shasta College
Butte College
Citrus College
Cosumnes River
Solano Comm. College
Yuba College
12
14
19.5
16
18
11.5
14
28
20
22
26
24
0.86
0.50
0.98
0.73
0.69
0.48
61
55
83
68
68
51
25
55
33
28
50
36
2.44
1.00
2.52
2.43
1.36
1.42
4. Facility Use/Availability
The math department makes every attempt to offer courses over a wide span of hours. When
multiple sections of the same course are offered, an effort is made to give students a variety
of scheduling options. Math classes are 3, 4, or 5 unit classes. 3 unit classes are offered in
the traditional MWF or TTH format. 4 and 5-unit classes are offered 2, 3, 4 or 5 days per
week. Every effort is made to make a cohesive schedule that makes efficient use of
classroom facilities (the 1100 building).
Each semester, a committee of math faculty meets to develop the schedule for the following
year. The committee examines census data, waitlist data and anecdotal evidence. With this
information, modifications are made to the previous schedule to put together the new
schedule. This has been effective. This committee does not schedule ITV or Extended
Education “live” courses.
The math department includes some instructors who were hired as Basic Skills instructors,
with the intent that these instructors are “specialists” in teaching Basic Skills courses (Math
220, 240, 100, 101, 102, 110). Every attempt is made to assign these instructors to Basic
Skills courses only. However, sometimes there is a shortage of instructors for transfer level
courses, and it becomes necessary to assign one of those courses to a Basic Skills
instructor. Ideally, this will seldom occur.
5. Faculty and classified staffing
Semester
Headcount
FT/PT
FTEF
# sections
Day time 1
instructors
FT/PT
Eve.
Time1
instructors
F2007
FT
11
S2008
PT
16
FT
11
32
8
12.6
57
11
8
3
 0.69
 13.47  6.87
60
11
FT
12
6.2
28
9
 13.93
S2009
PT
16
0.75
62
12
 1.222
1.375
3
 0.73
F2008
PT
15
5.8
27
5
FT
12
PT
14
61
12
25
8
 0.86
 13.47  5.67
2.4
8
3
Page 27 of 52
1.5
12
3
7
FT/PT
Eve. Time
sections
Classified2
Staff
(secr)
Classified
Staff
(para)
0.375
3
0.375
15
3
 0.429
0.25
11
4
16
4
7
3
3
3
3
3
3
3
2
1
Some fulltime and part-time instructors teach both, day and evening sections
Division Administrative Assistant support is shared with a number of other departments
2
We used to have three support paraprofessionals in the MBLC. One was transferred to
another job within the college in December 2008, but his position was never filled and we are
now operating with just two. This has forced us to reduce the number of operating hours for
the MBLC.
Faculty Demographic Information for the Math Department:
The current (Fall 2009) demographics for the Math Department faculty are shown below:
Number of
Instructors Percent
Age Category
30-39
6
21.4%
40-49
5
17.9%
50-59
7
25%
60-69
9
32.1%
70-79
1
3.6%
7
25%
21
75%
3
10.7%
25
89.3%
28
100%
Gender
Female
Male
Race
Hispanic
White
All
5. Equipment
The Math Department uses various types of equipment. All of the classrooms in the 1100
building are equipped with a computer, a document camera, and an LCD projector. Some of
these classrooms also have DVD Players, VCRs or televisions. Five of the six classrooms
have overhead projectors. Equipment not residing in classrooms includes one leased
photocopier, one Scantron reader, one fax machine, two laptop computers, one scanner, one
shared laser printer, one shared color ink-jet printer, and a variety of Texas Instruments
graphing calculators with overhead projection units. Instructors are allocated 200 copies per
Page 28 of 52
section per semester on the leased photocopier. There is widespread agreement that this is
not enough to meet the department needs in providing quality instruction.
The Department also has a number of calculators for use by students taking classes.
Computers and printers in the MBLC are available for use by staff and for use by all students
enrolled at Shasta College. For the most part, each full-time faculty/staff member is supplied
with a computer and access to a printer.
Other equipment includes manipulatives for student and instructor use, and items used for
classroom demonstrations.
Equipment is purchased as needed if funds are available. There is no routine maintenance
program for equipment, and it is serviced when it gets dirty or malfunctions. Most of the
equipment is available for use by the entire math faculty and classified staff. Some of the
equipment is stored in classrooms, some in the MBLC, some in the adjunct faculty office, and
some in instructors’ offices.
A routine cleaning and maintenance program should be developed, especially for the LCD
projectors and overhead projectors. A program should also be developed to update and
replace equipment as it wears out or becomes obsolete.
More copies should be allocated to instructors on the leased photocopier.
7. Budget info, requests, action plans
Our budget is not sufficient to cover our program’s needs.
The Division budgets are reviewed in February and the first week in March. Three year
spending trends are reviewed for the different areas and used to make projections for the
next year. This fiscal year we are more closely tracking which areas are using supplies in the
supply cabinet so we can adjust budgets accordingly. The supply budget for the math area
primarily provides basic supplies such as whiteboard markers, batteries and office supplies.
Near the end of the spring semester the division looks at all budgets and tries to shift around
unused supply dollars to buy a few larger items that areas may need. Historically the budget
for the Math area has been low and should be adjusted upward. Basic skills areas have
benefited from additional supply dollars from the BSI.
Our allocated budget is very small ($885). This is about $37 per full-time faculty member per
semester. As far as we know, this money is mostly used for supplies, which includes dry
erase markers, chalk, paper, overhead transparencies, printer ink cartridges and toner. This
does not include instructional supplies that need to be periodically refurbished, such as
compasses and protractors, for example. In other words, we have just enough in our budget
for the basic necessities, but no more. Our needs for additional instructional supplies
continue to go unmet.
We are not sure whether our copy machine maintenance and usage is billed to our budget.
However, the restriction on copy machine usage, regardless of who it is billed to, adversely
affects us. Each full-time faculty member is allotted 1000 copies per semester, which is
Page 29 of 52
approximately 5 pages of printing for each student per instructor. Even those faculty who
plan ahead are finding it difficult to stay within this allotment.
8. Reach of Services
Based on the waitlist sizes for our Math courses at the beginning of each semester, we
should be adding more sections of several courses at critical times of the day. This is true
not only for the Basic Skills classes, but for the transferable courses as well. Due to the
budget restrictions and the consequent reduction of section offerings, we have been forced to
over-enroll many students in our classes. This leads to overcrowded classrooms and
unhappy students.
We have registered increasing numbers of students in Basic Skills Internet courses
(Beginning and Intermediate Algebra) over the past three years. The waitlists for the Internet
sections doubled and even tripled the class capacity for the courses offered in such format.
This was interpreted initially as a community need for distance education in a vast district
with scattered population. However, because the student success rate for those Internet
courses was lower than for the standard classroom classes (see table below), we decided
that starting with the Fall 2009 semester, we would go back to offering only standard
classroom sections for the Basic Skills. We will be monitoring whether the success rates for
the Basic Skills courses (especially Intermediate Algebra - Math 102) go back to their
historical levels when no Internet sections are offered.
Math 101 (Beginning Algebra)
Standard
classroom
Online
Retention
4082
 80%
5101
456
 81.6%
559
Success
2769
 54.3%
5101
299
 53.5%
559
Accumulated data for academic years 04-05 through 07-08
Math 102 (Intermediate Algebra)
Standard
classroom
Online
Retention
2929
 77%
3802
406
 70.7%
574
Success
2134
 56.1%
3802
263
 45.8%
574
Accumulated data for academic years 04-05 through 07-08
Page 30 of 52
Our transfer level math sections are overcrowded. Those classes normally have a very low
attrition rate and consequently stay overpopulated throughout the semester. We need to be
able to offer more of these sections in the evening (to accommodate working students), and
at other times coordinated with science classes. Currently we are unable to increase
sections due to severe budget cuts.
3.4 Student Success
Table 3.4.1 shows that enrollment in the spring is usually less than 90% of the fall enrollment.
However, Spring 09 is 97% of Fall 08.
Table 3.4.1: Trends of FTES
FTES
Trends of FTES
Academic Year
Fall 06-07
Sp 06-07
Fall 07-08
Sp 07-08
Fall 08-09
Sp 08-09
400
350
300
250
200
150
100
50
0
FTES
348
298
347
307
364
352
Sp
09
08
08
ll
Fa
Sp
07
06
07
ll
Fa
Sp
ll
Fa
Academic Year
FTES/FTEF Ratio

Full time Equivalent Students 
 FTES/FTEF  Full time Equivalent Faculty 
The first 3 terms are incomplete as the data collection was just
beginning. However, the last two terms are accurate. It should not be
interpreted yet, as there is insufficient data. The data obtained serves
as a baseline for the future.
Page 31 of 52
Term
Fall 06
Sp 07
Fall 07
Sp 08
Fall 08
Sp 09
FTES/FTEF
13.33
14.24
13.37
17.88
17.95
Table 3.4.2: Total Program Enrollment
Enrollment
Total Program Enrollment
4000
3500
3000
2500
Initial Enrollment
2000
1500
1000
500
0
End Enrollment
Sp
Fa
Sp
Fa
Sp
Fa
8
09
ll 0
7
08
ll 0
6
07
ll 0
Academic Year
Table 3.4.3: Enrollments at census by course and program
Math 2
Summer
Fall
Spring
06-07
20
119
106
07-08
29
158
116
08-09
29
150
135
Math 3A
Summer
Fall
Spring
06-07
07-08
08-09
104
64
103
82
118
83
Page 32 of 52
Math 3B
Summer
Fall
Spring
06-07
Math 4A
Summer
Fall
Spring
06-07
Math 4B
Summer
Fall
Spring
06-07
Math 8
Summer
Fall
Spring
06-07
11
35
63
07-08
Math 9
Summer
Fall
Spring
06-07
07-08
Math 10
Summer
Fall
Spring
06-07
Math 11
Summer
Fall
Spring
06-07
Math 13
Summer
Fall
Spring
06-07
07-08
12
71
73
08-09
0
53
57
Math 14
Summer
Fall
Spring
06-07
91
442
419
07-08
96
498
395
08-09
117
510
483
Math 41A
Summer
Fall
Spring
06-07
07-08
08-09
Math 41B
Summer
Fall
Spring
06-07
Math 100
06-07
30
63
30
27
17
19
15
16
31
26
30
20
07-08
30
66
07-08
25
07-08
24
35
85
18
23
07-08
15
07-08
26
37
40
07-08
22
37
07-08
08-09
36
75
08-09
34
08-09
41
08-09
56
72
08-09
20
23
08-09
18
08-09
25
78
52
32
26
08-09
22
42
08-09
Page 33 of 52
Summer
Fall
Spring
44
43
59
67
72
59
Math 101
Summer
Fall
Spring
06-07
133
738
645
07-08
136
800
558
08-09
137
760
731
Math 102
Summer
Fall
Spring
06-07
75
582
552
07-08
68
571
569
08-09
75
606
600
Math 150
Summer
Fall
Spring
06-07
07-08
08-09
28
15
10
14
17
Math 220
Summer
Fall
Spring
06-07
28
170
106
07-08
32
194
135
08-09
33
200
182
Math 240
Summer
Fall
Spring
06-07
67
424
327
07-08
65
332
330
08-09
39
370
365
Number of audits by course and program.
The math department sees few audits per class per year. In order to audit a class, the
instructor and division dean must approve the audit. The number of requested audits has
been nominal.
Table 3.4.4: Average class size at census
MATH
Academic Term
Year
06-07
Fall
Spring
07-08
Fall
Spring
08-09
Fall
Spring
Avg
Census
31.8
28.6
32.3
30.4
35.1
34.9
As enrollment has increased so has the average class size at census. For example, between
Fall 2006 and Fall 2008, average class size at census increased by 3.1, which represents
approximately 285 students. There is a physical limit to the number of students who can be
Page 34 of 52
seated in the available classrooms. Notice, for example, that the average class size at
census in Fall 2008 was 35.1 and a typical classroom in the 1100 building seats 36. With
this limit on classroom space and available instructors, we have reached capacity and are
turning students away.
Table 3.4.5: Number of sections
MATH
Academic Term
Year
06-07
Fall
Spring
07-08
Fall
Spring
08-09
Fall
Spring
# Section
Taught
92
91
94
88
90
88
There is no significant change in the number of sections taught over the past 3 years.
However, we are experiencing increasing enrollment in our program without additional
sections being offered.
Accessibility: We are considering accessible to mean location of course offerings as well
as days and times courses are offered.
Most math courses are offered in the 1100 building. Math 2, 13, and 14 are available online.
This allows online students to complete a transfer level math course. All math courses
except Calculus are offered via ITV. This allows many students in outlying areas to fulfill
math course requirements.
The math department makes every attempt to offer courses over a wide span of hours. When
multiple sections of the same course are offered, an effort is made to give students a variety
of scheduling options. Math classes are 3, 4, or 5 unit classes. 3 unit classes are offered in
the traditional MWF or TTH format. 4 and 5-unit classes are offered 2, 3, 4 or 5 days per
week. Every effort is made to make a cohesive schedule that makes efficient use of
classroom facilities (the 1100 building).
Page 35 of 52
Approximately 50% of math courses are offered in the morning and about 30% are offered in
the afternoon. Evening and online courses comprise the remaining portion of sections
offered.
Basic Skills math classes are in high demand and are offered at all times of the day –
morning, afternoon and evening. Typically, more advanced classes are offered only once or
twice a semester and offered both mornings and afternoon (e.g., Calculus series).
Gender: Table 3.4.6 shows the success rate of female students and male students and the
percent difference. The data shows that there are some courses in which success rates are
noticeably different between genders. The math department recognizes that there are
confounding variables at work and that gender is probably not an explanatory variable.
Table 3.4.6
Course
Math 2
Math 3A
Math 3B
Math 4A
Math 4B
Math 8
Math 9
Math 10
Math 11
Math 13
Math 14
Math 41A
Math 41B
Math 100
Math 101
Math 102
Math 150
Math 220
Math 240
Female
Success
73.1%
80.1%
81.3%
100.0%
90.0%
86.4%
67.4%
85.7%
91.7%
77.3%
78.6%
87.7%
87.9%
77.5%
82.4%
78.1%
88.5%
84.4%
86.5%
Male
Success
73.1%
79.0%
83.8%
98.4%
91.7%
89.4%
77.0%
76.5%
90.4%
80.7%
79.5%
95.2%
80.0%
82.8%
81.1%
77.8%
87.5%
81.2%
85.9%
Difference
0.0%
1.1%
-2.5%
1.6%
-1.7%
-3.0%
-9.6%
9.2%
1.3%
-3.4%
-0.9%
-7.5%
7.8%
-5.3%
1.3%
0.3%
1.0%
3.1%
0.6%
Age: The data in Table 3.4.7 shows that students in the 18-24 age group are the least
successful. The math department is not surprised by this. The “Basic Skills Initiative” by the
Systems Office of the CCCCO is a result of recognition of the poor success rate of Basic
Skills math students statewide, particularly in this age group. Effective practices have been
established in the Basic Skills Initiative. The math department has begun to incorporate
these practices into Basic Skills courses.
Table 3.4.7: Math Program Success Rates by age
Program
Success Rate
under 18
68.3%
18-24
53.8%
25-49
62.8%
50+
64.3%
Table 3.4.8: Basic Skills Course Success Rates by age
Page 36 of 52
Math 220
Math 240
Math 101
Math 102
Overall Basic Skills
under 18
71%
72%
65%
66%
67%
18-24
55%
55%
50%
51%
52%
25-49
63%
72%
61%
59%
64%
50+
71%
75%
56%
75%
67%
Table 3.4.9: Grade distributions
Grade Distribution
0.25
Frequency
0.2
06-07
0.15
07-08
0.1
08-09
0.05
0
A
B
C
D
F
I
W
Grades
Table 3.4.10 shows the retention rate and success rate by semester. The math department
does not consider retention rate to be a valuable statistic. We have included the data for
retention, as requested, but will not discuss it.
Table 3.4.10
Number
Course
Avg
Avg
of
Initial
Census
End
Avg Initial Census Ending
Sections Enrollment Enrollment Enrollment Enrollment Class
Class
Retention
Rate
Success
Rate
Academic
Year
Term
06-07
Fall
92
3,330
2,922
2,366
36
31.8
26
81%
58.2%
Spring
91
3,071
2,604
2,069
34
28.6
23
79.5%
56.3%
Fall
94
3,604
3,040
2,425
38
32.3
26
79.8%
56.3%
Spring
88
3,050
2,675
2,190
35
30.4
25
81.9%
57.2%
Fall
90
3,619
3,160
2,461
40
35.1
27
77.9%
57.1%
Spring
88
3,466
3,070
2,545
39
34.9
29
82.9%
57.2%
07-08
08-09
Page 37 of 52
Table 3.4.11 shows that success rates in Basic Skills courses are lower than the success
rates in transfer level courses. This is being addressed by our involvement in the Basic Skills
Initiative, as mentioned previously.
Table 3.4.11: Success Rates by course and semester
Page 38 of 52
All
Table 3.4.11
Success
#
Course
Academic Year Term
MATH-2
06-07
20
65.0%
Fall
119
50.4%
Spring
106
46.2%
29
65.5%
Fall
158
50.6%
Spring
116
41.4%
29
82.8%
Fall
150
50.7%
Spring
135
41.5%
Fall
104
52.9%
64
56.3%
103
59.2%
82
58.5%
118
63.6%
Spring
83
55.4%
Fall
30
43.3%
Spring
63
55.6%
Fall
30
53.3%
Spring
66
77.3%
Fall
36
55.6%
Spring
75
68.0%
06-07
Fall
30
86.7%
07-08
Fall
25
88.0%
08-09
Fall
34
94.1%
06-07
Spring
27
74.1%
07-08
Spring
24
83.3%
08-09
Spring
41
92.7%
06-07
Summer
11 100.0%
Fall
35
68.6%
Spring
63
77.8%
Fall
35
74.3%
Spring
85
80.0%
Fall
56
67.9%
Spring
72
69.4%
Fall
17
82.4%
07-08
08-09
MATH-3A
06-07
Summer
Summer
Summer
Spring
07-08
Fall
Spring
08-09
MATH-3B
06-07
07-08
08-09
MATH-4A
MATH-4B
MATH-8
07-08
08-09
MATH-9
%
06-07
Fall
Page 39 of 52
All
Table 3.4.11
Success
#
Spring
19
63.2%
Fall
18
38.9%
Spring
23
43.5%
Fall
20
70.0%
Spring
23
69.6%
06-07
Spring
15
66.7%
07-08
Spring
15
66.7%
08-09
Spring
18
77.8%
06-07
Fall
16
68.8%
07-08
Fall
26
57.7%
0
.
25
52.0%
0
.
Fall
53
66.0%
Spring
57
52.6%
Summer
12
75.0%
Fall
71
40.8%
Spring
73
54.8%
Fall
78
50.0%
Spring
52
44.2%
Summer
91
58.2%
Fall
442
60.4%
Spring
419
61.8%
96
50.0%
Fall
498
58.8%
Spring
392
52.0%
Summer
117
59.8%
Fall
510
55.3%
Spring
483
56.5%
Fall
31
51.6%
Spring
26
84.6%
Fall
37
89.2%
Spring
40
87.5%
Fall
32
84.4%
Spring
26
80.8%
Fall
30
73.3%
07-08
08-09
MATH-10
MATH-11
Spring
MATH-13
08-09
Fall
06-07
Summer
07-08
08-09
MATH-14
06-07
07-08
08-09
MATH-41A
06-07
07-08
08-09
MATH-41B
%
06-07
Summer
Page 40 of 52
All
Table 3.4.11
Success
#
Spring
20
45.0%
Fall
22
59.1%
Spring
37
73.0%
Fall
22
54.5%
Spring
42
71.4%
Fall
44
65.9%
Spring
43
51.2%
Fall
59
37.3%
Spring
67
56.7%
Fall
72
61.1%
Spring
59
62.7%
Summer
133
73.7%
Fall
738
55.0%
Spring
645
50.7%
Summer
136
64.7%
Fall
800
55.1%
Spring
558
52.2%
Summer
137
68.6%
Fall
760
56.1%
Spring
731
52.0%
75
65.3%
Fall
582
55.2%
Spring
552
56.5%
68
72.1%
Fall
571
54.1%
Spring
569
53.1%
75
66.7%
Fall
606
50.5%
Spring
600
54.8%
Fall
28
60.7%
Spring
15
60.0%
Fall
10
50.0%
Spring
14
50.0%
08-09
Spring
17
70.6%
06-07
Summer
28
92.9%
170
56.5%
07-08
08-09
MATH-100
06-07
07-08
08-09
MATH-101
06-07
07-08
08-09
MATH-102
06-07
07-08
08-09
MATH-150
06-07
07-08
MATH-220
%
Summer
Summer
Summer
Fall
Page 41 of 52
All
Table 3.4.11
Success
#
106
50.0%
32
78.1%
Fall
194
58.8%
Spring
135
61.5%
33
84.8%
Fall
200
58.0%
Spring
182
62.6%
67
85.1%
Fall
424
63.9%
Spring
327
58.7%
65
72.3%
Fall
332
59.6%
Spring
330
67.0%
39
84.6%
Fall
370
66.2%
Spring
365
62.7%
Spring
07-08
08-09
MATH-240
06-07
07-08
08-09
%
Summer
Summer
Summer
Summer
Summer
Page 42 of 52
Math 382 is currently the only noncredit course offered by the Math Department.
For the sake of this discussion, program persistence is defined as the percent of students
who complete a sequential course offering. In Basic Skills, we have 2 such sequences: Math
220, 240, 101, and 102 and Math 220, 240, 100, 110. Regarding the former, the persistence
rate is less than 10%. There are so many confounding variables at work that we question
what this data really tells us. We do not have data for the latter.
Student satisfaction is measured through students’ opinion of teaching surveys performed
every 3 years for tenured faculty and every semester for non-tenured faculty. These surveys
are anonymous and shared with faculty after grades are submitted.
There is a formal procedure in place for handling student complaints.
Currently the Math Department provides multiple support structures for students. First, all of
the full-time faculty are available at least 5 hours each week outside of class for posted office
hours. Some students cannot attend during these times, so all of the faculty will schedule
additional times by appointment.
In addition to regular office hours, the Math Program provides the MBLC. The MBLC is
staffed by two full-time paraprofessionals and numerous student tutors. The scheduling of the
tutors coincides with the documented ebb and flow of students throughout the day. The
services provided include free math tutoring, internet access, computers, and large tables for
students to work.
Individual tutoring is available from one of the paraprofessionals by instructor referral. The
math department works with the Learning Services Office to coordinate structural support
services for our DSPS students. Textbooks are on reserve for check out in the library and
the MBLC. Calculators are available for checkout in the MBLC. Embedded tutors are
available in several Basic Skills courses.
Career/transfer advisement is done by the Shasta College counseling faculty. On an
informal basis, math faculty often provide assistance to students regarding course
sequencing, career opportunities, and college transfer and major requirements. Math faculty
also write letters of recommendation for students when requested and appropriate.
After years of frustration with the state approved placement testing instruments, the Math
Department finally abandoned standardized testing as the primary placement tool for Math
students. The Department created and implemented an online self placement tool that is
used by first time Shasta College students wishing to enroll in a Basic Skills math course.
The online self placement tool is one of the multiple measures used by counselors to place
students into the appropriate math course. Correct placement considers the student’s own
judgment of self placement, the counselor’s advice, high school transcripts and, if the student
desires, the state approved placement test. It is the goal of the Math Department that all first
time Basics Skills students consult with a counselor.
Page 43 of 52
Our transfer level students are placed according to whether they have passed the
prerequisite course, or met the criteria in the multiple measures.
The math self placement process has been examined by the Office of Research and
Planning. The data informs that the process is working with the exception of the placement
into Math 102. The Matriculation Committee and the Math Department are discussing this
issue.
A suggestion for improvement that has been discussed by some faculty is to implement a
plan whereby a student who fails the same class twice is enrolled into a “monitored” Basic
Skills course. This monitored course would emphasize study skills, counseling and student
accountability.
3.5 General Planning
The most significant recent trend in education to affect the mathematics department is the
“California Basic Skills Initiative”. The California Basic Skills Initiative is an outcome of the
2004 strategic planning process undertaken by the California Community College System
Office, the purpose of which was to improve student access and success. In 2006, the Board
of Governors of the California Community Colleges adopted the final draft of the Strategic
Plan. The strategic plan contains the following language:
Ensure that Basic Skills development is a major focus and an adequately funded
activity of the Community Colleges.
To successfully participate in college-level courses, many Community College students
need precollegiate math and/or English skill development. The goal is to identify model
Basic Skills and English as a Second Language programs and their key features and,
given availability of funds, to facilitate replication across the Colleges. In addition, best
practices in classrooms and labs and descriptions of effective learning environments will
be collected and disseminated widely to inform and assist both credit and noncredit
programs. However, noncredit Basic Skills courses are funded at approximately 60
percent of the rate provided to credit Basic Skills courses, which is a disincentive for
colleges to offer those courses. The Colleges need to gather practices with high
effectiveness rates, such as innovative program structures, peer support, and counseling,
and acquire funding to implement these approaches to reach all students needing Basic
Skills education.
To this end, the Academic Senate for California Community Colleges is collecting a set of
best practices in the teaching of Basic Skills and has begun a series of conferences and
workshops dedicated to the discussion and dissemination of these practices. At this time,
the Math Department has several instructors dedicated to teaching Basic Skills, and who are
actively following the developments of the Basic Skills Initiative; these instructors are: Iraja
Siva-das, Michael Oremus, Thomas Glass and Andrew Bloom. The Math Department takes
Basic Skills education very seriously and is dedicating considerable resources to ensure a
viable and productive Basic Skills program in mathematics.
Another trend the mathematics department is following is the changing requirements for
graduation from a Community College with an AA or AS degree. Until recently, the
Community College graduate was (minimally) required to demonstrate proficiency at the
Page 44 of 52
“Algebra I” level. This was the level of 9th grade mathematics. Recent dialog at the State
level has resulted in a new level of (minimum) proficiency, at the “Algebra II” level. This is
the level of 11th grade mathematics. The mathematics department has embraced this new
standard and has developed Math 110, a course at the “Algebra II” level, which is an option
to the traditional Intermediate Algebra course. Math 110 includes more applications than a
standard algebra course.
Many fulltime instructors opt to teach an “overload”. This may not be sustainable given the
increase in duties instructors face each year. If all fulltime instructors opted not to teach
overloads, the department could be faced with the prospect of too few instructors for too
many classes.
Part IV – Student Learning Outcomes
See appendix A
Part V – Program Summary
Major Strengths:
 Professional, well-trained, knowledgeable and friendly instructors
 The MBLC contributes to the success of our students.
 Instruction reaches a vast number of locations and students
 Varied group of faculty who work well together in a productive manner
 Course offerings vary enough so that students have ample opportunity to meet their
educational goals
 Math faculty is very involved in non-teaching activities such as the Basic Skills
Initiative, Senate leadership, Shasta County Math Partnership Grant, and college
committee work,
Major Weaknesses:
 Faculty coordinator is not compensated fairly for what the job description entails
 The MBLC is being torn apart and this will be detrimental to our students
Part VI – Goals, Recommendations, Priorities, Plans





Provide tutoring services and supervision in transfer level math lab.
The administration needs to address issues related to restroom facilities in the 1100
building
The department will continue to lobby for release time for the math department
coordinator.
A schedule should be established that will provide for the replacement of classroom
furniture.
Get new chairs for room 1107.
Page 45 of 52








Micrometers and calipers will be purchased for the purpose of teaching how to use
these instruments in Math 100 and Math 110.
Increase the math department supply budget in order to refurbish instructional
supplies.
Obtain a larger allotment of copies per instructor per semester.
The department and administration should continue to review the feasibility of hiring
an additional full-time math instructor.
Continue to review the process presently in place for approving Dual/Concurrent
Enrollment agreements.
The math faculty will continue to pursue an articulation agreement for Math 41A.
A schedule should be developed and implemented for the routine cleaning and
maintenance of classroom equipment in the 1100 building.
Do not move the MBLC.
Appendix A: Student Learning Outcomes Update
1. COURSES
Math 2
Math 3A
Math 3B
course
Precalculus
Calculus 3A
Calculus 3B
step 1
x
x
x
step 2
x
x
x
Page 46 of 52
step 3
x
x
x
step 4
x
x
x
step 5
x
x
x
Math 4A
Math 4B
Math 8
Math 9
Math 10
Math 11
Math 13
Math 14
Math 41A
Math 41B
Math 100
Math 101
Math 102
Math 110
Math 150
Math 220
Math 240
Math 382
Math 197
Calculus 4A
Calculus 4B
Finite Math
Survey of
Calculus
Plane
Trigonometry
Patterns of
Mathematical
Thought
College Algebra
Introduction to
Statistics
Concepts of
Elementary
Math
Concepts of
Elementary
Math
Technical
Applications of
Mathematics
Basic Algebra
Intermediate
Algebra
Essential Math
Math study skills
Basic Math
Pre-Algebra
Mathematics
Workshop
Special Topics
in Mathematics
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Here are the percentages of mathematics courses at each step*:
Step 1: 100%
Step 2: 100%
Step 3: 100%
Step 4: 95%
Step 5: 95%
*apart from Math 197
2. DEGREES AND CERTIFICATES
The Math Department offers no degrees or certificates.
Page 47 of 52
3. GENERAL EDUCATION
The Math Department does not currently evaluate any general education SLO s.
4. INSTRUCTIONAL SUPPORT
The Math Department offers Math 382, Mathematics Workshop to students who log in to the
MBLC. The SLO for this course is assessed using a survey, as described below.
In Fall 2008 and Spring 2009 a random sample of MBLC users were asked the following
questions:
“After meeting with a tutor, did the session clarify concepts?”
86% of the students answered “yes” (5 on a scale from zero to five).
“Do you plan to return to the MBLC?”
100% of the students answered “yes” (5 on a scale from zero to five).
“Would you recommend the MBLC to other students?”
93% of the students answered “yes” (5 on a scale from zero to five).
In Fall 2009 a random sample of MBLC users were asked to read a statement and then to
specify the degree with which they agree with the statement, using a scale from zero to five.
“I felt like an active participant in my tutoring session. I was able to ask questions and
discuss my concerns during the session.”
92% of the respondents said that they “strongly agree” (5 on a scale from zero to five).
“The tutor gave clear explanations for the concepts we covered. At the end of the tutoring, I
felt I could approach a similar question confidently.”
86% of the respondents said that they “strongly agree” (5 on a scale from zero to five).
“I was pleased with the tutor’s grasp of the subject matter.”
94% of the respondents said that they “strongly agree” (5 on a scale from zero to five).
5. STUDENT SUPPORT SERVICES
N/A
Page 48 of 52
Appendix B
Program Review – Annual Report
Date:
Program Area:
Prepared by:
February 3, 2010
Mathematics
Math Department
Address completely each of the following topics. Use extra pages as needed. These
are expanding text boxes for your ease of use. Attach your Action Plan reflecting
program/division goals, objectives, and priorities.
Discuss the progress your program has made in achieving the goals your program set in
your program review self study. At minimum, include the following for each goal.
1.
a. State the goal.
b. Describe your progress toward meeting the goal.
c. Indicate whether you are satisfied with the progress you have made so far.
d. If you are satisfied with your progress, outline your plan for completing the goal.
e. If you are not satisfied with your progress, discuss the issues that have prevented you from
making satisfactory progress. Then discuss your plan for making progress. If your plan includes
abandoning the goal or modifying it, please indicate this.
This is the first time we are using the new Program Review format, so we do not have an old
Program Review to refer to.
2. Has your program set any NEW goals since your last program review? At a minimum,
include the following for each new goal.
a.
b.
c.
d.
State the goal.
What need are you trying to meet with the new goal?
What do you hope to achieve with the new goal?
Describe a plan for achieving the goal, include any resources you may need.
Page 49 of 52
Goals, Recommendations, Priorities, Plans:











Provide tutoring services and supervision in transfer level math lab.
The administration needs to address issues related to restroom facilities in the 1100
building.
The department will continue to lobby for release time for the math department
coordinator.
A schedule should be established that will provide for the replacement of classroom
furniture.
Get new chairs for room 1107.
Micrometers and calipers will be purchased for the purpose of teaching how to use
these instruments in Math 100 and Math 110.
Increase the math department supply budget in order to refurbish instructional
supplies.
Obtain a larger allotment of copies per instructor per semester.
The department and administration should continue to review the feasibility of hiring
an additional full-time math instructor.
Continue to review the process presently in place for approving Dual/Concurrent
Enrollment agreements.
The math faculty will continue to pursue an articulation agreement for Math 41A
3. Please update your progress in the development and implementation of SLOs,
and how you are using assessment of those SLOs to improve student learning and
program planning. Use Appendix A to the formal program review document as your
guide. Include that information/analysis, including charts, here.
The math department is pleased with its progress with the development and
assessment of SLOs. Please see Appendix A which describes our progress.
Page 50 of 52
Appendix C
Math Department
Action Plan Activities
Please indicate how each activity will help the program or division reach one or more of its Goals and/or objectives.
Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.
Description of Activity/Plan
Meets Program or Division
Objective/Goal
Item(s)
Requested
1 supervisor
2 tutors
40 hours per
week
Total Amount
Meet tutoring needs of transfer level math students after
Basic Skills portion of MBLC is moved (BUDGET
DEPENDENT)
Provide tutoring services and
supervision in transfer level math
lab.
Remodel women’s restroom in 1100 building to make it
ADA compliant*
(BUDGET DEPENDENT)
The administration needs to
address issues related to restroom
facilities in the 1100 building
Faculty coordinator should be compensated fairly for what
the job description entails with 30% reassign time
(BUDGET DEPENDENT)
The department should continue to
lobby for release time for the math
department coordinator.
Equip Room 1119 with new furniture*
(BUDGET DEPENDENT)
A schedule should be established
that will provide for the
replacement of classroom
furniture.
Get new chairs.
40 desks and
chairs
Micrometers and calipers will be
purchased for the purpose of
teaching how to use these
instruments in Math 100 and Math
110.
The supply budget needs to be
increased in order to refurbish
instructional supplies.
13 micrometers
13 calipers
$850
40 compasses
40 protractors
40 rulers
2000 additional
copies per fulltime instructor
$500
Room 1107 new chairs (BUDGET DEPENDENT)*
$100,000 per year
Unknown
$22,500 per year
36 chairs
$13,000
$5000
The current chairs were ordered 3 years ago and do not fit
properly with the tables.
Purchase micrometers and calipers for use in Math 100
and Math 110 (BUDGET DEPENDENT)*
Purchase a classroom set of compasses, protractors, and
rulers (BUDGET DEPENDENT)
Some instructors find that the current allotment of copies
on the department copy machine is insufficient.
(BUDGET DEPENDENT)
Obtain a larger allotment of copies
per instructor per semester.
Page 51 of 52
$1500 per year
Hire more full time math instructors
(BUDGET DEPENDENT)
Dual/Concurrent Enrollment agreements were made
without input from the math faculty. The math faculty
should be the sole party involved in assessing a math
course’s content and rigor, and to decide if it is equivalent
to its Shasta College counterpart. The math department
has contacted Jason Dell to initiate a discussion to
determine whether the math department can support Dual
Enrollment. The math faculty will continue to evaluate our
level of support during the Spring 2010 semester.
(NON-BUDGET DEPENDENT)
Math 41A used to articulate with CSUs and has been
revised and resubmitted for articulation.
(NON-BUDGET DEPENDENT)
The department and administration
should continue to review the
feasibility of hiring an additional
full-time math instructor
Continue to review the process
presently in place for approving
Dual/Concurrent Enrollment
agreements.
The math faculty will continue to
pursue an articulation agreement
for Math 41A.
*These items are carried over from the 2008-2009 Action Plan
Action Plan Template – 2009-2010
Page 52 of 52
New hire
$75,000 per year
SHASTA COLLEGE
Program Review
Life Sciences
2009-2010
SHASTA COLLEGE
Program Review – Life Sciences
Table of Contents
Page
Signature Page ……………………………………….. 3
Part I – Introduction………………………………..…4
1.1 Purpose of Program Review……………………………………………....4
1.2 College Mission………………………………………………………...…4
1.3 Shasta College Institutional Student Learning Outcomes………………...4
Part II – General Program Information
2.1 Program Definition/Description……………………………………….….5
2.2 Program Mission/Purpose………………………………………………...5
Part III – Program Analysis…………………………..7
3.1 Academic Quality…………………………………………………………7
3.2 External Relations………………………………………………………...12
3.3 Resource Efficiency………………………………………………………13
3.4 Student Success…………………………………………………………...17
3.5 General Planning…………………………………………………….……19
Part IV – Student Learning Outcomes……………….20
Part V – Program Summary…………………………..20
Part VI – Goals, Recommendations, Priorities, Plans.21
NOTE – Annual Reports and Action Plans
Appendicies
Appendix C – Annual Action Plan………………………………………….....22
Life Sciences Program Review 2009-10
2
SHASTA COLLEGE
Program Review
Signature Page
Program:
_______Life Sciences_________________
Program Review Self Study Participants:
Marvin Abts (Full Time Faculty)
Scott Croes (Full Time Faculty)
Susannah Fulton (Full Time Faculty)
Morgan Hannaford (Full Time Faculty)
Steve Hansen (Full Time Faculty)
Susan Meacham (Full Time Faculty)
Level Two Review Team Participants:
Greg Fitch (Shasta High School Biology Faculty)
Don Miller (CSU Chico Biology Faculty)
Nathaniel Stover (Student)
Program Self Study Lead Faculty
Date
Division Dean
Date
Level Two Review Team Chair
Date
Vice President of Academic Affairs
Date
College Council
Date
General Education & Transfer
Life Sciences Program Review 2009-10
3
Part I – Introduction
1.1 Purpose of Program Review
According to the Academic Senate for the California Community Colleges in their 1996
document, “Program Review: Developing a Faculty Driven Process”, the program review process
serves as a mechanism for the assessment of performance that recognizes and acknowledges good
performance and academic excellence, improves the quality of instruction and services, updates
programs and services, and fosters self renewal and self study. Further, it should provide for the
identification of weak performance and assist programs in achieving needed improvement.
Finally, program review should be seen as a component of campus planning that will not only
lead to better utilization of existing resources, but also lead to increased quality of instruction and
service. A major function of program review should be to monitor and pursue the congruence
between the goals and priorities of the college and the actual practices in the program or service
Other purposes include meeting accountability mandates and demonstrating a systematic planning
process. While these functions may occur because of program review, they should not serve as a
primary function of the review. Otherwise, program review could be perceived as a timeconsuming process for a product with no effect or bearing on the program’s activities or any
relevance to serving students or maintaining academic excellence.
1.2 College Mission
The mission of the Shasta-Tehama-Trinity Joint Community College District is to provide open
access and opportunity for success to students who have diverse backgrounds, interests, and
abilities. The District is committed to providing the knowledge and skills necessary for a student
to succeed. The District recognizes that success requires specific life skills and professional skills
and also effective communication, critical thinking, global consciousness and global
responsibility. By offering programs leading to successful completion of a quality universitytransfer program, or career-technical education, the District is responsive to the needs of our
communities within a changing global society. By offering comprehensive campus and
community service programs, the District enables students to achieve personal as well as
academic potential and contributes to the social, cultural and economic development of our
region.
1.3 Shasta College Institutional Student Learning Outcomes
The District is committed to providing the knowledge and skills necessary for a student to
succeed. The District recognizes that success requires specific life skills and professional skills
and also effective communication, critical thinking, global consciousness and global
responsibility.
To support our students in achieving success, Shasta College has determined that a student who
earns a degree or occupational certificate will demonstrate:
1.
Life and Professional Skills
Life Sciences Program Review 2009-10
4
Life and Professional Skills include the ability to create well developed goals and plans,
the ability to make responsible decisions in support of those goals and plans, the ability
to recognize and accept consequences of decisions, appropriate technical skills, the
ability to work effectively as an individual and as part of a group, and the ability to
resolve conflict.
2.
Effective Communication
Effective communication includes the ability to convey information, ask meaningful
questions, and express thoughts, ideas and feelings.
3.
Critical Thinking Skills
Critical thinking includes the application of logical reasoning to collect and evaluate
information, recognize and categorize patterns, contrast and compare, make decisions
and reach conclusions, and solve problems.
4. Community and Global Consciousness and Responsibility
Community and global consciousness and responsibility include the knowledge and
understanding of civic, cultural and environmental issues; knowledge of and respect for
the needs, difficulties, and rights of diverse groups; an appreciation of the importance of
public service; and a commitment to life-long learning.
Part II – General Program Information
2.1 Program Definition/Description
The Life Sciences Program at Shasta College offers courses for three distinct populations
of students: (1) classes in preparation for the pre-health Associate Degree in Nursing
(A.D.N.) and Home Health Certificate programs at Shasta College; (2) classes for the
biology majors who will transfer to a four-year university to complete a Bachelors
degree; and, (3) general education for other degree programs and community interest
classes. Life Science course listings in the Shasta College Catalog include Anatomy
(ANAT), Biology (BIOL), Botany (BOT), Microbiology (MICR), Natural History
(NHIS), Physiology (PHY), and Zoology (ZOOL).
2.2 Program mission/purpose
The mission of the Life Sciences Program at the Shasta-Tehama-Trinity Joint
Community College District is to provide open access and opportunity for students
interested in careers in the health professions, transfer to university programs, and general
and community education. The Life Sciences Program is committed to providing the
knowledge and skills necessary for a student to succeed.
Life Sciences Program Review 2009-10
5
The Life Sciences Program fulfills the Shasta College mission statement by offering a
wide variety of courses, maintaining excellent teaching facilities, supported by an
outstanding staff with expertise in the broad areas within the Life Sciences discipline.
.
2.3 Program Student Learning Outcomes
2.3.1 Courses
Step 1 = Define expected student learning outcomes for the course (100%)
Step 2 = Develop appropriate assessment methods for course outcome(s) (72%)
Step 3 = Use these methods to assess outcomes (72%)
Step 4 = Analyze assessment results (68%)
Step 5 = Apply results toward improved instruction and learning (68%)
Prefix
ANAT 1
BIOL 1
BIOL 5
BIOL 6
BIOL 10
BIOL 11
BIOL 12
BIOL 14
BIOL 15
BIOL 30
BIOL 60
BOT 1
BOT 50
BOT 52
MICR 1
NHIS 15
NHIS 65
PHY 1
PHY 5
ZOOL 1
ZOOL 105
ZOOL 163
Title
Anatomy
Principles of Biology
Human Biology
Human Biology Lab
General Biology
Diversity of Life
Field Biology
Human Heredity*
Entomology*
Nature Photography*
Biology of Aging*
General Botany
Wildflowers of California*
Mushroom Identification*
Microbiology
Natural History
Natural History of Patrick’s Point
Physiology
Human Sexuality
General Zoology
Herpetology of Shasta County
Ornithology*
Step 1 Step 2 Step 3 Step 4 Step 5
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
*Note – These courses have not been taught since SLO development or assessment.
Part III - Program Analysis
Life Sciences Program Review 2009-10
6
3.1 Academic Quality
1. Curriculum Analysis
Curriculum for the Life Sciences Program at Shasta College is guided by
articulation with transfer institutions and state standards. Faculty and counselors
continually review curriculum at transfer univiersities, and professional programs
to guide curriculum decisions. Additionally, articulation agreements with these
institutions usually result in immediate curriculum revision. The following is a
list of curriculum revisions that have occurred since the last program review:
PHY 5 – Human Sexuality was transferred to the Psychology Department as
PSYC 5. This action eliminated potential confusion of students seeking
a GE Science transfer course, enhanced the pool of potential adjunct
instructors, and is more in line with similar courses at other institutions.
ZOOL 105 – Herpetology was changed to a GE transfer level course; ZOOL 15.
This action opened this course to be used as a 2 unit, late starting,
evening course for students fulfilling general education requirements.
ZOOL 163 – Ornithology was changed to a GE transfer level course; ZOOL 63.
This action opened this course to be used as a 2 unit, late starting,
evening course for students fulfilling general education requirements.
Curriculum goals being examined for future implementation are as follows:
BIOL 1, BOT 1, ZOOL 1 – Majors’ Biology Sequence is currently offered as a 2
lecture hours and 6 hours laboratory per week for 4 units. Most CSU
and all UC campuses have changed to a 3 lecture hours and 3 laboratory
hours per week. The result will be a more efficient use of classroom
resources and supplies budgets.
BIOL 10 – General Biology is currently offered as a 4 unit, 3 lecture hours and 3
laboratory hours per week course. With as many as 3 jumbo classes
with multiple laboratory sections each we are considering separating the
laboratory as BIOL 10L. This will allow students to combine any
lecture and laboratory combination, including distance education lecture
options.
2. Staffing
Life Sciences Program Review 2009-10
7
The Life Sciences Program is staffed by six full-time instructors and five adjunctinstructors. The breadth of courses within the program is taught by instructors
with specific content expertise. Although the majority of courses are taught by
full-time instructors, it is difficult to maintain a pool of adjunct-instructors with
the necessary content expertise and teaching skill.
The following full-time instructors teach in the Life Sciences Program:
Marvin Abts
ANAT 1
BIOL 10
ZOOL 1
ZOOL 105
Human Anatomy
General Biology
General Zoology
Herpetology
Scott Croes
ANAT 1
BIOL 5
BIOL 6
BIOL 10
NHIS 65
NSCI 30
PHY 1
Human Anatomy
Human Biology
Human Biology Laboratory
General Biology
Natural History of Patrick’s Point
Science Colloquium
Physiology
Susannah Fulton
BIOL 10
BOT 1
NHIS 15
NHIS 65
NSCI 30
General Biology
General Botany
Natural History
Natural History of Patrick’s Point
Science Colloquium
Morgan Hannaford
BIOL 1
BIOL 10
BIOL 11
BIOL 12
BIOL 14
NHIS 65
NHIS 105
NSCI 30
ZOOL 1
Principles of Biology
General Biology
Diversity of Life (online)
Field Biology
Heredity
Natural History of Patrick’s Point
Natural History of the Southern Cascades
Science Colloquium
General Zoology
Life Sciences Program Review 2009-10
8
Steve Hansen
BIOL 5
BIOL 6
BIOL 10
PHY 1
Human Biology
Human Biology Laboratory
General Biology
Physiology
Susan Meacham
ANAT 1
MICR 1
Human Anatomy
Microbiology
The following adjunct-instructors teach in the Life Sciences Program
Patrick Frost
BIOL 10
NHIS 15
General Biology
Natural History
Susan Libonati-Barnes
BOT 1
General Botany
BOT 50
Wildflowers of California
BOT 52
Mushroom Identification
Irena Stroup
BIOL 10
General Biology
Daniela Sartori
BIOL 5
PHY 5
Human Biology
Human Sexuality
Margaret Savage
ANAT 1
BIOL 5
BIOL 6
BIOL 10
BIOL 11
PHY 1
Human Anatomy
Human Biology
Human Biology Laboratory
General Biology
Diversity of Life (online)
Physiology
Life Sciences Classified Staff
Chris Petersen
Life Sciences laboratory Technician
3. Teaching Aids and Equipment
Life Sciences Program Review 2009-10
9
Life Sciences laboratory courses are equipment intensive. The program has been
fortunate to receive State Instructional Equipment Funds (SIEF) over the past
three years to equip two laboratories with new compound microscopes. The
clinical autoclave in the Microbiology laboratory was replaced with a new unit.
Biotechnology equipment for DNA quantization and visualization has been
updated.
An ongoing need for equipment includes the need for microscope slides to replace
broken or damaged items for all courses. Physiology and Human Biology
Laboratory depend on electronics and computer interface Bio-Pac systems. These
items wear out and need to be replaced on occasion. The stereoscopic
microscopes used in Majors’, Non-majors’ and Pre-health courses are in need of
replacement along with the illuminators. The greenhouse that is maintained for
Botany and General Biology courses has some non-functional controls and is in
need of serious upgrades, such as new heaters, an updated watering system, new
tables, and more plant specimens. Additional cabinets, plant presses, and
preservation materials are needed for the herbarium. Finally, a new growth
chamber would be a wonderful addition to the department, so the Botany students
would be able to conduct important plant growth and development experiments.
A future need that will need to be addressed are the models used in Human
Anatomy and Human Biology that were purchased by Shasta College Distance
Education for their course offerings in Life Sciences. These models will likely be
transferred to the Tehama Campus when construction is complete. Replacement
models are needed when this occurs.
4. Faculty Availability for General College Service
All Life Sciences faculty participate in College and community service. No
reassignment time has been allocated for these activities.
Marvin Abts – Tenure Review committees (Croes, Fulton). Hiring committees
(Croes, Fulton).
Scott Croes – Student Learning Outcomes committee, Hands_on_Lab, California
Math-Science Partnership Grant (CaMSP). Hiring committees (Fulton).
Extensive outreach to local K-12 schools.
Susannah Fulton – committees are not assigned in a new faculty member’s first
year.
Morgan Hannaford – Life Sciences Department Coordinator. Hiring committees
(Croes, Fulton). Sustainability Committee. Student Learning Outcomes
Life Sciences Program Review 2009-10
10
committee. Matriculation committee. Extensive outreach to local
government agencies and conservation organizations.
Steve Hansen – Tenure Review committees (Croes, Fulton). Hiring committees
(Croes, Fulton). Curriculum Council.
Susan Meacham – Tenure Review committees (Andrews, Fulton, Peters, Singh).
Academic Senate (Vice President), Shasta Regional Medical Center
Institutional Review Board. Hiring committees. Faculty Representative to
Instructional Council.
5. Tutoring Centers/Labs
Life Sciences students have access to a Science Learning Center for tutoring,
testing, and computer resources. The Science Learning Center supports students
in both Life and Physical Science. The Science Learning Center operates from
7:30 AM to 6 PM Monday to Thursday. Friday the Center is open from 7:30 AM
to 3 PM. The following is the usage in student hours per semester. No separation
of Life Sciences or Physical Sciences is recorded.
Academic Year
FALL 2005
SPRING 2006
FALL 2006
SPRING 2007
FALL 2007
SPRING 2008
FALL 2008
SPRING 2009
Student*Hours
12,232.36
14,176.32
11,367.70
10,568.14
11,539.78
13,115.08
12,420.70
13,994.82
6. Opportunities for Professional Development
Life Sciences faculty take advantage of professional development activities on an
ongoing basis. Professional conferences and educational training workshops are
the primary opportunities.
For the 2007-2008 academic year Morgan Hannaford was on sabbatical at the
Zoology Department at Oregon State University. This opportunity was used to
learn current techniques in molecular genetics that can be applied to courses in the
Life Science program.
Currently $500 per faculty member is made available for Professional
Development. An increase in dedicated funding, for professional development
activities would enable faculty to participate in conferences and training outside
of the Shasta College district.
7. Survey other CCs for Common Practices
Life Sciences Program Review 2009-10
11
We have not conducted a formal survey of other Life Sciences programs at nearby
community colleges. As transfer institutions Life Science programs at California
Community Colleges maintain curriculum and standards acceptable by the
California State University and University of California systems.
The effort to promote sustainability and environmental awareness is becoming
more common in community colleges. Morgan Hannaford is actively involved in
the campus Sustainability Committee, specifically curriculum enhancement.
3.2 External Relations
1. Facilities
All Life Sciences Program courses meet on the Shasta College campus, with the
exception of field courses that utilize the specific environment for instruction.
The Life Sciences laboratory facilities are often used by other departments that
require laboratory facilities. Environmental Science Laboratory (AGNR), various
Veterinary Technology (AGVETT), and Plant Science (AGPS) courses are the
primary users. Although the use of facilities by other programs is acceptable,
conflicts arise in scheduling courses between different centers. We have often
been restricted in opening a laboratory section convenient to students because of a
schedule conflict. Moreover, laboratory preparation time is sometimes restricted
by scheduling courses close to the beginning of lab.
When outside entities use the Life Sciences laboratory facilities it is usually on
the weekend when classes are not in session.
2. Contact with K-12 Schools
Scott Croes is in close contact with most local K-12 Schools through outreach and
through the California Math and Science Partnership grant (CaMSP). Morgan
Hannaford also participates in this partnership. The focus of this CaMSP grant is
the professional development of local elementary and junior high teachers in
science education. The project involves 48 teachers who teach in grades 3rd – 8th
and will serve over 2400 students. The grant is a partnership between California
State University at Chico, Shasta County Office of Education, local schools, and
Shasta College.
In conjunction with the grant we have implemented three science educational
courses (EDTE 71, 72, and 73). The EDTE 71-73 series is designed to provide a
critical component of the science education experience for students preparing to
enter the teacher credential program. The courses provide student interns the
opportunity to have actual experiences teaching science to children who visit the
Science Education Laboratory on the Shasta College campus. During the Fall
2009 semester we had over 400 elementary and junior high students from our
local schools participate in the science lab.
3. Contact with Community Colleges, and Four-year Universities and Colleges
Life Sciences Program Review 2009-10
12
Scott Croes has close contact with the Science Education program at Chico State
University through the CaMSP grant.
Morgan Hannaford has frequent contact with colleagues at California State
University Chico, University of California at Davis, and Oregon State University.
The Science Colloquium class (NSCI 30) has been a fruitful opportunity to
contact faculty and staff at other Colleges and Universities.
4. Articulation with high schools, universities and colleges
No specific articulation between the Life Sciences Program and high schools
exists. Articulation with universities is typically achieved through the California
Articulation Number (CAN) system and more recently the Intersegmental General
Education Transfer Curriculum (IGETC) for transferability to CSU and UC
campuses. The data below is from the transfer assistance website
(http://www.assist.org).
Course
ANAT 1
BIOL 1
BIOL 5*
BIOL 6*
BIOL
BIOL
BIOL
BIOL
BIOL
BOT
MICR
NHIS
PHY
ZOOL
10*
11
12
14
15
1
1
15
1
1
Title
Units
Human Anatomy
5
Principles of Biology
4
Introduction to Human
3
Biology
Introduction to Human
1
Biology Laboratory
General Biology
4
Diversity of Life (online)
3
Field Biology
3
Heredity
3
Entomology
3
General Botany
4
Microbiology
5
Natural History
3
Physiology
5
General Zoology
4
GE Area
5B
5B
5B
CAN .
BIOL 10
BIOL 2
5B
5B
CSU-GE
CSU-GE
5B
5B
5B
5B
5B
5B
5B
BIOL 6
BIOL 14
BIOL 12
BIOL 4
* Transfer credit is limited by either UC or CSU or both.
3.3 Resource Efficiency
1. Support
Computing Technology staff are necessary to maintain computers in the
classrooms, especially the Physiology BioPac systems in Room 1612. This
support is usually available when necessary.
The Chemistry Department at Shasta College regularly cooperates with the Life
Sciences Department to share equipment and chemical resources.
2. Use of Technology
Life Sciences Program Review 2009-10
13
Each classroom is equipped with a lectern computer. Additionally, several
classes have an additional computer for student use for specific laboratory
exercises. The Physiology classroom has six computer stations to support the
BioPac physiology equipment. Technology maintenance and upgrade are
generally met on a case-by-case basis. Computers are replaced when necessary.
3. Comparison with Other Institutions
Shasta College Life Science Program is in line with Northern California
Community Colleges, with respect to district population and proximity to transfer
Universities. We have not conducted a formal survey of other Life Sciences
programs at nearby community colleges. As transfer institutions Life Science
programs at California Community Colleges maintain curriculum and standards
acceptable by the California State University and University of California
systems.
4. Facility Use/Availability
Course scheduling is coordinated with other programs that result in a degree or
certificate. Pre-health professions classes are scheduled so that students can
enroll in multiple required courses. Majors’ Biology course scheduling is
coordinated between Chemistry, Physics, and Math to reduce section conflicts.
Non-majors’ classes scheduling caters to daytime students on 2 day (Tuesday –
Thursday), 3 day (Monday – Wednesday – Friday) and evening only schedules.
An online class (Biology 11 – Diversity of Life) allows students to participate at
any time during the regular semester. Some evening and Saturday distance
learning classes are offered through the Anderson and Red Bluff campuses on as
teaching staff and supplies funds permit.
One limitation in course offerings is other departments scheduling courses in labs,
such as Environmental Science Lab (AGNR 61) and Water Resources (AGNR
64). These courses are not as laboratory equipment intensive as Life Science
courses and should be scheduled in the 1200 building lab.
5. Faculty and classified staffing
Academic Year
Statistic
Full Time Faculty
Part Time Faculty
Ratio FT/PT
Classified Support
Staff
2006-2007
2007-2008
2008-2009
5
6
6
9
10
7
1:1.8
1:1.66
1:1.2
1
1
1
Life Sciences Program Review 2009-10
14
Biology Program
# of
Initial
Census
Sections Enrollment Enrollment
%
Lost
Course
End
Total
Enrollment FTES
Total
WSCH
Total
Load
Avg
Avg
Avg Initial Census Class
Enrollment Class FTES
Avg FTES /
FTEF
Avg
Class
WSCH
Avg
Load
Avg WSCH /
FTEF
Academic
Year
Term
Biology
Program path
06-07
Fall
BIOL Major
2
45
38
16.44
34
10
304.00
0.0
23
19.0
5.2
.
152.0
0.000
.
Pre-health
17
659
545
16.88
408
116
3,379.00
0.0
39
32.1
6.8
17.27
198.8
0.000
503.60
BIOL Nonmajors
15
372
331
11.69
291
48
1,755.00
0.0
25
22.1
3.2
6.70
117.0
0.000
195.00
3
86
70
18.10
54
19
560.00
1.3
29
23.3
6.4
14.78
186.7
0.433
431.10
Pre-health
18
611
518
16.38
395
109
3,184.00
6.4
34
28.8
6.1
16.76
176.9
0.355
488.81
BIOL Nonmajors
23
514
428
13.84
387
56
2,262.00
5.4
22
18.6
2.5
10.47
98.3
0.237
467.77
BIOL Major
2
49
44
9.52
34
12
352.00
0.9
25
22.0
6.0
13.94
176.0
0.433
406.47
Pre-health
23
652
582
12.85
449
115
3,354.00
7.0
30
25.3
5.0
14.69
145.8
0.304
428.55
BIOL Nonmajors
19
484
387
16.94
327
52
2,477.00
4.8
25
20.4
2.8
11.22
130.4
0.255
600.10
3
86
79
7.41
62
22
632.00
1.3
29
26.3
7.2
16.69
210.7
0.433
486.53
Pre-health
18
620
547
12.70
425
115
3,361.00
6.4
34
30.4
6.4
17.70
186.7
0.355
516.10
BIOL Nonmajors
19
539
469
17.64
428
59
2,572.00
4.7
28
24.7
3.1
12.92
135.4
0.247
597.57
BIOL Major
2
56
51
8.82
34
14
408.00
0.9
28
25.5
7.0
16.14
204.0
0.433
471.13
Pre-health
23
766
654
17.17
473
132
3,852.00
6.9
33
28.4
5.7
19.40
167.5
0.302
565.62
BIOL Nonmajors
11
366
321
12.01
271
48
1,398.00
3.0
33
29.2
4.3
15.85
127.1
0.268
465.97
3
96
87
8.76
79
24
696.00
1.3
32
29.0
8.0
18.72
232.0
0.428
545.96
Pre-health
19
771
675
11.90
535
140
4,093.00
5.3
41
35.5
7.4
31.69
215.4
0.278
924.30
BIOL Nonmajors
20
620
533
16.33
464
70
2,048.00
3.2
31
26.7
3.5
19.84
102.4
0.162
581.31
Spring BIOL Major
07-08
Fall
Spring BIOL Major
08-09
Fall
Spring BIOL Major
** Composite Table of course sections, enrollment, FTES (full time equivalent students), WSCH (weekly student
contact hours), FTEF (full time equivalent faculty) and ratio statistics.
Life Sciences Program Review 2009-10
15
5. Equipment
Laboratory supply costs have increased over the past three years along with and
increase in the number of course sections and students. As a result many critical
laboratory activities are either reduced to demonstration or eliminated from the
curriculum.
Life Sciences laboratory courses are equipment intensive. The program has been
fortunate to receive State Instructional Equipment Funds (SIEF) over the past
three years to equip two laboratories with new compound microscopes. The
clinical autoclave in the Microbiology laboratory was replaced with a new unit.
Biotechnology equipment for DNA quantization and visualization has been
updated.
An ongoing need for equipment includes the need for microscope slides to replace
broken or damaged items for all courses. Physiology and Human Biology
Laboratory depend on electronics and computer interface Bio-Pac systems. These
items wear out and need to be replaced on occasion. The stereoscopic
microscopes used in Majors’, Non-majors’ and Pre-health courses are in need of
replacement along with the illuminators. Finally, the greenhouse that is
maintained for Botany and General Biology courses has non-functional controls
and needs replacement heaters and tables.
Future needs that will have to be addressed are the models used in Human
Anatomy and Human Biology. Shasta College Distance Education purchased a
number of these models for their course offerings in Life Sciences. Since their
courses have been taught in the same classrooms as courses offered by the main
campus we have been able to share these models. The models will likely be
transferred to the Tehama Campus when construction of their science facility is
complete. Replacement models are needed when this occurs.
7. Budget info, requests, action plans
The Life Sciences Program budget has been fortunate to receive augmentations
for specific courses over the past three years. However, these augmentations have
in response to insufficient allocated budgets to support increased costs and
additional sections, especially in the Pre-health courses of Anatomy and
Microbiology.
Academic Year
2006-2007
2007-2008
2008-2009
Supplies Budget
$23,124
$28,194
$30,916
Budget limits are generally set by a per-section historical cost basis.
Life Sciences Program Review 2009-10
16
3.4 Student Success
Biology
Program
Biology Program
%
Average
Average
69
54
78.3
15
21.7
29.8
3.0
BIOL Non-majors
106
61
57.5
45
42.5
22.6
2.8
BIOL Major
45
31
68.9
14
31.1
21.8
3.1
Pre-health
656
534
81.4
122
18.6
27.9
2.9
BIOL Non-majors
374
224
59.9
150
40.1
23.8
2.6
BIOL Major
85
54
63.5
31
36.5
21.2
3.1
Pre-health
610
470
77.0
140
23.0
27.0
2.9
BIOL Non-majors
507
330
65.1
177
34.9
24.6
2.8
101
80
79.2
21
20.8
28.1
3.0
79
49
62.0
30
38.0
22.7
2.9
Summer
Pre-health
Pre-health
BIOL Non-majors
Fall
Spring
08-09
Summer
Fall
Spring
Cum. GPA
#
06-07
Summer
Age
%
BIOLOGY program path
07-08
Male
#
Term
Spring
Female
#
Academic Year
Fall
Gender
BIOL Major
49
26
53.1
23
46.9
21.3
2.9
Pre-health
650
525
80.8
125
19.2
26.6
2.8
BIOL Non-majors
482
334
69.3
148
30.7
24.8
2.6
BIOL Major
84
50
59.5
34
40.5
22.1
3.0
Pre-health
612
477
77.9
135
22.1
26.4
2.8
BIOL Non-majors
536
339
63.2
197
36.8
24.8
2.7
111
84
75.7
27
24.3
29.5
2.8
BIOL Non-majors
115
76
66.1
39
33.9
25.0
2.9
BIOL Major
54
29
53.7
25
46.3
22.2
2.8
Pre-health
764
614
80.4
150
19.6
27.1
2.8
BIOL Non-majors
360
221
61.4
139
38.6
23.8
2.6
BIOL Major
94
47
50.0
47
50.0
22.8
3.0
Pre-health
766
598
78.1
168
21.9
27.1
2.8
BIOL Non-majors
618
384
62.1
234
37.9
24.3
2.5
Pre-health
Demographics
Although GPA and age statistics are congruent with college-wide results, the reversegender gap within Life Sciences classes is clear. Although nationally females make up
56% of college students, and college-wide nearly 60% of students, in the Life Sciences
Program females outnumber males by a much greater margin. This pattern is observed in
the Life Sciences nationwide. Life Sciences consistently graduate more women than men
at 4-year universities and is considered the first hard-science to reverse the gender gap in
higher education.
Life Sciences Program Review 2009-10
17
Biology Program
Biology Program
Retention
Success
#
%
#
%
Academic Year
Term
BIOLOGY program path
06-07
Summer
Pre-health
62
77.4%
62
71.0%
BIOL Non-majors
99
92.9%
99
86.9%
BIOL Major
38
89.5%
38
86.8%
Pre-health
540
75.0%
540
64.3%
BIOL Non-majors
332
87.7%
332
72.6%
BIOL Major
70
75.7%
70
67.1%
Pre-health
515
76.5%
515
67.8%
BIOL Non-majors
423
90.1%
423
78.3%
Pre-health
87
87.4%
87
77.0%
BIOL Non-majors
69
100.0%
69
94.2%
BIOL Major
44
77.3%
44
70.5%
Pre-health
580
77.4%
580
65.9%
BIOL Non-majors
386
84.5%
386
67.6%
BIOL Major
77
77.9%
77
62.3%
Pre-health
539
78.1%
539
66.0%
BIOL Non-majors
474
89.9%
474
73.6%
Pre-health
94
71.3%
94
66.0%
BIOL Non-majors
97
94.8%
97
88.7%
BIOL Major
48
66.7%
48
58.3%
Pre-health
645
73.0%
645
63.3%
BIOL Non-majors
313
85.0%
313
69.0%
BIOL Major
85
90.6%
85
81.2%
Pre-health
673
79.0%
673
65.5%
BIOL Non-majors
515
90.1%
515
69.3%
Fall
Spring
07-08
Summer
Fall
Spring
08-09
Summer
Fall
Spring
Student Success
Student success data in the above table were consistent with pre-health track
students, ranging from 63%-68% (5% deviation) during Fall – Spring terms. This
is in congruence with college wide success statistics. Biology non-Majors’
success varied more widely by term, ranging from 67%-78% (11% deviation)
during Fall – Spring terms. Majors’ Biology success varied the most, ranging
from 58%-87% (29% deviation). A number of factors may contribute to the wide
range for majors’ and non-majors’ courses, including: 1) the number of students
that stopped attending class, but were not dropped from the course, thus receiving
an “F” letter grade; 2) the smaller class size and cohort of Biology majors’ overall
may result in greater variance; 3) the loss of a full-time faculty at the end of
Spring 2008, and the lack of a replacement until Fall 2009. All three factors may
Life Sciences Program Review 2009-10
18
be contributing the observed pattern, and we will monitor this looking towards the
next program review. Generally Summer retention and success in notably greater
than Fall – Spring terms. This is likely because students usually take one or two
courses instead of full semester loads and the term is short enough to improve
retention.
3.5 General Planning
A major goal of our science department’s participation in the California Math and
Science Partnership grant (CaMSP) is to increase community awareness about our
science programs and faculty. This is accomplished in three ways:
1) Provide contact of our local teachers with our faculty through science
education workshops. Faculty members of the Life Science Department and
Earth Science Department in collaboration with faculty of CSU Chico, implement
the professional development programs for local school teachers. The project
involves 48 teachers who teach in grades 3rd – 8th. The professional development
training includes 48 hours of intensive training in the summer and an additional
12 hours or training during each school year for 3 years. The focus of the training
periods is to increase teacher content knowledge and classroom implementation of
pedagogical content. However, the contact with our faculty members goes beyond
what happens during the training. Connections are made between area teachers
and our faculty members that will provide continued collaborations. It is
important that the faculty members of our Shasta College science departments are
seen as a positive resource for our area school teachers.
2) Exposure of area school children to our college campus through the Shasta
College Hands On Learning Lab. In conjunction with the grant we have
implemented three science educational courses (EDTE 71, 72, and 73). The
EDTE 71-73 series is designed to provide a critical component of the science
education experience for Shasta College students who are preparing to enter the
teacher credential program. The courses provide student interns the opportunity to
have actual experiences teaching science to children who visit the Science
Education Laboratory. During the Fall 2009 semester we had over 400 elementary
and junior high students from our local schools visit our department and
participate in the science labs. The students who visit the labs see first hand what
a college environment is like and what a great experience it is to visit Shasta
College. The positive impressions that come from these visits will likely stay with
these students and when it comes to selecting a college, it is our hope, this will
translate into these students choosing Shasta College as their choice for
continuing their education.
3) Build positive working relationships with other educational institutions.
The implementation of this science grant is a collaborative effort that joins Shasta
College with the Shasta County Office of Education, seven partner school
districts, and California State University at Chico in a professional learning
network. The establishment of this professional learning community moves
Life Sciences Program Review 2009-10
19
beyond workshops, summer institutes, and periodic group follow-up activities.
This network of partners and the unique features of this professional development
program provide the basis for ongoing, sustained professional development and
will positively impact classroom instruction in science. The relationships built
between the faculties of these educational institutions will provide a foundation
for continued collaboration.
Part IV – Student Learning Outcomes
See Section 2.3 above for a summary of Student Learning Outcomes.
Part V – Program Summary
Based on the above summary of data the Life Sciences Program can be assessed
by its strengths and weaknesses:
Strengths
 The Life Sciences Program is supported by outstanding faculty and staff that
are eager to incorporate new teaching methods, technology, and help students
succeed.
 The Life Sciences Program has expanded its schedule by offering night and
summer sections of Anatomy, Microbiology, and Physiology for pre-health
students, and General Biology for non-majors. The Life Sciences Program
continues to add distance learning classes for Physiology, Human Biology and
non-majors’ (at outreach centers and online).
 Technology upgrades in laboratory and lecture hall multimedia equipment
have given instructors the opportunity to implement new teaching methods.
 Life Sciences classes have high student enrollments and confirmed student
success – but see below.
Weaknesses
 Laboratory supply budgets have not kept pace with higher materials costs and
the increasing number of sections and students. As a result many critical
laboratory activities are either reduced to demonstration or eliminated from
the curriculum.
 Stereoscopic microscope replacements are needed to adequately support
Biology majors’, non-majors’ and pre-health classes.
 Variation in student success in Biology Majors’ classes needs to be addressed
to determine what factors contribute to patterns of high and low success
cohorts.
Life Sciences Program Review 2009-10
20
Part VI – Goals, Recommendations, Priorities, Plans
The primary goal of the Life Sciences Program at Shasta College is to continue providing
open access and opportunity for students interested in careers in the health professions,
transfer to university programs, and general and community education. The Life
Sciences Program is committed to providing the knowledge and skills necessary for a
student to succeed.
Clearly the Life Sciences Program is at capacity for enrollment, especially in the health
professions courses. It is crucial to maintain the current number of full-time faculty to
offer the most instructional resources for students. Supplies budgets are necessary to
provide a quality laboratory experience.
Life Sciences Program Review 2009-10
21
Appendix C
Life Sciences
Action Plan Activities
Please indicate how each activity will help the program or division reach one or more of its Goals and/or objectives.
Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use more than one page if necessary.
Description of Activity/Plan
Meets Program
or Division
Objective/Goal
Ongoing goal
More effective planning and communication of science courses
offered through Extended Education (Red Bluff).
Purchase of additional anatomical models for Anatomy 1 and
Human Biology classes.
New goal to enhance
and update the
current curriculum
New goal to enhance
and update the
current curriculum
New goal to enhance
and update the
current curriculum
New goal to support
the Biology and
Botany courses
Replacement of microscope slides used in all Life Sciences
Laboratory courses.
Purchase of software updates and transducers for Biopac
computer systems used in Physiology and Human Biology.
Life Science Greenhouse renovation. The current greenhouse
was built in 1970. No significant repairs have been done since
then.
Replacement of stereoscopic microscopes purchased over 30
years ago for Biology, Botany, Microbiology, and Zoology labs.
Approximately 40% of the microscopes need repair with parts
being unavailable.
Item(s) Requested
Plastic models of human torso, head, and
extremities. Skeletons, bones, skulls.
Total
Amount
$15,000
Microscope slides to replace lost and damaged
slides.
$3,000
Biopac soft ware updates and transducers.
$4,000
Heater replacement, work bench replacement,
automatic sprinkler replacement.
$8,500
New goal to enhance 30 - Stereoscopic microscopes with light sources.
and update the
$1000.00 each
current curriculum
$30,000
Action Plan Template - 2008-2009
Life Sciences Program Review 2009-10
22
SHASTA COLLEGE
Program Review
Physical Science
2009-10
SHASTA COLLEGE
Program Review – (Physical Science 2009-10)
Table of Contents
Signature Page ………………………………………..
Part I – Introduction………………………………..…
1.1 Purpose of Program Review…………………………………………….....
1.2 College Mission………………………………………………………...….
1.3 Shasta College Institutional Student Learning Outcomes………………….
Part II – General Program Information
2.1 Program Definition/Description……………………………………….….
2.2 Program Mission/Purpose………………………………………………....
Part III – Program Analysis…………………………...
3.1 Academic Quality………………………………………………………..…
3.2 External Relations………………………………………………………..…
3.3 Resource Efficiency……………………………………………………..….
3.4 Student Success………………………………………………………..……
3.5 General Planning………………………………………………………..…..
Part IV – Student Learning Outcomes……………..…
Part V – Program Summary…………………………...
Part VI – Goals, Recommendations, Priorities, Plans..
NOTE – Annual Reports and Action Plans……...……
Appendicies………………………………………….…..
Appendix A – Student Learning Outcomes Update………………………..…....
Appendix B – Annual (Update) Report Form.……………………………..…....
Appendix C – Annual Action Plan…………………………………………...….
SHASTA COLLEGE
Program Review
Signature Page
Program:
Physical Science
Program Review Self Study Participants:
Joe Polen, Cliff Gottlieb, Tom Masulis, Mark Blaser, Dan Scollon, Randy Reed,
Divan Fard, Matt Evans
Level Two Review Team Participants:
Gem Larson, Warren Lytle
Program Self Study Lead Faculty
Date
Division Dean
Date
Level Two Review Team Chair
Date
Vice President of Academic Affairs
Date
College Council
Date
Part I – Introduction
1.1 Purpose of Program Review
According to the Academic Senate for the California Community Colleges in their 1996 document, “Program
Review: Developing a Faculty Driven Process”, the program review process serves as a mechanism for the
assessment of performance that recognizes and acknowledges good performance and academic excellence,
improves the quality of instruction and services, updates programs and services, and fosters self renewal and
self study. Further, it should provide for the identification of weak performance and assist programs in
achieving needed improvement. Finally, program review should be seen as a component of campus planning
that will not only lead to better utilization of existing resources, but also lead to increased quality of instruction
and service. A major function of program review should be to monitor and pursue the congruence between the
goals and priorities of the college and the actual practices in the program or service
Other purposes include meeting accountability mandates and demonstrating a systematic planning process.
While these functions may occur because of program review, they should not serve as a primary function of the
review. Otherwise, program review could be perceived as a time-consuming process for a product with no effect
or bearing on the program’s activities or any relevance to serving students or maintaining academic excellence.
1.2 College Mission
The mission of the Shasta-Tehama-Trinity Joint Community College District is to provide open access and
opportunity for success to students who have diverse backgrounds, interests, and abilities. The District is
committed to providing the knowledge and skills necessary for a student to succeed. The District recognizes
that success requires specific life skills and professional skills and also effective communication, critical
thinking, global consciousness and global responsibility. By offering programs leading to successful
completion of a quality university-transfer program, or career-technical education, the District is responsive to
the needs of our communities within a changing global society. By offering comprehensive campus and
community service programs, the District enables students to achieve personal as well as academic potential and
contributes to the social, cultural and economic development of our region.
1.3 Shasta College Institutional Student Learning Outcomes
The District is committed to providing the knowledge and skills necessary for a student to succeed. The District
recognizes that success requires specific life skills and professional skills and also effective communication,
critical thinking, global consciousness and global responsibility.
To support our students in achieving success, Shasta College has determined that a student who earns a degree
or occupational certificate will demonstrate:
1. Life and Professional Skills
Life and Professional Skills include the ability to create well developed goals and plans, the ability to
make responsible decisions in support of those goals and plans, the ability to recognize and accept
consequences of decisions, appropriate technical skills, the ability to work effectively as an individual
and as part of a group, and the ability to resolve conflict.
2. Effective Communication
Effective communication includes the ability to convey information, ask meaningful questions, and
express thoughts, ideas and feelings.
3. Critical Thinking Skills
Physical Science Program Review 2010
page 1 of 85
Critical thinking includes the application of logical reasoning to collect and evaluate information,
recognize and categorize patterns, contrast and compare, make decisions and reach conclusions, and
solve problems.
4. Community and Global Consciousness and Responsibility
Community and global consciousness and responsibility include the knowledge and understanding of civic,
cultural and environmental issues; knowledge of and respect for the needs, difficulties, and rights of diverse
groups; an appreciation of the importance of public service; and a commitment to life-long learning.
Part II – General Program Information for Physical Sciences 2009-2010
2.1 Program Definition/Description
Four distinct disciplines comprise the physical science department: chemistry, earth science,
geography/GIS, and physics/astronomy. Each discipline shares many characteristics and students but
operate independently of each other except for sharing of rooms and some equipment. As a result, each
discipline is submitting its own program review that follows.
Part II – General Program Information for Chemistry 2009-2010
2.1 Chemistry Program Definition/Description
The chemistry department offers courses satisfying lower division requirements for students pursuing
four-year degrees in the natural sciences and engineering through sequence CHEM 1A, 1B, 70, 70A, 71,
and 71A. If a student has not taken high school chemistry or passed the CHEM 1A multiple measures
exam, CHEM 16 provides the pre requisite for students needing to enroll in CHEM 1A.
For students interested in allied health programs such as nursing and dental hygiene, CHEM 2A and 2B
meet these needs.
Furthermore, students needing just physical science general education requirements, the department
offers CHEM 10 and 11 (lecture and lab).
Finally CHEM 26 provides the chemistry needed for students enrolled in the CSU-Chico RN to BSN
upgrade for nurses program. This course was developed at the request by and in conjunction with CSUChico’s nursing department.
2.2 Program mission/purpose
The mission of the chemistry department is to:
1. Provide the lower division courses required of students transferring to four-year colleges and universities,
majoring in natural sciences and engineering.
2. Provide the courses required of students who intend to enroll in allied health programs such as nursing and
dental hygiene, transfer to a 4 year school in allied health programs or need to upgrade their skills.
3. Provide courses for non-science majors that will meet general education science requirements.
4. Provide individuals who are not pursuing degrees, but who have an interest in the subject benefit from the
department’s course offerings.
2.3 Program SLOs
Physical Science Program Review 2010
page 2 of 85
As of the end Fall 2009, all courses in chemistry have gone through the complete SLO cycle (steps 1
through 5).
Part III – Chemistry Program Analysis
3.1 Academic Quality
1. Curriculum Analysis
All chemistry courses are current in the Title 5 review process, meaning that they are reviewed and revised as
required by the five-year cycle. Sometimes, course review occurs more frequently in order to maintain alignment
course and articulation agreements with four-year schools.
The CHEM 16 (if needed), CHEM 1A, 1B, 70, 70A, 71 and 71A course sequences serve the needs of students
who are enrolled in transfer natural science or engineering programs. CHEM 2A and 2B serve the needs of
students who intend to earn an AA or transfer to a four year school in the allied health sciences such as nursing
and dental hygiene. CHEM 26 serves students who are Registered Nurses with an AA degree who enroll in the
CSU-Chico RN to BSN program. General education courses for non-science majors are CHEM 10 and CHEM
11.
The chemistry department faculty has done a noteworthy job of maintaining academic quality despite having
insufficient staffing to meet the student demand for courses. The faculty coordinator has aggressively adjusted
course offerings to maximize student enrollments to meet both the needs of students and the financial needs of the
College. This effort has been challenging since in the past 12 years, the physical science department has had 7
deans with most having little science background. The historical size for a CHEM 1A or CHEM 2A lecture is 56,
the size of 2 lab sections. With no increase in staffing, the department faculty has reluctantly agreed to increase
the size of lectures.
For example, the demand for CHEM 2A is ever increasing with no apparent end in sight. No matter the number
of sections offered, all sections of CHEM 2A have a substantial waitlist each semester. In order to meet this
demand lecture sizes have increased considerably and in fall of 2008 doubled from 2 lab/discussion sections per
lecture section that was typical to 4 lab/discussion sections per lecture section. In terms of classroom size, this
means an increase from 56 to 112 students in the fall 2008 CHEM 2A day courses. I doubt any other department
has done the equivalent.
A number of CHEM 1A lecture sections have increased from 2 lab sections (56 students) to 3 lab sections (84)
students as well.
Fall courses include (specifically Fall 2008 semester):
CHEM 1A 2 on campus day lecture sections comprised of 4 lab/discussion sections
CHEM 1B 1 on campus day lecture/lab/discussion section
CHEM 2A 2 on campus day lecture sections comprised of 8 lab/discussion sections; 1 on campus night
section comprised of 2 lab/discussion sections, and 1 Red Bluff night
lecture/lab/discussion sections
CHEM 2B 1 hybrid section, online lecture and discussion with an on campus lab section
CHEM 10 4 lecture sections: 2 on campus day sections and 2 online sections
CHEM 11 2 lab sections both on campus, 1 during the day and 1 at night
CHEM 16 1 lecture section online
CHEM 26 1 lecture section online
CHEM 70 1 lecture and discussion section on campus day
CHEM 70A 1lab section on campus day
Physical Science Program Review 2010
page 3 of 85
Spring courses include (specifically Spring 2009 semester):
CHEM 1A 1 on campus day lecture sections comprised of 2 lab/discussion sections
CHEM 1B 1 on campus day lecture section comprised of 2 lab/discussion sections
CHEM 2A 2 on campus day lecture sections comprised of 6 lab/discussion sections; 1 on campus night
section comprised of 2 lab/discussion sections, and 1 Red Bluff night
lecture/lab/discussion sections
CHEM 2B 1 on campus day lecture section comprised of 2 lab/discussion sections
CHEM 10 4 lecture sections: 2 on campus day sections and 2 online sections
CHEM 11 2 on campus day
CHEM 26 1 lecture section online
CHEM 71 1 on campus day lecture section
CHEM 71A 1 lab section on campus day
Summer offerings have been typically
CHEM 2A 1 on campus day lecture sections comprised of 2 lab/discussion sections
CHEM 2B 1 on campus day lecture/lab/discussion sections
CHEM 10 1 online sections
One instructor (Gottlieb) has been a pioneer in chemistry distance education and has developed a number of
online and hybrid courses which include Chem 10, Chem 16, Chem 26 and Chem 2B. When the College changed
its web pages, they became Google unfriendly. As a result Gottlieb’s web page dropped from number 2 on a
Google search for online college chemistry to a page 8 listing. As a result, Gottlieb has purchased his own web
page to help student find Shasta College online chemistry courses. This new web page,
www.cliffschemistry.com, is now the third listing on a Google search of online college chemistry courses.
2. Staffing
The chemistry department has four full-time faculty members, Cliff Gottlieb, Mark Blaser, Divan Fard and Matt
Evans. Three adjuncts, Larry Siemens, Susan Burnett, and Afarin Moezzi complete the chemistry staff. Staffing
is not adequate to meet current courses demand.
The chemistry has been requesting a new full time chemist since 2001. On two separate occasions, hiring a new
chemist was near or at the top of the hiring priority list. A chemist was never hired because both times, the State
of California budget crunches caused Shasta College to eliminate new faculty hires. The need still exists. The
impact on faculty is large. Overloads on top of large class sizes and the ever increasing bureaucratic demands
such as this report and SLO’s are sapping the faculty’s energy.
Typically, it is difficult to find well-qualified adjunct faculty in chemistry. Currently the department has three
qualified adjunct faculty member and two of these cannot teach any more classes due to load or other employment
restrictions.
Doug Manning is the physical science technician who supports all departments in physical science. He is a very
competent technician.
3. Teaching Aids and Equipment
The department has available three computer-equipped lab rooms. Labs routinely use a variety of standard
glassware and equipment as well as sensors and probes interfaced to these computers, giving students the ability
to automate rapid data collection. Software such as Vernier LoggerPro allows easy graphical display and analysis
of data.
Physical Science Program Review 2010
page 4 of 85
All lecture rooms used by the department have computer projection capability, which allows the use of a variety
of pedagogy in lectures. Lectures include using computer-linked sensors in various demonstrations as well as real
time use of the Internet. Most of the chemistry faculty uses the Personal Response System to quickly ask and get
immediate individual student feedback in lecture. Finally all the faculty regularly bring in a variety of chemical
demonstrations to give full sensory impact in the learning experience
The department in addition to standard glassware has the typical standard equipment for lower division chemistry
labs: electronic balances, spectrophotometers, pH meters, ovens and pressure and temperature measuring devices,
The department also has a wide variety of high tech analytical equipment not typically seen in community
colleges. These include two atomic adsorption spectrophotometers and one UV spectrophotometer. Due to the
efforts and connections of Evans and Fard and the hard work of are lab technician Doug Manning we received the
following donations: one FT-IR spectrophotometer, one GC/ Mass Spectrometer and one HPLC/Mass
Spectrometer. The sum of these donations is over $130,000. Although these are older versions of state of the art
equipment, this instrumentation is fairly unique in the community college setting and vastly increases the learning
experiences of our students.
Consumable supplies and glassware form the bulk of the department’s yearly supply budget. The chemistry
supply budget in 1985/86 was $9000 dollars and served 22 lab sections for the year. During 2008/2009, the
supply budget was $11,100 and served 35 lab sections. This represents a 60% increase in lab sections and of
course a similar increase in expenses with only a 23% increase in supply budget and that does not account
for inflation. Only by the hard work and ingenuity of the faculty and lab technician have kept the department
functional. The support of the lab technician in physical sciences is essential to maintaining the equipment, as is
an adequate budget for repairs.
4. Faculty Availability for General College Service
In the past few years, Gottlieb has served on tenure review committees, other ad hoc committees, as a faculty
mentor, and on the distance education committee. He frequently presents demonstrations and talks for students in
local elementary schools. He has received a grant to develop material for his online classes. Gottlieb also has had
a leadership role in two different Math and Science Partnership grants partnering with County Offices of
Education and local school districts. He also has made chemistry presentations for the annual 8th Grader Career
Day. After years as faculty sponsor for the Science Club, he handed that position to Matt Evans.
In Fall 2008, after days of analysis of date, Gottlieb discovered that the FTES calculations for many chemistry
classes were incorrect and too low. This discovery led to the College recouping over $100,000 from the state due
to unreported FTES.
Gottlieb has also written lab manuals for 4 different courses that are printed on campus and saves each student
tens to hundreds of dollars. He is currently working on a Chem 2B lab manual.
Mark Blaser was one of the primary creators of the Science Colloquium that has been well received by students
and faculty and continues with strong enrollments. Each year the Science Colloquium brings in about 15 speakers
to speak on a wide variety of scientific and technological topics, which exposes students to possible areas of study
and careers, inspires students to see what they might achieve, and makes connections between teachers, colleges
and organizations. Additionally it has lead students to internships or employment.
Blaser has written and/or updated Lab Manuals for Chem 1A, 1B, 2A and 11 and continues to develop and
modify labs for these courses, especially labs using interactive technology. He is currently developing labs for
Physical Science and is working on turning them into a Lab Manual.
Blaser has served on the Curriculum Committee and the Matriculation as well as hiring and tenure review
committees. He also has given a Chemistry Show at Boulder Creek Elementary School. He received a Student
Physical Science Program Review 2010
page 5 of 85
Appreciation/Enthusiasm award and has actively participated in Science Club events. He also has attended Chico
State Community College Chemistry Conference regularly.
Divan Fard has served or still serves on the Diversity Committee, the EOPS/CARE advisory Board, the Peace and
Justice student club, the Matriculation committee, the Scholarship Committee. He has participated in The Phi
Theta Kappa fundraising, Disability Awareness Day, Intercultural Night and Welcome Day.
Fard has also participated as a presenter in The Fall 2009 Forum here at Shasta College. The Fall Forum is a
popular series of lectures and events on contemporary issues of compelling political and environmental
importance. He also has been a contributor to the Faculty Learning Academy since its inception 2004, helping
new faculty and administrators shift their focus from teaching to learning.
Fard has implemented the educational model of “Peer Instruction” developed by Eric Mazur at Harvard
University. He has developed a model for teaching this method for chemistry which he sees as a reason for his
success in getting students engaged in their learning. He has tried to improve the educational environment of
Shasta College by sharing the “Peer Instruction” model with new Shasta College faculty at the New Faculty
Summer Academy for the last three years
Fard has participated in our 8th Grade Career Day for 2002-2008 putting on an excellent chemical demonstrations
presentation. It is a very popular event and the students look forward every year to a repeat performance. He also
has attended Chico State Community College Chemistry Conference annually during past nine years.
Fard has received the Shasta College Associated Student Body (ASB) Anti-Apathy award three times,
He also received the Shasta College “Educator of Year” award of 2009. He has been instrumental in helping his
former students receive internships in National Laboratories.
Matt Evans, the department’s newest faculty member, was granted tenure in 2009. He is the faculty sponsor for
the Science Club, which is very active and goes on a variety of science related filed trips such touring the State
of California Crime Lab. Evans also serves on the computer literacy requirement committee. He also has
attended Chico State Community College Chemistry Conference regularly.
Evans has been actively procuring used equipment and has helped obtain donations of equipment (GC-MS; FTIR,
and HPLC-MS) with a value of over $100,000. This equipment offers our students learning opportunities
unmatched my any community college and many universities.
5. Tutoring Centers/Labs
Although we have no hard data on student usage, instructors encourage students to use the Science Learning
Center by putting a variety of resources in there including textbooks, answer books, computer software, notes and
copies of old exams. Some instructors hold their office hours in the Science Learning Center. The Science
Learning Center paraprofessional, Cathy Grana, works with instructors so students will get the best learning
experience.
6. Opportunities for Professional Development
Gottlieb and Blaser are members of the American Chemical Society (ACS) and subscribe to the Journal of
Chemical Education.
Gottlieb has worked with numerous education grants that serve K-14 teachers, taken courses regarding online
education and attended many wineries and seminars on winemaking and wine chemistry. The information
gleaned by visiting and talking with many different winemakers helps him to teach the course Intermediate
Winemaking as part of the Shasta College certificate in winemaking
Physical Science Program Review 2010
page 6 of 85
Fard has presented at seminars related to energy.
Blaser, Fard, and Evans have regularly attended conferences at CSU- Chico for community college and CSUChico chemistry faculty.
7. Survey other CCs for Common Practices
We have reviewed a report on best practices of two-year college chemistry programs, sponsored by the ACS. We
are comparing our practices to those described in this report, and will, as far as possible, try to align our practices
to those identified in the report. The program coordinator reviews chemistry curriculum not only at other
community colleges but at CSU’s and UC’s as well. In fact this review led to the development of the transferable
Chem 16 course to replace the non-transferable Chem 101 course as a pre-requisite for Chem 1A
3.2 External Relations
1. Facilities
We do not use facilities off-campus, and off-campus groups do not typically use our facilities. The main
chemistry lab rooms, 1401, 1404 and 1414, are dedicated chemistry lab rooms. Lecture room availability is just
barely adequate.
2. Contact with K-12 Schools
Fard, Evans and Gottlieb have presented at the annual 8th grader day.
Gottlieb has worked with numerous education grants that serve K-14 teachers and presented chemistry “shows” at
local schools. Blaser has made presentations at Boulder Creek Elementary School.
3. Contact with Community Colleges, and Four-year Universities and Colleges
Blaser, Fard, and Evans have regularly attended conferences at CSU- Chico for community college and CSUChico chemistry faculty.
4. Articulation with high schools, universities and colleges
All courses have current articulation agreements in place with CSU and UC campuses with the exception of Chem
70 with Humboldt State. Matt Evans will be working on this.
5. Other contacts
Evans primarily and Fard to some extent have developed excellent relations the State of California Crime Lab
which has led to equipment donations. Evans also has some industrial contacts that he has used to procure
equipment donations
3.3 Resource Efficiency
1. Support
Primarily the Technology Support department provides external support. The service they have provided has
been exemplary. Whether it is a request for software installation or emergency repairs they respond promptly
with minimal disruption of instruction.
Doug Manning is the physical science technician who supports all departments in physical science. He is a very
competent technician.
2. Use of Technology
This is described above, in the section titled Teaching Aids and Equipment.
Physical Science Program Review 2010
page 7 of 85
3. Comparison with Other Institutions
We are typical for a small to medium-sized two-year college chemistry department with the exception we make
more modern instrumentation available to our students than most community colleges. The hard work of the
chemistry faculty and our technician Doug Manning in procuring this equipment and keeping it running makes
this possible
4. Facility Use/Availability
The lecture portions of our classes are typically scheduled MWF with the exception of one lecture section of
Chem 2A. Labs are typically scheduled in three-hour blocks Monday or Wednesday afternoons and all day
Tuesdays and Thursdays. Lecture room availability may become an issue if course offerings need to be
expanded.
The faculty does not believe shorter courses are pedagogically sound for learning chemistry and again there is no
apparent demand for such courses. Scheduling is driven by a combination of tradition and the need to avoid
conflict with other core courses (in math, physics, and biology) that many of our students need. When student
enrollment patterns change (for example, as a result of conflicts created when other departments modify
schedules) we are responsive and alter our schedule to accommodate students
5. Faculty and classified staffing
Over the past three years, the faculty’s demographics have remained constant (except for the fact that each faculty
member has grown three years older). The only trend is stability.
5. Equipment
See the section above, titled Teaching Aids and Equipment.
Equipment and supplies are purchased on an as-needed basis, with the full-time faculty members consulting
program priorities. Equipment is stored in the chemistry stockroom and in the physics stockroom (1417), with
some storage in the main lab room (1415) and the secondary lab room (1411). Maintenance is provided mostly
by the physical science lab technician (Doug Manning), who is extremely competent and resourceful. He has
enabled us to extend the useful life of much of our older equipment, and works very effectively with vendors to
facilitate repair or even free replacement of newer equipment.
7. Budget info, requests, action plans
Aside from the costs for faculty (salaries and benefits), the main component of the budget for chemistry is for
supplies. As pointed out previously, the need for the supply budget to increase to accommodate increased
enrollment and inflation is critical. Again as noted previously, the need for a new chemistry faculty member is
critical as well.
The Faculty coordinator is working with the research office in an ongoing attempt to get accurate data reported in
a fashion that is meaningful to the chemistry department.
Gottlieb has continuing suspicions regarding the accuracy of the data obtained from Datatel and base on his track
record of finding such discrepancies, such suspicions should not be summarily dismissed. For example Datatel
shows a decrease of 10% to 16% in course enrollments from the first day of class to census days. However, for
spring 2009, enrollments actually increased from the first day of class to census day due to instructors over
enrolling students to meet students’ needs. This is the typical situation every semester. A number of other
suspicious anomalies in data exist.
At this point any further analysis will be postponed until the data from Datatel can be construed to accurately
depict the department’s enrollments. Gottlieb is working with the research office on this.
Physical Science Program Review 2010
page 8 of 85
8. Reach of Services
Current offerings do not seem to be adequate to meet student needs. Most sections have a waitlist at the
beginning of the semester. Chemistry courses do not fall in the concept, “a student can just take a different
course”. Chemistry courses serve unique needs of students and except for CHEM 10 and 11, which serve the
general education student, cannot be replaced. Furthermore, the faculty have a number of ideas for creating new
courses and perhaps programs to attract new students and better serve the community but until there is a new
faculty hire
3.4 Student Success
Data from the research office shows that retention rates for chemistry class generally fall between about 75% to
about 95% with just a few anomalies below and above. Considering the rigor of college level chemistry, that is a
number of which we should be proud. There appears to be little difference with regard to the course, gender or
age.
3.5 General Planning
We plan on keeping abreast of technological and pedagogical developments in chemistry. We are highly
engaged in using current technology such as instrumentation, probe ware, personal response system, online
homework, interactive software, online courses and the general use of the internet
The current climate renders the question of marketing rather moot. However, the high rank in Google for an
online college chemistry search has brought students from around the country and the world to inquire and enroll
in the College’s online chemistry courses. In any case, there has been no need to further market our courses – we
don’t have faculty resources for more sections than are currently offered.
Part IV – Student Learning Outcomes
All steps for all courses have been 100% completed.
Step 1 Step 2
Course
X
X
CHEM 1A
X
X
CHEM 1B
X
X
CHEM 2A
X
X
CHEM 2B
X
X
CHEM 10
X
X
CHEM 11
X
X
CHEM 16
X
X
CHEM 26
X
X
CHEM 70
X
X
CHEM 70A
X
X
CHEM 71
X
X
CHEM 71A
Physical Science Program Review 2010
page 9 of 85
Step 3 Step 4 Step 5
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Part V – Program Summary
The chemistry department boasts very well experienced and qualified faculty, with a record of providing quality
instruction. The department meets the needs of any student requiring lower division chemistry as part of a four-year
degree program, as part of an allied health program, and as part of general education for all students. Staffing constrains
the ability of the department to add new sections or courses. During periods like the present, when funds for equipment
dry up, the ability to innovate in the lab curriculum is limited and existing equipment is often stretched thinner than
desirable (more students sharing a piece of apparatus).
The main challenge in the near future will be to maintain quality in the face of declining support from the state. Given
that we have strong personnel and support, and have built a good stock of modern computer-linked tools, we are well
positioned to implement new ideas and best practices that continue to be generated by the active chemistry education
research community.
Physical Science Program Review 2010
page 10 of 85
Part VI – Goals, Recommendations, Priorities, Plans
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
Goal
Maintain our high quality programs in
difficult economic times to best serve
students and the community
Maintain or increase all department budgets
to account for increasing enrollments and
inflation.
Monitor curriculum and revise as needed to
meet current and future needs of students and
community.
Responsible Person(s)
All
Timeline
Ongoing
Faculty coordinator in
conjunction with all faculty
Ongoing
All
Ongoing
A. Articulate Chem 70, 70A, 71, and 71A
with CSU- Humboldt
Re-create a comprehensive course sequence
so well prepared students can transfer in two
years
Maintain/remodel classrooms and labs to
maximize student learning and safety.
Matt Evans
Within 2 years
Ongoing
With in the next
3 years
A. Remodel 1404/1408A for safety reasons:
Need window so instructor can see students
in lab room 1404.
B. Correct and complete the remodel of
room 1411.
Adjust class sizes to maximize student safety
and learning
Procure new needed capital equipment. See
prioritized list.
Assure staffing is adequate to serve the needs
of students and community
Matt Evans
Within the next
3 years
Faculty Coordinator
Ongoing
All
Ongoing
All
Ongoing
Faculty coordinator in
conjunction with all faculty
Ongoing
A. Hire new full time chemistry instructor
B. Continue to search for qualified adjuncts
for all disciplines
Continue to interact and cultivate relations
with K-12 schools and community
Increase travel budget so faculty can attend
professional meetings
Get increased institutional support for
procuring grants
Obtain data on students after they leave
Shasta College including employment rates,
transfer rates, and GPA of transfers
Make Shasta College web page development
more user friendly. The current abhorrent
CMS system discourages faculty from
creating web pages to meet the needs of the
college, students, and the community
Chemistry faculty
Ongoing
All
All
Ongoing
Ongoing
All
Ongoing
All
Ongoing
Research office in
conjunction with all faculty
Ongoing
Tech department in
conjunction with all faculty
Ongoing
Gottlieb, Masulis in
conjunction with faculty
from Life science and Math
This ends the chemistry portion of the Physical Science Program Review as prepared by Cliff Gottlieb in
conjunction with Mark Blaser, Divan Fard, and Matt Evans.
Physical Science Program Review 2010
page 11 of 85
Part II – General Program Information for Earth Science 2009-10
2.1 Program Definition/Description
The field of Earth Science is broad, encompassing physical processes associated with the Earth and studies of
Earth history which track the evolution of the planet through time. The Department of Earth Sciences at Shasta
College offers 8 degree tracks to choose from, most centered about a particular facet of the Earth system, but
one tracking the Earth system itself, and another working to preparing the Earth Science teacher. See the
"Degrees and Academic Plans" below (2.1.a).
One of the most enjoyable aspects of the Earth Sciences are the spatial, or field-related, portions of the
discipline as you hike canyons, climb, mountains, or voyage to field sties. Field studies are essential to the
professional Earth Scientist and critical to maintain course articulations with universities. In some specialties,
there is also a temporal aspect which allows the Earth Scientists to "travel" through time to investigate the
ancient Earth. This history is preserved in rocks, minerals, soils and sediment.
Of great significance in recent years are the scientific concepts associated with sustainability and the emerging
“green” economy. The Earth Sciences represent the foundation of sustainable science as they consider every
aspect of the Earth and not just in singular focus but with interdisciplinary approaches exemplified in the
subject matter of Oceanography, Meteorology and Earth System Science, the most recent multidisciplinary
approach to global issues such as global warming (climate change), desertification, acidification of the oceans,
short-term climatic oscillations such as El Nino, the Arctic Oscillation and the Pacific Decadal Oscillation. By
way of demonstration, between 2000 and 2008, various California CSU’s and UC’s have put into place over 30
bachelors degrees that are Earth System Science specific.
Perhaps the best way to demonstrate the diversity of the Earth Science program here at Shasta College is to
present the AA/AS options available, along with the degree descriptions, followed by a list of courses in the
discipline (see 2.1.a and 2.1.b below).
2.1. a Earth Science Degrees and Academic Plans
The degrees listed below were approved by the Chancellor’s Office in August of 2008.
A.A. University Studies
Earth System Science (4902) – 22 units
Earth System Sciences represents an emerging trend in the sciences and many universities offer a degree or option along this track (i.e. Earth Science,
Planetary Science). This academic plan is intended to support the transfer student interested in the bachelor’s degree as it includes courses that define
major portions of the Earth System, including geosphere, hydrosphere, atmosphere, and biosphere focused courses, and Earth’s position in space.
Complete the following course:
ESCI 17
Earth System Science
AND select 11 or more units from the following to include at least two courses that focus on different portions of the Earth System (geosphere,
hydrosphere, atmosphere, and biosphere):
ESCI 1
Physical Geology (mainly geosphere focused)
ESCI 14
Meteorology (mainly atmosphere focused)
ESCI 15
Oceanography (mainly hydrosphere focused)
ESCI 18
Global Climate (mainly atmosphere focused)
ASTR 1
Astronomy
BIOL 1
Principles of Biology (mainly biosphere focused)
BIOL 10
General Biology (mainly biosphere focused)
AGNR 60
Environmental Science (mainly biosphere focused)
Select the remaining transferable units from the following courses:
Related Science courses
BIOL 11
Diversity of Life
Physical Science Program Review 2010
page 12 of 85
BIOL 12
Field Biology
CHEM 1B
General Chemistry
ESCI 2 or 6
Historical Geology or Ancient Life
ESCI 10
Environmental Geology
NHIS 15
Natural History
PHYS 2B
General College Physics
Courses from supporting disciplines:
CIS 1
Computer Literacy Workshop
GIS 1
Survey of Digital Mapping
GIS 10
Intro to Geographic Information Systems
GIS 22
Mobile GIS/GPS
MATH 3B
Calculus
MATH 14
Introduction to Statistics
AGNR 1
Intro to Natural Resources
AGNR 83
Intro to Global Positioning Systems (GPS)
Geology (1914) – 20 units
Geology is a field-based study of earth materials, processes and history. All courses in this plan apply theory to field situations and the degree
requires the completion of field-based classes. This approach should adequately prepare the transfer student for further and more intensive field
experiences as they work to complete the bachelor’s degree at a 4-year school.
Complete the following courses:
ESCI 1
Physical Geology
ESCI 2 or 6
Historical Geology or Ancient Life
AND select one combination of the following Earth Science field courses to total 3 units:
(Field courses include ESCI 26, 27, 32, 33, 34, 35, 36, 37, 38, 42, 43, 44, 45, and 46)
Any two 30-series ESCI courses
or
Any 3 three 40-series ESCI courses,
or
ESCI 26 or 27 and one 40 -series ESCI course.
Select the remaining transferable units from the following list to include at least one additional science course:
Geology Courses:
ESCI 3
Mineralogy and Crystal Optics
ESCI 4
Rock Origins and Relationships
ESCI 7
Introduction to the Geology of California
ESCI 9
Geologic Hazards
ESCI 10
Environmental Geology
ESCI 11
Economic Geology
ESCI 23
Introduction to Geology in the Field
Courses from supporting disciplines:
CHEM 1B
General Chemistry
CIS 1
Computer Literacy Workshop
AGNR 60
Environmental Science
GIS 1
Survey of Digital Mapping
GIS 10
Intro to Geographic Information Systems
GIS 22
Mobile GIS/GPS
MATH 3B
Calculus
MATH 14
Introduction to Statistics
NHIS 15
Natural History
AGNR 1
Intro to Natural Resources
AGNR 83
Intro to Global Positioning Systems (GPS)
PHYS 2B
General College Physics
Meteorology/Climatology (4902.00) – 18 units
Many universities offer an Atmospheric Science degree or option and this academic plan is intended to support the transfer student interested in that
bachelor’s degree. Courses in this plan produce a foundation to transfer in such studies as weather and climate challenges that face society now and
into the future.
Complete the following courses:
ESCI 14
Meteorology
ESCI 17
Earth System Science
ESCI 18
Global Climate
Select the remaining transferable units from the following list to include at least one additional science course:
Related Science Courses:
ASTR 1
Astronomy
Physical Science Program Review 2010
page 13 of 85
CHEM 1B
General Chemistry
ESCI 10
Environmental Geology
ESCI 15
Oceanography
AGNR 60/61
Environmental Science and lab
NHIS 15
Natural History
PHYS 2B
General College Physics
Courses from supporting disciplines:
CIS 1
Computer Literacy Workshop
GIS 1
Survey of Digital Mapping
GIS 10
Intro to Geographic Information Systems
GIS 22
Mobile GIS/GPS
MATH 3B
Calculus
MATH 14
Introduction to Statistics
AGNR 1
Intro to Natural Resources
AGNR 83
Intro to Global Positioning Systems (GPS)
Oceanography (1919) – 22 units
This degree plan identifies courses needed for a student to transfer into any of the marine sciences. The associate degree emphasizes a
multidisciplinary approach as a foundation that can then be applied to an Oceanography bachelor’s degree or a more specialized bachelor’s degree
such as Marine Biology or Marine Fisheries.
Complete the following courses:
ESCI 1
Physical Geology
ESCI 15
Oceanography
ESCI 16
Coastal Oceanographic Field Studies
BIOL 1
Principles of Biology
Select the remaining 8 units from the following transferable courses to include at least one additional science course:
Related Science Courses:
BIOL 12
Field Biology
CHEM 1B
General Chemistry
ESCI 10
Environmental Geology
ESCI 17
Earth System Science
ESCI 37
Geology of the Northern California Coast
ESCI 38
Geology of the Point Reyes National Seashore
AGNR 60/61
Environmental Science and lab
NHIS 15
Natural History
NHIS 65
Natural History of Patrick’s Point
PHYS 2B
General College Physics
Courses from supporting disciplines:
CIS 1
Computer Literacy Workshop
GIS 1
Survey of Digital Mapping
GIS 10
Intro to Geographic Information Systems
GIS 22
Mobile GIS/GPS
MATH 3B
Calculus
MATH 14
Introduction to Statistics
AGNR 1
Intro to Natural Resources
AGNR 83
Intro to Global Positioning Systems (GPS)
Science Teacher Track, Concentration in Earth Sciences (4901.20) - 20 units
This degree plan prepares the student to transfer as they prepare for a Single Subject Teaching Credential in Science, Earth Science Concentration.
Courses in this plan are designed to develop breadth and to demonstrate multidisciplinary aspects across the Earth Sciences.
Complete the following courses:
ESCI 1
Physical Geology
ESCI 2 or 6
Historical Geology or Ancient Life
Select the remaining 12 units from the following list to include at least six units from science courses:
Science courses:
ASTR 1
Astronomy
CHEM 1B
General Chemistry
ESCI 7
Introduction to the Geology of California
ESCI 9
Geologic Hazards
ESCI 10
Environmental Geology
ESCI 14
Meteorology
ESCI 15
Oceanography
ESCI 17
Earth System Science
ESCI 18
Global Climate
Physical Science Program Review 2010
page 14 of 85
ESCI 30-series field courses (ESCI 32, 33, 34, 35, 36, 37, 38)
ESCI 40-series field courses (ESCI 42, 43, 44, 45, 46)
AGNR 60 and 61
Environmental Science
NHIS 15
Natural History
NHIS 65
Natural History of Patrick’s Point
PHYS 2B
General College Physics
Courses from supporting disciplines:
CIS 1
Computer Literacy Workshop
GIS 1
Survey of Digital Mapping
GIS 10
Intro to Geographic Information Systems
GIS 22
Mobile GIS/GPS
MATH 3B
Calculus
MATH 14
Introduction to Statistics
AGNR 1
Intro to Natural Resources
AGNR 83
Intro to Global Positioning Systems (GPS)
A.S. General Studies
General Studies – ESCI - Climatological and Meteorological Studies (4902.00) – 18 units
Many natural processes studied across a broad spectrum of scientific disciplines influence climate and weather on Earth. This degree plan reflects
that fact by incorporating multidisciplinary courses such as Earth System Science and Oceanography while being centered on a core of physics,
meteorology, and global climate. Electives in the plan can support spatial associations, environmental considerations, geologic and astronomical
influences, as well as computer basics and statistics, depending on student interests. At least one chemistry and one physics course are recommended
for the degree, as well as the completion of MATH 102 for the GE pattern.
Complete the following Earth Science courses:
Meteorology
ESCI 14
Earth System Sciences
ESCI 17
Global climate: Past, Present and Future
ESCI 18
Select one of the following science courses to total 4 units:
Oceanography
ESCI 15
Environmental Geology
ESCI 10
Environmental Science
AGNR 60 and 61
Physics
PHYS 2B
Select any of the following courses to total 4 units:
Astronomy
ASTR 1
Computer Information Systems
CIS 1
Geographic Information Systems
GIS 1, 10, 22
Introduction to Statistics
MATH 14
AG-Natural Resources
AGNR 1, 83
General Studies – ESCI - Coastal Oceanographic Studies (4902.00) – 20 units
This degree is designed to focus the student’s studies on coastal marine environments. The plan includes core and supporting classes that provide
the background necessary to apply basic scientific principles in support of field- and lab-based coastal research including data collection and analysis,
various scientific methodologies in the field and in the lab, relevant modern scientific theory, and scientific problem solving. At least one chemistry
and one physics course are recommended for the degree, as well as the completion of MATH 102 for the GE pattern.
Complete the following Earth Science courses:
Physical Geology
ESCI 1
Oceanography
ESCI 15
Coastal Oceanographic Field Studies
ESCI 16
Select one course from each of the following science course listings to total 7 units:
Choose one 3-unit course:
Field Biology
BIOL 12
Environmental Geology
ESCI 10
Earth System Science
ESCI 17
Choose one 4- unit course:
Principles of Biology
BIOL 1 (recommended)
General Biology
BIOL 10
Environmental Science
AGNR 60 and 61
Physics
PHYS 2B
Select any of the following courses to total 3 units:
Computer Information Systems
CIS 1
Geographic Information Systems
GIS 1, 10, 22
Introduction to Statistics
MATH 14
Physical Science Program Review 2010
page 15 of 85
Natural History
Natural Resources
NHIS 15
AGNR 1, 83
General Studies – ESCI - Geologic Field Studies (4902.00) - 20 units
This degree plan places a field emphasis around classes that provide the background necessary to apply basic scientific principles centered on the
geological sciences. Classes support modern geologic theory and its application to field problems as well as lab experiences that produce a
foundation for successful fieldwork. At least one chemistry and one physics course are recommended for the degree, as well as the completion of
MATH 102 for the GE pattern.
Complete the following Earth Science courses:
Physical Geology
ESCI 1
Introduction to Geology in the Field
ESCI 23
And one geology course with a historical component:
ESCI 2, 6, 7, or 10
Select one of the following Earth Science courses:
Geologic Hazards
ESCI 9
Economic Geology
ESCI 11
Select one combination of the following Earth Science field courses to total 4 units:
(Field courses include ESCI 26, 27, 32, 33, 34, 35, 36, 37, 38, 42, 43, 44, 45, and 46)
Any two 30-series in ESCI courses and any one 40 series ESCI course,
or
ESCI 26 or 27 and any two 40 -series ESCI courses.
Select any of the following courses to total 3 units:
Computer Information Systems
CIS 1
Geographic Information Systems
GIS 1, 10, 22
Introduction to Statistics
MATH 14
Natural History
NHIS 15
AG - Natural Resources
AGNR 1, 83
2.1.b Earth Science courses
The courses listed below are noted in categories typical of the general transfer AA but many serve as electives
across these categories. For example, the Earth Science Teacher core is supported by electives across all of the
other Earth Science disciplines (Geology, Oceanography, Meteorology/Climatology, and field experiences).
Earth System Science, Oceanography and Meteorology also include core and elective courses from other Earth
Science categories described below (see “Degrees and Academic Plans" 2.1.a above).
Core Geology Courses:
ESCI 1 Physical Geology (formerly GEOL 1/1A) – 4 Units
ESCI 2 Historical Geology (formerly GEOL 2/1B) – 4 Units
ESCI 3 Mineralogy And Crystal Optics (formerly GEOL 3) – 5 Units
ESCI 4 Rock Origins And Relationships (formerly GEOL 4) – 4 Units
Elective Geology and Multidisciplinary Courses:
ESCI 5 Introduction To Geology (formerly GEOL 5) – 4 Units
ESCI 6 Ancient Life (formerly GEOL 6) – 4 Units
ESCI 7 Introduction To The Geology Of California (formerly GEOL 7/25) – 4 Units
ESCI 8 Planetary Geology: Development, History & Planetary Processes (formerly GEOL 8/22) –
3 Units
ESCI 9 Earthquakes, Volcanoes, And Other Geologic Hazards (formerly GEOL 9/20) – 3 Units
ESCI 10 Environmental Geology (formerly GEOL 10/40) – 4 Units
ESCI 11 Economic Geology (formerly GEOL 11) – 3 Units
Core Earth Science Teacher Course:
ESCI 12 General Earth Science (formerly PHSC 2/PHSC 2 and PHSC 3) - 4 Units
Core Meteorology/Climatology Course:
ESCI 14 Meteorology (formerly PHSC 4) – 4 Units
Core Oceanography Courses:
ESCI 15 Oceanography (formerly PHSC 5) – 4 Units
ESCI 16 Coastal Oceanographic Field Studies (formerly PHSC 6) – 2 Units
Core Earth System Science Course:
ESCI 17 Earth System Science (formerly PHSC 7) – 3 Units
Physical Science Program Review 2010
page 16 of 85
Elective Multidisciplinary course:
ESCI 18 Global Climate Change: Past, Present And Future – 3 Units
Technical Field Experience Courses mainly for Geology:
ESCI 23 Introduction To Geology In The Field (formerly GEOL 13/13AB) – 2 Units (P/NP
Option)
ESCI 26 Geology Of The North Coast Ranges (formerly GEOL 26/26AB) – 2 Units (P/NP
Option)
ESCI 27 Geology Of The Klamath Mountains (formerly GEOL 27/27A) – 2 Units (P/NP Option)
Field Experience courses for multiple disciplines:
ESCI 32 Geology Of The Northern Sierras (formerly GEOL 32) – 1.5 Units (P/NP Option)
ESCI 33 Geology Of The Sacramento Valley (formerly GEOL 33/27B) – 1.5 Units (P/NP Option)
ESCI 34 Geology Of The Modoc Plateau (formerly GEOL 34/61AB) – 1.5 Units (P/NP Option)
ESCI 35 Geology Of Lassen Volcanic Park (formerly GEOL 35/62AB) – 1.5 Units (P/NP Option)
ESCI 36 Geology Of Mount Shasta And Vicinity (formerly GEOL 36/64AB) – 1.5 Units (P/NP
Option)
ESCI 37 Geology Of The Northern California Coast (formerly GEOL 37) – 1.5 Units (P/NP
Option)
ESCI 38 Geology Of Point Reyes National Seashore (formerly GEOL 38) – 1.5 Units (P/NP
Option)
ESCI 42 Geology Of The Redding Area (formerly GEOL 42/100) – 1 Unit (P/NP Option)
ESCI 43 Geology Of The Shasta Lake Area (formerly GEOL 43/102) – 1 Unit (P/NP Option)
ESCI 44 Geology Of The Whiskeytown Area (formerly GEOL 44) – 1 Unit (P/NP Option)
ESCI 45 Geology Of Castle Crags And Vicinity (formerly GEOL 45) – 1 Unit (P/NP Option)
ESCI 46 Geology Of Burney Falls And Vicinity (formerly GEOL 46) – 1 Unit (P/NP Option)
Variable topics courses as trends arise for multiple disciplines:
ESCI 97 Special Topics In Earth Science (Formerly GEOL 97) – .5-2 Units
ESCI 98 Special Lab Topics In Earth Science (formerly GEOL 98) – .5-1 Unit
2.2 Program Mission/Purpose
Earth Sciences Mission and Purpose
The Earth Science program has mainly been oriented toward offering GE Physical Science courses, many
satisfying a lab requirement, for the student transferring to a four-year school, now including 5 distinct AA
degrees (“University Studies”). That characterization has recently changed somewhat with the addition of 3 AS
degrees designed to assist the graduating student in gaining employment in a supportive role working along side
an Earth Science professional. Essentially, the AS degrees are meant to train Earth Science technicians.
Associate degree tracks and an appropriate departmental course schedules have yet to be offered in such a
manner as to allow any student pursuing one of these paths to reach their goal in two years (both AA and AS
degrees are described above 2.1.a).
There are some classes in the Earth Sciences that not only provide field experience for the transfer or technical
student, but also serve to satisfy the curious as well as the employed professional about various areas of
northern California geology (the ESCI 30 and 40 series courses noted at 2.1.b above). Regarding the latter,
several students who have enrolled in these courses are locally employed by city, county, and state regulatory
entities or by engineering/environmental firms. An additional professional group that often enters these courses
include local k-12 teachers.
Shasta College Mission and Strategic Goals
In comparison to the Shasta College Mission statement, the Earth Science program offers courses “…. leading
to successful completion of a quality university transfer program, or career technical education….”. Recent
additions to the Earth Science curriculum, both in course and degree character, demonstrate the program has
been “...responsive to the needs of our communities within a changing global society.” This includes ESCI 17
Physical Science Program Review 2010
page 17 of 85
Earth System Science and ESCI 18 Global Climate Change: Past, Present And Future and AA/AS degrees that
align with current and projected trends in sustainable science and social change.
The Earth Sciences also bring forth social issues that are best understood or evaluated through science, adding a
more complete understanding to these issues and establishing “…critical thinking, global consciousness and
global responsibility.”
The college has multiple strategic goals presented along four themes: Student Learning and Growth, Quality
Staffing, Fiscal Integrity, and Community Connection. The diverse paths a student may follow within the Earth
Sciences program certainly provides ample opportunity for student learning and growth. And, within each path,
a highly varied approach to teaching, including field activities, hands-on alb sessions, and multi-media
supported lectures reach most learning styles.
Quality staffing is largely beyond the scope of the program itself but within the Earth Sciences the full time
faculty member does participate in reviewing and recruiting adjunct faculty with stringent effort toward
improving instructional quality. Recent peer review of the full-time faculty member, as well as administrative
review, noted exceptional teaching quality and a great dedication to the program and its success.
The fiscal integrity of the college, also somewhat beyond the scope of the program, has been supported by
various reductions in funding needs at times of economic strife such as those experienced from 2005-07. Such
reductions did impact the program negatively, but did assist the college with the larger goal of reducing
expenditures. In the current fiscal crisis, the program has agreed to a 5% reduction in supplies and field trip
funding requested in September of 2009, a measure which has not yet been taken by the college at this time.
Further, the funds expended on the program are done so with frugality and with great efficiency (see section
3.3.7 below).
The Earth Sciences has developed and enjoyed an extensive community connection, the fourth and final theme
of the college’s strategic goals. Recent newspaper articles in the Lance and Record Searchlight, a web
interview with Intermountain News, publicly announced nature walks, college and community events such as
Welcome Day, 8th Grade Day and the Whiskeytown NRA anniversary, along with several K-12 interactions,
including administrators and teachers, events/field trips, all address this college goal. Beyond this, professional
connections have been developed and maintained with members of local environmental firms such as CH2M
Hill and Vestra, as well as county and state employed professionals, examples including the US Forest Service,
Californian Geologic Survey, the State Water Resources Board, and the County Air Quality Control Board.
Some of these groups have had, or currently have, Shasta College Earth Science students hired as interns.
Rounding out this strategic goal are the relationships the Earth Science program maintains with faculty
members at north state universities.
System-level Mission
The California Community College systems Strategic Plan lists five mission areas that track quite well with the
existing Earth Science program: 1) Transfer Education, 2) Basic Skills and English Language Proficiency, 3)
Economic and Workforce Development, 4) Lifelong Learning, and 5) awarding Associate Degrees and
Certificates.
Transfer Education: New AA degrees were purposefully designed to support transfer students in the Earth
Sciences. Thus far, however, the courses needed to earn these degrees have not been offered due to a reduction
in services designed to weather the state’s current fiscal crisis.
Physical Science Program Review 2010
page 18 of 85
Basic Skills and English Language Proficiency: The Earth Science program has progressively infused more
technology into the, especially in analytical respects, both in the lab and in the field, so that students gain a
better understanding of how to collect data, manipulate it, and derive meaning from it. Computer-based
assignments, calculator use and graphing techniques with data sets derived either from their collections or web
sources, along with an understanding of the data source and how it was gathered, round out a set of analytical
steps that students advance through in many of the Earth Science courses as they attempt to draw conclusions
about some aspect of the Earth.
Science has driven our society forward over the past 150 years and will continue to do so, only in more
dramatic fashion in the next 150 years. Without a basic understanding of how science works, the students of
today will be ill-equipped to face the social, economic, and environmental challenges of tomorrow.
Economic and Workforce Development: New AS degrees were purposefully designed to support entry at the
technician-level into Earth Science professions. Thus far, however, the courses needed to earn these degrees
have not been offered due to a reduction in services designed to weather the state’s current fiscal crisis. These
same degrees absolutely could lead to “green” jobs, a major emphasis in the emerging global economy, while
the AA degrees, now part of the Earth Science program, send students toward research and professional careers
centered about the “green” economy.
Lifelong Learning: Many of the Earth Science courses draw in local professionals and retirees who have
interest in a field within the broader discipline. No where is this more common than with the field trip courses.
These courses were originally designed to put students in a location-specific setting that offered a unique set of
Earth Science experiences such as specific types of volcanism, or fault dynamics, or even coastal
geology/oceanography. This same quality, however, draws in community members who are curious about an
area, such as Mt. Shasta, or Pt Reyes and the San Andreas Fault. Often, 1/3 and sometimes as many as ½ of the
enrolled students fit this latter category where the field trip courses are concerned (see the 30 and 40 series
ESCI courses in section 2.1.b above).
Associate Degrees and Certificates: Eight Associate degrees are now in place through the Department of Earth
Sciences at Shasta College. Five of the degrees are transfer oriented, noted as AA degrees, one of which
received particular notation from the Chancellor’s office as it was designed to prepare the Earth Science
teacher. AS degrees designed to assist the graduating student in gaining employment in a supportive role
working along side an Earth Science professional. The three AS degrees are meant to train Earth Science
technicians and to place them in the job force upon graduation. See the "Degrees and Academic Plans" below
(2.1.a above).
Associate degree tracks and an appropriate departmental course schedules have yet to be offered in such a
manner as to allow any student pursuing one of these eight paths to reach their goal in two years due to a
reduction in services designed to weather the state’s current fiscal crisis.
System-level Strategic Goals
Strategic Goals listed by the California Community College systems include increase awareness of college as a
viable option, promote college readiness and provide the programs and services to enable all students to achieve
their educational and career goals, strengthen the Colleges’ capacity to respond to current and emerging labor
market needs, improve system effectiveness, and provide enhanced resources to ensure high quality education
for all.
College Awareness and Access Community events such as Welcome Day, 8th Grade Day and the
Whiskeytown NRA anniversary, recent newspaper articles and specific efforts toward k-12 outreach to students,
Physical Science Program Review 2010
page 19 of 85
teachers, and administrators, satisfy part of this state-level goal. Another portion of this goal is addressed by
multi-media presentations, lots of hands-on lab activities and field exercises work to capture Earth Science
students who often display different learning modalities. The college and the program have worked
cooperatively to accommodate hearing-impaired students, as well as physically and mentally challenged
students.
Student Success and Readiness
The Earth Science program incorporates non-majors courses for transfer
students as well as Associate degrees specific for majors in the Earth Sciences. The latter are designed to
articulate with UC and CSU schools, allowing the graduate to enter at the Junior level. Earth Science course
articulations are well established and Shasta College students have been reported among the most successful at
universities in terms of scholarship and academic awards, a testament to the programs preparedness.
Partnerships for Economic and Workforce Development Internships are an emerging portion of the Earth
Science program. Some positions have developed on an inconsistent basis and one of the goals of the program
is to set more in place. However, career pathways are well defined by Associate degrees that send transfer
students on a professional path as well as degrees that prepare students for technician-level employment in the
field. The Earth Science program has been ahead of the curve in preparing for expansions within Earth System
Science studies, sustainability and the emerging green economy from a scientific basis, all of which are being
brought to address global environmental issues.
System Effectiveness Measuring success of the Earth Science program is largely overseen at the college level.
Statistics that describe these goals have not been provided to the department until the undertaking of this
review. Those statistics are addressed in section 3 further below. One exception, however, is the statistics
generated through Student Learning Outcomes for each course offered over the last few years. Results at this
level indicate high levels of success in individual courses regarding a particular objective.
Resource Development Budget priorities are well aligned with the system strategic plan especially in terms of
supporting student success and workforce development as expenditures support AA/AS degree courses and
transfer courses. There are no funds that are under the discretionary use of the Earth Science program that
support college awareness efforts in the discipline or that are associated with tracking system effectiveness of
the program.
2.3 Program SLOs
While the course listing for the Earth Science program is long, 34 courses total, only about 18 of those courses
have been offered in the decade that the current full-time faculty member, Randy Reed has been present. First,
several of the courses were not in existence until Randy developed them through curriculum. Most were in
place by 2003 with only three course additions since. Second, enrollment quotas have inhibited the offering of
second semester or sophomore level courses over much of the decade with those quotas now at their highest
level. Associate degree requirements should eventually change high quota standards as the current economic
crisis passes.
Since Shasta College has instituted the Student Learning Outcomes cycle, beginning the Fall of 2008, every
course that the Earth Sciences has offered participated. The courses are at various stages because several have
not been offered a second time since entering the SLO cycle. A summary is presented in the table below.
Step 1 = Define expected student learning outcomes for the course (100%)
Step 2 = Develop appropriate assessment methods for course outcome(s) (100%)
Step 3 = Use these methods to assess outcomes (93.8%)
Physical Science Program Review 2010
page 20 of 85
Step 4 = Analyze assessment results (43.8%)
Step 5 = Apply results toward improved instruction and learning (18.8%)
-Percentages above represent only those courses offered since the SLO cycle started, 16 total.
-Asterisks indicate courses that have not yet been offered a second time.
Step 1Step 2Step 3Step 4 Step 5
x
x
x
x
ESCI 1 Physical Geology
x
x
x
x
ESCI 5 Introduction to Geology*
x
x
x
x
x
ESCI 6 Ancient Life
x
x
x
x
x
ESCI 9 Earthquakes, Volcanoes,
x
x
x
x
ESCI 12 General Earth Science
x
x
x
x
ESCI 14 Meteorology*
x
x
x
x
x
ESCI 15 Oceanography
x
x
ESCI 17 Earth System Science*
x
x
x
ESCI 34 Modoc Plateau*
x
x
x
ESCI 35 Lassen Volcanic park*
x
x
x
ESCI 37 Geology of North Coast*
x
x
x
ESCI 38 Pt. Reyes Nat. Seashore*
x
x
x
ESCI 42 Geology of Redding*
x
x
x
ESCI 44 Geology of Whiskeytown*
x
x
x
ESCI 45 Castle Crags area*
x
x
x
ESCI 46 Burney Falls area*
GE SLO’s were recently worked on (January 2010) within in a committee of Physical Science faculty and
forms were generated for the Spring 2010 Earth Science offerings. The committee results need to be reconciled
with the Life Sciences committee so that Natural Science GE SLO’s can be finalized.
Earth Science Course
Associate degree SLO’s for the Earth Sciences have yet to be been developed
Part III – Program Analysis
3.1 Academic Quality
Curriculum Analysis Earth Science curriculum has been quite dynamic in the decade since the current fulltime faculty member has been in place. One of the biggest changes was to reorganize the course prefixes of all
earth science c lasses offered by the college under one heading: ESCI. Prior to this change, some earth science
courses were listed under PHSC (Physical Science) while the vast majority were noted as GEOL (Geology).
New course additions have included Earth Science classes that address current global issues such as ESCI 17
Earth System Science and ESCI 18 Global Climate: Past, Present, and Future. The current state of the
curriculum has been in place since the end of the Fall semester 2007. Since that time, curriculum changes have
mainly consisted of Title V review, one modification to ESCI 2 regarding it prerequisites, and the literal
insertion of sustainable concepts to acknowledge what has been taught by the program for some time.
Perhaps the most significant has been the development and approval of eight Associate degrees, approved at the
start of the Fall 2008 semester. This had been a long-term goal for the program and now it allows for a very
directed series of classes leading to a transfer or technical degree just when such intense national and global
interests and concerns are shifting toward Earth Science related problems: global warming, sustainability, and
Physical Science Program Review 2010
page 21 of 85
the development of a “green” economy. Unfortunately, Associate degree tracks and an appropriate
departmental course schedules have yet to be offered in such a manner as to allow any student pursuing one of
these paths to reach their goal in two years (both AA and AS degrees are described above 2.1.a), even though
such a succession of courses has been mapped out (see “Earth Sciences Two-Year Schedule of Courses” in the
box on the next page). This is only attributed to a reduction in services coupled with high per course
enrollment quotas designed to assist the college and state weather the current fiscal crisis. Implementation of
this schedule requires the addition of one Earth Science course each semester of the first year, raising the typical
number of units offered from the 21.5 units now to 25.5 units. The second year cycle might add another course
if demand required. Summer offerings have varied at 8.5 to 9.5 units, but budget-driven cancellations reduced
the number to 7 for Summer 09 and 10.
Over the last many semesters, the courses offered have been quite consistent. The only variation has been the
rotation of the 30 and 40 series courses (see section 2.1.b above) until recently. For the first time in Shasta
College history, Meteorology (ESCI 14) was offered in the Fall of 2009. This Spring, Earth System Science
(ESCI 17) is being offered for the first time.
The typical semester offerings has included ESCI 1 in the evenings, ESCI 6, 12, and 15 during the late morning
with their lab sessions set in the mid-afternoons and mid-week, along with ESCI 9, a non-lab course. Shortterm courses, usually running three weeks, from the 30 and 40 series are typically offered with evening lectures.
There have been no Earth Science degrees awarded to this date mainly due to the restrictions noted above on
course offerings and enrollment quota but also, in part, due to the “newness” of the degrees. It is anticipated
that more will be awarded based on national and global earth science focuses and as has been indicated by a rise
in student inquiries.
Staffing There is a need for another adjunct faculty member once the “Earth Sciences Two-Year Schedule of
Courses” described on the prior page is implemented. Staffing qualifications are limited to individuals who
hold an appropriate Master’s/Doctorate in Earth Science. The pool of candidates in the areas is rather limited,
even though there are many entities that employ Earth Scientists. The new hire would help to cover an
additional day course offering. However, the department has typically only employed an adjunct to cover an
evening course (ESCI 1 or 5), often the only GE Physical Science and lab science offered on the main campus
at night.
Teaching Aids and Equipment The main room that the Earth Sciences are taught within is room 1416 of the
Physical Science building. The room is equipped with a multimedia lectern that includes a PC and Mac
computer, the ability of a lap top connection as well as the connection of external video and audio sources.
Sound is produced through a Bose amplifier and speakers will projections are accomplished via an LCD ceiling
mounted projector. The cabinet also includes a VCR and the Mac and PC both support DVDs.
Software used for lectures runs a wide range and includes software mainly installed on the Mac: web browser
(Firefox or Safari), MS PowerPoint, MS Word, iView4D, Logger Pro 3, QuickTime, Preview (for images), Arc
Info, iTunes, DVD Player, Motic Images and others. With this software, web surfing, podcasts, animations and
just a simple lecture outline supported by PowerPoint are presented. Often, a document camera is utilized to
present mineral, rock, or fossil samples on screen or to view a counter top experiment/demonstration. In some
classes, a digital microscope is connected to the Mac allowing the student to observe specimens mounted on the
scope. The accompanying software (Motic Images) allows for pictures and movies to be captured as well.
Another item attached to the lecture is a Davis Weather station that includes a digital interface with the Mac as
well as communication with a roof-mounted weather station.
Physical Science Program Review 2010
page 22 of 85
Earth Sciences Two-Year Schedule of Courses
The cycle described below should offer an opportunity for a student to earn any desired Earth Science AS General Studies
degree or AA University Studies transfer degree in two years. The schedule does not require the student to enter at the start of the
cycle for many of the degrees programs.
Start of Cycle Year 1:
First Fall Semester (25.5 units)
Esci 1 Physical Geology*- 4 units (includes a laboratory)
Esci 6 Ancient Life- 4 units (includes a laboratory)
Esci 9 Earthquakes, Volcanoes and other Geologic Hazards or Esci 18 Global Climate Change: Past, Present and Future- 3 units
Esci 12 General Earth Science*- 4 units (includes a laboratory)
Esci 14 Meteorology- 4 units (includes a laboratory)
Esci 15 Oceanography- 4 units (includes a laboratory)
One Esci 30-series class*- 1.5 unit field trip oriented classes that include a laboratory component
One Esci 40 series*- 1 unit field trip oriented classes that include a laboratory component
Spring Semester (25.5 units)
Esci 2 Historical Geology- 4 units (includes a laboratory)
Esci 5 Introduction to Geology* or Esci 10 Environmental Geology*- 4 units (includes a laboratory)
Esci 6 Ancient Life- 4 units (includes a laboratory) or Esci 7 Introduction to the Geology of California- 4 units (includes a laboratory)
Esci 12 General Earth Science- 4 units (includes a laboratory)
Esci 15 Oceanography- 4 units (includes a laboratory)
Esci 17 Earth System Science- 3 units
One Esci 30-series class*- 1.5 unit, field trip oriented classes that include a laboratory component
One Esci 40 series*- 1 unit field trip oriented classes that include a laboratory component
Summer Session (11.5 units)
Esci 9 Earthquakes, Volcanoes and other Geologic Hazards- 3 units
Esci 12 General Earth Science- 4 units (includes a laboratory)
Esci 17 Earth System Science or Esci 18 Global Climate Change: Past, Present and Future- 3 units
One Esci 30-series class*- 1.5 unit field trip oriented classes that include a laboratory component
Year 2:
Second Fall Semester (32.5 units)
Esci 1 Physical Geology*- 4 units (includes a laboratory)
Esci 3 Mineralogy and Crystal OpticsP - 5 units (includes a laboratory)
Esci 6 Ancient Life- 4 units (includes a laboratory)
Esci 9 Earthquakes, Volcanoes and other Geologic Hazards or Esci 18 Global Climate Change: Past, Present and Future- 3 units
Esci 12 General Earth Science*- 4 units (includes a laboratory)
Esci 14 Meteorology- 4 units (includes a laboratory)
Esci 15 Oceanography- 4 units (includes a laboratory)
Esci 16 Coastal Oceanographic Field Studies - 2 units, field trip oriented classes that includes a laboratory component
One Esci 30-series class*- 1.5 unit field trip oriented classes that include a laboratory component.
One Esci 40 series*- 1 unit field trip oriented classes that include a laboratory component.
Second Spring Semester (27.5 units)
Esci 4 Rock Origins and RelationshipsP - 4 units (includes a laboratory)
Esci 5 Introduction to Geology* or Esci 7 Introduction to the Geology of California* or Esci 10 Environmental Geology*- 4 units
(includes a laboratory)
Esci 6 Ancient Life- 4 units (includes a laboratory) or Esci 7 Introduction to the Geology of California- 4 units (includes a laboratory)
Esci 12 General Earth Science- 4 units (includes a laboratory)
Esci 15 Oceanography- 4 units (includes a laboratory)
Esci 17 Earth System Science- 3 units
Esci 23 Introduction to Geology in the FieldP - 2 units, field trip oriented classes that includes a laboratory component
One Esci 30-series class*- 1.5 unit, field trip oriented classes that include a laboratory component
One Esci 40 series*- 1 unit field trip oriented classes that include a laboratory component
Summer Session (11.5 units)
Esci 9 Earthquakes, Volcanoes and other Geologic Hazards- 3 units
Esci 12 General Earth Science- 4 units (includes a laboratory)
Esci 17 Earth System Science or Esci 18 Global Climate Change: Past,
Present and Future- 3 units
One Esci 30-series class*- 1.5 unit field trip oriented classes that include a laboratory component
End of Cycle
(* Indicates a class typically offered in the evenings- start times may be 5:30 or 7PM)
(PIndicates a class with a prerequisite- see the catalog for details)
Produced Spring 2009
Physical Science Program Review 2010
page 23 of 85
The same suite of software described above is present on nine first-generation iMac computers that flank the
wall of the room. These computers were identified as a major need in the last program review. They were
purchased by Title III funds, as was some of the hardware in the multimedia cabinet, in the Spring of 2005. The
student stations have become progressively more important in lab activities ever since with about ½ of the lab
sessions in some courses, such as Oceanography and Meteorology and at least 1/3 of the lab activities in others
incorporating there use.
Many of the classes require specific instruments, such as the YSI meters for Oceanography and General Earth
Science, as well as access to specific materials (rocks, minerals, fossils, maps, compound microscopes and
stereoscopes etc.). The room includes a 200 gallon chilled saltwater aquarium that behaves as our “ocean in the
classroom”. Live animals in the tank provide a multitude of learning opportunities. A temperature controlled
incubator in the room supports bioluminescent algal populations for study, to.
Critical items to teaching include access to the software and hardware just described. The document camera is
quite old and needs to be replaced with a like model. The single greatest need for equipment facing the Earth
Sciences program is the need for modern microscopes, including stereoscopes and compound scopes. Currently
there are 7 stereo and 12 compound microscopes, which represents quite a shortage when a lab can hold 25 to
35 students. In addition, the microscopes are in poor condition and so old that replacement parts have not been
available for well over ten years.
Faculty Availability for General College Service There has been no reassign time allocated to the full time
faculty member (Randy Reed) since his hire date (Fall 1999). His involvement on campus and college service
over the last fiver years includes:
Curriculum Committee Spring 2008 and Spring 2009 to present; SMART grant Lead in collaboration
with Scott Cores, Morgan Hannaford; EWD Sustainability grant participant under the direction of Brad
Banghart; SLO’s development and completion for ESCI courses and PHY 5 (Human Sexuality); Annual
Program Review progress report and evaluation in the Spring of 2008 and 2009; curriculum revisions/review
every Fall for existing ESCI courses; the development of new AA and AS degree including approval;
collaboration with Dr. Russell Shapiro, CSU Chico, regarding associate degree development at Shasta College
and articulations with Chico State Geosciences, Spring 2008; curriculum prefix change applied (ESCI to GEOL
and PHSC courses) ; TOP Codes review and correct application for 1901.00 – Physical Sciences, General,
1914.00 – Geology, 1919.00 – Oceanography, 1930.00 – Earth Science in the Fall of 2006; multiple measures
application to ESCI 2, 3, 4, 11, 23, 26, and 27, Fall 2006; curriculum new course development; collaborated
with Dr. Carolyn Borg on C-ID a statewide Course Identification Number system including course descriptions
(similar to CANs) in the Fall of 2008; assisted with, coordinated, and recruited for adjunct position in Earth
Science Fall 2005, Fall2006 and Fall 2008; Phi Theta Kappa Shasta College Chapter founding and lead advisor
from March of 2004 through to February 2006; assisted with, partially coordinated, and developed
recommendations to “recover” the failed and mismanaged Phi Theta Kappa Shasta College chapter, late Fall
2006 through Spring 2007; WebCT training and course development; Angel training and course development
Spring 2008 to present; assisted with and made recommendations for the development of a sustainability focus
for the Shasta College Foundation, Spring 2008 to Spring 2009; collaborated with Suzanne Clark of the Shasta
College EDW, along with Physics professors Joe Polen and Tom Masulis, regarding a sustainability grant, grant
purchases, and educational applications/relationships between the sciences and sustainability, Spring to midFall 2008; helped to coordinate speakers for the Science Colloquium including Dr.’s Todd Green, Russell
Shapiro, Erik Ekdahl, Tim Mulligan, Greg Crawford, Jeff Abell and David Brown, Spring 2004, 2005, 2006,
2007, 2008; collaborated with Dr. Gina Johnston of Chico State Geosciences, recruited for and then offered
GEOS 342 Concepts in Earth and Planetary Sciences through the Shasta College University Center in the Fall
Physical Science Program Review 2010
page 24 of 85
of 2006; coordinated an office move over the 2006-07 winter break and established an adjunct space and map
room or use by the Earth Sciences and Geography; collaborated with Maureen Stephens and Dr. Brian Spillane
on the Shasta College field trip announcement policy; collaborated with and supported PHY 5 Human Sexuality
adjunct faculty Daniela Sartori, Beverley Smith and Tina Young; collaborated and supported GEOG adjunct
faculty Melinda Kashuba, collaborated and assisted ESCI adjunct faculty Dr.’s Michael Wopat, Dawn McGuire,
Erik Ekdahl, and Eric Rapport; hosted a Counselor’s orientation to the new Earth Science curriculum revisions
and highlights of the program, Spring 20078; collaborated with LRC faculty to expand materials in support of
the Earth Sciences curriculum at Shasta College, Fall 2005 through Spring 2007; assisted and collaborated with
the Science Club president, Shirley Nichols, Fall 2006 and Spring 2007; assisted with “Huck Finn” day Spring
2007, “Eight Grade Day” participant Fall, 2005, Spring 2006, Fall 2006, and Spring 2007; “Welcome Day”
participant- Fall 2005, Fall 2006, Fall 2007, Fall 2008; Anti-Apathy Award 2003-2004 and 2005-06.
Outreach efforts off-campus will be discussed further below (see section 3.2 External Relations)
Tutoring Centers/Labs The Science Learning Center, room 1626 of the Life Sciences building, supports the
sciences in general with extensive focus on chemistry and anatomy. The facility has only three computers, does
include a copier and study spaces as well as provides for tutors, mainly in chemistry and anatomy, and used
book check-out on a timed, in-house basis. Earth Science students rarely use the facility mainly due to the lack
of tutoring support, a function of need versus funding when tutors are hired. There are no figures regarding
Earth Science student usage per hour/day, the cost of that utilization per Earth Science course, or the
unduplicated student head count by term, and average time per week per student. The Science Learning Centers
vary slight each semester but are mainly M-Th 7:30AM to 6 or 7PM and Friday 7:30Am to 3PM.
The tutoring center is not a very effective way to support Earth Science students for a variety of reasons: there
are typically no Earth Science tutors, there are only three computers; the facility is too small to allow for other
possibilities such as completing video assignments. Most often, the facility is used for its test-taking room as
student make up missed exams.
Opportunities for Professional Development The full time faculty member in the Earth Sciences has never
applied for a sabbatical and has not attended a professional conference since the Spring of 2000. Waxing and
waning professional growth funding and even its elimination during some academic years, coupled with the
scheduling of significant conferences are the main reasons for the lack of attendance. The conferences would
certainly be beneficial as they are excellent opportunities to network with teachers and researchers across a wide
variety of disciplines from all over the world. Funds to support conference travel are limited, resulting overages
that include conference fees, travel costs, and hotel time too expensive to cover.
Professional development has largely been limited to campus courses, trainings and software tutorials:
Course completion of GIS 1 Survey of Digital Mapping, Fall 2008; course completion of GIS 23,
Rasters, Spring 2009; WebCT training Fall 2006; Angel/LMS training for Shasta College On-line, Fall 2007;
On-Line Pedagogy, June 2008; Shasta College EWD Sustainable Economy conference, June 2008; Web
development tutorials- iWeb and SeaMonkey; DVD/Video editing and authoring tutorials- iDVD and Final Cut
Express; Computer graphics tutorial- Canvas 10.
Survey of Other Community College’s Common Practices Shasta College offers Earth Sciences courses
typical to Community Colleges across the state, including inclusive field trips and field-trip oriented courses.
Shasta’s program is more comprehensive and does offer a greater diversity than most and that analysis is
extended to the AA/AS degrees paths now in place. For the most part, efforts have been focused on
articulations with four-year schools and their perspectives regarding this program. Many positive comments
Physical Science Program Review 2010
page 25 of 85
have been advanced and, based on student success, it would appear that the program is a standout in the region.
Further evidence for this comment came from Dr. Carolyn Borg, who met with other Community College Earth
Science Faculty at a CID conference in San Francisco, late October of 2008. At that conference, she presented
the program to faculty from 3 Earth Science programs, including Yuba City Community College, Bakersfield
Community College, San Bernardino Community College District, Sonoma State, Humboldt State, and
California State University San Bernardino.
3.2 External Relations
Facilities In the past, the Earth Science Program used to offer an ITV section to the satellite campuses. The
adjunct instructor who had developed that course has moved away but would often travel to the other sites and
teach from there rather than the main campus. For several semesters, from about 2002 on t about 2005, an earth
Science course was offered on the Red Bluff campus at the high school. Demand was so weak that the courses
rarely exceeded 5 students enrolled.
The Earth Science room on campus (room 1416) has a restriction paced on it, due to the materials present in the
room, preventing other courses from scheduling there except science classes. So far, chemistry curses are the
only other additional users of the room.
Through invitation or by request, there have been some outside groups that have come in for presentations and
tours. They include:
Hosting the University Preparatory Academy AP Science class, October 2009; hosting Shasta College’s
Early Childhood education preschool class, for an oceanography “touch tank”, Summer 2008, hosting the
Round Mountain middle grade students for earth sciences presentation Spring 2007; hosting SMART grant
participants Summer 2009 and January 2010; hosting Montessori preschoolers visit to room for an
oceanography “touch tank”, Summer 2005.
Contact with K-12 Schools Contact with local K-12 schools has always been a common occurrence in the
Earth Science Program. Examples include:
SMART grant participation which ahs placed me in contact with 40 teachers, 3rd though 8th grade level
that teach science; Hosting the University Preparatory Academy AP Science class, October 2009; Science Fair
Judge, Redding School of the Arts Spring 2009; collaboration with and material support to Stephanie Fagan at
Rother Elementary, Spring 2009 and Fall 2008; collaboration with Nathan Fairchild from North Woods
Discovery charter school on Earth Science teaching and coastal field trip sites, Fall 2006 and Spring 2007, as
well as more recently on trips around Red Bluff; collaboration with Janice Hill, Foothill High School on biology
field trips in the area, Fall 2008; assisted with the development of Earth Science teaching at Shasta and Foothill
High Schools through contact and material support to Hillary Freeman and Janice Hill, Fall 2006 to Summer
2008; presentation at University Preparatory Academy, on minerals Fall 2006; presentation at Redding School
of the Arts on Chinese dinosaurs and sedimentary rocks, Spring 2007; assisted Mrs. Scarbrough’s Primary
grades class at Pacheco School, Fall 2007; presentation at Redding School of the Arts on fossils and
sedimentary rocks, Spring 2006; hosted Round Mountain middle grade students for Earth Sciences presentation
Spring 2007; directed a field trip for Mr. Hatch’s 3rd grade class to Subway cave, Fall 2006; developed and
staffed a field activity for the Redding School of the Arts all-school field trip to Lassen Park, Fall 2005; “Eight
Grade Day” participant Fall, 2005, Spring 2006, Fall 2006, and Spring 2007.
Contact with Community Colleges and Four-Year Universities and Colleges The Earth Science program has
focused much time in collaboration and consultation with universities across the north state, but with focus on
Chico State and Humboldt State. Most recently a trip to Eocene fossil beds near Round Mountain included four
Simpson college professors. Other examples include:
Physical Science Program Review 2010
page 26 of 85
Working in partnership with biologists Bev Marcum and Tanya Heaston on the Science Teacher
program modeled at Chico State and SMART grant, January 2009 to present; collaboration with Dr. Todd
Green on field sites that could include Shasta College Earth Science students and Chico State Geoscience
student interactions, Spring 2008; collaborated and discussed the potential of joint grant applications with Dr.
Russell Shapiro between Shasta College Earth Science and Chico State Geosciences, Spring 2008 as well as
course articulations and degree development; met with, assisted and advised former Shasta College Earth
Science student Roy Hull, now Chico State Geoscience graduate student, on field activities Fall 2007 and
Spring 2008; collaborated with Dr. Gina Johnston of Chico State Geosciences, regarding the GEOS 342
Concepts in Earth and Planetary Sciences course offered through the Shasta College University Center, Fall
2006; collaborated with Dr.’s Scott Quackenbush, Tim Mulligan, Greg Crawford, Jeff Abell, and Sarah
Goldthwait from HSU’s Telonicher Marine Lab, Fisheries Department and the Department of Oceanography
regarding coastal field lectures and talks for ESCI 15 (Oceanography), Fall 2005 to present as well as
articulations and degree plan development; collaborated extensively with Dr. Greg Crawford, HSU
Oceanography on CICORE, a coastal studies database, for use in oceanography classes, as well as with class
articulations, Fall 2005 to present.
Articulation with High Schools, Universities and Colleges There are no articulations with High Schools
through the Earth Science Program. Articulations with Universities were established in 2000 and 2001 and
have been maintained and, in some cases, expanded upon ever since, partly through the efforts of Dr. Carolyn
Borg. One great example of her effort is the agreements that now exist with Southern Oregon University.
The maintenance of the agreements ahs partly been due t the collaborative efforts noted in the section above
with HSU and Chico State. It would benefit the program, however, to return to other schools not visited for
many years. Examples include Sonoma Sate, Sacramento State, and UC Davis.
California State University articulated transfer courses are described in the box below, as noted at
www.assist.org.
==== Earth Science ====
ESCI 1
Physical Geology 4
IGETC: 5A CSU GE: B1, B3 (CAN GEOL 2)
ESCI 2
Historical Geology 4
IGETC: 5A CSU GE: B1, B3
ESCI 3
Mineralogy and Crystal Optics 5
IGETC: 5A CSU GE: B1, B3
ESCI 4
Rock Origins and Relationships 4
IGETC: 5A CSU GE: B1, B3
ESCI 5
Introduction to Geology 4
IGETC: 5A CSU GE: B1, B3
ESCI 6
Ancient Life 4
IGETC: 5A CSU GE: B1, B2, B3
ESCI 7
Introduction to the Geology of California 4
IGETC: 5A CSU GE: B1, B3
ESCI 8
Planetary Geology: Development, History and IGETC: 5A CSU GE: B1
Planetary Processes 3
ESCI 9
Earthquakes, Volcanoes & Other Geologic Hazards 3
IGETC: 5A CSU GE: B1
ESCI 10
Environmental Geology 4
IGETC: 5A CSU GE: B1, B3
ESCI 11
Economic Geology 3
ESCI 12
Earth Science Survey 4
IGETC: 5A CSU GE: B1, B3
ESCI 14
Meteorology 4
IGETC: 5A CSU GE: B1, B3
ESCI 15
Oceanography 4
IGETC: 5A CSU GE: B1, B3
ESCI 16
Coastal Oceanographic Field Studies 2
ESCI 17
Earth System Science 3
IGETC: 5A CSU GE: B1
ESCI 18
Global Climate: Past, Present and Future 3
IGETC: 5A CSU GE: B1
ESCI 23
Introduction to Geology in the Field 2
ESCI 26
Geology of North Coast Ranges 2
ESCI 27
Geology of the Klamath Mountains 2
ESCI 32
Geology of the Northern Sierras 1.5
ESCI 33
Geology of the Sacramento Valley 1.5
ESCI 34
Geology of the Modoc Plateau 1.5
Physical Science Program Review 2010
page 27 of 85
ESCI 35
Geology of Lassen Volcanic Park
1.5
ESCI 36
Geology of Mt. Shasta and Vicinity
1.5
ESCI 37
Geology of the Northern California Coast 1.5
ESCI 38
Geology of Point Reyes National Seashore 1.5
ESCI 42
Geology of the Redding Area 1.5
ESCI 43
Geology of Shasta Lake and Vicinity 1.5
ESCI 44
Geology of the Whiskeytown Area
1.5
ESCI 45
Geology of the Castle Crags and Vicinity
1.5
ESCI 46
Geology of Burney Falls and Vicinity
1.5
ESCI 97
Special Topics in the Geosciences
.5-2
ESCI 98
Special Lab Topics in the Geosciences
.5-2
END OF REPORT
Report run January 2010
University of California articulated transfer courses are described in the box below, as noted at www.assist.org.
==== Earth Science ====
ESCI 1
Physical Geology
5A 4
UC-S (W/Lab)
ESCI 2
Historical Geology
5A 4
UC-S (W/Lab)
ESCI 3
Mineralogy and Crystal
5A 5
UC-S (W/Lab)
Optics
ESCI 4
Rock Origins and
5A 4
UC-S (W/Lab)
Relationships
*ESCI 5
Introduction to Geology
5A 4
UC-S (W/Lab)
ESCI 6
Ancient Life
5A 4
UC-S (W/Lab)
ESCI 7
Introduction to the
5A 4
UC-S (W/Lab)
Geology of California
ESCI 8
Planetary Geology:
5A 3
UC-S
Development, History and Planetary Processes
ESCI 9
Earthquakes, Volcanoes
5A 3
UC-S
& Other Geologic Hazards
ESCI 10
Environmental Geology
5A 4
UC-S (W/Lab)
+ESCI 12
General Earth Science
5A 4
UC-S
ESCI 14
Meteorology
5A 4
UC-S (W/Lab)
ESCI 15
Oceanography
5A 4
UC-S (W/Lab)
ESCI 17
Earth System Science
5A 3
UC-S
ESCI 18
Global Climate: Past,
5A 3
UC-S
Present and Future
ESCI 23
Introduction to Geology
2
in the Field
ESCI 26
Geology of North Coast Ranges
2
ESCI 27
Geology of the Klamath Mountains
2
END OF REPORT
Report run January 2010
* No credit for 5 if taken after 1 or 2
+ No credit for 12 if taken after a college level course in Astronomy, Chemistry, Geology,
Meteorology or Physics
Physical Science Program Review 2010
page 28 of 85
Southern Oregon University articulations are presented below. The school also accepts transfers who have
completed the IGETC GE pattern for CSU/UC schools.
SOU Lower Division General Education Requirements
Science (8 quarter hours minimum) - Complete a 2 class sequence:
ESCI 1+2
Physical Geology & Historical Geology
ESCI 1+5
Physical Geology & Intro to Geology
ESCI 2+5
Historical Geology & Intro to Geology
PHSC 1+ ESCI 12
Physical Science & General Earth Science
PHSC 1+ ESCI 14
Physical Science & Meteorology
PHSC 1+ ESCI 15
Physical Science & Oceanography
ESCI 14+15
Oceanography & Meteorology
Established Spring 2006
3.3 Resource Efficiency
Support The Earth Science program is largely self-sufficient. The greatest support received is in the form of
technician hours from the Technology department as they work to maintain the computers in the lab and
multimedia cabinet. Even at this level, the Macs require about 15 to as much as 20 hours per academic year and
the lectern PC about 5. The technology department is notoriously short-staffed, yet I have not ever had a
pressing need delayed. The Mac support for the classroom includes the efforts of paraprofessional Casey Allen.
He has the computers running incredibly well, demonstrating his extraordinary technical skills and
professionalism.
Software support regarding the Shasta College On-line system (Angel software) represents the second most
common support requested by the program. Cindy Sandhagen has done an amazing job considering the number
of courses she supports.
Within the Physical Sciences area, paraprofessional Doug Manning works to support all Chemistry, Physics,
Astronomy and the Earth Sciences courses. The greatest impact to his time represents chemistry lab prep, but
he does help with some of the Earth Science labs each semester. He has always assembled and set up needed
items and demonstrations with precision, giving feedback as needed, often helping to modify some apparatuses
and experiments to help achieve the desired results. He is a great asset to the Physical Sciences and the Earth
Science program.
Use of Technology Much of the following, as well as related information, was presented in detail under
section 3.1 “Teaching Aids and Equipment”.
The Earth Sciences utilize a multimedia lectern that includes a PC and Mac computer, the ability of a lap top
connection as well as the connection of external video and audio sources. Sound is produced through a Bose
amplifier and speakers will projections are accomplished via an LCD ceiling mounted projector. The cabinet
also includes a VCR and the Mac and PC both support DVDs.
Physical Science Program Review 2010
page 29 of 85
Software used for lectures runs a wide range and includes software mainly installed on the Mac (see section
under section 3.1 “Teaching Aids and Equipment”) for a list. The same software is present on nine firstgeneration iMac computers that flank the wall of the room. The notation of “first generation” needs some
clarification; these machines represent the first produced using the new chassis design with flat-screen monitor
and side-loading CD/DVD configuration. The student stations are currently a very important part of lab
activities.
While the Mac computers are currently running quite well, they do need memory upgrades to at least 2GB of
RAM. Modern operating systems, web surfing and software require ever more RAM and these machines are
now at their limit.
In addition to the RAM needs, the 10 Mac computers in the room, now six years old, will likely need to be
replaced within the next three years. As “first generation” iMacs, these machines cannot run the latest operating
system that Apple has put out. This is just a function of their age: they are “Power PC” chip based. Apple
switched to the Intel chip abut 2 years ago and the Power PC chips simply can’t run the newest releases of their
operating system.
Along the same lines as computer replacement, computer additions are needed. There has been a steady
increase in Earth Science enrollments over the last three years and nine student stations limit technology use in
labs. A need for another nine stations exists and this would greatly enhance lab exercises.
One of the most important pieces of technology, used both for lecture and lab instruction, is the document
camera. The camera is more than 8 years old and needs to be replaced with a like model. This camera
presents such a wide variety of uses, it is hard to overstate its significance.
Comparison with Other Institutions Some of the following, as well as related information, was presented
under section 3.1 “Survey other CCs for Common Practices”.
Efforts have been focused on four-year schools entry and what is needed to prepare students at that level. This
focus has driven articulations and ahs resulted in a strongly field-oriented program, nearly always the single
most significant quality four-year departments noted. Other Community Colleges include field course and field
trips, too, apparently recognizing the same emphasis four-year schools place on these learning experiences.
Shasta College’s Earth Science program is one of the more diverse in the state, offering a wide variety of degree
pathways as well as GE courses that serve the diverse interests of our Liberal Studies population. While several
other Community Colleges offer degrees, such as College of the Redwoods (COR), their Earth Science courses
are often split into sub-disciplines, such as Oceanography or Geology, rather than having a central departmental
approach as Shasta does. In addition, some degrees are location/job market specific such as a Marine Science
Technology at COR.
Most Community Colleges across the state have one full-time Earth Science faculty member along with limited
adjunct support, quite similar to the staffing here at Shasta. Where a district has multiple campuses, such as the
Ventura district, often a full-time Earth Science faculty member works at each campus, and the district’s
department consists of 2 to 4 faculty. This difference is a reflection of population centers across the state and/or
proximity to a UC or CSU.
Physical Science Program Review 2010
page 30 of 85
Facility Use/Availability Some of the following, as well as related information, was presented in more detail
under section 3.1 “Academic Quality”.
Scheduling of courses is mainly focused on the use room 1416, the location where all Earth Sciences teaching
materials and laboratory equipment are stored along with other GE Science offerings. Regarding the latter,
there is an attempt to avoid conflicts with Astronomy courses as they pull in large numbers of students due to
Joe Pollens popularity and reputation. In addition, some classes, such as Ancient Life, attempt to avoid
conflicts with General Biology, since Ancient Life can serve as a GE Life Science transfer to any CSU.
Some years back, it was mandated that MWF courses should begin on the hour if offered before Noon and TTh
course should start every 1.5 hours beginning at 8AM. Evening classes were to be focused around a 47PM start
with the restriction that none should cross the 7PM hour (i.e. span 6 to 9PM). The Earth Science program has
continued to follow this pattern although that mandate is no long strongly enforced. All ESCI day classes start
mid-morning or later with the latest starts at noon. The evening courses, whether they are short- or full-term, do
not straddle the 7PM hours with the former starting at 5:30 and ending at 6:50 and the latter starting at 7PM,
ending at 10PM. The parameters described above seem to have supported growth within the Earth Science
programs over the last 5 years.
Some courses are offered every semester. They have emerged as popular courses over the last many yeas and
they enjoy large enrollments in their current time slot. New course have been placed in the schedule for the Fall
of 2009, ESCI 14 Meteorology, and the Spring of 2010, ESCI 17 Earth System Science, in an effort to start
working toward a schedule that satisfies Associate degree requirements in Earth Science. These courses will be
offered each Fall and Spring only.
There have been some new strategies advanced. One semester ESCI 9 was offered as a late state course, largely
due to a scheduling foul-up. A fully on-line course has been developed and offered, ESCI 9, for the first time in
the Summer of 2009. Hybrid curses include ESCI 6 and ESCI 12 where only the lab is presented on campus.
The 30 and 40 series field trip courses were developed as hybrids and were offered as such with great success
during the 2005-06 and 2006-07 academic years. Unfortunately, these classes have not been offered in this
format since due to some confusion regarding positive attendance courses and irregularly scheduled classes.
This issue has been brought up to two separate SLAM deans and remains unresolved, largely due to the time
commitment needed to evaluate the problem.
Summer offerings typically include at least one hybrid presentation of ESCI 12, General Earth Science, and
until Summer 2008, ESCI 6 Ancient Life. For the Summer of 2009, ESCI 9 was offered fully on line. Along
with these a field trip course has commonly been offered, although that offering ended in the Summer of 2009.
The loss of the Summer field course is simply the result of s funding oversight when SINR dissolved and
SLAM came into existence. That funding oversight was recognized and funding was found allowing the
Summer trip 2008 trip to run. However, the same oversight was repeated for the Summer of 2009 causing a
cancellation and now funds for the 2010 Summer field course will not be reinstated for 2010. These field
courses do satisfy Associate degree requirements (see immediately below).
Currently, a student cannot complete the Associate degree requirements offered through the Earth Sciences
program (both AA and AS degrees are described above 2.1.a). A succession of courses has been mapped out
(see “Earth Sciences Two-Year Schedule of Courses” in section 3.1 “Academic Quality”) but has been stalled
due to a reduction in services coupled with high per course enrollment quotas designed to assist the college and
state weather the current fiscal crisis. This schedule requires as little as the addition of just one Earth Science
course each semester raising the typical number of units offered from the 21.5 units now to 25.5 units. This is
Physical Science Program Review 2010
page 31 of 85
the single most disappointing scheduling problem faced by the program. Student frustration is building and
several, who could have graduated with an Earth Science degree in May, 2010, now must settle for a different
degree or wait for the appropriate course to be offered.
Faculty and Classified Staffing See statistics presented below.
-There is one full-time faculty member: Randy Reed
-There has been one adjunct faculty member each term, except for the Spring of 2010,
due to a reduction in services course cancellation.
-There is only one support staff member who deals exclusively with Physical Sciences
(Chemistry, Physics, Astronomy and Earth Sciences: Doug Manning
-There are two support staff in secretarial positions for SLAM: Sally Boyer and Peggy Himbert
Number
of
Sections FTEF
Number of
Instructors Percent
Teaching Arrangements
Teaching Arrangement
Contract
1
33.33
Hourly
1
33.33
Overload
1
33.33
ALL
3
100.00
Contract
4
1.05
Hourly
1
0.35
Overload
2
0.34
ALL
7
1.74
-Faculty and Staff Demographics:
Number of
Instructors Percent
Age Category
40-49
2
100.00
ALL
2
100.00
Number of
Instructors
Teaching
Arrangement
Contract/Overload
Gender
Female
1
50.00
Male
1
50.00
ALL
2
100.00
Hourly
ALL
Race
White
2
100.00
ALL
2
100.00
Percent
Age Category
40-49
1
100.00
ALL
1
100.00
40-49
1
100.00
ALL
1
100.00
2
100.00
Age Category
Equipment Much of the following, as well as related information, was presented under section 3.1 “Teaching
Aid and Equipment”.
A diverse set of equipment supports the Earth Sciences, most of it stored in room 1416 or in 1416A. Many of
the classes require specific instruments, such as the YSI meters for Oceanography and General Earth Science, as
Physical Science Program Review 2010
page 32 of 85
well as access to specific materials (rocks, minerals, fossils, maps, compound microscopes and stereoscopes
etc.).
The room includes a 200 gallon chilled saltwater aquarium that behaves as our “ocean in the classroom”. Live
animals in the tank provide a multitude of learning opportunities. The tank’s temperature is maintained by two
chillers that are set on timers. There is a portable chilled aquarium, as well, allowing for specific animals to
transported t a demonstration/study station in or out of the classroom. A temperature controlled incubator in the
room supports bioluminescent algal populations for study, to.
Two YSI meters capable of measuring dissolved oxygen, salinity and temperature are part of the department’s
equipment. These are state-of-the-art analytical meters that have supported lab and field activities for the past 4
years.
The department also has two digital compound microscopes, two digital stereomicroscopes and a petrographic
microscope. The digital scopes receive the most use in lecture demonstrations and lab activities.
Currently there are 7 stereo and 12 compound scopes, which represents quite a shortage when a lab can hold 25
to 35 students. The microscopes are in poor condition and so old that replacement parts have not been available
for well over ten years. The single greatest need for equipment facing the Earth Sciences program is the need
for modern microscopes, including stereoscopes and compound scopes.
Repair is either performed by our paraprofessional, Doug Manning, or by Physical Plant employees. On
occasion, items need to be sent out to be replaced or repaired and Mr. Manning handles that process most of the
time.
Budget Information, Requests, and Action Plans For the most part, the budget allotment for the Earth Sciences
is sufficient. There are two accounts: a supply account and a field trip account. Other accounts that have
assisted the Earth Science program on occasion include the Physical Sciences Repair account and the Physical
Sciences software account. Occasionally, needs or repairs come up that exceed budget limits, but this has been
rare.
When cost over-runs occur, they typically impact the field trip account. Scheduling of drivers to particular
Earth Science trips is an unpredictable component of the cost of the trip. Usually, John Moore, director of the
Physical Plant and Transportation division, attempts to schedule driver’s who will accrue little to no overtime.
However, scheduling conflicts and the number of trips heading out any give weekend make this very difficult.
Sometimes a driver will fall ill and another is inserted, one that draws overtime. To assist, Earth Science trips
are scheduled with an attempt to avoid overtime days; very few trips include Sundays (usually one per
semester) and most avoid Saturdays. Currently there is only one driver who has a Tuesday through Saturday
schedule, and, to be fair to the other departments, Earth Science trips do not have exclusive rights to his
services.
There has been no outside funding for the Earth Sciences accounts. One item worth noting is the support
offered by the Shasta College Foundation to charter the RV Coral Sea for the ESCI 15 Oceanography trip. The
director realizes that this is an amazing opportunity for the students and the Foundation donates matching funds
raised by the student sand offered by Humboldt State University. Collectively, this covers the charter’s costs.
The trip, itself, to the coast would run with or without these funds and the field trip account covers all other
aspects of the three-day activity.
Physical Science Program Review 2010
page 33 of 85
There is the potential funds could be courted, especially through some of the local environmental firms. To be
most attracted to donating, the Foundation should be the repository for those funds for the tax benefits. In
addition, these sources, there could be grants associated with sustainability that could secure equipment, and
advertising funding, as well as STEM grants, a new educational initiative advanced by the Obama
administration. One final source would be NSF grant opportunities, perhaps in partnership with Chico State
Geosciences as described in section 3.2 “Contact with Community Colleges and Four-Year Universities and
Colleges” above, that are geared toward undergraduate research and education. The time needed to develop
such sources is extensive and the college should have a full-time grant writer with staff to assist.
Budgets are based on courses offered and field trips associated with those courses. Since the offerings have
remained rather unchanged for many years now, only small adjustments occur but the funding levels have
remained largely stable for the last 3 years. It is anticipated that there may be a 5% reduction for the 2010-11
year. Certainly when the Associated degrees are properly supported with the appropriate course offerings, both
the supply budget and field trip budget will need to increase by about 35% each.
Field trips are a primary teaching responsibility in the Earth Sciences. The Earth Science program has infused
field trips throughout its curriculum so that students can apply classroom and laboratory experiences to realworld situations. This is typical of the vast majority of schools that offer Earth Science degrees and is a
reflection of the career opportunities in this discipline. A review, conducted in the Spring of 2007, of four-year
schools in the north state that have Earth Science courses reveals the large emphasis placed on field
experiences:
Sonoma Sate Department of Geology
Sacramento State Department of Geology
Humboldt Sate University Department of Geology
Humboldt Sate Department of Oceanography
CSU Stanislaus Department of Geology
Chico Sate Geological and Environmental Sciences
San Francisco State Department of Geosciences (Geology, Meteorology and Oceanography)
As the schools noted above demonstrate, and as career demands in this field dictate, it is a primary
responsibility for this program to offer appropriate field trips; it would be irresponsible for the program not to
and students moving through the program would not receive adequate preparation for future studies.
Field trips are highly valuable teaching experiences. Numerous educational studies demonstrate that field trips
are excellent opportunities for students to learn. Two recent studies demonstrate this: the Texas Science
Initiative includes field trips as part of the highest ranking teaching strategies while another conducted in the
United Kingdom reviews 10 years of research on field trips (“outdoor learning”) noting that field trips have a
high impact on student learning.
Cost evaluation as compared to income was first evaluated in the Fall of 2006 by the full-time faculty member
in Earth Sciences, Randy Reed. The review found that all costs, including faculty salary, adjunct contracts,
employee benefits, workman’s compensation, classroom supplies, and even the current field trip budget, are
easily paid for by enrollments in Earth Science courses:
Total Fall 2006 semester: 24.495 FTEs
Extending those enrollments, a rather typical semester, to an academic year and then including the Summer
2006 classes revealed $102,266.90 earned annually (“in the black”, all expenses paid). Using the statistics
Physical Science Program Review 2010
page 34 of 85
provided by the research office for the past four semesters results in the following figures, close matches to the
Fall 2006 analysis considering it included Summer sections and the figures below do not:
# of
Initial
Census
Total
Sections Enrollment Enrollment FTES
ESCI
Balance
Income
Academic
Year
Term
07-08
Fall
7
164
140
22
$95,128.00
Spring
7
230
198
28
$121,072.00
+$61,261.00
Fall
7
204
178
26
$112,424.00
+$52,613.00
Spring
7
238
202
31
$134,044.00
+$74,233.00
08-09
Based on $4324
per FTES
Term
Based on $4324 per
FTES
Costs are described
below table, avg. is
$59,811/semester
+$50,299.00
Costs are described
below table, avg. is
$59,811/semester
Fall
7
164
140
22
$95,128.00
Spring
7
230
198
28
$121,072.00
+$61,261.00
Fall
7
204
178
26
$112,424.00
+$52,613.00
+$50,299.00
Costs based on an academic year:
-Supplies account: 1,628.00
-Field Trip account: 7,300.00
-Annual salary, adjunct contracts, Workmen’s compensation, STRS’s contribution and benefits:
$119.622.00 (averaged to $59,811.00 per semester).
The Earth Science program is incredibly efficient. The Supplies budget equates to $3.90 spent per student on
average for the four semesters noted in the table above. All Earth Science students experience at least one field
trip making the average expenditure per student across the four semesters described at $17.46 each.
The average earnings to the college from the Earth Science program over the four semesters of data generated
by the Office of Research and excluding Summer courses is +$119,203.00 (“in the black”, all expenses paid,
including supplies, salaries, field trips).
Physical Science Program Review 2010
page 35 of 85
Reach of Services Course offerings in the Earth Sciences seem to serve the student population well, whether
they are transferring into a science program or not. The measure of this quality is reflected in the general across
the board increase in enrollments and the number of course articulations
There is a need for the program to grow. Enrollments are increasing and have been even before the current
fiscal situation and there has been a state, national and international push toward solving Earth Science related
issues. An entire new economy has begun to emerge, much of it requiring Earth Science and Systems
education. Shasta College has a real chance to lead on this front. At a minimum, all that is needed is the
addition of another adjunct section each semester to allow for Associate degree completion.
Advertising the program would be an important second step for program growth. With so many institutions,
Shasta College included, now focusing on sustainable concepts, the Earth Sciences should be touted as a corner
stone for moving forward, no matter what direction a student is heading: sustainable policy, sustainable
practices; sustainable science, or sustainable economy/workforce.
3.4 Student Success
The tables inserted on the next page describe enrollment trends, retention, and grade distributions. Following
each table is a short discussion on obvious trends within the table.
ESCI
# of
Initial
Census
Sections Enrollment Enrollment
%
Lost
Course
End
Total
Enrollment FTES
Total
WSCH
Total
Load
Avg Initial
Avg
Enrollment Census
Academic
Year
Term
07-08
Fall
7
164
140 16.10
130
22
750
1.9
23
20.0
Spring
7
230
198 11.56
190
28
950
1.9
33
28.3
Fall
7
204
178
9.25
146
26
805
1.9
29
25.4
Spring
7
238
202 12.73
184
31
899
1.9
34
28.9
08-09
The table above is continued here:
Avg
FTES
ESCI
Avg FTES /
FTEF
Avg
WSCH
Avg
Load
Avg WSCH /
FTEF
Academic
Year
Term
07-08
Fall
3.1
11.22
107.1
0.3
459.22
Spring
4.0
14.50
135.7
0.3
520.86
Fall
3.7
12.96
115.0
0.3
399.22
Spring
4.4
16.12
128.4
0.3
469.78
08-09
The table above describe a general increase in student enrollments. What does seem to stand out in addition to
growth, are the differences between Fall and Spring enrollments. Each spring records a marked increase over
the prior Fall semester. It is thought that this trend, observed in the past as well, is the result of “word-ofmouth” advertising since the typical pattern at the college is to record decreased enrollments in the Spring. If
that is the case, then some marketing of Earth Science would likely add to the Fall semester rosters.
Retention Tables:
Physical Science Program Review 2010
page 36 of 85
Race-Ethnicity
African
American, American
Indian/
non
Hispanic
Alaskan
All
White, non
Hispanic
Hispanic
Retention
Retention
Retention Retention
Retention
Retention Retention Retention
Retention
#
#
#
#
#
#
ESCI
%
%
Asian
%
#
%
%
%
Pacific
Islander
#
%
Unknown/
unreported
Other
#
%
%
Academic Term
Year
06-07
07-08
08-09
Summer
11 90.9%
11 90.9%
.
Fall
83 91.6%
67 94.0%
4
Spring
72 88.9%
63 90.5%
1 100.0% .
Summer
12 91.7%
9 88.9%
137 93.4% 112 92.9%
Spring
200 94.5% 159 95.6% 11
35 97.1%
30 96.7%
.
75.0% 1 100.0%
0
Fall
Summer
. .
.
. 1 100.0%
5 100.0% 1
0.0%
.
. .
. .
. .
.
.
.
1 100.0% 3 100.0% .
. 2
50.0%
5
80.0%
1 100.0% 3 100.0% .
. .
.
4
50.0%
.
. .
.
2 100.0%
. 3 100.0%
12 100.0%
. .
. .
1 100.0% 3 100.0% .
90.9% .
.
1 100.0% 6
83.3% 1 100.0% 5
80.0%
3 100.0% .
.
.
. .
. .
. 0
.
17
94.1%
2 100.0%
Fall
181 80.7% 140 80.0% 11
81.8% 4 100.0%
2
50.0% 7
85.7% .
. 7
85.7%
10
80.0%
Spring
205 88.3% 167 89.2% 11
90.9% 2
1 100.0% 6
66.7% .
. 5 100.0%
13
84.6%
50.0%
Cumulative GPA
All
< 2.0
2.0-2.5
2.6-3.0
3.1-3.5
>3.5
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
ESCI
%
%
%
%
%
%
Academic Year
Term
06-07
Summer
11
90.9%
1
100.0%
1
100.0%
4
75.0%
1
100.0%
4
100.0%
Fall
83
91.6%
7
71.4%
15
93.3%
20
95.0%
18
88.9%
23
95.7%
Spring
72
88.9%
11
81.8%
7
57.1%
19
89.5%
20
95.0%
15
100.0%
Summer
12
91.7%
1
100.0%
.
.
6
100.0%
2
100.0%
3
66.7%
Fall
137
93.4%
28
96.4%
24
87.5%
35
91.4%
28
96.4%
22
95.5%
Spring
200
94.5%
43
95.3%
30
93.3%
46
89.1%
44
97.7%
37
97.3%
35
97.1%
8
87.5%
4
100.0%
5
100.0%
7
100.0%
11
100.0%
Fall
181
80.7%
40
75.0%
36
72.2%
44
84.1%
37
89.2%
24
83.3%
Spring
205
88.3%
43
86.0%
44
86.4%
39
82.1%
58
91.4%
21
100.0%
07-08
08-09
Summer
Physical Science Program Review 2010
page 37 of 85
Gender
Age Category
All
Female
Male
Age 17 and
under
Age 18-24
Age 25-49
50+
Unknown
Retention
Retention
Retention
Retention
Retention
Retention
Retention
Retention
#
#
#
#
#
#
#
#
ESCI
%
%
%
%
%
Academic
Year
Term
06-07
Summer
11 90.9%
7 85.7%
Fall
83 91.6%
33 93.9%
50
90.0%
6 100.0%
46
87.0% 25
Spring
72 88.9%
30 93.3%
42
85.7%
2 100.0%
43
88.4% 22
Summer
12 91.7%
9 88.9%
3 100.0%
4 100.0%
Fall
137 93.4%
65 90.8%
72
95.8% 11 100.0%
Spring
200 94.5% 101 92.1%
99
97.0%
07-08
08-09
Summer
4 100.0%
.
.
8 100.0%
5 100.0%
%
2 100.0%
3
1
%
%
0.0%
.
.
96.0%
6 100.0%
.
.
86.4%
5 100.0%
.
.
66.7%
0
.
.
.
90.0%
.
.
68
91.2% 48
95.8% 10
6 100.0% 113
93.8% 64
93.8% 16 100.0% 1 100.0%
35 97.1%
22 95.5%
13 100.0%
5
80.0%
12 100.0% 16 100.0%
2 100.0%
.
.
Fall
181 80.7%
89 76.4%
92
84.8%
6 100.0% 110
80.0% 60
81.7%
5
60.0%
.
.
Spring
205 88.3%
92 91.3% 113
85.8%
2 100.0% 131
88.5% 62
88.7% 10
80.0%
.
.
The preceding three tables demonstrate fairly high retention rates, typically in the upper 80 to mid-90 percentile.
No trends clearly stood out and where low percentages were noted, the enrollment number for the category was
low, usually 2 or 3. A loss of 1 at that enrollment level has a large impact on retention statistics.
Student success, as described in the three tables across the following pages, for the Earth Sciences also
demonstrates fairly high averages across all the demographics. When comparing to the same measures across
SLAM, Earth Sciences comes in at or above the percentages seen division-wide. Again, some figures are based
on just a few students, four our less, and having one unsuccessful student within the category produces a
striking lower percentage.
As might be expected, students with low GPA’s represent the least successful group. All other categories show
no clear trends and rank rather high, most often in the 70% or higher range.
Student Satisfaction: Student success and retention are two of the ways that student satisfaction has been
tracked within the earth Sciences. Typically, a drop rate for sections is less than 10% and completion with a C
or higher is often on the scale of 80 to 90%. It is difficult to categorize the losses as dissatisfied students since
most occur over the span of late registration (approximately 6 to 7% of the 10% mentioned above). This
suggests that students are looking to adjust their semester schedules. Unsuccessful student sin the earth
Sciences (grades of D or F) are largely characterized by those with poor attendance and missing work. Rarely
do students fail solely on poor performances in spite of good attendance.
Regular review of the full-time faculty member, Randy Reed, occurred during the fall of 2008. At that time
student surveys were distributed and the results recorded described that Randy meets or exceeds expectations in
all areas associated with student satisfaction. Strengths were noted in the surveys describing knowledge of
material open-mindedness of diversity, and is regarded as a pleasant, even entertaining and dedicated
representative in his area of expertise. Further, Randy’s respect for cultural diversity, sexual orientation,
religious preference, gender and disability was ranked highly in the survey.
Physical Science Program Review 2010
page 38 of 85
Race-Ethnicity
African
American, American
Indian/
Pacific
non
Hispanic
Alaskan Islander
All
White, non
Hispanic
Hispanic
Asian
Success
Success
Success
Success
Success
Success
Success Success
Success
#
#
#
#
#
#
#
#
ESCI
%
%
%
%
%
%
%
Unknown/
unreported
Other
#
%
%
Academic Term
Year
06-07
07-08
08-09
Summer
11 81.8%
11 81.8%
.
Fall
83 83.1%
67 86.6%
4
Spring
72 77.8%
63 77.8%
1 100.0% .
Summer
12 91.7%
9 88.9%
0
Fall
137 67.2% 112 68.8%
5
60.0% 1
0.0%
Spring
200 66.5% 159 66.0% 11
81.8% .
3
Fall
Spring
Summer
.
.
. .
.
.
.
1 100.0% 3 100.0%
.
. 2 50.0%
5
60.0%
1 100.0% 3 100.0%
.
. .
.
4
50.0%
.
.
.
. .
.
2 100.0%
1 100.0% 3 100.0%
.
. 3 66.7%
12
50.0%
.
1 100.0% 6
1 0.0% 5 60.0%
17
70.6%
33.3% .
.
.
. .
.
.
. 0
181 63.0% 140 65.0% 11
45.5% 4
0.0%
2
50.0% 7
71.4%
.
. 7 57.1%
10
80.0%
205 68.8% 167 70.7% 11
72.7% 2
50.0%
1
0.0% 6
50.0%
.
. 5 60.0%
13
61.5%
35 85.7%
30 90.0%
. .
.
50.0% 1 100.0%
.
. 1 100.0%
.
. .
. .
50.0%
.
2 100.0%
Cumulative GPA
All
< 2.0
2.0-2.5
2.6-3.0
3.1-3.5
>3.5
Success
Success
Success
Success
Success
Success
ESCI
#
%
#
%
#
%
#
%
#
%
#
%
Academic Year
Term
06-07
Summer
11
81.8%
1
0.0%
1
100.0%
4
75.0%
1
100.0%
4
100.0%
Fall
83
83.1%
7
42.9%
15
66.7%
20
95.0%
18
88.9%
23
91.3%
Spring
72
77.8%
11
45.5%
7
42.9%
19
78.9%
20
90.0%
15
100.0%
Summer
12
91.7%
1
100.0%
.
.
6
100.0%
2
100.0%
3
66.7%
Fall
137
67.2%
28
28.6%
24
54.2%
35
80.0%
28
82.1%
22
90.9%
Spring
200
66.5%
43
16.3%
30
53.3%
46
76.1%
44
93.2%
37
91.9%
35
85.7%
8
50.0%
4
100.0%
5
100.0%
7
100.0%
11
90.9%
Fall
181
63.0%
40
17.5%
36
61.1%
44
77.3%
37
83.8%
24
83.3%
Spring
205
68.8%
43
34.9%
44
63.6%
39
71.8%
58
89.7%
21
85.7%
07-08
08-09
Summer
Physical Science Program Review 2010
page 39 of 85
Gender
Age Category
All
Female
Male
Age 17 and
under
Age 18-24
Age 25-49
50+
Unknown
Success
Success
Success
Success
Success
Success
Success
Success
#
#
ESCI
%
%
#
%
#
%
#
%
#
%
#
%
#
%
Academic Term
Year
06-07
07-08
08-09
Summer
11 81.8%
7 71.4%
Fall
83 83.1%
33 87.9%
50
Spring
72 77.8%
30 86.7%
42
Summer
12 91.7%
9 88.9%
Fall
137 67.2%
65 67.7%
72
66.7% 11
63.6%
Spring
200 66.5% 101 64.4%
99
68.7%
Summer
4 100.0%
.
.
80.0%
6
83.3%
71.4%
2 100.0%
3 100.0%
4 100.0%
8 100.0%
2 50.0%
1
0.0%
.
.
46
78.3% 25 92.0%
6
83.3%
.
.
43
72.1% 22 81.8%
5 100.0%
.
.
0
.
.
.
68
64.7% 48 68.8% 10
80.0%
.
.
6
66.7% 113
68.1% 64 65.6% 16
56.3% 1 100.0%
5 100.0%
35 85.7%
22 86.4%
13
84.6%
5
60.0%
Fall
181 63.0%
89 60.7%
92
65.2%
6
66.7% 110
Spring
205 68.8%
92 75.0% 113
63.7%
2 100.0% 131
3 66.7%
12 100.0% 16 87.5%
2
50.0%
.
.
5
60.0%
.
.
72.5% 62 62.9% 10
50.0%
.
.
60.0% 60 68.3%
Student satisfaction is also noted through interactions during class or lab as well s follow-up encounters after
the completion of the course. Many students have expressed their gratitude for the courses they have taken in
the Earth Sciences, including through written communication. Complaints that have been expressed are usually
note related to instruction (the full-time faculty member is not aware of any) but more to equipment availability
or quantity, a reflection of a need for resources and upgraded equipment. If a complaint were t be advanced
regarding instruction, it will be evaluated and corrective procedures considers in regards to the course as a
whole prior to implementation. If deemed appropriate, external faculty would be consulted as well as the Dean.
Career/Academic Advising: The full-time faculty member in the Earth Sciences provides lots of advice
regarding degree goals and requirements, school choices, interim employment, scholarship opportunities, and
career paths. As an individual who has encountered many others in the discipline, the full-time faculty member
is knowledgeable about various opportunities. He has also established relationships with many of the four-years
schools in the north state, gathering information on financial support, career advising they offer, and the
professional diversity in those academic departments.
Student Contact: Students are kept regularly informed of course deadlines through announcements in class but
also through e-mail and announcement postings inside Shasta College On-line. The latter two are possible
because every Earth Science course is at least web enhanced. Phone calls to students are made as follow-ups to
voice or e-mail requesting a call regarding some course issue.
Student Placement: There currently are no placement paths or procedures for students entering the Earth
Sciences. Prerequisites assure that students cannot enter into course they are not academically prepared for.
3.5 General Planning
The main emerging national trend has been a push toward Earth Systems Science, something the program
addressed through the development of ESCI 17 as well as the re-focused curriculum of ESCI 12, 14 and 15
along these lines. These can be characterized as Gaian concepts, a view of earth as a set of interconnected
Physical Science Program Review 2010
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systems (geosphere, atmosphere, hydrosphere, and biosphere). Most recently, sustainable concepts have pushed
toward the forefront of Earth Systems approaches. Here at Shasta College, changes in several of the Earth
Science courses to overtly include sustainability include modification of the catalog description, and the
inclusion of sustainable/Gaian subject matter in the Objectives and Content sections of the Course Outline of
Record, if it was not already present. These changes went through curriculum this past Fall (2009) and are now
in place. The changes affected the following courses:
Esci 1 Physical Geology- 4 units with lab
Esci 5 Introduction to Geology- 4 units with lab
Esci 10 Environmental Geology – 4 units with lab
Esci 11 Economic Geology- 3 units with lab
Esci 12 General Earth Science- 4 units with lab
Esci 14 Meteorology- 4 units with lab
Esci 15 Oceanography- 4 units with lab
Esci 16 Coastal Oceanographic Field Studies- 2 units with lab
Esci 17 Earth System Science- 3 units
Esci 18 Global Climate: Past, Present and Future- 3 units
These courses bring up many environmental issues in the context of the scientific discipline being taught
(geology, oceanography, meteorology, etc.), how natural systems are compromised by natural and
anthropogenic activities, as well as solutions. Courses discuss Earth Systems approaches, interconnectedness,
natural feedback mechanisms and their disruptions, anthropogenic components, and solutions.
Field trips are so important to articulation with CSU/UC schools and Earth Science professions and are included
in all of the above except Meteorology (ESCI14) and the Global Climate (ESCI 18) courses. Even at that, these
two courses include outside observations and data collections.
Program Marketing: Flyer campaigns have long been a hallmark of the Earth Science program on campus,
being produced just prior to the start of each semester by the full-time faculty member in an effort to advertise
the offerings. Plans are now in the development stages for AA/AS informational flyers/brochures. The graphic
design for the brochures has already been planned and a few sessions with Chris Takemoto, the campus’
graphics design professional, have greatly aided the process. Currently time to finalize the brochures and
funding stand in the way of completion.
Program Sustainability: The Earth Sciences program, in every aspect is fully sustainable and self-supporting.
In fact, there is room for expansion of courses offered and the need for an additional adjunct faculty member.
Program Improvement: Associate degree tracks and an appropriate departmental course schedules have yet to
be offered in such a manner as to allow any student pursuing one of these paths to reach their goal in two years
(both AA and AS degrees are described above 2.1.a). Improvement would include correcting this situation so
that degrees can be awarded.
Marketing support for this program could help to support the local growth of the green economy since the Earth
Sciences plays such a central role in this area. Further, partnerships with local offices of city, county, and state
agencies, as well as private firms such as environmental and geo-engineering companies, that employ Earth
scientists needs to be developed. The goal would be to define any emerging skill sets needed in the current job
market along with developing internship and scholarship opportunities.
Physical Science Program Review 2010
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Finally, the program would benefit greatly from resource upgrades and additions. Computer needs include
more student stations and the eventual upgrade of the existing 10 computers in the room. Microscopes are
badly needed, as was noted previously.
Part IV – Student Learning Outcomes
Much of the following, as well as related information, was presented under section 2.3 “Program SLO’s”.
Since the Student Learning Outcomes cycle began in the Fall of 2008, every course offered has entered into the
procedure. A summary is presented in the table below.
Step 1 = Define expected student learning outcomes for the course (100%)
Step 2 = Develop appropriate assessment methods for course outcome(s) (100%)
Step 3 = Use these methods to assess outcomes (93.8%)
Step 4 = Analyze assessment results (43.8%)
Step 5 = Apply results toward improved instruction and learning (18.8%)
-Percentages above represent only those courses offered since the SLO cycle started, 16 total.
-Asterisks indicate courses that have not yet been offered a second time.
Step 1Step 2Step 3Step 4 Step 5
x
x
x
x
ESCI 1 Physical Geology
x
x
x
x
ESCI 5 Introduction to Geology*
x
x
x
x
x
ESCI 6 Ancient Life
x
x
x
x
x
ESCI 9 Earthquakes, Volcanoes,
x
x
x
x
ESCI 12 General Earth Science
x
x
x
x
ESCI 14 Meteorology*
x
x
x
x
x
ESCI 15 Oceanography
x
x
ESCI 17 Earth System Science*
Earth Science Course Step 1Step 2Step 3Step 4 Step 5
x
x
x
ESCI 34 Modoc Plateau*
x
x
x
ESCI 35 Lassen Volcanic park*
x
x
x
ESCI 37 Geology of North Coast*
x
x
x
ESCI 38 Pt. Reyes Nat. Seashore*
x
x
x
ESCI 42 Geology of Redding*
x
x
x
ESCI 44 Geology of Whiskeytown*
x
x
x
ESCI 45 Castle Crags area*
x
x
x
ESCI 46 Burney Falls area*
Earth Science Course
Associate degree SLO’s for the Earth Sciences have yet to be been developed in art due to how new the degrees
are, only receiving approval in August of 2008. In addition, there has not been the development of a course
schedule appropriate to support the degrees (see comments previously) preventing any significant advance on
AA/AS SLOs in the Earth Sciences. Two tables summarizes this below:
Associate of Science, General Studies
Step 1a = Define expected student learning outcomes for the degree/certificate (0%)
Step 1b = Map expected degree/certificate outcomes to all required courses and other learning experiences (0%)
Physical Science Program Review 2010
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Step 2 = Develop appropriate assessment methods for degree/certificate outcome(s) (0%)
Step 3 = Use these methods to assess outcomes (0%)
Step 4 = Analyze assessment results (0%)
Step 5 = Apply results toward improved instruction and learning (0%)
Step 1aStep 1bStep 2Step 3Step 4 Step 5
Climatological and
A.S. Meteorological Studies
Coastal Oceanographic
A.S. Studies
Geologic Field
A.S. Studies
Associate of Arts, University Transfer
Step 1a = Define expected student learning outcomes for the degree/certificate (0%)
Step 1b = Map expected degree/certificate outcomes to all required courses and other learning experiences (0%)
Step 2 = Develop appropriate assessment methods for degree/certificate outcome(s) (0%)
Step 3 = Use these methods to assess outcomes (0%)
Step 4 = Analyze assessment results (0%)
Step 5 = Apply results toward improved instruction and learning (0%)
Step 1aStep 1bStep 2Step 3Step 4 Step 5
A.A. Earth System Science
A.A. Geology
Step 1aStep 1bStep 2Step 3Step 4 Step 5
A.A. Meteorology/Climatology
A.A. Oceanography
Science Teacher Track,
Concentration in Earth
A.A. Sciences
General Education SLO’s were discussed in committee and have yet to be finalized among Science faculty.
Forms were produced for the Spring 2010 Earth Science offerings.
Instructional support for the Earth Sciences is quite limited. The two learning centers that might assist an earth
Sciences Student include the Science Learning Center and the Math center. There are no workshops drop-in or
in-class, no tutorials and no live-help online with the subject matter. Guidelines and procedures for this type of
evaluation are not well understood and those responsible for the production of information and collection of
data to complete the cycle have not been identified. The table below summarizes what can be presented.
Step 1a = Define expected student learning outcomes for the support service (0%)
Step 1b = Map expected support service outcomes to all required courses and other learning experiences (0%)
Step 2 = Develop appropriate assessment methods for support service outcome(s) (0%)
Step 3 = Use these methods to assess outcomes (0%)
Step 4 = Analyze assessment results (0%)
Step 5 = Apply results toward improved instruction and learning (0%)
Step 1aStep 1bStep 2Step 3Step 4Step 5
Drop-in tutoring
Physical Science Program Review 2010
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Learning labs: Science Learning
Center and Math lab
Drop-in workshops
In-class workshops
Online tutorials
Online live-help
Student Support Services for the Earth Sciences are unknown. Guidelines and procedures for this type of
evaluation are not well understood and those responsible for the production of information and collection of
data to complete the cycle have not been identified. The table below summarizes what can be presented.
Step 1a = Define expected student learning outcomes for the support service (0%)
Step 1b = Map expected support service outcomes to all required courses and other learning experiences (0%)
Step 2 = Develop appropriate assessment methods for support service outcome(s) (0%)
Step 3 = Use these methods to assess outcomes (0%)
Step 4 = Analyze assessment results (0%)
Step 5 = Apply results toward improved instruction and learning (0%)
Step 1aStep 1bStep 2Step 3Step 4Step 5
Drop-in tutoring
Learning labs
Drop-in workshops
In-class workshops
Online tutorials
Online live-help
Part V – Program Summary
Primary Strengths: A diverse, well-maintained curriculum that is in tune with emerging fields probably best
characterizes the Earth Sciences. This curriculum, supported by instructional quality and now well-defined
degree tracks have the potential to make the Earth Sciences at Shasta College a model program in the state.
Greatest Weaknesses: Associate degree tracks and an appropriate departmental course schedules have yet to be
offered in such a manner as to allow any student pursuing one of these paths to reach their goal in two years
(both AA and AS degrees are described above 2.1.a).
Instructional resources are needed to support lab efforts. Mainly microscopes, but computer stations are also
needed to support the growth already present in the program.
Marketing the Earth Sciences should be supported on and off campus as the green economy and sustainable
concepts expand through the economy. This effort could include Economic Workforce Development support
and preliminary discussions with Brad Banghart in May and June of 2009have indicated a willingness to
explore possibilities.
Greatest Challenges: At this time of state fiscal crisis, the challenge will not only be to maintain the courses
offered in a typical semester, but to add the ones that students need to earn Earth Sciences AA/AS degrees.
Physical Science Program Review 2010
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Since the implementation of “reduced services”, Shasta College Earth Sciences has had course offerings cut 20
to 25% spanning Fall 2009, Spring 2010 and Fall 2010. The reductions have extended the time needed for
degree completion and, in the Spring of 2010, eliminated the only GE Physical Sciences evening course offered
at the college. Further, the loss of theses courses is not buffered by multiple sections- that is, with a cut class,
there is not another section students could opt for: they simply loose the chance to take that course.
Part VI – Goals, Recommendations, Priorities, Plans
Academic paths and Associate Degree Completion: Associate degree tracks and an appropriate departmental
course schedules have yet to be offered in such a manner as to allow any student pursuing one of these paths to
reach their goal in two years (both AA and AS degrees are described above 2.1.a).
Action 1: Put into place the course path developed for the Earth Sciences to allow degree completion
Action 2: Higher an additional adjunct faculty member to support the Earth Science schedule.
Microscopes: The character and quality of the Earth Sciences microscopes has been an issue for over 10 years
Action 1: Place microscope purchases for the Earth Sciences as a high priority for State Instructional
funds or find funding elsewhere.
Advertise: The Earth Sciences offer a diversity of degrees and courses that align with sustainability and the
emerging green economy yet remain largely unknown to students on campus.
Action 1: Develop an informational flyer/brochure to be distributed district-wide.
Action 2: Re-establish an Earth Sciences web site, preferably outside of the existing campus web
software which is highly limited in format.
Action 3: Continue to work with Counselors and EWD regarding the program and its connection to
students and the community.
Internships and Scholarships: The area is densely populated with environmental firms, and governmental
agencies that may be able to offer internships and/or scholarship opportunities to Earth Science students.
Action 1: Continue to work with EWD regarding the program and identify community employers of
Earth Science students
Action 2: Make new and further existing contacts of environmental firms and governmental agencies
regarding internships and/or scholarship opportunities to Earth Science students.
Appendices
Appendix A – Student Learning Outcomes Update
See section IV above, page 49, as well as section 2.3 page 27
This ends the earth science portion of the Physical Science Program Review as
prepared by Randy Reed.
Physical Science Program Review 2010
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PROGRAM REVIEW 2009/2010
PHYSICAL SCIENCES - Geography
2.1.
Program Definition/Description
The Geography department at Shasta College serves the vital function of educating students in the discipline of
Geography. A range of courses expose students to Geography in the physical and cultural branches, as well as
integrative regional courses. These courses provide general education application to 4-year transfer and
Associates degree transfer students. Students interested in pursuing a 4-year degree are able to articulate most of
the courses to CSU and UC programs. Geography instructors also provide advising and guidance to students
interested in higher degrees in Geography and its application in future careers. Faculty in Geography support a
range of College and Community outreach activities to engage students in the opportunities the Geography
department has to offer. The Geography department also promotes the career-technical Geographic Information
Systems Certificate Program at Shasta College, which is covered in a separate section of this Program Review.
2.2.
Program Mission/Purpose
The mission of Geography at Shasta College is to educate students in the physical and cultural characteristics of
our world. The relationships and interdependencies of places are of primary concern. Geography meets Shasta
College's goals of global consciousness, responsibility, and sustainability. The central focus upon humanenvironment interactions serves as the foundation from which a range of concerns are addressed, including
population growth, resource exploitation, immigration, wealth disparity, and climate change to name a few of
the more prominent issues. For example, World Regional Geography (GEOG 8) educates students in the diverse
patterns of climate, vegetation, resource consumption, cultural characteristics, political and social systems, and
related concerns that serve to broaden student appreciation and awareness of our diverse and changing planet.
The current global interest in sustainability and resource stewardship are central concerns for geography,
especially as taught at Shasta College.
Geography is uniquely qualified to address the nationally-recognized need for a workforce with spatial
reasoning skills and a knowledge of geography (NRC 2006) . For examples, students in California Geography
(GEOG 7) learn about interrelationships that contribute to California's prominence in the world economy, and
our state's influence on global culture. Understanding of our connections to the Pacific Rim, both economically
and culturally, are essential for an informed citizenry.
Field trips provide the opportunity for students to apply geographic principals to real world questions and
problems in our region. In California Geography (GEOG 7) educate students about local history and planning
activities geared toward improving our community in the future. The addition of a lab to Physical Geography
(GEOG 1A) has provided the opportunity to increase field activities, such as exploration of the effects of the
Iron Mountain Mine toxic site. Furthermore, the GEOG 2A and GEOG 2B are field specific courses that focus
on specific cultural and physical themes as they pertain to the landscapes of northern California.
The Geography department engages the community through faculty involvement with a variety of organizations
and groups that address social, historical, and environmental concerns. Examples include the North State
Bicycle Partnership, the Shasta Land Trust, Shasta Historical Society, and the Shasta Genealogical Society.
Physical Science Program Review 2010
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Students are encouraged to participate in community service activities such as creek clean-ups, bicycle counts,
and informational events such as Earth Day.
In keeping with the inter-disciplinary nature of geography, geography faculty coordinated and hosted
internationally recognized jazz trumpeter-composer-educator Ralph Alessi at Shasta College in November
2009. With the support of the Shasta College Foundation, a performance and lecture forum was attended by
several hundred students, staff and community members. The lecture forum, entitled 'Jazz and the Shaping of
American' culture, was orchestrated by Shasta College faculty from Geography, English, History, and Art.
A further mission of Geography is to engage students in the issues and concerns of the local, regional and global
communities. Beyond the classroom, students are encouraged to participate in community events, both on and
off campus. On campus, students participate in Welcome Day, 8th Grader Day, Career Day, and FFA Field Day.
3.1 ACADEMIC QUALITY
3.1.1. Curriculum Analysis
Geography courses at Shasta College are principally geared toward meeting general education requirements for
both Associates degree and transfer patterns. There is no degree or certificate offered in Geography at Shasta
College.
Four courses represent the bulk of enrollments in Geography: Physical Geography (GEOG 1A), Cultural
Geography (GEOG 1B), California Geography (GEOG 7), and World Regional Geography (GEOG 8). The
following table shows the General Education pattern requirements that each of these course meet.
Shasta College
Geography Course
GEOG 1A (Phys.
Geog.)
GEOG 1B (Cultural
Geog.)
Associates Degree
CSU Transfer
1 (Natural Sci.)
2 (Soc. and
Behav. Sciences)
5 (MultiCultural/Liv.
Skills)
2 (Soc. and
Behav. Sciences)
5 (MultiCultural/Liv.
B1/B3 (Phys.
Science)
D5 (Geography)
Physical Science Program Review 2010
D5 (Geography)
page 47 of 85
UC Transfer
(IGETC)
Area 4
(Social/Beh.
Science)
Area 5 (Phys. and
Bio. Sciences)
Area 4
(Social/Beh.
Science)
GEOG 7 (Calif.
Geog.)
GEOG 8 (World Reg.
Geog.)
Skills)
2 (Soc. and
Behav. Sciences)
5 (MultiCultural/Liv.
Skills)
2 (Soc. and
Behav. Sciences)
5 (MultiCultural/Liv.
Skills)
D3 (Ethnic Studies)
D5 (Geography)
Area 4
(Social/Beh.
Science)
D5 (Geography)
Area 4
(Social/Beh.
Science)
The most significant change to the curriculum over the past 5 years has been the movement into online course
offerings. Both California and World Regional Geography (GEOG7 and GEOG8) are now offered in an online
format, as well a Map Principles (GEOG11). These course offerings offer flexibility to students and have seen
strong enrollments. Online education is still a relatively new format for course delivery, thereby requiring
adjustments for both faculty and students. The flexibility for students in terms of scheduling and location are
juxtaposed with an increased reliance on written communication and lack of face-to-face contact. The creation
of effective online content and delivery has been complicated by the change in course delivery software from
WebCT to Angel (as of the time this is being written, there are plans to move away from Angel onto another
platforms, perhaps Moodle). The Geography department is committed to online education and to the continued
improvement of our online course offerings through faculty participation in campus training and profession
workshops and conferences. Hybrid courses, which have yet to be offered by Geography, would provide
students with the flexibility of an online course combined with the benefit face-to-face interaction with the
instructor.
Recent curriculum updates include the addition of a lab to GEOG 1A, which was previously a lecture-only
course. This change was designed to give student essential laboratory and field experience, as well as to meet
general education and transfer needs. As a physical science, students need to develop practical skills in map
reading, landscape analysis, scientific methods, and in the application of geographic tools, technologies and
methods. The addition of the lab helps to meet this goal. The revised GEOG 1A class meets the needs of
students requiring a physical science with a lab. Furthermore, this change allows GEOG 1A to articulate to the
Geography and Planning Department at Chico State University (as of this writing, GEOG 1A is not listed in
ACCESS as articulating, but Chico State has been contacted to correct this presumed oversight). Since the
addition of the lab to GEOG 1A beginning in Fall 2008, enrollments in the course have been less than they were
prior to this change. Several factors may account for this decrease, including the larger number of Physical
Science courses that have a lab component as opposed to Physical Science courses without a lab. Lack of
student awareness about the course is likely another factor. On-going marketing and outreach have been
undertaken in an attempt to increase enrollment in this course.
Meetings with geography faculty from both Chico State and Humboldt State has served to ensure that our
course offerings and content are appropriate to these two primary schools that receive Shasta College transfer
students. The working relationship between Shasta College faculty and CSU faculty has served to encourage
transfers of Shasta College students to the Geography programs at CSUC and HSU. In addition to the direct,
one-to-one articulation of courses, these relationships have produced signed memoranda of agreement for the
articulation of mapping and GIS courses. The latter courses vary widely in content and course level (they are
upper division at many universities), thereby preventing one-to-one articulation of courses. Hybrid courses,
Physical Science Program Review 2010
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which have yet to be offered by Geography, would provide students with the flexibility of an online course
combined with the benefit face-to-face interaction with the instructor.
Since the last program review, the GEOG 7 curriculum was modified to include a single half-day field trip. For
in-class offerings, this is typically a field trip to local sites where students engage in observation, speculation,
and a variety of field skills.
In addition to the principal General Education Geography courses listed above, field geography courses are part
of the curriculum: Field Geography (Physical) and Field Geography (Cultural). These courses serve to maintain
geography's longstanding focus on field-based education. These courses follow thematic topics in physical
geography (e.g., Volcanoes of the Southern Cascades) and cultural geography (e.g., the Cultural Geography of
San Francisco). These elective courses have not been offered in the past year in light of the current fiscal
situation which has led to a reduction of the number of sections offered.
Map Principles (GEOG 11), a course that is required for the GIS Certificate, also draws students with a general
interest in geography and maps. This one unit-course replaced the Map Reading and Interpretation (GEOG 10),
a three-unit course, in the GIS Certificate requirements. GEOG 11 has been taught both in-class and online.
Existing curriculum is reviewed as required under Title V every 5 years. Maintaining currency in the field has
been achieved through involvement with professional societies including the Association of American
Geographers, the Association of Pacific Coast Geographers, and the California Geographic Society).
Participation in conferences has included several presentations of papers by Shasta College Geography faculty,
both full-time and adjunct.
3.1.2 Staffing
Geography faculty at Shasta College bring expertise in the two dominant branches of geography: physical
(Scollon, Plyly) and cultural (Kashuba). Faculty are also experienced in geographic techniques, including map
reading and field methods. Geospatial technologies, which represents the principal area of job growth in
geography, is a further strength of the Geography department. The existence of the Geographic Information
Systems Program at Shasta College provides opportunities for students to learn about these emerging
technologies, which the U.S. Department of Labors has identified as one of the top three areas of technology
growth in the coming decades, along with genetic technology and nanotechnology.
During the period of the self-study, approximately half of all geography courses were taught by adjunct faculty,
with the remainder taught by the one full-time geography faculty member. The only exception occurred in the
Spring 2008 semester when the full-time faculty member (Scollon) was on sabbatical and all courses were
taught be adjuncts. The current level of staffing is sufficient to maintain the current level of course offerings.
Growing the Geography department to include more class offerings and a possible Associates degree would
require additional dedicated faculty.
Dan Scollon is the lone full time faculty member in Geography, where he has been dedicated to Geography for
50% to 75% of his load since 1999. Courses taught include GEOG 1A (each semester) and GEOG 7 and GEOG
8 (typically alternating semesters). Scollon is also the principal faculty member overseeing the Geographic
Information Systems (GIS) Program, which comprises the remainder of his teaching load. The split
responsibility does serve to limit the amount of time dedicated to Geography department-specific concerns.
Physical Science Program Review 2010
page 49 of 85
Dr. Melinda Kashuba, hired in 2006, teaches GEOG 1B, 7 and 8 in-class on the main Redding campus and via
Internet. Dr. Kashuba plays an integral role in the Geography department, participating in a range of activities
that go beyond her classroom teaching responsibilities, including strategic planning and outreach.
Stefan Plyley has taught geography courses for Shasta College from Red Bluff for the past decade. Course he
teaches include GEOG 1A, 7 and 8, taught both in-class and via ITV. Effective communication and consistency
of course content are ongoing challenges, given the lack of direct contact with the remote sites. In the interest of
improving communication, the three active Geography instructors met in October 2009 to discuss program
concerns including SLOs, scheduling and related pedagogy matters.
3.1.3 Teaching Aids and Equipment
The 1411 and 1415 classrooms are both equipped with multi-media instructor stations and student computers.
The latter are especially important for the GEOG 1A lab, which includes computer-based activities using
Google Earth, Excel, and the Internet. A recent acquisition of a site-license of ArcInfo GIS software, purchased
through CalGETT grant funds, will allow for teaching basic GIS skills in the GEOG 1A lab (the CalGETT
grant, to be discussed in greater detail under the GIS Program section of this Program Review, also funded
upgrades to computer memory in 1411 computers).
Both 1411 and 1415 have a variety of wall maps that support the classes. These are generally adequate for
instructional purposes, although some of the maps are 20 years or more out of date. Online sources do provide
access to maps as well, but hardcopy maps are still a primary tool of instruction. Due to classroom size
limitation, room 1213 has been used for the GEOG 7 class, which has limited instructional maps. Updating of
classroom instructional maps is a goal for the Geography department.
Maps and field equipment are currently adequate to support Geography classes. Compasses and GPS equipment
is shared with the Natural Resources program, providing essential and up-to-date equipment for student
learning.
3.1.4 Faculty Availability for General College Service
Participation in shared governance and related College committees is principally fulfilled by the full-time
faculty member (Scollon). During the self-study period, this has included: Matriculation Committee (20072009), General Education Committee (2009-present), Sustainability Committee (2009-present), and
Environmental Advisory Committee (committee chair from 2000 through 2006).
Outreach activities include participation by full-time and adjunct faculty in College-wide Welcome Day and 8th
Grader Day. Geography also supports FFA Field Day, hosted by NRIPS Division. Geography-specific outreach
activities included hosting the 2005 California Geographical Society Meeting and supporting the 2008 CGS
meeting at CSU Chico. During National Geographic’s Geography week held in November each year,
geography faculty support the GIS Day community event, including the 2008 event which was hosted at the
Shasta College Health Sciences/University Center.
Faculty also actively participate in professional meetings such as the Association of American Geographer's
Annual meeting, both as participants and presenters.
Physical Science Program Review 2010
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Other outreach activities have included presentations to the Redding Area GIS User Group, Shasta County
Office of Education and others.
3.1.5 Tutoring Centers/Labs
Geography makes limited use of Tutoring Centers/Labs. The Science Learning Center is used for providing
access to students for various texts , related support materials, and proctoring of exams. Library staff provide
limited assistance for online students. The Writing Center provides support for student papers in GEOG 7 and
GEOG 8.
3.1.6 Opportunities for Professional Development
In of Spring 2008, Dan Scollon was awarded a sabbatical at the East-West Center in Honolulu, Hawaii. This
federally-funded research institute works to understand social, economic and environmental dynamics
throughout the Asia Pacific Region. Research involved GIS-modeling of land cover changes in Southeast Asia,
the results of which were presented in a paper at the AAG meeting in April 2009. Attending the AAG meetings
in Las Vegas (2009) and San Francisco (2007) was funded by professional development funds from Shasta
College. Sabbatical research was also presented to Shasta College at the Science Colloquium.
Continued participation in professional meetings and conferences provides a valuable opportunity to maintain
currency in the discipline and to network with colleagues from other institutions.
3.1.7 Survey other Community Colleges for Common Practices
The California Geographical Society is an excellent forum evaluating programs at other California community
colleges and universities. Hosting the 2005 annual meeting afforded the opportunity to work closely with
community college geography faculty from other schools. Presentations at this meeting focused on best
practices and opportunities for expanding programs.
3.2 EXTERNAL RELATIONS
3.2.1 Facilities
Geography courses are taught primarily in rooms 1411, 1415, and 1213. The 1400 building is the principal
building used by the Physical Science Department. As described under Teaching Aids and Equipment section
above, these classroom adequately support geography instruction. Scheduling of classes is generally not a
problem, especially for courses that repeat in the same location and time slot each semester. Requests for
changing rooms or locations are handled amicably.
3.2.2. Contact with K-12 Schools
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The Geography Department is actively involved in supporting K-12 education. Activities include offering inservice to K-12 teachers through the Shasta County Office of Education, coordinating dual enrollment courses
with Anderson New Technology High School, presenting to teachers at the Forestry Institute for Teachers,
coordinating a teacher education workshop at the California Geographic Society meeting, and hosting the CGS
Annual meeting in 2005.
College supported activities such as 8th Grader Day, Welcome Day, and related outreach activities provide an
opportunity to network with K-12 teachers from Shasta, Trinity, Tehama, and Siskiyou Counties.
3.2.3 Contact with Community Colleges, and Four-year Universities and Colleges
The California Geographical Society is an excellent forum evaluating programs at other California community
colleges and universities. Hosting the 2005 annual meeting afforded the opportunity to work closely with
community college geography faculty from other schools. Faculty from Cosumnes River College, Santa Monica
College, College of the Siskiyous, Sierra College and CSU Stanislaus were among those consulted.
Meetings with geography faculty from both Chico State and Humboldt State has served to ensure that our
course offerings and content are appropriate to these two primary schools that receive Shasta College transfer
students. As mentioned above, the working relationship between Shasta College faculty a CSU faculty has
served to encourage transfers of Shasta College students to the Geography programs at CSUC and HSU. This
relationship was strengthened by Shasta College's hosting of the 60th annual California Geographical Society
(CGS) Meeting in 2005. Also, in 2008 adjunct instructor Melinda Kashuba coordinated a visit by nationally
recognized geography educator Dr. Phil Gershmel to the CGS meeting hosted at Chico State.
Adjunct faculty member Stefan Plyly also teaches at Butte College, providing further input to the geography
curriculum and program at Shasta College.
3.2.4 Articulation with high schools, universities and colleges
(see section 3.1.1)
3.3 Resource Efficiency
The Geography Program strives to share its resources with other departments and consult with Shasta College
faculty on the use of maps and aerial photographs to enhance the experience of students in other disciplines.
3.3.1 Support
While the Geography Department does not rely on direct support from other programs at Shasta College, it does
benefit from indirect support from several programs. The Geosciences Program provides resources and
expertise in support of Physical Geography and also offers classes of parallel interest to students in geography.
Physics and Chemistry faculty offer support in terms of principals, analytical methods, and lab activities.
Natural Resources program is a career technical program that shares some of the disciplinary foundation of
geography, so students frequently take classes under both programs. Furthermore the NR program provides
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material support through the use of its field equipment. Geography in turn supports NR through the use of its
map collection, map reading equipment and mapping services.
Outreach to other disciplines also occurs through guest lecture, which are generally focused on geographic
information systems), but also serves to inform students about opportunities in Geography. Each semester for
the past years at least one guest lecture, and often two or three, have been given to classes in Natural Resources,
History, Surveying, and Agriculture.
3.3.2 Use of Technology
Instructional technology such as PowerPoint, DVD players, projectors and so forth are utilized in all classes.
ITV classes are supported by standard ITV equipment set up.
The GEOG 1A lab includes computer-based activities using Google Earth, Excel, and the Internet. A recent
acquisition of a site-license of ArcInfo GIS software, will allow for lab activities that use GIS to analyze
physical phenomena such as the proximity of volcanoes to known tectonic faults. Field activities incorporate
global positioning system (GPS), compasses, and related equipment. The latter is supported by the GIS
Program, which is funded in part with VTEA (Vocational Technical Education Assistance) funding.
3.3.3 Comparison with Other Institutions
Collaboration with other California Community College geography faculty through the California Geographical
Society annual meetings and other meetings has given insight into geography at other schools. Geography
residents in Earth Science departments at some schools (e.g., American River College), and in Social Science
departments at other schools (e.g., Santa Monica College). Both of the schools mentioned in the previous
sentence are supported by 3 full-time geography faculty, in contrast to 1 full-time faculty at Shasta College.
3.3.4 Facility Use and Availability
Geography courses are taught primarily in rooms 1411, 1415, and 1213. The 1400 building is the principal
building used by the Physical Science Department. As described under Teaching Aids and Equipment section
above, these classroom adequately support geography instruction. Scheduling of classes is generally not a
problem, especially for courses that repeat in the same location and time slot each semester. Requests for
changing rooms or locations are handled amicably.
3.3.5 Faculty and Classified Staffing
Classified staff that support the Geography departments include the Physical Science Technician (Manning)
Science Learning Center Coordinator (Grana), and the Transportation department (Moore) for field trips.
Librarian Carolyn Singh has also supported geography courses with in-class research guidance and compilation
of research 'wikis' on the Library website.
See section 3.1.2 for more information on Staffing.
3.3.6 Equipment
Field activities are support by global positioning system (GPS), compasses, and related equipment. The latter is
supported by the GIS Program, which is funded in part with VTEA (Vocation Technical Education Assistance)
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funding. Additional equipment is borrowed/shared with other programs including Geosciences, Natural
Resources, and Physics.
3.3.7 Budget info, requests, action plans
Current supply budget is adequate to support material needs. There is presently a need to upgrading of wall
maps, globes and atlases. This program review includes a budget request of $1000 for the upgrading of these
important teaching tools.
The current field trip budget is limited when GEOG 2A and 2B (Field courses) are offered, although, as
mentioned earlier, these courses are not currently being offered due to district-wide budget cuts . When we
again offer these field classes, the field trip budget will need to be augmented.
3.3.8 Reach of Services
The reach of services offered by the Geography departments has been expanded through the growth of online
course offerings. Demand for these online has been strong and presently represents about one quarter of all
geography course offerings. Combined with ITV course offerings, students in outlying areas and those with
schedules that are constrained by work and personal life can take advantage of the flexibility these courses
offer.
3.4 Student Success
FTES trends: General trend for GEOG courses during the 3-year period was increasing, from a low of 1.8 in
Fall 06 to a high of 3.0 in Fall 08. Average FTES by year was 2.0 (06-07), 2.0 (07-08), and 2.9 (08-09) .
FTES/FTE ratio trend: Trend was similar to the FTES trend described above, although no figure is given for
Fall 06. Fall 07 was the low with 9.25 and Fall 08 was the high at 14.52.
TOTAL INITIAL ENROLLMENTS: The total initial enrollment for the 3 year period was 1,229, ranging from
a high to 276 in Fall 08 to a low of 145 in Spring 08. Average annual enrollment was as follows: 371 (06-07),
316 (07-08), and 545 (08-09).
ENROLLMENTS AT CENSUS: Census enrollments ranged from a high of 227 (Fall 08) to a low of 125 (Fall
06). Total census enrollment for the 3 year period was 1, 033. Percent lost from initial to census ranged from a
low of 10.39% (Spring 08) to a high of 20.40% (Spring 09). A general trend in these data reveals a higher rate
of attrition (i.e., percent students lost) for the 08-09 school year when number of sections and overall
enrollments was highest. This year included several late start courses which may have provided students with an
alternative course offering for those that felt they were not doing well in semester start course, which in turn
may explain the higher attrition rate. Other possible factors were increases in student enrollment fees and
delays in financial aid that occurred as State and Federal budgets suffered under the weight of the advancing
recession in Fall 2009. It should be noted that 08-09 school year also represented a high percentage of online
course offerings, which show a higher rate of attrition than in-class offerings of the same courses.
In terms of specific courses, GEOG 7 represented the most significant increase in overall enrollments with a
peak of 176 students completing in Fall 08 (as derived from student success figures), in contrast to a low of 48
students completing in Spring 08 (this was the semester that the full-time faculty member, Dan Scollon, was on
sabbatical). Student success rate in the course ranged from a high of 73.8% in Fall 06 to a low of 50.8% in
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Spring 09. This latter figure was likely contributed to by the increase in online and late start offerings, and
warrants consideration for future scheduling.
GEOG 8 student success figures ranged from a high of 47 students in Summer 08 (online offering) to a low of
16 students in Fall 06 (evening offering).
Number Of Sections: The total number of GEOG sections offered over the 3 year period was 45. Average
number of sections per semester were 8 (06-07), 6.5 (07-08), and 8 (08-09). Again the Spring 08 figures are
distorted by the sabbatical of the full-time faculty member during this term.
Grade Distribution: For all GEOG courses offered over the 3 year period, the average distribution is as
follows: 27% A, 23% B, 14% C, 5% D, 10 % F, 15% W, 6% DR .
Approximately 50% of students received either an A or B when taking GEOG courses during the self-study
period, with 64% receiving a C or better. Course success, as measured by those students received a C or better,
is approximately 64%. A grade of D was given to only 5% of the students, the smallest percentage for any
grade. With 10% of students getting a grade of F, we see the student retention figures climb to approximately
80%. Withdrawals with a W are 15% of the total over the 3 years.
Improving student retention and success, while maintaining academic rigor, is among the principal goals of the
Geography department. Unfortunately, many of our students are either unable or unwilling to put in the work
needed to complete an 18-week college course. Poor attendance is a factor that contributes to failure in the
classroom. Often more serious and capable student are also the ones who attend class faithfully. This may partly
accounts for the disparity between students that succeed or fail in the courses (15% of students getting grades of
D or F in Geography courses based on these data). Instructors will continue to make effort to retain students
that are on the borderline. Student Learning Outcomes may serve this goal by focusing teaching on specified
and measurable outcomes.
Student Satisfaction: One measure of success is the matriculation of students from one geography class to
another (no data is available as of this writing on the number of students taking two or more Geography courses
at Shasta College). Students that elect to seek a degree in Geography at a 4-year school is another indicator of
success, although at this time this is not systematically tracked. Despite the lack of hard number, a few
anecdotal examples follow. Three recent geography transfer students, Michael Commons (CSUC), Diana
Muncy (CSUC), and Joe Nicholas (HSU), have received scholarships, commendations, awards and positive
press both at their respective schools and at statewide geography meetings. This has served to give notice at the
Universities that Shasta College's Geography department helps to prepare students for successes at the
university level.
Student evaluations of teaching, conducted periodically for both adjunct and full-time instructors, is an
important indicator of student satisfaction. While not quantifiable, personal student comments about what has
sparked their interest or what they've learned can be viewed as a barometer.
STUDENT SUPPORT AND RESPONSIVENESS TO STUDENT NEEDS AND CONCERNS:
In addition to encouraging students to use instructor office hours, geography faculty encourage students to
contact instructors via email and phone (if available) to express concerns or ask questions. Student complaints
are addressed honestly and, if the instructor considers them to be of relevance to the class as a whole, instructors
make adjustments or corrections accordingly. Students are further encouraged to consult instructors about
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grades and class status. Overall course grades are posted for student review several times a semester for nonInternet students; the latter have
real-time access to grades. Student are made aware of services such as DSPS and learning labs.
By offering courses in online and web-enhanced formats, students gain 24/7 access to course syllabi, instructor
notes, grades, assignments, and related course materials.
Geography faculty regularly provide counseling to students considering Geography as a major. External
contacts with faculty at Universities around the State allow faculty to provide guidance and direction to
students.
Creation of a adjunct office in the 1400 building has encouraged geography staff to hold office hours, providing
additional responsiveness to student needs and concerns.
3.5 General Planning
Recent years have seen an increase in attention paid to the discipline of Geography.
The National Research Council illustrated this sea-change with the statement "...spatial thinking is pervasive: it
is vital across a wide range of domains of practical and scientific knowledge; yet it is under recognized,
undervalued, underappreciated, and therefore under instructed" (National Research Council 2006). Furthermore,
the Department of Labor states "Increasing demand for readily available, consistent, accurate, complete and
current geographic information and the widespread availability and use of advanced technologies offer great job
opportunities for people with many different talents and educational backgrounds."
Geography has long suffered from an identity crisis. Changing student perceptions of geography as
"memorizing the capitals" is one challenge faced by Geography departments, including our program at Shasta
College. Outreach activities such as those mentioned above help to dispel these misconceptions. Meanwhile
courses are designed strengthen spatial literacy, map competency, and related skills that go beyond placename
geography.
Marketing of the Geography department and classes offered have been undertaken using a range of methods.
Hardcopy posters and flyers advertising, both on campus and around the community, is the most consistent
method of outreach. Website development has allowed for the dissemination information about courses,
programs and related activities. Changes to the delivery of on-line courses (WebCT, Angel) and the College's
website has presented migration challenges. Several newsletters have been created to provide updates and
information about activities, classes, and so forth. In addition, in 2007, the Geography department hosted a
field excursion to entice students to consider Geography.
4. Student Learning Outcomes
Geography faculty have completed Student Learning Outcomes for all course offerings, with the exception of
the field courses (GEOG 2A and 2B). Each semester, SLO assessment is conducted and results submitted. This
process has led to refinement of the SLOs and greater consistency across multiple offerings of the same course
by different instructors. (See Appendix A)
5. Program Summary
Shasta College's Geography department is staffed by dedicated faculty with robust and diverse professional
backgrounds that support courses in physical, cultural and regional geography. Geographic techniques,
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including map use and the application of geospatial technologies, are particular strengths of the department.
Another strength is the active engagement of faculty in campus activities, community events, regional planning
organizations, and state and national professional societies. Students are engaged in the classroom through the
application of geographic concepts to contemporary societal and environmental concerns at multiple scales
(local, regional, national, global).
As part of the Physical Science Department, Geography benefits from a supportive environment for the pursuit
of quantitative methods and analysis, in combination with the more qualitative or descriptive approaches that
also characterize the discipline. The Physical Geography course in particular, as well as the physical geography
components of the California and World Regional Geography courses, has been strengthened by the indirect
support of faculty in Physics, Chemistry and Earth Science. Because of the disciplinary overlap, students from
Earth Science and Geography often take courses in both disciplines as well, adding strength to both programs.
Looking to the near future, the Geography department will continue to strengthen its courses, outreach efforts,
and articulation with four-year schools. Having a single full-time faculty that teaches in both Geography and the
Geographic Information Systems (GIS) program does present limitations. For example, tracking of former
students as they matriculate to university would provide data that could inform future planning efforts.
Improved tracking is a goal for the upcoming program review cycle, but limits on faculty availability will affect
this effort.
Engagement by faculty outside the classroom will continue. Greater participation by students outside the
classroom is a goal in the next five years. Encouraging student participation in community events, professional
meetings, and related activities could be supported by a more formalized 'community service' component to
classes. Another possible option is engaging student interest in geography through existing student clubs such
as the Science, Forestry and Sustainability Clubs.
Part 6. Goals, Recommendations, Priorities, and Plans
The Geography department has established the following five goals, in order of priority for the next five years:
Goal 1. Revise curriculum for currency and standards
Goal 2. Increase Geography major transfers and course articulation to 4 year schools
Goal 3. Expand outreach and recruitment in Geography
Goal 4. Cultivate relationships with State and National Geography Organizations
Goal 5. Determine needs for faculty, equipment, and course scheduling
These are actually on-going goals that have motivated efforts since the last program review. Indeed significant
progress has been made in each area. Still, continued progress towards these goals will further strengthen the
Geography department and its role as a vital part of Shasta College. The following will outline
recommendations and plans as they pertain to each of the goals listed above.
For Goal 1, it is recommended that faculty undertake the careful evaluation of curriculum and Student Learning
Outcomes (SLOs). Revisions to both curriculum and SLOs will follow these evaluation/revision efforts. In
order to make this process more manageable, it is recommended that one course per year be evaluated and
revised. The following schedule is recommended: GEOG 1A (Spring 2010), GEOG 1B (Spring 2011), GEOG
2A/2B (Spring 2012), GEOG 7 (Spring 2013), GEOG 8 (Spring 2014).
Another objective under Goal 1 is the creation of a general education course on the role of geospatial
technologies in society. This objective will be supported with grant monies if the National Science Foundation
awards a grant for the Geospatial Education Collaborative (the grant proposal is presently being reviewed by
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NSF). By creating a general-education track course in geospatial technologies, in collaboration with California
State University Chico, students from a diverse array of backgrounds and interests will be exposed to geography
and the robust opportunities that geospatial technologies present.
Goals 2 and 4 contain some overlap with respect to contact with faculty from other community colleges and
universities. For example, the California Geographic Society annual meeting includes articulation and
curriculum sessions directed in encouraging student transfers. In addition to attending the annual conferences,
it is recommended that faculty schedule meetings with faculty from targeted four-year schools to evaluate
articulation agreements and opportunities for their expansion. With representation on the General Education
Committee, evaluation of Geography courses for meeting general education requirements will be on-going.
For Goal 3, the Geography faculty recognize an opportunity to cultivate the interest in geography that many our
students demonstrate in the classroom. While time limitations are a significant barrier, there are several ways
that student interest can be further cultivated. One way is through existing student Clubs (e.g., Science,
Sustainability and Forestry/Natural Resources). A recommendation toward this goals is for faculty to participate
in Club activities, for perhaps one target activity each semester. Sponsoring of forums on current affairs in
geography also would meet this goal.
Goal 5 has implications for staffing at Shasta College. The Geography department is able to offer diverse course
offerings with the present configuration of a single full-time faculty with split responsibilities in Geography and
GIS, along with the support of two adjunct faculty. Growing enrollments and course offerings may require the
addition of a second full-time faculty. In order to properly support the decision to add faculty and/or course
sections, careful analysis of quantitative data (e.g., Datatel), is needed. The issue of course scheduling, and the
format of course offerings (class, ITV, online, hybrid), based on demand and effectiveness is also needed.
Again, demands on faculty limit the extent to which these issues can be addressed. Continued support from the
Research office will help to make progress towards this goal.
Appendix A. SLO Assessment - Geography
Step 1 = Define expected student learning outcomes for the course (72%)
Step 2 = Develop appropriate assessment methods for course outcome(s) (72%)
Step 3 = Use these methods to assess outcomes (72%)
Step 4 = Analyze assessment results (72%)
Step 5 = Apply results toward improved instruction and learning (72%)
Step 1
X
X
X
X
X
Step 2
X
X
X
X
X
Step 3
X
X
X
X
X
GEOG 1A
GEOG 1B
GEOG 7
GEOG 8
GEOG 11
GEOG 2A
GEOG 2B
KEY: X - complete; x - completed in a limited capacity
Step 4
x
x
x
x
x
Step 5
x
x
x
x
x
This ends the Geography and GIS portion of the Physical Science Program Review
as prepared by Dan Scollon.
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PROGRAM REVIEW 2009/2010
PHYSICAL SCIENCES Geographic Information Systems (GIS) Program
2.1.
Program Definition/Description
Geospatial technologies are increasingly part of our daily lives. Geospatial technologies range from web-based
mapping services (e.g., Map Quest and Google Earth) to on-vehicle global positioning systems (GPS).
Geospatial technologies such as GIS, GPS, and remote sensing have been recognized as essential tools by
government and industry for a range of data collection, management, problem-solving, and display functions
(Gewin, V. 2004. Mapping Opportunities. Nature). While students and the general public have been exposed to
these technologies, few are being educated in their potential applications, appropriate uses, best practices, and
privacy/ethical concerns.
GIS courses address these concerns, while improving spatial awareness and developing STEM (Science
Technology Engineering and Math) competencies (Freudenburg 2008).
Shasta College's GIS Program has offered courses in geospatial technologies since 1992. Shasta College
presently offers a 13-unit GIS Certificate. Courses include general introductory courses in map principles and
GIS fundamentals, to more specialized courses in mobile GIS, raster GIS, and spatial databases. All students are
required to complete a worksite learning course to gain experience in the workplace. Faculty include a
dedicated tenure track instructor (Scollon), along with adjunct faculty who are also GIS professionals employed
in local government and the private sector.
GIS professionals and employers in the area, many of whom have taken GIS courses at Shasta College in the
past, serve a vital role in Shasta College's GIS Program.
A GIS Advisory Committee, with representatives from a spectrum of GIS organizations in the region, provides
a valuable link between the workplace and classroom. Faculty and students in the GIS Program have
implemented mapping projects for local watershed and conservation groups, as well as provided support for
campus maintenance, planning and related District-wide concerns.
2.2.
Program Mission/Purpose
The mission of Shasta College's Geographic Information System (GIS) Program is to provide students with the
knowledge and skills necessary to successfully employ geospatial technologies and methods in the workplace.
Students develop GIS best practices for data acquisition, data entry, database design, editing, map layout, and
documentation. Analysis methods are introduced to provide students with awareness of the potential that GIS
offers in more advanced applications. Practical applications, many with local implications, are explored to root
students in how these technologies relate to contemporary concerns. Furthermore, students gain experience and
contacts by presenting projects at the annual Redding community GIS Day and to the Redding Area GIS User
Group. Required worksite learning internships provide an opportunity for students to gain practical experience,
typically after they have completed their coursework.
The GIS Program addresses the following goals set forth by Shasta College with respect to career
technical/occupational programs:
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–
–
–
–
2.3
Life and Professional Skills, including computer competency
Effective Communication, including maps for graphical communication
Critical Thinking Skills, including technical problem-solving
Global Consciousness and Responsibility, including GIS application for environmental and social
concerns
PROGRAM SLOs (see Appendix A)
Program SLOs have been established. The goal of evaluating student success in the program based on a
portfolio of their work needs to be further integrated into the various courses that comprise the GIS Certificate,
in order to ensure that students build an adequate portfolio for assessment.
3.1 ACADEMIC QUALITY
3.1.1. Curriculum Analysis
The curriculum of the GIS Program has evolved over the years, as a result of changes to the GIS industry, input
from the GIS Advisory Committee, experience of the GIS Program faculty, and the response of students.
During the period of the self-study, the GIS Program underwent a significant revision, which included the
addition of several new courses, the elimination of several courses, and the reduction in the total number of
units for the GIS Certificate from 17 units to 13 units. These changes were implemented beginning in the 200708 school year.
The primary changes involved the replacement of the 3-unit Advanced GIS (former GIS 11) course with a
series of 1-unit courses. Namely GIS 21 (GIS-CAD Integration), GIS 23 (Raster GIS) and GIS 24
(Customizing GIS). The 2-unit Databases for GIS course was modified and reduced to the 1-unit Spatial
Databases course (GIS 20). Two new courses, GIS Projects (GIS 25) and Survey of Digital Mapping (GIS 1)
were added. The Mobile GIS/GPS remained unchanged except in course number (GIS 22). The Introduction to
GIS (GIS 10) course remained essentially unchanged. The replacement of the former 3-unit Map Reading and
Interpretation (GEOG 10) course with the lecture-only, 1-unit Map Principles (GEOG 11) course represented
half the unit reduction from 17 to 13 units. This latter course, along with GIS 1, is being offered fully online.
The rationale behind the changes outlined above was to address both skills and content on the one hand and
scheduling on the other. The hope was that by eliminating the 3-unit advanced course and its 5-hour per week
in-class commitment, that more working students would be able to take the courses. By scheduling the
replacement 1-unit courses in the evenings, and now in hybrid form, students are offered greater flexibility in
how and when they can take the courses.
Curriculum enhancement has been supported by participation in the national Integrated Geospatial Education
Technology and Training (iGETT) program (see section 3.6.1 below). The model curriculum developed under
this program was integrated into the Raster GIS course in Spring 09. Specifically, students used satellite
imagery to analyze land use and land cover in the Whiskeytown National Recreation area. This addition of
remote sensing content to the Raster GIS, limited the amount of time that could be dedicated to the non-imagery
raster methods. The addition of a dedicated remote sensing course, perhaps to be offered initially as a special
topics course, is being considered.
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A dedicated course in Cartography is another course that is not presently being offered but which has been
discussed .
3.1.2 Staffing
GIS Program coordination, scheduling, worksite learning placement, and student advising is the responsibility
of the full-time instructor Dan Scollon, whose teaching load is split between Geography and GIS. Scollon also
teaches a number of the GIS courses, including GIS 10 (Intro), GIS 23 (Raster), and GIS 25 (Projects), and,
beginning in Spring 2010, GIS 1 (Survey of Digital Mapping). Scollon has taught GIS courses since being
hired in 1996.
Adjunct faculty plays a vital role in the GIS Program, bringing valuable workplace experience and unique skills
to the classroom.
Charles Shoemaker, presently the GIS Manager with North State Resources, has anchored the adjunct faculty
during the period of self-study. Classes taught have included GIS 1, GIS 20 (Spatial Databases), GIS 21 (GISCAD Integration), GIS 22 (Mobile GIS/GPS) and GIS 24 (Customizing GIS). Charles will continue to teach
and participate in the GIS Program as long as he is willing and able. The quality of instruction and dedication to
students that he brings is appreciated by students and fellow faculty alike.
Devon Hedemark, presently GIS Analyst with the City of Redding, began teaching in Spring 2008. He has
taught GIS 1 and GEOG 11 and beginning in Spring 2010 will teach GIS 21 (GIS-CAD Integration). The
addition of this course is the result of the quality work that Devon has put into the courses he has taught thus
far, the experience he has gained in the workplace, and the uncertain availability of Charles Shoemaker (see
summary above).
In the past 6 months, several well-qualified GIS professionals have expressed an interest at teaching for Shasta
College. This bodes well for the ability of the GIS Program to continue to offer quality instruction in the years
ahead.
3.1.3 Teaching Aids and Equipment
Shasta College's GIS program utilizes a shared computer facility with the college's CAD program. Two
adjacent classrooms are equipped with a total of 45 networked computers, printers, and scanner. Both
classrooms have full-equipped instructor stations. The classrooms are now outfitted with ArcInfo and
extensions under a California Community College site license. A recent acquisition to the lab is a 25-seat ENVI
image processing software license. A full suite of AutoCAD products, along with Microsoft Office products,
further enhance education capacity. GPS hardware includes six Trimble mapping grade units and twenty
Garmin recreational grade units.
3.1.4 Faculty Availability for General College Service
Participation in shared governance and related College committees is principally fulfilled by the full-time
faculty member (Scollon). During the self-study period, this has included: Matriculation Committee (20072009), General Education Committee (2009-present), Sustainability Committee (2009-present), and
Environmental Advisory Committee (committee chair from 2000 through 2006).
Outreach activities include participation by full-time and adjunct faculty in College-wide Welcome Day and 8th
Grader Day. Geography also supports FFA Field Day, hosted by NRIPS Division. Geography-specific outreach
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activities included hosting the 2005 California Geographical Society Meeting and supporting the 2008 CGS
meeting at CSU Chico. Each year geography faculty supports the annual GIS Day community event, including
the 2008 event which was hosted at the Shasta College Health Sciences/University Center.
Faculty also actively participates in professional meetings such as the ESRI International GIS Users
Conference, the California Geographical Society Annual meeting and the Association of American
Geographer's Annual meeting. Papers were presented at the latter two conferences during the period of selfstudy.
Other outreach activities have included presentations to the Redding Area GIS User Group, Shasta County
Office of Education and others.
3.1.5 Tutoring Centers/Labs
The GIS Program utilizes the 1316 and 1307 classrooms referred to as the GIS/CAD Lab. In addition to the
various equipment and software outlined in Section 3.1.3 above, the lab includes a lending library of GIS and
mapping texts. Each semester students tutor hours are scheduled, in cooperation with BTCFS, to provide
student access and assistance to the facility. The Math Lab also provides some indirect support (in Fall 09 GIS
software was added to several computers in the Math Lab to offer additional flexibility).
3.1.6 Opportunities for Professional Development
Recognition of the value of geospatial technologies by agencies such as the Department of Labor, that National
Science Foundation, and California Community College Chancellors office, has led to a variety of professional
development opportunities.
In 2008, instructor Dan Scollon participated in the first cohort of community college instructors from around the
country in the NSF-sponsored Integrated Geospatial Education Technology and Training (iGETT) program.
Three weeks of intensive training in the use of remotely sensed imagery and image processing software was
supported by an unparalleled teaching staff that included scientists from NASA, USGS and other agencies. The
result of the program was model curriculum that was developed and posted to the iGETT website
(igett.delmar.edu) for use by community college faculty around the country. The iGETT program also supports
the NSF/ATE Geodic Center (www.geotechcenter.org), which has leveraged the high caliber of instructors and
support staff of the iGETT project to support and expand the role of geospatial technologies in education and
industry.
Participation in the annual ESRI International GIS User Conference and the affiliated Education User
Conference, has offered faculty the opportunity to stay abreast of changes in technology, to see the last
applications of GIS, to learn about innovations in the classroom and make professional contacts. Attending the
ESRI conference by Scollon has been supported both with Shasta College professional development funds and
by grant monies from the iGETT and CalGETT projects.
In Spring 2008, Dan Scollon was awarded a sabbatical at the East-West Center in Honolulu, Hawaii. This
federally-funded research institute works to understand social, economic and environmental dynamics
throughout the Asia Pacific Region. Research involved GIS-modeling of land cover changes in Southeast Asia,
the results of which were presented in a paper at the AAG meeting in April 2009. Attending the AAG meetings
in Las Vegas (2009) and San Francisco (2007) was funded by professional development funds from Shasta
College. Sabbatical research was also presented to Shasta College at the Science Colloquium.
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3.1.7 Internal Relations, Integration and Collaboration
The GIS Program integrates with a number of campus academic entities and support functions. Each semester
for the past 5 years at least one guest lecture, and often two or three, have been given to classes in Natural
Resources, History, Surveying, and Agriculture. Having begun under the Natural Resources program, the GIS
Program retains a working relationship with this program. Students provide mapping support to projects
undertaken by Natural Resources students and faculty. For example, in Fall 09 a student from the GIS 10 course
produce a map of a timber plantation in support of the e Silviculture class (AGNR 51). In another project, a GIS
student mapped a dam-removal project being undertaken by Heavy Equipment Program and the U.S. Forest
Service.
The GIS Program also works with Shasta College's Economic and Workforce Development division. EWD's
training for the California Conservation Corps was supported by the GIS Program through curriculum
development and instructor recruitment for training mapping and GPS principals. More recently the GIS
Program, with the support of EWD, submitted a grant to the National Science Foundation's Advanced
Technology Program. This grant, should it be awarded (confirmation expected in early 2010), would support
general education course development and student internships, in collaboration with California State University,
Chico (details to follow below).
GIS mapping of the main Shasta College campus has supported land use planning, campus infrastructure,
student demographics, hazardous materials, trustee districts and related needs.
3.1.7 Survey other Community Colleges for Common Practices
The iGETT program outlined in section 3.1.6 focused considerable attention on the common practices,
curricula, internship programs and a range of other topics relevant to offering GIS at community colleges.
Resources such as DACUM (Developing A Curriculum) processes that have been completed at Mesa College
and American River College provide a valuable benchmark from which to evaluated technician-level skills.
The California Community College Geospatial Information Support or C3GIS program (www.c3gis.org) is a
valuable resource for California-based programs. Furthermore, the project director, Christine Lewis, is based in
Red Bluff and is a member of Shasta College's GIS Advisory Committee. Ms. Lewis is also an adjunct faculty
in GIS at Chico State and a partner the aforementioned GeoTech Center.
3.2 EXTERNAL RELATIONS
3.2.1 Facilities
Shasta College's GIS program utilizes a shared computer facility with the college's CAD program. Two
adjacent classrooms are equipped with a total of 45 networked computers, printers, and scanner. The
classrooms are now outfitted with ArcInfo and extensions under a California Community College site license. A
recent acquisition to the lab is a 25-seat ENVI image processing software license. A full suite of AutoCAD
products, along with Microsoft Office products, further enhance education capacity. GPS hardware includes six
Trimble mapping grade units and twenty Garmin recreational grade units.
3.2.2. Contact with K-12 Schools
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The Geography Department is actively involved in supporting K-12 education. Activities include offering inservice to K-12 teachers through the Shasta County Office of Education, coordinating dual enrollment courses
with Anderson New Technology High School, presenting to teachers at the Forestry Institute for Teachers,
coordinating a teacher education workshop at the California Geographic Society meeting, and hosting the CGS
Annual meeting in 2005. In Fall 2009, AP students from University Preparatory High School were given a guest
lecture on GIS and its applications.
Such training offers teachers ways to engage students in geospatial technologies, through 'fun' technologies such
as Google Earth and geo-caching, while at the same time encouraging STEM competencies. Furthermore, a dual
enrollment agreement between Shasta College and Anderson New Technology High School resulted in the first
ever offering of a geospatial course to high school students in our region.
College supported activities such as 8th Grader Day, Welcome Day, and related outreach activities provide an
opportunity to network with K-12 teachers from Shasta, Trinity, Tehama, and Siskiyou Counties.
3.2.3 Contact with Community Colleges, and Four-year Universities and Colleges
Meetings with geography and GIS faculty from both Chico State and Humboldt State have served to ensure that
our course offerings and content are appropriate to these two primary schools that receive Shasta College
transfer students. The working relationship between Shasta College faculty and CSU faculty has served to
encourage transfers of Shasta College students to the Geography programs at CSUC and HSU.
In Fall 2009, faculty from Shasta College and Chico State collaborated on a grant to the National Science
Foundation Advanced Technology Education (ATE) program. Positive feedback to the pre-proposal was
followed by a full proposal in October 2009. The Geospatial Education Collaborative project would provide
funds for the development of a general education track course in geospatial technologies and support of student
internships.
The collaboration between the community college and the university presents the opportunity to serve the needs
of students seeking career-technical training, Associate's and Bachelor's degrees. The development of
articulated general education courses in geospatial technology will serve to educate a broad audience in spatial
concepts and applied technology. Students pursuing degrees in education, social sciences, engineering and a
range of other disciplines will benefit. By providing geospatial technologies in general education courses, the
GEC project supports the ATE stated objective to "enable students to transfer expeditiously from one level of
education to another as they gain knowledge, skills, and work experiences throughout their lives."
3.2.4 Contact with Business and Industry
The year 2008 was important for geospatial technologies in California. In a May 15, 2008 press release,
Governor Schwarzenegger highlighted the tremendous potential of GIS technology to serve the public in a
variety of areas, including emergency response, public health, and environmental planning (Schwarzenegger
2008). This led the California GIS Council to develop a Strategic Plan and the recommendation to hire a
Geospatial Information Officer (GIO), under the Office of the Chief Information Officer (OCIO) for California.
The position was created and California’s first GIO position was filled in March 2009. Faculty from Shasta
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College has participated in the statewide strategic planning effort and are engaged in an ongoing basis through
the Far North Regional GIS Council (FNRGC).
The FNRGC also supports efforts by the Redding Transportation Planning Authority (RTPA) to develop a
regional GIS data repository and clearinghouse. By creating seamless datasets of roads, other essential
infrastructure and ownership data, this effort is keeping with the goals of the newly established California GIO.
Such a data repository will support a range of large scale projects underway in northern California including
road construction, seismic retrofitting of bridges and other structures, energy development, water projects,
habitat restoration and wildfire mobilization. Each of these benefits from the data collection, management,
analysis and display capabilities that GIS methods and practitioners have to offer. The RTPA Senior Planner in
charge of the project has expressed an interest in participation by Shasta College in the data repository project,
including the possibility of student interns for data development (D. Wayne, pers. comm.).
The GIS industry, like most sectors of the economy, has seen flat growth throughout 2009. Still long-range
projection for the industry are robust. Locally, private consulting firms and government agencies at local (e.g.,
City of Redding), state (e.g., Cal. Dept of Fish and Game), and federal (e.g., U.S. Forest Service) are the
primary employers of graduates in GIS. While specific numbers are not available, it is estimated that there are
as many as 30 GIS Program graduates and former students who are employed using GIS in some capacity.
3.2.5 Articulation with high schools, universities and colleges
One-to-one articulation of GIS courses is challenging since courses vary widely in content and course level
(they are upper division at many universities). However, memoranda of agreement have been established with
both CSU Chico and Humboldt State to allow for informal articulation of grouped courses. On-going
partnerships and involvement through organizations such as the California Geographic Society will ensure that
articulation remains on the table.
The Geospatial Education Collaborative (GEC) project is a joint project between Shasta College, a community
college in Redding, California, and California State University, Chico (CSUC). Development of general
education pattern courses at the two participating institutions will provide essential geospatial literacy for
students across the community college and university populations. These GE courses will explore the broad
societal applications and implications of geospatial technologies (GST), especially geographic information
systems (GIS). GIS certificate courses at the participating schools will benefit from the increased exposure
gained through the general education courses. At Shasta College the new GE course will leverage existing
efforts to promote geospatial education at K-12 schools in the Redding area, and will encourage matriculation
of students from high school to the community college and on to the university.
On-going outreach efforts with the Shasta County Office of Education and local high schools will keep the issue
of geospatial education on the table. Several area high school teachers have expressed interest in develop GIS
curriculum and Shasta College GIS faculty have offered support to this undertaking.
3.3 Resource Efficiency
3.3.1 Support
Outreach to other disciplines also occurs through guest lecture, which are generally focused on geographic
information systems), but also serves to inform students about opportunities in Geography. Each semester for
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the past years at least one guest lecture, and often two or three, have been given to classes in Natural Resources,
History, Surveying, and Agriculture.
3.3.2 Use of Technology
GIS is a technology driven program. The GIS Program therefore relies of ongoing support by the Information
Technology department, as well as continued updates to hardware and software through general fund
expenditures, grants, and donations.
3.3.3 Comparison with Other Institutions
GIS offerings at other community colleges in California very from full-fledged Associates degree programs
(American River College, Mesa College), to certificate programs (West Valley College) and standalone course
offerings. California Community College GIS (C3GIS) is a valuable resource on this topic.
See additional details in section 3.1.7
3.3.4 Facility Use and Availability
GIS courses is presently taught in traditional in-class, online and hybrid formats. All lab components of courses
(applicable to all courses except GIS 1 and GEOG 11)
are taught in the GIS/CAD Lab classrooms of 1316 and 1307. Business, Technology, Family & Consumer
Sciences (BTFCS) is the Division is responsible for the maintenance and upgrades to these facilities, with the
support of Shasta College's Information Technologies Department. BTFCS also controls scheduling of the
classrooms. BTFCS has been supportive of the GIS program, working with us on scheduling, technology
concerns and related issues. Meanwhile, the GIS Program supports the lab through the purchase of materials
(e.g., paper) and supplies (e.g., toner).
Scheduling of classes is not a problem with respect to room availability. The only exception was in the
scheduling of GIS 21 for Spring 2010. Since that course requires both GIS and CAD software, there was some
difficulty to finding an evening time to teach the course since all of the present CAD classes are taught in the
evening, in part because there has not been a full time instructor in Engineering for since 2006-2007.
Scheduling of GIS courses combines both online, hybrid and tradition fixed schedule in-class offering in both
the evening and daytime. This is in part to accommodate our diverse student population, which includes both
traditional day-time students and working professionals who tend to prefer evening course offerings.
GIS 10 (Intro to GIS) prior to Fall 09 had been offered on Friday afternoons, with a Wed afternoon lecture (in
Fall 09 the course was offered in hybrid form with lectures offered online, removing the need for the Wed
afternoon lecture). This schedule was intended to accommodate traditional daytime students, while also meeting
the scheduling needs of working folks, many of whom can depart early on Friday. While some students like
this schedule, others are clearly reluctant to take a Friday afternoon class (the scarcity of students and faculty
on campus on Friday afternoons is evidence of this). Another consideration is that by Friday afternoon, many
students are tired and may not be performing or learning at their best. The next offering of the course in Fall10
will shift the lab to Thursday afternoon, again offered in the hybrid format.
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The GIS 20 series (20-25) have all been offered during evening timeslots. Hybrid offerings of course began in
the 2009-2010. Again, while this schedule accommodates working professionals, other students are strongly
disinclined to take evening courses.
3.3.5 Faculty and Classified Staffing
See section 3.1.3
3.3.6 Equipment
The GIS Program currently depends on up-to-date computers, peripheral devices and the networking.
Continued upgrades to the computers in the GIS/CAD, including new computers in room 1316 over winter
break 2009, have ensured that we have the hardware needed to run the demanding software and large data files.
One on-going challenge has been the lab computer network, which has at times been very slow. In the past the
IT department said that the network switches in the 1300 building where out-of-date. Analysis of network
performance, to be followed by the requisite upgrades would serve to ensure that the lab facility serves the
needs of the GIS Program.
Several additional hardware priorities for the GIS lab are expanded storage space to house large map and image
datasets, and an upgrade plotter for printing maps. The latter has been budgeted into the Geospatial Education
Collaborative grant currently pending with NSF.
3.3.7 Budget info, requests, action plans
In the past, equipment expenditures have been limited to periodic purchases of new devices such as digitizing
tablets and GPS equipment with Vocational Technology Education Assistance (VTEA) funds. These funds have
also support part software upgrades. Participation in the iGETT and CalGETT grants has provided new (ENVI
image processing) and upgraded (ESRI ArcInfo) software. In 2009, Shasta College was able, with CalGETT
funds, to upgrade from a fixed seat lab-pack license to a Community College site license. The CalGETT grant
also funded upgrades to computer memory in the 1411 classroom. The ArcInfo site license not only allows for
unlimited installations of ArcInfo but also access to online courses offered through the ESRI's Virtual Campus.
Maintenance of the ArcInfo site license and associated support contract will require continued VTEA funding
support.
Existing supply budget is sufficient to purchase of paper and toner in support of the GIS program at this time.
3.3.8 Reach of Services
Inclusion of online and hybrid classes allow the GIS Program to serve a large population, including many
outside of the traditional service area. Continued expansion into online course offerings will further serve
remote populations.
3.4 Student Success
FTES trends:
Average FTES for the self-study period is 0.6, with a high of 0.7 in Fall 07 and a low of 0.4 in Spring 08
(semester of full-time instructor's sabbatical).
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FTES/FTE ratio trend:
Average FTES/FTE ratio for the self-study period is 8.26, and trends steadily upward from a low of 5.54 in Fall
06 to a high of 10.37 in Spring 09. This latter semester was influenced by the offering of GIS 1 online to 3
classes at Anderson New Technology High School (ANTHS). Fall 09 had a ratio of 9.09, again indicating the
upward trend.
Total Initial Enrollments:
Initial enrollments for the three Fall semesters of the self-study averaged 63, ranging from a low of 60 to a high
of 67. The Spring semesters were far more variable due to two factors: the Spring 08 full-time instructor
sabbatical (Scollon) and the Spring 09 enrollment of ANTHS students. As a result the Spring semesters had a
low initial enrollment of 14 (Spring 08) and a high of 191 (Spring 09). Spring 07, the semester without the
mitigating factors had an initial enrollment of 33.
Enrollments At Census:
Enrollment at census for the three Fall semesters of the self-study averaged 56, ranging from a low of 53 in Fall
08 to high of 58 in Fall 07. The Spring semesters had a low initial enrollment of 14 (Spring 08) and a high of
172 (Spring 09). Spring 07 had enrollment at census of 33.
Number Of Sections:
The number of sections offered over the course of the self-study are influenced by changes to the GIS
Certificate which took effect in Fall 07. For example, the former GIS 11 (3 units) offered in Spring 07 was
replaced the following year with GIS 23, 24, and 25 (3 courses at 1-unit each). The objective of scheduling is to
offer all courses in the GIS Certificate one time per year. Therefore fluctuations in the number of sections
offered reflect changes to the certificate requirements (i.e., new short courses replacing older ones), along with
the influence of the extra sections of GIS 1 offered in Spring 09 to meet demand from ANTHS and the reduced
sections offered in Spring 08 (the semester of the full-time instructor sabbatical).
Grade Distribution:
Over the period of the self-study 47% of students received an A; 21% received a B; 6% received a C; 4%
received a D; 8% received an F; 11% withdrew with a W; 3% dropped the course.
Student Satisfaction:
The ultimate gauge of success is student employment in the field of GIS. Graduates of the GIS Program work
in the private (Vestra, Enplan, North State Resources) and public (Cal DFG, CalFire, BOR, BLM, NPS, USFS,
City of Redding, Co. of Shasta) sectors. The downturn in the economy in 2009 has reduced the number of job
opportunities in GIS, forcing some students to work outside the GIS field.
Student Support And Responsiveness To Student Needs And Concerns:
Instructors work with students to address needs and concerns through office hours, emails, and face-to-face
interaction
3.5 General Planning
The Geospatial Information & Technology Association, U.S. Geological Survey and U.S. Bureau of Labor
Statistics and others, have projected continued growth in the geospatial technology sector (DoL). Trends in the
industry include a projection that "the market is growing at an annual rate of almost 35 percent". Pointing to the
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need for technician level training, the Department of Labor states "Increasing demand for readily available,
consistent, accurate, complete and current geographic information and the widespread availability and use of
advanced technologies offer great job opportunities for people with many different talents and educational
backgrounds." The need for outreach is supported by the statement "There is also a need for better industry
promotion by creating a national image campaign that raises awareness about the industry and dispels
stereotypes and misperceptions." The importance of gaining internships and work experience is supported by
the statement "It is highly recommended that any individual wishing to pursue a career in photogrammetry,
remote sensing and GIS participate in an internship program to obtain hands-on experience as part of their
preparation for employment, in addition to formal education" (DoL).
Marketing of Shasta College's GIS Program has occurred through a variety of methods. Flyers, newsletters,
posters mounted on 'A' frames, and on-screen theatre ads are among the methods that have been employed.
Some of these efforts, especially the running of on-screen ads at local theatres, were supported by grant funds
(iGETT, CalGETT). As the statement above indicated, raising awareness about GIS is a challenge that is
recognized nationwide. To bridge this gap of awareness, faculty in GIS participate in a range of outreach
activities, many of which have been highlighted elsewhere in this document (Welcome Day, 8th Grader Day,
SCOE in-service, GIS Day, hosting of RAGU, guest lectures, to name a few examples).
The future of GIS, again supported by the information in the opening paragraph of this section, is bright. As
business and government continue to expand their use of geospatial technologies, the need for trained
technicians will continue to grow. In spite of the present economic challenges of our region, which are an
extension of national and global challenges, the importance of our region's natural resources (water, forests,
parks, etc) and infrastructure (roads, rail, dams, canals, power lines, etc) demand information management and
planning capabilities for which GIS is uniquely suited to address.
4. Student Learning Outcomes (See Appendix A)
Course and program SLOs have been established and assessed. Assessment has shown 100% success rate for
students in meeting the 70% threshold for learning outcomes as currently set. Continued refinements to the
SLOs, including use of rubrics and other quantitative metrics, will serve to improve teacher effectiveness and
student learning. Formalizing of the process of data collection and reporting is warranted to ensure consistent
collection over time.
5. Program Summary
Shasta College's GIS Program has strengths, challenges and opportunities. Our full-time and adjunct faculty
bring considerable experience and expertise in the field. This includes experience in natural resource and
municipal applications. Work experience in government, private consulting, non-profit, and academic research
further strengthen the program. Furthermore, our faculty are actively engaged with professional and academic
organizations at local, state and national levels. Highly competent local and regional GIS professionals, many of
whom are represented on our GIS Advisory Committee, are a strength as well. Our GIS Lab, which includes
up-to-date hardware and a rich array of industry-leading software products, are also an asset. All of these allow
us to offer a rich and relevant learning experience to our students.
The GIS Program also faces some challenges. Maintaining student enrollments, especially in the context of the
new 20 student minimum, is an on-going challenge. The ability to offer all of the courses in the Certificate
program has presented problems for students completing their Certificate in a timely manner. The ability to
recruit new, qualified students into the program is central to the enrollment question. Recruiting in turn hedges
on both outreach and marketing on the one hand, and on job opportunities on the other. The present economic
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downturn has negatively impacted the local GIS job market, as has the relative youth of GIS and the lack of
recognition of its value to those making hiring decisions. If national projections for GIS job growth are on
target, this should change in the coming decade. Increasingly working professionals, including surveyors,
engineers, biologists, foresters and others, are recognizing the value of GIS and are returning to school to
develop GIS skills. Our ability to reach this target population is key to our ability to grow enrollments.
An opportunity for the GIS Program is in the growth of online course offerings. In the past few years, we have
migrated several courses fully online (GIS 1 and GEOG 11), and most others to a hybrid offering. To date we
have not offered any of our lab courses in a fully-online format due to logistical challenges. A goal for the near
future is to explore offering more fully online courses, which opens up the prospect for enrolling students from
a much larger geographic area. One indicator of the potential for online course is the current (Spring 2010) GIS
1 section which had 35 students at census, from Tehama to Humboldt County.
Looking toward the future for GIS at Shasta College, there are a number of initiatives that bode well for
growing the program. Participation in national GIS programs sponsored by NSF and other organizations, has
put Shasta College on the educational map. As part of the larger network of colleges that are teaching GIS,
Shasta College is able to leverage grant and other resources to grow our program. This was demonstrated by the
successful collaboration between Shasta College and West Valley College on the $360,000 CalGETT grant (to
date we have completed two week-long remote sensing workshops, with two more to be run in Summer 2010).
The pending Geospatial Education Collaborative grant (NSF/ATE grant was submitted in Oct 2009 and we are
awaiting response), which would support collaboration with Chico State to offer a general education course and
expanded internships, holds great potential for reaching a larger audience and growing enrollments.
In addition to expanding GIS education options for students to transfer to universities, Shasta College's GIS
Program continues to support K-12 efforts to expand geospatial technologies. The GIS and Geosciences
programs at Shasta College are currently partnering with Shasta County Office of Education on a grant proposal
that would expand field based earth science curriculum and geospatial technologies through after school
programs in Shasta County. Shasta College students would be hired as mentors to K-12 students under this
program.
Shasta College faculty are also on the Technical Advisory Committee for the Shasta Regional GIS Platform.
This initiative is an outgrowth of the ShastaForward project which has support of Shasta College, include
Superintendent Gary Lewis who has been an active participant in this regional planning process. Shasta
College has been asked to consider being a regional data center for hosting GIS data; the decision is pending
discussions with Doug Meline and others from IT.
Continued collaboration with other academic departments will continue to show the utility of GIS and
encourage student enrollment. Meanwhile, GIS mapping support of campus planning and maintenance, as well
as District research and planning, offers an opportunity for students to participate in projects that benefit the
operations of Shasta College.
Shasta College's new Sustainability Committee is poised to address concerns relevant to Shasta College, the
region, and the world at large. The College's Solar Array project demonstrates Shasta College's commitment to
sustainability, yet changes to the site location were costly and at times fraught with tension. The process of
planning and decision-making for this project could have improved with GIS. An open decision-making process
benefits from the GIS capability to display and quantify planned projects in the context of existing campus land
use, native habitats, trails and a range of other factors of interest. The magnitude of challenges to true
sustainability are many, requiring a change to the fundamental way we view our world and conduct our lives.
Physical Science Program Review 2010
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Tools such as geospatial technologies and GIS offer great potential for enabling positive change in the decades
to come.
6. Goals, Recommendations, Priorities, Plans
The following goals will direct the efforts of the GIS program in the next few years:
Goal 1. Grow student enrollments
Goal 2. Expand and update curriculum
Goal 3. Expand student internships and job placement
Goal 4. Implement GIS projects in support of Shasta College and the community
Goal 5. Expand outreach and recruitment
In support of Goal 1, the various initiative outlined above hold the promise of expanding interest and
enrollments in the GIS Program (a number of these are pending grant awards). Curriculum updates, including
the expansion of online course offerings will serve to grow enrollments by overcoming the limited pool of
candidate students within reasonable commute distance to Shasta College. The process of offering lab-based
GIS courses fully online will require considerable curriculum redevelopment.. In addition to updating
curriculum, expanding enrollments will also require improved outreach, which in turn is supported by GIS
projects the demonstrate the potential of GIS to address community and institutional needs. Goals 2 through 5,
discussed below, therefore support Goal 1.
Goal 2, to expand and update curriculum, is intended to address changing industry needs and opportunities of
online education. Investigation of other online GIS programs will aid in developing effective online courses.
Because of the challenges of offering lab courses online, it is recommended that one of the lab courses be
piloted in a fully online format. In addition to developing our own curriculum materials for online delivery, it is
recommended that course materials available through the ESRI Virtual Campus, a service to which we have full
access as a result of the aforementioned site license, be integrated into our online course offerings.
There are several areas of GIS that warrant consideration for new courses in the GIS curriculum. Cartographic
design for effective maps is an important aspect of GIS that is currently covered, piecemeal, in other courses.
Satellite imagery in support of GIS is another rich subject area, currently being covered in the Raster GIS
course (GIS 23), which may warrant a separate course. Server technology is another subject area important to
GIS, which might be incorporated into the GIS Certificate using existing courses offered in under CIS (i.e.,
Computer Information Systems). At this time, the addition of new courses to the curriculum has not been
pursued given difficulty to reaching enrollment targets for existing courses.
Goal 3, expanding student internships and job placement, is supported by current and pending activities.
Internships at the County of Shasta, supported by a formal memoranda of understanding (MOU), is a model for
providing on-going internships for students (4 or 5 students have had worksite internships with the County in
the past 2 years). Placement in the STEP program (National Park Service) and other government programs that
pay student interns, are opportunities for students in the GIS Program that could be expanded with a more
structured approach to identifying and informing students of these opportunities. A recommendation to this end
is to integrate intern and job exploration components into the existing curriculum, perhaps in the GIS Projects
course (GIS 25).
Paid student internships will be a direct benefit to students if the Geospatial Education Collaborative grant is
awarded by NSF. Written into the grant proposal are funds to pay student interns to implement community GIS
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projects, under a professional coordinator. This will also serve Goal 4, to implement GIS projects in support of
community organizations. An ancillary benefit is to demonstrate the value of GIS to organizations
with limited experience and capacity for GIS.
The GIS Projects course (GIS 25) is an ideal vehicle for implementing community projects. This year's course
offering (Spring 2010) will involve mapping a historic mining district on BLM land along the new Hornbeck
Trail in Redding. This will serve to give students work experience, while at the same time providing a valued
product for the BLM.
Regarding GIS projects for Shasta College, an opportunity exists to build upon a foundation of GIS data and
maps that have been generated over the years. Support for Physical Plant has occurred over the years, usually
when a need arises. Likewise, the increased need to report on the demographics of Shasta College students is
something that the GIS Program has supported in the past, through a student mapping project with the Shasta
College Research office, and can continue to do so in the future. One recommendation for expanding the GIS
mapping applications for the College is to meet with different campus committees (e.g., Facilities Committee)
to discuss needs and potential projects.
Goal 5, expanding outreach and recruitment, will be indirectly supported by the efforts outlined above. A
variety of outreach efforts have been undertaken over the years, including hardcopy mailings, posting of posters
and flyers, tabling at community events, running ads at local theatres, offering education in-service and
enhancing website content. Personal contact through community events and professional organizations is
ongoing. The principal recommendation for the near future is to enhance our web presence, which, in
combination with expanded online course offerings, presents an opportunity for growing the GIS program. In
particular, there are two aspects of our web presence that deserve attention. The first is the nature of content and
design of the website itself. Ideally, we should get professional website design assistance, which may be
supported by grant funds. A second aspect of improved web presence is our connection to other websites and
web-browsers that will increase the number of hits to our website.
Appendix A1. SLO Assessment - Geography courses
Step 1 = Define expected student learning outcomes for the course (100%)
Step 2 = Develop appropriate assessment methods for course outcome(s) (100%)
Step 3 = Use these methods to assess outcomes (100%)
Step 4 = Analyze assessment results (100%)
Step 5 = Apply results toward improved instruction and learning (100%)
Step 1
Step 2
Step 3
GIS 1
X
X
X
GIS 10
X
X
X
GIS 20
X
X
X
GIS 21
X
X
X
GIS 22
X
X
X
GIS 23
X
X
X
GIS 24
X
X
X
GIS 25
X
X
X
GEOG 11
X
X
X
KEY: X - complete; x - completed in a limited capacity
Physical Science Program Review 2010
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Step 4
x
x
x
x
x
x
x
x
x
Step 5
x
x
x
x
x
x
x
x
x
Appendix A2. GIS Certificate Student Learning Outcomes - Program
Student Learning Outcomes for this degree or certificate.
1. Explain and summarize key GIS concepts and applications.
2. Demonstrates understanding of GIS project design, planning, and implementation.
3. Performs essential GIS data-related operations: acquisition, editing, attribution, georeferencing,
conversion, and integration.
4. Perform GIS analysis using queries, overlay functions, and models.
5. Produce effective maps and related output products.
Matrix lists the degree or certificate outcomes and required courses.
GIS 1
GIS 10
GIS 20
GIS 21
GIS 22
GIS 23
GIS 24
GIS 25
GEOG 11
GIS 94
Deg/Cert SLO 1 Deg/Cert SLO 2 Deg/Cert SLO 3 Deg/Cert SLO 4 Deg/Cert SLO 5
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Assessment method Students present a portfolio, including transcripts, samples maps, and work and project
experience.
This ends the GIS portion of the Physical Science Program Review as prepared by Dan Scollon.
Physical Science Program Review 2010
page 73 of 85
Part II – General Program Information Physics 2009-10
2.1 Program Definition/Description
The physics department offers courses satisfying lower division requirements for students pursuing fouryear degrees in physical sciences and engineering through the calculus-based sequence PHYS 4A, 4B,
and 4C. Students intending to earn four-year degrees in various life sciences and health sciences
typically meet their lower division requirements through the algebra-based sequence PHYS 2A and 2B.
In addition, general education requirements in sciences can be met with the above mentioned courses,
and also with ASTR 1 (astronomy) and PHSC 1 (physical science survey). The latter course also serves
pre-service teachers in the liberal studies program at CSU Chico.
2.2 Program mission/purpose
The primary mission of the physics department is to provide the lower division courses required of students
transferring to four-year colleges and universities, majoring in sciences and engineering. A second role is to
provide courses for non-science majors that will meet general education science requirements. Finally,
individuals who are not pursuing degrees, but who have an interest in the subject benefit from the department’s
course offerings, particularly in astronomy.
2.3 Program SLOs
As of Fall 2009, nearly all courses in PHYS, ASTR, and PHSC have gone through the complete SLO
cycle (steps 1 through 5). The exceptions are ASTR 5 and ASTR 6, which have been offered
infrequently. Please see Appendix A.
Part III - Program Analysis
3.1 Academic Quality
1. Curriculum Analysis
All courses in the department are current in the Title 5 review process. That is, they are reviewed and revised as
required by the five-year cycle, and occasionally more frequently so as to align with articulation agreements with
four-year schools.
Two introductory sequences of physics courses are offered. PHYS 4A, 4B, and 4C serve primarily those students
majoring in physical sciences or engineering. PHYS 2A and 2B are intended for students with majors in life or
health sciences. General education courses for non-science majors are ASTR 1 and PHSC 1.
The typical schedule pattern for fall semester has three to four sections of PHYS 2A, one section of PHYS 4B,
one section of PHSC 1, and three to four sections of ASTR 1. Spring semester offerings include two sections of
PHYS 2B, two sections of PHYS 4A, one section of PHYS 4C, and three sections of ASTR 1.The general interest
courses ASTR 5 (cosmology) and ASTR 6 (extraterrestrial life) are occasionally offered when demand is
sufficient. Summer courses offerings are restricted to ASTR 1 and, on occasion, PHYS 2A.
2. Staffing
The physics department has two full-time faculty members, Joe Polen and Tom Masulis. Staffing is adequate to
meet current courses demand, but leaves no flexibility for increased course offering, should that be desired. Both
full-time faculty members have teaching duties outside the department (Polen in engineering, Masulis in math).
Physical Science Program Review 2010
page 74 of 85
Typically, it is difficult to find well qualified adjunct faculty in physics and astronomy. Currently the department
has one very well qualified adjunct faculty member, David Carico, teaching astronomy and PHYS 2A/2B.
3. Teaching Aids and Equipment
The department has available two computer-equipped lab rooms. Lab routinely use sensors and probes interfaced
to these computers, giving students the ability to automate rapid data collection. The software (Vernier
LoggerPro and Graphical Analysis) allows easy graphical display and analysis of data, as well as video capture
and analysis using webcams. Students also use Mathcad for numerical modeling and computation, as well and
various specialized modeling and simulation programs in mechanics (Interactive Physics), electromagnetism (EM
Fields), and quantum mechanics (Graphical Schrodinger Equation).
All lecture rooms used by the department have computer projection capability. In addition to PowerPoint,
lectures also use applet to simulate physics applications, and computer-linked sensors in various demonstrations.
The department has much of the standard equipment for instruction labs in mechanics, thermodynamics,
electricity and magnetism, optics, and modern physics. A set of Celestron telescopes is available for astronomy.
Equipment for some labs (especially in the second semester physics courses) is limited to at most six sets, or in
some cases as few as two sets. This has adverse effects on the learning of students in large (more than eighteen in
this case) lab sections. Consumable supplies are few, and equipment typically lasts many years. However, the
support of the lab technician in physical sciences is essential to maintaining the equipment, as is an adequate
budget for repairs.
4. Faculty Availability for General College Service
In the past few years, Joe Polen has served on tenure review committees. Until recently he wrote a monthly
column on astronomy for the Record Searchlight. He frequently presents demonstrations and talks for students in
local elementary schools.
Tom Masulis has been active in the Faculty Association, until recently. Prior to 2008, he served as a negotiator,
including several years as chief negotiator. He represented the sciences for several years on the Faculty
Association Executive Board. He currently serves on the Budget Committee and the Instructional Technology
Planning Workgroup. When his teaching schedule permitted, Masulis also served on the General Education
Committee. He has served on tenure review committees for faculty members in the sciences and engineering.
5. Tutoring Centers/Labs
No data available from Science Learning Center, specific to PHYS, ASTR, and PHSC.
6. Opportunities for Professional Development
Both full-time faculty members are members of the American Association of Physics Teachers, an affiliate of the
American Institute of Physics. As such, they attend meetings of the Northern California/Nevada section of AAPT
and have journal subscriptions.
Both full-time faculty members have in the past attended NSF-sponsored Chautauqua short courses, which were
very beneficial.
During the summer, Tom Masulis works for the Educational Testing Service and the College Board on the
reading of Advanced Placement Physics Exams. As one of the upper-level supervisors at the reading, he interacts
with and gets to know some of the best high school, college, and university-level physics teachers in the U.S. and
Canada.
7. Survey other CCs for Common Practices
Physical Science Program Review 2010
page 75 of 85
We have reviewed a report on best practices of two-year college physics programs, Strategic programs for
Innovations in Undergraduate Physics at Two-Year Colleges, sponsored by NSF and AAPT. We are comparing
our practices to those described in this report, and will, as far as possible, try to align our practices to those
identified in the report.
3.2 External Relations
1. Facilities
We do not use facilities off-campus, and off-campus groups do not typically use our facilities. The main physics
lab rooms, 1411 and 1415, are used as general purpose classroom when not in use by our program. Generally,
this does not pose a problem, save for trash that tends to accumulate in the furniture housing computers and in lab
drawers. It appears that instructors from other departments using these rooms may not be as sensitive to this
problem as we would like.
2. Contact with K-12 Schools
N/A
3. Contact with Community Colleges, and Four-year Universities and Colleges
Occasional contact with colleagues at other colleges occurs through meetings of the local AAPT section. In
addition, Masulis has contacts with physics teachers at the high school level through university level through his
work with the Advanced Placement program each summer.
4. Articulation with high schools, universities and colleges
All courses have current articulation agreements in place with CSU and UC campuses. Physics 2A and 2B course
outlines were recently revised to meet concerns from Humboldt State and a renewed articulation agreement is
pending.
3.3 Resource Efficiency
1. Support
External support is provided primarily by the Technology Support department. The service they have provided
has been exemplary. Whether it is a request for software installation or emergency repairs they respond promptly
with minimal disruption of instruction.
2. Use of Technology
This is described above, in the section titled Teaching Aids and Equipment.
3. Comparison with Other Institutions
We are very typical for a small to medium-sized two-year college physics department.
4. Facility Use/Availability
The lecture portions of our classes are scheduled MWF, due to the need to schedule three-hour blocks of lab times
on Tuesdays and Thursdays. Except for ASTR 1, all courses are currently offered once per year – we do not have
faculty resources to schedule more frequent offerings, and there is no obvious student demand for such.
The faculty does not believe shorter courses are pedagogically sound for learning physics and again there is no
apparent demand for such courses. Scheduling is driven by a combination of tradition and the need to avoid
conflict with other core courses (in math, chemistry, biology) that many of our students need. When student
enrollment patterns change (for example, as a result of conflicts created when other departments modify
schedules) we are responsive and alter our schedule to accommodate students (as was done with Physics 2B in
spring 2010).
Physical Science Program Review 2010
page 76 of 85
5. Faculty and classified staffing
Over the past three years, the faculty demographics have remained constant (except for the fact that each
faculty member has grown three years older). The only trend is stability.
5. Equipment
See the section above, titled Teaching Aids and Equipment.
Equipment and supplies are purchased on an as-needed basis, with the two full-time faculty members consulting
one another on program priorities. Equipment is stored in the physics stockroom (1417), with some storage in the
main lab room (1415) and the secondary lab room (1411). Maintenance is provided mostly by the physical
science lab technician (Doug Manning), who is extremely competent and resourceful. He has enabled us to
extend the useful life of much of our older equipment, and works very effectively with vendors to facilitate repair
or even free replacement of newer equipment.
7. Budget info, requests, action plans
Aside from the costs for faculty (salaries and benefits), the main component of the budget
for physics and astronomy is for supplies. Given that we use few consumable supplies
(unlike chemistry, for example), the budget is generally adequate.
Occasional augmentation is required when equipment needs to be replaced or upgraded. This is often
unpredictable, as when the filament in an electron beam tube burns out. Replacement may cost several hundred
dollars. Averaged over several years, the costs of such augmentations would be modest. It would be desirable to
be able to build some money for such needs into the budget, but to be able to carry unused funds over to the next
year.
What is the cost versus income ratio for your program?
Total FTES (ASTR, PHSC, PHYS): 2007-07: 93* Income: $402 000
2007-08: 107 Income: $463 000
2008-09: 118 Income: $510 000
*Estimated 7 FTES for PHSC 1, data include courses now under ESCI.
Note: Full-time faculty generate FTES in other disciplines, such as ENGR (Polen) and MATH (Masulis). In a
typical year, estimated FTES generated in those disciplines is about 9, for additional income of about $39 000.
Including 30% overhead, estimated annual cost for salaries, benefits, and supplies for Physics and Astronomy
for 2007-08 and 2008-09 is about $250,000.
8. Reach of Services
Current offerings are adequate to meet student needs. Sections are typically at or near capacity, but there does not
appear to be demand requiring additional sections. (When, for example, evening sections of Physics 2A or 2B are
offered, enrollment is, at best, barely enough to justify not cutting the section.)
3.4 Student Success
ASTR
Number of
Sections
Initial
Enrollment
Census
Enrollment
Course End
Enrollment
Total
FTES
Avg
Census
Class
Avg
Class
FTES
Avg
FTES /
FTEF
Academic
Year
Term
06-07
Fall
3
270
247
212
25
82.3
8.5
.
Spring
3
283
250
228
26
83.3
8.6
42.87
Physical Science Program Review 2010
page 77 of 85
ASTR
07-08
08-09
Number of
Sections
Initial
Enrollment
Census
Enrollment
Course End
Enrollment
Total
FTES
Avg
Census
Class
Avg
Class
FTES
Avg
FTES /
FTEF
Fall
3
292
269
241
28
89.7
9.2
46.12
Spring
4
322
287
266
30
71.8
7.4
36.91
Fall
4
357
314
248
32
78.5
8.1
40.38
Spring
5
381
348
283
31
69.6
6.2
35.76
No combined sections.
Course
# of
Initial
Census
End
Total
Avg
Sections Enrollment Enrollment Enrollment FTES Census
PHSC
Avg
FTES
Avg FTES /
FTEF
Academic
Year
Term
06-07
Fall
4
99
91
82
26
22.8
6.5
.
Spring
2
46
40
39
8
20.0
4.1
11.74
07-08
Fall
1
37
32
29
7
32.0
6.6
18.80
08-09
Fall
1
32
31
29
6
31.0
6.4
18.23
No combined sections. 06-07 data include PHSC courses now listed under ESCI. After 06-07, only PHSC 1 is included
here.
Number
Course
Initial
Census
of
End
Sections Enrollment Enrollment Enrollment
PHYS
Total
FTES
Avg
Census
Class
Avg
Class
FTES
Avg FTES /
FTEF
Academic
Year
Term
06-07
Fall
3
108
96
85
20
32.0
6.6
.
Spring
4
76
74
72
15
18.5
3.8
8.53
Fall
3
127
117
97
24
39.0
8.0
13.13
Spring
3
101
87
80
18
29.0
6.0
9.60
Fall
2
126
120
105
25
60.0
12.3
18.22
Spring
3
117
115
111
24
38.3
7.9
17.07
07-08
08-09
Each fall, 3 lab sections are combined into one lecture section in PHYS 2A. Each spring, two lab sections are combined
in PHYS 4A.
The main trend to note in enrollments is the increase in FTES from 2006-07 to 2008-09, a rise of 40% (in PHYS) and
24% (in ASTR). The increase in PHYS FTES occurred even as the number of sections decreased from 7 in 2006-07 to 5
in 2008-09.
Data provided by the Research Office on student retention and success show no striking or surprising trends.
In ASTR 1 retention over the last three years varies from about 80% to a little over 90%, with success rates
ranging from around 60% to a little over 70%.
In PHYS courses, retention ranges from around 80% to 85% (PHYS 2A) to 100% (in PHYS 2B on one
occasion, and in PHYS 4B twice). Success rates vary from around 70% (except for PHYS 2A in Fall 2007,
when the rate was 62%) to as high as 97%.
Physical Science Program Review 2010
page 78 of 85
There are no significant gender differences when it comes to student success. Female students constitute a
distinct minority in PHYS 4A, 4B, and 4C classes (consistent with nationwide demographics in engineering
and physical sciences) but often outperform their male counterparts. The gender balance is more even in
PHYS2A and 2B, again consistent with demographics nationally in life and health sciences.
The only measures of student satisfaction are informal, except when the Student Opinion of Teaching surveys
are conducted during the evaluation cycle for faculty. We have no evidence of student dissatisfaction. Student
complaints have not been an issue – there are none of which we are aware that have been registered in the last
three years (or even before that).
Faculty in physics routinely offer individual help with course work, as well as academic and career advising.
We have access to current information about employment and careers in physics and engineering through AIP
and NSF.
Faculty members routinely use email to contact students outside of class.
3.5 General Planning
We plan on keeping abreast of developments in Physics Education Research, a now mature filed in which tools
from physics research are used to improve the teaching of physics. More than anything else, PER has
transformed physics teaching on a national level. Such research has led to the development of computer-based
probeware (which we use extensively), interactive online homework systems (which we use in some courses), and
clickers (which we haven’t yet employed).
The current climate renders the question of marketing rather moot. In any case, there has been no need to market
our courses – we don’t have faculty resources for more sections than are currently offered.
Part IV – Student Learning Outcomes
ASTR 1
Astronomy
ASTR 5
Cosmology
ASTR 6
Extraterrestrial Life
PHSC 1
Physical Science Survey
PHYS 2A General College Physics
PHYS 2B General College Physics
PHYS 4A Physics (Mechanics)
Physics (Electricity and
PHYS 4B Magnetism)
Physics (Waves, Modern
Physics & Quantum
PHYS 4C Mechanics)
Step 1 Step 2 Step 3 Step 4 Step 5
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Part V – Program Summary
The physics/astronomy department boasts very well-experienced and qualified faculty, with a record of providing quality
instruction. The department meets the needs of any student requiring lower division physics as part of a four-year degree
program. Additionally, students needing science courses for general education requirements take advantage of offerings
in astronomy and physical science. Staffing constrains the ability of the department to add new sections or courses.
Physical Science Program Review 2010
page 79 of 85
During periods like the present, when funds for equipment dry up, the ability to innovate in the lab curriculum is limited
and existing equipment is often stretched thinner than desirable (more students sharing a piece of apparatus).
The main challenge in the near future will be to maintain quality in the face of declining support from the state. Given
that we have strong personnel and support, and have built a good stock of modern computer-linked tools, we are well
positioned to implement new ideas and best practices that continue to be generated by the active physics education
research community.
Part VI – Goals, Recommendations, Priorities, Plans
As described above, the main priority is to preserve the scope and quality of what we offer at present. Within the scope of
what we presently do, however, we will continually monitor our curriculum and instructional methodologies to align them
with best practices as adopted by the broader physics teaching world.
In the previous program review, one goal was to augment faculty by hiring well-qualified adjunct faculty, if possible.
With the addition of David Carico, this has been done. Room 1411 has been converted into a second computer-equipped
lab room, as described in another goal from the prior program review. Goals left undone include a team-teaching
arrangement in PHSC 1 (lack of available instructor time) and the creation of a comprehensive two-year plan for wellprepared science and engineering majors.
For the next five years, prioritized goals are:
1. Maintain breadth and quality of course offerings in the face of budget shortfalls.
2. Add equipment to some second-semester lab inventory to decrease student-to-equipment setup ratio.
3. Track student transfer rates, and rates of student success after transfer.
4. Improve web presence through an attractive and functional department web site.
Attach your Action Plan (Appendix C) to this self study.
NOTE – Annual Report and Action Plans
By April 1st of each succeeding year, prepare an Annual Report (update) that identifies the program’s success in
implementing its plans to achieve the identified goals, any new or modified goals, plans or priorities, and any deleted
goals and plans.
The format for the Annual Report is included as an addendum to this document (Appendix B). The Annual Report should
be used to generate the program’s Annual Action Plans, which in turn, will be used for inclusion in college-wide planning,
development of long- and short-term goals and objectives, and the proposed budget. Attach the Annual Action Plan to
the Annual Report.
This ends the physics portion of the Physical Science Program Review as prepared
by Tom Masulis in conjunction with Joe Polen.
Physical Science Program Review 2010
page 80 of 85
Appendix C
Physical Science 2009-10
Action Plan Activities
Please indicate how each activity will help the program or division reach one or more of its Goals and/or
objectives.
Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Use
more than one page if necessary.
Description of Activity/Plan
1) Increase physical science
budgets to account for inflation
2) Articulate Chem 70, 70A, 71,
and 71A with CSU- Humboldt
3) Re-create a comprehensive
course sequence so well prepared
students can transfer in two years
4) Maintain/remodel classrooms
and labs to maximize student
learning and safety.
5) Adjust class sizes to maximize
student safety and learning
6) Assure staffing is adequate to
serve the needs of students and
community
7) Procure new needed capital
equipment.
8) Maintain/remodel classrooms
and labs to maximize student
learning and safety.
9) Increase travel budget so faculty
can attend professional meetings
10) Assure staffing is adequate to
serve the needs of students and
community
11) Continue to interact and cultivate
relations with K-12 schools and
community
12) Get increased institutional
support for procuring grants
Physical Science Program Review 2010
Meets Program
or Division
Objective/Goal
Maintain programs
Monitor curriculum
and revise as
needed.
Same as activity
Same as activity
Same as activity
Maintain programs
and same as
activity
Maintain programs
and same as
activity
Same as activity.
Also see Appendix
B for Earth
Sciences.
Maintain programs
and currency in
content and
educational
research
Maintain programs
Item(s) Requested
5% increase for supplies, repairs, and
field trips
If needed, a travel budget for Matt Evans
to meet with CSU-Humboldt chemistry
instructors
Time allocated on a on campus flex day
to meet with Life Science and Math
faculty
Remodel 1404/1408A for safety reasons:
Need window so instructor can see
students in lab room 1404.
Reduce chemistry lab maximum
enrollments to 24 to conform to Fire
Codes.
Hire new full time chemistry instructor
See prioritized list.
Total
Amount
ca $1000
ca $200
Nonbudget
Budget
unknown
Nonbudgetary
$75,000
$57,156
Integrate digital weather station into
room 1416 classroom Appropriate
computer technician’s effort for
installation.
$1000 for each of nine full time
instructors and the department technician
Approx. 2
hours of
technician
time.
Unknown
budgetary
Same as activity
Continue to search for qualified adjuncts
for all disciplines by advertising for
adjunct pool
Nothing at this time
Same as activity
Same as activity
Nonbudgetary
page 81 of 85
$10,000
Nonbudgetary
13) Obtain data on students after
they leave Shasta College
including employment rates,
transfer rates, and GPA of
transfers
14) Make Shasta College web page
development more user friendly
for faculty and staff.
15) Maintain/remodel classrooms
and labs to maximize student
learning and safety.
16) Move proposed AA and AS
degrees in the Earth Sciences to
Curriculum Council for
consideration.
17) Advertise, both on-campus and
off, various segments of
programs in the Physical
Sciences
Same as activity
Research office needs to collect and
distribute this data
Nonbudgetary
Same as activity
Tech Department in conjunction with
faculty
Nonbudgetary
Same as activity
Correct and complete the remodel of
room 1411. This includes putting water
and gas to each student station.
None
Unknown
budgetary
Some items are budget dependent
Costs
unknown
Monitor curriculum
and revise as
needed.
Continue to interact
and cultivate
relations with K-12
schools and
community.
N/A
Expand outreach
and recruitment
18) Cultivate internship
opportunities with local firms
and agencies
19) .
See Appendix B for
Earth Sciences.
Monitor curriculum
and revise as
needed.
None
N/A
None
N/A
None
N/A
Expand student
internships and job
placement
20) Establish research opportunities
for students
21) Enhance and expand course
offerings, for content and
delivery, including fully-
online, hybrid and webenhanced components.
Physical Science Program Review 2010
See Appendix B for
Earth Sciences.
Continue to interact
and cultivate
relations with K-12
schools and
community
See Appendix B for
Earth Sciences.
Monitor curriculum
and revise as
needed.
See Appendix B for
Earth Sciences.
page 82 of 85
22) Establish computer support for
adjuncts in the outer portion of
room 1416A.
23) Reconfigure GIS 10 to a fully
online format for initial offering
in Fall 2011
Maintain programs
A flat screen monitor so that maps can
still be used on the desk space.
Monitor curriculum
and revise as
needed
24) Evaluate the possible addition of
new courses (e.g., cartographic
design, imagery) for Fall 2012
Monitor curriculum
and revise as
needed
BUDGET DEPENDENT
Curriculum development for online lab
and lecture materials could be supported
by release time, which might be funded
with grants.
N/A; NON-BUDGET DEPENDENT
25) Develop a transfer level general
education course in
GIS/geospatial technologies that
will articulate to CSU, Chico
(pending GEC grant approval).
26) Place all 2nd semester students in
worksite learning opportunities
Monitor curriculum
and revise as
needed
Grant funded by ATE/NSF (pending
approval)
N/A
Continue to interact
and cultivate
relations with K-12
schools and
community
N/A; NON-BUDGET DEPENDENT
N/A
27) Provide more information,
resources and directed activities
in support of GIS employment.
Continue to interact
and cultivate
relations with K-12
schools and
community
N/A; NON-BUDGET
DEPENDENT
28) Enhance GIS Program website.
May include You Tube like
video product.
Continue to interact
and cultivate
relations with K-12
schools and
community
Continue to interact
and cultivate
relations with K-12
schools and
community
BUDGET DEPENDENT
Possible candidate for VTEA funding or
other grant funding
$1500
N/A; NON-BUDGET DEPENDENT
N/A
BUDGET DEPENDENT
CalGETT grant sponsored remote
sensing workshops ( Sum 09/10)
N/A
N/A; NON-BUDGET DEPENDENT
N/A
29) Offer community workshops
and/or in-service opportunities
30) utreach to regional natural
resource professionals/educators
31) Continue active participation in
community GIS organizations,
including the Redding Area GIS
Users and the North State
Regional GIS Committee
Physical Science Program Review 2010
Continue to interact
and cultivate
relations with K-12
schools and
community
Continue to interact
and cultivate
relations with K-12
schools and
community
page 83 of 85
Redeployed
N/A
N/A
32) Implement a community GIS
mapping project with student
involvement
33) Gather SLO assessment data for
all GIS courses offered
34) Evaluation of student
performance on course SLOs and
revise SLOs as warranted.
35) Complete first evaluation of
student portfolios as part of GIS
Program level SLO. Also,
enhance existing ProgramCourse SLO crosswalk matrix to
include levels of proficiency
(e.g., exposure, working
knowledge, mastery)
Continue to interact
and cultivate
relations with K-12
schools and
community
Depending on the nature of the project,
funding support may be required.
N/A
N/A; NON-BUDGET DEPENDENT
N/A
N/A; NON-BUDGET DEPENDENT
N/A
N/A; NON-BUDGET DEPENDENT
N/A
Meet institutional
SLO requirements
Meet institutional
SLO requirements
Meet institutional
SLO requirements
Equipment priority list February 2010 for Physical Science (Prices as of 2009)
1)
4 e/m (charge to mass) apparatus
@ 2700.00 ea = 10,800; tax $ 783.00; shipping $ 800
total = $12,383
These are used in physics 2B and 4B for multiple labs. We currently have two to be shared among lab sections
of as high as 28 students. This causes students to be unable to complete the lab activities.
2)
10 USB oscilloscopes
sold as a package of ten = $1359.00; tax $ 99 ; shipping $150.00
total = $1608
These will be used to supplement and expand Physics 2B and 4C as well as Math and Circuits labs. Currently
we only have 2 which are over 25 years old. These are insufficient to serve the students in lab.
3)
Various Maps for Geography courses. Old maps need updating.
total = $1000
4)
1 Waters 486 Tunable UV/Vis Absorbance Detector for the $80,000 HPLC which was donated
total = $3000
5)
18 Microscopes
total = $18000
These will be used for Earth Sciences 1,2,5,6,12 and 15 They will serve double duty as they perform both the
compound and dissecting microscope functions. They will replace antiquated and degraded equipment . The
current scopes really are on their last legs and they are so old that repair parts are difficult to impossible to find.
6)
SpectroVis Spectrophotometers with optical fiber
@ $468. ea = $3744; tax $271; shipping $150
Physical Science Program Review 2010
page 84 of 85
total = $ 4165
These instruments are used in multiple labs for Chemistry 1A,2A,1B,2B and 11. We do not have enough
spectrophotometers and the few we do have are antiquated being over 30 years old. Many lab activities do not
get completed due to insufficient equipment which work very slowly due to age. Equipment failure is
imminent.
7)
Various computer interfaced probe ware
total = $17000
These will be used in Chem 1A. 1B, 2A, 2B and 11 labs. are so old that repair parts are difficult to impossible
to find.
Physical Science Program Review 2010
page 85 of 85