ANNUAL PROGRAM PLAN 2012 PSYCHOLOGY PREFACE · 2012-09-13 · 2012 Annual Program Review and Plan: Psychology Page 1 ANNUAL PROGRAM PLAN 2012 . PSYCHOLOGY . PREFACE . This 2012 Annual

2012 Annual Program Review and Plan: Psychology

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ANNUAL PROGRAM PLAN 2012 PSYCHOLOGY

PREFACE This 2012 Annual Program Review document has been prepared for faculty input. Many of the fields have been completed for you to allow more time for reflection rather than data entry.

The goals identified during the preparation of the 2010-2020 Educational Master Plan have been CARRIED FORWARD to the Recommendations area so you will have those long range activities in mind as you plan your activities for the coming year.

An area has been added to the Recommendations page(s) which will allow you to identify connections between your activities and the five year Strategic Plan which was developed with faculty input during the Fall 2010 Convocation and follow-up meetings. A list of the Instructional Year Two Strategic Objectives is provided in the following pages. In the Prior Recommendations area of the program review, if you see a connection between your activities and a Strategic Plan Objective, list the objective number in the right column.

Faculty participation in the Annual Program Review process is essential. The review is the faculty voice that drives decision making across the campus. Your input influences the scheduling of classes, budgeting, addition or replacement of faculty positions and facilities decisions. The process is also closely reviewed during the accreditation process.

During the division meetings, time will be allocated for work on your Annual Program Review. Many disciplines will be able to complete the process during this meeting.

THE 2012 ANNUAL PROGRAM REVIEW IS DUE TO YOUR DEAN: First Draft: Friday, August 24, 2012

Revisions: Friday, September 14, 2012 Final Copy: Friday September 28, 2012


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Citrus College Strategic Plan

Year Two (2012-2013) Strategic Objectives

(new this year)

ACADEMIC EXCELLENCE

Institutional Goal 1.1: Citrus College will provide high quality instructional programs in recognized and emerging fields of study that lead to successful attainment of degrees, certificates, employment and transfer.

Objectives Status Examples

Strategic Objective 1.1.1: Increase student access to courses by offering a wider range of scheduling options.

I

Scheduling meetings w/ Deans

Strategic Objective 1.1.2: Assess the need to develop and implement English and mathematics skill-level advisories or pre-requisites for entry level courses in other disciplines.

P

Strategic Objective 1.1.5: Expand curriculum development and curriculum alignment through increased collaborations with K-12 districts and four-year colleges and universities.

P

Institutional Goal 1.2: Citrus College will support teaching and learning with high quality professional development, ongoing student outcomes assessment, and thoughtful selection and application of technological support.


Strategic Objective 1.2.3: Utilize research to identify successful instructional strategies and promote interdisciplinary dialogue on assessment and excellence in teaching.

P

Strategic Objective 1.2.5: Develop a formal mentoring program for faculty.

I

Participating as a faculty mentor


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STUDENT SUPPORT AND SUCCESS

Institutional Goal 2.2: Citrus College will strengthen programs and services that address the learning needs of students.


Strategic Objective 2.2.1: Implement best practices identified by groups such as the State Basic Skills Task Force and the RP (Research and Planning) Group with the goal of increasing the basic skills improvement rate.

I

Strategic Objective 2.2.4: Increase specialized programs to support student learning such as tutoring, online tutoring, supplemental instruction, learning communities, a writing lab, a reading center and intensive programs such as Power Math.

I

Use of resources on campus, online, in addition to class

Strategic Objective 2.2.6: Conduct a comprehensive review of certificates, including the use and selection of advisory committees, articulation and promotion strategies.

I

Advisory committees, meetings

COLLEGE RESOURCES

Institutional Goal 3.1: Citrus College will maximize the use of existing fiscal, physical, personnel and technical resources via effective planning and resources management.


Strategic Objective 3.1.4: Develop a clearer communication process to promote program review and equipment procurement funding priorities, resulting in improved allocation of physical resources.

I

Program review – committee participation


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INSTITUTIONAL EFFECTIVENESS

Institutional Goal 5.2: Citrus College will focus on integrating and institutionalizing planning and budget development through ongoing and systematic review and evaluation.


Strategic Objective 5.2.1: Continue to update planning processes to ensure that program review and other relevant data are incorporated and that planning is linked to budgeting.

I

Participate in planning processes

Strategic Objective 5.2.4: Expand the use of student learning outcomes assessments including incorporating assessment results into course and program improvement and development.

I

Update syllabus – include in websites

Program review

COMMUNITY/COLLEGE RELATIONS

Institutional Goal 6.1: Citrus College will enhance the college’s public image and prominence in the educational community through the cultivation of effective partnerships and collaboration with business, industry, education, and governmental and service organizations.

Strategic Objective 6.1.1: Advise, assist and support outreach efforts and partnerships such as local K-12 districts, San Gabriel Valley/Foothill Association of Community Colleges, and local four-year colleges and universities.

I


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Psychology

ANNUAL PROGRAM REVIEW and PLAN 2012

Faculty and Staff (List all)

Full Time Adjunct Support Staff Brown, Ricky Martin, Harold Gregg, Judy Ramos, Michael Guttman, Kenneth Resch, Amy Kim, Andrew Rizk, Sharon Newell, Jerry Tate, Erin Perry, Carolyn Weisman Davlant, Lisa Shannon, James Skalicky, James


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Psychology

I. Executive Summary

Program Description: Psychology is the scientific study of behavior and cognitive processes. Using the scientific method, this discipline examines thoughts, emotions, and behavior from biological and physiological perspectives. Courses in psychology satisfy general education requirements for an associate degree in liberal arts with an emphasis in social and behavior sciences, and lower division transfer. The Honors Program includes two psychology courses: PSY 206H Child Growth and Development – Honors and PSY 250 Honors Topics Seminar. Courses are offered in the day and evening and in late-start and online formats. Strengths/Effective Practices: Weaknesses/Lessons Learned: Recommendations/Next Steps:


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Psychology

II. Curriculum

Course Number and Title (Courses must be reviewed every six years to remain active)

Date of last Curriculum Committee

Review

2011 Course offerings By Term and # of

Sections

SLOs Assessed

(Semester / year)

Win

ter

Sprin

g

Sum

mer

Fall

PSY101 Intro To Psychology F09 3 16 1 17

PSY102 Psychobiology S11 1 1

PSY 103 Elementary Statistics S12

PSY110 Psychology of Religion I F10 1 1

PSY203 Research Methods in Psychology F06 1

PSY205 Developmental Psych F09 7 4

PSY206 Child Growth/Devel F11 4 1 4

PSY212 Abnormal Psychology S12 2 1

PSY213 Drug/Alcohol Abuse F09 1 1

PSY220 Intro To Social Psych F00 1

PSY225 Psych Hum Sexuality F09 1 4 1 5

PSY226 Psychology Of Women F11 1

PSY250 Honors Topics Seminar F02 1 1

III. Degrees and Certificates


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Title Type

Date Approved

by Chancellor’s

Office

Number Awarded

2008

Number Awarded

2009

Number Awarded

2010

Number Awarded

2011

Liberal Arts: Social and Behavioral Sciences AA 2009 25 44

Social and Behavioral Sciences AA 1950 249 325 311 366

TYPE: AA = Associate in Arts AS = Associate in Science Degree C = Certificate S = Skill Award AA-T = Associate in Arts for Transfer AS-T = Associate in Arts for Transfe


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VI. Student Accomplishments Provide examples of individual student success or instructional strategies that were effective. VII. Student Learning Outcomes Assessment Reflection

Academic Senate Approved 4/11/12

All SLOs for every course will need to be assessed at least once within the 5-year comprehensive program review cycle. Upon reflection with program colleagues (or self-reflection for programs with only one instructor), please provide a brief narrative to the following (at least one row for one SLO needs to be completed for each course at this time):

I. SLOs

II. Means of Assessment and

Criteria for Success

III. Summary of Data Collected

IV. Use of Results and Future Plans

Identify the SLOs that have been developed for the course.

Identify the means of assessment and criteria for success for each SLO

Summarize the data collected for the SLO

Discuss how assessment has been used to implement change or strengthen what is working well

PSY 101 - Intro To Psychology Examine - and question - the significance of the theoretical and research contributions made by psychology as a natural science

Conceptually understand relevant mathematical applications such as elementary statistics used in the scientific method and other concepts such as correlation, randomness, populations, samples and distributions

By thinking independently and considering psychological concepts in novel and critical ways, one may derive a richer sense of how we may better understand the world

Recognize and appraise the significance of perceiving and judging others by virtue of race, ethnicity, religion and culture

Analyze and synthesize the concepts of theory and research as well as examine and evaluate the recent technological advances made in neuroscience, cognition and treatment of psychological disorders

Summary/Notes PSY 102 - Psychobiology


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Developing analytical skills for psychology

Be able to write a scholarly research paper in the field of biopsychology

Gather and organize data from scholarly research data and experts

Summary/Notes PSY 110 - Psychology of Religion I Describe how religious belief relates to psychological theories

Recognize cultural and individual world views influenced by psychological traits

Identify left brain and right brain patterns of thinking

Summary/Notes PSY 203 - Research Methods in Psychology Utilize college-level articulation to judge different behavioral science research designs by participating during in-class discussions and collaborative group exercises

Demonstrate proficiency in manipulating and analyzing numerical data in order to critique scientific study outcomes by correctly interpreting and constructing numerical tables and figures

Select and perform appropriate statistical tests utilizing statistical software to analyze data obtained from different research methodologies and establish competence through completion of statistical problem sets

Critically evaluate theories/literature in the behavioral sciences by critiquing published studies with methodological flaws and proposing alternative explanations during in-class discussions

Plan, formulate, and conduct an original research project in order to apply textbook concepts toward solving real-world issues in the behavioral sciences

Exhibit proficiency in basic computer work processing through composition of research paper in order to demonstrate college-level writing skills

Search relevant science databases, including online college/university


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library databases to find important literature in the behavioral sciences for purpose of accumulating multiple reference citations necessary to include in major writing assignment Demonstrate ability to navigate the world-wide-web by using common web browsers (e.g. internet explorer) and search engines (e.g. Google, Yahoo) as part of obtaining references necessary for completion of major research paper

Distinguish the basic research approaches and design methods required in behavioral research in order to develop multiple hypothesis testing methods appropriate to different problems in the real world. Satisfactorily complete study and exam questions to demonstrate proficient knowledge of subject

Express aptitude in professional academic writing style in order to facilitate comprehension of research journal article in the behavioral sciences through completion of major writing assignment according to proper APA (American Psychological Association) format rules

Summary/Notes PSY 205 - Developmental Psych Illustrate the course of normal human development

Analyze human development and identify normal developmental stages versus variations

Analyze human development and identify normal developmental stages versus variations

Demonstrate an understanding of effects the physical and emotional environment, cultural values and traditions and practices have on human development

articulate the developmental events that occur in the normal lifespan in the physical, intellectual and social/emotional areas

Summary/Notes PSY 206 - Child Growth/Devel Compare and contrast various theoretical frameworks regarding child and adolescent development

identify how cultural, economic,


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political, history have impacted human development Describe major developmental milestones (both typical and atypical)for human development from conception through adolescence

Comprehensive exam of developmental milestones, birth to adolescence

51-60%exceeded,30-35% met, 7-20% below standard

Successful assessment to be continued

Summary/Notes 3 sections of psychology were included. Excluding “FW” students, the below standard percent is 7-10%

PSY 212 - Abnormal Psychology Identify and demonstrate appropriate interview strategies used with individuals suffering mental distress

Evaluate case studies and correctly identify a mental illness

Recognize the impact of mental illness on families, communities, and governments

Summary/Notes PSY 213 - Drug/Alcohol Abuse Demonstrate understanding of drug and alcohol materials and vocabulary

Critically examine and evaluate written text materials

effectively stimulate interest and illustrate key concepts of drug and alcohol case studies

Summary/Notes PSY 220 - Intro To Social Psych Understand the significance of the theoretical and research contribution made by Social Psychology as a natural science through, in part, readings in social psychology and class discussions, written conceptual analyses, oral presentations, etc.; such tasks shall reflect conceptual analyses, oral presentations, etc.; such tasks shall reflect refined vocabulary and language usage in order to successfully navigate this course

Summary/Notes PSY 225 - Psych Hum Sexuality consider and discuss the physical and social influences that bear on the human sexual experience

describe the anatomical, functional and sociocultural underpinnings of human sexual behavior


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evaluate the physical, cognitive and emotional influences on human sexual behavior

Summary/Notes PSY 226 – Psychology of Women Demonstrate understanding of psychological, sociological and biological effects on female development from birth to death

Critically examine theory, research and statistical data on female life-span development

Develop cultural awareness, respect and empathy of the diverse and varied experiences of females that facilitates positive understanding and communication strategies

Analyze and demonstrate understanding of psychological theory, contemporary gender issues, and personal, clinical and community based support systems and services that positively influence female development

Summary/Notes


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Psychology

VIII. Progress toward previous goals

During 2011, we accomplished:

Previous Goals Progress/ Persons Responsible Status Year 1 Strategic

Plan Objectives Goal 1

EMP Assess the need for an ethnics or minority studies program

A course was developed for Sociology

C 1.1.1

Goal 2 EMP

Develop an associate in arts degree in psychology

An AA for Transfer degree was completed, approved on campus and forwarded to the Chancellor’s Office

C

Goal 3 EMP

Collaborate with CTE programs such as nursing to coordinate the delivery, integration, and scheduling of PSY 205 Developmental Psychology

Work on this goal is still in progress

P 1.2.4

Goal 4 2006-07

Departmental review of all courses to include District recommended student learning outcomes and assessment measures will be completed in the 2007-2008 school year.

Courses have SLO language During 2010, PSY 102 was modified and approved. PSY103, PSY206, PSY212, PSY220, and PSY226 are currently being updated for submission to Curriculum during FA 2011..

C 5.2.4

Goal 5 2006-07

As new full-time positions become available, continue to seek new faculty members who will reflect District’s diversity.

Due to cuts in sections, it is not practical to seek new faculty at this time. P

Goal 6 2006-07

Program should utilize statistical data as it is made available to project scheduling needs for future semester.

Statistical data is now available through the Office of Institutional Research Office and is used on a regular basis.

C 1.1.1

Goal 7 2006-07

Program should explore the possibility of tracking of distance education and “late start” sections to monitor

This is not currently being done. P 5.2.1


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effectiveness compared to traditional sections of the Same courses.

Previous Goals Progress/ Persons Responsible Status Year 1 Strategic

Plan Objectives Goal 8 2006-07

Periodic review of course scheduling to assure most needed classes have sufficient number of sections to assure students can reach their desired academic Goals within a timely manner.

Faculty meets each semester to review course offerings – a faculty chair is needed to facilitate this process

C 1.1.1

Goal 9 2006-07

The program should anticipate the development of a full-time faculty position to replace retiring faculty and meet the demand for classes

There are no anticipated faculty openings in the next year. P

Goal 10 2006-07

Develop distance education addendums for appropriate courses to increase the accessibility of courses to growing population of students taking courses over the internet.

DE courses have been reduced – addendums have been completed to make classes available when authorized.

C 1.1.1

Goal 11 2006-07

Promote the Psychology Program to increase student enrollment.

The number of students desiring to register exceed the current class offerings due to budget.

C 2.3.5 6.1.1

Goal 12 2006-07

Relocate faculty offices to a central location to facilitate program planning, coordination, and communication.

Faculty offices have been relocated to the CFI Building

C

Goal 13 2006-07

Continue faculty involvement in professional organizations at the local, regional, and national level.

Faculty are involved as time and funding allows. O 6.1.1

Goal 14 2006-07

Continue the District’s commitment to professional growth and faculty participation in flex activities, faculty development opportunities, and travel.

Faculty are involved as time and funding allows. Faculty have participated as presenters at FLEX Day activities.

O

Goal 15 2006-07

All facilities, equipment, and technology should be continuously maintained to support the instructional needs of students and faculty

A request for comprehensive review of the LB and HH buildings, where most Psychology classes are

O 3.1.4


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taught, has been submitted in the Educational and Facilities Master Plan and this budget

Previous Goals

Progress/ Persons

Responsible

Status

Year 1 Strategic Plan Objectives

Goal 16 2006-07

Continue to integrate technology within the curriculum and incorporate decision making activities through computer technology

Individual instructors integrate technology to their level of interest and training. O

Goal 17 2006-07

Continue to monitor enrollment trends in order to schedule and adequate number of sections in appropriate courses to meet the needs of students.

Faculty meets each semester to review course offerings – a faculty chair is needed to facilitate this process

1.1.1

Goal 18 2006-07

Continue faculty review of curriculum in 2007-2008 to comply with District standards for inclusion of student learning outcomes on all course outlines

The curriculum was reviewed.

5.2.4

Goal 19 2006-07

A sufficient pool of adjunct faculty needs to be maintained to assure the adequate number of sections may be offered each semester.

Applications are accepted on an ongoing basis and reviewed as openings become available.

Goal 20 2011-12

Review discipline material to determine the feasibility of establishing an AA degree in Psychology.

An AA for Transfer degree was completed, approved on campus and forwarded to the Chancellor’s Office.

Goal 21 2011-12

Establish new class offerings in line with new trends in the field of psychology.

An Honors section is being developed for offering when the budget allows

1.1.1

Goal 21 2011-12

Reinstitute PSY 103 – Elementary Statistics – to better prepare students for transfer to four year

Currently being developed – completion projected for FA 2011

1.1.1

In addition to previous goals, during 2012, we plan to:

Description Actions / Target Date *Data Institutional


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Index* Goal** Goal 1 2012

Goal 2 2012

Goal 3 2012

Goal 4 2012

**See the Preface for information related to Institutional Goals for 2012.

*Data Index: What data in the Key Performance Indicators drives this goal?


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Psychology

IX. Budget Recommendations for 2013

(Add rows or attach additional pages as needed for complete description / discussion)

Certificated Personnel (FNIC) Position Discuss impact on goals / SLOs Impact Priority

Classified Personnel Position Discuss impact on goals / SLOs Impact Priority

Staff Development (Division) Item Discuss impact on goals / SLOs Cost Impact Priority

Facilities (Facilities) Describe repairs or

modifications needed Discuss impact on goals / SLOs Building / Room Impact Priority

Computers / Software (Tecs) Item Discuss impact on goals / SLOs Cost Impact Priority

Equipment Item Discuss impact on goals / SLOs Cost Impact Priority

Supplies (Division) Item Discuss impact on goals / SLOs Cost Impact Priority


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General Budget Guidelines

Budget Preparation Tips:

• Include items on the budget form that are needed for program success even if there is no financial need associated with the request (ie training that could be accomplished with on-campus resources, sharing of resources with another discipline or department etc.)

• Whenever possible, obtain actual cost for the items / equipment you wish to purchase. This avoids situations

where items are considered for purchase but it is determined that the actual cost greatly exceeds the original estimate.

• Identify unit cost (cost per item) and the number of units desired in requests.

• Indicate if there is a lower level of financial support that would be workable in your educational plan – if you

request $30,000 for a classroom set of equipment (one item for each student), if $15,000 were available, would it be possible for two students to share an item? Is the request “All or nothing”?

Determining Budget Impact: Indicate one or more of the following areas that your request will affect: M = Mission: Does the request assist the program in meeting the District’s mission and established core competencies and / or diversity? N = Need: Does the request assist the program in addressing needs based on labor market data, enrollment, articulation, advisory committee, regional agreements, etc.? Q = Quality: Does the request assist the program in continuing or establishing appropriate lecture/lab unit values? Will the request assist in the regular reviewed / updated of course outlines? Is faculty development adequate? Does program need support in addressing the State and District emphasis on critical thinking, problem solving and written expression? Does program need support to meet stated objectives in the form of SLOs? Do course pre-requisites and co-requisites need to be validated? F = Feasibility: Does the request assist the program maintain adequate facilities, equipment, and library resources? Is there a need for repair or modification of facilities? Is there a need for new equipment or supplies? Are course offerings frequent enough for students to make adequate progress in both day and evening programs? Does the program have adequate communication with & support from Counseling? C = Compliance: Does the request assist the program in meeting Federal, State & District requirements? (Do the course outlines meet state, district & federal regulations for content? Do vocational programs have regular advisory meetings?)

Budget Priorities: When establishing priority, consider the following: Priority 1: This item is mandated by law, rule, or district policy. Priority 2: This item is essential to program success. Priority 3: This item is necessary to maintain / improve program student learning outcomes.


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Psychology

X. Career Technical Education TOP CODE: _______copy and paste from 2011, was in section VI___________________

1. Advisory Committee meeting date(s):

2. Advisory Committee recommendations

1. 2. 3. 4. 5.

3. Are these Advisory Committee minutes on file with Academic Affairs?

YES _____ NO _____

4. Vocational Funds

Source Purpose Amount


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5. Labor Market Data 2008 – 2018 (California Employment Department Labor Market Information for Los Angeles County)

Occupation Soc Code Employment Estimated

Employment Projected Change

% % % % % %

6. Discuss demand for workers in this TOP code based on CA Employment Development Department Labor Market Information for Los Angeles County and Advisory Committee input. Describe the rationale for use of data regarding additional geographic areas.

CORE INDICATORS Copy the entire table and the description below from 2011 file… it was in section VI

Indicator

Negotiated Level

2008-09 (Actual)

2009-10 (Actual)

2010-11 (Actual)

2011-12 (Proposed)

1. Technical Skill Attainment 88.81% 2. Credential, Certificate, or Degree 82.05% 3. Persistence or Transfer 85.96% 4. Placement 81.72% 5. Nontraditional Participation 20.37% 6. Nontraditional Completion 25.99%

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ANNUAL PROGRAM PLAN 2012 PSYCHOLOGY PREFACE · 2012-09-13 · 2012 Annual Program Review and Plan: Psychology Page 1 ANNUAL PROGRAM PLAN 2012 . PSYCHOLOGY . PREFACE . This 2012 Annual