Self Study Cover Sheet - Shasta College

SHASTA COLLEGEProgram ReviewScience, Language Arts and Math2009/2010

The Science Language Arts and Math Division (SLAM) is comprised of the PhysicalScience, Biological Science, English, Reading, Foreign Languages, English as a SecondLanguage, Mathematics, Student Development and Basic Skills areas. The LearningCenters for Science, Math, Business, and Writing are housed in the Division as well. Ourcourses 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 arecurrently 47 full-time faculty members, approximately 80 part-time faculty members, 10classified staff members, and one administrator. Five full-time faculty members serve ascoordinators for their departments. There is also one half-time faculty member whoserves as Writing Center Director and another as Basic Skills Student SuccessCoordinator.The current budget crisis resulting in staff reductions within the division haspresented both challenges and opportunities to rethink how we operate. Staff reductionsin 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 BusinessLearning Center and the Writing Center. Adjusting hours of operation and the hiring ofone part-time instructional aide in the Writing Center have served to minimize thisimpact. The Division office has been reduced by one Staff Secretary and one AssociateDean. This has provided us an opportunity to critically analyze office procedures andtimelines for scheduling, curriculum development, budgeting, book orders, and day today general tasks. This has been a joint effort of all the members of the Division. Thereis 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 aprovider of core programs. These programs are supported by energetic, creative, andtalented instructors who enjoy teaching. These instructors work collaboratively withother agencies on a variety of grant activities. They also actively serve the community invarious areas of interest.With the intent of supporting the Shasta College mission the Division has the followinggoals:Maintain high quality programs and services that are responsive to the needs ofour 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.Use data as a means for guiding decision making in the Division.Use data as a means for guiding strategies that improve student success andpersistence.

SHASTA COLLEGEProgram ReviewEnglish DepartmentSpring 20101

SHASTA COLLEGEProgram Review – English DepartmentTable of ContentsSignature Page ……………………………………….. 3Part I – Introduction………………………………..…1.1 Purpose of Program Review……………………………………………..... 41.2 College Mission………………………………………………………...…. 41.3 Shasta College Institutional Student Learning Outcomes…………………. 4Part II – General Program Information2.1 Program Definition/Description……………………………………….…. 62.2 Program Mission/Purpose……………………………………………….... 62.3 Program SLOs…………………………………………………………….. 6PagePart III – Program Analysis…………………………...3.1 Academic Quality………………………………………………………..… 73.2 External Relations………………………………………………………..… 173.3 Resource Efficiency……………………………………………………..…. 203.4 Student Success………………………………………………………..……343.5 General Planning………………………………………………………..…..47Part IV – Student Learning Outcomes……………..… 48Part V – Program Summary…………………………... 51Part VI – Goals, Recommendations, Priorities, Plans.. 51NOTE – Annual Reports and Action Plans……...…… 57Appendicies………………………………………….…..Appendix A – Student Learning Outcomes Update………………………..…....58Appendix C – Annual Action Plan………………………………………………62Appendix D – Grade distributions……………………………………………….632

SHASTA COLLEGEProgram ReviewSignature PageProgram:__Department of English__Program Review Self Study Participants:Frank Nigro (Department Coordinator), Lena Baker, Peter Berkow, LeoFong, Kathryn Gessner, Lauren Hollingsworth, Sara McCurry, MichelSmall, Eileen SmithLevel Two Review Team Participants:Lenny Bailey, Candace Byrne, Lois Cushnie, Cindy Dupre, TealMacMillan, Frank NigroProgram Self Study Lead FacultyDateDivision DeanDateLevel Two Review Team ChairDateVice President of Academic AffairsDateCollege CouncilDate3

Purpose of Program ReviewGeneral Education & TransferPart I – IntroductionAccording to the Academic Senate for the California Community Colleges in their 1996document, “Program Review: Developing a Faculty Driven Process”, the program review processserves as a mechanism for the assessment of performance that recognizes and acknowledges goodperformance and academic excellence, improves the quality of instruction and services, updatesprograms and services, and fosters self renewal and self study. Further, it should provide for theidentification 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 onlylead to better utilization of existing resources, but also lead to increased quality of instruction andservice. A major function of program review should be to monitor and pursue the congruencebetween 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 planningprocess. While these functions may occur because of program review, they should not serve as aprimary function of the review. Otherwise, program review could be perceived as a timeconsumingprocess for a product with no effect or bearing on the program’s activities or anyrelevance to serving students or maintaining academic excellence.College MissionThe mission of the Shasta-Tehama-Trinity Joint Community College District is to provide openaccess and opportunity for success to students who have diverse backgrounds, interests, andabilities. The District is committed to providing the knowledge and skills necessary for a studentto succeed. The District recognizes that success requires specific life skills and professional skillsand also effective communication, critical thinking, global consciousness and globalresponsibility. By offering programs leading to successful completion of a quality universitytransferprogram, or career-technical education, the District is responsive to the needs of ourcommunities within a changing global society. By offering comprehensive campus andcommunity service programs, the District enables students to achieve personal as well asacademic potential and contributes to the social, cultural and economic development of ourregion.Shasta College Institutional Student Learning OutcomesThe District is committed to providing the knowledge and skills necessary for a student tosucceed. The District recognizes that success requires specific life skills and professional skillsand also effective communication, critical thinking, global consciousness and globalresponsibility.To support our students in achieving success, Shasta College has determined that a student whoearns a degree or occupational certificate will demonstrate:4

1. Life and Professional SkillsLife 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 abilityto recognize and accept consequences of decisions, appropriate technical skills, theability to work effectively as an individual and as part of a group, and the ability toresolve conflict.2. Effective CommunicationEffective communication includes the ability to convey information, ask meaningfulquestions, and express thoughts, ideas and feelings.3. Critical Thinking SkillsCritical thinking includes the application of logical reasoning to collect and evaluateinformation, recognize and categorize patterns, contrast and compare, make decisionsand reach conclusions, and solve problems.4. Community and Global Consciousness and ResponsibilityCommunity and global consciousness and responsibility include the knowledge andunderstanding of civic, cultural and environmental issues; knowledge of and respect forthe needs, difficulties, and rights of diverse groups; an appreciation of the importance ofpublic service; and a commitment to life-long learning.5

Part II – General Program Information2.1 Program Definition/DescriptionPlease provide a concise overview of your program.The English Department offers transfer and pre-transfer courses that affectliteracy across the entire curriculum of the college. We also offer many creativeand cultural benefits to the campus and community. Courses are offered at allcampus centers either in traditional mode, online, or through interactivetelevision.2.2 Program mission/purposePlease provide a description of your program’s mission and purpose. Also, pleaseaddress how they align with the State’s mission and strategic plan for communitycolleges and the goals of Shasta College.The English Department’s primary mission is to improve the reading, writing, andcritical reasoning skills of students. The program offers courses that addressstudent needs at every level, thus showing the program’s commitment to thecollege’s goal of providing open access for students. At the developmentallevels, courses are designed not only to help students function more effectively atwork and in the community, but to succeed in transfer-level courses. Transferlevelcourses, meanwhile, are designed to prepare students to read, write, andcommunicate more effectively in other courses at Shasta College and,eventually, at four-year universities.Our department has been offering an increasingly diverse range of literaturecourses designed to introduce students to different literary traditions. Thesecourses include African American Literature, Multicultural Perspectives inAmerican Literature, and an Introduction to Literature by and about Women. Aswith our other literature courses, these courses also teach students theprocesses of critical reading and writing.2.3 Program SLOsPlease provide a concise description of your progress in the development andimplementation 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, formost courses, the process has matured and has begun to produce valuableinformation about how well we are serving our students. Instructors have beenmaking adjustments large and small to their instruction, and some changes arealso being made to curricula for these courses.6

Part III - Program Analysis3.1 Academic Quality1. Curriculum AnalysisPlease provide an update on your program’s curriculum analysis, including the processand currency of that analysis.Analysis and review of the English curriculum is maintained through the periodicreview required by Title V and through ongoing assessment by faculty members.For example, in the spring of 2007, faculty members Paul Calkins and LaurenHollingsworth revised the course outline for English 1B, Literature andComposition, one of the department’s core composition courses. These changesto course content and objectives allowed 1B to join 1C as an option to satisfy the“Critical Thinking/English Composition” requirement in the IGETC transferpattern. Prior to this revision, 1B had been steadily losing enrollment to 1Cbecause of this unique transfer value.Here is a listing of English courses and when they were last reviewed:Years lastComments05-06 06-07 07-08 08-09 09-10reviewed:ENGLISH 1A xENGLISH 1B xENGLISH 1C xENGLISH 10A xENGLISH 10B xENGLISH 11A xENGLISH 11B xENGLISH 12 xENGLISH 13A xENGLISH 13B xENGLISH 14 Reactived class, 2005-2006ENGLISH 15 xENGLISH 16 xENGLISH 17 xENGLISH 18 xENGLISH 19 xENGLISH 20 New class, added Spring 2006ENGLISH 24 xENGLISH 25 xENGLISH 31 xENGLISH 33 xENGLISH 36 New class, added 2005-2006ENGLISH 61 xENGLISH 91 xENGLISH 129 xENGLISH 161 xENGLISH 190 x7

ENGLISH 191 xENGLISH 192 xENGLISH 193 xENGLISH 194 xDescribe the current scope and sequence of the program’s course, certificate and degreeofferings. Include the number and variety of courses offered each term and the numberand variety of certificates and degrees awarded each term.The department’s current course offerings include the core compositioncourses—English 190, 1A, 1B and 1C—the literature courses, and creativewriting. The composition courses continue to draw a large enrollment.2. StaffingAre there any unique staffing qualifications needed within your program that are notgenerally associated with teaching in other disciplines?Since composition courses require an inordinate amount of grading work – workwhich is set into our course outlines in the form of required word counts – Englishfaculty members have to be prepared to spend a significant amount of timeoutside of school hours grading papers. This includes many evenings andweekends. English faculty members also must be prepared to meet withstudents in repeated one-on-one conferences to review written work. Twoinstructors have resigned in recent years due to burnout, and another has askedto go on a reduced load.The English Department also sees its primary task as developing skills that serveprograms throughout the school. When a student writes a research paper, it’snot in “English.” Instead, it’s in any number of disciplines: history, sociology,psychology, nutrition, etc. Hence, faculty members must be conversant in thevocabulary of a wide variety of fields.Do you feel the current staffing levels in your program are meeting the needs of thestudents?The Shasta College English Department is currently staffed by fifteen full-timeinstructors who teach English 190 and above. One of these instructors is 50%English, 50% Spanish. One has 50% reassigned time to coordinate the WritingCenter. Two teach Basic Skills for at least 50% of their normal load. Thus, innon-Basic Skills classes, the equivalent of thirteen full-time faculty membersteach for us. In addition, two of these teach exclusively online or on the TehamaCampus.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, 248

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, 31As noted above, a third of the department’s full-time faculty members havedoctorate 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, and1C. In addition, these courses are taught exclusively by adjunct personnel: ENGL 14 ENGL 15 ENGL 31 (online only) ENGL 36In this year of budget cuts, we have enough full-time and adjunct facultymembers to meet student needs, but in normal years, we often have to scrambleto find enough faculty members to teach our classes. Interviewing and mentoringis an ongoing challenge. Also, because our faculty members are spread out notonly geographically but in terms of whether we teach transfer or pre-transfer levelEnglish, communication and cooperation are a challenge. It has been difficult,for example, to bring these instructors together on mutually important areas, likethe ENGL 190 SLO process. Some adjunct personnel teach exclusively online orexclusively off campus, which makes communication and consistency difficult.Participation by adjunct personnel in some SLO functions, while welcome, hasbeen very inconsistent. The SLO process has also revealed inconsistencies inwhat students learn in classes taught by adjunct instructors and those taught byfull-time faculty members.3. Teaching Aids and EquipmentDescribe what teaching aids and/or software are commonly used in your instruction andwhat equipment is critical to teaching your curriculum. Also, address any basic needs ineither or both areas that may be missing.Most instruction still requires basic teaching aids like whiteboards, overheadprojectors, etc. Video projectors and instructor computers are available in all9

ooms and have become essential to instruction. We have one computerclassroom that provides a computer for each student. There is increasingdemand for this room, but there have also been requests from other departmentsto use the room. Currently all our equipment needs are being met.In terms of software, instructor offices are equipped with computers loaded withthe Microsoft Office Suite 2003 and with Internet connectivity. Most classroomsare also equipped with this. Our needs are currently being met, though more andmore students are using newer versions of Microsoft Office, which sometimespresents problems.We have a license for Turnitin, the online plagiarism-detection service. Theservice is heavily used by English faculty members, and currently we have asufficient budget to continue our license.We also use the campus online course management system, Angel, for ourmany online, hybrid, and web enhanced courses. This is currently meeting ourneeds as well.We do see a potential challenge on the horizon, though, and that is themovement to digital media. In coming years there will be an increased need toadopt new applications like MediaMaker that transition us from paper to digital.Given the limited resources the campus has for training in instructionaltechnology, it is unclear how we will keep current in these developments.4. Faculty Availability for General College ServiceDescribe each faculty member’s involvement in general college services, includingcommittees, assistance to other divisions, accreditation, community outreach, etc.The English Department diligently participates in campus committees and workswell with faculty members in other disciplines. The following English instructorscurrently serve on campus-wide committees:SenateInvest in our PeopleMatriculationSLOsCurriculumSustainabilityGeneral Ed.Computer Lit.DiversityNegotiationsFaculty AssociationAccreditationLeo FongCandace ByrneZena JuhaszJim CrooksPaul CalkinsSara McCurryLauren HollingsworthPeter BerkowLena BakerKathryn GessnerFrank NigroFrank NigroDespite participation in these committees and processes, English facultymembers are noticeably absent in some important campus committees, like the10

Distance Education Committee, Scholastic Standards, the Budget Committee,and College Council.Beyond the campus, professional development is a strong part of thedepartment’s collective effort to remain current in our fields and to pursue abroad scope of perspectives through which we can motivate our students to writewell across the disciplines. From 2006-2009, many full-time and part-time facultymembers 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 ownexpense. Conferences faculty members attended since the department’s lastprogram 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 ExperientialLearning Institute of Cabrillo College’s Digital Bridge Academy, the ModernLanguage Association Convention, Basic Skills Initiative Trainings and regionalconferences, and the Northern California Writing Project Summer Institutes in2007 and 2009. In most cases, due to insufficient staff development funds, theseconferences were attended largely at the faculty members’ expense.Presentations:Faculty members have been active in Flex presentations and Fall and SpringForum events on the Shasta College campus. In addition, faculty members havepresented on the Shasta College campus and at the CSU Chico, SustainabilityConferences; the CSU Chico This Way to Success Conference; the RockyMountain MLA Conference; the Popular Culture Association NationalConference; the Pacific Northwest American Studies Association Conference;Squaw Valley Writers’ Conference; the ECCTYC (English Council of CaliforniaTwo-Year Colleges) Conference; the National Communications AssociationAnnual Convention; and the Tomales Bay Writers’ Conference. Two facultymembers also appeared on the nationally syndicated radio program West CoastLive, on National Public Radio.Publications:Many faculty members in the English Department are active writers. Publicationsinclude articles in professional journals on popular culture and linguistics, criticalessays 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 in2011), 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 inpanel presentations for Butte and Shasta College students. They also meet withAVID students at local high schools to talk about college readiness. One faculty11

member has taught composition in a program called LEAP, designed for migrantstudents 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 otherfaculty across the curriculum in order to enhance student productivity andaccuracy with writing assignments in other courses in other disciplines.Periodically, full-time faculty members meet with faculty members from otherdisciplines to discuss the types of writing assignments they use, the methods forresearch and documentation of sources, and the prevention of plagiarism. AnEnglish Department faculty member (our Writing Center coordinator) regularlypresents student success workshops for students across the entire campus.Our learning community with Fire Science continues to assist firefighting studentsin writing objectives within their discipline, and each of the full-time facultymembers in English has met with faculty members in other disciplines to discusswriting assignment success and to help promote positive student success acrossthe curriculum.Community Events, Lectures, and Special Programs:The English Department hosts several community events each semester, andfaculty members from the department are active in participating in thesedepartment-sponsored events as panelists and presenters. Events like BlackHistory Month and our International Film series have enjoyed a long run ofsuccess with the community. The film series often provides students who studylanguages an opportunity to watch a movie with members of the community anddiscuss the film’s theme and implications in a public forum. The departmentbriefly hosted an Independent Film Series as well, and department facultymembers conduct book clubs and creative writing groups in addition to hostingevents for students on campus, such as student-writer readings anddistinguished visiting authors. Many of the English Department’s day andevening presentations (like the Fall and Spring Forum events listed below) modelan interdisciplinary approach, as faculty members from other disciplines areinvited to our panels, and students are asked to write responses to the multidisciplinarypresentations. English faculty members participate on panels forevents sponsored by other departments and additionally host our own communityevents, listed below:Fall and Spring Forum EventsAll of the following were sponsored by the English Department and theShasta College Foundation, organized by an English Department facultymember, and involved faculty members from English and across thedisciplines:Spring Series 2006—Examining the Military and Alternatives,panel discussion including faculty members across the disciplinesand community members12

Spring Series 2006—Race: The Power of Illusion, film and panel,co-sponsored with Citizens Against Racism and the EnglishDepartmentFall Forum 2007—Media Reform Panel—Challenging CorporateMedia, consisting of community members and Shasta CollegeFaculty members: Dr. Heather Wylie, Dr. James Collins, Dr. DougCraig, Mr. Mauro Oliveria; moderator Pamela SpotoFall Forum 2007—Nuclear Power and its Waste—Dr. Divan FardFall Forum 2007—Sir, No Sir—Film Screening and panel,including faculty and community members (Leo Fong, ShastaCollege; 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 DepartmentFall Forum 2008—The American Dream and Sustainability—Panel Presentation and Discussion, including communitymembers and faculty members Spring 2009—Shasta College, Sustainability Conference #1—included faculty members from different disciplines, communitymembers, 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 describingenvironmental degradation, panel includes faculty members andcommunity members plus the film’s director Spring 2010—Shasta College, Sustainability Conference #2,involves faculty members, students, local farmers and communitymembersFall 2009 and Spring 2010—Shasta College Community TeachingGarden, pioneer program at Shasta College on self-reliance,growing food, horticultural therapy and spiritual enrichment.Pamela Spoto, English, Project DirectorDescribe efforts to determine common or best practices at other communitycollegesRecent efforts include attendance and presentations at the annual ECCTYCconferences, where English faculty members from community colleges all overthe state collaborate, commiserate, and spread best practices. And the variousconferences and workshops of the California Basic Skills Initiative have broughtbest practices in basic skills language instruction, skills that are certainlyapplicable through the transfer curriculum as well.13

What have you learned?A department faculty member who attended and presented at the most recentECCTYC conference brought back information on multi-modal applications incomposition classes, and other faculty members are moving into this area withhis assistance. The cohort of basic skills language and math instructors, whoattended the most recent Basic Skills Initiative regional meeting, have alreadydisseminated information on classroom assessment techniques and other bestpractices through the popular Student Skills workshops and through GIFTS(Great Ideas for Teaching Students). Projects to improve teaching and learningusing some of these strategies have been proposed as year-long Flex activities.Contact with Community Colleges and Four-year Universities and CollegesIn May of 2006, Eileen Smith attended a statewide meeting regarding course andSLO articulation for the UC’s, CSU’s and CC’s. In November of 2008, LenaBaker presented a workshop on effective classroom practices for a diversestudent population at Victor Valley College. In October of 2009, Basic SkillsInstructor James Crooks attended a Basic Skills Initiative Conference with a teamof Shasta College instructors (Cindy O’Leary and Julie Nuzum from English,Andy Bloom from math, and Teresa Hampton, our basic skills coordinator). InNovember of 2009, Paul Calkins will participate on a panel discussion ofinterdisciplinary speakers when jazz musician guest speaker Ralph Alessipresents. Also in November of 2009, Sara McCurry and Pamela Spotopresented at the Sustainability Conference at CSU Chico on the subject ofEnglish curriculum in a campus-wide sustainability effort; in April of 2009, PaulCalkins, Zena Juhasz, Frank Nigro, Candace Byrne, Kathryn Gessner, SaraMcCurry and Pamela Spoto hosted an interdisciplinary Sustainability Conferencehere on the Shasta College campus. Since 2006, Leo Fong has organized andsponsored the International Film Series, open to campus and community, whichfeatures 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 isimportant to point out that most of the Community Events sponsored by EnglishDepartment faculty members serve at the core of interdisciplinary integration andcollaboration.How much reassign time has been allocated to your program’s faculty? Describe thenature 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 BasicSkills for at least 50% of their normal load. Thus, in non-Basic Skills classes, theequivalent of thirteen full-time faculty members teach for us. In addition, two ofthese teach exclusively online or on the Tehama Campus. These reassignmentsituations are expected to last indefinitely.5. Tutoring Centers/LabsIf your program/division has tutoring centers or learning labs:14

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 sixhours per week from the spring semester. The Center is now open from 7:45a.m. to 7 p.m. Monday through Thursday and from 7:45 a.m. to 3:30 p.m. onFridays.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 tothe Writing Center for tutoring sessions, computer use, and workshops.Students are either self-referred or referred by an instructor. Detailed statisticsare kept on student log-ins on the Timekeeper software on the student logincomputer; however, students do not log in to a particular class. In addition, theWriting Center keeps handwritten records of tutoring sessions, of what classesthe students are being tutored in, as well as details of what took place duringthe session.The complex software used on timekeeper computers in the Writing Center,Business and Math lab, and the Science Center is called Timekeeper. At allCenters, this software is monitored and statistics of lab use analyzed byclassified staff. An analysis of statistics is performed by classified staff at theend of each semester. However, due to a reduction in hours of staff at theWriting Center this semester, a more detailed analysis than what is given inthis report is currently unavailable. This is because breaking the Timekeeperstatistics down to the analysis required would take many hours ofuninterrupted time on the part of staff, including a detailed manual analysis ofrecords.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 theaverage 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 studentneeds? If not, what could be done to meet these needs?In general, the Writing Center is meeting student needs. The Center held1,206 tutoring appointments for English students in spring of 2009. Of theseappointments, 442 were for Basic Skills students in classes from English 250through English 190. Thus, 63 percent of tutoring appointments in the WritingCenter for spring 2009 were for students taking English classes above theBasic Skills level.15

The Writing Center, which moved under the umbrella of Basic Skills in the fallof 2007, continues to serve primarily English courses, having originally beenset up as a fourth-hour for English many years ago. In 2005, the WritingCenter was removed from the “recommendation” list, a non-accredited statusaccorded the Writing Center in its 1999 accreditation visit by the WesternAssociation for Accreditation for Junior Colleges Commission, and wasawarded its current accredited status as a WAC (Writing-across-the-Curriculum) Center. Certification as an accredited WAC Center is one index ofthe Center’s effectiveness.The many services that the Center provides and their full use is another indexof its effectiveness. The most-used service of the Center is to provide one-ononetutoring sessions to English students and students across the campus toenhance student success in writing assignments. As of April 2009, with theelimination, due to funding cuts, of the Disabled Students Programs andServices tutoring center and tutors, the Writing Center has taken on theresponsibility of DSPS tutoring.Auxiliary services that benefit students are MLA and APA research-paperworkshops, and proof-reading and grammar workshops. Additionally, theWriting Center Coordinator holds mini-research-paper workshop “drop-in”sessions in the Center on Wednesday afternoons and evenings for allstudents either working on a paper or with questions regarding the researchpaper. The classified staff, additionally, provides specialized workshops forinstructors and workshops on writing topics for students.Almost 1,000 students a semester are exposed to the Writing Center’sservices through class orientations scheduled by instructors and given bystaff.An indication of effectiveness of the Writing Center program is shown in aninformal survey of full-and-part-time English instructors taken early inSeptember 2009. One-hundred percent of respondents said that “they hadused the Writing Center’s services within the past year, and 89 percentreported that they were either ‘very satisfied’ or ‘satisfied’” with the services.That said, Writing Center staff and the English Department are always lookingfor ways to improve this valuable service to our students.6. Opportunities for Professional DevelopmentAre your faculty members taking advantage of professional development activities eitheron campus or off, and to what extent, including sabbaticals?Faculty members take full advantage of on campus professional developmentactivities, including online course training and online course pedagogy training.Some faculty members have attended off campus conferences and training. TheEnglish Department was also quite fortunate to receive two sabbaticals in 2007-08: one semester for Peter Berkow and one for Frank Nigro. These were thefirst 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 fromattending conferences and getting off-campus training. The English Departmentis becoming estranged from national trends in English teaching. Training foronline classes is adequate for maintaining current teaching styles but not forlearning 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 verywelcome. However, the college should consider raising the amount given for offcampusactivities 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 PracticesDescribe your efforts to determine common or best practices at other communitycolleges.The English Department has no formal mechanism for determining best practicesat other community colleges. However, we are active members of ECCTYC, theEnglish Council of California Two Year Colleges, and we regularly receiveinformation from them about what is happening around the state. We also havea good deal of incidental contact with faculty members at other colleges andgather information this way. For example, last summer two English facultymembers participated in the Northern California Writer’s Project, which broughtthem together with numerous university and community college faculty members.Moreover, some of the best input we get is from our adjunct personnel who oftensimultaneously work at other colleges.What have you learned from other community colleges that will, or could, enhance yourprogram?Much of what we have learned has been load related or class size related. TheSLO process has also been based partially on what other schools have done.3.2 External Relations1. FacilitiesDescribe 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 regularityat Weaverville, and infrequently at Burney. Facilities at these sites are more orless similar to what is on the main campus. In addition, ITV courses arefrequently 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 mustborrow classrooms from other programs. Some classrooms (811, 812, 813, 815,821, and 2106) are generally reserved for Language Arts classes, includingEnglish. For Fall 2009, we had to fit 103 sections into these classrooms. Thosethat didn’t fit generally were assigned whatever rooms other departments don’twant or need. Assignment to rooms that don’t meet the instructors’ needs isfairly common. Sometimes the instructor can be shifted to a better room, but thisisn’t always possible.Do outside organizations use your facilities? If so, is there any coordination on this issuewith your program?Again, the English Department does not have its own classrooms. In the case of811, which is a computer classroom, we have been approached by otherdivisions about using that room. We have indicated a willingness to share aslong as we can first meet our own departmental needs in regard to this room.2. Contact with K-12 SchoolsIf appropriate, what type and frequency of contact does your program have with K-12schools?Until this year our program offered an English composition course at West ValleyHigh School. This has been discontinued, but plans are afoot to offer the samecourse at Foothill High School and Shasta High School. The EnglishDepartment also recently voted to accepted students who take the EarlyAssessment Placement test in lieu of the college’s assessment test.3. Contact with Community Colleges, and Four-year Universities and CollegesWhat type and frequency of contact does your program have with other CommunityColleges, Universities, and Colleges?The English Department has frequent contact with area universities. Fourcourses at Chico State are taught by full-time Shasta College faculty members atthe downtown campus. Two full-time Simpson College faculty members teachon an adjunct basis for Shasta College. We currently have little formal contactwith other community colleges.4. Articulation with high schools, universities and collegesWhat articulation agreements do you have in place with other schools and colleges?The English Department has no articulation agreements with high schools, butEnglish 1A, 1B, and 1C are completely articulated with the CSU generaleducation requirements and the IGETC requirements. Articulation overall withthe UCs and CSUs has mostly increased, with a few decreases. Englishliterature courses still articulate with 15 CSU campuses and 9 UC campuses,though since the last program review, articulation of English courses has been18

dropped with the UC Merced campus and added with the UCSF School ofDentistry.There have been some changes with individual courses. Of the courses notedlast time, English 20 (World Mythology) still has no articulation agreements.English 33 and 36 now have agreements with CSU Sonoma, and English 14 withCSU San Bernardino and UC Riverside. English 61 still lacks articulation.Among other courses, there has been some dropped articulation (1A-1C withMonterey 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 Berkeleynow accepts our English 1A + 1B + one among 10AB or 13AB or 33 asequivalent to its 1A/1B sequence.The Course Articulation Numbering system (CAN) is gone, and a new system(CID) is being devised.The following notes articulation with our courses. Courses not listed here haveno articulations:1A1B1C10A10B11A11B1213A13B141516171819242531333691Chico X X X X X X X X X XDominguezHillsX X X X X X XEast Bay X X X X XFresno X X X X X X X X X X XHumboldt X X X X X X X XLong Beach X X XMontereyBayX X X X X XNorthridge X X X X XSacramento X X X X X X XSanBernardinoX X X X X X X X X XSan Diego X X X X X X X X X X X XSanFranciscoX X X X XSan Jose X X X X X X X XSan LuisObispoX X XSonoma X X X X X X X X X X XBerkeley X X X X X XDavis X X X X X X X X X XIrvine X X X X X X X X X X X X XLosAngelesX X X X X X X X XMercedRiverside X X X X X X X X X X X X X XSantaBarbaraX X X X X X X X X X X X X X XSanta Cruz XUCSFSchool ofPharmacyX X XWhat are your plans for revising the number and/or extent of your agreements?19

All revisions will be handled on a case-by-case basis. We have no plans forrevising our current agreements. However, the UC’s and CSU’s seem muchmore open now to articulating with our literature courses, whereas they were notin the past. This suggests we should pursue further literature course articulationsto help any possible English majors at Shasta College.3.3 Resource Efficiency1. SupportDescribe the support your program commonly requires from other college departments orprograms.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. Thisassistance to students helps them on both the global and local levels of theirwriting and at all stages of their writing. Staff members help students understandand interpret an assignment, and they assist students with all aspects ofprewriting, writing and proofreading/editing. Staff members also guide students inrecognizing and correcting patterns of errors in their writing. They encouragestudents to sign up for follow-up sessions to continue work on areas of concernin their writing. Writing Center staff also assist faculty members upon requestwith composing assignment prompts that can be easily understood by bothstudents and tutors alike. Writing Center staff members along with LRC staff alsooffer help and guidance with citation and documentation in research papers. Thissupport is crucial to the English Department.Support is also required on occasion with respect to the computer technology inthe classrooms and in the 811 computer classroom. Generally the TechnologyDepartment’s response and support is excellent. This also goes for occasionalsupport received from Physical Plant (to replace light bulbs, respond to trippedbreakers, etc.).The support staff in the Student Services office is also very helpful with respect tostudent clubs and organizations sponsored by the English Department.Finally, it perhaps goes without saying that the English Department remains verymuch reliant upon the Assessment Office, Admissions and Records, and to theCounseling Department for all they do in assessing, registering, and placingstudents 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 ofsupport? If so, please describe.Currently all processes in place are adequate to meet our needs.20

2. Use of TechnologyDescribe the technology used in your program.Access to instructor computers and video projectors is required for all Englishcourses. All classrooms are equipped with DVD/VCR player combinations alongwith a speaker system. Software used includes the Microsoft Office Suite andInternet Explorer. As noted above, the department also has a yearly license forTurnitin, 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 considerrotation/refreshment of computers as part of this.) How are you able to overcome thisdeficit?Currently our needs are being met.3. Comparison with Other InstitutionsHow does your program compare with other community colleges of similar size andlocation in terms of size, staffing, facilities, partnerships, etc.?A comparison of our program with English programs at several roughlycomparable colleges showed the following:CollegeFTEs (Fall2008)Full timefacultyAdjunctfacultyRatio of fulltime toadjunctRatio of FTEsper full timefacultymemberShasta College 3767 15 25 1:1.6 251:1Yuba College 3302 11 23 1:2.1 300:1College of theSequoias4527 22 30 1:1.4 206:1College of theRedwoods2579 7 23 1:3.2 368:1College of theSiskiyous1121 5 7 1:1.4 224:1These numbers are for rough headcounts of faculty members only, and do notaccount for possible reassigned time arrangements, instructors who teach part oftheir load in English, part in another discipline, etc. All five colleges reportedoffering more sections being taught by adjunct instructors than they werecomfortable with.Comparison in core class offerings:21

College# of sectionsof English 1A(Fall 2009)# of sectionsof English 190(Fall 2009)Shasta College 45 22Yuba College 18 22College of theSequoias52 38College of theRedwoods20 33College of theSiskiyous19 4We noticed a wide variety of approaches to online courses:CollegeOnlinesections ofEnglish 1A(Fall 2009)% of total 1Asectionstaught onlineHybridsections ofEnglish 1A(Fall 2009)Onlinesections ofEnglish 190(Fall 2009)Shasta College 7 3.2% 0 0Yuba College 4 7.2% 0 0College of theSequoias4 2.1% 4 0College of theRedwoods0 0% 0 0College of theSiskiyous0 0% 0 0Aside from Shasta College, only Yuba College offers any English 1A sectionstaught 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 andfull time teachers are all paid to participate in the Writing Center Program. It is aWriting Across the Curriculum center (WAC) which means students who havepapers due in other departments are encouraged to use the writing center.The Redwoods Writing Center is not a WAC center. Students who need help withpapers from other departments are not encouraged to seek advice from theWriting 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 requiredto spend class hours there.At Siskiyous, the Writing Center has had severe budget cuts. They have insistedon keeping an instructor of record. Full-time and adjunct instructors donate officehours 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 theywould like. We would all like to add more full-time faculty members, but budgetconsiderations are inhibiting that. Our department isn’t the worst when it comesto 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 of22

students today work several jobs or have problems commuting to the campusthan a decade or two ago. Shasta is among the leaders in serving students thisway, with a robust variety of distance learning courses and innovative teachers.We have experimented only on a limited basis with hybrid courses (where seattime is replaced by online instruction), and these seem to be gaining favor atother campuses.There is no clear pattern regarding distance learning courses. Some are taughton ITV. Some are taught as hybrid courses. Some are taught exclusively online.In general, there is a reluctance to assign adjunct faculty members to distancelearning for two reasons: It is generally recognized that these courses require alot more work for the instructor, and adjunct faculty members might not be asqualified to handle the challenges of non-traditional classrooms.There is also a wide variety of approaches to Writing Centers. Some Englishdepartments staff the Writing Center with adjunct instructors and full-timeinstructors receiving pay for the hours spent there. Our program is a WAC centerand is staffed by a full-time faculty member (for 50% of her load), twoparaprofessionals and a staff of student tutors.4. Facility Use/AvailabilityDescribe the scheduling of your courses including the rationale and appropriateness ofthe following scheduling characteristics:The English Department makes every effort to offer a wide variety of courses inas many time and date combinations as possible. In addition to the patternsnoted below, a large percentage of our courses are delivered online, andbeginning in Spring 2010, others will be offered in a hybrid (partially online)mode.MWF, TTh, and/or other combinationsOur 3-unit courses (1B, 1C, etc.) are generally offered either online, or inMWF or TTh combinations. Since ENGL 1B and ENGL 1C now cover manyof the same requirements, we try not to overlap sections.Our 4-unit courses (190, 1A, etc.) are offered online, in ITV mode, or in MWor TTh combinations. We have done some MWF combinations, with one daya week meeting for two hours, but this is more difficult to schedule and is lesspopular with students. We currently offer one WF class, and we are lookingat 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/patternsof scheduling of classes and/or services23

We now offer classes starting at 7:00 a.m. in the morning and running M-Thtill 10:00 p.m. Fewer evening classes have been offered in recent yearsbecause of poor enrollment. We offer no classes on the weekend.17-week, 8-week, shorter coursesWe typically offer a wide variety of late start classes in the fall and springsemesters: 12-week; 15-week; 17-week.Fall, spring, summerAs far as possible, we try to offer a maximum spread of classes during allsessions.Every semester, once-a-year, once-in-every-two-yearsMost courses are offered every semester. In light of the recent budget crises,we are looking at cutting back our literature offerings and teaching somecourses on a consistent but less frequent basis.What drives scheduling in your program? (Availability of facilities, faculty, localpreferences, tradition, etc.)All of the above drives scheduling in our program, but primarily, enrollments driveit: if classes in a given time slot are underloaded or overloaded, we adjustaccordingly. Our options are often limited by factors out of our control, like thelack of classrooms or of faculty members.If your program is part of a major or certificate, can a student complete the major orcertificate 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 manysections that yes, students can complete any English courses in their majorwithin two years of full-time study (unless they need to start in Basic Skillsclasses).Considering the responses to the questions immediately above, what plans do you have toalter your scheduling practices to accommodate student needs and promote student accessand program completion? Do you have suggestions for improvement?Our scheduling practices are more than adequate to meet student needs andprovide a wide variety of days/times for students to complete their courses ofstudy. As noted above, we are currently looking at limiting our literature offeringsbut simultaneously offering them in a more predictable manner. We also need toresearch the question of how many online courses we should be offering.5. Faculty and classified staffing24

Using tables showing data over the past three years please analyze and address trends forthe following:Headcount of full time faculty by termHeadcount of part time faculty by termHeadcount of faculty by termInstructor Type S07 F07 S08 F08 S09 F09Contract 13 15 15 15 15 15Hourly 24 23 18 25 19 25FTE of full-time faculty by termFTE of part-time faculty by termFTE of faculty by termInstructor Type S07 F07 S08 F08 S09 F09Contract 11.5 12.5 13.17 13.47 13.42 13.17Hourly 3 3.7 2.6 4.3 3.6 2.9Ratio of full-time to part-time faculty by termRatio of full-time to part-time faculty by termS07 F07 S08 F08 S09 F09Ratio 1:2.1 1:2.0 1:1.4 1:1.9 1:1.4 1:1.9Number of sections taught by full-time and part-time faculty by termAcademicYear06-07ENGLTermFallSpringNumberofSectionsInitialEnrollmentCensusEnrollment%LostCourseEndEnrollmentAvg InitialEnrollmentContract- Fulltime60 1,733 1,529 12.10 1,215 29Hourly -Adjunct 52 1,547 1,321 15.05 1,065 30All 112 3,280 2,850 13.47 2,280 29Contract- Fulltime58 1,630 1,363 16.56 1,064 28Hourly -Adjunct 45 1,245 1,036 17.29 849 28All 103 2,875 2,399 16.88 1,913 2825

07-0808-09NumberENGL of Initial Census %Sections Enrollment Enrollment LostFallSpringFallCourseEnd Avg InitialEnrollment EnrollmentContract- Fulltime55 1,711 1,448 16.75 1,123 31Hourly -Adjunct 56 1,653 1,396 15.33 1,144 30All 111 3,364 2,844 16.04 2,267 30Contract- Fulltime67 2,001 1,701 15.34 1,338 30Hourly -Adjunct 39 1,057 897 15.83 687 27All 106 3,058 2,598 15.52 2,025 29Contract- Fulltime61 1,975 1,706 14.34 1,327 32Hourly -Adjunct 62 1,607 1,357 15.79 1,060 26All 123 3,582 3,063 15.07 2,387 29SpringContract- Fulltime58 1,954 1,660 15.75 1,341 34Hourly -Adjunct 52 1,436 1,179 17.47 961 28All 110 3,390 2,839 16.56 2,302 31Number and ratio of full-time and part-time faculty who teach in the evenings bytermNumber and ratio of full-time and part-time faculty who teach in the day time byterm26

Ratioof fulltoparttimeAcademicYear06-07ENGLTerm ScheduleFall OnlineMorningEveningAfternoonTBASpring ScheduleOnlineMorningEvening# ofSectionsInitialEnrollmentCensusEnrollment% LostContract- Fulltime10 326 287 14.31Hourly -Adjunct 9 287 255 12.98All 19 613 542 13.68 1:1Contract- Fulltime27 821 736 10.62Hourly -Adjunct 15 408 359 11.91All 42 1,229 1,095 11.08 1:0.5Contract- Fulltime4 112 94 14.58Hourly -Adjunct 7 177 149 16.52All 11 289 243 15.81 1:0.5Contract- Fulltime16 469 407 14.87Hourly -Adjunct 21 675 558 17.70All 37 1,144 965 16.48 1:1.3Contract- Fulltime3 5 5 0.00All 3 5 5 0.00 1:0Contract- Fulltime9 351 273 23.36Hourly -Adjunct 9 299 233 22.96All 18 650 506 23.16 1:1Contract- Fulltime19 572 488 15.30Hourly -Adjunct 19 544 472 13.70All 38 1,116 960 14.50 1:1Contract- Fulltime4 64 53 19.03Hourly -Adjunct 6 118 103 12.131:1.527

07-08FallSpringENGLAfternoonTBAScheduleOnlineMorningEveningAfternoonTBAScheduleOnlineRatioof full-# of Initial Census to part-Sections Enrollment Enrollment % Lost timeAll 10 182 156 14.89Contract- Fulltime21 634 541 15.88Hourly -Adjunct 11 284 228 21.66All 32 918 769 17.87 1:0.5Contract- Fulltime5 9 8 10.00All 5 9 8 10.00 1:0Contract- Fulltime4 139 113 20.27Hourly -Adjunct 16 531 436 19.69All 20 670 549 19.81 1:4Contract- Fulltime24 811 702 13.76Hourly -Adjunct 18 433 379 10.50All 42 1,244 1,081 12.36 1:0.8Contract- Fulltime3 87 66 22.47Hourly -Adjunct 9 275 229 18.57All 12 362 295 19.55 1:3Contract- Fulltime21 670 564 16.31Hourly -Adjunct 13 414 352 14.42All 34 1,084 916 15.59 1:0.6Contract- Fulltime3 4 3 33.33All 3 4 3 33.33 1:0Hourly -Adjunct 56 1,653 1,396 15.33 1,144All 111 3,364 2,844 16.04 2,267Contract- Fulltime11 364 308 16.671:128

08-09 FallENGLMorningEveningAfternoonTBAScheduleOnlineMorningEveningAfternoon# ofSectionsInitialEnrollmentCensusEnrollment% LostHourly -Adjunct 12 404 351 15.05All 23 768 659 15.82Contract- Fulltime31 916 799 12.60Hourly -Adjunct 9 242210 12.44Ratioof fulltoparttimeAll 40 1,158 1,009 12.57 1:0.3Contract- Fulltime5 135 109 19.29Hourly -Adjunct 7 108 88 17.07All 12 243 197 17.99 1:1.4Contract- Fulltime19 585 484 18.79Hourly -Adjunct 11 303 248 18.66All 30 888 732 18.74 1:0.6Contract- Fulltime1 1 1 0.00All 1 1 1 0.00 1:0Contract- Fulltime8 273 237 14.33Hourly -Adjunct 14 477 402 17.77All 22 750 639 16.52 1:1.8Contract- Fulltime27 917 799 13.06Hourly -Adjunct 21 462 408 11.27All 48 1,379 1,207 12.28 1:0.8Contract- Fulltime2 59 49 15.55Hourly -Adjunct 16 307 249 16.23All 18 366 298 16.15 1:8Contract- Fulltime24 726 621 15.68Hourly -Adjunct 10 328 276 19.461:0.429

ENGLTBASpring ScheduleMorningEveningAfternoonTBA# ofSectionsInitialEnrollmentCensusEnrollment% LostAll 34 1,054 897 16.79Hourly -Adjunct 1 33 22 39.39Ratioof fulltoparttimeAll 1 33 22 39.39 1:0All 123 3,582 3,063 15.07 2,387Contract- Fulltime26 860 749 13.57Hourly -Adjunct 14 351 313 10.48All 40 1,211 1,062 12.49 1:0.5Contract- Fulltime1 34 29 14.71Hourly -Adjunct 13 254 190 23.19All 14 288 219 22.58 1:13Contract- Fulltime22 737 611 17.65Hourly -Adjunct 10 308 261 14.38All 32 1,045 872 16.63 1:0.5Contract- Fulltime9 323 271 17.50Hourly -Adjunct 15 523 415 21.09All 24 846 686 19.75 1:1.7Number of classified support staffNumber of classified support staffS07 F07 S08 F08 S09 F09Paraprofessionals 1.7 1.7 1.7 1.7 1.7 1.5Paraprofessionals are for the Writing Center only, which is not technically apart of the English Department. The division’s administrative assistants servethe entire division.Faculty and staff demographicsAge CategoryNumber ofInstructorsPercent20-29 1 2.1730

Number ofInstructorsPercent30-39 13 28.2640-49 10 21.7450-59 11 23.9160-69 10 21.7470-79 1 2.17GenderRaceFemale 30 65.22Male 16 34.78American Indian 1 2.17Asian 1 2.17Black or African American 1 2.17Hispanic 2 4.35White 41 89.13All 46 100.00Teaching ArrangementsNumber ofInstructorsPercentContract 15 31.25Hourly 30 62.50No Pay 1 2.08Overload 2 4.17All 48 100.00Teaching ArrangementNumber ofSectionsFTEFContract 63 15.22Hourly 60 12.28No Pay 1 0.00Overload 2 0.50All 126 28.006. EquipmentDescribe 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 thetechnology listed under “2. Use of Technology” above.7. Budget info, requests, action plansIs 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 offunds 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 toapply for these funding opportunities? What can the college do to help your programincrease funding beyond that which is available through the state funding allocationprocess?Currently we do not have funding from outside sources, with the exception of theShasta College Foundation, which has helped us on numerous occasions forspecial events like the Sustainability Conference or the Distinguished AuthorSeries. However, we do not currently need tremendous amounts of funding.What is your budget planning process? What are the considerations upon which youdevelop your budget?Our budget is managed by the Dean of Sciences, Language Arts, and Math, andwe have had little formal input on it. If we have needed something, we simplyask for it and our Dean has done his best to provide it. The vast majority of ourbudget, though, is for salary and benefits.Describe the non-financial benefits of your program that should be considered in acost/benefit analysis? Include a description of who benefits and what the benefit is. Forexample: 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% ofwhat we do is teach composition and research skills, and this supports everyother program on campus. The other 20% of what we do is teach literature. Thebenefits 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 InstructionalAgreements or partnerships, etc.32

For Fall 2009 the English Department generated 349.67 total FTES at a totaldirect instructional cost of $853,141. The estimated total apportionment forthis was $1,436,238. Aside from apportionment we brought in no otherincome. Thus, the ratio of cost to income was 1:1.7.Cost: College Budget for your department(s) that cover your program; add 30% forcollege wide expenses/services.The annual budget for the English Department is $1,866,550. The 30% forcollege wide expenses/services amounts to $559,977.40.How might your program become more efficient in terms of cost versus benefits?8. Reach of ServicesSince almost all of our budget is made up of salary and benefits, it’s difficultto cut costs without cutting people. About $12,000 of our budget goes totravel for adjunct personnel commuting here from out of town. We couldreduce 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 by5% for the 2010-2011 school year, we proposed cutting or streamlining ourofferings of literature and creative writing courses. However, these coursespay for themselves in normal budget years, so such cuts are only desirablewhen funding for apportionment has been cut.It is also very difficult for English instructors to add extra students to theircourses. 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 aminimum of 6,000 words (24+ typewritten pages) of writing from eachstudent. English 1B and 1C, which are set at 35 students, have wordcountrequirements of 6,000-8,000 words (24-32 pages). It is impossible to addadditional students in these courses in particular without compromisinginstructional quality. ECCTYC, the English Council of California Two YearColleges, recommends class limits of 23 students for all these courses.Despite this, English instructors often bend to the needs of studentsdesperate to enroll in their courses, and we’ve seen a steady uptick in recentyears in the number of students per course.Are the courses provided in your program adequate to meet the student or communityneed? How have these needs been measured?English Department courses are more or less typical of what is seen across thestate, in what is required by articulation agreements, graduation requirements,etc. The need for these classes can be measured primarily by the demand forthem, which is high, especially right now. We have offered many new courses inrecent years and have seen them achieve healthy enrollment rates.Is there an opportunity or need to grow your program, and if so, how might youaccomplish that growth?33

Wait lists have been very high in almost all of our courses, indicating a need tooffer more sections. Our limitations are partly what they’ve always been: lack offacilities and lack of money to offer new sections. There does appear to bedemand for more online classes, which do not require any additional facilityspace. The department, however, needs to decide what our philosophy is on thegrowth of online classes.3.4 Student SuccessPlease present and discuss the quantifiable factors pertinent to your program by semesterover the past three years.Trends of FTESFTES/FTE ratioTotal program enrollmentNumber of sectionsAverage class size at censusAcademicYear06-0707-0808-09ENGLTerm# ofSectionsCensusEnrollmentCourse EndEnrollmentTotalFTESAvg InitialEnrollmentAvgCensusAvgFTESAvgFTES /FTEFFall 141 2,865 2,287 352 24 20.3 2.5 18.46Spring 128 2,413 1,924 281 23 18.9 2.2 10.59Fall 139 2,934 2,354 359 26 21.1 2.6 10.73Spring 138 2,714 2,139 316 23 19.7 2.3 9.83Fall 132 3,096 2,411 383 27 23.5 2.9 12.26Spring 126 2,860 2,323 344 27 22.7 2.7 13.31Enrollments have increased by almost 700 students since three years ago,despite the fact that we offered 9 fewer sections. FTEs per section havegone up from 2.35 in 2006-07 to 2.8 in 2008-09.Enrollments at census by course and programNumber of audits by course and program34

AllENGLRetention# %Course Academic Year TermENGL-1A 06-07Summer 156 84.6%Fall 1,161 79.3%Spring 810 78.8%07-08Summer 150 81.3%Fall 1,151 81.3%Spring 930 74.2%08-09Summer 162 84.0%Fall 1,261 77.5%Spring 1,015 79.4%ENGL-1B 06-07Summer 51 72.5%Fall 159 83.0%Spring 159 78.6%07-08Summer 51 82.4%Fall 138 81.2%Spring 198 86.4%08-09Summer 53 94.3%Fall 216 81.0%Spring 250 88.0%ENGL-1C 06-07Summer 63 95.2%Fall 312 84.9%Spring 415 84.8%07-08Summer 77 88.3%Fall 290 89.7%Spring 381 88.7%08-09Summer 81 96.3%Fall 236 83.1%Spring 382 83.8%ENGL-10A 06-07 Fall 14 78.6%07-08 Fall 31 67.7%08-09 Fall 31 67.7%ENGL-10B 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%35

ENGL-14ENGL-15ENGL-16ENGL-18ENGL-19ENGL-20ENGL-24AllENGLRetention# %08-09 Fall 19 78.9%06-07 Spring 9 55.6%07-08 Fall 16 68.8%08-09Fall 31 83.9%Spring 24 66.7%06-07Summer 21 90.5%Fall 24 75.0%Spring 29 69.0%07-08Summer 19 89.5%Fall 19 73.7%Spring 17 52.9%08-09Summer 28 85.7%Fall 31 71.0%Spring 25 76.0%06-07Fall 25 64.0%Spring 27 55.6%07-08Fall 22 59.1%Spring 27 77.8%08-09Fall 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%08-09Fall 24 79.2%Spring 28 78.6%06-07Summer 20 70.0%Fall 28 67.9%Spring 29 65.5%07-08Summer 27 85.2%Fall 29 51.7%Spring 45 88.9%08-09 Summer 27 81.5%36

AllENGLRetention# %Fall 37 64.9%Spring 44 72.7%ENGL-25 06-07 Spring 24 87.5%07-08 Spring 29 62.1%08-09 Spring 22 68.2%ENGL-31 06-07Summer 57 87.7%Fall 133 79.7%Spring 122 88.5%07-08Summer 59 89.8%Fall 202 82.7%Spring 171 81.9%08-09Summer 56 96.4%Fall 188 80.9%Spring 154 84.4%ENGL-33 06-07 Fall 16 87.5%ENGL-36 06-07Summer 16 75.0%Fall 24 79.2%Spring 28 67.9%07-08Summer 23 95.7%Fall 40 82.5%Spring 31 67.7%08-09Summer 25 76.0%Fall 25 80.0%Spring 27 88.9%ENGL-91 06-07 Spring 0 .ENGL-97 06-07Fall 15 86.7%Spring 16 93.8%07-08 Spring 30 86.7%ENGL-190 06-07Summer 27 81.5%Fall 500 81.4%Spring 307 82.1%07-08Summer 35 97.1%Fall 503 79.7%Spring 342 76.3%08-09Summer 47 95.7%Fall 522 75.1%Spring 400 81.5%37

ENGL-191ENGL-193ENGL-194ENGL06-0707-0808-0906-0707-0808-0906-0707-0808-09AllRetention# %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, butnot overall enrollments. In general, enrollments have remained steady overthe last few years. English 1B, which was recently redesigned to meetIGETC requirements, has experienced much higher enrollments thanpreviously. It has taken away some students from English 1C, which meetsmany of the same requirements. We have no data on audits, which in anycase are not encouraged by the department because of liability issues.Number of combined sectionsENGLNumberofSectionsAcademicYear06-0707-0808-09TermFall 112Spring 103Fall 111Spring 106Fall 124Spring 11038

Section characteristics (on-off campus, distance ed – online and/or ITV)For section characteristics, please see charts in section 5. Faculty andclassified staffing above.Grade distributionsType of credit received by students (credit and noncredit)Overall results for the department are as follows:GradeDistributionA B C D F CR P NP W FW I NC DR# % # % # % # % # % # % # % # % # % # % # % # % #%06-0707-0808-09Fall 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 3.4Spr. 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 1.8All 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 2.7Fall 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 7.0Spr. 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 5.4All 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 6.2Fall 690 22.8 748 24.7 469 15.5 144 4.8 302 10.0 1 0.0 7 0.2 3 0.1 429 14.2 54 1.8 9 0.3 . . 170 5.6Spr. 658 23.4 707 25.1 399 14.2 148 5.3 361 12.8 11 0.4 . . . . 326 11.6 44 1.6 7 0.2 3 0.1 148 5.3All 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 5.4These are the course specific results:Grade DistributionCourseENGL-10AENGL-13B06-0707-0808-0906-0708-09A B C D F W FW I NC DR# % # % # % # % # % # % # % # % # % # %Fall 10 66.7 2 13.3 . . . . . . 3 20.0 . . . . . . . .All 10 66.7 2 13.3 . . . . . . 3 20.0 . . . . . . . .FallAll6 19.4 10 32.3 . . . . 56 19.4 10 32.3 . . . . 516.1 4 12.9 . . . . . . 6 19.416.1 4 12.9 . . . . . . 6 19.4Fall 10 32.3 6 19.4 2 6.5 1 3.2 2 6.5 6 19.4 . . . . . . 4 12.9All 10 32.3 6 19.4 2 6.5 1 3.2 2 6.5 6 19.4 . . . . . . 4 12.9Fall 8 42.1 1 5.3 5 26.3 1 5.3 . . 3 15.8 . . . . . . 1 5.3All 8 42.1 1 5.3 5 26.3 1 5.3 . . 3 15.8 . . . . . . 1 5.3Fall 11 55.0 5 25.0 . . . . . . . . 1 5.0 . . . . 3 15.0All 11 55.0 5 25.0 . . . . . . . . 1 5.0 . . . . 3 15.039

Grade DistributionENGL-15ENGL-16ENGL-1806-0707-0808-0906-0707-0808-0906-0707-0808-09A B C D F W FW I NC DR# % # % # % # % # % # % # % # % # % # %Fall 7 29.2 7 29.2 3 12.5 . . 1 4.2 4 16.7 . . . . . . 2 8.3Spr. 14 48.3 5 17.2 1 3.4 . . . . 7 24.1 . . . . . . 2 6.9All 21 39.6 12 22.6 4 7.5 . . 1 1.9 11 20.8 . . . . . . 4 7.5Fall 9 47.4 5 26.3 . . . . . . 2 10.5 . . . . . . 3 15.8Spr. 5 29.4 3 17.6 . . . . 1 5.9 6 35.3 . . . . . . 2 11.8All 14 38.9 8 22.2 . . . . 1 2.8 8 22.2 . . . . . . 5 13.9Fall 19 61.3 2 6.5 1 3.2 . . . . 5 16.1 2 6.5 . . . . 2 6.5Spr. 9 34.6 7 26.9 2 7.7 . . 2 7.7 4 15.4 . . . . . . 2 7.7All 28 49.1 9 15.8 3 5.3 . . 2 3.5 9 15.8 2 3.5 . . . . 4 7.0Fall 5 20.0 5 20.0 4 16.0 . . 2 8.0 7 28.0 . . . . . . 2 8.0Spr.All5 18.5 2 7.4 1 3.7 311.1 410 19.2 7 13.5 5 9.6 3 5.8 614.8 9 33.3 . . . . . . 3 11.111.5 16 30.8 . . . . . . 5 9.6Fall 6 27.3 2 9.1 2 9.1 1 4.5 2 9.1 6 27.3 . . . . . . 3 13.6Spr.AllFallSpr.All7 25.9 5 18.5 3 11.1 311.1 313 26.5 7 14.3 5 10.2 4 8.2 54 17.4 7 30.4 . . 2 8.7 63 13.0 7 30.4 1 4.3 37 15.2 14 30.4 1 2.2 513.0 510.9 1111.1 3 11.1 . . . . . . 3 11.110.2 9 18.4 . . . . . . 6 12.226.1 4 17.4 . . . . . . . .21.7 3 13.0 . . . . . . 1 4.323.9 7 15.2 . . . . . . 1 2.2Fall 11 47.8 7 30.4 1 4.3 . . 1 4.3 3 13.0 . . . . . . . .All 11 47.8 7 30.4 1 4.3 . . 1 4.3 3 13.0 . . . . . . . .Fall 13 48.1 6 22.2 2 7.4 1 3.7 1 3.7 2 7.4 . . . . . . 2 7.4All 13 48.1 6 22.2 2 7.4 1 3.7 1 3.7 2 7.4 . . . . . . 2 7.4Fall 13 48.1 5 18.5 5 18.5 1 3.7 1 3.7 2 7.4 . . . . . . . .All 13 48.1 5 18.5 5 18.5 1 3.7 1 3.7 2 7.4 . . . . . . . .40

Grade DistributionENGL-19ENGL-190ENGL-19106-0707-0808-0906-0707-0808-0906-0707-0808-09FallAllFallAllA B C D F W FW I NC DR# % # % # % # % # % # % # % # % # % # %9 45.0 7 35.0 . . 1 5.0 1 5.0 1 5.0 . . . . 19 45.0 7 35.0 . . 1 5.0 1 5.0 1 5.0 . . . . 15 27.8 5 27.8 1 5.6 . . . . 2 11.1 . . . . 25 27.8 5 27.8 1 5.6 . . . . 2 11.1 . . . . 25.0 . .5.0 . .11.1 3 16.711.1 3 16.7Fall 4 28.6 5 35.7 . . . . . . 1 7.1 1 7.1 . . . . 1 7.1All 4 28.6 5 35.7 . . . . . . 1 7.1 1 7.1 . . . . 1 7.1FallSpr.AllFallSpr.AllFallSpr.All84 16.7 125 24.9 91 18.1 32 6.4 7762 19.9 76 24.4 51 16.4 13 4.2 52146 17.9 201 24.7 142 17.4 45 5.5114 22.4 120 23.6 65 12.8 37 7.3 6941 12.0 67 19.5 46 13.4 39155 18.2 187 21.9 111 13.0 76 8.912911.4 6582 15.3 117 21.8 108 20.1 41 7.6 5460 14.8 73 18.0 79 19.5 39 9.6 78142 15.1 190 20.2 187 19.9 80 8.513413215.3 80 15.9 . . . . . . 14 2.816.7 49 15.8 . . 1 0.3 . . 7 2.315.8129 15.8 . . 1 0.1 . . 21 2.613.6 73 14.3 . . . . . . 31 6.119.0 72 21.0 . . 4 1.2 . . 9 2.615.7145 17.0 . . 4 0.5 . . 40 4.710.1 80 14.9 16 3.0 1 0.2 . . 37 6.919.2 45 11.1 14 3.4 2 0.5 . . 16 3.914.0125 13.3 30 3.2 3 0.3 . . 53 5.6Fall 31 68.9 7 15.6 2 4.4 . . 1 2.2 4 8.9 . . . . . . . .Spr. 30 54.5 21 38.2 1 1.8 . . . . 2 3.6 . . . . . . 1 1.8All 61 61.0 28 28.0 3 3.0 . . 1 1.0 6 6.0 . . . . . . 1 1.0Fall 24 70.6 6 17.6 2 5.9 . . 1 2.9 1 2.9 . . . . . . . .Spr. 27 75.0 5 13.9 1 2.8 . . 3 8.3 . . . . . . . . . .All 51 72.9 11 15.7 3 4.3 . . 4 5.7 1 1.4 . . . . . . . .Fall 22 78.6 5 17.9 1 3.6 . . . . . . . . . . . . . .Spr. 27 65.9 6 14.6 4 9.8 . . . . 3 7.3 . . . . . . 1 2.4All 49 71.0 11 15.9 5 7.2 . . . . 3 4.3 . . . . . . 1 1.441

Grade DistributionENGL-193ENGL-194ENGL-1A06-0707-0808-0906-0707-0808-0906-0707-0808-09A B C D F W FW I NC DR# % # % # % # % # % # % # % # % # % # %Fall 27 71.1 10 26.3 1 2.6 . . . . . . . . . . . . . .Spr. 23 45.1 16 31.4 11 21.6 . . . . 1 2.0 . . . . . . . .All 50 56.2 26 29.2 12 13.5 . . . . 1 1.1 . . . . . . . .Fall 18 52.9 12 35.3 1 2.9 1 2.9 2 5.9 . . . . . . . . . .Spr. 19 57.6 9 27.3 5 15.2 . . . . . . . . . . . . . .All 37 55.2 21 31.3 6 9.0 1 1.5 2 3.0 . . . . . . . . . .Fall 20 71.4 8 28.6 . . . . . . . . . . . . . . . .Spr. 25 67.6 6 16.2 5 13.5 . . . . 1 2.7 . . . . . . . .All 45 69.2 14 21.5 5 7.7 . . . . 1 1.5 . . . . . . . .Fall 30 76.9 8 20.5 . . . . . . 1 2.6 . . . . . . . .Spr. 17 34.0 24 48.0 9 18.0 . . . . . . . . . . . . . .All 47 52.8 32 36.0 9 10.1 . . . . 1 1.1 . . . . . . . .Fall 18 56.3 12 37.5 2 6.3 . . . . . . . . . . . . . .Spr.24 64.9 7 18.9 1 2.7 . . 410.8 1 2.7 . . . . . . . .All 42 60.9 19 27.5 3 4.3 . . 4 5.8 1 1.4 . . . . . . . .Fall 26 92.9 1 3.6 . . . . 1 3.6 . . . . . . . . . .Spr. 21 58.3 11 30.6 3 8.3 . . 1 2.8 . . . . . . . . . .All 47 73.4 12 18.8 3 4.7 . . 2 3.1 . . . . . . . . . .FallSpr.AllFallSpr.AllFallSpr.All207 17.6 319 27.1 196 16.7 44 3.7148 18.1 196 23.9 126 15.4 35 4.3355 17.8 515 25.8 322 16.1 79 4.0219 18.7 286 24.4 190 16.2 50 4.3162 17.2 196 20.8 132 14.0 39 4.1381 18.0 482 22.8 322 15.2 89 4.2239 18.8 333 26.2 207 16.3 48 3.8199 19.2 266 25.7 136 13.2 57 5.5438 19.0 599 26.0 343 14.9105 4.616713630319915635514916131014.216.615.217.016.516.811.715.613.4202 17.2 . . . . . . 41 3.5157 19.2 . . 4 0.5 . . 17 2.1359 18.0 . . 4 0.2 . . 58 2.9138 11.8 . . 7 0.6 . . 81 6.9183 19.4 . . 15 1.6 . . 60 6.4321 15.2 . . 22 1.0 . .141 6.7202 15.9 15 1.2 8 0.6 . . 70 5.5141 13.6 17 1.6 3 0.3 . . 54 5.2343 14.9 32 1.4 11 0.5 . .124 5.442

Grade DistributionENGL-1BENGL-1CENGL-2006-0707-0808-0906-0707-0808-0906-0707-0808-09FallSpr.AllFallSpr.AllFallA B C D F W FW I NC DR# % # % # % # % # % # % # % # % # % # %32 20.0 49 30.6 29 18.1 1 0.6 2232 19.9 45 28.0 19 11.8 10 6.2 2164 19.9 94 29.3 48 15.0 11 3.4 4328 19.9 32 22.7 29 20.6 4 2.8 2046 23.0 49 24.5 37 18.5 10 5.0 2974 21.7 81 23.8 66 19.4 14 4.1 4954 25.0 66 30.6 26 12.0 4 1.9 2513.8 18 11.3 . . . . . . 9 5.613.0 31 19.3 . . . . . . 3 1.913.4 49 15.3 . . . . . . 12 3.714.2 13 9.2 . . 1 0.7 . . 14 9.914.5 22 11.0 . . 2 1.0 . . 5 2.514.4 35 10.3 . . 3 0.9 . . 19 5.611.6 30 13.9 2 0.9 . . . . 9 4.2Spr. 73 29.0 78 31.0 39 15.5 5 2.0 25 9.9 20 7.9 . . 2 0.8 . . 10 4.0All127 27.1 144 30.8 65 13.9 9 1.9 5010.7 50 10.7 2 0.4 2 0.4 . . 19 4.1Fall 93 29.2 99 31.1 58 18.2 6 1.9 15 4.7 36 11.3 . . . . . . 11 3.5Spr. 122 29.0 134 31.9 66 15.7 10 2.4 24 5.7 61 14.5 . . 1 0.2 . . 2 0.5All 215 29.1 233 31.6 124 16.8 16 2.2 39 5.3 97 13.1 . . 1 0.1 . . 13 1.8Fall 95 32.5 94 32.2 51 17.5 6 2.1 16 5.5 19 6.5 . . . . . . 11 3.8Spr. 108 28.0 123 31.9 66 17.1 8 2.1 38 9.8 30 7.8 . . . . . . 13 3.4All 203 29.9 217 32.0 117 17.3 14 2.1 54 8.0 49 7.2 . . . . . . 24 3.5Fall 59 24.5 71 29.5 48 19.9 10 4.1 13 5.4 22 9.1 2 0.8 . . . . 16 6.6Spr. 96 24.7 130 33.5 60 15.5 14 3.6 26 6.7 30 7.7 6 1.5 . . . . 26 6.7All 155 24.6 201 32.0 108 17.2 24 3.8 39 6.2 52 8.3 8 1.3 . . . . 42 6.7Fall 3 13.6 5 22.7 7 31.8 . . . . 5 22.7 . . . . . . . .All 3 13.6 5 22.7 7 31.8 . . . . 5 22.7 . . . . . . . .Spr.All5 17.2 5 17.2 7 24.1 2 6.9 45 17.2 5 17.2 7 24.1 2 6.9 413.8 5 17.2 . . . . . . 1 3.413.8 5 17.2 . . . . . . 1 3.4Fall 7 29.2 4 16.7 5 20.8 2 8.3 1 4.2 3 12.5 1 4.2 . . . . 1 4.2Spr.All3 10.7 6 21.4 2 7.1 410 19.2 10 19.2 7 13.5 614.3 711.5 825.0 5 17.9 . . . . . . 1 3.615.4 8 15.4 1 1.9 . . . . 2 3.843

Grade DistributionENGL-24ENGL-31ENGL-33ENGL-3606-0707-0808-0906-0707-0808-0906-0706-0707-0808-09A B C D F W FW I NC DR# % # % # % # % # % # % # % # % # % # %Fall 13 46.4 4 14.3 . . 2 7.1 . . 8 28.6 . . . . . . 1 3.6Spr. 11 37.9 3 10.3 3 10.3 1 3.4 1 3.4 9 31.0 . . . . . . 1 3.4All 24 42.1 7 12.3 3 5.3 3 5.3 1 1.8 17 29.8 . . . . . . 2 3.5Fall 4 13.8 8 27.6 1 3.4 1 3.4 1 3.4 10 34.5 . . . . . . 4 13.8Spr. 20 44.4 11 24.4 3 6.7 . . 4 8.9 4 8.9 . . 2 4.4 . . 1 2.2All 24 32.4 19 25.7 4 5.4 1 1.4 5 6.8 14 18.9 . . 2 2.7 . . 5 6.8Fall 15 40.5 5 13.5 2 5.4 1 2.7 1 2.7 9 24.3 1 2.7 . . . . 3 8.1Spr. 15 34.1 10 22.7 5 11.4 . . 2 4.5 7 15.9 . . . . . . 5 11.4All 30 37.0 15 18.5 7 8.6 1 1.2 3 3.7 16 19.8 1 1.2 . . . . 8 9.9FallSpr.AllFall68 48.2 17 12.1 5 3.5 3 2.1 2053 43.4 31 25.4 5 4.1 2 1.6 17121 46.0 48 18.3 10 3.8 5 1.9 3764 31.4 49 24.0 9 4.4 2210.8 2314.2 24 17.0 . . . . . . 4 2.813.9 13 10.7 . . . . . . 1 0.814.1 37 14.1 . . . . . . 5 1.911.3 28 13.7 . . . . 10.5 8 3.9Spr. 77 43.8 33 18.8 5 2.8 10 5.7 17 9.7 24 13.6 . . . . . . 10 5.7AllFallSpr.All141 37.1 82 21.6 14 3.7 32 8.4 4059 31.2 46 24.3 13 6.9 5 2.6 2941 26.1 43 27.4 16 10.2 6 3.8 27100 28.9 89 25.7 29 8.4 11 3.2 5610.5 52 13.7 . . . . 10.3 18 4.715.3 18 9.5 7 3.7 . . . . 11 5.817.2 14 8.9 . . . . . . 10 6.416.2 32 9.2 7 2.0 . . . . 21 6.1Fall 8 47.1 3 17.6 1 5.9 1 5.9 1 5.9 3 17.6 . . . . . . . .All 8 47.1 3 17.6 1 5.9 1 5.9 1 5.9 3 17.6 . . . . . . . .Fall6 25.0 4 16.7 2 8.3 2 8.3 520.8 4 16.7 . . . . . . 1 4.2Spr. 7 25.0 6 21.4 2 7.1 2 7.1 2 7.1 7 25.0 . . . . . . 2 7.1All13 25.0 10 19.2 4 7.7 4 7.7 713.5 11 21.2 . . . . . . 3 5.8Fall 13 32.5 11 27.5 5 12.5 2 5.0 2 5.0 2 5.0 . . . . . . 5 12.5Spr.AllFall3 9.7 7 22.6 5 16.1 . . 616 22.5 18 25.4 10 14.1 2 2.8 810 40.0 6 24.0 1 4.0 . . 319.4 4 12.9 . . . . . . 6 19.411.3 6 8.5 . . . . . . 11 15.512.0 2 8.0 1 4.0 . . . . 2 8.0Spr. 14 51.9 7 25.9 2 7.4 . . 1 3.7 1 3.7 . . . . . . 2 7.4All 24 46.2 13 25.0 3 5.8 . . 4 7.7 3 5.8 1 1.9 . . . . 4 7.744

Grade DistributionENGL-97ENGL-10BENGL-11BENGL-14ENGL-25ENGL-13A06-0707-0806-0707-0808-0906-0706-0707-0808-0906-0707-0808-0907-08A B C D F W FW I NC DR# % # % # % # % # % # % # % # % # % # %Fall 8 53.3 3 20.0 . . 1 6.7 1 6.7 2 13.3 . . . . . . . .Spr.8 50.0 3 18.8 . . 212.5 212.5 1 6.3 . . . . . . . .All 16 51.6 6 19.4 . . 3 9.7 3 9.7 3 9.7 . . . . . . . .Spr. 19 59.4 2 6.3 2 6.3 2 6.3 3 9.4 2 6.3 . . . . . . 2 6.3All 19 59.4 2 6.3 2 6.3 2 6.3 3 9.4 2 6.3 . . . . . . 2 6.3Spr. 11 35.5 5 16.1 2 6.5 2 6.5 . . 10 32.3 . . . . . . 1 3.2All 11 35.5 5 16.1 2 6.5 2 6.5 . . 10 32.3 . . . . . . 1 3.2Spr.All10 31.3 9 28.1 1 3.1 2 6.3 410 31.3 9 28.1 1 3.1 2 6.3 412.5 4 12.5 . . . . . . 2 6.312.5 4 12.5 . . . . . . 2 6.3Spr. 16 47.1 11 32.4 3 8.8 1 2.9 . . 3 8.8 . . . . . . . .All 16 47.1 11 32.4 3 8.8 1 2.9 . . 3 8.8 . . . . . . . .Spr. 5 45.5 2 18.2 . . . . 1 9.1 3 27.3 . . . . . . . .All 5 45.5 2 18.2 . . . . 1 9.1 3 27.3 . . . . . . . .Spr. 3 27.3 . . 1 9.1 . . . . 5 45.5 . . . . . . . .All 3 27.3 . . 1 9.1 . . . . 5 45.5 . . . . . . . .FallAll9 52.9 . . . . . . 29 52.9 . . . . . . 211.8 2 11.8 . . . . . . 3 17.611.8 2 11.8 . . . . . . 3 17.6Fall 17 54.8 4 12.9 3 9.7 1 3.2 1 3.2 4 12.9 1 3.2 . . . . . .Spr. 12 46.2 4 15.4 . . 2 7.7 . . 4 15.4 . . . . . . 4 15.4All 29 50.9 8 14.0 3 5.3 3 5.3 1 1.8 8 14.0 1 1.8 . . . . 4 7.0Spr. 12 46.2 7 26.9 1 3.8 2 7.7 . . 4 15.4 . . . . . . . .All 12 46.2 7 26.9 1 3.8 2 7.7 . . 4 15.4 . . . . . . . .Spr.All6 20.7 7 24.1 1 3.4 1 3.4 36 20.7 7 24.1 1 3.4 1 3.4 310.3 7 24.1 . . . . . . 4 13.810.3 7 24.1 . . . . . . 4 13.8Spr. 10 45.5 2 9.1 1 4.5 1 4.5 1 4.5 5 22.7 . . . . . . 2 9.1All 10 45.5 2 9.1 1 4.5 1 4.5 1 4.5 5 22.7 . . . . . . 2 9.1Spr. 6 40.0 2 13.3 1 6.7 . . 1 6.7 4 26.7 . . . . . . 1 6.7All 6 40.0 2 13.3 1 6.7 . . 1 6.7 4 26.7 . . . . . . 1 6.745

Grade DistributionTotalSubject06-0707-0808-09FallSpr.AllFallSpr.AllFallSpr.AllA B C D F W FW I NC DR# % # % # % # % # % # % # % # % # % # %688 24.2 710 25.0 437 15.4109 3.8589 25.0 595 25.3 322 13.7 95 4.01,277 24.6 1,305 25.1 759 14.6667 23.5 698 24.6 395 13.9607 23.4 568 21.9 341 13.21,274 23.5 1,266 23.3 736 13.6690 22.8 748 24.7 469 15.5658 23.4 707 25.1 399 14.21,348 23.1 1,455 24.9 868 14.9204 3.9140 4.9130 5.0270 5.0144 4.8148 5.3292 5.033326760035535671130236166311.711.311.512.513.713.110.012.811.4460 16.2 . . . . 2423 18.0 . . 6 0.3 4883 17.0 . . 6 0.1 6360 12.7 . . 8 0.3 4417 16.1 . . 23 0.9 2777 14.3 . . 31 0.6 60.1 97 3.40.2 43 1.80.10.10.10.1429 14.2 54 1.8 9 0.3 . .326 11.6 44 1.6 7 0.2 3755 12.9 98 1.7 16 0.3 30.10.1140 2.7198 7.0140 5.4338 6.2170 5.6148 5.3318 5.4Course success: grades of A,B,C,CR onlyCourse retention: grades of A,B,C,D,F,CR,NC,IStudent demographicsThe information here was too lengthy to be included in the main body of thisreport. Please see Appendix D below.Program persistenceStudent progress (basic skills, ESL, degrees/certificates)Student needs assessments (college and/or program administered) when availableProgram completions, including degrees and certificates issues/earnedCommunity needs assessments when availableOther program or service generated measures or data as appropriateThese 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/orsatisfaction measures?46

Student satisfaction is measured by the instructor evaluation process as per theAcademic Contract. The Student Opinion of Teaching Survey is taken intoaccount during the tenure process and may figure into adjunct hiring decisions,though the results are confidential, seen only by Tenure Review Committeemembers and the dean. Consequently, it is impossible to draw conclusions fromor learn from these surveys. Any student complaints are handled by theinstructor. That failing, the student has the option to go up the chain ofcommand.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 toprovide a certain number of office hours each week. Adjunct personnel are notrequired to do so, but many do provide office hours to the extent that the schoolfunds them, and then some. Currently, one English Department memberprovides advisement to primarily Latino students as one half of the Puenteprogram. We have no plans for improvement other than to continue pushing formore adjunct office hours.To what extent does your faculty provide career/transfer advisement? Describe any plansto expand?Career/transfer advisement is handled primarily by Enrollment Services.Additional advisement is provided on an ad hoc basis by faculty members whoare 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 tocontact students. Many instructors keep email distribution lists. Many teachweb-enhanced sections and take advantage of the email and announcementtools in these classes’ online platform.What processes are in place to assure proper student assessment and placement in yourprogram? How have you measured whether the placement is working? Do you haveplans for improvement? If so, describe your plans.The English Department relies upon a placement test administered by theAssessment office. We are required to do scheduled validations of these scores.The last validation took place in Spring 2009. The Shasta College Office ofResearch distributed surveys to students and staff to ascertain whether a)students felt they were placed in the proper courses, and whether b) facultymembers felt their students were properly placed. The threshold of a successfulplacement test was set at 75%. Over 80% of students felt they were properlyplaced, and faculty members felt that over 90% of their students were.Consequently, the department decided to retain the current placement test.3.5 General Planning47

Are there any national trends that need to be taken into consideration by your program asa basis for improvement?Online offerings are proliferating at an astonishing rate. Thus far, the ShastaCollege English Department has aggressively developed online courses, whichcertainly improves the ability of students to take our classes. Many studies showthat hybrid courses (where seat time is partially replaced by online) can beextremely effective, more so, perhaps than completely online courses. In Spring2010 we will be offering and evaluating two hybrid classes and watching carefullyto see how well they work.How do you market your program’s offerings and/or services? What are your ideas forimproving or expanding your marketing efforts? How can you help the college’sMarketing Department in their marketing efforts?Demand for our classes is so strong that we have not felt a need to engage inmarketing.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 tolack of full-time faculty members. All committee obligations are being met. Wehave recently had to reduce the number of our literature offerings, though,because of the reduction in apportionment to the college. Some sections withadequate enrollments (and sections that probably would have reached the magicnumber of 20 students) have had to be cut.What other elements that are not previously identified in this study do you need toconsider for program improvement?We need to update our English 1A instructor handbook and formalize ourmentoring program for adjunct personnel.Part IV – Student Learning OutcomesPlease refer to Appendix A and complete the analysis as requested and include thatinformation and charts here.Status of SLO for all courses taught in the past three semesters. We are at Step 5 for allcourses.Division Course step 1 step 2 step 3 step 4 step 51 SLAM ENGL-190 x X x x x2 SLAM ENGL-191 x X x x x3 SLAM ENGL-193 x X x x x4 SLAM ENGL-194 x X x x x5 SLAM ENGL-1A x X x x x48

6 SLAM ENGL-1B x X x x x7 SLAM ENGL-1C x X x x x8 SLAM ENGL-10A x X x x x9 SLAM ENGL-10B x X x x x10 SLAM ENGL-11A x X x x x11 SLAM ENGL-11B x X x x x12 SLAM ENGL-12 x X x x x13 SLAM ENGL-13A x x x x x14 SLAM ENGL-13B x x x x x15 SLAM ENGL-14 x x x x x16 SLAM ENGL-15 x x x x x17 SLAM ENGL-16 x x x x x18 SLAM ENGL-17 x x x x x19 SLAM ENGL-18 x x x x x20 SLAM ENGL-20 x x x x x21 SLAM ENGL-24 x x x x x22 SLAM ENGL-25 x x x x x23 SLAM ENGL-31 x x x x x24 SLAM ENGL-33 x x x x x25 SLAM ENGL-36 x x x x x26 SLAM ENGL-61 x x x x x27 SLAM ENGL-91 x x x x x28 SLAM ENGL-97 – Gothic x x x x x29 SLAM ENGL-97 – Environ. x x x x xPart V – Program SummaryIn reviewing the data and information provided in your self study, what are your program’sprimary strengths and weaknesses?Strengths:The English Department faculty members make up approximately 10% of all thefaculty members on campus. We are well represented on campus committeesand extraordinarily involved with campus and community life.Our course offerings show flexibility and innovation, and they are by and largemeeting the needs of the students.Faculty members are passionate about what they teach and see their jobs asextending 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 ofRedding. This can pose some communication/connection problems. Inparticular, 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 ofdamaging inconsistency as far as instruction goes.As with many English programs, the heavy writing components have led toburnout among some faculty members. Two have left in the last five yearsbecause of this. In particular, young faculty members with families have had adifficult time.Problems with facilities mean English faculty members sometimes end up inclassrooms that are unsuitable for composition instruction. It also has led to afailure of “ownership.” Since the classrooms we use are not our own, theclassrooms often are allowed to deteriorate, and no one takes responsibility forthem.What do you see as your program’s greatest challenges and opportunities during the next fiveyears?ChallengesKeeping current with developments in pedagogy and instructional technology willremain a challenge at a time when we have extremely limited staff developmentopportunities.Finding what the optimal number of online classes is for our program is anotherbig challenge. Linked to this is the problem of how to maintain/enhance thequality of such courses.Involving our adjunct personnel in departmental business and work like SLOassessments will remain a major challenge.There is concern that national trends toward decreased reading among ourstudents will lead to new challenges with instruction.OpportunitiesIn recent years the English Department has embraced the SLO process as anopportunity to improve course quality and consistency. This will continue to beseen 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 anopportunity to possibly expand the variety of course offerings and simultaneouslyease our space issues. Similarly, hybrid courses (with part of class time replacedby classroom instruction) are a direction we will be exploring as a way of offeringstudents 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 wewill be exploring the options.Part VI – Goals, Recommendations, Priorities, PlansBased on your critical evaluation of the items studied in Parts III and IV, please providerecommendations 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 wereattained or not. If not, why not?Our last program review was completed in 2006-2007. Here is a list of what our goalswere 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 andother courses. We recommend that all department faculty members, adjunct included,take part in the self analysis cycle we are implementing so as to improve instructiondepartment wide.Most faculty members are currently participating in this process.When the new English graduation requirements go into effect in Fall 2009, otherdepartments will be able to create courses “of the level of English 1A.” The EnglishDepartment should strive to retain its authority to approve or disapprove of any suchcourses.There have been no developments in this area.Also in anticipation of the new requirements, the English Department commits to reexaminingthe English 1A course outline to assure that the course will meet the needsof all students. Right now, the course emphasizes academic research, certainlyappropriate for transfer students, but perhaps not the appropriate skill necessary forall community college graduates.We analyzed this, surveyed other departments, and determined that no new coursesneeded to be offered.The increased load size for English instructors has brought increased attention to classsize for composition courses. Research has shown that most other English51

There have been no developments in this area. Given the touchy budget situation inrecent years, and in light of the cutting of full sections, we have hesitated to pursuethis.Over the past 10 years, in response to student demand, fewer and fewer sections ofEnglish 1B have been taught, and more and more sections of English 1C have beenoffered. The primary reason for this is that English 1C satisfies the IGETCrequirement, while English 1B does not. We recommend that the department revisethe course outline for English 1B as other colleges have done so as to make it IGETCeligible.English 1B was redesigned successfully.Cut scores for English assessment tests have never been validated by the EnglishDepartment. This is a time consuming project hampered by the department’sdepleted ranks of full-time faculty members, but also by the lack of unscheduled Flexdays to do department work. The English Department should plan to cancel classesfor a set number of days each semester as we are doing with the recent English 1ASLO assessment. This time can be used to complete departmental work thatotherwise 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 theEnglish 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 positivedevelopment and should be continued. Because the English Department is actuallylarger than some divisions, the district should explore moving this from a stipendbasedposition to a Chair position that receives re-assigned time (20-25%). Theduties of the Coordinator should also be expanded to include leading hiringcommittees and the formation of tenure review committees. The immediatesupervisor of English faculty members should have a background in compositionand/or literature.52

Along with every other department in SLAM, we have asked for this for the last twoprogram review updates. We remain committed to this goal.District wide, in 2005-2006, just over 60% of all courses on campus were taught byfull-time faculty members. An analysis of all sections taught since 2003 shows that51.5% of all English courses were taught by full-time faculty members; this is wellbelow the average campus-wide. In the latest hiring go round, the EnglishDepartment had one new faculty position approved. With this new position, 54.8% ofour classes will be taught be full-time faculty members. Again, this is well below thecampus average. To get us to the campus average, we recommend hiring anadditional two (2) full-time English instructors.Arguably, since English courses are prerequisites for so many other courses oncampus, English should be given precedence in hiring matters. To bring us to the75/25 full-time to adjunct ratio mandated by the state, we would need to hire anadditional 8-9 full-time faculty members in English overall.The hiring of two new full-time faculty members has eased this situation somewhatand 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, weanticipate needing at least one new full-time English faculty member.As demonstrated abundantly in this review, the district owes a great deal to adjunctfaculty members, particularly in departments that are heavily dependent on them likethe English Department. We recommend that the adjunct mentoring program wehave pioneered be funded. We ask that full-time mentors to newly hired adjunctfaculty members have the option of receiving either a $100 stipend for one semesterof their service or else a full year of individual Flex credit.No developments have taken place here. Full-time faculty members continue tomentor adjunct faculty members as the latter are hired. Because we’ve hired fewnew faculty members in the past few semesters, this has not been so much of anissue.The work load calculations for full-time faculty members in Appendix B [from theprevious program review] also apply to adjunct faculty members and suggest thatadjunct faculty members in English are under-compensated for their work. TheEnglish Department recognizes that office hours and one-on-one conferences withstudents are key to maintaining department teaching quality, but such contact withstudents goes mostly unremunerated. We would like to recommend that adjunct bepaid 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 ourdependence on adjunct faculty members, we recommend an additional funding source53

Currently adjunct faculty members can receive Flex stipends for participating ingroup SLO assessments.The division office needs to be staffed with the same ratio of administrative assistantsto faculty members that other divisions across the campus enjoy. We recommendhiring 1-2 new full-time division staff personnel.The division has been reorganized since our last program review. However, thestaffing situation has worsened. We are currently behind one staffer since the lastreview.As documented in this review, English Department faculty members have gone aboveand beyond in offering a bevy of cultural events to the campus and community. Wehave a proven track record for the effectiveness and popularity of these events, yet ithas 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 abudget 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 ShastaCollege Foundation has assisted us generously.The English Department supports the load formula adjustment for compositionclasses that the Faculty Association is currently negotiating. In essence, thiscalculation would add a .125 “composition factor” allowance to each coursedesignated 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 andthe redesigned 1B both have word count requirements (grading) that are at least ashigh 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. Onesuggestion is that the 2100 building be assigned to our department.As documented above, the department still does not have a building, though wereceive priority in a few classrooms. The lack of a “home” continues to be a problemfor us.Our dean needs a bigger office. Tenure review committees barely squeeze into thedean’s office, and sound-proofing is inadequate; office conversations can be easilyheard in adjoining offices. We recommend that as part of the re-organization, anadequate 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 vacatedto create an ad hoc meeting room.54

The English Department would like to see more paraprofessional staffing in theWriting Center and integrate the Writing Center tutoring into the English Departmentas a whole.The paraprofessional staffing situation has worsened, as one resignedparaprofessional was replaced by a position with a reduced number of hours. TheWriting 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 CenterCoordinator should work closely with the LRC Director and with higher-leveladministration 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 theclassroom, we recommend that their office computers be replaced every three years.There have been no developments in this area, though faculty members aregenerally 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 achievethem, 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 achieve12Involve adjunct personnelmore directly in departmentactivities, including SLOs,department meetings, andFlex.Review the physical statusof all rooms assigned toEnglish faculty membersand develop a list ofdesired modifications. Continue encouragingadjunct personnel toparticipate indepartmental activities. Continue annualwelcome party foradjunct personnel. Continue annual jobsworkshop. Form a committee of 2-3faculty members to gothrough rooms anddevelop a list. Work with facultymembers from otherdivisions using rooms toensure buy-in on anyproposed changes. Develop a timetable forthe completion of theResponsibleparty DepartmentCoordinator All fulltimefacultymembers. DepartmentCoordinator 2-3 facultymembersTBAAnticipateddate ofcompletionOngoing. Fall 2010– formcommittee Spring2011 –developlist Fall 2012–complete55

345Offer 4 additional sectionsof English 1B per year.Determine philosophicallyand pragmatically howmany “core” courses thedepartment should offeronline.Articulate our literaturecourses more widelyamong universities andcolleges listed in thisprogram review’sarticulation section. Offer 1 new section persemester beginning inSpring 2011. Develop a “Why take 1B”handout for 1Ainstructors to distributeto students during thepriority registrationperiod. Form a committee of 2-3faculty members toconduct research on thisissue. Work with the campusarticulation officer tobegin formingarticulation agreementswhere possible. DepartmentCoordinator OnefacultymemberTBA todesign thehandout. DepartmentCoordinator 2-3 facultymembersTBA DepartmentCoordinator CurriculumCommitteerep. Spring2010 –designhandout. Fall 2010– offerfirst newsection. Spring2012 –offerfourthand finalsection. Spring2011 Spring201167Explore whether it would bepossible to have EnglishDepartment facultymembers members engagein tutoring duties in theWriting Center.One full-time English facultymember is currently sharingan office with other faculty.Adjunct instructors areforced to share one smalloffice with all LanguageArts and Social Scienceadjunct faculty. We need tofind additional office space. Form a committee of 2-3faculty members toconduct research on thisissue. Identify and assign officespace for one full-timeand for more adjunctfaculty members. WritingCenterCoordinator 2 otherfacultymembersTBA. Divisiondean Fall 2010 Fall 201056

Hire one new full-timefaculty member. Request a new positionat a future date. Divisiondean,departmentcoordinator TBAAdditional 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 andour 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 PlansBy April 1st of each succeeding year, prepare an Annual Report (update) that identifies theprogram’s success in implementing its plans to achieve the identified goals, any new or modifiedgoals, 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 goalsand objectives, and the proposed budget. Attach the Annual Action Plan to the AnnualReport.57

Appendix AAppendix A – English Department1. COURSESThis quantitative data may be supplemented with narrative description as needed to illustrate thestatus of the SLO cycle. Responses might also indicate where the documentation for each step isarchived.a. List all courses in the programb. For each course indicate which steps of the SLO have been completed (see sample tablebelow)c. For each step, summarize by providing the percentage of courses that have completed eachstep.d. Indicate plans for moving forward in the process (?)All 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% 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)Division Course step 1 step 2 step 3 step 4 step 51 SLAM ENGL-190 x X x x x2 SLAM ENGL-191 x X x x x3 SLAM ENGL-193 x X x x x4 SLAM ENGL-194 x X x x x5 SLAM ENGL-1A x X x x x6 SLAM ENGL-1B x X x x x7 SLAM ENGL-1C x X x x x8 SLAM ENGL-10A x X x x x9 SLAM ENGL-10B x X x x x10 SLAM ENGL-11A x X x x x11 SLAM ENGL-11B x X x x x12 SLAM ENGL-12 x X x x x13 SLAM ENGL-13A x x x x x14 SLAM ENGL-13B x x x x x15 SLAM ENGL-14 x x x x x16 SLAM ENGL-15 x x x x x17 SLAM ENGL-16 x x x x x18 SLAM ENGL-17 x x x x x19 SLAM ENGL-18 x x x x x20 SLAM ENGL-20 x x x x x21 SLAM ENGL-24 x x x x x22 SLAM ENGL-25 x x x x x

23 SLAM ENGL-31 x x x x x24 SLAM ENGL-33 x x x x x25 SLAM ENGL-36 x x x x x26 SLAM ENGL-61 x x x x x27 SLAM ENGL-91 x x x x x28 SLAM ENGL-97 – Gothic x x x x x29 SLAM ENGL-97 – Environ. x x x x xAppendix A

Appendix A2. DEGREES & CERTIFICATESThis quantitative data may be supplemented with narrative description as needed to illustrate thestatus of the SLO cycle. Responses might also indicate where the documentation for each step isarchived.a. List all degrees and certificates in the programb. For each degree/certificate indicate which steps of the SLO have been completed (seesample table below)c. For each step, summarize by providing the percentage of degrees/certificates that havecompleted 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 learningexperiences (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 A3. GENERAL EDUCATION(If program review applies here, would be same thing as #2, but substituting “General EducationProgram” for degree/certificate)The SLOs for all courses in English satisfy the GE SLOs established by the college.4. INSTRUCTIONAL SUPPORTThis quantitative data may be supplemented with narrative description as needed to illustrate thestatus of the SLO cycle. Responses might also indicate where the documentation for each step isarchived.a. List all forms of instructional support provided within the programb. For each form of instructional support indicate which steps of the SLO have beencompleted (see sample table below)c. For each step, summarize by providing the percentage of instructional support servicesthat have completed each step.d. Indicate plans for moving forward in the process (?)SampleStep 1a = Define expected student learning outcomes for the support service (100%)Step 1b = Map expected support service outcomes to all required courses and other learningexperiences (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 5Drop-in tutoring x x x xLearning lab x xDrop-in workshops x x x x x xIn-class workshops x xOnline tutorials x x x xOnline live-help x x x(Note: this is a fictitious example)5. STUDENT SUPPORT SERVICESSame as #4 above

English DepartmentAction Plan ActivitiesAppendix CPlease 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/PlanMeets Programor DivisionItem(s) RequestedTotalAmountObjective/GoalInvolve adjunct personnel more directly in department activities,Request that Flex stipends again be given toincluding SLOs, department meetings, and Flex. 1 adjunct faculty participating in department work.$1,000Review the physical status of all rooms assigned to EnglishNo requests.faculty and develop a list of desired modifications. 2NAOffer 4 additional sections of English 1B per year.Request funding for additional sections of 1B. $14-380,000Determine philosophically and pragmatically how many “core”No requests.courses the department should offer online. 4NAArticulate English 1A, 1B, and 1C for all universities andRequest help from campus articulation officer incolleges listed in this program review’s articulation section. 5 making this determination.NAExplore whether it would be possible to have EnglishNo requests.Department faculty members engage in tutoring duties in theNAWriting Center. 6One full-time English faculty member is currently sharing anoffice with other faculty. Adjunct instructors are forced to shareone small office with all Language Arts and Social Scienceadjunct faculty. We need to find additional office space.7One full-time office; another part-time office or alarger part-time office.Hire one new full-time faculty member. 8 Hire one new full-time faculty member. $100,000Action Plan Template - 2008-2009NA

1CourseENGL-1AENGL-1BENGL-1CENGLAcademic Year Term06-0707-0808-0906-0707-0808-0906-0707-0808-09GenderAll Female MaleAge CategoryAge 17 andunder Age 18-24 Age 25-49 50+ UnknownRetention Retention Retention Retention Retention Retention Retention Retention# % # % # % # % # % # % # % # %Summer 156 84.6% 88 85.2% 68 83.8% 44 88.6% 70 84.3% 39 79.5% 2 100.0% 1 100.0%Fall 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%Fall 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% 3 100.0% . .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% . .Summer 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% . .Summer 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% . .Summer 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%Summer 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% . .Summer 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 66.7% 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 .Summer 81 96.3% 55 96.4% 26 96.2% 4 100.0% 52 96.2% 22 95.5% 3 100.0% . .Fall 236 83.1% 140 86.4% 96 78.1% 33 97.0% 153 80.4% 44 79.5% 6 100.0% 0 .Appendix D

ENGL-10AENGL-10BENGLGenderAll Female MaleAge CategoryAge 17 andunder Age 18-24 Age 25-49 50+ UnknownRetention Retention Retention Retention Retention Retention Retention Retention# % # % # % # % # % # % # % # %Spring 382 83.8% 230 83.9% 152 83.6% 8 100.0% 288 85.4% 76 75.0% 10 90.0% . .06-07 Fall 14 78.6% 11 72.7% 3 100.0% . . 11 81.8% 3 66.7% . . . .07-08 Fall 31 67.7% 21 76.2% 10 50.0% . . 17 64.7% 14 71.4% . . . .08-09 Fall 31 67.7% 20 75.0% 11 54.5% 1 100.0% 20 75.0% 10 50.0% . . . .06-07 Spring 31 64.5% 21 66.7% 10 60.0% . . 22 50.0% 8 100.0% 1 100.0% . .07-08 Spring 32 81.3% 20 75.0% 12 91.7% 1 100.0% 19 73.7% 12 91.7% . . . .08-09 Spring 34 91.2% 21 95.2% 13 84.6% 1 100.0% 21 95.2% 11 81.8% 1 100.0% . .ENGL-11B 06-07 Spring 11 72.7% 6 83.3% 5 60.0% . . 7 100.0% 3 33.3% 1 0.0% . .ENGL-13A 07-08 Spring 13 69.2% 10 70.0% 3 66.7% . . 6 50.0% 7 85.7% . . . .ENGL-13BENGL-14ENGL-15ENGL-1606-07 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% . .08-0906-0707-0808-0906-07Fall 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% 12 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% . .07-08 Fall 22 59.1% 14 57.1% 8 62.5% . . 11 54.5% 9 66.7% 1 100.0% 1 0.0%2Appendix D

ENGL-18ENGL-19ENGL-20ENGL-24ENGL-2508-09ENGLGenderAll Female MaleAge CategoryAge 17 andunder Age 18-24 Age 25-49 50+ UnknownRetention Retention Retention Retention Retention Retention Retention Retention# % # % # % # % # % # % # % # %Spring 27 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% . . . .08-0906-0707-0808-09ENGL-31 06-07Fall 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% . . . .Summer 57 87.7% 46 89.1% 11 81.8% 5 100.0% 34 91.2% 17 76.5% 1 100.0% . .Fall 133 79.7% 93 76.3% 40 87.5% 11 100.0% 82 80.5% 32 71.9% 8 75.0% . .3Appendix D

07-0808-09ENGLGenderAll Female MaleAge CategoryAge 17 andunder Age 18-24 Age 25-49 50+ UnknownRetention Retention Retention Retention Retention Retention Retention Retention# % # % # % # % # % # % # % # %Spring 122 88.5% 69 91.3% 53 84.9% 7 100.0% 84 91.7% 27 81.5% 4 50.0% . .Summer 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%Summer 56 96.4% 40 95.0% 16 100.0% 2 100.0% 25 96.0% 27 96.3% 2 100.0% . .Fall 188 80.9% 118 83.9% 70 75.7% 18 77.8% 100 80.0% 52 84.6% 18 77.8% . .Spring 154 84.4% 92 89.1% 62 77.4% 9 100.0% 102 85.3% 41 78.0% 2 100.0% . .ENGL-33 06-07 Fall 16 87.5% 7 100.0% 9 77.8% 1 0.0% 15 93.3% 0 . . . . .ENGL-3606-0707-0808-09Summer 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% . .ENGL-91 06-07 Spring 0 . 0 . . . . . 0 . . . . . . .ENGL-97ENGL-19006-07Fall 15 86.7% 6 100.0% 9 77.8% . . 6 100.0% 4 75.0% 5 80.0% . .Spring 16 93.8% 13 92.3% 3 100.0% 3 100.0% 8 87.5% 4 100.0% 1 100.0% . .07-08 Spring 30 86.7% 14 85.7% 16 87.5% . . 14 85.7% 9 77.8% 7 100.0% . .06-0707-08Summer 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% . .Summer 35 97.1% 19 100.0% 16 93.8% 13 92.3% 11 100.0% 8 100.0% 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% . .4Appendix D

ENGL-191ENGL-193ENGL-194ENGL08-0906-0707-0808-0906-0707-0808-0906-0707-0808-09GenderAll Female MaleAge CategoryAge 17 andunder Age 18-24 Age 25-49 50+ UnknownRetention Retention Retention Retention Retention Retention Retention Retention# % # % # % # % # % # % # % # %Summer 47 95.7% 26 96.2% 21 95.2% 9 100.0% 24 95.8% 12 100.0% 2 50.0% . .Fall 522 75.1% 258 74.0% 264 76.1% 60 80.0% 366 75.7% 84 70.2% 12 66.7% . .Spring 400 81.5% 208 84.6% 192 78.1% 23 91.3% 257 80.2% 107 82.2% 12 83.3% 1 100.0%Fall 45 91.1% 5 80.0% 40 92.5% 6 66.7% 35 94.3% 4 100.0% . . . .Spring 55 94.5% 4 100.0% 51 94.1% 1 100.0% 48 95.8% 6 83.3% . . . .Fall 34 97.1% 2 100.0% 32 96.9% 5 100.0% 26 100.0% 3 66.7% . . . .Spring 36 100.0% 3 100.0% 33 100.0% . . 30 100.0% 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 90.0% . . 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 97.3% 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% . . . .5Appendix D

6CourseENGL-1AENGL-1BENGL-1CENGLAcademicYear06-0707-0808-0906-0707-0808-0906-0707-08TermAllWhite, nonHispanic Hispanic AsianAfricanAmerican,non HispanicRace-EthnicityAmericanIndian/AlaskanPacificIslanderOtherUnknown/unreportedRetention Retention Retention Retention Retention Retention Retention Retention Retention# % # % # % # % # % # % # % # % # %Summer 156 84.6% 120 85.8% 9 88.9% 6 100.0% 5 60.0% 3 66.7% . . 4 75.0% 9 77.8%Fall 1,161 79.3% 896 79.8% 80 85.0% 35 82.9% 16 62.5% 46 60.9% 5 100.0% 20 80.0% 63 79.4%Spring 810 78.8% 619 77.7% 59 81.4% 25 84.0% 15 73.3% 27 85.2% 5 100.0% 10 90.0% 50 80.0%Summer 150 81.3% 105 85.7% 13 61.5% 5 100.0% 3 0.0% 6 83.3% 2 100.0% 6 66.7% 10 80.0%Fall 1,151 81.3% 932 81.2% 55 81.8% 40 85.0% 10 80.0% 41 80.5% 8 87.5% 11 90.9% 54 77.8%Spring 930 74.2% 702 74.8% 73 67.1% 29 75.9% 12 50.0% 34 58.8% 8 75.0% 21 95.2% 51 82.4%Summer 162 84.0% 125 83.2% 6 83.3% 8 100.0% 1 100.0% 5 80.0% 1 100.0% 2 100.0% 14 78.6%Fall 1,261 77.5% 971 79.2% 97 72.2% 33 78.8% 14 71.4% 47 63.8% 8 100.0% 18 66.7% 73 71.2%Spring 1,015 79.4% 745 80.3% 84 79.8% 41 73.2% 21 85.7% 48 77.1% 6 100.0% 11 72.7% 59 71.2%Summer 51 72.5% 34 76.5% 6 100.0% 1 100.0% 1 100.0% 7 28.6% . . 0 . 2 50.0%Fall 159 83.0% 125 80.8% 10 100.0% 1 100.0% 1 100.0% 6 83.3% 1 100.0% 5 80.0% 10 90.0%Spring 159 78.6% 114 84.2% 11 81.8% 6 50.0% 3 33.3% 6 50.0% . . 5 80.0% 14 64.3%Summer 51 82.4% 38 78.9% 4 100.0% 1 100.0% 2 50.0% 2 100.0% . . 1 100.0% 3 100.0%Fall 138 81.2% 101 81.2% 14 78.6% 3 100.0% 3 100.0% 2 100.0% 1 100.0% 4 75.0% 10 70.0%Spring 198 86.4% 162 85.8% 9 88.9% 7 100.0% 1 100.0% 5 80.0% 2 100.0% 2 50.0% 10 90.0%Summer 53 94.3% 44 93.2% 4 100.0% 0 . . . 0 . . . 1 100.0% 4 100.0%Fall 216 81.0% 177 83.1% 9 55.6% 7 71.4% 1 0.0% 5 100.0% 1 100.0% 3 66.7% 13 76.9%Spring 250 88.0% 189 87.3% 23 95.7% 8 100.0% 2 100.0% 5 100.0% 2 100.0% 5 80.0% 16 75.0%Summer 63 95.2% 49 93.9% 7 100.0% 2 100.0% 1 100.0% . . . . 2 100.0% 2 100.0%Fall 312 84.9% 247 84.6% 22 90.9% 8 75.0% 0 . 8 62.5% . . 5 100.0% 22 90.9%Spring 415 84.8% 325 84.9% 31 77.4% 12 91.7% 1 100.0% 9 77.8% 3 100.0% 6 83.3% 28 89.3%Summer 77 88.3% 63 87.3% 2 100.0% 2 100.0% 1 100.0% 4 75.0% . . 1 100.0% 4 100.0%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% 15 86.7% 3 100.0% 9 88.9% 15 80.0%

7ENGL-10AENGL-10B08-09ENGLAllWhite, nonHispanic Hispanic AsianAfricanAmerican,non HispanicRace-EthnicityAmericanIndian/AlaskanPacificIslanderOtherUnknown/unreportedRetention Retention Retention Retention Retention Retention Retention Retention Retention# % # % # % # % # % # % # % # % # %Summer 81 96.3% 54 98.1% 8 75.0% 5 100.0% 1 100.0% 6 100.0% . . 3 100.0% 4 100.0%Fall 236 83.1% 177 84.2% 15 73.3% 7 71.4% 1 0.0% 12 83.3% 1 100.0% 2 100.0% 21 85.7%Spring 382 83.8% 293 84.3% 27 77.8% 10 90.0% 6 50.0% 16 87.5% 1 100.0% 6 100.0% 23 82.6%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%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 0.0% 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-13BENGL-14ENGL-1506-07 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 50.0%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%08-0906-0707-0808-09Fall 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%

8ENGL-16ENGL-18ENGL-19ENGL-20ENGL-2406-0707-0808-09ENGLAllWhite, nonHispanic Hispanic AsianAfricanAmerican,non HispanicRace-EthnicityAmericanIndian/AlaskanPacificIslanderOtherUnknown/unreportedRetention Retention Retention Retention Retention Retention Retention Retention Retention# % # % # % # % # % # % # % # % # %Fall 25 64.0% 20 65.0% . . 1 0.0% . . . . . . . . 4 75.0%Spring 27 55.6% 25 56.0% . . . . 1 100.0% 1 0.0% 0 . . . . .Fall 22 59.1% 16 56.3% 0 . . . 2 50.0% 2 100.0% . . 2 50.0% 0 .Spring 27 77.8% 19 84.2% 1 100.0% 1 100.0% 2 50.0% 1 100.0% . . 2 50.0% 1 0.0%Fall 22 81.8% 19 89.5% 3 33.3% . . 0 . 0 . . . . . 0 .Spring 23 82.6% 18 83.3% . . 1 100.0% . . 1 100.0% . . 2 100.0% 1 0.0%06-07 Fall 23 87.0% 14 78.6% 2 100.0% . . 5 100.0% 1 100.0% . . . . 1 100.0%07-08 Fall 25 84.0% 17 82.4% 1 100.0% 1 100.0% 1 100.0% 2 100.0% . . 1 100.0% 2 50.0%08-09 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 66.7%08-0906-0707-0808-09Fall 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% 3 33.3%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 50.0% . . . . 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%ENGL-25 06-07 Spring 24 87.5% 21 90.5% 0 . 0 . 1 100.0% 1 100.0% . . 1 0.0% . .

9ENGL-31ENGLAllWhite, nonHispanic Hispanic AsianAfricanAmerican,non HispanicRace-EthnicityAmericanIndian/AlaskanPacificIslanderOtherUnknown/unreportedRetention Retention Retention Retention Retention Retention Retention Retention Retention# % # % # % # % # % # % # % # % # %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 .06-0707-0808-09Summer 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 77.8% 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 50.0% 9 55.6%Summer 59 89.8% 48 87.5% 4 100.0% . . . . . . . . 2 100.0% 5 100.0%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%Summer 56 96.4% 46 95.7% 2 100.0% 2 100.0% 1 100.0% 3 100.0% . . . . 2 100.0%Fall 188 80.9% 145 80.0% 10 80.0% 3 66.7% 3 100.0% 9 88.9% 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%ENGL-33 06-07 Fall 16 87.5% 14 85.7% 2 100.0% . . . . . . . . . . 0 .ENGL-3606-0707-0808-09Summer 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% 3 66.7%Summer 23 95.7% 21 95.2% 0 . 1 100.0% . . . . . . 0 . 1 100.0%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% . .ENGL-91 06-07 Spring 0 . 0 . . . . . . . . . . . . . . .ENGL-9706-07Fall 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%ENGL-190 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%

10ENGL-191ENGL-193ENGL-194ENGL07-0808-0906-0707-0808-0906-0707-0808-0906-0707-0808-09AllWhite, nonHispanic Hispanic AsianAfricanAmerican,non HispanicRace-EthnicityAmericanIndian/AlaskanPacificIslanderOtherUnknown/unreportedRetention Retention Retention Retention Retention Retention Retention Retention Retention# % # % # % # % # % # % # % # % # %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%Summer 35 97.1% 19 100.0% 5 80.0% 3 100.0% 1 100.0% 1 100.0% . . 2 100.0% 4 100.0%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%Summer 47 95.7% 32 93.8% 3 100.0% 5 100.0% 3 100.0% 1 100.0% . . 0 . 3 100.0%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 90.2% 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 34 100.0% 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 97.3% 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%

11Cumulative GPACourseENGL-1AENGL-1BENGL-1CENGLAll < 2.0 2.0-2.5 2.6-3.0 3.1-3.5 >3.5Retention Retention Retention Retention Retention Retention# % # % # % # % # % # %Academic Year Term06-07Summer 156 84.6% 33 78.8% 33 93.9% 36 80.6% 34 82.4% 20 90.0%Fall 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%07-08Summer 150 81.3% 38 71.1% 25 76.0% 41 80.5% 35 91.4% 11 100.0%Fall 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%08-09Summer 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%06-07Summer 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 88.9%Spring 159 78.6% 27 63.0% 37 70.3% 39 79.5% 30 83.3% 26 100.0%07-08Summer 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%08-09Summer 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%06-07Summer 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%07-08Summer 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%08-09Summer 81 96.3% 8 100.0% 15 93.3% 20 95.0% 23 95.7% 15 100.0%Fall 236 83.1% 17 64.7% 48 72.9% 71 81.7% 58 94.8% 42 88.1%

12Cumulative GPAENGLAll < 2.0 2.0-2.5 2.6-3.0 3.1-3.5 >3.5Retention Retention Retention Retention Retention Retention# % # % # % # % # % # %Spring 382 83.8% 42 73.8% 86 75.6% 102 79.4% 93 93.5% 59 94.9%ENGL-10A 06-07 Fall 14 78.6% 0 . 3 100.0% 4 75.0% 3 100.0% 4 50.0%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%ENGL-14 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%08-09Fall 31 83.9% 2 50.0% 4 75.0% 10 80.0% 7 100.0% 8 87.5%Spring 24 66.7% 2 100.0% 5 0.0% 5 80.0% 7 71.4% 5 100.0%ENGL-15 06-07Summer 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 87.5%Spring 29 69.0% 1 0.0% 0 . 11 45.5% 8 75.0% 9 100.0%07-08Summer 19 89.5% . . 2 100.0% 7 100.0% 4 100.0% 6 66.7%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%08-09Summer 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%ENGL-16 06-07Fall 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 50.0%07-08 Fall 22 59.1% 2 100.0% 3 66.7% 8 37.5% 7 57.1% 2 100.0%

13Cumulative GPAENGLAll < 2.0 2.0-2.5 2.6-3.0 3.1-3.5 >3.5Retention Retention Retention Retention Retention Retention# % # % # % # % # % # %Spring 27 77.8% 2 50.0% 8 62.5% 7 85.7% 8 87.5% 2 100.0%08-09Fall 22 81.8% 2 100.0% 4 100.0% 10 60.0% 3 100.0% 3 100.0%Spring 23 82.6% 1 100.0% 6 83.3% 5 80.0% 8 87.5% 3 66.7%ENGL-18 06-07 Fall 23 87.0% 2 100.0% 3 100.0% 6 66.7% 7 100.0% 5 80.0%07-08 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%ENGL-19 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%ENGL-20 06-07 Fall 22 77.3% 1 100.0% 2 50.0% 10 80.0% 6 83.3% 3 66.7%07-08 Spring 29 79.3% 3 33.3% 4 100.0% 8 62.5% 8 87.5% 6 100.0%08-09Fall 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 50.0%ENGL-24 06-07Summer 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%07-08Summer 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 50.0%Spring 45 88.9% 4 75.0% 8 75.0% 15 93.3% 11 90.9% 7 100.0%08-09Summer 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%ENGL-25 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%ENGL-31 06-07Summer 57 87.7% 13 76.9% 13 92.3% 9 88.9% 12 91.7% 10 90.0%Fall 133 79.7% 36 77.8% 28 71.4% 23 82.6% 24 79.2% 22 90.9%

14Cumulative GPAENGLAll < 2.0 2.0-2.5 2.6-3.0 3.1-3.5 >3.5Retention Retention Retention Retention Retention Retention# % # % # % # % # % # %Spring 122 88.5% 31 87.1% 16 87.5% 30 90.0% 30 90.0% 15 86.7%07-08Summer 59 89.8% 12 75.0% 10 90.0% 14 92.9% 8 100.0% 15 93.3%Fall 202 82.7% 58 77.6% 39 82.1% 40 87.5% 41 85.4% 24 83.3%Spring 171 81.9% 29 79.3% 31 83.9% 39 79.5% 37 81.1% 35 85.7%08-09Summer 56 96.4% 8 100.0% 10 100.0% 15 100.0% 11 90.9% 12 91.7%Fall 188 80.9% 58 69.0% 28 89.3% 36 91.7% 43 79.1% 23 87.0%Spring 154 84.4% 33 81.8% 30 70.0% 40 82.5% 34 97.1% 17 94.1%ENGL-33 06-07 Fall 16 87.5% 3 66.7% 3 100.0% 2 50.0% 5 100.0% 3 100.0%ENGL-36 06-07Summer 16 75.0% 3 33.3% 4 75.0% 4 100.0% 4 75.0% 1 100.0%Fall 24 79.2% 4 75.0% 4 75.0% 5 80.0% 2 50.0% 9 88.9%Spring 28 67.9% 2 100.0% 6 16.7% 8 75.0% 8 75.0% 4 100.0%07-08Summer 23 95.7% 0 . 9 100.0% 4 75.0% 5 100.0% 5 100.0%Fall 40 82.5% 1 100.0% 10 70.0% 10 80.0% 9 88.9% 10 90.0%Spring 31 67.7% 1 100.0% 8 75.0% 9 66.7% 10 60.0% 3 66.7%08-09Summer 25 76.0% 4 100.0% 3 66.7% 4 50.0% 11 90.9% 3 33.3%Fall 25 80.0% 2 50.0% 4 75.0% 6 66.7% 4 75.0% 9 100.0%Spring 27 88.9% 1 0.0% 4 75.0% 4 100.0% 8 87.5% 10 100.0%ENGL-91 06-07 Spring 0 . 0 . . . . . . . . .ENGL-97 06-07Fall 15 86.7% 3 66.7% 4 75.0% . . 4 100.0% 4 100.0%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 85.7% 3 100.0% 10 100.0%ENGL-190 06-07Summer 27 81.5% 15 80.0% 5 80.0% 4 100.0% 2 50.0% 1 100.0%Fall 500 81.4% 223 69.1% 102 87.3% 91 96.7% 60 95.0% 24 79.2%Spring 307 82.1% 125 74.4% 75 85.3% 53 92.5% 39 94.9% 15 60.0%07-08Summer 35 97.1% 17 94.1% 7 100.0% 5 100.0% 6 100.0% . .Fall 503 79.7% 215 67.0% 98 86.7% 95 89.5% 60 93.3% 35 88.6%Spring 342 76.3% 175 68.0% 66 83.3% 50 84.0% 31 90.3% 20 85.0%

15ENGL-191ENGL-193ENGL-194ENGL08-0906-0707-0808-0906-0707-0808-0906-0707-0808-09Cumulative GPAAll < 2.0 2.0-2.5 2.6-3.0 3.1-3.5 >3.5Retention Retention Retention Retention Retention Retention# % # % # % # % # % # %Summer 47 95.7% 24 95.8% 3 100.0% 11 90.9% 5 100.0% 4 100.0%Fall 522 75.1% 235 61.3% 108 85.2% 100 87.0% 54 88.9% 25 84.0%Spring 400 81.5% 191 72.8% 73 93.2% 65 92.3% 49 87.8% 22 72.7%Fall 45 91.1% 4 25.0% 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 97.1% 4 75.0% 9 100.0% 10 100.0% 9 100.0% 2 100.0%Spring 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 85.7% 13 92.3% 12 100.0%Fall 38 100.0% 0 . 9 100.0% 9 100.0% 14 100.0% 6 100.0%Spring 51 98.0% 5 100.0% 12 100.0% 13 92.3% 12 100.0% 9 100.0%Fall 34 100.0% 3 100.0% 10 100.0% 10 100.0% 9 100.0% 2 100.0%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 . 10 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% 8 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 81.1% 15 60.0% 6 83.3% 8 100.0% 6 100.0% 2 100.0%

16CourseENGL-1AENGL-1BENGL-1CENGLAcademic Year Term06-0707-0808-0906-0707-0808-0906-0707-0808-09GenderAll Female MaleAge CategoryAge 17 andunder Age 18-24 Age 25-49 50+ UnknownSuccess Success Success Success Success Success Success Success# % # % # % # % # % # % # % # %Summer 156 64.1% 88 68.2% 68 58.8% 44 63.6% 70 62.9% 39 66.7% 2 50.0% 1 100.0%Fall 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%Fall 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% . .Summer 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% . .Summer 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% . .Summer 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%Summer 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% . .Summer 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 66.7% 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 .Summer 81 86.4% 55 89.1% 26 80.8% 4 100.0% 52 80.8% 22 95.5% 3 100.0% . .Fall 236 74.2% 140 78.6% 96 67.7% 33 97.0% 153 69.3% 44 75.0% 6 66.7% 0 .

17ENGL-10AENGL-10BENGLGenderAll Female MaleAge CategoryAge 17 andunder Age 18-24 Age 25-49 50+ UnknownSuccess Success Success Success Success Success Success Success# % # % # % # % # % # % # % # %Spring 382 73.3% 230 71.3% 152 76.3% 8 100.0% 288 74.3% 76 64.5% 10 90.0% . .06-07 Fall 14 78.6% 11 72.7% 3 100.0% . . 11 81.8% 3 66.7% . . . .07-08 Fall 31 51.6% 21 52.4% 10 50.0% . . 17 52.9% 14 50.0% . . . .08-09 Fall 31 58.1% 20 65.0% 11 45.5% 1 100.0% 20 60.0% 10 50.0% . . . .06-07 Spring 31 58.1% 21 66.7% 10 40.0% . . 22 40.9% 8 100.0% 1 100.0% . .07-08 Spring 32 62.5% 20 65.0% 12 58.3% 1 100.0% 19 47.4% 12 83.3% . . . .08-09 Spring 34 88.2% 21 95.2% 13 76.9% 1 100.0% 21 90.5% 11 81.8% 1 100.0% . .ENGL-11B 06-07 Spring 11 63.6% 6 66.7% 5 60.0% . . 7 100.0% 3 0.0% 1 0.0% . .ENGL-13A 07-08 Spring 13 61.5% 10 70.0% 3 33.3% . . 6 50.0% 7 71.4% . . . .ENGL-13BENGL-14ENGL-15ENGL-1606-07 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% . .08-0906-0707-0808-0906-07Fall 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% . .07-08 Fall 22 45.5% 14 50.0% 8 37.5% . . 11 36.4% 9 55.6% 1 100.0% 1 0.0%

18ENGL-18ENGL-19ENGL-20ENGL-24ENGL-2508-09ENGLGenderAll Female MaleAge CategoryAge 17 andunder Age 18-24 Age 25-49 50+ UnknownSuccess Success Success Success Success Success Success Success# % # % # % # % # % # % # % # %Spring 27 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% . . . .08-0906-0707-0808-09ENGL-31 06-07Fall 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% . . . .Summer 57 70.2% 46 69.6% 11 72.7% 5 80.0% 34 70.6% 17 64.7% 1 100.0% . .Fall 133 63.2% 93 64.5% 40 60.0% 11 100.0% 82 58.5% 32 59.4% 8 75.0% . .

1907-0808-09ENGLGenderAll Female MaleAge CategoryAge 17 andunder Age 18-24 Age 25-49 50+ UnknownSuccess Success Success Success Success Success Success Success# % # % # % # % # % # % # % # %Spring 122 73.0% 69 75.4% 53 69.8% 7 85.7% 84 75.0% 27 66.7% 4 50.0% . .Summer 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%Summer 56 73.2% 40 72.5% 16 75.0% 2 100.0% 25 72.0% 27 70.4% 2 100.0% . .Fall 188 62.8% 118 69.5% 70 51.4% 18 66.7% 100 62.0% 52 63.5% 18 61.1% . .Spring 154 63.0% 92 59.8% 62 67.7% 9 88.9% 102 62.7% 41 56.1% 2 100.0% . .ENGL-33 06-07 Fall 16 75.0% 7 100.0% 9 55.6% 1 0.0% 15 80.0% 0 . . . . .ENGL-3606-0707-0808-09Summer 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% . .ENGL-91 06-07 Spring 0 . 0 . . . . . 0 . . . . . . .ENGL-97ENGL-19006-07Fall 15 73.3% 6 100.0% 9 55.6% . . 6 83.3% 4 50.0% 5 80.0% . .Spring 16 68.8% 13 76.9% 3 33.3% 3 100.0% 8 62.5% 4 75.0% 1 0.0% . .07-08 Spring 30 70.0% 14 57.1% 16 81.3% . . 14 64.3% 9 66.7% 7 85.7% . .06-0707-08Summer 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% . .Summer 35 77.1% 19 78.9% 16 75.0% 13 69.2% 11 63.6% 8 100.0% 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% . .

20ENGL-191ENGL-193ENGL-194ENGL-24808-0906-0707-0808-0906-0707-0808-0906-0707-0808-0906-0707-08ENGLGenderAll Female MaleAge CategoryAge 17 andunder Age 18-24 Age 25-49 50+ UnknownSuccess Success Success Success Success Success Success Success# % # % # % # % # % # % # % # %Summer 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 90.0% . . 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% . .08-09 Summer 5 80.0% 3 66.7% 2 100.0% . . 3 66.7% 2 100.0% . . . .

21ENGL-250ENGL-260ENGL-270ENGL-28006-0707-0808-0906-0707-0808-0906-0707-0808-0906-07ENGLGenderAll Female MaleAge CategoryAge 17 andunder Age 18-24 Age 25-49 50+ UnknownSuccess Success Success Success Success Success Success Success# % # % # % # % # % # % # % # %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% . .Summer 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% . .Summer 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% . .Summer 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% . .Summer 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% . .07-08 Fall 74 44.6% 38 44.7% 36 44.4% 7 42.9% 46 45.7% 19 42.1% 2 50.0% . .

2208-09ENGLGenderAll Female MaleAge CategoryAge 17 andunder Age 18-24 Age 25-49 50+ UnknownSuccess Success Success Success Success Success Success Success# % # % # % # % # % # % # % # %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% . .Spring 111 47.7% 53 52.8% 58 43.1% 4 50.0% 71 39.4% 34 61.8% 2 100.0% . .

23Shasta-Tehama-Trinity Joint Community College DistrictCourse Enrollment (Duplicated) - Student Retention and Success for ENGLRace-EthnicityCourseENGL-1AENGL-1BENGL-1CENGLAcademic Year Term06-0707-0808-0906-0707-0808-0906-07AllWhite, nonHispanic Hispanic AsianAfricanAmerican,non HispanicAmericanIndian/AlaskanPacificIslanderOtherUnknown/unreportedSuccess Success Success Success Success Success Success Success Success# % # % # % # % # % # % # % # % # %Summer 156 64.1% 120 65.0% 9 55.6% 6 100.0% 5 40.0% 3 33.3% . . 4 75.0% 9 55.6%Fall 1,161 61.4% 896 62.4% 80 66.3% 35 62.9% 16 50.0% 46 39.1% 5 60.0% 20 70.0% 63 57.1%Spring 810 57.3% 619 57.4% 59 54.2% 25 60.0% 15 66.7% 27 48.1% 5 60.0% 10 20.0% 50 68.0%Summer 150 58.7% 105 61.0% 13 53.8% 5 80.0% 3 0.0% 6 50.0% 2 50.0% 6 66.7% 10 50.0%Fall 1,151 59.3% 932 60.1% 55 52.7% 40 67.5% 10 40.0% 41 58.5% 8 62.5% 11 63.6% 54 50.0%Spring 930 51.9% 702 54.4% 73 42.5% 29 62.1% 12 8.3% 34 29.4% 8 37.5% 21 47.6% 51 54.9%Summer 162 61.7% 125 60.0% 6 50.0% 8 87.5% 1 100.0% 5 80.0% 1 0.0% 2 100.0% 14 57.1%Fall 1,261 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%Spring 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%Summer 51 64.7% 34 64.7% 6 100.0% 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%Summer 51 64.7% 38 57.9% 4 100.0% 1 0.0% 2 50.0% 2 100.0% . . 1 100.0% 3 100.0%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%Summer 53 83.0% 44 79.5% 4 100.0% 0 . . . 0 . . . 1 100.0% 4 100.0%Fall 216 67.6% 177 67.8% 9 55.6% 7 71.4% 1 0.0% 5 100.0% 1 100.0% 3 66.7% 13 61.5%Spring 250 75.2% 189 73.5% 23 91.3% 8 100.0% 2 100.0% 5 80.0% 2 50.0% 5 60.0% 16 62.5%Summer 63 82.5% 49 83.7% 7 71.4% 2 100.0% 1 100.0% . . . . 2 50.0% 2 100.0%Fall 312 78.2% 247 78.9% 22 77.3% 8 75.0% 0 . 8 50.0% . . 5 80.0% 22 81.8%Spring 415 76.4% 325 77.2% 31 64.5% 12 83.3% 1 100.0% 9 77.8% 3 100.0% 6 66.7% 28 75.0%07-08 Summer 77 81.8% 63 81.0% 2 100.0% 2 100.0% 1 100.0% 4 50.0% . . 1 100.0% 4 100.0%Source: Datatel extract of student information, August 20, 2009October 1, 2009

24Shasta-Tehama-Trinity Joint Community College DistrictCourse Enrollment (Duplicated) - Student Retention and Success for ENGLENGL-10AENGL-10B08-09ENGLAllWhite, nonHispanic Hispanic AsianAfricanAmerican,non HispanicRace-EthnicityAmericanIndian/AlaskanPacificIslanderOtherUnknown/unreportedSuccess Success Success Success Success Success Success Success Success# % # % # % # % # % # % # % # % # %Fall 290 82.4% 233 82.0% 15 93.3% 9 66.7% 9 88.9% 1 100.0% 2 100.0% 5 100.0% 16 75.0%Spring 381 76.6% 299 79.3% 21 61.9% 15 80.0% 4 50.0% 15 53.3% 3 66.7% 9 88.9% 15 66.7%Summer 81 86.4% 54 87.0% 8 62.5% 5 100.0% 1 100.0% 6 83.3% . . 3 100.0% 4 100.0%Fall 236 74.2% 177 76.3% 15 60.0% 7 71.4% 1 0.0% 12 50.0% 1 100.0% 2 100.0% 21 81.0%Spring 382 73.3% 293 74.7% 27 70.4% 10 80.0% 6 33.3% 16 56.3% 1 100.0% 6 100.0% 23 69.6%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 50.0%08-09 Fall 31 58.1% 26 53.8% 1 100.0% . . . . . . . . 1 0.0% 3 100.0%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-13BENGL-14ENGL-1506-07 Fall 18 72.2% 16 75.0% . . . . . . . . . . 1 0.0% 1 100.0%08-09 Fall 19 78.9% 16 81.3% . . . . . . 1 100.0% . . . . 2 50.0%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%08-0906-07Fall 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%07-08 Summer 19 78.9% 13 84.6% 1 100.0% . . . . 2 50.0% 1 100.0% . . 2 50.0%Source: Datatel extract of student information, August 20, 2009October 1, 2009

25Shasta-Tehama-Trinity Joint Community College DistrictCourse Enrollment (Duplicated) - Student Retention and Success for ENGLENGL-16ENGL-18ENGL-19ENGL-2008-0906-0707-0808-09ENGLAllWhite, nonHispanic Hispanic AsianAfricanAmerican,non HispanicRace-EthnicityAmericanIndian/AlaskanPacificIslanderOtherUnknown/unreportedSuccess Success Success Success Success Success Success Success Success# % # % # % # % # % # % # % # % # %Fall 19 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% . . . . 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 33.3%08-09ENGL-24 06-07Fall 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% 3 33.3%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%Source: Datatel extract of student information, August 20, 2009October 1, 2009

26Shasta-Tehama-Trinity Joint Community College DistrictCourse Enrollment (Duplicated) - Student Retention and Success for ENGLENGL-25ENGL-3107-0808-09ENGLAllWhite, nonHispanic Hispanic AsianAfricanAmerican,non HispanicRace-EthnicityAmericanIndian/AlaskanPacificIslanderOtherUnknown/unreportedSuccess Success Success Success Success Success Success Success Success# % # % # % # % # % # % # % # % # %Spring 29 58.6% 25 64.0% 2 50.0% . . . . 1 0.0% . . . . 1 0.0%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% 3 100.0%Summer 27 74.1% 23 73.9% 0 . . . . . 0 . . . 1 100.0% 3 66.7%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 .06-0707-0808-09Summer 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%Summer 59 79.7% 48 77.1% 4 75.0% . . . . . . . . 2 100.0% 5 100.0%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%Summer 56 73.2% 46 76.1% 2 50.0% 2 0.0% 1 100.0% 3 66.7% . . . . 2 100.0%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%ENGL-33 06-07 Fall 16 75.0% 14 78.6% 2 50.0% . . . . . . . . . . 0 .ENGL-36 06-07Summer 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, 2009October 1, 2009

27Shasta-Tehama-Trinity Joint Community College DistrictCourse Enrollment (Duplicated) - Student Retention and Success for ENGL07-0808-09ENGLAllWhite, nonHispanic Hispanic AsianAfricanAmerican,non HispanicRace-EthnicityAmericanIndian/AlaskanPacificIslanderOtherUnknown/unreportedSuccess Success Success Success Success Success Success Success Success# % # % # % # % # % # % # % # % # %Summer 23 56.5% 21 57.1% 0 . 1 0.0% . . . . . . 0 . 1 100.0%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% . .ENGL-91 06-07 Spring 0 . 0 . . . . . . . . . . . . . . .ENGL-97ENGL-190ENGL-19106-07Fall 15 73.3% 10 70.0% 1 0.0% . . . . 1 100.0% . . . . 3 100.0%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 0.0%06-0707-0808-0906-0707-08Summer 27 63.0% 18 61.1% 3 66.7% 1 100.0% 1 0.0% 2 50.0% . . 1 100.0% 1 100.0%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%Summer 35 77.1% 19 78.9% 5 40.0% 3 66.7% 1 100.0% 1 100.0% . . 2 100.0% 4 100.0%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%Summer 47 76.6% 32 71.9% 3 66.7% 5 100.0% 3 100.0% 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% 2 100.0%Source: Datatel extract of student information, August 20, 2009October 1, 2009

28Shasta-Tehama-Trinity Joint Community College DistrictCourse Enrollment (Duplicated) - Student Retention and Success for ENGLENGL-193ENGL-194ENGL-24808-0906-0707-0808-0906-0707-0808-0906-0707-0808-09ENGLAllWhite, nonHispanic Hispanic AsianAfricanAmerican,non HispanicRace-EthnicityAmericanIndian/AlaskanPacificIslanderOtherUnknown/unreportedSuccess Success Success 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 90.2% 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 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% . . . .ENGL-250 06-07 Summer 3 100.0% 1 100.0% 1 100.0% 1 100.0% . . . . . . . . . .Source: Datatel extract of student information, August 20, 2009October 1, 2009

29Shasta-Tehama-Trinity Joint Community College DistrictCourse Enrollment (Duplicated) - Student Retention and Success for ENGLRace-EthnicityENGL07-0808-09ENGL-260 06-0707-0808-09ENGL-270 06-0707-0808-09ENGL-280 06-07AllWhite, nonHispanic Hispanic AsianAfricanAmerican,non HispanicAmericanIndian/AlaskanPacificIslanderOtherUnknown/unreportedSuccess Success Success Success Success Success Success Success Success# % # % # % # % # % # % # % # % # %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%Summer 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%Summer 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% 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%Summer 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%Source: Datatel extract of student information, August 20, 2009October 1, 2009

30Shasta-Tehama-Trinity Joint Community College DistrictCourse Enrollment (Duplicated) - Student Retention and Success for ENGLRace-Ethnicity07-0808-09ENGLAllWhite, nonHispanic Hispanic AsianAfricanAmerican,non HispanicAmericanIndian/AlaskanPacificIslanderOtherUnknown/unreportedSuccess Success Success 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% 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%Spring 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%Source: Datatel extract of student information, August 20, 2009October 1, 2009

31Shasta-Tehama-Trinity Joint Community College DistrictCourse Enrollment (Duplicated) - Student Retention and Success for ENGLCumulative GPACourseENGL-1AENGL-1BENGL-1CENGLAll < 2.0 2.0-2.5 2.6-3.0 3.1-3.5 >3.5Success Success Success Success Success Success# % # % # % # % # % # %Academic Year Term06-07Summer 156 64.1% 33 21.2% 33 72.7% 36 72.2% 34 73.5% 20 90.0%Fall 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%07-08Summer 150 58.7% 38 23.7% 25 36.0% 41 70.7% 35 85.7% 11 100.0%Fall 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%08-09Summer 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%06-07Summer 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%07-08Summer 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%08-09Summer 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%06-07Summer 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%07-08Summer 77 81.8% 6 33.3% 11 72.7% 18 72.2% 26 92.3% 16 100.0%Fall 290 82.4% 26 30.8% 50 84.0% 83 79.5% 88 96.6% 43 88.4%Source: Datatel extract of student information, August 20, 2009October 1, 2009

32Shasta-Tehama-Trinity Joint Community College DistrictCourse Enrollment (Duplicated) - Student Retention and Success for ENGLCumulative GPAENGLAll < 2.0 2.0-2.5 2.6-3.0 3.1-3.5 >3.5Success Success Success Success Success Success# % # % # % # % # % # %Spring 381 76.6% 39 38.5% 73 63.0% 114 82.5% 99 87.9% 56 89.3%08-09Summer 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%ENGL-10A 06-07 Fall 14 78.6% 0 . 3 100.0% 4 75.0% 3 100.0% 4 50.0%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%ENGL-14 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%08-09Fall 31 77.4% 2 0.0% 4 50.0% 10 80.0% 7 100.0% 8 87.5%Spring 24 58.3% 2 0.0% 5 0.0% 5 80.0% 7 71.4% 5 100.0%ENGL-15 06-07Summer 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 87.5%Spring 29 69.0% 1 0.0% 0 . 11 45.5% 8 75.0% 9 100.0%07-08Summer 19 78.9% . . 2 100.0% 7 85.7% 4 100.0% 6 50.0%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 75.0% 3 66.7%Source: Datatel extract of student information, August 20, 2009October 1, 2009

33Shasta-Tehama-Trinity Joint Community College DistrictCourse Enrollment (Duplicated) - Student Retention and Success for ENGLCumulative GPAENGL-16ENGL-18ENGL-19ENGL-20ENGL-24ENGLAll < 2.0 2.0-2.5 2.6-3.0 3.1-3.5 >3.5Success Success Success Success Success Success# % # % # % # % # % # %08-09Summer 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 68.0% 2 0.0% 3 66.7% 10 80.0% 5 80.0% 5 60.0%06-07Fall 25 56.0% 2 0.0% 6 0.0% 6 66.7% 8 87.5% 3 100.0%Spring 27 29.6% 2 0.0% 6 0.0% 10 40.0% 7 42.9% 2 50.0%07-08Fall 22 45.5% 2 0.0% 3 66.7% 8 25.0% 7 57.1% 2 100.0%Spring 27 55.6% 2 0.0% 8 25.0% 7 71.4% 8 75.0% 2 100.0%08-09Fall 22 45.5% 2 0.0% 4 25.0% 10 30.0% 3 100.0% 3 100.0%Spring 23 47.8% 1 0.0% 6 16.7% 5 40.0% 8 75.0% 3 66.7%06-07 Fall 23 82.6% 2 100.0% 3 66.7% 6 66.7% 7 100.0% 5 80.0%07-08 Fall 25 76.0% 2 50.0% 6 33.3% 8 100.0% 7 85.7% 2 100.0%08-09 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 66.7%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 66.7%07-08 Spring 29 58.6% 3 0.0% 4 25.0% 8 50.0% 8 75.0% 6 100.0%08-09Fall 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 50.0%06-07Summer 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%07-08Summer 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% 4 50.0%Source: Datatel extract of student information, August 20, 2009October 1, 2009

34Shasta-Tehama-Trinity Joint Community College DistrictCourse Enrollment (Duplicated) - Student Retention and Success for ENGLCumulative GPAENGLAll < 2.0 2.0-2.5 2.6-3.0 3.1-3.5 >3.5Success Success Success Success Success Success# % # % # % # % # % # %Spring 45 75.6% 4 25.0% 8 75.0% 15 80.0% 11 72.7% 7 100.0%08-09Summer 27 74.1% 2 0.0% 3 33.3% 5 100.0% 10 70.0% 7 100.0%Fall 37 59.5% 6 0.0% 8 62.5% 9 55.6% 10 80.0% 4 100.0%Spring 44 68.2% 5 40.0% 8 50.0% 11 81.8% 12 75.0% 8 75.0%ENGL-25 06-07 Spring 24 79.2% . . 1 100.0% 7 71.4% 8 75.0% 8 87.5%07-08 Spring 29 48.3% . . 5 0.0% 11 63.6% 8 37.5% 5 80.0%08-09 Spring 22 59.1% 1 0.0% 3 33.3% 6 33.3% 3 100.0% 9 77.8%ENGL-31 06-07Summer 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%07-08Summer 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%08-09Summer 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%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 06-07Summer 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 88.9%Spring 28 53.6% 2 50.0% 6 16.7% 8 37.5% 8 75.0% 4 100.0%07-08Summer 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%08-09 Summer 25 64.0% 4 50.0% 3 33.3% 4 50.0% 11 90.9% 3 33.3%Source: Datatel extract of student information, August 20, 2009October 1, 2009

35Shasta-Tehama-Trinity Joint Community College DistrictCourse Enrollment (Duplicated) - Student Retention and Success for ENGLCumulative GPAENGLAll < 2.0 2.0-2.5 2.6-3.0 3.1-3.5 >3.5Success Success Success Success Success Success# % # % # % # % # % # %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%ENGL-91 06-07 Spring 0 . 0 . . . . . . . . .ENGL-97 06-07Fall 15 73.3% 3 33.3% 4 75.0% . . 4 75.0% 4 100.0%Spring 16 68.8% 5 40.0% 2 50.0% 2 50.0% 4 100.0% 3 100.0%07-08 Spring 30 70.0% 7 28.6% 3 33.3% 7 85.7% 3 100.0% 10 90.0%ENGL-190 06-07Summer 27 63.0% 15 53.3% 5 60.0% 4 100.0% 2 50.0% 1 100.0%Fall 500 59.6% 223 29.1% 102 75.5% 91 91.2% 60 91.7% 24 75.0%Spring 307 60.6% 125 27.2% 75 78.7% 53 88.7% 39 94.9% 15 60.0%07-08Summer 35 77.1% 17 52.9% 7 100.0% 5 100.0% 6 100.0% . .Fall 503 58.8% 215 26.0% 98 74.5% 95 84.2% 60 93.3% 35 88.6%Spring 342 44.7% 175 18.3% 66 60.6% 50 72.0% 31 90.3% 20 85.0%08-09Summer 47 76.6% 24 62.5% 3 66.7% 11 90.9% 5 100.0% 4 100.0%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%ENGL-191 06-07Fall 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%07-08Fall 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%08-09Fall 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 85.7% 13 92.3% 12 100.0%ENGL-193 06-07Fall 38 100.0% 0 . 9 100.0% 9 100.0% 14 100.0% 6 100.0%Spring 51 98.0% 5 100.0% 12 100.0% 13 92.3% 12 100.0% 9 100.0%07-08 Fall 34 91.2% 3 33.3% 10 90.0% 10 100.0% 9 100.0% 2 100.0%Source: Datatel extract of student information, August 20, 2009October 1, 2009

36Shasta-Tehama-Trinity Joint Community College DistrictCourse Enrollment (Duplicated) - Student Retention and Success for ENGLCumulative GPAENGL-194ENGL-248ENGL-250ENGL08-0906-0707-0808-0906-0707-0808-0906-0707-0808-09All < 2.0 2.0-2.5 2.6-3.0 3.1-3.5 >3.5Success Success Success Success Success Success# % # % # % # % # % # %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 . 10 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 75.0% 8 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% 2 50.0% 1 100.0%Spring 12 50.0% 8 25.0% 1 100.0% . . 1 100.0% 2 100.0%Summer 12 66.7% 10 60.0% . . . . 1 100.0% 1 100.0%Fall 12 66.7% 10 60.0% 1 100.0% . . 0 . 1 100.0%Spring 9 66.7% 6 50.0% 1 100.0% . . 0 . 2 100.0%Summer 5 80.0% 2 100.0% 1 0.0% 1 100.0% . . 1 100.0%Fall 13 53.8% 8 37.5% 3 100.0% 0 . 2 50.0% . .Spring 17 64.7% 10 60.0% 2 100.0% 1 0.0% 1 100.0% 3 66.7%Summer 3 100.0% . . 1 100.0% 1 100.0% 1 100.0% . .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 80.0% 2 50.0% 4 75.0%Source: Datatel extract of student information, August 20, 2009October 1, 2009

37Shasta-Tehama-Trinity Joint Community College DistrictCourse Enrollment (Duplicated) - Student Retention and Success for ENGLCumulative GPAENGL-260ENGL-270ENGL-280ENGL06-0707-0808-0906-0707-0808-0906-0707-0808-09All < 2.0 2.0-2.5 2.6-3.0 3.1-3.5 >3.5Success Success Success Success Success Success# % # % # % # % # % # %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%Summer 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 75.0%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%Summer 2 50.0% 1 0.0% 1 100.0% 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 83.3% 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%Spring 111 47.7% 59 20.3% 20 65.0% 12 91.7% 13 84.6% 7 85.7%Source: Datatel extract of student information, August 20, 2009October 1, 2009

SHASTA COLLEGEProgram ReviewEnglish as a Second Language2009/2010

SHASTA COLLEGEProgram ReviewSignature PageProgram:English as a Second LanguageProgram Review Self Study Participants:Level Two Review Team Participants:Susan Sawyer, ESL InstructorMartha Webb, Reading and ESL InstructorIdalia Huckman, ESL ParaprofessionalDr. Ann Sittig, Spanish InstructorDaniel Valdivia, Bilingual CounselorDr. Carol Wertz, Simpson College ProfessorMaria Toledo, Social Worker and Former ESL StudentProgram Self Study Lead FacultyDivision DeanLevel Two Review Team Chair________________Date_____________Date___ _________Date___________________Vice President of Academic AffairsDateCollege CouncilDate___2General Education /Transfer Program Review

SHASTA COLLEGEProgram Review – English as a Second LanguageTable of ContentsPageSignature Page………………………………………..2Part 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…………………………………………...…44446678814151926272830323232333General Education /Transfer Program Review

Purpose of Program ReviewGeneral Education & TransferPart I – IntroductionAccording to the Academic Senate for the California Community Colleges in their 1996document, “Program Review: Developing a Faculty Driven Process”, the program review processserves as a mechanism for the assessment of performance that recognizes and acknowledges goodperformance and academic excellence, improves the quality of instruction and services, updatesprograms and services, and fosters self renewal and self study. Further, it should provide for theidentification 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 onlylead to better utilization of existing resources, but also lead to increased quality of instruction andservice. A major function of program review should be to monitor and pursue the congruencebetween the goals and priorities of the college and the actual practices in the program or serviceOther purposes include meeting accountability mandates and demonstrating a systematic planningprocess. While these functions may occur because of program review, they should not serve as aprimary function of the review. Otherwise, program review could be perceived as a timeconsumingprocess for a product with no effect or bearing on the program’s activities or anyrelevance to serving students or maintaining academic excellence.College MissionThe mission of the Shasta-Tehama-Trinity Joint Community College District is to provide openaccess and opportunity for success to students who have diverse backgrounds, interests, andabilities. The District is committed to providing the knowledge and skills necessary for a studentto succeed. The District recognizes that success requires specific life skills and professional skillsand also effective communication, critical thinking, global consciousness and globalresponsibility. By offering programs leading to successful completion of a quality universitytransferprogram, or career-technical education, the District is responsive to the needs of ourcommunities within a changing global society. By offering comprehensive campus andcommunity service programs, the District enables students to achieve personal as well asacademic potential and contributes to the social, cultural and economic development of ourregion.Shasta College Institutional Student Learning OutcomesThe District is committed to providing the knowledge and skills necessary for a student tosucceed. The District recognizes that success requires specific life skills and professional skillsand also effective communication, critical thinking, global consciousness and globalresponsibility.To support our students in achieving success, Shasta College has determined that a student whoearns a degree or occupational certificate will demonstrate:4General Education /Transfer Program Review

1. Life and Professional SkillsLife 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 abilityto recognize and accept consequences of decisions, appropriate technical skills, theability to work effectively as an individual and as part of a group, and the ability toresolve conflict.2. Effective CommunicationEffective communication includes the ability to convey information, ask meaningfulquestions, and express thoughts, ideas and feelings.3. Critical Thinking SkillsCritical thinking includes the application of logical reasoning to collect and evaluateinformation, recognize and categorize patterns, contrast and compare, make decisionsand reach conclusions, and solve problems.4. Community and Global Consciousness and ResponsibilityCommunity and global consciousness and responsibility include the knowledge andunderstanding of civic, cultural and environmental issues; knowledge of and respect forthe needs, difficulties, and rights of diverse groups; an appreciation of the importance ofpublic service; and a commitment to life-long learning.5General Education /Transfer Program Review

Part II – General Program Information2.1 Program Definition/DescriptionPlease provide a concise overview of your program.The ESL Program at Shasta College is the primary service provider for the non-nativespeaking population in the tri-county area. It offers an array of courses, starting with acourse designed for the absolute beginning non-literate student, up to a course equivalentto 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 advancedhigh. These courses generally serve our immigrant population who seek language skillsfor employment and daily living. They meet from six to twelve hours a week and aremulti-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 studentsenroll in noncredit ESL. The open entry/open exit aspect of this noncredit course offersgreat flexibility as it allows the program to add late starting classes as the need arises andallows students to add the class up to the last few weeks of the semester. This class isoffered alone or concurrently with credit ESL classes.Below is a list of the courses that fit in the ABE/ESL strand.Core CoursesESL 385 LiteracyESL 230 BeginningESL 231 Beginning MidESL 232 Beginning HighESL 233 IntermediateESL 234 Intermediate HighESL 235 AdvancedESL 236 Advanced HighOtherESL 378 CitizenshipESL 220 Oral CommunicationESL 229 Family LiteracyESL 247 ESL Vocational MathESL 249 ESL ReadingThe second strand of ESL courses is academic. These courses serve both the U.S.immigrant population as well as international students whose academic language skillsneed further development for success in college. Academic ESL at Shasta College hasgrown steadily since its inception in 1997. There has been an increase in the number ofcollege-educated immigrants seeking high-level academic English language skills. Thesestudents require academic English to continue their professional careers in an Englishspeakingenvironment or seek new careers in the United States. The program offers threeacademic courses. The most advanced, ESL 138, is equivalent to English 190.6General Education /Transfer Program Review

Academic ESLESL 136 Oral CommunicationESL 137 Composition IESL 138 Composition II2.2 Program mission/purposePlease provide a description of your program’s mission and purpose. Also, pleaseaddress how they align with the State’s mission and strategic plan for communitycolleges and the goals of Shasta College.The primary mission of the Shasta College ESL program is to provide instruction to thenon-native English speaking populations in the tri-county area so that they possess thelanguage and cultural proficiencies necessary for the fulfillment of their personal,vocational, academic, and citizenship goals and so that they can participate fully in thecommunity.By serving the non-native speakers in our area, the ESL program meets the mission ofShasta College to provide “open access and opportunity for success to students who havediverse backgrounds and abilities,” helping them “achieve personal as well as academicpotential and contribute to the community.” For many minority and under-representedstudents in Shasta College’s service area, ESL classes serve as an introduction andgateway to college and higher education.With the lowering of the TOEFL score requirement for admissions to Shasta College, theESL Program is also serving an increasing number of international students in itsacademic classes, helping them obtain the necessary English language skills to succeed incollege classes.In brief, the ESL program serves the tri-county area’s English language learners and thecollege’s international students, offering language instruction and basic skills supportnecessary for employment, community involvement, citizenship, and higher education. Inthis way, the program meets two of the goals of the California Community CollegesSystem Strategic Plan: 1) College Awareness and Access, and 2) Student Success andReadiness.2.3 Program SLOsPlease provide a concise description of your progress in the development andimplementation of SLOs. (Use Appendix A as your guide.)The ESL program currently has sixteen courses, several of which are taught once anacademic year. Four courses are at step 5, eight are at step 4, two are at step 3, three are atstep 2. On average, we are seventy percent complete in the SLO process.7General Education /Transfer Program Review

Part III - Program Analysis3.1 Academic Quality1. Curriculum AnalysisPlease provide an update on your program’s curriculum analysis, including theprocess and currency of that analysis. Describe the current scope and sequence ofthe program’s course, certificate and degree offerings. Include the number andvariety of courses offered each term and the number and variety of certificates anddegrees 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 collegedistricts of San Francisco and Sacramento and with national standards such as theMainstream English Language Training Resource Guide. The ABE strand of ESL isaligned with the California ESL Model Standards, which reflect the broadest consensusabout English language acquisition and proficiency among ESL professionals statewide.Since 2003, course titles have been standardized with those used in the ESL languagedescriptors in California Pathways: The Second Language Student in the Public HighSchools, Colleges and Universities.The program continues to adjust its curricula to address current and anticipatedpopulation changes. From 1988 to 1995, ESL curriculum was designed specifically for apre-literate Southeast Asian refugee population. Emphasis was on basic literacy andcultural competency. From 1995 to 1998, the program responded to the federal welfareto-workregulations affecting the CALWORKS student, developing three vocationalcourses and re-focusing the core curriculum to employment related English skills. In1997, in response to student and faculty input, the ESL faculty created academic coursesthat serve immigrant and international student populations whose academic languageskills need further development for success in college. In 2005, ESL faculty created anAmerican 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 sectionsoffered per term for each course.8General Education /Transfer Program Review

ABE/ESLCoursesCurriculumUpdateTerm Instructor # ofSectionsESL 378 Fall 05 Fall, Spring, Webb, Bacon 1-4SummerSawyer, Fitzpatrick,6-9ESL 385 Fall 06 Fall, Spring,SummerCowsky, Bacon/Martin,Henderson, SpringerESL 220 Fall 06 Summer Cowsky 1ESL 229 Fall 05 ------ ------- -----ESL 230 Fall 06 Cowsky, Fitzpatrick 1ESL 231 Fall 09 Cowsky, Fitzpatrick 1ESL 232 Fall 09 Cowsky, Fitzpatrick 1ESL 233 Fall 09 Fall, Spring Sawyer 1ESL 234 Fall 09 Fall, Spring Sawyer 1ESL 235 Fall 09 Fall, Spring Sawyer 1ESL 236 Fall 09 Fall, Spring Sawyer 1ESL 247 Fall 06 Fall, Spring, Webb 2SummerESL 249 Fall 06 Fall, Spring,SummerWebb, 2AcademicCoursesCurriculumUpdateTerm Instructor # ofSectionsESL 136 Fall 08 Fall Southard 1ESL 137 Fall 08 Fall Sawyer 1ESL 138 Fall 08 Spring Sawyer 1This fall semester (2009) the ESL core curriculum (ESL 385-236) was revamped toreflect changes in population and enrollment trends. The rationale is explained below.A) The program now serves students with higher first language literacy than in previoussemesters. Thus, the program was able to collapse the three beginning levels of ESL intoone.B) Eighty-five percent of the non-academic ESL population enrolls in our noncreditcourse, ESL 385. This course designation doesn’t reflect the reality of the various abilitylevels in our multi-level classes. Noncredit versions of the same levels were written toreplace credit versions. This change will improve both articulation and agreement ofcourses 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 studentswho must carry a full time load and college bound students who want to meet theprerequisites for the degree-applicable ESL courses. For these two upper levels, we willoffer both credit and noncredit versions of the same course.9General Education /Transfer Program Review

D) Developing noncredit sequential courses also will allow us to offer a programcertificate of completion and, thus, receive enhanced apportionment.Once the new course offerings are approved by the Chancellor’s office, several of thecurrent courses will be eliminated: 385, 230, 231, 232, 233, and 235 and 229. The ESLcourse sequence will look like this:ABE/ESL CoursesCore SequenceAcademic331 Beginning 136 Oral Communication for College Success332 Beginning High 137 Composition I333 Intermediate 138 Composition II334/234 Intermediate High336/236 AdvancedOther220 Oral Communication378 Citizenship247 ESL Vocational Math249 ESL Reading2. StaffingAre there any unique staffing qualifications needed within your program that arenot generally associated with teaching in other disciplines?A unique staffing qualification needed within the ESL program is the ability to plan forand teach several language levels within one classroom. A typical class is oftencomposed of beginning, intermediate and advanced students. Instructors manage theselevels with the help of instructional aides. Teaching these multi-level classes requirescareful planning and coordination. Furthermore, since the noncredit classes are openentry, instructors continue to receive new students throughout the semester. They mustmake last minute adjustments to teaching as well as handle student registration and placementtesting of new students.Do you feel the current staffing levels in your program are meeting the needs of thestudents?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 coursesoffered. This leaves 85% taught by adjunct both on campus and at other sites. Thesituation has worsened since the previous program review when the full-time to adjunctinstructor ratio was 20% to 80%. Having only one full-time instructor negatively impactsthe program in several ways.First, the ESL Program at Shasta College is unique in that all of the program’sinstructionally related needs become the duties of a single individual rather than beingshared among a number of faculty. Within the program itself, the non-instructional duties10General 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. Thefull-time instructor also serves as a resource to the college on all matters related to ESLincluding grants, student equity, and matriculation issues.Secondly, the college is not fully serving the non-native speaking populations within itstri-county area. Tehama County, for example, has great potential for growth for theShasta College ESL program. While the number of sections fluctuates slightly, theprogram regularly offers three to four ESL classes every semester. The ESL program hasdedicated adjunct instructors, but they usually have other teaching commitments. Withonly adjunct teaching in most of the outlying areas, there is very little opportunity todevelop a cohesive program in Tehama County. This would take the commitment ofanother full-time ESL instructor dedicated to developing the program in the TehamaCounty area.Third, adjunct instructors receive pay for classroom teaching and not for participating inprogram development. This affects the quality of the program. Instructors do not meet todiscuss 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 adjunctinstructors informed. However, communication with adjuncts via email is no substitutefor departmental meetings. Some ESL instructors meet twice a year for two hours toaddress SLOs. Additional meetings need to occur to maintain program coherence andintegrity.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 Gerberbecause no adjunct faculty could be found to teach those sections. This was due to highgasoline prices and the fact that newly hired adjunct would be commuting from the Chicoarea.3. Teaching Aids and EquipmentDescribe what teaching aids and/or software are commonly used in your instructionand what equipment is critical to teaching your curriculum. Also, address any basicneeds in either or both areas that may be missing.Most ESL instructors have access to computers and software programs to supplementtheir 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 ontape recorders or CD players to play the listening activities in the textbooks.4. Faculty Availability for General College ServiceDescribe each faculty members’ involvement in general college services, includingcommittees, assistance to other divisions, accreditation, community outreach, etc.How much reassign time has been allocated to your program’s faculty? Describethe nature and expected term of this reassignment.11General Education /Transfer Program Review

The program has one full time instructor who remains active in general college work. Shecurrently serves on tenure committees and the Assessment committee. She hasparticipated in the planning of Shasta College’s Five Year Basic Skills Plan and itsannual plan. She served on the Scholastic Standards Committee from 1991 to 2008, theStudent 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 programmaintains an ESL office, which is staffed forty hours per week. The paraprofessional andfull time instructor function as resources for the college, disseminating information,offering additional assessment and referrals, providing support to instructors in variousdisciplines, educating counselors and support staff, and increasing access to curriculum incourses in which ESL students are enrolled. The paraprofessional coordinates tutoring ofESL and Basic Skills students 20-30 hours per week. The full-time instructor offersregular workshops through the Writing Center, focusing on instructional strategies forteaching composition to nonnative English speaking students.The ESL paraprofessional is very active in community outreach. She is a board memberof the Tehama County Education Foundation which sponsors the annual Career Day inRed Bluff, a member of the Shasta County Hispanic Coalition, a three year mentor for thePuente Project and a participant in various other organizations that support education inthe community.No reassign time has been allocated to faculty within the program.5. Tutoring Centers/LabsIf your program/division has tutoring centers or learning labs: What are thecapacities of those centers or labs, and the hours of operation? What is thebreakdown of student hours of use per course? In terms of usage, what is the totalunduplicated student headcount by term, and the average time a student spends inthe center/lab per week? Do you consider the tutoring centers or learning labseffective 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 andpaid tutors in the ESL office. The program offers scheduled and drop in tutoring twentyhours per week. Additional tutoring is provided for students enrolled in the ESLcomposition courses. This tutoring is essential support for many students who are stilldeveloping academic English. When Basic Skills Reading and the ESL Office move tothe Student Learning building next year, a designated lab will be established for bothprograms.6. Opportunities for Professional DevelopmentAre your faculty members taking advantage of professional development activitieseither on campus or off, and to what extent, including sabbaticals? Do thoseprofessional development activities generally meet your faculty’s needs? How canShasta College improve the faculty’s professional development?12General Education /Transfer Program Review

Faculty members keep abreast of current trends in language learning and teachingthrough professional publications and ESL and adult education list serves such as OTAN,and CATESOL, and the online professional development organization, CALPRO. Beloware listed recent professional development and educational activities attended byindividual instructors:*Susan Sawyer attended the Northern California CATESOL Regional Conference in2007, and participated in several online professional development 4-week courses in2008 and 2009: Teaching the Multi-level Class, Effective Questioning Techniques andThe Adult Learner, Part 1. She also attended the 2-day On-Course Workshop in January2010.*Merlynn Fitzpatrick received her PhD in Education in 2009.*Justina Bacon recently took an on-line CALPRO course, Impediments to StudentSuccess, 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 2009The adjunct faculty members want to participate in additional professional developmentactivities, but the adjunct professional development stipend allocated to them does notdefray much of the cost for these activities. This academic year, some Basic SkillsInitiative money will be used to send two or three instructors to the CATESOLConference in Southern California.7. Survey other CCs for Common PracticeDescribe your efforts to determine common or best practices at other communitycolleges. 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 basicskills classrooms. The aides receive subject specific training both within the classroomand in workshops, so that their skill level and teaching strategies continue to improve.This practice ensures quality classroom assistance, a factor often missing with temporarypart time classroom aides employed in Shasta College’s ESL and Basic Skills Readingprograms.Los Medanos Community College brings counseling and advising to the classroom.Counselors make two presentations in Basic Skills English classes at the beginning andend of each semester. Often these students do not seek help from counselors, or they seecounselors who do not possess much awareness of the unique needs of basic skillsstudents. In the past several semesters, the Shasta College bilingual counselor has madeappearances in the on-campus intermediate-advanced ESL classes to make ESL students13General Education /Transfer Program Review

aware of counseling services available to them. This past fall semester, however, thebilingual counselor gave an additional presentation to the ESL 137 students on our coursenumbering system and the general education requirements for certificates, two yeardegrees and transfer to universities. Because the students in the class were confused aboutthese topics, the presentation was very well received. For Shasta College’s ESLpopulation, bringing counseling and advising to the classroom is an effective deliverysystem. However, ESL instructors still need to refer academic-bound students tocounseling.3.2 External Relations1. FacilitiesDescribe your use of facilities at sites not on campus or at one of the satellitecampuses? Do you share facilities with other programs? If so, describe how thatrelationship works. Do outside organizations use your facilities? If so, is there anycoordination on this issue with your program?ESL courses are taught off campus at the following sites:Redding: HS&UC 385, 378, 247, 249Anderson: Vale Verde Elementary 385Red Bluff First Church of the Nazarene 385Red Bluff High School 385, 378Burney Burney High School 385, 378Fall River Mills Our Lady of the Valley Church 385Gerber Fellowship Church 385The 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 theNazarene in Red Bluff.2. Contact with K-12 SchoolsIf appropriate, what type and frequency of contact does your program have with K-12 schools?In the past, the full time instructor and paraprofessional went to ESL classes in Redding and RedBluff high schools to introduce our program to the English language learners, and to provide ESLassessment to high school students planning to attend Shasta College. This contact was no longercontinued when it appeared that Shasta College counselors were duplicating our efforts.3. Contact with Community Colleges, and Four-year Universities and Colleges14General Education /Transfer Program Review

What type and frequency of contact does your program have with other CommunityColleges, Universities, and Colleges?The program has infrequent contact with other community colleges except at conferences andthrough the CATESOL listserv.4. Articulation with high schools, universities and collegesWhat 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 becausethe courses are not transferable to a university. However, there is a strong need to haveconsistent articulation with area high schools, specifically targeting English languagelearners. In Spring 06, Idalia Huckman, serving as an adjunct bilingual counselor at thattime, met and advised ESL seniors from Red Bluff and Corning high schools. Herpersonal contact and recruiting efforts made it possible to offer ESL 137, an academicwriting course, for the first time in Tehama County. Unfortunately, recruitment effortswere not continued the following spring, and ESL 137 in Red Bluff was canceled due tolack 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 regularvisits to ESL students who have not yet passed the High School Exit Exam. Recruitingthese students for the academic ESL classes would serve several functions: supportingthem in passing the exam, introducing them to Shasta College, and securing their futureacademic 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 Efficiency1. SupportDescribe the support your program commonly requires from other collegedepartments and programs. When you need support, is it readily available? Arethere processes that you would like to see put in place that could enhance the level ofsupport? If so, please describe.The program requires support from the Admissions and Records Office, the AssessmentOffice, and counseling. On campus support has markedly improved in the last few years.There are no longer any issues of Admissions and Records technicians misinterpretingthe legal status and residency of immigrant students. Placement of English languagelearners into appropriate classes has improved due to the addition of a bilingual counselorand regular communications with ESL faculty and the coordinator of counseling.The Tehama Campus, which serves the largest Spanish speaking population in thedistrict, does not have anyone in Student Services who speaks Spanish. A bilingualtechnician in Admissions and Records and a bilingual counselor are needed to support the15General Education /Transfer Program Review

growing Spanish speaking students of the county. Until funding is available for bilingualpositions, the Tehama Campus should hire bilingual work study students in theAdmissions and Records Office to assist with the native Spanish speaking population.2. Use of TechnologyDescribe 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 continuallyunmet? (Do not consider rotation/refreshment of computers as part of this). Howare you able to overcome this deficit?With BSI funds, the ESL program has been able to add or update existing technology inseveral of its classrooms. On campus, room 810 has ten computers and a computerstation with a document camera. Both the ESL classrooms in Red Bluff and at theHS&UC have new software programs for their computers.3. Comparison with Other InstitutionsHow does your program compare with other community colleges of similar size andlocation in terms of size, staffing, facilities, partnerships, etc.?Butte College is a rural community college similar in population to Shasta College. ItsESL program serves 375 students, while our program serves 325. Butte has 3 full timefaculty and 5-6 adjunct, whereas Shasta College has 1 full-time faculty member and 8-9adjuncts. Both programs have a similar core sequence of five to six levels. Also, bothcolleges have Basic Skills reading or reading/writing classes that act as bridge classes tofreshman composition. One major difference between the two programs is that at theacademic level, Butte does not offer separate ESL courses, only Basic Skillsdevelopmental courses in reading and writing.4. Facility Use/AvailabilityDescribe the scheduling of your courses including the rationale andappropriateness of the following scheduling characteristics:MWF, TTh, and/or other combinationsMorning, afternoon, evening, weekend, including time blocks/patterns ofscheduling of classes and/or services17-week, 8-week, shorter coursesFall, spring, summerEvery semester, once-a-year, once-in-every-two-yearsWhat drives scheduling in your program? (Availability of facilities, faculty, localpreferences, tradition, etc.) If your program is part of a major or certificate, can astudent complete the major or certificate within two years of fulltime (Fall andSpring semesters) study? If not, why? Considering the responses to the questionsimmediately above, what plans do you have to alter your scheduling practices toaccommodate student needs and promote student access and program completion?Do you have suggestions for improvement?16General Education /Transfer Program Review

Two factors are taken into consideration in scheduling ESL classes: 1) the time studentsare most available to attend classes, and 2) the availability of facilities. Almost all of theABE/ESL classes are taught in the early morning or in the evening, when there is lessconflict with student work schedules or childcare. The noncredit classes are offered 6-12hours a week in 2 -3 hour blocks, depending on availability of facilities. Classes meet thefollowing days:W,F AfternoonM,W, or T,Th. Evening, Morning, AfternoonM,T,W EveningM,T,W,Th Evening and MorningT,W,Th,F, MorningMTWThF MorningThe 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 ofagricultural workers. Classes are often scheduled in close proximity to where studentslive.Due to the smaller number of immigrant and international students in the ESL academicclasses, those courses are taught once an academic year. ESL 136 and 137 are offered inthe fall semester when most international students arrive, and ESL 138 is offered in thespring. The program offers only two to three classes in the summer when student interestin ESL classes is not strong.5. Faculty and classified staffingUsing tables showing data over the past three years please analyze and addresstrends for the following:Headcount of full time faculty by termHeadcount of part time faculty by termFTE of full-time faculty by termFTE of part-time faculty by termRatio of full-time to part-time faculty by termThe ESL Program has one full-time instructor, and over the past six semester, an averageof 8.5 adjunct instructors. The average FTE of the full time instructor is 1.08, and thecumulative average for adjuncts is 3.01. The full time instructor teaches one 12-hour aweek multi-level course, which is comprised of four concurrent sections. She also teachesone 8-hour a week composition course. Both of these classes are taught in the day. Mostadjuncts teach noncredit multi-level courses in the mornings, afternoons and evenings.The program also has a full-time paraprofessional whose duties also involve work withthe Basic Skills Reading program.17General Education /Transfer Program Review

FACULTY AND CLASSIFIED STAFFING F 06Sp07 F 07Sp08 F 08Sp09Headcount Full-Time Faculty 1 1 1 1 1 1Headcount Part-Time Faculty 8 8 10 9 8 8FTE Full-Time Faculty 1.1 1.1 1.06 1.06 1.1 1.08FTE Part-Time Faculty 3.18 2.41 2.52 2.87 2.27 4.84FT/PT Faculty Ratio 1:08 1:08 1:10 1:09 1:08 1:08Number of Sections taught by FT 2 2 2 2 2 2Number of Sections taught by PT 11 11 13 12 11 11Number and Ratio FT:PT Faculty Evening 0:03 0:05 0:04 0:04 0:04 0:04Number and Ratio FT:PT Faculty Daytime 1:05 1:04 1:07 1:06 1:05 1:05Number of Classified Staff 1 1 1 1 1 15. EquipmentDescribe the equipment you use in your program. Please describe your programspractices 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 8-year-old computers with ten new ones. Last spring a computer station with a documentcamera was added. The ESL class at the First Church of the Nazarene received additionalsoftware programs for its computers and a large portable white board. When the BasicSkills Reading Program at HS&UC was established in 2007, it received ten newcomputers and some software through State Instructional Equipment funds. Thistechnology is also used by the ESL class which shares the same classroom space with thereading program.The classrooms on campus and at HS&UC are locked when not in use. All ESL classeshave lockers and filing cabinets to store equipment and materials. The ESLparaprofessional keeps an annually updated inventory of ESL materials and equipmentfor each classroom. This allows us to transfer equipment and material to other sites asneeded.7. Budget info, requests, action plansIs your budget sufficient to cover your program’s needs? Once your budget is set bythe college, is it stable or does it need constant transfers of funds or requests for18General 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 youhave the support needed to apply for these funding opportunities? What can thecollege do to help your program increase funding beyond that which is availablethrough the state funding allocation process? Describe the non-financial benefits ofyour program that should be considered in a cost/benefit analysis? Include adescription of who benefits and what the benefit is. For example: improved studentretention. What evidence do you have that this benefit exists? What is the costversus income ratio for your program? Income: $4324/FTES; any other ongoingfunding/income sources like Instructional Agreements or partnerships, etc. Cost:College Budget for your department(s) that cover your program; add 30% forcollege wide expenses/services. How might your program become more efficient interms of cost versus benefits?The ESL budget is stable. Once the accounts are set by the college, The ESLparaprofessional oversees expenditures on each account. The planning process consistsof placing monies in areas which best serve the students. For example, one of the largestexpenditures is in providing tutoring services to our ESL/International students takingacademic classes. This is of great benefit to Shasta College’s English language learners inthat it helps promote their retention, their transition to college courses and their success inthose courses. It further benefits instructors in other disciplines who often are not surehow 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 ofmonies is designated for travel as well as professional membership dues. Occasionally,monies may be transferred from one account to another depending on program needs. Inrecent semesters, ESL has used Basic Skills Initiative funds to replace computers in theESL classroom on campus, purchase additional software programs at most sites, andpurchase start up materials for a new class in Anderson. The ESL program does not haveaccess to outside funding sources.8. Reach of ServicesAre the courses provided in your program adequate to meet the student orcommunity need? How have these needs been measured? Is there an opportunity orneed 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 Campusacademic ESL classes that have been offered three times in the past three years. Thesecourses serve as a bridge to transfer level classes. The ESL program has no externalarticulation agreements with other institutions because the courses are not transferable toa university. However, there is a strong need to have consistent articulation with areahigh schools and diploma programs, specifically targeting English language learners.3.4 Student SuccessPlease present and discuss the quantifiable factors pertinent to your program bysemester over the past three years.19General Education /Transfer Program Review

Trends of FTESFTES/FTE ratioAcademicYear06-0707-0808-09ESLTermNumberofSectionsInitialEnrollmentCensusEnrollment%LostCourseEndEnrollmentTotalFTESTotalWSCHTotalLoadAvg InitialEnrollmentAvgCensusClassFall 12 367 329 5.58 312 47 1,350 0.5 31 27.4Spring 13 391 362 5.18 352 55 1,580 5.9 30 27.8Fall 11 348 323 5.91 318 37 1,087 5.7 32 29.4Spring 15 557 496 3.62 467 42 1,214 7.7 37 33.1Fall 15 308 290 5.84 280 34 963 4.9 21 19.3AvgEndinClasSpring 14 373 366 1.99 366 32 924 2.9 27 26.1Given the nature of concurrent enrollment classes and the small student population, thedata are problematic. Another factor that impacts the data is that international studentsenrolled in ESL classes do not generate FTES because they pay nonresident tuition.Total program enrollmentEnrollment at census by course and programNumber of audits by course and programTotal Enrollmenton CensusFall2006Spring2007Fall2007Spring2008Fall2008Spring2009ESL 100’s 25 31 15 21 18 15ESL 200's 23 23 30 16 13 14ESL 300's 263 263 251 343 227 356The average total program enrollment over this 6-semester period is 326. No audits weretaken during this three-year period.Average class size at censusNumber of SectionsNumber of Combined SectionsSection characteristics (on-campus, distance ed – online and/or ITV)Sections Offered Fall Spring Fall Spring Fall Springon-Campus 2006 2007 2007 2008 2008 2009ESL 100’s 2 2 1 1 1 120General Education /Transfer Program Review

ESL 200's 18 16 10 9 5 5ESL 300’s 5 4 5 4 5 4Fall2006Spring2007Fall2007Spring2008Fall2008ESL 100’s 0 0 0 0 0 0ESL 200's 0 0 1 1 0 0ESL 300’s 7 8 8 8 7 8Sections OfferedOff-CampusSpring2009From Fall 2006 to Spring 2009, the average enrollment at census for each 100-level ESLcourse was 20.8. For the multilevel ESL classes, in which a combination of 200 and 300sections may be run concurrently, the average enrollment was 25.0 over the same sixsemesterperiod. This last figure is a decrease from the last program review in whichmulti-level courses reported an average of 31.0 students per class. This decrease may bedue to the fact that in Spring 2006 qualified instructors could not be found to teach threesections in Anderson, Gerber, and Red Bluff.Because the ESL classes offer concurrent enrollment, it is easier to understand if we lookat classes instead of sections. The average number of classes per term over this 3-yearperiod is 13. On campus, we averaged 5 classes per semester, while off campus theaverage was 8.Fewer 200-level courses have been offered the past several semesters to address an areaof weakness identified in the 2007-08 program review: large numbers of cancellations in200-level courses. The trend has been enrollment in noncredit courses. Credit classeshave not been offered off-campus in the last several semesters. ESL does not offer anycombined sections, only concurrent sections of 200 and 300-level classes.Grade distributionsThe average grades for 100 and 200-level ESL courses over the six-semester period areshown 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 immigrantpopulations, are generally high achieving and highly motivated students. This accountsfor the large percentage of As reported above.21General Education /Transfer Program Review

Course success: grades of A, B, C, CR onlyCourse SuccessFall2006Spring2007Fall2007Spring2008Fall2008Spring2009ESL 100”s 89% 90% 100% 100% 92% 100%ESL 200's 88% 90% 100% 100% 88% 86%ESL 300’sN/AThe average success rate is 94% for the 100-level classes, an increase in 6% from lastprogram review. For the 200-level classes, the average was 92%, which is up from 79%from the program’s last report.StudentGPAFall2006Spring2007Fall2007Spring2008Fall2008Spring2009ESL 100’s 3.25 3.05 3.24 3.41 3.56 3.42ESL 200’s 3.08 2.98 3.57 3.42 3.50 3.00ESL 300’sN/AOver the past three years, the average grade point average for students in the academicESL courses is 3.32, an increase from 3.09 on the previous program review. The averageGPA 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, IRetention RateFall2006Spring2007Fall2007Spring2008Fall2008Spring2009ESL 100”s 88% 84% 62% 77% 68% 80%ESL 200's 78% 92% 57% 100% 57% 70%ESL 300’sNot applicableStudent DropsFall2006Spring2007Fall2007Spring2008Fall2008Spring2009ESL 100’s 2 4 5 5 7 3ESL 200's 3 7 15 0 9 6ESL 300’s 16 18 18 14 8 15Credit/NoncreditCoursesFall2006Spring2007Fall2007Spring2008Fall2008Spring2009ESL 100”s n/a n/a n/a n/a n/a n/aESL 200's 78.0% 67.0% 94% 93% 100% 83%ESL 300’s 66.0% 69.0% 69% 65% 52% 68%Over the six-semester period, the average retention rate for the 100 and 200-level courseswas76.5% 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 for22General Education /Transfer Program Review

dropping from a course. Instructors often submit instructor initiated drops to removenon-attending students from their rosters.For credit/noncredit classes the retention rate is 64.8%, which is consistent with the ratein the 07/08 program review. However, one problem with these numbers is thatinstructors 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 lastday to drop a full term class with a “W.” This drop policy for 300 level courses reducesthe program’s retention rates and negatively impacts the drop rates.Program persistenceStudent progress (basic skills, ESL, degrees/certificates)It is difficult to measure program persistence in the 300 level courses because theprogram has one noncredit course that serves all levels. Once the new sequentialnoncredit courses are in place Fall 2010, and a certificate of completion is offered tostudents in the core ABE/ESL courses, the program will be able to measure persistenceand progress from one level to the next. For the academic courses, however, persistencecan be measured. Over a three-year period, the program tracked students who hadsuccessfully completed ESL 137 to determine their persistence in a higher level ESL orEnglish course: ESL 138, English 190 or English 1A. The rates are as follows:Current Program ReviewFall 06 85%Fall 07 84%Fall 08 82%Previous Program ReviewFall 2004 50%Fall 2005 67%Fall 2006 85%Student Completion of 138, 190 or 1AThe average percentage of completion was 67% for the 07/08 program review comparedto 84% for the current review. The high percentage of persistence can be explained bythe fact that these 100 level courses provide a high degree of instructional and tutorialsupport both in and out of class.Student demographicsStudent needs assessments (college and/or program administered) whenavailableProgram completions, including degrees and certificates issues/earnedCommunity needs assessments when available23General Education /Transfer Program Review

Other program or service generated measures or data as appropriateDiscuss 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 complaintsand/or satisfaction measures?Student Demographics—Age and GenderIn the six semester period, the age range of students was 18-61. The average age was32.5. In the ABE/ESL classes, the ratio of women to men is 1 to 4, while in the academicclasses the ratio is 2 to 1.Student Demographics---Native Language BackgroundA significant factor for our program is language background. Below are charts--one witha breakdown of students’ native languages on-campus and the other with the nativelanguages for all locations combined. On campus, we have students with diverselinguistic backgrounds. In a typical on-campus class there may be 10-12 foreignlanguagesrepresented. Offcampus,95% oftheEnglishlanguagelearnersareSpanishspeaking.24General Education /Transfer Program Review

Student Needs Assessment and Student SatisfactionIndividual instructors collect a needs assessment or a student information sheet at thebeginning of the semester which contains information about students’ language andeducational backgrounds, their particular goals in taking the course ( i.e., vocational,academic, literacy development) and other pertinent information that informs theinstructor’s teaching. Mid-semester, some instructors have students complete a studentsatisfaction survey, which provides information to the instructor on student satisfaction withthe 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 andprocesses? Do you have plans for improvement? If so, describe your plans.25General Education /Transfer Program Review

As mentioned above, ESL provides tutoring for its academic track students and for other Englishlanguage learner taking courses in other disciplines on campus. In Spring 2010, the ESL officewill move to the new Student Learning Center, where tutoring services will be expanded.To what extent does your faculty provide career/transfer advisement? Describe anyplans 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 eachsemester, instructors mail or phone students to remind them that the new semester is about tostart.What processes are in place to assure proper student assessment and placement inyour program? How have you measured whether the placement is working? Doyou have plans for improvement? If so, describe your plans.On campus, students are directed to the Assessment Office. They take the ESL Compass if theyare at the low intermediate level or higher in English. The Assessment Office has a short oralinterview to determine if students are able to take the Compass. Students at the beginning levelare usually directed to the ESL Office where they are placed in beginning level classes. Oftenstudents come directly to the ESL classroom. The day instructors either send students to theAssessment office or uses informal assessments (oral interview, writing sample, textbookplacement test, etc.) to determine student language proficiency.Off campus, assessment is done almost entirely by the instructor. Classes are open entry whichmeans assessment occurs regularly. This is an imprecise method of assessment, however, ESLclass sites are in churches, elementary schools, and other facilities where formal assessment is notpossible.3.5 General PlanningAre there any national trends that need to be taken into consideration by yourprogram as a basis for improvement? How do you market your program’s offeringsand/or services? What are your ideas for improving or expanding your marketingefforts? How can you help the college’s Marketing Department in their marketingefforts? Are there elements in your program that are not sustainable given existinglimitations (e.g., lack of full time faculty to do necessary committee work)? Whatother elements that are not previously identified in this study do you need toconsider for program improvement?The ESL paraprofessional creates fliers and updates brochures each semester and thendisseminates them on campus and to various community agencies and organizations. She alsosends them to off campus instructors to disseminate. The program utilizes free public serviceannouncements on local Spanish speaking radio stations to recruit students each semester.26General Education /Transfer Program Review

Part IV – Student Learning OutcomesPlease refer to Appendix A and complete the analysis as requested and include thatinformation 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 – ESLCourse Title Step 1 Step 2 Step 3 Step 4 Step 5ESL 136 Oral Communication forCollege Success X X XESL 137 Composition I X X X XESL 138 Composition II X X XESL 220 Oral Communication X XESL 229* Family Literacy X X -- -- --ESL 230* Beginning Low X XESL 231 Beginning Mid X XESL 232 Beginning High X XESL 233 Intermediate Low X X X XESL 234 Intermediate High X X X XESL 235* Advanced X X XESL 236 Advanced High X X X XESL 247 ESL Vocational Math X X X X XESL 249 ESL Reading Lab X X X X XESL 378 American Citizenship X X X X XESL 385* Literacy X X X X X*ESL 385, 230, 235, and 229 will be eliminated from the ESL Program once the newESL courses are offered in fall 2010. ESL 136, 137 and 138 are offered once an academic27General 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 beenwritten and will be ready to be implemented next fall.Part V – Program SummaryIn reviewing the data and information provided in your self study, what are yourprogram’s primary strengths and weaknesses?ESL Program Strengths:meets the college’s mission to provide opportunity for success to students whohave diverse backgrounds and abilities.is the only service provider in the area able to offer a broad spectrum ofinstruction.has a well developed, multi-level curriculum in line with professional modelstandards.is continually assessing student needs and trends and updates the program to fitthose needsarticulates and cooperates with other departments and services on and off campusto meet the broader needs of the student.ESL Program Weaknesses:has limited adjunct involvement in ESL program mattershas only one full time compared to 8-9 adjunct, a 15% to 85% ratio. This limitsthe program’s effectiveness in serving the needs of the tri-county service areais unable to provide ESL academic courses leading to freshman English inTehama County28General Education /Transfer Program Review

lacks bilingual support in Tehama County to assist English language learnersthrough the matriculation process (admissions, orientation, counseling)What do you see as your program’s greatest challenges and opportunities duringthe next five years?ChallengesWith one full time instructor and one part time instructor on campus and the other sevenadjuncts scattered as far away as Fall River Mills, the biggest challenge we see for theprogram is adjunct participation in program development. Poor adjunct participation inSLO Flex Day activities is one example.Another concern is improving language instruction. The program has several instructorswith discipline-specific expertise who could mentor new instructors, but faculty membersrarely meet. ESL instructors routinely ask for the opportunity to learn about and shareinstructional strategies and resources, ways to manage the multi-level classroom andhandle basic matriculation matters such as registration and placement assessment. Thefact that so many of the program’s adjunct teach off campus and only receive pay forattending Flex Day SLO meetings hurts the overall quality of the program.OpportunitiesWe have a growing population of English language learners in Tehama County who weare eager to serve. We also have increasing diversity within the ESL classrooms,particularly on-campus. This gives instructors and students a chance to enhance theircross cultural understanding and appreciation.New technology in the classrooms—computers, computer stations, new software—provide opportunities for improving language instruction and teaching informationcompetency.29General Education /Transfer Program Review

Part VI – Goals, Recommendations, Priorities, PlansBased on your critical evaluation of the items studied in Parts III and IV, please providerecommendations for the development, modification, and/or improvement of your program.Identify the goals that were identified in the last program review and describe whether theywere 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 andour progress with them.In order to address the number of cancellations in the 200 credit courses, the ESLfaculty plans on revising curriculum. This involves replacing credit courses withnoncredit equivalents.This goal is completed. The lead instructor revised curriculum Fall 09.hiring a full time ESL instructor for Tehama CountyThis is a goal that requires additional district funding. No progress has beenmade in this area.offering bilingual counseling services and bilingual assistance in admissions forthe Red Bluff CenterThis is a goal that requires additional district funding. No progress has beenmade in this area.recruiting limited-English speaking students from Tehama County high schoolsand high school diploma programsThis is a goal that requires additional district funding. No progress has beenmade in this area30General Education /Transfer Program Review

providing staff development funds to pay adjunct faculty to attend meetings andshare in program developmentAdjuncts now receive 4 paid hours annually for their attendance at SLOmeetings during Flex days. More stipend money is needed to pay adjuncts toattend department meetings.Specify clearly in this section your program goals for the next five years, your plans toachieve them, the responsible person, and a timeline for completion. Prioritize your goalsand plans, listing the highest priority first.Ranking Goal Action Plan ResponsibleParty1 Involve adjunct in Continue to encourage adjunct Leaddepartmental participationinstructoractivitiesMake periodic calls to strengthenrelationshipsHold ESL meetings in Red BluffCancel ESL classes once persemester to have departmental2 Complete SLOcycle for allcourses3 Establish new cutscore for ESLCompass4 Recruit studentsfrom TehamaCounty highschools anddiploma programs5 Explore need forlarger classroomfor on-campusmulti-level courses6 Create an ESLdatabase for futureprogram reviewsmeetingsContinue with processMeet with Office of Research toset up planWork with CounselingCoordinator and Director ofMarketing to set up planLook at enrollment trends overlast three semestersDetermine statistical informationneeded for program review andmaintain records each semesterLeadinstructorLeadinstructorand Directorof ResearchESL ParaprofessionalandCounselingCoordinatorLeadinstructorand SLAMDeanLeadinstructorand ParaprofessionalDate ofCompletionOngoingFall 2012Fall 2012OngoingFall 2011Spring 20117 Provide ongoingtraining forclassroominstructional aidesCreate 2-3 hour paid workshops atthe beginning of each semester fornew and returning instructionalaidesLeadinstructorand twoadjunctinstructorsSpring 201131General Education /Transfer Program Review

8 Track a cohort ofESL students for 6semesters todetermine rate ofpersistence anddegree and transferrateSelect a cohort of studentsenrolled 100 level ESL classes infall 2010 and fall 2011, and tracktheir progress through 6 semestersof college work.ESL paraprofessionalFall 20149 Create a Spanishorientation CD foroff-campus ESLstudentsWork with counselingdepartment to create an ESLorientation CD.ESL paraprofessionalSpring 2014Appendix A – Student Learning OutcomesStep 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 – ESLESL 136Course Title Step 1 Step 2 Step 3 Step 4 Step 5Oral Communication forCollege Success X X XESL 137 Composition I X X X XESL 138 Composition II X X XESL 220 Oral Communication X XESL 229* Family Literacy X X -- -- --ESL 230* Beginning Low X XESL 231 Beginning Mid X XESL 232 Beginning High X XESL 233 Intermediate Low X X X XESL 234 Intermediate High X X X XESL 235* Advanced X X XESL 236 Advanced High X X X XESL 247 ESL Vocational Math X X X X X32General Education /Transfer Program Review

ESL 249 ESL Reading Lab X X X X XESL 378 American Citizenship X X X X XESL 385* Literacy X X X X X*ESL 385, 230, 235, and 229 will be eliminated from the ESL Program once the newESL courses are offered in fall 2010. ESL 136, 137 and 138 are offered once an academicyear. 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 beenwritten and will be ready to be implemented next fall.33General Education /Transfer Program Review

ESL ProgramAction Plan ActivitiesPlease 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 pageif necessary.Description of Activity/PlanTo involve adjunct faculty in departmental activities,hold periodic meetings in Red Bluff, call instructorsregularly, and cancel ESL classes once per semesterto meet as a departmentMeets Programor DivisionObjective/GoalItem(s) RequestedProgram Goal #1 none noneComplete SLO cycle for all courses Program Goal #2 none noneTotalAmountApply for ESL Program Certificate of Completion inorder to receive enhanced apportionmentProgram Goal #3 none noneEstablish new cut scores for ESL Compass Program Goal #4 none noneCreate an ESL database for future program reviews Program Goal #5 none noneIn order to improve classroom instruction andsupport, provide ongoing training for classroominstructional aides in multi-level classes.Program Goal #6 none $150 -$200 persemester34General Education /Transfer Program Review

Track a cohort of students in selected academic ESLclasses for 6 semesters to determine rate ofpersistence and degree/transfer rate.Program Goal #7nonenoneAction Plan Template - 2008-200935General Education /Transfer Program Review

SHASTA COLLEGEProgram ReviewBasic Skills Reading Program2009-10

SHASTA COLLEGEProgram Review – Basic Skills ReadingTable of ContentsSignature Page ………………………………………..PagePart I – Introduction………………………………..…11.1 Purpose of Program Review……………………………………………....11.2 College Mission………………………………………………………...…11.3 Shasta College Institutional Student Learning Outcomes…………………1Part II – General Program Information……………..22.1 Program Definition/Description……………………………………….….22.2 Program Mission/Purpose………………………………………………...3Part III – Program Analysis…………………………..43.1 Academic Quality…………………………………………………………43.2 External Relations…………………………………………………………83.3 Resource Efficiency……………………………………………………….83.4 Student Success………………………………………………………..…123.5 General Planning…………………………………………………………24Part IV – Student Learning Outcomes……………..…24Part V – Program Summary…………………………...25Part VI – Goals, Recommendations, Priorities, Plans..26NOTE – Annual Reports and Action Plans……...……28Appendicies………………………………………….…..29Appendix A – Student Learning Outcomes Update………………………..…....29Appendix C – Annual Action Plan…………………………………………...….30Reading Program Flowchart……………………………………………………..31

SHASTA COLLEGEProgram ReviewSignature PageProgram:Basic Skills ReadingProgram Review Self Study Participants:Cindy M. Dupré, Reading/Remediation Instructor, Lead FacultyJames Crooks, English Basic Skills InstructorJulie Nuzum, Adjunct Reading InstructorLevel Two Review Team Participants:Terry Turner, Communication Studies Instructor, Team ChairTerry Bailey, Student Success/FSS InstructorToby Bodeen, EOPS/CARE CounselorProgram Self Study Lead FacultyDateDivision DeanDateLevel Two Review Team ChairDateVice President of Academic AffairsDateCollege CouncilDate

Purpose of Program ReviewGeneral Education & TransferPart I – IntroductionAccording 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 amechanism for the assessment of performance that recognizes and acknowledges good performance andacademic excellence, improves the quality of instruction and services, updates programs and services, andfosters self renewal and self study. Further, it should provide for the identification of weak performanceand assist programs in achieving needed improvement. Finally, program review should be seen as acomponent of campus planning that will not only lead to better utilization of existing resources, but alsolead to increased quality of instruction and service. A major function of program review should be tomonitor and pursue the congruence between the goals and priorities of the college and the actual practicesin the program or service.Other purposes include meeting accountability mandates and demonstrating a systematic planningprocess. While these functions may occur because of program review, they should not serve as a primaryfunction of the review. Otherwise, program review could be perceived as a time-consuming process for aproduct with no effect or bearing on the program’s activities or any relevance to serving students ormaintaining academic excellence.College MissionThe mission of the Shasta-Tehama-Trinity Joint Community College District is to provide open accessand opportunity for success to students who have diverse backgrounds, interests, and abilities. TheDistrict is committed to providing the knowledge and skills necessary for a student to succeed. TheDistrict recognizes that success requires specific life skills and professional skills and also effectivecommunication, critical thinking, global consciousness and global responsibility. By offering programsleading 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 offeringcomprehensive campus and community service programs, the District enables students to achievepersonal as well as academic potential and contributes to the social, cultural and economic developmentof our region.Shasta College Institutional Student Learning OutcomesThe District is committed to providing the knowledge and skills necessary for a student to succeed. TheDistrict recognizes that success requires specific life skills and professional skills and also effectivecommunication, critical thinking, global consciousness and global responsibility.To support our students in achieving success, Shasta College has determined that a student who earns adegree or occupational certificate will demonstrate:1. Life and Professional SkillsLife and Professional Skills include the ability to create well developed goals and plans, theability to make responsible decisions in support of those goals and plans, the ability to recognize1General Education /Transfer Program Review

and accept consequences of decisions, appropriate technical skills, the ability to work effectivelyas an individual and as part of a group, and the ability to resolve conflict.2. Effective CommunicationEffective communication includes the ability to convey information, ask meaningful questions,and express thoughts, ideas and feelings.3. Critical Thinking SkillsCritical thinking includes the application of logical reasoning to collect and evaluateinformation, recognize and categorize patterns, contrast and compare, make decisions and reachconclusions, and solve problems.4. Community and Global Consciousness and ResponsibilityCommunity and global consciousness and responsibility include the knowledge andunderstanding of civic, cultural and environmental issues; knowledge of and respect for theneeds, difficulties, and rights of diverse groups; an appreciation of the importance of publicservice; and a commitment to life-long learning.Part II – General Program Information2.1 Program Definition/DescriptionPlease provide a concise overview of your program.Since its creation in 1987, the basic reading program has expanded to two sites: a dedicated classroomfor Basic Reading and its companion courses on the Main Campus, and a classroom at the DowntownCampus. Besides providing basic instruction in the fundamentals of reading, instruction at the two sitesincludes citizenship classes, pre-GED and GED test preparation classes, ESL vocational math, and ESLbasic reading. The Elements of Reading classes—ENGL 250-280—are offered on the main campus andat the Tehama Campus. We have listed courses outside of the Basic Skills Reading Program, in order toshow the depth and breadth of the curriculum offered in a single class. The multi-faceted program islisted by course below:ENGL 348 ADULT LITERACY is a free 0 unit course offered for students who need to work on theirbasic 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 andpass 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 andpass the GED test.ESL 247 ENGLISH AS A SECOND LANGUAGE VOCATIONAL MATH is designed to help ESLstudents develop math skills needed for entry-level employment.2General Education /Transfer Program Review

ENGL 248 BASIC READING is designed to help students reading below the fourth grade level improvereading skills.ESL 249 ENGLISH AS A SECOND LANGUAGE READING LAB is designed to help students withproblems related to second language acquisition to improve their reading, writing, spelling, andvocabulary skills.ENGL 250 ELEMENTS OF READING is designed to help students reading at the fourth and fifth gradelevels improve reading, writing and comprehension at the literal level. This course may be taken fourtimes 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, andeighth grade levels enhance personal reading and work-related language skills. This course may be takenfour 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 gradelevels who are vocational and transfer oriented to augment academic reading and writing ability tosuccessfully compete in lower division college-level courses. This course can be taken twice to meet theprerequisite skill level for ENGL 280.ENGL 280 READING AND WRITING I is designed to help students reading at the eleventh and twelfthlevels develop college-level reading and writing skills and is a prerequisite for ENGL 190 READINGAND 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 helpingstudents with their reading and writing skills.ENGL 161 EFFECTIVE READING is designed to provide training in associate-degree-level readingskills, study skills, and test preparation.ENGL 61 CRITICAL READING is designed to ensure reading adequacy that will enable transferstudents 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 thereading and writing requirements of the reading program are able to move on to the world of work or tohigher levels of education.2.2 Program mission/purposePlease provide a description of your program’s mission and purpose. Also, please address how theyalign with the State’s mission and strategic plan for community colleges and the goals of ShastaCollege.The mission of the Reading Program is to respond to the literacy needs of the community, and to providestudents with basic life skills in reading, writing, and math, preparing them for employment and/orfurther education.The Shasta College Mission Statement states that the college “is committed to providing open access andopportunity for success to students who have diverse backgrounds, interests, and abilities.” The collegeprovides programs which will lead to successful completion of a quality university transfer program or3General Education /Transfer Program Review

career-technical education. To provide a major support for this goal, the basic skills reading program’sprimary 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 atthe most basic levels and continuing through ENGL 280, which is a prerequisite for ENGL 190, a pretransferand certificate-level course. At the lower levels, the primary aim of instruction is to educatestudents to function more effectively at work, at home, and in the community. At higher levels, coursework prepares students to read, write, and communicate more effectively in other courses at ShastaCollege.Another area of the Shasta College Mission Statement deals with offering comprehensive campus andcommunity service programs that enable students to achieve personal and academic potential, thuscontributing to the social, cultural, and economic development of our region. Reading instruction by itsvery nature contributes to the enlightenment and awareness of the students and the campus community.2.3 Program SLOsPlease provide a concise description of your progress in the development and implementation ofSLOs. (Use Appendix A as your guide.)All courses in the Basic Skills Reading Program have completed all five steps in the SLO process, withthe exception of ENGL 61, ENGL 161, and ENGL 297, which are offered at division discretion. Pleasesee Appendix A on page 28.Part III - Program Analysis3.1 Academic Quality1. Curriculum AnalysisPlease provide an update on your program’s curriculum analysis, including the process andcurrency 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 andthe 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 Councilapproval dates:ENGL 348 ADULT LITERACY—Fall 2006ESL 378 AMERICAN CITIZENSHIP—Fall 2005SDEV 301 PRE-GED—Fall 2007SDEV 302 GED TEST PREPARATION—Fall 2007ESL 247 ENGLISH AS A SECOND LANGUAGE VOCATIONAL MATH—F 2006ENGL 248 BASIC READING—Fall 2006ESL 249 ENGLISH AS A SECOND LANGUAGE READING LAB—Fall 2006ENGL 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 2005ENGL 297 SPECIAL TOPICS IN READING—Fall 2009ENGL 161 EFFECTIVE READING—Fall 2004ENGL 61 CRITICAL READING—Fall 2007*ENGL 250, 260, and 270 Elements of Reading were put on hold in Spring 2005 by the office of theVice President of Instruction due to issues on lecture/lab ratio and repeatability, together with the fact that4General Education /Transfer Program Review

we combine our offering in these courses. Data from the Instruction Office lists these courses asapproved 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 meetthe needs of the diverse student population. Current trends in the field involve integration of multipleteaching methodologies and technology into the teaching of remedial and developmental reading andwriting courses.Faculty members continue to design new courses which respond to trends in the field and needs of thestudents. A new class for American Citizenship has been approved in the past few years as well asSpecial 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 datacollection 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 sequenceof reading courses as coordinated with ESL and English courses.2. StaffingAre there any unique staffing qualifications needed within your program that are not generallyassociated with teaching in other disciplines? Do you feel the current staffing levels in yourprogram are meeting the needs of the students? What is the availability of part-time faculty toteach in your program?Hiring one full-time reading instructor will better meet the needs of students. The full-time / part-timefaculty ratio reached its lowest point in academic year 2008-2009 when a full-time instructor retired andwas 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 inEducation with an emphasis in the teaching of reading. A reading specialist credential is desirable aswell. Instructors with a multiple subject credential with CLAD training and/or Resource Skills Teachershave also been educated in reading methods, materials, and strategies. The current instructors teaching inthe 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. Anadditional adjunct instructor teaches at the Tehama Campus. A listing of instructors and the classes theytypically teach follows:Cindy M. Dupré, ENGL 260, 270, 280, 190James Crooks, ENGL 280, 190Sharon Salpas, ENGL 280Carol Giacomucci, ENGL 250, 260Cindy O’Leary, ENGL 250, 260, 270Nancy Henley, ENGL 250, 260, 270, 280Julie Nuzum, ENGL 250, 260, 270Martha Webb, ENGL 248; ESL 247, 249; Citizenship, GED, LiteracyJanet Hering, ENGL 248; ESL 247, 249; Citizenship, GED, LiteracyThe reading staff maintains active membership in the International Reading Association, CaliforniaReading Association, Shasta County Reading Association, Association for Supervision and Curriculum5General Education /Transfer Program Review

Development, and Communication Workers of America, which provide information on the most effectivemethods and inventive instructional programs.3. Teaching Aids and EquipmentDescribe what teaching aids and/or software are commonly used in your instruction and whatequipment is critical to teaching your curriculum. Also, address any basic needs in either or bothareas that may be missing.The Basic Skills Reading Program this semester received new computers equipped with PLATO andMicrosoft Word software. The program has 18 computers for student use at the Main Campus and sevenlaptops at the Downtown Campus. The reading classrooms also have numerous reference books andmaterials available for student use.4. Faculty Availability for General College ServiceDescribe each faculty members’ involvement in general college services, including committees,assistance to other divisions, accreditation, community outreach, etc. How much reassign time hasbeen allocated to your program’s faculty? Describe the nature and expected term of thisreassignment.Instructors in the basic skills reading program are active on the following campus committees:SLO CommitteeSLO CoordinatorsDSPS Advisory CommitteeWriting Center Advisory CommitteeTenure Review Committees5. Tutoring Centers/LabsIf your program/division has tutoring centers or learning labs: What are the capacities of thosecenters 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 termsof usage, what is the total unduplicated student headcount by term, and the average time a studentspends in the center/lab per week? Do you consider the tutoring centers or learning labs effectivein 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 theprogram moves to the Learning Resource Center. Also, the instructors of ENGL 280 work closely withthe Writing Center, referring students for assistance with essays and other in-class writing assignments.6. Opportunities for Professional DevelopmentAre your faculty members taking advantage of professional development activities either oncampus or off, and to what extent, including sabbaticals? Do those professional developmentactivities generally meet your faculty’s needs? How can Shasta College improve the faculty’sprofessional development?Reading instructors participate in professional development opportunities, and both part-time and fulltimeinstructors participate. However, professional development for the program's tutors is severelylacking.In addition to completing coursework, the instructors in the basic skills reading program have attended thefollowing conferences:6General 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-timeinstructors and $350 per year for part-time instructors. In addition, Basic Skills Initiative funds areavailable to supplement the professional development funds.7. Survey other CCs for Common PracticesDescribe your efforts to determine common or best practices at other community colleges. Whathave 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 ineach course, although we emphasize reading at lower levels and gradually emphasize writing at higherlevels. We noticed at a conference that Butte College separates reading and writing into two differentsequences of courses, one focusing on reading and another focusing on writing. We spoke with faculty atother community colleges—College of the Redwoods, Chabot, and San Francisco City—and found thattheir 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, wenoticed that the coding rubrics for for-credit English basic skills courses acknowledged only four levelsbelow transfer level, yet the rubrics for non-credit English basic skills courses acknowledged as many asseven levels below transfer. Currently, Shasta College has five for-credit English basic skills courses andone non-credit course.When we looked at other colleges, we saw a wide range of curricular paths for basic skills Englishstudents. College of the Redwoods, for example, has two credit and two non-credit basic skills Englishcourses. Chabot has just two credit courses. San Francisco City College, on the other hand, has fourcredit 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 beforethey can access their lowest level courses. The colleges with more courses accept students who arecompletely illiterate and train them as far as they want to go toward transfer level. Shasta College is inthe latter group.So the Shasta College reading program believes in teaching reading and writing together and offeringclasses to anyone who wants to improve his or her literacy. However, the question of where noncreditcourses should end and for-credit courses begin remains.Another issue we looked at is student support services and instructional support within the basic skillsclassroom. Cabrillo and De Anza colleges use a cohort/learning community model in which instructors of7General Education /Transfer Program Review

different disciplines, counselors, librarians, and tutors work together in the classroom to develop the skillsof at-risk students and retain them. Their success rates for these students are around 80%. They admitthat 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 servesbeginning readers as Shasta College does. Butte has prerequisites for each reading class and Shasta hasadvisories. Butte’s courses are not repeatable while Shasta’s are.3.2 External Relations1. FacilitiesDescribe your use of facilities at sites not on campus or at one of the satellite campuses? Do youshare facilities with other programs? If so, describe how that relationship works. Do outsideorganizations 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 SchoolsIf 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 CollegesWhat 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 wehave a more direct link with our neighboring community college.4. Articulation with high schools, universities and collegesWhat articulation agreements do you have in place with other schools and colleges? What are yourplans for revising the number and/or extent of your agreements?The English Department has no articulation agreements with high schools. Articulation with colleges anduniversities 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 editedby 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. TheEnglish 260 Elements of Reading grade of “C” or better or English level 3 on the Reading Placement Testis the prerequisite for the lowest level math course, Math 220 Basic Mathematics.3.3 Resource Efficiency1. SupportDescribe the support your program commonly requires from other college departments orprograms. When you need support, is it readily available? Are there processes that you would liketo see put in place that could enhance the level of support? If so, please describe.8General Education /Transfer Program Review

The reading instructors need close communication with the counselors and would like to build a closerapport 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. Thestudents are informed about Shasta College and class registration through the orientation process. New inthe 2009-10 academic year are targeted orientations by counselors for students enrolling in Basic SkillsReading 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 ResponseTeam to prepare for scenarios involving dangerous student behavior.In addition, reading students receive services from the following well-advertised programs: DSPSprovides qualifying students with sign language interpreters, special materials, copying services, braillingof materials, note takers, alternative testing locations, scribes, and special equipment. EOPS/CAREprovides qualifying students with textbooks, bookstore vouchers, counseling, childcare, tutoring, andtransportation. 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. ESLprovides qualifying second-language students with paraprofessional tutoring and assistance during theassessment and registration process. These programs are extremely effective with the diverse populationof students in the reading classes at all levels.2. Use of TechnologyDescribe the technology used in your program. Is it sufficient to get the job done? Can it beimproved? If so, how? Describe any technology needs that are continually unmet. (Do not considerrotation/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 availablefor student use in Room 211 and seven new computers were moved into room 210. The instructor lecternin Room 211 is now outfitted with “smart classroom technology.” Since the last program review in 2007-08, most of the reading program technological needs were met. Room 211 is still in need of a documentcamera which is capable of displaying an 8 ½ x 11” page or a page from a textbook. This will be resolvedwhen the Basic Skills Reading Program moves to the Learning Resource Center.Reading program instructors teaching at the Downtown Campus have seven laptop computers for thestudents to use. The laptops are time consuming to set up and take down each class meeting but get thejob done.ENGL 280—Reading and Writing I—is offered through ITV from the Tehama Campus every springsemester.3. Comparison with Other InstitutionsHow does your program compare with other community colleges of similar size and location interms of size, staffing, facilities, partnerships, etc.?We compared with Butte College, a rural community college located south of Chico, California. Butte’soverall enrollment is around 12,000 students where Shasta has around 9,000 students. Butte offers 37sections of reading courses and Shasta offers 16. Butte employs six full-time instructors; Shasta has twofull-time instructors in reading. Lastly, Butte and Shasta both employ seven adjuncts to teach readingclasses.9General Education /Transfer Program Review

4. Facility Use/AvailabilityDescribe the scheduling of your courses including the rationale and appropriateness of thefollowing scheduling characteristics:MWF, TTh, and/or other combinationsMorning, afternoon, evening, weekend, including time blocks/patternsof scheduling of classes and/or services17-week, 8-week, shorter coursesFall, spring, summerEvery semester, once-a-year, once-in-every-two-yearsWhat 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 majoror 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 yourscheduling practices to accommodate student needs and promote student access and programcompletion? Do you have suggestions for improvement?Reading courses are scheduled for morning, afternoon, and evening hours to meet the needs of workingstudents, full-time students, and students with child care issues. Without multiple offerings to teachstudents the essential skills of reading, students are at a roadblock, preventing their academic achievementand success. Classes are scheduled on both a Monday/ Wednesday and Tuesday/Thursday basis. Inaddition, during the spring semesters, English 250, 260 and 270 are offered on a four days-per-weekbasis.With the addition of class offerings at the Downtown Redding campus, the classes below the English 250level are only offered on Main Campus two days per week. This has caused serious problems for studentswho 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 asthe 200-level math classes creating a conflict in the schedule for students needing remediation in bothmath and English basic skills.Our suggestions for improvement: Offer additional sections of classes of ENGL 250 and below on the Main Campus to remove aroadblock to student success. Coordinate basic math and reading scheduling so that the classes are offered at different times toaccommodate students needing improvement in both areas.5. Faculty and classified staffingUsing tables showing data over the past three years, please analyze and address trends for thefollowing:Headcount of full time faculty by termHeadcount of part time faculty by termFTE of full-time faculty by termFTE of part-time faculty by termRatio of full-time to part-time faculty by termNumber of sections taught by full-time and part-time faculty by termNumber and ratio of full-time and part-time faculty who teach in the evenings by termNumber and ratio of full-time and part-time faculty who teach in the day time by termNumber of classified support staff10General Education /Transfer Program Review

Faculty and staff demographicsThe table below shows that the full-time / part-time faculty ratio reached its lowest point in academic year2008-2009. When a full-time instructor retired in 2008 and was not replaced, the program began to relymore and more on part-time faculty to the potential detriment of the program.Faculty StaffingFall2006Spring2007Fall2007Spring2008Fall2008Spring2009Headcount Full-Time Faculty 2 2 3 3 2 2Headcount Part-Time Faculty 3 3 3 3 5 6FTE Full-Time Faculty 1.70 1.70 1.95 2.10 0.95 1.10FTE Part-Time Faculty 1.05 1.35 1.05 1.35 1.95 2.55FT/PT Faculty Ratio .67 .67 1 1 .4 .33Sections Taught by Full-Time/Part-TimeFaculty5/4 5/4 6/4 7/5 4/7 3/8Number of Full-Time/Part-Time Faculty-- 1/1 1/1 1/1 1/1 0/2 0/2EveningsNumber of Full-Time/Part-Time Faculty--Days 2/2 2/2 3/2 3/2 2/3 2/46. EquipmentDescribe the equipment you use in your program. Please describe your programs practicesregarding equipment purchasing, maintenance, repair, usage and storage. Do you have anysuggestions for improvement?Previous to Fall 2009, the computers in the reading classrooms had not been replaced for eight years andthe software was malfunctioning. Beginning Fall 2009, Room 211 is well-equipped with 12 computersfor student use as well as the PLATO Learning System. Room 210 has only seven computers for studentuse with PLATO. There is a lack of white board space on the walls in Room 211, so portable whiteboards are sometimes used.7. Budget info, requests, action plansIs your budget sufficient to cover your program’s needs? Once your budget is set by the college, isit stable or does it need constant transfers of funds or requests for augmentation? Do you haveaccess to outside funding sources such as grants, endowments, gifts, etc. that can help enhance thegeneral fund allocations? Do you have the support needed to apply for these fundingopportunities? What can the college do to help your program increase funding beyond that whichis 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-financialbenefits of your program that should be considered in a cost/benefit analysis. Include a descriptionof who benefits and what the benefit is. For example: improved student retention. What evidencedo 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 orpartnerships, 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 costversus benefits?11General Education /Transfer Program Review

The annual budget for tutors is around $30,000. This includes tutors working in Basic Reading and itsaccompanying courses, tutors working in Elements of Reading classes, ESL tutors and Writing Centertutors. Tutors are essential because they provide the one-on-one work that reinforces classroom learningand have repeatedly been shown to increase student success. The minimum wage we pay tutors is beyondthe 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. Withthis 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 ServicesAre the courses provided in your program adequate to meet the student or community need? Howhave 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, DowntownRedding Campus, and Tehama Campus. To offer these courses, however, funding is needed for start-upexpenses.3.4 Student SuccessPlease present and discuss the quantifiable factors pertinent to your program by semester over thepast three years.Trends of FTESFTES/FTE ratioTotal program enrollmentEnrollments at census by course and programNumber of audits by course and programAverage class size at censusNumber of sectionsNumber of combined sectionsSection characteristics (on-off campus, distance ed – online and/or ITV)Grade distributionsCourse success: grades of A,B,C,CR onlyCourse retention: grades of A,B,C,D,F,CR,NC,IType of credit received by students (credit and noncredit)Program persistenceStudent progress (basic skills, ESL, degrees/certificates)Student demographicsStudent needs assessments (college and/or program administered) when availableProgram completions, including degrees and certificates issues/earnedCommunity needs assessments when availableOther program or service generated measures or data as appropriate12General Education /Transfer Program Review

Reading Program and Course EnrollmentsIn general, enrollments are increasing over time. The higher the level of reading course, the higher theenrollment. In other words, the poorest readers constitute the smallest group. Please note that sections ofENGL 250-270 are combined with each other when offered, and ENGL 248 is combined with a group ofother adult basic education courses. Because the enrollments per section in ENGL 248-270 are low, theyare combined with other courses to make full classes.Fall Spring Fall Spring Fall Spring2006 2007 2007 2008 2008 2009Reading Program (ENGL 248-280) 192 156 215 179 226 231ENGL 248 14 13 12 9 13 17ENGL 250 31 16 29 21 25 24ENGL 260 24 27 45 33 51 36ENGL 270 41 39 55 36 55 37ENGL 280 82 61 74 80 82 117Section CharacteristicsBecause the teaching of reading relies heavily on personal interactions among students, tutors, andinstructors, all sections are taught face-to-face. There is one exception: one section of ENGL 280originates from Red Bluff and is delivered by ITV to outlying areas every spring. Face-to-face sectionsare offered at the Main, Downtown, and Tehama Campuses.13General Education /Transfer Program Review

Program Grade DistributionThe table below shows that the percentage of students who complete reading program coursesimproved 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 Englishdepartment as a whole. When comparing the reading program's grade distribution with that of the rest ofthe basic skills disciplines, the reading program assigns a lower percentage of As and Fs. However, thereading program has a much higher percentage of drops and withdrawals than both the Englishdepartment and other basic skills disciplines. The higher drop rate may be due to the challenging natureof Basic Skills Reading, the socio-economic challenges of basic reading students, the students attemptingcourses above their ability, and the students’ long history of academic failure.ReadingProgramEnglishDepartmentBasic SkillsTerm % A % B % C % D % F %CR%NC%DRP/WFall 2006 14.6 14.6 16.7 7.8 9.9 3.1 0.5 32.8Spring 2007 16.7 12.2 14.7 8.3 4.5 4.5 2.6 36.5Fall 2007 10.2 18.6 16.3 7.0 5.6 3.7 0.5 38.1Spring 2008 12.3 15.6 14.0 7.8 8.4 3.4 1.1 37.4Fall 2008 8.4 23.0 20.8 12.4 7.1 3.1 0.4 24.8Spring 2009 14.7 17.3 17.7 6.9 10.8 4.8 1.3 26.4Fall 2006 24.2 25.0 15.4 3.8 11.7 0.3 0.1 19.6Spring 2007 25.0 25.3 13.7 4.0 11.3 0.4 0.2 19.8Fall 2007 23.5 24.6 13.9 4.9 12.5 0.3 0.1 19.7Spring 2008 23.4 21.9 13.2 5.0 13.7 0.2 0.1 21.5Fall 2008 22.8 24.7 15.5 4.8 10.0 0.3 0.1 21.6Spring 2009 23.4 25.1 14.2 5.3 12.8 0.4 0.1 18.4Fall 2006 29.3 15.0 13.5 4.6 15.9 2.7 0.1 18.8Spring 2007 27.8 13.8 13.4 5.3 12.7 3.3 1.4 22.1Fall 2007 26.3 17.0 13.5 4.8 14.5 2.7 0.2 20.9Spring 2008 31.9 13.7 13.3 3.8 15.5 1.7 0.5 19.3Fall 2008 31.4. 18.3 11.3 4.9 15.8 1.8 0.5 16.3Spring 2009 27.8 19.8 12.4 5.0 15.9 1.8 0.5 16.314General Education /Transfer Program Review

Course Grade DistributionGenerally, the grade distribution makes a bell curve with a peak in the C/B range.ENGL 248ENGL 250ENGL 260ENGL 270ENGL 280Term % A % B % C % D % F %CR%NC%DRP/WFall 2006 42.9 7.1 50.0Spring 2007 53.8 30.8 15.4Fall 2007 66.7 8.3 25.0Spring 2008 66.7 14.3 19.0Fall 2008 53.8 7.7 38.5Spring 2009 64.7 17.6 17.6Fall 2006 19.4 22.6 12.9 9.7 12.9 22.6Spring 2007 18.8 31.3 6.3 25.0 12.5 6.3Fall 2007 6.9 31.0 3.4 13.8 6.9 37.9Spring 2008 4.8 23.8 9.5 14.3 4.8 42.9Fall 2008 4.0 24.0 28.0 16.0 4.0 24.0Spring 2009 25.0 12.5 12.5 4.2 12.5 33.3Fall 2006 29.2 16.7 8.3 8.3 8.3 29.2Spring 2007 37.0 14.8 11.1 -- 3.7 33.3Fall 2007 6.7 11.1 20.0 6.7 2.2 53.3Spring 2008 18.2 18.2 12.1 3.0 6.1 42.4Fall 2008 5.9 29.4 17.6 11.8 7.8 27.5Spring 2009 25.0 22.2 16.7 5.6 11.1 19.4Fall 2006 9.8 9.8 24.4 2.4 17.1 36.6Spring 2007 15.4 10.3 15.4 5.1 -- 53.8Fall 2007 20.0 27.3 16.4 7.3 3.6 25.5Spring 2008 16.7 16.7 2.8 11.1 8.3 44.4Fall 2008 9.1 25.5 25.5 14.5 7.3 32.9Spring 2009 18.9 27.0 18.9 13.5 2.7 18.9Fall 2006 13.4 15.9 19.5 11.0 7.3 32.9Spring 2007 11.5 9.8 21.3 11.5 6.6 39.3Fall 2007 8.1 14.9 21.6 5.4 9.5 40.5Spring 2008 11.3 13.8 22.5 7.5 11.3 33.8Fall 2008 12.2 20.7 20.7 12.2 8.5 25.6Spring 2009 10.3 16.2 21.4 6.8 14.5 30.815General Education /Transfer Program Review

Retention: Course, Gender, and AgeENGLCourse Academic Year TermENGL-248ENGL-250ENGL-26006-0707-0808-0906-0707-0808-0906-0707-0808-09GenderAll Female MaleAge CategoryAge 17 andunder Age 18-24 Age 25-49 50+ UnknownRetention 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 66.7% 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% . .Summer 3 100.0% 2 100.0% 1 100.0% . . 1 100.0% 1 100.0% 1 100.0% . .Fall 28 75.0% 14 92.9% 14 57.1% 2 100.0% 11 72.7% 12 75.0% 3 66.7% . .Spring 16 93.8% 9 88.9% 7 100.0% . . 5 80.0% 10 100.0% 1 100.0% . .Fall 26 61.5% 17 58.8% 9 66.7% 1 100.0% 11 63.6% 14 57.1% 0 . . .Spring 21 57.1% 13 61.5% 8 50.0% 2 0.0% 10 80.0% 8 50.0% 1 0.0% . .Fall 24 75.0% 17 76.5% 7 71.4% 3 66.7% 9 88.9% 11 63.6% 1 100.0% . .Spring 23 69.6% 11 81.8% 12 58.3% . . 9 66.7% 13 69.2% 1 100.0% . .Summer 4 100.0% 3 100.0% 1 100.0% . . 1 100.0% 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% 13 76.9% 1 100.0% . .16General Education /Transfer Program Review

Retention: Course, Gender, and AgeENGL-270ENGL-280ENGL06-0707-0808-0906-0707-0808-09GenderAll Female MaleAge CategoryAge 17 andunder Age 18-24 Age 25-49 50+ UnknownRetention Retention Retention Retention Retention Retention Retention Retention# % # % # % # % # % # % # % # %Summer 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% . .Summer 2 100.0% 1 100.0% 1 100.0% 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% 11 90.9% 57 71.9% 13 69.2% 1 100.0% . .Spring 111 69.4% 53 77.4% 58 62.1% 4 100.0% 71 62.0% 34 79.4% 2 100.0% . .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: sometimesthe 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.17General Education /Transfer Program Review

Retention: Course and Race-EthnicityCourseENGL-248ENGL-250ENGL-260ENGLAcademicYear06-0707-0808-0906-0707-0808-0906-0707-08TermAllWhite, nonHispanic Hispanic AsianAfricanAmerican,non HispanicRace-EthnicityAmericanIndian/AlaskanPacificIslanderOtherUnknown/unreportedRetention Retention Retention Retention Retention Retention Retention Retention Retention# % # % # % # % # % # % # % # % # %Fall 14 50.0% 8 50.0% 2 0.0% 1 100.0% 1 100.0% 1 100.0% . . . . 1 0.0%Spring 12 83.3% 9 77.8% 2 100.0% . . . . 1 100.0% . . . . . .Summer 12 100.0% 7 100.0% 2 100.0% 1 100.0% . . . . . . . . 2 100.0%Fall 12 75.0% 5 60.0% 4 100.0% . . 0 . 1 0.0% . . 1 100.0% 1 100.0%Spring 9 88.9% 5 100.0% 0 . . . 1 100.0% 2 100.0% . . 1 0.0% 0 .Summer 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% . . . .Summer 3 100.0% 1 100.0% 1 100.0% 1 100.0% . . . . . . . . . .Fall 28 75.0% 12 66.7% 8 87.5% 3 100.0% . . 3 33.3% 1 100.0% . . 1 100.0%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%Summer 4 100.0% 1 100.0% 1 100.0% . . 1 100.0% 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%08-09 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%18General Education /Transfer Program Review

Retention: Course and Race-EthnicityENGL-270ENGL-280ENGL06-0707-0808-0906-0707-0808-09AllWhite, nonHispanic Hispanic AsianAfricanAmerican,non HispanicRace-EthnicityAmericanIndian/AlaskanPacificIslanderOtherUnknown/unreportedRetention Retention Retention Retention Retention Retention Retention Retention Retention# % # % # % # % # % # % # % # % # %Spring 36 80.6% 23 78.3% 5 80.0% 2 100.0% 0 . 2 50.0% 1 100.0% 1 100.0% 2 100.0%Summer 6 100.0% 3 100.0% 0 . . . 1 100.0% 2 100.0% . . . . . .Fall 40 62.5% 27 59.3% 5 40.0% . . 3 66.7% 2 100.0% . . 1 100.0% 2 100.0%Spring 39 46.2% 22 36.4% 4 25.0% 5 60.0% 1 100.0% 3 100.0% 0 . . . 4 50.0%Fall 54 74.1% 35 77.1% 8 62.5% 4 100.0% 1 100.0% 2 0.0% 1 0.0% 1 100.0% 2 100.0%Spring 36 55.6% 26 53.8% 6 66.7% 1 100.0% 0 . 0 . 0 . . . 3 33.3%Fall 55 81.8% 43 83.7% 6 83.3% 3 100.0% 1 0.0% 2 50.0% . . 0 . 0 .Spring 37 81.1% 19 73.7% 9 77.8% 4 100.0% . . 2 100.0% . . 1 100.0% 2 100.0%Summer 2 100.0% 2 100.0% . . 0 . 0 . 0 . . . . . . .Fall 82 67.1% 48 64.6% 14 78.6% 6 66.7% 6 33.3% 6 100.0% 1 100.0% . . 1 0.0%Spring 61 60.7% 39 61.5% 11 36.4% 1 0.0% 3 100.0% 2 100.0% 1 100.0% 1 0.0% 3 100.0%Fall 74 59.5% 51 60.8% 5 80.0% 2 100.0% 2 50.0% 7 57.1% 1 0.0% 1 100.0% 5 20.0%Spring 79 67.1% 55 61.8% 6 83.3% 5 100.0% 3 100.0% 3 33.3% . . 2 50.0% 5 80.0%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 80.0%Spring 111 69.4% 73 65.8% 14 71.4% 10 80.0% 0 . 2 100.0% 3 66.7% 5 60.0% 4 100.0%There do not appear to be any patterns in the retention rates by race.19General Education /Transfer Program Review

Success: Course, Gender, and AgeENGLCourse Academic Year TermENGL-248ENGL-250ENGL-26006-0707-0808-0906-0707-0808-0906-0707-0808-09ENGL-270 06-07GenderAll Female MaleAge CategoryAge 17 andunder Age 18-24 Age 25-49 50+ UnknownSuccess Success Success Success Success Success Success Success# % # % # % # % # % # % # % # %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% . .Summer 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% . .Summer 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% . .Summer 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 . . .20General Education /Transfer Program Review

Success: Course, Gender, and AgeENGL-280ENGL07-0808-0906-0707-0808-09GenderAll Female MaleAge CategoryAge 17 andunder Age 18-24 Age 25-49 50+ UnknownSuccess Success Success Success Success Success Success Success# % # % # % # % # % # % # % # %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% . .Summer 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% . .Spring 111 47.7% 53 52.8% 58 43.1% 4 50.0% 71 39.4% 34 61.8% 2 100.0% . .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 thanmales.21General Education /Transfer Program Review

Success Rate: Course and Race-EthnicityENGLCourse Academic Year TermENGL-248ENGL-250ENGL-26006-0707-0808-0906-0707-0808-0906-0707-0808-09ENGL-270 06-07AllWhite, nonHispanic Hispanic AsianAfricanAmerican, nonHispanicRace-EthnicityAmericanIndian/AlaskanPacificIslanderOtherUnknown/unreportedSuccess Success Success Success Success Success Success Success Success# % # % # % # % # % # % # % # % # %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% . . . .Summer 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%Summer 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%Summer 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%22General Education /Transfer Program Review

Success Rate: Course and Race-EthnicityENGL-280ENGL07-0808-0906-0707-0808-09AllWhite, nonHispanic Hispanic AsianAfricanAmerican, nonHispanicRace-EthnicityAmericanIndian/AlaskanPacificIslanderOtherUnknown/unreportedSuccess Success Success 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%Summer 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%Spring 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%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.23General 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 inresponse to student complaints and/or satisfaction measures?In the Basic Skills Reading classes, part of the students’ final is to complete an informationalquestionnaire regarding which textbooks, materials, and reading methods were helpful and which werenot. 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 youhave 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 asEnglish 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 toexpand? N/ATo 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 thedata collected. The current placement of students in all reading classes below the 280 level is advisory ormainly by self-placement. Based on discussions among the basic skills reading faculty, some courses inthe next revision for the curriculum council will call for prerequisites.3.5 General PlanningAre there any national trends that need to be taken into consideration by your program as a basisfor improvement? How do you market your program’s offerings and/or services? What are yourideas for improving or expanding your marketing efforts? How can you help the college’sMarketing Department in their marketing efforts? Are there elements in your program that arenot sustainable given existing limitations (e.g., lack of full time faculty to do necessary committeework)? What other elements that are not previously identified in this study do you need to considerfor program improvement?A retirement of a full-time reading instructor occurred at the end of Spring 2008, leaving the readingprogram to hire adjuncts to fill the courses. It would be desirable to replace this full-time readingposition.Part IV – Student Learning OutcomesPlease refer to Appendix A and complete the analysis as requested and include that informationand charts here.24General 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. Course Title Step 1 Step 2 Step 3 Step 4 Step 5ENGL 348 Adult Literacy X X X X XESL 378 American Citizenship X X X X XSDEV 301 Pre-GED X X X X XSDEV 302 GED Test Preparation X X X X XESL 247 ESL Vocational Math X X X X XENGL 248 Basic Reading X X X X XESL 249 ESL Reading Lab X X X X XENGL 250 Elements of Reading X X X X XENGL 260 Elements of Reading X X X X XENGL 270 Elements of Reading X X X X XENGL 280 Reading and Writing I X X X X XENGL 297 Special Topics in Reading These courses are offered at “DivisionENGL 161 Effective Reading Discretion.” Since SLO reporting hasENGL 61 Critical Reading begun, these courses have not been offered.Part V – Program SummaryIn reviewing the data and information provided in your self study, what are your program’sprimary strengths and weaknesses? What do you see as your program’s greatest challenges andopportunities during the next five years?The reading faculty is diverse in its training, its methodology, and its philosophy. However, the facultymembers 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 notknow 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, andinstruction.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 programcourses has dramatically declined recently. The improvement is a result of the reading programtaking 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 itsaccompanying courses. After being assessed by multiple measures, students are givenassignments tailored to their needs and abilities. These assignments make use of a wide varietyof textbooks and resources, as well as computer programs. Tutors also work closely withindividual students.25General Education /Transfer Program Review

7. The basic structure of the Elements of Reading classes and Reading and Writing I class is soundin preparing the students for the English 190 pre-transfer-level course. The objectives are wellestablished, and the teachers are free to design their own instructional plans to enable students tomeet 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, experiencedtutors, and the inadequate tutoring budget. Instructors feel there is a need to re-establish the tutortraining course for tutors of basic skills reading classes. The past student-tutor ratio of 5-1 was abig reason for the success of many of the students. With diverse classes scheduled at a variety oftimes 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. Theprogram is spread too thin at this point, and research continues to stress that individualized adulteducation 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 studentenrolls without the needed prerequisite skills and cannot meet the objectives of the course. Thestudent will have difficulty at the next level despite earning a minimal passing grade based onattendance and attempting the assigned work. For this reason, our next curriculum revision willcall 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, PlansBased on your critical evaluation of the items studied in Parts III and IV, please providerecommendations 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 wereattained or not. If not, why not? Specify clearly in this section your program goals for the next fiveyears, your plans to achieve them, the responsible person, and a timeline for completion. Prioritizeyour 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 arelinked 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, areas follows: Listed are goals met from our last program review in 2007-08, carry-over recommendationsfrom 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 coursesat all levels, so students and the counselors who place them have accurate information regardingthe level of course work they will be successful in completing.The COMPASS English placement test was validated in Spring 2009. No changes to cut scoreswill be made. This goal is now completed.2. Repair the broken blinds in Room 211, so classes can be conducted in the afternoons when thesun is shining.26General 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 classroomtechnology.” Purchase a DVD/VCR player for the instructor’s lectern in Room 211, along with aUSB cable and new document camera.During Summer 2009, twelve new computers were purchased for Room 211 and seven computerswere 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 inthe new Learning Resource Center when the program moves there.4. Purchase the PLATO Learning System basic skills adult education and GED curricula forinstallation 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 usingthe 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, ESL247, 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 wasdeveloped despite two minimum wage increases which have resulted in a substantial cut intutoring time allowed for each section.3. Reinstate the previous level of five-to-one ratio of students-to-tutors for 250, 260 and 270remedial and developmental reading courses.4. In keeping with current research, reinstate previous one-on-one tutoring for all students below the250 level.5. Expand the reading program to include all of the Distance Education facilities in the ShastaCollege District, beginning with the Tehama Campus. Make the PLATO program available tostudents at the Tehama Campus.6. Purchase a new document camera for Room 211 that is capable of projecting a full sheet of paperor textbook page. This goal will be met soon when the program moves to the Learning ResourceCenter.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 duringSpring 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 formaltraining for many years. This course will help to update their knowledge in methods, materials,27General Education /Transfer Program Review

NOTE – Annual Report and Action PlansBy April 1st of each succeeding year, prepare an Annual Report (update) that identifies the program’ssuccess in implementing its plans to achieve the identified goals, any new or modified goals, plans orpriorities, and any deleted goals and plans.The format for the Annual Report is included as an addendum to this document (Appendix B). TheAnnual Report should be used to generate the program’s Annual Action Plans, which in turn, will be usedfor inclusion in college-wide planning, development of long- and short-term goals and objectives, and theproposed budget. Attach the Annual Action Plan to the Annual Report.28General Education /Transfer Program Review

Appendix AStudent Learning Outcomes UpdateStep 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. Course Title Step 1 Step 2 Step 3 Step 4 Step 5ENGL 348 Adult Literacy X X X X XESL 378 American Citizenship X X X X XSDEV 301 Pre-GED X X X X XSDEV 302 GED Test Preparation X X X X XESL 247 ESL Vocational Math X X X X XENGL 248 Basic Reading X X X X XESL 249 ESL Reading Lab X X X X XENGL 250 Elements of Reading X X X X XENGL 260 Elements of Reading X X X X XENGL 270 Elements of Reading X X X X XENGL 280 Reading and Writing I X X X X XENGL 297 Special Topics in Reading These courses are offered at “DivisionENGL 161 Effective Reading Discretion.” Since SLO reporting hasENGL 61 Critical Reading begun, these courses have not been offered.29General Education /Transfer Program Review

Basic Skills Reading ProgramAction Plan ActivitiesAppendix CPlease 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/PlanMeets Programor DivisionObjective/GoalItem(s) RequestedTotalAmountReinstate a full offering of classes at the Main Campus toinclude ENGL 248, ENGL 348, ESL 247, ESL 249, andESL 378 offered four days a week. 1Increase the tutor budget. The budget amount has neverbeen increased since the program was developed despitetwo minimum wage increases which have resulted in asubstantial cut in tutoring time allowed for each section. 2Reinstate the previous level of five-to-one ratio of studentsto-tutorsfor 250, 260 and 270 remedial and developmentalreading courses. 3In keeping with current research, reinstate previous one-ononetutoring for all students below the 250 level. 4Expand the reading program to include all of the DistanceEducation facilities in the Shasta College District,beginning with the Tehama Campus. Make the PLATOprogram available to students at the Tehama Campus. 5Classroom on campus is already set up for this.Request tutoring funds.Request funding for tutoring expense. Set up abeginning wage and a wage for tutors withexperience.Request funding for tutors.Request funding for tutors.$15,000As aboveAs aboveAs aboveRequest funds for start-up costs to include:$10,000computers, PLATO software, dictionaries,reference books, white boards, and classroomsupplies.Request funds for a document camera. $600Purchase a new document camera for Room 211 that iscapable of projecting a full sheet of paper or textbook page. 6Replace the full-time instructor who retired in 2008. New Goal 1 Hire one full-time reading instructor. $80,000Update curriculum documents for all Basic Skills ReadingInstructors will work during Spring 2010 onN/Acourses.updating curriculum for submission to theRe-establish a tutor training course for Basic SkillsReading tutors to update their knowledge in methods,materials, and strategies for reading instruction.New Goal2New Goal3Curriculum Council in Fall 2010.During summer, reading instructors willdevelop a 300-level course for tutor training tosubmit to Curriculum Council in Fall 2010.N/A30General Education /Transfer Program Review

English/ESL Program Flow ChartESL 385LiteracyESL 229-232BeginningENGL 248Basic ReadingENGL 348Adult LiteracyESL 220OralESL 233 - 234IntermediateESL 247ESL MathCommunicationESL 249ESL 235ESL ReadingLabAdvancedESL 136ESL OralCommunicationfor CollegeSuccessESL 236Advanced HighESL 237ESL Composition IAdvise concurrentenrollment inreading course*ESL 138ESL Composition IIAdvise concurrentenrollment inreading course*ENGL 190Reading &Writing IIorENGL 250* Elements ofReadingENGL 260* Elements ofReadingENGL 270Elements of*ReadingENGL 280* Reading &Writing IENGL 191 GrammarENGL 192 NarrationENGL 193 Process/ReportENGL 194 Compare/ContrastENGL 129GrammarENGL 161EffectiveReadingENGL 1AReading and CompositionENGL 61Critical ReadingENGL 1BLiterature andCompositionENGL 1CCritical Reasoning,Reading and WritingLiterature:10-20, 24, 36Creative Writing 31Advanced Comp 91Linguistics 25Film & Fiction 331/2008 SLAM31

SHASTA COLLEGEProgram ReviewForeign Language Department2009/2010

SHASTA COLLEGEProgram Review – Foreign Language DepartmentTable of ContentsPageSignature Page ……………………………………….. 2Part I – Introduction………………………………..… 31.1 Purpose of Program Review……………………………………………..... 31.2 College Mission………………………………………………………...…. 31.3 Shasta College Institutional Student Learning Outcomes…………………. 4Part II – General Program Information2.1 Program Definition/Description……………………………………….…. 52.2 Program Mission/Purpose……………………………………………….... 5Part III – Program Analysis…………………………... 73.1 Academic Quality………………………………………………………..… 73.2 External Relations………………………………………………………..… 183.3 Resource Efficiency……………………………………………………..…. 223.4 Student Success………………………………………………………..…… 253.5 General Planning………………………………………………………..….. 32Part IV – Student Learning Outcomes……………..…33Part V – Program Summary…………………………...34Part VI – Goals, Recommendations, Priorities, Plans..35NOTE – Annual Reports and Action Plans……...……37Appendices………………………………………….…..Appendix A – Student Learning Outcomes Update………………………..…....33Appendix B – Annual (Update) Report Form.……………………………......N/AAppendix C – Annual Action Plan…………………………………………...….381

SHASTA COLLEGEProgram ReviewSignature PageProgram: Foreign Language DepartmentProgram Review Self Study Participants:David Cooper, Department Coordinator, Lead FacultyAnn SittigLevel Two Review Team Participants:Lenore Frigo, Psychology Instructor, Level Two Review Team ChairScott Gordon, Dean of Business, Technology, Family and Consumer SciencesSusan Sawyer, ESL InstructorCarolina Tavarez, Student, ASB Vice PresidentProgram Self Study Lead FacultyDateDivision DeanDateLevel Two Review Team ChairDateVice President of Academic AffairsDateCollege CouncilDate2

Part I – Introduction1.1 Purpose of Program ReviewAccording to the Academic Senate for the California Community Colleges in their 1996document, “Program Review: Developing a Faculty Driven Process”, the program reviewprocess serves as a mechanism for the assessment of performance that recognizes andacknowledges good performance and academic excellence, improves the quality ofinstruction and services, updates programs and services, and fosters self renewal and selfstudy. Further, it should provide for the identification of weak performance and assistprograms in achieving needed improvement. Finally, program review should be seen as acomponent of campus planning that will not only lead to better utilization of existingresources, but also lead to increased quality of instruction and service. A major functionof program review should be to monitor and pursue the congruence between the goalsand priorities of the college and the actual practices in the program or serviceOther purposes include meeting accountability mandates and demonstrating a systematicplanning process. While these functions may occur because of program review, theyshould not serve as a primary function of the review. Otherwise, program review could beperceived as a time-consuming process for a product with no effect or bearing on theprogram’s activities or any relevance to serving students or maintaining academicexcellence.1.2 College Mission“The mission of the Shasta-Tehama-Trinity Joint Community College District is toprovide open access and opportunity for success to students who have diversebackgrounds, interests, and abilities. The District is committed to providing theknowledge and skills necessary for a student to succeed. The District recognizes thatsuccess requires specific life skills and professional skills and also effectivecommunication, critical thinking, global consciousness and global responsibility. Byoffering programs leading to successful completion of a quality university-transferprogram, or career-technical education, the District is responsive to the needs of ourcommunities within a changing global society. By offering comprehensive campus andcommunity service programs, the District enables students to achieve personal as well asacademic potential and contributes to the social, cultural and economic development ofour region.”The Shasta College Mission Statement articulates the goal of offering a comprehensiveprogram that enables students to achieve personal and academic potential, thuscontributing to the cultural development of our region.The Foreign Language Department works to achieve the above goals and those of all theCalifornia Community Colleges: transfer education, language proficiency, workforcedevelopment, lifelong learning, and degree and certificate programs.3

1.3 Shasta College Institutional Student Learning OutcomesThe District is committed to providing the knowledge and skills necessary for a student tosucceed. The District recognizes that success requires specific life skills and professionalskills and also effective communication, critical thinking, global consciousness andglobal responsibility.To support our students in achieving success, Shasta College has determined that astudent who earns a degree or occupational certificate will demonstrate:1. Life and Professional SkillsLife and Professional Skills include the ability to create well developed goals andplans, the ability to make responsible decisions in support of those goals andplans, the ability to recognize and accept consequences of decisions, appropriatetechnical skills, the ability to work effectively as an individual and as part of agroup, and the ability to resolve conflict.2. Effective CommunicationEffective communication includes the ability to convey information, askmeaningful questions, and express thoughts, ideas and feelings.3. Critical Thinking SkillsCritical thinking includes the application of logical reasoning to collect andevaluate information, recognize and categorize patterns, contrast and compare,make decisions and reach conclusions, and solve problems.4. Community and Global Consciousness and ResponsibilityCommunity and global consciousness and responsibility include the knowledgeand understanding of civic, cultural and environmental issues; knowledge of andrespect for the needs, difficulties, and rights of diverse groups; an appreciation ofthe importance of public service; and a commitment to life-long learning.4

Part II – General Program Information2.1 Program Definition/DescriptionThe Foreign Language Department presently offers courses in the following foreignlanguages: French, Spanish, and Japanese. Courses in German and Russian have beenoffered over the past ten years, depending upon staffing and budgetary issues. Courses inAmerican Sign Language are also offered in the Foreign Language Department. TheSign Language program was moved to the Center for Language Arts and Social Sciencesin the summer of 2000, and it was subsequently added to the Foreign LanguageDepartment. Courses which are part of the curriculum but are not currently offeredinclude Russian 1 - 4, German 1 - 4, French 3 and 4, and Japanese 3 and 4. As of thecurrent semester, Spring 2010, German courses have been removed from the scheduleindefinitely. A course in Mandarin Chinese was developed, proposed, and approved overthe past two years, and a recruitment process was successfully concluded, but that classhas not yet been offered. The staff includes diversity in gender, age range, and country oforigin.2.2 Program Mission/Purpose2.2.1. Mission: The Foreign Language Program fulfills its commitment in common withother courses in the humanities to offer courses designed to increase understanding andappreciation 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 therichness and variety of these expressions, we also develop their critical thinking skills andprovide 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 anotherlanguage. Studying the grammar and syntax of a foreign language improves a student’sskills in writing and reading his or her first language. Study of differences andsimilarities of languages reveals universal truths about the nature of human thought andcommunication. The study of the history and culture of another country or society canhelp a student better understand such issues in courses in other disciplines such as socialsciences. And many of the skills and experiences gained from studying another cultureand 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 bothtransfer-level and vocational degree students. American Sign Language courses alsooffer the opportunity to satisfy transfer requirements. Local high school students are ableto combine their high school studies with college course work that applies to theirgraduation requirements and allows them to earn college credit. All the languages taught in the department develop students’ critical thinkingskills, challenge them to think and speak in new ways, help them to see the world from a5

newer and richer perspective, and bring them to a better understanding of differentcultures. Most of the courses also develop students’ written skills. All of the languageskills which students learn will help them to communicate at work and at play withpeople all over the world. The Foreign Language Department not only demonstrates a high level of diversityamong its faculty and students, but also plays an important educational role in this areafor 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 thanAmerican English is more than just an opportunity to reflect on cultural differences. It isdemonstration of how people from another society think and live. As students learn more about other languages and cultures, they also learn abouttheir own culture and about how people from other cultures view English speakers fromthe United States. Understanding and getting along better with people from other nationsand cultural traditions is an extremely valuable life skill and career skill, especially giventhe current demographics of California’s population and the role our students will becalled upon to play in the new global economy.2.3. Program SLOsThe campus-wide project to design and implement Student Learning Outcomesassessment for all courses has had an overall positive effect on internal curriculumarticulation in our Department. A number of instructors participated actively at somelevel in the process of developing, and evaluating assessments of SLOs over the past fewyears. This is especially important in a department which relies heavily on adjunctfaculty with limited opportunities to communicate. Initially, most of the SLOs weredeveloped by the Department Coordinator, David Cooper, with some collaboration fromother instructors, especially in Spanish. In the past year, Ann Sittig has been the SLOcollector for Spanish courses and Mr. Cooper is the designated collector for all othercourses in the Department. We anticipate 100% participation for the current academicyear and in the future.Although this process has resulted in many productive meetings and communicationsregarding standardization of course content and grading and proper articulation ofcourses with prerequisites, there have been some obstacles to overcome, especially inSign Language. There have been some instances of inadequate participation in andcooperation with the process of writing and revising assessments and evaluating studentlearning in the ASL program, and (although some instructors are exceptional) on thewhole 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 toimprove not only communication among faculty but also classroom instruction.6

Part III – Program Analysis3.1 Academic Quality3.1.1. Curriculum AnalysisCurriculum Review and Development: All current course outlines have been updatedaccording to the five-year calendar for periodic review per Title V, presented to theCurriculum Committee and approved. Most courses in the Department which do nothave the number “1” or “I” in the course title have a prerequisite. In other words, most ofthe courses in the program are designed not only to develop the communicativecompetence, cultural knowledge, and critical thinking skills outlined below, but also toprepare students for success in the next course in the sequence. This makes textbookselection, pedagogical consistency and collaboration among instructors vital, and itchallenges students to learn the material not just for the exams, but for keeps. All coursesexcept for some Sign Language and some conversational classes are also designed todevelop 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 andrevised for periodic review per Title V. Two additional new courses, one in a languagenot previously offered (see Mandarin Chinese below), were also submitted to theCurriculum Committee. All courses were approved.In the Foreign Language Department, there are 35 different courses in 6 differentlanguages currently approved to be taught. These courses must be revised regularly perTitle V whether they are taught regularly or not, and in some cases SLOs have beendeveloped 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 2instead of Spanish 3. It was hoped that such a class would draw students who would nototherwise take a conversation class. Over the past ten years, Spanish 20, with aprerequisite of Spanish 3, has been offered only a few times since there were not verymany students who had taken the prerequisite and whose schedule could accommodatethe class. The new conversation course was approved and amended with the title“Spanish Conversation and Culture” to better reflect its objectives and content. It wasoffered 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 hadalready 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 anothermore advanced course is an excellent opportunity for increased daily in-class skillsdevelopment while serving the target student population: those wishing to continue todevelop 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 Fall2008 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 otherhealth workers in the Redding area, as well as among Shasta College students in nursingand dental hygiene programs. This course was submitted to Curriculum Council and wasapproved as Spanish 155, a three-unit course. We expected to offer it at least once peryear, but it has been cut from the schedule each semester since its approval, generally forbudgetary reasons, so it has never been offered. CHIN 1, an introductory course in Elementary Mandarin Chinese was alsodeveloped by the Foreign Language Coordinator, proposed, and approved. The VicePresident of Instruction and the President of Shasta College indicated that the Collegeshould develop instructional programs for Mandarin Chinese and encouraged the ForeignLanguage 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 interestto students whose family members take Mandarin courses in local high schools andparticipate in the Mandarin immersion program at Redding School of the Arts, a localcharter school. This course was scheduled, but it was cut for budgetary reasons, and ithas not yet been offered. The Department Coordinator is currently exploring a way ofoffering a class through extended education to accommodate community interest inMandarin in a less academically rigorous format. Foreign Language faculty participated in the campus-wide project in 2008 toupdate the definitions of AA and AS degrees so that students will be able to state theirlanguage competencies as an emphasis or minor on an Associate of Arts in HumanitiesDegree. To respond to the need to fulfill the mission objectives stated above givenCalifornia’s growing number of speakers of Spanish, we are considering the developmentand 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 andcomprehension skills are not addressed by the standard curriculum, but who could benefitfrom classroom instruction. This course would also be an excellent environment for nonnativespeakers with varying degrees of fluency and vocabulary, such as those who havelived for two or more years in a Spanish-speaking country. This course could alsostrengthen the effectiveness of the Puente program.Since the previous program review, we have noted the number of heritagespeakers in other courses to gauge the viability of such a course in terms of enrollmentnumbers, 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 aretaught at a sufficiently advanced level that native, non-native, and heritage speakers canimprove their reading, writing, speaking and presentation skills at an advanced level. In an effort to acknowledge student achievement in foreign languages by studentsat the high school level, heritage speakers, or those having lived abroad, exams to be8

administered for “credit by examination” have been developed and implemented forSpanish 1 and Spanish 2. These exams give students the opportunity to receive a gradeand credit for those courses upon passing the exam, so that they can continue their studiesin 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 ofselecting a single standard text book for each course. A single text has been chosen forSpanish 1– 2 and 3– 4 courses and French 1– 2, to ensure consistency throughout theprogram and to allow students to transition from one course to the next and/or make aschedule change without having to purchase a different text. In Japanese the same factorshave been considered. The cost to students and the ability to re-sell the book is always aconsideration whenever possible without compromising the quality of the curriculum.Textbooks adopted by our faculty are either identical to those used by our colleagues atfour-year institutions or analogous to those textbooks with respect to academic standards,particularly in terms of goals for communicative competence and the range ofgrammatical 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 ofyears. 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 ASLprogram which are further outlined below. It is likely that a new edition of the currenttext 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. StaffingIt is difficult in this part of the state to recruit and retain qualified foreign language instructorsas adjunct faculty, and adjunct instructors leave the pool very frequently. The Joint Committeefor the Review of the Master Plan for Higher Education noted in its 1987 Review that “withtoo many part-time faculty, instructional quality could suffer if departments are unable to meettheir obligations to provide adequate curriculum review and student advising.” In 1989, theCommittee concluded that “quality is not served by the current practice of choosing to use parttimefaculty for cost purposes rather than for educational purposes.”Our Department’s challenges exemplify the hazards to the instructional integrity of communitycolleges forewarned by the Committee. Foreign Language programs have suffered as a resultof the loss of the French instructor who retired in 2006, since there are fewer full-timeinstructors to do the work of the Department. (There was already a very poor ratio of full-timeto part-time faculty.) In Fall 2006, the replacement hire was approved, and the hiring processwas followed from announcing the position to holding interviews, but before the interviewswere completed in the spring of 2007, the position was “withdrawn” because of budgetaryconcerns. The position has been a division priority for over three years.French and Spanish courses are taught by a combination of full-time tenure-trackinstructors and adjunct instructors; all other languages are taught exclusively by adjunct9

instructors. There are only two full-time instructors in the Department, both of whomteach 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, aretaught by a pool of six to eight adjunct instructors in Redding and Red Bluff, and throughthe distance education program via interactive television. There are fluctuations asfaculty enter and leave the pool temporarily or permanently. At present the followingregularly teach classes: Margarita Córdoba, Josifa Casey, Gerardo Mireles, Randy Oller,Marilyn Reit, and Isaac Ortiz. Others who have taught within the past few years includeAustralia Durán, Angela Gonzales, and Lisa Fierros.French: Five years ago, French classes were offered in the daytime and the evening by afull-time tenured instructor and an adjunct instructor, and French 1-4 were regularlyoffered. Since 2002, a different adjunct instructor has taught French each year. Severalhave taught only for one semester. In some semesters, no French course was offered inthe evening. In the daytime, one French course each semester is taught by Eileen Smithof the English Department since the retirement of Joan Adams in 2006, who taughtFrench 1-4. French 3 has been offered only once in the past three years, and French 4 notat 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, anadjunct instructor who is a native speaker of Japanese. These classes have always hadhigh enrollment and high demand. After a long period during which advertisement andrecruitment were undertaken, a second adjunct instructor, Yoshiko Zimmerman, also anative speaker, was added to the pool in Fall 2008. Sections of Japanese have beenoffered only in the late afternoon and evening, but early afternoon sections are in the Fall2010 schedule. Although an additional instructor should have allowed the programfinally to expand and meet student demand, sections of intermediate Japanese have beencut from the schedule for budgetary reasons, so the instructors are not being utilized asfully as possible, and the program is at best in a plateau.American Sign Language: Sign Language 90, 91, 92, 93, and occasionally 94 aretaught by five adjunct instructors at the main campus: Jaye Brown, Calvin Brown, JaniceHall, 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 temporarilyfor another instructor, Clara Wulfestieg, who is no longer with us (see below) when shebegan a protracted period of illness. The others have all been teaching Sign Language atthe college since before the previous Program Review. Sign Language sections areoffered in the morning, afternoon and evening.Since the Sign Language Program was added to the Foreign Language Department in theyear 2000, it has grown to a staff of six instructors from a variety of professional andpedagogical backgrounds, none of whom are full time, and some of whom have limitedinteraction with one another, partly as a result of the time and location of theirassignments and the duties some have outside their roles as adjunct instructors here.10

Other obstacles to collaborative efforts to solve common problems and achieve commongoals for the program include difficulties with some instructors who are unwilling towork with others toward common goals. Because of these and other factors, there aresome fundamental inconsistencies in the curriculum and in the delivery of instruction, aswell as problems with morale. Turnover in staffing, the lack of a full-time sign languageinstructor, and the absence of a fluent speaker of ASL among the full-time faculty are allfactors which contribute to the difficulties.As mentioned above, in the summer of 2008, we lost a valuable member of theDepartment, an ASL instructor who died in the summer of 2008 after struggling withcancer 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. Thecontinuing impact on the department is one more example of the institutional weaknesseswhich 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 inthe Department and in the Division. She had spent a number of years at Shasta Collegeand in the community as an educator and interpreter. She usually guided and/orparticipated in departmental projects involving curriculum development, course andprogram proposals, and development and administration of SLO assessments.Her absence has meant a loss of institutional wisdom and information, a lack ofleadership and initiative in certain areas, a lack of an internal mediator when conflictsarise, 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 LanguageDepartment, no additional funds were allocated for the Department’s budget. Somemeasures have been taken since to address that situation. Instructors’ teaching materialsare a significant part of the Department’s expenditures, since some publishers (such asDawn Press, the publisher of the text currently in use) in that language do not providesuch supplements as desk copies, review copies, and instructor’s manuals free of chargeto faculty. On occasion over the past several years, the ASL program budget has beenbilled for interpreter services for deaf employees, further depleting financial resources.These are services to which employees of the college are entitled regardless of their jobon campus; they should not be summarily categorized as teaching materials orinstructional costs.Although there are some similar objectives and methodologies in ASL and in the foreignlanguages, there are significant differences, such as the incorporation of reading andwriting into the curriculum. One example of the unique objectives and functions of theASL program which diverge from those of the rest of Foreign Languages is the need fortraining 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 servedby our district, and the closest certification program is in Sacramento. Some ShastaCollege ASL instructors alternately work as interpreters; others need the services ofinterpreters for their classes, and they rely on interpreters to conduct some of the businessof their daily lives. Sometimes their intermediate and advanced students are recruited towork as unofficial uncertified interpreters in situations which call for an expert, and oftenthey 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 afull-time faculty member to manage it.Coordinating Foreign Languages and Sign Language: There is a great deal of work tobe done coordinating a department with such a low full-time to part-time ratio, suchdiversity of course offerings, and so little funding and professional support. The Collegedoes not grant release time for the job of Department Coordinator, and the financialcompensation is low given the amount of time required. In the Foreign LanguageDepartment there is only one other full-time colleague to which projects and tasks mightbe delegated, and those colleagues are under no obligation to take on such tasks. Theresult is that the instructors’ time allocated for planning and delivering excellent lessonsand coordinating campus and community programs to support instruction must competewith administrative tasks such as curriculum development and review; scheduling,recruitment, hiring, and management of tutors and adjunct faculty; communicating withall faculty; management of technological resources for students; development,implementation, and analysis of SLOs, and so on. This places an unfortunate anddisproportionate burden upon faculty in this area and ultimately leads to low morale andother problems. The perception that Shasta College places a low value on supporting theSign Language and Foreign Language programs in terms of funding, facilities, and hiringcompounds 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 1990sGerman classes were offered in the daytime and the evening by a full-time instructor andan adjunct instructor, and German 1-4 were regularly offered. Eleven years ago, the fulltimeinstructor whose course load included German classes in the daytime resigned. Forlack of an adjunct instructor, no German courses were offered in 2006-2007. Aftersuccessful efforts by the Department Coordinator to recruit an instructor to reinstate andmaintain this program, one course per semester was offered from fall of 2007 until fall of2009 (and two courses in the spring of 2009), but budget cuts have prompted theelimination of all German courses. Although there was high demand for these coursesduring the past two years, and there were positive evaluations of the instructor (a nativespeaker 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. TheDepartment Coordinator undertook the recruitment and hiring of a Russian Instructor inthe spring of 2008, but administrative decisions were made to cancel the program.12

Chinese. Chinese was canceled for the Fall 2009 Semester. A recruitmentprocess was organized by the Department Coordinator beginning in the spring of 2009 tohire 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 currentacademic careers and whose current and future professional careers depend upondeveloping 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 globalconsciousness. It is also incumbent upon us to prepare our students for their role in achanging global economy. In many cases, the losses in these language programs mean losses in FTES andstudents for Shasta College as a whole, since many students are interested in taking notjust any course, but the specific one in which they hoped to enroll. Although ShastaCollege is not currently seeking to increase FTES, we must be prepared to do so when thetime comes. The loss of enrollments in French, German, and Russian over the past decaderesults in large part from over-reliance upon adjunct instructors, who cannot be expectedto continue teaching at the college from one semester to the next nor to sustain an entireprogram for a particular language. We are letting down native speakers of Spanish, since college studies in theirnative language will not be accepted as meeting language requirements for alluniversities. Also affected by a failure to support other foreign languages are studentswho have already become proficient in Spanish before coming to Shasta College. French courses at Shasta College are a more valuable commodity than ever forarea high school students, since French studies have declined in local high schools overthe past five years.In conclusion, we are not meeting the needs of students who need to take more than oneor two semesters of a foreign language other than Spanish. We are not meeting the needsof students in general since we are not providing consistent, high-quality instruction in allsections in a variety of foreign languages and in American Sign Language. We are notequipped to improve the situation in the future when we will have the resources and themandate to expand, and indeed it could worsen. And the public perception of ShastaCollege as a post-secondary institution will suffer.13

3.1.3. Teaching Aids and EquipmentInstructional materials are outlined below. In the Foreign Language and Sign Languageclasses, few items of specialized equipment or supplies are required. In the area ofcomputer technology to support instruction, there have been improvements and additionsover the past seven years to the classrooms in which most foreign language classes aretaught. Most of our classrooms are now equipped with sufficient resources, particularlythose needed to have access to the internet or to demonstrate CD-ROM or MP3 audiomaterials or PowerPoint presentations to students and to enable students to develop theirskills with these tools. Students have access should they need to make such apresentation 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 isparticularly necessary for Sign Language classes as well as for other classes in thedepartment. Another obstacle to planning lessons and using available technology is thefact that there is not a block of rooms designated for foreign language classes. Some ofthe classrooms have the appropriate maps of countries in which the target language isspoken; some do not.Distance and Online Learning: At least one class is offered each semester throughdistance learning. The specific class offered varies semester to semester; it is usuallySpanish 1 or Spanish 2. We recommend that the success and retention of these sectionsbe tracked.In the fall of 2009, an online workbook for Spanish 1 classes was piloted, and an onlinevisual classroom tool for ASL classes was tested. At least three Spanish instructors arenow using the online workbook as an option for students, and we expect these options tobe further developed in the future.We have plans to propose hybrid courses and other new course offerings, but given thestate of the budget at the present time, and the workload of the faculty, we do notanticipate being able to develop many new course proposals to send to CurriculumCouncil in the immediate future.Materials and Methodology: Course materials and activities used are based on currenttheories of second-language acquisition supported by research and incorporated intotextbooks (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 inthe selection of materials.Instructional methodologies include 1) extensive use of the target language in class tomaximize the student’s ability to develop comprehension; 2) in-class student-centeredgroup 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 reinforceacquisition of grammatical structures; 4) small-group exercises which allow students tohelp one another to understand and be able to explain linguistic and grammaticalconcepts; 5) conversational exercises in which students formulate creative responses to14

open-ended assignments; 6) for foreign languages, assigned sentence-writing activitiesand longer compositions to be read by instructors for individualized student skilldevelopment; 7) for foreign languages, written responses to verbal and/or written cues todevelop simultaneously listening skills, written skills, receptive skills, and cognitiveskills; 8) for foreign languages, in-class responses (both verbal and written) to assignedreadings outside of class in the target language; 9) the coordination of all availabletechniques 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 astransparencies, videos, and photos. Some of these presentations are supported bycomputer technology (slide shows, for example) and that technology provides students anopportunity to present materials they have developed off-campus, as mentioned above.Other teaching strategies may include guest speakers and field trips, and on-campusexperiences outside of the classroom (such as a visit to the farm or the art gallery, or aviewing of an international film).3.1.4. Faculty Available for General College ServiceDavid Cooper, in addition to serving as Faculty Coordinator for the Foreign LanguageDepartment, has contributed much of his time to shared governance and committee workat 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 otherlanguages. Since the other two faculty involved in the Foreign Language Departmentwere close to retirement, he was encouraged to take a leadership role in the Departmentfrom the start. He has worked to improve and develop curriculum, recruit, hire and orientnew adjunct faculty, schedule summer classes, plan effective course schedules for allfaculty, and facilitate communication among all faculty in the Department. Heestablished the practice of using of a single standard text for all sections of each foreignlanguage course and instituted and standardized programs for student access to audioresources. (In 1999, instructors chose their texts independently, and some didn’t use atext.) He has served both on the Academic Senate and the Faculty Association during thepast seven years. He currently serves as the designated bilingual member of a tenurereview committee in Counseling. Over the past few years he has served on a total ofthree tenure review committees, two in other divisions. He filled in as the Language Artsrepresentative for one semester on Curriculum Council in Fall 2007.Ann Sittig has participated in off-campus professional activities (see below) since heremployment began at Shasta College nearly five years ago. Dr. Sittig has served onEnrollment Management Committee since Fall 2008, and she served on the StudentDiversity and Equity Committee in 2008. She was a Puente mentor in 2005-2006 and in2009-2010. She has served on one tenure review committee and was a peer mentor to anew Biology instructor. She also has been active on campus in organizing special eventssuch as the annual Day of the Dead celebration and in working with various campus andcommunity groups (see below) such as the Amigos Unidos club and the LatinaLeadership Network.15

3.1.5. TutoringTutoring offers opportunities to students who find it difficult to understand how to formthe language phonetically or grammatically through in-class and individual practicealone. Foreign Language students receive important but extremely limited supportservices from a student-based tutoring program. The student tutors are made available ona semi-regular basis (depending on the budget and on the availability of qualifiedstudents) 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 tutoringbudget shifted from PFE (Partnership for Excellence) funds to a specific budget for theForeign Language Department overseen by the dean.Weaknesses in the program include factors which stem from the fact that the departmentdepends on the skill level and scheduled availability of Shasta College students from onesemester to the next. Results: the funding structure assumes relatively few hours (ornone) per language in a given semester based on past schedules; tutoring hours vary fromone semester to the next, sometimes being changed or canceled completely over thecourse of a semester; the quality of the tutoring is variable, since the tutors are alwaysstudents rather than professional or trained tutors.Location: Until last year, tutors worked in various faculty offices in the 900 Buildingduring off-times or in a faculty office temporarily vacated by leave, sabbatical, orretirement. During the past year or two, it has been difficult to find space in which tutorscan work. Idalia Huckman, the ESL Learning Center Coordinator, has been helpful infinding a home for tutoring and facilitating communication between tutors, students, andfaculty, but often student tutors have no other location than whatever desk space can befound in open study areas in the library.When we compare the Foreign Language tutoring program to that of other programs inthe Division, we see some inequity. In Fall 2009 there were 15 sections of English as aSecond Language, 100 sections of Math, and 125 sections of English. The ESLDepartment, as mentioned above, has a full-time Learning Center Coordinator. The MathDepartment has two full-time paraprofessionals and provides tutoring throughout the dayin the Math and Business Learning Center. The English Department has one and a halffull-time paraprofessionals and the Writing Center.Foreign language and sign language classes are very difficult for students in terms oftheir time commitment and the kinds of concepts, skills and information which they mustdevelop over the course of a semester. The lack of needed support can affect studentretention and student success.In Fall 2009 there were 38 sections of Foreign Language classes (and without budget andstaffing cuts there would have been at least 45), but there is no paraprofessional staffingand no office, practice, or tutoring space dedicated to learning resources for ourdepartment. In order to be on a par with the other programs cited, Foreign Language16

should have such a space, as well as a full-time paraprofessional coordinator to providetutoring, to coordinate student tutors, and to assist faculty and students with audioresources and online learning resources, among other duties.[Note: the Science, Language Arts, and Math Division also employs two Lab Technicianswho assist instructors and students with labs for science courses in addition to providingsupport in the form of equipment, budget, and space.]We recommend that a position be created and filled for a Foreign Language LearningCenter Coordinator. As an interim solution, we suggest that existing personnel beutilized to dedicate 20 hours per week to support foreign language tutoring and to assiststudents with audio and visual instructional technology. We also recommend that by thefall of 2010 space be made available to accommodate a Foreign Language LearningCenter where all student support services would be in the same location.A collaborative approach drawing on the time and skills of qualified staff andparaprofessionals in the Writing Center and in the English as a Second LanguageLearning Center could give students vital practice and training in their development ofspoken and written communication skills in the target language. This would be animportant first step in getting students the consistent support they need to meet theiracademic goals successfully.3.1.6. Professional DevelopmentCollege-wide cuts in travel reimbursement to all faculty and high time demands placedon faculty have placed limitations on their ability to travel to conferences and to travelabroad. Living in Redding makes travel to other geographical areas expensive and timeconsuming.Sabbaticals are not generally available to most faculty; there is some fundingavailable, but many instructors must compete for few opportunities. This has been thecase for some time.Mr. Cooper has attended only one conference in the past five years, although hemaintains membership in the CLTA (the California Language Teachers Association) andits affiliate organization, the CCCFLC (the California Community College ForeignLanguage Council. He regularly reviews their announcements and publications. Heattended the CCCFLC’s conference in San Francisco in October of 2009 to discuss globallanguage competence and SLO strategies, and to meet with a representative of theSpanish consulate regarding Spain’s support of U.S. Spanish education programs andstudy abroad opportunities in Spain for students and faculty. He applied for a sabbaticalthree years ago, but his request was not approved.Dr. Sittig has been very active in professional development and networking, engaging inthe 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 HeritageSpeakers and California Residents” to be presented at CLTA (California17

Language Teachers Association) Conference, Sacramento, California,February 28, 2009.“Creating Community: The Spanish Classroom as Home for HeritageSpeakers and California Residents” at FLANC (Foreign LanguageAssociation of Northern California) Conference, University of California,Berkeley, 2008.“Andalucía: The Site Where Jewish, Christian and Moorish CulturesConverge” at FLANC (Foreign Language Association of NorthernCalifornia) Conference, University of California, Berkeley, 2006.Presented paper “On Location in Andalusia: Directing Student Reflectiontoward the Site Where Jewish, Christian and Moorish Cultures Convergeand Become One” at AATSP Conference, Salamanca, Spain, 2006.Member of the following professional organizations:MLA - Modern Language AssociationFeministas Unidas, Allied Organization of MLAAATSP - American Association of Teachers of Spanish and PortugueseAsociación de Literatura Femenina HispánicaAILCF - Asociación Internacional de Literatura y Cultura FemeninaFulbright Alumni AssociationCLTA - California Language Teachers AssociationFLANC - Foreign Language Association of Northern CaliforniaLatino Outreach of Tehama CountyNorthern Hispanic Latino CoalitionLLN - Latina Leadership Network of the California Community CollegesSWCOLT – Southwest Conference on Language TeachingDr. Sittig attended the following conferences:Latina Leadership Network conference 2009California Language Teachers Association 2009Foreign Language Association of Northern California Conferences in2006, 2007, 2008American Association of Teachers of Spanish and Portuguese, 2006Modern Language Association, 2003, 2004, 20083.2 External Relations3.2.1. FacilitiesSome buildings planned for designated purposes at Shasta College apparently were neverbuilt. On the east side of campus where Language Arts (English, Foreign Language, andESL) 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 a700 building nor a 1000 building where open space would have accommodated theseclasses, 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, foreignlanguage 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 ofthe 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 classroomdedicated primarily to foreign language instruction. At times, this can create schedulingor equipment problems. In the past, for example, instructors have had to teach a class inthe 800 building immediately followed by a class in the 1300, 1400, 2100 or 2200building, which is inconvenient to the point of placing limitations on an instructor'sability to speak with students before and after class and to bring all needed materials toclass.Many English, Foreign Language and Sign Language classes (especially those between9:00 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 arebuildings and classrooms which “belong” to a specific program or division, and staff andfaculty in those areas understand that those buildings and classrooms are designated firstand foremost for their priorities. In these cases, SLAM scheduling is dependent upon thepriorities of the division whose space we must request to “borrow.” This dependenceresults in delays in scheduling each semester and in unavailability of classrooms suited toour courses.3.2.2. Contact with K-12 Schools and CollegesAnn Sittig joined a collaborative team organized by faculty at Cal State University Chicoto improve articulation between area high schools, community colleges and theUniversity. Participants included instructors from Chico high schools and Butte College.This group planned to meet biannually to discuss issues and practices at our differentinstitutions to improve articulation between our programs, focusing specifically onSpanish 1 curriculum, the importance of writing across the levels, and development ofrubrics for evaluation; but for now it is indefinite when the group will meet again. DavidCooper meets periodically with Redding area high school teachers to share ideas and tokeep each other informed about trends and plans.3.2.3. Shasta College Spanish Instructors work with instructors at Butte College and theCollege of the Siskiyous to make opportunities available for studying Spanish abroad inSpanish speaking countries in immersion programs which earn transferable collegecredit. Collegial communications are further fostered by the fact that there are severaladjunct Spanish instructors who also teach at local high schools and one adjunct SpanishInstructor who also has taught at Butte College and at CSU Chico.Other Community Connections:Latina Leadership Network of the California Community Colleges. Our localchapter for Region 2, Northern California, has recently grown stronger and includesfaculty and counseling staff from Shasta and Butte Colleges. Region 2 won the Region of19

the year award in 2009 after working together for the reinstatement of the Puenteprogram at Shasta College, and bringing Latina author Reyna Grandes to Butte Collegeas a guest author, among other activities. The Latina Leadership Network is a mutualsupport and advocacy organization committed to providing effective opportunities todevelop innovative approaches to increase the participation of Latinas in leadership rolesand to promote and maintain "la cultura Latina" and non-sexist familial values. LLNgoals are to: Maintain a statewide educational and leadership network for Latinas in theCalifornia Community College system. Develop methodologies to address and overcome the systemic inequitiesthat impede access and success of Latinas in the CaliforniaCommunity Colleges. Mentor Latinas in achieving educational advancement and developingleadership skills in the California Community Colleges. Affirm and promote activities that celebrate the rich historical and culturalheritage of all Latinas. Establish and maintain supportive alliances beyond the communitycolleges.Shasta College Business Instructor Eva Jimenez is now the Vice President for theNorthern California region, counselor Nancy Retes from Butte College is the Region 2representative, and Ann Sittig is the Region 2 Alternate Representative on the LLNExecutive Board. Eva, Nancy and Ann will be attending board meetings by phone and inperson in Sacramento and Visalia this year, and Redding will host one of the two annualface-to-face meetings of the entire LLN Executive Board in October. Our newfounddedication to this institution and its goals has been acknowledged and praised by ourfellow members across the entire state of California.Amigos Unidos. Amigos Unidos is a student club on campus that meets weekly for anhour. Its goal is to promote Spanish speaking culture and heritage among all studentsstaffat Shasta College, and to enrich relations between SC students and the community.Students conduct open discussions about college and culture and share food andexperiences 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 andpresently has 27 students enrolled. This program has an English class with a multiculturaland Mexican American focus, a college success class and a mentor from the community.Spanish instructors maintain contact with the coordinators of the Puente program toprovide support or serve as mentors for the Puente students. Participation in Puenteactivities such as Family Night and Graduation Night supports programs on campus thatpromote the success not only of Latino students but also of other first generation studentspursuing higher education.Service Learning. In the summer of 2009, David Cooper began to work with HeatherWylie, Coordinator of Social Sciences, to develop opportunities for service learning and20

worksite learning at Shasta College. Ms. Wylie has been working to build relationshipswith community partners for such programs since 2008. David Cooper met with facultyand with workers at nonprofits and also helped bring students, faculty, and communitypartners together for an informational meeting in November of 2009 on the main ShastaCollege campus which Ms. Wylie organized with the participation of service learningcoordinators from Humboldt State University.The goal is for faculty to match students who are developing or already have specialskills, such as fluency in Spanish or ASL with local non-profit organizations which coulduse volunteers able to put those skills into practice. It would help support communityorganizations which really need the help right now and help students who need to put inhours to develop their skills, contacts, experience, and professional resume. Our studentswill be that much more ready upon graduation and/or program completion to startworking in our communities and throughout our state.One early result of these efforts is that the Spanish 19 class currently offers a servicelearning option at Rowell Family Empowerment or in ESL/Citizenship classes withJustina Bacon at the Tehama campus.3.2 ArticulationArticulation agreements have been reviewed as a part of the ongoing curriculum reviewprocess for foreign language courses. All high school prerequisites were standardizedthrough multiple measures documentation completed in February 2004.Articulation with four-year institutions is facilitated by research into the selection oftextbooks followed in the courses of our colleagues. Textbooks adopted by our facultyare either identical to those used by our colleagues at four-year institutions or analogousto those textbooks with respect to academic goals, particularly in terms of standards forcommunicative competence and the range of grammatical structures to be completed bythe 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 McGraw-Hill, and both are currently in use at U.C. Davis, where the pacing of the courses is thesame; i.e., the text is fully completed in the first year of study. Japanese 1 and 2 classesuse 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 throughIII, 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 lastProgram Review to better serve students earlier in the daytime: For example, somesections of Spanish 1 and French 1 historically taught 5 days per week have been offeredon a Monday / Wednesday / Friday basis to accommodate students who work or whohave schedule conflicts on Tuesday / Thursday. More and more frequently, sections of21

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 ofthe curriculum and to promote student success, since students tend to do better in classeswhich meet more often. The jury is still out.3.3 Resource Efficiency3.3.1. Support. Shasta College’s library (the LRC) supports students’ education bymaintaining a collection of video resources used by instructors and students inside andoutside of the classroom. LRC staff have helped faculty order materials for thecollection. The College provides a financially valuable service to the students byproviding licensed reproductions of audio and video resources which give students awindow to other cultures and greater opportunities for practice in other languages.Shasta College’s technology services also support teaching and learning by assisting inthe maintenance and management of audio programs used by instructors and studentsinside and outside of the classroom. Students have used these audio resources forlistening comprehension programs in French, Spanish, Japanese, and German, which theyotherwise would have to purchase through the bookstore or the publisher. People on stafffor technological support services, especially Delores Servidio, John Luttkemeier, RobLeBaron, and Kevin Christ, have been very efficient and helpful in responding to theneeds of the foreign language programs.3.3.2. Although tech support personnel have been helpful in responding to programneeds, efficiency and effectiveness are compromised by the lack of a centralizedinstructional support area. Unfortunately, students do not have access to technologicalresources in a location staffed by personnel who have been trained in use of specializedmaterials for language learning, so resources and information are not managedefficiently: Each instructor is obliged to spend class time in each section ondemonstration of audio resources and other programs and to provide follow-upexplanation, 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 staffare 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 offertheir services. There is no training and foreign language faculty do not have asupervisory role in the selection of tutors. Support is also provided by Counseling Centerpersonnel, who facilitate the placement of students into the appropriate classes and helpfaculty with course articulation. Disabled Student Programs and Services providesinterpretive signing for Deaf students and faculty as well as other equipment and facilitiesfor students with special needs, although the Sign Language interpreters provided are notalways 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 UC22

Davis) are almost too far away to commute. Shasta College is in a class by itself, servingas a hub for career and technical training and as a virtual university for citizens ofRedding and in the surrounding communities through its excellent general educationcourses, University Center, and collaboration with SOU and CSU Chico.3.3.5. Faculty StaffingOur effectiveness in the development and delivery of a viable curriculum is affected bystaffing limitations, as noted above. A top priority at present, which was foreseen in our2004 Program Review, is to hire a replacement for the French instructor who retired in2006, preferably with a French and Spanish Instructor, since as noted above, the Frenchprogram and other programs have suffered since 2006, and since the hiring process forthat position was scrapped in the spring of 2007 during the interview phase.A “head count” of the instructional personnel in Foreign Languages and Sign Languageover the past year or so indicates that there are approximately 16 adjunct faculty in agiven year. There are two (2) full-time Spanish instructors in the Foreign LanguageDepartment and one (1) full-time instructor from another department who teaches oneFrench class per semester. There was one (1) part-time instructor (the latest in a longseries) who taught one French class in the fall of 2009, one (1) part-time instructor whotaught German from the fall of 2007 to the fall of 2009, two (2) part-time Japaneseinstructors, six (6) part-time American Sign Language Instructors, and six (6) part-timeSpanish instructors.Based on FTEF data available from the Research Office, currently there are 6.53 FulltimeEquivalent Faculty in all languages not counting American Sign Language, butonly two (2) actual full-time instructors (both in Spanish). This means that there aremore than twice as many FTEF positions staffed by adjunct faculty in ForeignLanguages 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 performedby full-time faculty that are not expected of adjunct faculty, and effectively guaranteesthat some things will not be done, or will not be done properly.Language FTEF All LanguagesFrench .67German .33Japanese 1.00FTEF Loadtaught byAdjunct FacultyFTEF Load taughtby Full-timeFacultySign Language *2.93 7.46 2.00Spanish 4.53% taught byAdjunct Faculty% taught by FulltimeFacultyTotal 9.46 79% 21%Language(excluding ASL)FTEFFrench .67German .33Japanese 1.00Spanish 4.53Total 6.53*Note: In the data from the Research Office above, the ASL (sign language) programappears to be 72% of the size of Spanish, which is the largest program in theDepartment, but several of the Sign Language sections counted are lab classes of onlyone unit. In 2008-2009, Census Enrollment total for ASL was 558, while Spanish was770. 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 sectionswhen measuring FTES and FTEF. The chart below takes this into account, showingthe FTEF for ASL in 2008-2009 as 2.27, not 2.93. If we include only units taught inSpanish, Sign Language, and French, excluding skill-building labs, we see that the ASLprogram is 49% that of the Spanish Program, and that a French/Spanish Instructor wouldclose a bigger gap (3.30 FTEF) than would an ASL Instructor (2.27 FTEF). Of courseboth gaps are considerable, comprising 5.57 FTEF between them, and both positions areneeded for different reasons. But they should not be considered as an either/or hiringpriority merely because the two programs happen to be in the same department.Fall 08- Spring 09Numberof unitstaughtFTEF: Equivalentof Full TimeInstructorsSpanish 140 4.66Spanish and Frenchcombined 158 5.26Spanish and Frenchnot taught by full-timeFL faculty 99 3.30Sign Language 68 2.27Although the data provided based on current enrollment data make a strong case for theneed for additional full-time faculty in French and Spanish, it should be noted that aneven stronger case for French could be made based on enrollment from a few yearsago. And although one of the reasons for fewer sections over the past year is the need forbudget cuts, inadequate staffing and student support take a toll on student persistencefrom one language course to the next course in the series. This can be seen in the lowernumbers of students enrolled in second- and third-semester courses as compared to firstsemestercourses. Inconsistency among instructors, a lack of oversight of programintegrity, and a lack of educational resources and instructional support can make itdifficult, for example, for a student to continue from a French 1 to a French 2 or from anASL II to an ASL III.Hiring a full-time Foreign Language Instructor would allow us to develop needed courseofferings, improve student retention and success, increase individual class size and overallenrollment, and improve communication, administration, and instruction in the ForeignLanguage Department. Replacing the retirement with a French/Spanish position would enableus both to offer a sufficient number of sections of Elementary and Intermediate French and toensure a reasonable level of quality of instruction in all sections, both of which are impossibleat the present. Support would be provided to the Spanish program as well. All ForeignLanguage programs have suffered as a result of the loss of this position, since there are onlytwo 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 foreignlanguage instructors as adjunct faculty. Over a dozen interviews have been conducted over thepast six years to maintain the pool of adjunct faculty to teach just French and Spanish and/or to24

find a mid-term replacement. In the same period, there have been at least a dozen interviewsfor the other languages combined. Adjunct instructors leave the pool at a very high rate. Foralmost every semester, nearly all adjunct instructors in the pool teach at least one class atShasta 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 courseofferings, and the cancellation of all German offerings for the second time in five yearsare all examples of the institutional weakness of a department which relies too heavily onadjunct 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 varietyof foreign languages.Classified Staffing: There are only two administrative assistants to support alladministrative and instructional work in our division, including scheduling, support ofcurriculum review and development, and ordering of supplies and materials. This is notenough staffing to accommodate such a large and varied agglomeration of academicdepartments. The Division of Science, Language Arts, and Math includes manyprograms 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 facultywhich 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 BasicSkills.3.3.6. As noted in 3.1.3., it is clear that the Foreign Language and Sign Language classesare extremely cost-effective in terms of budget and administration in comparison to somedepartments, such as Nursing and Physical Sciences. Very few items of specializedequipment or supplies are required, and instructors rely mostly on items such astextbooks, overhead projectors, markers, white boards, and the computer and projectionequipment standard in most classrooms.3.4 Student SuccessForeign 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 atime commitment of approximately ten hours per week outside of class time. Studentsare responsible not only for memorizing a large amount of new information andunderstanding new linguistic, philosophical, and cultural concepts, but also for practicingand improving communicative skills built on the new concepts and information. Studentswho do not have the necessary support to understand and achieve these objectives willexperience difficulties which can cause them to drop the class and/or not decide tocontinue to a more advanced language course. The data below show varied success indifferent language programs. The 1-unit SL 91 and 93 co-requisite skill-building labcourses have been omitted to avoid double-counting students, since those classes arecomprised of virtually the same student population as the SL 90 and 92 courses.25

Foreign LanguageGenderForeignLanguage Female Male Age Cum. GPA# # % # % Average AverageAcademic Year Term06-07SummerFallSpring07-08SummerFallSpring08-09SummerSubjectSign Language 25 18 72.0 7 28.0 23.2 3.1Spanish 66 45 68.2 21 31.8 23.8 2.7French 64 43 67.2 21 32.8 26.3 2.9Japanese 52 21 40.4 31 59.6 20.4 2.7Sign Language 278 216 77.7 62 22.3 26.5 2.7Spanish 426 277 65.0 149 35.0 25.2 2.7French 18 11 61.1 7 38.9 23.7 3.2Japanese 60 20 33.3 40 66.7 22.0 2.8Sign Language 224 166 74.1 58 25.9 26.5 2.7Spanish 353 229 64.9 124 35.1 25.6 2.6Sign Language 44 33 75.0 11 25.0 30.5 2.5Spanish 33 18 54.5 15 45.5 24.7 2.9French 67 46 68.7 21 31.3 24.9 2.8German 40 19 47.5 21 52.5 24.6 2.7Japanese 60 28 46.7 32 53.3 23.4 2.6Sign Language 246 191 77.6 55 22.4 26.0 2.7Spanish 411 274 66.7 137 33.3 25.1 2.7French 22 16 72.7 6 27.3 25.7 3.1German 20 11 55.0 9 45.0 27.9 3.2Japanese 44 16 36.4 28 63.6 21.1 2.9Sign Language 211 173 82.0 38 18.0 27.1 2.7Spanish 367 243 66.2 124 33.8 26.3 2.7Sign Language 20 16 80.0 4 20.0 27.8 2.9Spanish 46 22 47.8 24 52.2 24.5 3.0FallFrench 75 50 66.7 25 33.3 25.3 2.9German 39 14 35.9 25 64.1 19.5 2.3Japanese 56 28 50.0 28 50.0 21.7 2.5Sign Language 249 200 80.3 49 19.7 26.3 2.6Spanish 444 298 67.1 146 32.9 26.3 2.6SpringFrench 19 16 84.2 3 15.8 28.7 3.5German 55 31 56.4 24 43.6 21.8 2.6Japanese 74 29 39.2 45 60.8 20.3 2.7Sign Language 208 163 78.4 45 21.6 24.4 2.7Spanish 325 193 59.4 132 40.6 26.4 2.6The following table shows the foreign language classes separated out not only bylanguage, but also by course:26

Foreign LanguageGenderForeignLanguage Female Male Age Cum. GPA# # % # % Average AverageAcademic Year Term Subject Course06-0707-08SummerFallSpringSummerFallSpringSign Language SL-90 25 18 72.0 7 28.0 23.2 3.1Spanish SPAN-1 66 45 68.2 21 31.8 23.8 2.7French FREN-1 52 34 65.4 18 34.6 27.5 2.8FREN-3 12 9 75.0 3 25.0 21.3 3.3Japanese JAPN-1 39 14 35.9 25 64.1 20.6 2.5JAPN-2 13 7 53.8 6 46.2 19.5 3.2Sign Language SL-90 219 171 78.1 48 21.9 26.8 2.6SL-92 36 26 72.2 10 27.8 23.1 2.9SL-94 23 19 82.6 4 17.4 29.6 3.0Spanish SPAN-1 288 180 62.5 108 37.5 25.8 2.6SPAN-2 99 67 67.7 32 32.3 24.3 2.9SPAN-3 39 30 76.9 9 23.1 22.8 3.0French FREN-2 18 11 61.1 7 38.9 23.7 3.2Japanese JAPN-1 31 10 32.3 21 67.7 22.0 2.6JAPN-19 29 10 34.5 19 65.5 22.0 2.9Sign Language SL-90 121 85 70.2 36 29.8 25.7 2.5SL-92 89 68 76.4 21 23.6 27.0 3.0SL-96 14 13 92.9 1 7.1 30.8 3.1Spanish SPAN-1 242 151 62.4 91 37.6 26.4 2.4SPAN-2 88 66 75.0 22 25.0 23.8 3.0SPAN-4 23 12 52.2 11 47.8 24.6 3.0Sign Language SL-90 44 33 75.0 11 25.0 30.5 2.5Spanish SPAN-1 33 18 54.5 15 45.5 24.7 2.9French FREN-1 67 46 68.7 21 31.3 24.9 2.8German GERM-1 40 19 47.5 21 52.5 24.6 2.7Japanese JAPN-1 39 19 48.7 20 51.3 22.6 2.3JAPN-19 16 7 43.8 9 56.3 26.2 3.2JAPN-20 5 2 40.0 3 60.0 20.4 3.2Sign Language SL-90 176 138 78.4 38 21.6 25.3 2.5SL-92 45 31 68.9 14 31.1 25.8 2.9SL-94 12 10 83.3 2 16.7 22.3 3.0SL-7 13 12 92.3 1 7.7 39.4 3.4Spanish SPAN-1 292 190 65.1 102 34.9 25.9 2.5SPAN-2 58 46 79.3 12 20.7 23.8 3.1SPAN-3 61 38 62.3 23 37.7 22.4 3.2French FREN-2 22 16 72.7 6 27.3 25.7 3.1German GERM-2 20 11 55.0 9 45.0 27.9 3.227

Student success and retention rates for the SLAM Division as a whole are below.SLAMAcademic Year Term06-0707-0808-09Cumulative GPAAllDivision < 2.0 2.0-2.5 2.6-3.0 3.1-3.5 >3.5# # % # % # % # % # %Cum.GPAAverageSummer 1,423 333 23.4 237 16.7 326 22.9 319 22.4 208 14.6 2.6Fall 6,266 1,655 26.4 1,145 18.3 1,394 22.2 1,281 20.4 791 12.6 2.5Spring 5,935 1,439 24.2 1,090 18.4 1,369 23.1 1,265 21.3 772 13.0 2.5Summer 1,538 390 25.4 246 16.0 335 21.8 315 20.5 252 16.4 2.5Fall 6,739 1,899 28.2 1,204 17.9 1,436 21.3 1,290 19.1 910 13.5 2.4Spring 6,375 1,778 27.9 1,135 17.8 1,363 21.4 1,217 19.1 882 13.8 2.4Summer 1,882 539 28.6 276 14.7 372 19.8 329 17.5 366 19.4 2.5Fall 7,093 2,059 29.0 1,267 17.9 1,516 21.4 1,286 18.1 965 13.6 2.4Spring 7,169 2,148 30.0 1,225 17.1 1,538 21.5 1,268 17.7 990 13.8 2.428

SLAMGenderAll Division Female MaleAge CategoryAge 17 andunder Age 18-24 Age 25-49 50+Retention Retention Retention Retention Retention Retention Retention# % # % # % # % # % # % # %Year06-0707-0808-09TermSum. 1,279 86.9% 800 87.3% 479 86.2% 235 95.3% 634 87.1% 377 81.4% 32 84.4%Fall 8,984 81.6% 5,344 81.3% 3,640 82.2% 967 89.5% 5,637 81.4% 2,134 78.8% 244 80.3%Spring 8,005 81.1% 4,687 80.6% 3,318 81.8% 493 92.7% 5,170 81.2% 2,081 78.8% 256 75.4%Sum. 1,272 87.0% 862 87.6% 410 85.9% 158 98.1% 602 85.7% 452 84.3% 57 91.2%Fall 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% 522 91.0% 5,445 82.1% 2,338 78.7% 250 86.8%Sum. 1,452 87.5% 942 87.6% 510 87.3% 221 93.2% 648 87.3% 536 85.1% 45 88.9%Fall 9,820 78.0% 5,762 78.1% 4,058 77.9% 987 84.3% 6,078 77.9% 2,498 76.5% 250 72.8%Spring 9,726 83.1% 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 haveundertaken studies here which have formed a valuable foundation in related academicand professional fields. Instructors make an effort to maintain informal contact withseveral former students. This helps faculty to gauge the success of students who havestudied foreign languages at Shasta College, including some who are currently instructorsat the secondary or postsecondary level and others who are bilingual employees of theUnited States Government or other public agencies.The Department would find it helpful if the College Research Office could assist inefforts 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 listwhich is but a sampling of students whose past education at Shasta College and presentsuccess we can verify:Lisa Fierros attended Shasta College in the late 80s and early 90s. She majored inSpanish at Chico and then did Master's work in Costa Rica, Guatemala, Peru, andMexico through CSU Sacramento. She has taught for 15 years, primarily Spanish atthe high school level, and also at Shasta College.Jennifer Salas (MA in Spanish, CSU Chico) is currently a Spanish instructor atChico Senior High.Michael D. Martinez (a Master’s graduate of CSU Chico), served as a Spanishinstructor at Enterprise High School and Shasta College, and went on to complete anMFA in poetry.29

David Thomson studied linguistics at Shasta College, as well as French, German andSpanish. He has completed a year abroad in Beijing, China, to support his minor inChinese and has applied for Graduate programs at UC San Diego and the MontereyInstitute of International Studies in Translation/Interpretation and Translation andLocalization Management.Natalie Brown studied Spanish at Shasta College and transferred to UC SantaBarbara for a double major in Spanish and linguistics. She spent a year in Chile aspart of her studies, and she is currently applying to postgraduate programs.Erik Bollinger has traveled to several Spanish speaking countries and embarked on acareer as an entrepreneur. He has opened a web-based business to sell handmadegoods from Peru.Deacon MacMillan is currently working as an Assistant Language Teacher (ALT) inJapan on the JET Program. (Over 90% of the JET Program's total participants work inthis type of position, working in language instruction in primary, junior high andsenior high schools under the guidance of Japanese teachers of foreign languages.Ramon M. Escamilla worked as a Coordinator for International Relations (CIR) inJapan 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 inMonterey and is currently a linguist in the US Navy and in a Master’s program inHawaii.Michelle Chenard graduated from CSU Chico. She is currently working as anAssistant Language Teacher (ALT) in Japan on the JET Program.Jerry G. Martin majored in Japanese at San Francisco State University and iscurrently working as an English Instructor for a private English school in Tokyo.Noah Stark studied Japanese at Kansai Gakuin University in Osaka, Japan. He iscurrently majoring in Japanese at CSU Sacramento.Annette Emry currently works as an English Instructor for a private EnglishConversation School in Tokyo, Japan.Darrell Carter is in an undergraduate program at UCLA, majoring in internationalrelations and minoring in Japanese.Allena Hail is a student in undergraduate program, majoring in Japanese at San JoseState University.Andrew Long is majoring in Japanese at UC Berkeley.30

3.5 General PlanningCurriculum Development: As pointed out above in the section on curriculum, recentdepartment efforts to develop new courses have met with limited (or no) success, sincetwo courses developed and approved have still not been offered.Although many classes have been cut over the past few years, the Department’sachievements 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 parttimeinstructors and its low budget. The wide variety of courses offered in all thelanguages give students many opportunities to meet undergraduate requirements. Thereare still many areas which need to be watched to ensure that we are preparing ourstudents for the world in which they will live in the future.Preparing Students for a Global Economy: Students affected by these losses inenrollment in various foreign languages include those whose academic studies andcareers in business, science, technology, communications, et cetera would be bettersupplemented by a language other than Spanish. The past decade (specifically from2003-2008) saw a 59% increase in trade between France and the United States, which isthe largest direct investor in France. France is the fifth largest economy in the world afterthe 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 majorworld research center in physics and medical genetics and a leading manufacturer ofelectronics equipment. (© 2009 Richard Shryock; Virginia Polytechnic Institute andState University; (Virginia Tech); http://www.fll.vt.edu/french/whyfrench.html)Scheduling: The Foreign Language Coordinator works individually and with the Deanto schedule classes during the morning, afternoon, and evening to meet student andcommunity needs. Elementary French and Elementary Spanish historically have beenscheduled in multiple sections and at various times so that most students could take thelanguage of their choice.As noted in 3.2.4., French and Spanish instructors have implemented schedule changessince the last Program Review to better serve students earlier in the daytime: Forexample, some sections of Spanish 1 and French 1 historically taught 5 days per weekhave been offered 3 days per week. These schedule changes need to be reviewed toensure the integrity of the curriculum and to promote student success, since students tendto do better in classes which meet more often.In Sign Language, enrollment has gone up over the past ten years, due in large part tochanges in university policies considering ASL as a foreign language meeting transferrequirements. 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 becomeserious problems.31

Part IV – Student Learning Outcomes (Appendix A)Please refer to 2.3. for a more detailed narrative summary of Program SLOs. Thecampus-wide project to design and implement Student Learning Outcomes assessmentfor all courses has had an overall positive effect on our Department. Although somework remains, we anticipate 100% faculty participation and completion for all steps ofthe process for the coming academic year. The courses below do not include courses inthe curriculum which have not been offered in the past several years since the SLOproject 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, theoverall 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%)Course Title Step 1 Step 2 Step 3 Step 4 Step 5FREN 1 Elementary French X X X X XFREN 2 Elementary French X X X X XGERM 1 Elementary German X X X X XGERM 2 Elementary German X X X X **JAPN 1 Elementary Japanese X X X X XJAPN 2 Elementary Japanese X X X X XJAPN 19 Japanese Conversation 1 X X X X XJAPN 20 Japanese Conversation 2 X X X X XSL 90 American Sign Language I X X X X XSL 91 ASL I – Skill Building Lab X X X * *SL 92 American Sign Language II X X X X XSL 93 ASL II – Skill Building Lab X X X * *SL 94 American Sign Language III X X X X **SPAN 1 Elementary Spanish X X X X XSPAN 2 Elementary Spanish X X X X XSPAN 3 Intermediate Spanish X X X X XSPAN 4 Intermediate Spanish X X X X XSPAN 19 Spanish Conversation 1 X XSPAN 197 Special Topics X X X X *** Two years ago, faculty had been directed to develop SLOs for lecture classes but notlabs. 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 SummaryStrengths and Opportunities: There are reasons why this Department does such a greatjob in spite of being starved for resources:Some instructors (including adjuncts) who are dedicated to uncompromisedacademic excellence and who see their work in the classroom as a valuablemission providing academic opportunities to the individuals and families in thesurrounding communities.Our ability to give students like those listed above opportunities to achieve theirdreams 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 partof California through increased understanding of different cultural groups in thearea and in the world through our classes and our participation in projects such asthe international film class, the intercultural club, and community events.International Film: Foreign language instructors have contributed to the humanitiescourse in international film throughout the past ten years, and they continue to playintegral roles in selecting and presenting films. This series provides unique artistic,educational, and cultural opportunities to a community which does not have manyoptions to experience such films in a public venue. Viewing the films also gives foreignlanguage students comprehension practice and another opportunity to talk about historyand culture in the classroom in the target language. For the last few years, students fromthe Amigos Unidos club have participated by presenting one film in Spanish each spring.Weaknesses and Challenges: Weaknesses of the program have been amply outlinedabove. Below is a general summary: Inadequate staffing in the areas of instructional faculty, administrative supportstaff, paraprofessionals, and tutors. Over-reliance on adjunct faculty for instruction, program maintenance, andcurriculum development. Facilities: no space designated for tutoring and for student access to languagelearningtechnology. Facilities: insufficient amount of well-equipped classroom space designated forpriority scheduling. Morale.Advisory Committee: There is at the present time no advisory committee. We suggestthe formation of an advisory committee sometime during the next five years to includeeducators from outside Shasta College. We also would recommend the participation ofrepresentatives from the community who work in the medical field, in tourism, inconstruction and landscaping, and in social services, among other professional areas.33

Part VI – Goals, Recommendations, Priorities, Plans1. Add an additional full-time tenure-track Foreign Language Instructor whose loadwould include Spanish and French classes. It has been very difficult to locate andrecruit qualified adjunct instructors to staff both French and Spanish classes,especially since the retirement three years ago of a full-time instructor who taught thebulk of the French classes and managed the French program. This need wasaddressed in the 2004 Program Review, the hire was approved in 2006, and the hiringprocess was followed from announcing the position to holding interviews, but beforethe interviews were completed, the position was “withdrawn” because of budgetaryconcerns.2. Establish a Department of Deaf Studies, separate from the Foreign LanguageDepartment, with an appropriate budget. Such a program would relieve burdens bothon the foreign language programs and on the Sign Language program. It would be alogical step toward preparing sign language interpreters for certification programs andfor transfer to interpreter programs at other colleges. The need for ASL interpretersboth on this campus and in the community has been growing for some years, asoutlined in the September 2002 report prepared by Clara Wulfestieg for considerationby the Curriculum Council and in the 2004 Program Review.3. Create a full-time position for an ASL Instructor. This is important to maintainingcurricular consistency among courses taught by the half-dozen instructors. Thisposition should not be created instead of hiring the Foreign Language Instructor inItem 1. Dedicate more classroom space on campus for priority scheduling for foreignlanguage classes beginning in Spring 2011, especially at peak times, specifically inthe 800 (Social Sciences) Building or possibly also in the 1100 (Mathematics)Building, since the lack of a Language Arts Building negatively impacts classroomscheduling. There should be at least three classrooms with priority scheduling forforeign language instruction equipped with maps and computer technology. Thereshould be at least two classrooms with priority scheduling for sign language equippedwith appropriate seating and white boards.4. Create and fill a position for a Foreign Language Learning Center Coordinator. As aninterim solution, dedicate 20 hours per week of existing personnel time to supportforeign language tutoring in communicative and written skills and to assist studentswith audio and visual instructional technology.5. Make space available by the fall of 2010 to accommodate a Foreign LanguageLearning Center with administrative and professional support services for foreignlanguage students in one location.6. Ensure that dedicated funding is increased and maintained for the foreign languagetutoring program to pay for competent tutors and tutor training so that adequatestudent support is offered regardless of changes in student tutor availability and inbudget and funding sources.7. Consider adding to the curriculum the following new courses: a course in Spanish forNative Speakers (and/or Spanish for Heritage Speakers), and a second Spanish forMedical Professionals course (Spanish 156) which would provide further instructionfor medical professionals.34

8. Consider adding to the French program a course in Conversational French with aprerequisite 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 tosupport 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 meetwith colleagues at state and national conferences and to visit countries where theirlanguage is spoken in order to be aware of current linguistic and culturaldevelopments 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 thelist 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 twonew full-time Foreign Language Instructors in addition to a full-time ASL Instructor.The current list of recommendations includes a compromise. Since it seems unlikelythat a full-time instructor whose load does not include Spanish will be approved, thecurrent list recommends hiring one full-time Spanish/French Instructor instead of onefull-time Spanish Instructor and one full-time French Instructor qualified to teach anotherlanguage 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 developedand approved as noted above, with the exception of Spanish for Heritage Speakers for thereasons noted above.There was no increase since the last Program Review of time spent meeting with localhigh school faculty. The main reason is insufficient time available outside ofinstructional and administrative duties. There was no significant increase (or decrease) inmeetings of faculty in the Department. This situation results from scheduling difficulties,workload, a high percentage of adjunct faculty; the fact that instructors live in variouslocations in a far-flung geographical area, and a low priority (due in part to some of thefactors just mentioned) placed on such meetings by some instructors.Changes were made to schedules of French and Spanish classes: some sections ofSpanish 1 and French 1 historically taught 5 days per week are now offered 3 days perweek. All other language classes meet only two days per week due to the availability ofadjunct instructors. Although classes which meet less often tend to fill more quickly, theschedule needs to be reviewed to ensure the integrity of the curriculum and to promotestudent 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-campuslocations and for extended education classes separately and that it generate wait lists forclass enrollment. These data and much more are now readily available.35

Appendix CForeign Language Department(French, *German, Japanese, *Russian, Sign Language, and Spanish Programs)Action Plan Activities – Spring 2010*These programs are currently inactive.Description of Activity/Plan1. Hire a replacement for the French Instructor whoretired in 2006, preferably with a French and SpanishInstructor to improve the quality and consistency ofinstruction in the Foreign Language Department andincrease the options for university-bound students.This position would ensure an acceptable level ofquality of instruction, which is impossible at thepresent, and would support other languages as well,since all Foreign Language programs would benefitfrom increased faculty time dedicated to leadership,curriculum, and program development. TheDepartment is currently unable to increase FTES in thisarea in the coming years when increasing enrollmentwill once again be a goal.Meets Programor DivisionObjective/GoalImprove retention,instructional quality,and transfer optionsfor students.Improve poor FT/PTratio. Promotedevelopment of newcourse offerings andbetter serve studentsand the community.Enable Departmentto increase FTES aseconomy and statebudget improve.Item(s) RequestedOne full-time instructor.Total Amount$75,000

2. Create a full-time position for an ASL instructor. Asindicated in the 2004 and 2010 Program ReviewRecommendations and Priorities, this position shouldnot be created instead of hiring the Foreign LanguageInstructor in Item 1. This position would ensure anacceptable level of quality of instruction, which isimpossible at the present, and it would enable the newinstructor and other Foreign Language faculty to bettermanage curriculum and program development.Maintainconsistency andquality in thecurriculum, betterserve thecommunity, improveFT/PT ratio.One full-time instructor. $75,0003. Establish priority scheduling for foreign language andsign language classrooms at peak times. There shouldbe at least three classrooms with priority scheduling forforeign languages equipped with maps, posters, whiteboards, and computer technology; and at least twoclassrooms with priority scheduling for sign languageequipped with appropriate seating and white boards.Enable faculty tobetter serve studentswith adequateresources.Dedicated classroom space.NOTE: There is no buildingdedicated to Language Artsinstruction, although there are manyfaculty, many sections, and manyFTES taught in those departments. ALanguage Arts Building (either 1000or 700) was planned but never built.No cost: Thisgoal could beachieved byplanning.4. Make space available by fall of 2010 to accommodate aForeign Language Learning Center with administrativeand professional support services for foreign languagestudents in one location.Enable students toimprove theirsuccess withadequate resources.Dedicated space.Cost isminimal;primarily aquestion ofplanning.37

5. As an interim solution to the lack of a paraprofessionalfor Foreign Languages, dedicate 20 hours per week ofexisting personnel time to support foreign languagetutoring and to assist students with audio and visualinstructional technology. Hiring in this area should notbe at the expense of hiring foreign language faculty.Improve retention,student success,instructional quality,and tutoring optionsfor students.20 hours per week of time scheduled forparaprofessional and administrative staff.No cost.6. Ensure that funding is available for travel for foreignlanguage faculty, both to meet with colleagues at stateand national conferences and to visit countries wheretheir target classroom language is spoken.Maintain instructors’fluency andawareness oflinguistic andculturaldevelopments.Stipends of $500 available per year to eachinstructor in the program.Approx. $9,0007. Establish a Department of Deaf Studies with anappropriate budget to coordinate instruction in this areaand to take an active role in serving the Deafcommunity by ensuring a sufficient number of qualifiedinterpreters.Meet communityneeds. Enablefaculty to betterserve students.Office space and administrative secretarialsupport within an existing division. Thisitem will probably be more feasible inconnection with item 2.No cost;primarily aquestion ofplanning.38

SHASTA COLLEGEProgram ReviewSTUDENT DEVELOPMENTFebruary 26, 2010

SHASTA COLLEGEProgram Review – Student DevelopmentTable of ContentsPageSignature Page …………………………………………2Part I – Introduction………………………………..….31.1 Purpose of Program Review…………………………………………….....31.2 College Mission………………………………………………………...….31.3 Shasta College Institutional Student Learning Outcomes…………………3Part II – General Program Information……………...42.1 Program Definition/Description……………………………………….…..42.2 Program Mission/Purpose………………………………………………....4Part III – Program Analysis…………………………...53.1 Academic Quality………………………………………………………..…53.2 External Relations………………………………………………………..…73.3 Resource Efficiency……………………………………………………..….83.4 Student Success………………………………………………………..…..153.5 General Planning…………………………………………………………..22Part IV – Student Learning Outcomes……………..…23Part V – Program Summary…………………………...24Part VI – Goals, Recommendations, Priorities, Plans..26NOTE – Annual Reports and Action Plans……...……27Appendicies………………………………………….…..Appendix A – Student Learning Outcomes Update………………………..…....28Appendix B – Annual (Update) Report Form.……………………………..…....n/aAppendix C – Annual Action Plan…………………………………………...….301General Education /Transfer Program Review

SHASTA COLLEGEProgram ReviewSignature PageProgram:Student DevelopmentProgram Review Self Study Participants:Terry BaileyTeresa HamptonLevel Two Review Team Participants:Jennifer McCandlessDr. Sara McCurryDenise Bumgarner, studentProgram Self Study Lead FacultyDateDivision DeanDateLevel Two Review Team ChairDateVice President of Academic AffairsDateCollege CouncilDate2General Education /Transfer Program Review

Purpose of Program ReviewStudent Development (STU)General Education & TransferPart I – IntroductionAccording to the Academic Senate for the California Community Colleges in their 1996document, “Program Review: Developing a Faculty Driven Process”, the program review processserves as a mechanism for the assessment of performance that recognizes and acknowledges goodperformance and academic excellence, improves the quality of instruction and services, updatesprograms and services, and fosters self renewal and self study. Further, it should provide for theidentification 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 onlylead to better utilization of existing resources, but also lead to increased quality of instruction andservice. A major function of program review should be to monitor and pursue the congruencebetween the goals and priorities of the college and the actual practices in the program or serviceOther purposes include meeting accountability mandates and demonstrating a systematic planningprocess. While these functions may occur because of program review, they should not serve as aprimary function of the review. Otherwise, program review could be perceived as a timeconsumingprocess for a product with no effect or bearing on the program’s activities or anyrelevance to serving students or maintaining academic excellence.College MissionThe mission of the Shasta-Tehama-Trinity Joint Community College District is to provide openaccess and opportunity for success to students who have diverse backgrounds, interests, andabilities. The District is committed to providing the knowledge and skills necessary for a studentto succeed. The District recognizes that success requires specific life skills and professional skillsand also effective communication, critical thinking, global consciousness and globalresponsibility. By offering programs leading to successful completion of a quality universitytransferprogram, or career-technical education, the District is responsive to the needs of ourcommunities within a changing global society. By offering comprehensive campus andcommunity service programs, the District enables students to achieve personal as well asacademic potential and contributes to the social, cultural and economic development of ourregion.Shasta College Institutional Student Learning OutcomesThe District is committed to providing the knowledge and skills necessary for a student tosucceed. The District recognizes that success requires specific life skills and professional skillsand also effective communication, critical thinking, global consciousness and globalresponsibility.To support our students in achieving success, Shasta College has determined that a student whoearns a degree or occupational certificate will demonstrate:3General Education /Transfer Program Review

1. Life and Professional SkillsLife 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 abilityto recognize and accept consequences of decisions, appropriate technical skills, theability to work effectively as an individual and as part of a group, and the ability toresolve conflict.2. Effective CommunicationEffective communication includes the ability to convey information, ask meaningfulquestions, and express thoughts, ideas and feelings.3. Critical Thinking SkillsCritical thinking includes the application of logical reasoning to collect and evaluateinformation, recognize and categorize patterns, contrast and compare, make decisionsand reach conclusions, and solve problems.4. Community and Global Consciousness and ResponsibilityCommunity and global consciousness and responsibility include the knowledge andunderstanding of civic, cultural and environmental issues; knowledge of and respect forthe needs, difficulties, and rights of diverse groups; an appreciation of the importance ofpublic service; and a commitment to life-long learning.Part II – General Program Information2.1 Program Definition/DescriptionThe Student Development program at Shasta College is designed to assist students in obtainingthe skills and knowledge necessary to reach their educational objectives. The curriculum inStudent Development courses has been designed to promote students’ abilities to learn about andsuccessfully deal with a myriad of higher education related topics. Study skills such asmotivation, time management, note taking, memory, test taking, communication skills, health,self awareness, career and transfer planning, and awareness of valuable college resources, helpstudents 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/purposeThe faculty in Student Development is committed to providing the knowledge and skillsnecessary for all students to succeed. We recognize that success requires specific life skills andprofessional skills and also effective communication, critical thinking, global consciousness andglobal responsibility. Student Development offers courses that lead to successful completion of aquality university-transfer program, or career-technical education, including transfer level4General Education /Transfer Program Review

courses. Upon completion of this curriculum, students should be able to apply learned skills inorder to achieve educational and/or employment objectives.2.3 Program SLOsIn light of the fact that we are not an official “program” and all of our students are in otherprograms that do have program SLOs, we do not have SLOs for our “program.” However, wehave developed SLOs for each individual course that we offer in Student Development.Part III - Program Analysis3.1 Academic Quality1. Curriculum AnalysisIn the previous program review of 2007, we recognized the need to clean up our courseofferings and delete old courses that are no longer taught. Much of the career explorationand job seeking skills education is now offered through the college’s Business programand the Economic and Workforce Development (EWD) program. These two programshave specialized in developing skills that are necessary in the workforce. Therefore, weeliminated STU 393 Targeted Job Search. This class had not been taught in recentmemory, and upon further research, it was discovered there was no record of it ever beingtaught. In addition, STU 42 Student Leadership and STU 43 Student Leadership Labwere no longer being taught and were deleted.We feel that we have been vigilant in the analysis of our curriculum, tailoring ourofferings to the changing needs of the students. In addition, we strive to complement, notduplicate, 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 weoffer a selection of the following courses, all of which are transfer level, except for STU310. In order to better meet the needs of our students, we also provide an ITV course, anonline course and courses at our extended education sites.STU 1 College Success – 3 UnitsSTU 10 Introduction to Peer Tutoring .5 unitSTU 50 Getting Connected: An Orientation to College .5-1 unitSTU 70 College Study and Learning Skills 1 unitSTU 90 Career Choice 1 unitSTU 92 Worksite Readiness 1 unitSTU 310 General Tutoring Lab/Supervised Tutoring 0 units2. StaffingFaculty who are both knowledgeable and enthusiastic about developmental education arerecruited and hired to teach in the program. We feel that recent hires in our program aremeeting the needs of our students.As an underlying philosophy of our program, we believe in the benefits that come fromteaching across the curriculum, where our faculty is qualified to teach in a variety of5General Education /Transfer Program Review

areas. We have had horticulture teachers, counselors, business, family studies, socialscience, 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 accessesthe talents of our local high schools and professional community.3. Teaching Aids and EquipmentIn Student Development courses, a variety of video resources are utilized to highlightspecific curricular topics, such as time management or test preparation. It is critical thatour instructors have access to mediated classrooms that have computers, speakers,screens, DVD players, projectors, TVs and VCRs. Also required is reliable access to theinternet. Shasta College has made an institutional commitment to provide the hardwarenecessary. The only area of need is for current, engaging video resources on curriculartopics.4. Faculty Availability for General College ServiceOur faculty is committed to the shared governance process on campus. Our instructorsare members of the Academic Senate and Institutional Tenure Review Committee, andother committees on a rotating basis. Due to the number of adjunct faculty teaching inthis area, there may not be an abundance of committee participation, but our adjuncts areactive in community outreach capacities in Tehama County and in the Shasta CountyLibrary system. We believe our representation on general education, curriculum andprofessional development committees is essential to the success of our courses and ourfull time faculty are very willing to participate.All instructors of Student Development have split assignments. For example, we havecounselors who teach our 1 unit classes. No instructors have been allocated any reassigntime.5. Tutoring Centers/LabsWe consistently refer students to the tutoring centers/labs on campus to addressdeficiencies in skills. We do not operate any free-standing labs ourselves.6. Opportunities for Professional DevelopmentFaculty members actively seek out and participate in professional development activities.For example, a team of teachers attended the Regional Meeting for the Basic SkillsInitiative in Rancho Cordova, CA in October 2009. In addition, we have many FLEXday opportunities geared toward effective teaching practices in student success and basicskills.To better assist faculty in taking advantage of professional development options, theInvest in Our People committee has developed a professional development budget forevery person on campus.In terms of improving professional development, Shasta College has taken steps to set upquality professional development sessions. For example, IIOP, Basic Skills, the SLOCoordinator and the Student Success Coordinator brought the nationally recognizedprogram “On Course” to campus in January 2010. The campus also encourages facultyto participate by offering stipends to full and part-time faculty who attend these sessions.6General Education /Transfer Program Review

In an ongoing effort to promote faculty collaboration on effective teaching practices, ourSLO Coordinator offers GIFTS (Great Ideas for Teaching Students) seminars wherefaculty members share best practices with peers. This program is offered once a monthand has received enthusiastic, positive response. Faculty who participate receive onehour of FLEX credit (6 hours=1 day of FLEX credit).7. Survey other CCs for Common PracticesIn developing our own courses, we have drawn from the experience of our neighboringcolleges, specifically Butte College and College of the Siskiyous. We spent valuabletime exploring their SLOs, the types of courses they offer, their rationale for having 1 to3 unit courses, and whether their classes are all transfer level or not.Members of our faculty have attended trainings, On Course workshops, and many MasterStudent trainings over the years to keep current.In addition, our instructors have attended recent conferences on the regional and statewidelevel that involve the sharing of best practices among community colleges.Specifically, our faculty has attended the Basic Skills Coordinator Meeting in September2009 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 todeliver content and services to students in our program. For example, we arecollaborating with Fresno City College on the development of a website geared towardthe needs of basic skills students. Our goals for this website are to:1. provide targeted information in a user-friendly way2. establish a clearing house of handouts that they can print and use, i.e., Cornellnote-taking template, time-management tools and calendars, and a test-takingstrategy checklist.3. create a sense of belonging for studentsWe are also looking into developing and offering a “teaching academy” that focuses oneffective teaching practices and classroom research. We would like to pattern thisacademy after that of American River College.3.2 External Relations1. FacilitiesWe offer an ITV course (STU 1), an online course (STU 92) and STU 1 courses at ourextended education sites.The only facilities we share are classrooms on campus, however we are planning onrelocating to the newly finished Library Annex building, now called the LearningResource Center.2. Contact with K-12 SchoolsIn October 2009, Shasta College hosted our annual High School Counselor Retreat. In anongoing effort to connect with our local high schools, we hold a day-long seminar inwhich high school counselors can collaborate with staff from the college. The meeting isarranged so that there is a college staff member seated at every table. This event drawsabout 100 area counselors who spend the day learning about recent changes in the7General Education /Transfer Program Review

operations of the College. Due to the current economic climate, many of the changesdiscussed were in response to the budget cuts, and college representatives shared theways 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 incomingstudents. Ideas were brainstormed on how the college can maintain some of the servicesto 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. Highschool students are encouraged to take STU courses via dual enrollment. These coursesare taught on the high school campuses, such as Corning and Red Bluff.There are ongoing discussions of bringing more STU classes to the high schoolcampuses.Other programs on Shasta College’s campus, like EOPS and TRIO have offered andcontinue to offer an incoming freshman “bridge” type program to get a head start onpreparing students for college level work.3. Contact with Community Colleges, and Four-year Universities and CollegesWe work collaboratively with nearby colleges, namely College of the Siskiyous, LassenCollege, Feather River College and Butte College. We email, coordinate visits to eachother’s campuses, and share best practices.4. Articulation with high schools, universities and collegesIn our previous Program Review, it was found that STU 1, 10, 50, 70, 90 and 92 weretransferable to the California State University as elective credit. Carolyn Borg,Articulation Officer, works closely with colleges and universities to ensure that ourcourses are transferable. On the basis of her work, we revised STU 1 College Successcurriculum 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 CaliforniaState University system. In addition, STU 1 is transferable elective credit to the UCsystem, as verified through assist.org.At this time there is one articulation agreement in place for the STU discipline: STU 92Worksite Readiness, is articulated with Shasta Union High School District and GatewayUnified School District.We attend the annual articulation meeting held on Shasta College’s campus each fall tomaintain curriculum consistency. We are always open to setting up agreements withmore high schools in our district.3.3 Resource Efficiency1. SupportWe feel well supported by other college departments, and when we request resourcessuch as guest speakers or library orientations, assistance is given willingly,professionally, with an air of collegiality. We also depend on the support of the manystudent service on campus, like the counseling staff, the career and transfer center, jobplacement office, and the health and wellness office.8General Education /Transfer Program Review

2. Use of TechnologyIn Student Development courses, a variety of video resources are utilized to highlightspecific curricular topics, such as time management or test preparation. It is critical thatour instructors have access to mediated classrooms that have computers, speakers,screens, DVD players, projectors, TVs and VCRs. Also required is reliable access to theinternet. Shasta College has made an institutional commitment to provide the hardwarenecessary. The only area of need is for current, engaging video resources on curriculartopics. We are able to overcome this deficit by utilizing basic skills money to purchaseDVDs and other resources.3. Comparison with Other InstitutionsHow does your program compare with other community colleges of similar size andlocation 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 ofInstitutionLocation Enrollment# of Sections of STU typecourses being taught# of Facultyteaching thesecoursesSHASTA Redding 9,102 STU 1 & 90 – 9 sections 7Butte10CollegeOroville 12,228 Life Management 40 – 6sections, Career Choice 9sectionsMany 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/AvailabilityDescribe the scheduling of your courses:We subscribe to the philosophy that our courses must accommodate the schedules of asmany students as possible. To that end, we offer MWF, MW, M, and TTH classes in avariety of time slots, including morning, afternoon and evening. We offer courses thatrun the entire 18 week semester, in addition to late start classes, summer, ITV, andonline. We also have an adult literacy course that is offered continuously in conjunctionwith the Shasta County Library.We currently have only one late start class, but we have offered this successfully in thepast and are willing to offer in the future. We have a fair amount of students who drop aclass or start late and need a class. We feel STU 1 would be a perfect option for them tohelp 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 startclass 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 havelimited 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, facultyschedules.9General Education /Transfer Program Review

If your program is part of a major or certificate, can a student complete the major orcertificate 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 toalter your scheduling practices to accommodate student needs and promote studentaccess and program completion? Do you have suggestions for improvement?Moving into our new building, the Learning Resource Center, will allow us to better meetthe needs of our students. It also might allow us the flexibility to offer more learningcommunities 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 STU90. Data shows that students who have declared a major and have a plan for their futurehave higher retention and persistence rates. We propose offering more Career Choiceclasses so that we can help steer students to a choice of major early in their collegecareer.We would like to offer more sections overall, and specifically increase the number ofsections of our late start, early morning and evening offerings.In addition, we would like to create learning communities that target specific populationsthat have a need for skills development. For example, our Student Athlete Success Blockis very successful in meeting the needs of our student athletes in both math and skillsdevelopment.5. Faculty and classified staffingUsing tables showing data over the past three years please analyze and address trendsfor the following:Headcount of full time faculty by termHeadcount of part time faculty by termFTE of full-time faculty by termFTE of part-time faculty by termRatio of full-time to part-time faculty by termNumber of sections taught by full-time and part-time faculty by termNumber and ratio of full-time and part-time faculty who teach in the evenings bytermNumber and ratio of full-time and part-time faculty who teach in the day time by termNumber of classified support staffFaculty and staff demographicsThe following tables contain information regarding STU faculty and staffing, reflectingdata 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 studentsper semester. These faculty and staff handle 14 sections and 1.47 FTEF. Data will serveas the baseline for future program evaluations.10General Education /Transfer Program Review

Age CategoryNumber ofInstructorsPercent30-39 2 25.0040-49 2 25.0050-59 3 37.5060-69 1 12.50ALL 8 100.00GenderRaceFemale 6 75.00Male 2 25.00ALL 8 100.00Hispanic 1 12.50White 7 87.50ALL 8 100.00Teaching ArrangementContract/OverloadHourlyNo PayAge CategoryNumber ofInstructorsPercent30-39 1 33.3340-49 1 33.3350-59 1 33.33ALL 3 100.00Age Category30-39 1 25.0040-49 1 25.0050-59 2 50.00ALL 4 100.00Age Category60-69 1 100.00ALL 1 100.00ALL 8 100.0011General Education /Transfer Program Review

Teaching ArrangementContract/OverloadHourlyNo PayGenderNumber ofInstructorsPercentFemale 2 66.67Male 1 33.33ALL 3 100.00GenderFemale 3 75.00Male 1 25.00ALL 4 100.00GenderFemale 1 100.00ALL 1 100.00ALL 8 100.00Teaching ArrangementContract/OverloadHourlyNo PayRaceRaceRaceNumber ofInstructorsPercentHispanic 1 33.33White 2 66.67ALL 3 100.00White 4 100.00ALL 4 100.00White 1 100.00ALL 1 100.00ALL 8 100.00Teaching ArrangementsNumber ofInstructorsPercentContract 3 37.50Hourly 4 50.00No Pay 1 12.50ALL 8 100.0012General Education /Transfer Program Review

Teaching ArrangementNumberofSectionsFTEFContract 6 1.07Hourly 7 0.40No Pay 1 0.00ALL 14 1.476. EquipmentTeachers in our department prefer tables and chairs that can be configured toaccommodate group work and individual work. In Student Development courses, avariety of video resources are utilized to highlight specific curricular topics, such as timemanagement or test preparation. It is critical that our instructors have access to mediatedclassrooms that have computers, speakers, screens, DVD players, projectors, TVs andVCRs. Also required is reliable access to the internet. Shasta College has made aninstitutional commitment to provide the hardware necessary. The only area of need is forcurrent, engaging video resources on curricular topics. We are able to overcome thisdeficit by utilizing Basic Skills money to purchase DVDs and other resources. Ourprogram does not purchase, maintain, repair, or store equipment. There are nosuggestions for improvement.7. Budget info, requests, action plansIs your budget sufficient to cover your program’s needs? Currently, we do not have asupply 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 offunds or requests for augmentation? N/ADo 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 toapply for these funding opportunities? What can the college do to help your programincrease funding beyond that which is available through the state funding allocationprocess? We are not aware of any outside sources available for Student Development.What is your budget planning process? What are the considerations upon which youdevelop your budget? N/ADescribe the non-financial benefits of your program that should be considered in acost/benefit analysis? Include a description of who benefits and what the benefit is. Forexample: 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 ofstudents and the persistence toward a degree or certificate.13General Education /Transfer Program Review

Consider:1. 75-85% of incoming students to the California Community College system have anidentified basic skills need, whether it be in math, reading, or writing.2. Recent statewide data and literature support the premise that study skills, careerexploration and academic support is essential in increasing student ability to persistin the college environment.Therefore, all departments on our campus benefit from the skills students learn in ourclasses. We serve the needs of all students in all disciplines across campus.Who benefits: What the benefit is: Evidence that this benefitexists:StudentsImprovement in skills, such astime management, memory,reading skills, note-takingstrategies, test-taking ability,and improvements in criticalthinking and communication.Success rates in passing thecourse, percentage of studentsmeeting SLO, and studentreportedsatisfactionFaculty in alldisciplinesStudents who are betterprepared for college-level work.While there appears to be a lackof quantitative data that supportthis benefit, it would beimportant in future evaluations tocollect data that includes facultyassessment of studentpreparedness.What is the cost versus income ratio for your program?Income: $4324/FTES; any other ongoing funding/income sources like InstructionalAgreements or partnerships, etc?For 2008-2009, STU courses generated 49 total FTES with a total direct instructional costestimated 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 ofcost to income is estimated at 1:1.51.Consider also that 50% of the full-time Student Success Coordinator position is supportedby Basic Skills, and is not reflected in the figures above.How might your program become more efficient in terms of cost versus benefits? Due tothe fact that we are not a true “program,” we have no budget, and therefore, we do not seea way that our program can become more efficient in terms of cost versus benefits.8. Reach of ServicesAre the courses provided in your program adequate to meet the student or communityneed? In order to better meet the demands of the many students who have a basic skillsneed, we require more sections-especially in College Success, and in turn, moreinstructors to deliver the curriculum.14General Education /Transfer Program Review

How have these needs been measured? Data collected and analyzed by the Chancellor’sOffice suggests that across the state of California, 75-85% of incoming freshmen exhibitat least one area of basic skills that needs remediation or correction. Locally, on ourcampus, 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 studentswho wish to add the class, yet have had to turn away students due to lack of classroomspace. 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 wantto take it.” We explain to them that currently our courses are stand-alone, with nosequencing in place. With long-range considerations in mind, we can envision a series ofcourses that offer students the option of proceeding through a continuum of collegesuccess 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 youaccomplish that growth? Yes, there exists the opportunity to grow our program. Ofcourse, this opportunity is constrained by budget limitations and in an era of cuttingclasses, it seems improbable that more sections will be added. One key element ingrowing our program is to increase counselor buy-in as to the benefits our courses offerto students. For example, our Student Athlete Success Block was filled due to theenthusiastic support of just a few counselors. With continued support, we look forwardto expanding our offerings.3.4 Student SuccessPlease present and discuss the quantifiable factors pertinent to your program by semesterover the past three years.Trends of FTESFTES/FTE ratioTotal program enrollmentEnrollments at census by course and programNumber of audits by course and programAverage class size at censusNumber of sectionsNumber of combined sectionsSection characteristics (on-off campus, distance ed – online and/or ITV)Grade distributionsCourse success: grades of A,B,C,CR onlyCourse retention: grades of A,B,C,D,F,CR,NC,IType of credit received by students (credit and noncredit)Program persistenceStudent progress (basic skills, ESL, degrees/certificates)Student demographicsStudent needs assessments (college and/or program administered) when availableProgram completions, including degrees and certificates issues/earnedCommunity needs assessments when availableOther program or service generated measures or data as appropriate15General Education /Transfer Program Review

Trends in FTES (Figure 1) and enrollment (Figure 2) reflect growth in StudentDevelopment (STU) over the past three years. Interestingly, the number of sections hasleveled off since fall of 2007 at thirteen; however, total FTES and enrollment havecontinued to increase compared to the fall of 2006. This explains the increase in averageFTES/FTEF seen over the past three years. STU has met the demand in increasing FTESand enrollment while optimizing FTES/FTEF ratio through offering a consistent numberof class sections. The current number of sections appears to be adequate to addressstudent demand; however, the challenge in coming years will be addressing increasingstudent demand as STU courses, such as STU 1, are evaluated as it becomes mandatoryfor students on academic probation, and strongly recommended for all other incomingstudents. Two year and four institutions currently require similar courses for allincoming freshmen in order to prepare students for college/career success, making up forthe reported gap between K-12 and college preparedness.Examining enrollments, course section data, and course offerings, several trends areapparent. Enrollment continues to increase over the number of course sections (Figures 2and 3). The majority of STU sections are offered on the main campus and its satellite16General Education /Transfer Program Review

location (Tehama) in Red Bluff, CA (Figure 4). As a program, the number of afternoonsections 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 sectionsavailable in fall semesters. As for morning sections, the trend increased early but thenfell to its low in Fall 08. As student enrollment in STU increases, more course offeringsmay need to be offered outside of afternoon hours in order to accommodate classroomscheduling, course conflicts, faculty and the student population.Trends suggest the enrollment in STU 1 (College Success, Figure 6) over the past threeyears is increasing at a more rapid rate than other courses; however, both STU 90 (CareerChoice) and STU 92 (Worksite Readiness) also show increasing trends. The latter isexpected as current economic times have individuals reevaluating careers and theworkplace.Looking ahead, there appears to be an opportunity for increased online education instudent success and development. Currently, online course offerings are minimal; STU17General Education /Transfer Program Review

92 is currently offered completely online. Most of its participants are CTE. Given theservice population, there appears to be a growth opportunity for STU in this area. ShastaCollege leads the state in the number of online course offerings. It is, then, only a matterof logistics for STU to take advantage of a program already in place in the campuscommunity to reach a wider student population. This will need to be examined in comingyears as funding becomes available to support the infrastructure and faculty necessary tosuccessfully deliver an online-intensive program.Upon examination of course success (Figures 7 and 8), the number of students receivingthe 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 havebeen variable from one semester to another. Those receiving a “B” as a percentage of thetotal enrollment have remained relatively constant over time with apparent variabilityacross 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 rigorand variability among faculty. Such trends may also be a reflection of that semester’sstudent population and may reflect differences in college preparedness. In futureprogram evaluations, a student survey of course rigor may be a valid assessment in orderto explain these trends in course success as measured by the current grading system.18General Education /Transfer Program Review

Analysis of STU’s student demographic data defines the current student populationtrends as they pertain to gender (Figure 9), age (Figure 10) and ethnicity. Over the pastthree 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 hasremained relatively stable, averaging between 24 and 27 years of age. Trends areconsistent with other two year and four year institutions; the highest enrollment of 18-24year olds is observed in fall semesters with the influx of first year students. The numberof students 50+ years of age has remained constant while those students 25 to 49 years ofage 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 toschool to improve upon their skill set. Currently, the ethnicity of STU students ispredominantly white, non-Hispanic and Hispanic, constituting approximately 75% of theSTU student body. This has been a relatively consistent trend over the past three yearswith Asian, African American and American Indian making up another 15%. Thesetrends in ethnicity are, for the most part, a reflection of the population in Shasta College’sservice area. Student success and retention rates within demographic categories do not19General Education /Transfer Program Review

appear to differ significantly across the three years evaluated. While there were noapparent significant trends across demographic groups to note, such data is necessary togauge STU’s success in meeting the needs of the student population in Shasta College’sservice area.20General 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 theinstructor.2. The amount of word-of-mouth referrals from students themselves to their friends andrelatives.In addition, we often have students ask what the next course is in the sequence, showingtheir interest in our course content. Many students tell us that the topics are valuable tothem 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 bothenjoyable and valuable.How does your program deal with student complaints?Over the years, we have rarely been presented with student complaints. However, whenone is lodged, we follow college protocol and board policies, handling most complaints atthe instructor level in a fair and even-handed manner.What changes have you implemented in response to student complaints and/orsatisfaction 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 theireducation. We work closely with these offices to ensure our students are accessing thevaluable services available to them.21General Education /Transfer Program Review

To what extent does your faculty provide career/transfer advisement? Describe anyplans to expand?In an effort to help our students plan their education effectively and to create a seamlesstransition 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. Wealso invite informative staff from the Career & Transfer Center to be guest speakers toprovide 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 appointmentsfor personal face-to-face contact.What processes are in place to assure proper student assessment and placement in yourprogram? How have you measured whether the placement is working? Do you haveplans for improvement? If so, describe your plans.There is no formal process by which students are placed in our courses. Students do nottake assessments and there are no prerequisites for our program. In an ongoing effort, wecontinue to work with the Dean of Enrollment Services, counselors, and student supportservices to meet the needs of the students here at Shasta College.3.5 General PlanningAre there any national trends that need to be taken into consideration by your programas a basis for improvement?The development and offering of student success courses is a national trend. There isincredible momentum nationwide to provide support so campuses can provide thesecourses for incoming freshmen. Data strongly suggests that student success coursesprovide the skills and structure that many students need in order to be successful incollege-level work.How do you market your program’s offerings and/or services? What are your ideas forimproving or expanding your marketing efforts? How can you help the college’sMarketing Department in their marketing efforts?We will continue our efforts to meet with counselors and administrators of specialpopulations 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, weplan 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 schoolsto 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 aresustainable, even in the face of severe budget cuts.What other elements that are not previously identified in this study do you need toconsider for program improvement?None that we are aware of at this time.22General Education /Transfer Program Review

Part IV – Student Learning OutcomesPlease refer to Appendix A and complete the analysis as requested and include that informationand charts here.Appendix A appears here and is also appended as a separate attachment.Student Learning Outcomes UpdateAppendix ASTUDENT DEVELOPMENTThese questions are based on the reporting requirements from the 2006-2007 InstitutionalAnnual Report Update on Student Learning Outcomes. The complete report is availableat the SLO website www3.shastacollege.edu/slo/The college needs to collect this information on an annual basis. By including thisinformation routinely in the self studies and annual updates of program reviews, it willbecome an efficient and routine reporting process.1. COURSESa. List all courses in the programb. For each course indicate which steps of the SLO have been completedc. For each step, summarize by providing the percentage of courses that havecompleted each step.d. Indicate plans for moving forward in the process: Our plans for moving forward inthe SLO process is to continue to meet every semester on Fall Flex day. Faculty whoteach 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 theircourse 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 5STU 1 College Success X X X X XSTU 10 Intro to Peer Tutoring* X23General Education /Transfer Program Review

STU 50 Getting Connected: An Orientation to College* XSTU 70 College Study and Learning Skills* XSTU 90 Career Choice X X X X XSTU 92 Worksite Readiness* X XSTU 310 General Tutoring Lab/Supervised Tutoring X X* Courses with an asterisk are in the Catalog, but are not currently on the schedule.2. DEGREES & CERTIFICATESN/A3. GENERAL EDUCATIONStep 1Step 2Step 3Step 4Step 5STU 1 College Success X X X X XSTU 1 is our only course that is included in the Associate Degree – General Education,area #5 Multicultural/Living Skills.4. INSTRUCTIONAL SUPPORTN/A5. STUDENT SUPPORT SERVICESN/APart V – Program SummaryIn reviewing the data and information provided in your self study, what are your program’sprimary 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 valuableand relevant curriculum and deliver it in a way that engages the learner. We have created learning communities which have been successful, and we willcontinue to offer them in the future.Support from administration and student support services.In conjunction with student support services, we offer targeted orientations to newstudents 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, weneed more sections for special populations, i.e. EOPS, TRIO and DSPS students.24General Education /Transfer Program Review

What do you see as your program’s greatest challenges and opportunities during the next fiveyears?CHALLENGES Increasing the number of sections we can offer in a time of budgetary constraints andcut-backs.OPPORTUNITIES As we get the message out of how valuable our courses are in preparing students fortransfer 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 toincrease strategies to have STU 1 College Success (3 units) strongly recommendedfor all incoming freshmen at Shasta College, especially those on academic probation.25General Education /Transfer Program Review

Part VI – Goals, Recommendations, Priorities, PlansIdentify the goals that were identified in the last program review and describe whether they wereattained or not. If not, why not?Previous Goal1. Establish a consistent standard forqualifying instructors to teach STU courses.Maintain integrity of the program and coursesby ensuring qualified instructors teach thecourse with the background and training.2. Increase communication among STUfaculty about program and curriculumchanges. Monthly meetings of STUinstructors would help facilitate this.3. Insure representation on committees, suchas Curriculum and General Education.4. Submit STU 1 course outline to the CSUsto satisfy the CSU Category E-LifelongLearning requirement.5. Continue to monitor student needs andmatch with appropriate course offerings.6. Increase training opportunities for all STUinstructors.7. Work with outreach to coordinate allcourse offerings. Expand our course offeringsof ITV and online courses.8. Work with EOPS and Trio programs toendorse student enrollment into STU courses.Work with general counselors to advocate forthese courses.9. Devise advertisement and awarenesscampaign across campus to highlight thebenefits to all students of completing STUcourses.10. Review STU courses for currency;eliminate any that are no longer relevant.11. Work on developing a 100 level coursesimilar to STU 1 College Success, forstudents who may not be ready for the STU 1level class, but could benefit from learningstudy skills and college resources.12. A three part series might be created suchas: STU 50, 70 and 90 to give students moreoptions.Attainedor InProcessAttainedPartiallyattainedAttainedAttainedAttainedAttainedIn processAttainedIn processAttainedIn processAttainedWhy was this goal not attained?orEvidence of attainment.We interview and hire qualifiedinstructors after a teachingdemonstration.Frequent meetings take place onthe main campus. Need to includesatellite campuses.Many former and current STUinstructors are on a variety ofcommittees.Has been accepted as CSUCategory E.Feedback from students andcounselors.Provision of professionaldevelopment funds through Investin our People and Basic Skillsfunding. Also provided OnCourse 2-day training.This is still a top goal of ours, yetis challenging with current budgetlimitations.Even though this goal has beenattained, we feel continued workneeds to be done to advocate forSTU courses every semester.Developing and hiring the positionof Student Success Coordinatorwill achieve this goal.STU 42, 43, 100 and 393 are nolonger on the books.Preliminary discussion hasoccurred.STU 50, 70 and 90 have beendeveloped to be components ofSTU 1.26General Education /Transfer Program Review

Specify clearly in this section your program goals for the next five years, your plans to achievethem, the responsible person, and a timeline for completion. Prioritize your goals and plans,listing the highest priority first.Goal Plans to achieve goal ResponsiblePerson1. Work with Dean of Enrollment, Set up meetings. Teresacounselors, EOPS, Trio and DSPS toFergusonincrease enrollment of specialpopulations.2. Work on developing a 100 levelcourse similar to STU 1 CollegeSuccess, for students who may not beready for the STU 1 level class, butcould benefit from learning study skillsand college resources.3. Develop strategies so that STU 1 isstrongly recommended for allincoming students, especially thosewho are on academic probation.4. Provide ongoing professionaldevelopment opportunities forinstructors5. Provide a budget for classroomWork with necessarystaff and committees,following board policiesand the sharedgovernance process.Work with necessarystaff and committees,following board policiesand the sharedgovernance process.Work with Invest in ourPeople, Basic Skills, andother organizations.Analyze current budgetsTimelineBy 2015Terri Winstead By 2015TeresaFergusonDean ofSLAM, TeresaFergusonDean ofsuppliesto determine feasibility. SLAM6. Hire and retain qualified instructors As staffing needs dictate. Dean ofSLAMBy 2015OngoingBy 2011OngoingAttached is our Action Plan (Appendix C).NOTE – Annual Report and Action PlansBy April 1st of each succeeding year, prepare an Annual Report Appendix B (update) thatidentifies the program’s success in implementing its plans to achieve the identified goals, anynew 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 goalsand objectives, and the proposed budget. Attach the Annual Action Plan to the AnnualReport.27General Education /Transfer Program Review

Student Learning Outcomes UpdateAppendix ASTUDENT DEVELOPMENTThese questions are based on the reporting requirements from the 2006-2007 InstitutionalAnnual Report Update on Student Learning Outcomes. The complete report is availableat the SLO website www3.shastacollege.edu/slo/The college needs to collect this information on an annual basis. By including thisinformation routinely in the self studies and annual updates of program reviews, it willbecome an efficient and routine reporting process.1. COURSESa. List all courses in the programb. For each course indicate which steps of the SLO have been completedc. For each step, summarize by providing the percentage of courses that havecompleted each step.d. Indicate plans for moving forward in the process: Our plans for moving forward inthe SLO process is to continue to meet every semester on Fall Flex day. Faculty whoteach 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 theircourse 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 5STU 1 College Success X X X X XSTU 10 Intro to Peer Tutoring* XSTU 50 Getting Connected: An Orientation to College* XSTU 70 College Study and Learning Skills* XSTU 90 Career Choice X X X X XSTU 92 Worksite Readiness* X XSTU 310 General Tutoring Lab/Supervised Tutoring* X X* Courses with an asterisk are in the Catalog, but are not currently on the schedule.28General Education /Transfer Program Review

2. DEGREES & CERTIFICATESN/A3. GENERAL EDUCATIONStep 1Step 2Step 3Step 4Step 5STU 1 College Success X X X X XSTU 1 is our only course that is included in the Associate Degree – General Education,area #5 Multicultural/Living Skills.4. INSTRUCTIONAL SUPPORTN/A5. STUDENT SUPPORT SERVICESN/A29General Education /Transfer Program Review

Student DevelopmentAction Plan ActivitiesAppendix CPlease 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/PlanMeets Programor DivisionItem(s) RequestedTotalAmountObjective/GoalStudent NoneContinue ongoing promotion of Student Success classes.DevelopmentProgram Review:Work on developing a 100 level course similar to STU 1 CollegeSuccess, for students who may not be ready for the STU 1 levelclass, but could benefit from learning study skills and collegeresources.Goal 1StudentDevelopmentProgram Review:Goal 2NoneDevelop strategies so that STU 1 is strongly recommended forall incoming students, especially those who are on academicprobation.StudentDevelopmentProgram Review:Goal 3NoneInstructors will participate in ongoing professional developmentopportunitiesProvide a supply budget for classroom suppliesStudentDevelopmentProgram Review:Goal 4StudentDevelopmentProgram Review:Goal 5Funding for professional developmentopportunities through BSI funds, Invest in ourPeople monies, and other sources, as available.Funding for classroom supplies and teachingmaterials$500Action Plan Template - 2008-200930General Education /Transfer Program Review

SHASTA COLLEGEProgram ReviewMathematics Program2009/2010Page 1 of 52

SHASTA COLLEGEProgram ReviewSignature PageProgram: Mathematics DepartmentProgram Review Self Study Participants:Chuck Spotts, Cathy Anderson, Cristina Berisso, Kevin Fox, Tom Glass, MikeOremus, Bob Bittner, Jamie Larson, Andy Bloom, Anita MaxwellLevel Two Review Team Participants:Sue Loring, Chris Dell, Terry Bailey, Kimmie MountainProgram Self Study Lead FacultyDateDivision DeanDateLevel Two Review Team ChairDateVice President of Academic AffairsDateCollege CouncilDatePage 2 of 52

SHASTA COLLEGEProgram Review – MathematicsTable of ContentsSignature Page ………………………………………..PagePart I – Introduction………………………………..…1.1 Purpose of Program Review…………………………………………….....1.2 College Mission………………………………………………………...….1.3 Shasta College Institutional Student Learning Outcomes………………….Part II – General Program Information2.1 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: Introduction1.1 Purpose of Program ReviewAccording to the Academic Senate for the California Community Colleges in their 1996document, “Program Review: Developing a Faculty Driven Process,” the program reviewprocess serves as a mechanism for the assessment of performance that recognizes andacknowledges good performance and academic excellence, improves the quality ofinstruction and services, updates programs and services, and fosters self renewal and selfstudy. Further, it should provide for the identification of weak performance and assistprograms in achieving needed improvement. Finally, program review should be seen as acomponent of campus planning that will not only lead to better utilization of existingresources, but also lead to increased quality of instruction and service. A major functionof program review should be to monitor and pursue the congruence between the goals andpriorities of the college and the actual practices in the program or service. Other purposesinclude meeting accountability mandates and demonstrating a systematic planning process.While these functions may occur because of program review, they should not serve asa primary function of the review. Otherwise, program review could be perceived as a timeconsumingprocess for a product with no effect or bearing on the program’s activities or anyrelevance to serving students or maintaining academic excellence.1.2 College MissionThe mission of the Shasta-Tehama-Trinity Joint Community College District is to provideopen access and opportunity for success to students who have diverse backgrounds,interests, and abilities. The District is committed to providing the knowledge and skillsnecessary for a student to succeed. The District recognizes that success requires specific lifeskills and professional skills and also effective communication, critical thinking, globalconsciousness and global responsibility. By offering programs leading to successfulcompletion of a quality university-transfer program, or career-technical education, the Districtis responsive to the needs of our communities within a changing global society. By offeringcomprehensive campus and community service programs, the District enables students toachieve personal as well as academic potential and contributes to the social, cultural andeconomic development of our region.1.3 Shasta College Institutional Student Learning OutcomesThe District is committed to providing the knowledge and skills necessary for a student tosucceed. The District recognizes that success requires specific life skills and professionalskills and also effective communication, critical thinking, global consciousness and globalresponsibility. To support our students in achieving success, Shasta College has determinedthat 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 abilityPage 4 of 52

to recognize and accept consequences of decisions, appropriate technical skills, the abilityto 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, askmeaningful questions, and express thoughts, ideas and feelings.3. Critical Thinking Skills include the application of logical reasoning to collect andevaluate information, recognize and categorize patterns, contrast and compare, makedecisions and reach conclusions, and solve problems.4. Global Consciousness and Responsibility includes the knowledge and understanding ofcivic, 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 acommitment to life-long learning.Part II – General Program Information2.1 Program Definition/DescriptionThe Math Program at Shasta College currently provides a total of 23 different coursesdesigned to meet the needs in five different areas: 1) Basic Skills Mathematics Courses, 2)General Education Transfer Mathematics Courses, 3) Mathematics Courses Required for AADegrees in University Studies, 4) Mathematics Courses Required for AS Degrees, and 5)Mathematics Courses Required for Certificates. The 23 courses, as listed in the 2009-2010Shasta College Catalog, are:Math 2Math 3AMath 3BMath 4AMath 4BMath 8Math 9Math 10Math 11Math 13Math 14Math 17Math 41AMath 41BMath 100Math 101Math 102Math 110Math 150Math 197Math 220PrecalculusCalculus 3ACalculus 3BCalculus 4ADifferential EquationsFinite MathematicsSurvey of CalculusPlane TrigonometryPatterns of Mathematical ThoughtCollege AlgebraIntroduction to StatisticsCalculus Applications for Social and Life SciencesConcepts of Elementary MathematicsConcepts of Elementary MathematicsTechnical Applications of MathematicsBasic AlgebraIntermediate AlgebraEssential Math (For The Associate Degree)Math Study SkillsSpecial Topics in MathematicsBasic MathematicsPage 5 of 52

Math 240Math 382Pre-AlgebraMathematics WorkshopStarting with the 2010-2011 Catalog, Math 6, Linear Algebra, will also be available. We areconsidering developing a geometry course.Full-time instructors and typical classes taught are:Cathy Anderson Math 2, Math 3A, Math 3B, Math 4A, Math11, Math 41A,Math 41BCristina Berisso Math 101, Math 102, Math 13, Math 3A, Math 3B, Math 2Bob Bittner Math 220, Math 240, Math 101, Math 102, Math 9Andy Bloom Math 220, Math 240, Math 100, Math 101, Math 102Kevin Fox Math 101, Math 102, Math 9, Math 13, Math 14Tom Glass Math 220, Math 240, Math 101, Math 102, Math 2,Math 11, Math 14Jaime Larson Math 240, Math 102, Math14Steve Mahoney Math 220, Math 240, Math 101, Math 102Anita Maxwell Math 101, Math 102, Math 13, Math 2, Math 3A,Math 3B, Math 10Jennifer McCandless Math 3A, Math 8, Math 41A, Math 41B, Math 101, Math 102,Math 150Michael Oremus Math 220, Math 240, Math 101, Math 102, Math 100, Math 110Iraja Siva-Das Math 220, Math 240, Math 100, Math 110, Math 101, Math 102Chuck Spotts Math 2, Math 3A, Math 3B, Math 8, Math 11, Math 14At this time, fourteen adjunct instructors are employed to teach classes on campus and atoutreach 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 contentknowledge, critical thinking skills and problem solving skills of Shasta College studentsregardless of their background and skill level.THE MISSION OF SHASTA COLLEGE:The mission of the Shasta-Tehama-Trinity Joint Community College District is to provideopen access and opportunity for success to students who have diverse backgrounds,interests, and abilities. The District is committed to providing the knowledge and skillsnecessary for a student to succeed. The District recognizes that success requires specific lifeskills and professional skills and also effective communication, critical thinking, globalconsciousness and global responsibility. By offering programs leading to successfulPage 6 of 52

completion of a quality university transfer program, or career technical education, the Districtis responsive to the needs of our communities within a changing global society. By offeringcomprehensive campus and community service programs, the District enables students toachieve personal as well as academic potential and contributes to the social, cultural andeconomic development of our region.The Mathematics Department supports the Shasta College Mission by “offering programsleading to successful completion of a quality university transfer program, or career technicaleducation.” To achieve this, the Mathematics Department offers courses in five categoriesas follows:1. Basic Skills Mathematics CoursesThese courses are designed to help the under-prepared student gain the skills necessary forsuccess in the mathematics courses required for transfer. Math 102 also satisfies the mathrequirement for a number of AS degree and Certificate programs.Math 220: Basic MathematicsMath 240: Pre-AlgebraMath 101: Basic AlgebraMath 102: Intermediate AlgebraAlso, Math 150: Math Study Skills is a course created for Basic Skills students to helpincrease success in Basic Skills math courses.2. General Education Transfer Mathematics CoursesMany of the mathematics courses numbered 0-99 count either toward the IGETCrequirements for transfers to the University of California or toward the General Educationrequirements necessary for transfer to the California State University.IGETC-University of CaliforniaMath 2: PrecalculusMath 3A: Calculus 3AMath 3B: Calculus 3BMath 4A: Calculus 4AMath 4B: Differential EquationsMath 8: Finite MathematicsMath 9: Survey of CalculusMath 13: College AlgebraMath 14: Introduction to StatisticsMath 17: Calculus Applications for Social and Life SciencesGeneral Education-California State UniversityMath 2: PrecalculusMath 3A: Calculus 3AMath 3B: Calculus 3BMath 4A: Calculus 4AMath 4B: Differential EquationsMath 8: Finite MathematicsMath 9: Survey of CalculusPage 7 of 52

Math 10: Plane TrigonometryMath 11: Patterns of Mathematical ThoughtMath 13: College AlgebraMath 14: Introduction to StatisticsMath 17: Calculus Applications for Social and Life SciencesMath 41B: Concepts of Elementary Mathematics3. Mathematics Courses Required for AA Degrees in University StudiesArea of EmphasisRequired Math ClassesBehavioral Science (2003) Math 14Engineering (0901)Liberal Studies – ElementaryTeacher Prep (4901)Math 3A, Math 3B, Math 4AMath 41A and/or Math 41BMathematics 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)Quantitative ReasoningA minimum of 18 units from:Math 3AMath 2: PrecalculusMath 3A: Calculus 3AMath 3B: Calculus 3BMath 4A: Calculus 4AMath 4B: Differential EquationsMath 8: Finite MathematicsMath 9: Survey of CalculusMath 10: Plane TrigonometryMath 13: College AlgebraMath 14: Introduction to StatisticsCIS 2: Introduction to ComputerScienceCIS 60: Visual Basic ProgrammingCIS 61: C++ Language ProgrammingCIS 62: JAVA ProgrammingPage 8 of 52(5 units)(4 units)(4 units)(4 units)(4 units)(3 units)(4 units)(3 units)(3 units)(3 units)(4 units)(3 units)(3 units)(3 units)

CIS 63: Assembler LanguageProgrammingCIS 72: Fundamentals of UNIX(4 units)(3 units)Social Sciences (2201) Math 14Math 6 (Linear Algebra) will become a requirement or restricted elective for the Mathematicsarea of emphasis and possibly for the Quantitative Reasoning area of emphasis starting infall 2010.4. Mathematics Courses Required for AS DegreesThe Associate of Science degree has a mathematics competency requirement forgraduation. This requirement can be met by the successful completion of Math 102, Math110, or any 3 (or more) unit mathematics course numbered 1-99. In addition, many of the ASdegree programs have specific Mathematics requirements. These requirements are listed inthe table below.AS DegreeRequired Math ClassesAdministration of Justice Math 110 or Math 102Agriculture Math 102Agriculture – Equine Science Math 110Agriculture – EnvironmentalHorticultureAgriculture – Forest Science andTechnologyMath 14Math 110Agriculture – Natural Resources Math 110Agriculture – VeterinaryTechnicianMath 110Automotive Technology Math 110Business Administration –Accounting ConcentrationBusiness Administration – GeneralBusiness ConcentrationBusiness Administration –Management ConcentrationBusiness Administration – RealEstateMath 110 or Math 102Math 110 or Math 102Math 110 or Math 102Math 110 or Math 102Page 9 of 52

Computer Aided Drafting (CAD)TechnologyCIS – Business InformationSystems ConcentrationCIS –Computer NetworkingConcentration (CCNA Option)CIS –Computer NetworkingConcentration (CCNP Option)Math 10Math 110 or Math 102Math 110 or Math 102Math 110 or Math 102Construction Technology Math 110Dental Hygiene Math 110 or Math 102Diesel Technology Math 110Early Childhood Education Math 110 or Math 102Engineering Technology Math 10Family Studies Math 110 or Math 102Fire Technology Math 110 or Math 102Hospitality Management –Culinary Arts ConcentrationHospitality Management –Hotel/Restaurant ManagementConcentrationMath 110 or Math 102Math 110 or Math 102Legal Assistant Math 110 or Math 102Nursing (A.D.N.) Math 110 or Math 102Office Administration –Administrative AssistantOffice Administration –Administrative Assistant - LegalOffice Administration – InformationProcessing SpecialistOffice Administration – MedicalOffice SpecialistMath 110 or Math 102Math 110 or Math 102Math 110 or Math 102Math 110 or Math 102Page 10 of 52

Office Administration –Transcriptionist - MedicalMath 110 or Math 102Welding Technology Math 1105. Mathematics Courses Required for a CertificateMany of the certificate programs require mathematics courses. These requirements arelisted in the table below.CertificateRequired Math ClassesComputer Aided Drafting Tech Math 10Drafting Technology Math 102, Math 10Construction Technology Math 100Diesel Technology Math 100Industrial Tech Math 100Ag-Equipment Op. Math 100Ag-Horticulture Math 100Welding Math 100The Mathematics Department further supports the Shasta College Mission “to provide openaccess 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 strategiesincluding lectures, in-class group activities, group projects, internet research, libraryresearch, graphing calculator explorations, computer assignments, and writingassignments.The Mathematics Department uses various delivery methods including interactivedistance education, Internet offerings, hybrid courses, and Web enhanced courses.The Mathematics Department offers classes from 8:00 AM until 10:00 PM onweekdays and classes during the regular summer session.The Mathematics Department provides an on-campus lab environment through theMath and Business Learning Center (MBLC) that offers free peer tutoring to anystudent who is enrolled in a mathematics class at Shasta College. The MBLCoperates from 8:00 AM until 7:00 PM on Monday through Thursday, and 8:00 AM until5:00 PM on Friday. The MBLC also provides mathematics software and videos tosupport various mathematics classes. Students may also access the internet usingPage 11 of 52

Several mathematics instructors are members of organizations dedicated to makingmathematics 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 (CMC 3 ), Oregon MathematicalAssociation 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 communitycolleges by offering Basic Skills math courses; by offering math courses that provideworkforce training; and by offering courses that prepare students for transfer to four-yearuniversities. Our courses also offer enrichment for lifelong learners. The Basic Skillscourses also help to provide open access by allowing students to obtain the prerequisiteskills 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 Mathematicscourse currently offered with the exception of Math 11. New SLOs have been developed formany 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 Analysis3.1 Academic Quality1. Curriculum AnalysisThe curriculum for each class is reviewed at least once in a five year cycle asprescribed by Title V. All full-time faculty members teaching a course being reviewedparticipate in these reviews. Faculty use new textbooks and information gained atconferences, such as the Basic Skills Workshops, as guides for current trends in thediscipline.Considerations are given to the relationship of the course under review to prerequisitecourses and to courses which follow it. All courses taught by the Math Departmenthave up-to-date outlines on file, and paperwork for all courses is in compliance withTitle V. The following table shows a list of courses along with the date which eachcourse was last reviewed during the past cycle.Discipline No. Center 04-05 05-06 06-07 07-08 08-09 09-10 10-11 11-12MATH 002 SLAM x xMATH 003A SLAM x xMATH 003B SLAM x xMATH 004A SLAM x xMATH 004B SLAM xMATH 008 SLAM xMATH 009 SLAM xMATH 010 SLAM x xMATH 011 SLAM x xMATH 013 SLAM x xMATH 017 SLAM new courseMATH 014 SLAM xMATH 041A SLAM x xMATH 041B SLAM x xMATH 061 SLAM xMATH 062 SLAM xMATH 063 SLAM xMATH 064 SLAM xMATH 065 SLAM xMATH 066 SLAM xMATH 100 SLAM xMATH 101 SLAM xMATH 102 SLAM xMATH 110 SLAM xPage 13 of 52

MATH 150 SLAM xMATH 197 SLAMReviewnotrequiredMATH 220 SLAM x xMATH 240 SLAM x xMATH 382 SLAM xIn addition, each course has one or more Student Learning Outcomes that areassessed each semester. A complete SLO cycle takes place once per year as facultythat teach each course review data, make changes to the outcome(s) or assessmentprocedure(s), and/or prescribe new outcomes.The following table shows the number and variety of courses offered each semester.Data includes ITV sections.Spg 04 Fall 04 Spg 05 Fall05 Spg06 Fall06 Spg07 Fall07 Spg 08 Fall 08Math 2 4 4 4 4 4 4 5 5 4 4Math 3A 2 4 2 4 2 4 2 4 2 3Math 3B 7 2 2 1 2 1 2 1 2 1Math 4A 1 1 1 1 1Math 4B 1 1 1 1 1Math 8 1 1 6 1 2 1 2 1 6 5Math 9 1 1 1 1 1 1 1 1 1 1Math 10 1 1 1 1 1Math 11 1 1 1 1 1Math 13 8 3 10 3 5 3 4 3 3 3Math 14 17 18 19 18 17 14 16 18 12 18Math 41A 1 2 1 1 2 1 1 1 5 1Math 41B 2 1 2 1 1 1 4 4 1 1Math 100 1 1 2 2 2 2 2 2 2 2Math 101 25 28 29 29 24 25 19 27 19 26Math 102 19 22 20 21 21 14 23 17 21 17Math 110 1 1 1Math 150 1Math 197Math 220 6 7 13 13 11 10 5 11 2 10Math 240 11 15 15 19 14 13 17 13 18 12Math 382 1 1 1 1 1 1 1 1 1 1Page 14 of 52

2. StaffingStaffing in the Math Department is not adequate to meet our students’ demand. We currentlyhave twelve fulltime faculty and fourteen adjunct faculty. Since the previous 5 year programreview, the Math Department had one retirement (Dave Bush), one faculty become fulltimeon the Tehama campus (Steve Mahoney) and one faculty member move to the Deanposition 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 washired to fill the vacancy due to Morris Rodrigue’s resignation from math instructor. AndyBloom was hired to replace Steve Mahoney since 100% of Steve Mahoney’s load is on theTehama 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. Atthat time, we counted 40% of Steve Mahoney’s load on the Redding campus. Now heteaches 0% of his load on the Redding campus. Since one new position was filled, thismeans that we can now justify three more full time math instructors. Currently, we do nothave an adequate number of adjunct instructors available to cover our student needs. Manyfull time faculty teach overloads to make up the difference (currently 26 units are being taughtas overloads). The current situation is not sustainable for 2 reasons: first, full time facultyhave been teaching overloads every semester for several semesters, and are not willing tokeep doing so. Second, many of our adjunct instructors are retired and teach to enhanceretirement income. However, we anticipate that it will not be much longer before some ofthose people retire for good. Past experience has indicated that adjunct instructors aredifficult to find in this area.We did not ask for any additional full time instructors for next year because of the hiringfreeze. Once the budget situation turns around, we anticipate asking for three additional fulltime instructors.The Math Department has a paraprofessional “instructional assistant” who works primarilywith the Basic Skills math instructors. He provides in-class assistance, giving the studentsmore one-on-one time with a “math expert”. When not working in the classroom, he helps tosupervise and tutor in the MBLC. He works 40 hours per week.3. Teaching Aids and EquipmentEach mathematics classroom is equipped with a document camera and projector. Some ofthe projectors and cameras need to be replaced. Every classroom has the standardoverhead projector, but some of these are not working properly.There is also a cabinet filled with math manipulatives available for instructor use in theclassroom.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 ofinstructional equipment. This includes regular cleaning of overhead projectors andmaintenance of video projection equipment in addition to replacement of instructionalcalculators and computers.Page 15 of 52

In our previous Program Review, we stated that one classroom (room 1119) needs newfurniture. 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 properlyunder 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, thissituation 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 enhanceour presentation of materials and may result in lower printing costs.Graphing Calculators, TI-Graphview, SnagIt and MathType software are all available forthose instructors that wish to use them.4. Faculty Availability for General College ServiceThe math faculty are well organized and highly represented on the various committeescampus-wide. The table shows the commitments to general college services made by fulltime math faculty during the last 5 years.Cathy AndersonCristina BerissoBob BittnerAndy BloomKevin FoxTom GlassJaime LarsonSteve MahoneyAnita MaxwellMichael OremusJennifer McCandlessIraja SivadasChuck SpottsAcademic Senate President, College Council, SLOCoordinating TeamDistance Education CommitteeCurriculum CouncilNA – First YearScholastic Standards Committee, Program ImprovementCommittee, High School Articulation liaisonTextbook CommitteeScholastic Standards CommitteeGeneral Education Committee, Campus ScholarshipCommittee, Richard Toutges Memorial ScholarshipCommitteeEngineering Department Coordinator, Faculty AssociationMatriculation CommitteeMath Department Coordinator, SLO Coordinator, SLOCommittee Chairperson, Matriculation Committee,Academic Senate, Shasta County Math Partnership liaisonAcademic Senate, Sustainability CommitteeSLO Committee, High School Articulation liaison, ShastaCounty Math Partnership liaisonIn addition, nearly every faculty member sits on at least one tenure review committee andseveral are mentors for our four new hires.Page 16 of 52

5. Tutoring Centers/LabsThe Math Department has the Math and Business learning Center (MBLC). This lab is usedfor 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 8726 Individual Computers1 disabled Computer Workstation (Wheelchair Accessible)60 chairs at tablesThe hours of operation for the MBLC from Spring 2004 to Fall 2008 were:M-Th 8AM - 9PMF 8AM – 7PMS 8AM – 5PMThis was a total of 72 hours per week. The hours of operation beginning in Spring 2009 are:M-TH 8AM – 7PMF 8AM – 5PMThis is 49 hours per week. The 23 hour reduction shown above was caused by the vacancyof a paraprofessional position that was not replaced.The MBLC is most crowded on Monday through Friday between 10AM and 2PM. Researchdone by one of our adjunct instructors showed that the utilization of the lab was often nearcapacity.The following table shows the number of students, number of hours and average usage perstudent for each semester covered by this review.# Students # HoursAverageusage perstudentSpg 04 1145 23065 20.14Fall 04 1212 25068 20.68Spg 05 1265 28582 22.59Fall 05 1417 28069 19.81Spg 06 1468 28430 19.37Fall 06 1349 23056 17.09Spg 07 1310 24895 19Fall 07 1349 22820 16.92Spg 08 1353 21208 15.67Fall 08 1209 24493 18.88Averages 1307.7 24968.6 19.02Page 17 of 52

Currently, the Math and Business Learning Center (MBLC) is highly effective in meetingstudent needs. The math faculty have long recognized that the MBLC is an integral andessential part of our program and that it contributes highly to student success.The Lab supervisor coordinates a schedule of tutors for courses in business andmathematics. On the math side, about 20 tutors are hired per year and there are 2-3 tutorsworking during open hours. The MBLC serves about 1300 students per semester for a totalof 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 Mathfind tutoring, software, books, and course supplements in the lab. Sharing this facility withother disciplines has worked fine for us, since the lab is on our turf. Having a lab in theproximity of math classrooms and the math faculty encourages our students to consistentlystudy, form student-study groups, and benefit from readily available teacher expertise andencouragement. 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 iscommonplace 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 acrosscampus. We have been assured that the existing lab in the 1100 building will remainavailable for students registered in transfer level math classes. At this time it is not clear thatthe 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 currentlyprovided to these students. Coordinating for this has not begun yet. It has been proposedthat 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 Paraprofessionalmay be assigned to supervise this lab, but only during hours that he is not doing embeddedtutoring. There is the possibility that math faculty might hold some of their office hours in thelab. But faculty are not able to supervise tutors according to their job description. Somefaculty are hesitant to hold office hours in the lab due to this concern. The current proposalsare inadequate.The math faculty are aghast that the MBLC is being split apart and that the Basic Skillsportion is moving. We have not heard a justification that begins to warrant this change. Thedecision to disband the MBLC was made against the wishes and best judgment of the mathfaculty. 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 limitthe tutors’ ability to ask instructors for help when needed while tutoring, as tutors will often bein a separate building from the instructors. The Math Department regards this as a tragicblunder and one that will adversely affect students and instructors. Certainly this is not adata-driven decision. While there is some evidence available that centralized tutoringcenters are a good model for Basic Skills students, there is no good reason to change amodel that is currently working superbly. Since it will cost money and time to move theMBLC, it is highly unlikely that the lab will be moved back when it is discovered that the movewas a mistake.Page 18 of 52

6. Opportunities for Professional DevelopmentWith the current budget, faculty professional growth opportunities have not been a priority forShasta College. Sabbaticals are not awarded and the usual flex activities have been largelycentered on completing the Student Learning Outcomes Cycles.Basic Skills Math faculty have been able to attend some workshop and conferences usingmoney allocated to basic skills.Math faculty regularly attend the fall and spring CMC^3 conferences. In addition to the topicspecific lectures, these conferences allow time for us to meet with our fellow communitycollege math instructors and discuss curricula, educational trends, technology, etc.The college can improve the faculty’s professional development by instituting a professionaldevelopment committee that is comprised of faculty only.If the budget improves, we would hope that professional growth opportunities would improveas well.7. Survey other CCs for Common PracticesRecently we have researched other campuses statewide to determine how our programcompared 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 serieswhereas we only had 7. We increased our units to 8 as a result. It was also notedthat nearly every campus had from 4 to 5 units for the Statistics class where ours is at3 units. We will need to explore the possibility of increasing the Statistics units to 4during our next review cycle.Several faculty have attended Basic Skills Regional Workshops, where they havelearned effective practices for teaching Basic Skills courses.3.2 External Relations1. FacilitiesMath courses are offered at various sites. The following table contains Extended Educationdata regarding the location and number of sections offered over the last 3 years. All of theclasses listed in this table were offered via ITV. ITV classes may originate from Redding,Weaverville, Red Bluff, Intermountain, and Redding Downtown campuses. However, themath ITV courses, listed below, originate from Redding, Red Bluff, Weaverville andIntermountain campuses. With regard to the Red Bluff data, it is possible that it containsboth ITV courses and Red Bluff non-ITV courses.Page 19 of 52

Count of SectionsLocation Course Name 2006-2007 2007-2008 2008-2009Burney MATH-101 1 1 1MATH-102 1 1 0MATH-14 1 1 1MATH-220 1 1 1MATH-240 1 1 0MATH-41A 0 1 0MATH-41B 0 1 0Burney Total 5 7 3McArthur MATH-101 1 1 1MATH-220 0 0 1MATH-240 1 1 0McArthur Total 2 2 2Modoc MATH-101 0 2 0Modoc Total 0 2 0Out of District MATH-13 0 0 1MATH-14 0 0 1Out of District Total 0 0 2Redding - On Campus MATH-101 1 1 1MATH-102 1 1 0MATH-14 2 1 1MATH-220 1 1 1MATH-240 1 1 0MATH-41A 0 1 0MATH-41B 0 1 0MATH-8 0 1 1Redding - On CampusTotal 6 8 4Red Bluff MATH-101 1 1 1MATH-102 1 1 0MATH-14 2 1 1MATH-220 1 1 1MATH-240 1 1 0MATH-41A 0 1 0MATH-41B 0 1 0MATH-8 0 1 1Red Bluff Total 6 8 4SC Intermountain MATH-102 0 0 2MATH-13 0 0 1MATH-14 0 0 1MATH-240 0 0 1SC Intermountain Total 0 0 5SC Main Campus MATH-102 0 0 1MATH-13 0 0 1MATH-14 0 0 1MATH-240 0 0 1SC Main Campus Total 0 0 4SC Tehama Campus MATH-102 0 0 1MATH-13 0 0 1MATH-14 0 0 1Page 20 of 52

MATH-240 0 0 1SC Tehama Campus Total 0 0 4SC Trinity Campus MATH-101 0 0 1MATH-102 0 0 1MATH-13 0 0 1MATH-14 0 0 2MATH-220 0 0 1MATH-240 0 0 1MATH-8 0 0 1SC Trinity Campus Total 0 0 8Siskyou MATH-102 0 1 0MATH-14 1 0 1MATH-240 0 1 0Siskyou Total 1 2 1Weaverville MATH-101 1 1 0MATH-102 1 1 0MATH-14 2 1 0MATH-220 1 1 0MATH-240 1 1 0MATH-41A 0 1 0MATH-41B 0 1 0MATH-8 0 1 0Weaverville Total 6 8 0Grand Total 26 37 37Most of the math classes that are taught on our Redding Campus are taught in the 1100building. Most classes that are taught in the 1100 building are math courses; however, otherdisciplines also use this building if a room is available. Generally, this is an agreeablesituation. In the three rooms with slate boards, we unfortunately have had issues with out-ofdisciplineinstructors inadvertently using chalk that is not made for slate boards, thus causingpermanent surface scratches. This makes the board less legible to students. Our slateboards are made from mined rock and are irreplaceable.2. Contact with K-12 SchoolsJennifer McCandless and Chuck Spotts are liaisons of the Shasta County Math PartnershipGrant. Jennifer and Chuck provide teacher training for grade 3 through 8 teachers under thisprogram. Additionally, Ms McCandless has presented at the Mount Lassen Math CouncilMeetings. 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 highschool 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 ChalkTalk, and an Estimation Golf competition. Local high schools can send a team of one or twostudents for each of the three contests. Each high school is accompanied by a sponsoringPage 21 of 52

high school instructor. The Trimathelon provides a full day of fun-with-mathematics and timefor students, high school teachers and math faculty to interact.3. Contact with Community Colleges, and Four-year Universities and CollegesMath faculty regularly attend the fall and spring CMC^3 conferences. In addition to the topicspecific lectures, these conferences allow time for us to meet with our fellow communitycollege math instructors and discuss curricula, educational trends, technology, etc.Faculty have attended and presented (Tom Glass) Math Colloquium talks at SimpsonUniversity.Andy Bloom, Tom Glass, and Jennifer McCandless participate in the Basic Skills RegionalWorkshops, 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 curriculaand articulation issues.Marty McFadden teaches part-time at Shasta and at American River College. He openlyshares ideas back and forth.4. Articulation with high schools, universities and collegesArticulation With High Schools:In 2007-2008 Shasta College had articulation agreements for Math 14, Math 2 and Math 3Awith Central Valley, Enterprise, Foothill and Shasta High Schools. In 2008-2009 and 2009-2010 we had articulation agreements for Math 14 and Math 2 with Enterprise and FoothillHigh Schools. Our articulation agreement specifies that at the end of their articulated highschool course, the high school student must take a test, which is written and graded by aShasta College math instructor. If the student passes the test, they get college credit for thecourse. In recent years no schools have been interested in continuing their Math 3Aarticulation agreements. We presently have a request from Enterprise to articulate Math 14for 2010-2011.Shasta College currently has Dual/Concurrent Enrollment agreements set up with Foothill forMath 3A and with Shasta High for Math 3A and Math 14. The Dual/Concurrent Enrollmentprogram provides high school students with the opportunity to take college courses on theirhigh school campuses taught by approved college faculty. Upon successful completion ofthe approved course, the student receives provisional college credit. Final credit is grantedand is applicable towards a college degree after the student earns a high school diploma orthe equivalent.High School Concurrent Enrollment Agreements:Shasta College math faculty have concerns over the process presently in place for approvingDual/Concurrent Enrollment agreements. The math faculty should be the sole party involvedPage 22 of 52

in assessing a math course’s content and rigor, and to decide if it is equivalent to its ShastaCollege counterpart. The Math Department has contacted Jason Dell to initiate a discussionto determine whether the Math Department can support Dual Enrollment. The math facultywill 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 mathcourses with universities as per www.assist.orgCourse IGETC CSU CANMath 2 2A B4 Math 16Math 3A 2A B4 Math 18Math 3B 2A B4 Math 20Math 4A 2A B4 Math 22Math 4B 2A B4 Math 24Math 6Math 8 2A B4 Math 12Math 9 2A B4 Math 30Math 10 B4 Math 8Math 11B4Math 13 2A B4Math 14 2A B4 Stat 2Math 17 2A B4Math 41A Math 4Math 41BB4Note that most of our transfer math courses satisfy both IGETC and CSU transferrequirements.Also note that Math 6 is a new course and articulation is still being established. Math 10 hasbeen submitted for IGETC articulation. Math 41A used to articulate with CSUs and has beenrevised and resubmitted for articulation.3.3 Resource Efficiency1. SupportThe 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, andprovides free tutoring to students who are enrolled in math classes. The MBLC alsoloans 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 hasresponded quickly and correctly to all of our data needs. This is a huge improvementover 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 alsoprovide instructors access to some student academic and contact information.Print Shop:The Print Shop provides printing services for the printing of tests, quizzes, generalannouncements, educational supplements, and student problem sets for Basic Skillsclasses.Office of Information Technology:The Office of Information Technology provides assistance with the operation andinstallation of computer hardware and software, and electronic equipment for classroomuse. 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. TheDivision Office also administers textbook requisitions, work orders, curriculum review, etc.Counseling:The Counselors provide academic advisement to students, so that they are appropriatelyplaced 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 approvedaccommodations for students with documented disabilities (special classroom tables andchairs, materials in alternative formats, note-taking services, and special testingarrangements).There are three areas where additional support is needed: Bookstore, Physical Plant, and theOffice of Information Services and Technology.The Bookstore only stocks a fraction, ƒ , ( 0 ≤ ƒ < 1 ) of the number of textbooksrequested by instructors.We need additional support from Physical Plant. For example, we are not able to propopen the classroom doors. We cannot close nor lock the stalls in the women’srestroom. And we need hot water and appropriate faucets (ones that stay on) in bothrestrooms.We also need additional support from Information Services and Technology in thearea of “internet support”. By the end of 2008, Information Services and Technologyimplemented a change in the basic structure of the College’s website and of Internetservers without follow-up support for the faculty. As a result, the accounts wherePage 24 of 52

With regard to support from Physical Plant, we suggest that the office implement a “ticketfollow-up” procedure so the status of any request could be accessed electronically. Theelectronic system could provide information regarding priority order, estimated schedule, andpersonnel assigned to a job.Another suggestion is that the Office of Information Services and Technology provide supportduring major server and platform transitions to guarantee that courses and instructionalelectronic materials are protected.2. Use of TechnologyMost of our transferable courses require the use of graphing technology. The classrooms inthe 1100 building are equipped with adequate equipment (document cameras, overheadprojectors, video projectors) to facilitate instructor demonstration of the fundamentalprocedures and skills that the students need to learn. The 1100 building classrooms alsohave the necessary technology to support instructor access to Internet-based educationalmaterials. All software needed by the instructors is installed on the instructor computers atthe beginning of each semester in each of the 1100 building classrooms. Most classroomshave 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 projectorsreplaced in some rooms. We would be happy to have at least one classroom equipped withan interactive white board and TI Smart View. Also some instructors would like theopportunity to use student clickers.A technology need that is unmet is the ability to submit print requests online. Such a systemwould facilitate and expedite the delivery of requests and the overall turn around time ofprinting orders. A few years ago, the math department contracted with an outside companyto develop an Internet based system for submitting print requests. This system would havebeen efficient and cost effective, except that the Print Shop lacked the appropriate softwareto automate the processing of the orders received by e-mail. The purchase of such softwarewould be a major step towards a much needed upgrade of the college’s printing capabilities.3. Comparison with Other InstitutionsPage 25 of 52

Table 3.3.1 illustrates the comparison with other colleges in terms of math sections offeredper 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 1.32and the high being 1.83. This indicates the size of the Shasta College Mathematics Programis in the middle of the range for the colleges studied.Table 3.3.1: Math Sections/100 FTESMathSectionsTotalFTESShasta College 86 5,332 1.61Butte College 110 7,481 1.47Citrus College 116 7,147 1.62Cosumnes River 96 7,269 1.32Solano Comm. College 118 6,447 1.83Yuba College 87 6,007 1.45Math Sect./100 FTESTable 3.3.2 illustrates the comparison with other colleges in terms of total Full-timeEquivalent Faculty per 1000 FTES. Shasta College was at the low end of the range. Thisindicates that the Shasta College Mathematics Program may be under-staffed related to thecolleges studied.Table 3.3.2: FTEF/1000 FTESFTEFFull-timeFTEFPart-timeFT/PT FTEFTotalTotalFTESShasta College 13.47 5.67 2.38 19.14 5,332 3.59Butte College 14.47 14.07 1.03 28.54 7,481 3.81Citrus College 21.77 8.07 2.70 29.84 7,147 4.18Cosumnes River 19.27 8.13 2.37 27.4 7,269 3.77Solano Comm. College 17.73 13.07 1.36 30.8 6,447 4.78Yuba College 12.40 9.27 1.34 21.67 6,007 3.61FTEF/1000 FTESTable 3.3.3 illustrates the comparison with other colleges in terms of math sections taught byfull-time instructors relative to math sections taught by part-time instructors; Shasta Collegewas near the upper end of the range. Shasta College had a FT/PT section ratio of 2.44, withthe low being 1.00 and the high being 2.52. This indicated that the Shasta CollegeMathematics Program is doing as well as the Mathematics Programs at the other collegesstudied in terms of meeting the state-mandated 75/25 ratio of sections taught by full-timefaculty to sections taught by part-time faculty. (A ratio of 3/1 or 3.00 would just meet the75/25 criterion, while a ratio which is lower than 3.00 does not.)Table 3.3.3: Full-time/Part-timeFull-timeFacultyPart-timeFacultyFT/PT Full-timeSectionsPart-timeSectionsFT/PTSect.Page 26 of 52

Shasta College 12 14 0.86 61 25 2.44Butte College 14 28 0.50 55 55 1.00Citrus College 19.5 20 0.98 83 33 2.52Cosumnes River 16 22 0.73 68 28 2.43Solano Comm. College 18 26 0.69 68 50 1.36Yuba College 11.5 24 0.48 51 36 1.424. Facility Use/AvailabilityThe math department makes every attempt to offer courses over a wide span of hours. Whenmultiple sections of the same course are offered, an effort is made to give students a varietyof scheduling options. Math classes are 3, 4, or 5 unit classes. 3 unit classes are offered inthe traditional MWF or TTH format. 4 and 5-unit classes are offered 2, 3, 4 or 5 days perweek. Every effort is made to make a cohesive schedule that makes efficient use ofclassroom facilities (the 1100 building).Each semester, a committee of math faculty meets to develop the schedule for the followingyear. The committee examines census data, waitlist data and anecdotal evidence. With thisinformation, modifications are made to the previous schedule to put together the newschedule. This has been effective. This committee does not schedule ITV or ExtendedEducation “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 (Math220, 240, 100, 101, 102, 110). Every attempt is made to assign these instructors to BasicSkills courses only. However, sometimes there is a shortage of instructors for transfer levelcourses, and it becomes necessary to assign one of those courses to a Basic Skillsinstructor. Ideally, this will seldom occur.5. Faculty and classified staffingSemester F2007 S2008 F2008 S2009FT PT FT PT FT PT FT PTHeadcount 11 16 11 15 12 16 12 14FT/PT 0.69 0.73 0.75 0.86FTEF 13.47 6.87 12.6 6.2 13.93 5.8 13.47 5.67# sections 60 32 57 28 62 27 61 25Day time 1 11 8 11 9 12 5 12 8instructorsFT/PT 1.375 1.222 2.4 1.5Eve.Time 1instructors3 8 3 8 3 12 3 7Page 27 of 52

FT/PT 0.375 0.375 0.25 0.429Eve. Time 3 15 3 11 4 16 4 7sectionsClassified 2 3 3 3 3Staff(secr)Classified3 3 3 2Staff(para)1 Some fulltime and part-time instructors teach both, day and evening sections2 Division Administrative Assistant support is shared with a number of other departmentsWe used to have three support paraprofessionals in the MBLC. One was transferred toanother job within the college in December 2008, but his position was never filled and we arenow operating with just two. This has forced us to reduce the number of operating hours forthe MBLC.Faculty Demographic Information for the Math Department:The current (Fall 2009) demographics for the Math Department faculty are shown below:Age CategoryNumber ofInstructorsPercent30-39 6 21.4%40-49 5 17.9%50-59 7 25%60-69 9 32.1%70-79 1 3.6%GenderRaceFemale 7 25%Male 21 75%Hispanic 3 10.7%White 25 89.3%All 28 100%5. EquipmentThe Math Department uses various types of equipment. All of the classrooms in the 1100building are equipped with a computer, a document camera, and an LCD projector. Some ofthese classrooms also have DVD Players, VCRs or televisions. Five of the six classroomshave overhead projectors. Equipment not residing in classrooms includes one leasedphotocopier, one Scantron reader, one fax machine, two laptop computers, one scanner, oneshared laser printer, one shared color ink-jet printer, and a variety of Texas Instrumentsgraphing calculators with overhead projection units. Instructors are allocated 200 copies perPage 28 of 52

section per semester on the leased photocopier. There is widespread agreement that this isnot 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 studentsenrolled at Shasta College. For the most part, each full-time faculty/staff member is suppliedwith a computer and access to a printer.Other equipment includes manipulatives for student and instructor use, and items used forclassroom demonstrations.Equipment is purchased as needed if funds are available. There is no routine maintenanceprogram for equipment, and it is serviced when it gets dirty or malfunctions. Most of theequipment is available for use by the entire math faculty and classified staff. Some of theequipment is stored in classrooms, some in the MBLC, some in the adjunct faculty office, andsome in instructors’ offices.A routine cleaning and maintenance program should be developed, especially for the LCDprojectors and overhead projectors. A program should also be developed to update andreplace equipment as it wears out or becomes obsolete.More copies should be allocated to instructors on the leased photocopier.7. Budget info, requests, action plansOur budget is not sufficient to cover our program’s needs.The Division budgets are reviewed in February and the first week in March. Three yearspending trends are reviewed for the different areas and used to make projections for thenext year. This fiscal year we are more closely tracking which areas are using supplies in thesupply cabinet so we can adjust budgets accordingly. The supply budget for the math areaprimarily 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 aroundunused supply dollars to buy a few larger items that areas may need. Historically the budgetfor the Math area has been low and should be adjusted upward. Basic skills areas havebenefited from additional supply dollars from the BSI.Our allocated budget is very small ($885). This is about $37 per full-time faculty member persemester. As far as we know, this money is mostly used for supplies, which includes dryerase markers, chalk, paper, overhead transparencies, printer ink cartridges and toner. Thisdoes not include instructional supplies that need to be periodically refurbished, such ascompasses and protractors, for example. In other words, we have just enough in our budgetfor the basic necessities, but no more. Our needs for additional instructional suppliescontinue 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, adverselyaffects us. Each full-time faculty member is allotted 1000 copies per semester, which isPage 29 of 52

approximately 5 pages of printing for each student per instructor. Even those faculty whoplan ahead are finding it difficult to stay within this allotment.8. Reach of ServicesBased on the waitlist sizes for our Math courses at the beginning of each semester, weshould be adding more sections of several courses at critical times of the day. This is truenot only for the Basic Skills classes, but for the transferable courses as well. Due to thebudget restrictions and the consequent reduction of section offerings, we have been forced toover-enroll many students in our classes. This leads to overcrowded classrooms andunhappy 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 Internetsections 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 districtwith scattered population. However, because the student success rate for those Internetcourses was lower than for the standard classroom classes (see table below), we decidedthat starting with the Fall 2009 semester, we would go back to offering only standardclassroom sections for the Basic Skills. We will be monitoring whether the success rates forthe Basic Skills courses (especially Intermediate Algebra - Math 102) go back to theirhistorical levels when no Internet sections are offered.Math 101 (Beginning Algebra)StandardclassroomOnlineSuccessRetention40825101 80% 27695101 54.3%456559 81.6% 299559 53.5%Accumulated data for academic years 04-05 through 07-08Math 102 (Intermediate Algebra)StandardclassroomOnlineRetention Success29293802 77% 21343802 56.1%406574 70.7% 263574 45.8%Accumulated data for academic years 04-05 through 07-08Page 30 of 52

Our transfer level math sections are overcrowded. Those classes normally have a very lowattrition rate and consequently stay overpopulated throughout the semester. We need to beable to offer more of these sections in the evening (to accommodate working students), andat other times coordinated with science classes. Currently we are unable to increasesections due to severe budget cuts.3.4 Student SuccessTable 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 FTESTrends of FTESFTES400350300250200150100500Academic Year FTESFall 06-07 348Sp 06-07 298Fall 07-08 347Sp 07-08 307Fall 08-09 364Sp 08-09 352Fall 06Sp 07Fall 07Sp 08Fall 08Sp 09Academic YearFTES/FTEF RatioFull time Equivalent StudentsTerm FTES/FTEFFTES/FTEF Full time Equivalent Faculty Fall 06Sp 07 13.33Fall 07 14.24The first 3 terms are incomplete as the data collection was justSp 08 13.37beginning. However, the last two terms are accurate. It should not beFall 08 17.88interpreted yet, as there is insufficient data. The data obtained serves Sp 09 17.95as a baseline for the future.Page 31 of 52

Table 3.4.2: Total Program EnrollmentTotal Program EnrollmentEnrollment40003500300025002000150010005000Initial EnrollmentEnd EnrollmentFall 06Sp 07Fall 07Sp 08Fall 08Sp 09Academic YearTable 3.4.3: Enrollments at census by course and programMath 2 06-07 07-08 08-09Summer 20 29 29Fall 119 158 150Spring 106 116 135Math 3A 06-07 07-08 08-09SummerFall 104 103 118Spring 64 82 83Page 32 of 52

Math 3B 06-07 07-08 08-09SummerFall 30 30 36Spring 63 66 75Math 4A 06-07 07-08 08-09SummerFall 30 25 34SpringMath 4B 06-07 07-08 08-09SummerFallSpring 27 24 41Math 8 06-07 07-08 08-09Summer 11Fall 35 35 56Spring 63 85 72Math 9 06-07 07-08 08-09SummerFall 17 18 20Spring 19 23 23Math 10 06-07 07-08 08-09SummerFallSpring 15 15 18Math 11 06-07 07-08 08-09SummerFall 16 26 25SpringMath 13 06-07 07-08 08-09Summer 0 12Fall 53 71 78Spring 57 73 52Math 14 06-07 07-08 08-09Summer 91 96 117Fall 442 498 510Spring 419 395 483Math 41A 06-07 07-08 08-09SummerFall 31 37 32Spring 26 40 26Math 41B 06-07 07-08 08-09SummerFall 30 22 22Spring 20 37 42Math 100 06-07 07-08 08-09Page 33 of 52

SummerFall 44 59 72Spring 43 67 59Math 101 06-07 07-08 08-09Summer 133 136 137Fall 738 800 760Spring 645 558 731Math 102 06-07 07-08 08-09Summer 75 68 75Fall 582 571 606Spring 552 569 600Math 150 06-07 07-08 08-09SummerFall 28 10Spring 15 14 17Math 220 06-07 07-08 08-09Summer 28 32 33Fall 170 194 200Spring 106 135 182Math 240 06-07 07-08 08-09Summer 67 65 39Fall 424 332 370Spring 327 330 365Number of audits by course and program.The math department sees few audits per class per year. In order to audit a class, theinstructor and division dean must approve the audit. The number of requested audits hasbeen nominal.Table 3.4.4: Average class size at censusMATHAcademic TermYear06-07 FallSpring07-08 FallSpring08-09 FallSpringAvgCensus31.828.632.330.435.134.9As enrollment has increased so has the average class size at census. For example, betweenFall 2006 and Fall 2008, average class size at census increased by 3.1, which representsapproximately 285 students. There is a physical limit to the number of students who can bePage 34 of 52

seated in the available classrooms. Notice, for example, that the average class size atcensus in Fall 2008 was 35.1 and a typical classroom in the 1100 building seats 36. Withthis limit on classroom space and available instructors, we have reached capacity and areturning students away.Table 3.4.5: Number of sectionsMATHAcademic TermYear06-07 FallSpring07-08 FallSpring08-09 FallSpring# SectionTaught929194889088There 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 additionalsections being offered.Accessibility: We are considering accessible to mean location of course offerings as wellas 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 coursesexcept Calculus are offered via ITV. This allows many students in outlying areas to fulfillmath course requirements.The math department makes every attempt to offer courses over a wide span of hours. Whenmultiple sections of the same course are offered, an effort is made to give students a varietyof scheduling options. Math classes are 3, 4, or 5 unit classes. 3 unit classes are offered inthe traditional MWF or TTH format. 4 and 5-unit classes are offered 2, 3, 4 or 5 days perweek. Every effort is made to make a cohesive schedule that makes efficient use ofclassroom facilities (the 1100 building).Page 35 of 52

Approximately 50% of math courses are offered in the morning and about 30% are offered inthe afternoon. Evening and online courses comprise the remaining portion of sectionsoffered.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 ortwice 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 thepercent difference. The data shows that there are some courses in which success rates arenoticeably different between genders. The math department recognizes that there areconfounding variables at work and that gender is probably not an explanatory variable.Table 3.4.6CourseFemaleSuccessMaleSuccess DifferenceMath 2 73.1% 73.1% 0.0%Math 3A 80.1% 79.0% 1.1%Math 3B 81.3% 83.8% -2.5%Math 4A 100.0% 98.4% 1.6%Math 4B 90.0% 91.7% -1.7%Math 8 86.4% 89.4% -3.0%Math 9 67.4% 77.0% -9.6%Math 10 85.7% 76.5% 9.2%Math 11 91.7% 90.4% 1.3%Math 13 77.3% 80.7% -3.4%Math 14 78.6% 79.5% -0.9%Math 41A 87.7% 95.2% -7.5%Math 41B 87.9% 80.0% 7.8%Math 100 77.5% 82.8% -5.3%Math 101 82.4% 81.1% 1.3%Math 102 78.1% 77.8% 0.3%Math 150 88.5% 87.5% 1.0%Math 220 84.4% 81.2% 3.1%Math 240 86.5% 85.9% 0.6%Age: The data in Table 3.4.7 shows that students in the 18-24 age group are the leastsuccessful. The math department is not surprised by this. The “Basic Skills Initiative” by theSystems Office of the CCCCO is a result of recognition of the poor success rate of BasicSkills math students statewide, particularly in this age group. Effective practices have beenestablished in the Basic Skills Initiative. The math department has begun to incorporatethese practices into Basic Skills courses.Table 3.4.7: Math Program Success Rates by ageProgram under 18 18-24 25-49 50+Success Rate 68.3% 53.8% 62.8% 64.3%Table 3.4.8: Basic Skills Course Success Rates by agePage 36 of 52

under 18 18-24 25-49 50+Math 220 71% 55% 63% 71%Math 240 72% 55% 72% 75%Math 101 65% 50% 61% 56%Math 102 66% 51% 59% 75%Overall Basic Skills 67% 52% 64% 67%Table 3.4.9: Grade distributionsGrade Distribution0.250.2Frequency0.150.10.0506-0707-0808-090A B C D F I WGradesTable 3.4.10 shows the retention rate and success rate by semester. The math departmentdoes not consider retention rate to be a valuable statistic. We have included the data forretention, as requested, but will not discuss it.Table 3.4.10AcademicYear06-0707-0808-09TermNumberofSectionsInitialEnrollmentCensusEnrollmentCourseEndEnrollmentAvg InitialEnrollmentAvgCensusClassAvgEndingClassRetentionRateSuccessRateFall 92 3,330 2,922 2,366 36 31.826 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%Page 37 of 52

Table 3.4.11 shows that success rates in Basic Skills courses are lower than the successrates in transfer level courses. This is being addressed by our involvement in the Basic SkillsInitiative, as mentioned previously.Table 3.4.11: Success Rates by course and semesterPage 38 of 52

Table 3.4.11AllSuccess# %Course Academic Year TermMATH-2 06-07Summer 20 65.0%Fall 119 50.4%Spring 106 46.2%07-08Summer 29 65.5%Fall 158 50.6%Spring 116 41.4%08-09Summer 29 82.8%Fall 150 50.7%Spring 135 41.5%MATH-3A 06-07Fall 104 52.9%Spring 64 56.3%07-08Fall 103 59.2%Spring 82 58.5%08-09Fall 118 63.6%Spring 83 55.4%MATH-3B 06-07Fall 30 43.3%Spring 63 55.6%07-08Fall 30 53.3%Spring 66 77.3%08-09Fall 36 55.6%Spring 75 68.0%MATH-4A 06-07 Fall 30 86.7%07-08 Fall 25 88.0%08-09 Fall 34 94.1%MATH-4B 06-07 Spring 27 74.1%07-08 Spring 24 83.3%08-09 Spring 41 92.7%MATH-8 06-07Summer 11 100.0%Fall 35 68.6%Spring 63 77.8%07-08Fall 35 74.3%Spring 85 80.0%08-09Fall 56 67.9%Spring 72 69.4%MATH-9 06-07 Fall 17 82.4%Page 39 of 52

Table 3.4.1107-0808-09AllSuccess# %Spring 19 63.2%Fall 18 38.9%Spring 23 43.5%Fall 20 70.0%Spring 23 69.6%MATH-10 06-07 Spring 15 66.7%07-08 Spring 15 66.7%08-09 Spring 18 77.8%MATH-11 06-07 Fall 16 68.8%07-08Fall 26 57.7%Spring 0 .08-09 Fall 25 52.0%MATH-13 06-07Summer 0 .Fall 53 66.0%Spring 57 52.6%07-08Summer 12 75.0%Fall 71 40.8%Spring 73 54.8%08-09Fall 78 50.0%Spring 52 44.2%MATH-14 06-07Summer 91 58.2%Fall 442 60.4%Spring 419 61.8%07-08Summer 96 50.0%Fall 498 58.8%Spring 392 52.0%08-09Summer 117 59.8%Fall 510 55.3%Spring 483 56.5%MATH-41A 06-07Fall 31 51.6%Spring 26 84.6%07-08Fall 37 89.2%Spring 40 87.5%08-09Fall 32 84.4%Spring 26 80.8%MATH-41B 06-07 Fall 30 73.3%Page 40 of 52

Table 3.4.1107-0808-09MATH-100 06-0707-0808-09MATH-101 06-0707-0808-09MATH-102 06-0707-0808-09MATH-150 06-0707-08AllSuccess# %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%Summer 75 65.3%Fall 582 55.2%Spring 552 56.5%Summer 68 72.1%Fall 571 54.1%Spring 569 53.1%Summer 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%MATH-220 06-07Summer 28 92.9%Fall 170 56.5%Page 41 of 52

MATH-240Table 3.4.1107-0808-0906-0707-0808-09AllSuccess# %Spring 106 50.0%Summer 32 78.1%Fall 194 58.8%Spring 135 61.5%Summer 33 84.8%Fall 200 58.0%Spring 182 62.6%Summer 67 85.1%Fall 424 63.9%Spring 327 58.7%Summer 65 72.3%Fall 332 59.6%Spring 330 67.0%Summer 39 84.6%Fall 370 66.2%Spring 365 62.7%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 studentswho complete a sequential course offering. In Basic Skills, we have 2 such sequences: Math220, 240, 101, and 102 and Math 220, 240, 100, 110. Regarding the former, the persistencerate is less than 10%. There are so many confounding variables at work that we questionwhat this data really tells us. We do not have data for the latter.Student satisfaction is measured through students’ opinion of teaching surveys performedevery 3 years for tenured faculty and every semester for non-tenured faculty. These surveysare 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 ofthe full-time faculty are available at least 5 hours each week outside of class for posted officehours. Some students cannot attend during these times, so all of the faculty will scheduleadditional times by appointment.In addition to regular office hours, the Math Program provides the MBLC. The MBLC isstaffed by two full-time paraprofessionals and numerous student tutors. The scheduling of thetutors coincides with the documented ebb and flow of students throughout the day. Theservices provided include free math tutoring, internet access, computers, and large tables forstudents to work.Individual tutoring is available from one of the paraprofessionals by instructor referral. Themath department works with the Learning Services Office to coordinate structural supportservices for our DSPS students. Textbooks are on reserve for check out in the library andthe MBLC. Calculators are available for checkout in the MBLC. Embedded tutors areavailable in several Basic Skills courses.Career/transfer advisement is done by the Shasta College counseling faculty. On aninformal basis, math faculty often provide assistance to students regarding coursesequencing, career opportunities, and college transfer and major requirements. Math facultyalso write letters of recommendation for students when requested and appropriate.After years of frustration with the state approved placement testing instruments, the MathDepartment finally abandoned standardized testing as the primary placement tool for Mathstudents. The Department created and implemented an online self placement tool that isused 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 placestudents into the appropriate math course. Correct placement considers the student’s ownjudgment of self placement, the counselor’s advice, high school transcripts and, if the studentdesires, the state approved placement test. It is the goal of the Math Department that all firsttime Basics Skills students consult with a counselor.Page 43 of 52

Our transfer level students are placed according to whether they have passed theprerequisite course, or met the criteria in the multiple measures.The math self placement process has been examined by the Office of Research andPlanning. The data informs that the process is working with the exception of the placementinto Math 102. The Matriculation Committee and the Math Department are discussing thisissue.A suggestion for improvement that has been discussed by some faculty is to implement aplan whereby a student who fails the same class twice is enrolled into a “monitored” BasicSkills course. This monitored course would emphasize study skills, counseling and studentaccountability.3.5 General PlanningThe 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 the2004 strategic planning process undertaken by the California Community College SystemOffice, the purpose of which was to improve student access and success. In 2006, the Boardof Governors of the California Community Colleges adopted the final draft of the StrategicPlan. The strategic plan contains the following language:Ensure that Basic Skills development is a major focus and an adequately fundedactivity of the Community Colleges.To successfully participate in college-level courses, many Community College studentsneed precollegiate math and/or English skill development. The goal is to identify modelBasic 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, bestpractices in classrooms and labs and descriptions of effective learning environments willbe collected and disseminated widely to inform and assist both credit and noncreditprograms. However, noncredit Basic Skills courses are funded at approximately 60percent of the rate provided to credit Basic Skills courses, which is a disincentive forcolleges to offer those courses. The Colleges need to gather practices with higheffectiveness rates, such as innovative program structures, peer support, and counseling,and acquire funding to implement these approaches to reach all students needing BasicSkills education.To this end, the Academic Senate for California Community Colleges is collecting a set ofbest practices in the teaching of Basic Skills and has begun a series of conferences andworkshops 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 areactively following the developments of the Basic Skills Initiative; these instructors are: IrajaSiva-das, Michael Oremus, Thomas Glass and Andrew Bloom. The Math Department takesBasic Skills education very seriously and is dedicating considerable resources to ensure aviable and productive Basic Skills program in mathematics.Another trend the mathematics department is following is the changing requirements forgraduation from a Community College with an AA or AS degree. Until recently, theCommunity College graduate was (minimally) required to demonstrate proficiency at thePage 44 of 52

“Algebra I” level. This was the level of 9 th grade mathematics. Recent dialog at the Statelevel has resulted in a new level of (minimum) proficiency, at the “Algebra II” level. This isthe level of 11 th grade mathematics. The mathematics department has embraced this newstandard and has developed Math 110, a course at the “Algebra II” level, which is an optionto the traditional Intermediate Algebra course. Math 110 includes more applications than astandard algebra course.Many fulltime instructors opt to teach an “overload”. This may not be sustainable given theincrease in duties instructors face each year. If all fulltime instructors opted not to teachoverloads, the department could be faced with the prospect of too few instructors for toomany classes.Part IV – Student Learning OutcomesSee appendix APart V – Program SummaryMajor 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 theireducational goals Math faculty is very involved in non-teaching activities such as the Basic SkillsInitiative, Senate leadership, Shasta County Math Partnership Grant, and collegecommittee 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 studentsPart 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 1100building The department will continue to lobby for release time for the math departmentcoordinator. A schedule should be established that will provide for the replacement of classroomfurniture. Get new chairs for room 1107.Page 45 of 52

Micrometers and calipers will be purchased for the purpose of teaching how to usethese instruments in Math 100 and Math 110. Increase the math department supply budget in order to refurbish instructionalsupplies. Obtain a larger allotment of copies per instructor per semester. The department and administration should continue to review the feasibility of hiringan additional full-time math instructor. Continue to review the process presently in place for approving Dual/ConcurrentEnrollment 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 andmaintenance of classroom equipment in the 1100 building. Do not move the MBLC.Appendix A: Student Learning Outcomes Update1. COURSEScourse step 1 step 2 step 3 step 4 step 5Math 2 Precalculus x x x x xMath 3A Calculus 3A x x x x xMath 3B Calculus 3B x x x x xPage 46 of 52

Math 4A Calculus 4A x x x x xMath 4B Calculus 4B x x x x xMath 8 Finite Math x x x x xMath 9 Survey of x x x x xCalculusMath 10 Planex x x x xTrigonometryMath 11 Patterns of x x xMathematicalThoughtMath 13 College Algebra x x x x xMath 14 Introduction to x x x x xStatisticsMath 41A Concepts of x x x x xElementaryMathMath 41B Concepts of x x x x xElementaryMathMath 100 Technical x x x x xApplications ofMathematicsMath 101 Basic Algebra x x x x xMath 102 Intermediate x x x x xAlgebraMath 110 Essential Math x x x x xMath 150 Math study skills x x x x xMath 220 Basic Math x x x x xMath 240 Pre-Algebra x x x x xMath 382 Mathematics x x x x xWorkshopMath 197 Special Topicsin MathematicsHere 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 1972. DEGREES AND CERTIFICATESThe Math Department offers no degrees or certificates.Page 47 of 52

3. GENERAL EDUCATIONThe Math Department does not currently evaluate any general education SLO s.4. INSTRUCTIONAL SUPPORTThe Math Department offers Math 382, Mathematics Workshop to students who log in to theMBLC. 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 followingquestions:“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 tospecify 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 anddiscuss 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, Ifelt 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 SERVICESN/APage 48 of 52

Appendix BProgram Review – Annual ReportDate: February 3, 2010Program Area:MathematicsPrepared by:Math DepartmentAddress completely each of the following topics. Use extra pages as needed. Theseare expanding text boxes for your ease of use. Attach your Action Plan reflectingprogram/division goals, objectives, and priorities.1. Discuss the progress your program has made in achieving the goals your program set inyour program review self study. At minimum, include the following for each goal.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 frommaking satisfactory progress. Then discuss your plan for making progress. If your plan includesabandoning 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 oldProgram 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. State the goal.b. What need are you trying to meet with the new goal?c. What do you hope to achieve with the new goal?d. 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 1100building. The department will continue to lobby for release time for the math departmentcoordinator. A schedule should be established that will provide for the replacement of classroomfurniture. Get new chairs for room 1107. Micrometers and calipers will be purchased for the purpose of teaching how to usethese instruments in Math 100 and Math 110. Increase the math department supply budget in order to refurbish instructionalsupplies. Obtain a larger allotment of copies per instructor per semester. The department and administration should continue to review the feasibility of hiringan additional full-time math instructor. Continue to review the process presently in place for approving Dual/ConcurrentEnrollment agreements. The math faculty will continue to pursue an articulation agreement for Math 41A3. Please update your progress in the development and implementation of SLOs,and how you are using assessment of those SLOs to improve student learning andprogram planning. Use Appendix A to the formal program review document as yourguide. Include that information/analysis, including charts, here.The math department is pleased with its progress with the development andassessment of SLOs. Please see Appendix A which describes our progress.Page 50 of 52

Appendix CMath DepartmentAction Plan ActivitiesPlease 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/PlanMeets Program or Division Item(s)Total AmountObjective/GoalRequestedMeet tutoring needs of transfer level math students afterBasic Skills portion of MBLC is moved (BUDGETDEPENDENT)Provide tutoring services andsupervision in transfer level mathlab.$100,000 per yearRemodel women’s restroom in 1100 building to make itADA compliant*(BUDGET DEPENDENT)The administration needs toaddress issues related to restroomfacilities in the 1100 building1 supervisor2 tutors40 hours perweekUnknownFaculty coordinator should be compensated fairly for whatthe job description entails with 30% reassign time(BUDGET DEPENDENT)The department should continue tolobby for release time for the mathdepartment coordinator.$22,500 per yearEquip Room 1119 with new furniture*(BUDGET DEPENDENT)Room 1107 new chairs (BUDGET DEPENDENT)*The current chairs were ordered 3 years ago and do not fitproperly with the tables.Purchase micrometers and calipers for use in Math 100and Math 110 (BUDGET DEPENDENT)*Purchase a classroom set of compasses, protractors, andrulers (BUDGET DEPENDENT)Some instructors find that the current allotment of copieson the department copy machine is insufficient.(BUDGET DEPENDENT)A schedule should be establishedthat will provide for thereplacement of classroomfurniture.40 desks andchairs$13,000Get new chairs. 36 chairs $5000Micrometers and calipers will bepurchased for the purpose ofteaching how to use theseinstruments in Math 100 and Math110.The supply budget needs to beincreased in order to refurbishinstructional supplies.Obtain a larger allotment of copiesper instructor per semester.13 micrometers13 calipers40 compasses40 protractors40 rulers2000 additionalcopies per fulltimeinstructor$850$500$1500 per yearPage 51 of 52

Hire more full time math instructors(BUDGET DEPENDENT)Dual/Concurrent Enrollment agreements were madewithout input from the math faculty. The math facultyshould be the sole party involved in assessing a mathcourse’s content and rigor, and to decide if it is equivalentto its Shasta College counterpart. The math departmenthas contacted Jason Dell to initiate a discussion todetermine whether the math department can support DualEnrollment. The math faculty will continue to evaluate ourlevel of support during the Spring 2010 semester.(NON-BUDGET DEPENDENT)The department and administrationshould continue to review thefeasibility of hiring an additionalfull-time math instructorContinue to review the processpresently in place for approvingDual/Concurrent Enrollmentagreements.New hire$75,000 per yearMath 41A used to articulate with CSUs and has beenrevised and resubmitted for articulation.(NON-BUDGET DEPENDENT)The math faculty will continue topursue an articulation agreementfor Math 41A.*These items are carried over from the 2008-2009 Action PlanAction Plan Template – 2009-2010Page 52 of 52

SHASTA COLLEGEProgram ReviewLife Sciences2009-2010

SHASTA COLLEGEProgram Review – Life SciencesTable of ContentsPageSignature Page ……………………………………….. 3Part I – Introduction………………………………..…41.1 Purpose of Program Review……………………………………………....41.2 College Mission………………………………………………………...…41.3 Shasta College Institutional Student Learning Outcomes………………...4Part II – General Program Information2.1 Program Definition/Description……………………………………….….52.2 Program Mission/Purpose………………………………………………...5Part III – Program Analysis…………………………..73.1 Academic Quality…………………………………………………………73.2 External Relations………………………………………………………...123.3 Resource Efficiency………………………………………………………133.4 Student Success…………………………………………………………...173.5 General Planning…………………………………………………….……19Part IV – Student Learning Outcomes……………….20Part V – Program Summary…………………………..20Part VI – Goals, Recommendations, Priorities, Plans.21NOTE – Annual Reports and Action PlansAppendiciesAppendix C – Annual Action Plan………………………………………….....22Life Sciences Program Review 2009-102

SHASTA COLLEGEProgram ReviewSignature PageProgram:_______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 FacultyDateDivision DeanDateLevel Two Review Team ChairDateVice President of Academic AffairsDateCollege CouncilDateGeneral Education & TransferLife Sciences Program Review 2009-103

1.1 Purpose of Program ReviewPart I – IntroductionAccording to the Academic Senate for the California Community Colleges in their 1996document, “Program Review: Developing a Faculty Driven Process”, the program review processserves as a mechanism for the assessment of performance that recognizes and acknowledges goodperformance and academic excellence, improves the quality of instruction and services, updatesprograms and services, and fosters self renewal and self study. Further, it should provide for theidentification 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 onlylead to better utilization of existing resources, but also lead to increased quality of instruction andservice. A major function of program review should be to monitor and pursue the congruencebetween the goals and priorities of the college and the actual practices in the program or serviceOther purposes include meeting accountability mandates and demonstrating a systematic planningprocess. While these functions may occur because of program review, they should not serve as aprimary function of the review. Otherwise, program review could be perceived as a timeconsumingprocess for a product with no effect or bearing on the program’s activities or anyrelevance to serving students or maintaining academic excellence.1.2 College MissionThe mission of the Shasta-Tehama-Trinity Joint Community College District is to provide openaccess and opportunity for success to students who have diverse backgrounds, interests, andabilities. The District is committed to providing the knowledge and skills necessary for a studentto succeed. The District recognizes that success requires specific life skills and professional skillsand also effective communication, critical thinking, global consciousness and globalresponsibility. By offering programs leading to successful completion of a quality universitytransferprogram, or career-technical education, the District is responsive to the needs of ourcommunities within a changing global society. By offering comprehensive campus andcommunity service programs, the District enables students to achieve personal as well asacademic potential and contributes to the social, cultural and economic development of ourregion.1.3 Shasta College Institutional Student Learning OutcomesThe District is committed to providing the knowledge and skills necessary for a student tosucceed. The District recognizes that success requires specific life skills and professional skillsand also effective communication, critical thinking, global consciousness and globalresponsibility.To support our students in achieving success, Shasta College has determined that a student whoearns a degree or occupational certificate will demonstrate:1. Life and Professional SkillsLife Sciences Program Review 2009-104

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 abilityto recognize and accept consequences of decisions, appropriate technical skills, theability to work effectively as an individual and as part of a group, and the ability toresolve conflict.2. Effective CommunicationEffective communication includes the ability to convey information, ask meaningfulquestions, and express thoughts, ideas and feelings.3. Critical Thinking SkillsCritical thinking includes the application of logical reasoning to collect and evaluateinformation, recognize and categorize patterns, contrast and compare, make decisionsand reach conclusions, and solve problems.4. Community and Global Consciousness and ResponsibilityCommunity and global consciousness and responsibility include the knowledge andunderstanding of civic, cultural and environmental issues; knowledge of and respect forthe needs, difficulties, and rights of diverse groups; an appreciation of the importance ofpublic service; and a commitment to life-long learning.Part II – General Program Information2.1 Program Definition/DescriptionThe Life Sciences Program at Shasta College offers courses for three distinct populationsof 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 thebiology majors who will transfer to a four-year university to complete a Bachelorsdegree; and, (3) general education for other degree programs and community interestclasses. 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/purposeThe mission of the Life Sciences Program at the Shasta-Tehama-Trinity JointCommunity College District is to provide open access and opportunity for studentsinterested in careers in the health professions, transfer to university programs, and generaland community education. The Life Sciences Program is committed to providing theknowledge and skills necessary for a student to succeed.Life Sciences Program Review 2009-105

The Life Sciences Program fulfills the Shasta College mission statement by offering awide variety of courses, maintaining excellent teaching facilities, supported by anoutstanding staff with expertise in the broad areas within the Life Sciences discipline..2.3 Program Student Learning Outcomes2.3.1 CoursesStep 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 Title Step 1 Step 2 Step 3 Step 4 Step 5ANAT 1 Anatomy X X X X XBIOL 1 Principles of Biology X X X X XBIOL 5 Human Biology X X X X XBIOL 6 Human Biology Lab X X X X XBIOL 10 General Biology X X X X XBIOL 11 Diversity of Life X X X X XBIOL 12 Field Biology X X X X XBIOL 14 Human Heredity* X X XBIOL 15 Entomology* XBIOL 30 Nature Photography* XBIOL 60 Biology of Aging* XBOT 1 General Botany X X X X XBOT 50 Wildflowers of California* X X XBOT 52 Mushroom Identification* X X XMICR 1 Microbiology X X X X XNHIS 15 Natural History X X X X XNHIS 65 Natural History of Patrick’s Point X X X X XPHY 1 Physiology X X X X XPHY 5 Human Sexuality X X X X XZOOL 1 General Zoology X X X X XZOOL 105 Herpetology of Shasta County X X X X XZOOL 163 Ornithology*X*Note – These courses have not been taught since SLO development or assessment.Part III - Program AnalysisLife Sciences Program Review 2009-106

3.1 Academic Quality1. Curriculum AnalysisCurriculum for the Life Sciences Program at Shasta College is guided byarticulation with transfer institutions and state standards. Faculty and counselorscontinually review curriculum at transfer univiersities, and professional programsto guide curriculum decisions. Additionally, articulation agreements with theseinstitutions usually result in immediate curriculum revision. The following is alist of curriculum revisions that have occurred since the last program review:PHY 5 – Human Sexuality was transferred to the Psychology Department asPSYC 5. This action eliminated potential confusion of students seekinga GE Science transfer course, enhanced the pool of potential adjunctinstructors, 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 2lecture hours and 6 hours laboratory per week for 4 units. Most CSUand all UC campuses have changed to a 3 lecture hours and 3 laboratoryhours per week. The result will be a more efficient use of classroomresources and supplies budgets.BIOL 10 – General Biology is currently offered as a 4 unit, 3 lecture hours and 3laboratory hours per week course. With as many as 3 jumbo classeswith multiple laboratory sections each we are considering separating thelaboratory as BIOL 10L. This will allow students to combine anylecture and laboratory combination, including distance education lectureoptions.2. StaffingLife Sciences Program Review 2009-107

The Life Sciences Program is staffed by six full-time instructors and five adjunctinstructors.The breadth of courses within the program is taught by instructorswith specific content expertise. Although the majority of courses are taught byfull-time instructors, it is difficult to maintain a pool of adjunct-instructors withthe necessary content expertise and teaching skill.The following full-time instructors teach in the Life Sciences Program:Marvin AbtsANAT 1BIOL 10ZOOL 1ZOOL 105Scott CroesANAT 1BIOL 5BIOL 6BIOL 10NHIS 65NSCI 30PHY 1Susannah FultonBIOL 10BOT 1NHIS 15NHIS 65NSCI 30Morgan HannafordBIOL 1BIOL 10BIOL 11BIOL 12BIOL 14NHIS 65NHIS 105NSCI 30ZOOL 1Human AnatomyGeneral BiologyGeneral ZoologyHerpetologyHuman AnatomyHuman BiologyHuman Biology LaboratoryGeneral BiologyNatural History of Patrick’s PointScience ColloquiumPhysiologyGeneral BiologyGeneral BotanyNatural HistoryNatural History of Patrick’s PointScience ColloquiumPrinciples of BiologyGeneral BiologyDiversity of Life (online)Field BiologyHeredityNatural History of Patrick’s PointNatural History of the Southern CascadesScience ColloquiumGeneral ZoologyLife Sciences Program Review 2009-108

Steve HansenBIOL 5BIOL 6BIOL 10PHY 1Susan MeachamANAT 1MICR 1Human BiologyHuman Biology LaboratoryGeneral BiologyPhysiologyHuman AnatomyMicrobiologyThe following adjunct-instructors teach in the Life Sciences ProgramPatrick FrostBIOL 10NHIS 15General BiologyNatural HistorySusan Libonati-BarnesBOT 1 General BotanyBOT 50 Wildflowers of CaliforniaBOT 52 Mushroom IdentificationIrena StroupBIOL 10Daniela SartoriBIOL 5PHY 5Margaret SavageANAT 1BIOL 5BIOL 6BIOL 10BIOL 11PHY 1General BiologyHuman BiologyHuman SexualityHuman AnatomyHuman BiologyHuman Biology LaboratoryGeneral BiologyDiversity of Life (online)PhysiologyLife Sciences Classified StaffChris PetersenLife Sciences laboratory Technician3. Teaching Aids and EquipmentLife Sciences Program Review 2009-109

Life Sciences laboratory courses are equipment intensive. The program has beenfortunate to receive State Instructional Equipment Funds (SIEF) over the pastthree years to equip two laboratories with new compound microscopes. Theclinical autoclave in the Microbiology laboratory was replaced with a new unit.Biotechnology equipment for DNA quantization and visualization has beenupdated.An ongoing need for equipment includes the need for microscope slides to replacebroken or damaged items for all courses. Physiology and Human BiologyLaboratory depend on electronics and computer interface Bio-Pac systems. Theseitems wear out and need to be replaced on occasion. The stereoscopicmicroscopes used in Majors’, Non-majors’ and Pre-health courses are in need ofreplacement along with the illuminators. The greenhouse that is maintained forBotany and General Biology courses has some non-functional controls and is inneed of serious upgrades, such as new heaters, an updated watering system, newtables, and more plant specimens. Additional cabinets, plant presses, andpreservation materials are needed for the herbarium. Finally, a new growthchamber would be a wonderful addition to the department, so the Botany studentswould be able to conduct important plant growth and development experiments.A future need that will need to be addressed are the models used in HumanAnatomy and Human Biology that were purchased by Shasta College DistanceEducation for their course offerings in Life Sciences. These models will likely betransferred to the Tehama Campus when construction is complete. Replacementmodels are needed when this occurs.4. Faculty Availability for General College ServiceAll Life Sciences faculty participate in College and community service. Noreassignment 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, CaliforniaMath-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 firstyear.Morgan Hannaford – Life Sciences Department Coordinator. Hiring committees(Croes, Fulton). Sustainability Committee. Student Learning OutcomesLife Sciences Program Review 2009-1010

committee. Matriculation committee. Extensive outreach to localgovernment 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 CenterInstitutional Review Board. Hiring committees. Faculty Representative toInstructional Council.5. Tutoring Centers/LabsLife Sciences students have access to a Science Learning Center for tutoring,testing, and computer resources. The Science Learning Center supports studentsin both Life and Physical Science. The Science Learning Center operates from7:30 AM to 6 PM Monday to Thursday. Friday the Center is open from 7:30 AMto 3 PM. The following is the usage in student hours per semester. No separationof Life Sciences or Physical Sciences is recorded.Academic Year Student*HoursFALL 2005 12,232.36SPRING 2006 14,176.32FALL 2006 11,367.70SPRING 2007 10,568.14FALL 2007 11,539.78SPRING 2008 13,115.08FALL 2008 12,420.70SPRING 2009 13,994.826. Opportunities for Professional DevelopmentLife Sciences faculty take advantage of professional development activities on anongoing basis. Professional conferences and educational training workshops arethe primary opportunities.For the 2007-2008 academic year Morgan Hannaford was on sabbatical at theZoology Department at Oregon State University. This opportunity was used tolearn current techniques in molecular genetics that can be applied to courses in theLife Science program.Currently $500 per faculty member is made available for ProfessionalDevelopment. An increase in dedicated funding, for professional developmentactivities would enable faculty to participate in conferences and training outsideof the Shasta College district.7. Survey other CCs for Common PracticesLife Sciences Program Review 2009-1011

We have not conducted a formal survey of other Life Sciences programs at nearbycommunity colleges. As transfer institutions Life Science programs at CaliforniaCommunity Colleges maintain curriculum and standards acceptable by theCalifornia State University and University of California systems.The effort to promote sustainability and environmental awareness is becomingmore common in community colleges. Morgan Hannaford is actively involved inthe campus Sustainability Committee, specifically curriculum enhancement.3.2 External Relations1. FacilitiesAll Life Sciences Program courses meet on the Shasta College campus, with theexception of field courses that utilize the specific environment for instruction.The Life Sciences laboratory facilities are often used by other departments thatrequire laboratory facilities. Environmental Science Laboratory (AGNR), variousVeterinary Technology (AGVETT), and Plant Science (AGPS) courses are theprimary users. Although the use of facilities by other programs is acceptable,conflicts arise in scheduling courses between different centers. We have oftenbeen restricted in opening a laboratory section convenient to students because of aschedule conflict. Moreover, laboratory preparation time is sometimes restrictedby scheduling courses close to the beginning of lab.When outside entities use the Life Sciences laboratory facilities it is usually onthe weekend when classes are not in session.2. Contact with K-12 SchoolsScott Croes is in close contact with most local K-12 Schools through outreach andthrough the California Math and Science Partnership grant (CaMSP). MorganHannaford also participates in this partnership. The focus of this CaMSP grant isthe professional development of local elementary and junior high teachers inscience education. The project involves 48 teachers who teach in grades 3 rd – 8 thand will serve over 2400 students. The grant is a partnership between CaliforniaState University at Chico, Shasta County Office of Education, local schools, andShasta College.In conjunction with the grant we have implemented three science educationalcourses (EDTE 71, 72, and 73). The EDTE 71-73 series is designed to provide acritical component of the science education experience for students preparing toenter the teacher credential program. The courses provide student interns theopportunity to have actual experiences teaching science to children who visit theScience Education Laboratory on the Shasta College campus. During the Fall2009 semester we had over 400 elementary and junior high students from ourlocal schools participate in the science lab.3. Contact with Community Colleges, and Four-year Universities and CollegesLife Sciences Program Review 2009-1012

Scott Croes has close contact with the Science Education program at Chico StateUniversity through the CaMSP grant.Morgan Hannaford has frequent contact with colleagues at California StateUniversity Chico, University of California at Davis, and Oregon State University.The Science Colloquium class (NSCI 30) has been a fruitful opportunity tocontact faculty and staff at other Colleges and Universities.4. Articulation with high schools, universities and collegesNo specific articulation between the Life Sciences Program and high schoolsexists. Articulation with universities is typically achieved through the CaliforniaArticulation Number (CAN) system and more recently the Intersegmental GeneralEducation Transfer Curriculum (IGETC) for transferability to CSU and UCcampuses. The data below is from the transfer assistance website(http://www.assist.org).Course Title Units GE Area CAN .ANAT 1 Human Anatomy 5 5B BIOL 10BIOL 1 Principles of Biology 4 5B BIOL 2BIOL 5* Introduction to Human 3 5BBiologyBIOL 6* Introduction to Human 1 5BBiology LaboratoryBIOL 10* General Biology 4 5BBIOL 11 Diversity of Life (online) 3 CSU-GEBIOL 12 Field Biology 3 CSU-GEBIOL 14 Heredity 3 5BBIOL 15 Entomology 3 5BBOT 1 General Botany 4 5B BIOL 6MICR 1 Microbiology 5 5B BIOL 14NHIS 15 Natural History 3 5BPHY 1 Physiology 5 5B BIOL 12ZOOL 1 General Zoology 4 5B BIOL 4* Transfer credit is limited by either UC or CSU or both.3.3 Resource Efficiency1. SupportComputing Technology staff are necessary to maintain computers in theclassrooms, especially the Physiology BioPac systems in Room 1612. Thissupport is usually available when necessary.The Chemistry Department at Shasta College regularly cooperates with the LifeSciences Department to share equipment and chemical resources.2. Use of TechnologyLife Sciences Program Review 2009-1013

Each classroom is equipped with a lectern computer. Additionally, severalclasses have an additional computer for student use for specific laboratoryexercises. The Physiology classroom has six computer stations to support theBioPac physiology equipment. Technology maintenance and upgrade aregenerally met on a case-by-case basis. Computers are replaced when necessary.3. Comparison with Other InstitutionsShasta College Life Science Program is in line with Northern CaliforniaCommunity Colleges, with respect to district population and proximity to transferUniversities. We have not conducted a formal survey of other Life Sciencesprograms at nearby community colleges. As transfer institutions Life Scienceprograms at California Community Colleges maintain curriculum and standardsacceptable by the California State University and University of Californiasystems.4. Facility Use/AvailabilityCourse scheduling is coordinated with other programs that result in a degree orcertificate. Pre-health professions classes are scheduled so that students canenroll in multiple required courses. Majors’ Biology course scheduling iscoordinated 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 atany time during the regular semester. Some evening and Saturday distancelearning classes are offered through the Anderson and Red Bluff campuses on asteaching 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 (AGNR64). These courses are not as laboratory equipment intensive as Life Sciencecourses and should be scheduled in the 1200 building lab.5. Faculty and classified staffingAcademic Year 2006-2007 2007-2008 2008-2009StatisticFull Time Faculty 5 6 6Part Time Faculty 9 10 7Ratio FT/PT 1:1.8 1:1.66 1:1.2Classified SupportStaff1 1 1Life Sciences Program Review 2009-1014

AcademicYear06-0707-0808-09Biology ProgramTermFallSpringFallSpringFallBiologyProgram path# ofSectionsInitialEnrollmentCensusEnrollment%LostCourseEndEnrollmentTotalFTESTotalWSCHTotalLoadAvg InitialEnrollmentAvgCensusClassAvgClassFTESAvg FTES /FTEFBIOL Major 2 45 38 16.44 34 10 304.00 0.0 23 19.0 5.2 . 152.0 0.000 .AvgClassWSCHAvgLoadAvg WSCH /FTEFPre-health 17 659 545 16.88 408 116 3,379.00 0.0 39 32.1 6.8 17.27 198.8 0.000 503.60BIOL Nonmajors15 372 331 11.69 291 48 1,755.00 0.0 25 22.1 3.2 6.70 117.0 0.000 195.00BIOL Major 3 86 70 18.10 54 19 560.00 1.3 29 23.3 6.4 14.78 186.7 0.433 431.10Pre-health 18 611 518 16.38 395 109 3,184.00 6.4 34 28.8 6.1 16.76 176.9 0.355 488.81BIOL Nonmajors23 514 428 13.84 387 56 2,262.00 5.4 22 18.6 2.5 10.47 98.3 0.237 467.77BIOL Major 2 49 44 9.52 34 12 352.00 0.9 25 22.0 6.0 13.94 176.0 0.433 406.47Pre-health 23 652 582 12.85 449 115 3,354.00 7.0 30 25.3 5.0 14.69 145.8 0.304 428.55BIOL Nonmajors19 484 387 16.94 327 52 2,477.00 4.8 25 20.4 2.8 11.22 130.4 0.255 600.10BIOL Major 3 86 79 7.41 62 22 632.00 1.3 29 26.3 7.2 16.69 210.7 0.433 486.53Pre-health 18 620 547 12.70 425 115 3,361.00 6.4 34 30.4 6.4 17.70 186.7 0.355 516.10BIOL Nonmajors19 539 469 17.64 428 59 2,572.00 4.7 28 24.7 3.1 12.92 135.4 0.247 597.57BIOL Major 2 56 51 8.82 34 14 408.00 0.9 28 25.5 7.0 16.14 204.0 0.433 471.13Pre-health 23 766 654 17.17 473 132 3,852.00 6.9 33 28.4 5.7 19.40 167.5 0.302 565.62BIOL Nonmajors11 366 321 12.01 271 48 1,398.00 3.0 33 29.2 4.3 15.85 127.1 0.268 465.97SpringBIOL Major 3 96 87 8.76 79 24 696.00 1.3 32 29.0 8.0 18.72 232.0 0.428 545.96Pre-health 19 771 675 11.90 535 140 4,093.00 5.3 41 35.5 7.4 31.69 215.4 0.278 924.30BIOL Nonmajors20 620 533 16.33 464 70 2,048.00 3.2 31 26.7 3.5 19.84 102.4 0.162 581.31** Composite Table of course sections, enrollment, FTES (full time equivalent students), WSCH (weekly studentcontact hours), FTEF (full time equivalent faculty) and ratio statistics.Life Sciences Program Review 2009-1015

5. EquipmentLaboratory supply costs have increased over the past three years along with andincrease in the number of course sections and students. As a result many criticallaboratory activities are either reduced to demonstration or eliminated from thecurriculum.Life Sciences laboratory courses are equipment intensive. The program has beenfortunate to receive State Instructional Equipment Funds (SIEF) over the pastthree years to equip two laboratories with new compound microscopes. Theclinical autoclave in the Microbiology laboratory was replaced with a new unit.Biotechnology equipment for DNA quantization and visualization has beenupdated.An ongoing need for equipment includes the need for microscope slides to replacebroken or damaged items for all courses. Physiology and Human BiologyLaboratory depend on electronics and computer interface Bio-Pac systems. Theseitems wear out and need to be replaced on occasion. The stereoscopicmicroscopes used in Majors’, Non-majors’ and Pre-health courses are in need ofreplacement along with the illuminators. Finally, the greenhouse that ismaintained for Botany and General Biology courses has non-functional controlsand needs replacement heaters and tables.Future needs that will have to be addressed are the models used in HumanAnatomy and Human Biology. Shasta College Distance Education purchased anumber of these models for their course offerings in Life Sciences. Since theircourses have been taught in the same classrooms as courses offered by the maincampus we have been able to share these models. The models will likely betransferred to the Tehama Campus when construction of their science facility iscomplete. Replacement models are needed when this occurs.7. Budget info, requests, action plansThe Life Sciences Program budget has been fortunate to receive augmentationsfor specific courses over the past three years. However, these augmentations havein response to insufficient allocated budgets to support increased costs andadditional sections, especially in the Pre-health courses of Anatomy andMicrobiology.Academic YearSupplies Budget2006-2007 $23,1242007-2008 $28,1942008-2009 $30,916Budget limits are generally set by a per-section historical cost basis.Life Sciences Program Review 2009-1016

3.4 Student SuccessBiology ProgramGenderBiologyProgram Female Male Age Cum. GPA# # % # % Average AverageAcademic Year Term BIOLOGY program path06-07SummerPre-health69 54 78.3 15 21.7 29.8 3.007-08FallSpringSummerFallSpringBIOL Non-majors 106 61 57.5 45 42.5 22.6 2.8BIOL Major 45 31 68.9 14 31.1 21.8 3.1Pre-health 656 534 81.4 122 18.6 27.9 2.9BIOL Non-majors 374 224 59.9 150 40.1 23.8 2.6BIOL Major 85 54 63.5 31 36.5 21.2 3.1Pre-health 610 470 77.0 140 23.0 27.0 2.9BIOL Non-majors 507 330 65.1 177 34.9 24.6 2.8Pre-health101 80 79.2 21 20.8 28.1 3.0BIOL Non-majors 79 49 62.0 30 38.0 22.7 2.9BIOL Major 49 26 53.1 23 46.9 21.3 2.9Pre-health 650 525 80.8 125 19.2 26.6 2.8BIOL Non-majors 482 334 69.3 148 30.7 24.8 2.6BIOL Major 84 50 59.5 34 40.5 22.1 3.0Pre-health 612 477 77.9 135 22.1 26.4 2.8BIOL Non-majors 536 339 63.2 197 36.8 24.8 2.708-09SummerPre-health111 84 75.7 27 24.3 29.5 2.8BIOL Non-majors 115 76 66.1 39 33.9 25.0 2.9FallBIOL Major 54 29 53.7 25 46.3 22.2 2.8Pre-health 764 614 80.4 150 19.6 27.1 2.8BIOL Non-majors 360 221 61.4 139 38.6 23.8 2.6SpringBIOL Major 94 47 50.0 47 50.0 22.8 3.0Pre-health 766 598 78.1 168 21.9 27.1 2.8BIOL Non-majors 618 384 62.1 234 37.9 24.3 2.5DemographicsAlthough GPA and age statistics are congruent with college-wide results, the reversegendergap within Life Sciences classes is clear. Although nationally females make up56% of college students, and college-wide nearly 60% of students, in the Life SciencesProgram females outnumber males by a much greater margin. This pattern is observed inthe Life Sciences nationwide. Life Sciences consistently graduate more women than menat 4-year universities and is considered the first hard-science to reverse the gender gap inhigher education.Life Sciences Program Review 2009-1017

Biology ProgramBiology ProgramRetentionSuccess# % # %Academic Year Term BIOLOGY program path06-0707-0808-09SummerFallSpringSummerFallSpringSummerFallSpringPre-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%Student SuccessStudent success data in the above table were consistent with pre-health trackstudents, ranging from 63%-68% (5% deviation) during Fall – Spring terms. Thisis 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, rangingfrom 58%-87% (29% deviation). A number of factors may contribute to the widerange for majors’ and non-majors’ courses, including: 1) the number of studentsthat stopped attending class, but were not dropped from the course, thus receivingan “F” letter grade; 2) the smaller class size and cohort of Biology majors’ overallmay result in greater variance; 3) the loss of a full-time faculty at the end ofSpring 2008, and the lack of a replacement until Fall 2009. All three factors mayLife Sciences Program Review 2009-1018

e contributing the observed pattern, and we will monitor this looking towards thenext program review. Generally Summer retention and success in notably greaterthan Fall – Spring terms. This is likely because students usually take one or twocourses instead of full semester loads and the term is short enough to improveretention.3.5 General PlanningA major goal of our science department’s participation in the California Math andScience Partnership grant (CaMSP) is to increase community awareness about ourscience programs and faculty. This is accomplished in three ways:1) Provide contact of our local teachers with our faculty through scienceeducation workshops. Faculty members of the Life Science Department andEarth Science Department in collaboration with faculty of CSU Chico, implementthe professional development programs for local school teachers. The projectinvolves 48 teachers who teach in grades 3 rd – 8 th . The professional developmenttraining includes 48 hours of intensive training in the summer and an additional12 hours or training during each school year for 3 years. The focus of the trainingperiods is to increase teacher content knowledge and classroom implementation ofpedagogical content. However, the contact with our faculty members goes beyondwhat happens during the training. Connections are made between area teachersand our faculty members that will provide continued collaborations. It isimportant that the faculty members of our Shasta College science departments areseen as a positive resource for our area school teachers.2) Exposure of area school children to our college campus through the ShastaCollege Hands On Learning Lab. In conjunction with the grant we haveimplemented three science educational courses (EDTE 71, 72, and 73). TheEDTE 71-73 series is designed to provide a critical component of the scienceeducation experience for Shasta College students who are preparing to enter theteacher credential program. The courses provide student interns the opportunity tohave actual experiences teaching science to children who visit the ScienceEducation Laboratory. During the Fall 2009 semester we had over 400 elementaryand junior high students from our local schools visit our department andparticipate in the science labs. The students who visit the labs see first hand whata college environment is like and what a great experience it is to visit ShastaCollege. The positive impressions that come from these visits will likely stay withthese students and when it comes to selecting a college, it is our hope, this willtranslate into these students choosing Shasta College as their choice forcontinuing their education.3) Build positive working relationships with other educational institutions.The implementation of this science grant is a collaborative effort that joins ShastaCollege with the Shasta County Office of Education, seven partner schooldistricts, and California State University at Chico in a professional learningnetwork. The establishment of this professional learning community movesLife Sciences Program Review 2009-1019

eyond workshops, summer institutes, and periodic group follow-up activities.This network of partners and the unique features of this professional developmentprogram provide the basis for ongoing, sustained professional development andwill positively impact classroom instruction in science. The relationships builtbetween the faculties of these educational institutions will provide a foundationfor continued collaboration.Part IV – Student Learning OutcomesSee Section 2.3 above for a summary of Student Learning Outcomes.Part V – Program SummaryBased on the above summary of data the Life Sciences Program can be assessedby its strengths and weaknesses:Strengths The Life Sciences Program is supported by outstanding faculty and staff thatare eager to incorporate new teaching methods, technology, and help studentssucceed. The Life Sciences Program has expanded its schedule by offering night andsummer sections of Anatomy, Microbiology, and Physiology for pre-healthstudents, and General Biology for non-majors. The Life Sciences Programcontinues to add distance learning classes for Physiology, Human Biology andnon-majors’ (at outreach centers and online). Technology upgrades in laboratory and lecture hall multimedia equipmenthave given instructors the opportunity to implement new teaching methods. Life Sciences classes have high student enrollments and confirmed studentsuccess – but see below.Weaknesses Laboratory supply budgets have not kept pace with higher materials costs andthe increasing number of sections and students. As a result many criticallaboratory activities are either reduced to demonstration or eliminated fromthe curriculum. Stereoscopic microscope replacements are needed to adequately supportBiology majors’, non-majors’ and pre-health classes. Variation in student success in Biology Majors’ classes needs to be addressedto determine what factors contribute to patterns of high and low successcohorts.Life Sciences Program Review 2009-1020

Part VI – Goals, Recommendations, Priorities, PlansThe primary goal of the Life Sciences Program at Shasta College is to continue providingopen access and opportunity for students interested in careers in the health professions,transfer to university programs, and general and community education. The LifeSciences Program is committed to providing the knowledge and skills necessary for astudent to succeed.Clearly the Life Sciences Program is at capacity for enrollment, especially in the healthprofessions courses. It is crucial to maintain the current number of full-time faculty tooffer the most instructional resources for students. Supplies budgets are necessary toprovide a quality laboratory experience.Life Sciences Program Review 2009-1021

Appendix CLife SciencesAction Plan ActivitiesPlease 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/PlanMeets Programor DivisionObjective/GoalItem(s) RequestedTotalAmountMore effective planning and communication of science coursesoffered through Extended Education (Red Bluff).Ongoing goalPurchase of additional anatomical models for Anatomy 1 andHuman Biology classes.Replacement of microscope slides used in all Life SciencesLaboratory courses.Purchase of software updates and transducers for Biopaccomputer systems used in Physiology and Human Biology.Life Science Greenhouse renovation. The current greenhousewas built in 1970. No significant repairs have been done sincethen.New goal to enhanceand update thecurrent curriculumNew goal to enhanceand update thecurrent curriculumNew goal to enhanceand update thecurrent curriculumNew goal to supportthe Biology andBotany coursesPlastic models of human torso, head, andextremities. Skeletons, bones, skulls.Microscope slides to replace lost and damagedslides.$15,000$3,000Biopac soft ware updates and transducers. $4,000Heater replacement, work bench replacement,automatic sprinkler replacement.$8,500Replacement of stereoscopic microscopes purchased over 30years ago for Biology, Botany, Microbiology, and Zoology labs.Approximately 40% of the microscopes need repair with partsbeing unavailable.New goal to enhanceand update thecurrent curriculum30 - Stereoscopic microscopes with light sources.$1000.00 each$30,000Action Plan Template - 2008-2009Life Sciences Program Review 2009-1022

SHASTA COLLEGEProgram ReviewPhysical Science2009-10

SHASTA COLLEGEProgram Review – (Physical Science 2009-10)Table of ContentsSignature 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 Information2.1 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 COLLEGEProgram ReviewSignature PageProgram:Physical ScienceProgram Review Self Study Participants:Joe Polen, Cliff Gottlieb, Tom Masulis, Mark Blaser, Dan Scollon, Randy Reed,Divan Fard, Matt EvansLevel Two Review Team Participants:Gem Larson, Warren LytleProgram Self Study Lead FacultyDateDivision DeanDateLevel Two Review Team ChairDateVice President of Academic AffairsDateCollege CouncilDate

1.1 Purpose of Program ReviewPart I – IntroductionAccording to the Academic Senate for the California Community Colleges in their 1996 document, “ProgramReview: Developing a Faculty Driven Process”, the program review process serves as a mechanism for theassessment 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 andself study. Further, it should provide for the identification of weak performance and assist programs inachieving needed improvement. Finally, program review should be seen as a component of campus planningthat will not only lead to better utilization of existing resources, but also lead to increased quality of instructionand service. A major function of program review should be to monitor and pursue the congruence between thegoals and priorities of the college and the actual practices in the program or serviceOther 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 thereview. Otherwise, program review could be perceived as a time-consuming process for a product with no effector bearing on the program’s activities or any relevance to serving students or maintaining academic excellence.1.2 College MissionThe mission of the Shasta-Tehama-Trinity Joint Community College District is to provide open access andopportunity for success to students who have diverse backgrounds, interests, and abilities. The District iscommitted to providing the knowledge and skills necessary for a student to succeed. The District recognizesthat success requires specific life skills and professional skills and also effective communication, criticalthinking, global consciousness and global responsibility. By offering programs leading to successfulcompletion of a quality university-transfer program, or career-technical education, the District is responsive tothe needs of our communities within a changing global society. By offering comprehensive campus andcommunity service programs, the District enables students to achieve personal as well as academic potential andcontributes to the social, cultural and economic development of our region.1.3 Shasta College Institutional Student Learning OutcomesThe District is committed to providing the knowledge and skills necessary for a student to succeed. The Districtrecognizes 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 degreeor occupational certificate will demonstrate:1. Life and Professional SkillsLife and Professional Skills include the ability to create well developed goals and plans, the ability tomake responsible decisions in support of those goals and plans, the ability to recognize and acceptconsequences of decisions, appropriate technical skills, the ability to work effectively as an individualand as part of a group, and the ability to resolve conflict.2. Effective CommunicationEffective communication includes the ability to convey information, ask meaningful questions, andexpress thoughts, ideas and feelings.3. Critical Thinking SkillsPhysical 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, andsolve problems.4. Community and Global Consciousness and ResponsibilityCommunity 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 diversegroups; an appreciation of the importance of public service; and a commitment to life-long learning.Part II – General Program Information for Physical Sciences 2009-20102.1 Program Definition/DescriptionFour distinct disciplines comprise the physical science department: chemistry, earth science,geography/GIS, and physics/astronomy. Each discipline shares many characteristics and students butoperate independently of each other except for sharing of rooms and some equipment. As a result, eachdiscipline is submitting its own program review that follows.Part II – General Program Information for Chemistry 2009-20102.1 Chemistry Program Definition/DescriptionThe chemistry department offers courses satisfying lower division requirements for students pursuingfour-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 measuresexam, 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 2Bmeet these needs.Furthermore, students needing just physical science general education requirements, the departmentoffers CHEM 10 and 11 (lecture and lab).Finally CHEM 26 provides the chemistry needed for students enrolled in the CSU-Chico RN to BSNupgrade for nurses program. This course was developed at the request by and in conjunction with CSU-Chico’s nursing department.2.2 Program mission/purposeThe 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 anddental 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 thedepartment’s course offerings.2.3 Program SLOsPhysical 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 1through 5).Part III – Chemistry Program Analysis3.1 Academic Quality1. Curriculum AnalysisAll chemistry courses are current in the Title 5 review process, meaning that they are reviewed and revised asrequired by the five-year cycle. Sometimes, course review occurs more frequently in order to maintain alignmentcourse 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 studentswho are enrolled in transfer natural science or engineering programs. CHEM 2A and 2B serve the needs ofstudents who intend to earn an AA or transfer to a four year school in the allied health sciences such as nursingand dental hygiene. CHEM 26 serves students who are Registered Nurses with an AA degree who enroll in theCSU-Chico RN to BSN program. General education courses for non-science majors are CHEM 10 and CHEM11.The chemistry department faculty has done a noteworthy job of maintaining academic quality despite havinginsufficient staffing to meet the student demand for courses. The faculty coordinator has aggressively adjustedcourse offerings to maximize student enrollments to meet both the needs of students and the financial needs of theCollege. This effort has been challenging since in the past 12 years, the physical science department has had 7deans 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 increasethe size of lectures.For example, the demand for CHEM 2A is ever increasing with no apparent end in sight. No matter the numberof sections offered, all sections of CHEM 2A have a substantial waitlist each semester. In order to meet thisdemand lecture sizes have increased considerably and in fall of 2008 doubled from 2 lab/discussion sections perlecture section that was typical to 4 lab/discussion sections per lecture section. In terms of classroom size, thismeans an increase from 56 to 112 students in the fall 2008 CHEM 2A day courses. I doubt any other departmenthas 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 sectionsCHEM 1B 1 on campus day lecture/lab/discussion sectionCHEM 2A 2 on campus day lecture sections comprised of 8 lab/discussion sections; 1 on campus nightsection comprised of 2 lab/discussion sections, and 1 Red Bluff nightlecture/lab/discussion sectionsCHEM 2B 1 hybrid section, online lecture and discussion with an on campus lab sectionCHEM 10 4 lecture sections: 2 on campus day sections and 2 online sectionsCHEM 11 2 lab sections both on campus, 1 during the day and 1 at nightCHEM 16 1 lecture section onlineCHEM 26 1 lecture section onlineCHEM 70 1 lecture and discussion section on campus dayCHEM 70A 1lab section on campus dayPhysical 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 sectionsCHEM 1B 1 on campus day lecture section comprised of 2 lab/discussion sectionsCHEM 2A 2 on campus day lecture sections comprised of 6 lab/discussion sections; 1 on campus nightsection comprised of 2 lab/discussion sections, and 1 Red Bluff nightlecture/lab/discussion sectionsCHEM 2B 1 on campus day lecture section comprised of 2 lab/discussion sectionsCHEM 10 4 lecture sections: 2 on campus day sections and 2 online sectionsCHEM 11 2 on campus dayCHEM 26 1 lecture section onlineCHEM 71 1 on campus day lecture sectionCHEM 71A 1 lab section on campus daySummer offerings have been typicallyCHEM 2A 1 on campus day lecture sections comprised of 2 lab/discussion sectionsCHEM 2B 1 on campus day lecture/lab/discussion sectionsCHEM 10 1 online sectionsOne instructor (Gottlieb) has been a pioneer in chemistry distance education and has developed a number ofonline and hybrid courses which include Chem 10, Chem 16, Chem 26 and Chem 2B. When the College changedits web pages, they became Google unfriendly. As a result Gottlieb’s web page dropped from number 2 on aGoogle search for online college chemistry to a page 8 listing. As a result, Gottlieb has purchased his own webpage 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. StaffingThe chemistry department has four full-time faculty members, Cliff Gottlieb, Mark Blaser, Divan Fard and MattEvans. Three adjuncts, Larry Siemens, Susan Burnett, and Afarin Moezzi complete the chemistry staff. Staffingis 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 newchemist was near or at the top of the hiring priority list. A chemist was never hired because both times, the Stateof California budget crunches caused Shasta College to eliminate new faculty hires. The need still exists. Theimpact on faculty is large. Overloads on top of large class sizes and the ever increasing bureaucratic demandssuch 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 threequalified adjunct faculty member and two of these cannot teach any more classes due to load or other employmentrestrictions.Doug Manning is the physical science technician who supports all departments in physical science. He is a verycompetent technician.3. Teaching Aids and EquipmentThe department has available three computer-equipped lab rooms. Labs routinely use a variety of standardglassware and equipment as well as sensors and probes interfaced to these computers, giving students the abilityto automate rapid data collection. Software such as Vernier LoggerPro allows easy graphical display and analysisof 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 varietyof pedagogy in lectures. Lectures include using computer-linked sensors in various demonstrations as well as realtime use of the Internet. Most of the chemistry faculty uses the Personal Response System to quickly ask and getimmediate individual student feedback in lecture. Finally all the faculty regularly bring in a variety of chemicaldemonstrations to give full sensory impact in the learning experienceThe department in addition to standard glassware has the typical standard equipment for lower division chemistrylabs: 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 communitycolleges. These include two atomic adsorption spectrophotometers and one UV spectrophotometer. Due to theefforts and connections of Evans and Fard and the hard work of are lab technician Doug Manning we received thefollowing donations: one FT-IR spectrophotometer, one GC/ Mass Spectrometer and one HPLC/MassSpectrometer. The sum of these donations is over $130,000. Although these are older versions of state of the artequipment, this instrumentation is fairly unique in the community college setting and vastly increases the learningexperiences of our students.Consumable supplies and glassware form the bulk of the department’s yearly supply budget. The chemistrysupply budget in 1985/86 was $9000 dollars and served 22 lab sections for the year. During 2008/2009, thesupply budget was $11,100 and served 35 lab sections. This represents a 60% increase in lab sections and ofcourse a similar increase in expenses with only a 23% increase in supply budget and that does not accountfor inflation. Only by the hard work and ingenuity of the faculty and lab technician have kept the departmentfunctional. The support of the lab technician in physical sciences is essential to maintaining the equipment, as isan adequate budget for repairs.4. Faculty Availability for General College ServiceIn the past few years, Gottlieb has served on tenure review committees, other ad hoc committees, as a facultymentor, and on the distance education committee. He frequently presents demonstrations and talks for students inlocal elementary schools. He has received a grant to develop material for his online classes. Gottlieb also has hada leadership role in two different Math and Science Partnership grants partnering with County Offices ofEducation and local school districts. He also has made chemistry presentations for the annual 8 th Grader CareerDay. 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 chemistryclasses were incorrect and too low. This discovery led to the College recouping over $100,000 from the state dueto unreported FTES.Gottlieb has also written lab manuals for 4 different courses that are printed on campus and saves each studenttens 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 studentsand faculty and continues with strong enrollments. Each year the Science Colloquium brings in about 15 speakersto speak on a wide variety of scientific and technological topics, which exposes students to possible areas of studyand careers, inspires students to see what they might achieve, and makes connections between teachers, collegesand 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 andmodify labs for these courses, especially labs using interactive technology. He is currently developing labs forPhysical 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 reviewcommittees. He also has given a Chemistry Show at Boulder Creek Elementary School. He received a StudentPhysical Science Program Review 2010 page 5 of 85

Appreciation/Enthusiasm award and has actively participated in Science Club events. He also has attended ChicoState Community College Chemistry Conference regularly.Divan Fard has served or still serves on the Diversity Committee, the EOPS/CARE advisory Board, the Peace andJustice student club, the Matriculation committee, the Scholarship Committee. He has participated in The PhiTheta 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 apopular series of lectures and events on contemporary issues of compelling political and environmentalimportance. He also has been a contributor to the Faculty Learning Academy since its inception 2004, helpingnew faculty and administrators shift their focus from teaching to learning.Fard has implemented the educational model of “Peer Instruction” developed by Eric Mazur at HarvardUniversity. He has developed a model for teaching this method for chemistry which he sees as a reason for hissuccess in getting students engaged in their learning. He has tried to improve the educational environment ofShasta College by sharing the “Peer Instruction” model with new Shasta College faculty at the New FacultySummer Academy for the last three yearsFard has participated in our 8th Grade Career Day for 2002-2008 putting on an excellent chemical demonstrationspresentation. It is a very popular event and the students look forward every year to a repeat performance. He alsohas 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 hisformer students receive internships in National Laboratories.Matt Evans, the department’s newest faculty member, was granted tenure in 2009. He is the faculty sponsor forthe Science Club, which is very active and goes on a variety of science related filed trips such touring the Stateof California Crime Lab. Evans also serves on the computer literacy requirement committee. He also hasattended 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 opportunitiesunmatched my any community college and many universities.5. Tutoring Centers/LabsAlthough we have no hard data on student usage, instructors encourage students to use the Science LearningCenter by putting a variety of resources in there including textbooks, answer books, computer software, notes andcopies of old exams. Some instructors hold their office hours in the Science Learning Center. The ScienceLearning Center paraprofessional, Cathy Grana, works with instructors so students will get the best learningexperience.6. Opportunities for Professional DevelopmentGottlieb and Blaser are members of the American Chemical Society (ACS) and subscribe to the Journal ofChemical Education.Gottlieb has worked with numerous education grants that serve K-14 teachers, taken courses regarding onlineeducation and attended many wineries and seminars on winemaking and wine chemistry. The informationgleaned by visiting and talking with many different winemakers helps him to teach the course IntermediateWinemaking as part of the Shasta College certificate in winemakingPhysical 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 CSU-Chico chemistry faculty.7. Survey other CCs for Common PracticesWe have reviewed a report on best practices of two-year college chemistry programs, sponsored by the ACS. Weare comparing our practices to those described in this report, and will, as far as possible, try to align our practicesto those identified in the report. The program coordinator reviews chemistry curriculum not only at othercommunity colleges but at CSU’s and UC’s as well. In fact this review led to the development of the transferableChem 16 course to replace the non-transferable Chem 101 course as a pre-requisite for Chem 1A3.2 External Relations1. FacilitiesWe do not use facilities off-campus, and off-campus groups do not typically use our facilities. The mainchemistry lab rooms, 1401, 1404 and 1414, are dedicated chemistry lab rooms. Lecture room availability is justbarely adequate.2. Contact with K-12 SchoolsFard, Evans and Gottlieb have presented at the annual 8 th grader day.Gottlieb has worked with numerous education grants that serve K-14 teachers and presented chemistry “shows” atlocal schools. Blaser has made presentations at Boulder Creek Elementary School.3. Contact with Community Colleges, and Four-year Universities and CollegesBlaser, Fard, and Evans have regularly attended conferences at CSU- Chico for community college and CSU-Chico chemistry faculty.4. Articulation with high schools, universities and collegesAll courses have current articulation agreements in place with CSU and UC campuses with the exception of Chem70 with Humboldt State. Matt Evans will be working on this.5. Other contactsEvans primarily and Fard to some extent have developed excellent relations the State of California Crime Labwhich has led to equipment donations. Evans also has some industrial contacts that he has used to procureequipment donations3.3 Resource Efficiency1. SupportPrimarily the Technology Support department provides external support. The service they have provided hasbeen exemplary. Whether it is a request for software installation or emergency repairs they respond promptlywith minimal disruption of instruction.Doug Manning is the physical science technician who supports all departments in physical science. He is a verycompetent technician.2. Use of TechnologyThis is described above, in the section titled Teaching Aids and Equipment.Physical Science Program Review 2010 page 7 of 85

3. Comparison with Other InstitutionsWe are typical for a small to medium-sized two-year college chemistry department with the exception we makemore modern instrumentation available to our students than most community colleges. The hard work of thechemistry faculty and our technician Doug Manning in procuring this equipment and keeping it running makesthis possible4. Facility Use/AvailabilityThe lecture portions of our classes are typically scheduled MWF with the exception of one lecture section ofChem 2A. Labs are typically scheduled in three-hour blocks Monday or Wednesday afternoons and all dayTuesdays and Thursdays. Lecture room availability may become an issue if course offerings need to beexpanded.The faculty does not believe shorter courses are pedagogically sound for learning chemistry and again there is noapparent demand for such courses. Scheduling is driven by a combination of tradition and the need to avoidconflict with other core courses (in math, physics, and biology) that many of our students need. When studentenrollment patterns change (for example, as a result of conflicts created when other departments modifyschedules) we are responsive and alter our schedule to accommodate students5. Faculty and classified staffingOver the past three years, the faculty’s demographics have remained constant (except for the fact that each facultymember has grown three years older). The only trend is stability.5. EquipmentSee the section above, titled Teaching Aids and Equipment.Equipment and supplies are purchased on an as-needed basis, with the full-time faculty members consultingprogram priorities. Equipment is stored in the chemistry stockroom and in the physics stockroom (1417), withsome storage in the main lab room (1415) and the secondary lab room (1411). Maintenance is provided mostlyby the physical science lab technician (Doug Manning), who is extremely competent and resourceful. He hasenabled us to extend the useful life of much of our older equipment, and works very effectively with vendors tofacilitate repair or even free replacement of newer equipment.7. Budget info, requests, action plansAside from the costs for faculty (salaries and benefits), the main component of the budget for chemistry is forsupplies. As pointed out previously, the need for the supply budget to increase to accommodate increasedenrollment and inflation is critical. Again as noted previously, the need for a new chemistry faculty member iscritical as well.The Faculty coordinator is working with the research office in an ongoing attempt to get accurate data reported ina 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 trackrecord of finding such discrepancies, such suspicions should not be summarily dismissed. For example Datatelshows a decrease of 10% to 16% in course enrollments from the first day of class to census days. However, forspring 2009, enrollments actually increased from the first day of class to census day due to instructors overenrolling students to meet students’ needs. This is the typical situation every semester. A number of othersuspicious anomalies in data exist.At this point any further analysis will be postponed until the data from Datatel can be construed to accuratelydepict 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 ServicesCurrent offerings do not seem to be adequate to meet student needs. Most sections have a waitlist at thebeginning of the semester. Chemistry courses do not fall in the concept, “a student can just take a differentcourse”. Chemistry courses serve unique needs of students and except for CHEM 10 and 11, which serve thegeneral education student, cannot be replaced. Furthermore, the faculty have a number of ideas for creating newcourses and perhaps programs to attract new students and better serve the community but until there is a newfaculty hire3.4 Student SuccessData from the research office shows that retention rates for chemistry class generally fall between about 75% toabout 95% with just a few anomalies below and above. Considering the rigor of college level chemistry, that is anumber of which we should be proud. There appears to be little difference with regard to the course, gender orage.3.5 General PlanningWe plan on keeping abreast of technological and pedagogical developments in chemistry. We are highlyengaged in using current technology such as instrumentation, probe ware, personal response system, onlinehomework, interactive software, online courses and the general use of the internetThe current climate renders the question of marketing rather moot. However, the high rank in Google for anonline college chemistry search has brought students from around the country and the world to inquire and enrollin the College’s online chemistry courses. In any case, there has been no need to further market our courses – wedon’t have faculty resources for more sections than are currently offered.Part IV – Student Learning OutcomesAll steps for all courses have been 100% completed.Course Step 1 Step 2 Step 3 Step 4 Step 5CHEM 1A X X X X XCHEM 1B X X X X XCHEM 2A X X X X XCHEM 2B X X X X XCHEM 10 X X X X XCHEM 11 X X X X XCHEM 16 X X X X XCHEM 26 X X X X XCHEM 70 X X X X XCHEM 70A X X X X XCHEM 71 X X X X XCHEM 71A X X X X XPhysical Science Program Review 2010 page 9 of 85

Part V – Program SummaryThe chemistry department boasts very well experienced and qualified faculty, with a record of providing qualityinstruction. The department meets the needs of any student requiring lower division chemistry as part of a four-yeardegree program, as part of an allied health program, and as part of general education for all students. Staffing constrainsthe ability of the department to add new sections or courses. During periods like the present, when funds for equipmentdry up, the ability to innovate in the lab curriculum is limited and existing equipment is often stretched thinner thandesirable (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. Giventhat we have strong personnel and support, and have built a good stock of modern computer-linked tools, we are wellpositioned to implement new ideas and best practices that continue to be generated by the active chemistry educationresearch community.Physical Science Program Review 2010 page 10 of 85

Part VI – Goals, Recommendations, Priorities, PlansGoal Responsible Person(s) Timeline1. Maintain our high quality programs in AllOngoingdifficult economic times to best servestudents and the community2. Maintain or increase all department budgets Faculty coordinator in Ongoingto account for increasing enrollments andinflation.conjunction with all faculty3. Monitor curriculum and revise as needed tomeet current and future needs of students andcommunity.AllOngoingA. Articulate Chem 70, 70A, 71, and 71Awith CSU- Humboldt4. Re-create a comprehensive course sequenceso well prepared students can transfer in twoyears5. Maintain/remodel classrooms and labs tomaximize student learning and safety.A. Remodel 1404/1408A for safety reasons:Need window so instructor can see studentsin lab room 1404.B. Correct and complete the remodel ofroom 1411.6. Adjust class sizes to maximize student safetyand learning7. Procure new needed capital equipment. Seeprioritized list.8. Assure staffing is adequate to serve the needsof students and communityMatt EvansGottlieb, Masulis inconjunction with facultyfrom Life science and MathMatt EvansFaculty CoordinatorAllAllFaculty coordinator inconjunction with all facultyWithin 2 yearsOngoingWith in the next3 yearsWithin the next3 yearsOngoingOngoingOngoingOngoingA. Hire new full time chemistry instructorB. Continue to search for qualified adjunctsfor all disciplines9. Continue to interact and cultivate relationswith K-12 schools and community10. Increase travel budget so faculty can attendprofessional meetings11. Get increased institutional support forprocuring grants12. Obtain data on students after they leaveShasta College including employment rates,transfer rates, and GPA of transfers13. Make Shasta College web page developmentmore user friendly. The current abhorrentCMS system discourages faculty fromcreating web pages to meet the needs of theChemistry facultyAllAllAllAllResearch office inconjunction with all facultyTech department inconjunction with all facultyOngoingOngoingOngoingOngoingOngoingOngoingOngoingcollege, students, and the communityThis ends the chemistry portion of the Physical Science Program Review as prepared by Cliff Gottlieb inconjunction 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 2009-102.1 Program Definition/DescriptionThe field of Earth Science is broad, encompassing physical processes associated with the Earth and studies ofEarth history which track the evolution of the planet through time. The Department of Earth Sciences at ShastaCollege offers 8 degree tracks to choose from, most centered about a particular facet of the Earth system, butone 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 thediscipline as you hike canyons, climb, mountains, or voyage to field sties. Field studies are essential to theprofessional 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 theancient 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 everyaspect of the Earth and not just in singular focus but with interdisciplinary approaches exemplified in thesubject matter of Oceanography, Meteorology and Earth System Science, the most recent multidisciplinaryapproach 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. Byway of demonstration, between 2000 and 2008, various California CSU’s and UC’s have put into place over 30bachelors 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 topresent the AA/AS options available, along with the degree descriptions, followed by a list of courses in thediscipline (see 2.1.a and 2.1.b below).2.1. a Earth Science Degrees and Academic PlansThe degrees listed below were approved by the Chancellor’s Office in August of 2008.A.A. University StudiesEarth System Science (4902) – 22 unitsEarth 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 definemajor portions of the Earth System, including geosphere, hydrosphere, atmosphere, and biosphere focused courses, and Earth’s position in space.Complete the following course:ESCI 17Earth System ScienceAND 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 1Physical Geology (mainly geosphere focused)ESCI 14Meteorology (mainly atmosphere focused)ESCI 15Oceanography (mainly hydrosphere focused)ESCI 18Global Climate (mainly atmosphere focused)ASTR 1AstronomyBIOL 1Principles of Biology (mainly biosphere focused)BIOL 10General Biology (mainly biosphere focused)AGNR 60Environmental Science (mainly biosphere focused)Select the remaining transferable units from the following courses:Related Science coursesBIOL 11Diversity of LifePhysical Science Program Review 2010 page 12 of 85

BIOL 12Field BiologyCHEM 1BGeneral ChemistryESCI 2 or 6Historical Geology or Ancient LifeESCI 10Environmental GeologyNHIS 15Natural HistoryPHYS 2BGeneral College PhysicsCourses from supporting disciplines:CIS 1Computer Literacy WorkshopGIS 1Survey of Digital MappingGIS 10Intro to Geographic Information SystemsGIS 22Mobile GIS/GPSMATH 3BCalculusMATH 14Introduction to StatisticsAGNR 1Intro to Natural ResourcesAGNR 83Intro to Global Positioning Systems (GPS)Geology (1914) – 20 unitsGeology is a field-based study of earth materials, processes and history. All courses in this plan apply theory to field situations and the degreerequires the completion of field-based classes. This approach should adequately prepare the transfer student for further and more intensive fieldexperiences as they work to complete the bachelor’s degree at a 4-year school.Complete the following courses:ESCI 1Physical GeologyESCI 2 or 6Historical Geology or Ancient LifeAND 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 coursesorAny 3 three 40-series ESCI courses,orESCI 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 3Mineralogy and Crystal OpticsESCI 4Rock Origins and RelationshipsESCI 7Introduction to the Geology of CaliforniaESCI 9Geologic HazardsESCI 10Environmental GeologyESCI 11Economic GeologyESCI 23Introduction to Geology in the FieldCourses from supporting disciplines:CHEM 1BGeneral ChemistryCIS 1Computer Literacy WorkshopAGNR 60Environmental ScienceGIS 1Survey of Digital MappingGIS 10Intro to Geographic Information SystemsGIS 22Mobile GIS/GPSMATH 3BCalculusMATH 14Introduction to StatisticsNHIS 15Natural HistoryAGNR 1Intro to Natural ResourcesAGNR 83Intro to Global Positioning Systems (GPS)PHYS 2BGeneral College PhysicsMeteorology/Climatology (4902.00) – 18 unitsMany universities offer an Atmospheric Science degree or option and this academic plan is intended to support the transfer student interested in thatbachelor’s degree. Courses in this plan produce a foundation to transfer in such studies as weather and climate challenges that face society now andinto the future.Complete the following courses:ESCI 14MeteorologyESCI 17Earth System ScienceESCI 18Global ClimateSelect the remaining transferable units from the following list to include at least one additional science course:Related Science Courses:ASTR 1AstronomyPhysical Science Program Review 2010 page 13 of 85

CHEM 1BGeneral ChemistryESCI 10Environmental GeologyESCI 15OceanographyAGNR 60/61Environmental Science and labNHIS 15Natural HistoryPHYS 2BGeneral College PhysicsCourses from supporting disciplines:CIS 1Computer Literacy WorkshopGIS 1Survey of Digital MappingGIS 10Intro to Geographic Information SystemsGIS 22Mobile GIS/GPSMATH 3BCalculusMATH 14Introduction to StatisticsAGNR 1Intro to Natural ResourcesAGNR 83Intro to Global Positioning Systems (GPS)Oceanography (1919) – 22 unitsThis degree plan identifies courses needed for a student to transfer into any of the marine sciences. The associate degree emphasizes amultidisciplinary approach as a foundation that can then be applied to an Oceanography bachelor’s degree or a more specialized bachelor’s degreesuch as Marine Biology or Marine Fisheries.Complete the following courses:ESCI 1Physical GeologyESCI 15OceanographyESCI 16Coastal Oceanographic Field StudiesBIOL 1Principles of BiologySelect the remaining 8 units from the following transferable courses to include at least one additional science course:Related Science Courses:BIOL 12Field BiologyCHEM 1BGeneral ChemistryESCI 10Environmental GeologyESCI 17Earth System ScienceESCI 37Geology of the Northern California CoastESCI 38Geology of the Point Reyes National SeashoreAGNR 60/61Environmental Science and labNHIS 15Natural HistoryNHIS 65Natural History of Patrick’s PointPHYS 2BGeneral College PhysicsCourses from supporting disciplines:CIS 1Computer Literacy WorkshopGIS 1Survey of Digital MappingGIS 10Intro to Geographic Information SystemsGIS 22Mobile GIS/GPSMATH 3BCalculusMATH 14Introduction to StatisticsAGNR 1Intro to Natural ResourcesAGNR 83Intro to Global Positioning Systems (GPS)Science Teacher Track, Concentration in Earth Sciences (4901.20) - 20 unitsThis 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 1Physical GeologyESCI 2 or 6Historical Geology or Ancient LifeSelect the remaining 12 units from the following list to include at least six units from science courses:Science courses:ASTR 1AstronomyCHEM 1BGeneral ChemistryESCI 7Introduction to the Geology of CaliforniaESCI 9Geologic HazardsESCI 10Environmental GeologyESCI 14MeteorologyESCI 15OceanographyESCI 17Earth System ScienceESCI 18Global ClimatePhysical 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 ScienceNHIS 15Natural HistoryNHIS 65Natural History of Patrick’s PointPHYS 2BGeneral College PhysicsCourses from supporting disciplines:CIS 1Computer Literacy WorkshopGIS 1Survey of Digital MappingGIS 10Intro to Geographic Information SystemsGIS 22Mobile GIS/GPSMATH 3BCalculusMATH 14Introduction to StatisticsAGNR 1Intro to Natural ResourcesAGNR 83Intro to Global Positioning Systems (GPS)A.S. General StudiesGeneral Studies – ESCI - Climatological and Meteorological Studies (4902.00) – 18 unitsMany natural processes studied across a broad spectrum of scientific disciplines influence climate and weather on Earth. This degree plan reflectsthat 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 astronomicalinfluences, as well as computer basics and statistics, depending on student interests. At least one chemistry and one physics course are recommendedfor the degree, as well as the completion of MATH 102 for the GE pattern.Complete the following Earth Science courses:Meteorology ESCI 14Earth System Sciences ESCI 17Global climate: Past, Present and Future ESCI 18Select one of the following science courses to total 4 units:Oceanography ESCI 15Environmental Geology ESCI 10Environmental Science AGNR 60 and 61PhysicsPHYS 2BSelect any of the following courses to total 4 units:Astronomy ASTR 1Computer Information Systems CIS 1Geographic Information Systems GIS 1, 10, 22Introduction to Statistics MATH 14AG-Natural Resources AGNR 1, 83General Studies – ESCI - Coastal Oceanographic Studies (4902.00) – 20 unitsThis degree is designed to focus the student’s studies on coastal marine environments. The plan includes core and supporting classes that providethe 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 chemistryand 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 1Oceanography ESCI 15Coastal Oceanographic Field Studies ESCI 16Select one course from each of the following science course listings to total 7 units:Choose one 3-unit course:Field Biology BIOL 12Environmental Geology ESCI 10Earth System Science ESCI 17Choose one 4- unit course:Principles of BiologyBIOL 1 (recommended)General Biology BIOL 10Environmental Science AGNR 60 and 61PhysicsPHYS 2BSelect any of the following courses to total 3 units:Computer Information Systems CIS 1Geographic Information Systems GIS 1, 10, 22Introduction to Statistics MATH 14Physical Science Program Review 2010 page 15 of 85

Natural History NHIS 15Natural Resources AGNR 1, 83General Studies – ESCI - Geologic Field Studies (4902.00) - 20 unitsThis degree plan places a field emphasis around classes that provide the background necessary to apply basic scientific principles centered on thegeological sciences. Classes support modern geologic theory and its application to field problems as well as lab experiences that produce afoundation for successful fieldwork. At least one chemistry and one physics course are recommended for the degree, as well as the completion ofMATH 102 for the GE pattern.Complete the following Earth Science courses:Physical Geology ESCI 1Introduction to Geology in the Field ESCI 23And one geology course with a historical component:ESCI 2, 6, 7, or 10Select one of the following Earth Science courses:Geologic Hazards ESCI 9Economic Geology ESCI 11Select 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,orESCI 26 or 27 and any two 40 -series ESCI courses.Select any of the following courses to total 3 units:Computer Information Systems CIS 1Geographic Information Systems GIS 1, 10, 22Introduction to Statistics MATH 14Natural History NHIS 15AG - Natural Resources AGNR 1, 832.1.b Earth Science coursesThe courses listed below are noted in categories typical of the general transfer AA but many serve as electivesacross these categories. For example, the Earth Science Teacher core is supported by electives across all of theother Earth Science disciplines (Geology, Oceanography, Meteorology/Climatology, and field experiences).Earth System Science, Oceanography and Meteorology also include core and elective courses from other EarthScience categories described below (see “Degrees and Academic Plans" 2.1.a above).Core Geology Courses:ESCI 1 Physical Geology (formerly GEOL 1/1A) – 4 UnitsESCI 2 Historical Geology (formerly GEOL 2/1B) – 4 UnitsESCI 3 Mineralogy And Crystal Optics (formerly GEOL 3) – 5 UnitsESCI 4 Rock Origins And Relationships (formerly GEOL 4) – 4 UnitsElective Geology and Multidisciplinary Courses:ESCI 5 Introduction To Geology (formerly GEOL 5) – 4 UnitsESCI 6 Ancient Life (formerly GEOL 6) – 4 UnitsESCI 7 Introduction To The Geology Of California (formerly GEOL 7/25) – 4 UnitsESCI 8 Planetary Geology: Development, History & Planetary Processes (formerly GEOL 8/22) –3 UnitsESCI 9 Earthquakes, Volcanoes, And Other Geologic Hazards (formerly GEOL 9/20) – 3 UnitsESCI 10 Environmental Geology (formerly GEOL 10/40) – 4 UnitsESCI 11 Economic Geology (formerly GEOL 11) – 3 UnitsCore Earth Science Teacher Course:ESCI 12 General Earth Science (formerly PHSC 2/PHSC 2 and PHSC 3) - 4 UnitsCore Meteorology/Climatology Course:ESCI 14 Meteorology (formerly PHSC 4) – 4 UnitsCore Oceanography Courses:ESCI 15 Oceanography (formerly PHSC 5) – 4 UnitsESCI 16 Coastal Oceanographic Field Studies (formerly PHSC 6) – 2 UnitsCore Earth System Science Course:ESCI 17 Earth System Science (formerly PHSC 7) – 3 UnitsPhysical Science Program Review 2010 page 16 of 85

Elective Multidisciplinary course:ESCI 18 Global Climate Change: Past, Present And Future – 3 UnitsTechnical Field Experience Courses mainly for Geology:ESCI 23 Introduction To Geology In The Field (formerly GEOL 13/13AB) – 2 Units (P/NPOption)ESCI 26 Geology Of The North Coast Ranges (formerly GEOL 26/26AB) – 2 Units (P/NPOption)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/NPOption)ESCI 37 Geology Of The Northern California Coast (formerly GEOL 37) – 1.5 Units (P/NPOption)ESCI 38 Geology Of Point Reyes National Seashore (formerly GEOL 38) – 1.5 Units (P/NPOption)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 UnitsESCI 98 Special Lab Topics In Earth Science (formerly GEOL 98) – .5-1 Unit2.2 Program Mission/PurposeEarth Sciences Mission and PurposeThe Earth Science program has mainly been oriented toward offering GE Physical Science courses, manysatisfying a lab requirement, for the student transferring to a four-year school, now including 5 distinct AAdegrees (“University Studies”). That characterization has recently changed somewhat with the addition of 3 ASdegrees designed to assist the graduating student in gaining employment in a supportive role working along sidean 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 amanner as to allow any student pursuing one of these paths to reach their goal in two years (both AA and ASdegrees are described above 2.1.a).There are some classes in the Earth Sciences that not only provide field experience for the transfer or technicalstudent, but also serve to satisfy the curious as well as the employed professional about various areas ofnorthern 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 regulatoryentities or by engineering/environmental firms. An additional professional group that often enters these coursesinclude local k-12 teachers.Shasta College Mission and Strategic GoalsIn comparison to the Shasta College Mission statement, the Earth Science program offers courses “…. leadingto successful completion of a quality university transfer program, or career technical education….”. Recentadditions to the Earth Science curriculum, both in course and degree character, demonstrate the program hasbeen “...responsive to the needs of our communities within a changing global society.” This includes ESCI 17Physical 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 thatalign 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 amore complete understanding to these issues and establishing “…critical thinking, global consciousness andglobal responsibility.”The college has multiple strategic goals presented along four themes: Student Learning and Growth, QualityStaffing, Fiscal Integrity, and Community Connection. The diverse paths a student may follow within the EarthSciences 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-mediasupported lectures reach most learning styles.Quality staffing is largely beyond the scope of the program itself but within the Earth Sciences the full timefaculty member does participate in reviewing and recruiting adjunct faculty with stringent effort towardimproving instructional quality. Recent peer review of the full-time faculty member, as well as administrativereview, 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 byvarious reductions in funding needs at times of economic strife such as those experienced from 2005-07. Suchreductions did impact the program negatively, but did assist the college with the larger goal of reducingexpenditures. In the current fiscal crisis, the program has agreed to a 5% reduction in supplies and field tripfunding 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 section3.3.7 below).The Earth Sciences has developed and enjoyed an extensive community connection, the fourth and final themeof the college’s strategic goals. Recent newspaper articles in the Lance and Record Searchlight, a webinterview with Intermountain News, publicly announced nature walks, college and community events such asWelcome Day, 8 th 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, professionalconnections have been developed and maintained with members of local environmental firms such as CH2MHill 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 facultymembers at north state universities.System-level MissionThe California Community College systems Strategic Plan lists five mission areas that track quite well with theexisting 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 andCertificates.Transfer Education: New AA degrees were purposefully designed to support transfer students in the EarthSciences. Thus far, however, the courses needed to earn these degrees have not been offered due to a reductionin 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 moretechnology into the, especially in analytical respects, both in the lab and in the field, so that students gain abetter understanding of how to collect data, manipulate it, and derive meaning from it. Computer-basedassignments, calculator use and graphing techniques with data sets derived either from their collections or websources, along with an understanding of the data source and how it was gathered, round out a set of analyticalsteps that students advance through in many of the Earth Science courses as they attempt to draw conclusionsabout some aspect of the Earth.Science has driven our society forward over the past 150 years and will continue to do so, only in moredramatic fashion in the next 150 years. Without a basic understanding of how science works, the students oftoday 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 thetechnician-level into Earth Science professions. Thus far, however, the courses needed to earn these degreeshave not been offered due to a reduction in services designed to weather the state’s current fiscal crisis. Thesesame degrees absolutely could lead to “green” jobs, a major emphasis in the emerging global economy, whilethe AA degrees, now part of the Earth Science program, send students toward research and professional careerscentered about the “green” economy.Lifelong Learning: Many of the Earth Science courses draw in local professionals and retirees who haveinterest 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 ofEarth Science experiences such as specific types of volcanism, or fault dynamics, or even coastalgeology/oceanography. This same quality, however, draws in community members who are curious about anarea, such as Mt. Shasta, or Pt Reyes and the San Andreas Fault. Often, 1/3 and sometimes as many as ½ of theenrolled students fit this latter category where the field trip courses are concerned (see the 30 and 40 seriesESCI courses in section 2.1.b above).Associate Degrees and Certificates: Eight Associate degrees are now in place through the Department of EarthSciences at Shasta College. Five of the degrees are transfer oriented, noted as AA degrees, one of whichreceived particular notation from the Chancellor’s office as it was designed to prepare the Earth Scienceteacher. AS degrees designed to assist the graduating student in gaining employment in a supportive roleworking along side an Earth Science professional. The three AS degrees are meant to train Earth Sciencetechnicians 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 amanner as to allow any student pursuing one of these eight paths to reach their goal in two years due to areduction in services designed to weather the state’s current fiscal crisis.System-level Strategic GoalsStrategic Goals listed by the California Community College systems include increase awareness of college as aviable option, promote college readiness and provide the programs and services to enable all students to achievetheir educational and career goals, strengthen the Colleges’ capacity to respond to current and emerging labormarket needs, improve system effectiveness, and provide enhanced resources to ensure high quality educationfor all.College Awareness and Access Community events such as Welcome Day, 8 th Grade Day and theWhiskeytown 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 bymulti-media presentations, lots of hands-on lab activities and field exercises work to capture Earth Sciencestudents who often display different learning modalities. The college and the program have workedcooperatively to accommodate hearing-impaired students, as well as physically and mentally challengedstudents.Student Success and Readiness The Earth Science program incorporates non-majors courses for transferstudents as well as Associate degrees specific for majors in the Earth Sciences. The latter are designed toarticulate with UC and CSU schools, allowing the graduate to enter at the Junior level. Earth Science coursearticulations are well established and Shasta College students have been reported among the most successful atuniversities 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 EarthScience program. Some positions have developed on an inconsistent basis and one of the goals of the programis to set more in place. However, career pathways are well defined by Associate degrees that send transferstudents on a professional path as well as degrees that prepare students for technician-level employment in thefield. The Earth Science program has been ahead of the curve in preparing for expansions within Earth SystemScience studies, sustainability and the emerging green economy from a scientific basis, all of which are beingbrought 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 thisreview. Those statistics are addressed in section 3 further below. One exception, however, is the statisticsgenerated through Student Learning Outcomes for each course offered over the last few years. Results at thislevel 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 ofsupporting student success and workforce development as expenditures support AA/AS degree courses andtransfer courses. There are no funds that are under the discretionary use of the Earth Science program thatsupport college awareness efforts in the discipline or that are associated with tracking system effectiveness ofthe program.2.3 Program SLOsWhile the course listing for the Earth Science program is long, 34 courses total, only about 18 of those courseshave 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 inplace by 2003 with only three course additions since. Second, enrollment quotas have inhibited the offering ofsecond semester or sophomore level courses over much of the decade with those quotas now at their highestlevel. Associate degree requirements should eventually change high quota standards as the current economiccrisis passes.Since Shasta College has instituted the Student Learning Outcomes cycle, beginning the Fall of 2008, everycourse that the Earth Sciences has offered participated. The courses are at various stages because several havenot 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

the development of a “green” economy. Unfortunately, Associate degree tracks and an appropriatedepartmental course schedules have yet to be offered in such a manner as to allow any student pursuing one ofthese paths to reach their goal in two years (both AA and AS degrees are described above 2.1.a), even thoughsuch a succession of courses has been mapped out (see “Earth Sciences Two-Year Schedule of Courses” in thebox on the next page). This is only attributed to a reduction in services coupled with high per courseenrollment quotas designed to assist the college and state weather the current fiscal crisis. Implementation ofthis schedule requires the addition of one Earth Science course each semester of the first year, raising the typicalnumber of units offered from the 21.5 units now to 25.5 units. The second year cycle might add another courseif demand required. Summer offerings have varied at 8.5 to 9.5 units, but budget-driven cancellations reducedthe 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 therotation of the 30 and 40 series courses (see section 2.1.b above) until recently. For the first time in ShastaCollege 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 morningwith their lab sessions set in the mid-afternoons and mid-week, along with ESCI 9, a non-lab course. Shorttermcourses, 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 oncourse offerings and enrollment quota but also, in part, due to the “newness” of the degrees. It is anticipatedthat more will be awarded based on national and global earth science focuses and as has been indicated by a risein student inquiries.Staffing There is a need for another adjunct faculty member once the “Earth Sciences Two-Year Schedule ofCourses” described on the prior page is implemented. Staffing qualifications are limited to individuals whohold 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 anadditional day course offering. However, the department has typically only employed an adjunct to cover anevening course (ESCI 1 or 5), often the only GE Physical Science and lab science offered on the main campusat night.Teaching Aids and Equipment The main room that the Earth Sciences are taught within is room 1416 of thePhysical Science building. The room is equipped with a multimedia lectern that includes a PC and Maccomputer, 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 ceilingmounted 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), ArcInfo, iTunes, DVD Player, Motic Images and others. With this software, web surfing, podcasts, animations andjust a simple lecture outline supported by PowerPoint are presented. Often, a document camera is utilized topresent mineral, rock, or fossil samples on screen or to view a counter top experiment/demonstration. In someclasses, a digital microscope is connected to the Mac allowing the student to observe specimens mounted on thescope. 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 aswell as communication with a roof-mounted weather station.Physical Science Program Review 2010 page 22 of 85

Earth Sciences Two-Year Schedule of CoursesThe cycle described below should offer an opportunity for a student to earn any desired Earth Science AS General Studiesdegree or AA University Studies transfer degree in two years. The schedule does not require the student to enter at the start of thecycle 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 unitsEsci 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 componentOne Esci 40 series*- 1 unit field trip oriented classes that include a laboratory componentSpring 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 unitsOne Esci 30-series class*- 1.5 unit, field trip oriented classes that include a laboratory componentOne Esci 40 series*- 1 unit field trip oriented classes that include a laboratory componentSummer Session (11.5 units)Esci 9 Earthquakes, Volcanoes and other Geologic Hazards- 3 unitsEsci 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 unitsOne Esci 30-series class*- 1.5 unit field trip oriented classes that include a laboratory componentYear 2:Second Fall Semester (32.5 units)Esci 1 Physical Geology*- 4 units (includes a laboratory)Esci 3 Mineralogy and Crystal Optics P - 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 unitsEsci 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 componentOne 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 Relationships P - 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 unitsEsci 23 Introduction to Geology in the Field P - 2 units, field trip oriented classes that includes a laboratory componentOne Esci 30-series class*- 1.5 unit, field trip oriented classes that include a laboratory componentOne Esci 40 series*- 1 unit field trip oriented classes that include a laboratory componentSummer Session (11.5 units)Esci 9 Earthquakes, Volcanoes and other Geologic Hazards- 3 unitsEsci 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 unitsOne Esci 30-series class*- 1.5 unit field trip oriented classes that include a laboratory componentEnd of Cycle(* Indicates a class typically offered in the evenings- start times may be 5:30 or 7PM)( P Indicates a class with a prerequisite- see the catalog for details)Produced Spring 2009Physical 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 thewall of the room. These computers were identified as a major need in the last program review. They werepurchased by Title III funds, as was some of the hardware in the multimedia cabinet, in the Spring of 2005. Thestudent stations have become progressively more important in lab activities ever since with about ½ of the labsessions in some courses, such as Oceanography and Meteorology and at least 1/3 of the lab activities in othersincorporating there use.Many of the classes require specific instruments, such as the YSI meters for Oceanography and General EarthScience, as well as access to specific materials (rocks, minerals, fossils, maps, compound microscopes andstereoscopes etc.). The room includes a 200 gallon chilled saltwater aquarium that behaves as our “ocean in theclassroom”. Live animals in the tank provide a multitude of learning opportunities. A temperature controlledincubator 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 isquite old and needs to be replaced with a like model. The single greatest need for equipment facing the EarthSciences program is the need for modern microscopes, including stereoscopes and compound scopes. Currentlythere are 7 stereo and 12 compound microscopes, which represents quite a shortage when a lab can hold 25 to35 students. In addition, the microscopes are in poor condition and so old that replacement parts have not beenavailable for well over ten years.Faculty Availability for General College Service There has been no reassign time allocated to the full timefaculty member (Randy Reed) since his hire date (Fall 1999). His involvement on campus and college serviceover the last fiver years includes:Curriculum Committee Spring 2008 and Spring 2009 to present; SMART grant Lead in collaborationwith Scott Cores, Morgan Hannaford; EWD Sustainability grant participant under the direction of BradBanghart; SLO’s development and completion for ESCI courses and PHY 5 (Human Sexuality); AnnualProgram Review progress report and evaluation in the Spring of 2008 and 2009; curriculum revisions/reviewevery 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 Collegeand articulations with Chico State Geosciences, Spring 2008; curriculum prefix change applied (ESCI to GEOLand 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 measuresapplication to ESCI 2, 3, 4, 11, 23, 26, and 27, Fall 2006; curriculum new course development; collaboratedwith 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 EarthScience Fall 2005, Fall2006 and Fall 2008; Phi Theta Kappa Shasta College Chapter founding and lead advisorfrom March of 2004 through to February 2006; assisted with, partially coordinated, and developedrecommendations to “recover” the failed and mismanaged Phi Theta Kappa Shasta College chapter, late Fall2006 through Spring 2007; WebCT training and course development; Angel training and course developmentSpring 2008 to present; assisted with and made recommendations for the development of a sustainability focusfor the Shasta College Foundation, Spring 2008 to Spring 2009; collaborated with Suzanne Clark of the ShastaCollege EDW, along with Physics professors Joe Polen and Tom Masulis, regarding a sustainability grant, grantpurchases, and educational applications/relationships between the sciences and sustainability, Spring to mid-Fall 2008; helped to coordinate speakers for the Science Colloquium including Dr.’s Todd Green, RussellShapiro, 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 offeredGEOS 342 Concepts in Earth and Planetary Sciences through the Shasta College University Center in the FallPhysical 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 maproom or use by the Earth Sciences and Geography; collaborated with Maureen Stephens and Dr. Brian Spillaneon the Shasta College field trip announcement policy; collaborated with and supported PHY 5 Human Sexualityadjunct faculty Daniela Sartori, Beverley Smith and Tina Young; collaborated and supported GEOG adjunctfaculty 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 revisionsand highlights of the program, Spring 20078; collaborated with LRC faculty to expand materials in support ofthe Earth Sciences curriculum at Shasta College, Fall 2005 through Spring 2007; assisted and collaborated withthe Science Club president, Shirley Nichols, Fall 2006 and Spring 2007; assisted with “Huck Finn” day Spring2007, “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 thesciences in general with extensive focus on chemistry and anatomy. The facility has only three computers, doesinclude a copier and study spaces as well as provides for tutors, mainly in chemistry and anatomy, and usedbook check-out on a timed, in-house basis. Earth Science students rarely use the facility mainly due to the lackof tutoring support, a function of need versus funding when tutors are hired. There are no figures regardingEarth Science student usage per hour/day, the cost of that utilization per Earth Science course, or theunduplicated student head count by term, and average time per week per student. The Science Learning Centersvary 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: thereare typically no Earth Science tutors, there are only three computers; the facility is too small to allow for otherpossibilities such as completing video assignments. Most often, the facility is used for its test-taking room asstudent make up missed exams.Opportunities for Professional Development The full time faculty member in the Earth Sciences has neverapplied for a sabbatical and has not attended a professional conference since the Spring of 2000. Waxing andwaning professional growth funding and even its elimination during some academic years, coupled with thescheduling of significant conferences are the main reasons for the lack of attendance. The conferences wouldcertainly be beneficial as they are excellent opportunities to network with teachers and researchers across a widevariety of disciplines from all over the world. Funds to support conference travel are limited, resulting overagesthat 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; Webdevelopment tutorials- iWeb and SeaMonkey; DVD/Video editing and authoring tutorials- iDVD and Final CutExpress; Computer graphics tutorial- Canvas 10.Survey of Other Community College’s Common Practices Shasta College offers Earth Sciences coursestypical 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 isextended to the AA/AS degrees paths now in place. For the most part, efforts have been focused onarticulations with four-year schools and their perspectives regarding this program. Many positive commentsPhysical 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 EarthScience Faculty at a CID conference in San Francisco, late October of 2008. At that conference, she presentedthe program to faculty from 3 Earth Science programs, including Yuba City Community College, BakersfieldCommunity College, San Bernardino Community College District, Sonoma State, Humboldt State, andCalifornia State University San Bernardino.3.2 External RelationsFacilities In the past, the Earth Science Program used to offer an ITV section to the satellite campuses. Theadjunct instructor who had developed that course has moved away but would often travel to the other sites andteach from there rather than the main campus. For several semesters, from about 2002 on t about 2005, an earthScience course was offered on the Red Bluff campus at the high school. Demand was so weak that the coursesrarely exceeded 5 students enrolled.The Earth Science room on campus (room 1416) has a restriction paced on it, due to the materials present in theroom, preventing other courses from scheduling there except science classes. So far, chemistry curses are theonly other additional users of the room.Through invitation or by request, there have been some outside groups that have come in for presentations andtours. They include:Hosting the University Preparatory Academy AP Science class, October 2009; hosting Shasta College’sEarly Childhood education preschool class, for an oceanography “touch tank”, Summer 2008, hosting theRound Mountain middle grade students for earth sciences presentation Spring 2007; hosting SMART grantparticipants Summer 2009 and January 2010; hosting Montessori preschoolers visit to room for anoceanography “touch tank”, Summer 2005.Contact with K-12 Schools Contact with local K-12 schools has always been a common occurrence in theEarth Science Program. Examples include:SMART grant participation which ahs placed me in contact with 40 teachers, 3 rd though 8 th grade levelthat teach science; Hosting the University Preparatory Academy AP Science class, October 2009; Science FairJudge, Redding School of the Arts Spring 2009; collaboration with and material support to Stephanie Fagan atRother Elementary, Spring 2009 and Fall 2008; collaboration with Nathan Fairchild from North WoodsDiscovery charter school on Earth Science teaching and coastal field trip sites, Fall 2006 and Spring 2007, aswell as more recently on trips around Red Bluff; collaboration with Janice Hill, Foothill High School on biologyfield trips in the area, Fall 2008; assisted with the development of Earth Science teaching at Shasta and FoothillHigh Schools through contact and material support to Hillary Freeman and Janice Hill, Fall 2006 to Summer2008; presentation at University Preparatory Academy, on minerals Fall 2006; presentation at Redding Schoolof the Arts on Chinese dinosaurs and sedimentary rocks, Spring 2007; assisted Mrs. Scarbrough’s Primarygrades class at Pacheco School, Fall 2007; presentation at Redding School of the Arts on fossils andsedimentary rocks, Spring 2006; hosted Round Mountain middle grade students for Earth Sciences presentationSpring 2007; directed a field trip for Mr. Hatch’s 3 rd grade class to Subway cave, Fall 2006; developed andstaffed a field activity for the Redding School of the Arts all-school field trip to Lassen Park, Fall 2005; “EightGrade 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 hasfocused much time in collaboration and consultation with universities across the north state, but with focus onChico State and Humboldt State. Most recently a trip to Eocene fossil beds near Round Mountain included fourSimpson 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 Teacherprogram modeled at Chico State and SMART grant, January 2009 to present; collaboration with Dr. ToddGreen on field sites that could include Shasta College Earth Science students and Chico State Geosciencestudent 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 ascourse articulations and degree development; met with, assisted and advised former Shasta College EarthScience student Roy Hull, now Chico State Geoscience graduate student, on field activities Fall 2007 andSpring 2008; collaborated with Dr. Gina Johnston of Chico State Geosciences, regarding the GEOS 342Concepts in Earth and Planetary Sciences course offered through the Shasta College University Center, Fall2006; collaborated with Dr.’s Scott Quackenbush, Tim Mulligan, Greg Crawford, Jeff Abell, and SarahGoldthwait from HSU’s Telonicher Marine Lab, Fisheries Department and the Department of Oceanographyregarding coastal field lectures and talks for ESCI 15 (Oceanography), Fall 2005 to present as well asarticulations and degree plan development; collaborated extensively with Dr. Greg Crawford, HSUOceanography on CICORE, a coastal studies database, for use in oceanography classes, as well as with classarticulations, Fall 2005 to present.Articulation with High Schools, Universities and Colleges There are no articulations with High Schoolsthrough the Earth Science Program. Articulations with Universities were established in 2000 and 2001 andhave been maintained and, in some cases, expanded upon ever since, partly through the efforts of Dr. CarolynBorg. 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 abovewith HSU and Chico State. It would benefit the program, however, to return to other schools not visited formany years. Examples include Sonoma Sate, Sacramento State, and UC Davis.California State University articulated transfer courses are described in the box below, as noted atwww.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, B3ESCI 3 Mineralogy and Crystal Optics 5 IGETC: 5A CSU GE: B1, B3ESCI 4 Rock Origins and Relationships 4 IGETC: 5A CSU GE: B1, B3ESCI 5 Introduction to Geology 4 IGETC: 5A CSU GE: B1, B3ESCI 6 Ancient Life 4 IGETC: 5A CSU GE: B1, B2, B3ESCI 7 Introduction to the Geology of California 4 IGETC: 5A CSU GE: B1, B3ESCI 8 Planetary Geology: Development, History and IGETC: 5A CSU GE: B1Planetary Processes 3ESCI 9 Earthquakes, Volcanoes & Other Geologic Hazards 3 IGETC: 5A CSU GE: B1ESCI 10 Environmental Geology 4 IGETC: 5A CSU GE: B1, B3ESCI 11 Economic Geology 3ESCI 12 Earth Science Survey 4 IGETC: 5A CSU GE: B1, B3ESCI 14 Meteorology 4 IGETC: 5A CSU GE: B1, B3ESCI 15 Oceanography 4 IGETC: 5A CSU GE: B1, B3ESCI 16 Coastal Oceanographic Field Studies 2ESCI 17 Earth System Science 3 IGETC: 5A CSU GE: B1ESCI 18 Global Climate: Past, Present and Future 3 IGETC: 5A CSU GE: B1ESCI 23 Introduction to Geology in the Field 2ESCI 26 Geology of North Coast Ranges 2ESCI 27 Geology of the Klamath Mountains 2ESCI 32 Geology of the Northern Sierras 1.5ESCI 33 Geology of the Sacramento Valley 1.5ESCI 34 Geology of the Modoc Plateau 1.5Physical Science Program Review 2010 page 27 of 85

ESCI 35 Geology of Lassen Volcanic Park 1.5ESCI 36 Geology of Mt. Shasta and Vicinity 1.5ESCI 37 Geology of the Northern California Coast 1.5ESCI 38 Geology of Point Reyes National Seashore 1.5ESCI 42 Geology of the Redding Area 1.5ESCI 43 Geology of Shasta Lake and Vicinity 1.5ESCI 44 Geology of the Whiskeytown Area 1.5ESCI 45 Geology of the Castle Crags and Vicinity 1.5ESCI 46 Geology of Burney Falls and Vicinity 1.5ESCI 97 Special Topics in the Geosciences .5-2ESCI 98 Special Lab Topics in the Geosciences .5-2END OF REPORT Report run January 2010University 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)OpticsESCI 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 CaliforniaESCI 8 Planetary Geology: 5A 3 UC-SDevelopment, History and Planetary ProcessesESCI 9 Earthquakes, Volcanoes 5A 3 UC-S& Other Geologic HazardsESCI 10 Environmental Geology 5A 4 UC-S (W/Lab)+ESCI 12 General Earth Science 5A 4 UC-SESCI 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-SESCI 18 Global Climate: Past, 5A 3 UC-SPresent and FutureESCI 23 Introduction to Geology 2in the FieldESCI 26 Geology of North Coast Ranges 2ESCI 27 Geology of the Klamath Mountains 2END 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 PhysicsPhysical Science Program Review 2010 page 28 of 85

Southern Oregon University articulations are presented below. The school also accepts transfers who havecompleted the IGETC GE pattern for CSU/UC schools.SOU Lower Division General Education RequirementsScience (8 quarter hours minimum) - Complete a 2 class sequence:ESCI 1+2Physical Geology & Historical GeologyESCI 1+5Physical Geology & Intro to GeologyESCI 2+5Historical Geology & Intro to GeologyPHSC 1+ ESCI 12Physical Science & General Earth SciencePHSC 1+ ESCI 14Physical Science & MeteorologyPHSC 1+ ESCI 15Physical Science & OceanographyESCI 14+15Oceanography & MeteorologyEstablished Spring 20063.3 Resource EfficiencySupport The Earth Science program is largely self-sufficient. The greatest support received is in the form oftechnician hours from the Technology department as they work to maintain the computers in the lab andmultimedia cabinet. Even at this level, the Macs require about 15 to as much as 20 hours per academic year andthe lectern PC about 5. The technology department is notoriously short-staffed, yet I have not ever had apressing 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 andprofessionalism.Software support regarding the Shasta College On-line system (Angel software) represents the second mostcommon support requested by the program. Cindy Sandhagen has done an amazing job considering the numberof 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, buthe does help with some of the Earth Science labs each semester. He has always assembled and set up neededitems and demonstrations with precision, giving feedback as needed, often helping to modify some apparatusesand experiments to help achieve the desired results. He is a great asset to the Physical Sciences and the EarthScience program.Use of Technology Much of the following, as well as related information, was presented in detail undersection 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 topconnection as well as the connection of external video and audio sources. Sound is produced through a Boseamplifier and speakers will projections are accomplished via an LCD ceiling mounted projector. The cabinetalso 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 sectionunder section 3.1 “Teaching Aids and Equipment”) for a list. The same software is present on nine firstgenerationiMac computers that flank the wall of the room. The notation of “first generation” needs someclarification; these machines represent the first produced using the new chassis design with flat-screen monitorand side-loading CD/DVD configuration. The student stations are currently a very important part of labactivities.While the Mac computers are currently running quite well, they do need memory upgrades to at least 2GB ofRAM. Modern operating systems, web surfing and software require ever more RAM and these machines arenow at their limit.In addition to the RAM needs, the 10 Mac computers in the room, now six years old, will likely need to bereplaced within the next three years. As “first generation” iMacs, these machines cannot run the latest operatingsystem that Apple has put out. This is just a function of their age: they are “Power PC” chip based. Appleswitched to the Intel chip abut 2 years ago and the Power PC chips simply can’t run the newest releases of theiroperating system.Along the same lines as computer replacement, computer additions are needed. There has been a steadyincrease in Earth Science enrollments over the last three years and nine student stations limit technology use inlabs. 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 documentcamera. The camera is more than 8 years old and needs to be replaced with a like model. This camerapresents 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 presentedunder 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. Thisfocus has driven articulations and ahs resulted in a strongly field-oriented program, nearly always the singlemost significant quality four-year departments noted. Other Community Colleges include field course and fieldtrips, 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 degreepathways as well as GE courses that serve the diverse interests of our Liberal Studies population. While severalother Community Colleges offer degrees, such as College of the Redwoods (COR), their Earth Science coursesare often split into sub-disciplines, such as Oceanography or Geology, rather than having a central departmentalapproach as Shasta does. In addition, some degrees are location/job market specific such as a Marine ScienceTechnology at COR.Most Community Colleges across the state have one full-time Earth Science faculty member along with limitedadjunct support, quite similar to the staffing here at Shasta. Where a district has multiple campuses, such as theVentura district, often a full-time Earth Science faculty member works at each campus, and the district’sdepartment consists of 2 to 4 faculty. This difference is a reflection of population centers across the state and/orproximity 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 detailunder section 3.1 “Academic Quality”.Scheduling of courses is mainly focused on the use room 1416, the location where all Earth Sciences teachingmaterials 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 toJoe Pollens popularity and reputation. In addition, some classes, such as Ancient Life, attempt to avoidconflicts 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 TThcourse should start every 1.5 hours beginning at 8AM. Evening classes were to be focused around a 47PM startwith the restriction that none should cross the 7PM hour (i.e. span 6 to 9PM). The Earth Science program hascontinued to follow this pattern although that mandate is no long strongly enforced. All ESCI day classes startmid-morning or later with the latest starts at noon. The evening courses, whether they are short- or full-term, donot 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 Scienceprograms over the last 5 years.Some courses are offered every semester. They have emerged as popular courses over the last many yeas andthey enjoy large enrollments in their current time slot. New course have been placed in the schedule for the Fallof 2009, ESCI 14 Meteorology, and the Spring of 2010, ESCI 17 Earth System Science, in an effort to startworking toward a schedule that satisfies Associate degree requirements in Earth Science. These courses will beoffered each Fall and Spring only.There have been some new strategies advanced. One semester ESCI 9 was offered as a late state course, largelydue to a scheduling foul-up. A fully on-line course has been developed and offered, ESCI 9, for the first time inthe 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 successduring the 2005-06 and 2006-07 academic years. Unfortunately, these classes have not been offered in thisformat 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 timecommitment needed to evaluate the problem.Summer offerings typically include at least one hybrid presentation of ESCI 12, General Earth Science, anduntil Summer 2008, ESCI 6 Ancient Life. For the Summer of 2009, ESCI 9 was offered fully on line. Alongwith 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 andSLAM came into existence. That funding oversight was recognized and funding was found allowing theSummer trip 2008 trip to run. However, the same oversight was repeated for the Summer of 2009 causing acancellation and now funds for the 2010 Summer field course will not be reinstated for 2010. These fieldcourses do satisfy Associate degree requirements (see immediately below).Currently, a student cannot complete the Associate degree requirements offered through the Earth Sciencesprogram (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 stalleddue to a reduction in services coupled with high per course enrollment quotas designed to assist the college andstate weather the current fiscal crisis. This schedule requires as little as the addition of just one Earth Sciencecourse each semester raising the typical number of units offered from the 21.5 units now to 25.5 units. This isPhysical Science Program Review 2010 page 31 of 85

the single most disappointing scheduling problem faced by the program. Student frustration is building andseveral, who could have graduated with an Earth Science degree in May, 2010, now must settle for a differentdegree 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 HimbertTeaching ArrangementsNumber ofInstructorsPercentContract 1 33.33Hourly 1 33.33Overload 1 33.33ALL 3 100.00Teaching ArrangementNumberofSections FTEFContract 4 1.05Hourly 1 0.35Overload 2 0.34ALL 7 1.74-Faculty and Staff Demographics:Age CategoryNumber ofInstructors Percent40-49 2 100.00ALL 2 100.00GenderRaceFemale 1 50.00Male 1 50.00ALL 2 100.00White 2 100.00ALL 2 100.00TeachingArrangementContract/OverloadHourlyAge CategoryNumber ofInstructorsPercent40-49 1 100.00ALL 1 100.00Age Category40-49 1 100.00ALL 1 100.00ALL 2 100.00Equipment Much of the following, as well as related information, was presented under section 3.1 “TeachingAid and Equipment”.A diverse set of equipment supports the Earth Sciences, most of it stored in room 1416 or in 1416A. Many ofthe classes require specific instruments, such as the YSI meters for Oceanography and General Earth Science, asPhysical Science Program Review 2010 page 32 of 85

well as access to specific materials (rocks, minerals, fossils, maps, compound microscopes and stereoscopesetc.).The room includes a 200 gallon chilled saltwater aquarium that behaves as our “ocean in the classroom”. Liveanimals in the tank provide a multitude of learning opportunities. The tank’s temperature is maintained by twochillers that are set on timers. There is a portable chilled aquarium, as well, allowing for specific animals totransported t a demonstration/study station in or out of the classroom. A temperature controlled incubator in theroom supports bioluminescent algal populations for study, to.Two YSI meters capable of measuring dissolved oxygen, salinity and temperature are part of the department’sequipment. These are state-of-the-art analytical meters that have supported lab and field activities for the past 4years.The department also has two digital compound microscopes, two digital stereomicroscopes and a petrographicmicroscope. 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 25to 35 students. The microscopes are in poor condition and so old that replacement parts have not been availablefor well over ten years. The single greatest need for equipment facing the Earth Sciences program is the needfor modern microscopes, including stereoscopes and compound scopes.Repair is either performed by our paraprofessional, Doug Manning, or by Physical Plant employees. Onoccasion, items need to be sent out to be replaced or repaired and Mr. Manning handles that process most of thetime.Budget Information, Requests, and Action Plans For the most part, the budget allotment for the Earth Sciencesis sufficient. There are two accounts: a supply account and a field trip account. Other accounts that haveassisted the Earth Science program on occasion include the Physical Sciences Repair account and the PhysicalSciences software account. Occasionally, needs or repairs come up that exceed budget limits, but this has beenrare.When cost over-runs occur, they typically impact the field trip account. Scheduling of drivers to particularEarth Science trips is an unpredictable component of the cost of the trip. Usually, John Moore, director of thePhysical 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 tripsare scheduled with an attempt to avoid overtime days; very few trips include Sundays (usually one persemester) and most avoid Saturdays. Currently there is only one driver who has a Tuesday through Saturdayschedule, and, to be fair to the other departments, Earth Science trips do not have exclusive rights to hisservices.There has been no outside funding for the Earth Sciences accounts. One item worth noting is the supportoffered by the Shasta College Foundation to charter the RV Coral Sea for the ESCI 15 Oceanography trip. Thedirector realizes that this is an amazing opportunity for the students and the Foundation donates matching fundsraised 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 otheraspects 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 bemost attracted to donating, the Foundation should be the repository for those funds for the tax benefits. Inaddition, these sources, there could be grants associated with sustainability that could secure equipment, andadvertising funding, as well as STEM grants, a new educational initiative advanced by the Obamaadministration. One final source would be NSF grant opportunities, perhaps in partnership with Chico StateGeosciences as described in section 3.2 “Contact with Community Colleges and Four-Year Universities andColleges” above, that are geared toward undergraduate research and education. The time needed to developsuch 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 haveremained rather unchanged for many years now, only small adjustments occur but the funding levels haveremained largely stable for the last 3 years. It is anticipated that there may be a 5% reduction for the 2010-11year. Certainly when the Associated degrees are properly supported with the appropriate course offerings, boththe 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 infusedfield trips throughout its curriculum so that students can apply classroom and laboratory experiences to realworldsituations. This is typical of the vast majority of schools that offer Earth Science degrees and is areflection of the career opportunities in this discipline. A review, conducted in the Spring of 2007, of four-yearschools in the north state that have Earth Science courses reveals the large emphasis placed on fieldexperiences:Sonoma Sate Department of GeologySacramento State Department of GeologyHumboldt Sate University Department of GeologyHumboldt Sate Department of OceanographyCSU Stanislaus Department of GeologyChico Sate Geological and Environmental SciencesSan 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 primaryresponsibility for this program to offer appropriate field trips; it would be irresponsible for the program not toand 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 tripsare excellent opportunities for students to learn. Two recent studies demonstrate this: the Texas ScienceInitiative includes field trips as part of the highest ranking teaching strategies while another conducted in theUnited Kingdom reviews 10 years of research on field trips (“outdoor learning”) noting that field trips have ahigh impact on student learning.Cost evaluation as compared to income was first evaluated in the Fall of 2006 by the full-time faculty memberin 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, areeasily paid for by enrollments in Earth Science courses:Total Fall 2006 semester: 24.495 FTEsExtending those enrollments, a rather typical semester, to an academic year and then including the Summer2006 classes revealed $102,266.90 earned annually (“in the black”, all expenses paid). Using the statisticsPhysical 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 theFall 2006 analysis considering it included Summer sections and the figures below do not:AcademicYear07-0808-09ESCI# ofSectionsInitialEnrollmentCensusEnrollmentTotalFTESIncomeTerm Based on $4324per FTESFall 7 164 140 22 $95,128.00BalanceCosts are describedbelow table, avg. is$59,811/semester+$50,299.00Spring 7 230 198 28 $121,072.00 +$61,261.00Fall 7 204 178 26 $112,424.00 +$52,613.00Spring 7 238 202 31 $134,044.00 +$74,233.00TermBased on $4324 perFTESFall 7 164 140 22 $95,128.00Costs are describedbelow table, avg. is$59,811/semester+$50,299.00Spring 7 230 198 28 $121,072.00 +$61,261.00Fall 7 204 178 26 $112,424.00 +$52,613.00Costs 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 onaverage for the four semesters noted in the table above. All Earth Science students experience at least one fieldtrip 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 generatedby 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, whetherthey are transferring into a science program or not. The measure of this quality is reflected in the general acrossthe board increase in enrollments and the number of course articulationsThere is a need for the program to grow. Enrollments are increasing and have been even before the currentfiscal situation and there has been a state, national and international push toward solving Earth Science relatedissues. An entire new economy has begun to emerge, much of it requiring Earth Science and Systemseducation. Shasta College has a real chance to lead on this front. At a minimum, all that is needed is theaddition 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 cornerstone for moving forward, no matter what direction a student is heading: sustainable policy, sustainablepractices; sustainable science, or sustainable economy/workforce.3.4 Student SuccessThe tables inserted on the next page describe enrollment trends, retention, and grade distributions. Followingeach table is a short discussion on obvious trends within the table.AcademicYear07-0808-09ESCITerm# ofSectionsInitialEnrollmentCensusEnrollment%LostCourseEndEnrollmentTotalFTESTotalWSCHTotalLoadAvg InitialEnrollmentAvgCensusFall 7 164 140 16.10 130 22 750 1.9 23 20.0Spring 7 230 198 11.56 190 28 950 1.9 33 28.3Fall 7 204 178 9.25 146 26 805 1.9 29 25.4Spring 7 238 202 12.73 184 31 899 1.9 34 28.9The table above is continued here:AcademicYear07-0808-09ESCITermFallAvg Avg FTES / Avg Avg Avg WSCH /FTES FTEF WSCH Load FTEF3.1 11.22 107.1 0.3 459.22Spring 4.0 14.50 135.7 0.3 520.86Fall 3.7 12.96 115.0 0.3 399.22Spring 4.4 16.12 128.4 0.3 469.78The table above describe a general increase in student enrollments. What does seem to stand out in addition togrowth, are the differences between Fall and Spring enrollments. Each spring records a marked increase overthe 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. Ifthat 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

ESCIAcademicYear06-0707-0808-09TermAllWhite, nonHispanic Hispanic AsianRace-EthnicityAfricanAmerican,nonHispanicAmericanIndian/AlaskanPacificIslanderOtherUnknown/unreportedRetention Retention Retention Retention Retention Retention Retention Retention Retention# % # % # % # % # % # % # % # % # %Summer 11 90.9% 11 90.9% . . . . . . . . . . . . . .Fall 83 91.6% 67 94.0% 4 75.0% 1 100.0% 1 100.0% 3 100.0% . . 2 50.0% 5 80.0%Spring 72 88.9% 63 90.5% 1 100.0% . . 1 100.0% 3 100.0% . . . . 4 50.0%Summer 12 91.7% 9 88.9% 0 . 1 100.0% . . . . . . . . 2 100.0%Fall 137 93.4% 112 92.9% 5 100.0% 1 0.0% 1 100.0% 3 100.0% . . 3 100.0% 12 100.0%Spring 200 94.5% 159 95.6% 11 90.9% . . 1 100.0% 6 83.3% 1 100.0% 5 80.0% 17 94.1%Summer 35 97.1% 30 96.7% 3 100.0% . . . . . . . . 0 . 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 50.0% 1 100.0% 6 66.7% . . 5 100.0% 13 84.6%Cumulative GPAESCIAcademic Year06-0707-0808-09All < 2.0 2.0-2.5 2.6-3.0 3.1-3.5 >3.5Retention Retention Retention Retention Retention Retention# % # % # % # % # % # %TermSummer 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%Summer 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%Physical Science Program Review 2010 page 37 of 85

AcademicYear06-0707-0808-09ESCITermGenderAll Female MaleAge CategoryAge 17 andunder Age 18-24 Age 25-49 50+ UnknownRetention Retention Retention Retention Retention Retention Retention Retention# % # % # % # % # % # % # % # %Summer 11 90.9% 7 85.7% 4 100.0% . . 8 100.0% 2 100.0% 1 0.0% . .Fall 83 91.6% 33 93.9% 50 90.0% 6 100.0% 46 87.0% 25 96.0% 6 100.0% . .Spring 72 88.9% 30 93.3% 42 85.7% 2 100.0% 43 88.4% 22 86.4% 5 100.0% . .Summer 12 91.7% 9 88.9% 3 100.0% 4 100.0% 5 100.0% 3 66.7% 0 . . .Fall 137 93.4% 65 90.8% 72 95.8% 11 100.0% 68 91.2% 48 95.8% 10 90.0% . .Spring 200 94.5% 101 92.1% 99 97.0% 6 100.0% 113 93.8% 64 93.8% 16 100.0% 1 100.0%Summer 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 waslow, 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 alsodemonstrates fairly high averages across all the demographics. When comparing to the same measures acrossSLAM, Earth Sciences comes in at or above the percentages seen division-wide. Again, some figures are basedon just a few students, four our less, and having one unsuccessful student within the category produces astriking lower percentage.As might be expected, students with low GPA’s represent the least successful group. All other categories showno 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 beentracked within the earth Sciences. Typically, a drop rate for sections is less than 10% and completion with a Cor higher is often on the scale of 80 to 90%. It is difficult to categorize the losses as dissatisfied students sincemost occur over the span of late registration (approximately 6 to 7% of the 10% mentioned above). Thissuggests that students are looking to adjust their semester schedules. Unsuccessful student sin the earthSciences (grades of D or F) are largely characterized by those with poor attendance and missing work. Rarelydo 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 timestudent surveys were distributed and the results recorded described that Randy meets or exceeds expectations inall areas associated with student satisfaction. Strengths were noted in the surveys describing knowledge ofmaterial open-mindedness of diversity, and is regarded as a pleasant, even entertaining and dedicatedrepresentative 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

ESCIAcademicYear06-0707-0808-09TermAllWhite, nonHispanic Hispanic AsianRace-EthnicityAfricanAmerican,nonHispanicAmericanIndian/AlaskanPacificIslanderOtherUnknown/unreportedSuccess Success Success Success Success Success Success Success Success# % # % # % # % # % # % # % # % # %Summer 11 81.8% 11 81.8% . . . . . . . . . . . . . .Fall 83 83.1% 67 86.6% 4 50.0% 1 100.0% 1 100.0% 3 100.0% . . 2 50.0% 5 60.0%Spring 72 77.8% 63 77.8% 1 100.0% . . 1 100.0% 3 100.0% . . . . 4 50.0%Summer 12 91.7% 9 88.9% 0 . 1 100.0% . . . . . . . . 2 100.0%Fall 137 67.2% 112 68.8% 5 60.0% 1 0.0% 1 100.0% 3 100.0% . . 3 66.7% 12 50.0%Spring 200 66.5% 159 66.0% 11 81.8% . . 1 100.0% 6 50.0% 1 0.0% 5 60.0% 17 70.6%Summer 35 85.7% 30 90.0% 3 33.3% . . . . . . . . 0 . 2 100.0%Fall 181 63.0% 140 65.0% 11 45.5% 4 0.0% 2 50.0% 7 71.4% . . 7 57.1% 10 80.0%Spring 205 68.8% 167 70.7% 11 72.7% 2 50.0% 1 0.0% 6 50.0% . . 5 60.0% 13 61.5%Cumulative GPAESCIAcademic Year06-0707-0808-09All < 2.0 2.0-2.5 2.6-3.0 3.1-3.5 >3.5Success Success Success Success Success Success# % # % # % # % # % # %TermSummer 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%Summer 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%Physical Science Program Review 2010 page 39 of 85

AcademicYear06-0707-0808-09ESCITermGenderAll Female MaleAge CategoryAge 17 andunder Age 18-24 Age 25-49 50+ UnknownSuccess Success Success Success Success Success Success Success# % # % # % # % # % # % # % # %Summer 11 81.8% 7 71.4% 4 100.0% . . 8 100.0% 2 50.0% 1 0.0% . .Fall 83 83.1% 33 87.9% 50 80.0% 6 83.3% 46 78.3% 25 92.0% 6 83.3% . .Spring 72 77.8% 30 86.7% 42 71.4% 2 100.0% 43 72.1% 22 81.8% 5 100.0% . .Summer 12 91.7% 9 88.9% 3 100.0% 4 100.0% 5 100.0% 3 66.7% 0 . . .Fall 137 67.2% 65 67.7% 72 66.7% 11 63.6% 68 64.7% 48 68.8% 10 80.0% . .Spring 200 66.5% 101 64.4% 99 68.7% 6 66.7% 113 68.1% 64 65.6% 16 56.3% 1 100.0%Summer 35 85.7% 22 86.4% 13 84.6% 5 60.0% 12 100.0% 16 87.5% 2 50.0% . .Fall 181 63.0% 89 60.7% 92 65.2% 6 66.7% 110 60.0% 60 68.3% 5 60.0% . .Spring 205 68.8% 92 75.0% 113 63.7% 2 100.0% 131 72.5% 62 62.9% 10 50.0% . .Student satisfaction is also noted through interactions during class or lab as well s follow-up encounters afterthe completion of the course. Many students have expressed their gratitude for the courses they have taken inthe Earth Sciences, including through written communication. Complaints that have been expressed are usuallynote related to instruction (the full-time faculty member is not aware of any) but more to equipment availabilityor quantity, a reflection of a need for resources and upgraded equipment. If a complaint were t be advancedregarding instruction, it will be evaluated and corrective procedures considers in regards to the course as awhole 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 adviceregarding degree goals and requirements, school choices, interim employment, scholarship opportunities, andcareer paths. As an individual who has encountered many others in the discipline, the full-time faculty memberis knowledgeable about various opportunities. He has also established relationships with many of the four-yearsschools in the north state, gathering information on financial support, career advising they offer, and theprofessional diversity in those academic departments.Student Contact: Students are kept regularly informed of course deadlines through announcements in class butalso through e-mail and announcement postings inside Shasta College On-line. The latter two are possiblebecause every Earth Science course is at least web enhanced. Phone calls to students are made as follow-ups tovoice or e-mail requesting a call regarding some course issue.Student Placement: There currently are no placement paths or procedures for students entering the EarthSciences. Prerequisites assure that students cannot enter into course they are not academically prepared for.3.5 General PlanningThe main emerging national trend has been a push toward Earth Systems Science, something the programaddressed through the development of ESCI 17 as well as the re-focused curriculum of ESCI 12, 14 and 15along these lines. These can be characterized as Gaian concepts, a view of earth as a set of interconnectedPhysical Science Program Review 2010 page 40 of 85

systems (geosphere, atmosphere, hydrosphere, and biosphere). Most recently, sustainable concepts have pushedtoward the forefront of Earth Systems approaches. Here at Shasta College, changes in several of the EarthScience courses to overtly include sustainability include modification of the catalog description, and theinclusion of sustainable/Gaian subject matter in the Objectives and Content sections of the Course Outline ofRecord, if it was not already present. These changes went through curriculum this past Fall (2009) and are nowin place. The changes affected the following courses:Esci 1 Physical Geology- 4 units with labEsci 5 Introduction to Geology- 4 units with labEsci 10 Environmental Geology – 4 units with labEsci 11 Economic Geology- 3 units with labEsci 12 General Earth Science- 4 units with labEsci 14 Meteorology- 4 units with labEsci 15 Oceanography- 4 units with labEsci 16 Coastal Oceanographic Field Studies- 2 units with labEsci 17 Earth System Science- 3 unitsEsci 18 Global Climate: Past, Present and Future- 3 unitsThese 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 andanthropogenic 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 includedin all of the above except Meteorology (ESCI14) and the Global Climate (ESCI 18) courses. Even at that, thesetwo 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 advertisethe offerings. Plans are now in the development stages for AA/AS informational flyers/brochures. The graphicdesign 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 andfunding 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 tobe 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 sothat degrees can be awarded.Marketing support for this program could help to support the local growth of the green economy since the EarthSciences plays such a central role in this area. Further, partnerships with local offices of city, county, and stateagencies, as well as private firms such as environmental and geo-engineering companies, that employ Earthscientists needs to be developed. The goal would be to define any emerging skill sets needed in the current jobmarket along with developing internship and scholarship opportunities.Physical Science Program Review 2010 page 41 of 85

Finally, the program would benefit greatly from resource upgrades and additions. Computer needs includemore student stations and the eventual upgrade of the existing 10 computers in the room. Microscopes arebadly needed, as was noted previously.Part IV – Student Learning OutcomesMuch 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 theprocedure. 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.Earth Science Course Step 1Step 2Step 3Step 4 Step 5ESCI 1 Physical Geology x x x xESCI 5 Introduction to Geology* x x x xESCI 6 Ancient Life x x x x xESCI 9 Earthquakes, Volcanoes, x x x x xESCI 12 General Earth Science x x x xESCI 14 Meteorology* x x x xESCI 15 Oceanography x x x x xESCI 17 Earth System Science* x xEarth Science Course Step 1Step 2Step 3Step 4 Step 5ESCI 34 Modoc Plateau* x x xESCI 35 Lassen Volcanic park* x x xESCI 37 Geology of North Coast* x x xESCI 38 Pt. Reyes Nat. Seashore* x x xESCI 42 Geology of Redding* x x xESCI 44 Geology of Whiskeytown* x x xESCI 45 Castle Crags area* x x xESCI 46 Burney Falls area* x x xAssociate degree SLO’s for the Earth Sciences have yet to be been developed in art due to how new the degreesare, only receiving approval in August of 2008. In addition, there has not been the development of a courseschedule appropriate to support the degrees (see comments previously) preventing any significant advance onAA/AS SLOs in the Earth Sciences. Two tables summarizes this below:Associate of Science, General StudiesStep 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 page 42 of 85

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%)Climatological andA.S. Meteorological StudiesCoastal OceanographicA.S. StudiesGeologic FieldA.S. StudiesStep 1aStep 1bStep 2Step 3Step 4 Step 5Associate of Arts, University TransferStep 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%)A.A. Earth System ScienceA.A. GeologyA.A. Meteorology/ClimatologyA.A. OceanographyScience Teacher Track,Concentration in EarthA.A. SciencesStep 1aStep 1bStep 2Step 3Step 4 Step 5Step 1aStep 1bStep 2Step 3Step 4 Step 5General 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 earthSciences Student include the Science Learning Center and the Math center. There are no workshops drop-in orin-class, no tutorials and no live-help online with the subject matter. Guidelines and procedures for this type ofevaluation are not well understood and those responsible for the production of information and collection ofdata 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 5Drop-in tutoringPhysical Science Program Review 2010 page 43 of 85

Learning labs: Science LearningCenter and Math labDrop-in workshopsIn-class workshopsOnline tutorialsOnline live-helpStudent Support Services for the Earth Sciences are unknown. Guidelines and procedures for this type ofevaluation are not well understood and those responsible for the production of information and collection ofdata 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 5Drop-in tutoringLearning labsDrop-in workshopsIn-class workshopsOnline tutorialsOnline live-helpPart V – Program SummaryPrimary Strengths: A diverse, well-maintained curriculum that is in tune with emerging fields probably bestcharacterizes the Earth Sciences. This curriculum, supported by instructional quality and now well-defineddegree 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 beoffered 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 alsoneeded 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 sustainableconcepts expand through the economy. This effort could include Economic Workforce Development supportand preliminary discussions with Brad Banghart in May and June of 2009have indicated a willingness toexplore possibilities.Greatest Challenges: At this time of state fiscal crisis, the challenge will not only be to maintain the coursesoffered in a typical semester, but to add the ones that students need to earn Earth Sciences AA/AS degrees.Physical Science Program Review 2010 page 44 of 85

Since the implementation of “reduced services”, Shasta College Earth Sciences has had course offerings cut 20to 25% spanning Fall 2009, Spring 2010 and Fall 2010. The reductions have extended the time needed fordegree completion and, in the Spring of 2010, eliminated the only GE Physical Sciences evening course offeredat 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, PlansAcademic paths and Associate Degree Completion: Associate degree tracks and an appropriate departmentalcourse schedules have yet to be offered in such a manner as to allow any student pursuing one of these paths toreach 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 completionAction 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 yearsAction 1: Place microscope purchases for the Earth Sciences as a high priority for State Instructionalfunds or find funding elsewhere.Advertise: The Earth Sciences offer a diversity of degrees and courses that align with sustainability and theemerging 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 websoftware which is highly limited in format.Action 3: Continue to work with Counselors and EWD regarding the program and its connection tostudents and the community.Internships and Scholarships: The area is densely populated with environmental firms, and governmentalagencies 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 ofEarth Science studentsAction 2: Make new and further existing contacts of environmental firms and governmental agenciesregarding internships and/or scholarship opportunities to Earth Science students.AppendicesAppendix A – Student Learning Outcomes UpdateSee section IV above, page 49, as well as section 2.3 page 27This ends the earth science portion of the Physical Science Program Review asprepared by Randy Reed.Physical Science Program Review 2010 page 45 of 85

PROGRAM REVIEW 2009/2010PHYSICAL SCIENCES - Geography2.1. Program Definition/DescriptionThe Geography department at Shasta College serves the vital function of educating students in the discipline ofGeography. A range of courses expose students to Geography in the physical and cultural branches, as well asintegrative regional courses. These courses provide general education application to 4-year transfer andAssociates degree transfer students. Students interested in pursuing a 4-year degree are able to articulate most ofthe courses to CSU and UC programs. Geography instructors also provide advising and guidance to studentsinterested in higher degrees in Geography and its application in future careers. Faculty in Geography support arange of College and Community outreach activities to engage students in the opportunities the Geographydepartment has to offer. The Geography department also promotes the career-technical Geographic InformationSystems Certificate Program at Shasta College, which is covered in a separate section of this Program Review.2.2. Program Mission/PurposeThe mission of Geography at Shasta College is to educate students in the physical and cultural characteristics ofour world. The relationships and interdependencies of places are of primary concern. Geography meets ShastaCollege's goals of global consciousness, responsibility, and sustainability. The central focus upon humanenvironmentinteractions serves as the foundation from which a range of concerns are addressed, includingpopulation growth, resource exploitation, immigration, wealth disparity, and climate change to name a few ofthe more prominent issues. For example, World Regional Geography (GEOG 8) educates students in the diversepatterns of climate, vegetation, resource consumption, cultural characteristics, political and social systems, andrelated 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 spatialreasoning 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, andour state's influence on global culture. Understanding of our connections to the Pacific Rim, both economicallyand culturally, are essential for an informed citizenry.Field trips provide the opportunity for students to apply geographic principals to real world questions andproblems in our region. In California Geography (GEOG 7) educate students about local history and planningactivities 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 theIron Mountain Mine toxic site. Furthermore, the GEOG 2A and GEOG 2B are field specific courses that focuson 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 organizationsand groups that address social, historical, and environmental concerns. Examples include the North StateBicycle Partnership, the Shasta Land Trust, Shasta Historical Society, and the Shasta Genealogical Society.Physical Science Program Review 2010 page 46 of 85

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 hostedinternationally recognized jazz trumpeter-composer-educator Ralph Alessi at Shasta College in November2009. With the support of the Shasta College Foundation, a performance and lecture forum was attended byseveral hundred students, staff and community members. The lecture forum, entitled 'Jazz and the Shaping ofAmerican' 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 globalcommunities. Beyond the classroom, students are encouraged to participate in community events, both on andoff campus. On campus, students participate in Welcome Day, 8 th Grader Day, Career Day, and FFA Field Day.3.1 ACADEMIC QUALITY3.1.1. Curriculum AnalysisGeography courses at Shasta College are principally geared toward meeting general education requirements forboth Associates degree and transfer patterns. There is no degree or certificate offered in Geography at ShastaCollege.Four courses represent the bulk of enrollments in Geography: Physical Geography (GEOG 1A), CulturalGeography (GEOG 1B), California Geography (GEOG 7), and World Regional Geography (GEOG 8). Thefollowing table shows the General Education pattern requirements that each of these course meet.Shasta CollegeGeography CourseGEOG 1A (Phys.Geog.)GEOG 1B (CulturalGeog.)Associates Degree CSU Transfer UC Transfer(IGETC)1 (Natural Sci.) B1/B3 (Phys.2 (Soc. and Science)Behav. Sciences) D5 (Geography)5 (Multi-Cultural/Liv.Skills)2 (Soc. andBehav. Sciences)5 (Multi-Cultural/Liv.Area 4(Social/Beh.Science)Area 5 (Phys. andBio. Sciences)D5 (Geography) Area 4(Social/Beh.Science)Physical Science Program Review 2010 page 47 of 85

GEOG 7 (Calif.Geog.)GEOG 8 (World Reg.Geog.)Skills)2 (Soc. andBehav. Sciences)5 (Multi-Cultural/Liv.Skills)2 (Soc. andBehav. Sciences)5 (Multi-Cultural/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 courseofferings. Both California and World Regional Geography (GEOG7 and GEOG8) are now offered in an onlineformat, as well a Map Principles (GEOG11). These course offerings offer flexibility to students and have seenstrong enrollments. Online education is still a relatively new format for course delivery, thereby requiringadjustments for both faculty and students. The flexibility for students in terms of scheduling and location arejuxtaposed with an increased reliance on written communication and lack of face-to-face contact. The creationof effective online content and delivery has been complicated by the change in course delivery software fromWebCT to Angel (as of the time this is being written, there are plans to move away from Angel onto anotherplatforms, perhaps Moodle). The Geography department is committed to online education and to the continuedimprovement of our online course offerings through faculty participation in campus training and professionworkshops and conferences. Hybrid courses, which have yet to be offered by Geography, would providestudents with the flexibility of an online course combined with the benefit face-to-face interaction with theinstructor.Recent curriculum updates include the addition of a lab to GEOG 1A, which was previously a lecture-onlycourse. This change was designed to give student essential laboratory and field experience, as well as to meetgeneral education and transfer needs. As a physical science, students need to develop practical skills in mapreading, landscape analysis, scientific methods, and in the application of geographic tools, technologies andmethods. The addition of the lab helps to meet this goal. The revised GEOG 1A class meets the needs ofstudents requiring a physical science with a lab. Furthermore, this change allows GEOG 1A to articulate to theGeography and Planning Department at Chico State University (as of this writing, GEOG 1A is not listed inACCESS as articulating, but Chico State has been contacted to correct this presumed oversight). Since theaddition of the lab to GEOG 1A beginning in Fall 2008, enrollments in the course have been less than they wereprior to this change. Several factors may account for this decrease, including the larger number of PhysicalScience courses that have a lab component as opposed to Physical Science courses without a lab. Lack ofstudent awareness about the course is likely another factor. On-going marketing and outreach have beenundertaken 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 ourcourse offerings and content are appropriate to these two primary schools that receive Shasta College transferstudents. The working relationship between Shasta College faculty and CSU faculty has served to encouragetransfers 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 thearticulation of mapping and GIS courses. The latter courses vary widely in content and course level (they areupper division at many universities), thereby preventing one-to-one articulation of courses. Hybrid courses,Physical Science Program Review 2010 page 48 of 85

which have yet to be offered by Geography, would provide students with the flexibility of an online coursecombined 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. Forin-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 partof the curriculum: Field Geography (Physical) and Field Geography (Cultural). These courses serve to maintaingeography's longstanding focus on field-based education. These courses follow thematic topics in physicalgeography (e.g., Volcanoes of the Southern Cascades) and cultural geography (e.g., the Cultural Geography ofSan Francisco). These elective courses have not been offered in the past year in light of the current fiscalsituation 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 generalinterest 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 hasbeen achieved through involvement with professional societies including the Association of AmericanGeographers, 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 StaffingGeography 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 mapreading and field methods. Geospatial technologies, which represents the principal area of job growth ingeography, is a further strength of the Geography department. The existence of the Geographic InformationSystems Program at Shasta College provides opportunities for students to learn about these emergingtechnologies, which the U.S. Department of Labors has identified as one of the top three areas of technologygrowth 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 theSpring 2008 semester when the full-time faculty member (Scollon) was on sabbatical and all courses weretaught 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 wouldrequire additional dedicated faculty.Dan Scollon is the lone full time faculty member in Geography, where he has been dedicated to Geography for50% to 75% of his load since 1999. Courses taught include GEOG 1A (each semester) and GEOG 7 and GEOG8 (typically alternating semesters). Scollon is also the principal faculty member overseeing the GeographicInformation Systems (GIS) Program, which comprises the remainder of his teaching load. The splitresponsibility 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 viaInternet. Dr. Kashuba plays an integral role in the Geography department, participating in a range of activitiesthat 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 heteaches include GEOG 1A, 7 and 8, taught both in-class and via ITV. Effective communication and consistencyof course content are ongoing challenges, given the lack of direct contact with the remote sites. In the interest ofimproving communication, the three active Geography instructors met in October 2009 to discuss programconcerns including SLOs, scheduling and related pedagogy matters.3.1.3 Teaching Aids and EquipmentThe 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 usingGoogle Earth, Excel, and the Internet. A recent acquisition of a site-license of ArcInfo GIS software, purchasedthrough CalGETT grant funds, will allow for teaching basic GIS skills in the GEOG 1A lab (the CalGETTgrant, to be discussed in greater detail under the GIS Program section of this Program Review, also fundedupgrades to computer memory in 1411 computers).Both 1411 and 1415 have a variety of wall maps that support the classes. These are generally adequate forinstructional purposes, although some of the maps are 20 years or more out of date. Online sources do provideaccess to maps as well, but hardcopy maps are still a primary tool of instruction. Due to classroom sizelimitation, room 1213 has been used for the GEOG 7 class, which has limited instructional maps. Updating ofclassroom instructional maps is a goal for the Geography department.Maps and field equipment are currently adequate to support Geography classes. Compasses and GPS equipmentis shared with the Natural Resources program, providing essential and up-to-date equipment for studentlearning.3.1.4 Faculty Availability for General College ServiceParticipation in shared governance and related College committees is principally fulfilled by the full-timefaculty member (Scollon). During the self-study period, this has included: Matriculation Committee (2007-2009), General Education Committee (2009-present), Sustainability Committee (2009-present), andEnvironmental Advisory Committee (committee chair from 2000 through 2006).Outreach activities include participation by full-time and adjunct faculty in College-wide Welcome Day and 8thGrader Day. Geography also supports FFA Field Day, hosted by NRIPS Division. Geography-specific outreachactivities included hosting the 2005 California Geographical Society Meeting and supporting the 2008 CGSmeeting 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 theShasta College Health Sciences/University Center.Faculty also actively participate in professional meetings such as the Association of American Geographer'sAnnual meeting, both as participants and presenters.Physical Science Program Review 2010 page 50 of 85

Other outreach activities have included presentations to the Redding Area GIS User Group, Shasta CountyOffice of Education and others.3.1.5 Tutoring Centers/LabsGeography makes limited use of Tutoring Centers/Labs. The Science Learning Center is used for providingaccess to students for various texts , related support materials, and proctoring of exams. Library staff providelimited assistance for online students. The Writing Center provides support for student papers in GEOG 7 andGEOG 8.3.1.6 Opportunities for Professional DevelopmentIn of Spring 2008, Dan Scollon was awarded a sabbatical at the East-West Center in Honolulu, Hawaii. Thisfederally-funded research institute works to understand social, economic and environmental dynamicsthroughout 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 meetingsin Las Vegas (2009) and San Francisco (2007) was funded by professional development funds from ShastaCollege. Sabbatical research was also presented to Shasta College at the Science Colloquium.Continued participation in professional meetings and conferences provides a valuable opportunity to maintaincurrency in the discipline and to network with colleagues from other institutions.3.1.7 Survey other Community Colleges for Common PracticesThe California Geographical Society is an excellent forum evaluating programs at other California communitycolleges and universities. Hosting the 2005 annual meeting afforded the opportunity to work closely withcommunity college geography faculty from other schools. Presentations at this meeting focused on bestpractices and opportunities for expanding programs.3.2 EXTERNAL RELATIONS3.2.1 FacilitiesGeography courses are taught primarily in rooms 1411, 1415, and 1213. The 1400 building is the principalbuilding used by the Physical Science Department. As described under Teaching Aids and Equipment sectionabove, these classroom adequately support geography instruction. Scheduling of classes is generally not aproblem, especially for courses that repeat in the same location and time slot each semester. Requests forchanging rooms or locations are handled amicably.3.2.2. Contact with K-12 SchoolsPhysical Science Program Review 2010 page 51 of 85

The Geography Department is actively involved in supporting K-12 education. Activities include offering inserviceto K-12 teachers through the Shasta County Office of Education, coordinating dual enrollment courseswith 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 CGSAnnual meeting in 2005.College supported activities such as 8th Grader Day, Welcome Day, and related outreach activities provide anopportunity 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 CollegesThe California Geographical Society is an excellent forum evaluating programs at other California communitycolleges and universities. Hosting the 2005 annual meeting afforded the opportunity to work closely withcommunity college geography faculty from other schools. Faculty from Cosumnes River College, Santa MonicaCollege, 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 ourcourse offerings and content are appropriate to these two primary schools that receive Shasta College transferstudents. As mentioned above, the working relationship between Shasta College faculty a CSU faculty hasserved to encourage transfers of Shasta College students to the Geography programs at CSUC and HSU. Thisrelationship 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 nationallyrecognized 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 geographycurriculum and program at Shasta College.3.2.4 Articulation with high schools, universities and colleges(see section 3.1.1)3.3 Resource EfficiencyThe Geography Program strives to share its resources with other departments and consult with Shasta Collegefaculty on the use of maps and aerial photographs to enhance the experience of students in other disciplines.3.3.1 SupportWhile the Geography Department does not rely on direct support from other programs at Shasta College, it doesbenefit from indirect support from several programs. The Geosciences Program provides resources andexpertise 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 ofgeography, so students frequently take classes under both programs. Furthermore the NR program providesPhysical Science Program Review 2010 page 52 of 85

material support through the use of its field equipment. Geography in turn supports NR through the use of itsmap collection, map reading equipment and mapping services.Outreach to other disciplines also occurs through guest lecture, which are generally focused on geographicinformation systems), but also serves to inform students about opportunities in Geography. Each semester forthe 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 TechnologyInstructional 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 recentacquisition of a site-license of ArcInfo GIS software, will allow for lab activities that use GIS to analyzephysical phenomena such as the proximity of volcanoes to known tectonic faults. Field activities incorporateglobal positioning system (GPS), compasses, and related equipment. The latter is supported by the GISProgram, which is funded in part with VTEA (Vocational Technical Education Assistance) funding.3.3.3 Comparison with Other InstitutionsCollaboration with other California Community College geography faculty through the California GeographicalSociety annual meetings and other meetings has given insight into geography at other schools. Geographyresidents in Earth Science departments at some schools (e.g., American River College), and in Social Sciencedepartments at other schools (e.g., Santa Monica College). Both of the schools mentioned in the previoussentence are supported by 3 full-time geography faculty, in contrast to 1 full-time faculty at Shasta College.3.3.4 Facility Use and AvailabilityGeography courses are taught primarily in rooms 1411, 1415, and 1213. The 1400 building is the principalbuilding used by the Physical Science Department. As described under Teaching Aids and Equipment sectionabove, these classroom adequately support geography instruction. Scheduling of classes is generally not aproblem, especially for courses that repeat in the same location and time slot each semester. Requests forchanging rooms or locations are handled amicably.3.3.5 Faculty and Classified StaffingClassified 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 compilationof research 'wikis' on the Library website.See section 3.1.2 for more information on Staffing.3.3.6 EquipmentField activities are support by global positioning system (GPS), compasses, and related equipment. The latter issupported by the GIS Program, which is funded in part with VTEA (Vocation Technical Education Assistance)Physical Science Program Review 2010 page 53 of 85

funding. Additional equipment is borrowed/shared with other programs including Geosciences, NaturalResources, and Physics.3.3.7 Budget info, requests, action plansCurrent supply budget is adequate to support material needs. There is presently a need to upgrading of wallmaps, globes and atlases. This program review includes a budget request of $1000 for the upgrading of theseimportant teaching tools.The current field trip budget is limited when GEOG 2A and 2B (Field courses) are offered, although, asmentioned earlier, these courses are not currently being offered due to district-wide budget cuts . When weagain offer these field classes, the field trip budget will need to be augmented.3.3.8 Reach of ServicesThe reach of services offered by the Geography departments has been expanded through the growth of onlinecourse offerings. Demand for these online has been strong and presently represents about one quarter of allgeography course offerings. Combined with ITV course offerings, students in outlying areas and those withschedules that are constrained by work and personal life can take advantage of the flexibility these coursesoffer.3.4 Student SuccessFTES trends: General trend for GEOG courses during the 3-year period was increasing, from a low of 1.8 inFall 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 forFall 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 froma 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 (Fall06). Total census enrollment for the 3 year period was 1, 033. Percent lost from initial to census ranged from alow of 10.39% (Spring 08) to a high of 20.40% (Spring 09). A general trend in these data reveals a higher rateof attrition (i.e., percent students lost) for the 08-09 school year when number of sections and overallenrollments was highest. This year included several late start courses which may have provided students with analternative course offering for those that felt they were not doing well in semester start course, which in turnmay explain the higher attrition rate. Other possible factors were increases in student enrollment fees anddelays in financial aid that occurred as State and Federal budgets suffered under the weight of the advancingrecession in Fall 2009. It should be noted that 08-09 school year also represented a high percentage of onlinecourse 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 apeak of 176 students completing in Fall 08 (as derived from student success figures), in contrast to a low of 48students completing in Spring 08 (this was the semester that the full-time faculty member, Dan Scollon, was onsabbatical). Student success rate in the course ranged from a high of 73.8% in Fall 06 to a low of 50.8% inPhysical Science Program Review 2010 page 54 of 85

Spring 09. This latter figure was likely contributed to by the increase in online and late start offerings, andwarrants consideration for future scheduling.GEOG 8 student success figures ranged from a high of 47 students in Summer 08 (online offering) to a low of16 students in Fall 06 (evening offering).Number Of Sections: The total number of GEOG sections offered over the 3 year period was 45. Averagenumber of sections per semester were 8 (06-07), 6.5 (07-08), and 8 (08-09). Again the Spring 08 figures aredistorted 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 asfollows: 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-studyperiod, 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 anygrade. With 10% of students getting a grade of F, we see the student retention figures climb to approximately80%. 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 theGeography department. Unfortunately, many of our students are either unable or unwilling to put in the workneeded to complete an 18-week college course. Poor attendance is a factor that contributes to failure in theclassroom. Often more serious and capable student are also the ones who attend class faithfully. This may partlyaccounts for the disparity between students that succeed or fail in the courses (15% of students getting grades ofD or F in Geography courses based on these data). Instructors will continue to make effort to retain studentsthat are on the borderline. Student Learning Outcomes may serve this goal by focusing teaching on specifiedand measurable outcomes.Student Satisfaction: One measure of success is the matriculation of students from one geography class toanother (no data is available as of this writing on the number of students taking two or more Geography coursesat Shasta College). Students that elect to seek a degree in Geography at a 4-year school is another indicator ofsuccess, although at this time this is not systematically tracked. Despite the lack of hard number, a fewanecdotal examples follow. Three recent geography transfer students, Michael Commons (CSUC), DianaMuncy (CSUC), and Joe Nicholas (HSU), have received scholarships, commendations, awards and positivepress both at their respective schools and at statewide geography meetings. This has served to give notice at theUniversities that Shasta College's Geography department helps to prepare students for successes at theuniversity level.Student evaluations of teaching, conducted periodically for both adjunct and full-time instructors, is animportant indicator of student satisfaction. While not quantifiable, personal student comments about what hassparked 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 tocontact instructors via email and phone (if available) to express concerns or ask questions. Student complaintsare addressed honestly and, if the instructor considers them to be of relevance to the class as a whole, instructorsmake adjustments or corrections accordingly. Students are further encouraged to consult instructors aboutPhysical Science Program Review 2010 page 55 of 85

grades and class status. Overall course grades are posted for student review several times a semester for non-Internet students; the latter havereal-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, instructornotes, grades, assignments, and related course materials.Geography faculty regularly provide counseling to students considering Geography as a major. Externalcontacts with faculty at Universities around the State allow faculty to provide guidance and direction tostudents.Creation of a adjunct office in the 1400 building has encouraged geography staff to hold office hours, providingadditional responsiveness to student needs and concerns.3.5 General PlanningRecent 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: itis 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 andcurrent geographic information and the widespread availability and use of advanced technologies offer great jobopportunities 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 ShastaCollege. Outreach activities such as those mentioned above help to dispel these misconceptions. Meanwhilecourses are designed strengthen spatial literacy, map competency, and related skills that go beyond placenamegeography.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 consistentmethod 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'swebsite has presented migration challenges. Several newsletters have been created to provide updates andinformation about activities, classes, and so forth. In addition, in 2007, the Geography department hosted afield excursion to entice students to consider Geography.4. Student Learning OutcomesGeography faculty have completed Student Learning Outcomes for all course offerings, with the exception ofthe field courses (GEOG 2A and 2B). Each semester, SLO assessment is conducted and results submitted. Thisprocess has led to refinement of the SLOs and greater consistency across multiple offerings of the same courseby different instructors. (See Appendix A)5. Program SummaryShasta College's Geography department is staffed by dedicated faculty with robust and diverse professionalbackgrounds that support courses in physical, cultural and regional geography. Geographic techniques,Physical Science Program Review 2010 page 56 of 85

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 planningorganizations, and state and national professional societies. Students are engaged in the classroom through theapplication 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 pursuitof quantitative methods and analysis, in combination with the more qualitative or descriptive approaches thatalso characterize the discipline. The Physical Geography course in particular, as well as the physical geographycomponents of the California and World Regional Geography courses, has been strengthened by the indirectsupport of faculty in Physics, Chemistry and Earth Science. Because of the disciplinary overlap, students fromEarth 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 theGeographic Information Systems (GIS) program does present limitations. For example, tracking of formerstudents 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 affectthis effort.Engagement by faculty outside the classroom will continue. Greater participation by students outside theclassroom is a goal in the next five years. Encouraging student participation in community events, professionalmeetings, and related activities could be supported by a more formalized 'community service' component toclasses. Another possible option is engaging student interest in geography through existing student clubs suchas the Science, Forestry and Sustainability Clubs.Part 6. Goals, Recommendations, Priorities, and PlansThe Geography department has established the following five goals, in order of priority for the next five years:Goal 1. Revise curriculum for currency and standardsGoal 2. Increase Geography major transfers and course articulation to 4 year schoolsGoal 3. Expand outreach and recruitment in GeographyGoal 4. Cultivate relationships with State and National Geography OrganizationsGoal 5. Determine needs for faculty, equipment, and course schedulingThese are actually on-going goals that have motivated efforts since the last program review. Indeed significantprogress has been made in each area. Still, continued progress towards these goals will further strengthen theGeography department and its role as a vital part of Shasta College. The following will outlinerecommendations 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 LearningOutcomes (SLOs). Revisions to both curriculum and SLOs will follow these evaluation/revision efforts. Inorder to make this process more manageable, it is recommended that one course per year be evaluated andrevised. The following schedule is recommended: GEOG 1A (Spring 2010), GEOG 1B (Spring 2011), GEOG2A/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 geospatialtechnologies in society. This objective will be supported with grant monies if the National Science Foundationawards a grant for the Geospatial Education Collaborative (the grant proposal is presently being reviewed byPhysical Science Program Review 2010 page 57 of 85

NSF). By creating a general-education track course in geospatial technologies, in collaboration with CaliforniaState University Chico, students from a diverse array of backgrounds and interests will be exposed to geographyand the robust opportunities that geospatial technologies present.Goals 2 and 4 contain some overlap with respect to contact with faculty from other community colleges anduniversities. For example, the California Geographic Society annual meeting includes articulation andcurriculum 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 evaluatearticulation agreements and opportunities for their expansion. With representation on the General EducationCommittee, 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 ourstudents demonstrate in the classroom. While time limitations are a significant barrier, there are several waysthat 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 participatein Club activities, for perhaps one target activity each semester. Sponsoring of forums on current affairs ingeography also would meet this goal.Goal 5 has implications for staffing at Shasta College. The Geography department is able to offer diverse courseofferings with the present configuration of a single full-time faculty with split responsibilities in Geography andGIS, along with the support of two adjunct faculty. Growing enrollments and course offerings may require theaddition of a second full-time faculty. In order to properly support the decision to add faculty and/or coursesections, careful analysis of quantitative data (e.g., Datatel), is needed. The issue of course scheduling, and theformat 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 theResearch office will help to make progress towards this goal.Appendix A. SLO Assessment - GeographyStep 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 Step 2 Step 3 Step 4 Step 5GEOG 1A X X X x xGEOG 1B X X X x xGEOG 7 X X X x xGEOG 8 X X X x xGEOG 11 X X X x xGEOG 2AGEOG 2BKEY: X - complete; x - completed in a limited capacityThis ends the Geography and GIS portion of the Physical Science Program Reviewas prepared by Dan Scollon.Physical Science Program Review 2010 page 58 of 85

PROGRAM REVIEW 2009/2010PHYSICAL SCIENCES -Geographic Information Systems (GIS) Program2.1. Program Definition/DescriptionGeospatial technologies are increasingly part of our daily lives. Geospatial technologies range from web-basedmapping 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 bygovernment 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 tothese technologies, few are being educated in their potential applications, appropriate uses, best practices, andprivacy/ethical concerns.GIS courses address these concerns, while improving spatial awareness and developing STEM (ScienceTechnology Engineering and Math) competencies (Freudenburg 2008).Shasta College's GIS Program has offered courses in geospatial technologies since 1992. Shasta Collegepresently offers a 13-unit GIS Certificate. Courses include general introductory courses in map principles andGIS fundamentals, to more specialized courses in mobile GIS, raster GIS, and spatial databases. All students arerequired to complete a worksite learning course to gain experience in the workplace. Faculty include adedicated tenure track instructor (Scollon), along with adjunct faculty who are also GIS professionals employedin local government and the private sector.GIS professionals and employers in the area, many of whom have taken GIS courses at Shasta College in thepast, 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, providesa valuable link between the workplace and classroom. Faculty and students in the GIS Program haveimplemented mapping projects for local watershed and conservation groups, as well as provided support forcampus maintenance, planning and related District-wide concerns.2.2. Program Mission/PurposeThe mission of Shasta College's Geographic Information System (GIS) Program is to provide students with theknowledge 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, anddocumentation. Analysis methods are introduced to provide students with awareness of the potential that GISoffers in more advanced applications. Practical applications, many with local implications, are explored to rootstudents in how these technologies relate to contemporary concerns. Furthermore, students gain experience andcontacts by presenting projects at the annual Redding community GIS Day and to the Redding Area GIS UserGroup. 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 careertechnical/occupational programs:Physical Science Program Review 2010 page 59 of 85

– 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 socialconcerns2.3 PROGRAM SLOs (see Appendix A)Program SLOs have been established. The goal of evaluating student success in the program based on aportfolio 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 QUALITY3.1.1. Curriculum AnalysisThe curriculum of the GIS Program has evolved over the years, as a result of changes to the GIS industry, inputfrom 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 theaddition of several new courses, the elimination of several courses, and the reduction in the total number ofunits for the GIS Certificate from 17 units to 13 units. These changes were implemented beginning in the 2007-08 school year.The primary changes involved the replacement of the 3-unit Advanced GIS (former GIS 11) course with aseries 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 SpatialDatabases 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 toGIS (GIS 10) course remained essentially unchanged. The replacement of the former 3-unit Map Reading andInterpretation (GEOG 10) course with the lecture-only, 1-unit Map Principles (GEOG 11) course representedhalf 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 andscheduling on the other. The hope was that by eliminating the 3-unit advanced course and its 5-hour per weekin-class commitment, that more working students would be able to take the courses. By scheduling thereplacement 1-unit courses in the evenings, and now in hybrid form, students are offered greater flexibility inhow and when they can take the courses.Curriculum enhancement has been supported by participation in the national Integrated Geospatial EducationTechnology and Training (iGETT) program (see section 3.6.1 below). The model curriculum developed underthis program was integrated into the Raster GIS course in Spring 09. Specifically, students used satelliteimagery to analyze land use and land cover in the Whiskeytown National Recreation area. This addition ofremote sensing content to the Raster GIS, limited the amount of time that could be dedicated to the non-imageryraster methods. The addition of a dedicated remote sensing course, perhaps to be offered initially as a specialtopics course, is being considered.Physical Science Program Review 2010 page 60 of 85

A dedicated course in Cartography is another course that is not presently being offered but which has beendiscussed .3.1.2 StaffingGIS Program coordination, scheduling, worksite learning placement, and student advising is the responsibilityof the full-time instructor Dan Scollon, whose teaching load is split between Geography and GIS. Scollon alsoteaches 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 beinghired in 1996.Adjunct faculty plays a vital role in the GIS Program, bringing valuable workplace experience and unique skillsto the classroom.Charles Shoemaker, presently the GIS Manager with North State Resources, has anchored the adjunct facultyduring the period of self-study. Classes taught have included GIS 1, GIS 20 (Spatial Databases), GIS 21 (GIS-CAD Integration), GIS 22 (Mobile GIS/GPS) and GIS 24 (Customizing GIS). Charles will continue to teachand participate in the GIS Program as long as he is willing and able. The quality of instruction and dedication tostudents 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 hastaught GIS 1 and GEOG 11 and beginning in Spring 2010 will teach GIS 21 (GIS-CAD Integration). Theaddition of this course is the result of the quality work that Devon has put into the courses he has taught thusfar, the experience he has gained in the workplace, and the uncertain availability of Charles Shoemaker (seesummary above).In the past 6 months, several well-qualified GIS professionals have expressed an interest at teaching for ShastaCollege. This bodes well for the ability of the GIS Program to continue to offer quality instruction in the yearsahead.3.1.3 Teaching Aids and EquipmentShasta College's GIS program utilizes a shared computer facility with the college's CAD program. Twoadjacent classrooms are equipped with a total of 45 networked computers, printers, and scanner. Bothclassrooms have full-equipped instructor stations. The classrooms are now outfitted with ArcInfo andextensions under a California Community College site license. A recent acquisition to the lab is a 25-seat ENVIimage 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 twentyGarmin recreational grade units.3.1.4 Faculty Availability for General College ServiceParticipation in shared governance and related College committees is principally fulfilled by the full-timefaculty member (Scollon). During the self-study period, this has included: Matriculation Committee (2007-2009), General Education Committee (2009-present), Sustainability Committee (2009-present), andEnvironmental Advisory Committee (committee chair from 2000 through 2006).Outreach activities include participation by full-time and adjunct faculty in College-wide Welcome Day and 8thGrader Day. Geography also supports FFA Field Day, hosted by NRIPS Division. Geography-specific outreachPhysical Science Program Review 2010 page 61 of 85

activities included hosting the 2005 California Geographical Society Meeting and supporting the 2008 CGSmeeting at CSU Chico. Each year geography faculty supports the annual GIS Day community event, includingthe 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 UsersConference, the California Geographical Society Annual meeting and the Association of AmericanGeographer'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 CountyOffice of Education and others.3.1.5 Tutoring Centers/LabsThe GIS Program utilizes the 1316 and 1307 classrooms referred to as the GIS/CAD Lab. In addition to thevarious equipment and software outlined in Section 3.1.3 above, the lab includes a lending library of GIS andmapping texts. Each semester students tutor hours are scheduled, in cooperation with BTCFS, to providestudent access and assistance to the facility. The Math Lab also provides some indirect support (in Fall 09 GISsoftware was added to several computers in the Math Lab to offer additional flexibility).3.1.6 Opportunities for Professional DevelopmentRecognition of the value of geospatial technologies by agencies such as the Department of Labor, that NationalScience Foundation, and California Community College Chancellors office, has led to a variety of professionaldevelopment opportunities.In 2008, instructor Dan Scollon participated in the first cohort of community college instructors from around thecountry 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 wassupported by an unparalleled teaching staff that included scientists from NASA, USGS and other agencies. Theresult 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 supportsthe NSF/ATE Geodic Center (www.geotechcenter.org), which has leveraged the high caliber of instructors andsupport staff of the iGETT project to support and expand the role of geospatial technologies in education andindustry.Participation in the annual ESRI International GIS User Conference and the affiliated Education UserConference, has offered faculty the opportunity to stay abreast of changes in technology, to see the lastapplications of GIS, to learn about innovations in the classroom and make professional contacts. Attending theESRI conference by Scollon has been supported both with Shasta College professional development funds andby 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. Thisfederally-funded research institute works to understand social, economic and environmental dynamicsthroughout 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 meetingsin Las Vegas (2009) and San Francisco (2007) was funded by professional development funds from ShastaCollege. Sabbatical research was also presented to Shasta College at the Science Colloquium.Physical Science Program Review 2010 page 62 of 85

3.1.7 Internal Relations, Integration and CollaborationThe GIS Program integrates with a number of campus academic entities and support functions. Each semesterfor the past 5 years at least one guest lecture, and often two or three, have been given to classes in NaturalResources, History, Surveying, and Agriculture. Having begun under the Natural Resources program, the GISProgram retains a working relationship with this program. Students provide mapping support to projectsundertaken by Natural Resources students and faculty. For example, in Fall 09 a student from the GIS 10 courseproduce a map of a timber plantation in support of the e Silviculture class (AGNR 51). In another project, a GISstudent mapped a dam-removal project being undertaken by Heavy Equipment Program and the U.S. ForestService.The GIS Program also works with Shasta College's Economic and Workforce Development division. EWD'straining for the California Conservation Corps was supported by the GIS Program through curriculumdevelopment and instructor recruitment for training mapping and GPS principals. More recently the GISProgram, with the support of EWD, submitted a grant to the National Science Foundation's AdvancedTechnology Program. This grant, should it be awarded (confirmation expected in early 2010), would supportgeneral 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 PracticesThe 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 Collegeand 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 avaluable resource for California-based programs. Furthermore, the project director, Christine Lewis, is based inRed Bluff and is a member of Shasta College's GIS Advisory Committee. Ms. Lewis is also an adjunct facultyin GIS at Chico State and a partner the aforementioned GeoTech Center.3.2 EXTERNAL RELATIONS3.2.1 FacilitiesShasta College's GIS program utilizes a shared computer facility with the college's CAD program. Twoadjacent classrooms are equipped with a total of 45 networked computers, printers, and scanner. Theclassrooms are now outfitted with ArcInfo and extensions under a California Community College site license. Arecent acquisition to the lab is a 25-seat ENVI image processing software license. A full suite of AutoCADproducts, along with Microsoft Office products, further enhance education capacity. GPS hardware includes sixTrimble mapping grade units and twenty Garmin recreational grade units.3.2.2. Contact with K-12 SchoolsPhysical Science Program Review 2010 page 63 of 85

The Geography Department is actively involved in supporting K-12 education. Activities include offering inserviceto K-12 teachers through the Shasta County Office of Education, coordinating dual enrollment courseswith 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 CGSAnnual meeting in 2005. In Fall 2009, AP students from University Preparatory High School were given a guestlecture on GIS and its applications.Such training offers teachers ways to engage students in geospatial technologies, through 'fun' technologies suchas Google Earth and geo-caching, while at the same time encouraging STEM competencies. Furthermore, a dualenrollment agreement between Shasta College and Anderson New Technology High School resulted in the firstever 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 anopportunity 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 CollegesMeetings with geography and GIS faculty from both Chico State and Humboldt State have served to ensure thatour course offerings and content are appropriate to these two primary schools that receive Shasta Collegetransfer students. The working relationship between Shasta College faculty and CSU faculty has served toencourage 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 ScienceFoundation Advanced Technology Education (ATE) program. Positive feedback to the pre-proposal wasfollowed by a full proposal in October 2009. The Geospatial Education Collaborative project would providefunds for the development of a general education track course in geospatial technologies and support of studentinternships.The collaboration between the community college and the university presents the opportunity to serve the needsof students seeking career-technical training, Associate's and Bachelor's degrees. The development ofarticulated general education courses in geospatial technology will serve to educate a broad audience in spatialconcepts and applied technology. Students pursuing degrees in education, social sciences, engineering and arange of other disciplines will benefit. By providing geospatial technologies in general education courses, theGEC project supports the ATE stated objective to "enable students to transfer expeditiously from one level ofeducation to another as they gain knowledge, skills, and work experiences throughout their lives."3.2.4 Contact with Business and IndustryThe 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 avariety of areas, including emergency response, public health, and environmental planning (Schwarzenegger2008). This led the California GIS Council to develop a Strategic Plan and the recommendation to hire aGeospatial 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 ShastaPhysical Science Program Review 2010 page 64 of 85

College has participated in the statewide strategic planning effort and are engaged in an ongoing basis throughthe Far North Regional GIS Council (FNRGC).The FNRGC also supports efforts by the Redding Transportation Planning Authority (RTPA) to develop aregional GIS data repository and clearinghouse. By creating seamless datasets of roads, other essentialinfrastructure 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 includingroad 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 incharge 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-rangeprojection 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 theprimary employers of graduates in GIS. While specific numbers are not available, it is estimated that there areas 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 collegesOne-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 withboth CSU Chico and Humboldt State to allow for informal articulation of grouped courses. On-goingpartnerships and involvement through organizations such as the California Geographic Society will ensure thatarticulation remains on the table.The Geospatial Education Collaborative (GEC) project is a joint project between Shasta College, a communitycollege in Redding, California, and California State University, Chico (CSUC). Development of generaleducation pattern courses at the two participating institutions will provide essential geospatial literacy forstudents across the community college and university populations. These GE courses will explore the broadsocietal applications and implications of geospatial technologies (GST), especially geographic informationsystems (GIS). GIS certificate courses at the participating schools will benefit from the increased exposuregained through the general education courses. At Shasta College the new GE course will leverage existingefforts to promote geospatial education at K-12 schools in the Redding area, and will encourage matriculationof 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 issueof geospatial education on the table. Several area high school teachers have expressed interest in develop GIScurriculum and Shasta College GIS faculty have offered support to this undertaking.3.3 Resource Efficiency3.3.1 SupportOutreach to other disciplines also occurs through guest lecture, which are generally focused on geographicinformation systems), but also serves to inform students about opportunities in Geography. Each semester forPhysical Science Program Review 2010 page 65 of 85

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 TechnologyGIS is a technology driven program. The GIS Program therefore relies of ongoing support by the InformationTechnology department, as well as continued updates to hardware and software through general fundexpenditures, grants, and donations.3.3.3 Comparison with Other InstitutionsGIS 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 courseofferings. California Community College GIS (C3GIS) is a valuable resource on this topic.See additional details in section 3.1.73.3.4 Facility Use and AvailabilityGIS 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 & ConsumerSciences (BTFCS) is the Division is responsible for the maintenance and upgrades to these facilities, with thesupport of Shasta College's Information Technologies Department. BTFCS also controls scheduling of theclassrooms. BTFCS has been supportive of the GIS program, working with us on scheduling, technologyconcerns 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 thescheduling of GIS 21 for Spring 2010. Since that course requires both GIS and CAD software, there was somedifficulty to finding an evening time to teach the course since all of the present CAD classes are taught in theevening, 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 boththe evening and daytime. This is in part to accommodate our diverse student population, which includes bothtraditional 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 (inFall 09 the course was offered in hybrid form with lectures offered online, removing the need for the Wedafternoon lecture). This schedule was intended to accommodate traditional daytime students, while also meetingthe scheduling needs of working folks, many of whom can depart early on Friday. While some students likethis schedule, others are clearly reluctant to take a Friday afternoon class (the scarcity of students and facultyon campus on Friday afternoons is evidence of this). Another consideration is that by Friday afternoon, manystudents are tired and may not be performing or learning at their best. The next offering of the course in Fall10will shift the lab to Thursday afternoon, again offered in the hybrid format.Physical Science Program Review 2010 page 66 of 85

The GIS 20 series (20-25) have all been offered during evening timeslots. Hybrid offerings of course began inthe 2009-2010. Again, while this schedule accommodates working professionals, other students are stronglydisinclined to take evening courses.3.3.5 Faculty and Classified StaffingSee section 3.1.33.3.6 EquipmentThe 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 winterbreak 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 theIT department said that the network switches in the 1300 building where out-of-date. Analysis of networkperformance, to be followed by the requisite upgrades would serve to ensure that the lab facility serves theneeds of the GIS Program.Several additional hardware priorities for the GIS lab are expanded storage space to house large map and imagedatasets, and an upgrade plotter for printing maps. The latter has been budgeted into the Geospatial EducationCollaborative grant currently pending with NSF.3.3.7 Budget info, requests, action plansIn the past, equipment expenditures have been limited to periodic purchases of new devices such as digitizingtablets and GPS equipment with Vocational Technology Education Assistance (VTEA) funds. These funds havealso support part software upgrades. Participation in the iGETT and CalGETT grants has provided new (ENVIimage processing) and upgraded (ESRI ArcInfo) software. In 2009, Shasta College was able, with CalGETTfunds, to upgrade from a fixed seat lab-pack license to a Community College site license. The CalGETT grantalso funded upgrades to computer memory in the 1411 classroom. The ArcInfo site license not only allows forunlimited 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 fundingsupport.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 ServicesInclusion of online and hybrid classes allow the GIS Program to serve a large population, including manyoutside of the traditional service area. Continued expansion into online course offerings will further serveremote populations.3.4 Student SuccessFTES 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).Physical Science Program Review 2010 page 67 of 85

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 Fall06 to a high of 10.37 in Spring 09. This latter semester was influenced by the offering of GIS 1 online to 3classes at Anderson New Technology High School (ANTHS). Fall 09 had a ratio of 9.09, again indicating theupward 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 highof 67. The Spring semesters were far more variable due to two factors: the Spring 08 full-time instructorsabbatical (Scollon) and the Spring 09 enrollment of ANTHS students. As a result the Spring semesters had alow initial enrollment of 14 (Spring 08) and a high of 191 (Spring 09). Spring 07, the semester without themitigating 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 Fall08 to high of 58 in Fall 07. The Spring semesters had a low initial enrollment of 14 (Spring 08) and a high of172 (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 GISCertificate which took effect in Fall 07. For example, the former GIS 11 (3 units) offered in Spring 07 wasreplaced the following year with GIS 23, 24, and 25 (3 courses at 1-unit each). The objective of scheduling is tooffer all courses in the GIS Certificate one time per year. Therefore fluctuations in the number of sectionsoffered reflect changes to the certificate requirements (i.e., new short courses replacing older ones), along withthe influence of the extra sections of GIS 1 offered in Spring 09 to meet demand from ANTHS and the reducedsections 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 workin 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 jobopportunities 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-faceinteraction3.5 General PlanningThe Geospatial Information & Technology Association, U.S. Geological Survey and U.S. Bureau of LaborStatistics and others, have projected continued growth in the geospatial technology sector (DoL). Trends in theindustry include a projection that "the market is growing at an annual rate of almost 35 percent". Pointing to thePhysical Science Program Review 2010 page 68 of 85

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 ofadvanced technologies offer great job opportunities for people with many different talents and educationalbackgrounds." The need for outreach is supported by the statement "There is also a need for better industrypromotion by creating a national image campaign that raises awareness about the industry and dispelsstereotypes and misperceptions." The importance of gaining internships and work experience is supported bythe 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 theirpreparation 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 isrecognized nationwide. To bridge this gap of awareness, faculty in GIS participate in a range of outreachactivities, 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. Asbusiness and government continue to expand their use of geospatial technologies, the need for trainedtechnicians will continue to grow. In spite of the present economic challenges of our region, which are anextension 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 andplanning 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 forstudents in meeting the 70% threshold for learning outcomes as currently set. Continued refinements to theSLOs, including use of rubrics and other quantitative metrics, will serve to improve teacher effectiveness andstudent learning. Formalizing of the process of data collection and reporting is warranted to ensure consistentcollection over time.5. Program SummaryShasta College's GIS Program has strengths, challenges and opportunities. Our full-time and adjunct facultybring considerable experience and expertise in the field. This includes experience in natural resource andmunicipal applications. Work experience in government, private consulting, non-profit, and academic researchfurther strengthen the program. Furthermore, our faculty are actively engaged with professional and academicorganizations at local, state and national levels. Highly competent local and regional GIS professionals, many ofwhom are represented on our GIS Advisory Committee, are a strength as well. Our GIS Lab, which includesup-to-date hardware and a rich array of industry-leading software products, are also an asset. All of these allowus 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 thenew 20 student minimum, is an on-going challenge. The ability to offer all of the courses in the Certificateprogram has presented problems for students completing their Certificate in a timely manner. The ability torecruit new, qualified students into the program is central to the enrollment question. Recruiting in turn hedgeson both outreach and marketing on the one hand, and on job opportunities on the other. The present economicPhysical Science Program Review 2010 page 69 of 85

downturn has negatively impacted the local GIS job market, as has the relative youth of GIS and the lack ofrecognition of its value to those making hiring decisions. If national projections for GIS job growth are ontarget, 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 todevelop 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 havemigrated several courses fully online (GIS 1 and GEOG 11), and most others to a hybrid offering. To date wehave not offered any of our lab courses in a fully-online format due to logistical challenges. A goal for the nearfuture is to explore offering more fully online courses, which opens up the prospect for enrolling students froma much larger geographic area. One indicator of the potential for online course is the current (Spring 2010) GIS1 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 forgrowing the program. Participation in national GIS programs sponsored by NSF and other organizations, hasput 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 thesuccessful collaboration between Shasta College and West Valley College on the $360,000 CalGETT grant (todate 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 areawaiting response), which would support collaboration with Chico State to offer a general education course andexpanded 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 GISProgram continues to support K-12 efforts to expand geospatial technologies. The GIS and Geosciencesprograms at Shasta College are currently partnering with Shasta County Office of Education on a grant proposalthat would expand field based earth science curriculum and geospatial technologies through after schoolprograms in Shasta County. Shasta College students would be hired as mentors to K-12 students under thisprogram.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, includeSuperintendent Gary Lewis who has been an active participant in this regional planning process. ShastaCollege has been asked to consider being a regional data center for hosting GIS data; the decision is pendingdiscussions with Doug Meline and others from IT.Continued collaboration with other academic departments will continue to show the utility of GIS andencourage student enrollment. Meanwhile, GIS mapping support of campus planning and maintenance, as wellas District research and planning, offers an opportunity for students to participate in projects that benefit theoperations of Shasta College.Shasta College's new Sustainability Committee is poised to address concerns relevant to Shasta College, theregion, and the world at large. The College's Solar Array project demonstrates Shasta College's commitment tosustainability, yet changes to the site location were costly and at times fraught with tension. The process ofplanning and decision-making for this project could have improved with GIS. An open decision-making processbenefits from the GIS capability to display and quantify planned projects in the context of existing campus landuse, native habitats, trails and a range of other factors of interest. The magnitude of challenges to truesustainability are many, requiring a change to the fundamental way we view our world and conduct our lives.Physical Science Program Review 2010 page 70 of 85

Tools such as geospatial technologies and GIS offer great potential for enabling positive change in the decadesto come.6. Goals, Recommendations, Priorities, PlansThe following goals will direct the efforts of the GIS program in the next few years:Goal 1. Grow student enrollmentsGoal 2. Expand and update curriculumGoal 3. Expand student internships and job placementGoal 4. Implement GIS projects in support of Shasta College and the communityGoal 5. Expand outreach and recruitmentIn support of Goal 1, the various initiative outlined above hold the promise of expanding interest andenrollments in the GIS Program (a number of these are pending grant awards). Curriculum updates, includingthe expansion of online course offerings will serve to grow enrollments by overcoming the limited pool ofcandidate students within reasonable commute distance to Shasta College. The process of offering lab-basedGIS courses fully online will require considerable curriculum redevelopment.. In addition to updatingcurriculum, expanding enrollments will also require improved outreach, which in turn is supported by GISprojects 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 ofonline 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 bepiloted in a fully online format. In addition to developing our own curriculum materials for online delivery, it isrecommended that course materials available through the ESRI Virtual Campus, a service to which we have fullaccess 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. Cartographicdesign 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 GIScourse (GIS 23), which may warrant a separate course. Server technology is another subject area important toGIS, 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 beenpursued 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 forproviding on-going internships for students (4 or 5 students have had worksite internships with the County inthe past 2 years). Placement in the STEP program (National Park Service) and other government programs thatpay student interns, are opportunities for students in the GIS Program that could be expanded with a morestructured approach to identifying and informing students of these opportunities. A recommendation to this endis to integrate intern and job exploration components into the existing curriculum, perhaps in the GIS Projectscourse (GIS 25).Paid student internships will be a direct benefit to students if the Geospatial Education Collaborative grant isawarded by NSF. Written into the grant proposal are funds to pay student interns to implement community GISPhysical Science Program Review 2010 page 71 of 85

projects, under a professional coordinator. This will also serve Goal 4, to implement GIS projects in support ofcommunity organizations. An ancillary benefit is to demonstrate the value of GIS to organizationswith limited experience and capacity for GIS.The GIS Projects course (GIS 25) is an ideal vehicle for implementing community projects. This year's courseoffering (Spring 2010) will involve mapping a historic mining district on BLM land along the new HornbeckTrail in Redding. This will serve to give students work experience, while at the same time providing a valuedproduct for the BLM.Regarding GIS projects for Shasta College, an opportunity exists to build upon a foundation of GIS data andmaps that have been generated over the years. Support for Physical Plant has occurred over the years, usuallywhen a need arises. Likewise, the increased need to report on the demographics of Shasta College students issomething that the GIS Program has supported in the past, through a student mapping project with the ShastaCollege Research office, and can continue to do so in the future. One recommendation for expanding the GISmapping 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. Avariety of outreach efforts have been undertaken over the years, including hardcopy mailings, posting of postersand flyers, tabling at community events, running ads at local theatres, offering education in-service andenhancing website content. Personal contact through community events and professional organizations isongoing. The principal recommendation for the near future is to enhance our web presence, which, incombination with expanded online course offerings, presents an opportunity for growing the GIS program. Inparticular, there are two aspects of our web presence that deserve attention. The first is the nature of content anddesign of the website itself. Ideally, we should get professional website design assistance, which may besupported by grant funds. A second aspect of improved web presence is our connection to other websites andweb-browsers that will increase the number of hits to our website.Appendix A1. SLO Assessment - Geography coursesStep 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 Step 4 Step 5GIS 1 X X X x xGIS 10 X X X x xGIS 20 X X X x xGIS 21 X X X x xGIS 22 X X X x xGIS 23 X X X x xGIS 24 X X X x xGIS 25 X X X x xGEOG 11 X X X x xKEY: X - complete; x - completed in a limited capacityPhysical Science Program Review 2010 page 72 of 85

Appendix A2. GIS Certificate Student Learning Outcomes - ProgramStudent 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.Deg/Cert SLO 1 Deg/Cert SLO 2 Deg/Cert SLO 3 Deg/Cert SLO 4 Deg/Cert SLO 5GIS 1XGIS 10 X X X X XGIS 20 X X X X XGIS 21 X X X XGIS 22 X X X X XGIS 23 X X X XGIS 24 X X X XGIS 25 X X X X XGEOG 11 X XGIS 94 X X X XAssessment method Students present a portfolio, including transcripts, samples maps, and work and projectexperience.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 2009-102.1 Program Definition/DescriptionThe physics department offers courses satisfying lower division requirements for students pursuing fouryeardegrees 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 sciencestypically 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 servespre-service teachers in the liberal studies program at CSU Chico.2.2 Program mission/purposeThe primary mission of the physics department is to provide the lower division courses required of studentstransferring to four-year colleges and universities, majoring in sciences and engineering. A second role is toprovide 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’scourse offerings, particularly in astronomy.2.3 Program SLOsAs of Fall 2009, nearly all courses in PHYS, ASTR, and PHSC have gone through the complete SLOcycle (steps 1 through 5). The exceptions are ASTR 5 and ASTR 6, which have been offeredinfrequently. Please see Appendix A.Part III - Program Analysis3.1 Academic Quality1. Curriculum AnalysisAll courses in the department are current in the Title 5 review process. That is, they are reviewed and revised asrequired by the five-year cycle, and occasionally more frequently so as to align with articulation agreements withfour-year schools.Two introductory sequences of physics courses are offered. PHYS 4A, 4B, and 4C serve primarily those studentsmajoring in physical sciences or engineering. PHYS 2A and 2B are intended for students with majors in life orhealth 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 ofPHYS 2B, two sections of PHYS 4A, one section of PHYS 4C, and three sections of ASTR 1.The general interestcourses ASTR 5 (cosmology) and ASTR 6 (extraterrestrial life) are occasionally offered when demand issufficient. Summer courses offerings are restricted to ASTR 1 and, on occasion, PHYS 2A.2. StaffingThe physics department has two full-time faculty members, Joe Polen and Tom Masulis. Staffing is adequate tomeet current courses demand, but leaves no flexibility for increased course offering, should that be desired. Bothfull-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 departmenthas one very well qualified adjunct faculty member, David Carico, teaching astronomy and PHYS 2A/2B.3. Teaching Aids and EquipmentThe department has available two computer-equipped lab rooms. Lab routinely use sensors and probes interfacedto these computers, giving students the ability to automate rapid data collection. The software (VernierLoggerPro and Graphical Analysis) allows easy graphical display and analysis of data, as well as video captureand analysis using webcams. Students also use Mathcad for numerical modeling and computation, as well andvarious specialized modeling and simulation programs in mechanics (Interactive Physics), electromagnetism (EMFields), 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 insome cases as few as two sets. This has adverse effects on the learning of students in large (more than eighteen inthis case) lab sections. Consumable supplies are few, and equipment typically lasts many years. However, thesupport of the lab technician in physical sciences is essential to maintaining the equipment, as is an adequatebudget for repairs.4. Faculty Availability for General College ServiceIn the past few years, Joe Polen has served on tenure review committees. Until recently he wrote a monthlycolumn on astronomy for the Record Searchlight. He frequently presents demonstrations and talks for students inlocal 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 FacultyAssociation Executive Board. He currently serves on the Budget Committee and the Instructional TechnologyPlanning Workgroup. When his teaching schedule permitted, Masulis also served on the General EducationCommittee. He has served on tenure review committees for faculty members in the sciences and engineering.5. Tutoring Centers/LabsNo data available from Science Learning Center, specific to PHYS, ASTR, and PHSC.6. Opportunities for Professional DevelopmentBoth full-time faculty members are members of the American Association of Physics Teachers, an affiliate of theAmerican Institute of Physics. As such, they attend meetings of the Northern California/Nevada section of AAPTand have journal subscriptions.Both full-time faculty members have in the past attended NSF-sponsored Chautauqua short courses, which werevery beneficial.During the summer, Tom Masulis works for the Educational Testing Service and the College Board on thereading of Advanced Placement Physics Exams. As one of the upper-level supervisors at the reading, he interactswith and gets to know some of the best high school, college, and university-level physics teachers in the U.S. andCanada.7. Survey other CCs for Common PracticesPhysical Science Program Review 2010 page 75 of 85

We have reviewed a report on best practices of two-year college physics programs, Strategic programs forInnovations in Undergraduate Physics at Two-Year Colleges, sponsored by NSF and AAPT. We are comparingour practices to those described in this report, and will, as far as possible, try to align our practices to thoseidentified in the report.3.2 External Relations1. FacilitiesWe do not use facilities off-campus, and off-campus groups do not typically use our facilities. The main physicslab 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 labdrawers. It appears that instructors from other departments using these rooms may not be as sensitive to thisproblem as we would like.2. Contact with K-12 SchoolsN/A3. Contact with Community Colleges, and Four-year Universities and CollegesOccasional contact with colleagues at other colleges occurs through meetings of the local AAPT section. Inaddition, Masulis has contacts with physics teachers at the high school level through university level through hiswork with the Advanced Placement program each summer.4. Articulation with high schools, universities and collegesAll courses have current articulation agreements in place with CSU and UC campuses. Physics 2A and 2B courseoutlines were recently revised to meet concerns from Humboldt State and a renewed articulation agreement ispending.3.3 Resource Efficiency1. SupportExternal support is provided primarily by the Technology Support department. The service they have providedhas been exemplary. Whether it is a request for software installation or emergency repairs they respond promptlywith minimal disruption of instruction.2. Use of TechnologyThis is described above, in the section titled Teaching Aids and Equipment.3. Comparison with Other InstitutionsWe are very typical for a small to medium-sized two-year college physics department.4. Facility Use/AvailabilityThe lecture portions of our classes are scheduled MWF, due to the need to schedule three-hour blocks of lab timeson Tuesdays and Thursdays. Except for ASTR 1, all courses are currently offered once per year – we do not havefaculty 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 noapparent demand for such courses. Scheduling is driven by a combination of tradition and the need to avoidconflict with other core courses (in math, chemistry, biology) that many of our students need. When studentenrollment patterns change (for example, as a result of conflicts created when other departments modifyschedules) we are responsive and alter our schedule to accommodate students (as was done with Physics 2B inspring 2010).Physical Science Program Review 2010 page 76 of 85

5. Faculty and classified staffingOver the past three years, the faculty demographics have remained constant (except for the fact that eachfaculty member has grown three years older). The only trend is stability.5. EquipmentSee 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 consultingone another on program priorities. Equipment is stored in the physics stockroom (1417), with some storage in themain lab room (1415) and the secondary lab room (1411). Maintenance is provided mostly by the physicalscience lab technician (Doug Manning), who is extremely competent and resourceful. He has enabled us toextend the useful life of much of our older equipment, and works very effectively with vendors to facilitate repairor even free replacement of newer equipment.7. Budget info, requests, action plansAside from the costs for faculty (salaries and benefits), the main component of the budgetfor 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 oftenunpredictable, as when the filament in an electron beam tube burns out. Replacement may cost several hundreddollars. Averaged over several years, the costs of such augmentations would be modest. It would be desirable tobe able to build some money for such needs into the budget, but to be able to carry unused funds over to the nextyear.What is the cost versus income ratio for your program?Total FTES (ASTR, PHSC, PHYS): 2007-07: 93* Income: $402 0002007-08: 107 Income: $463 0002008-09: 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 atypical 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 Astronomyfor 2007-08 and 2008-09 is about $250,000.8. Reach of ServicesCurrent offerings are adequate to meet student needs. Sections are typically at or near capacity, but there does notappear to be demand requiring additional sections. (When, for example, evening sections of Physics 2A or 2B areoffered, enrollment is, at best, barely enough to justify not cutting the section.)3.4 Student SuccessAcademicYear06-07ASTRTermNumber ofSectionsInitialEnrollmentCensusEnrollmentCourse EndEnrollmentTotalFTESAvgCensusClassAvgClassFTESAvgFTES /FTEFFall 3 270 247 212 25 82.3 8.5 .Spring 3 283 250 228 26 83.3 8.6 42.87Physical Science Program Review 2010 page 77 of 85

07-0808-09ASTR Number of Initial Census Course End TotalSections Enrollment Enrollment Enrollment FTESNo combined sections.Avg Avg AvgCensus Class FTES /Class FTES FTEFFall 3 292 269 241 28 89.7 9.2 46.12Spring 4 322 287 266 30 71.8 7.4 36.91Fall 4 357 314 248 32 78.5 8.1 40.38Spring 5 381 348 283 31 69.6 6.2 35.76AcademicYear06-07PHSCTerm# ofSectionsInitialEnrollmentCensusEnrollmentCourseEndEnrollmentTotalFTESAvgCensusAvgFTESAvg FTES /FTEFFall 4 99 91 82 26 22.8 6.5 .Spring 2 46 40 39 8 20.0 4.1 11.7407-08 Fall 1 37 32 29 7 32.0 6.6 18.8008-09 Fall 1 32 31 29 6 31.0 6.4 18.23No combined sections. 06-07 data include PHSC courses now listed under ESCI. After 06-07, only PHSC 1 is includedhere.AcademicYear06-0707-0808-09PHYSTermNumberofSectionsInitialEnrollmentCensusEnrollmentCourseEndEnrollmentTotalFTESAvgCensusClassAvgClassFTESAvg FTES /FTEFFall 3 108 96 85 20 32.0 6.6 .Spring 4 76 74 72 15 18.5 3.8 8.53Fall 3 127 117 97 24 39.0 8.0 13.13Spring 3 101 87 80 18 29.0 6.0 9.60Fall 2 126 120 105 25 60.0 12.3 18.22Spring 3 117 115 111 24 38.3 7.9 17.07Each fall, 3 lab sections are combined into one lecture section in PHYS 2A. Each spring, two lab sections are combinedin 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) and24% (in ASTR). The increase in PHYS FTES occurred even as the number of sections decreased from 7 in 2006-07 to 5in 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 ratesranging 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 oneoccasion, 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 adistinct minority in PHYS 4A, 4B, and 4C classes (consistent with nationwide demographics in engineeringand physical sciences) but often outperform their male counterparts. The gender balance is more even inPHYS2A 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 surveysare conducted during the evaluation cycle for faculty. We have no evidence of student dissatisfaction. Studentcomplaints have not been an issue – there are none of which we are aware that have been registered in the lastthree 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 AIPand NSF.Faculty members routinely use email to contact students outside of class.3.5 General PlanningWe plan on keeping abreast of developments in Physics Education Research, a now mature filed in which toolsfrom physics research are used to improve the teaching of physics. More than anything else, PER hastransformed physics teaching on a national level. Such research has led to the development of computer-basedprobeware (which we use extensively), interactive online homework systems (which we use in some courses), andclickers (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 marketour courses – we don’t have faculty resources for more sections than are currently offered.Part IV – Student Learning OutcomesStep 1 Step 2 Step 3 Step 4 Step 5ASTR 1 Astronomy x x x x xASTR 5 CosmologyASTR 6 Extraterrestrial LifePHSC 1 Physical Science Survey x x x x xPHYS 2A General College Physics x x x x xPHYS 2B General College Physics x x x x xPHYS 4A Physics (Mechanics) x x x x xPhysics (Electricity andPHYS 4B Magnetism)x x x x xPhysics (Waves, ModernPhysics & QuantumPHYS 4C Mechanics)x x x x xPart V – Program SummaryThe physics/astronomy department boasts very well-experienced and qualified faculty, with a record of providing qualityinstruction. The department meets the needs of any student requiring lower division physics as part of a four-year degreeprogram. Additionally, students needing science courses for general education requirements take advantage of offeringsin 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 limitedand 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. Giventhat we have strong personnel and support, and have built a good stock of modern computer-linked tools, we are wellpositioned to implement new ideas and best practices that continue to be generated by the active physics educationresearch community.Part VI – Goals, Recommendations, Priorities, PlansAs described above, the main priority is to preserve the scope and quality of what we offer at present. Within the scope ofwhat we presently do, however, we will continually monitor our curriculum and instructional methodologies to align themwith 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-equippedlab room, as described in another goal from the prior program review. Goals left undone include a team-teachingarrangement in PHSC 1 (lack of available instructor time) and the creation of a comprehensive two-year plan for wellpreparedscience 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 PlansBy April 1st of each succeeding year, prepare an Annual Report (update) that identifies the program’s success inimplementing its plans to achieve the identified goals, any new or modified goals, plans or priorities, and any deletedgoals and plans.The format for the Annual Report is included as an addendum to this document (Appendix B). The Annual Report shouldbe 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 tothe Annual Report.This ends the physics portion of the Physical Science Program Review as preparedby Tom Masulis in conjunction with Joe Polen.Physical Science Program Review 2010 page 80 of 85

Appendix CPhysical Science 2009-10Action Plan ActivitiesPlease indicate how each activity will help the program or division reach one or more of its Goals and/orobjectives.Include, in the same list, BUDGET DEPENDENT and NON-BUDGET DEPENDENT items in PRIORITY ORDER. Usemore than one page if necessary.Description of Activity/Plan1) Increase physical sciencebudgets to account for inflation2) Articulate Chem 70, 70A, 71,and 71A with CSU- Humboldt3) Re-create a comprehensivecourse sequence so well preparedstudents can transfer in two years4) Maintain/remodel classroomsand labs to maximize studentlearning and safety.5) Adjust class sizes to maximizestudent safety and learning6) Assure staffing is adequate toserve the needs of students andcommunity7) Procure new needed capitalequipment.8) Maintain/remodel classroomsand labs to maximize studentlearning and safety.9) Increase travel budget so facultycan attend professional meetings10) Assure staffing is adequate toserve the needs of students andcommunity11) Continue to interact and cultivaterelations with K-12 schools andcommunityMeets Programor DivisionObjective/GoalMaintain programsMonitor curriculumand revise asneeded.Same as activitySame as activitySame as activityMaintain programsand same asactivityMaintain programsand same asactivitySame as activity.Also see AppendixB for EarthSciences.Maintain programsand currency incontent andeducationalresearchMaintain programsItem(s) RequestedTotalAmount5% increase for supplies, repairs, and ca $1000field tripsIf needed, a travel budget for Matt Evans ca $200to meet with CSU-Humboldt chemistryinstructorsTime allocated on a on campus flex day Nonbudgetto meet with Life Science and MathfacultyRemodel 1404/1408A for safety reasons: BudgetNeed window so instructor can see unknownstudents in lab room 1404.Reduce chemistry lab maximumNonbudgetaryenrollments to 24 to conform to FireCodes.Hire new full time chemistry instructor $75,000See prioritized list. $57,156Integrate digital weather station intoroom 1416 classroom Appropriatecomputer technician’s effort forinstallation.$1000 for each of nine full timeinstructors and the department technicianContinue to search for qualified adjunctsfor all disciplines by advertising foradjunct poolApprox. 2hours oftechniciantime.$10,000UnknownbudgetarySame as activity Nothing at this time Nonbudgetary12) Get increased institutionalsupport for procuring grantsSame as activity Same as activity NonbudgetaryPhysical Science Program Review 2010 page 81 of 85

13) Obtain data on students afterthey leave Shasta Collegeincluding employment rates,transfer rates, and GPA oftransfers14) Make Shasta College web pagedevelopment more user friendlyfor faculty and staff.15) Maintain/remodel classroomsand labs to maximize studentlearning and safety.16) Move proposed AA and ASdegrees in the Earth Sciences toCurriculum Council forconsideration.17) Advertise, both on-campus andoff, various segments ofprograms in the PhysicalSciencesSame as activitySame as activitySame as activityMonitor curriculumand revise asneeded.Continue to interactand cultivaterelations with K-12schools andcommunity.Research office needs to collect anddistribute this dataTech Department in conjunction withfacultyCorrect and complete the remodel ofroom 1411. This includes putting waterand gas to each student station.NoneSome items are budget dependentNonbudgetaryNonbudgetaryUnknownbudgetaryN/ACostsunknownExpand outreachand recruitment18) Cultivate internshipopportunities with local firmsand agencies19) .See Appendix B forEarth Sciences.Monitor curriculumand revise asneeded.Expand studentinternships and jobplacementNoneN/A20) Establish research opportunitiesfor studentsSee Appendix B forEarth Sciences.Continue to interactand cultivaterelations with K-12schools andcommunityNoneN/A21) Enhance and expand courseofferings, for content anddelivery, including fullyonline,hybrid and webenhancedcomponents.See Appendix B forEarth Sciences.Monitor curriculumand revise asneeded.See Appendix B forEarth Sciences.NoneN/APhysical Science Program Review 2010 page 82 of 85

22) Establish computer support foradjuncts in the outer portion ofroom 1416A.23) Reconfigure GIS 10 to a fullyonline format for initial offeringin Fall 201124) Evaluate the possible addition ofnew courses (e.g., cartographicdesign, imagery) for Fall 2012Maintain programsMonitor curriculumand revise asneededMonitor curriculumand revise asneededA flat screen monitor so that maps canstill be used on the desk space.BUDGET DEPENDENTCurriculum development for online laband lecture materials could be supportedby release time, which might be fundedwith grants.N/A; NON-BUDGET DEPENDENTRedeployedN/A25) Develop a transfer level generaleducation course inGIS/geospatial technologies thatwill articulate to CSU, Chico(pending GEC grant approval).26) Place all 2 nd semester students inworksite learning opportunitiesMonitor curriculumand revise asneededContinue to interactand cultivaterelations with K-12schools andcommunityGrant funded by ATE/NSF (pendingapproval)N/A; NON-BUDGET DEPENDENTN/AN/A27) Provide more information,resources and directed activitiesin support of GIS employment.Continue to interactand cultivaterelations with K-12schools andcommunityN/A; NON-BUDGETDEPENDENTN/A28) Enhance GIS Program website.May include You Tube likevideo product.29) Offer community workshopsand/or in-service opportunities30) utreach to regional naturalresource professionals/educators31) Continue active participation incommunity GIS organizations,including the Redding Area GISUsers and the North StateRegional GIS CommitteeContinue to interactand cultivaterelations with K-12schools andcommunityContinue to interactand cultivaterelations with K-12schools andcommunityContinue to interactand cultivaterelations with K-12schools andcommunityContinue to interactand cultivaterelations with K-12schools andcommunityBUDGET DEPENDENTPossible candidate for VTEA funding orother grant fundingN/A; NON-BUDGET DEPENDENTBUDGET DEPENDENTCalGETT grant sponsored remotesensing workshops ( Sum 09/10)N/A; NON-BUDGET DEPENDENT$1500N/AN/AN/APhysical Science Program Review 2010 page 83 of 85

32) Implement a community GISmapping project with studentinvolvement33) Gather SLO assessment data forall GIS courses offered34) Evaluation of studentperformance on course SLOs andrevise SLOs as warranted.Continue to interactand cultivaterelations with K-12schools andcommunityMeet institutionalSLO requirementsMeet institutionalSLO requirementsDepending on the nature of the project,funding support may be required.N/A; NON-BUDGET DEPENDENTN/A; NON-BUDGET DEPENDENTN/AN/AN/A35) Complete first evaluation ofstudent portfolios as part of GISProgram level SLO. Also,enhance existing Program-Course SLO crosswalk matrix toinclude levels of proficiency(e.g., exposure, workingknowledge, mastery)Meet institutionalSLO requirementsN/A; NON-BUDGET DEPENDENTN/AEquipment 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 = $12,383These are used in physics 2B and 4B for multiple labs. We currently have two to be shared among lab sectionsof as high as 28 students. This causes students to be unable to complete the lab activities.2) 10 USB oscilloscopessold as a package of ten = $1359.00; tax $ 99 ; shipping $150.00 total = $1608These will be used to supplement and expand Physics 2B and 4C as well as Math and Circuits labs. Currentlywe 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 = $10004) 1 Waters 486 Tunable UV/Vis Absorbance Detector for the $80,000 HPLC which was donatedtotal = $30005) 18 Microscopes total = $18000These will be used for Earth Sciences 1,2,5,6,12 and 15 They will serve double duty as they perform both thecompound and dissecting microscope functions. They will replace antiquated and degraded equipment . Thecurrent 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 total = $ 4165Physical Science Program Review 2010 page 84 of 85

These instruments are used in multiple labs for Chemistry 1A,2A,1B,2B and 11. We do not have enoughspectrophotometers and the few we do have are antiquated being over 30 years old. Many lab activities do notget completed due to insufficient equipment which work very slowly due to age. Equipment failure isimminent.7) Various computer interfaced probe ware total = $17000These will be used in Chem 1A. 1B, 2A, 2B and 11 labs. are so old that repair parts are difficult to impossibleto find.Physical Science Program Review 2010 page 85 of 85