ࡱ> @B?  bjbj 40ee$$$$$$,- "^&&$$; $$V@\-:!h   Q0T=#=#\\&&=# :   Program Review 2014 Prepared by Margaret Stevens, History Department Chair Program Mission Statement The History department offers a myriad of lower division courses in many subfields within the discipline that meet ý G.E. requirements and are CSU and UC transferable. Students develop critical thinking skills and use secondary and primary sources to analyze the human condition within the context of various cultures, Trends in Equity Gap Following are comparison figures for three targeted ethnic groups: African Americans, Latinos and Filipinos as compared to the History department and Campus wide. History department Campus Wide African Americans Success Non Success Success Non-Success 2012-2013 52% 31% 64% 21% 2011-2012 51% 27% 63% 23% 2010-2011 54% 28% 61% 23% History department Campus Wide Latinos Success Non-Success Success Non-Success 2012-2013 57% 25% 68% 19% 2011-2012 54% 28% 67% 19% 2010-2011 59% 25% 68% 19% History department Campus Wide Filipinos Success Non-Success Success Non-Success 2012-2013 59% 25% 72% 15% 2011-2012 56% 24% 73% 15% 2010-2011 62% 25% 72% 15% Comparison of other groups History department Campus Wide Asian Success Non-Success Success Non-Success 2012-2013 73% 15% 80% 10% 2011-2012 73% 14% 80% 10% 2010-2011 75% 13% 80% 10% History department Campus Wide Native Americans Success Non-Success Success Non-Success 2012-2013 74% 18% 72% 14% 2011-2012 64% 16% 73% 13% 2010-2011 77% 15% 74% 14% Assessment African Americans success rate fell 2% from 2010-2011 to 2012-2013. But the rate was even lower by an additional 1% in 2011-2012 so the department rate improved one percent over the last year. Compared to the college wide rate, the history departments rate is significantly lower by 12% from 2012-2013. As with African Americans, the departments success rate with Latinos fell 2% from 2010-2011 to 2012-2013. The year 2011-2012 saw an even greater loss for Latinos than African Americans, a loss of 5%. There was some recovery in the following year to a loss of 3% with a gain of 2%. College wide there is a difference of 11% during the year 2012-2013. Filipino success rate between the years 2010-2011-2012 and 2012-2013 saw a loss in success of 3%. College wide the difference for the same year is 13%, the largest gap for the department in targeted groups. History department enrollment 2012-2013 6,563 2011-2012 6,535 2010-2011 6,396 Enrollment was up 4% over the three years. ýs enrollment in 2012-2013 was 38, 013. History percentage was 17% of total student population of ý. History department productivity was 2012-2013 654 2011-2012 654 2010-2011 677 Although our numbers in equity need work in general the productivity and the number of students we teach overall are high. Enrollment in general has dropped in our targeted groups. The drop is anywhere from 2-3% from 2010 to 2013. In general the department is 10% or in some cases even more behind the College wide number by 10% or more. With African-Americans the department is behind the college in 2012-2013 by 12%. Closing the Student Equity Gap There are several possible reasons for the decline in our success rate over the three year period in our targeted populations. And there are several possible solutions. The History department has been singled out by U.C. History departments and has been required to teach a certain level of writing in all of our classes. They are requiring a commitment from us of 2,500 words in the class and a 750 word paper. They expect to see this on all our syllabi or our classes will no longer be eligible for transfer to these particular U.C. campuses. It is likely that our targeted students have a more difficult time meeting our writing requirements in our classes. They not only withdraw from our classes but do not do as well in skills and come to us less prepared than other students. This is true at a time when ý does not have the student resources we used to have with skills and tutorial services. Also, many of our class rooms are geared for loads for lecturing and not for teaching skills like writing, which we now have to do as well as teach history. Smaller loads would help. In addition, staff development could help faculty be better prepared to teach writing skills rather than having us spend so much of our time on writing SLOs. History faculty could make more of an effort to teach history related to members of targeted groups as those who have not had their history taught to them often come alive and more involved when they are acquainted with it in the broader context of general history. Also, more adjunct faculty of color could be hired whenever possible as they make good role models for our targeted populations as well. Also we offer distance learning classes in history and it is possible the targeted groups need more personal attention that they may not get in an on-line environment. The department has done a survey, the idea of the department chair, to see if we can find out why there is a decline in our student population, among other topics were looking at. We have not received the survey results yet to include in this years program review. We hope to utilize them to improve our ability with targeted populations over the next year. Equipment, Title Description and Quantity Following are items that would need money to develop. We would like to have a Social Science and Humanities dedicated Computer lab on campus for our students to use. Ten computers located in a quiet area. Printing Resources restored so we can hand out class syllabi at beginning of classes. Many students do not have access to internet and cannot print on-line syllabi and if they are sent as attachments, do not have computer access to read the classroom materials. Classrooms such as L72 need to have computer systems updated. Equipment Justification Lab necessary to enhance our students ability to access internet assignments and to learn to be literate in computer skills especially as written (typed) research papers and other written work in required in ALL history classes. 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