2018-19 Instructional Program Review
First name
Michele
Last name
Titus
Email
titusm@smccd.edu
Program Name
Please select your program. For CTE programs, use the 2018-19 CTE Instructional Program Review form.
Anthropology


Division
Please select your division
Creative Arts/Social Science


Submission Date
Oct-26-2018


1a. Provide a brief description of the program and how it supports the college’s Mission and Values Statements, its Diversity Statement, CSM’s and SMCCCD’s Strategic Plans, and the college’s Educational Master Plan. You may also discuss any factors that have impacted the program and its enrollment. Include changes in student populations, statewide initiatives, transfer requirements, advisory committee recommendations, legal mandates, workforce development and employment opportunities, and community needs.
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The Anthropology Department has grown from a few courses to 5 courses including a AA-T degree over the past few years. Anthropology works closely with the learning communities: Mana, Umoja, Puente, and the EOPS students and athletes. It supports the college's Mission and Values Statements and shares the goals of improving student success, promoting academic excellence, and has developed a resposive, high-quality department. Anthropology has impemented the planning cycle and ensured financial stability and efficient use of resources, as well as enhancing institutional dialog by working closely with administration and other faculty and staff in devloping these new courses and a degree program. Although Anthropology is in the Creative Arts and Social Sciences Division, it also works within the Science Division and shares lab space and equipment with the Science Division in order to be efficient in use of resources.


2a. Describe the results of your previous Program Review’s action plan.
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Previous action plans included improving success for minority students, particularly those involved in our learning communities, Mana, Umoja and Puente. I have attended the Umoja Summer Learning Institute, completed a Stanford University EPIC fellowship based on diet of Polynesian students in the Mana program, and have attended meetings and graduation ceremonies of Umoja, Mana and Puente students.


2b. Program coherence and effectiveness: Explain any curriculum changes since last program review, including SLO alignments.
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After meeting with Madeleine Murphy, it was suggested that a new method of SLO assessment be attempted. Previosly, a pre and post test was administered and faculty evaluated the percentage of improvement and success. The past SLO cycle utilized a new method which had students evaluate their own learning success by specifying their level of competency at the end of the course for each SLO on a scale of 0 to 5, 0 being no competency at all, 1 being some competency but some confusion, 2 being competency with confusion in one area, 3 being competent but not confident to explain it, 4 being competent and able to explain most of it, and 5 being competent enough to explain all of it. Results were positive and comparable to results obtained previously using faculty method of evaluation with pre and post test improvement. The majority of students felt competent at the level of 5, 4 or 3.


2c. Student success and equity: Discuss what your program has done to address equity gaps between student populations and between modes of delivery (online, hybrid, and face-to-face), describing your successes, works in progress, and/or ongoing challenges.
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Anthropology is currently offering on campus, face-to-face courses only. Skyline and Canada offer online courses for those who choose that mode of delivery, and it is anticipated that we will begin to offer an online course in archaeology in the near future. Equity gaps are addressed by an instructor who permits work to be resubmitted for additional points, for example, essays from exams can be rewritten for additional points. Anthropology does not have prerequisites, and works with a large number of new students, ESL students, and athletes who require additional help, and is supported by a tutor in the Learning Center and a lab asst. for Anth 127, physical anthropology lab.


2d. Provide an update on any long-term plans that are still in progress (if applicable).
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A long-term goal is to have a full time position for anthropology. Although we currently offer 5 courses and have sufficent enrollment in physical anthropology and cultural anthropology to split those large section courses, it would be desirable to add a few more courses before making a commitment to a full time position, such as Medical Anthropology, since we have a lot of nursing students who take Cultural Anthropology.


3a. Course and program assessment. Discuss the results of your program assessment. Explain any strategies, research, initiatives, curriculum development or other activities intended to improve student learning and promote educational equity in your discipline, either at the course or program level.
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Anthropology is an extremely efficient program with enrollments for 16-17 academic year at 296 and 17-18 academic year at 376, WSCH 892.0 (16-17), WSCH 1128 (17-18), FTES 29.7 (16-17) and 37.6 (17-18), LOAD = 782.5 (16-17) and 940.0 (17-18). (Most districts target 510 to 525, CA average = 530 with goal of 580). Although retention remained fairly constant (87.2% for 16-17 academic year to 83.8% for 17-18), success rate decreased from 76.4% to 64.9%. This may be due to an increased number of First Generation students (from 137 to 186) and Low Income students (from 104 to 120), as well as minority students including "Black", (from 9 to 16), Hispanic (from 99 to 110), and students age 19 or less (from 27 to 37). Success rates were as high as 82.4% in Summer, 2017 and as low as 63.8% in Fall, 2017 and 69.8% in Fall, 2016. Retention rates were from 94.1% in Summer, 2017 to 82.7% and 83.5% (Fall, 2017, Fall, 2016). Anthropology must work hard to retain and provide pathways to success for students who are often ESL, first generation, low income, new students to college, etc.


3b. General Education / Institutional assessment. Discuss participation in any General Education, Core Competencies, institutional or interdisciplinary assessment activities. 
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Professional development activities have included "Culturally Sustaining Educational Practices". "What's New with Program Review", "Canvas", "CSM Library Makerspace Explore, Tinker" and campus meetings of Learning Communities, Division meetings and meetings with Madeleine Murphy for SLO assessment.


4a. Provide a brief description, including actions, measurable outcomes, and timelines  
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Anthropology will continue to work closely with advisors to Learning Communities, EOPS, athletics and utilize the Learning Center services, Library Makerspace activities, and coordinate with the Science Division as the only department from CASS who particpates in Family Science Day, a community outreach program. Anthropology provides field trips to students at no cost to archaeological sites in the bay area, primate research facility in southern CA and to UCLA Fowler Museum of Cultural History.


4b. What will your program do to increase student success and promote student equity in the next two years? What kind of professional development and institutional support will be engaged and enacted to meet these goals?  
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Anthropology will continue to add new courses and online courses, new field trips to museums and cultural events. In addition to the current extensive communication between Anthropology and the DSPS program, EOPS, Learning Communities and that athletic programs at CSM, the instructor will continue to partipate in workshops and professional development that promote student equity and success. I have also attended equity presentations by Jeremiah Sims.


4c. Describe other professional development activities and institutional support and collaborations that would most effectively ensure that the program achieve its goals and plans.  
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Professonal anthropology conferences and events including the AAPA (American Association of Physical Anthropologists) and the CA Community College Anthropology organization conferences are attended by the faculty. Events at the California Academy of Sciences, including guest lectures, and exhibits at the DeYoung Museum, Oakland Museum, Stanford Cantor Museum, are also frequent activities that provide professional development. I also attend events at Skyline College, such as the "Black Lives Matter" presentation.