Program Name
Please select your program. For CTE programs, use the 2018-19 CTE Instructional Program Review form.
Division
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Creative Arts/Social Science
Submission Date
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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Description of Program
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2a. Describe the results of your previous Program Review’s action plan.
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Results of your previous Program Review’s action plan
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2b. Program coherence and effectiveness: Explain any curriculum changes since last program review, including SLO alignments.
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| No specific curriculum changes have been made since the last Program Review, however, two additional courses, Geography 110 and Geography 150, were reviewed and approved as both Face-to-Face and Distance Education Courses. SLO alignments have not changed. | |
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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| The geography faculty member has offered delivery modes of totally online and face-to-face courses every semester. This has definitely increased accessibility for students. The three geography courses are taught on a rotating basis between the modes of delivery. Students have more options with the rotating courses through different modes of delivery.
Demographiic trends indicate that, as of 2017-2018, 73% of Geography students achieved success in their courses and the Geography Department is retaining 88% of its students. The retention rate for Geography is slightly higher than the College as a whole. The Geography success rates are consistent with the overall rates for the College and Creative Arts and Social Sciences Division.
With respect to ethnicity and sucess rates: success rates for Asian students have remained consistent at 82%. There is no information for Black students as the enrollment is too low to be statistically reliable. Future plans and efforts (see under planning section) will be in recruitment of African-American students to the Geography Program. Currently the Geography faculty member has been working on outreach in this regard. The success rates for Hispanic students have increased from 60% in academic year 16-17 to 73% in 17-18. The success rates for Filipino students have increased in the academic year 16-17 to 77% in academic year 17-18.
The gender analysis indicates that female students continue to outperform males: 78% for female students and 65% for male students. | |
2d. Provide an update on any long-term plans that are still in progress (if applicable).
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| Long-term plans will focus on continued efforts to recruit minority students to the Geography Program. Some of these efforts are already underway. (See planning efforts under 4b) | |
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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| Faculty reviewed the SLOs in the three courses: Physical Geography 100; Cultural Geography 110; and World Regional Geography 150. Student learning is assessed in several ways to meet the learning needs (styles) of all students: written essays; well written (by faculty) multiple choice quizzes; and paritipation in discussion forums.
The Geography faculty member designed a student learning self-assessment based on a topic (in this case Climate Change). The results from the student self-assessment on this topic of climate change, demonstrated student successful learning on this topic. The faculty member designed the essay questions asking the students about their knowledge of the evidence of climate change before the topic was discussed in class and before they read the assigned article and chapter on climate change and then their after thee readings and lecture. They were also asked how and where they obtained information about climate change prior to the assignment. The faculty member is confident that the assessments reflect successful student learning and equity in the discipline of Geography. | |
3b. General Education / Institutional assessment. Discuss participation in any General Education, Core Competencies, institutional or interdisciplinary assessment activities.
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| Geography faculty have not participated in interdisciplinary assessment activities, but could see strong possibilities in the future. The discipline of Geography lends itself to interdisciplinary work. | |
4a. Provide a brief description, including actions, measurable outcomes, and timelines
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| Goal 1: Improve Student Success – This action plan is to identify students who are struggling early in the course, and in their career plans in general; and provide them with the tools they need to succeed, from the instructor’s responsibility of providing creative, interesting, interactive course program, to teaching students how to study and learn more effectively. I appreciate the various student organizations that require progress reports as it identifies struggling students before it is too late to help.
Goal 2: Promote Academic Excellence – Action Plan to create an AA-T Program in Geography.
Goal 2 Promote Academic Excellence - to collaborate with a Global Studies Initiative and provide an international perspective for all students.
Goal 3: Develop Responsive, High Quality Programs and Services – The action plan was to is to increase accessibility to geography courses being able to be teach a variety of courses face to face and online. The Geography Faculty member will continue to attend training sessions on improving techniques of online pedagogy for students with disabilities.
Goal 4: Support Professional Development – Continue to participate in workshops, conferences, training sessions that focus on Student Success and Equity.
Goal 5: Implementing the integrated Planning Cycle and Ensure Fiscal Stability and the Efficient Use of Resources. Action plan will be to continue provide a Geography Program that is extremely efficient, given the limited resources and one adjunct faculty member.
Goal 6: Enhance Institutional Dialogue - Strongly support institutional dialogue among faculty and staff. Support closer communication across disciplines. Support closer communication among all three colleges in the San Mateo Community College District. | |
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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| Since African-American students are underrepresented in the Geography Progam, a more rigorous effort will be made to recruit and retain the enrollment of minority students. One of the best ways is to meet with other faculty and staff coordinators involved in such programs as Umoja and Mana, Year One Promise. Face to face meetings with colleagues to discuss strategies for student success and equity is more effective than email correspondence. I appreciate meeting with the coaches of various teams to discuss student success and student schedules balancing academics with sports. In the past the Director of Equity provided a guest lecture in my Cultural Geography class. It was very effective and I hope it will continue. | |
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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| The Geography Faculty Member has participated in workshops, conferencees, training sessions that focus on Student Success and Equity such as:
* Attended College of San Mateo Canvas sessions on Accessibility for Students with Disabilities.
* Attended and participated in the Online Teaching Conference in June 2018 in Anaheim, CA. Attended numerous sessions on effective online pedogogy for all students including students with disabilities.
*Attended as a faculty representative the Museum of Tolerance Training in LA.
* Completed Year One Promise Training, (2 1/2 days) June 2018.
* Attended Flex Day sessions on diversity issues.
* Participated as a faculty member on the Study Abroad Advisory Committee, 2018-2019.
* Participated as a faculty member on the Academic Senate two year term, 2016-2017 and 2017-2018.
* Participated as a faculty member on the Library Advisory Committee, 2018-2019. | |