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Date Created: 10/12/15
IMPERIAL VALLEY COLLEGE PROGRAM REVIEW AND PLANNING BEHAVIORAL amp SOCIAL SCIENCES DIVISION 20 05 2008 1 PROGRAM COURSESMAJOR AREAS BEHAVIORAL amp SOCIAL SCIENCES l Div lDism39hlinPl Subj New Course Old Course Description lDivlCat BSS BSCI ADS ADS 101 ADS 51 Alcoholismi Intervention 1 12 BSS BSCI ADS ADS 110 ADS 52 Physiological Effects of Alcohol 1 13 BSS BSCI ADS ADS 120 ADS 9 Introduction to Counseling 1 72 BSS BSCI ADS ADS 130 ADS 53 Group Leadership and Group Pro 1 15 BSS BSCI ADS ADS 150 ADS 10 Sociology of Minority Groups 1 73 BSS BSCI ADS ADS 160 ADS 50 Human Services Changing Society 1 11 BSS BSCI ADS ADS 200 ADS 54 Family Counseling Approaches 1 27 BSS BSCI ADS ADS 210 ADS 55 Crisis Intervention and Referral 1 28 BSS BSCI ADS ADS 220 ADS 11A Practicum 1 74 BSS BSCI ADS ADS 221 ADS 11B Practicum 1 107 BSS BSCI ADS ADS 230 ADS 58 Alcohol and Drug Prevention 1 1326 BSS BSCI ADS ADS 290 ADS 57AD Current Issues in Drug Abuse 1 46 BSS BSCI ANTH ANTH 100 ANTH 1 Physical Anthropology 1 53 BSS BSCI ANTH ANTH 102 ANTH 2 Cultural Anthropology 1 54 BSS BSCI ANTH ANTH 104 ANTH 4 California Indians 1 59 BSS BSCI ANTH ANTH 106 ANTH 6 Indians of North America 1 61 BSS BSCI ANTH ANTH 108 ANTH 8 Indians of the Southwest 1 63 BSS BSCI ANTH ANTH 110 ANTH 3A Introduction to Archaeological 1 55 BSS BSCI ANTH ANTH 112 ANTH 3B Introduction to Archaeological 1 56 BSS BSCI ANTH ANTH 114 ANTH 16A Prehistoric Ceramics 1 71 BSS BSCI ANTH ANTH 210 ANTH 3C Advanced Archaeological 1 57 BSS BSCI ANTH ANTH 212 ANTH 3D Adv Archaeological Excavation 1 58 BSS BSCI ANTH ANTH 214 ANTH 16B Advanced Prehistoric Ceramics 1 106 BSS BSCI PSY PSY 101 PSYCH 1A Introduction to Psychology 1 931 BSS BSCI PSY PSY 120 PSYCH 9 Introduction to Counseling 1 938 BSS BSCI PSY PSY 130 PSYCH 53 Group Leadership amp Process 1 974 BSS BSCI PSY PSY 142 PSYCH 3 Psychology of Adjustment 1 934 BSS BSCI PSY PSY 144 PSYCH 16 Psy Interpersonal Relationships 1 945 BSS BSCI PSY PSY 146 PSYCH 4 Psychology of Human Sexuality 1 930 BSS BSCI PSY PSY 200 PSYCH 2 Biological Psychology 1 933 BSS BSCI PSY PSY 202 PSYCH 1B Learning 1 932 BSS BSCI PSY PSY 204 PSYCH 35 Dev Psy Concepts to Death 1 962 BSS BSCI PSY PSY 206 PSYCH 17 Social Psychology 1 946 BSS BSCI PSY PSY 208 PSYCH 14 Abnormal Psychology 1 943 BSS BSCI PSY PSY 210 PSYCH 55 Crisis Intervention amp Ref Tech 1 975 EEEEEEEEEEEEEEEEEE O 2 gt ltgt lt PSY 212 PSY 220 PSY 221 SOC 101 SOC 102 SOC 110 SOC 124 SOC 150 SOC 160 SOC 206 SW 220 100 AJ 080 AJ 100 AJ 102 AJ 104 AJ 106 AJ 110 AJ 120 AJ 121 AJ 122 AJ 123 AJ 124 AJ 125 AJ 126 AJ 141 AJ 143 AJ 144 AJ 150 CSI 100 CSI 102 CSI 104 CSI 106 CSI 108 CSI 120 GEOG 100 GEOG 102 GEOG 104 HIST 220 HIST 100 HIST 101 HIST 110 HIST 111 HIST 120 HIST 121 PSYCH 18 PSYCH 11A PSYCH 11B SOC SOC 1 GEOG 1 GEOG 2 GEOG 3 HIST 50A HIST 50B HIST 4A HIST 4B HIST 17A HIST 17B Research Methods in Psychology Practicum Practicum Introductory Sociology Contemporary Social Problems Marriage and the Family Criminology Sociology of Minority Groups Human Serves Changing Society Social Psychology Introduction to Social Work Intro to Admin Justice Security Guard Arrest Intro to the Admin of Justice Concepts of Criminal Law Legal Aspects of Evidence Prin amp Proc of the Just System Police Community Relations Report Writing Police Field Operations Criminal Investigation Juvenile Control Criminology Wildlife Law Enforcement Traffic Accident Invst amp Rptng Arrest and Firearms Reserve Officer Level III Reserve Officer Level II Advanced Officers Course Introduction to Corrections Concepts of Criminal Law Concepts of Probation amp Parole Corr Interviewing amp Counseling Control and Supervision of Inmates Report Writing Physical Geography Cultural Geography Economic Geography WOMEN IN AMERICAN HISTORY Early World History Modern World History History of Western Civilization History of Western Civilization United States History United States History gt tgt tgt tgt tgt tgt t SSCI HIST HIST 122 HIST 33 History of Imperial Valley SSCI HIST HIST 130 HIST 45A Comparative History of the SSCI HIST HIST 131 HIST 45B Comparative History of the SSCI HIST HIST 132 HIST 30 Mexico and the American SSCI HIST HIST 170 HIST 35 Oral History SSCI POLS POLS 052 SOCSI 52 Intro to American Government SSCI POLS POLS 100 POL S 1 Intro to Political Science SSCI POLS POLS 102 POL S 2 American Gov amp Politics SSCI POLS POLS 104 POL S 3 Comparative Politics SSCI POLS POLS 106 POL S 14 Intro International Relations SSCI POLS POLS 800 SPEC 85 American Citizenship 2 STRENGTHS amp CHALLENGES SOCIAL SCIENCES STRENGTHS Added staff in Political Science History and Geography to meet student demand for additional classes New faculty have brought a fresh perspective and talent as well as new ideas and energy to the social science area in the fall of 2004 Innovative class scheduling with traditional classes three hour block classes extended campus classes evening classes Friday amp Saturday classes and fast track classes Incorporation of educational technology into daily program offerings Power Point Internet Blackboard and web site assignments Curricula designed to meet IVC and state objectives and to teach critical thinking skills communication skills and computer literacy New history courses are being developed Women s History Fall 2004 California History Spring 2005 and Western United States History Research is being done in water allocation and usage over a period of many years An IVC Foundation funded Oral History Project is hiring students to interview Valley pioneers type transcripts and complete a comprehensive le of cassette tapes for permanent storage Partnering with Northern Arizona University in class development for the BS in Social Work Curricula Division faculty serve on city county and regional boards and commissions One faculty member edits a local historical newsletter that is published quarterly Faculty speak to public forums on a variety of issues A Chicano History project was initiated and completed by a division member Several faculty hold doctorates Two others are ABD in their respective elds All faculty have academic interests in a variety of areas gt tgt tgt tgt tgt tgt tgt tgt tgt tgt tgt t 0 When funds are available faculty attend conferences and seminars CHALLENGES 0 Develop a distance education computer andor cable TV class 0 Maintain suf cient staf ng levels to meet student demands for classes 0 More help is needed in educational technology The classrooms are wired for the Internet but not connected MIS has no direct involvement with classroom teaching 0 Lighting adjustments are needed in many classrooms so that the front screen may be darkened while the students have suf cient light for note taking 0 Students need to be encouraged to take more elective classes to round out their educational experience 0 More adjunct faculty needs to be recruited in History Political Science and Geography 0 A department history and political science club would immerse students in their chosen elds 0 Writing Across the Curriculum Programs need to be developed to coordinate and link together student learning 0 Computer lab facilities are needed to assist in Geographical Information Systems Curriculum 0 Field Trips need to be encouraged 0 Increased interaction with local high schools will improve the K12 geography curriculum 0 More available van drivers are need with a class B license to conduct eld trips 0 Classroom instruction budgets need to be funded so that technology can be purchased to aid in student instruction 0 Funds for faculty conference and travel purposes need to be reinstituted 0 We currently have no quantitative method for measuring student placements in colleges universities and jobs Imperial Valley anecdotal information reveals that our social science and liberal studies students go on to be successful professionals in many elds 0 IVC has not made a rm commitment to a comprehensive distance learning program Obviously our classes could be offered via computer or Cable TV if funds and leadership were available Currently many instructors have online web pages and utilize email to make and collect student assignments ADMINISTRATION OF JUSTICE CORRECTIONAL SCIENCES AND POST PROGRAMS The Public Safety programs show increases in enrollment maintain articulation agreements have a climbing transfer rate maintain a high quality of instruction and are awarded state certi cation to the POST programs Program excellence requires constant updating and vigilance to provide our students with strategies to successfully compete in their areas of career and transfer interest STRENGTHS To meet the growing demands within Public Safety Offer innovative scheduling through Friday and Saturday classes short term classes and fast track scheduling Maintain highly quali ed adjunct faculty who by profession are peace officers judges attorneys parole agents and probation officers Recommend basic skills prerequisites encourage students to improve their communication and computer skills through curricula changes in the major as well as within individual classes With the average Administration of Justice student being male and between the ages of 20 24 years which is not the college average student profile we actively try to increase female student enrollment and role models Fall of 2004 hired a full time tenure track Administration of Justice instructor Participation with local and state organizations and committees benefit students enhance curricula design increase transfer success and student career or promotion preparation Attend meetings and participate in AJAC Administration of Justice Advisory Committee Attend meetings and participate in California POST Peace Officers Standards and Training Attend meetings and participate in ARPOC Association of Reserve Peace Officers of California Attend meetings and participate in IVROP Imperial Valley Regional Occupational Programs Attend meetings and participate in IMPAC Intersegmental Maj or Preparation Articulated Curriculum CHALLENGES Of challenge to the programs within Public Safety are the following concerns Need to obtain career or transfer followupfeedback and placement of students exiting the program or classes Desire to improve basic skills in English reading writing and oral communication Need to increase the pass rate for entry level career exams Desire to increase the pass rateplacement for career advancement exams D 39 I of a distance program Commitment and consistency to grant writing Being located on an international and state border Homeland Security and a variety of grants are available to meet the fast growing community needs As identified in the last selfstudy and college Master Plan a Public Safety Training Facility and smart classrooms remain priorities u39 1 c BEHAVIORAL SCIENCES STRENGTHS Faculty academically prepared and well motivated All hold a minimum of a master s degree Faculty specialty in various areas of each discipline give the students a broader picture of the various subjects being offered Faculty open to considering teaching with diverse and new technologies The teaching staff is multicultural Faculty members have extensive eldwork and research experience Faculty members have published articles books and maintain websites relating to their discipline Most faculty members belong to professional organizations and attend conferences in addition to routinely reviewing academic journals Classrooms are generally adequately equipped Number and diversity of courses adequately scheduled to meet the current expressed needs of the student AnthropologyArcheology classes are taught throughout the week including Saturdays to accommodate the students Innovative scheduling is practiced in that not only are courses offered Monday through Saturday but eight week Fasttrack courses are offered in addition to expanded quota courses and courses at the various extended campuses Two fulltime faculty and two adjunct faculty are members of the IVC Crisis Team The Psychology faculty started a mentoring program with Student Support Services on campus 7 a student job shadows the faculty to observe learn and practice teaching techniques The Psychology Department has worked with other community agencies such as the Center for Family Solutions and different health care agencies on sexually transmitted diseases as well as Student Affairs at IVC to coordinate seminars on campus regarding issues that affect our students A faculty member in Anthropology participates in ongoing research in Papua New Guinea Brazil and the Himalayan region of India Another faculty member does research on the rock art of Native Americans the deAnza trail the Butterfield Overland Mail Stage Route the Paci c Railroad survey as well as the USMexican Boundary Survey The Alcohol and Drugs Studies Program received CAADE California Alcohol and Drug Educators Accreditation in February 2004 Specific classes were created to allow students wanting a bachelor s degree after their ADS Associate degree to be eligible to transfer to Northern Arizona University The director of our ADS program provides training to IVC counselors in the area of substance abuse and crisis intervention as well as crises counseling to both students and staff Process of implementing assessment techniques to aid the overall success rate of students and to afford extra help for the at risk students The Psychology Department has fostered discussion with the Psychology Department at San Diego State University regarding the needs of our student who transfer from IVC to SDSU Close liaison between the Anthropology Department and the IVC Desert Museum Faculty members routinely give presentations to local service clubs relating to a variety of topics including local AlcoholDrug Studies and recovery programs recent ethnographic research andor humanitarian efforts ADS has developed a local outreach program for our recovering community that involves assistance from Scripps McDonald Center CHALLENGES No course management system in place to facilitate the development of distance learning classes Number of adjunct faculty insufficient to allow for further diversity and number of course section to meet further student demand Current student population generally illprepared for beginning collegiate level work 7 reading comprehension critical thinking and basic quantitative skills Increase the number of classrooms that have reliable Internet access and permanent audiovisual equipment Current institutional budgetary constraints limit development of Internet courses as well as instructional aides such as videos visual aids and activities Hiring of an additional faculty member in the area of Sociology and or Alcohol Drug Studies DIVISION STRENGTHS amp CHALLENGES Five new faculty two replacement faculty and three faculty for the newly created Geography Anthropology and Administration of Justice positions were added to the division in Fall of 2004 All faculty are interested in diverse scheduling and teaching techniques This would include weekend classes and the desire to participate in distance learning Very cooperative group of faculty members who are willing to cooperate with each other to accomplish division goals All departments in the division desire to increase adjunct faculty to meet our demand for classes Budget limitations for the division have limited our opportunities for additional instructional materials and technology 3 STUDENT DEMOGRAPHICS SOCIAL SCIENCES Age 0 45 of our divisional students are under 20 years of age vs 31 IVC total 0 30 are between 2024 25 are over 25 years old We conclude that many students take social science courses in general education at IVC immediately after high school Behavioral Science Division Social Science Discipline Demographic Information Age in Table 4 gtor50 Gender 0 DiVision students number 2000 per semester 40 are male and 60 are female This is close to the IVC average Behavioral Science Division Social Science Discipline Demographic Information Gender Table 3 Term Head Count Male Female Program IVC Program IVC Program IVC Fall 02 1991 8432 394 373 606 627 Fall 03 2004 8399 408 374 592 626 Fall 04 1996 8132 392 383 608 617 Average 1997 8321 398 377 602 623 Language 0 67 of divisional students list English as their primary language 33 list other as their primary language These percentages are slightly higher than the IVC average Behavioral Science Division Social Science Discipline Demographic Information Primary Language Table 4 English Other Term Program IVC Program IVC Fall 02 676 600 324 400 Fall 03 68 612 320 388 Fall 04 652 631 348 369 Average 67 614 331 386 Ethnicity o 88 of our students in the division are Hispanic with 8 White The percentages of Asian and Afro American students are quite low These ratios mirror IVC as a whole Behavioral Science Division Social Science Discipline Demographic Information Ethnicity in percentage Table 2 Afro American Hispanic Native American Residence o The largest percentage 33 come from El Centro Next is CaleXico with 31 Brawley and Imperial report single digit student populations at IVC Division gures correspond to the institution as a whole Behavioral Science Division Social Science Discipline Demographic Information Residence in percentage able 5 Brawley Calexico Calipatria El Centro Holtville Imperial Term Avg 139 133 314 302 19 324 329 50 ADMINISTRATION OF JUSTICE CORRECTIONAL SCIENCES AND POST PROGRAMS Age Student age distribution indicates that students below 20 and from 20 to 24 constitute over threefourths of Correctional Science enrollment While the majority of CS students are between the ages of 20 to 24 it is closely followed by the under 20 cohort Compared to the general age distribution at IVC the under 20 group enrolled in Correctional Science is slightly higher than the IVC age cohort It should be noted however that the 20 to 24 age group is signi cantly higher almost 10 percentage points than the same age group enrolled at IVC Behavioral Science Division Correctional Science Discipline Demographic Information ein Table4 lt20 2024 2529 3049 gtor50 Term Program IVC Program IVC Program IVC Program IVC Program IVC Fall 02 347 258 408 293 117 124 121 280 12 48 Fall 03 374 278 385 308 114 118 120 257 08 41 Fall 04 391 398 438 338 93 87 77 157 02 23 Avg 371 311 410 312 108 110 106 231 07 37 Gender Student gender data in the threeyear trend from Fall 2002 through Fall 2004 show that approximately twothirds of Correctional Science students are male while the remaining onethird are female It appears however that more recently there has been a slight increase in male student enrollment and a corresponding decrease in female students The increase in male student enrollment in the CS program appears to mirror the increase in male student enrollment at IVC in general The decline of CS female enrollment also appears to follow the decline of overall female enrollment at IVC Behavioral Science Division Correctional Science Discipline Demographic Information Gender Table 3 T Head Count Male Female erm Program IVC Program IVC Program IVC Fall 02 429 8432 625 373 375 627 Fall 03 465 8399 624 374 376 626 Fall 04 507 8132 635 383 365 617 Average 467 8321 628 377 372 623 Language Review of the information provided indicates that while over threefourths of the students in Correctional Science indicate that English is their primary language there has been an approximate 7 decline in the past three years Correspondingly there has been an increase in the other language group over the same time period Compared to the primary language percentages at IVC CS students that claim English as their primary language is nearly 15 higher than that of the same language group at IVC Behavioral Science Division Correctional Science Discipline Demographic Information Primary Language Table 4 English Other Term Program IVC Program IVC Fall 02 797 600 203 400 Fall 03 763 612 237 388 Fall 04 73 631 270 369 Average 76 614 237 386 Ethnicity o In reviewing the threeyear trend from Fall 2002 through Fall 2004 the student ethnicity data show that Asian AfroAmerican and Hispanic student enrollment has increased slightly while NativeAmerican White and Other student enrollment has decreased for Correctional Sciences In terms of ethnicity Hispanic students comprise in excess of 90 of Correctional Science enrollment Behavioral Science Division Correctional Science Discipline Demographic Information Ethnicity in percentage Table 2 Afro American Hispanic American Residence 0 Review of the information provided shows that there has been increased participation in the Correctional Science program from students who live in CaleXico Holtville and Other However there has been a general decline of enrollment of students in the program who live in Brawley Calipatria El Centro and Imperial It terms of general IVC student residency patterns students living in Brawley Calipatria and Holtville have a greater tendency to enroll in Correctional Science courses Behavioral Science Division Correctional Science Discipline Demographic Information Residence in percentage able 5 Brawley Calexico Calipatria El Centro Holtville Imperial Term Avg 141 133 289 302 42 308 329 78 BEHAVORIAL SCIENCES Age Behavioral sciences attracts a generally younger student population lt20 and 20 34 than does IVC in general but relatively fewer students in the 3049 age grouping than IVC There was a 50 decline in the gt50 age group in Fall 04 compared to Fall 03 and are signi cantly lower than IVC in general Perhaps behavioral science courses are used more by younger transfer students as their initial course selections than by older more academically speci cally focused students Behavioral Science Divisional Behavioral Science Discipline ge in Table 4 Gender Behavioral science courses generally attract a greater proportion of female students than is true for IVC in general This trend has not appeared to change over the past two years While the reported IVC student head count appears to be slowly declining over the reported years 8432 to 8399 to 8132 the count for behavioral sciences has risen 1329 to 1383 to 1587 These discrepancies mean that the percentage of IVC students enrolled in behavioral science courses has risen during these years from 158 to 165 to 195a 4 rise over two years The rise shown in the Fall 04 data may be a result of the recent addition of a fulltime instructor in Anthropology Whether the fulltime faculty to FTE ratio has increased has yet to be determined Behavioral Science Division Behavioral Science Discipline Demographic Information Gender Table 3 Term Head Count Male Female Program IVC Program IVC Program IVC Fall 02 1329 8432 312 373 688 627 Fall 03 1383 8399 339 374 661 626 Fall 04 1587 8132 318 383 682 617 Average 1433 8321 323 377 677 623 Language Approximately 156 more students in the behavioral science program reported English as their primary language than for IVC students in general Given that the behavioral science student data was also included in the IVC general data would seem to add additional validity to this differential It may be explained by the observation that the IVC general student data includes a large number of ESL enrolled students which by their enrollment indicates a nonEnglish usage If behavioral science language data were to be compared to only IVC university transfer course data this differential might be better explained Behavioral Science Division Behavioral Science Discipline Demographic Information Primary Language Table 4 English Other Term Program IVC Program IVC Fall 02 771 600 229 400 Fall 03 781 612 219 388 Fall 04 76 631 239 369 Average 77 614 229 386 Ethnicity 0 Regarding student ethnicity there do not appear to be any signi cant differences between behavioral science and IVC in general The information shows that Asian Hispanic and NativeAmerican student percentages have remained about the same from Fall 2002 through Fall 2004 in the Behavioral Sciences while AfroAmerican students have increased slightly There has been slight decrease in White students during this time in the program Behavioral Science Division Behavioral Science Discipline Demographic Information Ethnicity in percentage Table 2 Afro American Hispanic American Residence 0 Regarding residence of students there appears to be a slight trend toward behavioral science students being drawn increasingly from the Brawley and less from the El Centro areas than was true two years ago Why this might be happening is unexplained at this time Behavioral Science Division Behavioral Science Discipline Demographic Information Residence in percentage able 5 Brawley Calexico Calipatria El Centro Holtville Imperial Term Avg 141 133 272 302 22 345 329 62 4 GRADE DISTRIBUT IONRET ENTION Behavioral Science DivisionSocial Science Department Grade Distribution and Retention Information Table 6 Grades Fall 2004 Total Total Initial Census 00W 00W A B c D F Retention Rate End of Tenn Retention Rate non quotW39Icensus Success Rate m z m z o 2 z o 5 Grade ABcCR Department Division IVC Average Grades earned in all Social Science Departments compared to all I VC gradesretention It was found that the proportion of A s awarded students in Social Sciences courses 234 was lower than the IVC average of 259 o The percentage of B s earned by Social Science students was slightly higher than the IVC percentage 226 and 216 respectively 0 The percentage of CS earned by Social Science students150 is about the same as IVC students receiving a C grade at 151 o The percentage of all Social Science students receiving D s 82 is higher than the institutional average of 48 o The percentage of F s awarded to Social Science students 95 exceeds the institutional average of 46 The retention rate of 835 for the Social Science Department appears nearly equal to that of the institutional retention rate of 829 Our Success Rate however at 646 appears to be lower than IVC s overall Success Rate of 706 Behavioral Science DivisionCorrectional Science Department Grade Distribution and Retention Information Table 6 Grades Fall 2004 Total Total Initial Census Count Count A B C D F Success Rate to m z o 30 p 3913 z o 5 z 2 E 2 o in End of Term Retention Rate non quotW39Icensus Grade ABciR Department verage Division IVC Average Grades Earned in Correctional SciencePublic Safety Department compared to all I VC gradesretention o The percentage of A grades awarded to students in Public Safety was 147 significantly lower than the IVC average of 259 o The percentage of B grades awarded to students in Public Safety was 302 signi cantly higher than the 216 college average There were 167 C grades awarded for Public Safety students as compared to the IVC average of 151 C grades 0 The percentage of D grades in Public Safety was 54 and the IVC average was 48 o The percentage of F grades in Public Safety was 154 which is significantly higher than the IVC average of 46 Comparing Public Safety grades to the college average for the Fall of 2004 the Public Safety Department awards significantly fewer A grades and significantly more F grades The grades B C and D are similar percentages to that of the college as a whole Additionally the courses with the lower success rate appear to be courses more directly tied to vocational preparation and State mandated or regulated training POST CPOST These courses are typically smaller in class size taught by both adjunct and fulltime faculty current in their fields Perhaps better student preparation for coursework or course prerequisites should be reviewed The retention rate for Public Safety was 834 higher than the IVC average of 829 however the success rate in Public Safety was 616 and was lower than the IVC average of 706 This would indicate that students appear to prefer to complete the course rather than withdraw Behavioral Science DivisionBehavioral Science Department Grade Distribution and Retention Information Table 6 Total Total Grades Fall 2004 Initial Census Count Count A B C D F Retention Rate End of Term Retention Rate Success Department IVC Average Grades earned in all Behavioral Science Departments compared to all I VC gradesretention o It was found that the proportion of A s awarded students in Behavioral Sciences courses 413 signi cantly exceeded the IVC average of 259 o The percentage of B s earned by Behavioral Science students was slightly lower than the IVC percentage 172 and 216 respectively 0 The percentage of CS earned by Behavioral Science students118 is also lower than the 151 of IVC students receiving a C grade 0 The percentage of all Behavioral Science students receiving D s 36 is lower than the institutional average of 48 o The percentage of F s awarded to Behavioral Science students 67 slightly exceeds the institutional average of 46 The retention rate of 82 for the Behavioral Science Department appears nearly equal to that of the institutional retention rate of 829 Our Success Rate however at 717 appears to exceed the IVC s over all Success Rate of 706 The Social Sciences Department Public Safety Department and Behavioral Sciences Department look forward to more detailed data on learning outcomes and their applicability to employmenttransfer success and to utilize such feedback for program development The programs and faculty diligently strive to better prepare the students for success as a transfer student to compete for career entry reentry and promotional positions and successfully contribute towards their community 6 STUDENT LEARNING OUTCOMES During the Fall 2004 semester the Imperial Valley College Academic Senate took the leadership for developing institutional student learning outcomes Throughout the following process division members have contributed both as facilitators and participants This process began with a faculty wide presentation during Fall faculty orientation on the basic tenets of student learning outcomes Between October 2004 and January 2005 workshops were conducted for faculty on 1 an introduction to student learning outcomes 2 authentic assessment 3 classroom assessment techniques and learning styles and 4 institutional student learning outcomes These activities included brainstorming sessions to develop a list of potential institutional student learning outcomes Out of these discussions the following five outcomes have been articulated by faculty Students who graduate from Imperial Valley College will demonstrate Personal Responsibility GlobalMulticultural Awareness Communication Skills Information Literacy Analytical Critical Thinking Elk WP The campus is currently in the process of re ning these institutional studentleaming outcomes In the months ahead the Behavioral and Social Sciences division will continue to be involved in this dialogue as well as beginning to discuss application of these institutional student learning outcomes to our speci c academic programs 7 STUDENT SUPPORT SERVICES SOCIAL SCIENCES English reading and writing skills need improvement Make English 096 a perquisite to history classes Classroom technology needs to be upgrade to VCIUDVD with projectors in all classrooms Maps needed to be updated in all classrooms Computer labs are inadequate Distance learning mandates better student access to computers Tutorials for Internet research are needed for sites like Lexis Nexis The number of student tutors needs to be increased for Social Sciences Students should be allowed to informally audit classes to improve their language skills Cultural Geography should be offered to those with limited English language skills More audiovisual equipment is needed along with atlases and geography library books Geography software needs to be purchased to help at risk geography students Additional support staff should be added particularly in technology and labs BlackboardWebCT should become the division standard Counseling for academic and personal student issues needs improvement Students find it hard to find counselors they can trust ADMINISTRATION OF JUSTICE CORRECTIONAL SCIENCES AND POST PROGRAMS Counseling Request annual informational meeting with counselors on major certi cate Study the option of coursecontent instructors as counselors in specific areas Reexamine and identify basic performances required in Administration of Justice transfer or career Learning Services Expand and recruit tutors for Administration of Justice Expansion on the needs and utilization of computers in all areas Develop tutorial specific to Administration of Justice basic skill levels BEHAVIORAL SCIENCES 0 As course availability is enlarged to account for siXday class coverage student support for all services must be available This would include counseling assessment IT business office administration reprographics janitorial administration coverage for evenings Fridays and Saturdays 0 Classrooms need technological updates 7 smart classrooms where computers with intemet access is available Also classrooms need projectors and VCIUDVD players 0 Need for course management system to teach onlinehybrid courses 0 In order to meet the increasing student demand for several core courses in our division a large capacity classroom that would accommodate approximately 100 students should be built 0 Students would bene t from a Student Placement Center In addition an institutional tracking system for students who transfer or transition to the job market is needed to help evaluateanalyze success rates 0 DVDVideos needed for Behavioral Science courses Physical AnthropologyArchaeology is in need of handheld objects such as casts of early humans and prehumans to enhance instruction 0 Tutors are needed for all courses in the Behavioral Sciences 0 Need for a Behavioral Sciences laboratory to be utilized by each discipline for researchexperiments 0 An increase in the number of paper and online journals in Behavioral Sciences that the library receives 0 Counseling to offer information from other colleges regarding their behavioral science majors and programs and jobs that are available in these majors Also better advising in student program planning space out rigorous classes 0 Create a leaming center for Behavior Sciences where students have access to lms television VCR computers and intemet hookup as well as tutors Part of the space would be used by the ADS Program to run groups and 12step recovery meetings as well as student interventions The division actively participates in coordinating with IVC Service areas in the following ways 0 Works with Counseling Services to pursue articulation agreements with two and fouryear colleges and universities 0 Works closely with counselor liaisons o Consults with Disabled Students Program and Services to help students with specific needs 0 Works with the library staff members by referring students who need help with special projects and by making reference materials available for students 8 ACADEMIC STANDARDS SOCIAL SCIENCES Division chairs can help instructors maintain grading standards by mentoring new faculty Classes where all students pass or fail should be reviewed by faculty peer groups for course content Student evaluations should be reviewed and discussed within the division Increase prerequisites for social science classes so that students have a better opportunity to succeed The college should encourage faculty with money to attend conferences museum exhibits and public history meetings Money should also be provided for memberships in professional organizations The creation of an AA degree in History is needed and is planned for the 2005 2006 academic year All social science type courses should have a writing component that is clearly explained to new and current faculty in the division ADMINISTRATION OF JUSTICE CORRECTIONAL SCIENCES AND POST PROGRAMS Local industrypublic agency response is that students are not prepared to pass entrylevel exams Obtain monies to provide for researchers to validate or invalidate English prerequisites Address the need to include writing as part of the major core coursework Improve collaborationarticulation with educational institutions and industry Continue meeting with Advisory Committee for input and guidance Encourage ongoing training for staff Work on the development of an assessment data sheet for each course Obtain data from Workforce BEHAVORIAL SCIENCES Staff maintains the integrity of the departments in the Behavioral Science Division by implementing rigorous standards that conform to graduation certificate and transfer requirements Beginning student assessment procedures at Evaluation of the Behavioral Science curriculum equipment and staff on an annual basis helps to maintain relevant instruction The ADS Program must be accredited every five years The California Alcohol and Drug Educators CAADE Board reviews all curriculum IVC s ADS Program was accredited in February 2004 The ADS program has an Advisory Board which meets yearly or as needed P The staff collaborates with other educational institutions including San Diego State University Imperial Valley Campus and local high schools The staff works with the Academic Senate Instruction and Student Support Services to develop plans to maintain high academic standards Faculty makes a concerted effort to use appropriate teaching techniques to meet the learning needs of students and motivate them to succeed The faculty works with counselors to place students in appropriate classes Assessment scores are used by the counselors to determine if the student s basic skill requirements are sufficient The counselors inform students of any prerequisites or any recommended preparation necessary to achieve success in courses To date course pre requisites are brought up for discussion in division meetings The staff develops clear attendance policies which re ect the instructor s expectations of regular student attendance The staff ensures that course syllabi make all requirements rules and the rigors of the courses explicit and understandable Mentoring of new faculty by senior faculty will be implemented The staff attends workshops and conferences to keep up with technology trends and learning styles as well as to stay current in their area of study PROGRAMDEPARTMENT PLANS AND OBJECTIVES 2005 2008 SOCIAL SCIENCES Program Goal A Does not apply to our area directly Program Objective 1 Support institutional goals A Science and Technology Center Program Goal B Support institutional goals Develop a Distance Learning Center Program Objective 1 Implement distance education and compressed calendar in 2005 campus wide Program Objective 2 Assist administration in creating a public access government cable channel in Imperial County Program Goal C IVC will respond to meet evolving community needs and diversification Program Objective 1 Program Objective 2 the new major Program Objective 3 Program Objective 4 Create an AA degree in History Add new courses to accommodate student needs within Add more instructors in History and Political Science Create a geography club on campus Program Goal D Does not apply to our area directly Program Goal E Plan a balanced class schedule to meet community needs Program Objective 1 Work toward a sixday work week to meet community requests for vocational classes Program Objective 2 Expand Fast Track program for capable students Program Goal G Continually improve communication and community involvement Program Objective 1 Continue to encourage faculty involvement in the community schools and service organizations Program Objective 2 Conduct a county GPS needs assessment in fall 2005 Program Objective 3 Increase community awareness of IVC s geography program Program Objective 4 Develop a historical cultural walking tour of El Centro and other valley communities ADMINISTRATION OF JUSTICE CORRECTIONAL SCIENCES AND POST PROGRAMS Program Goal A Create a modern comprehensive Science and Technology Center Does not apply to our areas directly Program Goal B Develop distance learning to enhance student access scheduling and learning styles Program Objective 1 Train staff for alternative delivery methods Program Objective 2 Adapt curriculum and modify schedules for effective delivery Program Goal C IVC will respond to meet evolving community needs and diversification Program Objective 1 Expand local industry survey to improve quality of program Program Objective 2 Look to developing corollary internships or work experience Program Objective 3 Develop practical exercises working with community agencies to be incorporated into coursework Program Objective 4 Utilize Workforce Development for successful student placement and job preparation Program Objective 5 Develop a security guard program for private and casino industry Program Goal D Develop a Public Safety Training Facility Program Objective 1 Utilize bond monies to develop training facility to share with community agencies and industry and enhance community involvement Program Objective 2 Develop smaIt classrooms Program Objective 3 Merge with Master plan long range plan and nancial plan Program Goal E Plan a balanced class schedule to meet community needs Program Objective 1 Continue with Saturday shortterm intensive and expanded formats Program Objective 2 Continue to work to streamline requests for courses on demand Program Objective 3 Work to maintain high completion rates Program Objective 4 Continue to meet demands for POST ce1tif1cation of programs Program Goal F Prioritization of registration through Banner Program Objective 1 Survey student enrollment to meet schedule demands Program Objective 2 Review prerequisites so that students are ready to enter college and exit career and transfer ready Program Goal G Continually improve communication and community involvement Program Objective 1 Cooperatively build and realize county training facility Program Objective Z Enhance pa1tnerships with Advisory Committee ROP SDSU liaison and with state and federal business agencies Program Objective 3 Develop contacts and invite agency representatives into classrooms Program Objective 4 Obtain feedback tracking placement of students Program Objective 5 Utilize alumnae success stories b1ing into class Program Objective 6 Improve in house communication between Dean and all areas of Vocational Education to better serve community needs and meet StateFederal plans BEHAVIORAL SCIENCES Program Goal A Create a modern comprehensive Science and Technology Center The Behavioral Science Division will supp01t the administration in its efforts to create a Science and Technology Center Program Objective 1 Develop modern comprehensive lab for student use in Behavioral Science courses Program Goal B Develop distance leaming to enhance student access scheduling and learning styles Program Objective 1 Once a course management system is in place the Behavioral Sciences staff will work through the technology center to develop and implement new online courses andor new online modules for existing courses by Spring 2008 Program Goal C IVC will respond to meet evolving community needs and diversi cation Program Objective 1 Work with Administration to implement a student placement center by Spring 2008 This would include the creation of new practicum sites where students will be allowed to get work experience in the recovery eld setting Program Objective 2 Increase the number of students in the WinterhavenYuma area by offering classes in those areas Program Objective 3 Provide to the local community a cadre of experts in behavioral elds for consultation with business unions governmental agencies etc by Spring 2008 Program Objective 4 Add more fulltime and parttime faculty in Psychology Sociology ADS Program Objective 5 Work with academic senate and administration to implement a program to determine whether our students are computer literate and ready to undertake distance learning courses by Spring 2008 Program Objective 6 Work with the director of the transfer center as well as colleges and local universities to review curriculum articulation issues by Spring 2008 Program Objective 7 Work with administration to implement an institutional tracking system to evaluateanalyze the success rates of students who transfer or transition to the job market by Spring 2008 Program Objective 8 During the years 20052008 work with the Academic Senate to develop an outcomes assessment program that is meaningful manageable and sustainable Program Objective 9 Work with administration to implement an institutional plan to improve students basic skills for certi cate associate degree and transfer level work Program Objective 10 In order to meet academicbusiness community standards and the technology learning needs of students the Behavioral Sciences must maintainrepair current instructional equipment with in the division and purchase new instructional computers equipment including instructional materials such as videos skeletons etc Program Goal D Develop a longterm facility plan Program Objective 1 Modemize classrooms to improve learning environment for students Program Objective 2 Develop plans for an integrated behavioral sciences laboratory for student use and equipment storage Program Objective 3 The construction of a large capacity classroom that would accommodate approximately 100 students Program Goal E Plan a balanced class schedule to meet community needs Program Objective 1 Evaluate yearly the need to expand the number of Friday Saturday course offerings Program Objective 2 Work with counseling to develop a schedule that allows students to complete programs in reasonable timeframe Program Objective 3 Hire new fulltime and parttime faculty in Behavioral Sciences Program Objective 4 Develop plans for integrated balanced schedule with support staff including evening and Friday Saturday administration counseling janitorial library IT and reprographics staff Program Objective 5 Equip external campus sites with adequate technological resources for instructional purposes Program Goal F Work with administration to develop implement and manage a schedule that meets the needs of our community Program Objective 1 Expedite student graduation and speed of program completion Program Objective 2 Develop course prerequisites to enhance student success when choosing courses Program Objective 3 Assist in development of a student survey regarding access issues for Behavioral Sciences coursework Program Goal G Continually improve communication and community involvement Program Objective 1 Encourage local recovery programs to have their employees take ADS classes Program Objective 2 Prepare a brochure outlining faculty expertise and availability for community use Program Objective 3 Continue to mentor local high school students in the completion of their senior projects Program Objective 4 Develop joint program with SDSUIVC 11 GOALS FOR MEETING STUDENT DEMAND The information provided by the institutional researcher in the table below establishes trends in FTES FTESFTEF unmet demand and enrollments Comment on any rationale for major trends or uctuations In addition discuss program enrollment trends compared to the institution as a whole SOCIAL SCIENCES Behavioral Science Division Social Science Department FTEs FTEsFTEf and ENROLLMENT INFORMATION Table 8 Instruction Only Student Svc Only FTEs FTEsFTEf Dunmet Enrollment by Number emand Dept IVC Dept IVC Dept Dept IVC Students Served Fall 2002 2186 24330 189 138 437 Students Served Fall 2003 2192 25023 193 146 480 Students Served Fall 2004 2035 25575 174 137 318 Students expected to served Fall 2005 2096 26214 179 140 350 Students expected to served Fall 2006 2158 26869 185 144 385 Students expected to served Fall 2007 2224 27542 190 148 423 Social Science Department It appears from the data provided the Social Science Department was experiencing a 30 increase until academic year 2004 at which time there was a signi cant drop in the department s FTEs Apparently there was an institutional curriculum change that eliminated a number of previously required Social Science courses Regardless the Social Science Department is expected to increase at a constant 30 In addition the Social Science Department s FTEsFTEf ratio appears to mirror the increases and decrease of the College s FTEsFTEf ratio Our department s ratio continues to be signi cantly higher than IVC s and it is projected that the student s unmet demand will increase by an average of 10 per year Two more fulltime tenure track instructors should be hired for 20052006 and one more instructor in 20062007 ADMINISTRATION OF JUSTICECORRECTIONAL SCIENCESPOST Behavioral Science Division Correctional Science Department FTEs FTEsFTEf and ENROLLMENT INFORMATION Table 8 Instruction Only Student Svc Only FTEs FTEsFTEf Dl nrgitd Enrollment by Number Dept IVC Dept IVC Dept Dept IVC Students Served Fall 2002 630 24330 146 138 66 Students Served Fall 2003 694 25023 159 146 123 Students Served Fall 2004 715 25575 141 137 66 Students expected to served Fall 2005 761 26214 150 140 70 Students expected to served Fall 2006 811 26869 160 144 75 Students expected to served Fall 2007 864 27542 170 148 80 It appears from the data provided the Administration of JusticeCorrectional SciencesPOST has had a 65 FTE s growth for the past three academic years Imperial Valley College has maintained an FTE s growth pattern of approximately 25 The Administration of JusticeCorrectional SciencesPOST Program maintains a higher full time student to fulltime faculty ratio than the college as a whole with increasing unmet demand projected for the years 20052007 Unmet demand was reduced somewhat for the Fall 2004 academic year with the hire of a fulltime tenure track instructor in this area Given the data and computing conservatively and linearly for 1013 growth as opposed to college data projecting 30 growth and allowing for only growth in the Public Safety areas of Administration of Justice Correctional Sciences and the POST programs the program is currently understaffed One more fulltime tenure track instructor should be hired for 20052006 and one more instructor in 20062007 BEHAVIORAL SCIENCES Behavioral Science Division Behavioral Science Department FTEs FTEsFTEf and ENROLLMENT INFORMATION Table 8 Instruction Only Student Svc Only FTEs FTEsFTEf Dunmet Enrollment by Number emand Dept IVC Dept IVC Dept Dept IVC Students Served Fall 2002 1550 24330 159 138 426 Students Served Fall 2003 1661 25023 173 146 503 Students Served Fall 2004 1756 25575 163 137 313 Students expected to served Fall 2005 1878 26214 173 140 369 Students expected to served Fall 2006 2009 26869 186 144 436 Students expected to served Fall 2007 2149 27542 198 148 514 It appears from the data provided the Behavioral Sciences has had a 665 FTE s growth for the past three academic years Imperial Valley College has maintained an FTE s growth pattern of approximately 25 The data also re ects that the Behavioral Science Department s FTEsFTEf ratio has consistently exceeded the College s FTEsFTEf ratio Based on the established trends the Behavioral Science Department can expect growth both in terms of FTEs and the FTEsFTEf ratio One concern of course is the consistent growth of unmet student demand Our projections re ect a consistent increase of approximately 7 in unmet demand One more fulltime tenure track instructor should be hired for 20052006 and one more instructor in 20062007 12 CAPITAL OUTLAYFACILITIES For division or program as appropriate Will you have speci c remodeling and construction needschanges in the next three years Please list in priority order Indicate the dollar amount in the year needed On a separate page include diagrams if appropriate DivisionProgram Facility Changes Information Table 9 Total Amt Total Amt Total Amt Facility Changes 20052006 2006 007 20072008 Maintenance of classrooms including painting wallpaper removal lighting acoustics ceiling repair an 39 quot Evaluate yearly 20000 20000 20000 Remodel Room 212 to move the screen to one side of the room for better viewing purposes 2000 Change lighting so that lighting in front of room and back ofroom can be turned on or off for viewing instructional materials in all Behavioral amp Social Science classrooms 202 203 204 208 211 212 509 806 2000 2000 2000 Carpet Of ces in Room 807 5000 Paint Of ces in Room 807 5000 FiX Ceiling Tiles in Room 807 5000 Replace Floor Tile in Room 807 3000 Add secured storage cabinets in rooms 208 207 and 202 for 39 39 39 materials 5000 5000 Install Smart Classrooms PC DVDVideo with intemet in BampSS classrooms 202 203 204 208211212 509 806 5000 5000 5000 Regional Public Safety Training Facility 7 Community partnershipsMOU S 7 land already owned by IVC 7 Physical tness training room 1250000 1250000 90000 Modular moveable classroom for realistic trai 39 39 39 100000 Replace deskschairs in 806 509 and 200 building classrooms should be suitable to any size student 3000 3000 3000 Buildings 800 and 200 roofs 100000 Projected Totals 1502000 1288000 120000 13 CAPITAL OUTLAY EQUIPMENTSOFTWARE For division or program as appropriate What do you anticipate will be major capital equipment and capital software expenditures in the upcoming years Please list in priority order and indicate the dollar amount in the year needed Include equipment needed as part of any facility changes Capital Outlay Equipment Table 10 History Map Sets some Various Bones amp Skulls for Chairs For Faculty in classrooms EXtended Extended Extended Extended 5V aluate Campus Campus Campus Software Table 10 Purchase new software for Upgrade software licenses DivisionProgram Equipment Repair Table 10 current and future division 14 FTEF FULL TIMEPART TIME RATIO For division or program as appropriate The data in the tables below show that for the Social Sciences and Behavioral Sciences programs we are approaching the Chancellor s Office goal of 75 fulltime faculty Although the data re ect that Administration of JusticePOST does not meet the goal currently we are in the process of rectifying this with the hiring of additional fulltime faculty in this area If looking at the 75 goal in relation to the whole division we are also expecting an additional fulltime faculty hire each in the Social Sciences and Behavioral Sciences Behavioral amp Social Sciences Division Social Sciences FTEF Full TimePart Time Ratio able 1 Current FTEF Ratio FullTime 84 716 Part Time 3 3 Chancellor39s Office goal is 75 full time to 25 part time Behavioral amp Social Sciences Division Behavioral Sciences FTEF Full TimePart Time Ratio able Current FTEF Ratio Full Time 80 Part Time Chancellor39s Office goal is 75 full time to 25 part time 742 Behavioral amp Social Sciences Division Administration of JusticePOST FTEF Full TimePart Time Ratio Table 11 Current FTEF Ratio Full Time 34 671 1 7 Part Time Chancellor39s Office goal is 75 full time to 25 part time 15 PROJECTED BUDGET For division or program as appropriate What do you anticipate your budget needs will be over the next few years in dollars Also indicate how many instructional noninstructional administrative and classi ed staff members you feel you will need to conduct your planned program in the next few years Description Instructional Regular CounselorLibrary Regular Administrators Classified Regular ChairCoordinator Adj unct Ov erload Coaching Consultant Professional Expert Postage Telephone Data Copier Maintenance Agreement Travel and Conference Equipment Repairs Software Capital Equipment T otal DivisionProgram Behavioral amp Social Sciences Projected Budget Information Table 12 Current 200572006 200672007 200772008 Budget Budget Budget No Budget 735713 1044563 1088435 19 1134149 53277 30308 98553 104712 2000 2300 2645 1502000 1288000 120000 35800 22500 13500 908144 2834863 2686313 1592336 DivisionProgram Summer School Behavioral amp Social Sciences Projected Budget Information Table 12 Include signi cant changes only Descri mm Current 200572006 200672007 200772008 p Nu Budget Nu Budget Nu Budget Nu Budget Instructional Salaries 105000 120750 138862 159692 Classified Regular 0 1 10000 1 11000 12000 1 Instructional Supplies and Materials 5000 5750 6613 Total 105000 135750 155612 178305 Salary only gures do not include employee bene ts DivisionProgram Administration of JusticePOST Projected Budget Information Table 12 Current 200572006 200672007 200772008 Descnpmm Budget Budget Budget Budget Instructional Regular 192296 257680 267987 278796 CounselorLibrary Regular Administrators Classified Regular Chair Coordinator Adjunct 34275 39416 45329 52128 Overload 12960 14904 17140 19711 Coaching Consultant Professional Expert Postage Telephone Data 300 186 5724 6583 7570 8705 Copier Maintenance Agreem ent 750 863 992 1141 Total 255560 332905 353979 377055 The following items were included in the whole division total and are not listed on this table Travel and Conference Equipment Repairs Software Capital Outlay Facilities remodeling and construction and Capital Equipment Please refer to the previous projected budget for these figures for the division as a whole DivisionProgram Summer School Administration of JusticePOST Projected Budget Information Table 2 Include signi cant changes only Descri mm Current 200572006 200672007 200772008 p No Budget No Budget No Budget No Budget Instructional Salaries 13000 26000 29900 34385 Classified Regular 0 0 0 Instructional Supplies andMaterials 100 150 200 Total 13000 26100 30050 34585 M ss Salary only gures do not include employee bene ts
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