Academic Program Plan by TK1yo0V0

VIEWS: 2 PAGES: 14

									                                            Annual Academic Program Plan―2009–2010

                    Department                  Philosophy and Sociology
                    Discipline or Program on    Sociology
                    which this plan focuses
                    Date                        4/27/2009                              Version number               Final (9)



  I.   Program Overview (Please include comments on the enrollment and outcomes data provided for Section XIII.)
       The Sociology department plans to build on its strong foundation, sustain and expand existing elements of its program independent of,
       and in tandem with Philosophy and disciplines across the curriculum. We are already strong across the board in articulation with the
       Cal State and UC schools, but we can do more to make sure that every student who completes Sociology courses are prepared for the
       rigors of upper division courses in any major. Since Sociology deals with issues that affect every individual, all students can benefit
       from sociological education.

       It is the view of the department members that a strong liberal arts education is imperative to students’ personal, academic, and
       material success. Sociology teaches students to situate themselves in the social context accurately, to understand the complex impact
       of social forces on their lives and to see how in turn, they may impact society. This skill, sometimes referred to as the sociological
       imagination, is transformative and empowering to individuals. Because of this, we believe that it is no less an essential to
       contemporary citizens than basic English and Math skills.
       The key to the ability to place oneself in the social context accurately is critical thinking, or the ability to examine issues from different
       perspectives whether or not these perspectives reflect one’s prejudices. This emphasis on cultivating critical thinking is something we
       share with Philosophy, along with other academic disciplines. What distinguishes sociology from alternative ways of looking at the
       world is its emphasis on understanding the link between the individual and the social/historical context. Having the ability to do so
       accurately helps a person understand and navigate a variety of constrains, obstacles and opportunities he or she encounters in his or
       her life, and to have a better sense of the impact he or she may have on his or her environment.

       Our goal is to provide courses that cover the essential elements of our discipline so that each student will be able to know,
       comprehend, apply, and compare and contrast the major theories and research approaches in Sociology. They should be able to read
       and discuss critically the issues and concepts of the relevant areas. In addition to their ability to take thoughtful, reasoned, and
       informed positions, we expect that our students, in all areas of their study of Sociology, will be able to exhibit the Sociology
       department’s SLOs.

       Sociology department has actively engaged in updating our course offerings to expose and introduce our students to key areas of
       sociology, as well as areas of study emphasized by LACCD. In 2008/9, we have added three new courses: Sociology of Popular
       Culture, Sociology of Deviant Behavior and Sociology of the Labor Movement. Along with our philosophy colleagues, we also initiated
       dialogue with our counterparts in other local community colleges by holding a joint Philosophy/Sociology LACCD meeting on February

2009-2010 AAPP Form, Final, February 27, 2009
                                                                                                                                                2
I.   Program Overview (Please include comments on the enrollment and outcomes data provided for Section XIII.)
     20th, 2009. The goal was to discuss our respective missions; our approaches to SLOs and their assessment, and more generally, to
     build relationships, share information and collaborate on a variety of issues. We plan on organizing similar conferences and events in
     the future.

     The community college system has the unique opportunity to work with myriad students. With this in mind, one of our main emphases
     is mindful and enthusiastic mentoring of our students. In addition to one-on-one advisement and mentoring, we have active Sociology
     and Philosophy Clubs and have organized a variety of off- and on-campus events, both separately and jointly. For example in March
     2009 we organized two joint Philosophy/Sociology panel discussions: one on religion and another one on the labor movement. These
     events, held in The Great Hall were well-attended by students, as well as faculty and community members. These panels exemplify
     the collaboration between our two disciplines outside of the classroom and the kind of contribution to the intellectual and academic life
     of the college that we are committed to making. We also sponsor another well-received event, the Foreign Film Lecture Series, as
     another way to reach out to our students and the Pierce community. Our commitment to our students is also exemplified by the
     generous scholarship we award every spring semester, thanks to a group of anonymous friends of Professor Betty Odello who
     sponsor it.

     Department members know that successful teaching rests on a foundation of campus wide scholarship and collegial relationships that
     rest on philosophical and sociological principles. To this end, department must continuously strive to improve its current level of
     internal and campus-wide dialogue and engagement. We believe that we must continuously engage in transparent and open self-
     assessment to verify whether our approaches are working or need to be revised. In an effort to facilitate this, we hold regular
     departmental meetings to communicate and collaborate on a variety of issues and often discuss relevant topic as a group via email.
     One of our recent departmental meetings was devoted to an ideation session, whose goal was to generate our mission statement and
     an agenda for the future. We believe that it is important for us to discuss and be clear about what we want to be known for as a
     department so that we can maximize our potential on campus and in the larger community. The mission statement we collectively
     created is:

     “Pierce College's Philosophy and Sociology department synergistically aims at creating the transformative experiences that engender
     intellectual and personal growth. By developing and maintaining crucial tools and programs, department members cultivate, mentor,
     and prepare students academically and socially for a successful life. The department unites two essential disciplines and diverse
     faculty members who are committed to preparing students for lifelong learning through a strong liberal arts education. Faculty
     members' total dedication to the standards of their respective disciplines and to the student population is demonstrated by the effective
     and thoughtful pursuit of innovative, collaborative, and critical engagement with all members of the campus and District community.”

     We are currently considering various questions that emerged from our ideation session and we will meet again to discuss concrete
     action steps that we can take as a department to move forward.

     Our full-time faculty members are also very active on campus, in a variety of functions. We do this because we are committed to
     making strong positive impact on our Pierce community as a whole.

     Our courses are consistently in high demand. In spring 2009, all of our classes were full and many of our offerings had waiting lists of
                                                                                                                                                          3
I.     Program Overview (Please include comments on the enrollment and outcomes data provided for Section XIII.)
       20-30 students. We could easily add many more sections, particularly in classes that are important for transfer students. Our total
       enrollment has grown from 1071 students in the fall of 2004 to 1492 in the fall of 2008. Our average class size in the fall of 2008 was
       48.1. The number of Sociology classes offered has also grown from 23 in the fall of 2004 to 31 in the fall of 2008. At the same time,
       the percent of total program hours taught by full time faculty has decreased significantly from 37.5% in the fall of 2005 to 23.3% in the
       fall of 2008. For the fall of 2008 our success rate was 71% (compared to college success rate of 67%), and our retention rate was
       89% (compared to college retention rate of 86%).




II.    Assessment of 2008-2009 Annual Goals
           Goal                                                                                                     Achieved Continuing Discarded
       A.   Obtain one full-time position in sociology in order to improve our poor full-time to part-time              X
            faculty ration. A FPCC application will be submitted to our dean by the deadline.

       B.   Set up a cohort program in the 1245-655 blocks for degree and transfer, as well as a review                               X
            of CORs to better coordinate them with cognate courses (already in progress)

       C.   Mentor students by continuing with the Sociology club. We will also establish our own                                     X
            monitoring system.
       D.   Discuss teaching and assessing student learning in conjunction with our academic goals,                                   X
            objectives, strategies, and outcomes.
       E.   Establish moderate goals, timelines and expectations for achieving our department goals.                                  X
       F.   Evaluate the curriculum for adequacy. Review course offerings to assure that the course:                                  X


                                                                                                                         (Press tab for additional rows.)

III.   2009-2010 Annual Goals Based on the Pierce College Strategic Plan (Distinguish between goals and the resources required to
       achieve these goals.)
       Provide an action plan for achieving each goal. Press Ctrl + Click to identify the specific Pierce Strategic Plan Objective addressed → Strat. Plan

       A.    Enhance our relationships with our counterparts in local community colleges and universities.                                     5.1, 5.2
       B.    Develop SLOs and assessment tools for our courses, complete an assessment cycle and continue to evaluate this                     1.2, 1.8
             process analytically and internally.
                                                                                                                                                                       4
III.   2009-2010 Annual Goals Based on the Pierce College Strategic Plan (Distinguish between goals and the resources required to
       achieve these goals.)
       Provide an action plan for achieving each goal. Press Ctrl + Click to identify the specific Pierce Strategic Plan Objective addressed → Strat. Plan

       C.    Adapt to the changing needs of our students by experimenting with and incorporating a variety of up-to-date                                  1.1, 4.2,
             formats, techniques and technologies in our classes. This includes pursuing possibilities such as SIMSOC, one-                               4.3
             credit offerings to introduce special topics and co-teaching inter-disciplinary classes.
       D.    Mentor students by increasing the number of full-time sociologists and by continuing with the Sociology club. In                             1.1., 1.2,
             spite of this year’s upcoming hire, our full-time to part-time ratio remains among the lowest ones at Pierce.                                2.4, 3.1
       E.    Update our course offerings to meet the changing needs of our students, reflect significant developments in our         1.1, 1.5,
             discipline and capitalize on our strengths.                                                                             3.2, 3.3
                                                                                                                (Press tab for additional rows.)

IV.    Long-Range Educational Goals (3–6 Years)                Press Ctrl + Click to identify the specific Pierce Strategic Plan Objective addressed →   Strat. Plan
       A.    Cultivate strong relationships with Sociology departments in local community colleges and universities.                                      1.5, 1.7,
                                                                                                                                                          2.7, 5.3
       B.    Continuously evaluate and strengthen our offerings to ensure that they reflect the core areas of Sociology and meet                          1.1, 1.2,
             the needs of various groups of Pierce students. This may include developing sociology courses directly geared for                            1.3, 1.4,
             students in technical educational certificate programs such as Medical Sociology for the nursing students.                                   1.5
       C.    Continue the excellence of our offerings, including our critical role in the Pierce Honors and Outreach programs, as                         1.5, 1.6
             well as Distance Education.
       D.    Increase the number of fulltime faculty member to meet the changing needs of our diverse students and to be able                             1.2, 1.5,
             to contribute to the department, the college and the community consistently.                                                                 1.6, 2.4,
                                                                                                                                                          2.6, 3.1
       E.    Participate in SLO assessment cycles for our courses and engage in an open and honest internal dialogue about                                1.5, 1.8
             the process itself and our findings.
       F.    Continue to emphasize mentoring our students and contributing to the college life academically through Sociology                             2.1, 2.2,
             club and other means.                                                                                                                        2.4
       G.    Explore the idea of introducing college-level English as a required prerequisite for Sociology classes.                   1.2, 1.4,
                                                                                                                  (Press tab for additional rows.)
                                                                                                                                       5
V.    Curriculum
           List any new programs and/or certificates OR changed programs and/or certificates
           approved by the Curriculum Committee during the 2008-2009 academic year. Check                                   Approval
      A.                                                                                              New      Changed
           whether they are New or Changed, and provide the date they were approved by the                                   Date
           Curriculum Committee.
            1
           2
           3
           4
           5
           6
           List any new, updated, or changed courses approved by the                          Check All That Apply.
      B.   Curriculum Committee during the 2008-2009 academic year.                                             Distance    Approval
                                                                                New      Updated    Honors
           Provide the course number and the course title.                                                     Education     Date
           1 Religion and American Society (Soc 15)                                                     x                   09/2008
           2   Human Sexuality (Soc 21)                                                                x                     02/2009
           3   Sociology of the Labor Movement (Soc 35)                              x                                       10/2008
           4   Sociology of Popular Culture (Soc 86)                                 x                                       11/2008
           5   Sociology of Deviant Behavior (Soc 87)                                x                                       11/2008
           6
                                                                                                       (Press tab for additional rows.)

      C.   Course Outlines of Record
           1   Number of courses in discipline or program                                                                      18
           2   Number of courses that have been updated since 2003 (CORs must be updated every 6 years)                        15

VI.   Progress in the Student Learning Outcomes Cycle
      A. Course-Level Student Learning Outcomes
           Number of courses in discipline or program                                                                          18
           Number of courses with Student Learning Outcomes defined                                                             6
           Total number of courses that have been assessed to date (at least once)                                          0 (Soc 1,
                                                                                                                                                 6
VI.   Progress in the Student Learning Outcomes Cycle
                                                                                                                                     15 and 21
                                                                                                                                     assessme
                                                                                                                                       nt is in
                                                                                                                                      progress
                                                                                                                                       for the
                                                                                                                                        08/09
                                                                                                                                     academic
                                                                                                                                        year)
           Total number of courses in which assessment findings have been implemented or utilized                                        0
           Program-Level Student Learning Outcomes Developed (Relate outcomes to the Mission Statement
                                                                                                                        Mission         ILO
      B.   and the Institutional Learning Outcomes)      Press Ctrl + Click for Mission Statement or ILOs →
           1   Students will be able to explain and analyze the main theoretical and research perspectives in          1, 3, 4, 7    1.1, 1.5,
               sociology and apply them to an array of social issues.                                                                1.9, 2.3,
                                                                                                                                     3.2
           2   Students will be able to analyze and interpret the diversity of social experiences using a              1, 3, 4, 7    1.1, 1.5,
               sociological perspective, especially as they relate to race, ethnicity, class, gender, age, sexual                    1.9, 2.3,
               orientation, religion.                                                                                                3.2
           3   Students will have the ability to analyze and evaluate sociological claims, arguments and theories      1, 3, 4, 7,   1.1, 1.5,
               using sociological methods                                                                              8             1.9, 2.3
           4   Students will embody the qualities of an open-minded but critical thinker in the examination of         1, 3, 4, 7,   1.1, 1.5,
               sociological topics and problems, systems, and thinkers.                                                8             1.9, 2.3
           5   Demonstrate understanding of the relationship of sociological knowledge to other disciplines.           1, 3, 4, 7    1.1, 1.5,
                                                                                                                                     1.9, 2.3
           6   Demonstrate critical thinking about arguments in sociology and evaluate an argument’s major             1, 3, 4, 7,   1.1, 1.5,
               assertions, its background assumptions, and the evidence used to support its assertion.                 8             1.9, 2.3
           7   Understand and articulate how culture, society, and diversity shape the role of the individual within   1, 3, 4, 7    1.1, 1.5,
               society.                                                                                                              1.9, 2.3,
                                                                                                                                     3.2
           8   Demonstrate knowledge of how sociology can be employed to: a) analyze social change, b)                 1, 3, 4, 7    1.1, 1.5,
               analyze social problems, c) analyze how society shapes behavior and d) apply sociological                             1.9, 2.3,
               knowledge to address personal and social problems.                                                                    3.2
           9   Understand and apply a contextual understanding of people’s lives.                                      1, 3, 4, 7,   1.1, 1.5,
                                                                                                                       8             1.9, 2.3,
                                                                                                                                     3.2
                                                                                                                                               7
VI.   Progress in the Student Learning Outcomes Cycle
      C. Student Learning Outcomes Assessment Activity
           In the space provided below, provide a narrative describing the student learning outcomes assessment activity conducted during
           the 2008-2009 academic year.
           In the fall 2008 the Philosophy/Sociology department met with Pierce SLO Coordinator, Kirsten Thorne to discuss development
           of SLOs and SLO assessment tools. We also discussed SLOs and their assessment at the joint Philosophy/Sociology LACCD
           meeting on February 20th, 2009.

           Our discipline SLOs were developed after reviewing relevant sociological literature, including materials published by the
           American Sociological Association. We have then used the template created by our philosophy colleagues, which connects
           discipline SLOs with course SLOs and then links them to Pierce ILOs and Pierce’s mission statement.

           The two full-time members of the department, Anna Bruzzese and Mitra Hoshiar have agreed on a set of multiple choice
           questions to be used by all faculty members who teach Sociology 1 to assess one of the course SLOs, specifically: “Students
           will be able to explain and analyze the main theoretical and research perspectives in sociology and apply them to an array of
           social issues.” We decided to use multiple choice questions because many of us already use multiple choice exams in
           Sociology 1, which makes this approach relatively straightforward. The instructors were asked to use the questions at the time
           of their final exam, collect the data on how your students performed on each of them (= what % of your students got each
           question right in each section of Sociology 1 they teach) and pass them on to the department chair. Then we will compile this
           information with any specific references to instructors removed for the purpose of data collection and analysis.

           We can anticipate the inherent shortcomings of this approach and will reassess it once we complete this assessment cycle.
           While this particular SLO lends itself fairly well to a quantitative, multiple choice-type of assessment, in the future we may decide
           to try a more qualitative assessment tool for it.

           In addition, Anna Bruzzese will assess SLOs in the specialty class she created and teaches, Sociology 15 and Mitra Hoshiar will
           assess the SLO is in the specialty class she created and teaches, Sociology 21. Mitra and Anna will each decide what approach
           to use for assessment, since they are the only ones teaching these particular classes. They will then discuss their assessment
           approaches and results. At the end of the semester, Anna Bruzzese as the chair will compile the outcomes of these
           assessments for the department’s records. They will then discuss the implications of these findings to see what, if anything,
           needs to be modified to serve students more effectively.

           Ultimately, there are benefits and downsides to any kind of assessment of sociological SLOs – whether the approach is
           quantitative or qualitative. We have become aware of it as we tried to develop SLOs and assessment tools and in this process,
           read relevant sociological literature and engaged in discussions with fellow sociologists from local community colleges. We
           anticipate that these positives and negatives will become more evident as we attempt assessment. We hope this process will
           lead us to generate some meaningful insights about student learning, SLOs construction and measurement within the
           constraints of our discipline.
                                                                                                                                                  8
 VI.    Progress in the Student Learning Outcomes Cycle
        D. Student Learning Outcomes Assessment Findings and Actions Taken
             In the space provided below, provide a narrative describing the student learning outcomes assessment findings and actions
             taken or planned as a result of the 2008-2009 assessments.
             The specifics will be determined at the end of this academic year. However, the department strongly feels that the SLO
             assessment results are not to be used to assess any one of us as an instructor but rather to look for general patterns in terms of
             what our students do well at and what their areas of struggle may be. They will be a part of our SLO assessment data, with any
             specific references to instructors and sections removed. The goal is that this will lead to a helpful and meaningful internal
             discussion about what we can learn from this exercise and how we can improve what our teaching. Once we do this at the end
             of the semester, we will also revisit the assessment tool itself, to see how well it worked, and if and how we may want to modify
             it.



VII.    External Influences (Environmental Scans)
        A.   Articulation status (from ASSIST or articulation officer)


        B.   Labor market data supporting demand for the program (if applicable)


        C.   Advisory Committee input (if applicable) (Include date of last meeting.)


        D.   Other pertinent data (such as discussions with four-year institutions, concepts derived from professional conferences and
             journals, outcomes from district discipline committee meetings, input from adjunct faculty, etc.)




VIII.   Additional Human Resources Needed to Implement Program Goals―Faculty, Staff, Student Workers, and Others
        Specific human resource required (provide comprehensive justification)                                                   Annual Cost
        A.   We need two more full-time sociologists to meet the changing needs of our diverse students and to be able to             $100,000
             contribute to the department, the college and the community consistently.

             The Sociology Department has been a big draw for Pierce students and has had an impressive retention
             record. For years 2003-2007, the average class size in Sociology was 41.9, compared to the college mean of
             36.2. In spring 2009 we had several sections of classes with waiting lists of 20-30 students, some of them in
                                                                                                                                                9
VIII.   Additional Human Resources Needed to Implement Program Goals―Faculty, Staff, Student Workers, and Others
        Specific human resource required (provide comprehensive justification)                                                    Annual Cost
             key Sociology offerings such as Sociology 1, 2, 4 and 21. Anna Bruzzese’s current term as chair means that
             we must rely on more adjuncts instructors. While we have very dedicated part-time faculty members, they
             cannot be expected to put in much extra time outside of classroom instruction. We need two more full-time
             persons to mentor our students, contribute to the planning for the future of the department, get involved in
             SLO creation and assessment, and help build a strong program. With these new additions we will be able to
             keep moving toward an even higher level of student retention, success and sensitivity to different kinds of
             learners.
        B.
        C.
        D.
        E.
        Provide the following information regarding full-time faculty and adjunct faculty.
             1.    Full-time faculty, Fall 2008
                   a.   Full-time equivalent faculty:                                  Chair reassigned time:
                   b.   FTEF reassigned temporarily:                                   FTEF reassigned permanently:
                   c.   Number of new hires and/or transfers in                        2006:              2007:                2008:
                   d.   Name of most recent hire or transfer in and year hired:
                        Anna Bruzzese, 2006
                   e.   Number of retirees or full-time positions lost                 2006:              2007:                2008:
                   f.   Names and year left since 2000:
                        Lawrence Horn, 2007
              2.   Adjunct faculty
                   a.   Number of adjunct faculty teaching in program (head count)
                        Fall 2006:                      Fall 2007:                  Fall 2008:                    Fall 2009:
                   b.   FTEF adjunct faculty teaching in program
                        Fall 2006:                      Fall 2007:                  Fall 2008:                    Fall 2009:
             3.    Comparison of full-time faculty hours to adjunct faculty hours
                   a.   Number of total program hours taught by full-time faculty
                        Fall 2006:                      Fall 2007:                  Fall 2008:                    Fall 2009:
                                                                                                                                               10
VIII.   Additional Human Resources Needed to Implement Program Goals―Faculty, Staff, Student Workers, and Others
        Specific human resource required (provide comprehensive justification)                                                    Annual Cost
                      b.   Number of total program hours taught by adjunct faculty
                           Fall 2006:                       Fall 2007:                     Fall 2008:                Fall 2009:
                      c.   Percent of total program hours taught by full-time faculty
                           Fall 2006:                       Fall 2007:                     Fall 2008:                Fall 2009:
              Comments
              Supplemental data:



IX.     Additional Equipment and Software Needed to Implement Program Goals
        Replace the zeroes in the following charts with equipment and software funding amounts received or budgeted from the sources
        listed.
                            Program 100          Program 100          Program 100          IELM         Perkins IV    Other          Total
                              GL 642300           GL 640100              GL 652000      (Block Grant)    (VTEA)
                           Purchases< $5,000   Purchases > $5,000    Equipment Leases
        2008-2009
        Allocations               0                    0                    0                0              0           0              0
        Received

        Briefly describe equipment and software purchases made in 2008-2009:

                            Program 100          Program 100          Program 100          IELM         Perkins IV    Other          Total
                              GL 642300           GL 640100              GL 652000      (Block Grant)    (VTEA)
                           Purchases< $5,000   Purchases > $10,000   Equipment Leases
        2009-2010
        Allocations               0                    0                    0                0              0           0              0
        Budgeted

        List additional needed equipment and software not requested through IELM or Perkins IV.
        Place all items in priority order. Provide a comprehensive justification for each item.                                      Cost
        1.    New computer and printer for our new full-time faculty member (currently in the process of being hired for fall              $1,300
              2009)
        2.    New computer for our adjuncts – the computers used by our adjuncts are very old. They need to be replaced                    $1,000
              with new ones.
                                                                                                                                                                                                                                              11
IX.   Additional Equipment and Software Needed to Implement Program Goals
      3.
      4.
                                                                                                                                                           (Press tab for additional rows.)

      Complete the following information ONLY if you seek IELM (formerly Block Grant) funding for the 2009-2010 academic year. This
      section is your IELM request, and it will be copied and given to the IELM committee for determination of recommended funding.
                                                         Explain the instructional use of the item. Explain how the




                                                                                                                                                                                                                                Total approximate cost
                                                                                                                                                                        Can the program function

                                                                                                                                                                        this item? "Yes" or "No."
      Item Priority Number




                                                                                                                          issue? "Yes" or "No."
                                                         item will either maintain or expand the program. Explain




                                                                                                                          Will the item address




                                                                                                                                                                        with a partial funding of




                                                                                                                                                                                                    than one piece; put the
                                                                                                                                                                                                    Approx. cost: if the line
                                                                                                                                                  ("Replace") or new?
                                                                                                                          any health or safety




                                                                                                                                                                                                    cost of a single piece.
                                                                                                                                                                                                    item consists of more
                                                         alternate sources of funding (such as Perkins IV) that you
                                                         will apply for, or have applied for, and the current status of




                                                                                                                                                                                                                                of the line item.
                                                                                                                                                  Replacement?
                             Equipment, materials, or
                                                         those requests. If it is software, explain whether it is
                             software item description
                                                         unique to your program and whether it is an augmentation to




                                                                                                                                                  ("New").
                                                         the number of licenses or new software. (Note: To replace
                                                         stolen instructional equipment, apply to the PCC Budget
                                                         Committee.
        1                    smart classrooms            NOM project is in process; all of our classrooms need                                       New                     No
                                                         to be smart for us to be able to incorporate up-to-date
                                                         technologies.
        2
        3
        4
                                                                                                                                                           (Press tab for additional rows.)
                                                                                                                                                                                                                12
Complete the following information ONLY if you are eligible for Perkins IV (formerly VTEA) funding for the 2009-2010 academic year.
This section is not your formal Perkins IV request; this section will be copied and given to the CATE committee for consideration in
determining recommended funding. Indicate in the appropriate boxes how each request fulfills one or more of the Required Uses,
Core Indicators, and/or Permitted Uses specified for funded projects. Press Ctrl + Click on the following links for listings of the criteria
for funding and place the matching number in the appropriate box:                               Required Uses Core Indicators Permitted Uses




                                                                                                                                                                                                   Which of the permitted
                                                                                                                            project, including cost,
Item Priority Number




                                                                                                                                                       Which of the required
                                                                                                                                                       uses are addressed?




                                                                                                                                                                                                   uses are addressed?
                                                                                                                            equipment as well as
                                                                                                                            other resource costs
                                                     Explain the instructional use of the item. Explain how the item will




                                                                                                                            tax, and shipping of




                                                                                                                                                                               addressed? (1–5)
                                                                                                                                                                               Which of the core
                                                     either maintain or expand the program. Explain alternate sources




                                                                                                                            Total amount of
                       Equipment, materials,
                                                     of funding (such as IELM or Program 100) that you have available




                                                                                                                                                                               indicators are
                       software, or other resource
                                                     or applied for and the current status of those requests. If it is
                       description
                                                     software, explain whether it is unique to your program and an




                                                                                                                                                                                                   (1–20)
                                                     initial purchase for a new offering.




                                                                                                                                                       (1–9)
Priorities essential to operate and maintain the integrity of the program
  1
  2
  3
  4
Priorities essential to improve and revitalize the program
  1
  2
  3
  4
Priorities essential for innovation
  1
  2
  3
  4
                                                                                                                                           (Press tab for additional rows.)
                                                                                                                                               13


X.     Supplies Budget Needed to Implement Program Goals
       2008-2009 Amount Allocated                       2,280                   2009-2010 Amount Requested                  2,508
       General justification for 2009-2010 amount requested: This is a request combining supplies for both Philosophy and Sociology. The
       Philosophy supply budget has traditionally been set at 0, because it is combined with the Sociology supply budget and the request is
       made in the Sociology AAPP. These items covered by this amount include office supplies, replacemement ink for printers,
       replacement bulbs for equipment, instructional dvds and videos. We’re requesting a 10% increase because we are hiring more full-
       time faculty, and to cover any price increases.




XI.    Other Resources Needed to Implement Program Goals
       Resource and General justification                                         2008-2009 Amount Allocated 2009-2010 Amount Requested
       Ancillary pay for adjuncts (may include SLOs, Sociology Club,                                                                    $5,000
       organizing programs and events); because we only have few full-time
       faculty members, we need to rely on adjuncts to perform many
       essential tasks.
       Funds to organize a conference (may include publicity, handouts,                                                                   $500
       speakers); our goal is to strengthen our ties with our counterparts in
       other colleges and universities and to represent Pierce College.
                                                                                                                (Press tab for additional rows.)

XII.   Facilities
       A.    New facilities or additional classrooms required to implement program goals (provide comprehensive justification).


       B.    Alterations and improvements required for existing facilities to implement program goals (provide comprehensive justification).




Additional Comments or Information:

Insert additional comments or information here:
                                                                                                                                       14

Department:                                                 Philosophy - Sociology
Discipline or Program on which plan focuses:                      Sociology

XIII. PROGRAM DATA SETS

A. Total enrollments, WSCH (weekly student contact hours), FTES (full-time equivalent students), and WSCH/FTEF
                                                       Fall 2004         Fall 2005        Fall 2006      Fall 2007         Fall 2008
Total enrollments:                                       1071              1197             1265           1223              1492
WSCH:                                                    3770              4232             4455           4460              5303
FTES:                                                   118.5              133.0           140.0          140.2             166.7
WSCH/FTEF:                                                N/A             1032.2           768.1          743.4             883.8

B. Number of classes offered (combined classes counted as a single class), average class size, total number of hours taught
                                                      Fall 2004         Fall 2005        Fall 2006        Fall 2007        Fall 2008
No. of classes:                                          23                 26               31               31              31
Avg. class size:                                         47                 46               41               39             48.1
Hours taught:                                            N/A                72               87               90              90

C. Student success and retention rates - program and college averages
                                                        Fall 2004          Fall 2005     Fall 2006        Fall 2007        Fall 2008
Program Success:                                          68%                62%           65%              59%              71%
College Success:                                          70%                68%           67%              67%              67%
Program Retention:                                        89%                88%           87%              86%              89%
College Retention:                                        86%                86%           86%              86%              86%

D. Number of degrees and certificates awarded (if applicable)
                                                         2003-04           2004-05        2005-06          2006-07         2007-08
Degrees                                                     N/A              N/A            N/A              N/A             N/A
Certificates                                                N/A              N/A            N/A              N/A             N/A

E. Comparison of full-time faculty hours to adjunct faculty hours
                                                          Fall 2004        Fall 2005     Fall 2006        Fall 2007        Fall 2008
Number of total program hours taught by full-time
faculty                                                      N/A              27             36              30               21
Number of total program hours taught by adjunct faculty      N/A              45             51              60               69
Percent of total program hours taught by full-time
faculty                                                      N/A            37.5%          41.4%            33.3%           23.3%

								
To top