INSTRUCTIONAL ANNUAL PROGRAM PLANNING WORKSHEET FOR 2017-2018

S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t I n s t r u c t i o n a l A n n u a l P r o g r a m P l a n n i n g W o r k s h e e t Approved Document to be Used for Submission Spring 2017, October 6, 2016

1

CURRENT YEAR: 2017-2018 PROGRAM: PSYCHOLOGY CLUSTER: ARTS, HUMANITIES, & SOCIAL SCIENCES LAST YEAR CPPR COMPLETED: 2013 NEXT SCHEDULED CPPR: 2018 CURRENT DATE: 2/27/2017 The Annual Program Planning Worksheet (APPW) is the process for:

• reviewing, analyzing and assessing programs on an annual basis • documenting relevant program changes, trends, and plans for the upcoming year • identifying program needs, if any, that will become part of the program’s resource plan • highlighting specific program accomplishments and updates since last year’s APPW • tracking progress on a Program Sustainability Plan if established previously.

Note: Degrees and/or certificates for the same program may be consolidated into one APPW. This APPW encompasses the following degrees and/or certificates: Click here to enter text.

GENERAL PROGRAM UPDATE Describe significant changes, if any, to program mission, purpose or direction. If there are not any, indicate: NONE. None.

PROGRAM SUSTAINABILITY PLAN UPDATE Was a Program Sustainability Plan established in your program’s most recent Comprehensive Program Plan and Review?

Yes ☐ If yes, please complete the Program Sustainability Plan Progress Report below. No ☒ If no, you do not need to complete a Progress Report.

If you selected yes, please complete the Program Sustainability Plan Progress Report below after you complete the Data Analysis section. That data collection and analysis will help you to update, if necessary, your Program Sustainability Plan.

DATA ANALYSIS AND PROGRAM-SPECIFIC MEASUREMENTS In addition to other data that is relevant to your program, institutional program data is available on the SLOCCCD Institutional Research and Assessment Program Review Data Dashboard site. Please paste the charts into this document, and respond to the prompts for each data element. Please also comment on your program’s data and how it compares to the overall college data. Take time to work with your faculty to review the disaggregated data. Several measures can be “drilled down” to reveal differentiated results based on location, modality, ethnicity, age, gender and so on. This disaggregated data can reveal a great deal about your program’s effectiveness. Note: Your responses to the prompts for the data elements below should be for the entire program. If this APPW is for multiple degrees and/or certificates then you MAY want to comment on each degree and/or certificate, or discuss them holistically for the entire program being sure to highlight relevant trends for particular degrees and/or certificates, if necessary.

INSTRUCTIONAL ANNUAL PROGRAM PLANNING WORKSHEET FOR 2017-2018

S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t I n s t r u c t i o n a l A n n u a l P r o g r a m P l a n n i n g W o r k s h e e t Approved Document to be Used for Submission Spring 2017, October 6, 2016

2

General Enrollment (Insert Aggregated Data Chart) Disaggregated Enrollment Data (review analytically to determine if different populations are impacted) • List the previous year’s projection and current year’s projection for enrollment (i.e. increase,

decrease, remain the same). • List the trend (i.e. increasing, decreasing, same). • List contributing factors to the trend. • Are different demographic groups underrepresented in your enrollment figures? What might be

causing this? How can it be addressed? • What strategies will be employed to meet the current year’s projection? Psychology enrollment appears to follow the overall trends of the college, illustrating decreases in 2012-2013 and 2013-2014 and an uptick for the 2015-2016 academic year. The small increase in enrollments will be inconsequential in the long term given the projections of declining county demographics produced in the master plan documents. Contributing factors to this uptick at the college and major level would be purely speculative. That said, it appears that Psychology, the fourth most popular major in the United States based upon data collected by the National Center for Education Statistics on Bachelor’s degrees conferred, continues to remain a popularly enrolled major at Cuesta.

INSTRUCTIONAL ANNUAL PROGRAM PLANNING WORKSHEET FOR 2017-2018

S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t I n s t r u c t i o n a l A n n u a l P r o g r a m P l a n n i n g W o r k s h e e t Approved Document to be Used for Submission Spring 2017, October 6, 2016

3

General Student Demand (Fill Rate) (Insert Aggregated Data Chart) Disaggregated Student Demand Data (review analytically to determine if different types of courses are impacted) • List the trend (i.e. increasing, decreasing, same)

INSTRUCTIONAL ANNUAL PROGRAM PLANNING WORKSHEET FOR 2017-2018

S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t I n s t r u c t i o n a l A n n u a l P r o g r a m P l a n n i n g W o r k s h e e t Approved Document to be Used for Submission Spring 2017, October 6, 2016

4

• List contributing factors to the trend. • List which courses have the highest student demand and which courses have the lowest student

demand. • Based upon the trend, what strategies do you plan on implementing?

The Fill Rate data for Psychology show decreases across academic years until 2015-2016. While the overall fill rate of the college has continued to decline, the fill rate of Psychology classes has increased. The fill rate of Psychology mirrors that of the Social Sciences (History, Political Science, Sociology, Geography, Philosophy and Anthropology) which has experienced a small increase in fill rate despite the decreasing fill rate of the overall college. Presumably, this increase in fill rate of Psychology and the Social Sciences has been due to the efforts of the Social Sciences division chair(s) to limit the number of class sections offered to prevent miniscule enrollments. In assessing fill rates, it is important to make a distinction between fill rates and demand, despite the fact that they are conflated in the data table titles. A course could have a high demand, like PSYC 200 Research Methods, without having a high fill rate. PSYC 200 frequently has a waitlist that cannot be entirely accommodated, making it a high demand course. However, by the date of census, many students have dropped. Thus, it is a high demand course with a fill rate (85.67%) only slightly above the average for the major (82.95%). For Psychology, the course with the highest fill rate is PSYC 206 (95.42% for the 2015-2016 academic year). The courses with the lowest fill rates are PSYC 201 and PSYC 200, with average fill rates barely below the average for the discipline.

INSTRUCTIONAL ANNUAL PROGRAM PLANNING WORKSHEET FOR 2017-2018

S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t I n s t r u c t i o n a l A n n u a l P r o g r a m P l a n n i n g W o r k s h e e t Approved Document to be Used for Submission Spring 2017, October 6, 2016

5

In the future, Psychology will continue to limit the number of courses offered to bolster fill rates. Psychology as a disciple outperforms the fill rates of the overall college. Thus, staying the course should be an effective strategy. General Efficiency (FTES/FTEF) (Insert Aggregated Data Chart) Disaggregated Efficiency Data (review analytically to determine if different types of courses are impacted) • List the previous year’s projection and current year’s projection for enrollment (i.e. increase,

decrease, remain the same). • List the trend (i.e. increasing, decreasing, same). • List contributing factors to the trend. • What strategies will be employed to meet the current year’s projection?

In looking at the FTES/FTEF data, over time the FTES/FTEF of the college has continued to decline. Psychology FTES/FTEF has mirrored this decline, however, with higher numbers than that of the overall college. General Student Success – Course Completion (Insert Aggregated Data Chart) Disaggregated Success and Completion Data (review analytically to determine if different populations are impacted) • Are different demographic groups underrepresented in your success figures? What might be

causing this? How can it be addressed?

INSTRUCTIONAL ANNUAL PROGRAM PLANNING WORKSHEET FOR 2017-2018

S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t I n s t r u c t i o n a l A n n u a l P r o g r a m P l a n n i n g W o r k s h e e t Approved Document to be Used for Submission Spring 2017, October 6, 2016

6

• List strategies used during the last year in which data was reported to increase student success. • Did your strategies effect change? • List the trend (i.e. increasing, decreasing, same). • Based upon the trend, what strategies do you plan on implementing?

In assessing the disaggregated data by group, the trends apparent in Psychology follow established performance gaps at both the college as a whole and national levels with regard to minorities, low-income students, former foster children, students placing into transfer level English or transfer level math. Efforts to address these discrepancies at a national level have been addressed for decades and continue to be addressed in terms of intervention programs and governmental policies. At a local level Cuesta continues to engage in programs at the college level to address these inequities.

INSTRUCTIONAL ANNUAL PROGRAM PLANNING WORKSHEET FOR 2017-2018

S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t I n s t r u c t i o n a l A n n u a l P r o g r a m P l a n n i n g W o r k s h e e t Approved Document to be Used for Submission Spring 2017, October 6, 2016

7

INSTRUCTIONAL ANNUAL PROGRAM PLANNING WORKSHEET FOR 2017-2018

S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t I n s t r u c t i o n a l A n n u a l P r o g r a m P l a n n i n g W o r k s h e e t Approved Document to be Used for Submission Spring 2017, October 6, 2016

8

Student Success—Course Modality (Insert Data Chart) • List strategies used during the last year in which data was reported to increase student success. • Did your strategies effect change? • List the trend (i.e. increasing, decreasing, same). • Based upon the trend, what strategies do you plan on implementing?

The success rate for online Psychology courses (M = 81.02%) for the ’15-16 academic year was notably higher than the success rate for the face-to-face sections of Psychology (M = 67.79%). The College shows a similar trend in successful course completion by modality with online courses showing slightly higher successful completion rates (M = 77.83% for online and M = 75.76% for face-to-face). It is difficult, however, to extract much meaning from these trends due to the issue of self-selection and the fact that the enrollment rates for face-to-face courses are so much higher than they are for online courses. The addition of an online Social Psychology course, which is populated by mainly Psychology majors, may be

INSTRUCTIONAL ANNUAL PROGRAM PLANNING WORKSHEET FOR 2017-2018

S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t I n s t r u c t i o n a l A n n u a l P r o g r a m P l a n n i n g W o r k s h e e t Approved Document to be Used for Submission Spring 2017, October 6, 2016

9

an attributing factor to the notable increase in overall online Psychology course success rates. Additionally, when assessing the unduplicated headcount for psychology courses, face-to-face courses enroll significantly larger numbers of under-19 students (ranging from 52-56% depending on North or SLO campuses) than DE courses. Fewer than 20% of DE Psychology enrollments are comprised of under-19 students. In looking at performance gaps by age, youngest students perform most poorly in courses across the board at Cuesta. Thus, the increased success rates of DE courses may also be attributable to a more mature student pool.

Degrees and Certificates Awarded (Insert Data Chart) • List the previous year’s projection and current year’s projection for degrees and certificates

awarded (i.e. increase, decrease, remain the same). • List the trend (i.e. increasing, decreasing, same). • List contributing factors to the trend. • What strategies will be employed to meet the current year’s projection?

INSTRUCTIONAL ANNUAL PROGRAM PLANNING WORKSHEET FOR 2017-2018

S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t I n s t r u c t i o n a l A n n u a l P r o g r a m P l a n n i n g W o r k s h e e t Approved Document to be Used for Submission Spring 2017, October 6, 2016

10

In ’14-15, there were a roughly equal number of students earning Psychology AA (13) and AA-T (14) degrees. However, in ’15-16 not only did the overall number of Psychology degrees awarded increase, but the majority awarded were Psychology AA-T (30) degrees versus AA (13) degrees. Psychology’s AA---T has become one of the most popular transfer degrees students at Cuesta College have declared as their educational goal. It is likely, therefore, that in the coming years the Psychology Program will see increases in degrees awarded with continuing popularity of the AA and AA-T degrees. In an attempt to help an increasing number of students meet the requirements for these degrees, more classes will be offered online and an additional class, Abnormal Psychology, will be developed.

INSTRUCTIONAL ANNUAL PROGRAM PLANNING WORKSHEET FOR 2017-2018

S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t I n s t r u c t i o n a l A n n u a l P r o g r a m P l a n n i n g W o r k s h e e t Approved Document to be Used for Submission Spring 2017, October 6, 2016

11

OTHER RELEVANT PROGRAM DATA (OPTIONAL)

Please provide and comment on any other data that is relevant to your program such as State or National certification/licensure exam results, employment data, etc. If necessary, describe origin and/or data collection methods used.

PROGRAM OUTCOMES ASSESSMENT AND IMPROVEMENTS CHECKLIST AND NARRATIVE

CHECKLIST: ☐ SLO assessment cycle calendar is up to date: G:socsci/Psychology/PSYCSLOA/PsyProgram ☐ Date SLO assessment cycle calendar was last updated: ☐ All courses scheduled for assessment have been assessed in eLumen ☐ Dates of last completed course assessments in eLumen : ☐ Program Sustainability Plan progress report completed Narrative: Briefly describe program changes, if any, which have been implemented in the previous year as a direct result of the Program or Student Services Learning Outcomes Assessment. If no program changes have been made as results of Program or Student Services Learning Outcomes Assessment, indicate: NONE.

PROGRAM PLANNING / FORECASTING FOR THE NEXT ACADEMIC YEAR Briefly describe any program plans for the upcoming academic year. These may include, but are not limited to the following: (Note: you do not need to respond to each of the items below). If there are no forecasted plans for the program, for the upcoming year, indicate: NONE.

A. New or modified plans for achieving program learning outcomes. B. Anticipated changes in curriculum, scheduling or delivery modality C. Levels, delivery or types of services D. Facilities changes E. Staffing projections F. Other

Part A In an attempt to improve our achievement of program learning outcomes (PLOs), this Spring 2017 we submitted a new course proposal for Abnormal Psychology to the Curriculum Committee. Furthermore, we continue to increase emphasis in our classes on PLO2 (Scientific Thinking and Research Methods in Psychology), which requires that students be capable of interpreting and analyzing data to perform basic research methods. As part of a dedicated Research Methods course, students can be taught how to analyze data using data analysis tools. Most Research Methods textbooks refer to the program SPSS when discussing data analysis. For the second year in a row, Cuesta has provided two instructors with a one-year SPSS license. However, currently there are no ongoing funds dedicated to renewing these licenses.

Action step A: Purchase a site license for SPSS software so that Cuesta College Research Methods instructors and students have access to this data analysis tool. At the bare minimum, continue to renew licenses for faculty teaching the Research Methods course. Purchase a new ultrabook for faculty

INSTRUCTIONAL ANNUAL PROGRAM PLANNING WORKSHEET FOR 2017-2018

S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t I n s t r u c t i o n a l A n n u a l P r o g r a m P l a n n i n g W o r k s h e e t Approved Document to be Used for Submission Spring 2017, October 6, 2016

12

teaching Research Methods. Additional faculty will teach Research Methods in the future in order to alleviate this waitlisted course. Faculty will need to be provided with a lightweight laptop that has SPSS installed.

Part B

Starting in Summer 2017, we will begin offering Social Psychology as a 6-week online course. In addition, we plan on developing an online version of Research Methods in order to meet the demands of this heavily impacted course and to allow students to fulfill the requirements of the AA-T in Psychology. In particular, offering this new online course will help those students, who cannot take classes on the main campus, complete our degrees.

Currently, most courses that we offer in psychology are well represented at other colleges. One course that is well represented amongst Psychology classes that is not taught at Cuesta is Abnormal Psychology, which is taught at 77 community college campuses. Therefore, this spring 2017 we submitted a new course proposal for Abnormal Psychology and will hopefully begin teaching sections of this course in the near future. Many students may be drawn to Psychology courses is because they are interested in learning about mental illnesses. In fact, given our proximity to Atascadero State Hospital, we have a number of students getting certified as psychiatric technicians through the Allied Health and Nursing Department. Although not a requirement, to offer Abnormal Psychology at some point in the future may be a direction to consider in service of our students interests and certification aspirations.

Action step B: Once approved by the Chancellor’s office, begin offering sections of Abnormal Psychology course. Develop online version of Research Methods course. In order to successfully grade student work for a DE Research Methods course, a tablet with stylus feature will need to be purchased for the instructor of record (i.e. A Microsoft Surface Pro 4).

Part C

Levels are not anticipated to change. Delivery will remain consistent and services will continue to be provided.

Part D

Originally, due to a Foundation grant obtained by Psychology faculty, Cuesta College library was able to provide access to psychological databases (PsycINFO and PsycARTICLES) for the purposes of students enrolled in Research Methods to access psychological research literature necessary to fulfill course requirements. Thankfully, since the grant expired the library has continued providing access to these databases.

While accessing research databases is critical for students in a Research Methods course, access to the American Psychiatric Association's Diagnostic and Statistical Manual of Mental Disorders (DSM-V) will be critical for both Abnormal Psychology students and the instructors teaching the course. For this reason, it may be helpful to have a copy of the DSM-V available in the library for permanent reference. In addition, at least three copies of the DSM-V should be available as desk references for faculty teaching the Abnormal course. Action step D: Work with the library in order to secure a copy of the DSM-V for student use. Purchase at

INSTRUCTIONAL ANNUAL PROGRAM PLANNING WORKSHEET FOR 2017-2018

S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t I n s t r u c t i o n a l A n n u a l P r o g r a m P l a n n i n g W o r k s h e e t Approved Document to be Used for Submission Spring 2017, October 6, 2016

13

least three copies of the DSM-V to serve as desk references for faculty who will teach the Abnormal psychology course.

Part E

Staffing projections are not expected to change from the prior year. Part F

None.

PROGRAM SUSTAINABILITY PLAN PROGRESS REPORT This section only needs to be completed if a program has an existing Program Sustainability Plan. Please indicate whether objectives established in your Program Sustainability Plan have been addressed or not, and if improvement targets have been met.

Area of Decline or Challenge

Identified Objective (Paste from PSP)

Planning Steps (Check all that apply)

Has the Improvement Target Been

Met?

Enrollment ☐ Identified ☐ Resources Allocated ☐ Implemented

Select one

Student Demand (Fill Rate)

☐ Identified ☐ Resources Allocated ☐ Implemented

Select one

Efficiency (FTES/FTEF)

☐ Identified ☐ Resources Allocated ☐ Implemented

Select one

Student Success – Course Completion

☐ Identified ☐ Resources Allocated ☐ Implemented

Select one

Student Success—Course Modality

☐ Identified ☐ Resources Allocated ☐ Implemented

Select one

Degrees and Certificates Awarded

☐ Identified ☐ Resources Allocated ☐ Implemented

Select one

If Program Sustainability Plan is still necessary, provide a brief description of how you plan to continue your PSP and update your PSP to remove any objectives that have been addressed and include any new objectives that are needed.

INSTRUCTIONAL ANNUAL PROGRAM PLANNING WORKSHEET FOR 2017-2018

S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t I n s t r u c t i o n a l A n n u a l P r o g r a m P l a n n i n g W o r k s h e e t Approved Document to be Used for Submission Spring 2017, October 6, 2016

14

SURVEY Please take 15 minutes to complete the IPPR Survey. Your assessment will serve to help us make the form and process better. Thanks, The IPPR Committee Survey Link