PROGRAM REVIEW - Allan Hancock Collegeresearch.hancockcollege.edu/student_learning_outcomes/... · 2013-06-11 · Allan Hancock College Program Review 2011-12 Comprehensive Self-Study

0 ALLAN HANCOCK COLLEGE

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PROGRAM REVIEW

lllllllllllllllllllllllllllllllllllllllllllllllllllllllllll 2011-2012

Program Name: ANTHROPOLOGY

Self Study Members: BRIAN STOKES

PROGRAM REVIEW

PROGRAM REVIEW

ANTHROPOLOGY

TABLE OF CONTENTS

Status Summary - Final Plan of Action ................................................................... ........................ 1

Progrrun Review Self Study ................ ......... .............. ... ..... .... ......... .. ...... .. ... ..... ... .. .. ........ ... ... .. .... .... 2

Assessment Plan ... ... ... ............. ........... .. ..... ... .. .... .. ..... .. .. .. ... ... ... ... ... ....... .. ..... ..... ... ... ..... .. .. ......... ...... 3

Review of Prerequisites, Corequisites, and Advisories - Summary ...... ........ ................................. 4

Plan of Action - Pre-Validation ..... .. ........ .............. .... ..... .... .... .. ........... .. ... ... ... ............. .... .... .... .. ..... 5

EXHIBITS

Student Data Summary ......... ... ........ .... ... ....... ... .... .......... ....... .. ... ...... ............. ....... ... .. ...... .... .... ....... E1

Student Data ........................ .......... .. .. ....... .... ....... .... ................ .... .... .... ... .............. ............. ... ... ..... ... E2

Statistics ............. . ...................... ......... .... .... .. .. .. ... ..... ....... ...... ..... ...... ... .. ........ ... ..... .. ......... .... .......... . E3

Articulation Status of Courses ....... ..... ... .... ................. ............... ... ..... ...... ... .. .... ....................... ....... E4

Course Review Verification Sheet. ................................................................................................. E5

APPENDICES

Approved Course Outlines .............. .......... .... .............................................................................. A 1

VALIDATION

Executive Summary .................................................... .................................................................. V1

Plan of Action - Post Validation .................................................................................................. V2

PROGRAM REVIEW

Status Summary- Plan of Action-Post Validation

During the academic year, 2005-2006, Brian Stokes completed program review. The self-study and validation teams developed a final plan of action-post validation based on information in the self study and the recommendations of the validation team. For each plan, indicate the action taken, the result of that action, and the current status of the plan, if it is incomplete.

(If any plan was made and action not taken, please state the rationale for not pursuing that particular item.)

PLAN OF ACTION ACTION TAKEN, RESULT AND STATUS

Student Outcomes and Performance Ongoing; evidence is being recorded in 1. Track student success rates and develop eLumen and different strategies have been strategies to increase student success. implemented in courses. 2. Adopt and implement computer related Online closed-captioned videos have been instructional techniques in Distance added to the content of DL courses. Learning courses. 3. Develop new field trip opportunities. New field trips are being explored and

adopted as opportunities develop. 4. Acquire instructional aids for main and A set of instructional aids was purchased satellite campuses. and given to the LVC in fall 2007. New

materials are continually purchased for the

- main campus as they become available. Student Characteristics The anthropology program has decided not 1. Develop new courses to attract more to develop additional courses due to the (and more diverse) students to the program. emphasis being placed or core classes. Educational Environment New field trips are being explored and 1. Explore possible options for expanding adopted as opportunities develop. the use of field trips/projects by partnering with neighboring educational institutions. 2. Explore possible options for expanding New field trips are being explored and the use of field trips/projects by partnering adopted as opportunities develop. with neighboring institutions. Additional Resources Room H -1 04 is being used for the lab class 1. Work with social science faculty and and is presently sufficient. other campus constituents to identify space for a dedicated anthropology lab. 2. Request budget augmentation to enhance Ongoing; although money does become the instructional supplies/teaching aids available at different times, I would like to used in this discipline and to support field have an annual budget for the program. trips/projects. 3. Acquire a laptop computer for full-time I acquired a laptop computer that I used for faculty use for on-line courses and study my DL classes but it has recently expired abroad courses. and I am in need of a new computer.

4. If current enrollment trend continues the department should expand the pool of parttime faculty and potentially seek the approval to hire an additional full-time faculty member.

The part-time faculty pool at LVC and the main campus would benefit from having additional instructors.

Allan Hancock College Program Review

2011-12 Comprehensive Self-Study

Program review is intended to be a reflective process that builds on the extensive information gathered for the Annual Updates and lays out the program's major directions for the future. (Place your responses in the expandable text boxes below each question .}

I. Program Mission (must align with college mission statement)

Describe the need that is met by the program or the purpose of the program. For CTEA programs only, show that "the program does not represent an unnecessary duplication of other vocational or occupational training programs in the area." (Sample: The Health, Physical Education, and Recreation Division is committed to providing excellent education opportunities to our students for their affective, cognitive and psychomotor development as they pursue sport, recreation, physical education, health education and wei/ness. We will encourage our students to further and sustain their individual endeavors toward the regular, lifelong pursuit of physical activity and a healthy lifestyle.)

The mission of the anthropology program is to provide students with holistic, comparative, and evolutionary knowledge about human biological and cultural similarities and differences world-wide and through time. The anthropology program strives to produce students with experience in methods, analysis, interpretation and a strong appreciation of anthropology's relevance to the world today. Students are taught to question and examine the significance of beliefs, attitudes, and prejudices toward human differences and similarities. Students will be informed of the anthropological position of relativism and valuing cultural and biological variation. The anthropology program prepares students for a broad range of both public and private sector employment in anthropology-related fields and/or to transfer to four-year universities.

II. Progress Made Toward Past Program/Departmental Goals

Summarize the progress the program/department has made toward achieving its goals during the past six years. Discuss briefly the quality, effectiveness, and strengths of the program as reflected in its Annual Updates. Show the relationship between the program goals, the mission of the college, the district strategic plan, and the impact on student development and success.

Over the past six years the many of the program goals identified in the last program have meet or are ongoing (see above -Status Summary- Plan of Action-Post Validation). One of the program goals (develop new courses) has been abandoned due to the state-wide emphasis of transfer degrees which focus on core classes.

Ill. Analysis of Resource Use and Program Implementation

Describe the program's current allocation and use of human, physical, technology, and fiscal resources. Are resources sufficient and appropriate to meet program needs? Can program resources be reallocated to better meet student needs?

Currently there is one full-time Associate Professor and four adjunct faculty. Between spring 2006 and fall 2012 the number of sections has dropped from 37 to 31 with an average of 34 sections per academic year during this six year period. The fluctuating number of course offerings for the program is related to fiscal concerns of the college for any given semester. Due to unforeseen changes in the pool of parttime faculty, it would be advisable to recruit additional personal so that program's staffing needs are meet. As stated in the Status Summary- Plan of Action-Post Validation (see above), funding for additional teaching materials, field trips and a new laptop computer for the full-time professor are needed. The need to reallocate of program resources is not recognized at this time.

IV. Program SLOs/ Assessment

What are your program student learning outcomes? Have each of these been assessed since the last comprehensive program review? How are they measured? What did the assessment data indicated about the strengths and weaknesses of your program? What changes do you plan based on these data?

I See Attached SLO Assessment Report

V. Trend Analyses/Outlook

Using the information already gathered in the AUs (e.g., enrollment and achievement data; student learning outcomes assessment and analysis; input by advisory boards; existing articulation agreements; labor market trends) summarize the major trends, challenges, and opportunities that have emerged in the program since the last program review

Budget constraints in California have reduced our income and work load at AHC. This in turn has forced us to eliminate sections in anthropology. Nevertheless, the anthropology program has been able to offer courses at times and venues which have satisfied much of the student demand for the program.

One of the ways that anthropology program sought to accommodate students was to increase the average class size for several sections. For example, in the 2006-07 academic year the average class size for anthropology was 26 and we had 37 sections. In the 2011-12 academic year the average class size was 55 and we had only 31 sections. Because the program typically has larger classes than other departments our average class size averages 40 vs. 24 for the college as a whole. The WSCH/FTEF is likewise larger at 732 vs. 407. The FTES six year average for the program is 136.6 with the highest FTES coming in the 2010-11 academic year with 198.6.

The anthropology program retention average of 75% and the success rate is 55%. Both of these numbers are below the AHC averages which I feel represents the academic rigor of the program. However, efforts are being made to use SLO data to modify courses to improve student retention and success.

The demographics of the student population show that for the past six years are as follows: Hispanic = 40% Asian/Filipino/Pac. Islander= 6.5% Black= 2.5% White =42% Other/Unknown = 9%

Looking at demographics, it's clear that our student population includes a much higher percentage of Hispanics than 6 years ago (+197% compared with only +42% for the college as a whole). There has also been an increase in the number of students taking a full load as compared with the college as a whole (+103% vs. +12%).

As applicable, please address the breadth, depth, currency, and cohesiveness of the curriculum in relation to evolving employer needs and/or transfer requirements, as well as other important pedagogical or technology-related developments.

All course outlines of record for the anthropology were updated in the fall of 2012. I have also developed an Associate in Arts in anthropology for transfer as per C-ID DIG and waiting for the TMC to be approved by State Academic Senate .

Textbooks in all sections have updated/changed from the last program review and new teaching modalities have been explored in all courses.

VI. Long-Term Program Goals and Action Plans (Aligned With the College Educational Master Plan)

Describe the long-term plans for changing or developing new courses and programs, other actions being taken to enhance student success, and the need for professional development activities and other resources to implement program goals. Be sure to show how these plans are related to assessment results. (Plan should cover five-year period and include target dates and resources needed.}

At present, there are no plans to develop new courses for the anthropology program.

Courses are being evaluated to improve student success and retention by incorporating new teaching modalities and pedagolical approaches. For example, critical thinking exercises are given to students to reinforce course material and demonstrate understanding.

ASSESSMENT SCHEDULE page

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Bv•ar Program: Anthro~olog~ -

of

Use one row for each Program and Course SLO

Team to Resources Date we To be review needed to Individual expect to

assessed in Assessment assessment conduct responsible for complete SLO semester: method (s) results assessment assessment report review

Anth 101 SLO 1 - Explain Fall2013 Exam essay B. Stokes N/A B. Stokes Fall 2013

the nature and sources of Fall2014 question Fall2014

biological/human diversity Fall2015 Fall 2015 Fall 2016 Fall2016

from an Fall2017 Fall2017 evolutionary/genetic Fall2018 Fall2018 perspective. Anth 101 SLO 2 - Apply Spring 2013 Exam essay B. Stokes N/A B.Stokes Spring 2013

course related concepts and Spring 2014 question Spring 2014

the scientific method to Spring 2015 Spring 2015

evolutionary problems and Spring 2016 Spring 2016 Spring 2017 Spring 2017

evaluate results. Anth 101 SLO 3- Apply, Fall2013 Multiple B. Stokes N/A B. Stokes Fall2013

differentiate, and evaluate Fall2014 choice Fall2014

course related concepts and Fall2015 questions Fall2015 Fall2016 Fall2016

terminology. Fall2017 Fall2017 Fall2018 Fall2018

Anth 101 SLO 4- Spring 2013 Exam essay B. Stokes N/A B.Stokes Spring 2013

Demonstrate an Spring 2014 question Spring 2014

understanding of the Spring 2015 Spring 2015 Spring 2016 Spring 2016

Primate order and Spring 2017 Spring 2017 distinguish between taxons in regards to anatomical and behavioral traits.

AHC Institutional Research and Planning 6 Year Assessment Schedule - Spring 2013

Anth 101 SLO 5- Identify Fall2013 Exam essay B. Stokes N/A B. Stokes Fall2013

and describe the major Fall2014 question Fall2014

evolutionary and cultural Fall2015 Fall2015 Fall2016 Fall2016

trends in hominin evolution. Fall2017 Fall2017 Fall2018 Fall2018

Anth 102 SLO 1 -Describe Fall2013 Exam essay B. Stokes N/A B. Stokes Fall2013 and analyze the Fall2014 question Fall2014

characteristics of culture Fall2015 Fall2015 Fall2016 Fall2016

from and anthropological Fall2017 Fall2017 perspective. Fall2018 Fall2018 Anth 102 SLO 2 - Apply Spring 2013 Multiple B. Stokes N/A B.Stokes Spring 2013

course related concepts to Spring 2014 choice Spring 2014

discussions/essays related to Spring 2015 questions Spring 2015 Spring 2016 Spring 2016

cultural anthropology. Spring2017 Spring 2017 Anth 102 SLO 3 - Describe Fall2013 Exam essay B. Stokes N/A B. Stokes Fall2013

major areas of study in Fall2014 question Fall2014

cultural anthropology and Fall2015 Fall2015 Fall2016 Fall2016

access different Fall2017 Fall2017 methodologies used to study Fall2018 Fall2018 culture. Anth 102 SLO 4 - Compare Spring 2013 Exam essay B. Stokes N/A B.Stokes Spring 2013

and contrast cultural Spring 2014 question Spring 2014

institutions of different Spring 2015 Spring 2015 Spring 2016 Spring 2016

cultures from a holistic Spring 2017 Spring 2017 ~erspective.

Anth 102 SLO 5 - Analyze Fa112013 Exam essay B. Stokes N/A B. Stokes Fall2013

the causes and consequences Fall2014 question Fall2014

of ethnocentrism. Fall2015 Fall2015 Fall2016 Fall2016 Fall2017 Fall2017 Fall2018 Fall2018

Anth 103 SLO 1 - Analyze Spring 2013 Exam essay B. Stokes N/A B.Stokes Spring 2013

and discuss the goals of Spring 2014 question Spring 2014

archaeological research. Spring 2015 Spring 2015 Spring 2016 Spring 2016 Spring 2017 Spring 2017

AHC Institutional Research and Planning 6 Year Assessment Schedule - Spring 20 l3

Anth 103 SLO 2 - Apply Spring 2013 Exam essay B. Stokes N/A B.Stokes Spring 2013 course related concepts to Spring 2014 question Spring 2014

discussions/essays related to Spring 2015 Spring 2015 Spring 2016 Spring 2016 archaeology. Sprino 2017 Sprino 2017

Anth 103 SLO 3 - Apply the Spring 2013 Exam essay B. Stokes N/A B.Stokes Spring 2013 scientific method to Spring 2014 question Spring 2014

archaeological data and Spring 2015 Spring 2015 Spring 2016 Spring 2016 analyze past and present Spring 2017 Spring 2017

interpretations.

Anth 1 03 SLO 4 - Identify Spring 2013 Exam essay B. Stokes N/A B.Stokes Spring 2013 and synthesize three major Spring 2014 question Spring 2014

cultural trends and Spring 2015 Spring 2015

developments in the Spring 2016 Spring 2016 Spring 2017 Spring 2017

archaeological record. Anth 103 SLO 5 - Compare Spring 2013 Exam essay B. Stokes N/A B.Stokes Spring 2013 and contrast the material Spring 2014 question Spring 2014

culture and cultural Spring 2015 Spring 2015

institutions of Spring 2016 Spring 2016

archaeological cultures. Spring 2017 Spring 2017

Anth 110 SLO 1- Use and Fall2013 Exam B. Stokes N/A B. Stokes Fall 2013 apply the scientific method Fall2014 Fall2014

to evolutionary problems Fall2015 Fall 2015 Fall2016 Fall2016

and evaluate results. Fall2017 Fall 2017 Fa112018 Fall2018

Anth 110 SLO 2- Quantify Spring 2013 Laboratory B. Stokes N/A B.Stokes Spring 2013

and qualify the physical Spring 2014 assignment Spring 2014

diversity of human and non- Spring 2015 Spring 2015 Spring 2016 Spring 2016

human primates. Spring 2017 Spring 2017

Anth 110 SLO 3 - Identify, Fall2013 Laboratory B. Stokes N/A B. Stokes Fall2013 compare and interpret non- Fall2014 assignment Fall2014

human primate and human Fall2015 Fall2015 Fall2016 Fall2016

behavior. Fall2017 Fall2017 Fall2018 Fall2018

ARC Institutional Research and Planning 6 Year Assessment Schedule - Spring 2013

Anth 11 0 SLO 4 - Identify Spring 2013 Exam B. Stokes N/A B.Stokes Spring 2013

and analyze the bones and Spring 2014 Spring 2014

macro-features of bones of Spring 2015 Spring 2015

the human/primate anatomy. Spring 2016 Spring 2016 Spring 2017 Spring2017

Anth 110 SLO 5 - Identify Fall2013 Exam B. Stokes N/A B. Stokes Fall2013

and differentiate between Fall2014 Fall 2014

different hominin skulls. Fall2015 Fall 2015 Fall 2016 Fall 2016 Fall 2017 Fall 2017 Fall2018 Fall 2018

AHC Institutional Research and Planning 6 Year Assessment Schedule - Spring 2013

Comoleted ASSESSMENT

SCHEDULE page __

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Team to Resources Date we To be review needed to Individual expect to

assessed in Assessment assessment conduct responsible for complete SLO semester: method (s) results assessment assessment report review

1.1 Using the rocket equation Fall2011, Student Vesuvious Joe Yi February 15, and mission parameters, Fall2012, answers on McNuttal, following the students will determine the Fall2013 final exam Smith Jones, final exam mass fraction and exit velocity scores will be Prandtl Meyer, semester. of an ideal rocket graded Joe Yi

anonymously by two RP instructors, on a scale of 1 to 5, using a predetermined rubric.

1.2 Given mission Spring 2012, The outside Vesuvious May need room Vesuvious McNuttal May 15 of the requirements, students will Spring 2013, experts will McNuttal, and meals for semester lead a brainstorm session to Spring 2014 use a scoring Smith Jones, judge training. when the sketch out rocket design rubric to judge Prandtl Meyer, judging takes features the team Joe Yi place.

leader's performance. They will also provide a qualitative strengths and weaknesses analysis of the final design, which will be a team grade.

AHC Institutional Research and Planning 6 Year Assessment Schedule - Spring 20 13

~ALLAN HANCOCK COLLEGE Course SLO (CSLO) to Program SLO (PSLO) to Institutional (ISLO) Mapping Form- Revised 10-26-11

PSLO 1: Explain the importance of human biological and/or cultural variation. PSLO 2 : Ability to think critically and demonstrate an understanding of discipline related issues, problems, and research. PSLO 3: Ability to communicate effectively about topics in and related anthropology. PSLO 4 : Demonstrate proficiency in anthropological concepts and terminology.

Course & Title: Anth 102- Intro to SociojCultural Anth

List Course SLOs (and assessment method) below: Then map each CSLO to one PSLO and one ISLO. Map your course SLO only if faculty are directly measuring those competencies in this course and the connection between the outcomes are both clear and meaningful.

CSLO 2: Apply course related concepts to discussions/essays related to cultural anthropology (essay question/multiple choice CSLO 3: Describe major areas of study in cultural anthropology and access different methodologies used to

culture CSLO 4: Comoare and contrast cultural institutions of

using verbal, visual and written language with clarity and purpose in workplace, community and academic contexts. ISLO 2: Critical Thinking & Problem Solving - Explore issues through various information sources; evaluate the credibility and significance of both the information and the source to arrive at a reasoned conclusion. ISLO 3: Global Awareness & Cultural Competence- Respectfully interact with individuals of diverse perspectives, beliefs and values being mindful of the limitation of your own cultural framework. ISLO 4: Information and Technology Literacy -Define what information is needed to solve a reallife issue then use appropriate technologies to locate, access, select and manage the information. ISLO S: Quantitative Literacy· Use mathematical concepts and models to analyze and solve real life issues or problems. ISLO 6: Scientific Literacy - Use scientific knowledge and methodologies to assess potential solutions to real-life challenges. ISLO 7: Personal Responsibility & Development- Take the initiative and responsibility to assess your own actions with regard to physical well ness, learning opportunities, career planning, creative contribution to the community and ethical integrity in the home, workplace and

Required for Major: Yes or No Units: Close PSLO Loop by: _ TBD_ Estimated Semester

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Course & Title: GEOL 100- Physical Geology

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0 ALLAN HANCOCK COLLEGE Course SLO (CSLO) to Program SLO (PSLO) to Institutional (ISLO) Mapping Form- Revised 10-26-11

PSLO 1: Explain the importance of human biological and/or cultural variation. PSLO 2 : Ability to think critically and demonstrate an understanding of discipline related issues, problems, and research. PSLO 3 : Ability to communicate effectively about topics in and related anthropology. PSLO 4: Demonstrate proficiency in anthropological concepts and terminology.

Course & Title: Anth 110- PhysjBio Anthropology Lab


CSLO 1: Use and apply the scientific method to evolutionary and evaluate results

CSLO 2: Quantify and qualify the physical diversity of human and non-human primates (lab assignments).

CSLO 3: Identify, compare and interpret non-human primate and human behavior CSLO 4: Identify and analyze the bones and macro-features of bones of the human/primate anatomy (lab assignments and

ISLO 1: Communication· Communicate effectively using verbal, visual and written language with clarity and purpose in workplace, community and academic contexts. ISLO 2: Critical Thinking & Problem Solving - Explore issues through various information sources; evaluate the credibility and significance of both the information and the source to arrive at a reasoned conclusion. ISLO 3: Global Awareness & Cultural Competence- Respectfully interact with individuals of diverse perspectives, beliefs and values being mindful of the limitation of your own cultural framework. ISLO 4: Information and Technology Literacy -Define what information is needed to solve a reallife issue then use appropriate technologies to locate, access, select and manage the information. ISLO 5: Quantitative Literacy· Use mathematical concepts and models to analyze and solve real life issues or problems. ISLO 6: Scientific Literacy- Use scientific knowledge and methodologies to assess potential solutions to real-life challenges. ISLO 7: Personal Responsibility & Development· Take the initiative and responsibility to assess your own actions with regard to physical well ness, learning opportunities, career planning, creative contribution to the community and ethical integrity in the home, workplace and

Required for Major: Yes or No I Units: 1 1..1use r.3LV Luup uy; _ TBD -

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A ALLAN

'~1.1MNxfE08f Course SLO (CSLO) to Program SLO (PSLO) to Institutional (ISLO) Mapping Form- Revised 10-26-11

PSLO 1: Explain the importance of human biological and/or cultural variation. PSLO 2: Ability to think critically and demonstrate an understanding of discipline related issues, problems, and research. PSLO 3: Ability to communicate effectively about topics in and related anthropology. PSLO 4: Demonstrate proficiency in anthropological concepts and terminology.

Course & Title: Anth 101 - Intro to Biological Anth.


ISLO 1: Communication • Communicate effectively using verbal, visual and written language with clarity and purpose in workplace, community and academic contexts. ISLO 2: Critical Thinking & Problem Solving- Explore issues through various information sources; evaluate the credibility and significance of both the information and the source to arrive at a reasoned conclusion. ISLO 3: Global Awareness & Cultural Competence- Respectfully interact with individuals of diverse perspectives, beliefs and values being mindful of the limitation of your own cultural framework. ISLO 4: Information and Technology Literacy -Define what information is needed to solve a reallife Issue then use appropriate technologies to locate, access, select and manage the information. ISLO 5: Quantitative Literacy- Use mathematical concepts and models to analyze and solve real life Issues or problems. ISLO 6: Scientific Literacy- Use scientific knowledge and methodologies to assess potential solutions to real-life challenges. ISLO 7: Personal Responsibility & Development· Take the initiative and responsibility to assess your own actions with regard to physical wellness, learning opportunities, career planning, creative contribution to the community and ethical integrity in the home, workplace and

Required for Major: Yes or No Units: Close PSLO Loop by: _ TBD_ Estimated Semester

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question/assignments/multiple choice quizzes).

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0 ALLAN HANCOCK COLLEGE Course SLO (CSLO) to Program SLO (PSLO) to Institutional (ISLO) Mapping Form- Revised 10-26-11


Course & Title: Anth 103 - Intro to Archaeology


CSLO 1: Analyze and discuss the goals of archaeological research' · · · CSLO 2: Apply course related concepts to discussions/essays related to archaeology (essay question/assignments/multiple ChOiCe nni77PC::

CSLO 3: Apply the scientific method to archaeological data and analyze past and present interpretations (essay

ISL0-1: Communication· Communicate effectively using verbal, visual and written language with clarity and purpose in workplace, community and academic contexts. ISLO 2: Critical Thinking & Problem Solving· Explore issues through various information sources; evaluate the credibility and significance of both the information and the source to arrive at a reasoned conclusion. ISLO 3: Global Awareness & Cultural Competence- Respectfully interact with individuals of diverse perspectives, beliefs and values being mindful of the limitation of your own cultural framework ISLO 4: Information and Technology Literacy -Define what information is needed to solve a reallife issue then use appropriate technologies to locate, access, select and manage the information. ISLO 5: Quantitative Literacy • Use mathematical concepts and models to analyze and solve real life issues or problems. ISLO 6: Scientific Literacy- Use scientific knowledge and methodologies to assess potential solutions to real-life challenges. ISLO 7: Personal Responsibility & Development- Take the initiative and responsibility to assess your own actions with regard to physical well ness, learning opportunities, career planning, creative contribution to the community and ethical integrity in the home, workplace and

Required for Major: Yes or No I Units:

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Associate in Arts in Anthropology for Transfer

Criteria A. Appropriateness to Mission

1. Statement ofProgram Goals and Objectives:

Anthropology is the study of humans, past and present. To understand the full sweep and complexity of cultures across all of human history, anthropology draws and builds upon knowledge from the social and biological sciences as well as the humanities and physical sciences. A central concern of anthropologists is the application of knowledge to the solution of human problems (AAA, 2012). The anthropology program at AHC provides courses that enable students to complete lower division prerequisites and general education requirements for transfer to institutions of higher learning and/or receive an Associate's degree. The goal of AHC's anthropology program is to prepare students to use anthropology's holistic perspective, research methods, and general knowledge to gain a greater understanding of people in general and the world as a whole.

Program SLOS:


2. Catalog Description

Same as Criteria A Number 1

3. Program Requirements.

1. Associate Degrees for Transfer Requirements Completion of 60 semester units that are eligible for transfer to the California State University, including the following: 1. The completion of the Intersegmental General Education Transfer Curriculum (IGETC) or the California State University General Education-Breadth (CSU GE). [The following Allan Hancock College graduation requirements will not be required: Health and Wellness, Multicultural Gender Studies and Allan Hancock College General Education.] 2. A minimum of 18 semester units in a major or area of emphasis, as determined by the community college district. 3. Obtainment of a minimum grade point average of2.0 with all courses in the major being completed with a grade of"c" or better.

2. GENERAL EDUCATION: Complete one ofthe following: A. California State University General Education Pattern B. Intersegmental General Education Transfer Curriculum

Total GE Units:

39 37 37-39

2. MAJOR CORE COURSES: A major of 19-20 units is required for the Associate in Arts in Anthropology for Transfer.

COURSE NUMBER TITLE

Required core courses (13 units):

ANTH 101 ANTH 110 ANTH 102 ANTH 103 ANTH 105

Introduction to Physical Anthropology Physical/Biological Anthropology Lab Introduction to Cultural Anthropology Introduction to Archaeology Language and Culture

Selected courses ( 6-7 units) - choose 2 courses from the following:

UNITS

3 1 3 3 3

GEOG 101 Physical Geography 3 (CPSLO, CSUEB)

GEOG 102 Human Geography 3 (CPSLO)

MATH 123 Elementary Statistics 4 (CPSLO, CSUB, CSUEB, HSU, CSULB, CSUMB, SDSU, SJSU)

SOC 104 Social Science Research Methods 3

3. DOUBLE COUNTING: A maximum of 10-15 units (depending on which selected unit courses are chosen) can be double counted for the major and CSU GE or IGETC General Education requirements

4. Select additional courses to achieve the 60 units required for the Associate in Arts in Anthropology for Transfer.

4. Background and Rationale

The anthropology instructor at Allan Hancock College attended the anthropology C-ID DIG meeting and decided to develop an anthropology transfer degree once the TMC was finalized and posted. Anthropology courses are very popular at Allan Hancock College and many students have gone on to bachelor degree programs in anthropology. This transfer degree will provide a great pathway to a bachelor degree for students that become interested in anthropology.

Criteria B. Need

5. Enrollment and Completer Projections

2010-2011 Summer2010 Fall Spring 2011 Total

2010 Enroll Sections Enroll Sections Enroll Sections Enroll Sections

ANTH 101 85 2.00 402 7.00 409 7.00 896.00 16.00

ANTH 102 135 3.00 329 6.00 361 7.00 825.00 16.00

ANTH 103 41 1.00 0 0.00 83 2.00 124.00 3.00

ANTH 105 0 0.00 12 1.00 0 0.00 12.00 1.00

ANTH 110 0 0.00 22 1.00 38 1.00 60.00 2.00

Total 261 6.00 765 15.00 891 17.00 1,917 38.00

Summer2010 Fall Spring 2011 Total 2010

Enroll Sections Enroll Sections Enroll Sections Enroll Sections

GEOG 63 1.00 174 4.00 99 2.00 336.00 7.00 101 GEOG 73 2.00 65 2.00 97 2.00 235.00 6.00 102 Total 136 3.00 239 6.00 196 4.00 571 13.00

Summer 2010 Fall Spring 2011 Total 2010


MATH 123 129 5.00 316 9.00 323 10.00 768.00 24.00

Total 129 5.00 316 9.00 323 10.00 768 24.00

Fall Total 2010 Enroll Sections Enroll Sections

soc 104 13 1.00 13.00 1.00

Total 13 1.00 13 1.00

2011-2012 Summer 2011 Fall Spring 2012 Total

2011 Enroll Sections Enroll Sections Enroll Sections Enroll Sections

ANTH 101 73 2.00 341 6.00 366 6.00 780.00 14.00

ANTH 102 136 3.00 325 5.00 301 5.00 762.00 13.00

ANTH 103 42 1.00 0 0.00 42 1.00 84.00 2.00

ANTH 105 0 0.00 11 1.00 0 0.00 11 .00 1.00

ANTH 110 0 0.00 28 1.00 37 1.00 65.00 2.00

Total 251 6.00 705 13.00 746 13.00 1,702 32.00



GEOG 55 1.00 105 2.00 143 3.00 303.00 6.00 101 GEOG 87 2.00 39 1.00 72 1.00 198.00 4.00 102 Total 142 3.00 144 3.00 215 4.00 501 10.00



MATH 123 157 5.00 292 7.00 362 9.00 811 .00 21 .00

Total 157 5.00 292 7.00 362 9.00 811 21 .00

Fall Total 2011 Enroll Sections Enroll Sections

soc 104 12 1.00 12.00 1.00

Total 12 1.00 12 1.00

6. Place of Program in Curriculum/Similar Programs - related to other programs.

There are no other anthropology or related degree offerings at Allan Hancock College.

Criteria C. Curriculum Standards

13. Display of Proposed Sequence- See TMC Sheet

Attachment: Course Outlines of Record for Required Courses should be separately attached to each course (required for all applications).

See attachments on CIV2

If applicable to revised program:

Criteria D. Adequate Resources:

15. Library and/or Learning Resources Plan

No additional resources will be required beyond the college's current resources. This includes: library and learning resources, facilities and equipment, and financial support. All of the faculty that will teach in this program meet the State minimum qualifications.

11. Criteria E. Compliance: Enrollment restrictions and licensing or accreditation standards

There are no licensing or accrediting standards that apply to this program.

09/05/2012 DD

0 ALLAN HANCOCK COLLEGE Assessment Plan

This part of the program review demonstrates alignment of courses with coverage of program student learning outcomes and lays out the program's plans for conducting assessments over the forthcoming five years.

Mission

The mission of the anthropology program is to provide students with holistic, comparative, and evolutionary knowledge about human biological and cultural similarities and differences world-wide and through time. The anthropology program strives to produce students with experience in methods, analysis, interpretation and a strong appreciation of anthropology's relevance to the world today. Students are taught to question and examine the significance of beliefs, attitudes, and prejudices toward human differences and similarities. Students will be informed of the anthropological position of relativism and valuing cultural and biological variation. The anthropology program prepares students for a broad range of both public and private sector employment in anthropology-related fields and/or to transfer to four-year universities.

Program Outcomes Please list all program outcomes here:

Program SLO 1: Explain the importance of human biological and/or cultural variation.

Program SLO 2: Ability to think critically and demonstrate an understanding of discipline related issues, problems, and research. I Program SLO 3: Ability to communicate effectively about topics in and related anthropology. I Program SLO 4: Demonstrate proficiency in anthropological concepts and terminology.

13

Course/Program Alignment

See Course SLO (CSLO) to Program SLO (PSLO) to Institutional (ISLO) Mapping Forms.

14

Implementation of Assessment

Responsibility for implementing the assessment lies with the entire department. Confident that outcomes are reflected in actual coursework of your major/program, describe the mechanisms for assessment. Think of assessing your outcomes on a 4 or 5 year cycle. (If you have 10 outcomes assessing 2 a year is ideal.)

Assessment Cycle

u fc hP t Yc 6-Yc hedul b . dh if. !read feted · '-' ' " " " .

To be lndividual assessed in Team to review Resources needed to responsible for

Proeram Outcome semester: Assessment method (s) assessment results conduct assessment assessment report 1. Explain the importance of Essay question on human biological and/or All exam. Anthropology Access to elumen Brian Stokes

cultural variation. Article review. faculty

2. Ability to think critically and Essay question on demonstrate an understanding exam. Anthropology Access to elumen Brian Stokes

of discipline related issues, All Article review. faculty

problems, and research. 3. Ability to communicate Essay question on

effectively about topics in and All exam. Anthropology Access to elumen Brian Stokes

related anthropology. Article review. faculty

4 . Demonstrate proficiency in Multiple choice

anthropological concepts and All questions on quizzes Anthropology Access to elumen Brian Stokes

terminology. and exams. faculty

Data for all outcomes will be collected every year, except for the alumni survey associated with Outcome 2. This will be collected every other year when we collect information for our alumni newsletter. Analysis of the data will follow the schedule given above.

The department chair is responsible for gathering the assessment data and insuring that discussion takes place.

15

Date we expect to complete

review

End of each semester.




Dissemination of Information

Results will be shared with Academic Affairs in Annual Update.

16

REVIEW OF PREREQUISITES, COREQUISITES, ~ADVISORIES

List all courses in Discipline/Program · Summary

Course CURRENT LEVEL OF SCRUTINY RESULT ACTION TO BE TA.Kl PreraNo Prequisite/Coreq/ Advisory/ (Statistics, Content Review, (i.e., current PCA is established, (None, APP- Major or

Limitation on Enrollemnt UC/CSU Comparison, Student should be dropped/modified or new Minor) Survey - list all) PCA is established)

101 None UC/CSU Comparison N/A None




110 Coreq- Anth 101 UC/CSU Comparison No change None


Note: If prerequltlte or corequltlte I• being ettabllshed for the first time, course must be modified to Include entrance akllla.

Completed fonna and all b·ackup documentation should be maintained at the department. This summary report should be Included In the self-study report to be conducted during the next academic year. 11

PLAN OF ACTION - PRE-VALIDATION Six Year

D EP AR TMENT: _ ____,S'-"o""'c'""ia"--1 ""&'-'B""e"""h'""a'-'-v,_,io'-'-'ra"-'1--"S'-"c"-'ie,_,_,n"'-ce,_,s!.--._. ________ PROG RAM: Anthropology

List below as specifically as possible the actions which the department plans to take as a result of this program review. Be sure to address any problem areas which you have discovered in your analysis of the program. Number each element of your plans separately and for each, please include a target date. Additionally, indicate by the number each institutional goal and objective which is addressed by each action plan. (See Institutional Goals and Objectives)

RECOMMENDATIONS TO IMPROVE STUDENT LEARNING OUTCOMES AND ACHIEVMENT

Continue to modify course assessments, requirements and rubrics .

RECOMMENDATIONS TO ACCOMMODATE CHANGES IN STUDENT CHARACTERISTICS

Enrollment Changes Continue to support tutorial services for students to facilitate their success.

Demographic Changes Continue to provide computer and textbook access for neediest students.

RECOMMENDATIONS TO IMPROVE THE EDUCATIONAL ENVIRONMENT

Curricular Changes None.

Co-Curricular Changes None.

Neighboring College and University Plans Continue to involve/expose students to educational experiences at local universities.

Related Community Plans Continue to involve/expose students to educational experiences within our community.

24

Theme/Objective/ TARGET Strategy Number AHC from Strategic DATE Plan

2.2.2 Spring2018


2.2.1 Spring 2018

2.2.5 Spring 2018


1.1.2 Spring 2018

I. I .2 Spring 2018

RECOMMENDATIONS THAT REQUIRE ADDITIONAL RESOURCES

Facilities None.

Equipment I. Laptop computer for full-time faculty. 2. Teaching materials such as :

a. osteological material b. DVDs c. archaeological field equipment

Staffing Hire additional part-time instructors as needed.


3.2.1 Spring 2018

3.1.1 Spring 2018

25

EXHIBITS

STUDENT DATA SUMMARY

Data analysis is a critical component of program review. The three categories below should be used as guidelines in developing a summary of the student data.

State at least three positive factors about the discipline/program identified by students. Include the number (or percentage) of students responding and any implications for planning.

The student surveys indicate that students are satisfied with the quality of instruction (83 .9% = 1.53 average), with the way the program helps them meet their educational goals (78.6% = 1. 76) and the way the program contributes to their intellectual growth (85% = 1.54 ). Most of the other assessments made by the students were in the same range.

Implications for Planning: The data shows that Anthropology remains a successful academic program with positive effects on students that reach beyond the classroom.

State at least three negative factors about the discipline/program identified by students. Include the number (or percentage) of students responding and any implications for planning.

There weren't any glaring complaints from the students. Advice from counselors was a little lower than the others (65.3% = 2.22 satisfied), whether they would take more classes in the program (49.4% = 2.57 would take more classes) and course assistance was a little lower than average (66.7% = 2.05 satisfied).

Implications for Planning: Additional resources for, and increased efforts to promote counseling and tutoring should be pursued. The Student Success Taskforce Recommendations indicate that they will probably need to hire more counselors which should improve our ratings in that area.

State any other information (use responsive numbers) that you obtained from student data (e.g. focus groups, questionnaires, or SGIDs) that may be of special interest to the self study team. What planning implications will result from this information?

Two other items of interest that scored relatively low were "The availability of courses offered in the program" (76.1% = 1.9) and "Instructional equipment" (68.3% =1.98).

Implications for Planning: This data could be seen as evidence to support the allocation of more funding to increase course offerings and instruction equipment for students. Further institutional research should be conducted to adequately assess these student concerns.

STATISTICS

Program Review Trend Data: Student Outcomes

Program Topcode I ANTHROPOLOGY I 220200 I

100% l.;;:;;.ldmru! 90%

80%

70%

60%

50%

40%

30%

20%

10%

Retention and Success Rates

, --~,'(7lf"::~\,~'f~"."lli'i! .. ''"" 0% . ··-;.-; "· ·''*'-";···",- .. ,. ,,

(11 (1'0 (\~ ... \) ...... CJ'I'l-'),\Jr::Jo• 'l-CJCJ1· '1-CJCJ'O· '1-CJ(:j~- '1-(:j" (:j- '1-CJ" .._.~

Academic Year

AHC Institutional Research & Planning

---Retention %

-AHC retention%

- success%

- AHC success%

6 Year 6 Year Linear Trend Average %Change Slope

1374 75% 192 69542 7% .,..,_, 290 -

1017 56% 118 75% -11% 0 - 87% -1% -, -o-r 742 47% 81 55% -16% 0 - 71% - ' -1% - 0 .. ,

-- ---- - - --- -~------ ---~---- - ----- -------~

* Excludes zero unit labs.

Enrollment is count of students who were enrolled after the drop date.

Retained is count of students enrolled after drop date who did not receive a "W" or incomplete.

Success is number of students with a grade of "C" or better or "CR".

Program Review- Anthropology.xlsx


Program Topcode Course I ANTHROPOLOGY I 220200 I ANTH 101 I

Program Topcode Course 1 ANTHRoPoLoGY r 22o2ocq - - -ANTH 102 1


593 85% 89%

614 74% 85%

2

535 70% 86%

6 Year Average

663 695~2>,_'

461 70% 870k''•

312 48% 71%

6 Year

442 78% 87%

335 59% 71%

------------- -

6 Year Linear Trend %Change Slope

58% 73 .::. ,-J8to 1290

33% 36 -16% 0 .;;1% ' 0

24% 23 -22% 0 .:'1% ., 0 .

6 Year

90% 73 -4% 0 -1% ~-- 0 -84% 54 -7% 0 -1o/.o _ 0 c



6 Year 6 Year

57 65% 8 82% -21% 0 87% -1o/o -~ 0 -44 38% 4

65% -34% 0 71% -1% 0 -

Program T opcode Course I ANTHROPOLOGY I 220200 I ANTH 110 I

6 Year 6 Year

48 72% 4 89% -10% 0

~87% -1% 0 (.'" -43 70% 3

81% -11% 0 ·71% __ _ ..-_1%.:__.__ 0

AHC Institutional Research & Planning 3 Program Review- Anthropology.xlsx

Program Topcode Course I ANTHROPOLOGY 1· 220200-J- ---ANTH188-- -~

Program T opcode Course I ANTHROPOLOGY p220200 I ANTH 199 I


25 81% 89%

N/A 85%

4

N/A 86%

6 Year Average

4 "':7e9542 -·

3 87% 81%···

3 80%

· 8 71~

6 Year Average

21 69542-·

17 82% 87%

13 66% 71%

6 Year %Change

-100% .· ·7or--100%

N/A --::t~

-100% N/A

-----=1:%

6 Year %Change

-100% 7%

-100% N/A -1%

-100% N/A -1Wo

Linear Trend Slope N/A

. ~ -- 129cr-

N/A N/A 0

!.:.,

N/A N/A

""'' 0 ,;,

Linear Trend Slope N/A

1290

N/A N/A

' .t 0 ,,. #A,!




Degrees and Certificates

800 1

700 0.9

600 0.8

0.7 500 0.6 E

0 400 0.5 IV :I:

... C)

< 300 0.4 0 ...

c..

200 0.3

0.2 100 ~-~

0.1

0 0 2007-08 2008-09 2009-10 2010-11 2011-12

Academic Year

AHC Institutional Research & Planning 5

5 Year 5 Year % Linear Trend Average Change

0 N/A 893 - -20% - -"

0 N/A ~·~ ·a%,--

0 N/A - 162 . -36%

0 N/A 338 .... 259%

---• --- AHC AA

--+-- AHC AS

AHC Cert 18-30 units

------- AHC Cert 30-60 units

-AA

-e-AS

Slope 0 ~---32 ,, 0 I

· s "·r,. l ~c~. ;

0 -7 -r>rj 0

76 i

·-' - Certificates 18-30 units

--.- Certificates 30-60 units


Program Review Trend Data: Credit Student Characteristics

6 Year Linear % Trend

Change Slope 17%_ -- ?.8 19% 6 42% a ~01 -8% -:;36 -84% -:!09 -

0% 2 6% 89

-76% --:'1

98% 236 -5% 24

"""":3% ..... '""'1'9-.,. .. -31% -144

-;i3JZo ~'-"~ -44

-67% 0 3% 101


Program Review Trend Data: Credit Student Characteristics

Program Topcodes I ANTHROPOLOGY ! -- . u -· 220200 ____ ]

AHC Institutional Research & Planning 7

6 Year %

Change 67% 50%

197% 62% -86%

-4% 123% -'100%

Linear Trend Slope

5 2

49 26 -8

12 37 0


Program Review Trend Data: Enrollment Patterns

Program Topcode I ANTHROPOLOGY r-- -- 2202b(f ____ ul

Enrollment Rates

1600.0 8.0

1400.0 7.0

"tl 1200.0 6.0 CQ

1000.0 5.0 0 -FTES

...I 4.0 lb "tl 800.0

c 3.0 t: CQ 600.0

(/) w 400.0 2.0 1-

-· WSCHIFTEF

--+-- AHC WSCH/FTEF

--FTEF

u.. 200.0 1.0

0.0 0.0

~ ~'0 ~OJ "<:l "" "'"\. ~ (\' Rf Pf (:f ~ ~(;:j ~<:l ~~ ~(;:j ~"' ...-ro

'"'0 '"'0 '"'0 '"'0 '"'0 ~" Academic Year

AHC Instituional Research & Planning 8

6 Year Average

1374 34 40 24

732.0 407

6 Year % Change

75% -16% 108%

- 39% -

250%

Linear Trend Slope 192 -1 6

--- 2 --

186.9 7

*Excludes zero unit labs.

Enrollment is count of students who were enrolled after the drop date.

Program Review - Anthropology.xlsx

Program Review Trend Data: Enrollment Patterns

Program Topcode Course I ANTHROPOLOGY I 220200 I ANTHlor---]

6 Year 6 Year % Linear Trend Average Change Slope

663 58% 73 15 -7% 0 45 69% 5

., - 24" 39o/o -- 2 -

aoo.1 I 231% 407 . -5%


6 Year

AHC Instituional Research & Planning 9 Program Review - Anthropology.xlsx

Program Topcode Course I ANTHROPOLOGY I 220200- I ANTH 103 I

Program Topcode Course I ANTHROPOLOGY I 220200 I. ANTH 110 I

Item .Enrollm~nt


2011-2012 65 2

33 28

6 Year

6 Year

. -5%


Program Topcode Course I . ANTHROPOLOGY I 220200 I . ANTH 188 u . I

Program Topcode Course , .. ANTHROPOLOGY I 220200 I ANTH 199 I


6 Year 16 Year

N/A I N/A 407 -5%

6 Year Linear Trend Slooe

-3 0

N/A r ·


Program Review Trend Data: Summary by Location and Distance Learning




ARTICULATION STATUS OF COURSES

ANTHRO 101 Introduction to Physical Anthropology (3) 3/29/13

CATALOG DESCRIPTION An Introduction to the major interests of physical anthropology. Considers such topics as life before the primates; primate structure and behavior; human evolution and the history of human fossils; genetics; and race and human variation. Emphasis is on a biocultural approach to the study of humans. Students are encouraged to concurrently enroll in Anthropology 110.

AHC Special Notes Articulation Institution Prefix Title Cal Poly Pomona ANT 101 Introduction to Biological Anthropology Cal Poly San Luis Obispo ANT 250 Biological Anthropology

+ANTHRO 110 CSU Bakersfield ANTH 103 Human Beginnings: Biological and Cultural Evolution

+ANTHRO 110 CSU Channel Islands ANTH 104 Introduction to Bioanthropology (3) +ANTHRO 110 CSU Chico ANTH 111 Survey of Physical Anthropology (3)

CSU Dominguez Hills ANT 101 Introduction to Biological Anthropology I

CSU East Bay ANTH 1100 Introduction Biological Anthropology CSU Fresno ANTH 1 Introduction to Physical Anthropology

Or Or +ANTHRO 103 ANTH3 Introduction to Prehistory and Physical

Anthropology CSU Fullerton ANTH 101 Introduction Biological Anthropology CSU Long Beach ANTH 110 Introduction to Physical Anthropology CSU Los Angeles ANTH 260 Physical Anthropology CSU Monterey Bay CSU Northridge ANTH 151 Physical Anthropology CSU Sacramento ANTH 1 Introduction to Physical Anthropology CSU San Bernardino ANTH 100 Introduction to Anthropology: Human Evolution

+ ANTHRO 110 CSU San Marcos ANTH 215 Human Origins CSU Stanislaus Humboldt State San Diego State ANTH 101 Human Biocultural Origins San Francisco State ANTH 100 Introduction to Biological Anthropology San Jose State ANTH12 Introduction to Human Evolution Sonoma State ANTH 201 Introduction to Biological Anthropology UC Transferable Yes UC Berkeley ANTHRO 1 Introduction to Physical Anthropology UC Davis ANTHRO 1 Human Evol Bioi UC Irvine ANTHR02B Introduction to Biological Anthropology UC Los Angeles ANTHRO 7 Human Evolution UC Merced ANTHRO 5 Introduction to Biological Anthropology

------------ ---· --

UC Riverside ANTH2 Biological Anthropology UC San Diego ANLD2 Human Origins UC Santa Barbara ANTH5 Introduction to Physical Anthropology UC Santa Cruz ANTH 1 Introduction to Human Evolution C-10 C-10 ANTH 110 Submitted S13 CSUGE B2 IGETC _@ ________ - - -- - - .. . .... -- ----- -- ------------------- --- ---------------- -------- - ----- --- - --------

ANTHRO 1021ntroduction to Cultural Anthropology (3) 03/29/13

CATALOG DESCRIPTION A study of cultural diversity with emphasis on societies with simple technology. Marriage, kinship, subsistence, economics, politics, religion and culture change will be considered.

AHC Special Notes Articulation Institution Prefix Title Cal Poly Pomona ANT 102 Introduction to Cultural Anthropology Cal Poly San Luis Obispo ANT 201 Cultural Anthropology CSU Bakersfield ANTH 100 Introduction to Cultural Anthropology CSU Channel Islands ANTH 102 Cultural Anthropology CSU Chico ANTH13 Human Cultural Diversity CSU Dominguez Hills ANT 100 Introductions to Cultures CSU East Bay ANTH 1300 Introduction to Cultural AnthroJ:>ology CSU Fresno ANTH 2 Introduction to Cultural Anthropology CSU Fullerton ANTH 102 Introduction to Cultural Anthropology CSU Long Beach ANTH 120 Introduction to Cultural Anthropology CSU Los Angeles ANTH 250 Cultural Anthropology CSU Monterey Bay CSU Northridge ANTH 152 Culture and Behavior CSU Sacramento ANTH2 Introduction to Cultural Anthropology CSU San Bernardino ANTH 102 Introduction to Anthropology: Human Evolution CSU San Marcos ANTH 200 Cultural Anthropology (3) CSU Stanislaus Humboldt State ANTH 104 Cultural Anthropology San Diego State ANTH 102 Introduction to Cultural Anthropology San Francisco State ANTH 120 Introduction to Social and Cultural Anthropology San Jose State ANTH 11 Cultural Anthropology Sonoma State ANTH 203 Introduction to Cultural Anthropology UC Transferable Yes UC Berkeley ANTHRO 3 Introduction to Social and Cultural Anthropology UC Davis ANTHR02 Cultural Anthropology UC Irvine ANTHRO 2A Introduction to Sociocultural Anthropology UC Los Angeles ANTHRO 9 Culture and Society UC Merced ANTH 1 Introduction to Sociocultural Anthropology UC Riverside ANTH 1 Cultural Anthropology UC San Diego ANLD 1 Introduction to Culture UC Santa Barbara ANTH2 Introduction to Cultural Anthropology UC Santa Cruz ANTH2 Introduction to Cultural Anthropology C-ID C-ID ANTH 120 Submitted S13 CSUGE D1 IGETC 4A

ANTHRO 1031ntroduction to Archaeology (3) 03/29/13

CATALOG DESCRIPTION A survey of old and new world prehistory, including the growth and development of culture from the early beginnings of humans to the establishment of civilizations, emphasizing archaeological techniques used to reconstruct prehistory.

AHC Special Notes Articulation Institution Prefix Title Cal Poly Pomona ANT 103 Introduction to Archaeology & Prehistory Cal Poly San Luis Obispo ANT 202 World Prehistory CSU Bakersfield ANTH 104 Introduction to Archaeology CSU Channel Islands ANTH 105 Introduction to Archaeology !

CSU Chico ANTH12 Society, Time & Archaeology CSU Dominguez Hills ANT 102 Ancient Civilizations CSU East Bay ANTH 1200 Introduction to Archaeology

+ ANTHRO 101 CSU Fresno ANTH3 Introduction to Prehistory and Physical Anthropology

CSU Fullerton ANTH 103 Introduction to Archaeology CSU Long Beach ANTH 140 Introduction to Archaeology CSU Los Angeles ANTH 270 Introduction to Archeology CSU Monterey Bay CSU Northridge ANTH 153 Temples, Tombs, and Treasures: An Introduction

to Archaeology CSU Sacramento ANTH 3 Introduction to Archaeology CSU San Bernardino -------------- Upper-division course

(ANTH 300, Archaeology) CSU San Marcos -------------------- Upper-division course

(ANTH 31 0, World Prehistory) CSU Stanislaus Humboldt State San Diego State -------------------- Upper-division course

(ANTH 302, Principles of Archaeology) San Francisco State ANTH 110 Introduction to Archaeology San Jose State ANTH13 Archaeology Sonoma State Articulation Denied [ANTH 202, Introduction to Archaeology] UC Transferable Yes UC Berkeley UC Davis ANTHRO 23 Introduction to Archaeology UC Irvine ANTHRO 2C Introduction to Archaeology UC Los Angeles ANTHRO 8 Archaeology: An Introduction UC Merced -------------------- Articulation Denied 10111

[ANTH 3- Introduction to Anthropological Archeology( 4)

-

UC Riverside ANTH3 World Prehistory UC San Diego ANLD3 World Prehistory UC Santa Barbara ANTH3 Introduction to Archaeology UC Santa Cruz ANTH3 Introduction to Archaeology_ C-10 C-10 ANTH 150 Submitted S 13 CSUGE 01 IGETC 4A

------ --------- -------- ---------------- ------ -------- --------- - ------- - -

ANTHRO 105 Language and Culture (3)

CATALOG DESCRIPTION

03/29/13

An introduction to the study of language and communication in relation to culture, the course focuses on the structure, function and history of language as well as the social, symbolic and practical uses of language. Linguistic concepts, methodologies, and theoretical assumptions will also be explored. This course is not open to students who are enrolled in or have received credit for English 105.

AHC Special Notes Articulation Institution Prefix Title Same as ENGL 1 05 Cal Poly Pomona ' ANT 104 Introduction to Linguistics Anthropology Same as ENGL 1 05 Cal Poly San Luis Obispo ENGL 290 Introduction to Linguistics

CSU Bakersfield -------------------- Upper division course (ANTH 421 , Linguistics Anthropology)

Same and ENGL 1 05 CSU Channel Islands ANTH 106 Culture and Communication: Introduction to Linguistics

CSU Chico -------------------- Upper division course (ANTH 304, Language and Culture)

CSU Dominguez Hills -------------------- Upper division course (ANT 312, Language and Culture)

CSU East Bay -------------------- Upper division course (ANTH 3800, Language and Culture)

Same as ENGL 1 05 CSU Fresno LING Introduction to Language Same as ENGL 1 05 CSU Fullerton ENG 206 Language Structure and Language Use

Or LING 206 Language Structure and Language Use

Same as ENGL 1 05 CSU Long Beach LING 170 Introduction to Linguistics Same as ENGL 1 05 CSU Los Angeles ANTH 230 Language and Society

CSU Monterey Bay -------------------- No Equivalent Course CSU Northridge -------------------- Upper division course

(ANTH 310, Language in Culture: Anthropological Linguistics)

Same as ENGL 105 CSU Sacramento Pending Requested 04/11 (ANTH 4, Language, Culture, and Critical Thinking (3))

CSU San Bernardino -------------------- Upper division course (ANTH 388, Language and Culture)

CSU San Marcos -------------------- Upper division course (LING 300, Introduction to Linguistics)

CSU Stanislaus -------------------- Upper division course (ANTH 3800, Language and Culture)

Humboldt State -------------------- Upper division course (ANTH 340, Language and Culture)

San Diego State -------------------- Upper division course (ANTH 410, Language and Culture)

San Francisco State -------------------- Upper division course [ENGL 420, Introduction to the Study of Language]

Same as ENGL 1 05 San Jose State LING 20 Nature of Language (3) Same as ENGL 1 05 Sonoma State ANTH 200 Introduction to Linguistic Anthropology (3)

UC Transferable Yes Same as ENGL 1 05 UC Berkeley UNGUIS 5 Language and Linguistics Same as ENGL 1 05 UC Davis ANTHR04 Anthropological Linguistics (4)

UC Irvine ANTHRO 2D/ Introduction to Language and Culture UNGUIS 68 !

Same as ENGL 105 UC Los Angeles PENDING August 31, 2009 (LING 1, Introduction to Study of Language) April11, 2011 [ANTHO 33, Culture and Communication (5)]

Same as ENGL 1 05 UC Merced COGS5 Introduction to Language and Linguistics Same as ENGL 105 UC Riverside LING 20 Language and Linguistics

UC San Diego -------------------- Upper division course (LING 101, Introduction to the Study of Language)

Same as ENGL 1 05 UC Santa Barbara LING 20 Language and Linguistics UC Santa Cruz -------------------- Must be taken at UCSC

(UNGUIS 5, Introduction to Linguistics: Sounds and Words)

C-ID C-ID ANTH 140 Submitted S13 CSUGE IGETC

ANTHRO 110 Physical/Biological Anthropology Lab (1) 03/29/13

CATALOG DESCRIPTION An introductory exploration of micro-macro evolutionary theory, genetics, anthropometric techniques, primatology, human osteology, and the paleoanthropological fossil record. Students will become familiar with the materials and techniques of physical anthropology by focusing on human variation and evolution.

AHC Special Notes Articulation Institution Prefix Title Cal Poly Pomona --------------------------------- No equivalent course Cal Poly San Luis Obispo --------------------------------- No equivalent course

+ANTHRO 101 CSU Bakersfield ANTH 103 Human Beginnings: Biological and Cultural I Evolution I

+ ANTHRO 101 CSU Channel Islands ANTH 104 Introduction to Bioanthropology +ANTHRO 101 CSU Chico ANTH 111 Survey of Physical Anthropology

CSU Dominguez Hills --------------------------------- No equivalent course CSU East Bay --------------------------------- No equivalent course CSU Fresno --------------------------------- No equivalent course CSU Fullerton --------------------------------- No equivalent course CSU Long Beach --------------------------------- No equivalent course CSU Los Angeles --------------------------------- No equivalent course CSU Monterey Bay --------------------------------- No equivalent course CSU Northridge --------------------------------- No equivalent course CSU Sacramento CSU San Bernardino ANTH 200 Biological Anthropology Laboratory

+ ANTHRO 101 CSU San Marcos ANTH 215 Human Origins CSU Stanislaus --------------------------------- No equivalent course Humboldt State --------------------------------- Upper division course

(ANTH 338, Biological Anthropology Lab) San Diego State --------------------------------- Upper division course

(ANTH 301, Principles of Biological Anthropology w/lab)

San Francisco State --------------------------------- No equivalent course San Jose State --------------------------------- No equivalent course Sonoma State --------------------------------- No equivalent course UC Transferable Yes UC Berkeley --------------------------------- No equivalent course UC Davis --------------------------------- No equivalent course UC Irvine --------------------------------- No equivalent course UC Los Angeles --------------------------------- No equivalent course UC Merced --------------------------------- No equivalent course

UC Riverside --------------------------------- No equivalent course UC San Diego --------------------------------- No equivalent course UC Santa Barbara --------------------------------- No equivalent course UC Santa Cruz ----------------- No equivalent course C-10 C-10 ANTH 115L Submitted 813 CSUGE 83 IGETC

ANTHRO 122 States of Consciousness: A Multidisciplinary Exploration (3) 09/25/08

CATALOG DESCRIPTION An exploration of different states of consciousness, the means of attaining those states, their uses, misuses, and consequences. Topics include theories of consciousness, substance use and abuse, sleep, dreams, hypnosis, dissociation, out-of-body states, near-death experiences, psychic and paranormal phenomena, religious ecstasy and conversion, alternative religions, mediation, and prayer, culturebound syndromes, non-Western methods of altering consciousness, and peak experiences. This course is not open to students who are enrolled in or who have completed Anthropology 122 or Psychology 122.

AHC Special Notes Articulation Institution Prefix Title Cal Poly Pomona Pending Articulation Requested August 2008

[PSY 210, Mind, Brain and Behavior: An Integrated View]

Cal Poly San Luis Obispo ------------------- Upper-Division Equivalent [PSY 309, Psycholoov of Consciousness]

CSU Bakersfield ------------------- No Equivalent Course CSU Channel Islands ------------------- No Equivalent Course CSU Chico ------------------- No Equivalent Course CSU Dominguez Hills ------------------- No Equivalent Course CSU East Bay ------------------- No Equivalent Course CSU Fresno ------------------- No Equivalent Course CSU Fullerton ------------------- No Equivalent Course CSU Lono Beach ------------------- No Equivalent Course CSU Los Angeles ------------------- No Equivalent Course CSU Monterey Bay ------------------- No Equivalent Course CSU Northridge ------------------- No Equivalent Course CSU Sacramento ------------------- No Equivalent Course CSU San Bernardino ------------------- Upper-Division Equivalent [PSYCH 395,

Psycholoov of Consciousnessl CSU San Marcos ------------------- Upper-Division Equivalent [PSYC 361 ,Brain and

Mindl CSU Stanislaus ------------------- No Equivalent Course Humboldt State ------------------- No Equivalent Course San Diego State ------------------- No Equivalent Course San Francisco State ------------------- No Equivalent Course San Jose State ------------------- No Equivalent Course Sonoma State ------------------- No Equivalent Course UC Transferable No UC Berkeley UC Davis UC Irvine UC Los Angeles UC Merced UC Riverside

I

I

cu . '-cu

a ..0 N '- 2 cu

-~ m (.) 0 cu cu ..... ..... w c: c: c: C) (.) cu cu cu en en en z :::> 1-(.) (.) (.) () en w :::> :::> :::> (.) C)

COURSE REVIEW VERIFICATION

Discipline:_--'An=thro=.,_,po=lo:«:gy..._ ________ Year: 2012

Program/Discipline. _ _.An-=tbr=oo~<"'o~lo~gy,._ ______________________ _

As part of the program evaluation process, the self-study team has reviewed the course outlines supporting the discipline/prQgram curriculum. The review process has resulted in the following recommendations:

1. The following course outlines are satisfactory as written and do not require modification (list all such courses):

Anth 105 and Anth 122 (these comses are housed in other programs)

2. The following courses require minor modification to ensure currency. it is anticipated that such minor modifications will be completed by Fall 2012 . . .

. Anth 10 I, Anth 102, Anth 110

3. The following courses require major modification. The self study team anticipates submitting such modifications to the AP&P committee, FALL 20Jl_ SPRING 20_.-

Anth 103

GENERAL EDUCATION or MULTICULTURAUGENDER COURSES The following courses were also reviewed as meeting an ABC general education requirement and were found to satisfactorily meet the established criteria (list courses by prefix & number):

Anth 101, Anth 102, Anth 103, Anth 110

The following courses were also reviewed as meeting an ABC general education requirement and will require modification to ensure the content reflects compliance with category definitions (list courses by prefix & number). It is anticipated that such modifications will be completed by: (~) ____________________ ___ N/A

The following courses were also reviewed as meeting the multicultural/gender graduation requirement and were found to satis13ctorily meet the ~lished criteria (list courses by prefix & number):

Anth 102, Anth 105

The following courses were also reviewed as meeting the multicultural/general graduation requirement and will require modification to ensure the content reflects compliance with category definitions (list comses by prefix & number). It is anticipated that such modifications will be.completed by: · (date) Fall2012

Anth 103

10

~rJ~l~ ·Signature

Signature

z4, A!et·!.ua; Signature Academic Dean

APPENDICES

2011-2012

ALLAN HANCOCK COLLEGE COURSE OUTLINE

DISCIPLINE: Anthropology

DEPARTMENT: Social and Behaviorial Sciences

PREFIX & NUMBER: ANTH 101

Date BOT Approved : Date Reviewed: --=F=-a"""'ll 2"""0-:-:12::---Date Reviewed: Fall 2004

PCA Established: Spring 1995 Date DL Conversion Approved Spring 2005

CATALOG COURSE TITLE: lntro to Biological Anthropology

BANNER COURSE TITLE: INTRO TO BIOLOGICAL ANTHRO

UNITS: 3

TOTAL NUMBER OF CONTACT HOURS: 48-54

Hours per week Total Hours per Term Units (based on 16 weeks) (range based on 16-18

weeks) Lecture: 3 48-54 3

Lab: 0 0- 0 - Total Contact Houri: 3 48-54 3

GRADING OPTION: Letter Grade or Pass/No Pass Option

PREREQUISITE(S): None

COREQUISITE(S): None

ADVISORY(IES): None

LIMITATION ON ENROLLMENT: (Some common limitations on enrollment are: a requirement to pass a tryout prior to being enrolled in an athletic course or team, or physical requirement where the student's safety would be compromised by an inability to meet specific physical capabilities.)

None

PREREQUISITE SKILLS (The course outline must document entry skills without which student success is highly unlikely. Must be included if the course has a prerequisite.) Upon entering this course, the student should be able to: None (no prerequisite for this course)

ADVISORY SKILLS (For advisories, the course outline must document entry skills which are either necessary but are likely to be obtained by other means or, while not necessary, would broaden or enhance student learning but are not fundamental to student success.) Upon entering this course, the advisory skills are to: None (no advisory for this course)

CATALOG DESCRIPTION The catalog description could begin with a short paragraph (course description) that provides a welldeveloped overview of topics covered Some suggested language is:

• Identification of the target audience depending on whether the course is required for the major, degree or certificate, transfer, etc., that will assist students in their educational planning.

• Prerequisites, corequisites, advisories and/or limitations on enrollment.

• Designation of course repeatability.

• Lecture/lab/activity/studio hours and units.

• Field trip potential or other requirements that may impose a logistical or fiscal burden upon the students should be included along with an option for alternatives.

An introductory course on the study of human evolution that explores the history of evolutionary thought, the biological basis of life, genetics, population biology, modem human variation, paleontology, primatology and hominid evolution. Important scientific and social issues that relate to physical anthropology will also be presented. Students are encouraged to concurrently enroll in Anthropology 110.

COURSE CONTENT (Indicate all major topics to be covered and approximate number of weeks for each, based on 16 weeks. If the course works on hours, rather than weeks, include the number of hours to cover each of the topics for the course.)

1. What is Anthropology? 2. The Development of Evolutionary Theory 3. The Scientific Method 4. The Biological Basis of Life 5. Heredity and Evoltuion 6. Population Genetics and Macroevolution 7. Primate Taxons and Anatomy 8. Primate Behavior 9. Paleontology and Primate Evolution 10. Paleoanthropology and Early Hominins 11. Australopithecines 12. Genus ofHomo 12. Modem Human Origins 13. Human Variation and Adaptation

COURSE OBJECTIVES: At the end of the course, the student will be able to:

WEEKS 1 1 1 1 1 2 1 1 1 2 1 1 1 1

1. discuss the academic field of anthropology, the anthropological perspective, and the significance of the four field approach. 2. describe the major areas of interest/research of biological anthropologists and the methods used to gather data. 3. apply the scientific method to test specific hypotheses and evolutionary models. 4. synthesize and apply different forms of scientific evidence and correlate them to the

current understand of biological evolution. 5. define specific evolutionary concepts and provide examples of these concepts. 6. identify the primates and compare and contrast their physical and behavioral characteristics. 7. describe and give examples of the various stages in the biological and cultural evolution of humans from the earliest hom in ins to the development of anatomically modem humans. 8. analyze the nature and sources of human diversity as well as the problems involved with racial classifications.

METHODS OF INSTRUCTION (Types and/or methods or instruction are required. The course outline may show one or more teaching patterns. However, instructors have the freedom to choose how they will achieve course objectives.)

Methods of Instruction Lecturing/Explaining Demonstrating Practical Exercises Collaborating Inquiry-based learning

' f,

OUTSIDE ASSIGNMENTS (Assignment examples, if provided, should reflect coverage of all objectives and course content. Assignments can include supplemental reading materials beyond the required texts. The initiator should give the basis for grading, and relate assignments to skills and abilities listed in the objectives.)

Outside Assignments I. Work on assigned tasks.

Sample Assignment:

'

Article Review Questions for They Don't Make Homo Sapiens Like They Used To by Kathleen McAuliffe and Stanford et al. Chapter 3

Instructions: Read the assigned article and textbook chapter(s) and answer the following questions. Your responses for each question should answer the question completely and be in paragraph form as well as in complete sentences. In your responses, do not overly quote the textbook or article. Your responses are to represent your personal understanding and interpretation of the course material. However, you will need to cite your references properly using AP A. Number the questions use examples where needed.

Assignment Questions:

I. Explain why some scientists are alarmed by other researchers' claims that "human races are evolving away from each other" (McAuliffe, 2009). Provide a specific example from the article that supports that human races/populations are evolving away from each other. Do you think this claim is important? Why or why not? 2. Explain what the DRD4 mutation is and how it has been interpreted as evidence for recent brain evolution and migrations. According to the article, why

would natural selection have favored this mutation? Do you agree with this interpretation? Why or why not? 3. In your own words, define the concept of genetics and explain why this field is important to the study and understanding of evolution. Be sure to include examples in your response. 4. Briefly describe the two functions of DNA. In your responses please use the following terms: enzyme, amino acids, codon, and gene.

Anthropology 101 Article Rubric Directions, 3 points

Expected Performance: Article and text cited properly in responses Article and text referenced properly Questions numbered

Each question will be worth 3 points and graded on the following criteria (3 x 4 = 12) A. Completeness, 1 point per question - Answer is focused and addresses all parts of the question completely B. Specificity/Examples, 1 point per question - Examples and facts are used and discussed appropriately C. Accuracy/Reflection, 1 point per question- Answer includes the majority of relevant information to the topic/debate and demonstrates comprehension of topic

Note - In your responses, do not directly quote the textbook, article or "copy and paste" information from other sources without citing them properly. Your answers to the questions of the assignment need to reflect you're your personal understanding ofthe information/data presented. If you use a quote, specific wording, or fact(s) from the text, article, or other source you must cite/reference where you got the information from. Failure to cite information will be considered plagiarism (see ACADEMIC HONESTY AND PLAGIARISM section of the syllabus). Please follow the APA Style when citing your sources and include a bibliography (see the optional textbook for further information and examples).

Course Obectives Covered in Assignment: 1. describe the major areas of interest/research of biological anthropologists and the methods used to gather data. 2. synthesize and apply different forms of scientific evidence and correlate them to the current understand of biological evolution. 3. define specific evolutionary concepts and provide examples of these concepts. 4. analyze the nature and sources of human diversity as well as the problems involved with racial classifications.

METHODS OF EVALUATION (List or describe the types and/or methods of evaluation. The course outline should describe the basis for grading or other evaluations, and relate the methods of evaluation to skills and abilities in the course objectives.).

Participation, punctuality and attendance In-class Exercises Examinations

REQUIRED TEXTS AND OTHER INSTRUCTIONAL MATERIALS • This field includes the text (and when possible, with date of publication) and other instructional

materials.

• Text and other learning materials may have external requirements due to articulation requirements or certification requirements found in many programs.

• This section only contains that which is required for the student to be able to effectively participate in and successfully pass the course.

• Assignments specific to required reading and instructional materials should be given in the form of examples, where possible.

Adopted Text: Jurmain, R., Kilgore, L. & Trevathan, W. (2013). Essentials of Physical Anthropology. (91

h ed.). Wadsworth, Cengage Learning.

Supplemental Readings and/or Other Materials:

DISTANCE LEARNING COURSE STATUS

Houghton, P.M. & Houghton, T. J. (2009). APA: The Easy Way (2nd ed.). Flint, MI: Baker College.

Wong, K. (2012, April). First of Our Kind. Scientific American, (306) 30-39.

Ifyour course doesn't have a DL componellt, you don't need to jill out this section.

Method of instruction: Indicate primary modality (check one):

[gl Internet D Other (please list modalities to be used):

Instructor-Student Contact: 3 hours per week

Method of Contact Please check below the methods that may be used for this course:

Per Week

[gl e-mail communication (group and/or individual communications) D Listserv D Chatroom [gl Discussion Board via Blackboard [gl Telephone contacts 0 Social Networking pages [i.e. Ning, Facebook, VoiceThread] D Other (please specify):

Per Semester (in person contact)

[gl Orientation sessions D Group Meetings D Review Session 0Labs D Testing D Other (please specify):

Adjustments to assignments: Discussion board participation and on-line assesments.

Adjustments to evaluation: Graded discussion boards.

Accessible to students with disabilities: Yes

Note: If you want a DL component in your course, you need to submit the Request for Distance Learning (DL) Offering to AP&P.

On-line services: Previously submitted

2012-2013





Date BOT Approved : Date Reviewed: -:F=-a::-:11 2::-::0::-:12::---Date Reviewed: Fall1999

PCA Established: Spring 1995 Date DL Conversion Approved ___ _

CATALOG COURSE TITLE: Intro to Cultural Anthropology

BANNER COURSE TITLE: INTRO TO CULTURAL ANTHRO

UNITS: 3




Lab: 0 0- 0 Total Contact Hours: 3 48-54 3




ADVISORY(IES): None


None



CATALOG DESCRIPTION The catalog description could begin with a short paragraph (course description) that provides a welldeveloped overview of topics covered. Some suggested language is:






An introductory course on contemporary human sociocultural adaptations from around the world. This course is a cross-cultural survey of important avenues of anthropological research and attempts to understand and explain the similarities and differences in human behavior, social institutions, and total ways of life. By studying all human societies, anthropologists attempt to understand the variability of culture to gain a holistic view of the human condition.


1. What is Anthropology? 2. The Nature of Culture 3. Methods and Theory in Cultural Anthropology 4. Cultural Time and Space 5. Language and Communication 6. Economic Anthropology 7. Marriage and Family 8. Kinship and Descent 9. Gender and Sex 1 O.Political Systems 11. Supernatural Belief Systems 12. Expressive Culture 13. Cultural Change and Globalization 14. Applied Anthropology


WEEKS 1 1 1 1 1 2 1 1 1 1 1 1 2 1

1. discuss the academic field of anthropology, the anthropological perspective, and the significance of the four-field approach. 2. describe and discuss the concept of culture from an anthropological perspective. 3. identify various conditions which may lead to culture change and give examples of problems involved with deliberate, planned change.

4. describe the major areas of interest of cultural anthropologists as well as the methods used to gather data. 5. analyze the causes and consequences of ethnocentrism on a local, national and international level. 6. discuss and provide examples of ways the study of cultural anthropology is useful and relevant in today's culturally diverse world. 7. compare and contrast different cultural systems and adaptations. 8. discuss the significance of valuing cultural diversity and living in a multicultural world.


Methods of Instruction Lecturing/Explaining Demonstrating Practical Exercises Collaborating Inquiry-based learning

.,


Outside Assignments 1. Work on assigned tasks.

Sample Assignment:

Article Review Questions for Body Ritual Among the Nacirema by Horace Miner and Chapters 2 & 3

Instructions: Read the assigned article and textbook chapter(s) and answer the following questions. Your responses for each question should answer the question completely and be in paragraph form as well as in complete sentences. In your responses, do not overly quote the textbook or article. Your responses are to represent your personal understanding and interpretation of the course material. However, you will need to cite your references properly using AP A. Number the questions use examples where needed.

Assignment Questions: 1. Based on your understanding of the article, what is your opinion of the effectiveness of the potions and magical cures found in the Nacirema charm boxes? Provide an examples/evidence that allowed you to reach your conclusion. 2. What does Miner's piece tell us about the difficulty of describing another culture? Be sure to use and define the concepts of cultural relativism and ethnocentrism in your response. 3. Define the concept of culture in your own words. Discuss why having an understanding ofthe concept of culture can be useful in our culturally diverse world. Please use a specific example to illustrate you understanding of the importance of

understanding the concept of culture. 4. Describe and discuss three types of field methods used by anthropologists. Please provide an example for each of the three field methods to illustrate the pros and cons ofthis research tool.

Anthropology 102 Article Rubric Directions, 3 points


Each question will be worth 3 points and graded on the following criteria (3 x 4 = 12) A. Completeness, 1 point per question - Answer is focused and addresses all parts of the question completely B. Specificity/Examples, 1 point per question - Examples and facts are used and discussed appropriately C. Accuracy/Reflection, 1 point per question- Answer includes the majority of relevant information to the topic/debate and demonstrates comprehension of topic

Note - In your responses, do not directly quote the textbook, article or "copy and paste" information from other sources without citing them properly. Your answers to the questions of the assignment need to reflect you're your personal understanding ofthe information/data presented. If you use a quote, specific wording, or fact(s) from the text, article, or other source you must cite/reference where you got the information from. Failure to cite information will be considered plagiarism (see ACADEMIC HONESTY AND PLAGIARISM section ofthe syllabus). Please follow the AP A Style when citing your sources and include a bibliography (see the optional textbook for further information and examples).

Course Obectives Covered in Assignment: 1. describe and discuss the concept of culture from an anthropological perspective. 2. describe the major areas of interest of cultural anthropologists as well as the methods used to gather data. 3. analyze the causes and consequences of ethnocentrism on a local, national and international level. 4. compare and contrast different cultural systems and adaptations.



materials.




Adopted Text: Lenkeit, R. E. (2011). Introducing Cultural Anthropology. (51h ed.)

York, N.Y: McGraw Higher Education

Supplemental Readings and/or Other Materials: Houghton, P.M. & Houghton, T.


J. (2009). APA: The Easy Way (2nd ed.). Flint, MI: Baker College.

If your course doesn't have a DL component, you don't need to fill out this section.


D Internet D Other (please list modalities to be used):



Per Week

[8J e-mail communication (group and/or individual communications) D Listserv D Chatroom [8J Discussion Board via Blackboard [8J Telephone contacts D Social Networking pages [i.e. Ning, Facebook, VoiceThread] D Other (please specify):


[8J Orientation sessions D Group Meetings D Review Session 0Labs D Testing D Other (please specify):

2012-2013

Adjustments to assignments: Discussion board participation and assesments.

Adjustments to evaluation: Graded

Date BOT Approved : -=-~..,-,-Date Reviewed: Fall2012 Date Reviewed: Fall1999


discussion boards.



On-line services: Previously submitted

2012-2013




PREFIX & NUMBER: ANTH I 03

CATALOG COURSE TITLE: Intro to Archaeology

Date Prepared: Fall1995 Date Reviewed: Fall 2012 Date Reviewed: Fall1999


BANNER COURSE TITLE: INTRO TO ARCHAEOLOGY

UNITS: 3




" Lab: 0 0- 0 Total Contact Hours: 3 48-54 3




ADVISORY(IES): None

LIMITATION ON ENROLLMENT: (Some common limitations on enrollment are: a requirement to pass a tryout prior to being enrolled in an athletic course or team, or physical requirement where the student's safety would be compromised by an inability to meet specific physical capabilities.) None









An introduction to the study of archaeological concepts, methods, and theory as well as human prehistory. The course will cover many of the fundamental principles of archaeological research and provide an overview of human prehistory from the earliest evidence of culture up to the development of literate civilizations. We will also explore the types of questions archaeologists ask about the human past and the scientific methods used to address these questions.


1. What is Anthropology? 2. The Structure of Archaeological Inquiry and Science 3. Early Hominins - Archaeological Surveying 4. Homo erectus and Neandertals- Methods of Excavation 5. Origin of Modem Humans- Molecular Archaeology 6. Upper Paleolithic Cultures - Chronological Methods 7. Mesolithic Cultures- Postglacial Foragers- Environmental Archaeology 8. Neolithic - Origins of Agriculture - Bioarchaeology 9. Origins of Political Complexity- Social Archaeology 10. Old World Chiefdoms, States and Empires- Cognitive Archaeology 11. New World Chiefdoms, States and Empires - Political Organization 12. Public Archaeology- Archaeology ofldentity


WEEKS 1 2 1 1 1 1 1 1 2 2 2 1

1. discuss the academic field of archaeology, the anthropological perspective, and the significance ofthe four field approach. 2. describe the major areas of interest/research and goals of archaeology. 3. synthesize and apply different forms of scientific evidence and correlate them to the current understand of human prehistory. 4. discuss the characteristics of culture and the mechanisms by which cultural change occurs.

5. define specific archaeological concepts and provide examples of these concepts. 6. discuss the relationship between human cultures and the environment and the impact each can have on the other. 7. describe the major cultural trends and developments in human prehistory. 8. compare and contrast archaeological cultures.


Methods of Instruction Lecturing/Explaining Demonstrating Practical Exercises Collaborating Inquiry-based learning ;.-

·•.


Outside Assignments 1. Work on assigned tasks.

Sample Assignment:

Article Questions for Last of the Neanderthals by StephenS. Hall

Please put your name on your work and the title of the article you are reviewing.

Instructions: Read the assigned article and textbook chapter(s) and answer the following questions. Your responses for each question should answer the question completely and be in paragraph form as well as in complete sentences. In your responses, do not overly quote the textbook or article. Your responses are to represent your personal understanding and interpretation of the course material. However, you will need to cite your references properly using AP A. Number the questions use examples where needed. Assignment Questions:

1. According to the article, what was the geographic range of Neanderthals? According to the article, what was their maximum population size at any given time? How do think they figured this out? 2. What does the genetic evidence reveal about the relationship between modem humans and Neanderthals? Discuss the significance of this evidence (use at least two examples)? Do you think modem humans and Neanderthals interbreed? Why or why not? 3. Why is prehistoric cannibalism good for modem-day molecular biology? What is the significance of the MC1R and FOXP2 genes. 4. What is the significance of the studies that utilized a synchrotron? What did learn from these studies and how does this help_ archaeologists to better understand

Neanderthal behavior? 5. What is "cultural buffering"? Discuss an example of cultural buffering used by Neanderthals and modern humans.

Anthropology IOI Article Rubric Directions, 3 points


Each question will be worth 3 points and graded on the following criteria (3 x 4 = I2) A. Completeness, I point per question - Answer is focused and addresses all parts of the question completely B. Specificity/Examples, I point per question - Examples and facts are used and discussed appropriately C. Accuracy/Reflection, I point per question- Answer includes the majority of relevant information to the topic/debate and demonstrates comprehension of topic

Note - In your responses, do not directly quote the textbook, article or "copy and paste" information from other sources without citing them properly. Your answers to the questions of the assignment need to reflect you're your personal understanding of the information/data presented. If you use a quote, specific wording, or fact(s) from the text, article, or other source you must cite/reference where you got the information from. Failure to cite information will be considered plagiarism (see ACADEMIC HONESTY AND PLAGIARISM section ofthe syllabus). Please follow the AP A Style when citing your sources and include a bibliography (see the optional textbook for further information and examples).

Course Obectives Covered in Assignment: 1. describe the major areas of interest/research and goals of archaeology. 2. synthesize and apply different forms of scientific evidence and correlate them to the current understand of human prehistory. 3. define specific archaeological concepts and provide examples of these concepts. 4. discuss the relationship between human cultures and the environment and the impact each can have on the other. 5. describe the major cultural trends and developments in human prehistory.


Chapter Quizzes Article Reviews Video Quizzes Participation, punctuality and attendance In-class Exercises Examinations


materials.




Adopted Text: Chazen, M (2011). World Prehistory and Archaeology. (2nd ed.). Pearson Education, Inc.

Supplemental Readings and/or Other Materials:


Wong, K. (2012). First of Our Kind. Scientific American, (306) 20- 39.

If your course tloesn 't have a DL component, you don't need to fill out this section.


[8] Internet D Other (please list modalities to be used):



Per Week

[8] e-mail communication (group and/or individual communications) D Listserv D Chatroom [8] Discussion Board via Blackboard [8] Telephone contacts D Social Networking pages [i.e. Ning, Facebook, VoiceThread] D Other (please specify):


[8] Orientation sessions D Group Meetings D Review Session 0Labs D Testing D Other (please specify):

Adjustments to assignments: Discussion board participation and on-line

assesments.

Adjustments to evaluation: Graded

discussion boards. Accessible to students with disabilities: Yes


On-line services:Previously submitted

2012-2013 Date Prepared: Fall 2004

Date Reviewed: Fall2012 Date Reviewed:---;::---:---::=:-:--






CATALOG COURSE TITLE: Biological Anthropology Lab

BANNER COURSE TITLE: BIOLOGICAL ANTHROPOLOGY LAB

UNITS: 1


'!""' " Hours per week Total Hours per Term Units ,, (based on 16 weeks) (range based on 16-18 ,,

weeks) , ,; ., . .Cj

,,,.,, L«ture: 0 0-0 0

" + Lab: 3 48-54 1

Total CorJta~t Hours: 3 48-54 1



COREQUISITE(S): Anthro 101 or completion of Anthro 101

ADVISORYaES): None


None


ADVISORY SKILLS (For advisories, the course outline must document entry skills which are either necessary but are likely to be obtained by other means or, while not necessary, would broaden or enhance student learning but are not fundamental to student success.) Upon entering this course, the advisory skills are to:

None (no advisory for this course)







A hands-on laboratory class designed to complement the Anthropology 10 I lecture class. This lab class explores the biological basis of human life from an evolutionary perspective through the study of genetics, human variation, human osteology, non-human primates, and hominin fossil remains.


Scientific Method WEEKS

1 Cell Biology and Protein Synthesis Cell Division and Mendelian Genetics Forces of Evolution and the Hardy-Weinberg Equilibrium Anthropometry Human Osteology Primate Osteology Primate Behavior Hominin Evolution


1 1 1 1 3 3 1 4

1. use and apply the scientific method to a host of different evolutionary based exercises. 2. evaluate the physical diversity of human and non-human species. 3. compare and critically examine non-human primate behavior and human behavior. 4. distinguish and identify the major bones of the human anatomy. 5. apply anatomical terminology to identify macro-features of bony anatomy. 6. identify and differentiate between different hominin and non-human primate skulls.

METHODS OF INSTRUCTION (Types and/or methods or instruction are required The course outline may show one or more teaching patterns. However, instructors have the freedom to choose how they will achieve course objectives.)

Methods oflnstruction ' ~: - "i · Lecturing/Explaining Demonstrating Laboratory Exercises Collaborating Inquiry-based learning


1. Work on assigned tasks.

Sample Assignment:

Zoo Project

Learning Objectives: 1. Identify major groups of living (extant) primates on the basis of their observable features. 2. Become familiar with some of the methods used in collecting data on animal behavior. 3. Become familiar with species-specific behavior of some primate species.

Exercise 1 - Primate Inventory Locate and list all of the different non-human primates at the zoo. The zoo provides a map that will show you where they are located. For each primate record its common name.

Classification of Primates, Characteristics, Geographic Distribution For three of the species listed above, answer the following questions. You will likely need to use the textbook from your lecture class or some other reference source.

A. Common Name Scientific Name

B. Classification - Suborder

Identify six traits that this species possess that would allow you to classify as a member of this suborder? Please use general traits that you can visually observe.

What is the species infraorder? -------------

What is the species superfamily? ___________ _

C. Habitats and Geographical Distribution

In what kind of habitat is the primate found? (e.g., savanna, secondary rainforest, etc.) Where is this species found geographically? (continent, region)

D. Observed Features and Behaviors

Look at the primates hands. Is there anything unusual about the fingers or thumb? How similar or different do they appear to human hands? (Hint: look at fingernails, relative length of fingers and opposability ofthumb.)

Does this species have a tail? If so, is it prehensile? What does the tail do, even if nonprehensile? How long is the tail in relation to its body length?

What is its primary mode of locomotion (how it moves around)? Have you observed additional forms of locomotion? What are they?

How many individuals are in the exhibit and how old do they appear to be (juvenile, adult, etc.). How many females and males are there? How can you differentiate the sex? Describe the primate's pelage (coat) and be specific. Observe the primates for five (5) minutes and describe some of their behaviors that you've observed.

Primate Behavioral Observations Choose one species at the zoo and apply three different data collection techniques to that species: ad libitum, instantaneous sampling, and scan sampling. An important objective is to learn to distinguish which sampling methods are best for which species and/or situations. If possible, choose a species that is visible in their exhibit so that you can collect the data successfully.

I. Ad Libitum Sampling On a separate sheet of paper record your observations of this species for one-half hour. Be sure to tell me what species you are observing. Detail is important so try to record everything that you observe. If the primates are inactive, than even more specificity is needed. For example:

Genus species: Cercopithecus hamlyni Starting time: 2:05 pm

From 2:05 to 2:08 the female groomed her own leg and male sat alone in rear of enclosure watching the female. At 2:09 the male approached the female and sat next to her but she seemed to ignore him. The male looked at the human observers and licked his lips. At 2:11 the male jumped to an overhanging branch and sat above the female. His tail dropped in front of her face as he looked down at her, licking his lips. She looked briefly at him and then continued to groom.

II. Focal Animal Instantaneous Sampling After completing the ad libitum sampling record, define the behaviors you just observed for this species. The purpose of this exercise is to have you learn how to categorize the behavior of captive primates and to construct definitions to describe what these behaviors are and why they may occur. You are required to record and define a minimum often (10) different behaviors. Each behavior should be mutually exclusive. This means that each behavior should be defined so that it is distinguishable from all other behaviors. Be sure to define each behavior descriptively. For example:

Behaviors: 1. quadrupedal stand - position in which all four limbs are on the ground and

roughly perpendicular to the torso. - Resting 2. lip smacking- mandible is moved up and down at a rapid pace so that lips briefly smack together. - Social

These behaviors are to be typed and submitted with your finished project. In addition, categorize these behaviors in one of four criteria (see above definitions):

Feeding: includes foraging (searching for food), consuming, and chewing Resting: in a stationary posture for at least 10 seconds during time interval Traveling: moving from one area of the exhibit to another Social: interacting with another individual of its species

Use the Focal Animal Instantaneous Sampling chart at the end of this assignment and fill in the behaviors of the primate as you observe them. Focusing on one specific individual, use the definitions you developed and their associated categories to fill in this chart. Collect the data in !-minute intervals and record the individual primate's behavior at the end of this time span. Thus, you will not be recording all of the individual's behaviors during the 1-minute interval, only what they are doing at the end of the interval. Thus, only one behavior should be recorded in each column. Collect data on your focal animal for at least 15 minutes.

Scan Sampling In scan sampling, the general activity for all animals in the exhibit is recorded simultaneously, at predetermined intervals. As in the Focal Animal Instantaneous Sampling you'll be recording your data only at the precise sample point (every 1-minute ). This method is used to record either general categories of behavior or to focus attention on only one or two specific types of behavior to the exclusion of others.

Summary Questions: Use your observations and completed forms to complete this section of the assignment. Your answers are to be typed and submitted with your project on the due date.

1. Based on your ad libitum observations, describe the amount of time your primate species spent doing various activities.

2. Do the same for the focal animal instantaneous sampling method. With the number of observations as your sample size, figure out the percentages of time spent (or, rather, samples observed) for each different behavior. In addition to your description, create a pie-chart to demonstrate the statistical differences in the four main categories of behaviors.

3. Repeat question two for your Scan Sampling data. Use the total number of observations as your sample size, figure out the percentages oftime spent (or, rather, samples observed) for each different behavior. Be sure to include a brief description with your pie-chart.

4. Write an essay comparing and contrast the three different data collection methods you used for this assignment. What are the advantages and disadvantages of each? Which methods are more objective and which are more subjective? Explain why.

Project Summary 5. What do think you learned for this assignment? Did you discover any related behaviors that humans and primates perform? Did the primates do anything that

surprised you? Would you be able to be a primatologist? What is overall impression of non-human primates after completing this assignment?


Methods of Evaluation=-----=,.-----=----------'---'-_;::_----''-'------''----"'---___, Participation, punctuality and attendance In-class Laboratory Exercises Zoo Project Examinations


materials.




Adopted Text: Bass, W. M. (2005). Human Osteology: A Labortory and Field Manual. (51

h ed.). Missouri Archaeological Society, Springfield.

Supplemental Readings and/or Other Materials: primate skulls primate skeletons hominin skulls hominin skeletons

DISTANCE LEARNING COURSE STATUS If your course doesn't have a DL component, you dotr 'I need to fill out this section.


0 Internet 0 Other (please list modalities to be used):

Instructor-Student Contact: hours per week


Per Week

De-mail communication (group and/or individual communications) D Listserv D Chatroom D Discussion Board via Blackboard D Telephone contacts D Social Networking pages [i.e. Ning, Facebook, VoiceThread] D Other (please specify):


D Orientation sessions D Group Meetings D Review Session 0Labs D Testing D Other (please specify):

Adjustments to assignments:

Adjustments to evaluation:



On-line services:

1. MAJOR FINDINGS

EXECUTIVE SUMMARY (Validation Team Report)

Strengths of the program/discipline:

• Strong demand. • Very large class sizes.

Concerns regarding the program/discipline:

• Lack of a budget for instructional supplies. • Need larger pool of part-time instructors.

2. RECOMMENDATIONS

• Increase instructional supply budget by $2,500.

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VALIDATION TEAM SIGNATURE PAGE

31

PLAN OF ACTION- POST-VALIDATION (Sixth-Year Evaluation)

DEPARTMENT Social and Behavioral Sciences PROGRAM Anthro go logy

line/program during ile tlie team should

In preparing this document, refer to the Plan of Action developed.b_y the discip the self-study, and the recommendations ofthe Validation Team. Note that wh strongly consider the recommendations of the validation team, these are recomm However, the team.should provide a rationale when choosing to disregard or m

endations only. odify a validation

team recommendatiOn.

ars. Be as specific as Identify the actions the discipline/program plans to take during the next six ye possible and indicate target dates . Acfditionally, indicate by tlie number each objective which is addressed by each action plan. (See Institutional Goals and

institutional goal and

completed final plan should be reviewed by the department as a whole. Objectives) The

Please be sure the signature page is attached.

RECOMMENDATIONS TO IMPROVE DESIRED STUDENT OUTCOMES AND IMPROVE STUDENT PERFORMANCE

Continue to modify course assessments, requirements and rubrics.

RECOMMENDATIONS TO ACCOMMODATE CHANGES IN STUDENT CHARACTERISTICS

Enrollment Changes Continue to support tutorial services for students to facilitate their success.

Demographic Changes Continue to provide computer and textbook access for neediest students.

RECOMMENDATIONS TO IMPROVE THE EDUCATIONAL ENVIRONMENT

Curricular Changes None.

Co-Curricular Changes None.

Neighboring College and UniversityPlans

e/Objective/ tegy Number

Them Stra AHC Plan

from Strategic

2.2. 2

e/Objective/ tegy Number

Them Stra AHC Plan

from Strategic

2.2. I

2.2. 5

e!Objective/ tegy Number

Them Stra AHC Plan

from Strategic

Continue to involve/expose students to educational experiences at local universities 1.1. 2

Related Community Plans Continue to involve/expose students to educational experiences within our 1.1. 2 community.

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TARGET DATE

Spring 2018

TARGET DATE

Spring 2018

Spring 2018

TARGET DATE

Spring 2018

Spring 2018

RECOMMENDATIONS THAT REQUIRE ADDITIONAL RESOURCES

Facilities None.

Equipment I . Laptop computer for full-time faculty . 2. Teaching materials such as:

a. osteological material b. DVDs c. archaeological field equipment

Staffing Hire additional part-time instructors as needed.

VALIDATION TEAM RECOMMENDTIONS Disregarded or modified (if appropriate)

Recommendation

Recommendation

Recommendation

33

The me/Objective/ TARGET Stra tegy Number AHC from Strategic DATE Plan

3.2. I Spring 2018

3.1. I Spring 2018

REASON ACTION/CHANGE

Review and Approval

Plan Prepared By

S ~ ~- (L--c.- t_ >1-t~ j Date:

Date: ----

Date:. ___ _

Date: ----

Date: ----

Reviewed:

Department c~ [};J~~ _ ___::;.~~--+---'-~--=-----'---+-----Date: s /cr I I 3 *Signature of Department Chair indicates approval by department of Plan of Action.

Reviewed:

Vice President, Academic Affairs

--~¥~5<\~~-· _____ Date: ~/1/ f3

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Documents

PROGRAM REVIEW - Allan Hancock Collegeresearch.hancockcollege.edu/student_learning_outcomes/... · 2013-06-11 · Allan Hancock College Program Review 2011-12 Comprehensive Self-Study