Section ONE:

Peralta Community College District

College of AlamedaDepartment of “Politics” (political science) (POSCI)**

Division II – Arts & Letters

2007 Instructional Program Review ReportAnd

Unit Plan

October 24, 2007

Department Office: C-202510-748-2276

Department Website: http://alameda.peralta.edu/apps/comm.asp?%241=20108

Faculty: Robert J. Brem* (contract faculty)Robert Thyken* (senior adjunct faculty)Ron Lomax (occasional adjunct faculty)Audrey Edwards (CSU-MPA Diversity Intern -- 2007-2008)

Dean: Maurice Jones

* The primary author of this report was Robert J. Brem with Robert Thyken as second author (substantively revising the program level student learning outcome section and providing general content and conceptual additions and general editorial assistance).

** For accreditation purposes this is a “political science” program – however, by philosophical orientation we frame the department as a “politics” program – emphasizing the orientation towards practical and applied politics rather than a research orientation.

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CONTENTS

SECTIONS PAGE

ONE: Identification …………………………………………….. 1

Introduction …………………………………………….. 3

2007 Department of Political Science Unit PlanIncluding Resource Needs Grid and explication of the integration of the California Basic Skills Initiative intocurrent program execution and Future goals and recommendations

This section serves as an executive summary of the report as well. ………. 4(Note – Unit Plan will also be submitted separately.)

TWO: Narrative Description of the Discipline, Department or Program ………. 12

THREE: Curriculum …………………………………………….. 16

FOUR: Instruction …………………………………………….. 29

FIVE: Student Success …………………………………………….. 34

SIX: Human and Physical Resources …………………………………………….. 38

SEVEN: Community Outreach and Articulation ………………………………….. 42

Appendices …………………………………………….. 46

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I INTRODUCTION

Political Science at College of Alameda is housed sans department classification within the “liberal arts cluster” within the Arts & Letters Division. We hope to have “cluster chairs” in 2008 -- therefore, “politics”1 at COA is framed as an interdisciplinary endeavor which we see as enabling us to attract students interested in a more holistic perspective and superior educational experience. This is seen as a positive characteristic as we note that there is a statewide decline in high school graduates and as a result a statewide decline in new community college students. In the face of this factor – outside of our control – it is argued here that

CoA needs to create a compelling reason for students to choose this college over other options they have in the Bay Area and within the district. This “reason” is satisfied in “we” at College of Alameda focusing on our own unique vision in preparing students for citizenship in a 21 st Century knowledge economy and assessing success (e.g. SLOs) in those terms -- as we get that for which we measure. If we adopt conventional thinking & approaches to curriculum and “standardized” assessments -- we will distinguish ourselves from no one.

This report notes there may be evidence of increased demand for political science training nationwide and we would seek to take advantage of this with an innovative program. Certainly there is a need for competent civic education & training in preparing students to be effective engaged global citizens in a 21st Century Knowledge Economy facing into the substantive socio-political and environmental problems of this age. This document reflects these insights and goals.

This program evaluation and Unit Plan is based upon district supplied data including the four years up to and including Fall 2006 as well as creative vision work as to what is thought to be an appropriate strategic direction for the program in politics at CoA. The report reflects discussions within the department, with other COA faculty & administrators, with colleagues from other Peralta Schools, and with outside consultants2 as well. A summary of the recommendations and strategic direction and resource needs appear below under the heading of “Unit Plan” (and table 1.0 -- details of resource needs and justifications).

Taking inspiration from the District Educational Master Plan to create “community based innovative signature programming of distinction” -- this program review is broadly rather than narrowly written from the perspective of a multidisciplinary learning community orientation. If it serves no other purpose but to highlight for ourselves what a “great program” might look like it is sufficient.

If we accept what might be termed “conventional wisdom” trends and attitudes regarding a defacto minimal role of community college education, then the state of the politics program at CoA is sufficient and successful and as the second largest program in the district, this is a “solid” program with great expectations. Reputation is good and productivity is high compared to other political science departments in the district and other programs at CoA. And with a sufficient effort we can maintain or even grow our success at a reasonable rate. However, we aspire to greatness. No one is served well by thinking small. Plans for expansion are actively being promulgated as part of a programmatic vision of being in the vanguard of institutional transformation of CoA in to an “engaged campus.” This vision is rooted in the notions of civic engagement and community partnerships training students in the arts of change agency.

Therefore, this report is presented without apology for articulating a grand vision (that we would seek to invite College of Alameda as an engaged campus to adopt as part of an initiative in student success and a unique educational experience superior to that found at other community colleges in the region). We do this framed within the context of the “meaning of a community college education” as articulated in California Title 5 (see page 12) and certainly the Peralta EMP. Therefore, this report is not only a program evaluation. It is a statement in pedagogical philosophy and theory.3

We note with resignation however, that idealistic vision driven program evaluations may be less than common4 and that program implementation often may reflect this. Minimally, it is argued that difficulties in enrollment will not be solved if this tendency is prevalent. Success in achieving these program goals is therefore assumed to be asymptotical in that we realistically hope to “satisfice” and get as close as we can; and even if we do not achieve the goals completely, consistent movement towards our vision is in this light “success” in the real world of policy implementation.

1 For accreditation purposes this is a “political science” program – however, by philosophical orientation we frame the department as a “politics” program – emphasizing the orientation towards practical and applied politics rather than a research orientation.2 Ken Kyle, PhD (MPA program -- CSU East Bay); Thomas Lombardo, PhD (Chair of philosophy, psychology, and Futures Studies – Rio Salado College); Renee Guillory, MA (public intellectual and consultant in civic engagement).3 Which, of course is in tune with the Best Practices identified in the Basic Skills Initiative 4 This resulting from the hegemony of the limited world view and standards of positivist science and its application in evaluation research which we note is the standard reflected in managed health care and such programs as “No Child Left Behind” (also Refer to appendix B.

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Unit Plan: Department of Political Science at College of Alameda -- U.P. page one

II Unit Plan: Department of Political Science at College of Alameda

A OVERVIEW

Mission & History: The “politics” program at College of Alameda offers an Associate of Arts Degree in Political Science. We seek to focus upon preparing individuals for effective Global Citizenship in a 21st Century Knowledge Economy – in the context of global ecological challenges -- in a democratic values driven republican governance manner guided by “an ethic of service.” We intend that our students learn skills that make them more effective citizens in their communities and in applying what they learn in achieving their own life goals. Students in the major are encouraged to ask and explore central questions of politics. We seek to tap into a possible increased interest in politics over the next few years addressing specific needs unique to Alameda as well as the Bay Area in general. The student demographics of the COA political science department is comprised of people who are young, low income, and minority -- reflecting the city of Alameda, Oakland, and other neighboring cities, as well as the clientele of our community partners. COA is the only higher education resource in Alameda.

B EVALUATION AND PLANNING

1 Program review data and the CSEP review criteria matrix:

Baseline Data Sections Enroll. AVG Class Size FTES/FTEF CommentsFall 2006 6 338 56 29.74 See below

Spring 2007

Fall 2007

7

7

259

279

37

39.9

19.62

19.41

Low enrolled “weekend college” sections of POSCI-1 are not popular -- (14 & 15 each). We need to reevaluate their viability. Other sections of electives are also low but we are committed to a multidimensional variety of offerings for a robust program. FTES for Fall 2007 is 23.3 – Fall 2007 figures are preliminary and are used to offer a better picture of program direction. This reflects enrolment as of 10-18-07 and assumes 1.2 FTEF.

2 Quantitative and Qualitative Assessment (Fall to Fall) 2002 2003 2004 2005 2006 code* comments

1. Enrollment (CW1) 249 298 231 286 338 1 Second largest department in district – we are working on increasing enrolment

2. Sections (master sections) 5 5 5 8 6 1 7 sections in Fall 2007 and 10 sections slated for Spring 2008

3. Average Class Size 50 60 46 36 56 1 Highest average class size in District -- 39.9 for fall 2007 despite being hurt by “weekend college” -- see narrative below**

4. Productivity (FTES/FTEF) 26.4 31.4 24.8 21.4 29.7 1 Highest productivity in District for Fall 2006 -- despite being hurt by “weekend college” see narrative below**

5. Student Success (Grades A,B,C,Cr/all grades)

Not available

75.5 73.4 71.5 72.2 1 We believe these figures are reflective of department rigor and are evidence that grade inflation may not be a problem.

6. Program Cost (Cost methodology under development. Please complete the remaining items.)

-- -- -- -- -- -- This step to be completed later

* 1 = rising trend or at or above expectations; 2 = mixed trend; and 3 = downward trend

Unit Plan: Department of Political Science at College of Alameda -- U.P. page two

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** Quantitative Narrative:

Productivity is consistently above average compared to both the college and the district.

Productivity and average class size was helped significantly by very large Winter & Summer intersession sections of POSCI-1 (between 90 and 120 students each) and by large regular semester sections of the same course (between 50 and 70 students each);

However, productivity and average class size has been significantly hurt by a dubious experiment with “Weekend College” (Highly accelerated sections of POSCI-1 – over three weekends with six eight hour days) that has exceedingly low enrollments. Further, we have low enrolments in all of our weekend sections – even the ones that span the whole semester.

We believe the net effect is that our productivity and average class size would be higher if we eliminated these or significantly reformatted them (e.g. we cold try a six weekend version of weekend college in Friday Night and Saturday morning format).

While it is true that we have other sections that are lower enrolled (e.g. POSCI-2, POSCI-4, and POSCI-6) these are essential for a well rounded program and are not expendable. We have replaced POSCI-6 with POSCI-26 which should have larger enrollments due it meeting the California American Institutions transfer requirement.

3 Qualitative Assessments Community and labor market relevance Present evidence of community need based on Advisory Committee input, industry need data, McIntyre Environmental Scan, McKinsey Economic Report, etc. This applies primarily to career-technical (i.e., vocational programs).

Narrative: Although we are not a vocational program (now) – we are developing an “applied politics” – social change agency certificate which is designed to be “vocational” – empowering students with the skills to work in all aspects of social change and political campaigns.

4 Relevance to College of Alameda strategic plan:

1) New program under development -- Change Agency Certificate Program2) Program that is integral to the college’s overall strategy – the Program is consciously shaped to tie in to COA

ILOs and the Student Success Initiative3) Program that is essential for transfer – The program has two courses which can satisfy

transfer requirements (no other Peralta College has this).4) Program that serves a community niche -- the new certificate program is geared to work with

Alameda Community Partner needs. 5) Programs where student enrollment or success has been demonstrably affected by extraordinary external factors, such as barriers due to housing, employment, childcare etc. – we believe that the needs of the partnership we have

developed with the Alameda Point Collaborative will address needs of these populations – aiding them in changing their life situations.

Unit Plan: Department of Political Science at College of Alameda – U.P. page three

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5 Action Plan [Plans/goals and specific action steps. curriculum, pedagogy/instructional, scheduling, and marketing strategies -- cross district collaboration with the same discipline at other Peralta colleges.]

We have some curriculum enhancement goals integrating student learning outcomes in all courses which emphasize: “green” & sustainability themes; civic engagement; and futures consciousness driven life skills development. The overall goal is to inculcate values of public service in the hearts and minds of our graduates.

Create a Social Change Agency Certificate Program tied into the Kettering Foundation and Camp Wellstone models of social change as a terminal job skill oriented certificate that will be marketed to non-profit organizations and interested individuals Bay Area wide (refer to ACA Grant -- Appendix A).

We have as overall innovation goals:

creative partnerships with other schools and organizations -- both in and out of the district to aid students in pursuing careers and life style choices guided by the ethics and values of the public service;

to enhance basic skills mastery , we seek to increase utilizations of library and learning resource center workshops and online Etudes workshops (for credit and/or extra credit); we intend to expand the use of student study circles & peer support groups;

we are implementing a European Tutoring model of “independent study” mentoring for advanced students;

a student “Politics/MUN Club;” and

we seek to facilitate political theatre and Chautauquas at CoA and film projects in cooperation with community partners.

Classroom instruction enhancement goals include: increasing Basic Skills sensitive pedagogical (androgogical) techniques, interactive group work & in class self-reflective work; utilize guest lectures and/or interchange visits from other disciplines; exposure to graduate students; service learning components; and learning community style collaborations.

We have a number of student learning evaluation goals relative to assignments that include: increased dimensionality of self reflective journal and portfolio assignments, pre/post-tests, “process evaluation” techniques & protocols, and means for long term follow up “outcomes evaluation measures.” These are seen as necessary for validity and reliability reasons.

We have a number of technological support goals to improve course content instruction and delivery which include: integration of interactive projection based course survey software and citizen participation software; smart classroom technology as it becomes available; bulletin boards & Blogs; and web-based hybridization. We intend to develop an “on-line presence” in 2008.

In terms of outreach – we have some ideas for the future that depending upon our staff availability and institutional support may be useful:

“COA Days” is a proposed event cosponsored by the political science department, the public relations office, and student services. It is a yearly “recognition faire” designed to showcase what students have learned & accomplished in their civic engagement efforts is during the previous year and culminating in the COA Superior Service Awards. This will be a recognition of outstanding students, community partners (organizations & individuals), and other individuals and groups as appropriate. This is part of the institution of an ethic of service into the curriculum.

We wish to actively expand the Chautauqua series at COA to include student government and community partners and class projects – and do so for Single day events: Constitution Day; Earth Day; Cinco de Mayo -- highlighting civic engagement and green principles in community building.

Unit Plan: Department of Political Science at College of Alameda – U.P. page four

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Development of a “change agency certificate program” work on inter-departmental (liberal arts) program revisions into learning community format and Seek to create a Web Based presence in terms of: Blogs and active Public Interest Intellectual

Scholarship (create a PIRG….) We have a long term documentary film project in conceptual stage regarding democracy as a way of life.

Have already discussed this with a few of the key players in this project. Relative to Enrollment patterns - - we wonder if a MW class schedule would be more popular than MWF We suggest a closer relationship with “feeder schools” in Oakland too as well as Alameda High Schools

and ASTI – perhaps a career day presence and workshops for school counselors. Pitch COA to these schools with the advantage over Laney or Merritt that it is a smaller less intimidating

school with more teacher student contact possibilities. It is the same issue that encourages some to go to small colleges rather than the big intimidating UC Berkeley or UCLA.

Evening classes from 6:30 to 9:30 rather than 6 - 9 so people can get there from work more easily. Do something to make weekends less "dead" on campus. If there are just a few classes and nothing else,

it loses some appeal – this is part of the engaged campus model proposed in the ACA grant (see appendix A).

More outreach to employers and employees touting COA as professional development tool.

6 Additional Planned Educational Activities

Health/safety/legal issues: . not applicable to this department

Certificates and Degrees Offered Currently an Associate of Arts Degree In development: Certificate in Social Change Agency

Student Retention and Success We have “linked-in” courses to study skills workshops and the reading & writing labs. We structure peer study groups in to classes. We utilize self-reflective portfolio assignments to anchor learning and enable students to make a personal

connection to learning. We are actively integrating Basic skills sensitive pedagogy methods in teaching.

Progress on Student LearningOutcomes. ( SLO 100% Complete)

SLOs for all course are developed and based upon POSCI Program Learning Outcomes which are derived from COA institutional learning outcomes, CSU-East Bay POSCI – PLOs, and research in to SLO development in the discipline as accessible on the Web.

C RESOURCE NEEDS

1 Personnel Needs

We have one contract (f/t) faculty member and two part time faculty members. We are developing a “Social Change Agency Certificate” program and project the possibility that may justify a second full time faculty member at some point.

2 Equipment/Material/Supply/ Classified/Student Assistant Needs:

Staff: We currently utilize one student worker and have a “diversity intern program” intern (2007/2008). This meets our current needs. However, in the event our ACA project is successful we anticipate needing two more student workers and/or assistants. We seek to continue our diversity intern program affiliation to become a training department in civic engagement.

Unit Plan: Department of Political Science at College of Alameda – U.P. page five

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Facilities Needs (Items that should be included in our Facilities master Plan) for Measure A funding:Please describe any facilities needs.

Table 1.0 Resource NeedsItem Identified in Program Review (justification)

Human Resources (Staffing)

Physical Resources(Facilities)

Technology and/or Equipment

Supplies Budget Curriculum

MindMap– interactive classroom presentation software (superior to Power Point) for enhancement of lectures. To full take advantage of smart classroom technology

n/a n/a Mind Map software Unknown n/a

Smart classroom technology will enhance classroom learning experiences

n/a Smart technology in classrooms

Terminals, projection equipment (for web and DVDs) in class (not on push cart); sound system that is not distorted.

n/a

Measure A

n/a

Need a website that is interactive for class “handouts” and communications and online discussion for knowledge in use learning. Blackboard

Staff already in place n/a Web support to maintain and expand internet presence; Blogs, Etudes, Blackboard

n/a n/a

Futures Consciousness, civic engagement, and “green” oriented curriculum -- as a guiding philosophy -- allows for integrated studies that is superior to fragmented approaches to teaching.

Training necessary to align faculty skills sets (COA staff and consultants)

n/a n/a n/a Integrate “Green” curriculum – “change agency” (civic engagement & futures consciousness) and integrated studies perspectives into instruction

Guest lecturers, special lecture programs, and one day events (e.g. Chautauqua’s) – for exposure to other disciplines allows for greater dimensionality in instruction and enhances learning. (European Tutoring model)

guest lectures and/or interchange visits.

n/a n/a n/a Creative curriculum development

Access in real time to the vast resources of the web allows for more dimensional subject review and interaction in the classroom enhancing student learning.

n/a n/a Smart Classroom technology for real time internet access in class to utilize web resources; with better sound system to enable clear hearing of film clips.

n/a n/a

Adobe Acrobat professional and a scanner allows for the uploading of articles, diagrams, and documents for both readers and handouts which in turn can then be uploaded to websites to enhance instruction resources. (This pertains to resources that cannot be gotten in electronic format or that we do not want to be as accessible to cut and paste of word processor documents.)

Training in use. n/a Adobe Professional software

and

scanner technology

…to enable the input of handouts and diagrams onto websites for class use.

n/a n/a

Unit Plan: Department of Political Science at College of Alameda – U.P. page six

Table 1.0 – continued Resource Needs

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Item Identified in Program Review (justification)

Human Resources (Staffing)

Physical Resources(Facilities)

Technology and/or Equipment

Supplies Budget Curriculum

Expand the institutionalizing of Basic Skills Sensitive pedagogy/androgogy

Training in application n/a Support Materials online – for student download

n/a Integrate Basic skills techniques based upon the best practice handbook

Seek creative partnership with CSU-MPA program to enable our students to work with MPA interns in being introduced to “public service” as a career path thus making their studies here more relevant and enhancing success motivation.

n/a Liaison work with CSU – already in place. If successful there may be a need for space – for the whole ACA program.

Unknown n/a Part of the ACA – Change Agency certificate program in development & diversity intern program affiliation.

ESRI -- GIS (geographic information system) modeling and mapping software and technology -- for the display of political information using geographic imaging

n/a n/a ESRI- GIS software for classroom use

Unknown n/a

D. Integration of Components of the California Basic Skills Initiative5 into the College of Alameda political science program unit plan.

We note that the principles of Basic Skills education were consciously integrated into our Unit Plan even before there was a Basic Skills Initiative. We in the department of politics in agreement with our colleagues it the liberal arts cluster see ourselves as a “teaching department” committed to student success in line with the “community centered vision” for community college education as articulated in Title 5 of the State of California Education code. We deem it inappropriate for these principles to guide Student Learning Outcomes in a “politics” program as we do not teach basic skills. Rather, we utilize these principles in teaching politics to a population that includes students in need of such sensitivities -- such as Basic skills driven awareness engenders – in increasing the probability of student success in politics.

We have consciously integrated the following Basic Skills Initiative Best Practices into the current program and future development plans:

5 Refer to the Academic Senate 2007 Publication: “Basic Skills as a Foundation for Student Success in California Community Colleges.”

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Unit Plan: Department of Political Science at College of Alameda – U.P. page seven

Organizational and Administrative Practices

A.2 A clearly articulated mission based on a shared, overarching philosophy drives the developmental education program. Clearly specified goals and objectives are established for developmental courses and programs.

Departmental vision is tied to SSI and the ACA grant and District Green Initiative.

A.5 A comprehensive system of support services exists, and is characterized by a high degree of integration among academic and student support services.

Courses are linked to reading and writing labs, and study skills groups. Recommendations have been made with direct linkages to this guiding mindset.

Program Components

B.3 Counseling support provided is substantial, accessible, and integrated with academic courses/programs.

Student support is built in via faculty guidance and mentoring and facilitating support and study groups. Students are actively encouraged to utilize faculty as guidance counselors – in addition to regular counseling staff.

Staff Development

C.3 Staff development programs are structured and appropriately supported to sustain them as ongoing efforts related to institutional goals for the improvement of teaching and learning.

This program review is designed to be a faculty training manual for POSCI faculty and guide in new staff hiring and development.

Instructional Practices

D.1 Sound principles of learning theory are applied in the design/delivery of courses in the developmental program.ANDD.2 Curricula and practices that have proven to be effective within specific disciplines are employed.

Course approach is based upon training in innovative ways to teach politics and civic education from Kettering foundation, Study Circles, and Public Administration Teaching Conferences – integrating sound counseling techniques qua group facilitation, “linking” practices; “anchoring” techniques; choreographed whole course overlap “lecture” construction.

D.3 The developmental education program addresses holistic development of all aspects of the student. Attention is paid to the social and emotional development of the students as well as to their cognitive growth.

Specific application of course material to students’ life situations is built into course lectures and where appropriate, case studies are based upon students’ actual life experience. The principle: “all politics is personal” is applied and made relevant to students showing how they may apply material lessons in their lives.

D.4 Culturally Responsive Teaching theory and practices are applied to all aspects of the developmental instructional programs and services.

Basic Skills techniques developed in consultation with the ESL faculty and utilizing staff expertise in student development in facilitation of classroom environment.

D.5 A high degree of structure is provided in developmental education courses.

Structured in study groups, “linked in” basic skills support services, explicit assignment guidance weekly, and study skills workshops into course – and future recommendations extend this focus as well

D.6 Developmental education faculty employ a variety of instructional methods to accommodate student diversity.

Again, we seek to integrate different teaching styles of content delivery to coordinate with different student learning styles to the degree this is compatible with material “structure” driven necessities of “content delivery” in a political science course to meet articulation and curricular integrity requisites.

D.7 Programs align entry/exit skills among levels and link course content to college-level performance requirements.

Facilitate discussion of and give explicit ongoing guidance on what is expected at each level of course in assignments and in participation throughout the course. Department syllabi support this principle.

D.8 Developmental faculty routinely share instructional strategies.

Consult with ESL (and other) colleagues on teaching strategies that work with variably prepared populations to enhance our skills in the teaching of social and behavioral science material.

D.9 Faculty and advisors closely monitor student performance.

Seek to “call in” students when their performance is deficient to suggest ways they can improve and to offer substantive support and guidance or make appropriate professional referrals.

D.10 Programs provide comprehensive academic support mechanisms, including the use of trained tutors.

Course are “linked-in” to reading lab and tutor support services for all students regardless of entering preparation. We also offer study skill guidance as well as career guidance and mentoring during office hours which students are encouraged to utilize.

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Unit Plan: Department of Political Science at College of Alameda – U.P. page eight

E Unit Plan S.W.O.T. Analysis & Summary

Strengths – the Political Science Program at College of Alameda is a robust program with “great Expectations.” We have a small department with great growth potential and a creative and collaborative faculty. We have a good reputation and high hopes for this spreading beyond our service area thereby expanding

same. We have strong collegial interaction and willingness to be creative with related departments and are

willing to expand this cooperation to our sister departments at other Peralta Colleges. We have developed ties with related department at CSU-East Bay (our primary transfer school). We

have strong administrative support in some key leverage points.

Weaknesses – Attempts at interdepartmental cooperation across campuses within the district have thus far shown evidence of being less effectual than is desired.

We believe that there is logic in all four campuses behaving somewhat like a single “department“ with somewhat of an integrated vision which would enable us to cooperate with the CSU and UC systems in the Bay Area more effectively.

We see that such a thing would enable the formation of a sustainable set of “politics” clubs such as: Model United Nations, Model Congress, Model Court, and a Sustainability Club.

Opportunities – We actually see great opportunities and are in fact attempting to manifest success in these areas:

The Alameda Communitas Alliance grant project and the Social change Agency Certificate program under development offer an opportunity for a world class program (See Appendix A in program review).

The Sustainable Peralta Initiative also offers serious opportunities along with the COA Student Success Initiative and integrated with the California Basic Skills Initiative.

Film projects under development or currently in production and already produced also enhance our outreach and visibility opportunities. All can lend to the expansion of the department and increasing our efficacious program service area.

Threats – We see systemic threats that are significant in their impact on Community Colleges Statewide: Of highest concern could be certain “realities” about the State of California and its Budget patterns as well

as Territoriality of the CSU and UC systems that seem to shepherd Community Colleges into the sole role of

feeding transfer schools. And this then encourages Certain institutional culture based organizational behavior patterns that might short circuit attempts at

innovation. These would include (but may not be limited to): administrative overload disallowing full support of program development; budgetary shortfalls leading to an insufficiency of necessary physical infrastructural support; procedural challenges (not otherwise specified); a degree of cooptation into an ideology of “positivistic science” based evaluation standards with certain

structural logic limitations that might constrain more “unconventional” thought; and consequent attitudinal shifts in faculty and staff which render rising to higher levels of innovation more

problematic.

We do not see our challenges as insurmountable and we do see our potentialities as worth fighting for. We have High Hopes.

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Section TWO: Narrative description of the program:

A) General statement of primary goals and objectives of the program ;

First: We seek to align our goals with California Education Code: TITLE 5 as to what is to be the meaning of a community college degree. It is a…

…coherent and integrated patterns of learning experiences (to) prepare students (as) educated persons with a broad range of knowledge to evaluate and appreciate the physical environment, the culture, and the society in which they live; to be able to examine the values inherent in proposed solutions to major social problems; and to be able to participate effectively in their resolution. In short, the language of title 5 not only emphasizes the role of the Associate Degree as focused study in a specific field, but it also aims to direct community colleges to prepare citizens with a broad educational foundation, to develop a populace that can participate effectively in all domains of society: civically, economically, and politically.6

Second: The Peralta Community College District Educational Master Plan7 (EMP) outlines five goals for the District

Advance Student Access and Success; Engage our Communities and Partners; Build Programs of Distinction; Create a Culture of Innovation and Collaboration; Ensure Financial Health

According to the plan,

“… the strategic educational master planning effort will develop specific operational priorities for the future of the district. Using detailed assessments of internal programs and services, and external trends and needs, the colleges and service centers will develop an integrated set of innovative and responsive programs. The updated college educational master plans will provide the foundation for long-term investments in staffing, professional development, information technology, and facilities.”

Therefore, in alignment with Title 5 and the EMP; this program review is written from a “grande vision” perspective.

Politics at College of Alameda

Philosophy guides theory, theory guides planning, planning guides practice, andfeedback guides re-conceptualization leading to a new level of understanding.

Education offered in this fashion leads to the creation of self-reflective practitioners and citizens capable of

superior professional and personal efficacy. 8

Philosophy: The “politics” program at College of Alameda offers an Associate of Arts Degree in Political Science. We seek to focus upon preparing individuals for effective Global Citizenship in a 21st Century Knowledge Economy – in the context of global ecological challenges -- in a democratic values driven republican governance manner guided by “an ethic of service.”

6 page 3 of the California State Academic Senate document: “What is the meaning of a community college degree?” http://www.asccc.org/Publications/Papers/CommunityCollegeDegreeMeaning.html

7 This excerpt from text currently under development and not as yet finalized.8 Schön, D. A. (1987) Educating the Reflective Practitioner. San Francisco: Jossey-Bass

Schön, D. A. (1991) The Reflective Turn: Case Studies In and On Educational Practice, New York: Teachers Press, Columbia University.

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Generally and minimally, it is our goal that a major in politics at COA can better prepare students to move in one of four directions:

the traditional major, pre-law, careers in public service, and private industry (relative to “governance”)

Our purpose is to open minds and to make the agony of decision making so intense you can only escape it by thinking.9

As well, we intend that our students learn skills that make them more effective citizens in their communities and in applying what they learn in achieving their own life goals. We actively seek to integrate these themes into our lecture and classroom content (e.g. utilizing case studies, examples, highlights, etc.). All politics is personal and the personal is political. We aspire to prepare graduates to go on to a four year institution prepared to pursue majors and careers in the multiple areas of “public service.”  We seek to instill a sense of commitment to social purpose, the public interest, and effective public problem-solving. 

Students in the major are encouraged to explore such central issues as: Ethical problems relative to democratic values in the exercise of power

How these relate to personal life interactively with the socio-political sphere through ones world views: liberal, radical, or conservative.

The diversity of political systems in the world; The relationship between personal, socio-economic, and political change; The dynamic causes of war and peace;

The dynamic causes of conflict and cooperation – exploring the idea that war and peace are issues in day-to-day life that each of us must struggle with – applying global principles to one’s own community.

The history of political ideas such as liberty, equality, justice, community, order, and morality (i.e. “The good society” and the “Social Contract”) which people use to change the world.

Self-Reflective "Green" awareness framing knowledge as emerging out of dynamic interconnectivity between the physical and social world at all levels of experience.10

Facilitating students to reevaluate the relationship between humanity and nature – recognizing the finiteness of our basic resources with an appreciation that human creativity and cooperation can mean that quality of life and environmental consciousness is not a zero-sum game.

Students in the major are encouraged to ask these central questions of politics: How and by what means is value defined and assigned to various activities, priorities, persons, and

groups? What is the good society? How do we make such a society a “desired future” and make that future “more

probable” than merely possible? This is “Futures Consciousness!”11

B) Concerns or trends affecting the program .

The number of students pursuing degrees and graduating in political science is growing again after the discipline experienced falling or stagnant enrollment numbers at all academic levels in the 1990s, according to data in the latest Digest of Education Statistics (2005). After experiencing a growth in enrollments and degrees awarded in the 1980s, political science departments reported falling enrollments in the early 1990s and stagnant numbers of degrees awarded in the later half of the 1990s (Mann 1996; 2002). Political science departments began to report increasing enrollments starting in 1998–

9 Fred Friendly (former Producer for Edward R. Murrow at CBS during the McCarthy Era and professor of Law at Columbia University).10 This is line with the Association for the Advancement of Sustainability in Higher Education principles discussed on the “Sustainable Peralta” Website regarding Green Currciulum at http://www.peralta.edu/apps/comm.asp?$1=39711 Lombardo, T. (2006). The Evolution of Future Consciousness: The Nature and Historical Development of the Human Capacity to Think about the Future, Authorhouse

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1999, reflected in the increase in graduation numbers beginning in 2002.12

Therefore we are seeking to tap into a possible increased interest in politics over the next few years to increase our numbers and we intend to do this by addressing specific needs that are unique to our own population in Alameda as well as the Bay Area in general.

The community whom we serve: The population of the political science department (see table 2.2) is comprised of people who are young, low income, and minority. Their demographic profile reflects the city of Alameda, Oakland, and other neighboring cities, as well as the clientele of our community partners. COA is the only higher education resource in Alameda. West Alameda (where we are based) is a low-income area where one third of all households have incomes below $25,000 and 70 percent of the families rent their homes. West Alameda has a large and growing population of recent immigrants (Asian, Filipino, Hispanic/Latino), which is reflected in the composition of the COA student body. The demographics of COA’s student body (5,578 students) are: Asian (34%); African American (24%); White (17%); Hispanic/Latino (12%); Filipino (5%); Unknown (5%); Other (2%); and Native American (1%). Many of these students are from economically disadvantaged backgrounds. We found that 50% of COA students were receiving financial aid; 60% of these were age 16 to 24 years old. Approximately 10% of the students are enrolled in EOPS, a state-funded program designed to link low-income students with financial aid and student services. Most EOPS students are students of color (82%), low performing, and first generation college-goers.13

Table 2.2Ethnic Distribution of COA political science students

(UNDUPLICATED COUNT)

ETHNICITY 2002-03 2003-04 2004-05 2005-06# % # % # % # %

African American 67 27.2% 55 18.8% 39 17.2% 66 24.0%Asian 84 34.1% 147 50.2% 94 41.4% 86 31.3%Filipino 10 4.1% 18 6.1% 10 4.4% 17 6.2%Hispanic/Latino 29 11.8% 26 8.9% 23 10.1% 30 10.9%Native American 2 0.7% 1 0.4%Other Non White 4 1.6% 3 1.0% 5 2.2% 8 2.9%Pacific Islander 2 0.8% 2 0.7% 3 1.3% 7 2.5%Unknown 12 4.9% 7 2.4% 6 2.6% 19 6.9%White 38 15.4% 33 11.3% 47 20.7% 41 14.9%

246 293 227 275

This profile implies needs that can best be addressed by interventions and partnership activities that lead to empowerment such as that offered by a service learning program that emphasizes support, mentoring, and civic engagement.

The “needs” we foresee our students have are centered on employment and civic efficacy and encouragement to go beyond socially scripted expectations and achieve higher education success. Therefore, we seek to illuminate opportunities for employment in politics and enhancement of their skills for seeking to be change agents in their own communities.

Careers: The politics program at College of Alameda seeks to inspire and empower our students to move in career directions that will use their skills as: strong writers, public speakers, and researchers. The goal is to work with students in being better prepared with “life long learning to learn” life success skills rooted in a consciousness of the means of creating their own self chosen futures (i.e. “futures consciousness”) -- empowering students as they seek employment and in efforts to transfer to four year institutions. We try to illuminate careers for political scientists – in shaping their future educational directions – to include awareness of: government employment, public service, public administration, public policy analysis, legislative advocacy, business, international relations, and teaching. 

12 Sedowski, L. (2007). Trends in Numbers of Degrees Earned in Political Science 1990-2004, PS: Political Science & Politics, APSA, (V40: 180-181).13 Again, all data in this report is from Peralta and COA institutional research records.

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Partnering: In these efforts we seek to actively promote relationships with the local area university political science departments (specifically CSU-East Bay) and community partners (see below in section TWO-C) for service learning opportunities to enhance their learning mastery. COA students transfer most to 1) CSU-East Bay, 2) SFSU, 3) UC Berkeley, 4) UC Davis, and 5) San Jose State University (see table 5.4 in section five). Therefore, it is logical to surmise that we should align our department philosophy with CSU-East Bay and SFSU as our highest destination sites for our students. For this reason we have actively engaged in building relationships with our “sister” departments at CSU (i.e. the departments of Political Science and in Public Affairs). (Refer to Appendix A for more information here.)

We also suggest it may be a good idea to seek creative partnerships with alternative four year institutions in the Bay Area in such enterprises as degree completion programs that benefit both COA and the partner institutions. These may include New College, California Institute of Integral Studies, Institute of Noetic Sciences, Mills College, Holy Names, Saint Mary’s… to name a few.

C) Significant changes or needs anticipated in the next three years. 

We anticipate more active attention to the needs of our students experiencing “basic skills deficits” in our teaching. As well, we intend to integrate more hybrid techniques and technology in the classroom as the campus infrastructure enables us to do this. And again, in line with the Peralta Community College District Educational Master Plan goals (Advance Student Access and Success; Engage our Communities and Partners; Build Programs of Distinction; Create a Culture of Innovation and Collaboration; Ensure Financial Health); the major effort in which the politics department is involved is the “Alameda Communitas Alliance” project (see Appendix A for full detailed description). This was initiated under a 2006/2007 Horizons Service Learning seed grant of $36,000.00 through the American Association of Community Colleges. The contract faculty in politics was the primary author and design team leader in securing this grant. During 2006/2007 we engaged in program design, faculty training, community partner establishment, a pilot project, and establishment of a service-learning advisory committee (SLAC).

The Alameda Communitas Alliance project aimed at institutionalizing campus cultural change as part of the larger Student Success and Basic Skills Initiatives14 spearheaded through the CoA Office of Instruction. The politics department at COA has positioned itself at the center of efforts to transform the campus culture at College of Alameda into a futures conscious, civically “engaged college,” devoted to an “ethic of service,” and “green” awareness in its educational vision and mission. (See Appendix A)

This vision in line with the EMP is designed to increase student success and retention wile engaging with our community and community partners with an innovative program of distinction and contribute to the financial health of the institution by articulating and manifesting a compelling reason for students to choose College of Alameda over other options they have in the Bay Area and within the district.

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

14 Refer to the California State Academic Senate document on the State Basic Skills Initiative upon which our SSI project is based: http://www.sdmiramar.edu/cmte/BSIT%5CBasicSkills2007.pdf

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Section THREE Curriculum

The “Politics” Program at College of Alameda is part of the larger Arts & Letters Learning Community and as such offers an interdisciplinary classic liberal arts education. “Learning Community” (Cluster) One – includes: • politics, • psychology, • humanities & philosophy, • history, • sociology,

• anthropology,• communication, • African American Studies,• Foreign languages.

We note that the number of Departments in this cluster will most likely be reduced when the new “cluster/department” structure is formalized in the 2008.

In alignment with Title 5 (see introduction) in and the Chancellor’s “Sustainable Peralta Initiative” and “civic engagement initiative;” we seek to frame our curriculum as reflecting the perspective of “Human Ecology.” 15

This would be an educational experience that integrates principles of sustainability – a “Green” Curriculum – exploring the impact of human activity on the natural environment and its repercussions on personal, social, and economic facets of society. This perspective empowers students to become engaged, global citizens, providing them with the values, knowledge, and skills to be involved in the creation of a future that is socially just, economically viable, ecologically sound, and promotes a healthy quality of life and holistic well-being.

As self-reflective “green” practitioners of our craft, we approach education with a "green" awareness framing knowledge as emerging out of dynamic interconnectivity between the physical and social world at all levels of experience. From this awareness, we seek to integrate “green” curriculum in our programs and courses.

"Integration of 'green' curriculum" means our work is consciously guided by “green” awareness in what is done in our courses such that students know that this is one central theme guiding what we do. It is explicit versus implicit modeling of green concepts [e.g. course procedures (e.g. text acquisition), case studies, assignment themes, etc.].

The contract faculty in the department is a co-chair of the district Green Curriculum committee.16 From this vantage point, “our program” seeks to provide students with a background in political science that permits them to make frequent use of their education not only when they take political action or pursue careers concerned with politics, but also when they think about current domestic and international politics, other cultures and of themselves as global citizens. It is a goal that:

Students who take even one course in our department should leave with a better sense of themselves as political actors along with skills that will help them cultivate that sense as they mature.

A) Currency of Curriculum

The political science Curriculum is current – as are all Course Outlines – having been fully revised (rather than merely updated) in Spring 2006 and the Program Requirements were updated in Spring 2007. This report reflects the overall evolution of our curriculum. Table 3.0 outlines the major course requirements and these in addition to the General Education requirements for the Associate in Arts Degree (as listed in the Degrees, Programs & Transfer Requirements section of the COA Catalog) lead to the A.A. degree. Of the nine courses we have listed in our catalog, we actively offer four(*) and will be offering two more starting in the Spring of 2008 (**).

15 Refer to the Sustainable Peralta Website -- http://www.peralta.edu/apps/comm.asp?$1=39716 This is a District wide committee made up of between fifteen and twenty faculty members from all four Peralta Colleges

working towards a vision of green curriculum infusion in the district.

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Table 3.0 Requirements for the A.A. Degree in Political Science (POSCI)

Four courses required for the major: Units *POSCI 1 Government & Politics in the U.S. 3*POSCI 2 Comparative Government 3*POSCI 4 Political Theory 3*POSCI 6 U.S. Constitution & Criminal

Due Process 3Or **POSCI 26 US and California Constitution 3

Plus: Two courses (6 units) from the following electives:POSCI 3 International Relations 3POSCI 8 Community and Legal Problems 3POSCI 16 State and Local Government 3**POSCI 18 The American Presidency 3ANTHR 3 Intro to Social/Cultural Anthropology 3GEOG 2 Cultural Geography 3HIST 7A History of U.S. to 1877 3HIST 7B History of U.S. Since 1865 3HIST 32 The United States Since 1945 3SOC 1 Introduction to Sociology 3SOC 2 Social Problems 3SOC 3 Sociology of Women 3SOC 5 Minority Groups 3PHIL 2 Social and Political Philosophy 3HUMAN 3 Future Studies 3

Total Required Units 18------------------------------------------------------------ ------------------------------------------------------------------------------

B) Curriculum effectiveness

On average, between 200 and 240 COA students transfer to a four year institution in the two California systems (see table 3.1). We do not have access to any data that is broken down by department in this regard. We do know of one student who graduated in 2005 and is now in the CSU MPA program and speaks of her experience here as having inspired her to go there. Overall, then, COA students transfer most to: 1) CSU-East Bay, 2) SFSU, 3) UC Berkeley, 4) UC Davis, and 5) San Jose State University – in that order.

Table 3.1 College of Alameda -- Full-Year Transfers to the UC and CSU Systems 1998/99 - 2005/06

Four-Year Institution 98/99 99/00 00/01 01/02 02/03 03/04 04/05 05/06-------------------------------------------------------------------------- -------------------------------------------------------------------------------------------University of California, Berkeley 34 32 19 22 36 17 23 25University of California, Davis 8 15 13 15 16 14 16 20University of California, Irvine 3 0 1 1 1 0 4 0University of California, Los Angeles 4 6 0 3 6 3 11 6University of California, Merced 0 0 0 0 0 0 0 1University of California, Riverside 1 1 2 0 0 1 0 1University of California, San Diego 1 1 1 1 3 2 3 3University of California, Santa Barbara 3 2 0 4 1 2 3 3University of California, Santa Cruz 3 0 3 4 1 0 1 2University of California System 57 57 39 50 64 39 61 61California Maritime Academy N/A N/A N/A N/A 0 0 0 2California Poly, San Luis Obispo 0 0 1 0 0 1 1 1California Poly, Pomona 1 2 0 0 0 0 0 0California State University, Bakersfield 0 0 0 1 0 0 0 0California State, Channel Islands N/A N/A N/A N/A 1 0 0 0California State University, Chico 0 1 1 1 1 0 5 0California State, Dominguez Hills 0 1 1 0 1 0 1 1California State University, East Bay 87 75 86 89 105 89 86 83California State University, Fresno 0 1 0 1 1 2 0 0California State University, Fullerton 0 1 0 0 0 0 0 0California State University, Long Beach 1 0 3 1 2 1 0 0California State University, Los Angeles 0 1 0 1 0 1 2 0California State University, Monterey Bay 0 1 1 0 2 0 0 1California State University, Northridge 0 0 0 1 1 1 1 1California State University, Sacramento 2 2 3 4 3 1 4 5California State, San Bernardino 0 1 1 0 0 1 0 0

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Table 3.1 continuedCollege of Alameda -- Full-Year Transfers to the UC and CSU Systems 1998/99 - 2005/06

Four-Year Institution 98/99 99/00 00/01 01/02 02/03 03/04 04/05 05/06

California State University, San Marcos 1 0 0 0 1 0 0 0California State University, Stanislaus 3 1 2 2 2 0 1 2Humboldt State University 0 1 0 1 0 1 0 1San Diego State University 3 2 2 2 0 3 0 0San Francisco State University 68 51 48 39 41 52 42 36San José State University 13 11 14 16 14 6 0 13Sonoma State University 3 0 1 0 0 0 0 1California State University System 182 152 164 159 175 159 143 147TOTAL CALIFORNIA PUBLIC TRANSFERS 239 209 203 209 239 198 204 208--------------------------------------- -----------------------------------------------------------------------------------------------------------------------------------------Source: California Postsecondary Education Commission H-1 Overview Office of Research & Institutional DevelopmentRetention rates by course and department for the last three years are shown in table 3.2. We do not have data on persistence rates by course and department/program for the last three years at this time. ----------------------------------------- --------------------------------------------------------- -----------------------------------------------------------------------------

As a result of this information, it is logical that we align our department philosophy with CSU-East Bay and SFSU as our highest destination site for our students seeking four year degree or higher. We work closely with the COA articulation officer and the curriculum committee and have actively engaged in building relationships with our “sister” departments at CSU (i.e. the Political Science and Public Affairs departments) to ensure that we are offering relevant preparation for our students to move successfully into upper division work. We are seeking to open dialogue with UC Berkeley in this endeavor as well. Another more immediate goal is to more actively work in cooperation with our sister departments at the other Peralta Colleges in this effort.

Table 3.2 represents SELECTED OUTCOMES: SUCCESS AND COURSE RETENTION

TOTAL SUCCESS CW1 RTNDEPT CRS TITLE YEAR TERM SUCCESS GRADE RATE RETAIND ENRL RATE

POSCI 001 GOVT/POLITICS IN US 2003 F 170 215 79.1% 200 219 91.3%POSCI 001 GOVT/POLITICS IN US 2004 S 121 151 80.1% 131 159 82.4%POSCI 001 GOVT/POLITICS IN US 2004 F 112 146 76.7% 123 160 76.9%POSCI 001 GOVT/POLITICS IN US 2005 S 70 103 68.0% 72 113 63.7%POSCI 001 GOVT/POLITICS IN US 2005 F 170 218 78.0% 177 224 79.0%POSCI 001 GOVT/POLITICS IN US 2006 S 84 120 70.0% 96 125 76.8%

POSCI 002 COMPARATIVE GOVT 2004 S 38 43 88.4% 40 44 90.9%POSCI 002 COMPARATIVE GOVT 2005 S 16 23 69.6% 16 27 59.3%

POSCI 004 POLITICAL THEORY 2005 F 12 17 70.6% 13 19 68.4%POSCI 004 POLITICAL THEORY 2006 S 19 29 65.5% 19 31 61.3%

POSCI 006 CRIMINAL DUE PROCESS 2003 F 45 72 62.5% 54 77 70.1%POSCI 006 CRIMINAL DUE PROCESS 2004 S 50 80 62.5% 64 85 75.3%POSCI 006 CRIMINAL DUE PROCESS 2004 F 34 70 48.6% 47 71 66.2%POSCI 006 CRIMINAL DUE PROCESS 2005 S 43 76 56.6% 48 80 60.0%POSCI 006 CRIMINAL DUE PROCESS 2005 F 29 44 65.9% 30 45 66.7%POSCI 006 CRIMINAL DUE PROCESS 2006 S 25 47 53.2% 28 47 59.6%

POSCI 049 I/S - POLITICAL SCI 2005 F 1 1 100.0% 1 1 100.0%POSCI 049 I/S - POLITICAL SCI 2006 S 1 1 100.0% 1 1 100.0%---------------------------------------------------------------------------------------------------------- --------------------------------------------------- --------------------------------------

[Persistence -- the percent of students who attend one semester and then attend the subsequent semester (fall and spring semesters).] Retention however is also presented in this table. Retention is calculated after the first census and is the percent of students earning any grade but a “W” in a course or series of courses. [To figure retention for a class, subtract the “W”s from the total enrollment and divide the number by the total enrollment.]

C) Curriculum review of course outlines

Again, a full curriculum review and comprehensive revision of outlines of all courses was performed in Spring, 2006 -- this report reflects curriculum revision discussions. In Spring, 2006, we deactivated one

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course – POSCI-10: Internet and the Study of Government (Exploration: the study, and research of government laws, processes, and documents via online interaction with its officials and the mass media). This course will be resurrected as a new up to date course in a proposed change agency certificate. We anticipate this certificate coming into existence over the next three years and we hope to cooperate with our sister department at Laney College in this effort.

We created a new course POSCI-26 (U.S. and California Constitution) that meets the American Institutions requirement for transfer. We believe this will give students a choice between this and POSCI-1 (Government and Politics in the US) which is our standard “service course” and increase enrollments. Please refer to Appendix B to review the course outlines.

We have also sought to reinvigorate the use of independent studies (POSCI-49) qua a European Tutor Model for advanced students who show exceptional promise and can effective utilize extra guidance. This is done as a community service, as faculty receive no pay for this effort.

D) Department plans for curriculum improvement

An applied politics "Certificate in Change Agency" is in development.  Our goal is to be accepting students to this program by the Spring of 2009.  This is part of the “Alameda Communitas Alliance” project (see Appendix A) focused upon civic engagement in line with the Chancellor’s “civic engagement” and the “Sustainable Peralta” Initiatives. This will be a “vocational” -- “applied politics” training certificate preparing students to actually "run" social change campaigns. We intend that the students will be qualified for employment with this certificate.

We have a number of courses in conceptual development at this time. Further, as we have already discussed at length; we intend (and are lobbying for) this project to serve as the core around which the Peralta District could build a Center for Civic Engagement which would guide the inclusion of Civic Engagement and Service learning and be further tied into the Chancellor’s Sustainable Peralta Initiative. We would like to actively work with other COA departments and with the Laney, Merritt, and Berkeley Political Science Departments in these efforts. As well, and as mentioned in section 2, creative partnerships with outside institutions may be a good move in these endeavors.

This program is designed to prepare students as active and responsible citizens of a democratic republic generally and as self-reflective change agents. Several courses would comprise the content of a certificate in ”Community Change Agency” that would enable the students to present themselves as professionally trained to work in various fields of community change campaigns. Crucial to this would be the service learning internships in civic engagement. Such work would be with our community partners and other organizations in the area.

The curriculum innovations in civic responsibility (e.g. Change Agency Certificate Program) and in curriculum integration (futures consciousness, change agency, and ethic of service) help us to meet the needs of our partners and enables us the possibility of accompanying our students from their earliest school experiences to their success in college at COA and then to transfer via our partnership with CSU-East Bay such that they achieve their career goals with a higher education through the graduate level.

Potential to advance the field is found in our commitment to publish and present at conferences (see section 7). We also intend to create training manuals and engage in training and consulting.

A fully revised “new” course -- POSCI 8 2207.00 -- Community and Legal Problems – was created in Spring, 2006 -- and is the first in a series of courses for this new certificate. This course is an examination of common civil law issues, problems, and remedies: small claims and traffic court; landlord-tenant; welfare; consumer; and juvenile law; domestic law (e.g. marriage, divorce, separation, living together). It addresses change and negotiations within the system(s) affecting areas of everyday legal and community concern. We intend to recreate POSCI-10 as part of the Change Agency Certificate looking at the role of the internet in social change efforts.

At this time, there are no prerequisites, co-requisites, nor advisories for our courses. Therefore the need for validation is not there. However, we want to look at matching our “advised” prerequisites with the proposed

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standards for the college which should require minimally the ability to qualify for English 1A. This is in the belief that such language proficiency is necessary to fully engage successfully in the study of politics in the modern world system.

E Student Learning Outcomes

The department has sought to incorporate Student Learning Outcomes (SLOs) in the curriculum – at the program level and in each course. We hope to institute these SLOs in Spring, 2009. In response to serious concerns in discussion in the educational literature, we set out to utilize our own clarification of the definition of SLOs trying to both honor the intent of the SLO movement and adapt it to our vision rather than adapting our vision to fit the emerging definition of SLOs. We argue that if we adopt overly standardized definitions of assessment we shall end up distinguishing ourselves from no one. (Refer to Appendix B for a more full exploration of this notion).

1) Our working definition of Student Learning Outcomes is that these always reflect the program learning outcomes which always reflect the institutional learning outcomes as the school vision -- but specific course SLOs emerge from the exit skills from that course while adhering the program learning outcomes goals such that:

The exit skills and objectives are the specific knowledge, skills, abilities, and attitudes that a student attains as a result of engagement in a particular collegiate/academic experience (i.e. a course).

Course level SLOs then – always reflect the program learning goals which in turn reflect the ILOs – and are seen as “life-skill sets” that emerge from the clustering of specific exit skills and objectives listed in course outlines – these skill sets are what the student is able to take away and apply in a conscious and self reflectively guided manner in their life, career, and transfer aspirations.

A program then would be a clustering of collegiate/academic experiences (i.e. a program of study within a department) – with its own overall set of expectations (PLOs) consistent with a vision guided by the institutional learning outcomes (ILOs).

2) The methods of assessment * for student learning include (but are not limited to):

Examination questions, Class room assignments, Service learning and reflection, Student portfolios – including notes, self reflective journals, and annotated news analysis, Surveys of students (process and interim outcomes analysis), Group projects and presentations, Poster sessions, Response/Reaction Essays, Research papers, and Pre-test/post-test

* Relative to assessment of learning – refer to grading rubrics in development in Appendix C.

3) COA – Institutional Learning Outcomes:

Ideally the COA institutional learning outcomes17 (ILOs) should drive the program level PLOs which should drive individual course SLOs. The COA Institutional Learning Outcomes (revised in Spring 2007) suggest that Through their experience at College of Alameda, students will bring to the community the following set of skills and values:

17 As approved in November 2006 by the COA faculty Senate: http://alameda.peralta.edu/apps/comm.asp?%241=20124

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1 Foundation Skills

Perform mathematical operations Read and write at the college level Demonstrate information

competency - able to find, evaluate, use, communicate and appreciate information in all its various formats

Demonstrate technological literacy 2 Personal Development and

Management

Develop self-awareness and confidence

Prepare for personal, educational and/or career goals

Promote, maintain and/or improve health

Appreciate the value of life-long learning

3 Communication

Perceive, understand, and engage in verbal and nonverbal communication.

Listen, respond and adapt communication to cultures and social communities using the process of evaluation, reasoning, analysis, synthesis and relevant information to form positions, and make decisions

5 Critical Thinking and Problem Solving

Locate, analyze, evaluate and synthesize relevant information

Draw reasonable conclusions and apply scientific principles in order to make decisions and solve problems in everyday life

6 Creativity

Creatively respond to ideas and information

Incorporate aesthetic reflection into life activities

7 Intercultural Literacy and Interaction

Recognize and acknowledge individual and cultural diversity

Practice respectful interpersonal and intercultural communication

Recognize and understand the ideas and values expressed in cultural

traditions throughout the world.

8 Responsibility

Understand and demonstrate personal, civic, social and environmental responsibility and cooperation in order to become a productive local and global citizen

From COA Institutional Learning Outcomes we derive politics departmental “program level learning outcomes.”

4) Program Level Student Learning Outcomes

Students graduating with an A.A. in political science from College of Alameda will be prepared to enter into study at a four year institution with certain general program learning outcomes achieved. We reviewed SLO proposals of various political science programs around the country including CSU-East Bay (the primary school to which COA students transfer) and integrated them into three general life skills qua “learning outcome” areas with which their coursework at COA in politics will equip them. We show these program learning outcomes in Table 3.3 below with subtexts integrating details from our review of other programs goals and highlight CSU-POS-PLOs. As well, we show which COA -- ILOs are represented by each PLO in parentheses by number.

Further, if we take the Basic Skills Initiative of the California Community Colleges into account, we are faced with the task of enhancing the life chances of our students. Life chances are the opportunities each individual has to improve their quality of life. The essence of a “democratic values” driven educational experience is that it empowers students to enhance their life chances. Therefore, SLOs should reflect this imperative as well.

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In a multicultural educational setting this might be a challenge if the values of democracy are seen in conflict with some students’ cultural narratives. Ralf Dahrendorf18 argues that “all cultures offer their members a set of "life chances" or opportunities for self-development and personal fulfillment. When a child is born, the child is given a cultural road map, so to speak, laying out what the culture considers the most fruitful path through life. The roads on this map, open to each child, can be seen as the "life chances" offered by the culture.” From this perspective, an educational experience that expands one’s perceptions expands one’s world view and as result their life chances are also expanded. "Life chances," Dahrendorf argues are composed of “options" and "ligatures." Options are the possibilities open to individuals to make choices for themselves. In this context a fundamental value that must be learned is the freedom is always the freedom to be different. Ligatures are the social connections in a person's life tying them and their choices to culture and family. A lesson we need to pass to our student to increase life chances is they can consider other options in their lives than those of their culture and not betray ligatures. More democratic societies emphasize options and more traditional societies emphasize ligatures. This program is driven by the democratic ideal in its educational focus.

Our program SLOs reflect working with world views in a culturally sensitive manner -- with attention to the needs of basic skills students in mind -- seeks to expand “life chances” of our students.

Table 3.3.0 College of Alameda “Politics” program learning outcomes (PLOs)

Demonstrate theoretical and practical knowledge and an overall working knowledge of the historical background and the foundational principles of government and governance – utilizing: description, definition, summarization & explanation – (COA ILO 1 & 2)

Demonstrate an understanding of global politics and diverse cultural perspectives, including aspects of International Relations and Comparative Government.

Demonstrate skills in evaluating and applying political theory and philosophy with a “futures consciousness “ – through which students develop an understanding of and an ability to apply these “life discipline” skills in the process of learning about government specifically and governance more generally. (COA ILO 3, 4, and 5)

Articulate an appreciation for the possibilities and responsibilities of national and global citizenship (CSU-EB) Demonstrate an ability to critically consider a variety of sources of information about politics as part of the

process of making political choices and solving political problems (CSU-EB) Articulate and develop the ability to apply evidence based thinking in assessing positions they take in the

political world (disciplined and informed opinion formation). Demonstrate and apply skills of Syncretic political thinking -- taking political positions reconciling

seemingly opposed world views, philosophies, theories and ideals.

Articulate an appreciation of how to apply, in a manner consistent with democratic values, the socio-political concepts explored in a meaningful manner to their reality in the public, private and social sectors (a) as part of their everyday life as engaged citizens in a modern; and (b) in the context of global environmental challenges. --– (COA ILO 2, 5, 6, and 7)

Recognize and distinguish opportunities for effective and meaningful political participation (CSU-EB) Make more informed choices from a well-rounded awareness of social, political, psychological, philosophical,

anthropological, historical and/or economic perspectives.

These Program Learning Outcomes (PLOs) are adapted to specific Student Leaning Outcomes (SLOs) for the topics covered in each class offered in Political Science . With exception of objective testing, qualitative assessment is emphasized.19 Together, PLO/SLOs articulate THE vision of the curriculum of the program. In this sense, that for which we assess comes to define what we teach – you get what you measure for.

The “SLO” assessment rubric (table 3.4) for the politics program at COA is as follows:

18 Cited in Clark, L. (2000). “Making sense of social change or social change: striking a balance,” Issues in Global Education, #159 19 It is argued here that without rigorous (qualitative AND quantitative) pre/post-test and long term outcome research -- the validity and reliability of any claimed

measures is defacto problematic – symbolic rather than substantive. If we utilize symbolic (form without substance) measures as the standard by which we guide the formation of our curriculum – citing Goldratt’s “theory of constraints” (you get what you measure for) * – we fear that curriculum may become shadow over substance. In this sense, we suggest it might resemble the “No child left behind standard.” Human phenomena are more subjective and constructivist than objective – to rely solely upon quantitative measurements is to deny this subjectivity and render humans even more subjugated “into the machine” than we believe is wise in a democracy. We note with resignation that too often the discussion of SLO assessments tends in this direction.

-------------------------------------------------------------------* http://www.goldratt.com/

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Table 3.4COA – “Politics” Program level Learning Outcomes

Program Learning Outcome (adapted in courses as SLO)

Outcome Measure Definition of Data Method of Data Collection & Source

Expected Level of Performance

Actual Level of Performance

Plan of Action

Demonstrate theoretical and practical knowledge and an overall working knowledge of the historical background and the foundational principles of government and governance – utilizing: description, definition, summarization & explanation. (COA ILO 1 & 2)

Scores on examinations; comprehensiveness of notes; Self reflective journal responses; analysis of issues (in annotated articles, class discussion, and portfolio projects).

Scores; Robustness of commentary; and details with which they reflect upon material showing understanding

Examinations

Submitted Assignments

Demonstrated substantive interaction observed in class

Achievement of overall college level performance on test scores and in writing

Observed performance patterns that are consistent with program goals.

Continue to improve and refine our instruments and means of assessment.

Demonstrate skills in evaluating and applying political theory and philosophy with a “futures consciousness “ – through which students develop an understanding of and an ability to apply these “life discipline” skills in the process of learning about government specifically and governance more generally.

(COA ILO 3, 4, and 5)

Response & research papers; comprehensive notes; Self reflective journal responses; analysis of issues (in annotated articles, discussion, and portfolio projects).

Clarity of details and point by point exploration resulting in conclusions which are consistent with criterion of disciplined thinking

Submitted Assignments

Demonstrated substantive interaction observed in class

Achievement of overall college level writing and group participation patterns

Observed performance patterns that are consistent with program goals.

Continue to improve and refine our instruments and means of assessment.

Articulate an appreciation of how to apply, in a manner consistent with democratic values, the socio-political concepts explored in a meaningful manner to their reality in the public, private and social sectors (a) as part of their everyday life as engaged citizens in a modern; and (b) in the context of global environmental challenges.

(COA ILO 2, 5, 6, and 7)

Response & research papers; comprehensive notes; Self reflective journal responses; analysis of issues (in annotated articles, discussion, and portfolio projects).

In depth exploration and clear articulation and analysis of information resulting in conclusions which are consistent with criterion of disciplined thinking

Submitted Assignments

Demonstrated substantive interaction observed in class

Achievement of overall college level writing and group participation patterns

Observed performance patterns that are consistent with program goals.

Continue to improve and refine our instruments and means of assessment.

4) Course Level Student Learning Outcomes

From program level we then proceed to the individual course level SLOs. The SLOs are adapted to the course derived from program vision which in turn is derived from the Institutional vision as well as from the discipline as a whole. Methods of assessment in each course are as listed in the PLO rubric above. This ensures program integrity. Course descriptions are listed below along with the Student Learning Outcomes tailored to each specific course from the more general PLOs. These are as follows:

POSCI 1 2207.00 -- Government and Politics in the United States -- 3 units: 3 hours lecture (GR/CR/NC) -- Acceptable for credit: CSU, UC (meets US2 & US 3 requirements)Introduction to principles and the political process of national, state, and local government: Emphasis on national government and the Constitution. [CAN GOVT 2] Upon successful completion of POSCI -1, the core student exit skills will be the ability to (selected list):

Describe the workings of the Constitution Define various concepts and terms from the discipline of political science, theory, and Describe how these are relevant in understanding American governance in the 21st century.

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Demonstrate ability to utilize critical political thinking – balancing various world views (conservative liberal, and radical) -- in looking at situations which impact society as a whole – demonstrating effective citizenship as “classical republican virtue”.

Explain how this impacts student’s life directly and how citizens can be involved in shaping their society – citizen engagement.

Resulting in overall SLOs wherein the life skill “learning outcome” areas students taking POSCI-1 achieve are:

Demonstrate an overall working knowledge of the historical background, governing principles, and institutions of the national government of the United States of America.

Demonstrate an enhanced ability to use political thinking, analysis (theory and philosophy), and “futures consciousness” – ability to apply and practice these discipline skills, in the process of learning about the government of the United States.

Articulate an appreciation of how to render useful socio-political concepts in one's everyday life as a citizen in a 21st Century knowledge economy in a world shaped by environmental challenges and guided by democratic values in a republic as a citizen, a consumer, and as a person.

POSCI 2 2207.00 -- Comparative Government -- 3 units: 3 hours lecture -- Acceptable for credit: CSU and UC Comparative analysis of political leadership, citizenship participation, centers of power, and political problems of selected governments. Upon successful completion of POSCI-2, the student will meet core exits skills to enable them to (selected list):

Describe Classical World Views (Radical, Liberal, Conservative) Describe systems of social order (democratic, authoritarian, totalitarian) Describe system, national and individual levels of analysis Describe state and non-state actors and :moves” patterns in the modern world system Describe population, human rights and environmental issues

Resulting in overall SLOs wherein the life skill “learning outcome” areas students taking POSCI-2 achieve are:

Demonstrate an overall working knowledge of the historical background and evolution of the principles of government and governance in various systems and their institutions in the modern world system today.

Demonstrate an enhanced ability to use political thinking, analysis (theory and philosophy), and “futures consciousness” – ability to apply and practice these discipline skills, in the process of learning about the emergent orders of government(s) in the modern worlds system as well of the system as whole.

Articulate an appreciation of how to render useful socio-political concepts in one's everyday life as a citizen in a 21st Century knowledge economy in the context of global environmental challenges and the ability to apply the principles of democratic philosophy in their own contexts socio-political and personal.

POSCI 3 2207.00 -- International Relations -- 3 units: 3 hours lecture -- Acceptable for credit: CSU, UC Nature of relations among nation-states; analysis of basic forces affecting the formulation of foreign policy; dynamics of international politics; survey of rise and development of nation- state system; problems of nationalism and imperialism with emphasis on development since World War II; evolution and operation of the United Nations. Upon successful completion of POSCI-3, the student will meet core exits skills to enable them to:

Describe Classical World Views (Radical, Liberal, Conservative) Describe systems of social order (democratic, authoritarian, totalitarian) Describe the sovereignty principle Describe operations and problems of the UN, World Bank and IMF Describe other non-state actors Describe differences between Global North and South Describe theories of development Describe theories of war, military power & strategies Describe the use of diplomacy and sanctions Describe sources and problems of international law Describe population, human rights and environmental issues

Resulting in overall SLOs wherein the life skill “learning outcome” areas students taking POSCI-3 achieve are:

Demonstrate an overall working knowledge of the historical background and evolution of the principles of international relations and diplomacy and the institutions of the modern world system which are

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involved in international dynamics. Demonstrate an enhanced ability to use political thinking, analysis (theory and philosophy), and “futures

consciousness” – ability to apply and practice these discipline skills, in the process of learning about the dynamic relational patterns of various actors in the world order emerging out of the modern world system.

Articulate an appreciation of how to render useful socio-political concepts in one's everyday life as a citizen in a 21st Century knowledge economy in the context of global environmental challenges and the ability to apply the principles of democratic philosophy in their own contexts socio-political and personal.

POSCI 4 2207.00 -- Political Theory -- 3 units: 3 hours lectureAcceptable for credit: CSU, UC Examination of various theoretical approaches to politics and of basic political problems and proposed solutions: Analysis of selected political theories and ideologies; relevance of theory to contemporary problems; new approaches to political thought. Upon successful completion of POSCI-4, the student will meet core exits skills to enable them to:

Demonstrate a solid introductory understanding of political philosophy Demonstrate an understanding of a political theory as a disciplined approach to the phenomenon of

politics and political association. Demonstrate capacity to engage in critical political thinking and critical self-reflectivity in applying

these skills to understanding one’s own political world view. Demonstrate an ability to analyze and articulate one’s own fundamental beliefs (through exploring the

perennial questions) and how these developed and how these shape one’s own attitudes toward socio-political questions and address the four questions all ideologies seek to answer .

Illuminate and explain various answers to these lines of inquiry from three different world view perspectives which universally make up all social reality.

Define political ideology from these perspectives with awareness of alternative narrative variations.Resulting in overall SLOs wherein the life skill “learning outcome” areas students taking POSCI-4 achieve are:

Demonstrate an overall working knowledge of the historical background and evolution of the principles of political theory and philosophy and key examples and how these manifest in the modern world system in shaping today and the future,

Demonstrate an enhanced ability to use political thinking, analysis (theory and philosophy), and “futures consciousness” -- ability to apply and practice these discipline skills, in the process of learning about the dynamic patterns shaping the modern world system and the impact this has upon the lives of people in their day to day lived lives.

Articulate an appreciation of how to render useful socio-political concepts in one's everyday life as a citizen in a 21st Century knowledge economy in the context of profound global ecological challenges and the ability to apply the principles of democratic philosophy in their own contexts socio-political and personal.

POSCI 6 2207.00 -- The U.S. Constitution and Due Process -- 3 units: 3 hours lecture -- Acceptable for credit: CSU, UCSurvey and analysis of people’s rights under criminal and civil law: Procedural civil liberties and rights (defendants, court personnel, and police); concept of due process; applications of principles and practices to everyday life; search and seizure. Upon successful completion of POSCI-6, the student will meet core exits skills to enable them to:

Demonstrate an ability to apply critical political thinking and demonstrate understanding of U.S. Constitutional theory and practice

Explain constitutional thought and approaches to interpretation from various perspectives – conservative, liberal, and radical -- in context of a “potential intelligence of democracy” approach to governance in America; Federalism; Checks & Balances.

Describe the founders' reasons for creating a republican rather than a more purely democratic form of government

Define the notion of the rule of law and due process in practice in the context of the United States at the national, state, and local Levels; procedural rights and civil liberties and rights

Explain how the evolution of the Constitution led to nationalizing the Bill of Rights and the “Rights Revolution”.

Demonstrate an understanding of how the U.S. Constitution impacts upon the life of the individual and what role citizens have in preserving the constitutional vision of democracy in America..

Resulting in overall SLOs wherein the life skill “learning outcome” areas students taking POSCI-6 achieve

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are: Demonstrate an overall working knowledge of the Constitution –historical background, governing

principles, and institutions of the national government of the United States of America – as the American Social Contract.

Demonstrate an enhanced ability to use political thinking, analysis (theory and philosophy), and “futures consciousness” – ability to apply and practice these discipline skills, in the process of learning about the government of the United States, AND how understanding Due Process rights has a profound impact upon their lives.

Articulate an appreciation of how to render useful socio-political concepts in one's everyday life as a citizen in a 21st Century knowledge economy and democratic republic (and other venues of one’s life) in the context of ecological challenges which complicate the social contract – where the rights in the Constitution impinge upon their day to day lives.

POSCI 8 2207.00 -- Community and Legal Problems -- 3 units: 3 hours lectureAn examination of common civil law issues, problems, and remedies: small claims and traffic court; landlord-tenant; welfare; consumer; and juvenile law; domestic law (e.g. marriage, divorce, separation, living together). Addressing change and negotiations within the system(s) affecting areas of everyday legal and community concern. (Note: this is an "applied politics" course and is a part of the "Certificate Program in Change Agency" under development.) Upon successful completion of POSCI-8, the student will meet core exits skills to enable them to:

Demonstrate practical comprehension of: Small claims court, Landlord tenant law, California marriage law, Basic consumer rights and concerns.

Apply these skills in addressing issues in their own lives Demonstrate practical comprehension of the judicial process in America and of the most important

due process rights – enabling students to be a better citizen and more effective at being a community change agent.

Demonstrate critical political thinking applied to areas of course content and how to apply these in their own life situations.

Demonstrate competence in critical writing of arguments making cases for change in different life and community problem areas involving the need for legal system intervention.

Resulting in overall SLOs wherein the life skill “learning outcome” areas students taking POSCI-8 achieve are:

Demonstrate an overall working knowledge of community and legal problems – historical background, governing principles, and institutions of the local government and governance – and how to resolve problems within that context in the United States.

Demonstrate an enhanced ability to use political thinking, analysis (theory and philosophy), and “futures consciousness” –such that students will learn and apply these discipline skills, in the process of negotiating the intricacies of local government and dealing with conflicts and legal problems for social change.

Articulate an appreciation of how to render useful socio-political concepts in one's everyday life taking into account the realities of a 21st Century knowledge economy in a democratic republic (and other venues of one’s life) as complicated by local environmental challenges – to render them better able to cope with and manage the problems they may face in their day to day lives.

POSCI 16 2207.00 -- State and Local Government -- 3 units: 3 hours lecture -- Acceptable for credit: CSU Survey of government institutions and politics in California and the San Francisco Bay Area: Development of public policy and current issues such as federalism, elections, taxation, land uses and political parties. Upon successful completion of POSCI-16, the student will meet core exits skills to enable them to:

Demonstrate capacity to critically analyze and evaluate political complexities in State and Local government – with specific focus upon California and the San Francisco Bay Area

Explain the historical narratives of California and the Bay Area to illuminate the evolution of society and governance in state and local settings.

Describe the institutions of government and political actors involved in California governance Define and Explain the diversity issues of the State of California in the 21st Century in terms of social,

economic, and political pressures and dynamics. Describe and Explain how this understanding the complexities of State and Local Government

informs more effective citizenship at the state and local level..Resulting in overall SLOs wherein the life skill “learning outcome” areas students taking POSCI-16 achieve are:

Demonstrate an overall working knowledge of state and local government – historical background,

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governing principles, and institutions of the local government and governance. Demonstrate an enhanced ability to use political thinking, analysis (theory and philosophy), and “futures

consciousness” –such that students will learn and apply these discipline skills, in the process of learning about the local and state government.

Articulate an appreciation of how to render useful socio-political concepts in one's everyday life everyday life -- in the context of democratic, local and state government in a 21st Century knowledge economy challenged by unique environmental challenges -- more easily amenable to coping with their day to day lives through better comprehension of the realities of this context.

POSCI 18 2207.00 -- The American Presidency -- 3 units: 3 hours lectureAcceptable for credit: CSU, UC. Structure, function and historical development of the Office of the President from George Washington to present: President as chief diplomat, Commander-in-Chief, party leader, executive- legislative relations. Upon successful completion of POSCI-18, the student will meet core exits skills to enable them to:

Demonstrate a foundational knowledge (historical, administrative, political) of the presidency as measured in examinations

Demonstrate critical thinking in evaluation of the evolution and performance of the executive branch in American Government..

Explain and Define the “realities” of running for the presidency in the 21st Century (ideally, course is to be offered in presidential election years)

Explain and Define the issues in the debate over presidential power in balance with the other two branches of American government.

Describe the leadership role of the Chief Executive in the context of Federalism and intergovernmental relations; and relations with the Governors of the various states

Demonstrate college level research and writing Demonstrate competence in using the internet in researching the Presidency

Resulting in overall SLOs wherein the life skill “learning outcome” areas students taking POSCI-18 achieve are:

Demonstrate an overall working knowledge of the historical background, principles, dynamic realities, of the institution of the presidency in the United States of America.

Demonstrate an enhanced ability to use political thinking, analysis (theory and philosophy), and “futures consciousness” and enhanced ecological awareness – ability to apply and practice these discipline skills, in considering and participating in presidential elections, monitoring of presidential actions, analyzing the news relative to the chief executive of the government of the United States.

Articulate an appreciation of how to render useful socio-political concepts in one's everyday life as a citizen in a 21st Century knowledge economy and democratic republic (and other venues of one’s life).

POSCI 26 2207.00 -- U.S. and California Constitution -- 3 units: 3 hours lectureAcceptable for credit: CSU, UC. (meets US2 & US 3 requirements). Introductory survey of constitutional principles (philosophy, theory, and application) in the context of the historical and philosophical roots of governance in the United States; role of major institutions of the American Republic; survey of the historical background and concepts underlying public law and due process; civil liberties and rights; applications of principles and practices in Constitutional interpretation. Survey of the structure of the California Constitution; comparative analysis of U.S. and California Constitution and concepts; and the impact upon the lives of citizens. Upon successful completion of POSCI-26, the student will meet core exits skills to enable them to:Relative to the United States Constitution:

Explain constitutional thought and approaches to interpretation from various perspectives – conservative, liberal, and radical -- in context of a “potential intelligence of democracy” approach to governance in America; Federalism; Checks & Balances.

Describe the founders' reasons for creating a republican rather than a more purely democratic form of government

Define the notion of the rule of law and due process in practice in the context of the United States at the national, state, and local Levels; procedural rights and civil liberties and rights

Explain how the evolution of the Constitution led to nationalizing the Bill of Rights and the “Rights Revolution”.

Demonstrate an ability to apply critical political thinking and demonstrate understanding of U.S. Constitutional theory and practice

Demonstrate an understanding of how the U.S. Constitution impacts upon the life of the individual and what role citizens have in preserving the constitutional vision of democracy in America..

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Relative to California State Constitution Demonstrate an understanding of and be able to compare and contrast the U.S. Constitution and the

California Constitutions Differentiate between the initiative and referendum processes. Describe the structure of California's legislative districts. Explain how a bill becomes a law. Explain the major components of county and municipal governments.

Resulting in overall SLOs wherein the life skill “learning outcome” areas students taking POSCI-26 achieve are:

Demonstrate an overall working knowledge of the US and California Constitutions –historical background, governing principles, and institutions of both governments and their relationship dynamics – as an American “Federalist” Social Contract.

Demonstrate an enhanced ability to use political thinking, analysis (theory and philosophy), and “futures consciousness” – ability to apply and practice these discipline skills, in the process of learning about the governments of the United States and California, AND how understanding their rights under both constitutions has a profound impact upon their lives.

Articulate an appreciation of how to render useful socio-political concepts in one's everyday life as a citizen in a 21st Century knowledge economy and democratic republic (and other venues of one’s life) in the context of ecological challenges which complicate the social contract – where the rights in both Constitutions impinge upon their day to day lives.

F) Recommendations and priorities regarding curriculum.

Relative to evaluating Student Learning Outcomes, we believe that without rigorous pre/post-test and long term outcome research, the validity and reliability of any claimed measures is defacto problematic. Currently, with exception of objective testing, we focus more effort on qualitative assessment than on quantitative. All of this is rubric based graded evaluation. Our goal is to increase the dimensionality of the portfolio assignments, develop and utilize pre/post-tests, develop more effective “process evaluation” techniques protocols and means for long term follow up “outcomes evaluation measures” (e.g. random sampling of graduates years after graduation, follow up with transfer students). We hope to have this evaluation plan fully in place by Spring of 2009 – though most of the in class based components are being instituted at this time.

As well, we are seeking to establish more active integration of efforts with other institutions (e.g. CSU, Mills, New College, and CIIS) in such areas as degree completion and seamless transition. Finally, we seek to fully integrate “Green,” civic engagement, and service learning components into our curriculum.

To invigorate curriculum, we might seek out guest lectures or interchange visits (e.g. from other schools and departments) to introduce students to the breadth of “stuff” that interconnects with politics (e.g. philosophy, sociology, psychology, anthropology, public administration, etc) and perhaps give a chance for graduate students from others schools a chance to try out instruction while engaging in outreach. Perhaps an integrative course interconnecting social sciences with computer technology (e.g. a new POSCI 10 or and Integrated Studies [IGS] type course) for social science type students – (e.g. exploring Public Participation via computers).

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Section FOUR Instruction

A) Strategies used by faculty to involve students in the learning process.

With the coming of the California Basic Skills Initiative and the acknowledgement that many of our students are under prepared for college level performance – we have to be willing to integrate more varied teaching styles in our classes than lecture which only addresses a limited range of learning styles. We also note that the fascination with Distance Education is also limiting in its appeal to a limited range of learning styles. It is also true that the challenges of delivering content as promised in our course outlines and the realities of transfer requisites or a certain degree of mastery of knowledge base lead to a high need for “content delivery” which does not allow time for focus groups and more creative interactive learning style exercises which often favors the lecture model. But the lecture model exclusively is insufficient.

We have in fact already “linked-in” our courses to the reading and writing labs, see section five for more details. We seek to increase our efforts here. In this vein we have consulted with the ESL faculty (Christa Ferrero-Castaneda and Stefanie Ulrey) on alternative teaching styles to enhance the effectiveness of our approach with these students. The approach is to be “Listen, Absorb, and Put in words” and includes:

Creating lecture outlines for each lecture – distributed before the lecture to allow for preview -- with space for students to create their own notes on the page (kinesthetic Learning). These would highlight the “big picture “ linkages and cover “high points”

Interactive discussion groups with focus questions. Follow up review sessions or wrap-around lectures with Q&A asking students to summarize what they

have learned as review (in speaking they anchor learning) Focus questions following Bloom’s taxonomy for self reflective journal writing assignments. Group work (interactive learning) – one time per week with focus questions Assigned study groups – outside class focus questions with “report out.”

Technological Enhancements:

The simple fact regarding the utilization of technology at College of Alameda is that the technology infrastructure has not been there. We have experienced lighting problems, decaying infrastructure (e.g. black boards that no longer function), insufficient technology in the classrooms, and the like. Measure A money – a recently passed initiative -- is being used to alleviate this situation. For example, we already have new white boards and some repair of infrastructure until substantive reconstruction can take place. We anticipate access to more web-based technology and “smart classroom” technology to support our efforts in the next four years. We intend to utilize interactive “smart Classroom” methods of instruction as soon as the infrastructure is in place (e.g. in class use of the internet as a resource, video clips, etc).

A note on PowerPoint – While not criticizing those who use this technology well; it is argued here that too often it is used in a manner that may actually: dampen conversation, encourage “zoning” (thereby deadening retention), and discourage creatively recreating material due to its “fossilization” on power point slides.20 Therefore, there is a hesitation to utilize this particular technology. However, we have obtained software to systematically look at student world views on a variety of issues (Survey Pro). This would allow us to engage students personally in the process of understanding how ideas

20 We note student attitudes when probed at a deeper level have a negative reaction against the use of software such as power point – especially when used for “lights out” lecture recitation – because it may dampen conversation, encourage “zoning” (thereby deadening retention), and discourage creatively recreating material due to its “fossilization” on power point slides. Citing Stephen J. Dubner * argues not to hate PowerPoint but to hate incompetent power pointers – it is suggested that: “there are at least two big problems with PowerPoint: first the speaker, because he’s got the visual crutch of the slide show, doesn’t work very hard to communicate well with his actual words. If the slides are really good, you can get away with this — but then you start wondering why the guy didn’t just send you his slides and leave you alone; and second, PowerPoint seems to encourage a kind of bullet-point thinking that’s just not that interesting, and in its reductiveness can be downright dangerous.” Edward Tufte ** -- writing about how PowerPoint presentations led to dangerous distortions of understanding crucial issues for engineers at NASA and may have contributed to the Shuttle Columbia accident -- suggesting that PowerPoint reports have analytical design flaws:

difficult to read because of the grid prisons surrounding the entries in the spreadsheet, difficult to make comparisons of numbers across the table bullets lists are used throughout with too many levels of hierarchy on a single page with too many lines (it is noted with irony this point is

presented with bullet points ;-) Consequently the reasoning is broken up into stupefying fragments both within and between the many slides.

* June 20, 2007, 11:42 am http://freakonomics.blogs.nytimes.com/2007/06/20/dont-hate-powerpoint-hate-the-powerpointers/ ** NASA also posted the 3 Boeing Reports at their Media Resources site for the Columbia: http://www.nasa.gov/columbia/media/index.html)

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shape action and action shapes the world. We are working at creatively integrating this into the curriculum. As well, we have created a “beta” website and are intending on updating this and improving it over the next year. We intend to use this site for documents, syllabi, bulletin boards, Survey Pro integration, etc. As well, we intend to explore the utilization of web-based interactive smart classroom material and hybrid strategies when it is available (e.g. ETUDES, Blackboard) and interactive presentation software known as MindMap. Such software availability makes it possible to recreate repeated diagrams in class anew each time fresh and modified based upon unique class participants – having a new conversation and model building each time it is recreated in class with new students and in the context of current events.

Relative to general approach: Our courses are presented as an integrative, narrative contextual systems approach to understanding Government and Politics. Within the constraints of schedules, we seek to engage in ongoing discussion among our faculty on these points. The central point here is that all public activities and government must be viewed in the context of the value narratives of a given society as they claim them to be and then compared to a democratic ideal and the world views from which people come to their political beliefs.

The philosophy of teaching relative to “learning” is that the instructor is neither a “sage on the stage” nor a “guide on the side.” Rather, the instructor is a “Sensei” – one who has gone before – who walks with the student as they learn what they need to proceed in life as citizens (not customers nor consumers!) in a 21st Century knowledge economy, with complex global challenges, in a democratic manner.

Teachers have something to say – that is why people go to school -- we invite our students to learn and remind them that in life and in this program, what you get is related to what effort you put into it! The job of a professor is to “profess” the material to students from the perspective of a professional trained in the discipline of political inquiry... aka “the discipline of political science.” Students come to teachers for more than mere guidance – especially at the community college level of instruction. The instructor is a valuable source of teaching and learning and correction – this is mentorship rather than mere expertise or tour guidance through the dimensions of knowledge.21

The orientation of the program is rooted in the disciplinary background in which we are proficient – politics, public policy and public affairs, social inquiry, legal studies, theory and philosophy, etc. We make no excuses for the necessity of discussing controversial subjects and positions and this is inescapably the nature of politics in the 21st Century. They are college students and will be trained and expected to behave as such. Therefore we seek to use current events based case study approaches to understanding the political world.

B) Maintaining the integrity and consistency of academic standards

Course content varies from syllabi content to meet the specific needs of the group of students in each class. The general topic areas will be covered more or less according to the schedule. However, the course is ideally shaped by questions based in readings of the text and attention to the major stories in the news events of the day – current events. As politics is not a science but rather an art of discussion, and as discussion is highly encouraged.

Students are advised that they will utilize three kinds of learning in their courses:

Read all texts for detailed knowledge upon for which they will be held accountable. Lectures for interpretive guidance in understanding how to use this information. Discussion for “knowledge in use” – for them to learn the practice of political thinking in applying

it to their unique life situations.

Since politics is an activity of discussion, students are expected to participate, ask questions, offer opinions during class--clarity and precision are encouraged. In short, they are expected to think and share thoughts –

21 "There are two types of education... One should teach us how to make a living, And the other how to live." - John Adams"What sculpture is to a block of marble, education is to a human soul." - Joseph Addison"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats

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not to be judged on what is said; rather to be shown how to present thoughts as political thinkers. Quality rather quantity of comments is the criterion here. The instructor shall facilitate such discussion.

C) Discuss the enrollment trends of your department. 

We have a high demand for POSCI-1 as this is the most transferable course we offer in that it also meets the U.S. Institutions requirements (1 and 2) for transfer students. POSCI-6 met this requirement until Fall 2005 when the standards changed --- after which the demand for that course fell off.

We note that College of Alameda POSCI-1 sections are consistently the first to fill between the four Peralta Colleges. We take this as evidence that word of mouth among Peralta students is favorable. COA has a favorable productivity profile compared to the other three Peralta Colleges with:

total enrollment both climbing and now comparable to Laney College (the largest of the four colleges) COA as most “productive” FTES/FTEF of the four Peralta political science departments for Fall 2006

– and overall consistently above 25.0 Consistently with high average class size

table 4.1Peralta Colleges Political Science Department Comparative Productivity (FTES/FTEF)

FALL PRODUCTIVITY FALL CW1 FALL SECTIONS FALL AVERAGE CLASS SIZE2002 2003 2004 2005 2006 2002 2003 2004 2005 2006 2002 2003 2004 2005 2006 2002 2003 2004 2005 2006

---------------------------------------------------- ---------------------------------------------- ----------------------------------------------- ---------------------------------------------COA 26.4 31.4 24.8 21.4 29.7 249 298 231 286 338 5 5 5 8 6 50 60 46 36 56BK 31.5 30.3 38.8 31.2 21.5 246 146 185 240 259 4 3 4 6 6 62 49 46 40 43 LA 23.5 21.1 20.5 17.9 16.3 363 397 371 369 341 8 9 9 11 11 45 44 41 34 31ME 16.7 11.9 12.5 10.4 10.3 135 197 194 159 152 4 8 8 5 5 34 25 24 32 30---------------------------------------------------- ---------------------------------------------- ----------------------------------------------- ---------------------------------------------

Enrollments in area high schools are down and as a result enrollments for the community colleges are down. As a result, enrollments at COA as a whole have gone down. However, we might note that this is the case for all of California as well. We have hopes that pending state legislation regarding community colleges may help this situation in the next few years. It is argued here that CoA needs to create a compelling reason for students to choose this college over other options they have in the Bay Area and within the district.

So, even though our department is above average – we seek to creatively increase demand for POSCI-6, POSCI-4, and POSCI-18 based upon ad campaigns (e.g. handouts – we hope to have an ad campaign if we can get the institution to fund it). In this we have had some limited success. As well we created a new course POSCI-26 U.S. and California Constitution which will offer an alternative to POSCI-1 in meeting the American Institutions requirement and may help enrollments as well. This means students will have more choices for their required transfer course. Also, we are the only community college in the Greater Bay Area that consistently offers POSCI-4 Political Theory – and as a result we have a steady draw of students from three sectors of the Bay (North, East, and San Francisco). We often have graduate students taking this course. Students cite the desire to be prepared for their subjects with this training. We are seeking to identify strategies to capitalize on this fact. These efforts should positively impact COA FTES.

Enrollment data for courses by course and by time of day for the last three years is shown below in tables 4.2 and 4.3. Morning sections are most popular and evening sections second with afternoon coming in last in terms of popularity. T,Th sections seem to do better than M,W,F sections. We may seek to add a late start section to the schedule in the future to see if this is helpful as well. Our weekend section is still under performing (5 – 8 hour days) but we may keep it in a modified format (e.g. more shorter days). This is all in discussion with our Dean.

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Table 4.2LOAD INDICATORS: SECTIONS, CLASS SIZE, FTES, FTE - BY COURSE

YEAR/TERM

DEPT CRS TITLE SECT ENRL SIZ FTE FTE FTE

2003-04 F POSCI 001 GOVT/POLITICS IN US 3 219 73.0 22.840 0.600 38.0672003-04 S POSCI 001 GOVT/POLITICS IN US 3 158 52.7 16.580 0.600 27.6332004-05 F POSCI 001 GOVT/POLITICS IN US 3 160 53.3 16.760 0.600 27.9332004-05 S POSCI 001 GOVT/POLITICS IN US 3 113 37.7 12.200 0.600 20.3332005-06 F POSCI 001 GOVT/POLITICS IN US 4 221 55.3 22.860 0.790 28.9372005-06 S POSCI 001 GOVT/POLITICS IN US 3 125 41.7 13.460 0.600 22.433

2003-04 S POSCI 002 COMPARATIVE GOVT 1 44 44.0 4.400 0.200 22.0002004-05 S POSCI 002 COMPARATIVE GOVT 1 27 27.0 2.700 0.200 13.500

2003-04 F POSCI 006 CRIMINAL DUE PROCESS 2 79 39.5 8.580 0.400 21.450

2003-04 S POSCI 006 CRIMINAL DUE PROCESS 2 85 42.5 9.340 0.400 23.3502004-05 F POSCI 006 CRIMINAL DUE PROCESS 2 71 35.5 8.000 0.400 20.0002004-05 S POSCI 006 CRIMINAL DUE PROCESS 2 80 40.0 8.720 0.400 21.8002005-06 F POSCI 006 CRIMINAL DUE PROCESS 2 45 22.5 5.040 0.400 12.6002005-06 S POSCI 006 CRIMINAL DUE PROCESS 2 47 23.5 4.845 0.400 12.113

2005-06 F POSCI 049 I/S - POLITICAL SCI 1 1 1.0 0.100 0.000 0.0002005-06 S POSCI 049 I/S - POLITICAL SCI 1 1 1.0 0.100 0.200 0.500

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

D) Courses scheduled in a manner that meets student needs and demand

The evidence confirms that the highest demand is in the morning hours until 12pm; and then evening hours are popular; with afternoons being least popular (table 4.3). Weekends have only flagging popularity and it may be we need to be more flexible with late start sections and better structured weekend college sections. We started working with that format during the Spring of 2007.

Table 4.3 ENROLLMENT STATISTICS BY SECTION AND TIME OF DAY: FALL 2003 - SPRING 2006CW1 FTES/

YR/TRM DEPT CRS CODE TIME TITLE ENRL FTES FTE FTE INSTRUCTOR 03F POSCI 001 0137 MORN GOVT/POLITICS IN US 87 8.70 0.20 43.50 DANJUMA 03F POSCI 001 0138 MORN GOVT/POLITICS IN US 47 5.64 0.20 28.20 RICHARDSON 03F POSCI 001 0139 EVE GOVT/POLITICS IN US 85 8.50 0.20 42.50 DANJUMA 04S POSCI 001 0119 MORN GOVT/POLITICS IN US 50 5.00 0.20 25.00 GRIFFIN 04S POSCI 001 0120 MORN GOVT/POLITICS IN US 39 4.68 0.20 23.40 RICHARDSON 04S POSCI 001 0121 SAT GOVT/POLITICS IN US 69 6.90 0.20 34.50 DANJUMA 04F POSCI 001 0132 MORN GOVT/POLITICS IN US 64 6.40 0.20 32.00 BREM 04F POSCI 001 0133 MORN GOVT/POLITICS IN US 38 4.56 0.20 22.80 BREM 04F POSCI 001 0134 EVE GOVT/POLITICS IN US 58 5.80 0.20 29.00 BREM 05S POSCI 001 0114 MORN GOVT/POLITICS IN US 49 4.90 0.20 24.50 BREM 05S POSCI 001 0115 MORN GOVT/POLITICS IN US 45 5.40 0.20 27.00 BREM 05S POSCI 001 0116 SAT GOVT/POLITICS IN US 19 1.90 0.20 9.50 THYKEN05F POSCI 001 0115 MORN GOVT/POLITICS IN US 72 7.20 0.20 36.00 BREM05F POSCI 001 0116 MORN GOVT/POLITICS IN US 42 5.04 0.20 25.20 BREM05F POSCI 001 0117 EVE GOVT/POLITICS IN US 19 1.90 0.20 9.50 THYKEN05F POSCI 001 1681 MORN GOVT/POLITICS IN US 89 8.82 0.19 46.39 BREM 06S POSCI 001 0103 MORN GOVT/POLITICS IN US 54 5.40 0.20 27.00 BREM 06S POSCI 001 0104 MORN GOVT/POLITICS IN US 48 5.76 0.20 28.80 BREM 06S POSCI 001 0105 SAT GOVT/POLITICS IN US 23 2.30 0.20 11.50 THYKEN

04S POSCI 002 0213 EVE COMPARATIVE GOVT 44 4.40 0.20 22.00 DANJUMA05S POSCI 002 0205 EVE COMPARATIVE GOVT 27 2.70 0.20 13.50 BREM

05F POSCI 004 1483 EVE POLITICAL THEORY 19 1.90 0.20 9.50 BREM 06S POSCI 004 1000 EVE POLITICAL THEORY 31 3.10 0.20 15.50 BREM

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Table 4.3 Continued

ENROLLMENT STATISTICS BY SECTION AND TIME OF DAY: FALL 2003 - SPRING 2006CW1 FTES/

YR/TRM DEPT CRS CODE TIME TITLE ENRL FTES FTE FTE INSTRUCTOR 03F POSCI 006 0140 MORN CRIM DUE PROCESS 34 4.08 0.20 20.40 RICHARDSON 03F POSCI 006 0361 MORN CRIM DUE PROCESS 45 4.50 0.20 22.50 THYKEN04S POSCI 006 0222 MORN CRIM DUE PROCESS 43 4.30 0.20 21.50 THYKEN04S POSCI 006 0386 MORN CRIM DUE PROCESS 42 5.04 0.20 25.20 RICHARDSON 04F POSCI 006 0135 MORN CRIM DUE PROCESS 45 5.40 0.20 27.00 BREM 04F POSCI 006 0349 MORN CRIM DUE PROCESS 26 2.60 0.20 13.00 BREM 05S POSCI 006 0214 MORN CRIM DUE PROCESS 44 4.40 0.20 22.00 BREM 05S POSCI 006 0369 MORN CRIM DUE PROCESS 36 4.32 0.20 21.60 BREM 05F POSCI 006 0118 MORN CRIM DUE PROCESS 27 3.24 0.20 16.20 BREM 05F POSCI 006 0326 AFT CRIM DUE PROCESS 18 1.80 0.20 9.00 BREM 06S POSCI 006 0192 MORN CRIM DUE PROCESS 24 2.40 0.20 12.00 BREM 06S POSCI 006 1113 AFT CRIM DUE PROCESS 23 2.45 0.20 12.23 KLINGER

05F POSCI 049 1870 I/S - POLITICAL SCI 1 0.10 0.00 0.00 BREM 06S POSCI 049 1160 I/S - POLITICAL SCI 1 0.10 0.20 0.50 BREM ----------------------------------------------------------------------------------------------------------- --------------------------------------------------------------------------------------------------------------

E) Recommendations and priorities.

As suggested in Section Two; to invigorate our instruction, we recommend consideration of creative partnership with other schools -- both in and out of the district -- so as to coordinate efforts to: 1) avoid competitive enrollment problems and 2) to allow for cross college efforts (e.g. clubs such as Model United Nations, Model Congress, etc in courses such as POSCI-1, 2, 3, 6). In terms of our own classes, we recommend the use of:

Institute Basic Skill Sensitive pedagogy/androgogy. Interactive smart classroom technology with projection and better sound systems so students can

hear better. Including dedicated podium and ceiling installed projectors (rather than cumbersome and

trouble prone carts). ESRI -- GIS (geographic information system) modeling and mapping software and technology -- for the

display of political information using geographic imaging. Mindmap software greater use of group work, self reflective journaling, integrate Blogs software (e.g. Survey Pro), bulletin boards (e.g. Blackboard), web-based hybridization

into the delivery of content. We intend to develop an online “distance education” presence for our political science offerings.

All of these recommendation (as well as others suggested in this report) will require department meetings and training to coordinate this vision and to guide in future staff hiring guidelines.

In terms of technological support, I would like to emphasize that the smart classroom should

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Section FIVE Student Success:

A) Grades

Grades are a traditional measure of student success assuming the problem of grade inflation is not present. When we look at the distribution of grades by course and discipline between 2002 and 2006 (tables 5.0 and 5.1) we see some evidence of a successful program. Students seem to be able to meet the need of the class to an acceptable degree – from the perspective of grades alone. There has been a rise in the number of “W” grades as we invite students who are in difficulty to withdraw. We are not here to punish students with a bad grade if life has intervened in a non-favorable fashion. A “W” does not affect GPA and they can take the course again in either case. We note the percentages of higher grades seems to have dropped since before Fall of 2004 and actually do attribute this to a stricter standard of rigor. We have students telling us that they like this. One student actually told a Dean that this makes her feel like it is one of the few really college level courses she is taking. Others have reported anecdotally that this has helped them in their work at their transfer institution.

Table 5.0 Political Science Department Grade DistributionGRADE 2002-03 2003-04 2004-05 2005-06

# % # % # % # %A 211 30% 314 48% 205 38% 246 41%B 226 32% 137 21% 119 22% 103 17%C 54 8% 57 9% 64 12% 109 18%D 36 5% 26 4% 23 4% 14 2%F 96 14% 41 6% 11 2% 8 1%INC 3 <1%CR 1 <1%W 81 12% 86 13% 115 21% 119 20% TOTAL 704 661 537 603

Table 5.1 Grade Distribution by Course: Fall 2003 - Spring 2006

DEPT CRS TITLE YEAR TERM A B C D F INC NC CR IP W TOT

POSCI 001 GOVT/POLITICS IN US 2003 F 99 46% 61 28% 10 5% 5 2% 19 9% 6 3% 0 0% 0 0% 0 0% 15 7% 215POSCI 001 GOVT/POLITICS IN US 2004 S 98 65% 13 9% 10 7% 5 3% 3 2% 2 1% 0 0% 0 0% 0 0% 20 13% 151POSCI 001 GOVT/POLITICS IN US 2004 F 25 17% 60 41% 27 18% 9 6% 2 1% 0 0% 0 0% 0 0% 0 0% 23 16% 146POSCI 001 GOVT/POLITICS IN US 2005 S 32 31% 20 19% 18 17% 2 2% 0 0% 0 0% 0 0% 0 0% 0 0% 31 30% 103POSCI 001 GOVT/POLITICS IN US 2005 F 92 42% 35 16% 42 19% 4 2% 3 1% 0 0% 0 0% 1 0% 0 0% 41 19% 218POSCI 001 GOVT/POLITICS IN US 2006 S 37 31% 23 19% 24 20% 8 7% 4 3% 0 0% 0 0% 0 0% 0 0% 24 20% 120

POSCI 002 COMPARATIVE GOVT 2004 S 38 88% 0 0% 0 0% 0 0% 2 5% 0 0% 0 0% 0 0% 0 0% 3 7% 43POSCI 002 COMPARATIVE GOVT 2005 S 6 26% 9 39% 1 4% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 7 30% 23

POSCI 004 POLITICAL THEORY 2005 F 7 41% 2 12% 3 18% 0 0% 0 0% 1 6% 0 0% 0 0% 0 0% 4 24% 17POSCI 004 POLITICAL THEORY 2006 S 12 41% 6 21% 1 3% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 10 34% 29

POSCI 006 CRIMINAL DUE PROCESS 2003 F 12 17% 15 21% 18 25% 7 10% 2 3% 0 0% 0 0% 0 0% 0 0% 18 25% 72POSCI 006 CRIMINAL DUE PROCESS 2004 S 17 21% 18 23% 15 19% 7 9% 6 8% 1 1% 0 0% 0 0% 0 0% 16 20% 80POSCI 006 CRIMINAL DUE PROCESS 2004 F 13 19% 9 13% 12 17% 7 10% 6 9% 0 0% 0 0% 0 0% 0 0% 23 33% 70POSCI 006 CRIMINAL DUE PROCESS 2005 S 17 22% 21 28% 5 7% 5 7% 0 0% 0 0% 0 0% 0 0% 0 0% 28 37% 76POSCI 006 CRIMINAL DUE PROCESS 2005 F 10 23% 7 16% 12 27% 0 0% 0 0% 1 2% 0 0% 0 0% 0 0% 14 32% 44POSCI 006 CRIMINAL DUE PROCESS 2006 S 10 21% 6 13% 9 19% 2 4% 0 0% 1 2% 0 0% 0 0% 0 0% 19 40% 47

POSCI 049 I/S - POLITICAL SCI 2005 F 1 100% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 1POSCI 049 I/S - POLITICAL SCI 2006 S 1 100% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 0 0% 1

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

B) Student retention and program completion (degrees, certificates, persistence rates) trends in the department.

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1) Degrees: Not many people actually seek an AA degree in political science – but we do encourage our students to consider the major for their transfer aspirations. The following table shows the number of A.A. degrees in Politics awarded since 2002.

Table 5.2 Degrees & Certificates by Academic YearSource: Research Data Warehouse

Acad Yr Code Total # A.A. # %

2005-06 815 2 2 100%2004-05 02003-04 3 3 100%2002-03 3 3 100%2001-02 3 3 100%--------------------------------------------------------------------

Our classes satisfy the IGETC & CSU-GE breadth requirements for transfer to UCs & CSUs and satisfy the requirements for the A.A. Degree in Political Science. The vast majority of students whose primary campus is COA and who sought to meet their transfer needs relative to political science did so at COA as opposed to one of our sister institutions (table 5.3). That is to say: we kept 81 out of 99 of COA students and 3 of those who went elsewhere did so for a course that COA does not offer yet (POSCI-16).

Table 5.3COLLEGE OF ALAMEDA -- COMPLETION OF COURSES MEETING GENERAL EDUCATION REQUIREMENTS BY STUDENTS COMPLETING AN AA AND/OR AS DEGREE IN 2005-06 -- UNDUPLICATED NUMBER OF DEGREE RECIPIENTS: 179

DEPT CRS ALAMEDA LANEY MERRITT VISTA TOTAL ---------------------------------------------------------------------------------------

POSCI 001 59 33.0% 6 3.4% 4 2.2% 2 1.1% 71 39.7%POSCI 002 2 1.1% 0 0.0% 0 0.0% 0 0.0% 2 1.1%POSCI 003 0 0.0% 1 0.6% 1 0.6% 0 0.0% 2 1.1%POSCI 004 1 0.6% 0 0.0% 0 0.0% 0 0.0% 1 0.6%POSCI 006 19 10.6% 0 0.0% 0 0.0% 0 0.0% 19 10.6%POSCI 016 0 0.0% 1 0.6% 2 1.1% 0 0.0% 3 1.7%POSCI 034 0 0.0% 0 0.0% 0 0.0% 1 0.6% 1 0.6%POSCI Total 81 45.3% 8 4.5% 7 3.9% 3 1.7% 99 55.3%

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2) Retention: To increase retention and success, we have instituted the use of three services in the department.

We have begun to offer one-on-one “guidance counseling” to our students in the department in order to aid in the retention of our students who may be experiencing difficulties (e.g. life intrusions, overload, etc.). However, we do not force this issue and we do allow the students to “be responsible” for their own success if they decline help. But we do remind them consistently that we are here to talk and help as we can.

As well, we have “linked-in” our courses to the reading and writing labs to help students in their studies and help in terms of basic skills support– this is optional and extra credit but they are reminded of its availability and encouraged to use these services. Student usage of the labs for Spring Fall 2007 is shown in table 5.4 to illustrate utilization patterns.

Table 5.4

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Writing Center and Open Lab POSCI combined Hours (Spring 2007)POSCI-1 A0072 =    453.42POSCI-1 A0073 =    311.26

            POSCI-4 A0603 =      68.78POSCI-2 A0894 =    132.16

-----------------------------------------------------------------------------Total hours  = 965.62

Also, on average, we have +/- 55 students take advantage of study skills workshops for extra credit each semester.

We repeat table 3.2 here as 5.3 here to illustrate retention rates of our students. Retention is highest in the required courses. There seems to be some drop in retention since 2003 and this may in part be attributed to a more disciplined approach to standards than had previously been the case. However, we note that our retention rates are comparable to those of our sister colleges. And again, we note that College of Alameda POSCI-1 sections are consistently the first to fill between the four Peralta Colleges. We take this as evidence that word of mouth among Peralta students is favorable.

Table 5.3SELECTED OUTCOMES: SUCCESS AND COURSE RETENTION

TOTAL SUCCESS CW1 RTN

DEPT CRS TITLE YEAR TERM SUCCESS GRADE RATE RETAIND ENRL RATE

POSCI 001 GOVT/POLITICS IN US 2003 F 170 215 79.1% 200 219 91.3%POSCI 001 GOVT/POLITICS IN US 2004 S 121 151 80.1% 131 159 82.4%POSCI 001 GOVT/POLITICS IN US 2004 F 112 146 76.7% 123 160 76.9%POSCI 001 GOVT/POLITICS IN US 2005 S 70 103 68.0% 72 113 63.7%POSCI 001 GOVT/POLITICS IN US 2005 F 170 218 78.0% 177 224 79.0%POSCI 001 GOVT/POLITICS IN US 2006 S 84 120 70.0% 96 125 76.8%

POSCI 002 COMPARATIVE GOVT 2004 S 38 43 88.4% 40 44 90.9%POSCI 002 COMPARATIVE GOVT 2005 S 16 23 69.6% 16 27 59.3%

POSCI 004 POLITICAL THEORY 2005 F 12 17 70.6% 13 19 68.4%POSCI 004 POLITICAL THEORY 2006 S 19 29 65.5% 19 31 61.3%

POSCI 006 CRIMINAL DUE PROCESS 2003 F 45 72 62.5% 54 77 70.1%POSCI 006 CRIMINAL DUE PROCESS 2004 S 50 80 62.5% 64 85 75.3%POSCI 006 CRIMINAL DUE PROCESS 2004 F 34 70 48.6% 47 71 66.2%POSCI 006 CRIMINAL DUE PROCESS 2005 S 43 76 56.6% 48 80 60.0%POSCI 006 CRIMINAL DUE PROCESS 2005 F 29 44 65.9% 30 45 66.7%POSCI 006 CRIMINAL DUE PROCESS 2006 S 25 47 53.2% 28 47 59.6%

POSCI 049 I/S - POLITICAL SCI 2005 F 1 100% 100.0% 1 1 100.0%POSCI 049 I/S - POLITICAL SCI 2006 S 1 100% 100.0% 1 1 100.0%------------------------------------------------------------------ --------------------------------------------------- ----------------------------------------------------------------------------------------------[Persistence -- the percent of students who attend one semester and then attend the subsequent semester (fall and spring semesters).] Retention however is also presented in this table. Retention is calculated after the first census and is the percent of students earning any grade but a “W” in a course or series of courses. [To figure retention for a class, subtract the “W”s from the total enrollment and divide the number by the total enrollment.]

3) Key needs of students that affect their learning -- What services are needed for these students to improve their learning?  Describe the department’s efforts to access these services. What are your department’s instructional support needs?

If we refer to the demographics of our students here at COA – we recall that we serve a significantly socio-economically distressed population. Life is a stressor for them and often it is life that makes academic success problematic. We try to offer our service to them as their teachers who can also do some limited guidance in student success in -- at least -- our classes

4) Department effort to set outcomes and assess student learning at the course level. -- Describe the effort to develop outcomes and assess student learning at the program level. In which ways has the department used student learning assessment results for improvement?

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We engage in ongoing process evaluation by asking in class what is working and not working both in open forum and in anonymous feedback. We do item analysis of tests and note difficulties encountered in demonstration of mastery to improve delivery and assignments. We intend to use more grading rubrics as we develop those that enhance and support our vision (“you get what you measure for”).

5) Recommendations and priorities.

We recommend:

Integrate Basic Skills methods in instruction (see previous section) to help encourage under-prepared students to try and remain when insecurity undermines their confidence.

Develop more effective grading rubrics (see Appendix C for draft work thus far) the addition of more library workshops and online Etudes workshops; service learning incorporation in all courses as options; student study circles and peer support groups; politics club (e.g. Model UN in cooperation with Laney and CSU); involvement in “Chautauqua’s;” Independent study options.

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

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Section SIX Human and Physical Resources (including equipment and facilities):

A) Staff Utilization and Productivity:

We have one full-time faculty member* who has been on staff since August 2004 – who also teaches a course in psychology. There is one long term part-time faculty member.** As of Spring 2007 there is one other part time faculty who teaches an occasional section as well. Further, we also have one “Diversity Program Intern” – a graduate of the MPA program from CSU who is with us for the 2007 -2008 academic year. This is in tune with our goals for partnership with CSU and in being a training department. We have access to the Division II (Arts & Letters) classified staff. We have developed an active relationship with a number of consultants to aid in program development.

Yearly productivity for 2004, 2005, and 2006 is shown in table 6.0. Comparisons with school and district average are also shown. The politics program is slightly lower than but never-the-less on par with the overall district average. We believe we might fair better than this were it not for the proximity of Laney College. Overall department productivity in terms of FTES is presented in table 6.1.

Table 6.0 Political Science Faculty ProductivityCompared to average faculty productivity in school and district.

Faculty 2004 2005 2006 Grand Total_________________________ ____________________________________ ___________BREM * POSCI n/a 21.720 16.760 19.240 PSYCH n/a 20.537 20.537

subtotal 21.720 17.390 19.358

THYKEN** 21.500 9.500 11.500 14.167RICHARDSON 24.300 24.300DANJUMA 28.250 28.250GRIFFIN 25.000 25.000KLINGER 12.225 12.225_________________________ ____________________________________ ___________Alameda Total 16.998 14.476 14.976 15.488PCCD Total 16.982 15.399 15.149 15.814_________________________ ____________________________________ ___________

Table 6.1 Political Science Department ProductivityComparison to other Peralta Colleges TotalsSpring 2004 Spring 2005 Spring 2006 Grand Total

36.080 34.480 37.840 36.133COA 30.320 23.620 21.405 25.115BCC 10.940 15.100 18.540 14.860Merritt 14.800 13.160 11.660 13.207 ___________________________________ ______________School Grand TotalsLaney Total 61.166 60.727 59.560 60.481Merritt Total 42.480 39.369 37.108 39.576Alameda Total 38.269 32.396 33.325 34.701BCC Total 33.734 30.354 28.465 30.674PCCD Total 45.704 42.455 41.235 43.087

--------------------------------------------------------------------------- -------------------------------------------------------------------------Productivity is the measure of the average number of funded student hours of attendance (FTES) per full-time equivalent faculty (FTEF), either by instructor or department/discipline. So it is derived by dividing the total FTES for classes by the FTEF for instructors in a department, or FTES/FTEF.FTEF is not to be confused with FTES, full-time equivalent students, which determines state funding. The calculations for deriving FTES are:For WSCH classes: Number of students x hours/week x 17.5 weeks, divided by 525.*For DSCH classes: Number of students x hours/day x number of days, divided by 525.For ISWEE: Number of students x number of units enrolled in x 17.5 weeks, divided by 525.For Positive attendance: Number of students x total term hours, divided by 525.

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*525 is a calculation of total hours one full-time student (FTES) would do in a year, i.e., 15 hours/week x 35 weeks = 525.--------------------------------------------------------------- ----------------------------------------------------------------------------------------------------- ------------------------We see that in comparison to the other colleges – the COA Politics program is the second most productive political science department in the district compared with the much larger Laney College (which is only five minutes away from our campus) – and the comparably sized Merritt and BCC. As well, we show our department compared with school and district totals where COA as a whole is in third place. So the COA politics program is an above average department in terms of productivity for College of Alameda as a whole.

As can be seen, BCC is a growing school with an active relationship with the UC Berkeley less than three blocks from their campus. Many UC students take advantage of this and this is a natural advantage to BCC. COA has experienced a drop in productivity and is seeking a more active relationship with CSU-EB -- however this is not as advantageous as UC is to BCC – as well as new and innovative programs to address this decline.

The FTES, FTEF, FTES/FTEF, and WSCH figures for the department for the years 2002 to 2006 are presented here:

Table 6.2Political Science Department Workload Summary

Acad Year Term Sects Enroll Avg FTEF FTES FTES/ WSCH WSCHCLS SZ FTEF /FTEF

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

2002-03 Fall 5 249 50 1.00 26.38 26.38 791 791 Spring 6 251 42 1.20 26.40 22.00 792 660

2003-04 Fall 5 298 60 1.00 31.42 31.42 943 943 Spring 6 287 48 1.20 30.32 25.27 910 758

2004-05 Fall 5 231 46 1.00 24.76 24.76 743 743 Spring 6 220 37 1.20 23.62 19.68 709 591

2005-06 Fall 7 286 41 1.40 29.90 21.38 897 642 Spring 6 204 34 1.40 21.51 15.36 645 461

-------------------------------------------------------------------- -----------------------------------------------------------------------------------------------------------FTEF (Full Time Equivalent Faculty) is also known as load equivalency. [A full-time instructor teaching 15 lecture hours per week = 1.0 FTEF. One lecture hour = 50 minute instructional period. One lab hour = .8 of one lecture hour equivalent.] FTES (Full Time Equivalent Student) is the unit used as the basis for computation of state support for California Community Colleges. [One student attending 15 hours a week for 35 weeks (one academic year) generates 1 FTES. To approximate the FTES generated by a 17.5 week semester class use the formula: WSCH (Weekly Student Contact Hours from the census) / 525 x 17.5 = FTES.] The WSCH of “contact hour” is the basic unit of attendance for computing FTES. It is a period of not less than 50 minutes of scheduled instruction. FTES/FTEF: The ratio of full-time equivalent students to full-time equivalent instructors.-------------------------------------------------------------------- -----------------------------------------------------------------------------------------------------------

Productivity and average class size was helped significantly by very large Winter & Summer intersession sections of POSCI-1 (between 90 and 120 students each) and by large regular semester sections of the same course (between 50 and 70 students each). However, productivity and average class size has been significantly hurt by a dubious experiment with “Weekend College” (i.e. highly accelerated sections of POSCI-1 – over three weekends with six eight hour days) that has exceedingly low enrollments. Further, we have low enrolments in all of our weekend sections – even the ones that span the whole semester.

We believe the net effect is that our productivity and average class size would be higher if we eliminated these or significantly reformatted them (e.g. we cold try a six weekend version of weekend college in Friday Night and Saturday morning format). While it is true that we have other sections that are lower enrolled (e.g. POSCI-2, POSCI-4, and POSCI-6) these are essential for a well rounded program and

40

are not expendable. We have replaced POSCI-6 with POSCI-26 which should have larger enrollments due it meeting the California American Institutions transfer requirement.

B) Current utilization of facilities and equipment:

There are no extraordinary usages at this time. We have been involved in the lobbying efforts for “smart Classroom technology and want to utilize technology more as the college is rebuilt over the next few years with Measure A funds.

Human and physical resources (including equipment and location) are sufficiently adequate for all the courses offered by the department. As we4 develop a Change Agency certificate we will need to re-evaluate our staffing and facilities needs.

C) Recommendations and priorities:

We note that there is a statewide decline in high school graduates and as a result a statewide decline in new community college students. In the face of this factor – outside of our control -- We believe we need to create a compelling reason for students to choose COA over other options they have in the Bay area and in the district.

To do this, we reiterate a few recommendations from above:

Technology & Equipment needs:

Integration of software, bulletin boards, web-based hybridization into the delivery of content. smart Class room technology -- we will use more real time utilization of web resources in classroom

instruction, Adobe Acrobat professional and a scanner --

allows for the uploading of articles, diagrams, and documents for both readers and handouts which in turn can then be uploaded to websites to enhance instruction resources. (This pertains to resources that cannot be gotten in electronic format or that we do not want to be as accessible to cut and paste of word processor documents.) )

Mindmap and ESRI-GIS Mapping Software for real time idea presentation and interactive modification of projections in classroom and for geographical interaction projections.

develop an online “distance education” presence for our political science offerings. Integrate “Green,” civic engagement, and service learning components into our curriculum. Eliminate or significantly reformulate the Weekend College sections.

Human Network, Connection & Resource needs:

Establish more active integration of efforts with other institutions (e.g. CSU, Mills, New College, and CIIS

Guest lectures or interchange visits (e.g. from other schools and departments) to introduce students to the breadth of “stuff” that interconnects with politics (e.g. philosophy, sociology, psychology, anthropology, public administration, etc) and perhaps give a chance for graduate students from others schools a chance to try out instruction while engaging in outreach,

It is our hope and goal to justify the hiring of a second contract faculty as our change agency certificate program becomes successful.

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

41

Section SEVEN Community Outreach and Articulation:

A) Departmental (faculty) connection with the community and involvement in the political scene.

1) The department “contract” faculty (Robert Brem) has actively been involved in film and political theater projects since 2004. These activities are presented as follows:

November/December 2006; Interviewed Commentator for Peralta Reports special program: "Empowerment or Exploitation: Life as a Sex Worker;" a documentary regarding the economic, political and social implications of prostitution, pornography and other forms of sex work. Sponsored by Peralta Colleges Television (public television station).

November 2004 and June 2005; Host and Moderator for Live Election Night Coverage (2004 national and local election and the 2005 California proposition special election); as part of a series of panel news commentary reports with live audience and call in format sponsored by Peralta Colleges Television (public television station).

October/November 2004; Host and Moderator for "Films for Democracy;" a series of four panel discussion and commentary shows with live audience and call in format sponsored by Peralta Colleges Television (public television station).

Producer & Director: the “Chautauqua Series at CoA” – occasional public action theatre series (2005 – present).

Currently we are in preproduction of a documentary of the Black Panther experience and roots in the Peralta Community College district.

In March 2007, the department of politics and Mr. Brem helped organize the Peralta Colleges Conference on Sustainability – at Berkeley City College (March 16, 2007), Berkeley, California (200 attendees). This was a conference addressing the “greening” of curriculum and organizational facilities and “Green” Job Development.

As well, Mr. Brem (and by extension the department) is actively involved in a number of campus and district wide initiatives and committees designed to develop curricular excellence. These efforts include: Committee Assignments with curriculum committee, catalog revision committee, CoA faculty senate (2006), (chair) “Sustainable Peralta” Green Curriculum Committee, ASTI - Gates Early College advisory committee, (Co Chair) “Liberal Arts” Learning Community One development team

2) The department “senior” adjunct faculty (Robert Thyken) has actively been involved in professional activities as follows:

Member : a committee supported by League of Women Voters, Common Cause and Acorn to produce legislation and lobby for adoption of public campaign financing of Oakland elections -- successful in obtaining council approval for the program.

Engaged in ongoing research, data collection and analysis for publication of the different forms of primary election legislation in California and its implication on the composition of the legislature and other California offices in general.

Professional pollster in bay area supervisorial and mayoral contests.

Certified in ESRI – GIS mapping software.

B) Departmental work with local four-year institutions. 

We have developed working relationships with the CSU-East Bay departments of Political Science and Public Administration. We are working on an initiative to allow MPA students to work with our students and to spark long term interest in the profession of “politics” and public service.

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To ensure we adequately prepare students for upper division course work, we have coordinated our efforts and curriculum content to match those of our number one transfer institution CSU-East Bay. We consulted on course outlines. At this time however, we have no hard data to evaluate our relative success with other institutions’ students.

C) Describe the department’s effort to ensure that the curriculum responds to the needs of the constituencies that it serves.

We have worked with and organized and sponsored events with the League of Women Voters on a pilot project in Citizen Education. This was a lecture series (open to the public) targeting youth in Alameda. It was aimed eventually at community colleges state wide. Our faculty is also involved in the sponsorship of a students Psychology and Politics Club (and Phi Theta Kappa) – aimed at creating interest in careers in public service and psychology working to create seamless transition program for CoA students to CSU-East Bay programs. This included a “Films of Significance:” film and discussion series.

The “Alameda Communitas Alliance” – A Horizons Service Learning grant project integrating College Curriculum with Community Partner needs on the West End of the Island of Alameda (discussed above) was initially a political science project. As well, our faculty is a co-convener of CoA Student Success Initiative (SSI) – with the VPI – a project to coordinate efforts of various grants and offices integrating work with college institutional learning outcomes and institutional action priorities.

Further, our faculty was involved in public outreach: “Focus on Faculty” public lecture series. We co-developed – with the school -- high school outreach program and co-presented workshop to develop new student interest. We also sponsored and attended the City of Alameda Earth Day 2007 events.

For political science students, as an extra credit initiative, we developed “liberal arts” study skills workshops and actively engaged in student guidance counseling and advising built around the creation and review of course portfolios required of students in politics courses.

We have also been trying to develop a “European Tutorial model” student mentoring program utilizing the POSCI—36 independent study option – we tied one such program into the Alameda County public management training program (see brochure in appendices) -- a student attended and we met on a bi-monthly basis to assess portfolio project to ensure credit for a 3 hour course…………...

For Spring 2008, we intend an advertised course to follow the presidential elections and will try to present it as for grade credit and for “credit only” to appeal to non-traditional students who may be interested in following the election as it unfolds in “real time” (POSCI 18 2207.00 -- The American Presidency -- see above under course outlines).

D) Recommendations and priorities.

“COA Days” is a proposed event cosponsored by the political science department, the public relations office, and student services. It is a yearly “recognition faire” designed to showcase what students have learned & accomplished in their civic engagement efforts is during the previous year and culminating in the COA Superior Service Awards. This will be a recognition of outstanding students, community partners (organizations & individuals), and other individuals and groups as appropriate. This is part of the institution of an ethic of service into the curriculum.

We wish to actively expand the Chautauqua series at COA to include student government and community partners and class projects – and do so for events such as:

o Constitution Day o Earth Dayo Cinco de Mayo o -- highlighting civic engagement and green principles in community building.

Development of a “change agency certificate program” work on inter-departmental (liberal arts) program revisions into learning community format and

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Seek to create a Web Based presence in terms of: Blogs and active Public Interest Intellectual Scholarship (create a PIRG….)

We have a long term documentary film project in conceptual stage regarding democracy as a way of life. Have already discussed this with a few of the key players in this project.

We also intend to continue with pre-election and election night televised coverage with PCTV. Invite elective office holders and office seekers to hold forums on COA campus. Relative to Enrollment patterns - - we wonder if a MW class schedule would be more popular than

MWF We suggest a closer relationship with “feeder schools” in Oakland too as well as Alameda High

Schools and ASTI – perhaps a career day presence and workshops for school counselors. Pitch COA to these schools with the advantage over Laney or Merritt that it is a

smaller less intimidating school with more teacher student contact possibilities. It is the same issue that encourages some to go to small colleges rather than the big intimidating UC Berkeley or UCLA.

Evening classes from 6:30 to 9:30 rather than 6 - 9 so people can get there from work more easily. Do something to make weekends less "dead" on campus. If there are just a few classes and nothing

else, it loses some appeal. More outreach to employers and employees touting COA as professional development tool. We aspire to make the efforts discussed in this evaluation part of a vision for

institutional transformation via a student success initiative.22

22 In discussion with multiple faculty members across the district – in various district and campus committees -- such a vision is seen desirable. Yet too, there are more cynical voices suggesting there will be a net “non-action” on such a vision. This it has been suggested is due to institutional culture and organizational behavior patterns that lead to expedient solutions to challenges too often put off until deeper reflection becomes less than possible and is therefore neglected in favor of conventional thinking and solution sets. In such case, it would be impossible for such an organization to distinguish itself from any other conventional school. If there is any substance to such an argument – and we are not saying there is – then, it is our intention to do the best we can and if we are unable to see progress we shall know we did our best. We do not seek controversy here – only we seek to point out what may be possible challenges to overcome in our efforts to be a voice in defense of passion in education. We do believe that a “politics” departmental self study is an appropriate place to give voice to this perspective. We hope this report sparks some discussion or wonder if it shall result in a net silence. However, we intend to follow it as our guide in our efforts to improve the performance of this department

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Appendices:

Appendices include:

Appendix A Alameda Communitas Alliance project descriptionAppendix B Discussion of SLOsAppendix C Various Drafts of Grading RubricsAppendix D Sample Syllabus

APPENDIX A

Alameda Communitas Alliance

This concept drew upon ideas from Campus Compact23 – a national non-profit organization promoting community building and civic engagement in community colleges. The lead political science faculty was the author of this project design – in partnership with faculty from the ESL and humanities departments. All of this was done as part of a larger Student Success Initiative (SSI) (designed with the VPI to coordinate efforts by multiple grants and offices on campus specifically aimed at promoting student success).

At the core of this project is rooted in the notion that “we” (COA) should emphasize the “community” in “community college” in guiding our purpose as an educational institution in preparing students for a life of success. The plan entails:

the school itself becoming an “engaged campus” with the community of which we are a part;

students engaging in civic engagement qua service learning in the community -- offering mutually beneficial learn-by-doing “service” with the clientele of our “community partners;”

the school and our partners offering unique educational support and guidance opportunities to our students to promote long term life success; and

a long term active and mutually beneficial partnership between community partners, COA and the Peralta District as a whole that will allow for sustainability and expansion and replicability.

Concept: We pursue curriculum development by integrating “futures consciousness driven service learning” praxis (philosophy to theory to action) components into multiple departmental offerings and programs.

Futures consciousness is a skills set aimed at empowering students to identify desirable alternative futures (for self and/or society) and the actions in which they/we can engage which will increase the probability of such a future coming to pass – as opposed to merely making them “possible” futures. It is the central tool in transformative change.

We promote community development via a robust “engaged college” and community partnership which we believe will encourage a “global citizen consciousness” in our students and render a valuable service to people who may eventually come to our college as students and thereby continue a sustainable cycle of relationships. We facilitate student development by awakening a self-reflective awareness and an interest in public service among many of our students. We believe this set of skills and the way we offer them will better enable our students to pursue their life goals with superior life skills and an enhanced chance at self defined life success.

We have four community partners in this endeavor: Alameda Point Collaborative, St. Barnabas School, the 23 http://www.compact.org/

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Alameda Unified School District and ASTI, as well as The Alameda Boys & Girls Club. These are sites which together and along with COA come together as a West End of Alameda “Meta Campus” wherein our students can learn via service learning and civic engagement activities utilizing the local community as a laboratory.

We also have activated a relationship with CSU-East Bay departments of public administration and political science to allow us to further aid our students’ development needs all the way through graduate school.

The Alameda Point Collaborative (APC) was established to serve disadvantaged families of Alameda County, many of whom are now enrolled at COA. Saint Barnabas School is a faith-based (Catholic) K-8 school. Alameda Science and Technology Institute (ASTI) is part of the Alameda Unified School District (AUSD) and is an “early college” located on COA’s campus. And the Alameda Boys & Girls Club works with the same population.

We intend to incorporate civic engagement qua service learning assignments into political science (and other discipline) course offerings bringing theories out into real world application. We seek to integrate our curriculum in the context of “Futures Consciousness.” This will enable each disciplinary offering to be more readily integrated and linked with other disciplines in the format of a Transformational Learning Community whereby beliefs, values, and world views are subjected to critical reflective thought enabling the student to engage in more open & better validated choices as to how to think and act.

APPENDIX B

A Discussion regarding a definition of Student Learning OutcomesRobert J. BremOctober 16, 2007

We note with concern that the definition of SLOs, though ambiguous, has a tendency towards standardized testing with all of its negative consequences for a truly unique program and school vision. We note that this type of rationale has been used in the “No child left behind” initiative that leads to standardized teaching that – it is argued – is not conducive to creative teaching and limits the dimensionality of knowledge used in approaching learning and teaching. We note that this is what happened to in the mental health in the 1990s wherein so called “evidence based therapies” (the equivalent of what SLOs may one day become) has led to standardized “manualization” of therapy in that field crushing creative practice in lieu of the requisites of a money driven over culture. This is the result of the hegemony of the limited world view and standards of inquiry found in positivist science and its application to evaluation research which disenables the capacity to challenge power structures by its insistence upon a psychologically impossible “value free” ethos that as a result supports the status quo. We note that in Europe and other countries wherein such a standardized perspective is eschewed – their educational quality is consistently higher. This greatly concerns us.24

College of Alameda needs to frame its educational endeavors in an interdisciplinary light which would enable us to attract students interested in a more holistic perspective and superior educational experience. This is seen as a positive characteristic as we note that there is a statewide decline in high school graduates and as a result a statewide decline in new community college students. In the face of this factor – outside of our control – it is argued here that CoA needs to create a compelling reason for students to choose this college over other options they have in the Bay Area and within the district. This “reason” is satisfied if we at College of Alameda focus on our own unique vision and assessing success (e.g. SLOs) in those terms – as we get that for which we measure. If we adopt “standardized” assessments and SLOs -- we will distinguish ourselves from no one.

24 * We offer three references as a small sample of this discussions in various literature venues academic and popular: Hammond-Darling, L. (October 14, 2007). Changing the way we think about learning, San Francisco Chronicle, p E3;Traub, J. (November 30, 2007). No Graduate left behind, The New York Times Magazine, pp. 106-109;Pfaffenberger, A. (2006). Critical Issues in therapy outcome research, Journal of Humanistic Psychology, V46(3), pp 336-351.

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Our working definition of Student Learning Outcomes is that these always reflect the program learning outcomes which always reflect the institutional learning outcomes as the school vision -- but specific course SLOs emerge from the exit skills from that course while adhering the program learning outcomes goals such that:

The exit skills and/or “course objectives” are the specific knowledge, skills, abilities, and attitudes that a student attains as a result of engagement in a particular collegiate/academic experience (i.e. a course).

Clarification: statements that tell students what supporting skills, knowledge, and attitudes they will learn during a course that lead to mastery of the course SLOs. This is why they “cluster” into SLOs as “life skill sets.” They are usually more discrete and more academic skills that require “more” lower level thinking skills (along a continuum from high to low) and form the building blocks to course SLOs (modified from Cabrillo College).

Course level SLOs then – always reflect the program learning goals which in turn reflect the ILOs – and are seen as “life-skill sets” that emerge from the “clustering” of specific exit skills and objectives listed in course outlines – these skill sets are what the student is able to take away and apply in a conscious and self reflectively guided manner in their life, career, and transfer aspirations.

Clarification: the knowledge, skills, abilities or attitudes that students have attained by the end of any set of college experiences – classes, programs, degrees and certificates or encounters with college services. SLOs articulate the major goals of each experience, require “more” higher-level thinking skills (along a continuum from low to high) and usually result in a product that can be evaluated (either qualitatively or quantitatively if appropriate) (modified from Cabrillo College).

A program then would be a “clustering” of collegiate/academic experiences (i.e. a program of study within a department) – with its own overall set of expectations (PLOs) consistent with a vision guided by the institutional learning outcomes (ILOs).

o Clarification: a degree program or occupational program. College of Alameda considers its General Education program all one program whose SLOs are derived from College of Alameda ILOs or “core competencies” (modified from Cabrillo College).

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

It is argued here that without rigorous (qualitative AND quantitative) pre/post-test and long term outcome research -- the validity and reliability of any claimed measures is defacto problematic – symbolic rather than substantive. If we utilize symbolic (form without substance) measures as the standard by which we guide the formation of our curriculum – citing Goldratt’s “theory of constraints” (you get what you measure for)25 – we fear that curriculum may become shadow over substance. In this sense, we suggest it might resemble the “No child left behind standard.” Human phenomena are more subjective and constructivist than objective – to rely solely upon quantitative measurements is to deny this subjectivity and render humans even more subjugated “into the machine” than we believe is wise in a democracy. We note with resignation that too often the discussion of SLO assessments tends in this direction.

25 * http://www.goldratt.com/

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The methods of assessment for student learning (modified from Cabrillo College)

A) Terms Borrowed (and adapted) from Cabrillo College

Course-embedded Assessment– qualitative and quantitative process and outcomes evaluation of course artifacts (e.g. major assignments, tests, portfolios, performances, demonstrations, papers etc.) to assess the “degree of student mastery” of:

o -- SLOs reflecting COA ILOs or “core competencies,” o – courses, and o -- sometimes, if selected as an appropriate measure by the department,

occupational programs.

Assessment of Student Learning Outcomes  - The systematic (quantitative or qualitative as appropriate) collection, review, and use of information about educational programs undertaken for the purpose of improving student learning and development. (Source: Assessment Essentials, Palomba & Banta)

Assessment Plan – a planning document outlining the college’s assessment procedures for each component of the college.

Assessment Analysis Report – for departments in Instruction, Student Services and the Library, a reporting document containing an analysis of departmental SLO assessment activities and recommendations for improvement.  These are submitted as part of each area's (Instructional) Unit Plan or departmental review to the Office of Instruction.

B) Methods of assessment might include (but are not limited to):

Examination questions, Class room assignments, Service learning and reflection, Student portfolios – including notes, self reflective journals, and annotated news analysis, Surveys of students (process and interim outcomes analysis), Group projects and presentations, Poster sessions, Response/Reaction Essays, Research papers, and Pre-test/post-test

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

Institutional Learning Outcomes: At some institutions these are Core Competencies. These are college-wide skills describing what COA students are able to do at the end of General Education curriculum or when receiving an AA or AS degree.

Ideally the COA institutional learning outcomes (ILOs) should drive the program level PLOs

which should drive individual course SLOs such that:

Through their experience at College of Alameda, students will bring to the community the a set of skills and values (ILOs).

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

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"There are two types of education... One should teach us how to make a living, And the other how to live." - John Adams

"What sculpture is to a block of marble, education is to a human soul." - Joseph Addison

"Education is not the filling of a pail, but the lighting of a fire." - William Butler Yeats

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Appendix C Various Drafts of Grading Rubrics

A Critical Thinking Rubric Adapted from Rio Salado College

4 = High level excellence in evidence of critical thinking ability and performance at the college level3 = Demonstrable, competent, expected evidence of critical thinking ability and performance at the college level2 = Minimally acceptable, inconsistent evidence of critical thinking ability and performance at the college level1 = Poor, unacceptable evidence of critical thinking ability and performance at the college level--------------------------------------------------------------------------- -----------------------------------------------------------------------

4 1. Analyzes key information, questions, and problems clearly and precisely 2. Evaluates material with insight

3. Uses inference to reason carefully from clearly stated premises to important implications and consequences

4. Uses deductive and inductive reasoning and problem-solving skills consistently and with ease

3 1. Analyzes key information, questions, and problems competently 2. Evaluates material competently 3. Uses inference to reason competently from clearly stated premises to important implications and

consequences 4. Uses deductive and inductive reasoning and problem-solving skills competently

2 1. Analyzes some key information, questions, and problems competently 2. Evaluates material inconsistently 3. Uses inference to reason inconsistently from clearly stated premises to implications and

consequences 4. Uses deductive and inductive reasoning and problem-solving skills inconsistently and weakly

1 1. Is unable to analyze information, questions, and problems or does so superficially 2. Is unable to evaluate material or does so superficially 3. Is unable to or infrequently uses inference to reason from clearly stated premises or recognize

implications and consequences 4. Is unable to or infrequently uses deductive and inductive reasoning and problem-solving skills

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

B Evaluating Written Material (not in any special order)

1 Criterion

Whether you answer the question as posed Number of substantive points made. (A point for each, no extra points for repetition) Explicit reference to and use of ideas from reading assignments, lectures, movies, and websites Demonstrated thoughtfulness, insight, and understanding Inclusion of an example that shows clearly what you are talking about Specificity, as opposed to vagueness and ambiguity Clarity and understandability It's a definite plus if you use an outside source or sources (from library or the web) as well as text &

lecture Apparent investment of time and effort Do I learn something from it myself? Do I enjoy reading it? (Can you make me smile?)

2 What is a poor paper?

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One that just parrots back material with no thoughtfulness attached. One that sounds just like everyone else's. One that puts me to sleep. One that goes on and on about your opinions regarding something with no substantive data,

observation, or explicit reasoning underlying the opinions. One that was obviously tossed off very quickly with little care. One that's sufficiently vague that I can't tell whether you really have any clue what you're talking about. One that does not refer to specific items that you learned for this course.

3 Correctness of spelling, grammar, style (e.g. APA) -- and Grading percentages

Such issues are taken into account as they have to do with making what is said clear or difficult to grasp.

A College APA or MLA format is expected. college level writing edited for language and structure; Explicitly cite the book and the handout as well as other sources including the source from

which you draw your case and other sources from which you draw your arguments in text citations (author, year, p.#) – e.g. (Smith, 2000, p. 214) – This is the style I am looking for. separate reference page with all references fully cited; Cover page, page numbers, 1" margins all around, 10, 11, 12 cpi fonts

20 percent – for style issues 40 percent – for logic (did you fully!! cover the points)30 percent – for power (does the paper show quality and creativity in use of class and other material)

KEY (to my grading symbols): (if I do not write a comment refer to these symbols for meaning)

* excellent point or very interesting ! good point

basic point maybe a little more detail @ at

? Unclear, needs more expansion c with or support (Who, what, where, why, when, how)

F check facts L/E language use and editing problems (PROOFREAD)

APA formatting problems (see above) paragraph

therefore

<> citations needed -- in text with date and year x delete

needs space or blank-line –> indent

4 Some General Rules for Writing & Arguments Re: when and how to give more detail.............A reasoned argument is about giving us the reasons for your position!

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1 If you raise a question in your writing, answer it!....and explain and support it with your reasons!

Exception: When you are raising the question you feel has already been answered by the text thus far and the question is raised as a rhetorical question to make the point.

When you ask a question as a silent prod to the reader to ask themselves....usually done once or twice and then used as a conclusion to leave the reader thinking about what you have made them look at.

2 If you say things like “should”/”should not” or “must”/”must not” or “ought”/”ought not”....explain why!

3 If you say something will or will not happen....explain how that will or will not be the case and/or why it will or will not be the case.

4 If you state something as a fact, tell us who, ....cite the source. Cite with year and author in parentheses in text and have bibliography for all sources at the end (see APA or Chicago Manual/style).

5 If you use an unfamiliar term define it... tell us what you are talking about or what you mean. Define your terms, all concepts that are central to your argument.

6 If you are talking about the trends you see for society, a people, organizations, etc, do not generalize to the whole world (“the future for society will be....)....tell us for whom are you talking?, where?, when? (e.g. the United States versus, say, the third world..... People in developed countries.... People who are rich.....). Tell us who and where you are and are not talking about...and why.

7 Always tell the reader what you are and are not going to talk about, clearly define what the question is or what the questions are that you are going to answer in this paper/argument.(usually in the introduction) ....and do not lose focus of that! If the topic is too much for short paper, tell us this and tell us then what part of the question you will address. Tell the reader what you doing!

8 Use whole paragraphs (and indent the first word and do not put an empty line between paragraphs). One sentence does not stand alone as a paragraph (except if it is such a powerful point that your previous text supports the stand alone statement such that you let it stand alone to emphasize the point!). Have each paragraph make a distinct or related set of points and have each paragraph follow and be related to the previous paragraph and prepare and be related to the next paragraph (make good transitions). Proof reading is a good idea........

9 Do not just say you think things are happening or not....and do not just tell what you see ...evaluate it!!! ...is it OK or not and why/why not; in what context; is this evaluation ever different, etc...tell us why we should care! Tell us what you think of the thing you are describing and why.

10 Reviews of books (and/or articles, chapters, films, speeches, workshops, etc) should always include an attempt to address five separate areas: a) reporting what was said; b) an assessment of the argument or logic of the presentation; c) assessment of the methods or approach (e.g. appropriateness of method, evidence, etc); d) assessment of the degree of contribution or how important a point this is and to whom; and e) assessment of the organization and writing of the piece or quality of the presentation.

11 Avoid the use of ad hominem attacks. They are rarely deserved, true, nor helpful. They almost always weaken your attack among the intelligent and only appeal to the weak of mind.

5 The Evaluation of Writing Competency (adapted from Rio Salado College)

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Superior College Level Writing (ready for graduate level writing) (A):

Responds directly and fully to the question at hand. Shows clear and obvious purpose. Focuses clearly on one significant main idea or topic throughout. Uses a clear and perhaps striking organization. Contains relevant information with specific details and clear images. The development is full and complete; the ideas are clearly connected. The beginning captures the reader’s attention; the ending provides confident closure. Uses mature sentences in a variety of patterns and with clear transitions. Vocabulary is well chosen; uses expected terminology. Contains minimum errors, if any, in mechanics, grammar, or spelling. Meets appropriate format style for the topic.

Above Average College Level Writing (good Baccalaureate level writing) (B):

Responds directly to the question and hand. The purpose is apparent but not made consistently clear or obvious. Presents one main idea or topic but the significance is less clear or the focus is less sharply clear. Uses suitable organizational plan, but may be more ordinary. The information supports the main idea but the details are fewer and/or less relevant; the discussion

seems less complete or the ideas less coherent (well connected). The beginning and ending are generally satisfactory but ordinary or routine. Sentences are usually correct but sometimes awkward; their structure is occasionally repetitious.

Sometimes lacking in coherence (transitions). Vocabulary is adequate but does not use the expected terminology fully or precisely. Some errors in mechanics, grammar, or spelling but they do not effect reader understanding. Meets appropriate format style for the topic.

Average (minimally acceptable) College Level Writing (C):

Gives acceptable response to the question at hand but may disregard part of the question. The purpose is vague and seems to shift. Presents main idea but does not state it precisely or differentiate it. The organization seems only slightly considered and somewhat haphazard. Discussion stays on topic but makes only general statements or tends to repeat or restate ideas rather

than explain them; details are not specific, lack strong coherence (transitions). The beginning lacks creativity or does not seem inviting; the ending seems inconclusive. Both are

sometimes limited or simple statements. Sentences are sometimes poorly framed, of limited variety, lacking in transition, and difficult to

understand. Somewhat incoherent (the ideas are hard to follow). Vocabulary usually adequate but occasionally unclear; sometimes avoids or misuses the terminology of

the field. Serious errors in mechanics, grammar, or spelling that are not expected in college writing. Meets format requirements at a minimally acceptable level.

Below Average College Level Writing (D):

The writing is an inadequate attempt to respond to the question at hand. The purpose is not obvious or seems confused. Does not present a single main idea, may drift from one idea to another. The work may have excessive paragraph dysfunctions (too short or too long) or not follow any obvious

organization. The discussion digresses; very little information is given or what appears is not relevant nor correct nor

cited. Insufficiently obvious beginning or end. Sentences are incomplete or poorly formed and often difficult to understand. Vocabulary is often unclear and excessively informal with incorrect denotations or inappropriate

connotations (or occasionally it may be excessively formal and archaic).

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Serious errors in mechanics, grammar, or spelling which are not acceptable in college level writing. Does not meet format requirements at a minimally acceptable level.

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

C POST TEST Evaluation Questions:

Example form proposed Futures Studies Class:

Using the following scale, please rate your reaction to each of the statements below describing the class:

very inaccurate neither accurate very accurate* nor inaccurate ** * *1 2 3 4 5 6 7 8 9 10

As a result of this class:

1 I feel more aware of the different perspectives which are shaping the future. ____

2 I feel more prepared to create my own future. ____

3 I have found areas of potential study I had not thought about before ____

4 I feel more prepared to be a better student inupper division course work. ____

This class was:

5 made me feel I had something to offer ____

6 encouraged me to think ____

7 challenged my perceptions ____

8 helped me think with more discipline ____

9 helped me to be a stronger writer ____

10 more than I expected ____

Other Comments or details:

________________________________________________________________________

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D Poster Group work

Example from POSCE-6 and or POSCI-26

POSTER SESSION GRADING FORMDate: group number ___ (names: )

Research and find a case in the PRINT media (i.e. from your AMN readings) and identify a case study relative to criminal due process . (Depth of research = 5 points)

identify the issue(s) and create a poster session — outlining the various major features of the case that are significant to the application of due process. — this can utilize poster boards (large enough print so it can be read from the classroom or overheads or PowerPoint — your choice) (Quality of presentation = 5 points)

is due process being properly followed in this case? Yes/No? Why and How or Why and How not? (Quality of critical thinking demonstrated = 10 points)

Prepare a group presentation based upon your poster session that involves all your group members presenting a different facet of the case (group involvement = 5 points) NOTE: if your group tells me that you are not participating YOU, not they, will lose these points OR be asked to do a separate presentation!

Create a critically thought pout conclusion of the lesson your group believes the class should understand. (Conclusion = 5 points)

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E Portfolio Rubric

Grade A B C D

CONTENTSPortfolio contains all of the required material.

Portfolio contains most of the required material.

Portfolio contains some of the required material.

Portfolio contains little of required material.

NOTES SECTION

all lecture days clearly dated – good depth & detail and clearly categorized: Edited and “cleaned up” –typed or well rewritten or edited to visible degree (especially if your original notes are not legible)

all lecture days dated – good depth & detail – less well written or edited – evidence of effort – overall, a “B” is assigned if it does not rise to “A” level work.

spotty notes and dating -- some depth & detail – less well written (<100 words per day) – lesser evidence of effort

.spotty to no dates – little detail – raises serious question as to: ”how hard did you try?”

ORGANIZATION Portfolio is completely and neatly organized. A Reader can easily find things.

Portfolio is well organized. A Reader has little difficulty finding things.

Portfolio is fairly well organized. A Reader may have a little difficulty finding things.

Portfolio shows little attempt at organization. A Reader has difficulty finding things.

MECHANICS There are no errors in spelling, punctuation or grammar.

There are few errors in spelling, punctuation or grammar.

Errors in spelling, punctuation or grammar are evident.

Errors in spelling, punctuation or grammar are numerous.

SELF - REFLECTION

SECTION

All Reflections include personal reactions that are descriptive and insightful and relate to the course material and show deeper thinking.

Most of the Reflections include personal reactions that are descriptive and insightful and relate to class material.

Some of the Reflections include personal reactions that are descriptive and insightful.

Few of the Reflections include personal reactions that are descriptive and insightful.

ANNOTATED ARTICLESECTION

At least ten to twelve photocopied and “handwritten annotated newspaper or magazine or internet clippings (relating to the topics discussed in class – which perhaps you brought up in class for discussion). Photocopied or set up in clear sleeves.

Less than ten annotated newspaper clippings. Less well attended to in how included.

No annotations on articles. Articles loose in binder.

No articles.

OVERALLPORTFOLIO

IMPACT

The portfolio demonstrates well the student’s skills, abilities, and knowledge.

The portfolio helps to demonstrate the student’s skills, abilities.

The portfolio does little to demonstrate the student’s skills, abilities, and knowledge.

The portfolio does not demonstrate the student’s skills, abilities, and knowledge.

Sample from POSCI-4 -- Notes & Journal Portfolio for up to ONE HUNDRED points

Note in each category from the higher grade to the lower grade (e.g. A+ to A-) is a determination of the degree to which you meet the criterion for the grade category – this will be discussed on the first day. NOTE: This assignment will require you to work on it a little each day – if this were a regular semester that would mean each week but each day in here is half a week – if you work on this each day it will “just write itself” – but if you hold off until the end it will be a massive assignment. (Note variation from this assignment in other classes).

A all lecture days clearly dated – good depth & detail and clearly categorized:1) Edited and “cleaned up” – even rewritten to some visible degree (especially if your original notes are not legible); 2) responsive self-reflective journal section – a) what you think of the material from the book and lectures and how it is helping you see things in the world differently, b) explicitly where this puts you ideologically in terms of the radical, liberal, conservative spectrum of classical worlds views…. And c) any questions you have from your readings or the lectures – which we can discuss in class – I will ask.... 3) at least ten to twelve photocopied and “handwritten annotated newspaper or magazine or internet clippings (relating to the topics discussed in class – that perhaps you brought up in class for discussion) 4) in an organized fashion – notebook (>200 words per day) – high evidence of effort – (e.g. tabs and categories, meticulous attention to details above). 5) Note: book notes would be extra effort.

B all lecture days dated – good depth & detail – less well written – enhanced by less than ten annotated newspaper clippings (+/-200 words per day) – evidence of effort – overall, a “B” is assigned if it does not rise to “A” level work.

C spotty notes and dating -- some depth & detail – less well written no annotations on articles or no article (<100 words per day) – lesser evidence of effort –

D spotty to no dates – little detail – raises serious question as to how hard did you try?F no dates – little detail – spotty – you did not try.

Talk to me if you have problems with note taking and/or are disabled and need a note taker. We arrange an alternative “portfolio project” for you if absolutely needed.

F Types of Test Questions for Examinations

Issue-spotting question: Question is a long involving fact patterns spun out (e.g. over several pages). Task is

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to discern key information, identify relevant issues, and discuss those issues in a concise and organized fashion.

Thematic question: Also involve fact patterns – (shorter format – 1 or 2 paragraphs) – containing only relevant facts implicating one or two important issues discussed in the lectures or reading materials. Task is to identify the issue; possible approaches to the issue; and presenting these approaches in a concise and organized fashion.

Brainstorming question: Asks one to react to a fact pattern or idea they may not have encountered directly in the lectures or in the reading material. Task is to apply understanding of frameworks of analysis -- relate by analogy a situation to the themes or policies discussed in the course and present their conclusions or thoughts in a concise and organized fashion.

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Appendix D Sample Syllabi

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