Micronesian Studies Program

  • PSLO
  • Data Sheet
  • Program Review
  • Assessment Report

 

Program Student Learning Outcomes Assessment
(AY 2015-2016)

Program Student Learning Outcomes (PSLOs)

At the completion of the Micronesian Studies Program, the student will be able to:

  1. Demonstrate the ability to read, speak and write critically and effectively in English about Micronesian Studies Program course content.
  2. Demonstrate proficiency in the geographical, historical, and cultural literacy of the Micronesian region.
  3. Demonstrate proficient knowledge of the structure and functions of the government and social, political, and economic issues concerning the Micronesian Studies course content.
  4. Demonstrate the ability to perform research and write papers relevant to Micronesia using different methods and technologies.
  5. Demonstrate an appreciation of the requirements of good citizenship in the FSM.

PSLO Assessment Report Summary

What we looked at:
PSLOs 2, 3, & 4 were identified to be assessed for the 2015-2016 cycle based on the previous assessments and recommendations.

PSLO 2 was assessed, using pre and posttests with a scoring rubric, in SS introductory courses. The aim was to assess students’ knowledge on major concepts in the SS courses at the beginning and at the end of a course. The courses assessed included Introduction to Political Science (SS101), Introduction to Geography (SS120), Geography of the Pacific (SS125), and Micronesian Cultural Studies (SS195).

PSLO 3 was assessed, using reflective writing which focuses on students’ understanding of specific course concepts. The courses assessed include Micronesia Cultural Studies (SS195), Micronesia Government & Politics (SS205), Economy of Micronesia (SS212) and Contemporary Issues in Micronesia (SS220). The rubric rated 3 categories: knowledge, reasoning, and communication of the core concepts for each course.

PSLO 4 was assessed, using final research papers in two research courses in the program. The courses include Research methods (SS200) and Directed Study (SS280). The rubric looked at the following criteria: Thesis formulation, reliability of sources, analysis, synthesis, and process. Each category was worth 4 points.

What we found:

PSLO#2: Demonstrate proficiency in the geographical, historical, and cultural literacy of the Micronesian region.

  • The following was found:

Results for all courses that utilized pre and posttest in assessing student learning outcomes show an increase in average score from pretest to post-test. While the average overall score for the courses showed an increase in the post tests, the score is still below the passing score. Detailed results of the pretest and posttest on individual courses that utilize the pretest and posttest as assessment tools are depicted in Table 1. The division faculty observed the same factors that may have influenced students’ performance on the program assessment result which can be attributed to the following:

 

  1. Level of sincerity in taking the pretest and the post test. Because these assessments are not graded, students put less time and effort in taking them. When it comes to assessing program learning outcomes from the pretest and the posttest, a minor improvement in student learning is shown.
  2. There is a need to review and to map the program learning outcomes with the course learning outcomes because it may be possible that the program assessment tool (pre & posttest) used for assessing program learning outcome may not be directly linked or aligned to outcomes of courses assessed.
  3. Inconsistent number of test takers. It is shown in Table 1 that some courses, more students take the pretest at the beginning of the semester and few take the post test at the end of the semester, while for some courses, this problem is reversed. This means few students are assessed at the beginning and more students are assessed at the end of the semester.

Table 1 shows results of pre-post tests for AY 2015-2016.

Courses assessed for SY Fall2015- Spring2016 Fall 2015 Spring 2016

SS101-Political Science

Pretest Posttest Pretest Posttest

 

Total Assessed=49

Met Outcome=36 (72%)

Did not Meet Outcome=13 (28%)

 

Total Assessed=45

Met Outcome=40 (89%)

Did not Meet Outcome=5(11%)

Total Assessed=24

Met Outcome=18 (75%)

Did not Meet Outcome=6 (25%)

Total Assessed=23

Met Outcome=20 (87%)

Did not Meet Outcome=3 (13%)

SS120-Introduction to Geography

Total Assessed=51

Met Outcome=0

Did not Meet Outcome=51 (630)

Total Assessed=49

Met Outcome=5 (10%)

Did not Meet Outcome=44 (90%)

Total Assessed=49

Met Outcome=36 (72%)

Did not Meet Outcome=13 (28%)

Total Assessed=49

Met Outcome=36 (72%)

Did not Meet Outcome=13 (28%)

SS125-Pacific Geography

Total Assessed=9

Met Outcome=0

Did not Meet Outcome=9 (630)

Total Assessed=20

Met Outcome=7(35%)

Did not Meet Outcome=51 (630)

Total Assessed=24

Met Outcome=0(0%)

Did not Meet Outcome=25 (630)

Total Assessed=25

Met Outcome=20(80%)

Did not Meet Outcome=5 (20%)

SS195-Micronesian Cultural Studies

Total Assessed=30

Met Outcome=25 (83%)

Did not Meet Outcome=5 (17%)

Total Assessed=299

Met Outcome=24(83%)

Did not Meet Outcome=5 (17%)

Total Assessed=27

Met Outcome=18 (67%)

Did not Meet Outcome=9 (33%)

Total Assessed=25

Met Outcome=20 (80%)

Did not Meet Outcome=5 (20%)

PSLO # 3. Demonstrate proficient knowledge of the structure and functions of the government and social, political, and economic issues concerning the Micronesian Studies course content.

Table 2 shows average class results on common essay that assessed students’ understanding of major concepts in Micronesian Cultural Studies (SS195), Micronesian Government & Politics (SS205), Economy of Micronesia (SS212), and Contemporary Issues in Micronesia (SS220). Three aspects of performances (Knowledge, Reasoning, and communication) were assessed as can be seen in Table 2 below.

Courses

Knowledge

Reasoning

Communication

 

 

 

 

SS195

77%

65%

73%

 

 

 

 

SS205

78%

78%

78%

 

 

 

 

SS212

77%

64%

76%

 

 

 

 

SS220

88%

69%

85%

 

 

 

 

Overall results show that students have proficient knowledge of core concepts in the selected courses. However, their level of reasoning and their ability to communicate the issues are the two weak areas. Students were able to identify issues and topics. The criterion on Knowledge was highest in all 4 courses assessed. The criterion on Reasoning appeared the weakest area which shows students’ difficulty in looking beyond the concepts. For example, students who were weak in the reasoning had difficulty in linking or articulating how the past events affect current Micronesian culture, economy and government. Furthermore, they also failed to discuss whether these changes were positive changes or negative changes on Micronesian culture, economy or government. On the Communication criterion, students were able to identify the issue, yet had challenges in communicating their understanding of concepts, as there were mechanical errors in grammar and sentence structure.

PSLO # 4. Demonstrate the ability to perform research and write papers relevant to Micronesia using different methods and technologies.

Assessment results in both semesters reveal that Analysis continues to be the weakest area for research papers, while Thesis formulation remains the strongest area. Detailed results of students rating on the seven areas are stated in Table 3.

Table 3 shows class results for final research papers that assessed 6 different criteria of performance.

Category

Thesis

Info

Analysis

Synthesis

Documentation

Product &

 

formulation

Seeking

 

 

 

Process

SS280

-

-

-

-

-

-

 

 

 

 

 

 

 

SS200

64%

55%

32%

36%

46%

73%

 

 

 

 

 

 

 

Average score

 

 

 

 

 

 

by category for

 

 

 

 

 

 

both courses

 

 

 

 

 

 

Results reported here reflect only the final paper results, as dictated by the Micronesian Studies Assessment plan for the SY 2015-2016. Upon submission, the final paper was expected to be written in APA format with a cover page, an Abstract, Introduction, Methodology, Findings and results, Analysis, and a Conclusion and Discussion. Assessment results for both semesters (Fall 2015 & Spring 2016) reveal that Analysis continues to be the weakest area of performance on research papers while Thesis formulation remains the strongest. The results are similar to previous Program Assessment Summary for 2014-2015.

Other observations:

Table 4 shows the Common Essay Tests that were given during the 9th and 15th week of Spring 2016 SS150 History of Micronesia sections 1&2.

Part I

# of students

Part II

# of students

Total

42

Total

42

Pass

25 (60%)

Pass

23 (55%)

Fail

17

Fail

19

Passing rate

6 students did

Passing rate

10 students did

(60%)

not sit the Part I

(55%)

not sit the Part II

 

Common Essay

 

Common Essay

 

Test. They are

 

Test. They are

 

counted with the

 

counted with the

 

failed students

 

failed students

 

above.

 

above.

The Common Essay Tests were piloted during Fall 2015 and Spring 2016. For Fall 2015 the students that met the minimum outcome of 70% were at 88% for Part I and 75% for Part II. Part I was on the Spanish colonial periods and German era while Part II was on the Japanese era and American colonial period.

For Spring 2016, the students that met the minimum outcome of 70% were 60% for Part I and 55% for Part II. This shows that students enrolled during Fall 2015 did much better than Spring 2016. Since this is baseline data, recommendation is made for further assessment. Much data are needed to see the validity of the questions being asked. There may be a need for the division to re-evaluate the questions for clarity. Another recommendation is to focus more on reporting performance of students

What we are planning to work on:

  • Maintain same assessment strategies to assess the same program outcomes.
  • Maintain class size for Research courses at a minimum of 15 students each section.
  • Employ more critical thinking and writing exercises in SS courses to improve student performance in areas of analysis and reasoning.
  • Continue assessment of SS150, using reading passages from topics for the course.
  • Re-evaluate the validity of pre-post tests

Recommendations for students:

  • Students must have good reading and writing skills to articulate ideas, both in written and oral communication.
  • Students seek advice of the Micronesian Studies Program advisors in terms of course-planning


Program Data Sheet
September 2016

Download PDF Version of the Data Sheet

Enrollment by Major and Campus

Major degree term Chuuk Kosrae National Pohnpei Yap students
Micronesian Studies AA Fall 2011   1 107 31 1 140
Micronesian Studies AA Fall 2012   5 99 19 3 126
Micronesian Studies AA Fall 2013 1 3 91 12 2 109
Micronesian Studies AA Fall 2014 1 2 82 16 4 105
Micronesian Studies AA Fall 2015 2 1 99 5 1 108
Micronesian Studies AA Spring 2011   3 105 12 1 121
Micronesian Studies AA Spring 2012   2 89 25 2 118
Micronesian Studies AA Spring 2013   2 91 9 2 104
Micronesian Studies AA Spring 2014 1   88 10 2 101
Micronesian Studies AA Spring 2015 1 3 78 15 1 98
Micronesian Studies AA Spring 2016   2 85 3   90

Credits by Major and Campus

Major degree term Chuuk Kosrae National Pohnpei Yap Credits
Micronesian Studies AA Fall 2011   13 1394 365 12 1784
Micronesian Studies AA Fall 2012   61 1214 184 38 1497
Micronesian Studies AA Fall 2013 13 24 1138 117 20 1312
Micronesian Studies AA Fall 2014 13 21 1033 151 46 1264
Micronesian Studies AA Fall 2015 73 148 2045 142 143 2551
Micronesian Studies AA Spring 2011   37 1376 134.5 19 1566.5
Micronesian Studies AA Spring 2012   22 1171 302 27 1522
Micronesian Studies AA Spring 2013   18 1078 85 21 1202
Micronesian Studies AA Spring 2014 13   1049 88 22 1172
Micronesian Studies AA Spring 2015 11 29 1004 171 17 1232
Micronesian Studies AA Spring 2016   25 1109 32   1166

Credits by Program and Campus

Program Term Chuuk Kosrae National Pohnpei Yap Credits
Micronesia Studies (AA) Fall 2011 147 66 831 24 75 1143
Micronesia Studies (AA) Fall 2012 180 48 834 30   1092
Micronesia Studies (AA) Fall 2013 129 30 924 12   1095
Micronesia Studies (AA) Fall 2014 123 30 774   27 954
Micronesia Studies (AA) Fall 2015 105 21 693     819
Micronesia Studies (AA) Spring 2011 90 39 735 12 66 942
Micronesia Studies (AA) Spring 2012 222 27 627 27   903
Micronesia Studies (AA) Spring 2013 171 60 828 27   1086
Micronesia Studies (AA) Spring 2014 126 33 780   78 1017
Micronesia Studies (AA) Spring 2015 105 21 693     819
Micronesia Studies (AA) Spring 2016   25 1089 40   1154

Credits Enrolled, Attempted and Earned(averages)

Major degree term credEnrollAvg credAttAvg credEarnAvg termGPAAvg
Micronesian Studies AA Fall 2011 12.7 10.3 8.6 2.08
Micronesian Studies AA Fall 2012 11.9 10.3 8.3 2.15
Micronesian Studies AA Fall 2013 12.0 10.8 10.0 2.49
Micronesian Studies AA Fall 2014 12.2 1113.0 9.8 2.38
Micronesian Studies AA Fall 2015 12.4 11.7 10.4 2.47
Micronesian Studies AA Spring 2011 12.9 11.3 9.4 2.20
Micronesian Studies AA Spring 2012 12.9 10.8 8.5 1.99
Micronesian Studies AA Spring 2013 11.6 10.1 8.1 1.98
Micronesian Studies AA Spring 2014 11.6 10.5 9.6 2.28
Micronesian Studies AA Spring 2015 12.5 11.5 10.0 2.43
Micronesian Studies AA Spring 2016 13.0 11.9 10.4 2.21


Program Sections, Enrollment Ratio and Average Class Size

Program term section enrollMax enrollment enrollRatio AvgClassSize
Micronesia Studies (AA) Fall 2011 16 400 366 91.5% 22.9
Micronesia Studies (AA) Fall 2012 14 374 333 89.0% 23.8
Micronesia Studies (AA) Fall 2013 17 396 347 87.6% 20.4
Micronesia Studies (AA) Fall 2014 16 380 317 83.4% 19.8
Micronesia Studies (AA) Fall 2015 17 387 294 76.0% 17.3
Micronesia Studies (AA) Spring 2011 14 330 299 90.6% 21.4
Micronesia Studies (AA) Spring 2012 13 319 282 88.4% 21.7
Micronesia Studies (AA) Spring 2013 16 369 338 91.6% 21.1
Micronesia Studies (AA) Spring 2014 17 387 340 87.9% 20.0
Micronesia Studies (AA) Spring 2015 15 328 265 80.8% 17.7
Micronesia Studies (AA) Spring 2016 12 296 261 88.2% 21.8

Persistence and Retention (new full time students)

MajorDescription degree New Students FT 2011_3 Students 2012_1 Students 2012_3 Persistence Spring 2012 Retention Fall 2012
Micronesian Studies AA 29 21 14 72.4% 48.3%
Major degree New FT Fall 2012 Persisted Spring 2013 Retained Fall 2013 Persistence Spring 2013 Retention Fall 2013
Micronesian Studies AA 12 13 12 108.3% 100.0%
Major degree New FT Fall 2013 Persisted Spring 2014 Retained Fall 2014 Persistence Spring 2013 Retention Fall 2014
Micronesian Studies AA 10 11 11 110.0% 110.0%
Major degree New FT Fall 2014 Persisted Spring 2015 Retained Fall 2015 Persistence Spring 2015 Retention Fall 2015
Micronesian Studies AA 16 15 15 93.8% 93.8%
Major degree New FT Fall 2015 Persisted Spring 2016 Retained Fall 2016 Persistence Spring 2016 Retention Fall 2016
Micronesian Studies AA 16 14   87.5% 0.0%

Course Completion & Withdrawals (Major)

Major degree term students ABCorP% ABCDorP% W%
Micronesian Studies AA Fall 2011 502 65.9% 74.5% 10.4%
Micronesian Studies AA Fall 2012 581 62.5% 72.8% 9.3%
Micronesian Studies AA Fall 2013 440 75.2% 84.5% 5.7%
Micronesian Studies AA Fall 2014 412 73.8% 81.3% 10.7%
Micronesian Studies AA Fall 2015 447 76.5% 75.36% 4.70%
Micronesian Studies AA Spring 2011 538 66.7% 77.3% 10.2%
Micronesian Studies AA Spring 2012 516 60.3% 70.5% 14.0%
Micronesian Studies AA Spring 2013 413 64.9% 74.3% 11.6%
Micronesian Studies AA Spring 2014 383 70.2% 83.0% 8.6%
Micronesian Studies AA Spring 2015 400 75.3% 72.6% 11.0%
Micronesian Studies AA Spring 2016 384 69.8% 79.9% 8.6%

Course Completion & Withdrawals (Program)

Program term students ABCorP% ABCDorP% W%
Micronesia Studies (AA) Fall 2011 381 74.3% 85.6% 4.2%
Micronesia Studies (AA) Fall 2012 364 74.5% 83.2% 8.5%
Micronesia Studies (AA) Fall 2013 365 77.5% 84.9% 4.9%
Micronesia Studies (AA) Fall 2014 318 78.0% 81.8% 10.4%
Micronesia Studies (AA) Fall 2015 301 76.7% 83.7% 5.3%
Micronesia Studies (AA) Spring 2011 314 79.0% 88.9% 5.1%
Micronesia Studies (AA) Spring 2012 300 72.0% 79.3% 6.3%
Micronesia Studies (AA) Spring 2013 362 71.5% 80.7% 6.6%
Micronesia Studies (AA) Spring 2014 339 75.2% 85.0% 7.7%
Micronesia Studies (AA) Spring 2015 273 76.6% 86.1% 3.3%
Micronesia Studies (AA) Spring 2016 261 72.4% 83.1% 5.4%

Graduates

Major degree AY2010/11 AY2011/12 AY2012/13 AY2013/14 AY2014/15 AY2015/16
Micronesian Studies AA 33 20 21 31 22 27

Graduate Rate

Major degree Cohort New Full Students Graduation Rate 630 Graduation Rate 150% Graduation Rate 200%
Micronesian Studies AA Fall 2008 FT 20 5.0% 40.0% 50.0%
Micronesian Studies AA Fall 2009 FT 19 15.8% 47.4% 73.7%
Micronesian Studies AA Fall 2010 FT 26 11.5% 23.1%  
Micronesian Studies AA Fall 2011 FT 29 10.3% 17.2% 24.1%
Micronesian Studies AA Fall 2012 FT 12 16.7% 58.3%  
Micronesian Studies AA Fall 2013 FT 10 20.0% 50.0%  

 

    • Program information is based on Dickeson's concept of a progarm as expending resoruces and is linked to coureses onwed by a "program" from TracDat.
    • Graduation rates are based on Fall new students (full time) cohorts that are tracked at 630, 150% and 200%.
    • Retention rates are based on Fall new students (full time) cohorts to return the following fall semester.
    • Persistence rates are based on Fall new students (full time) cohrots who return the following spring semester.

AP Full Official

Micronesian Studies Program

Campus

National campus

AP Review Submission

 September 23, 2016

Completed by

Delihna Manuel Ehmes

AR Review Cycle

Fall2014-Spring 2016

Program Goals

Program goals are broad statements concerning knowledge, skills, or values that the faculty members expect the graduating students to achieve.

• Students know the basic concepts of Micronesian history, society, government & politics, economy and culture.
• Students understand the major theoretical approaches that explains political, economic, governmental, social, and cultural phenomenon of the Micronesian islands and other entities.
• Students can write a critical paper about Micronesian issues using interpreted data collected through research.
• Students have effective interpersonal skills in collecting and communicating course content of Micronesian studies.
• Students value and respect their roles as citizens.

Program History

This section describes the history of the program.  This includes the date and reason of implementation, significant milestones in the development of the program, and significant current activities.

The Micronesian Studies A.A. Degree Program was established in 1999 and had its first graduates in 2001. Since then, the program has had more than 100 students enrolled per semester and has ranked third in most enrolled Associate Degree at the College. In a report from the office of Admissions and records, 60 students completed program between Fall2016 to Spring 2016. In the recent past, the program has seen a decline in its numbers. However, this is a trend that is seen across many programs here at the college. Part of this may be linked to increased emigration in the FSM. Even given this challenge in enrollment, the program has been able to prepare students to transfer into other programs at COM-FSM, other higher educational institutions outside of FSM, and into the labor market, as will be reflected in the transfer data in this report.

Program Description

The program description describes the program, including its organization, relationship to other programs in the system, program design, degree(s) offered, and other significant features of the program, such as elements/resources for forward-looking new program contributions to the state’s economy, or specialized program accreditation.

 

This program is designed to give students an in-depth knowledge and understanding of Micronesian history, society, government & politics, economy and culture.  The A.A. degree prepares students to work in national or state government and politics, to be an elementary or high school social studies teacher, and in general to be more informed citizens of their state and nation.  The program also has proven transferability to a wide range of majors at four-year colleges in the Pacific and the U.S. mainland.

 

Program Admission Requirements

This section describes the requirements for admission into the program and other requisites.

To be matriculated into a program, applicants for admission must meet all of the following admission requirements:

  • Have graduated or will graduate from high school at the end of the current year, or have a General Educational Development (GED) certificate.
  • Have a minimum high school grade point average (GPA) of 2.0 as measured on a 4.0 scale, or a minimum score of 35 on each section and an average score of 45 for all five sections of the GED test.
  • Be accepted by the College’s Committee on Recruitment, Admission, and Retention (RAR).

 

As per the 2015-2016 college catalog under admission to associate of arts programs. 

Program Certificate/Degree Requirements

This section specifies the requirements for obtaining a certificate/degree in the program, including specific courses,, sequencing of courses, total credits, internships, practical, etc.

General Education Core Requirements .................................................................................................29 Credits
English (9 credits)


  • Mathematics (3 credits)
  • Any 100 level or above mathematics course
  • Natural Sciences (7 credits)

  • Social Sciences (3 credits)
  • SS 150 History of Micronesia (3)
  • Computer Applications (3 credits)
  • CA 100 Computer Literacy (3)
  • Exercise Sports Science course (1)
  • Humanities (3 credits)

{Choose from any course in art, music, history, culture, literature, philosophy, or language (3)}

Major Requirements ..............................................................................................................................27 Credits
SS101 Introduction to Political Science (3)
SS120 Introduction to Geography (3)
SS125 Geography of the Pacific Islands (3)
SS195 Micronesian Cultural Studies (3)
SS200 Research Methods (3)
SS205 Micronesian Government & Politics (3)
SS212 Economy of Micronesia (3)
SS220 Contemporary Issues in Micronesia (3)
SS280 Directed Studies (3)

Open Electives..........................................................................................................................................6 Credits

Total Program Credits……………………………………………………………………………………………..62 Credits

MICRONESIAN STUDIES
Suggested Schedule

First Semester
EN 110 Advanced Reading ...............................3
EN 120a Expository Writing I.............................3
MS 100 College Algebra....................................3
SS 150 History of Micronesia............................3
CA 100 Computer Literacy................................3
Total Credits ……………………………………15

Second Semester
EN 120b Expository Writing II............................3
SS101 Introduction to Political Science............3
SS120 Introduction to Geography.....................3
Humanities Elective ..........................................3
Science w/lab....................................................4
Total Credits…………………………………… 16

Summer Session
SS2125 Geography of the Pacific………..........3
Exercise Sports Science course .......................1
Total Credits ……………………………………. 4

Third Semester
Non lab Science or Agriculture..........................3
Open Elective....................................................3
SS 200 Research Methods ...............................3
SS205 Micro. Government and Politics.............3
SS 195 Micronesian Cultural Studies................3
Total Credits…………………………………….15

Fourth Semester
Open Elective ...................................................3
SS 212 Economy of Micronesia........................3
SS220 Contemporary Issues in Micronesia….3
SS 280 Directed Study: Selected Topics ..........3

Total Credits…………………………………….12

As per the College of Micronesia-FSM General Catalog 2015 - 2016 Associate of Arts Micronesian Studies Program.

  Program Courses and Enrollment

This section lists courses offered in the program, including number of sections, course enrollment, section fill rates, and redundancy of courses across the institution.

In addition to the standard General Education Core Requirements, Micronesian Studies Majors must take the following courses:
SS101 Introduction to Political Science
SS120 Introduction to Geography
SS125 Geography of the Pacific Islands
SS195 Micronesian Cultural Studies
SS200 Research Methods
SS205 Micronesian Government & Politics
SS212 Economy of Micronesia
SS220 Contemporary Issues in Micronesia
SS280 Directed Studies

2 open electives (100 level)
These courses also support other Associate Degree programs.

 

  Program Faculty

This section reports the faculty of the program, including full-time and part-time faculty.  The degrees held and rank are provided for the full-time and part-time faculty. Finally, provide the faculty student ratio for the program.

Lucia N. Donre, Full-time Professor (began Spring 2011), BA Sociology (University of Hawaii at Hilo) and Masters in Educational Leadership (San Diego State University)
Delihna Manuel Ehmes, Full-time Associate Professor, BS Psychology (Missouri Southern State University) and MS Psychology (Capella University)
John Richard Haglelgam, Full-time Regent Professor, BA Political Science (University of Hawaii at Manoa), MA Political Science (University of Hawaii at Manoa), Masters in Public Administration and Masters in Public Policy (Harvard University)
Ringlen Ringlen, Full-time Professor, BA in Business Administration and Economics (Graceland College) and MS in Educational Counseling (University of Oregon)

Part time faculty
Faustino Yarofaisug, Part-time instructor, BA Geography (University of the South Pacific) and Masters in Educational Leadership (San Diego State University).
Teetake Yeeting, Part-time instructor, BA Geography (University of the South Pacific)

Note: As of writing the division has a vacancy for one instructor position.

    • These courses also support other Associate Degree programs.
    • Course enrollment.
      • Enrollment data include courses that are taken by students in other majors and reflects only National campus enrollment.

Table 1

 

Courses

Fall
2014

Spring 2015

Fall
2015

Spring
2016

Total
headcount

SS101 Intro. To Political Science

51

29

51

25

156

SS120 Intro. to Geography

52

28

42

28

150

SS125 Geography of the Pacific Is.

26

26

26

25

103

SS195 Micronesian Cultural Stu

30

29

30

29

118

SS200 Research Methods

17

16

32

16

81

SS205 Micronesian Gov’t and Politics

15

22

14

25

76

SS212 Economy of Micronesia

25

25

20

20

90

SS220 Contemp. Issues in Micro.

25

25

16

24

90

SS280 Directed Studies

15

17

13

17

62

Total Enrollment by semester

256

217

244

209

 

Faculty-student ratio is typically 1/25 on semester basis. This ratio is based on other Social science courses that are also taught by the faculty in the program.

Note: Enrollment data only reflect regular semesters from Fall2014-Spring 2016.

 

  Program Indicators

This section provides the data for analyzing the extent to which the program has achieved the established outcomes and criteria. This is the most important part of the program review.  The data that will be collected and evaluated are the following:

Assessment of course student learning outcomes of program courses

The data reported here are derived from course level assessment results that employed several tools of assessment on the Course Student Learning Outcomes (CSLOs). Results reflect assessment of the Micronesian studies required courses within a 2-year cycle, from Fall 2014-Spring 2016. Tools of assessment include formative assessment (i.e., quizzes, chapter tests, assignments, in-class work, and presentations) and summative assessment (i.e., comprehensive exams and final research papers).

Findings

Figures below show results of assessment for each Micronesian study course from Fall 2014-Spring 2016. The N represents the total number of students assessed on each outcome. Figures represent percentage of students who successfully met each outcome for semesters Fall2014-Spring 2016. For all SS courses, successful achievement of outcome means that 70% of the class meet an outcome with a 70% or better.

 

Table 1 represents assessment results of CSLO for SS101-Political science, across 4 semesters.

SS101-Introduction to Political Science

SLO1

SLO2

SLO3

SLO4

SLO5

Fall 2014 (N=46)

93%

93%

630

630

83%

Spring 2015 (N=25)

88%

88%

88%

88%

88%

Fall2015 (N=50)

96%

96%

96%

96%

96%

Spring 2016 (N=25)

48%

96%

630

630

60%

SLO 1 Demonstrate basic understanding of the terminologies and concepts of political science.
SLO 2 Demonstrate knowledge of the major areas of the State and Public Policy.
SLO 3 Know the different types of regimes and citizenships.
SLO4 Know the importance of non-governmental dimensions of the political   systems such as public opinion, interest groups, political parties, and social movements.
SLO5 Demonstrate basic understanding of the structure of modern political systems.

 

Table 2 represents assessment results of CSLO for SS120-Introduction to geography,
across 4 semesters.

SS120-Introduction to geography

SLO1

SLO2

SLO3

SLO4

Fall 2014 (N=49)

59%

69%

45%

55%

Spring 2015  (N=28)

82%

89%

93%

71%

Fall2015 (N= 52)

62%

67%

62%

65%

Spring 2016 (N=28)

64%

61%

75%

64%

SLO 1 Demonstrate ability to use geographic concepts, describe types of maps and basic features, and other basic cartographic tools.
SLO 2 Describe the major components of physical geography
SLO 3 Describe the subfields of human geography and area analysis
SLO 4 Demonstrate knowledge on contemporary environment, social, and economic challenges facing the FSM

 

Table 3 represents assessment results of CSLO for SS125-Pacific geography,


SS125-Pacific geography

SLO1

SLO2

SLO3

SLO4

SLO5

SLO6

Fall 2014 (N=26)

85%

81%

85%

88%

73%

88%

Spring 2015 (N=25)

92%

80%

92%

76%

72%

80%

Fall2015 (N=26)

77%

81%

73%

69%

73%

73%

Spring 2016 (N=25)

92%

76%

92%

88%

80%

84%

 

SLO 1 Demonstrate knowledge to locate, name and describe the general political and economic status of all the Pacific Island countries in the region
SLO 2 Describe the physical geography of the Pacific islands within the tropics.
SLO 3 Describe the terrestrial and aquatic biota of the Pacific Island countries.
SLO 4 Demonstrate the ability to describe the historical epoch in the Pacific.
SLO 5 Demonstrate knowledge to describe the socio-cultural issues and challenges among the Pacific Islanders.
SLO 6 Describe the general economic features of the island’s economies with particular emphasis on agriculture and forestry, ocean resources, tourism, and communications.

Table 4 represents assessment results of CSLO for SS195-Micronesian cultural studies,
across 4 semesters.


SS195-Micronesian cultural studies

SLO1

SLO2

SLO3

SLO4

Fall 2014 (N=26)

73%

81%

88%

96%

Spring 2015 (N=29)

83%

93%

83%

90%

Fall2015 (N=28)

86%

86%

75%

96%

Spring 2016 (N=28)

50%

86%

86%

630

SLO 1 Demonstrate knowledge of the geographic realities and circumstances in the lives of Micronesians.
SLO 2 Demonstrate knowledge of the anthropological realities and circumstances in the lives of Micronesians.
SLO 3 Demonstrate knowledge of the sociological realities and circumstances in the lives of Micronesians.
SLO 4 Participate in project-based learning on a theme in Micronesian cultural studies.

Table 5 represents assessment results of CSLO for SS200-Research methods, across 4 semesters.


SS200-Research Methods

SLO1

SLO2

SLO3

SLO

SLO5

Fall 2014 (N=29)

86%

69%

76%

72%

69%

Spring 2015 (N=15)

87%

67%

93%

73%

73%

Fall2015 (N=32)

81%

72%

88%

81%

78%

Spring 2016 (N=16)

88%

63%

94%

63%

31%

SLO 1 Explain and demonstrate a deep understanding and appreciation of the scientific process
SLO 2 Demonstrate the ability to plan and undertake general research strategies that utilize the research resources of libraries, the internet, and people.
SLO 3 Demonstrate the ability to construct theories that successfully guide and structure research
SLO 4 Describe and demonstrate the ability to use different methods of research to collect and analyze data
SLO 5 Demonstrate the ability to craft a research paper

Table 6 represents assessment results of CSLO for SS205-Micronesian government and politics, across 4 semesters.


SS205-Government & politics

SLO1

SLO2

SLO3

SLO4

SLO5

Fall 2014 (N=23)

630

91%

91%

91%

91%

Spring 2015 (N=11)

630

630

630

630

630

Fall2015 (N=14)

630

630

630

630

630

Spring 2016 (N=24)

96%

96%

96%

96%

96%

SLO1 Demonstrate knowledge of the presidential-parliamentary system of government in the Micronesian region.
SLO 2 Demonstrate knowledge of the formation of the national, state, and local governments in the different island states in the Micronesian region.
SLO 3 Explain the western concepts, the vocabularies, and terminologies woven into the three levels of government constitutions.
SLO 4 Discuss the history of modern political development in the Micronesian region.
SLO 5 Explain the traditional political organizations of the islands in the Micronesian region.

 

Table 7 represents assessment results of CSLO for SS212-Economy of Micronesia, across 4 semesters.


SS212-Economy of Micronesia

SLO1

SLO2

SLO3

SLO4

SLO5

Fall 2014 (N=16)

63%

75%

63%

88%

75%

Spring 2015 (N=20)

95%

75%

70%

95%

85%

Fall2015 (N=24)

75%

83%

71%

67%

67%

Spring 2016 (N=21)

95%

630

90%

95%

630

SLO 1 Demonstrate knowledge on developmental economic concepts and basic tools that are important to understanding the economy and how it functions.
SLO 2 Describe the economics features of the Federated States of Micronesia, Republic of Palau, and the Republic of the Marshall Islands.
SLO 3 Describe FSM’s past macroeconomic performance during the first Compact with the United States, the policies used to improve economic growth, policy alternatives, and challenges.
SLO 4 Describe the development challenges to the productive sectors of the FSM Economy.
SLO 5 Demonstrate the ability to analyze and critic FSM developmental reports and able to write basic recommendations for sector development.

Table 8 represents assessment results of CSLO for SS220-Contemporary issues in Micronesia, across 4 semesters.


SS220-Contemporary Issues

SLO1

SLO2

SLO3

SLO4

Fall 2014 (N=22)

68%

82%

86%

77%

Spring 2015( Not offered)

Na

Na

Na

Na

Fall2015 (N=16)

630

630

630

94%

Spring 2016 (N=25)

96%

80%

84%

92%

SLO 1 Have basic understanding of the Micronesian islands and societies and the issues in which they are facing today.
SLO 2 Demonstrate understanding of the effects of colonialism, the process of decolonialization, and present political and social status of the Micronesian islands.
SLO 3 Know the prospects and problems of economic development in the Micronesian islands.
SLO 4 Demonstrate understanding of the population, environment, education, public health, political, and traditional issues faced by the Micronesian islands today.

Table 9 represents assessment results of CSLO for SS280-Directed study, across 4 semesters.


SS280-Directed Study

SLO1

SLO2

SLO3

SLO4

SLO5

Fall 2014 (N=11)

630

630

630

82%

630

Spring 2015 (N=13)

630

69%

69%

69%

92%

Fall2015 (N=13)

92%

92%

92%

77%

69%

Spring 2016 (N=17)

630

630

630

630

630

SLO1 Students will demonstrate the ability to formulate a research problem and thesis that will lead to an original paper on an important Micronesian issue.

SLO 2 Students will demonstrate the ability to develop an appropriate research design for their chosen topic

SLO 3 Students will demonstrate the ability develop a comprehensive research strategy using print resources from the library, electronic resources from the internet, and human resources in the form of interviews, questionnaires and case studies.

SLO 4 Students will demonstrate the ability to effectively implement their research strategies and gather data necessary to their research problem.

SLO 5 Students will demonstrate the ability to write a well-structured and properly formatted paper in a clear, concise and convincing style.

 

Analysis
Several claims can be made from the findings in terms of course and semester comparison. In terms of courses, it is observed that successful achievement was highest for courses with small class sizes. This is apparent in that given the small size; there is better student-teacher interaction.  Students may have received individual attention when there is a need. On this same note, the small size may have been an advantage for the instructor to provide immediate feedback in assessment of outcomes. On the other hand, large class sizes successfully met outcomes but rates were lower compared to the smaller classes. This can be further supported by the evidence presented in Table 2 for SS120-Introduction to geography. For this course, successful completion is much higher is Spring semesters because of smaller class size and lower for Fall semesters due to bigger class size. When data for both semesters are compared, successful achievement of outcomes is generally higher in Fall than Spring semesters. It hypothesized that Fall semester may be a better semester because of incoming Freshmen, or because students are usually well-rested and ready to take on a new school year. Once again, these are only guesses but more data should be collected to confirm this observation.

Assessment of program student learning outcomes

Results below are Program Assessment Summaries (PASs) of both academic years 2014-2015 and 2015-2016, showing what the program faculty did as part of Learning outcomes.

PSLO Assessment Report Summary (Academic year 2014-2015)

What we looked at:
PSLOs 2, 3, & 4 were identified to be assessed for the 2014-2015 cycle based on the previous assessments and recommendations.

PSLO 2 was assessed, using pre and posttests with a scoring rubric, in SS introductory courses. The aim is to assess students’ knowledge on major concepts in the SS courses at the beginning and at the end of a course. The courses assessed include Introduction to Political Science ( SS101), Introduction to Geography (SS120), Geography of the Pacific (SS125), and Micronesian Cultural Studies (SS195).

PSLO 3 was assessed, using reflective writing which focuses on students’ understanding of specific course concepts. The courses assessed include Micronesia Cultural Studies (SS195), Micronesia Government & Politics (SS205), Economy of Micronesia (SS212) and Contemporary Issues in Micronesia (SS220).. The rubric rated students’ knowledge, reasoning, and communication of the core concepts for each course.

PSLO 4 was assessed, using final research papers in two research courses in the program.  The courses include Research methods (SS200) and Directed Study (SS280). The rubric looked at the following criteria: Thesis formulation, reliability of sources, analysis, synthesis, and process. Each category will be worth 4 points.

What we found:
PSLO#2: Demonstrate proficiency in the geographical, historical, and cultural literacy of the Micronesian region.

  • The following was found:

Results for all courses that utilized pre and posttest to assess student learning show an increase in scores average score from pretest to post-test. While the average overall score from the courses showed an increase for the post tests, the score is still below the passing score. Detail results of the pretest and posttest on individual courses that utilize the pretest and posttest as assessment tools are depicted in Table 1.  Based on experience, division faculty think that there are actors that may have influenced students’ performance on the program assessment result which can be attributed to the following:

  1. Level of sincerity in taking the pretest and the post test. Because these assessments are not graded, students put less time and effort in taking them.  When it comes to assessing program learning outcomes from the pretest and the posttest, a minor improvement in student learning is shown.
  2. There is a need to review and to map the program learning outcomes with the course learning outcomes because it may be possible that the program assessment tool (pre & posttest) used for assessing program learning outcome may not be directly linked or aligned to outcomes of courses assessed.
  3. Inconsistent number of test takers.  It is shown in Table 1 that in some courses, more students took the pretest at the beginning of the semester and while few took the post test at the end of the semester, while for some courses, this problem is reversed. This means few students are assessed at the beginning and more students are assessed at the end of the semester.

Further information and detailed results on students’ performance on the assessment from the selected courses are indicated in Table 1.

Table 1 shows results of pre-post tests for AY 2014-2015.


Courses assessed for
SY 2014-2015

Total Assessed

Average score/class

 

 

 

SS101-Political Science

23

Fall 2014- No assessment done
Pretest=Na
Post-test=Na

Spring 2015
Pretest=39%
Post-test=58%

SS120-Introduction to Geography

77

Fall 2014
Pretest=29%
Post-test=43%

Spring 2015
Pretest=33%
Post-test=46%

SS125-Pacific geography

48

Fall 2014
Pretest=3%
Post-test=79%

Spring 2015
Pretest=14%
Post-test=94%

SS195-Micronesian Cultural Studies

51

Fall 2014
Pretest=64%
Post-test=76%

Spring 2015
Pretest=52%
Post-test=68%

 

PSLO # 3.  Demonstrate proficient knowledge of the structure and functions of the government and social, political, and economic issues concerning the Micronesian Studies course content.

Table 2 shows class results on common essay that assessed students’ understanding of major concepts in Micronesian Cultural Studies (SS195), Micronesian Government & Politics (SS205), Economy of Micronesia (SS212), and Contemporary Issues in Micronesia (SS220). Three aspects of performance were assessed as can be seen in Table 2.

 

Courses

Knowledge

Reasoning

Communication

SS195

80%

61%

60%

SS205

74%

74%

74%

SS212

80%

61%

67%

SS220

90%

71%

75%

Average Score for each category

81%

68%

69%

                                                        Table 2. Students’ Essays

Overall results show that students have proficient knowledge on core concepts in the selected courses. However, their level of reasoning and their ability to communicate the issues are the two weak areas. Students were able to identify issues and topics.
The criterion on Knowledge was highest in all 4 courses assessed. The criterion on Reasoning appeared the weakest area which shows students’ difficulty in looking beyond the concepts. For example, students who are weak in the reasoning category had difficulties to link and to articulate how the changes to the past events affect Micronesia culture, economy and government.  Furthermore, they also failed to discuss whether these changes were positive changes or negative changes on Micronesia culture, economy or government. are how changes can be advantageous or disadvantageous.
On the Communication criterion, students were able to identify the issue, yet had challenges in communicating their understanding of concepts, as there were mechanical errors in grammar and sentence structure.

 

PSLO # 4.   Demonstrate the ability to perform research and write papers relevant to Micronesia using different methods and technologies.

Assessment results in both semesters reveal that Analysis continues to be the weakest area for research papers, while Thesis formulation remains the strongest area. Detailed results of student ratings on the seven areas are stated in Table 3.

 

Table 3 shows class results for final research papers that assessed 6 different criteria of performance.


 Category

Thesis formulation

Info Seeking

Analysis

Synthesis

Documentation

Product&
Process

Score/class
by %

SS280 (1)

3.25

3.17

2.58

2.58

2.92

2.83

73%

SS280 (2)

3.09

2.72

1.9

2.00

2.09

2.00

58%

SS200(1)

3.55

2.82

2.09

2.36

2.00

3.36

67%

SS200 (2)

3.27

2.64

2.30

2.60

2.33

2.44

65%

Average

3.28

2.83

2.22

2.39

2.34

2.55

 

Score/category
by %

82%

71%

56%

60%

58%

64%

63%

The results reported here reflect only the final paper, as dictated by the Micronesian Studies Assessment plan for the SY 2014-2015. Upon submission, the final paper was expected to be written in APA format with a cover page, an Abstract, Introduction, Methodology, Findings and results, Analysis, and a Conclusion and Discussion. Assessment results for both semesters (Fall 2014 & Spring 2015) reveal that Analysis continues to be the weakest for research papers while Thesis formulation remains the strongest area. Another weaker area is the documentation part of the research paper. Here students were able to provide a list or reference, but repeatedly failed to cite evidence in the in-text.

 

What we are planning to work on:

  • Maintain same assessment strategies to assess the same program outcomes.
  • Maintain Research courses at a minimum of 15 students each section.
  • Employ more writing exercises in SS courses
  • Re-evaluate the validity of pre-post tests
  • Pilot the 6-week session for SS course(s) vs. the 16-week session

 

Recommendations for students:

  • Students must have good reading and writing skills to articulate ideas, both in written and oral communication.
  • Students seek advice of the Micronesian Studies Program advisors in terms of course-planning

PSLO Assessment Report Summary (Academic year 2015-2016)

What we looked at:
PSLOs 2, 3, & 4 were identified to be assessed for the 2015-2016 cycle based on the previous assessments and recommendations.

PSLO 2 was assessed, using pre and posttests with a scoring rubric, in SS introductory courses. The aim is to assess students’ knowledge on major concepts in the SS courses at the beginning and at the end of a course. The courses assessed include Introduction to Political Science (SS101), Introduction to Geography (SS120), Geography of the Pacific (SS125), and Micronesian Cultural Studies (SS195).

PSLO 3 was assessed, using reflective writing which focuses on students’ understanding of specific course concepts. The courses assessed include Micronesia Cultural Studies (SS195), Micronesia Government & Politics (SS205), Economy of Micronesia (SS212) and Contemporary Issues in Micronesia (SS220). The rubric rated 3 categories: knowledge, reasoning, and communication of the core concepts for each course.

PSLO 4 was assessed, using final research papers in two research courses in the program.  The courses include Research methods (SS200) and Directed Study (SS280). The rubric looked at the following criteria: Thesis formulation, reliability of sources, analysis, synthesis, and process. Each category will be worth 4 points.

What we found:
PSLO#2: Demonstrate proficiency in the geographical, historical, and cultural literacy of the Micronesian region.

  • The following was found:

Results for all courses that utilized pre and posttest in assessing student learning outcomes show an increase in average score from pretest to post-test. While the average overall score for the courses showed an increase in the post tests, the score is still below the passing score. Detailed results of the pretest and posttest on individual courses that utilize the pretest and posttest as assessment tools are depicted in Table 1.  The division faculty observed the same actors that may have influenced students’ performance on the program assessment result which can be attributed to the following:

  1. Level of sincerity in taking the pretest and the post test. Because these assessments are not graded, students put less time and effort in taking them.  When it comes to assessing program learning outcomes from the pretest and the posttest, a minor improvement in student learning is shown.
  2. There is a need to review and to map the program learning outcomes with the course learning outcomes because it may be possible that the program assessment tool (pre & posttest) used for assessing program learning outcome may not be directly linked or aligned to outcomes of courses assessed.
  3. Inconsistent number of test takers.  It is shown in Table 1 that some courses, more students take the pretest at the beginning of the semester and few take the post test at the end of the semester, while for some courses, this problem is reversed. This means few students are assessed at the beginning and more students are assessed at the end of the semester.

Table 1 shows results of pre-post tests for AY 2015-2016.


Courses assessed for SY Fall2015-Spring2016

Fall 2015

Spring 2016

 

Pretest                Posttest

Pretest                    Posttest

SS101-Political Science

 

Total Assessed=49

Met outcome=36 (72%)
Did not meet outcome=13 28%)

 

Total Assessed=45

Met outcome=40 (89%)
Did not meet outcome=5(11%)

 

Total Assessed=24

Met outcome=18 (75%)
Did not meet outcome=6 (25%)

 

Total Assessed=23

 

Met outcome=20 (87%)
Did not meet outcome=3(13%)

SS120-Introduction to Geography

Total Assessed=51

Met outcome=0
Did not meet outcome=51 (630)

Total Assessed=49

Met outcome=5 (10%)
Did not meet outcome=44 (90%)

Total Assessed=49

Met outcome=36 (72%)
Did not meet outcome=13 28%)

Total Assessed=49

Met outcome=36 (72%)
Did not meet outcome=13 (28%)

SS125-Pacific geography

Total Assessed=9
Met outcome=0
Did not meet outcome=9 (630)

Total Assessed=20
Met outcome=7 (35%)
Did not meet outcome=13 (65%)

Total Assessed=24
Met outcome=0 (0%)
Did not meet outcome=25 (630)

Total Assessed=25
Met outcome=20 (80%)
Did not meet outcome=5( 20%)

SS195-Micronesian Cultural Studies

Total Assessed=30
Met outcome=25 (83%)
Did not meet outcome=5 (17%)

 Total Assessed=29
Met outcome=24 (83%)
Did not meet outcome= 5 (17%)

Total Assessed=27
Met outcome=18(67%)
Did not meet=9 (33%)

Total Assessed=25
Met outcome=20 (80%)
Did not meet outcome=5 (20%)

 

PSLO # 3.  Demonstrate proficient knowledge of the structure and functions of the government and social, political, and economic issues concerning the Micronesian Studies course content.

Table 2 shows average class results on common essay that assessed students’ understanding of major concepts in Micronesian Cultural Studies (SS195), Micronesian Government & Politics (SS205), Economy of Micronesia (SS212), and Contemporary Issues in Micronesia (SS220). Three aspects of performances  (Knowledge, Reasoning, and communication) were assessed as can be seen in Table 2 below.


Courses

Knowledge

Reasoning

Communication

SS195

77%

65%

73%

SS205

78%

78%

78%

SS212

77%

64%

76%

SS220

88%

69%

85%

Overall results show that students have proficient knowledge on core concepts in the selected courses. However, their level of reasoning and their ability to communicate the issues are the two weak areas. Students were able to identify issues and topics.
The criterion on Knowledge was highest in all 4 courses assessed. The criterion on Reasoning appeared the weakest area which shows students’ difficulty in looking beyond the concepts. For example, students who were weak in the reasoning had difficulty in linking or articulating how the past events affect current Micronesian culture, economy and government.  Furthermore, they also failed to discuss whether these changes were positive changes or negative changes on Micronesian culture, economy or government. On the Communication criterion, students were able to identify the issue, yet had challenges in communicating their understanding of concepts, as there were mechanical errors in grammar and sentence structure.

 

PSLO # 4.   Demonstrate the ability to perform research and write papers relevant to Micronesia using different methods and technologies.
Assessment results in both semesters reveal that Analysis continues to be the weakest area for research papers, while Thesis formulation remains the strongest area. Detailed results of students rating on the seven areas are stated in Table 3.

 

Table 3 shows class results for final research papers that assessed 6 different criteria of performance.


 Category

Thesis formulation

Info Seeking

Analysis

Synthesis

Documentation

Product&
Process

SS280

88%

65%

65%

70%

75%

79%

SS200

64%

55%

32%

36%

46%

73%

Results reported here reflect only the final paper results, as dictated by the Micronesian Studies Assessment plan for the SY 2015-2016. Upon submission, the final paper was expected to be written in APA format with a cover page, an Abstract, Introduction, Methodology, Findings and results, Analysis, and a Conclusion and Discussion. Assessment results for both semesters (Fall 2015 & Spring 2016) reveal that Analysis continues to be the weakest area of performance on research papers while Thesis formulation remains the strongest. The results are similar to previous Program Assessment Summary for 2014-2015.

Other observations:

Table 4 shows the Common Essay Tests that were given during the 9th and 15th week of Spring 2016 SS150 History of Micronesia sections 1&2.


Part I

#  of students         

Part II

# of students

Total

42

Total

42

Pass

25 (60%)

Pass

23 (55%)

Fail

17

Fail

19

Passing rate (60%)

6 students did not sit the Part I Common Essay Test. They are counted with the failed students above.

Passing rate (55%)

10 students did not sit the Part II Common Essay Test. They are counted with the failed students above.

The Common Essay Tests were piloted during Fall 2015 and Spring 2016. For Fall 2015 the students that met the minimum outcome of 70% were at 88% for Part I and 75% for Part II. Part I was on the Spanish colonial periods and German era while Part II was on the Japanese era and American colonial period.
For Spring 2016, the students that met the minimum outcome of 70% were 60% for Part I and 55% for Part II. This shows that students enrolled during Fall 2015 did much better than Spring 2016.Since this is baseline data, recommendation is made for further assessment. Much data are needed to see the validity of the questions being asked. There may be a need for the division to re-evaluate the questions for clarity. Another recommendation is to focus more reporting performance of students.

 

What we are planning to work on:

  • Maintain same assessment strategies to assess the same program outcomes.
  • Maintain class size for Research courses at a minimum of 15 students each section.
  • Employ more critical thinking and writing exercises in SS courses to improve student performance in areas of analysis and reasoning.
  • Continue assessment of SS150, using reading passages from topics for the course.
  • Re-evaluate the validity of pre-post tests

Recommendations for students:

  • Students must have good reading and writing skills to articulate ideas, both in written and oral communication.
  • Students seek advice of the Micronesian Studies Program advisors in terms of course-planning

 

Program enrollment (historical enrollment patterns, student credits by major)

Enrollment rate for Micronesian Studies Program for the school year 2014-2016. The figures in Table 10 reflect students enrolled in the program from four (4) campuses.

Table 10 shows credits by major and campus for Micronesian Studies.

Micronesian Studies Credits by major and Campus

Term

Chuuk

Kosrae

National

Pohnpei

Yap

Credits

Fall 2014

 

61

1214

184

38

1497

Fall 2015

13

24

1138

117

20

1312

Spring 2015

 

22

1171

302

27

1522

Spring 2016

0

25

1103

20

0

1148

 

Table 11 enrollment for Micronesian Studies in comparison to 2 other programs.


Enrollment in the Micronesian Studies program for the last 3 years.

Student type

Fall2012

Fall2013

Fall2014

Continuing

105

85

90

New

19

13

17

Returning

2

6

6

Enrollment in the Liberal arts program for the last 3 years.

Student type

Fall2012

Fall2013

Fall2014

Continuing

227

193

165

New

76

58

64

Returning

17

18

11

Enrollment in the Marine Science program for the last 3 years.

Student type

Fall2012

Fall2013

Fall2014

Continuing

44

40

35

New

21

8

26

Returning

6

3

5

It can be concluded from Table 11 that the Micronesian Studies Program is efficient at this rate. Although there is a large discrepancy of enrollment figures when compared with two other programs, it should be noted that Micronesian studies just like the other two continues to receive fairly the same rate of new enrollees.

 

 

Average class size

Table 12 shows average class size for Program courses.

 

  • Courses

Average Class Size

SS101 Intro. to Political Science

28

SS120 Intro. to Geography

27

SS125 Geography of the Pacific Is.

27

SS150 History of Micronesia

27

SS195 Micronesian Cultural Studies

29

SS200 Research Methods

22

SS205 Micronesian Gov’t and Poli

25

SS212 Economy of Micronesia

27

SS220 Contem. Issues in Micro.

23

SS280 Directed Studies

15

Total Average

29

Course completion rate

 

Table 13 Course completion for Fall 2014


Subject

Course Number

Enrolled

ABC or P

ABCD or P

% ABC or P

% ABCD or P

SS

101

28

24

27

85.7%

96.4%

SS

120

52

36

39

69.2%

75.0%

SS

125

59

40

44

67.8%

74.6%

SS

195

30

27

27

90.0%

90.0%

SS

200

27

16

24

59.3%

88.9%

SS

205

25

23

23

92.0%

92.0%

SS

212

28

24

25

85.7%

89.3%

SS

220

Na

Na

Na

Na

Na

SS

280

25

17

19

68.0%

76.0%

Table 14  Course completion for Spring 2015


Subject

Course Number

Enrolled

ABCDP

% ABC or P

% ABCD or P

SS

101

51

42

67.7%

82.3%

SS

120

122

95

67.4%

86.5%

SS

125

26

25

80.6%

83/9%

SS

150

245

223

75.6%

83.4%

SS

195

30

28

90.3%

96.8%

SS

200

21

18

75.0%

87.5%

SS

205

28

28

96.6%

96.6%

SS

212

22

22

78.6%

78.6%

SS

220

24

24

82.8%

82.8%

SS

280

16

13

72.2%

88.9%

Table 15  Course completion for Fall 2015


Subject

Course Number

Enrolled

ABC or P

ABCD or P

% ABC or P

% ABCD or P

SS

101

60

56

56

93.3%

93.3%

SS

120

52

34

35

65.4%

67.3%

SS

125

25

18

18

72.0%

72.0%

SS

195

29

26

26

89.7%

89.7%

SS

200

27

14

22

51.9%

81.5%

SS

205

25

18

20

72.0%

80.0%

SS

212

25

16

20

64.0%

80.0%

SS

220

28

21

24

75.0%

85.7%

SS

280

16

10

11

62.5%

68.8%

Table16 course completion rate Spring 2016


Subject

Course
Number

Enrollment

ABCP

% ABCP

% ABCDP

SS

101

25

20

80%

88%

SS

120

28

25

89.29%

92.86%

SS

125

25

24

99.71%

99.7%

SS

195

28

26

92.86%

630

SS

200

16

9

56.25%

87.5%

SS

205

25

24

96%

96%

SS

212

22

21

95.45%

630

SS

220

24

23

95.83%

630

SS

280

17

17

630

630

It is important to note that given the enrollment in each program course; more than 70% of the students have completed the course with a grade of C (70%) or better, within the last two years. It should also be mentioned that in consecutive semesters, Fall2015& Spring2016, passing rate for SS200 Research methods was below 70%. This is also reflected in the program level assessment, expressing students’ weak performance in critical thinking or analysis, which is a major part of this course.
Table 17 shows Program completion by semester


By semester

 

 

Students

ABC or P

ABCD or P

W

CC

 

Fall 2014

 

 

318

78.6%

250

10.4

78.6%

 

Fall 2015

 

 

387

73.6%

285

8.5

73.6%

 

 

 

 

Spring 2015

 

 

273

76.6%

209

6.3

76%

 

Spring 2016

 

 

362

71.5%

258

6.6

71.5%

 

 

Student retention rate (Fall-to-Fall for two-year programs; Fall-to-Spring for one-year programs)

Table 18 indicates retention rate for the Micronesian Studies Program for semesters indicated below.


Term

major

degree

cohort*

fall2015_
returned*

Retention Rate

Fall2014

Micronesian studies

AA

15

14

93.33%

 

Micronesian in comparison to one AS degree program (Marine Science) and one AA degree program (Liberal arts).


Term

Major

Degree

Cohort

Fall2015 returned

Retention
Rate

Fall2014

Marine Science

AS

21

16

76.20%

Fall2014

Micronesian studies

AA

15

14

93.33%

Fall2014

Liberal Arts

AA

51

35

68.62%

As can be seen with two other programs (table above), although enrollees into the program is smaller compared to Marine Science (21retained 76.20%) and Liberal Arts (51retained 68.62%), Micronesian studies retained 93.33% of its 15 students.

Student persistence rate (semester to semester)

 

Table 19 indicates persistence from semester to semester.


Major

Degree

New FT Fall 2013

Persisted Spring 2014

Retained Fall2014

Persistence
Spring 2014

Micronesian studies

AA

10

11

110%

110%

Persistence for the students in the program is more than 630 based on this report. However, there is need to see the latest trend on this area. Notice that no recent data is available for this. Data received from IRPO.

Success rates on licensing or certification exams (CTE, TP, Nursing, etc)

None

Graduation rate based on yearly number

Table 20 reflects data on recent report provided from the Office of Admissions and Records.
Graduation rates within the cycle from Fall2014-Spring 2016.


AY 2014-2015

29 students graduated

AY 2015-2016

31 students graduated

Figures are optimistic as they are parallel to the number of students who enroll into the program each academic year. Data show that each year, the program receives around 25-30 students. Analogous to that is the number of students who graduate each academic year from the program, as can be seen in Table 20. Thus, one can conclude that the program is sustaining at this rate.

Students seat cost

None

Cost of duplicate or redundant courses, programs or services

None

Revenue generated by program – tuition (program allocated), grant income.

Table 21 Micronesian Studies at the national Campus revenue generated from
Fall 2014-Spring 2016.

Term

National

Revenue by program

Fall 2014

1214

$127,470

Fall 2015

1138

$119,490

Spring 2015

1171

$122,955

Spring 2016

1103

$115,815

Total revenue earned by the Program at the National Campus alone

 

$485,730

The revenue generated here does not include other social science courses taught at the national courses. The revenue is calculated based total credits times cost per credit ($105). The figures above do not include cost generated by other social science courses which are offered as requirements and/or electives for other degree programs at the college.

Students’ satisfaction rate

Of the 43 students who were given Micronesian studies exit survey, 95% agree that the program has been helpful in meeting their expectations. Another 93% agrees that the program has been helpful in contributing to new knowledge that relates to research, politics, history, and the issues in Micronesia. It is also interesting to note that 61% of the students were not satisfied with the availability of advisors. Reasons may be many but one implication of this is that the program needs another faculty, given the many students who take Social science courses as requirements and/or electives.

The data reported here are compiled from exit surveys given to SS280 class towards the end of each semester.

Alumni data

The faculty in the program could only track a certain number of students who have graduated from the program. The data here are reported with the understanding that the tools may not be reliable. However, they are the only existing mechanisms for tracking the students. The data are retrieved from email communications, group network on facebook, an exit survey administered to students in the program in their final semester at the College, and communication via linked-in connection between faculty and several alumni of the program. The figure reflects students who have transfer rate for Micronesian studies alumni.

Table 22 indicates rate of transfer into other programs at COM-FSM, higher education institutions abroad, and into the labor market.


Number of students

Transfer

7

UOG

2

University of the South Pacific

2

UH-Hilo

2

Chinese scholarship

1

Chaminade extension in Chuuk

4

University in US mainland and US armed forces

7

Employed (private and public)

17

Transferred into other programs at COM-FSM

42

Total number of students who transferred.

18

Total number of students the program has not been able to track.

Of the 60 students (see Table 20) who graduated from the program between Fall2014-Spring 2016, 42 (70%)) have transferred. The fact that 70% of the students who graduated from the program transferred is indicative of the program’s success. It should be stated that figures may be higher because the remaining number of graduates is unaccounted for. This once again raises the need for this institution to have a systematic tracking tool.

Employment data and employer feedback (employer survey)

NA

Program added or cancelled at nearby regional institutions (PCC, GCC, Hawaii schools, UOG, CMI, NMC)

NA

Transfer rate

Table 23 indicates rate of transfer to other programs at COM-FSM, higher education institutions, and the labor market.


Number of students

Transfer

7

UOG

2

University of the South Pacific

2

UH-Hilo

2

Chinese scholarship

1

Chaminade extension in Chuuk

4

University in US mainland and US armed forces

7

Employed (private and public)

17

Transferred into other programs at COM-FSM

42

Total number of students who transferred.

 

  Analysis

Findings
This section provides discussion of information discovered as a result of the evaluation such as problems or concerns with the program and what part of the program is working well and meeting expectation.

  • Generally, the program is efficient at this rate in terms of enrollment, retention, graduation, and transfer. However, there is still room for improvement and such can be addressed if both course and program level assessments continue.
  • An area of improvement continues to be seen in students’ lack of reading and writing skills in both research courses, as indicated in Program Assessment results.
  • Overall, students seem to be stronger in organization but weak in analysis and synthesis aspects of their research papers for both courses.
  • It has been repeatedly observed that students who have excess absences either fail a course or end up withdrawing from the course. Results seen in PLA’s and CLA’s.
  • Once again, completion rate appears lower for courses in large sizes compared to small sizes.
  • Most of these findings are based on the both Course and program level data collected from OAR and the program faculty.

 

  • A challenge the program continues to face is in relying on IRPO data, which are often very difficult to use as they are old and not consistent to what is required in this program review cycle. Consecutively in the past two reviews, those involved in the writing of reviews have had to rely on what they have collected through SIS, CLAs, and PASs.

 

Recommendations
This section provides recommendations from the program on what to do to improve or enhance the quality of program and course learning outcomes as well as program goals and objectives.  This section should also include suggestions that describe how the program might be able to create opportunities for a better program in the future.  Some examples are exploring alternate delivery mechanisms, forming external partnerships, or realigning with other programs.

  • The need for systematic tracking system for college alumni.
  • The need to link IRPO and Instruction in terms of data accuracy and consistency.
  • Uniform attendance policy for all SS courses will be maintained.
  • Promote deep learning and cooperative learning by promoting group work, research projects, team debate, and other practices that prepare them to face real world activities.
  • Enriching the delivery mode of instruction by utilizing videos, PowerPoint, and other visual modes that will stimulate student interest in the subject, based on feedback from students in the student evaluation each semester.
  • Diversifying methods of assessing student learning and experience. Where available, instructor to enrich and promote interest in the class by utilizing visual presentations and also diversify tools in measuring the SLOs by giving students opportunities for deep learning and cooperative learning through take-home assignment, and group work.
  • Taking proactive role in advising ensure that student enroll in the course have met the pre-requisites; make resources (e.g., computer lab) accessible and available.
  • Micronesian Studies survey results have shown that in general, students are satisfied with the overall program. Few feel that advisors availability should be improved. Students have also expressed the need for more instructors within the program. As shown earlier in performance of students by class, results are indicative of the need to additional instructor for the program. It is again a possible explanation that part of why students in the program express little satisfaction for advisor availability is that there is currently about 80+ students in the program and few instructors/advisors to address every need of each student.
  • There is also need for faculty development in areas of assessment, course development and delivery.

 

Form is newly revised. Previous Program Reviews are available at
http://wiki.comfsm.fm/Academic_Programs
Micronesian Studies is a very good example. Program review checklist is on the next page.

Unit Assessment Report

Report Period: 2013-2014

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