Program Review-Micronesian Studies

AP Full Official:Micronesian Studies

Campus: National Campus

Completed by: Delihna Ehmes

AP Review Submission Date: March 28, 2014

AR Review Cycle: FALL 2012-Fall 2013

PROGRAM MISSION

Since 1999, the Micronesian Studies Program has been highly committed to preparing Micronesian students to become better-informed citizens by nurturing and enhancing their lifelong skills and understanding about their history, geography, government and politics, culture, and economy. In so doing, students will develop their personal values and become active participants and contributors to their societies.

1. 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, economical, 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.

2. Program History

   The Associate of Arts degree program in Liberal Arts was established in 1975 to enable students to transfer to a four-year college, university, or other institution. Other than the addition and establishment of more focused and area-specific liberal arts degrees such as the Liberal Arts/Media studies and the Liberal Arts/Education programs (adopted in 1997) or the Liberal Arts/HCOP [Health Careers Opportunities Program], there have been no major changes to the structure of the Liberal Arts program in the past 10 years. The program learning outcomes (above) for the L.A. Degree program were adopted in Spring 2005.

   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. From spring 2009 to summer 2011, in this period a total of 66 students have completed their AA in Micronesian Studies. Within the school year Fall 2011- Fall 2013, to the time of this report, 71 students have completed the program.

3. Program Descriptions

   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.

4. 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:

   1. Have graduated or will graduate from high school at the end of the current year, or have a General Educational Development (GED) certificate.
   2. 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.
   3. Be accepted by the College’s Committee on Recruitment, Admission, and Retention (RAR). As per the college catalog under admission to associate of arts programs.

5. 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 ..................29credits

   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
   • 15 total credits

   Second Semester

   • EN 120b Expository Writig II................................3
   • SS101 Introduction to Political Science.................3
   • SS120 Introduction to Geography..........................3
   • Humanities Elective..........................................3
   • Science w/lab................................................4
   • 16 total credits

   Summer Session

   • SS2125 Geography of the Pacific..........3
   • Exercise Sports Science course .......................1
   • 4 total credits

   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
   • 15 total credits

   Four Semester

   • Open Elective.........................................3
   • SS 212 Economy of Micronesia........................3
   • SS220 Contemporary Issues in Micronesia..........................3
   • SS 280 Directed Study: Selected Topics...............3
   • 12 total credits

   As per the College of Micronesia-FSM General Catalog 2013 - 2014 Associate of Arts Micronesian Studies Program.

6. 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:

   1. SS101 Introduction to Political Science
   2. SS120 Introduction to Geography
   3. SS125 Geography of the Pacific Islands
   4. SS195 Micronesian Cultural Studies
   5. SS200 Research Methods
   6. SS205 Micronesian Government & Politics
   7. SS212 Economy of Micronesia
   8. SS220 Contemporary Issues in Micronesia
   9. SS280 Directed Studies

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

7. 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.

   1. Mariana Ben Dereas, Full-time Professor,
      
      1. BA Political Science (University of Hawaii at Hilo)
      2. MA Pacific Islands Studies Program (University of Hawaii at Manoa)
   2. Lucia Donre-Sam, Full-time Professor (began Spring 2011)
      
      1. BA Sociology (University of Hawaii at Hilo)
      2. Masters in Educational Leadership (San Diego State University)
   3. Delihna Manuel Ehmes, Full-time Associate Professor,
      
      1. BS Psychology (Missouri Southern State University)
      2. MS Psychology (Capella University)
   4. John Richard Haglelgam, Full-time Regent Professor,
      
      1. BA Political Science (University of Hawaii at Manoa)
      2. MA Political Science (University of Hawaii at Manoa)
      3. Masters in Public Administration and Masters in Public Policy (Harvard University)
   5. Ringlen Ringlen, Full-time Professor
      
      1. BA in Business Administration and Economics (Graceland College)
      2. MS in Educational Counseling (University of Oregon)
   6. Faustino Yarofaisug, Full-time Associate Professor
      
      1. A Geography and Economics (University of South Pacific)
      2. Masters in Educational Leadership (San Diego State University)
   
   
   • 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. Though SS150 is a general education requirement, it is the perquisite for all of the Micronesian Studies Courses above 200 levels thus is important to include with major requirements. SS120, SS125 and SS195 are offered as electives for other degree programs.
   
   

   Course	Fall 2011	Spring 2012	Fall 2012	Spring 2013	Sum 2013	Fall 2013	Spring 2014	Sum 2011	Total
   SS101 Intro. to Political Science	29	30	30	54	n/a	57	48	29	236
   SS120 Intro. to Geography	54	55	53	58	24	50	56	83	439
   SS125 Geography of the Pacific Is.	59	27	25	28	18	49	25	n/a	161
   SS150 History of Micronesia	112	60	98	106	18	117	27	27	592
   SS195 Micronesian Cultural Stu	29	28	29	30	n/a	29	30	n/a	226
   SS200 Research Methods	27	29	18	22	n/a	25	25	n/a	109
   SS205 Micronesian Gov’t and Poli	25	n/a	25	16	7	25	25	24	127
   SS205 Micronesian Gov’t and Poli	25	n/a	25	16	7	25	25	24	127
   SS212 Economy of Micronesia	28	25	28	30	27	25	27	n/a	137
   SS220 Contem. Issues in Micro.	29	n/a	29	25	n/a	26	26	26	136
   SS280 Directed Studies	14	10	16	11	7	9	22	n/a	79
   Total Enrollment	406	264	351	380	101	412	311	189	2242

8. 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:

   A.Assessment of course student learning outcomes of program courses

   The course level assessment results were used and are derived from several tools of assessment as used in the courses. Results indicated below are retrieved from Course level assessments done for the indicated semesters. Tools of assessment included quizzes, unit tests, assignments, in-class work, and presentations. The passing rate indicates number of students with a grade C or better. Failing indicates students with D or lower and those withdrawn from the course.

   Table 2 shows results of courses as assessed by above mentioned assessment tools for Fall 2011.

   CourseNum	Enrolled	Pass	Fail	% passing for the course
   SS101	28	24	4	86%
   SS120	52	36	16	69%
   SS125	59	40	19	68%
   SS195	30	27	3	90%
   SS200	27	16	11	59%
   SS205	25	23	2	92%
   SS212	28	24	4	86%
   SS220	25	17	8	68%
   SS280	11	8	3	73%

   Table 3 shows results of courses as assessed by above mentioned assessment tools for Spring 2012.

   CourseNum	Enrolled	Pass	Fail	% passing for the course
   SS101	31	24	7	77%
   SS120	55	34	21	62%
   SS125	28	21	7	75%
   SS195	30	24	5	83%
   SS200	25	18	7	72%
   SS205	n/a	n/a	2/a
   SS212	25	17	8	68%
   SS220	3	3	0	100%
   SS280	20	12	8	67%

   Table 4 shows results of courses as assessed by above mentioned assessment tools for Fall 2012.

   CourseNum	Enrolled	Pass	Fail	% passing for the course
   SS101	60	56	4	93%
   SS120	52	34	18	72%
   SS125	25	18	9	72%
   SS195	29	26	3	90%
   SS200	27	14	13	52%
   SS205	25	18	7	72%
   SS212	25	16	9	64%
   SS220	28	21	9	75%
   SS280	16	10	6	63%

   Table 5 shows results of courses as assessed by above mentioned assessment tools for Spring 2013.

   CourseNum	Enrolled	Pass	Fail	% passing for the course
   SS101	54	37	17	69%
   SS120	56	34	22	61%
   SS125	28	20	8	71%
   SS195	30	27	3	90%
   SS200	24	14	10	58%
   SS205	15	14	1	93%
   SS212	28	18	10	64%
   SS220	26	19	7	73%
   SS280	15	9	6	60%

   Table 6 shows results of courses as assessed by above mentioned assessment tools for Fall 2013.

   CourseNum	Enrolled	Pass	Fail	% passing for the course
   SS101	57	50	7	88%
   SS120	54	35	19	65%
   SS125	54	39	15	72%
   SS195	29	26	3	90%
   SS200	28	20	8	71%
   SS205	27	19	8	70%
   SS212	27	22	5	81%
   SS220	27	25	2	93%
   SS280	9	6	3	67%

   Across major courses, it should be noted that percentage of passing was lowest for SS120 Introduction to Geography, where percentage of students passing was between 61% to 69% (as seen across each semester). Second the lowest was SS200 Research Methods, where for the class across each semester was between 50%-71%. Performance may have been lower for the courses due to their large class size and the fact that students are just being introduced to new concepts. Performance seem to be best for the upper 200+ courses and a possible explanation is that students are already familiar with major concepts in the course and program. Thus, they can easily relate.

   It should also be mentioned that across the semester, performance was best for Fall 2013 for all courses in the program and this can be explained by the idea that a uniform attendance policy for the division was implemented during this semester.

   B. Assessment of Program Student Learning Outcomes

   At the beginning of Fall Semester 2012, first, during the national campus faculty workshop and second, during the Division meeting in the same week, Division faculty reviewed the 2011-2012 school year assessment report, and crafted the school year Division Assessment Plan. One important lesson learned during the discussion was that many of the staff came to understand the assessment process and the important information that the assessment can provide them. That is, assessment can bring to light about student’s learning needs (styles of learning), student’s performance (level of student’s readiness to do college level work), and provide a reflection about the quality and effectiveness of the delivery of student learning (instruction). Division faculty believed that this information is significant to know so strategies can be developed to improve student learning in the Program.

   This lesson led to the recommendation for the Division to repeat the same assessment activity that they did for the previous school year. As a result, Program Courses (SS195, SS200, SS212, SS220, and SS280) were administered the evaluation question in the form of a common essay, where the essays were using a scoring rubric. At the classroom level, each faculty members are required to administer their own assessment and to assess student learning in their classes. The assessment question was: "List and explain the social changes that have occurred in Micronesia and their impact (both advantages and disadvantages) on the social, political, and economic aspects."

   *It should also be noted that the program assessment results reflect courses offered at the national campus.

   WHAT WE LOOKED AT:

   The Micronesian Studies Program assessment focused on PSLOs 1, 3, and 5. PSLO 1was assessed on a common essay, with a scoring rubric developed by the Micronesian Studies faculty. PSLO 3 was assessed by research papers, with a scoring rubric collected in the courses. PSLO 5 was assessed, using an exit survey questionnaire. Listed below are the results for each of the PSLOs.

   What we found:

   • PSLO#1: Courses assessed were SS195-Micronesian Cultural Studies, SS205-Micronessian government & Politics, SS212-Economy of Micronesia, SS220-Contemporary issues in Micronesia, and SS 280-Directed Study. The following was found:
     
     • SS195:
       
       • N=42
       • Pass=34 or 81% of the students passed with a grade c or better.
       • Fail=8
     • SS205:
       
       • N=24
       • Pass=21 or 88% of the students passed with a grade C or better.
       • Fail=3
     • SS212:
       
       • N=42
       • Pass=33 or 79% of the students passed with a grade C or better.
       • Fail=9
     • SS220:
       
       • N=31
       • Pass=24 or 77% of the students passed with a grade C or better.
       • Fail 7
     • SS280:
       
       • N=17
       • Pass=16 or 94% of the students passed with a grade C or better.
       • Fail=1

     The overall passing rate was higher for the SS 200+-level courses. The number of students who passed the essay was highest for SS220. A possible explanation can be said that the classes are usually small. Thus, allowing more student-interaction and easier classroom management. Another explanation pointed towards the fact that these are capstone courses where students take after all other major required courses have been completed. These results are based on a common essay administered to the above-mentioned courses.

   • PSLO#3: Despite which semester or course (SS200 or SS280), results indicate that the passing rate of students around 60%. Results for research papers show the following:
     
     • SS195:
       
       • N=52
       • Pass=35 or 67% of the students passed with a grade c or better.
       • Fail=17
     • SS280:
       
       • N=31
       • Pass=20 or 64% of the students passed with a grade C or better.
       • Fail=11
   • PSLO#5: A total of 21 students in both Fall 2012 and Spring 2013 were given the exit survey questionnaire. Results have shown that in general, students are satisfied with the overall program. Few feel that advisors availability should be improved and 5 students from both semesters expressed the need for more instructors and course 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 90+ students in the program and few instructors to address every need of each student. Results are based on an exit survey questionnaire administered to graduating students.

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

   Enrollment rate for Micronesian Studies Program for the school year 2012-2013. The figures in table 7 reflect students enrolled in the program from four (4) campuses.

   Table 7 shows credits by major and campus for Micronesian Studies in Comparison to two other higher-ranking programs (CIS & LA/HCOP) at this College.
   Micronesian Studies Credits by major and Campus

   Term	Chuuk	Kosrae	National	Pohnpei	Yap	Credits
   Fall 2012		61	1214	184	38	1497
   Fall 2013	13	24	1138	117	20	1312
   Spring 2012	22	1171	302	27	20	1522
   Spring 2013		18	1078	85	21	1202

   CIS Credits by major and Campus

   Term	Chuuk	Kosrae	National	Pohnpei	Yap	Credits
   Fall 2012		39	1808	218	337.5	2478.5
   Fall 2013	14	36	1884	92	171	1987
   Spring 2012		54	1695	207	209	2168
   Spring 2013		6	1741	124	224	2103

   HCOP Credits by major and Campus

   Term	Chuuk	Kosrae	National	Pohnpei	Yap	Credits
   Fall 2012		82	1412	172	147	1813
   Fall 2013	13	72	1387	129	132	1733
   Spring 2012		21	1106	76	122	1325
   Spring 2013		69	1280	89	139	1577

   Table 8: Credits earned, attempted, and earned (average) by term and Campus

   Term	Enrolled Avg.	Attempted Avg.	Earned Avg.
   Fall 2012	11.9	10.3	8.3
   Fall 2013	12.0	10.8	10.0
   Spring 2012	12.9	10.8	8.5
   Spring 2013	11.6	10.1	8.1

   D. Average Class Size

   Table 9 <

   Courses	Average Class Size
   SS101 Intro. to Political Science	30
   SS120 Intro. to Geographyp	27
   SS125 Geography of the Pacific Is.	27
   SS150 History of Micronesia	30
   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

   E. Course completion rate

   Table 10 Course completion for Fall 2011

   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	25	17	19	68.0%	76.0%
   SS	280	25	17	19	68.0%	76.0%

   Table 11 Spring 2012 course completion rate:

   Subject	CourseNum	ABCP	ABCDP	ComRABCP	ComRABCDP
   SS	101	42	51	67.7%	82.3%
   SS	120	95	122	67.4%	86.5%
   SS	125	25	26	80.6%	83.9%
   SS	150	223	245	75.6%	83.4%
   SS	195	28	30	90.3%	96.8%
   SS	200	18	21	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	13	16	72.2%	88.9%

   Table 12 Course completion for Fall 2012

   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%

   Table 13 Spring 2013 course completion rate:

   Subject	CourseNum	ABCP	ABCDP	ComRABCP	ComRABCDP
   SS	101	42	51	67.7%	82.3%
   SS	120	95	122	67.4%	86.5%
   SS	125	25	26	80.6%	83.9%
   SS	150	223	245	75.6%	83.4%
   SS	195	28	30	90.3%	96.8%
   SS	200	18	21	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	13	16	72.2%	88.9%

   Table14 Course completion for Fall 2013

   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%

   Table 15 shows Program completion by semester

   By Semester	Students	ABC or P%	ABCD or P%	W
   Fall 2011	381	74.3%	85.6%	4.2
   Fall 2012	364	74.5%	83.2%	8.5
   Fall 2013	365	77.4%	84.9%	4.9
   Spring 2012	300	72%	79.3%	6.3
   Spring 2013	362	71.5%	83.7%	6.6

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

   Table 16 indicates retention rate for the Micronesian Studies Program for semesters indicated below.

   Fall 2011-Spring 2012	Retained 84% of the 140 students who enrolled in 2011
   Fall 2011-Spring 2012	Retained 84% of the 140 students who enrolled in 2011

   G. Student persistence rate (semester to semester)

   Table 17 indicates persistence & retention rates from Fall to Fall semesters, including Micronesian Studies Program and two other higher-ranking programs (CIS &LA/HCOP) at the College to rate the retention and persistence of Micronesian Studies Students.

   Micronesian Studies: Persistence and Retention (New full time students)
   New FT Fall 2012	Persisted Spring 2013	Retained Fall 2013	Persistence Spring 2013	Retention Fall 2013
   12	13	12	108.3%	100%

   CIS: Persistence and Retention (New full time students)
   New FT Fall 2012	Persisted Spring 2013	Retained Fall 2013	Persistence Spring 2013	Retention Fall 2013
   43	37	24	86.0%	55.8%

   LA/HCOP: Persistence and Retention (New full time students)
   New FT Fall 2012	Persisted Spring 2013	Retained Fall 2013	Persistence Spring 2013	Retention Fall 2013
   38	35	35	92.1%	92.1%

   It can be said from Table 17 that new enrollment for the program is half compared to the two other programs (CIS and LA/HCOP). However, in terms of retention and persistence, the Micronesian Studies Program does better than the other two, as it has retained 100% of its enrollees, compared to CIS with 55.8% and LA/HCOP with 92.1%. Additionally, 108.3% of its students have persisted compared to the 86.0% of CIS and 92.1% of LA/HCOP.

   Note: Data retrieved from IRPO.

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

   -None

   
   

   I. Graduation rate based on yearly number

   Table 18 reflects data compiled list from IRPO that was used to assess employer’s satisfaction.

   Year	Graduation
   2011	29
   2012	18
   2013	14

   J. Students seat cost

   -IRPO

   K. Cost of duplicate or redundant courses, programs or services

   -None

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

   Micronesian Studies Credits by major and Campus

   Term	Chuuk	Kosrae	National	Pohnpei	Yap	Credit	Revenue by Program
   Fall 2012		61	1214	184	38	1497	$157,185
   Fall 2013	13	24	1138	117	20	1312	$137,760
   Spring 2012		22	1171	302	27	1522	$159,810
   Spring 2012		18	1078	85	21	1202	$126,210
   Total Revenue earned by the Program	$580,965

   It should be noted that $483,105 or 83.16% of the revenue made by this Program is brought in by the National Campus alone, compared to its $146, 887 5-member faculty salary for the FY 2015.

   M. Students' satisfaction rate

   -IRPO

   N. Alumni data

   A compiled list of graduates from IRPO was used to track the students. 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 mechanisms for tracking the students. The data are retrieved from email communications, group network on facebook, and an exit survey administered to students in the program in their final semester at the College. The rate reflects students who have transferred to other higher institutions and those working in both private and public sectors.

   Table 19 indicates rate of transfer to both higher education institutions and employers from 2012-2013.

   Numbers of Student	Transfer
   16	SDSU-BA in Criminal Justice/Trial Counselor
   13	UOG
   2	BA Education-UOG
   16	UH-Hilo
   2	UH-Mano
   5	3rd Year Education COM-FSM
   2	Chaminade University
   9	Employed (private and public)

   O. Employment data and employer feedback (employer surver)

   To be populated by IRPO

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

   As can be seen from Tables 17 and 18, the highest number of students who finish the program have transferred to University of Guam (UOG), with 13 students and UH Hilo, with 16 students. Since the recent establishment of the online Bachelors Program from San Diego State University (SDSU) in January 2014, 16 students have made a transition from the Trial Counselor’s Program to SDSU, all of which are graduates of the Micronesian Studies Program. The 16 who are currently in the SDSU program make up the larger portion of the first-ever cohort that started early January.

   Q. Transfer rate

   Note on Table 17

   Table 20 indicates rate of transfer to both higher education institutions and employers 2012-2013.

   Numbers of Student	Transfer
   16	SDSU-BA in Criminal Justice/Trial Counselor
   13	UOG
   2	BA Education-UOG
   16	UH-Hilo
   2	UH-Mano
   5	3rd Year Education COM-FSM
   2	Chaminade University
   9	Employed (private and public)

9. 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 compared to two other high-ranking programs at the college as can be seen in Tables 7 & 17,in terms of enrollment and retention. However, there is still room for improvement and such can be addressed if course results are observed individually. It has been observed that students lack the reading and writing skills in both research courses, 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. Although not factored into this data-collection, instructors have detected a relationship between students’ attendance and performance. It has been repeatedly observed that students who have excess absences either fail the research-paper or end up withdrawing from the course. Results seen in PLA’s and CLA’s. Completion rate appears lower for courses in large sizes.

   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.

   Reduce class size from 25 to 20 during regular semester and from 20 to15 during the summer. Implementation of a uniform attendance policy for all courses beginning fall 2013. 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. 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. Persistent is seeking administration support for additional instructor. Results have shown that in general, students are satisfied with the overall program. Few feel that advisors availability should be improved and 5 students from both semesters expressed the need for more instructors and course 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 90+ students in the program and few instructors to address every need of each student.

   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.