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.

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.

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.

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.

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.

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

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.

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

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

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

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

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

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

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

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

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.

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.

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.

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:

4. 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.
5. 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.
6. 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.

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.

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.

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.

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.

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

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.

Course completion rate

Table 13 Course completion for Fall 2014

Table 14 Course completion for Spring 2015

Table 15 Course completion for Fall 2015

Table16 course completion rate Spring 2016

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

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.

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

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.

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.

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.

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.

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.

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.