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 doing so, 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 explain the 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.  
  3. 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 Degrees 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.
  4. 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.
  5. 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 college catalog under admission to associate of arts programs.
  6. 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)
  7. {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)
  8. 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
  9. 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
  10. Summer Session
    • SS2125 Geography of the Pacific……….3
    • Exercise Sports Science course …………………..1
    • 4 total credits
  11. 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
  12. 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
  13. As per the College of Micronesia-FSM General Catalog 2013 – 2014 Associate of Arts Micronesian Studies Program.
  14. 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
  15. 2 open electives (100 level)
    These courses also support other Associate Degree programs.
  16. 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.
    • Mariana Ben Dereas, Full-time Professor,
      • BA Political Science (University of Hawaii at Hilo)
      • MA Pacific Islands Studies Program (University of Hawaii at Manoa)
    •  
    • Lucia Donre-Sam, Full-time Professor (began Spring 2011)
      • BA Sociology (University of Hawaii at Hilo)
      • Masters in Educational Leadership (San Diego State University)
    •  
    • Delihna Manuel Ehmes, Full-time Associate Professor,
      • BS Psychology (Missouri Southern State University)
      • 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)
      • MS in Educational Counseling (University of Oregon)
    •  
    • Faustino Yarofaisug, Full-time Associate Professor
      • A Geography and Economics (University of South Pacific)
      • 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 reflect only National campus enrollment. Though SS150 is a general education requirement, it is the prerequisite 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.
    •  
  18.  
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
  1.  
  2. 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 the 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%
  1. 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%
  1. 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%
  1. 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%
  1. 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%

  1. Across major courses, it should be noted that the percentage of passing was lowest for SS120 Introduction to Geography, where the percentage of students passing was between 61% to 69% (as seen across each semester). Second lowest was SS200 Research Methods, where 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 seems 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 a 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 member is 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 1 was 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 is 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 courses within the program. As shown earlier in performance of students by class, results are indicative of the need for an 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 are 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.

  2. 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
  1. 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
  1. 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
  1. 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

  1. D. Average Class Size
     Table 9 <
Courses Average Class Size
SS101 Intro. to Political Science 30
SS120 Intro. to Geography 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

  1. 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%
  1. 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%
  1. 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%
  1. 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%
  1. 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%
  1. 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

  1. 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
   

  1. 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%
  1.  
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%
  1.  
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%

  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 a data compiled list from IRPO that was used to assess employer’s satisfaction.
Year Graduation
2011 29
2012 18
2013 14

  1. 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            

  1. 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)

  1. O. Employment data and employer feedback (employer survey)

     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)

  1. 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 expectations.		 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, instructors can 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 a proactive role in advising ensure that students enrolled in the course have met the prerequisites; make resources (e.g., computer lab) accessible and available.Persistent is seeking administration support for additional instructors. 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 courses within the program. As shown earlier in performance of students by class, results are indicative of the need for an 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 are 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.

 

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College of Micronesia-FSM is accredited by the Accrediting Commission for Community and Junior Colleges, Western Association of Schools and Colleges, 428 J Street., Suite 400 Sacramento, CA 95814, (415) 506-0234, an institutional accrediting body recognized by the Council for Higher Education Accreditation and the U.S. Department of Education. Additional information about accreditation, including the filing of complaints against member institutions, can be found at: www.accjc.org

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