Anthropology and Sociology Program Plan

Table of Contents
1. Background
2. Program Philosophy and Mission
3. Program Goals and Objectives
4. Program Educational Master Plan
5. Accreditation Self-Study
6. Program History and Projections
7. Curriculum
8. Scheduling of Classes
9. Documents
10. Student Demographics
11. Course Completion Rates
12. Departmental Persistence
13. Student Evaluations
14. Former Student Opinions
15. Community Opinions
16. Student Outcomes
17. Staff Development and Growth
18. Overall Evaluation and Recommendations

1. Background
In 2004 Lake Tahoe Community College completed a program plan for the Social Sciences. The disciplines included in the study were Anthropology, Sociology, Psychology, Early Childhood Education, History, Political Science and Humanities. Though the Social Science program plan included information relevant to all of these disciplines, for the purpose of the web presentation of the data, only the information for the Anthropology and Sociology programs is presented.

2. Program Philosophy and Mission
The missions of the Anthropology and Sociology programs include the following elements:
• Instill critical thinking skills in students.
• Develop a holistic understanding of self and society in students.
• Create multicultural learning, research and development modalities in students.
• Develop effective transfer preparation and transfer skills in students.
• Allow for effective major transfer in students.
• Inculcate necessary life skills in students, including conflict resolution, analytical and quantitative and qualitative skills.
• Create learning opportunities related to social science research approaches in students.
• Develop reading, writing and visual learning modes in students.
• Offer students specific discipline-related skills in Anthropology and Sociology.
• Instill an appreciation of the social sciences in students.
• Instill an awareness of the importance of the four fields in Anthropology.
• Develop awareness of the multitude of life experiences in the world, especially in terms of race, ethnicity, gender, sexuality, class, and ability perspectives.
• Stress the significance of the scientific method as it relates to the social sciences.
• Stress the importance of reflexive learning modalities in the social sciences.
• Stress in students the significance of comprehending the major components of society, including culture, social institutions, groups, organizations, and larger political entities.
• Encourage students to understand the importance of social justice in the social sciences.

3. Program Goals and Objectives
A. The goals and objectives of the Anthropology program include the following:
• Offer a comprehensive four fields program at Lake Tahoe Community College.
• Offer required G.E. courses and lower division Anthropology courses, as well as specialized courses in contemporary topics.
• Offer a balance of teaching and learning modalities in all classrooms.
• Stress the theoretical and praxis sides of Anthropology in all classes.
• Develop an appreciation of the significance of the scientific method in all classes.
• Create an awareness of the foundational aspects of Anthropology, including, the comparative method, evolutionary approaches, and the appreciation of diverse lifestyles.
• Continue to assess the status of the A.A. degree, certificates and related courses in Anthropology.
• Investigate the development of laboratory-based courses in Anthropology, especially the Biological Anthropology Lab.
• Investigate opportunities to increase local and regional ties to agencies and individuals related to the discipline of Anthropology.
• Based on enrollment trends, consider the offering of new sections of Anthropology courses. Additionally, look into the possibilities of hiring more qualified adjunct instructors in the discipline.
• In the area of Organizational Anthropology and Cultural Resource Management, investigate the possibilities of linking students with qualified internship programs in the region.
• Continue to monitor the development of the Applied Anthropology focus at Lake Tahoe Community College.
• Utilize the technology of the Internet and other emerging technologies to foster necessary Anthropology learning in students.
• Monitor the effectiveness of the departmental website, especially as it relates to student success.
• Review the Anthropology budget allocations to assess the needs of the program in the area of instructional supplies.
• Consider hiring another anthropologist or sociologist to extend the offerings in Anthropology and Sociology.
• Investigate the securing of a laboratory or storage space that could house anthropological classroom supplies, such as the skull reproductions and archaeological equipment.
• Investigate the opportunities of developing more student research projects at Lake Tahoe Community College, particularly ones that might benefit institutional planning at the college.
• Consider utilizing on-campus resources, such as the Perry Foundation, to foster student interest in archaeology.
• Look into the idea of creating more extracurricular opportunities for students in Anthropology and Sociology, perhaps with speaker series, a social science club, film nights, and other ideas.
• Continue to offer one- and two-unit courses related to contemporary topics, especially because such courses serve the lifelong learning needs of our local community.

B. The goals and objectives of the Sociology program include the following:
• Offer a comprehensive Sociology program at Lake Tahoe Community College.
• Offer required G.E. courses and lower division Sociology courses, as well as specialized courses in contemporary topics.
• Offer a balance of teaching and learning modalities in all classrooms.
• Stress the theoretical and praxis sides of Sociology in all classes.
• Develop an appreciation of the significance of the scientific method in all classes.
• Continue to monitor the A.A. degree and related courses in Sociology.
• Investigate opportunities to increase local and regional ties to agencies and individuals related to the discipline of Sociology, especially in the local business community.
• Based on enrollment trends, consider the offering of new sections of Sociology courses. Additionally, look into the possibilities of hiring more qualified adjunct instructors in the discipline.
• In the area of Organizational Sociology, investigate the possibilities of linking students with qualified internship programs in the region.
• Consider the development of more applied and clinical sociological emphases to address growing needs in the community, especially as social change continues to emerge as a key issue in the region.
• To better balance the Sociology offerings, look into the idea of developing courses in applicable areas, such as Medical Sociology.
• Utilize the technology of the Internet and other emerging technologies to foster necessary Sociology learning in students.
• Monitor the effectiveness of the departmental website, especially as it relates to student success.
• Review the Sociology budget allocations to assess the needs of the program in the area of instructional supplies.
• Investigate cross-disciplinary opportunities between Sociology and other disciplines—particularly Psychology where some common ties to social psychology and symbolic interactionism are vital.
• Consider hiring another anthropologist or sociologist to extend the offerings in Anthropology and Sociology.
• Investigate the opportunities of developing more student research projects at Lake Tahoe Community College, particularly ones that might benefit institutional planning at the college.
• Look into the idea of creating more extracurricular opportunities for students in Anthropology and Sociology, perhaps with speaker series, a social science club, film nights, and other ideas.
• Continue to offer one- and two-unit courses related to contemporary topics, especially because such courses serve the lifelong learning needs of our local community.

4. Program Educational Master Plan
In January 1994, the Educational Master Plan for Lake Tahoe Community College was approved by the Board of Trustees. This plan is relevant to the current program planning process, as there has not been a program plan completed for Humanities and Social Sciences since this time. In the 1994 Educational Master Plan the following departments were included in the review: Behavioral Science, History, and Humanities. The following recommendations are relevant to the Humanities and Social Science programs:

Behavioral Sciences: (The Behavioral Sciences department was disbanded in 2000-01, when separate departments for Psychology and Anthropology/Sociology were developed)
Anthropology Goal:
1. Maintain the ability to insert ‘special cultures’ classes as they are relevant to the constantly changing interests of students due to demographics locally or to world events which raise an interest.
Status: Scott Lukas, Ph.D. was hired in the fall of 1998 to teach anthropology and sociology courses. He has expanded the curriculum to include the following courses: Visual Anthropology; Language and Culture; Deviance; Race and Ethnic Relations; Applied Anthropology and many special topics courses. Dr Lukas has offered courses, lectures, and workshops addressing a variety of current cultural events, for example: September 11th Library of Congress Project, discussions of the war in Iraq, the series The People Speak I and II, a number of faculty-focused seminars such as the Schools that Learn group. Dr Lukas has also proposed the addition of two AA Degrees and a Certificate in Anthropology.

Sociology Goal:
There were no goals stated for sociology in the Master Plan.
Status: Not Applicable

5. Accreditation Self-Study
Upon review of the Lake Tahoe Community College Accreditation Self-Study completed in 2000, no specific recommendations for the Humanities and Social Sciences programs were identified. However, there were several plan of action areas that have relevancy within the Humanities and Social Sciences departments.

Relevant Recommendations from the Accreditation Report:
• The College should make every effort to ensure two-year plans are honored. However, when it is necessary to cancel critical classes, the College should ensure affected students are contacted regarding options.
• The College should look into the feasibility of publishing its philosophies and learning outcomes as they pertain to each program or certificate as a whole. These could be a summation of expected outcomes as they pertain to each degree or certificate and could appear in the College Catalog as an introduction to each program.
• The College will consider increasing the number of courses which meet the institutional requirement for Cultural Pluralism.
• The College should continue to further improve quality of instruction by increasing the number of its associate adjunct faculty members in order to help maintain adjunct instructors.
• Follow the plan supplied in the Title III grant, which encourages instructors to employ a variety of teaching modalities, and support those teachers wishing to incorporate technology, as a tool in their teaching.
• Within the program planning process, there should be an element that specifically looks at degrees within each program with regards to consistency and effectiveness.

6. Program History and Projections
Enrollment and Student Trends
Background: Enrollments in Anthropology and Sociology reflect a very successful history of student involvement in the disciplines at Lake Tahoe Community College. The March 2003 version of the Graphically Speaking indicates that Anthropology and Sociology rank 24 of 46 positions in FTES summaries and in 25 of 46 positions in enrollment summaries (pages 122, 124). In enrollments the programs are 5 steps behind Psychology. Since 2000 the enrollments in the disciplines have increased from a low of 21.2 FTES to a high of 35.6 FTES in 2003. The “Select California Community College Enrollments in Anthropology/Sociology, Fall 1998” table illustrates the positive enrollment data reflected in Graphically Speaking. The table indicates sample college enrollments in Anthropology and Sociology for Fall 1998. In terms of comparable schools with similar headcounts, LTCC’s Anthropology and Sociology programs rank well. The data shows LTCC with 1.3% of all students enrolled in Anthropology and Sociology in Fall 1998. Columbia has 1.5%, Feather River 2.6%, and Siskiyous 1.5%. Even compared with many schools of larger headcount, our enrollment percentages are impressive. The highest enrollment percentage in Anthropology and Sociology, as reflected in all of the community colleges in the Little Hoover Report, is LA Valley with 6.1%.

Projections: Even with such positive enrollment data, it is argued that the Anthropology and Sociology programs could increase overall enrollments in the discipline. Especially with the hiring of an additional full-time faculty member and the inclusion of new degrees in the disciplines, it is projected that enrollment percentages in the disciplines could increase. Additionally, as the table “Number of Registered Students in Anthropology and Sociology, 1998-2003” helps illustrate, Sociology enrollments have traditionally been lower than those in Anthropology, and more attention could be given to scheduling additional classes in Sociology.

Income/Expenses
The Anthropology and Sociology programs have contributed greatly to the financial success of Lake Tahoe Community College. In the March 2003 version of Graphically Speaking Anthropology and Sociology ranked 31 of 46 programs in cost per student (page 123). Both programs are traditionally low cost, in part due to under-funding of the disciplines at the college—a point addressed in the budget analysis below. With the development of new associate of arts degrees in the disciplines, as well as a certificate in applied anthropology, expenses in Anthropology and Sociology may be expected to increase over the next five years or so. Additional funds will be needed to support the curricular and instructional aspects of the development of the programs; as well, new expenses may be associated with the hiring of an additional full-time faculty member in the disciplines.

In addition to the financial benefits afforded to the success of the Anthropology and Sociology programs, there are other cultural benefits that can be attributed to the programs’ attention to community outreach and events. Events like the People Speak I and II and many educational community seminars offered on weekends, have established a clear institutional role for the programs, especially as community enrichment and cultural outreach are concerned. In order to support future such events, additional expenses may be required to help promote such successful community programs.

Note: Through 2000-2001 the budgets of Anthropology, Sociology and Psychology were combined. A split creating separate budgets for Anthropology/Sociology and Psychology occurred in 2001-2002. In combined years, the figure on the chart reflects the amount allocated to Anthropology, Sociology and Psychology divided by 2. It was agreed that half of the funds in the budget categories would be distributed to Anthropology and Sociology and another half to Psychology.

Budget Items
1460 Lead Faculty Stipend
4310 Instructional Supplies
4510 Books, Magazines, Periodicals
5213 Conference/Travel
5310 Institutional Memberships
6330 AV Media
6415 Computer Software 50.00 in 1999-2000

Budget
Since the splitting of the Anthropology/Sociology and Psychology programs in 2001-2002, clearer fiscal and institutional direction have been established. Even with the split, however, funding in Anthropology and Sociology has remained relatively low in comparison with other programs at Lake Tahoe Community College. In terms of category 1460 (Lead Faculty Stipend), the money is inadequate in funding the development of two separate programs. This item should be addressed with the local bargaining unit in the future. Category 4310 (Instructional Supplies) reflects a general trend of under-funding supplies necessary for effective pedagogy in Anthropology and Sociology classes. With the exception of 2001-2002—in which a budget augmentation allowed for adequate purchasing of supplies in the programs—the category has averaged between $0.00 in 1997-1998 and $200.00 in 2003-2004. Even in the lean budget years of 2002-2003 and 2003-2004, it is unclear as to how the two programs can effectively serve students with such low allocations. To put this category into perspective, $200.00—the entire fund for 2003-2004—is about half the money needed to purchase just one skull cast for Physical/Biological Anthropology (ANT 103). Given the needs of classes in the four fields of anthropology, as well as the specific requirements of sociology classes, the funds in category 4310 should be at or near 5 times the allocation of 2003-2004.

Another related concern is category 6330 (AV Media). Again, the funding relative to two separate programs—each averaging 10 classes per year—is not adequate. Because of the diversity of foci in Anthropology and Sociology—where class topics include the range of primate and human prehistory, history, contemporary social life and associated issues—audio visual media are required to establish necessary classroom points. Augmented purchases in 2001-2002 allowed for the development of a departmental video library (shared by the college), but there are still significant gaps in our video collection. An amount of $500.00 is the bare minimum annual allocation in the 6330 category necessary for an up-to-date video library for our classes. Other categories reflected in this research, including 4510 (Books, Magazines, Periodicals), 5213 (Travel), and 5310 (Institutional Memberships), have generally allowed for successful professional development in the departments. One concern is related to category 5310 (Institutional Memberships) in year 2003-2004. The item was cut from the budget in all programs, but was restored in some programs through the budget augmentation process. The success of professional development is dependent on institutional memberships—especially as they allow for effective links between our college and the professional societies of academia. In terms of the program review, it is the assessment of the department that the future success of the Anthropology and Sociology departments at LTCC depends on adequate funding, especially in instructional supplies and AV media. Just as a bunsen burner is a necessary classroom tool for a chemist, the contemporary documentary or the primate skull cast is a tool necessary for the anthropologist or sociologist. In a comparative perspective, based on the analysis of the budget cycles of the college from 1997-2004, the Anthropology and Sociology programs are extremely under-funded.

FTEF and Instructor Load
The following chart focuses on the Average Instructor Loads in Anthropology and Sociology. As it helps to characterize, it is the case that a full-time position in either of the disciplines could be supported given the part-time faculty loads. In the March 2003 version of Graphically Speaking Anthropology and Sociology instructor loads ranked 13 of 48 and 16 of 60 respectively (page 125).

Staffing and Personnel—History and Projections
In the history of Lake Tahoe Community College, there have been two full-time instructors in Anthropology and Sociology. It should be stated that prior to 1998 the Behavioral Sciences program was split between Anthropology, Sociology and Psychology; this was true in terms of staffing and budgets. With the hiring of Dr. Lukas in Anthropology/Sociology and Dr. Lin in Psychology, a clearer evolution of the programs has begun. The following charts indicate the staffing history for Anthropology, Sociology and Psychology.

Staffing
As the table illustrates, the Lake Tahoe Community College Anthropology and Sociology programs have benefited from a knowledgeable and well-trained faculty who are capable of offering courses in a wide range of topics and varied classroom modalities. The table also allows for some meaningful generalizations in this research:

• There is an overlap of faculty qualified to teach in multiple programs, especially Sociology and Psychology. Research should be conducted to assess the opportunities for continued collaboration between these two disciplines.
• There is a cadre of qualified adjunct faculty in Sociology and Psychology who have demonstrated commitments to the programs and LTCC through their long-term history at the college. Future opportunities for staff development and institutional integration of these experienced faculty should be analyzed.
• There is a lack of qualified adjunct faculty in the Anthropology program. Because of the wide range of topics taught in our four fields program, as well as LTCC’s geographical isolation, an immediate program need is the identification of more qualified part-time faculty in Anthropology. Although some local instructors have Bachelor’s degrees in the field, there are few candidates who meet the mandated state minimum qualifications in Anthropology.
• Because of the growing enrollments in Anthropology and Sociology, the new requirements established by the A.A. degrees in Anthropology, Sociology, and the Applied Anthropology certificate, serious consideration should be given to the hiring of an additional full-time faculty member. A load could be made for a full-time instructor who taught primarily in Anthropology, in Sociology, or in a combination of the two disciplines.

Space
At LTCC Anthropology and Sociology courses have been offered at the main campus, the local high school and other off-campus centers such as the ONESTOP. A majority of courses have been taught on the main campus. Indeed, because of the classroom use of the Internet and other pedagogical tools—skull casts in ANT 103 and bulky field equipment in ANT 101 and ANT 105—it is important to offer courses at the main campus. Certain courses, such as SOC 102, have a history of being offered at the high school, and years ago one section of SOC 101 was offered, rather unsuccessfully, at the ONESTOP. In the case of the later course, the classroom space was inadequate for class discussion and projects, and, because of the class falling in a popular time block during the week, enrollments were quite low. Over a period of years one class in particular seemed to be marked by a low priority in terms of room assignments—ANT 102. In many of the final printed schedules the course was listed as “TBA” or assigned to poor pedagogical spaces, such as B109 and E103. In the Fall of 2003 the course was relegated to F125—the piano classroom/MIDI lab. Because of this assignment, major aspects of the syllabus, learning activities and assignments were altered. Student learning in an interactive class like ANT 102 was negatively impacted by this room assignment. In the future a priority must be given to room assignments that allow for use of multimedia (smart classrooms) and adequate space for discussion and small group activities.

A second issue related to the space needs of the two programs is adequate storage facilities. The lead faculty in the programs has extensive research files, journals and videotapes that are commonly used in the broad range of courses in the two disciplines. As well, heavy and large equipment, such as the many primate skull casts for Physical/Biological Anthropology and archaeological sifters, trowels and mapping equipment for Archaeology, are necessary components of student learning. Research should be conducted to determine the possibility of securing a permanent space for these items. Possible solutions include a storage closet or a permanent classroom space with display cases. During Dr. Rengstorff’s tenure at LTCC, a permanent collection of the skull casts was had in room A211. However, because of increased section offerings in all disciplines, the skulls were eventually relocated to Dr. Lukas’ office. Such a space is inadequate if scheduling of selected classes occurs in different rooms. Another concern was the security of the skulls given the flimsy cases. Ultimately, the college should consider a more adequate storage area for the Anthropology and Sociology supplies. With the varied equipment needed in both disciplines for successful pedagogy, and especially given the fact that programs with comparable enrollments and equipment needs like Geology have permanent classroom and storage facilities (G2-B), it is paramount that the college address the storage needs of classroom equipment in the disciplines.

Equipment
As is the case in a number of programs that require instructional supplies and specialized equipment for effective pedagogy, the Anthropology and Sociology programs depend on unique supplies and tools. The many requirements of a four fields Anthropology program include intensive equipment for archaeology and physical/biological anthropology. Given the current supplies in the Anthropology program relative to the four fields, as well as needed videos in Sociology, more extensive funding for equipment is needed. One of the issues that has been addressed at the college for some time is the perceived under-funding of the humanities and social sciences. A number of faculty have suggested that preferential treatment has been given to the sciences because of a long-standing institutional bias. To express one example in the budget augmentation cycle of 2003-2004, one program in the sciences received an augmentation that was nearly twice the approved augmentations of all programs in the humanities and social sciences, even though this program has some of the lowest enrollments at the college. If this perception is a manifested reality, then a number of programs in the humanities and social sciences may have to address this concern at College Council. Regardless, the funding of instructional equipment in Anthropology and Sociology is exceptionally low. The current supplies are inadequate in offering truly world class pedagogy in the disciplines at Lake Tahoe Community College.

7. Curriculum
Consistency of Course Offerings with Mission
As the supporting tables and data indicate, LTCC’s Anthropology and Sociology programs have offered a wide range of course for our students. Particular attention has been paid to offering “core classes” in the two disciplines. Courses like ANT 102, ANT 103 and SOC 101 are offered at the most times of the day in the greatest frequency. Ideally 2 sections of each of these classes should be offered per quarter. Other courses, including but not limited to, ANT 101, ANT 107, SOC 102, SOC 103, SOC 104, SOC 106 and SOC 107, are offered at least once (and at most twice) a year. The inadequacy of these course offerings is a result of having only one full-time faculty member to cover two distinct programs in the social sciences. A range of other courses, including ANT 106 and ANT 105, are often infrequently, at times not even once in a year. For Anthropology and Sociology to be meaningful majors at our college an immediate focus on staffing resources as they relate to the varied course offerings must be had.

LTCC’s Anthropology and Sociology departments offer a wide range of courses in the disciplines. Especially as a small community college, our programs provide students an unprecedented selection of G.E., major preparation and specialized classes that ultimately allow our students flexibility upon transfer as well as lifelong learning opportunities. The chart below paints a picture of the breadth and diversity of our course offerings from 1992-2004. There are three major eras of curriculum at LTCC: The first was established by Dr. Rengstorff’s significant development of the Anthropology, Sociology and Psychology curriculum at the college, the second by Dr. Lukas’ additions to and updates of the curriculum in 1998, and the third in the development of the A.A. degrees in Anthropology, Sociology and the Applied Anthropology certificate in 2004. Because of these three developments of the programs’ curricula, LTCC’s Anthropology and Sociology programs can be said to offer the following to our students:
• Transfer G.E. courses
• Transfer Anthropology/Sociology major courses
• Life enrichment courses
• Courses that fulfill LTCC requirements, especially diversity and social science areas
• Courses that fulfill LTCC’s A.A. in Anthropology, Sociology and the Applied Anthropology certificate

In developing the curricular revisions of 1998, attention was paid to updating the Title V requirements of current classes, as well as adding new courses that would complement and expand the offerings—including ANT 106 (Visual Anthropology), ANT 107 (Magic, Witchcraft and Religion), SOC 104 (Deviance) and SOC 107 (Race and Ethnic Relations). The 2004 revision of the curriculum also focused on Title V updates, especially as descriptors of courses were more closely aligned with new CAN courses in Anthropology. The revision was based on extensive analyses of the CCC, UC, CSU and UNR Anthropology and Sociology programs. It was determined that two new courses would greatly supplement the Anthropology offerings, including ANT 108 (Language and Culture) and ANT 110 (Applied Anthropology). Additionally, research indicated the opportunities for two A.A. degrees in the programs and a certificate in applied anthropology.

Class Cancellations
One final note worthy of consideration is the issue of class size in both programs. Though enrollments are good, some courses—including ANT 101, ANT 105, SOC 102, SOC 107—have traditionally suffered from low enrollments. In the case of SOC 107 it was offered three times until it finally met the head count requirements of the college. The academic senate has considered the politics behind the cancellation of courses at LTCC and though in the final analysis inconclusive, it is clear that Anthropology and Sociology have not always fared well in comparison to other programs and class cancellations. It is also important to note the significance of special topics (ANT 131, SOC 131) offerings at the college. The Anthropology and Sociology programs have gained community reputation for allowing students to take enrichment classes like September 11th, Iraq, Globalization, Deaf Culture, Anthropology of Popular Culture and Anthropology of the Body. In the case of the class on 9/11, it was profiled in a full-page feature in the Tahoe Daily Tribune. A number of these classes have been successful as 2.0 unit classes, allowing students the flexibility of meeting for only half of the quarter. Continued institutional support for these specialized classes in the programs, and in all college programs, is desired.

Schedule of Course Modifications
This chart includes information related to the modifications of courses in Anthropology and Sociology. In 1998 Dr. Lukas completed major modifications of the Anthropology and Sociology curriculum. Another major revision, in coordination with the completion of the Associate’s degrees and certificates in Anthropology and Sociology, occurred in 2004. The chart indicates the schedule for future modifications of courses as mandated by Title V.

Prerequisites
In the case of all courses in Anthropology and Sociology, courses are listed as “Recommended: ENG 101,” especially because students need basic writing skills to be successful in the social sciences.

One course, ANT 105—Beginning Field Archaeology—requires the prerequisite of ANT 101—Introduction to Archaeology. The reason for this prerequisite is that students need basic archaeological theory covered in ANT 101 in order to undertake the application of archaeological excavation and site management in ANT 105.

Unit Codes
In general unit codes have been appropriate for the curriculum in Anthropology and Sociology. Though it is sometimes difficult to cover the foundational aspects of the two disciplines in any class, the 4.0 unit structure serves students well.

Majors

Background
In 2004 a major revision of the Anthropology and Sociology curriculum occurred. In evaluating the basis of the Social Science major as well as student opinions reflected in survey data and informal conversations, it was decided to pursue the development of A.A. degrees in Anthropology, Sociology, and a certificate in applied anthropology. The Lake Tahoe Community College curriculum committee approved the three curricular advancements, and paperwork was submitted to the Chancellor’s Office for approval of these new plans.

Social Science Associate’s in Arts Degree
As detailed on page 67 of the LTCC Catalog 2003-2004, the Social Science degree stresses breadth of curriculum:

The Social Science program provides students with an understanding of human behavior that is important in a wide range of positions in business, industry, and government. Many companies will prefer to train employees for specific careers, and are looking for bright people who can learn, will persevere, and enjoy working with others. A degree in Social Sciences, as with most college degrees, is evidence of attributes most employers value.

A. General Education Requirements
B. Required Courses
27 units distributed as follows:

1. 4 units from:
PSY 101 General Psychology
PSY 102/ECE 102 Child and Adolescent Development
PSY 103 Adult Development

2. 4 units from:
POL 101 United States Government
HIS 101 History of Western Civilization
HIS 102 History of Western Civilization
HIS 103 History of Western Civilization
HIS 111 History of the United States
HIS 112 History of the United States
HIS 113 History of the United States

3. 4 units from:
SOC 101 Introduction to Sociology
ANT 102 Cultural Anthropology

4. 15 units from (cannot double-count courses from above):
ANT 101, 102, 104, 106, 107
BSN 100, 101A, 101B, 120, 121A, 121B, 125
COU 120
CRJ 101, 102, 105, 111
ECE 101-103
ECO 101, 102
GEG 102, 103, 106
HIS 101-110, 119
POL 101, 121, 204
PSY 101-104, 107, 113, 114
SOC 101-103, 104, 106, 107, 114

C. Elective units to bring the total to 90

Analysis
Because the Social Science A.A. allows for breadth of study, it is appropriate to students who wish to leave their career and educational transfer options open. Theoretically, a student could earn a Social Science degree and enter into a variety of fields and career paths. In terms of the emphasis on Anthropology and Sociology, however, it is clear that the Social Science degree focuses heavily on Psychology and History, as evidenced in 1. and 2. Anthropology and Sociology are afforded less courses, in 3., and the two courses allowed for the requirement are one introductory course from each discipline. A second problem identified in researching the applicability of the Social Science major is the preparedness that this major offers students in Anthropology and Sociology. The Social Science major does not allow a student to pursue coursework in the specific sub-areas of Anthropology or Sociology.

Sociology Associate’s in Arts Degree
The Sociology Degree offers a comprehensive approach to studying the social aspects of the human world. The degree includes attention to the small-scale (micro) and global (macro) perspectives of understanding humanity. With applications to contemporary society, including business, criminal justice, healthcare, international relations and politics, a student majoring in Sociology will be prepared for further work and study in the contemporary and changing world.

A. General Education Requirements

B. Required Courses
36 units distributed as follows:
1. All courses from the following:
SOC 101 Introduction to Sociology
SOC 103 Social Problems
SOC 106 Crime and Society

2. 4 Units from the following:
SOC 102 Marriage, Families and Intimate Relationships
SOC 104 Deviance
SOC 107 Race and Ethnic Relations
SOC/PSY 114 Gender

3. 20 - 21 units from the following: (8 units of which must be from SOC and cannot be double-counted for Requirement #1 and #2)
ANT 102 Cultural Anthropology
ANT 106 Visual Anthropology
ANT 108 Introduction to Language and Culture
ANT 110 Applied Anthropology
ANT 131 Special Topics
COU 111 Crisis Counseling
COU 124 Group Leadership and Group Process
ECE 103 Child, Family and Community
GEG 102 Human Geography
GEG 103 World Regional Geography
MAT 201 Elementary Statistics
PHI 101 Introduction to Philosophy
PHI 104 Critical Thinking
POL 107 Political Theory
PSY 104 Social Psychology
SOC 102 Marriage, Families and Intimate Relationships
SOC 104 Deviance
SOC 106 Crime and Society
SOC 107 Race and Ethnic Relations
SOC/PSY 114 Gender
SOC 131 Special Topics
SPE/COM 122 Mass Media and Society

C. Elective Units to bring the total to 90.

Anthropology Associate’s in Arts Degree
The Anthropology Degree provides students with an introduction to the four fields of anthropology—cultural, physical/biological, archaeology and anthropological linguistics—with emphasis on the applications of the discipline to contexts of everyday life. Anthropology is a very relevant degree as it offers students a perspective of understanding humans from the past and the present. Many employers are interested in the critical thinking and analytical research skills offered by Anthropology.

A. General Education Requirements
(See page 51 for details.)

B. Required Courses
36 units distributed as follows:
1. All courses from the following:
ANT 101 Introduction to Archaeology
ANT 102 Cultural Anthropology
ANT 103 Physical/Biological Anthropology
ANT 108 Introduction to Language and Culture

2. 20-21 units from the following (8-9 units of which must be from ANT and which cannot be double-counted Requirement #1)
ANT 104 Area Studies in Cultural Anthropology
ANT 105 Beginning Field Archaeology
ANT 106 Visual Anthropology
ANT 107 Magic, Witchcraft and Religion
ANT 110 Applied Anthropology
ANT 131 Special Topics
BIO 101 Principles of Biology
BIO 149 Ecology
CUL 202 Global Cuisine
ENG 107 Cross-Cultural Literature
ENG 108 Women in Literature
GEG 102 Human Geography
GEG 103 World Regional Geography
PHI 101 Introduction to Philosophy
SOC 101 Introduction to Sociology
SOC 103 Social Problems
SOC 104 Deviance
SOC 107 Race and Ethnic Relations
SOC/PSY 114 Gender
SPA 110 Hispanic Civilization and Culture
SPE 102 Intercultural Communication
Any course in the following languages (maximum 5 units): CHN, FRE, GER, ITA, JPN, LAT, RUS, SNL, SPA.

C. Elective Units to bring the total to 90.

Applied Anthropology Certificate
The certificate in Applied Anthropology provides students with the methods, perspectives and case studies necessary in understanding the applications of anthropology to contemporary settings. The specializations of Applied Anthropology include organizational anthropology (focused on understanding the methods of problem-solving and conflict resolution in complex organizations), medical anthropology (focused on developing insights on the cross-cultural contexts of healing and healthcare), development anthropology (focused on the legacy of economic and cultural systems and the contexts of policy and technological applications of anthropology in field settings), and cultural resource and land management (focused on making connections between archaeology, conservation and land use and resource policy).

A. Required Courses
All courses from the following (8 units):
ANT 102 Cultural Anthropology
ANT 110 Applied Anthropology

B. 8 units from the following:
ANT 101 Introduction to Archaeology
ANT 103 Physical/Biological Anthropology
ANT 105 Beginning Field Archaeology
ANT 107 Magic, Witchcraft and Religion
BIO 149 Ecology
BSN 100 Introduction to Business
BSN 215 International Business
COU 111 Crisis Counseling
GEG 102 Human Geography
GEG 103 World Regional Geography
GEG 134 Introduction to Geographic Information Systems
GEG 135 Intermediate Geographic Information Systems
HEA 101 Personal Health
POL 204 International Relations
POL 206 Comparative Government
PSY 101 General Psychology
SOC 102 Marriage, Families and Intimate Relationships
SOC 104 Deviance
SOC 107 Race and Ethnic Relations
SPE 102 Intercultural Communication

C. Work Experience
Because Applied Anthropology involves the direct application of anthropology to real-world settings, students are required to complete 2 units in an approved work experience project related to an organizational setting, such as in business and the service industry, healthcare, a local public service, political or environmental agency.
Required Course (2 units)
WKX 101 General Work Experience

Conclusion
The new degree in Anthropology, applied anthropology certificate and sociology degree will each provide our students with wider career and educational transfer options. After the new degrees have been approved at the state level, efforts should be made to market the new major and certificate options. Especially in regards to the new certificate, research should be conducted to find ways of connecting the work experience components to local business and industry.

Courses Offered in Catalog
A major goal of the Anthropology and Sociology program is to provide students with current, relevant and meaningful courses in the disciplines. Much effort has been given to developing new courses in the disciplines, and since 1998, courses in Visual Anthropology, Magic, Witchcraft and Religion, Language and Culture, Applied Anthropology, Deviance and Race and Ethnic Relations have been developed. All courses have been updated in terms of outlines, course descriptions and other requirements. In 2004 a survey of 88 students in six sections of courses in the disciplines indicated an interest in more course offerings in Anthropology and Sociology. Specifically, 48.9% indicated that more courses should be offered, while 35.2% indicated that they were possibly interested in more offerings. A list of the current course descriptions in Anthropology and Sociology follows.

ANT 101—Introduction to Archaeology
Course Description: As an introduction to the theoretical and methodological approaches of archaeology, this course will expose students to the foundations of prehistoric and historic archaeology. Included in the topical considerations are the bases of human hominid evolution, the evolution of human societies throughout the world, evidence for human cultural behavior and creativity, relationships between material culture and ideology, theories of site exploration, as well as selected case studies in the discipline, such as the origins of agriculture, the formation of the state and cultural resources management.
Course Advisories: ENG 101

ANT 102—Cultural Anthropology
Course Description: This course is an introduction to cultural anthropology. It investigates specific aspects of culture including kinship, law and politics, religion and myth, gender, social organization, expressive culture and art and cultural change. In addition to studying case studies from various world cultures, the course will introduce students to relevant anthropological theories, perspectives and methods, including fieldwork, participant observation and ethnographic writing.
Course Advisories: ENG 101

ANT 103—Physical/Biological Anthropology
Course Description: This course will examine the physical and biological nature of the human species, including hominid evolution, genetics and processes of human variation, paleoanthropology, primatology, forms of human adaptation, disease, demography, and forensic anthropology. The course will develop these topics using an evolutionary, scientific and bio-cultural approach.
Course Advisories: ENG 101

ANT 104—Area Studies in Cultural Anthropology
Course Description: This is a course which focuses on a specialized geographical area of study in cultural anthropology. Students will develop appreciation of a specific cultural group, such as peoples of Papua New Guinea, cultures of Sub-Saharan Africa, etc.
Course Advisories: ENG 101

ANT 105—Beginning Field Archaeology
Course Description: This course will introduce students to the scientific methods of excavation and material culture analysis employed by archaeologists. Emphasis will be on specific hands-on understandings of site surveying, excavation, classification and analysis, cataloging and preservation of various forms of material culture under supervised field and laboratory conditions.
Course Advisories: ENG 101
Course Prerequisites: ANT 101 or the equivalent

ANT 106—Visual Anthropology
Course Description: This course will study the anthropology of visual communication. Specifically the relationships between cultural anthropology and communication theory to space, photography, film, the body, art and aesthetics, museums, the Internet and multi-media will be considered in various cultural contexts. Screenings of ethnographic and documentary films, as well as hands-on use of media technologies, will be incorporated in the course content.
Course Advisories: ENG 101

ANT 107—Magic, Witchcraft and Religion
Course Description: This course is a cross-cultural study of beliefs, practices and issues related to varied forms of the supernatural. In developing an anthropological appreciation of religion and spirituality, students will be encouraged to understand and analyze the varied forms of the supernatural in examples including shamanism, animism, magic, witchcraft, totemism, forms of ritual and symbolism, as well as comprehend the socio-cultural purposes of these forms. Applications of anthropological theories to case studies of the past and present will complement the course considerations.
Course Advisories: ENG 101

ANT 108—Introduction to Language and Culture
Course Description: This course will consider the anthropological subfield of language and culture or linguistic anthropology. In this course students will be exposed to the anthropological theories of language origin, language use, and the specific cultural issues associated with language in cross-cultural contexts. Some specific issues will include, the biology of language, non-human language and communication, primate language, the impact of language on worldview (Sapir-Whorf), sociolinguistics, language maps, linguistic nationalism, language and gender, the Internet and communication, linguistic anthropology fieldwork, and the future of language.
Course Advisories: ENG 101

ANT 110—Applied Anthropology
Course Description: Applied anthropology focuses on the use of anthropological theories and perspectives in real-world contexts of practice or problem-solving. The course will provide students with tools designed to help understand and solve problems arising as a result of culture change, modernization and globalization. The major arenas of study will include development anthropology and the use of technology in field settings, anthropology and healthcare, anthropology and advocacy, such as in social work settings, anthropology and law, and organizational and business anthropology. An applied research project and/or fieldtrips may be required.
Course Advisories: ENG 101

SOC 101—Introduction to Sociology
Course Description: This course is an introduction to the basic principles of sociological inquiry. It includes analysis of social structures and social behavior, including socialization, social institutions, race, class, gender, deviance and social change. As well, students will be exposed to the basic theoretical and methodological approaches of the discipline.
Course Advisories: ENG 101

SOC 102—Marriage, Families and Intimate Relationships
Course Description: A study of the family as a social unit and institution, with emphasis on the various forms and functions of the family, as well as the family as a social problem. Cross-cultural families and non-traditional family forms, such as the gay and lesbian family and single-parent form, will be compared with more traditional forms like the nuclear family. Additional emphasis will be placed on patterns of dating and the variety of intimate relationships in society.
Course Advisories: ENG 101

SOC 103—Social Problems
Course Description: Sociological perspectives will be used to understand social problems in the United States and selected world societies. The course will focus on social institutions and the problems and inequalities they produce, including racism, sexism, poverty, crime, violence, crimes against the environment and elite deviance.
Course Advisories: ENG 101

SOC 104—Deviance
Course Description: An examination of the social construction of deviance with emphasis on theoretical perspectives explaining how people become or are labeled as deviant. Topics studied will include crime, substance abuse, mental illness, sexuality, cognitive deviance and elite deviance.
Course Advisories: ENG 101

SOC 106—Crime and Society
Add after social problem, and as a social construction
Course Description: An introduction to the study of crime as a social problem and a social construction. Topics such as violent crime, victimology, corrections, law enforcement, white collar crime and social policies towards crime will be analyzed in the context of major criminological and sociological theories and approaches.
Course Advisories: ENG 101

SOC 107—Race and Ethnic Relations
Course Description: This course is a survey of the racial and ethnic structure of the United States with attention on the socio-cultural histories and circumstances of the racial and ethnic groups. Emphasis will be given to the politics of race and ethnicity including the problems associated with racism, prejudice, cultural misunderstanding and stereotyping, as well as associated social policy and legislation.
Course Advisories: ENG 101

SOC/PSY 114—Gender
Course Description: This course will focus on the social construction of gender relations and gender identity in society. Specific attention will be given to social inequalities related to gender, such as sexism and sexual harassment, to major theoretical and political perspectives on gender, including feminist theory, to sexuality, to masculinity and men’s movements, transgender issues. Focus will also be given to gender construction in contemporary popular culture.
Course Advisories: ENG 101

New Course Offerings and Special Topics
The following special topics have been offered in the disciplines from 1998-2004 (prior to 1998 no special topics were offered in the disciplines):

Deaf Culture (twice)
Globalization
Medical Sociology (cancelled)
September 11th
Cultures of Violence
Anthropology of Performance (cancelled)
Sociology of Work (cancelled)
Native Americans (cancelled)
Ed Wood (cancelled)
The American Car (cancelled)
Anthropology of the Body
Popular Culture

92.0% of students surveyed in 2004 indicated an interest in more special topics courses in Anthropology and Sociology. Emphasis should be placed on offering an attractive array of special topics courses in Anthropology and Sociology. Politically, it is often difficult to offer such courses as administrative focus is often on maintaining high enrollment courses. One some occasions, the former Dean of Instruction allowed some special topics to be offered, even if under the desired head count, while other special topics were cancelled. It should be emphasized that special topics courses provide an important educational focus for our community; as well, many of our lifelong learners seek out special topics courses at our college.

Curricular Reflections
In 2004 a survey of 88 students in six sections of Anthropology and Sociology classes was conducted. Based on analysis of the data, some meaningful reflections on curricular issues in the disciplines is possible:

Field Trips—65.5% of students surveyed expressed interest in more class field trips in the disciplines. Previous fieldtrips to Folsom Prison and the San Francisco Zoo have been successful. Instructors in the disciplines may wish to utilize fieldtrips in future courses.
Laboratory Activities—63.2% of students surveyed found the idea of laboratory activities as attractive. This research could be used to eventually develop the Laboratory in Physical/Biological Anthropology, a possible new CAN course in Anthropology.
Museum—60.2% of students surveyed were excited about the possibility of an anthropology museum. Research should be developed to assess the idea of securing a space for such a project.
Anthropology/Sociology Club—only 8.0% of students surveyed indicated an interest in the club. One idea that could be considered in a general social science club, as opposed to one specific to Anthropology and Sociology.
Community Service Learning—39.8% of students indicted an interest in community service learning and 35.2% indicated some interest in the idea. Research should assess the possibilities of developing community service learning opportunities in the disciplines.
Current Event Perspectives—based on the survey data, students indicated that current events are a priority in the disciplines. 98.5% of all students said that current events were important, very important, or a top priority in Anthropology and Sociology classes. Instructors in the disciplines should emphasize current events as much as possible in their courses.
Social Justice—68.6% of students said that the topics of social justice and cultural critique comes up in Anthropology and Sociology courses more frequently than other disciplines. It is important to stress these issues in the disciplines.
Course Difficulty—45.9% of students surveyed indicated that courses in the two disciplines are difficult or very difficult. The perspectives of Anthropology and Sociology often challenge students, especially ones new to the social sciences. Further attention should be given to resources that might benefit students experiencing difficulty in their Anthropology and Sociology courses. These might include, expanded office hours for part-time instructors in the disciplines, study sessions, tutors, increased use of the Internet for additional curricular resources.

8. Scheduling of Classes
Time and Scheduling of Classes
As the table on class scheduling helps illustrate, attention to the occupational and family needs of students has impacted the nature of our course offerings. Prior to 1998 night classes were offered infrequently. Surveys and informal conversations with students and members of the community determined the need for more night sections, and attention has been given to striking a balance between day and night, M/W, T/R, MWF and 1-night-per-week courses. The following data help illustrate this focus on balance in the scheduling of courses in the programs:

On one occasion in Spring of 2002, ANT 105 was offered on Saturday. Future research should look at other ways of meeting the needs of our student population, including the idea of distance education for some of the popular core classes in both programs.

In the 2004 survey of Anthropology and Sociology classes, students commented on the course offerings:

Because the first two options were relatively equal in number, it is fairly clear that the offerings in Anthropology and Sociology are balanced. 44 of the respondents (52.4% of those surveyed) indicated that the offerings are fine as they are. It is interesting to note that 1 respondent (1.2% of those surveyed) and 4 respondents (4.8% of those surveyed) said that they desired more summer and weekend offerings respectively. These data would indicate that summer and weekend offerings are not popular. Still, the summer offerings of the past suggest that there is a cohort of students, perhaps not the typical popular of LTCC students, who desire summer offerings. As the chart reflecting night and day offerings explains, an effort to balance day and night offerings has been successful. The following charts provides a reflection of the diversity of course offerings in Anthropology and Sociology from 1992 to 2004.

9. Documents
Coming Soon…

10. Student Demographics
Coming Soon…

11. Course Completion Rates
The data from Graphically Speaking from 1998-2003 indicates a positive picture of course completion in Anthropology and Sociology. The first table includes course completion rates in both programs from 1998-2003, while the second focuses on college-wide course completion rates from 1996-2002. In some cases the course completion rates are higher than the college average, such as in 1998-1999, while in others the rates in the two disciplines are lower than the college average, as is the case in 2000-2001. Overall, the coursework in Anthropology and Sociology is quite demanding, and especially given the concern in the programs to not succumb to grade inflation, the course completion rates in the two disciplines are very positive.

12. Departmental Persistence
In 2004 the Lake Tahoe Community College Curriculum Committee approved a revision of ANT 101—Introduction to Archaeology—and ANT 105—Beginning Field Archaeology. The modification includes a requirement of ANT 101 or the equivalent for ANT 105. Students need to have the theoretical background in archaeology in order to be prepared for enrolling in the second course, ANT 105. In subsequent program plans the departmental persistence rates for ANT 101 and ANT 105 should be reviewed.

13. Student Evaluations
Background: In Winter 2001, Fall 2003 and Winter 2004, surveys were distributed to Anthropology and Sociology students in 15 classes. The design of the surveys was varied to include quantitative and qualitative questions relating to topics like student success, desirability of specific classes in the disciplines, and interest in student clubs, majors and certificates. The final survey data is presented here in three parts.

Anthropology and Sociology Planning Survey
Winter 2004, 6 Classes Surveyed, 88 Respondents

Please indicate your class
ANT 102-1 20
ANT 102-2 7
ANT 103-1 13
SOC 101-1 22
SOC 101-2 12
SOC 107-1 14

Why did you take this class?
Fulfills G.E. requirement 43
Planning to major in Anthropology 4
Planning to major in Sociology 4
Personal interest in the subject 21
Fit into my schedule/needed units 5
Other 11

Which of the following will help you in this class? (Check ALL that apply)
The textbook/readings 8
The class website 4
Other students in the class 5
My friends and family 0
The instructor 9
Other 62

Would you be interested in class field trips at LTCC?
Yes 58
No 4
Maybe 26

Would you be interested in laboratory activities in your Anth/Soc classes?
Yes 55
No 12
Maybe 20
No Response 1

Would you be interested in an anthropology museum at LTCC?
Yes 53
No 12
Maybe 23

Would you be interested in more course offerings in Anth/Soc. at LTCC?
Yes 43
No 14
Maybe 31

Would you be interested in an Anthropology/Sociology student club at LTCC?
Yes 7
No 53
Maybe 28

Would you be interested in community service learning in your Anthropology/Sociology classes at LTCC?
Yes 35
No 22
Maybe 31

How respected are the Anthropology/Sociology programs at LTCC—as compared to other departments?
Highly respected 13
Respected 30
About the same 32
Not well respected 8
Not respected at all 1
No Response 4

In terms of course offerings, staffing and budget for instructional and classroom supplies, do you believe that the Anthropology and Sociology programs are supported by the Board of Trustees and the LTCC administration?
Yes 20
No 9
Maybe 59

In your mind, how important is the discussion of current events and political topics in Anthropology and Sociology classes?
Very important 45
Important 37
Neutral 3
Unimportant 1
Irrelevant 2

From a student’s perspective, what is the opinion of the value of the Anthropology and Sociology programs at LTCC?
Very high 24
High 35
Neutral 26
Low 1
Very low 2

Would you like to see more special topics offered in Anthropology and Sociology?
Yes 48
No 7
Maybe 32
No Response 1

Would you rate Anthropology and Sociology courses at LTCC as:
Very difficult 3
Difficult 36
Neutral 44
Easy 2
Very easy 0
No Response 3

Compared to your other classes at LTCC, how often does the topic of social justice and cultural critique come up in Anthropology and Sociology classes?
It comes up more in Anth/Soc 59
It comes up about the same in all classes 19
It comes up less in Anth/Soc 8
No Response 2

In terms of class offerings in Anthropology/Sociology, there needs to be:
Choice Number of Responses
More night class offerings 18
More day class offerings 17
More weekend offerings 4
More summer offerings 1
I think the offerings are O.K. as they are 44
No Response 4

Please feel free to write any additional comments at the end of the Scantron form.
No responses.

Anthropology and Sociology Planning Survey, Fall 2003
Courses: ANT 101-1, ANT102-1, ANT 103-1, SOC 101-2, SOC 104
Total Respondents: 77

(1) Why did you enroll in this course?
Responses
Fulfills G.E. requirement 47
Personal interest in subject 31
Fit into my schedule/needed units 18
Other 11
Social Science major 2
Psychology major 1
Archaeology major 1
Dental Hygiene major 1
Nursing major 2
Counseling requirement 1
Want to pass the class 1
Want to learn about cultures 1
Good instructor 1
Planning to major in Anthropology/Sociology 9
No Response 0

(2) Please discuss what you hope to gain from this class:
Knowledge about the discipline 35
Gain cultural knowledge/understand society 13
Pass the class/get specific grade 11
Interesting knowledge/want to learn 10
Get requirement done 4
Need units 2
Unsure 2
Finish my degree 1
Have fun 1
Learn study skills, writing, etc. 1
I liked Psychology 1
No response 1

(3) What resources would help you succeed in this class?
Class discussion and activities (hands-on) 14
No response 14
Internet/computer access 13
Videos 11
Unsure 9
Textbook 8
The instructor (office hours, knowledge, accessibility) 5
Time 4
LTCC library 4
DRC 2
Study guides 2
Basic resources 2
Magazines and newspapers 2
Lectures 1
Study groups 1
Understanding and respect 1
Community support for activism 1
Access to local deviants 1
My friends and neighbors 1
A piano 1
A desk 1

(4) Would you be interested in any of the following at LTCC?
AA in Anthropology
No 36
Maybe 21
No response 13
Yes 7

AA in Sociology
No 31
Maybe 27
Yes 12
No response 7

Certificate in Applied Anthropology
No 39
Maybe 22
No response 14
Yes 2

Certificate in CRM
No 43
Maybe 17
No response 15
Yes 2

(5) Which of these classes would interest you at LTCC?
General Anthropology
No 13
Maybe 19
No response 13
Yes 32
Laboratory in Biological/Physical Anthropology
No 23
Maybe 19
No response 14
Yes 21
Anthropological Linguistics
No 23
Maybe 18
No response 10
Yes 26
Applied Anthropology
No 17
Maybe 24
No response 15
Yes 21
Legal/Political Anthropology
No 28
Maybe 13
No response 14
Yes 22
Medical Anthropology/Sociology
No 23
Maybe 16
No response 12
Yes 26
Cultural Resource Management
No 27
Maybe 20
No response 17
Yes 13
Native Americans
No 17
Maybe 19
No response 10
Yes 31
Globalization
No 11
Maybe 25
No response 10
Yes 31
Peoples of the World
No 6
Maybe 18
No response 9
Yes 44
Social Organization
No 9
Maybe 26
No response 13
Yes 29
Introduction to Sociology Research
No 13
Maybe 28
No response 10
Yes 26
Other:
• A class dealing with popular culture, teens and anthropology.

(6) Which of the following would you like to see in our Anthropology/Sociology programs at LTCC?
Class field trips
No 6
Maybe 12
No response 7
Yes 52
Laboratory activities
No 11
Maybe 16
No response 10
Yes 40
An anthropology museum
No 6
Maybe 13
No response 7
Yes 51
New course offerings
No 3
Maybe 27
No response 10
Yes 37
An Anthropology/Sociology student club
No 27
Maybe 27
No response 12
Yes 11

(7) Is there anything else you would like to add?
• Thanks for your dedication.
• Pray for snow.
• Would like to see live skulls of my ancestors.
• I would like to transfer to a four year college.
• Would love to obtain an A.A. in Sociology and would like to have more sociology classes taught at LTCC.
• You have a great website.
• I’m glad anthropology is offered at LTCC.
• I don’t know much about the subject, so I’m very interested.
• I have a strong desire to understand society from a new point of view.
• I’ve been going to LTCC for on and off 10 years and they need to offer more classes.

Anthropology and Sociology Planning Survey
Qualitative Responses
Winter, 2001
ANT 102-1

How I Define Success in this Class
Learning; grades
Learning and understanding
Understanding anthropology; grade
Reading, understanding, participating
Understanding, participating
Learning about anthropology; grade
Preparation, being responsible
Attending all classes, doing well on exams and quizzes, teaching others about anthropology
Grades; grasp what it means to be human
Grades; understand anthropology and developing opinions about it

What Will I Have to do to be Successful?
Come to class, read, write, ask questions
Read and be prepared for class discussion, dedicate time to papers
Study, think critically, understand concepts, put my opinions aside
Follow course outline and time management
Attend and participate, complete work
Organize, get ahead, study and read, come to class
Attend, be active, no late papers, prepare and plan for class
Attending class
Good attendance, doing assignments and reading
Attending, participating, doing the readings

Potential Difficulties
Reading (amount)
Time
Time management, heavy workload and weather
Procrastination
Participation and understanding the readings
Time management and reading
Test taking, attending all the classes
Staying focused on keeping on top of things
Rigid opinions
Regularly attending class

Resources/Needs
Time
Books, organization, time
Time for reading
Time, motivation
Understanding and patient instructor, time and organization
Time
Books, planning, time to study
Books, reading
Computer and good classroom environment

Qualitative Student Responses
ANT102-2
Winter, 2001

How I Define Success in this Class
Grade
Grade; learning material
Personal knowledge and enlightenment
Knowing subject matter; grade
Grade
Dedication
Grade; learning information
Grade; understand concepts; participation

What Will I Have to do to be Successful?
Take time; doing the reading
Readings
Work hard; attendance
Study; complete readings
Attendance; read
Spend more time
Participation; doing the reading
Study; listen to others; express my viewpoints

Potential Difficulties
Final paper
Essays
Time management
Understanding concepts
Expressing my feelings in class
Reading
Speaking in class
Studying; paper
Study time; class participation
Unknown

Resources/Needs
Sleep; study
Self-discipline and sleep
Books; working on paper
Books
Doing hands-on things
Books; handouts
Critical thinking

Qualitative Student Responses
SOC101-1
Winter, 2001

How I Define Success in this Class
Understand course material; broadening knowledge
Reaching personal goals I have set
Grade
Do the best I can
Achieve the level I am striving
Grade; doing well and feeling good about it
Absorb the information; grade
Making the commitment
Grasping the concepts
Grade
Grade; learning the material
Grade; critically think
Participation; attendance; good study skills; good attitude
Leave class with more knowledge; grade
Attendance; read and keep up in the class
Personal achievement
Doing the best of my ability; expanding my knowledge
Not procrastinating
Personal growth and knowledge
Grade; getting something out of it
Participation and understanding; it’s up to me
Being passionate about the subject of study and use it later in life

What Will I Have to do to be Successful?
Take time; doing the reading
Commitment
Reading; time (papers)
Writing; keeping up with the assignments
Follow course guidelines; attendance and participation
Study, study; read and do not cram everything in at the last minute
Give full attention; apply ideas to everyday life
Commitment; study
Be focused on assignments
Keep up with assignments; understand what I’m learning
Study; participate in class
Study; express myself; be open
Attendance; reading
Commitment
No procrastination; study group sessions
Attendance; complete assignments
Do well on assignments
No procrastination
Read; participation
Read and do well; study groups
Open mind and participate

Potential Difficulties
Time
None
Speaking in class
Attendance
Keeping up with class
Exams
Participation
Reading
Being focused
Time management
Opinionated
Critical thinking
Reading
Reading
Participation
Class discussion
Participation and writing
Papers
Papers

Resources/Needs
Interest
Study groups
Being prepared everyday
Group discussion
Study groups; meeting with instructor
My abilities
Agenda
Reading
Reading
Time management and work schedule
Good attitude
Communication
Reading; current events
Studying and coffee
Silent work situations
Books
Friends and study groups
Guidance
Paper writing books
Study groups and writing help
Motivation and interest
Computer
Books and my mind

Qualitative Student Responses
SOC 104
Winter, 2001

How I Define Success in this Class
Gaining new insight; complete to best of ability; not just a grade
Learning something new
Gaining knowledge; gaining self-confidence
Grade that relates to effort I put forth
Understanding the material presented
Learning new things; grade
Understanding the subject presented; grade
Learning; grade

What Will I Have to do to be Successful?
Confidence about my desire to learn
Reading; working on papers in advance; understanding theories
Study; attend class; participate
Effort and no procrastination
Meet the course requirements
Speaking up in class; share my views and learn from others
Complete course assignments; attend class
Study; come to class
Attend; study; list and debate

Potential Difficulties
Paper writing; trying to understand subject
Work schedule and studying
Speaking up and sharing ideas in class
Showing up when it snows
Paper writing
Becoming overwhelmed; finding time to study and do the papers
Procrastination; reading all of the assignments
Vocabulary as it relates to the readings

Resources/Needs
My mind; library; sleep and good nutrition
Books; time for assignments
Texts; discipline; open highways
Sleep and determination
Time and attention
Mutual respect from my classmates regarding my opinions
O.K. so far
Time; books; computer
Books; open mind and computer

14. Former Student Opinions
Respondent #1
(1) How well did the LTCC Anthropology/Sociology departments prepare you for future educational, workplace or lifelong development aspects of your life?
I've always been interested in learning about different cultures, so anthropology definitely sparked my interest. As far as using the information I learned in the course, I think I use it everyday when I’m reading about society, looking at artifacts or reading about human development.

(2) What are the strengths of the LTCC Anthropology/Sociology departments?
I really enjoyed learning about social norms and cultural views in different parts of the world. It’s great for people who haven't been exposed to different cultural experiences. I also enjoyed the student presentations on the cultural experiences they encountered.

(3) How could the LTCC Anthropology/Sociology departments be improved?
I think the classes are too long and too late. By the time its 8:30 pm,
everyone is sluggish. There should be a more equal distribution.

(4) How do the LTCC Anthropology/Sociology departments compare to other programs on campus?
I've only taken English courses at LTCC, so compared to that department,
Anthropology is more exciting!!!

15. Community Opinions
Respondent #1
(1) How well did the LTCC Anthropology/Sociology departments prepare you for future educational, workplace or lifelong development aspects of your life?
The Anthropology/Sociology program was very fulfilling in that it provided me new perspectives and reasoning abilities that I was able to relate to my current professional ventures. The open-ended and intriguing topics and conversations were always very relevant and very useful to analyze and understand the world around me, and use on a day to day basis. I was very happy with the delivery and instruction of this course.

(2) In terms of community involvement, what are the strengths of the LTCC Anthropology/Sociology departments?
The classes I was involved in were very specific in their involvement and relation to our community, with a variety of numerous projects and discussions circulating around local events not only on campus, but in our local community as well. Special topics classes offered also took a very specific look at different cases and events that may have been interesting to participants in the class.

(3) In terms of community involvement, how could the LTCC Anthropology/Sociology departments be improved?
The facilitation of open discussions and special topics classes offering a focus on the current environment are very important parts of the program, and it is imperative that these be continued, if not expanded.

(4) What is your opinion of past community events sponsored by the LTCC Anthropology/Sociology departments, such as the People Speak, movie events, etc?
These were fantastic events and discussions that should be held on a regular basis. As promotion and word-of-mouth continue to spread about these events (if they continue to be held regularly), they will become even more relevant.

(5) Do you have other recommendations about events that the LTCC Anthropology/Sociology departments could help organize?
I would suggest that debates be held on specific community issues, as I do not feel there can be enough discussion about the state of our local government, schools, and area. Though these events may be felt by many as "stepping on certain toes," I feel that no discussion at all is a detriment to everyone who lives in South Lake Tahoe. For this reason, I feel that debates like "The People Speak" and presentations should be made by local agencies, organizations, and businesses to not only try and persuade, but try and inform students who would be likely to get more involved in our community. Particularly in this, I would recommend such issues (even though heated) like school closures, the housing issues in our area, and Latino and "community pockets" issues. With enough promotion, I feel that these could be very educational and informative events.

Respondent #2
(1) How well did the LTCC Anthropology/Sociology departments prepare you for future educational, workplace or lifelong development aspects of your life?
I am a life long learner and am glad to have access to continual learning as offered by the department.

(2) In terms of community involvement, what are the strengths of the LTCC Anthropology/Sociology departments?
Dr. Lukas is an asset to the department because of his willingness to go beyond the classroom. I liked the Saturday classes, the films and discussion. It is a good place for the community to come together.

(3) In terms of community involvement, how could the LTCC Anthropology/Sociology departments be improved?
More short term classes on such as last spring's Cultures of Violence.

(4) What is your opinion of past community events sponsored by the LTCC Anthropology/Sociology departments, such as the People Speak, movie events, etc?
Very good and essential to those in our community who feel committed to solving current problems by consensus and using creative means.

(5) Do you have other recommendations about events that the LTCC Anthropology/Sociology departments could help organize?
Teach-Ins about important issues such as the Parcel Tax issue.

Respondent #3
(1) How well did the LTCC Anthropology/Sociology departments prepare you for future educational, workplace or lifelong development aspects of your life?
The classes and community forums which have taken place have peeked my interest to pursue future classes, and get more involved.

(2) In terms of community involvement, what are the strengths of the LTCC Anthropology/Sociology departments?
Dr. Lukas is an asset to the department because of his willingness to go beyond the classroom. I liked the Saturday classes, the films and discussion. It is a good place for the community to come together.

(3) In terms of community involvement, how could the LTCC Anthropology/Sociology departments be improved?
Use the college theater as a venue to show films and host speakers. I recently put together an event at the Senior Center. The turnout was phenomenal (120) people attended. I noticed enthusiasm and a desire to learn more and get involved

(4) What is your opinion of past community events sponsored by the LTCC Anthropology/Sociology departments, such as the People Speak, movie events, etc?
The topics and speakers have been excellent. My concern again is venue. I feel that instead of using a classroom, the college theater would be a much better place. Also, public announcements (no charge) are very effective in getting the community to attend events.

(5) Do you have other recommendations about events that the LTCC Anthropology/Sociology departments could help organize?
Yes! Films, and speakers who will address serious issues that confront each and everyone of us. For example, the impact of globalization, Democracy and the media, our health care crisis, Iraq, and the World Trade Organization. My recent experience at the college was astounding. I spent a few days doing voter registration in the commons. I experienced apathy and a total lack of interest from a majority of students. With regard to getting students to register to vote the response was; they did not care, they did not have the time, and some of them did not know the difference between the various political parties. My hope is that the Anthropology/Sociology department will continue to do more teach-ins with films and speakers, but on a much more frequent basis.


16. Student Outcomes
Degree Completions
In 2004 an Associate’s degree in Anthropology and an Associate’s degree in Sociology were approved by the LTCC Board of Trustees and the Chancellor’s Office of the CCC. In addition, the LTCC curriculum committee approved a Certificate in Applied Anthropology. The inclusion of these degrees and certificates in the LTCC curriculum will provide students with an exciting opportunity for academic and personal growth. In subsequent program plans, the number of majors in Anthropology and Sociology should be assessed.

17. Staff Development and Growth
The Anthropology and Sociology departments have provided for rich curricular offerings by professional and knowledge faculty. The department’s full- and part-time faculty exhibit incredible commitments to their students as well as concerns with staying current in their fields. The foundations for the richness of LTCC’s Anthropology and Sociology programs were established by the incredible work of Dr. Marie Rengsdorff who was very active in staff development activity, much of which allowed for the growth of the programs into the 1990s.

• Faculty have participated in local, regional and national conferences, including instructional skills and technology workshops, and professional meetings such as the California American Studies Association, American Anthropological Association, Community College Anthropology Consortium, IMPAC, Academic Senate, Faculty Leadership and National Social Science Association meetings.
• The departmental faculty have extensive professional background in their fields. Many of our part-time instructors, such as Linda Allred, Roger Hardin and Salli Williams, have experience working in applied and clinical settings, which is especially valuable in sociology classes. Others, such as Katie Olsen and David Rude, have held teaching and administrative positions at the K-12 level. Dr. Leonard Hudzinski formerly held a number of prestigious university positions, including at the University of Pittsburgh. We are very fortunate to have such competence and expertise among our departmental faculty.
• In conjunction with Dr. Lin and the Psychology department, we have held professional development meetings for part-time faculty. These meetings have included focus on pedagogical issues, departmental planning and informal interaction.
• Dr. Lukas has worked to increase recruitment from the South Lake Tahoe high schools. On two occasions he held Anthropology and Sociology information sessions for interested students.
• Through participation in the Fall 2004 London Abroad Program, Dr. Lukas will extend the pedagogical work in Anthropology and Sociology to working with students from the Foothill-DeAnza district as well as those from LTCC.
• The development of a departmental website by Dr. Lukas has allowed faculty to share information and to be better informed about issues related to the Anthropology and Sociology departments.
• Dr. Lukas has worked on publicizing the programs at Lake Tahoe Community College, especially as publicity has led to increased student enrollments, part-time faculty teaching interest, and community respect. A number of the departmental classes have been featured in newspaper articles in the Tahoe Daily Tribune.
• Many of the departmental faculty have been active in campus governance and committees, including Katie Olsen, David Rude and Dr. Scott Lukas. David Rude was active in many instructional development activities for other faculty, and Dr. Lukas provided writing workshops, plagiarism discussions, diversity roundtables, convocation breakouts on critical thinking, and seminars on teaching and Generation X. Dr. Lukas served in all of the officer roles of the academic senate, was a member of the Academic Senate for California Community College’s executive committee, and chaired the 2002 statewide revision of the disciplines list.
• Through the organization of campus seminars for the community, such as considerations of 9/11 and the war in Iraq, Dr. Lukas has increased awareness of the role that Anthropology and Sociology plays in South Lake Tahoe. Dr. Lukas has also been involved in a number of community issues, including homeless projects in Sacramento, and the anti-war movements in South Lake Tahoe and Santa Barbara. Additionally, he organized the United Nations’ sponsored event “The People Speak” and collected testimony for the Library of Congress’ 9/11 audio project at LTCC.
• The work of departmental faculty has allowed for up-to-date curriculum and instructional foci. Dr. Lukas has served as the statewide chair of the Anthropology IMPAC project, allowing for expertise to be brought to LTCC’s social science programs as well as networking opportunities between our college and other social science programs in the state. He also authored two publications on teaching anthropology in the volumes Strategies in Teaching Anthropology with Prentice-Hall Publishers. Recently, Dr. Lukas was recognized as a statewide educator of merit by being recognized as Lake Tahoe Community College’s first recipient of the prestigious Hayward Award for Excellence in Education. Mr. David Rude, instructor in Anthropology and Psychology, published the article “Students’ Insights Help Faculty Teach,” in FACCCTS, September 2002, pages 11-12.
The combined expertise and knowledge of the Anthropology and Sociology faculty has allowed for the perseverance of one of the state’s best social science programs.

18. Overall Evaluation and Recommendations
Coming Soon…