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1

‐
Course
Semester   assessment   data   gathered
Number   of
Number   of   sections   assessed
Percentage
sections of
offered sections
in   the assessed
semester
Semester   held   “Closing   the   Loop”   discussion
ADMJ/POSC   45   –   Law   &   Democracy
Fall
1
1
Fall
2013
100%
2014
Faculty   members   involved   in   “Closing   the   Loop”   discussion   William    Hanson/Sara   Parker
Form   Instructions:

Complete   a   separate   Appendix   B2   form   for   each   Course ‐ Level   assessment   reported   in   this
Program   Review.
These   courses   should   be   listed   in   Appendix   B1:   Student   Learning   Outcomes
Assessment   Reporting   Schedule.

Part   I:   CLO   Data   Reporting .
For   each   CLO,   obtain   Class   Achievement   data   in   aggregate   for   all   sections   assessed   in   eLumen.

Part   II:   CLO   Reflections .
Based   on   student   success   reported   in   Part   I,   reflect   on   the   individual
CLO.

Part   III:    Course   Reflection.
In   reviewing   all   the   CLOs   and   your   findings,   reflect   on   the   course   as   a   whole.
P
I:    C
‐ L
O
–   D
R
C ONSIDER   T HE   C OURSE ‐ L EVEL   O UTCOMES   I NDIVIDUALLY   ( THE
N UMBER   OF   CLO S   WILL   DIFFER   BY   COURSE
(CLO)   1: Analyze   the   cultural,

)   economic, environment   of   civil   rights   movements.
and   political
(CLO)   2: Apply   legal   concepts   to   contemporary   political   debates.
Defined   Target
Scores*
(CLO   Goal)
At   least   65%   of   the   class   scoring   a   3   or   4.
At   least   65%   of   the   class   scoring   a   3   or   4.
Actual   Scores**
(eLumen   data)
Approximately
65%   of   the   class   scoring   a   3   or   4.
Approximately
80%   of   the   class   scoring   a   3   or   4.
(CLO)   3: Define   and   evaluate   three   basic   features   of   At   least   65%   of
American   democratic   government:   representation,   citizenship,   participation.
the   class   scoring   a   3   or   4.
   If   more   CLOs   are   listed   for   the   course,   add   another   row   to   the   table.
Approximately
75%   of   the   class   scoring   a   3   or   4.
*   Defined   Target   Scores :What   scores   in   eLumen   from   your   students   would   indicate   success   for   this   CLO?
(Example:    75%   of   the   class   scored   either   3   or   4)
**Actual   scores:   What   is   the   actual   percent   of   students   that   meet   defined   target   based   on   the   eLumen   data   collected   in   this   assessment   cycle?
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P
II:   C
‐
O
R
A.
C
OURSE
‐ L
EVEL
O
UTCOME
(CLO)
1:
1.
How   do   your   current   scores   match   with   your   above   target   for   student   success   in   this   course   level   outcome?
The   students   met   the   target   on   this   CLO   but   will   continue   to   work   on   ways   to   help   students   think   about   topics   from   multiple   angles.
2.
Reflection:    Based   on   the   data   gathered,   and   considering   your   teaching   experiences   and   your   discussions   with   other   faculty,   what   reflections   and   insights   do   you   have?
This   class   is   informally   known   as   a   “capstone”   course,   meaning   that   we   set   high   expectations   for   students.
It   is   important   that   students   are   able   to   do   more   than   merely   define   civil   rights   movements   but   also   to   put   it   in   a   context.
We   have   continuously   improved   the   set   of   readings   we   provide   the   students   and   incorporated   additional   structure,   reading,   writing,   and   annotation   support   into   the   course.
B.
C OURSE ‐ L EVEL   O UTCOME   (CLO)   2:
1.
How   do   your   current   scores   match   with   your   above   target   for   student   success   in   this   course   level   outcome?
The   class   exceeded   this   target.
2.
Reflection:    Based   on   the   data   gathered,   and   considering   your   teaching   experiences   and   your   discussions   with   other   faculty,   what   reflections   and   insights   do   you   have?
We   have   been   very   successful   at   developing   a   model   whereby   students   are   taught   how   to,   and   then   given   the   opportunity   to   practice   regularly,   applying   a   political   and   a   legal   lens   to   contemporary   issues.
This   is   one   of   the   first   topics   we   cover   in   class.
We   then   demonstrate   how   to   use   the   IRAC   technique   (Issue,   Rule,   Application,   Conclusion)   to   evaluate   and   assess   issue.
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C.
C OURSE ‐ L EVEL   O UTCOME   (CLO)   3:
1.
How   do   your   current   scores   match   with   your   above   target   for   student   success   in   this   course   level   outcome?
Students   also   exceeded   the   target   on   this   CLO.
Students   are   able   to   go   beyond   the   definitions   and   to   really   demonstrate   their   familiarity   with   the   complexity   of   these   topics.
For   example,   students   are   able   to   speak   to   both   sides   of   issues;   are   able   to   demonstrate   how   the   way   we   think   about   these   concepts   have   changed   over   time;   and   how   seemingly   straightforward   concepts   (such   as   “representation”)   are   often   far   more   complicated   in   practice.
2.
Reflection:    Based   on   the   data   gathered,   and   considering   your   teaching   experiences   and   your   discussions   with   other   faculty,   what   reflections   and   insights   do   you   have?
This   course ‐ learning   outcome   is   very   relevant   to   students.
We   continue   to   try   to   find   ways   to   tap   into   that   natural   connection   in   class   and   through   extra ‐ curricular   opportunities.
This   year   we   were   able   to   do   this   very   successfully   with   the   Vote60by50   campaign   that   strives   to   bring   attention   to   and   raise   our   campus ‐ voting   rate   to   60%   by   the   50 th   Anniversary   of   the   Voting   Rights   Act.
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P
III:   C
R
F
P
1.
What   changes   were   made   to   your   course   based   on   the   previous   assessment   cycle,   the   prior
Closing   the   Loop   reflections   and   other   faculty   discussions?
Based   on   the   data   we   have   gathered   and   analyzed,   we   made   changes   in   the   assignment   structure   to   the   course.
We   ask   students   to   write   regularly   –   both   in   “think   pieces”   and   during   in ‐ class   essays.
These   opportunities   give   students   the   chance   to   practice   what   is   described   above   in   Part   II,   get   frequent   feedback,   and   improve   the   next   time.
It   also   challenges   students   to   be   able   to   articulate   their   ideas   under   different   circumstances   (such
as   brief   written   work,   longer   substantive   writing,   and   under   time   constraints).
We   have   updated   our   reading   every   semester   since   initially   offering   the   course.
The   updates   have   allowed   us   to:   a)   ensure   that   the   curriculum   is   contemporary   and   the   topics   are   current;   b)   make   improvements   based   on   our   assessment   of   what   articles,   chapters,   etc.
worked   well   and   which   ones   did   not.
2.
Based   on   the   current   assessment   and   reflections,   what   course ‐ level   and   programmatic   strengths   have   the   assessment   reflections   revealed?
What   actions   has   your   discipline   determined   might   be   taken   as   a   result   of   your   reflections,   discussions,   and   insights?
The   assessment   reveals   strength   in   critical   thinking   training.
Students   are   being   taught   how   to   think   and   express   their   ideas   based   on   close   analysis   of   text   and   through   regular   class
activities   and   discussions.
We   find   that   incorporating   an   opportunity   for   smaller   group   work   as   part   of   an   activity   or   guided   discussion   questions   every   class   allows   students   to   practice   this   analysis.
Therefore,   we   have   modified   our   teaching   practice   to   incorporate   this   kind   of   work   into   almost   every
lecture.
We   have   also   found   that   it   is   more   effective   to   cover   few   topics   more   deeply,   so   we   have   eliminated   two   broad   topics   from   our   syllabus,   but   incorporated   more   scholarship   and   perspectives   into   the   other   topics.
This   has   also   improved   students’   ability   to   make   connections   between   topics,   which   is   extremely   beneficial   in   helping   them   achieve   the   college   wide   goals   of   critical   thinking   and   communication.
In   this   team ‐ taught   course,   students   benefit   from   the   unique   attributes   and   styles   of   both   instructors.
Therefore   we   have   increased   the   degree   to   which   students   are   mixed   up   in   their   discussion   sections.
This   also   gives   the   instructors   the   opportunity   to   work   with   all   of   the
students   on   a   regular   basis,   not   just   those   who   are   in   their   assigned   section.
Lastly,   we   updated   the   CLOs   and   rubric   for   Law   and   Democracy   in   Fall   2014.
3.
What   is   the   nature   of   the   planned   actions   (please   check   all   that   apply)?
Curricular
 Pedagogical
 Resource   based
 Change   to   CLO   or   rubric
 Change   to   assessment   methods
 Other:   Instructor ‐ Student   engagement
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Considering   your   feedback,   findings,   and/or   information   that   has   arisen   from   the   course   level   discussions,   please   reflect   on   each   of   your   Program   Level   Outcomes.
Program:    Administration   of   Justice [Courses   were   assessed   in   the   last   program   cycle]
 PLO   #1:    Evaluate   and   analyze   criminal   justice   issues   and   topics   using   knowledge   of   criminal   justice   institutions,   terminology,   theory   and   ethical   issues   in   crime   and   justice.
 PLO   #2:    Understand   the   interdisciplinary   nature   of   criminal   justice   and   the   varying   perspectives   of   the   liberal   arts   and   sciences   as   related   to   law   enforcement,   courts,   and   corrections.
What   questions   or   investigations   arose   as   a   result   of   these   reflections   or   discussions?
Explain:    Administration   of   Justice   is   an   interdisciplinary   program   in   that   it   draws   on   various   disciplines   in   the   social   sciences   for   its   concepts,   theories,   and   practices.
This   is   particularly   true   for   the   introductory   course   in   the   program,   ADMJ   50.
The   success   rate   for   ADMJ   50   is   approximately   55%   indicating   that   some   students   are   having   difficulty.
Our   theory   is   that   some   students   come   to   the   course   lacking   basic   skills,   background   knowledge   of   the   criminal   justice   system,   and   knowledge   of   other   disciplines   (e.g.,   sociology,   psychology,   etc.)   that   inform   the   administration   of   justice.
Also,   we   draw   students   with   a   variety   of   career   goals   (e.g.,   law   enforcement,   pre ‐ law,   corrections,   probation   &   parole,   and   juvenile   justice).
We   need   to   develop   clear   career   and   educational   pathways   for   all   students   in   the   discipline.
What   program ‐ level   strengths   have   the   assessment   reflections   revealed?
Strengths   revealed:    Administration   of   Justice   is   the   fourth   largest   major   at   Chabot   (560   –
2014).
We   draw   students   with   a   variety   of   career   goals   (e.g.,   law   enforcement,   pre ‐ law,   corrections,   probation   &   parole,   and   juvenile   justice).
All   of   our   courses   are   transferable   to   CSU   and   four   of   our   courses   satisfy   the   UC  ‐   IGETC   requirements.
Consequently,   we   attract   both   students   seeking   careers   in   the   administration   of   justice   as   well   as   those   who   have   an   intellectual   interest   in   the   field   and   choose   our   courses   to   satisfy   graduation   and/or   transfer
requirements.
Having   diverse   students   in   our   courses   enhances   the   learning   for   all   students.
What   actions   has   your   discipline   determined   might   be   taken   to   enhance   the   learning   of   students   completing   your   program?
Actions   planned:Our   new   Associate   in   Science   for   Transfer   degree   (TMC)   for   Administration   of
Justice   was   approved   and   became   available   in   Fall   2013.
The   degree   requirements   are   aligned   with   requirements   for   the   CSUs   and   provide   guidance   to   students   regarding   the   courses   required   for   transfer   in   addition   to   assuring   them   of   their   preparation   for   transfer   and   upper ‐ division   work.
Most   importantly,   the   completion   of   the   AS ‐ T   degree   gives   students   priority   admission   into   an   Administration   of   Justice/Criminal   Justice   program   in   the   CSU   system.
The   new   AS ‐ T   degree   is   an   excellent   example   of   a   clear   pathway   for   our   students   seeking   to
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transfer   and   a   career   in   law   enforcement   or   corrections.
However,   we   have   a   significant   number   of   students   who   have   an   interest   in   practicing   public   law   (e.g.,   District   Attorney,   Public
Defender,   etc.)    but   there   is   no   clearly   identified   pathway   beginning   in   community   college.
Upon   approval   of   our   AS ‐ T   degree,   I   will   be   submitting   a   proposal   to   modify   our   existing   AA   degree   to   focus   on   a   pre ‐ law   curriculum.
We   are   also   submitting   an   application   to   be   part   of   a
State   Bar   Initiative:    Community   College   Pathway   to   Law   School.
I   will   discuss   the   proposal   in
greater   detail   under   “New   Initiatives”.
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