Chabot College
Program Review Report
Check one:
X SLO Portion of Upcoming ’16-’17
Program Review
(Submitted May 2015 in Preparation for Oct 2015)
___ Revision to ’15-’16 Program Review
(Originally Submitted Oct 2014)
___ Revision to ’14-’15 Program Review
(Originally Submitted Oct 2013)
Submitted on
Contact:
1
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Astronomy 10
Spring 2015
4
2
50%
Spring
Scott Hildreth, Shannon Lee
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.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: ASTR 10 - Demonstrate an understanding of the
reasons for seasons
(CLO) 2: ASTR 10 - Demonstrate understanding of method
of detecting extrasolar planets
Defined Target
Scores*
(CLO Goal)
75% of class
gets 50% or
greater on
essay question,
or equivalent
HW/In-class
assessment
75% of class get
3 or 4 on HW
activity
(Mastering
Astronomy or
in-class activity)
(CLO) 3: ASTR 10 - Demonstrates Understanding of
Galileos' Discoveries and why each was important in
overthrowing the geocentric model. List of possible
answers includes seeing Venus' phase and size changes,
seeing Jupiter's 4 moons revolve around Jupiter, seeing
Craters and Mountains on the Moon, Sunspots, Saturn's
oblong face, distant (and prior, invisible) stars in the Milky
Way.
2
75% of class
gets 50% or
greater on
essay question,
or equivalent
HW/In-class
assessment
Actual Results
90% of class
attempting essay
question did get
more than 50%
for both oncampus and
online sections
50% of class
obtained 3-4; 30%
of class did not do
the assessment.
85% of class
attempting essay
question did get
more than 50%
for both oncampus and
online sections
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
We were on 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 need to change the assessments for this class to take better advantage of the
Mastering Astronomy capability to automatically score HW questions that pertain to
these success criteria.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
We did not have the right assessment vehicle chosen for the other course objective, and
not all of the class participated.
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 need to change the assessments for this class to take better advantage of the
Mastering Astronomy capability to automatically score HW questions that pertain to
these success criteria.
3
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
We were on 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 need to change the assessments for this class to take better advantage of the
Mastering Astronomy capability to automatically score HW questions that pertain to
these success criteria.
4
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Even more emphasis was placed on preparing students to produce thorough answers to the
essay questions for Seasons and Galielo’s discoveries. More time in lecture was allocated
(and video clips created for the online class) to help students recognize the level of detail
that was expected.
We began to use Mastering Astronomy’s ability to specific course learning outcomes, but
have not institutionalized this so that all faculty are doing the same types of assessments.
We began to link in more video clips (from YouTube and other sources) to provide current
students with visual reinforcement of key ideas.
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?
Strengths:
YouTube simulations for seasons are very popular with students.
Actions Needed:
1) Better distribution of standardized assessments through Mastering Astronomy that
faculty can use (or adapt).
2) Consideration of an assessment about the process of science, given that this class is
taken as perhaps the ONLY physical science many students will undertake in their
collegiate career.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
X
Pedagogical
X
Resource based
X
Change to CLO or rubric
X
Change to assessment methods
 Other:_________________________________________________________________
5
Appendix C: Program Learning Outcomes
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: College-Wide General Education

PLO #1: Awareness of the Process of Science as it applies to Astronomy

PLO #2: Applying logic and reasoning.

PLO #3: Analysis of multiple paradigms and methodologies.

PLO #4: Qualitative and Quantitative reasoning.
What questions or investigations arose as a result of these reflections or discussions?
Can we create a college wide assessment about the “Scientific Method” that might be shared
across all GE-level introductory science classes (including physical, biological, and social?)
What program-level strengths have the assessment reflections revealed?
Online learning systems are helping deliver even more captivating content to students, but
how we get them to take advantage of that is a question we need to explore.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Using the online tools available within the existing course (e.g. Mastering Astronomy) could
allow us to do a more comprehensive job of assessment. Setting up these shared
assessments will take time and effort on the part of faculty.
6