Chabot College
Academic Program Review Report
Year One of
Program Review Cycle
The Daraja Program
Submitted on April 14, 2013
Contact: Tom deWit and
Barbara Worthington
Final Forms, 1/18/13
Table of Contents
Section 1: Where We've Been................................................... 1
Section 2: Where We Are Now ................................................. 2
Section 3: The Difference We Hope to Make ............................. 3
Required Appendices:
A: Budget History .........................................................................................4
B1: Course Learning Outcomes Assessment Schedule .................................5
B2: “Closing the Loop” Assessment Reflections ...........................................6
C: Program Learning Outcomes....................................................................9
D: A Few Questions ....................................................................................12
E: New Initiatives ......................................................................................13
F1: New Faculty Requests ..........................................................................14
F2: Classified Staffing Requests ..................................................................15
F3: FTEF Requests ......................................................................................16
F4: Academic Learning Support Requests ..................................................17
F5: Supplies and Services Requests ............................................................18
F6: Conference/Travel Requests ................................................................19
F7: Technology and Other Equipment Requests ........................................20
F8: Facilities Requests ................................................................................21
1. Where We've Been
Complete Appendix A(Budget History) prior to writing your narrative. Limit your narrative to no more
than one page.
As you enter a new Program Review cycle, reflect on your achievements over the last few years. What
did you want to accomplish? Describe how changes in resources provided to your discipline or program
have impacted your achievements. What are you most proud of, and what do you want to continue to
improve?
Reflection:
To provide some context, the vast majority of our students are extremely underresourced and have
been for all of their lives. Most of our students experience poverty, violence, unstable living conditions,
exposure to drugs, close proximity to incarceration in their families (including many of our students have
been incarcerated themselves), unreliable transportation, heavy burdens outside of school like caring
for sick family members or younger siblings, childcare needs, and an incredibly powerful tidal wave of
institutional racism and white privilege. Moreover, most of our students lack confidence, and are even
traumatized, by prior educational experiences. There are very few staff or faculty on our campus that
have any real or palpable sense of our students’ lives, and how incredible it is that they even make it to
us with all their dreams and hopes. The stakes in Daraja are high, they couldn’t be higher; and we are
seriously underresourced as a program to do our work with our community.
The Daraja Program remains strong since its inception 25 years ago. As a learning community, Daraja
seeks to support and educate the whole person, and we have seen positive results thus far.
Academically, the majority of our students have performed well, simply because our program
challenges the notion that students of color cannot succeed. Daraja students function well as a
community and learn early on the importance of supporting their peers. Students who are strong
academically often provide unsolicited support for those who struggle with assignments in both the
history and English classes. Because students are together for at least three semesters, they establish
bonds and help eliminate the discomfort many students face when enrolled in mainstream classes.
Daraja instructors strongly support collaborative learning and work hard to support our students’ efforts
in this area. As a result, several Daraja students were awarded Language Arts Awards, ASCC
Scholarships, and other academic campus scholarships for quality writing, dedication and persistence.
Our community is especially pleased with the results as we see more students gaining the skills to
qualify for scholarships and more importantly, possessing the confidence to view themselves as degree
or transfer students worthy of competing for academic and financial support. We have seen strong
leaders emerge from the Daraja community – poets, business professionals, and teachers-many of
whom continue to support Daraja, which attests to the strength of our program.
One clear result of Daraja’s success as a viable community is our role as a strong model for similar
programs statewide, particularly under the umbrella of the Umoja Community. Tom deWit is Codirector of the Umoja Community which has been recognized by all the significant constituents in the
state as a strong Student Success Program. This model has been shared nationally, including programs
focusing on students who are not African-American. Students regularly take on extensive leadership
roles in the state-wide Umoja conference, and were hired by UC Berkeley to support research efforts
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for Basic Skills students at colleges around the state. Daraja’s curriculum and student work has been
shared widely at conferences and initiatives across the nation.
The program has also benefitted from the support of our Daraja alumni who have been visible and
consistent, acting as mentors, conference presenters, organizers for program celebrations, and speakers
for Daraja community- building events.
Overall, many aspects of the Daraja Program have changed significantly the past few years, including
many gains and losses as a community. When the program began in 1988, Daraja students benefitted
from the support of community mentors, a supportive advisory board, a full-time coordinator, a halftime mentor coordinator and a psych counseling class to support each student’s academic and personal
growth. These critical components helped to support the success and retention of African-American
students-a primary goal for our program. During the 2009/2010 we continued to have two Language
Arts faculty with release time (one in the fall and one in the spring), a Program Assistant position, and a
Program Consultant who was also president of the Daraja Advisory Board. The program added a history
component taught by a full-time Social Science faculty during the Spring, 2011 semester. During the
2010/2011 academic year the program met its goal to increase the number of students participating in
Daraja from 39 students in Fall, 2010 to over 75 students in Fall 2011. To meet the demands of a larger
community, the English component expanded to include one new English faculty with two basic skills
classes taught in the fall and two classes in the spring with a link to History 21 during the spring
semester. We also were able to designate an English 4 transfer class for Daraja students, a first for our
program. This more robust academic program will continue into next year and we will add the feature of
advising students to sign up for classes (ie. Math and Business) in cohorts so they can support each other
in these settings.
As a community, we were inspired by the energy generated by more student participation; however,
we are attempting to meet the needs of more students with less support and fewer resources. The
program no longer has a mentoring component, which was a vital part of our program. We also lost the
full-time Counselor/Instructor position, a real tragedy for our community. This loss has been particularly
painful, coming at a time when we are encouraging more student participation and dedication to the
community. During the Fall, 2012 semester, Daraja added a part-time Daraja Coordinator position,
who can only serve one day per week, which provided much-needed support, but subsequently lost the
Program Assistant position.
These losses might easily have compromised the integrity of the program, but we continue to
experience significant success in key areas because of the dedication of the Daraja team and the zeal of
our students. We are especially proud of our students’ desire to adapt to specific program
expectations. Each student must sign an agreement to support program events, work towards academic
excellence, and conduct themselves with a level of respect and show respect towards others in the
community. We attempt to create a culture that invites open discourse and critical thought, and we
appreciate our students’ willingness to support the program’s core beliefs. Our students are strong in
this area. In return, the Daraja faculty and staff should be prepared to offer adequate levels of support
to ensure that our students are able to reach their full potential.
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2. Where We Are Now
Review success, equity, course sequence, and enrollment data from the past three years at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm. Please complete Appendices B1
and B2 (CLO's), C (PLO's), and D (A few questions) before writing your narrative. Limit your
narrative to two pages.
After review of your success and retention data, your enrollment trends, your curriculum, and your CLO
and PLO results, provide an overall reflection on your program. Consider the following questions in
your narrative, and cite relevant data (e.g., efficiency, persistence, success, CLO/PLO assessment results,
external accreditation demands, etc.):




What are the trends in course success and retention rates (based on overall results and CLO
assessments) in your program? Do you see differences based on gender and/or ethnicity?
Between on-campus and online or hybrid online courses? Provide comparison points (collegewide averages, history within your program, statewide averages).
What changes are you seeing in enrollments in your courses and overall program, and what is
driving those changes?
Describe how changes in investments--or lack thereof (funding, adding units to courses or
adding supplemental instruction courses, adding or increasing student learning support, adding
courses to sequences, classified staff, etc.) have impacted student learning in both specific
courses, course sequences, and overall programs.
For PLOs, have you collaborated with colleagues in other disciplines to look at “whole
programs” or "whole GE areas"? What insights have you gained from these collaborations?
* At the time this part of the narrative cannot be completed, as we have some
questions for the IR office about the data. Dr. Arnold and the dean and the VP are
aware of our need to better understand the data provided to us. We have not had
the opportunity to do that yet, so we will submit an updated program review in
the very near future which includes this data analysis. To be fair, the data does
not make sense, perhaps it is only the headings on the data sets we were
provided or perhaps one of our new sections was left out; we are not clear, but
the raw numbers do not match our own. Also, Dr. Arnold is more than willing to
meet, we just have not had the opportunity yet.
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3. The Difference We Hope to Make
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8(Resource Requests) to
further detail your narrative. Limit your narrative to three pages, and be very specific about
what you hope to achieve, why, and how.
What initiatives are underway in your discipline or program, or could you begin, that would support the
achievement of our Strategic Plan goal? Over the next three years, what improvements would you like
to make to your program(s) to improve student learning? What are your specific, measurable goals?
How will you achieve them? Would any of these require collaboration with other disciplines or areas of
the college? How will that collaboration occur?
Reflection:
The Daraja Program’s core values are based on the assumption that students bring their own unique
personalities and specific ways of learning to the classroom environment. As a result, Daraja promotes
self-confidence and pride in each student’s cultural heritage, critical thinking, reading, and writing skills,
and occupational research skills that are needed for college and future success. To maintain the
integrity of our program and continue to effectively support our students, the Daraja team has agreed
to engage in candid, purposeful discussions in the coming months to celebrate the program’s strengths
and identify those areas in need of more support or positive change. We encourage our students to
embrace the Sankofa principle, a West African ideal - for one to truly embrace the future, he or she
must look back and learn from the past. It is with this spirit of hope and determination that we as a
team will encourage our students and challenge ourselves to make a significant difference on the
Chabot campus, in our individual communities and across the state. In the spirit of Sankofa, we looked
back at key concerns from the past two years and identified additional issues to help strengthen our
community.
English Language Learning Support
As a program, we are sensitive to the role of language in a college setting, particularly our students’ use
of standard academic English and Black English. In too many cases, students in our community are able
to adequately demonstrate strong critical thinking skills but are incapable of transferring their ideas to
writing. While many in the academic community recognize the problem, the solution continues to be
controversial, even within the African American community.
As Daraja instructors, we cannot assume each student enters our program with the ability to produce
standard forms of English. Many attempt to compensate by producing what they perceive as academic
English, which often affects clarity; therefore, we must first gain the trust of our students by respecting
and validating the language they bring to the classroom, whether in standard forms or in the vernacular.
We help them to develop a sense of pride and ownership by encouraging them to recognize the social
and historical situations that influence their words. As English Instructors, however, we are responsible
for teaching our students to produce standard forms of English to help prepare them for the academic
and professional worlds. An honest discussion about the power of language has proven to be the most
effective approach. Our students regularly examine texts related to language and discuss ways to meet
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the challenges of academic writing in order to strengthen their own voices. In our English classes at
both the basic skills and transfer levels, students read works by black authors and others written in
Standard English and the vernacular. In the coming year, we hope to establish clear, measurable
solutions to help celebrate our students’ voices while preparing each to succeed academically. We also
plan to work closely with the Chabot English Department to design workshops that support native
speakers, similar to the ESL course recently piloted by the ESL Department. Laney College also provides
learning support through the Writer’s Workshop which provides instruction for students using nonstandard forms, another possible model. We will also consult with the Learning Connection and Chabot
English Grammar instructors to identify students who performed well in Chabot’s grammar classes to
use as tutors for our program.
Program Culture:
Daraja is entering its 25th year which is cause for celebration. For many reasons, the program has
changed significantly. The overall composition of the program as well as the number of students we
support has shifted dramatically in just three years. To maintain the quality and integrity of the
program, the faculty and staff recognize the need to organize retreats to discuss program culture. Our
retreats will focus on course content, course sequencing, and program goals. To best support our
students, we welcome the opportunity to engage in valuable conversations to ensure that as a team,
our goals are clear and consistent.
Student Support
This period of growth is undoubtedly exciting and much anticipated. Our students want to attend
college and welcome our support, but as a program, we often struggle to fully meet the needs of a much
larger community. After questioning several students, many cited transportation problems, lack of
dependable daycare, or simply poor planning as possible reasons for missing school or arriving late for
class. In past years, the Daraja counselor addressed these and other key “life” issues in the
Psych/Counseling class, as well as during individual appointments. Several Daraja team meetings were
devoted to devising strategies for improving student retention in the absence of a counselor.
Instructors consistently encouraged each student to consider personal responsibility to themselves as
well as the community which proved to be helpful for some students. Daraja Alumni and Learning
Assistants also provided words of support and encouragement. Overall, the majority of the students
experiencing challenges in this area showed significant improvement after the initial weeks of class. As
a community, we are exploring ways to generate more funds, provide more counseling support, and
continue to improve overall retention. By attempting to serve greater numbers of students with few
resources and support systems, we risk compromising the integrity of the program. The Daraja team is
committed and prepared to keep the program strong.
Psych Counseling Component:
Our current part-time coordinator, Kwame Thomas, describes his role and concerns as follows:
“The role of the counselor is dynamic in many ways. I serve as a mentor, advocate and
educational/career advisor for my students. I also serve as co coordinator for the program as well. My
goal and mission as a counselor is to make sure that everyone who comes into my office, to seek
educational help, receives some sort of degree or certificate by the time they leave Chabot College. As a
mentor, I believe it is important to build a strong rapport with our students. Daraja emphasizes the word
“community” and “family.” These words are important to me as a counselor because while mentoring
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my students I break through surface barriers in order to get involved in our students personal lives so I
can build a stronger relationship. Our students deal with many socioeconomic obstacles while in school.
Many come from communities and neighborhoods that are very distracting and dangerous, so our
Daraja classroom and my office can be a safe place for them to open up. Advocacy is very important
especially to our new students who are entering our program right out of high school. As a counselor I
feel it’s important to make sure our Daraja students are utilizing all services available to them on
campus. From educational services such as tutoring, Math and English labs, and Transfer Center
workshops. To specialize programs, such as Trio, EOPS/CARE/CALWORKS, and the DSRC. Majority of the
students Daraja serve, qualify for at least one specialized program. Students who feel connected with
specialized programs and services on campus typically do better in their classes because they have
support and know how to navigate through the matriculation process. Establishing a goal for being in
college is one of the key services counselors provide to students. Creating educational plans and tapping
into our students creative talents, special skills and abilities are vital tools to help our students find a
major. As a counselor I provide all of these tasks through a case management process. Students who are
enrolled into our Daraja program have the luxury to work with me throughout each semester to update
their SEP, and get questions answered regarding majors and transfer requirements. Once an Associate
Degree or certificate is identified, we then look into transferring to a four year institution. It’s important
to me that my students obtain an AA/AS or certificate before they transfer. Daraja has students within
our program who did not graduate from high school. If for any reason one of these students needs to
drop out of school and work after they transfer; the student will be more marketable with a degree or
certificate from Chabot College on their resume. Again, the role of the Daraja counselor is dynamic in
many ways. My counselor role within the Daraja program ultimately helps our students reach their
educational goals faster. There is a strong need for a full time counselor position, especially as our
numbers continue to grow each year. Hopefully that can be implemented soon so Daraja can continue
to serve our community efficiently.”
Culturally Sensitive Curriculum
The Daraja courses align with Chabot English and History courses. We make a deliberate and very
intentional effort, however, to develop courses with a specific emphasis on issues relevant to the
African/African American experience. The History 20 and History 21 courses provide an historical
context for key issues discussed in the Daraja English classes at both levels. We encourage our students
to explore new ideas and re-examine their own assumptions about race and culture using a variety of
written and visual texts. Of note, we also serve non-African American students and bring their histories
and cultures into the classroom as well. We highly value the individual stories and cultures of each of
our students—in fact, invoking and leveraging their stories is one of our core practices. The course
descriptions are as follows:
History Component
African American History class has been a part of the Spring course programming of Daraja since the
2009-10 academic year. After initially offering History 21 (African American History since
Reconstruction), the program has shifted its offering to History 20(African American History up to
Reconstruction). Daraja students in this class face a lecture-style course structure and larger group
setting. In addition to the class content, student s are aided in the acquisition of such skills as notetaking, content synthesis and writing and exam-taking in a Social Science context.
In evaluating the particular needs of students in the History component, t is clear that more
coordination support is needed to ensure that there is an easy transition from the Fall semester to the
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Spring semester. Ensuring that students are enrolled in the right section, for example, would be better
facilitated by additional support dedicated to the program. Also, this support is also needed to serve
and coordinate the varied counseling needs of the students in this program. A fall college skills class
would be very valuable in
equipping students with the discipline and strategies necessary to succeed. These types of support are
vital for student retention and program maintenance.
English 102
English 102 offers you a chance to develop your comprehension, critical thinking and writing skills, so
that you can be prepared for success in college English. This is an “accelerated” course, which means we
will be moving pretty fast through the readings and assignments. It will be imperative that you check in
with me when you are struggling. You will build your vocabulary through close readings and various
writing assignments in response to the text. The skills you develop in this class will not only lead to
success in college English, but in life! Critical thinking and good writing skills are important in every
profession.
English 1A Section 1
English 1A is a college level English course. The main purpose of this class is to further your growth as a
competent, and critical reader and writer. you will strengthen your analytical and composition skills
through class discussion and the writing of several papers, including a research paper.
This semester we will be looking at the different issues we face as African-Americans. From fighting for
civil rights to understanding a mixed heritage identity, who we are as a culture and community is
constantly evolving. Our journey will take us from the South, to the West to the East and around the
globe to London and Brazil. As we delve into these issues we will also see our connections to Africa and
all of our brothers and sisters of African descent.
We will continue to build upon the community we created in English 102. Through games and group
discussions you will hopefully develop a bond with each other that will help you make it through the
semester. English 1A is a lot more demanding than 102, the work will be rigorous, intense and we will
have less class time. It is imperative that you all use each other as a resource to help you when I am not
available. I hope that you all are able to see your own brilliance in each other and trust one another as
we move forward. The group agreements and policies we have set still apply. Moreover, respecting each
other is essential to our success, and we all must commit to sustaining a fun, creative, safe learning
environment.
English 1A Section 2
English 1A is a transfer-level course that integrates active reading, writing, and critical thinking to help
students develop the ability to read and write complex, college-level prose. Students will examine the
rhetorical effectiveness of a range of texts, such as film, the Internet, and various written arguments .
Each student will work collaborative and individually to advocate for a specific social issue relevant to
the African-American community. This issue may be of local, national, or international concern.
Remember that your presentation and research paper should move beyond a simple description of your
cause. You should consider the complexities of the problem and invite your audience (our class) to think
more critically about the social implications of your issue. In other words, there should be a “call to
action using different genres, including at least two full-length written texts. We will closely examine key
social issues that relate to human rights, power, protest, and activism- today and from past decades.
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English 4 Daraja
The purpose of this course is to articulate for ourselves the meaning of a long history of oppression and
perseverance. The focus is on “articulation” as a phenomenon, a way of power and identity. What do we
do with the past? How does the past become a future? If we are controlled by “our confusion far more
than we understand”, then our response has to be to overcome confusion with articulation. In this
course, we will take hold of all the texts you have encountered as a Daraja student as sources from
which to articulate your future.
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Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC,and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2011-12
Budget
Requested
16000
1000
17000
2011-12
Budget
Received
16000
1000
17000
2012-13
Budget
Requested
16000
16000
2012-13
Budget
Received
0
0
8000
8000
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
Our Admin asst in 11-12 did a ton of work for the program. She kept track of all the students and shared
with the faculty. No doubt this impacted student success and retention.
2. What has been the impact of not receiving some of your requested funding? How has student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
With only 8k and no admin assistant and a one-day per week counselor-coordinator, we are always
scampering to keep up. We have used our two student assistants (one paid for through our 8k budget)
to do all the legwork—student tracking, 25 Year celebration (a massive amount of work trying to locate
alumni, arrange facilities, invites, decorations, catering, themes, etc.), family night, and participation in
statewide Umoja events. Our students were the keynote at the Spring 13 Norcal Umoja Symposium and
that was coordinated through the faculty and the two student assistants, with some help from the
coordinator. We are most compromised in terms of maintaining a presence and timely follow up with
our students and the myriad of issues they present.
Appendix A:
Budget info
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1. This year Daraja was awarded monies and the little that was given helped keep our program
running. We specifically used the monies for office supplies, a family night, planning our End of
the Year Graduation, and the hiring of a student assistant. This has improved student learning
on many levels.
Our student assistant, who serves as a tutor, helps our Daraja students with essays and projects,
while also taking care of office duties. Our students are very appreciative to have her as a tutor
because they need help and our program focuses on support and community. This has kept our
students from dropping our class and out of school.
Daraja was able to purchase food for our EOY graduation; unlike previous years, where we
would ask for donations. Also, with the monies given we purchased decorations and gifts for our
graduating class. This may not have much to do with learning, but presentation is important. We
feel that our students should receive an award for their hard work and dedication to our
program.
For the first time in about five years, Daraja hosted a family night. This event was a huge success
for our program. Our students invited important individuals in their lives who support them in
their education. Family night not only gave our students the opportunity to showcase what they
have been working on for the semester, but gave their support system the ability to see why
their student/child is in our program and why education is important to them.
2. Daraja did receive funds and we are very appreciative of that, however, the funds given are not
enough to cover the operation costs to run a fully functioning program. Daraja is the least
funded learning community on campus despite being on campus for 25 years and offering three
class sections each semester (Fall- two English 102 classes and one English 4 class, Spring- two
English 1A classes and one History 20 class).
Not being fully funded does have a negative impact on retention. Daraja needs a full time
counselor and coordinator. We have a counselor who only works one day for our program.
Students need support five days a week and we cannot provide that for them with our small
budget. Until we hire a full time counselor/coordinator Daraja cannot effectively serve our
students personal needs.
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AppendixB1: Course Learning Outcomes Assessment Schedule (Follow English
Schedule)
All courses must be assessed at least once every three years. Please complete this chart that
defines your assessment schedule.
ASSESSMENT SCHEDULE:
Spring
Fall
2013
2013
Courses:
Group 1:
Full
Discuss
Assmt
results
Group 2:
Group 3:
Group 4:
Full
Assmt
Spring
2014
Fall
2014
Spring
2015
Report
Results
Discuss
results
& report
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
& report
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Fall
2015
Spring
2016
Fall
2016
Spring
2017
Full
Assmt
Discuss
results
Report
Results
Appendix B2: “Closing the Loop” Assessment Reflections (English provided a
link to the Elument /SLO website for Language Arts – Can we do the same?)
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
Form Instructions:
 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)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
(CLO) 2:
(CLO) 3:
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* 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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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?
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?
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?
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?
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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?
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?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
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?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
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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?
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?
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:_________________________________________________________________
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AppendixC: 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: __Daraja______________________________________________
 PLO #1
Provide wrap around services for students individually and programmatically
We are using every available resource to support our students personally and academically. We
continue to work closely with EOPS, library staff, the Learning Connection, the Health Center,
Counseling and Mental Health Services, the Student Disability Resource Center, and other entities
across campus to fully support our students.

PLO #2:
Generate funds for basic program needs such as Program Orientation, Black History
Month Celebration, Field Trips, End of the Year Celebration, materials needed for
projects.
We have made significant progress in this area but will continue to seek funding for future
activities. This past year, Daraja students, faculty, our Daraja Coordinator, and Student and
Learning Assistants represented Chabot at regional and statewide conferences. Daraja Alumni
were instrumental in the planning of our End-of-Year celebration, providing catering and gifts to
the families and supporters of the Daraja community. We also enjoyed an evening of fun on
Daraja family night. Both events provided an opportunity to showcase our students' academic and
creative talents.

PLO #3:
Add a section of English 7 for Daraja students. Now that we have two classes who can
go into one section, this would be a first and would pilot expanding the model to a
third semester. It would be a great way to maintain support to Daraja students after
their first year and to readily connect these students to the first year students.
We were thrilled to offer a second-level transfer course to our course sequence. Some students
perform well after leaving the familiarity of the Daraja classes, but most welcome the opportunity
to remain connected for another semester. Several act as tutors and mentors for students in the
English 102 and English 1A classes.

PLO #4:
Clearly define Student Assistant and Learning Assistant positions. Establish stronger
ties to the Daraja community
Our Learning Assistant and Student Assistant provide support well above what is required. Both
are former Daraja students and manage to balance their own studies with the needs of the current
Daraja students. They provide the expected assistance - help with papers, mentoring students,
support for instructors-but both have supported the community in unexpected ways. The past two
years, we have welcomed new students in the spring who were not part of the initial fall cohort.
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Both Assistants work hard to help the new students build relationships with existing students and
connect to the community. Our students also attend conferences and encourage our students to
attend as well. We hope to receive additional funds to continue to support both positions.
What questions or investigations arose as a result of these reflections or discussions?
Explain:
How can we as a community more effectively use the resources on campus to improve the
overall physical, mental, and academic growth of our students? How can we help them stay
connected?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
As a community, we have established strong bonds with our students. Often a simple
conversation or phone call will encourage our students to return one more time.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
Basic food and transportation needs assessed and addressed
Language workshops
Communication Workshops
Technology training/support
Campus speakers
Program: ________________________________________________
 PLO #1:

PLO #2:

PLO #3:

PLO #4:
17
What questions or investigations arose as a result of these reflections or discussions?
Explain:
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
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Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years? If no, identify the
course outlines you will update in the next curriculum cycle. Ed Code requires all course
outlines to be updated every six years. Yes
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? Yes
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester. Yes
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester. Yes
5. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester. Yes
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? Yes
7. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be. Yes
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Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic
Plan. The project will require the support of additional and/or outside funding. The information you
provide will facilitate and focus the research and development process for finding both internal and
external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student
learning?
1. Provide more opportunities for staff and students to participate in local and statewide Umoja
events and other culturally based field trips and service activities.
Daraja students have played a key role at Umoja conferences as workshop presenters, organizers,
and peer-led discussion leaders. The conferences promote personal and professional selfdevelopment with a specific emphasis on African-American history, social issues specific to the black
community with an emphasis on critical thinking and civic responsibility. Participants also gain
strong communication skills resulting from formal and informal discussions with peers and faculty.
We also hope to expose our students to more African/African-American centered events, such as
plays, museums, and community based events that promote greater self-esteem and a stronger
cultural identity. For instance, in the fall, students were fully engaged in a community mapping
project. They visited various agencies in their communities, collected key information, and
presented group projects. With adequate funding, we hope to develop this project into full servicelearning projects in the spring semester. By participating in these and other community events, our
students will continue to gain skills that align with our College Wide Learning Goals, especially those
critical areas related to developing the whole person and learning to be informed citizens.
2 Provide culturally sensitive learning support for students who struggle with writing challenges.
As a college, we can no longer ignore the challenges some students of color face when
attempting to produce quality writing using standard academic English. Most students in the
Daraja community are familiar with the conventions of standard English and manage to perform
well, but a significant number students in our community bring language patterns from home,
their individual forms of spoken English, informal language patterns from music, and other
harder to identify models that are appropriate in some situations but problematic when
attempting to write college-level prose. This request aligns with the College Wide Learning Goal
which addresses our common purpose as a college to produce thoughtful speakers and writers.
By offering culturally sensitive learning support, we hope to reduce and eventually eliminate the
stigma some students face as a result of their language usage.
Occupy Study Space initiative
We are working out a full-scale “study culture” initiative for next year. This will aim to move the
atmosphere up in EOPS from “kicking it” to “studying together”. We will utilize all the office hours
and 115 sections from our instructors, as well as library spaces and librarian expertise to
accomplish this. This will require all hands on deck to pull it off, meaning all the student assistants,
faculty and staff of the Daraja Project will need to be active and attentive to this shift to a “study
culture.” And it will take coordination with the staff in EOPS, Puente, the TRIO programs and the
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library. In order for this endeavour to take hold, we will have to make a very coordinated and
concerted effort.
What is your specific goal and measurable outcome?
1. Attending conferences and culture-based field trips
To provide an opportunity for all students and staff to attend regional conferences and other
events by providing funds for conference fees, meals, and transportation.
2.
Writing Workshops/Learning Support for writers of Non-standard English
a. Collaborate with the English Department to design Writing Workshops for native speakers
of English who use non-standard forms.
b. Collaborate with the Learning Connection to identify WRAC tutors who have completed
English Grammar 107 and who have the expertise to support students who require
culturally sensitive support for grammar/usage problems.
What is your action plan to achieve your goal?
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Activity (brief description)
How will you manage the personnel needs? I
can’t check the boxes below, they
uncheck every time I move the cursor to a new spot. We need a fulltime counselor coordinator.
New Hires:
Faculty # of positions 1 Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
21
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
22
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category
1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty
and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years, student
success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm.
1. Number of new faculty requested in this discipline: ____
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Full-time Counselor/Program Coordinator
2.
3. Rationale for your proposal. Please use the enrollment management data. Additional data that will
strengthen your rationale include FTES trends over the last 5 years, persistence, FT/PT faculty ratios,
CLO and PLO assessment results and external accreditation demands.
We need a full time counselor-coordinator to help us work with the 100 plus students who are
connected to Daraja each year, first year and second year students. This would enable us to address all
the real time challenges of our students described in this document.
4. Statements about the alignment with the strategic plan and your student learning goals are
required. Indicate here any information from advisory committees or outside accreditation reviews
that is pertinent to the proposal.
We support the Equity goals of the college, including generously providing our time and expertise to the
broader Equity goals and initiatives, including the HSI goals.
23
Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct.
Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions(new, augmented and replacement
positions).Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, accreditation issues. Please cite
any evidence or data to support your request. If this position is categorically funded, include and
designate the funding source of new categorically-funded position where continuation is contingent
upon available funding.
1. Number of positions requested: ______
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3. Rationale for your proposal.
4. Statements about the alignment with the strategic plan and program review are required. Indicate
here any information from advisory committees or outside accreditation reviews that is pertinent to
the proposal.
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Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data
athttp://www.chabotcollege.edu/ProgramReview/Data2012.cfm.
We want to continue to request two sections of English 102 and one section of English 4 each Fall term, and two
sections of English 1A and one section of History 22 each Spring. We would love to also include two sections of the
Passion Project as it becomes implemented.
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Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors,
learning assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Please cite any evidence or data to support your
request. If this position is categorically funded, include and designate the funding source of new
categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested: ___4___
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Learning asst
2. Learning asst
3. Learning asst
4. Learning asst
5.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact
on student learning outcomes and alignment with the strategic plan goal. Indicate if this request is
for the same, more, or fewer academic learning support positions.
We requested four learning assistants for our five classes next year. They are all graduates of the Daraja
Project who are receiving A’s in their courses. They will assist with tutoring and real time mentoring,
nurturing, corralling, and loving of our students so we can keep a hold on them from day to day. They
will also help our coordinator man/woman the office when he is not there.
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of
funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000
and 5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix
M6. Justify your request and explain in detail any requested funds beyond those you received this year.
Please also look for opportunities to reduce spending, as funds are very limited.
Project or Items
Requested
2012-13 Budget
Requested Received
$
2013-14
Request
EOY
$
1000
Family night
500
Orientation
250
Field Trips
Umoja Events
1000
1500
Book Funds
750
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Rationale
Celebrate our program and student
achievement
Build community and connection at
beginning of year
Welcome and ground students before
year starts, monies are materials and
honorariums for alumni to come
present
CSUEB, SFSU, Berkeley Rep
Fall Conf at College of Alameda—
Chabot will play a major role at this
conference and bring all of our
students; Spring Symposium at
American River College, all students
attend
Just having the books is a major hurdle
for our students
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development
Committees in allocation of funds.
Instructions: Please list specific conferences/training programs, including specific information on the
name of the conference and location. Note that the Staff Development Committee currently has no
budget, so this data is primarily intended to identify areas of need that could perhaps be fulfilled on
campus, and to establish a historical record of need. Your rationale should discuss student learning goals
and/or connection to the Strategic Plan goal.
Conference/Training
Program
Umoja Summer Learning
Institute
2013-14 Request
$ 2000
Rationale
This is the bi-annual Umoja faculty training
workshop which will be held in Los Angeles. It is an
incredible week of training and networking in
Umoja Practices and with Umoja colleagues. This
absolutely translates to student success and
transfer.
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Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please fill in the following as needed to justify your requests. If you're requesting classroom
technology, see http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the
brands/model numbers that are our current standards. If requesting multiple pieces of equipment,
please rank order those requests. Include shipping cost and taxes in your request.
Please note: Equipment requests are for equipment whose unit cost exceeds $200. Items which are
less expensive should be requested as supplies. Software licenses should also be requested as
supplies.
Project or Items
Requested
2012-13 Budget
Requested Received
$
Mac laptop or IPAD
2013-14
Request
$
1000
Rationale*
We need a portable community laptop
or IPAD which we can share with all of
our students and staff and bring on the
road with us. We have many small
hands doing lots of work and it is very
challenging to coordinate
* Rationale should include discussion of impact on student learning, connection to our strategic plan
goal, impact on student enrollment, safety improvements, whether the equipment is new or
replacement, potential ongoing cost savings that the equipment may provide, ongoing costs of
equipment maintenance, associated training costs, and any other relevant information that you believe
the Budget Committee should consider.
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Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities
Committee (FC) has begun the task of re-prioritizing Measure B Bond budgets to better align with current
needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement
needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two
to be used as match if and when the State again funds capital projects, and to fund smaller projects that
will directly assist our strategic goal. The FC has determined that although some of the college's greatest
needs involving new facilities cannot be met with this limited amount of funding, there are many smaller
pressing needs that could be addressed. The kinds of projects that can be legally funded with bond
dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities."
Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests. If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name):
Building/Location:
Description of the facility project. Please be as specific as possible.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
30