Academic Program Review and Action Planning – YEAR ONE
Division
Program
Contact Person
Date
Health, Physical Education and Athletics
Dental Hygiene
JoAnn Galliano MEd., RDH
2-7-11
Section A – Data Review and Analysis
I. Basic Success and Equity (Data from 3 previous years)
Explain:
 What trends are you seeing over time? How does the basic success data compare to the
college as a whole and to statewide average success rates, if available? What might
explain the differences?
The dental hygiene program continues to have a very high success rate with very low attrition.
It is one of the college’s most successful programs. The students have for the past 8 years had a
100% pass rate on the National Dental Hygiene Review Exam and over an 85% pass rate on the
clinical board exams (the statewide average is 80%).

What courses in your discipline show the greatest/least amount of success? What
accounts for success in these courses? How could you improve success in the less
successful areas?
Successful completion of all of the courses in the DH curriculum is mandatory. Development of
clearly delineated student outcomes with measurable objectives that are available to the
students as well as the faculty contribute to student success. The faculty dental hygiene faculty
and staff work collaboratively to review and update all program policies and procedures as well
as course content.
The clinical component of the program is where the students have the greatest challenges being
successful. To complete their clinical requirements, the students must depend on the
availability of patients. The program is constantly working with the students to find avenues
for recruiting patients. One aspect of this process was to have additional information placed on
our website. The program began that process over one year ago. The template for the new
website was developed. Unfortunately, the program is still waiting for the college ITS
department to implement the changes that are to be made to enhance the website.
Another component of student success is the ability to track the students’ completion of
requirements. The program investigated a computerized tracking system that would allow the
faculty and the students to track their successful completion of clinical outcomes. However,
once again, due to the lack of support from the college’s ITS department; we have been unable
to move forward with the new system.
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
What do you see in the comparisons between men and women and between different
ethnicities? What accounts for differences? What concerns you? How could you
strategically address the concerns?
The dental hygiene program typically has less male students than female students. This is a
reflection of the profession as well in that less than 3% of the dental hygienists in the country
are males. Therefore, the males in our program are largely outnumbered. We are
tremendously diverse having students representing a variety of ethnicities.
The diversity of the students in our program leads to unique challenges. Faculty and staff have
to be sensitive to the cultural differences that exist between students. Since the program
provides services directly to the community which is also very diverse, having this unique
blend of students allows us to serve all members of the community.
Cultural and linguistic competence needs to be an integral part of education healthcare
professionals. Our accrediting agency is requiring the dental hygiene program faculty and staff
show proof of competency in these areas. Unfortunately, the dental hygiene community has
provided limited coursework in these areas. The challenge for the program, therefore, will be
to find coursework and training in this area.

What inferences can you draw from the data correlating the highest level of
Math/English completed and success in your discipline's courses?
The program requires that the students complete the math and English courses needed for an
AA Degree. Completion of English 1A or its equivalent is also required by our accrediting
agency. Being able to critically read and write are extremely important for a student to be
successful in the dental hygiene program.

If you have online/hybrid/telecourse/CD-ROM courses, do the success rates differ from
the same courses offered on-campus? If so, should the success rates be the same, why
are they different, and is this a cause for concern? What areas of inquiry does this raise
about online/hybrid/telecourse/CD-ROM courses?
Currently, the program does not have any online/hybrid/telecourse/CD-ROM courses. As a
faculty, we are exploring the possibilities of doing some of the coursework for the program in
an online/hybrid format.
II. Course Sequence (Data from 2 previous years)
Note: Answer this question if you have been provided data about course sequences in your discipline.
Explain:


Is success in the first course a good indicator of success in the second course? What are
the curricular, pedagogical, and/or methodological implications of what you see?
Do your successful students in the first course enroll at a high rate in the second course
within two years? What are the implications of what you see?
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In order for students to progress from semester to the next in the dental hygiene program, they
must successfully complete all the coursework each semester. The program is a two year
program, and the students must complete all of the required coursework within the two year
time frame.
III. Course Review (Data from 5 previous years)
Explain:
 Ed. Code requires that all courses are updated every five years. Are all of your courses
updated? If not, do you want to maintain or continue these courses? Please indicate
your plans in terms of curriculum. Have all of your courses been offered recently? If
not, why? Are students counting on courses to complete a program or major when these
courses are not being offered?
The Dental Hygiene Program meets annually to review student learning outcomes, assessment
data and curriculum. Course outlines are updated yearly and submitted in the division
curriculum packet each fall. The Program will continue to monitor the need for each course in
the curriculum and make changes as needed.
IV. Budget Summary (Data from 3 previous years)
Explain:
 What budget trends do you see in your discipline? What are the implications of these
trends?
As with other programs on campus, we are seeing an increase in the costs of supplies for the
program. The program has a fully functional dental hygiene clinic that serves over 1500
patients/year. With the changes in the economy, we are also seeing a decrease in the price
breaks that were traditionally given to the dental hygiene programs statewide. Both of trends
make it of paramount importance that the program investigates alternative avenues of funding
whenever possible, and that strict budgetary measures are used to support cost containment.

What projected long-term (5-10 years) budget needs do you see?
The cost of supplies for the program will continue to increase. We will have to evaluate the
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feasibility of increasing the fees that we charge for dental hygiene services as well as
investigate alternative avenues of obtaining funding for supplies and equipment.
V. Enrollment Data (Data from 2 previous years)
Explain:
 Please provide a brief description of: overall enrollment trends; enrollment trends by
course; and enrollment trends by time of day and Saturday.
 Describe plans or strategies that you have for the near future in terms of curriculum or
scheduling that could impact your enrollments.
 Lastly, look closely at whether the schedule you currently offer provides access to the
broader community that your discipline serves at Chabot College—day time, night time,
Saturday, distance education, special or targeted communities that would or do enroll in
your courses.
The dental hygiene program has a stable enrollment. Twenty students are accepted into each
class. The program has begun discussions regarding having some of the dental hygiene course
work being offered as online and/or hybrid courses to meet the needs of our student
population.
VI. Student Learning Outcomes Inventory
Acronym Key:
SLO = Student Learning Outcome is a general term, for the following three levels of outcomes:
CLO = Course-level Outcome, i.e. what a student can do after completing a course
PLO= Program-level Outcome, i.e. what a student can do after completing a sequence of courses
CWLG = College-wide Learning Goal
 Percentage of courses in your discipline that have CLOs and rubrics developed: 100%
 Percentage of courses in your discipline that have had all the CLOs assessed within the past three
years, as per Chabot’s Assessment policy: 100%
 Percentage of courses in your discipline that have had all the CLO assessments reflected upon, or
discussed with colleagues, within the past three years 100%
Explain:

What questions or investigations arose as a result of these reflections or discussions?
As a result of our yearly curriculum review process, the program has begun discussions as to
the feasibility of offering some of the course curriculum in online and/or hybrid formats. The
program continually reviews program goals and objectives and makes revisions as needed.
The program has completed its investigation of the equipment needed to move from our
current processes in radiology to the digital format and will be seeking funding to support the
purchase of the equipment in this budget cycle.
The need to be able to better track the CLO’s for the clinical component of the program is
paramount. Our accrediting agency’s requirement for program to be able to demonstrate how
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CLO’s are measured , tacked and evaluated has led the program to investigate computerized
tracking systems. As was stated above, the program indentified a system that we felt would
enhance our ability to successfully monitor students completion of CLO’s. A request for funding
is predicated on the ability of the program to obtain ITS support. Unfortunately, the program
has not been able to get the college ITS department to lend assistance to make the changes that
are needed to utilize the system.
One avenue of expansion that the program has discussed and will be implementing is to
develop a continuing competency component to the offerings that we currently provide. The
continued competency aspect of the program will be directed at providing dental hygienists
that are currently licensed avenues for taking clinical course to improve their skills.
Another area of expansion will be through partnerships with public health and the community.
The program m is investigating the feasibility of using the clinical facility for the provision of
dental services.

What actions has your discipline determined that might be taken as a result of these
reflections, discussions, and insights?
Actions planned:






Supplement exisitng radiology equipment with digital radiology technology
Obtain funding for and continue to attempt to work with the college ITS department to
successfully implement a computerized system for tracking successful completion of
clinical CLO’s.
Work with ITS to implement the changes needed to enhance the program website
Develop and provide access to continued competency courses
Network with public health and the dental community to find funding to support the
expansion of services provided in the clinical facility to include a dental component
What course-level and programmatic strengths have the assessment reflections revealed?
Strengths revealed:



Faculty works collaboratively to ensure that PLO’s and CLO’s meet the program needs,
support the college’s strategic plan and enhance student success
Program works with the community to provide dental hygiene services that reflect a
high caliber of teaching and learning
Student success supported by 8 years of 100% passage of the Dental Hygiene National
Board Exam and an 88% passage rate for the state clinical exam (state average is 80%).
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


Percentage of programs within your discipline that have established at least two PLOs, and
mapped appropriate CLOs to them:___100%_____
For this information, please see the Program-level Outcomes progress page from the Assessment
Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
Which of the CWLGs do your discipline’s CLOs address? All of them.____________________
______________________________________________________________________________
In which if any of the College-wide Learning Goals Faculty Inquiry Groups have discipline
member(s) participated? _none____________________________________________________
______________________________________________________________________________
Insights gained: NA
VII. Academic Learning Support
What kinds of academic learning support does your discipline use or require to help students
succeed (e.g., tutoring, learning assistants, student assistants, peer advisors, lab support,
supplemental instruction, peer-led team learning, peer advisors)? How many hours per semester
do you use and/or how many hours per semester do you need?
Explain:
The dental hygiene program is unique in that accreditation requires that enrollment is limited
to allow for a 1:5 ratio of students to faculty. This allows the faculty to work directly with
students that need additional help. The program also has a student mentor component with
each first year student being paired with a second year student. This mentor program provides
the beginning students with access to students that have already advanced to the next skill
level. The mentor students are able to then provide advice and support for the beginning level
students.
VIII. External Data
 Cite any relevant external data that affects your program (e.g., labor market data,
community demand, employment growth, external accreditation demands, etc.).
The dental hygiene program has to meet very strict accreditation standards in order to continue
to offer a degree in dental hygiene. The program is accredited every 7 years with the next
accreditation visit scheduled for 2015.
Our accrediting agency is continually monitoring the program’s ability to evaluate the success of
students in the program. The accrediting agency requires the program to develop systems that
Academic Program Review and Planning for 2011-14
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will continually assess PLO’s and CLO’s. In order to meet the accrediting agencies requirement to
track the successful completion of clinical CLO’s, the program has requested the funds to
implement a computerized tracking program.
One notable change for the program is the change in the employment statistics for our graduates.
With the addition of two proprietary dental hygiene programs in the south bay, the employment
market for new graduates has been greatly reduced. These programs graduate 60 dental
hygienists every 18 months flooding what has become due to the economy a reduced market.
Dental hygiene continues to be one of the top careers for individuals in healthcare, but we are
finding that our graduates have to move out of the area to find jobs and/or find multiple days of
employment with multiple employers.
Due to the poor economy, the average dental hygienist who is currently employed is working
more days and working longer. This trend also reduces the number of jobs available for the new
graduates.
With dental hygienists working longer and a saturated job market, the need for avenues to
obtain clinical continued competency has become important. The Chabot College Dental Hygiene
Program will be working to develop programs to meet this need.
Finally, the need for increased access to dental hygiene and dental services has reached
catastrophic levels. Adult denti-cal which funded much of the dental and dental hygiene care for
a large part of the population that is dentally uninsured has left millions of individuals with no
moneys to pay for dental/dental hygiene care. The program is actively working with public
health to secure avenues of funding that will allow us to expand the level of services that we
currently provide.
Academic Program Review and Planning for 2011-14
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Section B – Data Summary
Data Summary and Plan of Action Description/Rationale:
The Chabot College Dental Hygiene Program directly supports the mission of the college and
the strategic plan. Our students are highly successful and graduate from the program into a
job market that is facing challenges due to the poor economy. The students are employable
upon completion of their board exams, and they have been able to find work. Our clinical
facility directly meets the needs of the community by providing affordable dental hygiene
services at a time when many are uninsured and/or unemployed. The students are
involved in the community by participating in community health fairs providing free dental
hygiene screenings and assessments.

Overall, what improvements would you like to make to your program? How do you
plan to address these concerns? Are there any immediate issues that require
immediate attention (e.g., outdated course outlines)?
The dental hygiene program will focus on making the following improvements through the
program review process:



Supplement existing radiology equipment with digital radiology technology
Obtain funding for and continue to attempt to work with the college ITS department
to successfully implement a computerized system for tracking successful completion
of clinical CLO’s.
Work with ITS to implement the changes needed to enhance the program website.
Meeting these three program objectives require immediate attention as the ability to
successful meet these goals will be evaluated in the program’s next accreditation.

From what you have learned in your basic data review, what does the information tell
you about your program?
The basic data review reaffirms that the programs PLO’s are, for the most part, being met.
The program will be required to continue to update equipment to meet market demands for
the students to have training on the latest treatment modalities. The program will also need
to continue to work to use technology to aid in the compilation of data, student tracking of
successful completion of CLO’s, and marketing.
Section C – Action Planning
Please propose a two-year plan of action and timeline to address any immediate and/or long-term
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concern(s). This includes activities to assess the CLO(s) to discover a plan of action. It may also
include specific activities that address improving CLO(s) and their assessment, that is to say
evaluating the CLO(s) and the assessment activities.
Examples of activities include:
 Research and inquiry project – why is this happening?
 Innovation and Pilot Projects – this is something I want to try
 Intervention activities such as support services – this is what I want to do about it
 Program and curriculum modification – this is what I want to do about it
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I.
Action Plan Timeline: Detail the timeline for accomplishing your goals
PLOs and/or Program
Goal(s)
Timeline
Graduate students with the March 2011January 2012
knowledge and expertise
required to meet the
employment needs of the
dental community
Successfully monitor and
March 2011track students ability to meet August 2011
clinical CLO’s
Increase the visibility of the
Dental Hygiene Program in
the community
March 2011August 2011
Establish Chabot College as June 2011a source for clinical
ongoing
continued competency
programs for licensed dental
hygienists
Meet the needs of the
March 2011community for a facility that August 2012
will be able to provide low
cost dental services
Activity
Supplement existing radiology
equipment with digital
radiology technology
Implement a computerized
system for tracking successful
completion of clinical CLO’s.
Update the dental hygiene
program website to make it more
user friendly for prospective
students and members of the
community seeking access to the
program and program services
Develop and provide access to
continued competency courses
Support Needed to
Accomplish These
Activities*

Budget approval

Support from
ITS

Budget approval

Support from
ITS

Support from
campus ITS
Outcome(s) Expected
Person(s)
Responsible
Integration of digital
radiography into the program
curriculum
Nancy Cheung-Lead
Radiology Instructor
Improved student success in
meeting CLO’s
Nicole ScolesClinical Director
Increased visibility in the
community with a measurable
increase in website hits
JoAnn GallianoProgram Director
Accomplished?
Yes/No/In
Progress
YEAR
ONE
Program faculty and staff
working collaboratively to
develop, market and staff
clinical continued
competency courses
Work with public health agencies Grant funding
to obtain funding to support a
public health sponsored dental
health component
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
Revenue enhancement JoAnn Gallianoto be used for supplies Program Director
and equipment

Increased visibility for
the program statewide
Ability to utilize the dental
hygiene clinic to provide much
needed dental services for the
dentally underserved members
of the community
JoAnn GallianoProgram Director
LEAVE
BLANK
II.
Strategic Plan Goals and Summaries: Which Strategic Plan goals and strategies does your action plan support?
Awareness and Access
Increase familiarity with Chabot
Reach out to underrepresented populations
Promote early awareness and college readiness to youth and families
Multiple ways to deliver instruction and services for all
Student Success
Strengthen basic skills development
Identify and provide a variety of career paths
Increase success for all students in our diverse community
Assess student learning outcomes to improve and expand instruction and services
Community Partnership
Increase experiential learning opportunities
Initiate/expand partnerships among the college, businesses and community organizations
Promote faculty and staff involvement in college and community activities
Engage the community in campus programs and events
Vision Leadership and Innovation
Improve institutional effectiveness
Streamline academic and student support services
Professional development to support teaching, learning and operational needs
Support effective communication both in the college and the community
Provide safe, secure and up-to-date facilities and technology
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