Program Review and Action Planning – YEAR THREE
Final Summary Report
Division
Program
Contact Person
Date
PE, HEALTH & ATHLETICS
HEALTH
BEGOŇA CIRERA PEREZ
MARCH 4, 2011
I. Reflect upon the last three years' analysis and activities.
II. Briefly summarize the accomplishments of the discipline, and how they relate to the review of the
program, the program-level outcomes (PLOs) and course-level outcomes (CLOs).
The Health Discipline is composed of the following courses: Health 1, Health 4, Health 8, Health 16 and Nutrition
1. Looking at success rates for these courses, in general, it appears as if the success rate in our discipline has
increased by 5% from Fall 2007 to Spring 2010 (67% to 73%). In addition, African Americans had the most
noticable improvement with 12% since Fall 2007, followed by Latinos and Filipinos sharing a 4% improved
success rates in courses offered by this discipline. More specifically, we can observe that students who had higher
English skills had higher success rates than those who were lacking this basic skill. Students in Health 1 who had
the highest English level skills (English 1A) had an overall success rate of 82%, as opposed to those that had not
had English courses at Chabot, who had success rates of 63%. We see similar success rates based on English skills
throughout all courses in this discipline. Our accomplishments, therefore, include 1) increasing success rates of
our students to 73%, substantially higher than the overall Chabot student average success rate of 65%; 2)
Increasing success rates of African American students by 63% (up from 51% three years ago) and above the
Chabot average of 51%; 3) After assessment of SLOs, on average, seventy-six percent of students were able to
successfully meet one of our PLOs; and eighty-nine percent were able to successfully score the highest on our
second PLO. Hence, our CLOs have been successful after assessing and discussing SLO results.
III. Please list what best practices (e.g., strategies, activities, intervention, elements, etc.) you would
recommend? What was challenging? Was there a barrier(s) to success?
Most challenging: To have all health faculty coordinate to develop, discuss and assess SLOs
for courses. Many of our health courses are taught by adjunct faculty, hence it is difficult to
coordinate time outside of class to complete such time-consuming activities. It was also
challenging to agree on suitable SLOs for different courses, and to have faculty enter them on
eLumen, since faculty already have much academic work to complete.
Barriers to success: Lack of cooperation by all faculty involved in health courses.
Recommendations: It may help to give incentives to adjunct faculty to be involved in this
process, especially in a discipline where the majority of faculty is adjunct, and only one fulltime faculty is currently employed.
Academic Program Review and Planning for 2011-14
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IV. Next Steps: Recommendations for program and institutional improvement.
Program Improvement: We could improve in the area of communication and feedback from
faculty. It would be very helpful if more faculty would be involved in this process, but again, it
is hard to ask for involvement in a discipline which is compromised of mostly adjunct faculty. I
am pleased with the results of our SLO assessments, success rate improvement, and ability to
continue to help our students succeed above the College’s average success rates.
Institutional Improvement: The Institution should give more opportunities for faculty to
work together in such tasks. In addition, due to current budget cuts, we have had to decrease
sections, as well as adjunct faculty, which in a way demoralizes the working environment, and
does not give adjunct faculty further reasons to become a part of this intricate process of
developing, evaluating and assessing SLOs.
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