Program Review and Action Planning – YEAR TWO
Action Plan Progress Report
Division
Program
Contact Person
Date
Language Arts
World Languages
Cristina Moon, Caren Parrish, Francisco Zermeño
March 3, 2011
Audience: IPBC; Program Review Committee; Deans/Unit Administrators; Budget Committee
Purpose: To provide evidence of progress on from previous year and to provide input into planning for
subsequent years.
Instructions: If you have completed your unit plan last year, please update your timeline and answer the
questions below. If you are updating/changing your timeline, list the appropriate year in which revisions were
made.
IA. Problem Statement: Summarize your Program Review Year One conclusions.
IB. Analysis: If there are any new data or conclusions, what is the basis for these new conclusions?
 Effective fall 2009, all WL courses were added a required one hour lab thus increasing FTEs for each
given course compared to previous semester. To avoid further section cuts not related to budget cuts,
the WL program requires an increase in FTEs allocation due to unforeseen consequences of one lab
contact hour per course.
 Be current, sound, professional, and consistent in the World Language program offered at Chabot
College
 Improve our program by creating a unifying World Language identity across languages and sections,
homogenization of various aspects
 World Languages need to be sequential and offerings expanded from within and outward through
curriculum expansion, with consistency in our Course Outlines
How does your basic success data compare to the college as a whole? What might explain the
differences? Is this an issue or non-issue as you see it?
For fall 2007- spring 2010, the World Languages composed of Chinese, French, Italian, Japanese, and
Spanish programs performed between 25%-89% overall success whereas the college fluctuated between
64%-67%.
For the smaller programs (mostly composed of one section per language) the range is quite substantial:
the Italian program overall success ranges from 25%-57%, Chinese and Japanese ranges from 67%-89%.
For fall 2007- spring 2010:
Range
enrolled
Chinese
23-61
Japanese
24-64
Italian
13-65
of
total Overall success
rate
67%-83%
68%-89%
25%-57%
1
For the two larger programs (French and Spanish) the overall success ranges from 46%-59% for French
and from 59-56% for Spanish.
French
Spanish
Range
enrolled
71-144
394-503
of
total Overall success
rate
46%-59%
49-56%
Findings:
The wide range in the percentile differences might be due to several factors:
 2/3 of our WL courses are taught by adjunct faculty
 Many of our WL faculty have not been following the department’s pedagogical teaching
methodology of using solely the target language in the classroom
 the linguistic differences of the language programs (Romance and Asian languages)
 the number of sections being offered each semester
 the number of students enrolled in each course and language.
 According to the overall success rate for Chabot (64-67%), our WL department is aligned with the
rest of the campus.
 Due to low overall success rate, the low enrollment for Italian, and budget cuts, the Italian
program was put on hold starting spring 2010.
Problem areas that were addressed:
All course outlines for World Languages courses have been updated and approved by the
curriculum committee. Starting fall 2010, all WL course outline descriptions indicate the sole use
of the target language.
WL full-time faculty has been working with the adjunct faculty through flex-days and discipline
meetings and workshops to:

follow the contract professional standards of challenging students learning and providing high
expectations to students (18I.7.b.,4) and organizing course content so that is encompasses
authorized course outlines (18I.7.c.5). This is being implemented with a less instructor-center
method of teaching and more opportunities for student-to-student interactions inherent in the
communicative Second Language Acquisition pedagogy.

be current, sound, professional, and consistent in the World Languages program offered at Chabot
College

improve our program by creating a unifying World Language identity across languages and
sections, homogenization of various aspects

be sequential and offerings expanded from within and outward through curriculum expansion,
with consistency in our Course Outlines
2

What courses in your discipline show the least/greatest amount of success? What accounts
for differences between courses? How could you improve success in the less successful areas?
Analysis of the overall WL program
The overall success data between Fall 2006-Spring 2010 for each of the language programs indicates:
Chinese
67%-83%
French
46%-59%
Japanese
68%-89%
Italian
25%-57%
Spanish
49%-56%
A few findings:
 Follow the contract professional standards of challenging students learning and providing high
expectations to students (18I.7.b.,4) and organizing course content so that is encompasses
authorized course outlines (18I.7.c.5). This is being implemented with a less instructor-center
method of teaching and more opportunities for student-to-student interactions inherent in the
communicative Second Language Acquisition pedagogy.
 To be current, sound, professional, and consistent in the WL program, the WL is currently
working on the training of adjunct faculty to adhere to the current course outlines and
departmental teaching philosophy of using solely the target language in the classroom.
 The department believes that there is direct correlation of the lower success rate with the
enrollment numbers. Currently, all 1A courses in the WL department have a student cap of 40
students while other transfer institutions and other community colleges in the area have between
20 and 35 students for the equivalent course.
As of now:


Courses
Chabot
College
UC
Berkeley
San Jose
State U.
Mission
College
All 1A
All 1B
All 2A
All 2B
Conversation courses
40 students
35 students
30 students
30 students
35 students
20 students
20 students
20 students
20 students
20 students
30 students
30 students
30 students
30 students
30 students
30 students
30 students
30 students
30 students
30 students
West
Valley
College
35 students
35 students
30 students
30 students
35 students
We are one of the few colleges that offer a first-year foreign language class with a max. of 40
students (Mission College is 30 students and West Valley is 35 students).
In order for our transfer courses to be competitive and equivalent to the same level courses offered
at the 4 year institutions and other community colleges, we need to align our course capacity with
those institutions.
In order to improve the overall success rate, the WL department requests:
 To move to closer alignment to the course capacities that the transfer institutions and other
3
community colleges in the area have.
 Adequate pedagogical student cap for all courses/sections should be at 30 students (currently 40).
Analysis by course/language
The overall success data between Fall 2009-Spring 2010 for each of the language programs indicates:
1A courses
Success
Non-success
Withdrawal
Chinese 1A*, **
French 1A
78%
42%-44%
0%
8%-19%
23%
40%-48%
Total
#Enrolled
40
160
Italian 1A**
Japanese 1A**
Spanish 1A
40%
72%
40%-41%
17%
19%
23%- 24%
43%
9%
35%-37%
65
64
629
*Note: Chinese 1A was only offered during Fall09
**Note: Chinese 1A, Italian 1A, and Japanese 1A courses are only offered during the fall semester.
The overall success data between Fall 2009-Spring 2010 for each of the language programs indicates:
1B courses
Chinese 1B*, **
French 1B
Italian 1B***
Japanese 1B**
Spanish 1B
Success
83%
79%-82%
Non-success
6%-11%
Withdrawal
17%
11%-12%
Enrolled #
23
36
71%
53%-64%
14%
16%-17%
14%
19%-31%
35
132
*Note: Chinese 1B was only offered during
**Note: Chinese 1B, and Japanese 1B courses are only offered during the spring semester.
***Note: Italian 1B was cut due to budget
The overall success data between Fall 2009-Spring 2010 for each of the language programs indicates:
2A courses
French 2A
Spanish 2A
Success
76-88
87-88
Non-success
0-12
0
Withdrawal
12-13
12-13
Enrolled #
25
40
The overall success data between Fall 2009-Spring 2010 for each of the language programs indicates:
2B courses
French 2B
Spanish 2B
Success
89-100
86-87
Non-success
0-11
7-9
Withdrawal
0
4-7
Enrolled #
11
37
A few findings:
 Many students taking our 1A courses are choosing a World Language course to satisfy different
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







requirements for graduation, transfer, and/or completion of a degree.
The student success rate for our 1A courses varies from 40%-78%.
Although there is a big variation on the success rate, the non-success rate is for the most part lower
(from 0%-17%).
The withdrawal rate is higher than the non-success rate. The withdrawal rate varies among
languages. The smaller language departments have an overall lower withdrawal rate than French
and Spanish. This could be due to the fact that there are a lot more sections and students enrolled
in French and Spanish 1A (most of French1A and Spanish 1A sections have more than 40
students) making it harder for students to follow the course because of an excessive studentteacher ratio.
This high ratio (40:1) is NOT pedagogically sound for a foreign language classroom and it
prevents at risk students from receiving the attention they need to succeed.
We are also looking more broadly at how to best provide greater assistance to students in these
courses, including how to better connect at-risk students to the support services we offer,
including improvements in classroom support services such as tutoring and conversation groups.
The differences in student success in World Languages are to some extent implicit in the level of
the course, with enrollment and student cap being higher in the 1A courses in comparison to the
1B, 2A, and 2B.
It should be noted that the lower student to teacher ratio on the 1B, 2A, and 2B courses yields a
significantly higher student success rate while the non-success and withdrawal rates drop
drastically in comparison to the 1A courses.
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?
Gender: fall 09-spring 10 (# enrollment)
Overall
Chinese
French
Italian
Japanese
Spanish
success
1A/1B
1A/1B/2A/2B 1A
1A/1B
1A/1B/2A/2B
27/19
67/12/7/4
28
36/20
237/46/14/12
Men
13/4
89/24/16/7
36
28/15
280/80/26/25
Women
 Following Chabot’s demographic gender data, our language courses have a higher percentage of
women enrolled thus a highest success rate.
Race-Ethnicity
 Overall enrollment shows that Asian students tend to represent the highest % in Asian language
courses (Chinese and Japanese).
 Overall enrollment shows that Romance languages (French, Italian, and Spanish) tend to represent
the ethnic demographic data of Chabot
5
II. List your accomplishments: How do they relate to your program review and PLO work? Please cite
any relevant data elements (e.g., efficiency, persistence, success, FT/PT faculty ratios, SLO/PLO
assessment results, external accreditation demands, etc.).
1. Increase in FTEF allocation:
 Effective fall 2009, all WL courses were added a required one hour lab thus increasing FTEs for each given
course compared to previous semester. To avoid further section cuts not related to budget cuts, the WL program
requires an increase in FTEs allocation due to unforeseen consequences of one lab contact hour per course.
2. NEW WL computer lab:
 With the growth of the WL department and the implementation of the mandatory lab hour, the WL departmental


needs have grown.
We need a bigger and permanent computer lab that will accommodate at least 45 computers, have small study
areas, a reading/lounge area, instructor/staff area.
We are requesting the purchase of additional headphones with microphones to be used at our WL lab. Requiring
our students to purchase headphones to be used at the lab goes against students’ precarious financial interest. WL
program considers headphones an integral part of a lab facility just as computers, chairs, and desks. Because the
lab component was approved by the college curriculum committee and the state is funding this lab increase, we
need to provide our students with a WL lab that is capable of supporting student learning.
3. Increase lab hours for students:
 Due to logistics problems (not having a permanent location for our WL lab), starting fall 2010 our Spanish open

lab has been located to two locations: on Mondays at the WRAC center and T-Th in room 2256.
We are requesting the hiring of a Spanish adjunct to work part-time at the lab to respond to students lab needs by
offering a more flexible schedule. Due to the limited resources, currently the lab schedule does not promote
student-oriented learning environment.
Starting in the fall 2010, not only we have to share the computer lab with two other disciplines which limits our
hours but due to the state mandate we are obligated by law to have a faculty member that meets the minimum
qualifications that teaches the language (in this case, Spanish)
The following is the fall open lab schedule:
6
Monday
Tuesday
Wednesday
Thursday
9:20-10:10
10:10-11:00
11:00-11:50
11:15-12:05
Zermeño
11:50-12:40
Bueno
Bueno
12:05-12:55
Zermeño
12:40-1:30
Bueno
Zermeño
1:30-2:20
Wolpe
Zermeño
2:20-3:10
Wolpe
Lee
Zermeño
3:10-4:00
Moon
Lee
Moon
4:00-4:50
Mondays
11:50-4:00 pm
De Barling
De Barling
4:50-5:40
Salamanca
5:40-6:30
Salamanca
Tuesdays
12:40-4:50 pm
Wednesdays
2:20-4:00 and 4:50-6:30 pm
Thursdays
11:15-12:55 pm and 4:004:50 pm
Students need to have access to a lab that is opened from 9-6 pm M-Th.
4. Increase the percentage of full-time faculty in the department to improve program quality, cohesion, and
consistency:




World Languages currently offers 46 sections in a year, about 23 per semester and 3 in the summer. For
2009-2010, this represents a total of 19.4 FTEF, but we will only have 3 full-time World Language
instructors. This means 16% of the FTEF is taught by full-time and 84% by part-time instructors.
In actual numbers, we have 3 full-time World Languages instructors and 12 adjunct World Language
instructors, which mean only 17% (3/17) of the faculty, are full-time.
Concretely, only 3 full-time instructors are available to recruit, hire, mentor, and evaluate 12 adjuncts as
well as trying to build a strong world language program that includes a new world language laboratory.
With the hire of an additional full-time faculty, four full-time instructors would still only represent 22%
(4/18) of the faculty shouldering the responsibilities of curriculum, off-site courses, a language lab, and
campus-wide professional service responsibilities.
Currently the Spanish program offers 28 sections of Spanish (from first-year to second-year Spanish) out of the
46 sections of world language courses offered in our department. This means that 60% of courses are taught by
2 full-time and 6 part-time Spanish instructors.
We expect to hire someone who is a World Language instructor, with Spanish being the lead language,
but also would be able to teach another language; a professional profile typical among World Language
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departments on college campuses.
Language
Chinese
French
Japanese
Italian
Spanish
TOTAL
# of sections
1
6 (w/ 2 overlap)
1
1
14
23 sections
# of full-time faculty
0
1
0
0
2
3 full-time faculty
# of part-time
2
1
1
1
6
12 part-time
5. Effective Fall 2010 all WL labs were changed to B.2 at .80 load factor.
Spring 2010 WL was approved for enhanced lab hour B.2 at .80 load factor.
Fall 2009 WL applied for enhanced laboratory hour B.2 at .80 load factor.

The World Languages Department established the eligibility for faculty laboratory hour B.2 at 0.80 as we
provided evidence that the laboratory component for all of our courses is a requirement stated on the course
outlines, and mandated by the State of California to be supervised by qualified instructors during lab hours.

This application for Faculty Laboratory Hour B.2 (Load Factor 0.80) was submitted and approved for the
following courses:
Chinese (1A, 1B, 50A, 50B, 50C, 50D)
French (1A, 1B, 2A, 2B, 50A, 50B, 50C, 50D)
Italian (1A, 1B, 2A, 2B, 50A, 50B)
Japanese (1A, 1B, 50A, 50B, 50C, 50D)
Spanish (1A, 1B, 2A, 2B, 50A, 50B, 50C, 50D)

All World Languages instructors are required to maintain continuous line-of-sight supervision of the students
beyond the scheduled contact time and the extensive evaluation/grading of student work that the laboratory
activities entail. We have shown on this rationale that the aggregated effect of these two workload measures
requires a level of instructor involvement that exceeds that normally presumed for laboratory hours.

Clear evidences show that instructors are under unrealistic expectations to grade the amount of student’s lab work
in the allocated .75 load factor, as it would require instructors to grade: 5.42 lab assignments per minute per
week.
6. Move to closer alignment to the course capacities that the transfer institutions and other community
colleges in the area have.
Adequate pedagogical student cap for all courses/sections should be at 30 students (currently 40). As of now:
Courses
All 1A
All 1B
All 2A
All 2B
Conversation courses


Chabot
College
40 students
35 students
30 students
30 students
35 students
UC Berkeley
20 students
20 students
20 students
20 students
20 students
San Jose
State U.
30 students
30 students
30 students
30 students
30 students
Mission
College
30 students
30 students
30 students
30 students
30 students
West Valley
College
35 students
35 students
30 students
30 students
35 students
We are one of the few colleges that offer a first-year foreign language class with a max. of 40 students (Mission
College is 30 students and West Valley is 35 students).
In order for our transfer courses to be competitive and equivalent to the same level courses offered at the 4 year
8
institutions and other community colleges, we need to align our course capacity with those institutions.
7. Correct errors in the EMC reporting tool:
 We need to be able to include all the WL when producing the final number. The 3 full-time instructors are

responsible not only for the language that they work on but for the recruiting, hiring, mentoring, and evaluating of
all 12 adjuncts in Chinese, French, Japanese, Italian, and Spanish. We need to be able to see the FTEs and FTEF
allocation for WL.
Also, there was a discrepancy in the data for some of the courses. The student enrollment at census was x number
but for the percentage there was a 0% ?? We were told that 0% should not have a negative effect in the total
percentages. We need to verify the data.

It must involve the collection of evidence-data, student input (surveys, focus groups, interviews), student work
(portfolios, exam answers, projects, computer programs, essays), research, assignments, classroom practices >
part of rock criteria

We will be working with IT and our Dean to identify and correct errors this coming year.
8. Maintain PATH + tutor training program:
 Continuation of WL Tutoring 1B. All WL tutors and learning assistants will be required to enroll in the tutor
training course. Train tutors and learning assistants; work with instructors, tutors, and learning assistants to
develop pilots for world languages courses to promote student interest, understanding, and participation in
cultural activities.
9. Create a new World Language /Learning Connection:
 Create reassigned time for World Language coordinator to work in conjunction with the Learning Connection.

With the pending move of the Learning Connection to building 100 a WL coordinator is needed to help run the
WL lab efficiently.
Continue working on the development of a new World Languages Resource Center. Since the addition of the lab
component to all World languages courses to be effective as of fall 2009, we are in urgent need of creating the
necessary platforms to accommodate our students’ lab hours as well as coordinate the instructors’ schedule. Our
subdivision would rotate the responsibilities of the World Languages Coordinator. Some of the duties might
include:
 Oversee the development of the WL Center at Chabot and work with other WL instructors to coordinate
the WLC activities with classroom instruction.
 Cooperate with the Learning Connection coordinator and the PATH coordinator.
 Work with WL instructors, tutors, and LAs to develop pilots for WL courses aiming to promote student
interest, understanding, and participation in cultural activities.
 Identify and recommend tutors.
 Continue developing pilots such as conversation groups that will enable trained learning assistants to lead
groups of students to converse in the target language outside of class
 Coordinate with PATH and create an inventory of resource materials for students and tutors to be used at
PATH, create language folders available for tutors at PATH, and other materials related to world
languages learning and instruction.
10. WL program expansion:


Fall 2010: we offered French 1A-online, Spanish 1A-hybrid, Spanish 1A-online, and Spanish 1B-online. The
hybrid platform for Spanish and French 1A courses have been received with great excitement by our students who
enjoyed the flexibility of time and resource tools for learning the language.
AA in French: starting fall 2010 the French 1B section will be split from the combo 2A and 2B section (currently
a combo of 1B/2A/2B). As the enrollment of the 1A sections increases (we will have a French 1A-hybrid/online
and expect high enrollment numbers as we do in Spanish 1A-hybrid)
9
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
Developing Study abroad programs
Creation of a Summer Cultural Program. Possible languages: Hawaiian, Punjabi, Italian, Korean, Portuguese,
German, Farsi, Tagalog, Vietnamese, Swahili.
11. WL program: Create a unifying World Language identity
 Create articulated assumptions for World Language program that will include our mission, the use of the target
language, the integration of culture in all WL courses, the integration of the laboratory component, emphasize in
critical thinking in first and second year levels.
 Standardize and streamline prerequisite challenge form to expedite the process for students.
 Keep assisting students to maintain satisfactory course performance, although, as a general rule, WorLan students
perform well, are on academic good standing, and are transfer students.
 Students who are having problems are contacted WorLan Faculty, and consulted one on one for possible aid
and/or referral to intervention services such as Tutorial Services, Language Study Groups, Language Clubs, the
WorLan Language Laboratory, and PATH.
 Strategies to address low performance students
 Proposing a World Language Day at Chabot College
 Developing a marketing video for World Languages taught at Chabot College
Course outlines + lab requirement:








Updated ALL world language course outlines (54 courses total) in order to add lab hours and as part of Program
Review. Now all course outlines have been standardized and have been shared with the WorLan Adjunct Faculty
(spring 2010). We have included the sole (100%) use of the target language in all World Languages course
outlines effective fall 2010.
We are continuing with the implementation of the mandatory lab hours starting in fall 2009 (for example: iLrn,
Quia, Rosetta Stone). Worked with adjunct faculty to identify the best approach for the lab for each of the
languages.
Due to construction and until our permanent location in building 300 is found, starting in fall 2010 the lab was
implemented as follows:
Japanese and Chinese courses have the lab hour attached to their courses.
French courses became hybrid courses so that the lab hour could be completed online.
Spanish courses continued to have open-lab only for Spanish students.
Locate a new WL computer laboratory (in the future building 300) that will be used by all world languages
students to fulfill the laboratory requirement.
According to the student traffic and usage of WL lab compared to overall Chabot’s labs, WL had 4,320 visits
during fall 2009:
Fall 2009
Math lab
PATH
World Lang. Lab
WRAC


9,415 visits
4,356 visits
4,320 visits
1,841 visits
During our first semester in service (fall 2009), the WL lab serviced 451 students which represents 1/4 of the total
headcount of students using the Learning Connection.
According to the new data for fall spring 2010 and fall 2010:
10
World Languages Lab
Usage Report
Reason
Spring 2010 *Fall 2010 total Total
Labwork
3773
4810 8583
Individual/Group Study
171
42
213
Total
3944
4852 8796
*Note: starting fall 2010, the WL lab was divided in two locations due to the construction in
building 300. There are two reports one from the WRAC location and another one from our
2256 location.
World Languages Lab in WRAC
Center
World Languages Lab
Usage Report
Fall
Reason
2010
Fall 2010
Fall 2010 total
Labwork
2459
2351 4810
Individual/Group Study
17
25 42
Total
2476
2376 4852
Findings from this data: there has been an increase of 532 more visits from fall 2009 to fall 2010 giving us a
total of 8796 visits total for spring 2010 and fall 2010.
Development of WL SLOAC:




Inclusive of adjunct faculty participation, drafting and implementation of 3 SLO rubrics (oral, written, and
cultural presentations) for all languages (Chinese, French, Italian, Japanese, and Spanish) and levels (1A, 1B, 2A,
2B, 50A, 50B, 50C, 50D). The WL faculty (3 full-time faculty and 9 adjunct faculty) has been working on SLO
rubrics for the last 8 semesters (from fall 2007 and continued spring 2011) through flex-days and more than a
dozen discipline meetings.
World Languages is currently working on compiling SLOs results by reporting on eLumen.
By spring 2010, all WL instructors reported their SLOs reports on eLumen. By the April, 2010 flex-days, all WL
instructors shared this data with the department to come up with a summary report.
We have also created PLOs for the next 2 years that includes the reporting of all 3 SLO rubrics created by the WL
faculty that will be implemented in all the languages and levels.
WL program: Create a unifying World Language identity









Redesign of the World Language website that includes information of our AA programs in French and Spanish,
WL courses we offer, instructor’s picture w/biography, WL events, schedule of Chinese, French, and Spanish
conversation groups.
Across languages and sections, homogenization of:
Syllabi (grade breakdown, lab component, assignments)
Sole target language use during instruction now part of the course outlines for WL courses effective fall 2010.
Student-centered instruction
Prerequisite challenge procedure MOU established and approved
Credit by examination procedure
Strategies to address low performance students
Outreach: High School Community Outreach in French and Spanish Target language
11
WL program: Expansion of existing courses:
Spanish:
 Spanish 9-Colloquium fall 2010 and spring 2011: this course meets the needs of Chabot’s advanced students in
Spanish for furthering their study of the language, culture, grammar, and history through literature, once they
have taken all other Spanish courses. Description: Hispanic songs and poetry with discussion and presentations in
the target language.
 Will offer an intensive 6-week section of Spanish 1A-online in the summer 2011.
French:
 Will offer French 1A-online (summer 2011) for the first time.
Reduction:
Administrative budget cuts:
Italian 1B (spring 10)
Italian 1A (fall 2010)
Spanish 1A (6 weeks face to face-summer 2011)
Spanish 1B (4 weeks intensive-summer 2011)
Chinese 1B (summer 2010)
Chinese 1A (summer 2011)
French 1A (6 weeks online-summer 2010) all canceled.
PATH + tutor training program:
 We are continuing the tutor training program for World Languages that was started in spring 2008. All WL tutors
and Learning Assistants were required to enroll in the tutor training course. Each semester we have close to 10
tutors/LAs working for WL.
 We have hired WL tutors/LAs to work as student assistants at the WL lab. They have a dual role of monitoring
the lab and helping students with questions related to homework. We have been able to hire tutors/LAs in French
and Spanish.
III. Student Learning Outcomes Inventory Update
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%______
For this information, please see the list of which courses do and do not have CLOs on the SLOAC’s main
webpage:
http://www.chabotcollege.edu/sloac/default.asp
Percentage of courses in your discipline that have the minimum number of CLOs developed:
(1 unit = 1 or more CLO, 2 units = 2 or more CLOs, 3 or more units = 3 or more CLOs)___100%____
For this information, please see the CLO spreadsheet on the SLOAC’s main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Date the CLO Assessment schedule was submitted:__spring 2010______
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For this information, please see the Course-level Outcomes assessment schedules list from the
Assessment Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
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%_____
For this information, please see Chabot’s Assessment Policy from the SLO/Assessment Guidelines
webpage:
http://www.chabotcollege.edu/sloac/guidelines.asp
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%____
What questions or investigations arose as a result of these reflections or discussions?



Explain:
Development of WL SLOAC:





Inclusive of adjunct faculty participation, drafting and implementation of 3 SLO rubrics (oral, written,
and cultural presentations) for all languages (Chinese, French, Italian, Japanese, and Spanish) and
levels (1A, 1B, 2A, 2B, 50A, 50B, 50C, 50D). The WL faculty (3 full-time faculty and 12 adjunct
faculty) worked on SLO rubrics from fall 2007 and continued spring 2010 through flex-days and more
than a dozen discipline meetings.
World Languages is currently working on compiling SLOs results by reporting on eLumen.
By fall 2010, all WL instructors reported their SLOs reports on eLumen.
We have also created PLOs for the next 2 years that includes the reporting of all 3 SLO rubrics created
by the WL faculty that will be implemented in all the languages and levels.
What actions has your discipline determined that might be taken as a result of these reflections,
discussions, and insights?
Actions planned:
WL will continue assessing student learning outcomes through the course levels and program levels.

What course-level and programmatic strengths have the assessment reflections revealed?
Strengths revealed:


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?
_N/A________________________________________________________________________
_________________________________________________________________________
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
In which if any of the College-wide Learning Goals Faculty Inquiry Groups have discipline member(s)
participated?
_____________________________________________________________________________________
_____________________________________________________________
Insights gained:
IV. External Data
 Cite any relevant external data that affects your program (e.g., labor market data, community demand,
employment growth, external accreditation demands, etc.).
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V.
Action Plan Timeline Update: Cut and paste your previous timeline from Year One and update the “Accomplished?”
column. List any new PLOs or program goals and activities you may have in the second chart.
PLOs and/or Program
Goal(s) from Year
One
Timeline
Activity
Support Needed to
Accomplish these
Activities*
Outcome(s) Expected
Person(s)
Responsible
Accomplished?
Yes/No/In
Progress
On going
Increase in FTEF allocation
Yes
On going
New WL computer lab
Yes
On going
Increase lab hours for students Yes
by hiring a Spanish adjunct
faculty for an additional 15
hours/week
C. Parrish
C. Moon
F. Zermeño
On going
WL program: Create a Yes
unifying World Language
identity
Through flex-days and other
C. Parrish
departmental meetings, we will C. Moon
continue to work with our
F. Zermeño
adjunct faculty on how to better
serve our students following
our 100% target language use
teaching philosophy.
On going
Increase the percentage of full- Yes
time faculty in the department
to improve program quality,
cohesion, and consistency
C. Parrish
C. Moon
F. Zermeño
No
On going
Yes
Move to closer alignment to
the course capacities that the
transfer institutions and other
community colleges in the area
C. Parrish
C. Moon
F. Zermeño
In
progress
C. Parrish
C. Moon
F. Zermeño
Moved our WL lab
permanently to building 300 in
the spring of 2012 which will
be equipped with at least 50
computer stations, necessary
software, and equipment
(headsets, etc.)
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C. Parrish
C. Moon
F. Zermeño
No
No
No
In
progress
have.
New PLOs and/or
Program Goal(s)
On going
Correct errors in the EMC
reporting tool
Yes
C. Parrish
C. Moon
F. Zermeño
On going
Continue PATH + tutor
training program:
Create a new World
Language/Learning
Connection position:
Yes
C. Parrish
C. Moon
F. Zermeño
Timeline
Activity
Support Needed to
Accomplish these
Activities*
Outcome(s) Expected
Person(s)
Responsible
No
No
Accomplished?
Yes/No/In
Progress
YEAR
TWO
LEAVE
BLANK
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Definitions of terms:
1. Program Goal = A general statement of what the program hopes to accomplish, for the
long-term. It may be in qualitative (narrative) rather than quantitative (numeric) terms. It
may include the integration of several program outcomes, or relate to class scores,
credits, units, course completion, retention term to term, progression to next course/level,
program completion, degree and certificate completion, transfer, success/scores on
licensure exams, job placement, attitudes, fundraising, media promotion, etc.
PLO = Program-level Outcome, i.e., what students can do, what knowledge they have, after
completing a sequence of courses. It is a subset of the Program Goals, related to student
learning.
*Types of Support Needed to Accomplish Activities:
 Training or workshops
 Publications, library, resources
 Guidance to support research and/or inquiry projects
Technology
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:
1. Technology support needed:
A. Wimba Voice needed
We have communicated to the Chabot Technology Committee the need of voice
discussion tool on Blackboard such as Wimba voice. The committee agreed that it
will be useful tool but we need the monetary support to at least pilot this tool as a
viable tool for not only our online students but for all Chabot students.
Some of the possible benefits of this tool are:







Enhance the instructor’s presence and involvement with course materials
Add additional, re-usable explanations of complex concepts
Personalize engagement between instructors and students
Teach correct pronunciation and provide audible learning cues to students
Enhance the instructor’s ability to reach students who learn best by hearing,
To better address students with visual and print disabilities,
Add energy and interactivity to class discussions
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B. Campus server that would support the uploading of video/audio files needed
Because of our large amount video files that we use for our hybrid/online courses, we
can not load them on Blackboard. We are using outside servers (paid by the
individual instructors) to host our videos for our students. We need a dedicated
server for our increasing need of video/audio files.
2. To provide student learning support the WL program needs financial support for
tutoring and the learning assistant program at all languages and levels.
We currently offer 23 sections each given semester of first and second year WL courses. We
currently have 10 tutors but due to the large enrollment of students (especially in Spanish), we
need to hire more tutors and LAs to properly support our students.
3. To provide student assistant support for the WL lab.
We have hired WL tutors/LAs to work as student assistants at the WL lab. They have a dual role
of monitoring the lab and helping students with questions related to homework. We have been
able to hire tutors/LAs in French and Spanish. Currently, we have 21 opened hours at our labs.
4. Increase the percentage of full-time faculty in the department to improve program
quality, cohesion, and consistency:




World Languages currently offers 46 sections in a year, about 23 per semester and 3 in
the summer. For 2009-2010, this represents a total of 19.4 FTEF, but we will only have 3
full-time World Language instructors. This means 16% of the FTEF is taught by full-time
and 84% by part-time instructors.
In actual numbers, we have 3 full-time World Languages instructors and 12 adjunct
World Language instructors, which mean only 17% (3/17) of the faculty, are full-time.
Concretely, only 3 full-time instructors are available to recruit, hire, mentor, and evaluate
14 adjuncts as well as trying to build a strong world language program that includes a
new world language laboratory.
With the hire of an additional full-time faculty, four full-time instructors would still only
represent 22% (4/18) of the faculty shouldering the responsibilities of curriculum, off-site
courses, a language lab, and campus-wide professional service responsibilities.
Currently the Spanish program offers 28 sections of Spanish (from first-year to second-year
Spanish) out of the 46 sections of world language courses offered in our department. This means
that 60% of courses are taught by 2 full-time and 6 part-time Spanish instructors.
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5. We expect to hire someone who is a World Language instructor, with Spanish being
the lead language, but also would be able to teach another language; a professional
profile typical among World Language departments on college campuses.
Language
# of sections
# of full-time faculty
Chinese
French
Japanese
Italian
Spanish
TOTAL
1
6 (w/ 2 overlap)
1
1
14
23 sections
0
1
0
0
2
3 full-time faculty
19
# of parttime
2
1
1
1
6
12 part-time