Academic Program Review and Action Planning – YEAR ONE
Division
Program
Contact Person
Date
Math and Science/Biology
Allied Health & Biology
Carlos Enriquez
March 15, 2011
Section A – Data Review and Analysis
I.Basic Success and Equity (Data from 3 previous years)
 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?
 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?
 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?
 What inferences can you draw from the data correlating the highest level of Math/English
completed and success in your discipline's courses?
 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?
Explain:
The available student data are very heterogeneous. The number of students withdrawing, succeeding,
or not succeeding varies widely between genders, and among ethnicities. In addition, the number of
students enrolled varied also from semester to semester, and from course to course. Therefore, the
available data should be interpreted with caution.
The greatest success in biology courses, as assessed by average numbers, corresponded to BIOL 2B,
MICR 1 and PHSI 1; and the least success to BIOL 31, and BIOL 50. ENSC 10, and ENSC 11. All
Academic Program Review and Planning for 2011-14
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courses in the discipline are at or above the average college success rate of 66%, except for BIOL 31
and BIOL 50.
Success appears to be related to courses in which enrolled students had already succeeded in
prerequisite science and mathematics courses. In contrast, students enrolled in BIOL 31 or BIOL 50
do not require any previous science or mathematics courses. To improve success in the courses
showing the least success it may be necessary to assess students in their science and mathematics
skills and knowledge, or set prerequisite science/mathematics courses before they may enroll in a
biology course.
An observed trend was the higher number of women enrolled in biology courses, averaging of 65%
of the total enrolled students. This may be in part associated with a larger number of women pursuing
allied-health careers. The average success rates between men and women were 60 and 65%,
respectively. This difference is difficult to compare because of the number difference between the
two groups of students.
Among ethnic groups, African-American students had the lowest success rate with an average of
49%, followed by Latino students with 55%, Filipino students with 60%, Asian students with 71%,
and White students with 76%. Other ethnic groups had a variable average success rate, but their
numbers were too low to draw representative numbers. The success rate differences observed among
different ethnic groups may reflect the different socioeconomic conditions of these groups. Census
poverty data show similar ethnic trends.
With the exception of PHSI 1 and MICR 1, success rates in biology were consistently higher among
students who had taken English courses. The difference was more apparent among students taking
BIOL 31, BIOL 50, and ENSC 11. These results seem to reflect an improvement in students taking
lower level biology courses and who took English courses as well; however, the success rate
difference was minimal between BIOL 31 students who did or did not take English courses.
Both ANAT 1 and PHSI 1 were offered face-to-face and online/hybrid/telecourse/CD-ROM in the
fall of 2009. Students who took ANAT 1 offered on-campus had a success rate of 82%, as opposed to
58% among students who enrolled in the online ANAT 1 course. The difference in success rates is
largely due to very high numbers of withdrawls in the hybrid sections. The difference in success rates
is largely due to very high numbers of withdrawals in the hybrid sections. In contrast, no obvious
difference was observed among students who took PHSI 1 online/hybrid/telecourse/CD-ROM or oncampus with success rates of 76% and 74%, respectively. BIOL 50 was offered both in hybrid format
and on-campus in Spring 2009. This course also showed a large difference in success rates, this time
with the on-campus class having lower success rates (34 versus 63%) with 28% non-success (versus
11%) and 38% withdrawals (versus 26%). Campus-wide data indicates that while success rates for
online/hybrid courses is on par with on-campus classes, their withdrawal rates are very high. Our
data, for some courses, reflects this trend. This leads to the question, which needs to be investigated
at both the course level and campus level of how we can reduce the withdrawal rate for online/hybrid
courses?
II. Course Sequence (Data from 2 previous years)
Note: Answer this question if you have been provided data about course sequences in your discipline.
 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
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two years? What are the implications of what you see?
Explain:
The success rates of students in the next level course is high:
• 85% from BIOL 31 to ANAT 1
• 93% from BIOL 31 to MICR 1
• 93% from ANAT 1 to PHSI 1
• 92% from BIOL 2A to BIOL 2B
These data may reflect the fact that students who have been successful in a previous biology course
have acquired prerequisite knowledge, developed more effective studying habits, and become
accustomed to a community college environment. The interpretation of the data may be limited by
numerous variables like population size, gender, and ethnicity.
However, the number of students enrolling in the next level course within 5 semesters is not as high
as we would like it to be:
•
54% from BIOL 31 to ANAT 1
•
30% from BIOL 31 to MICR 1
•
65% from ANAT 1 to PHSI 1
•
62% from BIOL 2A to BIOL 2B
Why are successful students not enrolling immediately in the next level course?
III. Course Review (Data from 5 previous years)
 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?
Explain: All Biology courses are up to date
IV. Budget Summary (Data from 3 previous years)
 What budget trends do you see in your discipline? What are the implications of these trends?
 Where is your budget adequate and where is it lacking? What are the consequences on your
program, your students, and/or your instruction?
 What projected long-term (5-10 years) budget needs do you see? You will detail your short-term
needs in the action plan that follows. You do not need to cite them here.
Explain:
The supply budget for Biology remained at $20,000 for several years. During that time, the number
of sections offered rose from 67 sections in 2000-01 to 109 sections in 2006-07; during the same
period, the number of students being served rose from 1,726 in 2000-01 to 2,693 in 2006-07, the
2006-07 budget increased to $34,000 and the 2007-08 budget grew to $36,000. The increased budget
made better laboratory exercises offered to the students, but there were limitations on the type of
exercises, and often the students had to work in relatively large teams shearing limited resources.
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The requested supply budget for Biology 2008-09 was $51,611. We estimated that approximately
$57,000 was needed for academic year 2009-10; however, the biology subdivision received only
$39,500. Various promises and proposals have been made to augment the budget, but each year we
deal with uncertainty regarding funding. In addition, since most biology courses consistently are
overenrolled, available resources have to be shared by more students than experiments are designed
for. This chronic under funding undermines our ability to plan and perform many lab exercises that
would increase student engagement, learning, and success, particularly in those related to modern
laboratory techniques. A long-term projection of budget should consider the implementation of stateof-the-art laboratory exercises in biotechnology and medical sciences to better prepare our students to
meet the labor needs of corresponding industries. Based on previous funding and inflationary factors,
the Biology subdivision estimates that a budget of approximately $59,300 may be necessary in a
fiscal year 2011-2012 to fulfill the Subdivision’s teaching goals. Additionally, the total amount
allocated each year needs to reflect the 5-10% annual increase in prices for consumable materials.
The supply budget for ANAT 1 is $260 per section or $3,640 for 14 sections. Due to budget cuts,
only 70% of the $3,640 is allocated to purchase organ dissection supplies/specimen, slides, and tools.
The reduced amount has put a significant strain on the program’s ability to sustain quality teaching
and student learning. According to ANAT 1 CLO 1, “students will demonstrate competency with
standard equipment and techniques of the biological sciences.” The competency with standard
equipment and techniques include microscope skill and dissection skill. After assessing all anatomy
sections, the instructors agree that the student’s microscope skill met the achievement goal with an
average of 3.5/4. However, the student’s dissection skill did not meet the achievement goal. It did not
meet the target of an average of 2.5/4. The anatomy students are able to use the microscope
competently because each student has its own microscope to use. They don’t have to take turns to
learn how to use the microscopes. However, 2-4 students usually share one preserved specimen (i.e.
heart, brain, and eye). Only one or two students have the chance to dissect while the rest watch. Large
numbers of students sharing the preserved specimen does not allow all students to develop competent
or accomplished dissection skill. The anatomy instructors agree that one preserved heart or brain
specimen is appropriate for a pair of students and one preserved eye specimen for each student for
dissection is necessary to improve the outcome for CLO1. To improve CLO1 outcome, 7 extra pails
of preserved hearts, 7 extra pails of preserved brains, and 28 extra pails of preserved eyes have to be
purchased each year for 14 sections. The additional preserved specimen needed per section will
increase the cost per section from $260 to $372 or $5,208 for 14 sections.
Cadaver dissection is an integral part of the anatomy class - students develop their dissection skill on
the new cadaver when they are available. Despite requesting two cadavers each year, funding has
only been available to purchase one cadaver per academic year. This results in only half of the
anatomy students having a chance to practice dissection techniques with the cadavers. According to
ANAT 1 CLO 1, students will demonstrate competency with standard equipment and techniques of
the biological sciences. The competency with standard equipment and techniques include microscope
skill and dissection skill. After assessing all anatomy sections, the instructors agree that the student’s
microscope skill met the achievement goal with an average of 3.5/4. However, the student’s
dissection skill did not meet the achievement goal. It only scored 2.5/4. The anatomy students are
able to use the microscope competently because each student has its own microscope to use every
semester. But students cannot develop dissection skill on a dissected cadaver. To improve CLO1
outcome, 2 cadavers should be purchased per academic year to give all anatomy students a chance to
build and improve their dissection skill. In addition to the need to purchase 2 cadavers, the transport
and disposal fee of the cadaver has increased over the years, the cost for each cadaver is now $3,000
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instead of $2,700.
Facilities and Equipment
Finally, the Biology building (2100) was built in the 1960s. It fulfilled its purpose well, but it has
become outdated. Modernization or replacement of this building is important for safety purposes and
for functionality. Some laboratories in building 2100 lackrequired safety features like sprinklers,
eyewash stations, and safety showers. The cadaver room was adapted from a room not designed for
cadaver lab work and lacks proper ventilation. The functionality of the current building is
compromised by the limited storage space for student microscopes, book bags, and lab coats. Some
laboratories require a vacuum source, which is available only in a few labs of the building. To meet
biology course demands, a new building would require, in addition to standard teaching lab
components, a greenhouse and a cadaver room with proper ventilation. Plans for a new building
were included in our most recent facilities master plan, and it was slated for the final phase of the
current bond. However, due to construction cost increases, the replacement of building 2100 was cut.
It was submitted again to the state, but the state turned down matching funds. We have received
some technological upgrades, such as LCD projectors, but these to not address our current safety
issues or the need for modern experimental lab set-ups.
V. Enrollment Data (Data from 2 previous years)
 Please provide a brief description of: overall enrollment trends; enrollment trends by course; and
enrollment trends by time of day and Saturday.
 Describe what your discipline has done in terms of curriculum or scheduling in the last two years
that has effected enrollments.
 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.
Explain:
The enrollment in biology courses does not show a particular trend; however, all courses have a high
demand and are consistently overenrolled. In fact, at the start of every semester most biology
instructors have to deny admission to a significant number of students.
BIOL 10 enrollment overtime has shown a constant increased number of enrolled students with an
average per semester of about 110%. BIOL 10 offers classes daytime, afternoon and nighttime.
Both BIOL 2A and BIOL 2B enrollment also has exhibited an increased number of students with an
average enrollment of approximately 105% and 102%, respectively. Most BIOL 2A courses have
been offered in the afternoon slots; while BIOL 2B during both morning and afternoon times. The
time slots in which these two courses can be offered is limited by classroom space and by the
chemistry & physics schedules.
Both daytime and afternoon time BIOL 31 classes have been regularly overenrolled, with enrollment
averages of 112%, nighttime classes of BIOL 31 have had a good enrollment with an average of
about 97%.
BIOL 50 has been typically overenrolled, with an average of 113% for the on-campus classes. The
hybrid BIOL 50 classes have shown a similar enrollment pattern. This course is offered mostly in the
afternoon.
The enrollment in ANAT 1 was more than 110%. The course has been offered classes daytime,
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afternoon and evening as well as in hybrid format. (Data collected by the anatomy instructors shows
a huge number of students being turned away – 100 in Spring ’11 (data for 6/6 sections), 86 in Fall
’09 (data for 4/6 sections), 46 for summer ’09 (data for 2/2 sections), 100 for Spring ’10 (data for 5/6
sections.)
ENSC 10 and ENSC 11 had average enrollments of approximately 112%. ENSC has been available
morning and afternoon; whereas ENSC 11 daytime. Online ENSC also had a higher enrollment of
about 112%.
Both MICR 1 and PHSI 1 had a high enrollment of near 115%. These courses had been available
daytime, afternoon, and evening. PHSI 1, in addition, has been scheduled in hybrid format.
We have maintained overenrolled courses for many years, despite the additional workload on
instructor and the additional wear and tear on the equipment. Because our sections have been
reduced in recent semesters, we are turning away more students than we have in the past. Course
reductions already taken:
ANAT 1 (2010-11) – 6 sections in fall, 6 sections in spring, 2 sections in summer; reduced from 8
sections in fall, 8 sections in spring, 3 sections in summer
Most biology courses are available at daytime, afternoon, and evening. In order to improve the access
to all biology courses, more sections need to be opened of courses with fewer sections like BIOL 2A,
BIOL 2B, BIOL 50, ENSC 10, and ENSC11, which are offered at limited times only.
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%_______
 All currently active courses have CLOs

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%____

Date the CLO Assessment schedule was submitted:__Spring 2010______

Percentage of courses in your discipline that have had all theCLOs assessed within the past three
years, as per Chabot’s Assessment policy: ___80%____
Fully Assessed:
 Biology 2B – 100% of sections assessed in Fall 2010
 Biology 31 – 52% of students, 40% of sections assessed in Fall 2010
 Biology 50 – 100% of sections assessed in Fall 2009
 Anatomy 1 – 83% of sections assessed in Fall 2010
 Microbiology 1 – 60% of sections assessed in Fall 2010
 Physiology 1 – 80% of sections assessed in Spring 2010
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 Environmental Science 10 – 100% of sections assessed in Fall 2010
 Environmental Science 11 – 100% of sections assessed in Fall 2010
Partially Assessed or Currently Assessing:
 Biology 2A – 100% of sections assessed in Fall 2009 for 2 of 6 SLOs
 Biology 10 – Assessing in Spring 2011


Percentage of courses in your discipline that have had all the CLO assessments reflected upon, or
discussed with colleagues, within the past three years_______
Reflections Discussed:
 Anatomy 1: Fall 2009 assessed, reviewed, and modified CLOs; Spring 2011 discussions
are currently underway based on Fall 2010 assessments.
 BIOL 31, BIOL 50, MICR 1, and PHSI 1 are currently under discussion
What questions or investigations arose as a result of these reflections or discussions?
Explain:
ANAT 1
The achievement criteria we established were hard to discern from the eLumen reports. How should
we change the rubrics/criteria/SLOs for a better fit?
Are we teaching our students to write within the discipline? How does each instructor do this?
How can we better instruct our students on the proper use of dissection tools?
How can better assess each individual student’s dissection skill?
Identification of structures is often pattern recognition. Typically, most students can see the changes
in pattern but don't necessarily know what the changes mean or why that is important. Quite often
students have a "recognition" level knowledge of the names of the structures, but do not have the
requisite "recall" level knowledge.
BIOL 2A
SLO: Students will support and explain the following statement with specific examples from
molecular and cellular biology: Structure and function are interdependent in living systems.
Students kept composition books and made entries every class period. They were to provide one
example from each day's lecture of the interdependence between structure and function in a living
system. At first, most students simply copied a section from their lecture notes. Over time they began
to describe the structure of a cell or molecule and then describe its function, but did not make a clear
connection between the two. This continued for weeks. Eventually 93.4% were able to communicate
interdependence between structure and function in a living system, but it took the entire semester
(approximately 30 practice trials) to achieve this level of success! It became clear that this was a
challenging task for most of the students. If we had assumed in the past that students were naturally
making these types of connections, we were wrong.
SLO: Students will support and explain the following statement with specific examples from
molecular and cellular biology: The cell is the basic structural unit of life.
Students were given multiple opportunities to learn and then demonstrate competency of this
outcome. Lectures, textbook readings, video clips, and microscope observations reinforced student
understanding of cells. They were assessed by means of laboratory write-ups, model building and
examination. These multiple modes of instruction produced a 93.5% success rate on this outcome.
Students often come with the misconception that cells are static and unchanging. The most difficult
concept for students is to understand the dynamic nature of cells.
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SLO: Perform experiments; collect, analyze, and report data.
This SLO is not showing up in eLumen, but it has been assessed and action has been taken. Students
write a minimum of three formal laboratory reports per semester in Bio 2A. A general trend of
improvement is seen from the first to last report. After first assessing this SLO and receiving direct
feedback from students, it was determined that a new rubric and instructional handout should be
written. This was implemented Spring 2010. The new handout is a sample student lab report
containing "bubbles" that identify the components of the laboratory report. After making this change
the first lab reports received higher scores than in previous semesters. Students commented on how
much they liked the handout and two students reported that they used the handout as a guideline for
writing their physics papers and received improved grades in physics as well.
BIOL 2B
SLO: Develop competency with standard equipment and techniques of biosciences (balance,
graduate, pipette, metric ruler, chemical indicators, microscopes, making and interpreting graphs, &
interpreting data). All of the students were competent or accomplished in this category.
SLO: Communicate biological concepts by verbal, written, and graphic/illustrative means . 80% of
students were competent or accomplished in this category. 20% were developing.
SLO: Collaborate with peers to discuss information, share ideas and responsibilities and to maintain a
clean and safe laboratory environment. 75% of students were at the accomplished level, 15% were
at the competent level, and 5% (1 student) was at the developing level. Collaboration occurs in the
laboratory setting. This again emphasizes the need for laboratory activities. High achievement in
this area indicates development of good lab skills and collaboration as students progress through the
biological majors program.
SLO: Design, perform and evaluate experiments. The majority of students (55%) were at the
competent level. 25% were developing and 20% were accomplished in designing, performing, and
evaluating experiments. Due to underfunding of biology labs, we have had to rely on using prepared
slides, specimens, and other non-consumable materials in labs. We have not been able to provide as
many experiential labs as we would like.
ENSC 10
SLO: Apply environmental principles to everyday occurrences, social issues, or novel situations.
10% were at the beginning level, 40% were at the developing level, 17% were at the competent level,
and 30% were at the accomplished level. There were no data for 1 student. We need to emphasize
development of critical thinking skills. 87% of students have satisfactory progress in achieving this
outcome, but the number of students who are competent or accomplished needs to be increased.
Students will use and develop competency with standard techniques of bio-sciences (make and
interpret graphs, interpret data). 90% of students were at the competent level or accomplished level.
There were no data for 3 students.
SLO: Communicate environmental concepts by verbal, written, and graphic/illustrative means. 10%
were at the beginning level, 40% were at the developing level, 13% were at the competent level, and
30% were at the accomplished level. There were no data for 1 student. Try to increase opportunities
for students to complete a variety of assignments that include graphing, writing, presentations,
posters, etc. to increase the number of students who are competent or accomplished needs to be
increased.
ENSC 11
SLO: Apply environmental principles to everyday occurrences, social issues, or novel situations.
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14% of students were at the beginning level, 45% were at the developing level, 18% were at the
competent level, and 23% were at the accomplished level. We need to emphasize development of
critical thinking skills. 86% of students have satisfactory progress in achieving this outcome, but the
number of students who are competent or accomplished needs to be increased.
SLO: Develop competency with standard equipment and techniques of biosciences (balance,
graduate, pipette, metric ruler, chemical indicators, microscopes, making and interpreting graphs, &
interpreting data). 14% of students were at the beginning level, 23% were at the developing level,
18% were at the competent level, and 45% were at the accomplished level. Adequate funding and lab
tech assistance are essential to maintain hands on lab activities.
SLO: Communicate environmental concepts by verbal, written, and graphic/illustrative means. 18%
of students were at the beginning level, 18 % were at the developing level, 18% were at the
competent level, and 41% were at the accomplished level. There were no data for 1 student.
Continue to have students complete a variety of assignments that include graphing, writing,
presentations, posters, etc.
SLO: Students will design, perform, and evaluate experiments. 18% of students were at the
beginning level, 36 % were at the developing level, 14% were at the competent level, and 32% were
at the accomplished level. We need to continue to provide laboratory experiences for students to
achieve this outcome. Due to underfunding of environmental science labs, we have had to rely on
using prepared slides, specimens, and other non-consumable materials in labs. We have not been
able to provide as many experiential labs as we would like. The number of students in the competent
to accomplished categories needs to increase.

What actions has your discipline determined that might be taken as a result of these reflections,
discussions, and insights?
Actions planned:
ANAT 1
 Revised achievement criteria so eLumen reports are more informative.
 Will request that dissection skills and microscope skills be established as specific criteria
under the SLO of competency with standard equipment.
 We believe dissection practices can be improved by:
1. providing more opportunity for dissection on a per-student basis by:
a. ensuring we have enough specimens so that students can dissect in pairs instead of
groups of 3 or 4
b. having cadavers for dissection in both spring and fall semesters instead of just
spring
c. having students do one individual project - eye - so that we can both provide and
see individual progress
2. adding more specific instructions to the lab manualfor tool usage (scalpel, scissors,
probes), cutting techniques, holding specimens, coordination between group members
(these will be added for dissections of the brain, eye, heart, and cadaver)
3. Acquiring the proper tools for each dissection task, instead of trying to make the tools we
have work in ways they were not designed for. One identified need is larger knives.
4. Review and revise, if needed, the rubric used for evaluating dissection skills.
 Writing was the weakest point in terms of how much guidance we give students. We should
show them what good answers look like. Suggested activities:
1. in class practice essays - group/peer evaluation and revise
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
2. in class practice essays - class discussion and revise
3. revise homework/lab essay answers based on feedback
4. require explanations for what was changed and why/what was kept and why
We need to offer/require more instances in which the students must recall and write down the
names of structures, since this is the format in which they will be tested. We can do this in
class, but how do we get the students to practice good habits at home? The BSI project pilot
for study groups hopefully will start to make inroads into this issue, getting the students in the
habit of putting themselves in a "testing" situation while they are studying. What are different
ways they can do that specifically for anatomy?
BIOL 2A
Actions Planned:
Provide frequent opportunities for students to practice higher-level thinking skills.
Continue to provide students with multiple opportunities to study cells. Acquire more video clips and
images of the dynamic nature of cells.
BIOL2B
Continue to provide laboratory experiences for students.
Adequate funding and lab tech assistance are essential to maintain hands on lab activities.
Good training in development of lab skills.
Implementation of Reading Apprenticeship techniques in the classroom.
Increase opportunities for students to complete a variety of assignments that include graphing,
writing, presentations, posters, etc.
Emphasize development of critical thinking skills.
ENSC 10 and ENSC 11
Emphasize development of critical thinking skills.
Increase number of students who are competent or accomplished in applying environmental
principles to everyday occurrences, social issues, or novel situations.
Increase opportunities for students to complete a variety of assignments that include graphing,
writing, presentations, posters, etc.

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%______

Which of the CWLGs do your discipline’s CLOs address?
 Critical Thinking
 Communication
 Development of the Whole Person
 Global & Cultural Involvement
 Civic Responsibility
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
In which if any of the College-wide Learning Goals Faculty Inquiry Groups have discipline
member(s) participated?
_none________________________________________________________
Insights gained: N/A
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:
Available data (2007-2009) from Learning Connection tutoring services clearly shows a higher
success rates, and a lower withdrawal rates among students with tutoring in ANAT 1, BIOL 31 and
PHSI 1. This represents a total of 492 (18%) out of 2,805 students who were enrolled in those
courses. To continue or to improve this trend, it is necessary to ensure that biology students have
adequate access to learning support services outside of scheduled class hours. This includes
expanding subdivision efforts to identify and recruit potential tutors and learning assistants; and
evaluating how to expand open biology lab offerings.
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.).
Although the health-care job market is likely to grow, as baby-boomers retire, California community
colleges including Chabot College are turning away qualified applicants for nursing programs because
of a limited capacity. There is an increasing demand of health care programs at community colleges
but that only a few colleges in the state are able to accept all qualified applicants. A significant number
of students who successfully complete required biology courses for the Nursing or dental hygiene
programs are consistently rejected due to lack of space. In order to meet the current demand for alliedhealth workers, as well as the expected increases in these fields, we need to identify professions for
which we already off the core courses and develop those that are needed for credentialing.Possibilities,
as noted in the recent California Hospital Association’s (CHA) California Healthcare Workforce
Coalition report, include:
• Clinical laboratory scientist
• Respiratory therapist
• Physical therapists (and physical therapy assistants)
• Radiology technicians
• Pharmacy technicians
• Diagnostic imaging specialists, including ultrasound and MRI
• Medical translator
• Home care assistant.
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Section B – Data Summary



From what you have learned in your basic data review, what does the information tell you
about your program?
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)?
Where appropriate, please cite relevant data in your discussion (e.g., efficiency,
persistence, success, FT/PT faculty ratios, SLO/PLO assessment results, external
accreditation demands, etc.).
Data Summary and Plan of Action Description/Rationale:
Overall program info, improvement, and others:
The biology subdivision completed Program Review in 2009 but continues to assess its program
and plan for the future needs of its students. Our work through Program Review, Unit Planning,
and subsequent goals and new initiatives may be summarized as efforts to improve student
learning through (1) improving facilities, (2) providing adequate staffing, (3) offering the types
and numbers of courses students need in our present and future economy, (4) offering support
programs to enhance student success. We were not able to accomplish some of our goals
including increasing the biology supply budget to adequate levels, acquiring equipment through
bond moneys, improving the physical environment of building 2100 or offering the new biology
major course sequence in the academic year 2009-10. As a result, our efforts to accomplish these
goals will continue. The 2009/2010 school year brought new setbacks of reduced course
offerings, a reduction of our full-time faculty from 7 to 6.5, loss of release time for our
subdivision coordinator and the retirement of our 12-month laboratory technician.
Accomplishments as well as setbacks and unresolved issues are listed in part II section 3 of this
document. Part II section 6 summarizes our accomplishments, setbacks and unresolved issues in
the context of our action plan timeline.
SLO/PLO concern:
The Biology sub-discipline has developed program level outcomes for the allied health students
and biology major tracks. These outcomes have been correlated with individual courses.
All biology courses have 3-5 course-level student learning outcomes written. Most courses had at
least one SLO evaluated by at least one instructor in Fall 2009. All of our full-time and adjunct
faculty have completed e-lumen training. Currently full-time faculty are in the process of
arranging times to reflect upon and discuss assessments with adjuncts. Bringing adjuncts together
for reflection appears to be the greatest obstacle in completing SLO/assessment loop.
Anatomy 1: In anatomy, the instructors have developed common exam questions that have been
used to establish baseline data on students’ content knowledge as well as their ability to
communicate anatomical concepts. All ANAT 1 instructors have used these questions for
multiple semesters. In Spring 2010 we are evaluating the current questions and making revisions
to refine the ability of this tool to measure our outcomes. In Fall 2009, all anatomy instructors
developed tools for measuring the students’ ability to properly use a microscope, one of the
criteria under the outcome of proper usage of laboratory equipment. We met to discuss how we
would evaluate this skill for each of our students and refined our measuring tools based on this
12
discussion. 100% of anatomy CLOs were assessed by at least two instructors
Biology 2A: Biology 2A assessed two SLOs fall 2009. The first falling under the college-wide
learning goal of critical thinking was "Support and explain the following statement with specific
examples from molecular and cellular biology: form and function are interdependent in living
systems". Each class period students were asked to support the statement in their composition
books by using an example from that day's lecture. Students struggled. Clearly they had not had
this type of assignment in other classes. Students had no trouble describing the structures and
functions. Basically, they repeated what they were told in lecture or had read in the text. Their
difficulty came in putting the information into a new context and making clear connections
between form and function. We worked on this all semester. Eventually most students were able
to make the connection at least part of the time. This exercise shed light on our student's ability to
perform such higher-level cognitive skills.
Our second SLO also falling under the college-wide learning goal of critical thinking was
"Perform experiments; collect, analyze, and report data". Students performed experiments,
collected data and reported data throughout the semester. Three formal laboratory reports were
written. Students showed improvement with each report. To further improve student
performance, the instructional handout for writing a lab report has been updated and a new rubric
written and coordinated with Bio 2B. We are still waiting to learn if students from fall semester
show improvement in writing lab reports in Bio 2B, the second course in the majors sequence.
Biology 10: Biology 10 instructors assessed the following outcome "While preparing for
laboratory, conducting laboratory, evaluating laboratory, and
managing laboratory equipment, students will collaborate with peers." This falls under the
college-wide goal of civic responsibility. It was found that
students collaborate extensively in class, they are participating in group work and taking
responsibility for classroom safety and putting away equipment. No
change is needed.
Biology 31: Biology 31 assessed an SLO on proper usage of laboratory equipment. The lead
instructor met with each adjunct instructor individually to discuss the results. Although the
results were positive indicating that students had learned to properly utilize standard laboratory
equipment, it was determined that the methods of assessment need to be refined and further
standardized.
Biology 2B, Biology 50, Environmental Science 10, Environmental Science 11, Microbiology
1 and Physiology 1: Assessment in progress
Full-time/Part-time concern:
This is the third year we have made this request for additional biology faculty. As seen in the
following graph, courses taught by adjuncts have increased significantly over the past ten years,
while the number of full-time faculty has increased only slightly from 6 to 7. Currently we are
functioning with 6.5 full-time faculty as Jennifer Lange is working 50% as CTL Coordinator. (If
biotech classes are again offered our full-time faculty will be reduced to six, as Patricia Wu will
be 50% diverted from our subdivision.) Since 2001 we have increased our section offering from
67 to 91, but we have only increased our full-time faculty from 6 to 6.5. Even with this increase
in sections, we are not serving the community. Currently our classes have an average enrollment
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of 110% and we continue to turn away countless students. In anatomy, 20 students per section
are typically turned away. This trend is seen in all of the courses in the allied health and major's
biology pathway. The vast majority of our courses are always filled by the first day of open
enrollment. In 2006-07 we offered and filled 109 sections. Our current reduction in class sections
is not due to lack of need, but rather to a loss of sections to the Biotech program and to budget
cuts.
Each full-time biology faculty member is the lead for a multi-section course. This faculty
member designs the laboratory assignments to be used by all sections and in most cases writes a
corresponding laboratory manual to be used by all students taking the course. This is a
responsibility and workload that exceeds contractual requirements and that is exacerbated as the
number of adjuncts teaching the course increases. The increase in adjunct faculty places
additional work on our lab technicians who must now work with and coordinate laboratories with
nineteen individual faculty members (7 full time and 12 part-time). Laboratory materials are
shared among class sections. Supplies must be replenished, cleaned, and put away properly. As
the percentage of adjuncts to full time faculty increases, this task becomes more complicated as
does the challenge of providing a safe learning environment.
8
7
6
5
Full time
Adjunct
Full-time Overload
4
3
2
1
S1
0
S0
9
S0
8
S0
7
S0
6
S0
5
S0
4
S0
3
S0
2
0
S0
1
Full-time Faculty Equivalent
Number of Biology Faculty
Semester
As in all areas, additional responsibilities are being given to full-time faculty in areas other than
classroom instruction:
 The increase in the number of courses taught by adjunct faculty has increased the
workload of full time faculty as full-time faculty must interview, hire, train, mentor, and
evaluate adjunct faculty.
 Full-time faculty carry increasing responsibility for activities such as program review,
development of curricula, development of student learning outcomes, etc.
 Several of the Biology full-time instructors have duties, some with reassigned time, in
14
addition to instruction. Patricia Wu serves as the Biotechnology Coordinator and Rebecca
Otto is the Biology Subdivision Coordinator and Jennifer Lange is the CTL Coordinator.
These additional activities, while welcome, put strain on the amount of time available to assess
and improve courses, counsel students, participate in subdivision evaluation and planning, and
participate in college-wide governance. Having two additional full-time faculty members to
assist with the workload would enable each individual to perform the increasing amount of work
outside of classroom instruction.
FTEF concern:
Chabot's Educational Master Plan states the following:
The highest growth industry is “health care and social assistance,” which includes the
sub-categories of ambulatory health care services, hospitals, nursing and residential care
facilities, and social assistance. Several of Chabot’s occupational programs train people to work
in this industry —Nursing, Dental Hygiene, Medical Assisting, Health Information Technology,
and Human Services.
The biology sub-division provides the prerequisite courses for the health care programs. The
demand for biology courses is currently, and has historically been high. In 2001, 67 sections of
biology were offered. In 2006-07 we offered and filled 109 sections. Today our offerings are
down to 91 sections due to budget cuts and FTEF lost to the Biotechnology program. Even at our
highest level of course offerings in 2007 we were turning away large numbers of students. In
anatomy which has kept records for several semesters, 20 students per section are typically turned
away. This trend is seen in all of the courses in the allied health pathway and in Biology 2A. The
vast majority of our courses are always filled before the first day of open enrollment. Clearly, we
are not serving the need of our community. If the following additional sections were added, they
would fill immediately:
Biology majors - one section/semester
Anatomy 1 - two sections in fall and in spring, one in summer
Biology 31 - two sections/semester
Physiology 1 - one section/semester
Microbiology 1 - two sections/semester
Biology 10 – two sections in summer session (currently we offer no summer courses for nonmajors)
To make do with our FTEF allocation, faculty typically overload laboratory sections. Currently
our classes have an average enrollment of 110%. The practice of overloading laboratory sections
places additional wear-and-tear on materials and equipment, places a strain on the supply budget,
reduces individual student participation and attention, and raises safety concerns. A second
strategy to balance the high demand of pre-allied health courses and our FTEF allocation has been
to reduce sections of Biology 10 our primary course for non-majors. In 2002/03 Chabot offered
eighteen sections of Biology 10. This year only twelve sections were offered. The demand for
Biology 10 to fulfill the GE science requirement still exists; therefore, our non-science major
students are being under-served.
If we offer additional courses they would be those such as Biology 10, Environmental Science 10,
and Human Heredity, which fulfill the GE science requirement. This is in part due to the fact that
15
our laboratory rooms that serve the allied health students are already scheduled to capacity.
Along with this request to increase our enrollments, we are also requesting a renovation of
building 2100, which includes the construction on additional classrooms. It is also important to
note that additional sections cannot be added unless the college allocates funds for hiring
additional faculty to teach the sections. This point is further discussed in Part III of this document.
Additionally, funds for consumable supplies used in laboratories, and an increase in laboratory
technician time to prepare labs for these courses are also required.
Section C – Action Planning
Please propose a two-year plan of action and timeline to address any immediate and/or long-term
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
ACCOMPLISHMENTS
 SLOs have been written for all courses and assessment is ongoing.
 Program level SLOs have been written for the Allied Health and Biology Majors. These
outcomes have been correlated with individual courses.
 A total of ten distance education sections were offered in Physiology 1, Anatomy 1, and
Biology 50.
 The anatomy hybrid course format was changed, starting in Spring 2010, from oncampus meetings for 3.5 hours every other week to 1.75 hours each week.
 All laboratory courses applied for load factor increases. Biol 10, 31 & 50 applied for an
increase from 0.75 to 0.8 and Biol 2A & 2B, Anat 1, Micro 1, and Phys 1 applied for
0.875.
 Biology, in coordination with the other science sub-divisions, adopted "block scheduling"
for major's courses. The intent is to reduce scheduling conflicts for science majors who
take courses from multiple sub-disciplines within the Math/Science Division.
 Through work with the Learning Connection we have begun the establishment of a Life
Sciences Study Center that will come to fruition with the completion of the renovated
Building 100. This Center began with a loan to PATH of older models, microscopes and
slides for ANAT 1 and BIOL 2B. The collection was augmented with new models
purchased in Fall 2009. While the full request for funding of new models was not
received, the acquisitions provide a good base. With the completion of the building 100
renovations the study center will house the instructional materials currently held by
PATH and the life science materials held at the reserve desk in the library.
 Additional learning support has been available to anatomy students through open lab
sessions held in room 2110 during instructor office hours. The popularity of this study
resource has increased since it was begun in 2007, with an average of 20 students
attending each bi-weekly session.
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








Faculty continually work to keep course content current, to improve laboratory
experiences and update laboratory manuals.
Human Resources has expanded advertising to develop a pool of qualified applicants.
The adjunct interview process has become more formal, and adjunct hiring is occurring in
a timely manner.
The subdivision has received a Basic Skills Grant to offer a workshop on instructional
strategies to all biology faculty including adjuncts.
In Fall 2009, 10 of 12 biology adjuncts attended the “introduction to SLOs for Adjuncts”
workshop to learn about the SLO cycle and begin integrating the process of outcomes
assessment into their sections.
The adjunct guide for biology developed by Jennifer Lange last year was reviewed and
edited by other instructors as well as by the division dean. It was distributed to both our
new adjunct in anatomy and our new adjunct in biology 10.
Our 9-month microbiology laboratory technician position has been increased to a 10month position starting Fall 2010.
The biology subdivision has obtained used equipment and surplus supplies through
donations. We have received equipment valuing approximately $20,000 from local
biotech industries and a human skeleton valued at $4,000 from a private donation. Four
full-time faculty, one adjunct, and one laboratory technician have used their personal time
to acquire these donations.
With the Presidents support, we have requested $5,000 from the foundation for laboratory
equipment and supplies.
Adjunct faculty member Carey Kopay coordinated a bioscience summer camp and is
working in partnership with CSU East Bay to promote teacher education in the sciences.
Began initial research into environmental science program.
SETBACKS AND UNRESOLVED ISSUES
 Due to budget cuts our course offerings have been reduced and further cuts are being
discussed. We typically turn away 20 students per section. These cuts have exacerbated
this situation.
 Biotechnology is now within its own discipline and is no longer officially included as
part of the biology subdivision but will continue to utilize our faculty, laboratory
technicians, facilities and equipment.
 Biology 149 is no longer being taught.
 We continue to struggle with maintaining high quality programs with limited resources.
The biology subdivision requested a supply budget of $57,000 but received only $40,000.
Additionally the subdivision requested $36,520 from the bond but only $16,680 of our
request was funded. We are resubmitting requests for this equipment and are seeking
resources from other sources.
 Our number of full-time faculty was reduced from 7 to 6.5 creating additional stress on
the discipline.
 Tutors and Learning Assistants have provided valuable support for our students in both
majors and non-majors courses. Forty-nine students from Biol 31, Anat 1 and Phys 1
have had tutoring appointments and 91 have participated in individual or group study.
The assessment of the effectiveness of these programs on student success and retention is
being carried out by the Learning Connection, with preliminary data indicating that
students receiving tutoring succeed at rates approximately equal to the general student
17

population. Further analysis is needed to determine what percentage of students
attending tutoring appointments seek this assistance due to the risk of not passing their
course for this data to be conclusive. Four full-time faculty and four adjunct faculty have
utilized Learning Assistants in their classrooms since the pilot of this program began.
Assessment of the effects of this program is also just beginning through the Learning
Connection and the Learning Assistant Faculty Inquiry Group, with initial data being
primarily observations of increased classroom engagement and enhancement in student
performance across the semester.
Our new major's sequence Biol 2, 4 & 6 has not been implemented.
18
I.
Action Plan Timeline:Detail the timeline for accomplishing your goals
PLOs and/or Program
Goal(s)
Align Environmental
Science program with
community needs
Timeline
2+ years
Activity
Support Needed to
Accomplish These
Activities*
Outcome(s) Expected
Urban Agriculture Program Workshops to meet
Urban Agriculture
with community/staff Program
to develop program
Person(s)
Responsible
Debra Howell
Provide safe, secure, and up- 5+ years
to-date facilities
Renovation/Replacement of
Building 2100
Construction funding
Building that is safe and can
Agnello Braganza
from bond or other source accommodate modern scientific
machinery and equipment
Identify and provide a
variety of allied-health
career options
Investigate requirements for entry
into other allied-health careers
and develop courses to students
can obtain needed certifications
Research on community
New degrees/certificates
needs, other local
offered in allied-health fields
programs currently
offered, degrees and
courses required for entry
Tram VoKumamoto, Agnello
Braganza, Carlos
Enriquez, Jennifer
Lange, Patricia Wu,
Research reasons why rate of
enrollment in next level course is
low.
Research
assistance/guidance
All biology
faculty
Increase student success
2+ years
2+ years
Higher success rates, lower
withdrawls
Accomplishe
d?
Yes/No/In
Progress
YEAR
ONE
LEAVE
BLANK
Definitions of terms:
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.
19
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
** List types such as “equipment,” “supplies,” “staffing,” “contractual services,” etc…
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
20
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
21
Program Review and Action Planning – YEAR TWO
Action Plan Progress Report
Division
Program
Contact Person
Date
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?
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.).
22
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:_________
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)_______
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:________
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 theCLOs assessed within the past three years, as per Chabot’s Assessment
policy: _______
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_______
What questions or investigations arose as a result of these reflections or discussions?
Explain:
23

What actions has your discipline determined that might be taken as a result of these reflections, discussions, and insights?
Actions planned:

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:________
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?
_________________________________________________________________________
_________________________________________________________________________
In which if any of the College-wide Learning Goals Faculty Inquiry Groups have discipline member(s) participated?
____________________________________________________________________________________________________________
______________________________________
Insights gained:
VII. Academic Learning Support
24
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:
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.).
25
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*
26
Outcome(s) Expected
Person(s)
Responsible
Accomplishe
d?
Yes/No/In
Progress
New PLOs and/or
Program Goal(s)
Timeline
Activity
Support Needed to
Accomplish these
Activities*
Outcome(s) Expected
Person(s)
Responsible
Accomplishe
d?
Yes/No/In
Progress
YEAR
TWO
LEAVE
BLANK
27
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
12
Program Review and Action Planning – YEAR THREE
Final Summary Report
Division
Program
Contact Person
Date
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).
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?
Best practices:
Challenges/Barriers to Success:
IV. Next Steps: Recommendations for program and institutional improvement.
Program Improvement:
13
Institutional Improvement:
14