Academic Program Review and Action Planning – YEAR
ONE
Division
Program
Contact Person
Date
Social Science
Administration of Justice
William Hanson
April 11, 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:
First, it should be noted that some curricula changes are planned for the Administration of Justice
degree to take effect for Fall, 2012. Specifically, the department is recommending the
development of an Associate of Science (AS) degree and the adoption of a Transfer Model
Curriculum (TMC), pursuant to Senate Bill 1440. The development of TMC is underway and
will be submitted to the Curriculum Committee during the Fall semester, 2011. The proposed
changes will be discussed in Section III – Course Review.
Student success rates and trends:
For purposes of the analysis required by this section, we will focus on success rates in the
discipline as a whole and on three of the required courses in the curriculum which best reflect
some of the issues/challenges that impact student success: ADMJ 50 – Introduction to
Administration of Justice; ADMJ 60 – Criminal Law; ADMJ 61 – Evidence.
For the three year period – Fall 2007 – Spring 2010, the average success rate in the discipline
was 70.5%, which is about five (5) percentage points higher than the average college success rate
(65.33%) for this period. The success rates for male and female students in Administration of
Justice were 73% and 68% respectively. During the first half of the relevant three year period,
success rates in the discipline fluctuated from semester to semester. However, the last three (3)
semesters have seen an upward trend.
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As indicated, the average success rate in Administration of Justice is five percent higher than the
college as a whole. At present, we have no data that would explain the difference. However,
Administration of Justice is the third largest major at Chabot. One area of inquiry to be pursued
with the Office of Institutional Research (OIR) is determining the number of students with
declared majors in Administration of Justice classes and whether students who have declared a
major are generally more successful than those who have not.
As indicated, this analysis focuses on three (3) courses – Introduction to Administration of
Justice; ADMJ 60 – Criminal Law; ADMJ 61 – Evidence. The average success rate over the last
three years is as follows: Introduction to Administration of Justice (56%); Evidence (66%);
Criminal Law (75%).
The success rate in ADMJ 50, Introduction to Administration of Justice, is approximately 15
percentage points below the discipline success rate. Although we have no current data that
explains the low success rate, one possible explanation may be the interdisciplinary nature of the
introductory course. Students, generally speaking, come to the course with limited background
knowledge about the organizational structure of the justice system. Regarding course content,
legal, sociological, psychological, philosophical, and historical concepts are prominent in the
course. Hence, critical reading and analysis and the ability to process interdisciplinary themes
and concepts are essential for success in the course.
Similarly, the average success rate for Evidence, ADMJ 61, is 66% which is about 5 percentage
points below the discipline average. Evidence is a rules-based and policy-centered course.
Some general knowledge about the criminal justice system and criminal procedure is presumed.
Although we have no prerequisites, data suggests that prior enrollment and success in
Introduction to Administration of Justice and Criminal Law would improve chances for success
in Evidence.
To improve success in ADMJ 50 (Introduction to ADMJ) and ADMJ 61 (Evidence), we are
proposing the development of a one (1) unit Academic Discipline Success Course to be taken
concurrently with ADMJ 50 or ADMJ 61. The course will focus on skill development related to
reading in the discipline, critical reading and analysis, study skills, and writing. Also, we plan to
post an advisory recommendation in the catalog regarding enrollment in an appropriate English
course and a suggested course sequence in Administration of Justice.
Of the three courses reviewed, the course with the most success is Criminal Law, ADMJ 60. The
average success rate is 75% over the last three years. Generally speaking, the course content for
Criminal Law, as opposed to Evidence or Introduction to ADMJ, is more accessible. While we
are pleased with student success in the course, we are working to ensure that the course is and
remains intellectually rigorous. Like the Introduction to ADMJ course, Criminal Law is an
IGETC approved course transferable to both CSU and UC.
One particular challenge is the dearth of California-focused Criminal Law textbooks. To that
end, we are working with book publishers to identify or customized a textbook appropriate for
the course and a community college criminal justice program.
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Success rates for males, females, and particular ethnicities.
For the three year period – Fall 2007 – Spring 2010, the success rates for male and female
students in Administration of Justice were 73% and 68% respectively. The success rate for men
has remained fairly consistent over the last three years, with a three percent increase during the
last academic year.
For women, the success rate for the first half of the relevant period fluctuated from semester to
semester. However, the last three (3) semesters have seen a significant increase in each
semester: 58% - 68% - 75%. For Spring 2010, the success rates for men and women were 77%
and 75% respectively. This trend is promising and women appear to be closing the gap in the
discipline as a whole. However, there still exists a gap in success rates for men and women in
ADMJ 50 – Introduction to ADMJ : [59% - 52%] and ADMJ 61 – Evidence: [71% - 62%]..
With respect to particular ethnic groups, African American students have the lowest success rates
in the discipline as a whole (60%), which is approximately ten (10) percentage points below the
discipline average. Success rates for all other groups meet or exceed the discipline success rate.
[Note: Success rates for African American, Latino, Asian, and White students are being
compared. While there are other groups for which data is available, the four groups identified
have statistically significant populations.]
Looking across the curriculum, the success rate for African American students in ADMJ 50,
Introduction to ADMJ, is 46% which is ten (10) percentage points below the discipline average.
Similarly, in Criminal law, the African American student success rate is 59% which is sixteen
(16) percentage points below the course average. Success rates for other groups in these courses
either meet or exceed the discipline average.
There is no data to explain the performance of African American students. However, we suspect
that it is a question of preparation and not capacity. All students, not just African American
students, need to be prepared to handle the rigor of college level work. We think part of the
solution is the proposed Academic Discipline Success Course. Also, we will consult with
Counseling and other groups working with particular groups of students in order to coordinate
existing academic support programs and efforts.
Correlation of success rates and English course completion
For Fall 2009, data is clear and consistent that a positive correlation exist between the highest
level of English course completed (ENGL 1A/4/7) and success in any course. With the three
courses being evaluated, those success rates were ADMJ 50 = 91%; ADMJ 60 = 94%; ADMJ 61
= 93%.
For ADMJ 50 and ADMJ 61, there is a considerable drop off in success rates for students who
took ENGL 102/101A/101B: ADMJ 50 = 67%; ADMJ 61 = 60%. Success rates for Criminal
Law (ADMJ 60) remained consistent at 92%. For students with no English course completed,
success rates were: ADMJ 50 = 51%; ADMJ 60 = 72%; ADMJ 61 = 48%.
Inferences from the data appear to confirm that students with greater English proficiency (critical
reading and analysis skills) are more successful in ADMJ 50 and ADMJ 61, courses that require
such skills. Finally, no online or hybrid courses are currently in the curriculum. A hybrid course
is under development for ADMJ 50.
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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 two years? What are the implications of what you see?
Explain:
There is no required sequence of courses in Administration of Justice. However, data
suggests that Introduction to Administration of Justice (ADMJ 50) is a gateway course to success
in the curriculum. It provides an introduction to the essential themes and content of the courses
required in the major. Data from OIR for the period of Fall 2008 to Summer 2010 indicates an
89% success rates for students in ADMJ 60 (Criminal Law) who had successfully completed
ADMJ 50.
Similarly, success rates are high across gender and group categories: Male = 89%;
Female = 88%; African-American = 93%; Latino = 100%; Asian = 100%; White = 70%.
Although we have no required course sequence, 52% of successful ADMJ 50 students enroll in
ADMJ 60 within two years. (Note: Students often concurrently enroll in ADMJ 50 and 60.).
We will issue an advisory recommendation that students take the Introductory course
before taking any other course in the curriculum.
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 twelve (12) courses in Administration of Justice have been updated and approved by
the Curriculum Committee within the last five (5) years [Fall 2010]. We are in the process of
developing an Associate Science (AS) degree for Administration of Justice pursuant to the
Transfer Model Curriculum provisions of Senate Bill 1440.
In this process three new courses will be developed: Criminal Procedure; Introduction
to Juvenile Justice; and Introduction to Forensics. We also will be revising course outlines for
existing courses to bring them in line with course identifiers and outlines currently approved by
the Chancellor’s Office, California Community Colleges.
New course proposals and revisions to course outlines will be submitted to the
Curriculum Committee during the Fall, 2011. Upon approval by the Curriculum Committee and
expected approval from the state, the AS degree will be offered beginning in the Fall, 2012.
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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:
Currently, Administration of Justice has no budget. We will be seeking categorical funds to
support career-focused activities for students (e.g., trips, internships, speakers).
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:
A recent report by the Office of Institutional Research (OIR) indicated that Administration of
Justice is the third largest major at Chabot. Demand for courses is high and each semester,
enrollment is above capacity. Class enrollment routinely closes with students remaining on the
waiting list. During the last three years (Spring 2008 – Spring 2011), average enrollment across
all courses is 112%.
Enrollment in ADMJ 50, 60, and 61:
During the same two year period (Sp. 2009 – Sp. 2011), average enrollment in ADMJ 50
(Introduction to ADMJ) is 111%. We typically offer 3-4 sections each semester all sections
reach or exceed enrollment capacity. In ADMJ 60 (Criminal Law), average enrollment is 128%.
Typically, 1-2 sections are offered each semester. For ADMJ 61 (Evidence), average enrollment
is 117%.
Plans or Strategies:
Plans or underway to develop an Associate of Science (AS) degree for Administration of Justice
and a Transfer Model Curriculum (TMC) pursuant to Senate Bill 1440. Three new courses will
be added to the curriculum beginning in Fall 2012. Under the provisions of Senate Bill 1440,
students completing the AS degree are guaranteed admission in the California State University
system.
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Based on informal surveys of students, there is considerable interest in Forensics and Juvenile
Justice. This interest coupled with the guarantee of admission will probably increase enrollment
demand for Administration of Justice courses.
Community Access:
During the Spring 2011, we offered the introductory course (ADMJ 50) at our San Leandro
Center. Budget permitting, we will continue to offer such courses. Also, we are in discussions
with Eden Area Regional Occupation (ROP) program regarding an articulation agreement for
selected Administration of Justice courses.
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
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centage of courses in your discipline that have CLOs and rubrics developed:_50%_
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)
50%
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:_Not yet 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 the CLOs assessed within the
past three years, as per Chabot’s Assessment policy: __0%___
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__0%___
What questions or investigations arose as a result of these reflections or discussions?
Explain:
CLOs have not been assessed or reflected upon. Assessments will occur during the 2011-12
academic year.

What actions has your discipline determined that might be taken as a result of these
reflections, discussions, and insights?
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Actions planned:
NOT APPLICABLE.

What course-level and programmatic strengths have the assessment reflections revealed?
Strengths revealed:
NOT APPLICABLE
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Percentage of programs within your discipline that have established at least two PLOs, and
mapped appropriate CLOs to them:__0%____
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? __Not yet
assessed_______________
_________________________________________________________________________
_____
In which if any of the College-wide Learning Goals Faculty Inquiry Groups have
discipline member(s) participated?
______None_______________________________________________
_________________________________________________________________________
_____
Insights gained:
NOT APPLICABLE
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:
Beginning in Fall 2011, Administration of Justice will actively connect students to learning
resources such as the WRAC center and PATH Learning Connection. We have no current data
regarding potential student demand for the services but will survey students at the end of the
spring semester, 2011.
Also, faculty in several social science disciplines have begun informal discussions about the
feasibility of contextualized learning laboratory for social science to provide content-based basic
skills support for students in the discipline.
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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.).
A recent report by the Office of Institutional Research indicated that Administration of Justice
was the third largest major at Chabot College. Average enrollment across all classes for the last
three academic periods is 112%. Even with expanded enrollment, enrollment in AJ classes
routinely close with people still on the waiting list. Demand for ADMJ courses is expected to
increase with the approval of the proposed Associate of Science degree with the Transfer Model
Curriculum (TMC). Under provisions of Senate Bill 1440, students completing the degree
requirements will be guaranteed admission to the California State University system.
The Chancellor's Office, California Community Colleges recommended that Transfer, CTE, and
Basic Skills courses be given priority during this budget crisis. Administration of Justice courses
are both Transfer and CTE and the attainment and improvement of contextualized basic skills is
a part of our action plan.
Finally, the employment outlook for students going in the field is excellent. Administration of
Justice is a high growth occupation. The California Occupational Outlook for Law Enforcement
projects 23,800 employment openings between 2008-18 (new and replacement). The median
salary for these positions is positions is $79,450 or $38.19 hourly.
Section B – Data Summary
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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:
The data review showed the need for student academic support, particularly with the introductory
course. The research also showed a gap between the performance of African American students
and that of other ethnicities. Moreover, the research indicates a positive correlation between the
highest level of English completed and student success. In response to these findings, we are
developing an Academic Discipline Support course for ADMJ 50 (Introduction to Administration
of Justice) and ADMJ 61 (Evidence). Also, we will be exploring new pedagogical approaches
(e.g., online/hybrid courses) that may improve student success.
However, the data clearly shows the need for additional full-time faculty to implement and
institutionalize these strategies. Part-time faculty members are a critical and important part of our
program. They bring a tremendous amount of real-world experience to our students. However,
the limits on their time impacts student advising as well as curriculum review and assessment.
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The full-time to faculty ratio in Administration of Justice for the past three years is: 40:60. This
is well-below the statutory mandate of 75:25.
The data review also highlighted that the development of PLOs and CLOs have not been
completed and that CLO assessment plan has not been submitted. Drafts of the PLOs and CLOs
have been completed and are being reviewed. All PLOs and CLOs as well as a CLO assessment
plan will be completed during and submitted during the Summer 2011.
Course outlines need to be reviewed to align them with course descriptions approved by the
Chancellor’s Office for the proposed Associate of Science degree. Course outlines will be
reviewed during the Summer 2011.
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
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I.
Action Plan Timeline: Detail the timeline for accomplishing your goals
PLOs and/or Program
Goal(s)
Timeline
Activity
Support Needed to
Accomplish These
Activities*
Outcome(s) Expected
Person(s)
Responsible
Program Goal: Improve
2011-2012
success rates in ADMJ 50,
ADMJ 61 and other courses.
Development of an academic
support course in collaboration
with Counseling.
Access to Technology and Improve student success in
William Hanson
web support.
targeted courses. Improvement
in critical reading and analysis.
PLO #2: Help students
understand the interdisciplinary nature of
criminal justice.
2011-2013
Development of a Law and
Democracy Speaker Series and
interdisciplinary capstone course
in collaboration with Social
Science faculty. Conduct civic
engagement survey.
Not applicable
Program Goal: Complete
PLOs and CLOs for all
courses and submit CLO
assessment plan.
Summer 2011
Update CLOs and PLOs on
eLumen.
Not applicable
Program Goal: Conduct
assessment of all CLOs.
2011-2012
Accomplished?
Yes/No/In
Progress
Increased engagement of
William Hanson
faculty and students in civic
Sara Parker
affairs and development of an
Research support - Office honors-type course that exposes
of Institutional Research students to issues related to law
and democracy.
(OIR)
Completed PLOs and CLOs
will provide the framework for
course assessments.
William Hanson
Work with adjuncts to complete
Not applicable
CLO assessments during Fall and
Spring semester.
Obtain data that will inform
course content/coverage and
pedagogical approaches that
support student success.
William Hanson
Program Goal: Establish a Fall 2011
learning community with
Adjunct faculty. Establish
an Administration of Justice
student club.
Seek categorical or Perkins Funds Not applicable
to support learning community.
Greater collaboration on
curriculum and instructional
issues. Club will be a vehicle
to explore emerging issues and
to facilitate industry contacts
and career opportunities.
William Hanson
Program Goal: Establish
advisory committee for
Administration of Justice.
Summer 2011
Invitations to potential members;
convening potential members;
development and approval of
charter documents;
Not applicable
Expanded opportunities for
student employment and
internships. Industry input into
the curriculum.
William Hanson
Program Goal: Integrate
online learning into
curriculum.
2011-2012
Develop hybrid-online course for
ADMJ 50.
Technology and web
support.
Improve student success.
William Hanson
Conduct survey to gauge student
interest. Serve as a faculty
advisor to club.
10
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.
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
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
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Vision Leadership and Innovation
Improve institutional effectiveness
Streamline academic and student support services
Professional development to support teaching, learning and operational needs
Support effective communication both in the college and the community
Provide safe, secure and up-to-date facilities and technology
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