Program Review and Action Planning – YEAR TWO
Action Plan Progress Report
Division
Program
Contact Person
Date
Social Sciences
Geography
Don Plondke
Feb. 25, 2011 (report retroactive to academic year 2009-2010)
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?
A primary concern related to the achievability of learning outcomes in Geography is the
consistent observation among Geography faculty that significant disparities exist among
students in the level of preparation for college-level work, particularly in the areas of
reading comprehension, quantitative methods, and critical thinking skills. This raises
questions pertaining to one or more contributing factors in the inadequate preparation
among students entering Geography courses.
II. List your accomplishments: How do they relate to your program review and PLO
work? Please cite any relevant data elements (e.g., efficiency, persistence, success, FT/PT
faculty ratios, SLO/PLO assessment results, external accreditation demands, etc.).
1. In 2005, the Social Sciences Division obtained state approval for a new A.A. degree offering in
Geography.
2. In the fall semester of 2006, the Curriculum Committee approved a new program in Geography
offering a Certificate of Completion in Geographic Information Systems.
3. For the first time, in Spring 2010, we conducted the new course Geography 21, Spatial Analysis
with Geographic Information Systems (GIS), a 2nd-level course that provides students with handson experience with advanced tools and functionality of state-of-the-art hardware and software for
mapping and geographic analysis applications.
4. We upgraded our PC lab and enlarged its student capacity with the opening of renovated Building
500 and installation of GIS on the new computers.
5. Enrollment increased in our third offering of Geography 5-online from 46 in Spring 2009 to 49 in
Spring 2010. Several internet-linked components have been added to the Blackboard interface
for Geography 5-online.
6. We implemented our Basic Skills project that utilizes the resources of The Learning Connection
and employs peer tutors and learning assistants to assist in improvement of student success
rates through supplemental tutoring of students in basic geographic concepts.
7. We developed the new course, GEOG 19, Geographic Information Systems for the Social
Sciences, and gained its approval from the Curriculum Committee.
8. We have completed development of course-level learning outcomes (CLOs) for GEOG 1, 1L, 2,
5, 8, 10, 19, 20, and 21.
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9. We have completed development of program-level learning outcomes (PLOs) for the Geography
AA degree program and the Geographic Information Systems Certificate of Completion program.
10. A full assessment cycle of CLOs in Geography 20 (Introduction to GIS) was completed using
assessment data compiled for Fall 2010. Assessment results documented high rates of student
success in GEOG 20 and in achieving learning outcomes. Ideas for course pedagogical
development were discussed and entered into SLOAC’s online system.
11. SLO assessment data for GEOG 1 and 2 has been collected and is being analyzed this
semester. Detailed SLO assessment data for GEOG 1 and 2 has been used since the Fall
semester, 2008, in support of the Basic Skills Initiative (see #6, above) to determine the value of
peer-assisted tutoring help (PATH) in improving student understanding of essential geographic
concepts.
12. Full-time faculty member Don Plondke completed a semester of training in the Reading
Apprenticeship program and is implementing strategies and techniques for improving students’
interaction with geography texts in GEOG 2, Cultural Geography, Spring 2011.
13. Enrollment in GIS, GEOG 20, has grown by a factor of more than 3x in academic year 2010-11
over previous years.
14. Along with Social Science Dean Dr. Susan Sperling, Geography has spearheaded development
of and Environmental Studies program at Chabot. Geography developed, and gained Curriculum
Committee approval for, a new course, Geography 10 (Global Environmental Problems) to
anchor the developing curriculum proposal for an Environmental Studies program. Geography,
along with other Social Science faculty has participated in a program between Chabot and San
Lorenzo High School to link Environmental Studies, Geography, and GIS, as well as other
disciplines at Chabot, with the “Green Engineering and Technology School” (so-called “Green
Academy”) in progress at San Lorenzo.
15. ENROLLMENT TRENDS Fall 2007-Spring 2010: Between Fall 2007 and Spring 2010, total
Chabot enrolled students increased by 6.8% (up from 14,328 to 15,304—see Student
Characteristics Report). By comparison, Geography enrollments increased 31.4% over the same
period. Over the 3 academic years, Geography as a discipline generated a WSCH/FTEF of 740.
Enrollments in our “bread and butter” course, GEOG 1, generate consistently high WSCH/FTEF
(Chart 2), totaling 801 WSCH/FTEF over the same period. The one-semester average total
enrollment in GEOG 1 between Fall 2007 and Spring 2010 was 361 (Chart 4), up from an
average of 321 over the three previous academic years (Fall 2004-Spring 2007).
16. SUCCESS RATES Fall 2007-Spring 2010: Overall success rates in Geography over these 6
semesters shows a clear upward trend ranging from 61% to 72%, exceeding success rates for
the college as a whole (CHART 5). CHART 6 shows success rates in Geography by course. The
highest rates of success are in GEOG 2 and GEOG 12. Generally, success rates in GEOG 1 are
lower by 5-10 percentage points than rates for the other Geography courses. This is partly
attributable to the students’ sets of analytical skills that are challenged in a natural science course
(GEOG 1) vis à vis those on the social science side of geography. Very large class sizes for
GEOG 1 and inconsistent attendance by large proportions of students in these classes also
contribute to lower success rates. Success rates in Physical Geography Laboratory (GEOG 1L)
and Geographic Information Systems (GEOG 20) are consistently very high. In GEOG 1L
particularly, success rates exceed 85% every semester. This consistency likely is due to the
pedagogical method of course delivery. Student performance depends upon completion of weekly
exercises that apply principles of physical geography to map reading, spatial analysis problems,
and observation of the environment. Students who persist in weekly completion of the sequence
of exercises are almost invariably successful in the course.
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CHART 1. Geography enrollments Fall 2007 – Spring 2010
CHART 2. Geography WSCH/FTEF Fall 2007 – Spring 2010
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CHART 3. Geography enrollments by course, Fall 2007 – Spring 2010
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CHART 4. Geography 1 enrollments Fall 2007 – Spring 2010
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CHART 5. Geography success rates Fall 2007 – Spring 2010
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CHART 6. Geography success rates by course, Fall 2007 – Spring 2010
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:__75%___
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)__
75%__
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:_3-19-10
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
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


Percentage of courses in your discipline that have had all the CLOs assessed within the
past three years, as per Chabot’s Assessment policy: __33%__
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_20%__
What questions or investigations arose as a result of these reflections or discussions?
Explain: In review of CLO assessments for GEOG 20 (Introduction to Geographic Information
Systems) we have found that GIS students do progress in their development of skills in
manipulating GIS software tools and map features. The sequence of GIS exercises is designed to
provide for this development process. However, communication with students has indicated that
they frequently do not develop a satisfactory level of understanding and familiarity with the
terminology and definitions of GIS components. While the exercises give students practice in
using the functional tools and data types of GIS, the "hands-on" pedagogical strategy does not
necessarily assure students' grasp of definitions and the vocabulary of GIS.

What actions has your discipline determined that might be taken as a result of these
reflections, discussions, and insights?
Actions planned: Students could be provided with additional supplemental reading in GIS and
handouts to reinforce the meaning of key terminology and clarify the appropriate uses of GIS
components.

What course-level and programmatic strengths have the assessment reflections revealed?
Strengths revealed: The pedagogical strategy of using weekly exercises to allow students to
actively engage with the software and each other, and to practice with the functional tools of GIS
has yielded high rates of student success.


Percentage of programs within your discipline that have established at least two PLOs, and
mapped appropriate CLOs to them:__100%__
For this information, please see the Program-level Outcomes progress page from the
Assessment Progress and Plans webpage:
http://www.chabotcollege.edu/sloac/progress.asp
Which of the CWLGs do your discipline’s CLOs address? __global environmental
involvement, informed citizenship (especially cultural), exposure of students to state-ofthe-art information technology, critical thinking, problem solving, information literacy, and
others._____________________________________________
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
In which if any of the College-wide Learning Goals Faculty Inquiry Groups have
discipline member(s) participated? Reading Apprenticeship FIG, Basic Skills Social
Science FIG_________________________________________________________
Insights gained: 1) The Reading Apprenticeship strategies have potential to increase levels of
interaction between students and Geography textbooks. RA techniques have been implemented
in GEOG 2 in the spring semester, 2011. 2) The Social Science Division’s FIG has provided a
forum for evaluating the role of peer-assisted tutoring and learning assistants in attaining higher
rates of success among students in GEOG 1 (Physical Geography). The FIG has also shared
teaching methodologies that have been tested in Social Science classrooms.
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: OUR PART-TIME INSTRUCTIONAL ASSISTANT HAS PROVEN HIMSELF
CRITICAL IN THE SUCCESSFUL DELIVERY OF THE GEOGRAPHY CURRICULA
AND IN THE DEPENDABLE OPERATION OF THE SOCIAL SCIENCES COMPUTER
LABORATORY (ROOM 507): The Instructional Assistant is currently funded for 12 hours per
week. This is inadequate, but the amount has temporarily been forced upon us. For instructional
support and PC systems administration, we truly need 30-40 hours per week of work from the
Instructional Assistant.
The Social Sciences Computer Laboratory (room 507) contains 47 PC workstations for
use in computer-based instruction. It is not an “open” computer lab for everyday internet
and email utilization. It is a dedicated teaching laboratory, the outcome of careful
planning and a major capital investment in Chabot’s modernization under the Bond
Measure B program. Protection of our investment in this site that provides state-of-theart technology for teaching and learning requires a dedicated lab administrator with the
technical expertise and experience to keep the systems operating properly.
Geography has implemented and upgraded state-of-the-art technology in our computer
laboratory courses (GEOG 1L) since 1996 and in Geographic Information System (GIS)
classes (GEOG 19, 20, 21, 22) since 2000, using our well-maintained PC labs
successfully in advancing student learning. During this entire 15-year period, we have
employed the equivalent of an instructional assistant who fills several major, crucial
roles in maintaining the effectiveness of computer-based learning. This position is
essential for successful course delivery and implementation of our teaching
methodologies that are technology-based. The Social Sciences Computer Lab (room
507) is the heart of our facilities for providing a 21st century education for our students.
Our Instructional Assistant serves both faculty and students on a daily basis, and
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assures the operational integrity and dependability of the lab.
Our two programs in geography, the Geography AA degree and the GIS Certificate of
Completion, cannot function without an Instructional Assistant. Without an instructional
assistant, course offerings in Physical Geography Laboratory (GEOG 1L) and GIS
(GEOG 19, 20, 21, and 22) would have to be suspended indefinitely. The software used
for these classes is very specialized, tailored to the lab’s network architecture, and in
need of frequent updating and technical problem-solving. Each time a student has a
computer-related issue (“Why won’t my computer work?”, “I’m lost”, “The computer ate my files”, “I
must have missed something”, “I forgot how to log in”, etc.), the faculty member’s attention cannot
be diverted to the student(s) in need while the remaining students wait for the course to
continue. The Social Science Lab Instructional Assistant has provided the necessary
in-class technical expertise and support of students’ computer usage that has allowed
the faculty to focus on course content delivery and enable student success in learning
through usage of the lab’s resources.
Mr. Brian Beard has served faithfully in this position over 15 years, flexibly adapting to
changes in the lab’s configuration, system architecture, and course delivery techniques.
He provided valuable expertise during the process of designing the new lab facility and
was instrumental in making it operational. The lab now services not only physical
geography and GIS courses, but also computer-based instruction for the Social
Sciences, Science and Mathematics, and Language Arts Divisions. As Instructional
Assistant and PC Systems Administrator, Brian supports not only Social Science
instruction, but also faculty from many disciplines who regularly or periodically use the
lab for specialized applications. Brian has developed the expertise to configure the
computers and manage the databases so that they can provide student access to a
variety of instructional modules and web-based applications crossing many discipline
boundaries.
Geographic Information Systems (GIS) and Global Positioning Systems (GPS) are
revolutionizing the world of mapping and analyzing problems in geographic space. GIS
and GPS are the core technologies of interactive mapping and imaging on the internet.
Consider the worldwide popularity of internet sites such as Google Earth and Google
Maps, MapQuest, realtor.com, and the plethora of map and driving directions websites.
All are GIS-based. Every government and business organization that uses GIS/GPS
applications has a full-time GIS systems administrator to manage and maintain the
complex hardware and software architecture of GIS. Maintenance and successful
operation of our lab where GIS resources are centralized demands no less that a parttime Systems Administrator and Instructional Assistant.
Knowledge of the technological tools and capabilities of GIS infuses our students with
highly marketable skills. In our continuing effort to increase exposure of our students to
today’s technologies, we know that continuing to fund and fill this Instructional Assistant
position in the Social Sciences Computer Lab will help guarantee the best possible
learning environment for all faculty and students.
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LEARNING ASSISTANTS / PEER TUTORS
Geography has implemented peer-assisted tutoring, with the support of The Learning
Connection and the PATH Center, to provide additional instruction to students of
Physical Geography (GEOG1). We seek to employ 2-3 learning assistants who will
attend one section each of Geography 1, totaling approximately 42 in-class hours per
semester and 2-4 hours outside of class. Additionally, we seek to employ at least 2 peer
tutors per semester to hold tutoring sessions in the PATH center at the rate of
approximately 4 hours per week for about 10-12 weeks of the semester.
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.).
Future scheduling of Geography’s course offerings and Geography’s contribution to the
development of an Environmental Studies program (see Action Plan Timeline items #3 and #9,
below) will be affected by our coordination with the “Green Technology and Engineering
Academy” that is under development at San Lorenzo High School. The proposal for pilot
collaboration between San Lorenzo H.S. “Green Academy” and Chabot will likely involve
concurrent enrollment of about 30 H.S. students in our GIS course GEOG 19, as well as GEOG
1, GEOG 2, and GEOG 10.
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V.
Action Plan Timeline Update: Cut and paste your previous timeline from Year One and update the “Accomplished?”
column. List any new PLOs or program goals and activities you may have in the second chart.
PLOs and/or Program
Goal(s) from Year
One
Timeline
Activity
Support Needed to
Accomplish these
Activities*
1.Maintain or increase
enrollment in GEOG 1
and 1L
ongoing
repeat scheduling 1 evening
section of Geog 1 spring & fall;
schedule 6 morning and
afternoon sections of Geog 1
2. Keep updating
pedagogical devices
using developing
technologies
ongoing
continuously update multidimensional teaching resources
supporting pedagogical devices
using developing technologies
(e.g. GPS equipment and GIS
software)
technology—some
supplied by Bond
Measure B upgrades
3. Contribute to the
Fall 2010-Spring
development of a multi- 2012
disciplinary
Environmental Studies
program
Work with division dean, other
faculty, and Curriculum
Committee to develop
Environmental Studies
program
4. Continue analysis of
enrollment trends and
success rates
ongoing
Basic skills initiative data
collection in GEOG 1, 2
5. Improve student
learning of essential
geographic concepts
Spring 2009present
6. Upgrade GIS/GPS
software and innovate
new modules for
teaching GIS
7. Increase enrollment
in GIS classes
Outcome(s) Expected
Person(s)
Responsible
Accomplished?
Yes/No/In
Progress
growing enrollments
Plondke, Anderes
Yes
technology-enhanced
classrooms, GIS software
updates, installation of GPS
system
Plondke, Anderes
In Progress
Guidance from dean,
AA program in Environmental
counseling, Curriculum
Studies
Committee and interested
faculty
Plondke, Sperling,
Giovanola, Harbin
In Progress
Class-WEB, Institutional
Research
hopefully, higher enrollments
and success rates
Plondke
In Progress
Implement basic skills initiative PATH
to improve student success in
Geography 1 through peer
tutoring and supplemental
learning resources
peer tutors serving GEOG 1
students
Plondke, peer tutors
Isabel Macasieb,
Muhammed Malik
In Progress;
ongoing
academic year
2011-2012
guidance from div. dean
Request funding for new fulltime faculty hire for Geography and Faculty Prioritization
Committee
to teach GIS courses and
promote new enrollment in GIS
occupational program
1 full-time Geography
Instructor hire
Plondke, Sperling
Spring 2008Spring 2012
Offer advanced GIS courses
(Geog 21, 22); recruit students
qualified for enrollment in GIS
courses.
published flyers and
posted announcements
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consistently higher enrollment Plondke
in GEOG 20—did enroll 32 in
fall ’10 and 26 in spring ’11.
GEOG 21 successful in spr ‘10
futuristic, given
current climate
Yes, for GEOG
20, In Progress
for GEOG 21,
22
NEW GOALS:
New PLOs and/or
Program Goal(s)
Timeline
Activity
8. Maintain enrollment
in GEOG 1 and 1L
Fall 2011
9. Offer regularly new
course GEOG 19,
Geographic
Information Systems
for the Social Sciences
Fall 2010-Spring collaborate with San Lorenzo
2012 and
H.S. faculty involved in the
forward
‘Green Academy’ program
associated with Environmental
Studies
Support Needed to
Accomplish these
Activities*
recruit new adjunct faculty to
teach Geography 1 and 1L in
anticipation of 1 full-time
faculty retirement
Outcome(s) Expected
Person(s)
Responsible
new adjunct faculty hires
Plondke, Sperling
GEOG 19 offered every
semester
Plondke, Sperling,
San Lorenzo H.S.
faculty
Accomplished?
Yes/No/In
Progress
YEAR
TWO
10. Develop a joint
Spring 2011-Fall research and meeting to develop college and university
Geography/Anthropolo 2012
course sequences and program models
gy AA degree program
rationale
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new multi-disciplinary AA
program in
Geography/Anthropology
Plondke, Giovanola,
Sperling
LEAVE
BLANK
Definitions of terms:
1. Program Goal = A general statement of what the program hopes to accomplish, for the longterm. 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
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