Academic Program Review and Action Planning – YEAR ONE
Division
Program
Contact Person
Date
Social Sciences
Political Science
Sara Parker
March 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:
The trends I describe in political science are fairly consistent over the last 3 years. Because the
Introduction to American Government course serves, by far, the most number of students taking
courses in Political Science, I evaluate this course in greater detail in comparison to the other courses
in Political Science.
The success rates in Introduction to American Government have been improving slowly and are
currently around 60%. This is about 7 percentage points lower than overall success rates across the
school and about 6 percentage points lower than the average across Social Science. The withdrawal
percentage in Political Science is almost identical to campus wide rates, which indicates that nonsuccess in this introductory course is higher than it is campus-wide. There are several interesting
demographic trends in Political Science worth mentioning. Data from Fall 2009 showed that Political
Science students are more likely to be beginning students (89% were Freshman or Sophomores
compared to 73% college wide) and younger (66% were ages 21 or younger compared to 40%
college wide).
Success rates in the online only version of American government vary from semester to semester. In
Spring 2010, the success rates in the online American Government course were substantially higher
than the discipline as a whole, but this has not always been the case. One area of inquiry this raises is
to evaluate or compare the level of difficulty, assignments, and evaluation systems between face-toface and online versions of the same course and have a conversation amongst the faculty with regard
Academic Program Review and Planning for 2011-14
Page 1 of 19
to what we find and what adjustments can/should be made.
There are no significant variations in the success rate between males and females in political science
courses broadly or in the American Government course. There are differences in the success rates
when comparing minority students to white students. The white student population has success rates
in POSC 1 more in line with college wide success rates, about 63%, while African Americans have
success rates closer to 50%, Asian Americans in the mid 60% range and Latino students in the lower
60% range on average. In order to get a sense of whether student levels of preparation are an
explanation for disparate success rates I will be giving an assessment at the beginning of the semester
during the 2011-12 academic year; an action item identified in this program review. The results of
this will provide some initial data by which Political Science can best determine a proposed course of
action to address divergent success rates.
There are only minor differences in success rates across political science courses. Students have been
slightly more successful in Comparative Politics (POSC 20) and International Relations (POSC 30)
compared to American Government. A reasonable explanation for this is that these are targeted
courses more likely to attract students choosing them based on their interests and/or major rather than
to fulfill a transfer requirement. In Spring 2010 I requested data on the number of students who took
American Government (POSC 1) and went on to take a subsequent course political science within 2
years – the number was close to 10%. I will continue to monitor this to learn a) whether success in
American Government contributes to higher rates of success in other courses and b) whether students
who take American Government are interested in taking additional courses within the discipline.
There is a strong correlation between level of English and Math preparedness and rate of success in
Political Science 1. In Fall 2009, 82% of students who had successfully completed English 1A
passed POSC 1; 66% of students who had passed English 102/101A/B passed POSC 1 and only 47%
of students who had not passed an English course passed POSC 1.
Some of the strategies I am either investigating or implementing to improve success rates in Political
Science are as follows - in no particular order. The progress in implementing these are noted in
parentheses:
 Utilization of a case study approach (under experiment Spring 2011)
 Emphasis on contemporary events (under experiment since Fall 2010)
 Campus wide programming, interdisciplinary/collaborative effort (underway, ongoing)
 Utilizing the Learning Connection – Tutors, WRAC and library orientations (underway,
ongoing)
 Diagnostic assessment to be given at the beginning of the semester for the opportunity to
gather better information about levels of preparation and to better differentiate learning
(proposed inquiry for 2011-12)
 Varied classroom styles – group work to facilitate peer to peer learning (underway, ongoing)
 Additional full time faculty for more one-on-one attention with students (staffing request)
 Learning communities to foster better faculty support and help students connect material from
multiple courses (under consideration)
 Establishment of a 1 unit learning skills course (under consideration)
II. Course Sequence (Data from 2 previous years)
Note: Answer this question if you have been provided data about course sequences in your discipline.
Academic Program Review and Planning for 2011-14
Page 2 of 19


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:
N/A the courses in Political Science are not sequential. Based on only one semester of data that
suggests students who successfully pass American Government (POSC 1) are far more likely to pass
California, State, and Local Politics (POSC 25), I will continue to monitor this statistic in future
semesters. If the pattern continues, it will be worth investigating the establishment of a pre-requisite
for this 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 courses in political science were updated (and approved by the Curriculum Committee) in
January 2010. One course was eliminated and 3 new courses have been developed (Selected Topics
in Comparative Politics and two leadership courses designed to support student government and
student leaders). The courses currently offered are in line with undergraduate courses required for a
political science major at CSU and UC campuses.
An AA degree in political science was approved at Chabot in Spring 2010 and is currently awaiting
state approval. I have been involved with development of the AA transfer degree currently under
discussion at the state level. I have developed a long-term schedule to ensure that all political science
courses are offered on a regular and predictable basis so that students interested in obtaining an AA in
political science can do so in a timely manner.
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:
Political Science does not currently have a budget.
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.
Academic Program Review and Planning for 2011-14
Page 3 of 19


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:
Overall enrollment trends: Classes in Political Science are above capacity. In Spring 2011, the
enrollment in Introduction to American Government is 119.4% and 109.7% across Political Science.
Political science courses are 100% full before the start of the semester. Over the last two years we
have offered courses that had not been offered for many years including: California, State and Local
Politics and Political Theory. The Political Theory course was in high demand and will be offered
once a year. The CA course will be offered in alternate Fall semesters to coincide with election years
and I believe this will consistently fill up. Online courses in American government fill first during
enrollment and there is demand for an additional American government course online. However, an
additional online course will not be added at the expense of a face-to-face course. The International
Relations course has filled every semester since Fall 2009. The demand for the course has grown and
this semester (Spring 2011) I added a second section in the evening.
Enrollment trends in American Government: The first course to fill is the Introduction to American
Government course, which helps fulfill the 6-unit CSU American Institutions Requirement as well as
AA and transfer requirements. Especially for those students who prefer not to take two history
courses to fulfill the Institutions requirement, or who prefer to take a course that fulfills all 3 aspects
of the Institutions requirement, American Government is the only alternative.
In Spring 2011 at census, American Government courses were serving 68 students above the class
cap (or 19% above capacity) – enough for almost two additional sections. For the last two years,
about 80% of the courses offered have been American Government sections and 20% have been other
course offerings, allowing for about 8 American Government sections, 1 International Relations
course, and 1 or 2 “other” courses. The other 5 political science courses (CA politics, Political
Theory, Comparative Politics, and Selected Topics, and Contemporary Issues) are offered in alternate
semesters. At least 2 more American Government courses would fill each semester.
As the mission of the Social Sciences division states, “The programs in this division are committed to
fostering in students an awareness of the importance of active civic engagement and responsibility, a
value for diversity within the context of a rich and complex society, and a broad understanding of the
social science methods that enable informed citizens to make better choices. This value for the
diverse richness and continuity of human society greatly contributes to a productive, fulfilling career
and life experience.” The American Government course contributes to a thriving civil society
generally and an informed and engaged campus.
The Political Science program is currently awaiting state approval for a recently developed AA
degree in Political Science. The AA degree requires students to take 5 out of the 7 courses offered in
political science. An informal survey of approximately 140 American Government students in
Spring 2010 found that: 30 students would be “highly likely” (19) or “somewhat likely” (11) to take
Political Theory if offered; 27 students would be “highly likely” (12) or “somewhat likely” (15) to
take CA, State, and Local Politics if offered; 29 students would be “highly likely” (15) or “somewhat
likely” (14) to take Contemporary Issues in American Politics so I believe there is great demand not
Academic Program Review and Planning for 2011-14
Page 4 of 19
just for the American Government course, but for all of the courses offered by the discipline.
Plans or strategies: There are no upcoming changes that would affect scheduling in this department.
Scheduling and access to courses: Scheduling in political science is done to ensure that there are
courses offerings are spread across the week and at various times throughout the day. At least one
evening and one afternoon class is offered every semester, with the evening course rotating to allow
for the possibility that some students may only take night classes. This semester, Political Science is
participating in the East Bay Teachers Pathway program by offering one American Government
course for the inaugural cohort of students.
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%
For this information, please see the list of which courses do and do not have CLOs on the
SLOAC’s main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Percentage of courses in your discipline that have the minimum number of CLOs developed:
(1 unit = 1 or more CLO, 2 units = 2 or more CLOs, 3 or more units = 3 or more CLOs) 100%
For this information, please see the CLO spreadsheet on the SLOAC’s main webpage:
http://www.chabotcollege.edu/sloac/default.asp
Date the CLO Assessment schedule was submitted: Completed on Flex Day on March 19,
2010 and updated on May 27, 2010.
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: 66% of previously existing courses. (A new course
to be offered in Fall 2011 was not included in this statistic.)
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 66%
What questions or investigations arose as a result of these reflections or discussions? (see below)
Explain:
International Relations Assessment, Fall 2009
As a result of an assessment in International Relations, it became clear that the more hands on
activities and teaching methods that encouraged and required students to draw connections between
theory and reality had the most effective impact on student achievement. Therefore, I reorganized the
lectures and assignments to be more case study based. I put together an edited anthology in order to
tailor the readings in the course to this overarching goal. The book was available to Chabot students
Academic Program Review and Planning for 2011-14
Page 5 of 19
starting this year and will be released nationally in Fall 2011. This was extremely successful in Fall
2010. Although I did not conduct another assessment, the completion rate in the course and the
percentage of students who received an “A” or “B” in the course went up dramatically.
California Government Assessment, Fall 2010
An assessment of the California Government class in Fall 2010 showed that students were more
successful on the learning outcomes that had to do with contemporary events than they were on the
outcome requiring them to compare and contrast the structure of CA government with the federal
government. For example, SLO 1 requires students to describe the structure of CA government, the
duties of each branch, and to compare/contrast its structure with the federal government. 59.3% of
students earned a “3” or a “4”. For SLO 2, define direct democracy, explain its historical
development in CA and analyze its strengths and weaknesses, 75% of students earned a “3” or a “4”.
On the 3rd SLO, Identify, discuss, and analyze contemporary policy issues facing California and local
governments, 66.6% of students earned a “3” or a “4”. This class had many guest speakers, focused
heavily on the 2010 state elections, and incorporated a field trip to Sacramento, so it was very hands
on – this might have contributed to the lower scores on the SLO specifically pertaining to course
content at the expense of extremely strong performance on their knowledge of contemporary events
(i.e. direct democracy).
Data confirmed a strong suspicion of mine that students who had previously taken American
Government were better able to grasp the concepts in the class pertaining to structure and process.
(77% of students who previously took American Government were successfully compared to 52%
who had not.) Therefore, I will continue to monitor this data and whether it indicates serious
consideration of making American Government a pre-requisite for the California, State and Local
Politics course.
American Government Assessment, Fall 2010
An assessment in American Government in Fall 2010 was the largest assessment completed to date in
Political Science. It involved 5 sections out of the 8 offered and included both online and face-toface courses. Unfortunately, there was some confusion over which set of SLOs to use because of
updates to SLOs in Political Science, a change in the Political Science rubric (POLI became POSC),
and changes in the E-lumen interface. Some of the faculty inadvertently entered information for the
older SLOs making it impossible to evaluate cumulative results.
Here are some of the results of the assessment on each of the 3 SLOs in American Government:
1) The ability to take and persuasively support a political position with evidence and
argumentation
o 67.9% of students were “competent” (score of 3) or “accomplished” (score of 4) and
10.1% (score of 0 or 1) were not.
o Our courses ask students to think critically and to base their assertions in fact. The
assessment shows that we have been successful in achieving this goal.
o Higher order thinking should be thread throughout the American Government
curriculum – in our assignments, evaluations, and approach to the content.
2) Understand the origins, structure, and institutions of the American Political system and the
value of this knowledge in sustaining American Democracy
o 62.1% of students were able to demonstrate this understanding (score of 3 or 4), 16%
were not (score of 0 or 1).
o This assessment showed an even spread across all levels of competency. While
Academic Program Review and Planning for 2011-14
Page 6 of 19
students may be able to identify certain aspects of American Democracy, it is
important that students also be able to demonstrate the meaning of what they are
learning.
3) Explain the principles and major provisions of the United States and California Constitutions
o 57.3% of students were able to explain the principles and procedures (score of 3 or 4),
10.1% were not (score of 0 or 1).
o In terms of content knowledge, this is the area where assessment showed the lowest
degree of mastery.
o From anecdotal evidence, students in my American Government sections demonstrate
greater proficiency on the American Government content than the California content
as we spend more time on the former than the latter.
Political Theory Assessment, planned Spring 2011
Political Science will be testing an alternative assessment method in the Political Theory class by
participating in the Qualitative Assessment FIG being facilitated by faculty members William
Hanson and Mireille Giovanola. This process will involve a focus group approach to evaluating
student learning outcomes for the Political Theory course.

What actions has your discipline determined that might be taken as a result of these reflections,
discussions, and insights?
Actions planned:
 Evaluate the balance of contemporary events versus procedural information in the American
and California Government courses, as well as how to better link the two.
 Research the possibility of making American Government a prerequisite for the CA course by
continuing to monitor the success rates of students in this course.
 Evaluate the relative balance of American vs. California content in American Government.
 Share best practices regarding assignments, methods, and approaches that are working well.
 Work to improve success rates in American Government.

What course-level and programmatic strengths have the assessment reflections revealed?
Strengths revealed:
 Faculty is having success in engaging students with the material.
 Linking the timing and content of courses with contemporary events, such as offering the
California course to coincide with the Fall 2010 elections, leads to increased student
awareness of current events and makes it possible to link theory and practice more directly.
 A majority of students in political science demonstrate competency or accomplishment on all
SLOs assessed in the discipline so far.



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? All of them.
In which if any of the College-wide Learning Goals Faculty Inquiry Groups have discipline
member(s) participated? Global and Cultural Awareness (Sara Parker)
Academic Program Review and Planning for 2011-14
Page 7 of 19
Insights gained:
 Participating in the Global and Cultural awareness FIG helped me to understand how the
college wide goals were being implemented across the curriculum.
 The political science department emphasizes an international or global perspective across its
curriculum. While my participation in the FIG focused on the international relations course,
the cross campus conversation contributed to a greater focus on global and cultural awareness
throughout the political science curriculum. This can be identified in the Course Outlines of
Record for Political Science, which were revised in January 2010.
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? Use: 10; Need: 15
Explain:
Political Science re-initiated one-on-one support tutors through the PATH Learning Connection in
Spring 2010. The tutor’s hours were filled by about half way through the semester (approx. 6 hrs).
For the next academic year, I will request enough tutors for 15 hours a week – to serve roughly 15
students. This still may not meet demand. There were 21 political science visits to the Learning
Connection in Spring 2010, the most recent semester in which data is available.
Tutoring is immensely helpful for the students that receive it. In Fall 2010, all regular tutees did well
in their classes. There is ample evidence to support the positive effect of tutoring on the success rates
for Political Science. From Fall 2007 through Spring 2010, students who received tutoring for POSC
1 successfully passed the course at a rate of 9 percentage points higher than students who did not
receive tutoring. Furthermore, tutor reports from the learning connection provide valuable feedback
to instructors; they have helped me better respond to student needs.
Political Science students have also taken advantage of the WRAC center, with 34 students visiting
for political science related support with writing during the academic year 2009-2010.
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.).
Political Science is a critical part of a well-rounded education and central to modern demands of
democratic citizenship. It is an important and very popular major at colleges and universities locally,
across California, and the United States. For example:
 PS was the 2nd largest major at UC Berkeley in 2009, with 766 students.
 PS was the 2nd largest major in the Social Sciences Division at CSEUB in 2008-9 with 48
degrees granted out of 297.
 PS was the largest major in the Social Sciences Division at SFSU in 2008-9 with 137 degrees
granted out of 743. An additional 100 degrees were grated in International Relations.
 PS was the 7th largest degree granted at UC Davis in 2009 with 200 graduates; International
Relations was 12th with 172 degrees conferred.
Academic Program Review and Planning for 2011-14
Page 8 of 19


The Princeton Review identifies PS as the 9th most popular major in the U.S. in 2010 preparing students for diverse career paths - from lawyer to politician to journalist.
PS is one of the strongest paying non-engineering majors.
Academic Program Review and Planning for 2011-14
Page 9 of 19
10
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: Improved
student success rates in
American Government
courses
2011-2012
Conduct a diagnostic assessment
in American Government classes
N/A
Data that will help the program Sara Parker
to design appropriate processes
and set goals to help improve
student success rates in
American Government.
PLO #2: Familiarize
students with issues
surrounding the exercise
of political power
2011-2013
Development of a Law and
Democracy Speaker Series and
interdisciplinary capstone course
N/A
Greater participation in on Sara Parker and
campus events and creation of a William Hanson
high demand honors-type
course to promote issues of law
and democracy.
Program Goal: Prioritize
2011-2012
contemporary events and
application of theoretical
ideas to practice across the
Political Science Curriculum
1) Conduct a civic engagement
survey
1) Institutional Research
Office
Improved success rates for
SLOs: POSC 1.1, POSC
2) Collaborate within the
discipline on curricular
approaches
2) N/A
12.2, POSC 20.2, POSC
20.3, POSC 25.1, POSC
25.3, POSC 25.4, POSC
30.1, 30.2
Program Goal: Graduate 510 students with a Political
Science AA
1) Offer appropriate courses to
support students seeking an AA
degree (once approved by the
state)
2013
N/A
2) Look into the feasibility of
offering an AA transfer degree or
adapting the previously developed
degree to conform to the transfer
degree
Program Goal: Continue to
support and grow the
Political Science Club
2011-2013
Offer advising support to the
recently created Political Science
Club
ASCC, ICC support
11
Sara Parker
YEAR
ONE
Have between 5 and 10
Sara Parker
students declare Political
Science as a major and graduate
with the AA degree by Spring
2013.
Continue to meet regularly;
offer events and activities;
engage in community building
activities
Accomplished?
Yes/No/In
Progress
Sara Parker
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
Vision Leadership and Innovation
12
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
13
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.).
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
14






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 the CLOs 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:

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?
_________________________________________________________________________
_________________________________________________________________________
15

In which if any of the College-wide Learning Goals Faculty Inquiry Groups have
discipline member(s) participated?
_________________________________________________________________________
_________________________________________________________________________
Insights gained:
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:
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.).
16
V.
Action Plan Timeline Update: Cut and paste your previous timeline from Year One and update the “Accomplished?”
column. List any new PLOs or program goals and activities you may have in the second chart.
PLOs and/or Program
Goal(s) from Year
One
Timeline
Activity
Support Needed to
Accomplish these
Activities*
Outcome(s) Expected
Person(s)
Responsible
Accomplished?
Yes/No/In
Progress
New PLOs and/or
Program Goal(s)
Timeline
Activity
Support Needed to
Accomplish these
Activities*
Outcome(s) Expected
Person(s)
Responsible
Accomplished?
Yes/No/In
Progress
YEAR
TWO
LEAVE
BLANK
17
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:
Institutional Improvement:
13