Academic Program Review and Action Planning – YEAR ONE
Division
Program
Contact Person
Date
Social Science
Sociology
Dr. Susan Tong, Dr. Christina Mendoza
March 3, 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:
In examining the overall Basic Success data of the discipline of Sociology we are pleased to report
that the student success rates have improved 12 percent, from a low of 58 percent in Fall 2007 to 70
percent in Spring 2010. When compared to the overall Chabot college success rates, Sociology
success rates are consistent with the rest of the college.
The course in Sociology with the greatest success rates is SOCI 4 (Marriage and the Family). The
success rate of this course in the last three years has ranged 65 to 78 percent success. We attribute the
high success rates in this course to several reasons. This course is a specialized course that covers the
single topic relating to Sociology of the family and therefore attracts a select group of students.
Students who are majoring in the Social Sciences or who are planning to major in Sociology upon
transfer often enroll in this course and enter with a set of expectations of what they will learn from
this course. Non-Social Science majors who enroll in this class often choose this class as an elective
due to their general interest in the topic and often seek to apply what they have learned to their own
lives.
The course with the lowest success rates is SOCI 1 (Principles of Sociology). The success rate of this
course in the last three years has ranged from 57 to 67 percent success. We attribute the lower success
rates of this class primarily to the structure of this course. This course is a survey which covers ten to
fifteen different topical areas in Sociology and for many students this course is the first time students
Academic Program Review and Planning for 2011-14
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learn how to view and understand the social world from a Sociological perspective. We have been
addressing the student success rates by working together for the first time as a discipline. In February
2011, the faculty in Sociology met for the first time for a discipline meeting. The faculty members
present at the meeting represent each course that is offered in the discipline and 75 percent of the
course load currently taught this semester. At this meeting, we revised the SLOs and we will have all
courses assessed by the Fall 2011 semester. We also discussed requiring a workbook for our SOCI 1
courses which takes abstract sociological concepts and applies them to real world information.
In the comparative data on gender, we do not see any significant differences between the success
rates of men and women. The success rate for men in Fall 2007 was 58 percent and 69 percent in
2010. For women the pattern was almost identical with of 58 percent in Fall 2009 to 50 percent in
Spring 2010. We have reviewed the success rates by ethnicity and we are generally pleased. The
success rates in Sociology indicate that they have been fairly consistent across different courses and
years, with some significant improvements in a few areas. Specifically, the Latino student success
rates in SOCI 1, the most offered course in sociology, have improved by 19% since the Fall of 2007
semester. This pattern indicates that across courses, Latino student success rates have improved. The
success rate for Latino students shows improvement every semester with 47% success rate in the Fall
2007 to 66% success rate in the Fall 2010. Among all the groups, Asians and Filipinos, have the
highest success rate, followed by Whites. African Americans success rates have been consistent but
much lower than other groups. We consider this finding puzzling since Latinos, who are
socioeconomically comparable to African Americans, and in addition often learn English as a second
language, have success rates that have improved.
In addition, the success rates of Pacific Islanders have also improved from 59% in Fall 2007 to 73%
in Spring 2010. The White student success rates have also increased from 68% in Fall 2009 to 74% in
Spring 2010. A figure that is also notable is the percentage of withdrawal rate. The withdrawal rate
has decreased from Fall 2007 (25%) to Spring 2010 (12%).
In order to better understand who is succeeding in our classes, it would be useful to have the data on
the ethnic students broken down by gender. In addition, we would also find it useful to have data
comparing student success rates in day classes verses evening classes by ethnicity and gender. Before
the Year 2 program review report, we will inquire about the availability of this data. When comparing
gender, the same upward trend for success rates also exists for Sociology.
When comparing the success rates of the online classes to the face-to-face classes, the online classes
have slightly higher success rates than face-to-face classes. The SOCI 1 and SOCI 3 are offered both
as face-to-face and online. The data shows that there is a 5.44 percent difference in the success rates
between the online and face-to-face classes. We attribute this increase to the student demographics in
these classes. Students in online classes are often non-traditional students who have clear academic
goals and therefore are more likely to successfully complete the course.
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?
Academic Program Review and Planning for 2011-14
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
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
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 the courses in the discipline are updated. For more information on the plans for curriculum see
section B where we discuss the plans for a Sociology major. The only course that has not been
offered recently in this discipline is SOCI 10. This course has not been offered due to budget cuts.
This course is an elective but students may be counting on this course for completion of the Social
Science AA or the soon to be established Sociology major.
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, the discipline of Sociology does not have a budget.
In the long term we will need another full-time faculty. Currently we have two full-time faculty in
Sociology who teach 8 of 16 courses. One full-time instructor is currently a coordinator of a program
and will retire in the near future, which will leave the discipline with only one full-time faculty and
adjuncts teaching most of the classes.
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
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

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 data shows that all Sociology courses are overenrolled at over 100% on average.
Sociology is currently offering 16 classes. The course, SOCI 1, the discipline’s most offered course,
has been overenrolled by an average of 126% since Spring 2009. The other three courses consistently
offered are also overenrolled at over 100%. Since 2009, Sociology classes have been reduced from
21 classes in Spring 2009 to offering only 16 classes in Spring 2011. Our discipline is in need of
additional face-to-face courses and online courses to satisfy student demand.
Since sociology is applying to become a major under SB1440, we are making significant changes to
the curriculum. Please see Section B of this document for more information.
Sociology reaches out to the broader community by offering courses in the day, evening, and online.
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:__?______
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: __10%_____
For this information, please see Chabot’s Assessment Policy from the SLO/Assessment
Guidelines webpage:
Academic Program Review and Planning for 2011-14
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

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__10%_____
What questions or investigations arose as a result of these reflections or discussions?
Explain:
We decided at our faculty meeting in February 2011 to revise all SLOs for the courses currently
offered to better reflect what we want students to learn in our classes. SLOs have been revised and
will be assessed according to the following schedule:
Spring 2011 – SOCI 2; SOCI 3
Fall 2011 – SOCI 1; SOCI 4
Significantly, at least three Sociology faculty have agreed to used the same measurement tools to
assess the CLOs for SOCI 1, Fall 2011. This means that over 50 percent of our SOCI1 courses will be
assessed by the end of the Fall semester and the faculty will meet early Spring 2012 to analyze our
results and “close the loop” on over 66 percent of our SOCI courses.
Similarly, instructors of SOCI 2, SOCI 3 and SOCI 4, have agreed to complete assessment, analysis,
and recommendations for their course CLOs by January 2012.

What actions has your discipline determined that might be taken as a result of these reflections,
discussions, and insights?
Actions planned:
We have discussed the need to reassess new SLOs.

What course-level and programmatic strengths have the assessment reflections revealed?
Strengths revealed:
Not enough classes have been assessed yet to make a general statement.


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? __ask susan for
clarification_________
______________________________________________________________________________
Academic Program Review and Planning for 2011-14
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
In which if any of the College-wide Learning Goals Faculty Inquiry Groups have discipline
member(s)participated?_No._______________________________________________________
______________________________________________________________________________
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:
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.).
Academic Program Review and Planning for 2011-14
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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:
The basic data review of Sociology reveals that our course enrollments are over capacity and that
our overall student success rates are high.
A major “improvement” that we are implementing is to schedule regular discipline meetings
inviting all faculty who teach in the discipline. Our first meeting held in February 2011 was very
successful as we revised CLOs and agreed on a time table to assess all Sociology course CLOs by
the end of Fall 2011.
Most significantly, at this meeting we also discussed ways to improve student success in our Soci
1courses, specifically by providing hands on assignments to apply abstract concepts and ideas
learned in class (ties in very relevantly with Dr. James Zull’s presentation of how to change the
brain- Flex Day 3/3/2011).
This Spring Semester four instructors teaching a total of eight SOCI 1 courses agreed to adopt a
data analysis workbook as a complement to the textbook. This workbook provides students with
the opportunity to examine real data and learn how to read maps, tables and scatterplots and to
consider statistical significance. Closing the loop, in this course students will be asked to propose
and test a plausible sociological hypothesis using real data provided in the workbook. This
process will encourage students to learn concepts from the lecture and text, see how they are
applied by performing exercises and then use this information to propose and "test" a hypothesis.
We anticipate that future discipline meetings will be productive as we work to implement the new
Sociology major.
Proposed Significant Change in the Program: OFFER A MAJOR IN SOCIOLOGY
SB 1440 offers Sociology the opportunity to offer a major in the discipline with a clear pathway for
our students to transfer to the CSUs
The following is a brief review of this law:
SB 1440 establishes the Student Transfer Achievement Reform (STAR) Act. SB 1440 requires a
community college district to grant an associate degree for transfer to a student in that student’s
field of study once a student has met degree and transfer requirements for a particular major.
Upon completion of the transfer associate degree, the student is eligible for transfer with junior
standing into the California State University (CSU) system. Students will be given priority
consideration when applying to a particular program that is similar to the student’s community
college area of emphasis. The bill prohibits a community college district or campus from adding
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local course requirements in addition to requirements of the STAR Act, and prohibits the CSU
from requiring a transferring student to repeat courses similar to those taken at the community
college that counted toward their associate degree for
transfer.http://www.cccco.edu/ChancellorsOffice/Divisions/StudentServices/TransferArticulationH
ome/SB1440StudentTransfer/tabid/1809/Default.aspx
Previously we encouraged students interested in Sociology to major in Behavioral Science at Chabot
and then select Sociology as an upper division major when they transferred. This practice was
driven by the lack of lower division Sociology offerings at the CSUs. Specifically, it made little
sense to encourage students interested in Sociology to complete loads of lower division units in
Sociology and then have to repeat these same courses with identical or almost identical content at
the CSUs.
With SB1440, community colleges are charged to offer a major with up to 18 units in the primary
discipline (the major requires 18 units but these units may include some units outside of the
discipline in relevant courses such as Math statistics or related courses such as social psychology
offered in psychology).
SB1440 permits our discipline to offer a major using primarily the courses we currently already
offer at Chabot College.
The following is the approved Sociology Transfer Model Curriculum which Chabot’s Sociology
major will adopt:
Sociology Transfer Model Curriculum (TMC)
REQUIRED CORE:
SOCI 110 Introduction to Sociology D10 3
List A
Any 2 (6 units):
SOCI 115 Social Problems D10 3
SOCI 125 or Math
Stat or Soc. Sci.
Stat.
Introduction to Statistics in Sociology or Elementary
Statistics (Sociological, Behavioral, or Social Science
Stats preferred)
B4 3-4
SOCI 120 or Soc.
Sci. Research
Methods
Introduction to Research Methods (Sociological,
Behavioral or Social Science Methods preferred)
3-4
Total Core Units: 9-11
List B
Any 2 (6 units):
Any “Core” course not used above D10 3-4
SOCI 130 Marriage and Family D10 3
SOCI 140 Introduction to Gender D10, D4 3
SOCI 150 Introduction to Race & Ethnicity D10,D3 3
SOCI 160 Introduction to Crime D10 3
PSYC 170 Social Psychology (may be cross-listed as SOCI) D9 3
Any sociology course articulated as lower division
major preparation for the sociology major at a CSU. D10 3
List C
8
3 units
Any courses not selected above, any CSU transferable
sociology courses, and/or other courses (in or outside
the discipline) that are articulated as lower division
major preparation for the Sociology major at a CSU
(e.g. Cultural Anthropology, General Psychology) or
introductory course in the social sciences.
D1 –
D10 3
Total Minimum Units:
18
Of the courses proposed for this major, Chabot’s Sociology currently offers Soci 1
(Introduction), Soci 2 (Social Problems), Soci 3 (Race and Ethnic Relations) and Soci 4
(Marriage and Family).
To adequately meet the requirements for this major, the discipline is proposing offering two
additional courses in Sociology- Sociological Research Methods and Introduction to Gender.
It is proposed that these courses be offered once a year on alternating semesters.
Advantages of offering a major Sociology at Chabot College include:
a) provides a clear pathway for our students to transfer to a CSU with a preselected
major
b) prepares our majors with the necessary tools (i.e. research methods, statistics, critical
thinking, etc.) and knowledge to successfully engage in upper division sociology
courses
c) encourages the CSUs (especially our neighboring institutions- East Bay, San Jose and
San Francisco) sociology faculty to engage in dialogue and planning with Chabot
sociology faculty.
d) encourages all sociology faculty at Chabot (whether full time or adjunct) to be
involved in discipline planning
e) Fulfills the requirement of offering a TMC at Chabot College
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
9
10
I.
Action Plan Timeline:Detail the timeline for accomplishing your goals
PLOs and/or Program
Goal(s)
Create Sociology TMC
Timeline
Activity
Support Needed to
Accomplish These
Activities*
Outcome(s) Expected
Person(s)
Responsible
Spring 2011ongoing
April 2011- to the Curriculum
Committee for approval
Curriculum Committee
Approval
Mendoza and Tong
Spring 2011
April 2011- to the Curriculum
Committee for approval
Curriculum Committee
Approval
Mendoza and Tong
New course proposal:
Introduction to Gender
Spring 2011
April 2011- the Curriculum
Committee for approval
Curriculum Committee
Approval
Mendoza and Tong
Chabot Sociology Website
Spring 2012 –
ongoing
thereafter
Design and create/maintain
May need some technical
Sociology website for majors and assistance
interested students including links
to relevant sources including
professional organizations,
transfer institutions, etc.
Website will be used as a
Mendoza and Tong
recruitment/informational tool
to support students and enhance
our major
The above is the overall
Program goal. Within this
goal the following activities,
changes are planned
New course proposal:
Sociological Research
Methods
Implement transfer portion
of the Sociology TMC
Fall 2011-Spring Collaborate with CSU,EB
2013
Sociology faculty on developing
pathway “steps” to assist our
majors in transferring
Clear understanding and
Mendoza and
agreement between Chabot and Tong
CSU,EB sociologists on the
implementation of Sociology
TMC at Chabot .
Concrete, agreed upon pathway
steps for Chabot sociology
students to transfer to CSU,EB
Implement Sociology TMC
at Chabot
Fall 2011-Spring Ongoing meetings with discipline
2013
faculty to plan the implementation
of the Sociology TMC
Increase in the number of
sociology majors
Clear pathway for majors to
transfer
Design and disseminate program
materials
Increased participation by
students in on campus and off
Informational meetings with
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Mendoza and Tong
Accomplished?
Yes/No/In
Progress
YEAR
ONE
LEAVE
BLANK
Chabot counseling as appropriate
campus sociology activities
Informational meetings each
semester with interested students
High level of satisfaction of
sociology majors with the
program
Fall 2012 offer new courseSociological Research Methods
Spring 2013 offer new courseIntroduction to Gender
Spring 2013 student survey on
satisfaction, suggestions for the
program
Definitions of terms:
Program Goal = A general statement of what the program hopes to accomplish, for the long-term.It maybe 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
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
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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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?
_________________________________________________________________________
_________________________________________________________________________
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
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.).
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V.
Action Plan Timeline Update: Cut and paste your previous timeline from Year One and update the “Accomplished?”
column. List any new PLOs or program goals and activities you may have in the second chart.
PLOs and/or Program
Goal(s) from Year
One
Timeline
Activity
Support Needed to
Accomplish these
Activities*
Outcome(s) Expected
Person(s)
Responsible
Accomplished?
Yes/No/In
Progress
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
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Definitions of terms:
1. Program Goal = A general statement of what the program hopes to accomplish, for the
long-term. It may be in qualitative (narrative) rather than quantitative (numeric) terms. It
may include the integration of several program outcomes, or relate to class scores,
credits, units, course completion, retention term to term, progression to next course/level,
program completion, degree and certificate completion, transfer, success/scores on
licensure exams, job placement, attitudes, fundraising, media promotion, etc.
PLO = Program-level Outcome, i.e., what students can do, what knowledge they have, after
completing a sequence of courses. It is a subset of the Program Goals, related to student
learning.
*Types of Support Needed to Accomplish Activities:
 Training or workshops
 Publications, library, resources
 Guidance to support research and/or inquiry projects
 Technology
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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:
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