Academic Program Review and Action Planning – YEAR ONE
Division
Program
Contact Person
Date
Social Science
PACE
Susan Tong, Mireille Giovanola, Julie Machado
3/11/2011
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:
Note: we were provided data for fall 2009 and 2010 only.
(1) BASIS SUCCESS RATES IN PACE VS COLLEGE AS A WHOLE
(Sources: data for fall 2009 and fall 2010)
Overall, PACE sections had slightly better success (65% vs 64%) and non-success rates (15%
vs 19%) than comparable non-PACE sections in fall 2010. These rates compare favorably with
fall 2009.
Our students tend to be older and have work and family obligations. They are highly motivated, even
though work and family obligations do encroach on their life as students. PACE has a dedicated
counselor who is knowledgeable in both curriculum and transfer matters. PACE students also get
support from other PACE students within the PACE community.
(2) SUCCESS RATES BY PACE COURSES
(Sources: data for fall 2009 and fall 2010)
(a) In fall 2010, the following courses showed the greatest amount of success (80% and above):
Art History 1, Communication 1, English 45, English 7, Geography 1, 1L, Health 1, Math 55, and
Psychology 33. For all these courses, except for Geography 1L, the PACE success rate was
significantly higher than the non-PACE rate.
This is an improvement over fall 2009, when the success rates for Communication 1, Health 1, and
Academic Program Review and Planning for 2011-14
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especially Math 55 were below 80%.
(b) In fall 2010, the following courses showed the least amount of success (60% and below):
Communication 30, English 1A, English 4, History 7, History 8, Health 4, Math 104, Math 40,
Psychology 1, and Sociology 1. In most cases, except for Math 40, the PACE success rate was
significantly lower than the non-PACE rate.
Success rates for all these courses, except for History 8 and Math 104 (which replaced Math 105)
went up, compared to fall 2009 success rates.
The discrepancy between success rates is not just due to a course sequence in English and Math, for
example, as students did better in English 7 than English 102 or 1A, and in Math 55 than Math 104.
However, PACE students who mostly take Saturday and/or evening classes or a combination of day
and evening & Saturday classes do not have easy access to tutoring services and other college-wide
support systems. It would be interesting to have data on male/female success rates in each of these
courses.
Recommendations:
- There is a need for tutors and/or learning assistants in English and Math who are available in the
evening, and on Saturday. Tutoring in English would help students in Communication, History, etc.
- Peer advising may work very well for two reasons: (1) many PACE students move as cohorts, and
(2) they already feel they are part of a learning community.
- Provide online peer advising or tutoring, as many students are already stretched very thin and might
not have the time to meet with tutors or peer advisers outside of class, especially if services are not
provided in the evening or on Saturdays.
(3) SUCCESS RATES BY GENDER AND ETHNICITY:
(Sources: data for fall 2009 only. No data were provided for all 2010)
In fall 2009, the success and non-success rates for males and females in the PACE courses were
comparable to the rates in the non-PACE courses. Females made up 2/3 of our student body.
The success and non-success rates for different ethnicities in the PACE courses were comparable to
the rates in the non-PACE courses. Minority students make up 2/3 of our student body.
(4) EQUITY:
(Sources: data for fall 2009 and fall 2010)
In fall 2010, most PACE students were US citizens who came from the same local communities as
non-PACE students, primarily from Hayward (37%) and San Leandro (14%). PACE and non-PACE
students tend to have the same educational goals. The majority of our students (61%) plan to transfer
with or without an AA/AS degree. Data for fall 2009 were not available.
However, the typical PACE student is more likely to be female, to belong to a minority group,
to be older, to have a full-time job and other obligations, and to need a flexible course schedule
to achieve their educational goal. These differences are not concerns. On the contrary, the
PACE program strives to offer its students a flexible curriculum and unique support system.
Specifics:
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(a) Fall 2010: There were relatively more women (69%) vs 53% non-PACE) than men (30% vs
46% non-PACE). The numbers are comparable to the fall 2009 numbers.
(b) Fall 2010: Latino (28%) and African-American (22%) students accounted for 50% of our
student population. The rates for different ethnicities were essentially the same as for non-PACE
sections, except in two cases: our student population included a significantly higher percentage of
African-Americans (22% vs 15%), but significantly lower percentage of Asians (12% vs 17%). The
numbers are largely comparable to the fall 2009 numbers.
(c) Fall 2010, the bulk of our students (58% vs 22% in non-PACE sections) were 25 years old and
older. No data were available for fall 2009.
(d) Many of our students work full time and have a family. Most of our students (67% vs 45% in
non-PACE sections) were part-time students who take Saturday and/or evening classes (43%),
or a combination of day and evening & Saturday classes (43%). No data were available for fall
2009.
(e) Fall 2010, Most of our students were as likely to be first-time transfer (10%) and continuing
(58%) students as non-PACE students. However, a greater percentage of our students were
returning transfer students (17% vs 6%). No data were available for fall 2009.
(f) Fall 2010: there was no significant difference between PACE and non-PACE students in
Headcount of Students by Educational Level and Educational Goal in the same courses. No data were
available for fall 2009.
(5) CORRELATION BETWEEN HIGHEST LEVEL OF MATH/ENGLISH COMPLETED AND
SUCCESS IN YOUR DISCIPLINES’ COURSES:
We have no data correlating the highest level of Math/English completed and success in the courses
that are specifically offered in the PACE program, as data are given by disciplines.
(6) SUCCESS RATES: ONLINE/HYBRID/TELECOURSE/CD-ROM COURSES VS ONCAMPUS
Although we offer our students courses delivered in a variety of delivery methods (traditional, fully
online, hybrid), we do not have data about the success rates of distance education/hybrid courses vs
more traditional courses for courses specifically offered in the PACE program, as data are given by
disciplines. We also do not have data for the only course (English 1A) that is offered both on campus
and online through the PACE program.
II. Course Sequence (Data from 2 previous years)
Note: Answer this question if you have been provided data about course sequences in your discipline.
 Is success in the first course a good indicator of success in the second course? What are the curricular,
pedagogical, and/or methodological implications of what you see?
 Do your successful students in the first course enroll at a high rate in the second course within two years?
What are the implications of what you see?
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Explain:
PACE has course sequences in both English (102, 1A, and either 4 or 7) and Math (104, 65, 55,
40), but no data have been provided. As stated above in I (2), our students are more successful in
some English and Math courses that are “harder” than others. However, students are not obligated to
take all the Math and English courses that are offered.
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:
As a program, PACE includes courses from a number of disciplines. It is the responsibility of
individual disciplines to update course outlines. To the extent that PACE faculty are involved
in updating courses, it is through their academic disciplines that this function is performed.
In the future, we are planning to offer all the courses that were offered in spring 2011, except
for the following:
(1) General Studies 4912-EN1, 4913-EN1, 4914-EN1. These courses were offered on an
experimental basis, to increase communication among PACE students and strengthen the PACE
community. It is unfortunate that we can no longer offer them.
(2) Math 40 will be replaced by Math 31, as recommended by Dean Vo-Kumamoto.
Math 43 (Intro/Probability & Statistics) is a more ideal course for our students since many
major in Human Development at CSU, EB but at this time we do not have the budget to
increase our course offerings by one unit per semester.
The students we serve depend on our program to fulfill their transfer requirements.
Most of our students are working adults who cannot attend day classes and need a flexible, nontraditional course schedule (see Enrollment Data below). The PACE program offers courses that
allow our students to transfer, primarily to CSU, East Bay PACE Program, majoring in either Human
Development or Liberal Studies. Our students depend on our course offerings to fulfill their transfer
requirements.
In addition, PACE has partnered with ECD, and provides general education courses for ECD majors.
PACE has also partnered with ACOE (Alameda County Office of Education) Paraeducator Program,
and provides all general education and lower division courses so students in this program can fulfill
their transfer requirements to CSU, East Bay.
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?
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
What projected long-term (5-10 years) budget needs do you see? You will detail your short-term needs in
the action plan that follows. You do not need to cite them here.
Explain:
The PACE program staff currently consists of a PACE coordinator (Susan Tong), a counselor (Julie
Machado) and course instructors, most of whom are adjunct.
The PACE coordinator and counselor positions are “part-time” positions. Without an administrative
assistant the tasks usually performed by this individual have become the responsibility of the program
coordinator and counselor which essentially takes time away from working directly with students to
answer phones, make appointments, explain the program to everyone who calls in or emails for
information. Not the best use of a coordinator or counselor’s limited amount of time.
Requests:
Clerical help so that the counselor and coordinator can use their assigned time most
appropriately. Total number of hours per week: 10.
Pace coordinator and counselor positions must be maintained.
V. Enrollment Data (Data from 2 previous years)
 Please provide a brief description of: overall enrollment trends; enrollment trends by course; and enrollment
trends by time of day and Saturday.
 Describe what your discipline has done in terms of curriculum or scheduling in the last two years that has
effected enrollments.
 Describe plans or strategies that you have for the near future in terms of curriculum or scheduling that could
impact your enrollments.
 Lastly, look closely at whether the schedule you currently offer provides access to the broader community
that your discipline serves at Chabot College—day time, night time, Saturday, distance education, special or
targeted communities that would or do enroll in your courses.
Explain:
The PACE curriculum provides all but one of the requirements (PE) to earn an A.A. degree. The
PACE program offers the required courses for students to transfer, primarily to CSU, East Bay’s
PACE Program.
In addition, PACE has partnered with ECD to provide general education courses for ECD majors.
PACE has also partnered with ACOE (Alameda County Office of Education) Paraeducator Program,
to provide all general education and lower division courses so students in this program can fulfill
their transfer requirements to CSU, East Bay.
ENROLLMENT TRENDS:
The PACE program serves about 800 students. Most of these students are older students who work
full time and have a family. The students we serve depend on our program to get their AA degree
(10%) and/or fulfill their transfer requirements (61%).
In order to accommodate our students, we offer both on-campus (both full-term and late-start)
courses and online/hybrid courses. Our on-campus courses are offered on Saturday and in the
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evening.
In fall 2010, most of our students (67% vs 45% in non-PACE sections) were part-time students
who take Saturday and/or evening classes (43%), or a combination of day and evening &
Saturday classes (43%).
CURRICULUM:
Math 40 will be replaced by Math 31, as recommended by Dean Vo-Kumamoto.
Math 43 (Intro/Probability & Statistics) is a preferred math transferable course for our
students and should be offered in place of Math 31 when the budget allows for it.
VI. Student Learning Outcomes Inventory
Acronym Key:
SLO = Student Learning Outcome is a general term, for the following three levels of outcomes:
CLO = Course-level Outcome, i.e. what a student can do after completing a course
PLO= Program-level Outcome, i.e. what a student can do after completing a sequence of courses
CWLG = College-wide Learning Goal
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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): 60%
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: Schedule depends on individual disciplines.
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: N/A
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: N/A
What questions or investigations arose as a result of these reflections or discussions?
Explain:
The PACE program offers 28 courses from 11 different disciplines. The individual disciplines are
responsible for developing CLOs and rubrics, and for submitting a CLO assessment schedule. PACE
instructors will need to work with colleagues in their respective discipline to assess and evaluate
Academic Program Review and Planning for 2011-14
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course CLOs.

What actions has your discipline determined that might be taken as a result of these reflections, discussions,
and insights?
Actions planned:
Contact respective disciplines to establish which CLOs have been assessed, and which have been
evaluated.
Encourage our instructors, most of which are adjuncts, to assess and evaluate the CLOs that were
developed for the course/s they teach in the PACE program if needed, and as these courses are
assessed in their respective discipline.

What course-level and programmatic strengths have the assessment reflections revealed?
Strengths revealed:
N/A
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Percentage of programs within your discipline that have established at least two PLOs, and mapped
appropriate CLOs to them: 100%. The PACE program has two PLOs; CLOs from several
Different courses have been linked 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? Overall, all five of them.
______________________________________________________________________________
In which if any of the College-wide Learning Goals Faculty Inquiry Groups have discipline member(s)
participated? N/A
______________________________________________________________________________
Insights gained:
N/A
VII. Academic Learning Support
What kinds of academic learning support does your discipline use or require to help students succeed (e.g.,
tutoring, learning assistants, student assistants, peer advisors, lab support, supplemental instruction, peer-led team
learning, peer advisors)? How many hours per semester do you use and/or how many hours per semester do you
need?
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Explain:
There is a need for tutors and/or learning assistants in English and Math who are available in the
evening, and on Saturday. Tutoring in English would help students in Communication, History, etc.
(see I. Basic Success and Equity (2))
Number of hours needed per week: 5 hours.
Peer advising may work very well for two reasons: (1) many PACE students move as cohorts, and
(2) they already feel they are part of a leaning community.
Provide online peer advising or tutoring, as many students are already stretched very thin and might
not have the time to meet with tutors or peer advisers outside of class.
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.).
As you already stated in III. Course Review, most of our students are working adults who cannot
attend day classes and need a flexible, non-traditional course schedule. The PACE program offers
courses that allow our students to transfer, primarily to CSU, East Bay PACE program and Liberal
Studies. Our students depend on our course offerings to fulfill their transfer requirements.
In addition, PACE has partnered with ECD, and provides general education courses for ECD majors.
PACE has also partnered with ACOE (Alameda County Office of Education) Paraeducator Program,
and provides all general education and lower division courses so students in this program can fulfill
their transfer requirements to CSU, East Bay.
With fewer course offerings at the college level, non-PACE students are flooding PACE sections,
without wanting to be part of the PACE program. This places an enormous clerical burden on the
PACE coordinator and counselor who badly need clerical help.
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Section B – Data Summary
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From what you have learned in your basic data review, what does the information tell you
about your program?
Overall, what improvements would you like to make to your program? How do you plan
to address these concerns? Are there any immediate issues that require immediate
attention (e.g., outdated course outlines)?
Where appropriate, please cite relevant data in your discussion (e.g., efficiency,
persistence, success, FT/PT faculty ratios, SLO/PLO assessment results, external
accreditation demands, etc.).
Data Summary and Plan of Action Description/Rationale:
When answering the question of who or what is PACE, we usually cite statistics including the
characteristics of our students, their success at Chabot and their transfer rates. We identify our
majors and course offerings, our small learning community characteristics, etc. While this
information is important it seems time for us to ask “what should our students know and be able
to do as a result of being in and graduating from PACE?” And, “what are these knowledge and
skills applicable to?” (in the context of perhaps being a more informed citizen; qualified to
engage in upper division courses, think critically?)
During the next two plus years the PACE staff and students will explore these and other questions
so that we will have a clear picture of our Program goals.
Proposed Improvements to the PACE Program
PLOs and CLOs.
PACE has proposed two PLOs:
a) The understanding of and appreciation for diversity
b) The ability to communicate effectively in both speech and writing
These PLOs were directly linked to CLOs per the Curriculum Alignment Form. While the
previously described tasks fulfills the minimum requirements of Spring 2010, the PACE Program
plans to identify the core program PLO’s “organically” by generating discussions among students
and program faculty as to what are the learning goals of PACE. On the basis of this inquiry,
PACE will present an integrated and agreed upon set of PLOs in year three of Program Review.
PACE will also gather data on what CLOs for our courses have been assessed to date. Based on
this information we will design and implement a plan to have as many PACE CLOs assessed and
the results evaluated/discussed by the end of the Fall semester 2011. Hopefully engaging our
faculty in assessing or even thinking about CLOs will facilitate our process of revising our PLOs.
Please note that this is no small task as it requires input from all ____ PACE courses and
instructors as well as a reasoned filtering of the data to result in a workable number of agreed
upon Program Learning Outcomes. And almost all PACE instructors are adjunct with PACE
courses being taught in the evenings, Saturdays and online.
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Section C – Action Planning
Please propose a two-year plan of action and timeline to address any immediate and/or long-term
concern(s). This includes activities to assess the CLO(s) to discover a plan of action. It may also
include specific activities that address improving CLO(s) and their assessment, that is to say
evaluating the CLO(s) and the assessment activities.
Examples of activities include:
 Research and inquiry project – why is this happening?
 Innovation and Pilot Projects – this is something I want to try
 Intervention activities such as support services – this is what I want to do about it
 Program and curriculum modification – this is what I want to do about it
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I.
Action Plan Timeline: Detail the timeline for accomplishing your goals
PLOs and/or Program
Goal(s)
Agreed upon PLOs that
genuinely define the
program
Timeline
Spring 2011Spring 2013
Activity
Support Needed to
Accomplish These
Activities*
The following activities are
proposed to follow sequentially:
Outcome(s) Expected
35% of PACE faculty will
assess CLOs
Spring 2011/Summer 2011
Engage PACE faculty in thinking
about their course SLOs and
assist them in including
assessment in their planning for
Fall semester, 2011.
Spring 2011-Fall 2011
Person(s)
Responsible
Accomplished?
Yes/No/In
Progress
All PACE faculty
and as many PACE
students as we are
able to engage in
this process
A narrative list of the most
important themes of PACE
Engage students and program
faculty in identifying and
discussing what major “themes”
(or goals) are acquired as a result
of being a PACE student
YEAR
ONE
Fall 2011
35% of PACE courses will
submit their CLOs on the
appropriate forms
Assist PACE faculty in assessing
and submitting CLOs.
Spring 2012
Useful data for planning in the
Fall 2012-Spring 2013
Survey of PACE students to
assess their opinion of how
successful the program is in
assisting them in acquiring our
program “themes”
Spring 2012
Useful data for planning in the
Fall 2012-Spring 2013
Survey of PACE faculty to assess
if and how they teach the Program
themes (if appropriate to the
course); their overall success and
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LEAVE
BLANK
ideas on how to improve and
integrate these themes with other
courses/instructors
Fall 2012-Spring 2013
Clearly defined, agreed upon,
and operationalized PACE
PLOs, referred to as THEMES
by this program.
Follow up discussions among
program faculty using the data
gathered in the student and faculty
surveys
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?
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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
x
Provide safe, secure and up-to-date facilities and technology
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