Chabot College Program Review
Student Services Program Review Summary
Unit/Area:
Division/Area to Which You Report:
Author(s) of this Unit Plan:
Today’s Date:
School Year Program Review Completed:
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.
1A. Problem Statement: Summarize your original Program Review conclusions (or if this was done in last year’s unit plan, please update).
1B. Analysis: What was the basis for these new and/or continuing conclusions?
2. Student Learning Outcomes Inventory
a. What percentage of courses in your discipline have Student Learning Outcomes developed? ___100__
b. How many Student Learning Outcomes are there on average per course? _____
c. What percentage of course SLOs in your discipline have been assessed? _____
d. What percentage of courses in your discipline have had the assessments reflected upon, or discussed with colleagues, or discussed with the
college at large? _____
e. Has your discipline determined any actions that might be taken as a result of this data, or insights?
If your area does not use SLOs, please use data from Service Area Outcomes.
3. List your accomplishments. How do they relate to your program review, unit planning and SAO/SLO work? Please cite any relevant data
elements (e.g., efficiency, persistence, FT/PT faculty ratios, SAO/SLO assessment results, external accreditation demands, etc.).
Chabot College Program Review
Expanded the program
Added history component
Added an additional English Instructor
Maintaining quality instruction and programming without a coordinator
Serve as a model for the state, model has also been shared nationally including programs focusing on students who are not AfricanAmerican
Students took on extensive leadership roles in the state-wide Umoja conference, and have been hired by UC Berkeley to support research
efforts for Basic Skill students at colleges around the state.
Daraja alumni working closely with students to promote student success
Daraja curriculum and student work has been shared widely at convenings and initiatives across the nation. Daraja challenges the tepid
equity response in our system that has left students of color behind year after year
4. List your new and continuing unit goals. Based upon what you accomplished, do you have any changes you are making to your goals or
timeline? Please make any revisions to the timeline on the next page.
Continuing goals (if you did not do a unit plan, skip to the next box):
Since the last Unit Plan, History 21 (African American History from Reconstruction to the Present) has been incorporated into the Daraja
Program. This class was taught in Spring 2010 and was paired with English 1A. Student participation in the program had a
significant impact upon the increased success rate of the History 21 sections as a whole. History 21 had an overall success rate of 50%, much
higher than the success rate for the previous two spring semesters (Spring 2008-43%, Spring 2009-27%). The retention rate also saw a
significant increase. Again, this increase can, in no small part, be attributed to student participation in the Daraja Program. The rate of retention
in the Spring 2010 semester was 76%. In comparison, the retention rates in the previous two spring semesters were 67% (Spring 2008) and 59%
(Spring 2009). These increases are impressive and speak to the success of the program in addressing the
basic skills needs of its students.
As this was the first semester History was included in the program, there were unexpected needs that arose that need to be addressed. It is clear
that more coordination support is needed to ensure that there is an easy transition from the Fall semester to the Spring semester. Ensuring that
students are enrolled in the right section, for example, would be better facilitated by additional support dedicated to the program. Also, this
support is also needed to serve and coordinate the varied counseling needs of the students in this program. This type of support is vital for
student retention and program maintenance.
In addition, the History section would be better served by the presence of a Learning Assistant (or equivalent), to aid the students transition into
and work in a college, transfer-level Social Science class. Experience has shown that students need assistance adjusting to larger courses in
which lectures play a significant role.
Chabot College Program Review
New goals:
Provide wrap around services for students individually and programmatically
Generate funds for basic program needs such as Program Orientation, Black History Month Celebration, Field Trips, End of the Year
Celebration, materials needed for projects
Student Assistant position
Add a section of English 7 for Daraja students now that we have two classes who can go into one section, this would be a first and would
pilot expanding the model to a third semester. It would be a great way to maintain support to Daraja students after their first year and to
readily connect these students to the first year students.
5. Discuss how these goals support the college Strategic Plan goals and/or strategies.
Continuing goals (if you did not do a unit plan, skip to the next box):
New goals:
A-1/B-3 The program has expanded and now serves over 75 students for the 2010/2011 academic year compared to 38 last year.
A-2 Daraja serves as a model across the state and nationwide, including students who are not of African-American descent.
Daraja alumnae are strengthening bonds with current Daraja students by supporting program events and partnering with individual
students.
A-4 Program added another section of English, including an additional English instructor, and a history component during the fall and
spring semesters.
A-4 The program has persisted without a coordinator. Instructors, Teaching Assistants, and one Administrative Assistant currently share
responsibilities.
C/1,C-3 Current and past Daraja students have been hired by U.C. Berkeley to support research efforts for Basic Skill students at colleges
around the state. This opportunity will provide valuable experience for the Daraja students and develop a strong partnership
with U.C Berkeley.
Chabot College Program Review
C/4 Daraja students took on extensive leadership roles in the state-wide Umoja conference, including planning and facilitating the last
Umoja conference which was organized entirely by students.
D/2 The Daraja program maintains strong connections with counseling, Striving Black Brothers Coalition, Ebony Sisters, Black Student
Union, and DSRC.
6. Solution: Cut and paste your previous timeline and update the “Accomplished?” column, if necessary. Detail the plan for accomplishing
your goals. If you are making revisions to your activities or timeline, please indicate that in the “Revised?” column.
Unit Action Plan Timeline
No.
Timeline
Milestone Activity
Person(s)
Responsible
Accomplished?
Yes/No/
In Progress*
Revised?
Yes / No
If yes, list
revision year
Do you need
additional funds
to support this
activity?
Yes/No
If, yes, what
type?**
1
Fall 2009- Spring
2010
Continue to offer English 102 within the Daraja learning community so
that students benefit from the nurturing environment of a cohort.
2
Fall 2009Spring 2010
Continuous campus tours to local 4- year colleges and universities.
Students are introduced to key admissions contacts at UC Berkeley,
SFSU and CSU East Bay.
3
Fall 2009Spring 2010
Meet with Daraja Counselor once per semester for Student Education
Plan (SEP) creating, counseling & crisis management.
4
Fall 2009Spring 2010
5
Fall 2009Spring 2010
Match Daraja student with Daraja Mentor for initial meeting at Student- Coordinator
Mentor Social, followed by Mentor interview further connecting the
two.
Coordinator
Provide field trips to museums, theaters and plays with
African American theme including non-traditional social
Yes
No
English Instructor
and Coordinator
Daraja
In Progress
Coordinator/
Transfer Center
Coordinator
English Instructor No
and Coordinator
No
No
No
No
No
No
Yes, money
to pay
program
assistants
Yes, field trip
monies
Yes, we need
money to pay
a Daraja
counselor/coo
coordinator
Yes, we need
money to hire
a coordinator
Yes, we need
money to hire
a coordinator
Chabot College Program Review
No.
Timeline
Milestone Activity
Person(s)
Responsible
Accomplished?
Yes/No/
In Progress*
Revised?
Yes / No
If yes, list
revision year
Do you need
additional funds
to support this
activity?
Yes/No
If, yes, what
type?**
and field trip
monies
events.
6
Fall 2009Spring 2010
Work with Chabot College webmaster to receive training on how to
update the website.
Program Assistant No
No
* Note: As you may be carrying over or planning new activities for this planning cycle, this column should list that all activities are “In Progress.”
** List types such as “equipment,” “supplies,” “staffing,” “contractual services,” etc…