Chabot College
Academic Program Review Report
Year One of
Program Review Cycle
Entrepreneurship
Submitted on March 3, 2013
Jan Novak and Miguel Colon
Final Forms, 1/18/13
Table of Contents
Section 1: Where We've Been .................................................. 1
Section 2: Where We Are Now ................................................. 2
Section 3: The Difference We Hope to Make ............................. 4
Required Appendices:
A: Budget History .........................................................................................5
B1: Course Learning Outcomes Assessment Schedule .................................6
B2: “Closing the Loop” Assessment Reflections ..........................................7
C: Program Learning Outcomes..................................................................17
D: A Few Questions ...................................................................................18
E: New Initiatives ......................................................................................19
F1: New Faculty Requests ..........................................................................20
F2: Classified Staffing Requests ..................................................................21
F3: FTEF Requests ......................................................................................22
F4: Academic Learning Support Requests .................................................23
F5: Supplies and Services Requests ............................................................24
F6: Conference/Travel Requests ................................................................25
F7: Technology and Other Equipment Requests ........................................26
F8: Facilities Requests ...............................................................................27
1. Where We've Been
Complete Appendix A (Budget History) prior to writing your narrative. Limit your narrative to no more
than one page.
As you enter a new Program Review cycle, reflect on your achievements over the last few years. What
did you want to accomplish? Describe how changes in resources provided to your discipline or program
have impacted your achievements. What are you most proud of, and what do you want to continue to
improve?
Chabot’s Entrepreneurship program was founded to provide direction and inspiration to potential
entrepreneurs. We currently offer four Entrepreneurship courses; one newer course (ENTR-40) is
developed and in the catalog and required for our degree, but we have not received the funding to offer
this course yet. Our somewhat unique approach to building our overall program was to collaborate with
CTE programs across the college to develop discipline-specific Entrepreneurship certificate programs
that combined the technical skills learned in core CTE courses with the business and entrepreneurship
skills learned in our new courses to enable students to launch new businesses. To date, we have
developed these collaborative certificates with Computer Applications, Real Estate, Early Childhood
development, Electronic Systems, Automotive Technology, Music Recording Technology, and
Kinesiology. In addition, we have a general Entrepreneurship certificate and A.S. degree program. Two
of our courses fulfill GE requirements for the Associates degree, which also makes them attractive
options for students with an entrepreneurial inclination.
The program was launched in Fall 2010 just as budget cuts began to seriously reduce the size and scope
of the college’s class schedule. Through aggressive pursuit of both grants and private donations, we
have raised roughly $50,000 to support development of our program, including events such as the
Extreme Entrepreneurship Tour and a Business Pitch competition, and—importantly—an adequate
schedule of classes to enable students to complete certificate programs in one academic year. Over the
past two years, we have been able to offer an additional section of our Introduction to Entrepreneurship
course that has been funded through these grants and donations. Just this month, through the efforts
of Miguel Colon, we secured external funding from the Alameda County Small Business Development
Center to offer a new experimental course to help prepare students for our upcoming Business Pitch
Competition and to further develop their communication skills. We have collaborated with the Eden
Area ROP to articulate their business program with our ENTR-1 course and to successfully offer a section
of ENTR-20, Marketing for Entrepreneurs, through the ROP for local high school students last Fall. While
we are proud of our efforts to cobble together funds to offer a decent schedule of classes, at this point,
the college needs to begin to fully fund our schedule.
All of our Entrepreneurship courses are taught by adjunct faculty. While this enables us to have
passionate faculty who are working entrepreneurs and talented instructors, it's not an ideal situation
given the administrative workload of any program at the college--and particularly for one where we are
constantly searching for external funding. We have struggled to complete PLOs as a result.
We are proud of our curriculum work and our collaboration across the college, and believe it's important
to offer this additional pathway to self-employment as an option for our students.
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2. Where We Are Now
Review success, equity, course sequence, and enrollment data from the past three years at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm. Please complete Appendices B1
and B2 (CLO's), C (PLO's), and D (A few questions)before writing your narrative. Limit your narrative
to two pages.
After review of your success and retention data, your enrollment trends, your curriculum, and your CLO
and PLO results, provide an overall reflection on your program. Consider the following questions in your
narrative, and cite relevant data (e.g., efficiency, persistence, success, CLO/PLO assessment results,
external accreditation demands, etc.):




What are the trends in course success and retention rates (based on overall results and CLO
assessments) in your program? Do you see differences based on gender and/or ethnicity?
Between on-campus and online or hybrid online courses? Provide comparison points (collegewide averages, history within your program, statewide averages).
What changes are you seeing in enrollments in your courses and overall program, and what is
driving those changes?
Describe how changes in investments--or lack thereof (funding, adding units to courses or
adding supplemental instruction courses, adding or increasing student learning support, adding
courses to sequences, classified staff, etc.) have impacted student learning in both specific
courses, course sequences, and overall programs.
For PLOs, have you collaborated with colleagues in other disciplines to look at “whole
programs” or "whole GE areas"? What insights have you gained from these collaborations?
When considering the data, we are both encouraged and discouraged. Encouraged in that 149 students
had successfully completed one or more entrepreneurship classes. Discouraged that a greater number
didn’t. The reasons for their failure are many, but start with Chabot's lack of training for new adjunct
faculty--in this particular case on how to drop students from the class. While this would not have
increased the overall success rate, it would have reduced the failure rate. Our instructors also give
students every possible opportunity to make up missing work when they’ve fallen behind. When they
don’t, it tends to be too late for them to drop, and they fail.
The content of our courses, particularly the later courses in the sequence, is somewhat difficult for some
students to grasp and we have been experimenting with class format. What started as online classes
has evolved into Hybrid classes and on campus classes. The spring 2012 ENTR 1 face-to-face class had a
46% success rate, which was the highest of all ENTR 1 classes. The fall 2012 face-to-face class (not
counted in this review) had a 56% success rate an 11% failure rate.
The new class formats have also allowed us to reach different types of students. Whereas the online,
hybrid and evening classes reach older students (25-60) with jobs and families, the on campus day
classes reach traditional students ranging in age from 18-24. The objectives of these two groups are
very different. While the failure rate is higher among the older busier students, they tend to be more
interested in pursing an entrepreneurial venture. The traditional student is focused on gathering units
and gaining information for a possible future venture and is less inclined to drop a class.
It is no surprise then that the students progressing through the program are the older students taking
the online, hybrid and evening classes. As of the spring 2013 semester there are 10-12 students actively
2
seeking one of the Entrepreneurship certificates. There are also at least 15-20 current and past students
actively pursuing an entrepreneurial venture.
The area where we’d like to see the most improvement is the online, hybrid and evening classes. Over
the next few semesters, we plan to experiment further with class format and flow, with the hope of
improving retention and success rates.
As there are no prerequisites for three of our four classes, all of the entrepreneurship class tend to be
full. As a result, the majority of students taking the classes enter seeking units or general information,
not the knowledge to start and entrepreneur venture. That said, these same students tend to be some
of the most promising entrepreneurs. This was apparent at the first Business Pitch competition where
the majority of students competing were “students seeking units.” The winner of the competition was
an online student, but 2nd place went to a 19-year old psychology student. 3rd place went to a disabled
veteran at Chabot for retraining.
3
3. The Difference We Hope to Make
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resource Requests) to
further detail your narrative. Limit your narrative to three pages, and be very specific about
what you hope to achieve, why, and how.
What initiatives are underway in your discipline or program, or could you begin, that would support the
achievement of our Strategic Plan goal? Over the next three years, what improvements would you like
to make to your program(s) to improve student learning? What are your specific, measurable goals?
How will you achieve them? Would any of these require collaboration with other disciplines or areas of
the college? How will that collaboration occur?
The Entrepreneurship program’s goals fully support the college’s 2012-2015 Strategic Plan Goal in
several ways. First, the program provides a new pathway to self-employment for students overall, and
particularly in our many vocational programs, with very little investment of FTEF. Second, two of the
courses have been designed to both meet certificate requirements and to fulfill AA/AS GE requirements,
so they may encourage more of our vocational students to earn degrees.
To better help students to achieve their educational goals, the program has been experimenting with
class format (online, hybrid, on-campus). We have also created two new courses designed to further
support our students. ENTR-40 will serve as a business incubator for students completing ENTR-30, The
Business Plan. ENTR 40-has yet to be funded and offered to students. ENTR-9901, Making The Pitch, is
a one-unit class designed to help students learn a critical element of being an entrepreneur, effective
communication. ENTR-9901 is being offered as an experimental course in Spring 2013.
Success in the entrepreneurship program will be measured in three ways: First, the number of students
successfully passing the classes. The goal is to have 75% of students pass. Second, by the number of
students earning an entrepreneurship certificate. The goal is 10 per year. Third, by the number of
students starting a new entrepreneurial venture. The goal is five new ventures per year.
Achieving these goals will require deeper collaboration with the disciplines that have already partnered
with the entrepreneurship program, and the development of new vocational entrepreneurship
certificates. We also must be able to offer enough classes to enable all of our students--not just those
ready and willing to learn online--to complete in a reasonable time. That requires us to fund one
additional section of ENTR-1 each term (including summer), to fund a section of ENTR-20 each
Fall, to fund offering a required course (ENTR-40) at least once per year, and--if it is successful--to
continue to offer ENTR-9901.
4
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2011-12
Budget
Requested
10,750
9,000
+FTEF
$19,750
2011-12
Budget
Received
~4,000?
0
~4,000?
2012-13
Budget
Requested
7,500
8,500
+FTEF
$16,000
2012-13
Budget
Received
2,381
0
$2,381
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
Attending the National Association of Community College Entrepreneurship conference has stimulated
the development of best-in-class curriculum for our college. Funding of our Entrepreneurship Advisory
Board has enabled us to receive feedback to focus further work on developing an "entrepreneurial
mindset" as a top goal for our students--as this will serve them in any career--and to have actual
development of entrepreneurial ventures as a secondary goal.
2. What has been the impact of not receiving some of your requested funding? How has student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
We have not been able to offer an adequate schedule of Entrepreneurship courses. Although we've
been able to cobble together external funding to offer a day section of ENTR-1 each semester, that
funding is disappearing. We also need to be able to offer a hybrid or fully on-campus section of ENTR20, Marketing for Entrepreneurs, to enable students that aren't good candidates for fully online courses
to successfully complete the program in a reasonable time.
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Appendix B1: Course Learning Outcomes Assessment Schedule
All courses must be assessed at least once every three years. Please complete this chart that
defines your assessment schedule.
ASSESSMENT SCHEDULE:
Spring
Fall
2013
2013
Courses:
Group 1:
Full
Discuss
Assmt
results
Group 2:
Group 3:
ENTR-20
Group 4:
ENTR-1,
10, 30
Full
Assmt
Spring
2014
Fall
2014
Spring
2015
Report
Results
Spring
2016
Full
Assmt
Discuss
results
& report
Full
Assmt
Fall
2015
Discuss
results
Report
Results
Full
Assmt
Discuss
results
& report
6
Fall
2016
Spring
2017
Discuss
results
Report
Results
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
ENTR-1
Fall 2011
2
2
100%
Spring 2012
1 (only 1 instructor teaches this
course)
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Student will have an understanding of how
Entrepreneurship can impact their lives and society.
(CLO) 2: Student will be able to assess or identify their
readiness/ability/aptitude for entrepreneurship.
(CLO) 3: Student will be able to verbally articulate the
value proposition of an Entrepreneurial venture.
Defined Target
Scores*
(CLO Goal)
75% score
either 3 or 4.
Actual Scores**
(eLumen data)
61% of the class
scored a 3 or 4.
75% score
either 3 or 4.
67% of the class
scored a 3 or 4.
75% score
either 3 or 4.
68% of the class
scored a 3 or 4.
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
7
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Only 61% scored a 3 or 4 compared with a target of 75%.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
The scores were significantly higher in the on-campus section than the online section,
which may indicate that the online course needs more student-to-student and student-toinstructor interaction.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Only 67% scored a 3 or 4 compared with a target of 75%.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
The scores were significantly higher in the on-campus section than the online section,
which may indicate that the online course needs more student-to-student and student-toinstructor interaction.
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Only 68% scored a 3 or 4 compared with a target of 75%.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
The scores were significantly higher in the on-campus section than the online section,
which may indicate that the online course needs more student-to-student and student-toinstructor interaction.
8
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
1
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
ENTR-10
Fall 2011
1
1
100%
Spring 2012
1 (only 1 instructor teaches this
course)
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Determine if entrepreneurship is a viable and
attractive personal career path
(CLO) 2: Student will have the skills necessary to identify
and assess a viable business opportunity.
(CLO) 3: Student will demonstrate the ability to perform
market research by conducting a market survey.
Defined Target
Scores*
(CLO Goal)
75% score
either 3 or 4.
Actual Scores**
(eLumen data)
100% of the class
scored a 3 or 4.
75% score
either 3 or 4.
83% of the class
scored a 3 or 4.
75% score
either 3 or 4.
67% of the class
scored a 3 or 4.
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
9
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in this course
level outcome?
All students scored a 3 or 4, exceeding the target of 75%.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This is a personally relevant and fairly simple assignment. Students like it, and find it easy
to complete.
D. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in this course
level outcome?
83% of students scored a 3 or 4, exceeding the target of 75%.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
The scores indicate that students find this topic to be interesting, and are well-prepared to
demonstrate competence.
C. COURSE-LEVEL OUTCOME (CLO) 3:
3. How do your current scores match with your above target for student success in this course
level outcome?
At 67%, results are close to the target of 75%.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Although the scores are satisfactory, this learning outcome is complex, and may not be
best served by a pure online class.
10
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
ENTR-20
Spring 2011
1
1
100%
Fall 2011
1 (only 1 instructor teaches this
course)
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
Defined Target
Scores*
(CLO Goal)
(CLO) 1: Assess the value of traditional local promotional 75% of students
tools, and be able to select and utilize appropriate tools for score a 3 or 4.
a specific business.
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 2: Assess the value of new media tools (social
networks, websites, internet searches), and be able to
select and utilize appropriate tools for a specific business.
75% of students
score a 3 or 4.
Actual Scores**
(eLumen data)
100% of students
scored a 3 or 4.
73% of students
scored a 3 or 4.
(CLO) 3:
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
11
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
E. COURSE-LEVEL OUTCOME (CLO) 1:
5. How do your current scores match with your above target for student success in this course
level outcome?
All students that completed the work scored a 3 or 4, exceeding the target of 75%.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This assignment requires a significant amount of work, but is achievable with effort. Many
students simply chose not to complete the assignment. This course would be more
effective in a hybrid online or fully on-campus version.
F. COURSE-LEVEL OUTCOME (CLO) 2:
5. How do your current scores match with your above target for student success in this course
level outcome?
We essentially achieved the target, with 73% scoring a 3 or 4 vs. a 75% target.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This assignment requires a significant amount of work, but is achievable with effort. Many
students simply chose not to complete the assignment. This course would be more
effective in a hybrid online or fully on-campus version.
12
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
ENTR-30
Spring 2012
1
1
100%
Fall 2012
1 (only 1 instructor teaches this
course)
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Student will be able to evaluate a business plan
to determine if it is complete and of investment grade.
(CLO) 2: Student will demonstrate the ability to collect
primary and secondary research and present the findings
verbally.
(CLO) 3: Student will demonstrate the ability to write an
investment grade business plan using third party software.
Defined Target
Scores*
(CLO Goal)
75% of students
score a 3 or 4.
Actual Scores**
(eLumen data)
63% of students
scored a 3 or 4.
75% of students
score a 3 or 4.
59% of students
scored a 3 or 4.
75% of students
score a 3 or 4.
63% of students
scored a 3 or 4.
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
13
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
G. COURSE-LEVEL OUTCOME (CLO) 1:
7. How do your current scores match with your above target for student success in this course
level outcome?
Only 63% of students scored a 3 or 4 compared with a 75% target.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were able to identify the components of a business plan and its completeness,
however they found the concept of “Investment grade” to be foreign. This course was
redesigned so that the students worked on a combination of small weekly deliverables,
and five major deliverables. This assessment has shown that the change was positive as
more students completed the projects, and understood how each related to one another.
H. COURSE-LEVEL OUTCOME (CLO) 2:
7. How do your current scores match with your above target for student success in this course
level outcome?
Only 59% of students scored a 3 or 4 compared with a 75% target.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Collecting and analyzing primary and secondary research is normally taught in traditional
marketing classes. The lack of a marketing prerequisite places students without this
training at a distinct disadvantage. In order for 75% of students to meet this CLO’s
expectations either a marketing prerequisite needs to be established, or more class time
needs to be spent on collecting and analyzing primary and secondary research.
14
C. COURSE-LEVEL OUTCOME (CLO) 3:
5. How do your current scores match with your above target for student success in this course
level outcome?
Only 63% of students achieved a 3 or 4 vs. a target of 75%.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
More than 1/3 of the students did not buy the book and software required because the
cost was deemed too high, or due to a delay in disbursement of financial aid. Students not
buying the book and software received much lower marks than those buying the book and
software. In order for 75% of students to meet this CLO’s expectations the cost of the
book and software needs to decrease. I intend to speak with the book and software
publishers to see if a more affordable solution is available. Another option would be to use
previous versions.
15
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Courses have gradually transitioned from fully online to hybrid online, and one course has a
fully on-campus section. This transition is improving success rates. We are also working
hard to lower the cost of textbooks so that all students are able to access the required
learning materials.
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
This is still a program in its infancy, and we continue to tweak the course outlines to ensure
that the appropriate learning is occurring in each course. We recently added ENTR-1 as a
prerequisite to ENTR-30 to improve success rates in that course. Given the severe FTEF
restrictions in this program, we believe we have to offer courses primarily in hybrid online
format to enable access for more students. That's a strength for access and probably will
continue to be a challenge for success and persistence.
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
 Resource based
X Change to CLO or rubric
 Change to assessment methods
 Other: Textbooks, course delivery modality
16
Appendix C: Program Learning Outcomes
Note: This discipline has nine distinct certificates and degrees. As a program with only
adjunct faculty, we have not yet found the time to develop PLO's for all of these programs.
17
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years? If no, identify the
course outlines you will update in the next curriculum cycle. Ed Code requires all course
outlines to be updated every six years. Yes.
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? No, ENTR-40 has never been offered, but was only
placed in the catalog in Fall 2012.
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester. Yes.
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester. Yes.
5. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester. All certificates
and the degree need PLOs developed. Our goal is to complete that work over the summer.
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? We don't yet know, as our sequence only began this year.
7. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be. Although we don't have that
data, it is likely that College-level English would be helpful in all courses, and College-level Math
particularly helpful in ENTR-10 and ENTR-30, which have more quantitative content.
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Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic
Plan. The project will require the support of additional and/or outside funding. The information you
provide will facilitate and focus the research and development process for finding both internal and
external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student
learning?
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Activity (brief description)
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
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Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category
1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty
and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years, student
success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .
1. Number of new faculty requested in this discipline: 1
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Entrepreneurship/Business Instructor
75% Entrepreneurship/25% Business
2.
3. Rationale for your proposal. Please use the enrollment management data. Additional data that will
strengthen your rationale include FTES trends over the last 5 years, persistence, FT/PT faculty ratios,
CLO and PLO assessment results and external accreditation demands.
For a new program, Entrepreneurship is remarkably productive, and productivity is likely to continue to
improve as courses are improved with experience. Average productivity for the past three semesters is
650 WSCH/FTEF. ALL courses in this program are taught by adjunct faculty, and that creates significant
issues with completing required administrative work and collaborating across the college. An instructor
hired to teach Entrepreneurship and Business would help to institutionalize and continue to build this
program.
4. Statements about the alignment with the strategic plan and your student learning goals are
required. Indicate here any information from advisory committees or outside accreditation reviews
that is pertinent to the proposal.
Our advisory board is urging us to create a new course on "The Entrepreneurial Mindset" or "The
Psychology of Success" that would meet CSU GE Breadth and possibly IGETC standards. This course
would not only be of great benefit to Entrepreneurship students, but would also be of great interest and
benefit to students across the disciplines. This, and other curriculum work to improve student success,
require the focus of a full-time instructor. Our Entrepreneurship students would also benefit from
improved access to faculty on-campus. And, as a program with significant connections to vocational
programs across the college, the program would benefit from more opportunity for collaboration.
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Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct.
Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions (new, augmented and replacement
positions). Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, accreditation issues. Please cite
any evidence or data to support your request. If this position is categorically funded, include and
designate the funding source of new categorically-funded position where continuation is contingent
upon available funding.
1. Number of positions requested: ______
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3. Rationale for your proposal.
4. Statements about the alignment with the strategic plan and program review are required. Indicate
here any information from advisory committees or outside accreditation reviews that is pertinent to
the proposal.
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Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .
Requesting 3 CAH in Fall, Spring, Summer to replace sections of ENTR-1 that have been funded by
external grants and donations for the past two years. Requesting 2 CAH in Fall to enable us to offer
ENTR-20 every semester to improve student time to completion. Requesting 1 CAH in Fall to enable us
to offer ENTR-9901 (currently grant funded) on an ongoing basis. Requesting 3 CAH per year to offer
ENTR-40, a required course for one certificate and our degree, which we have not yet been able to offer.
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Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors,
learning assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal . Please cite any evidence or data to support your
request. If this position is categorically funded, include and designate the funding source of new
categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested: ______
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact
on student learning outcomes and alignment with the strategic plan goal. Indicate if this request is
for the same, more, or fewer academic learning support positions.
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of
funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000
and 5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix
M6. Justify your request and explain in detail any requested funds beyond those you received this year.
Please also look for opportunities to reduce spending, as funds are very limited.
Project or Items
Requested
Entrepreneurship
Advisory Board materials and meals
Food and marketing
materials for Business
Pitch competition
2012-13 Budget
Requested Received
$ 500
$500
Marketing materials brochures and posters
Materials for campuswide Entrepreneurship
event
2013-14
Request
$500
$500
$1000
$1000
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Rationale
As a CTE program, we are mandated
to have at least an annual meeting of
our advisory board.
This annual competition for our
Entrepreneurship students is very
motivational for students and
connects them with potential funders
and business advisors who serve as
judges
As a new program, we need to inform
students of the availability of courses
and certificates.
We'd like to have an
Entrepreneurship Day on campus to
attract both students and members of
our local entrepreneurship
community
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development
Committees in allocation of funds.
Instructions: Please list specific conferences/training programs, including specific information on the
name of the conference and location. Note that the Staff Development Committee currently has no
budget, so this data is primarily intended to identify areas of need that could perhaps be fulfilled on
campus, and to establish a historical record of need. Your rationale should discuss student learning goals
and/or connection to the Strategic Plan goal.
Conference/Training
Program
NACCE Conference Charlotte, NC - 2 attendees
2013-14 Request
$3,000
Rationale
Major conference for community college
entrepreneurship. Learn about best practices in
curriculum, connecting with the local business
community, instruction, fundraising.
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Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please fill in the following as needed to justify your requests. If you're requesting classroom
technology, see http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the
brands/model numbers that are our current standards. If requesting multiple pieces of equipment,
please rank order those requests. Include shipping cost and taxes in your request.
Please note: Equipment requests are for equipment whose unit cost exceeds $200. Items which are
less expensive should be requested as supplies. Software licenses should also be requested as
supplies.
Project or Items
Requested
2012-13 Budget
Requested Received
$
2013-14
Request
Rationale*
$
* Rationale should include discussion of impact on student learning, connection to our strategic plan
goal, impact on student enrollment, safety improvements, whether the equipment is new or
replacement, potential ongoing cost savings that the equipment may provide, ongoing costs of
equipment maintenance, associated training costs, and any other relevant information that you believe
the Budget Committee should consider.
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Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities
Committee (FC) has begun the task of re-prioritizing Measure B Bond budgets to better align with current
needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement
needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two
to be used as match if and when the State again funds capital projects, and to fund smaller projects that
will directly assist our strategic goal. The FC has determined that although some of the college's greatest
needs involving new facilities cannot be met with this limited amount of funding, there are many smaller
pressing needs that could be addressed. The kinds of projects that can be legally funded with bond
dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities."
Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests. If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name): Remodel of Building 1600
Building/Location: 1600
Description of the facility project. Please be as specific as possible.
Supporting the requests of Business and CAS to remodel classrooms on the upper level of Building
1600, which is where the Entrepreneurship classroom is housed.
What educational programs or institutional purposes does this equipment support?
We need classrooms with modern technology and furniture that enables greater student-to-student
collaboration to effectively teach these courses.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
Entrepreneurship is all about networking and collaborating, and using technology to build a business
on the cheap using emerging online tools. Our current classroom is very, very dated and makes
collaboration and technology demonstration challenging.
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