Chabot College
Academic Program Review Report
Year Two of
Program Review Cycle
Change It Now! Learning Community
Submitted on Feb. 28, 2013
Carmen Johnston, Pedro Reynoso,
Felicia Tripp and Christine Warda
Final Forms, 1/18/13
Table of Contents
Section A: What Progress Have We Made? .............................. 1
Section B: What Changes Do We Suggest? ................................ 2
Required Appendices:
A: Budget History ........................................................................................3
B1: Course Learning Outcomes Assessment Schedule .................................4
B2: “Closing the Loop” Assessment Reflections ..........................................5
C: Program Learning Outcomes ...................................................................9
D: A Few Questions ...................................................................................11
E: New Initiatives ......................................................................................12
F1: New Faculty Requests .........................................................................13
F2: Classified Staffing Requests ..................................................................14
F3: FTEF Requests ......................................................................................15
F4: Academic Learning Support Requests ..................................................16
F5: Supplies and Services Requests ............................................................17
F6: Conference/Travel Requests ................................................................18
F7: Technology and Other Equipment Requests ........................................19
F8: Facilities Requests ................................................................................20
A. What Progress Have We Made?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence,
and enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2012.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:
What were your year one Program Review goals?
CIN Program Goals:
 Provide an academically rigorous and engaging bridge from developmental courses to
transfer level.
 Provide students with a sense of agency by increasing their civic engagement
 Expand student’s “ literacies” through various experiences with technology and
research
 Introduce students to tools to help them navigate their world and make change
 Empower students through a community development model that helps them obtain
economic and political power for their communities
 Help students understand the role institutional structures and power play in their lives
 Expand students’ “ways of knowing”
 Provide learning experiences that are visceral, experiential, active and contextual
The year one program review goals for CIN! helped define the core values and strategies of the
program. They included the following: provide an academically rigorous and engaging bridge
from developmental courses to transfer level; provide students with a sense of agency by
increasing their civic engagement; expand student’s “literacies” through various experiences
with technology and research; introduce students to tools to help them navigate their world
and make change; empower students through a community development model that helps
them obtain economic and political power for their communities; help students understand the
role institutional structures and power play in their lives; expand students’ “ways of knowing”;
and provide learning experiences that are visceral, experiential, active and contextual.
Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
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CIN! made progress on its goals in the areas of student learning, program learning and Strategic
Plan achievement. Combined, positive growth in most of these areas fosters the development
of CIN! as a program in its formative stages and supports its implementation of Chabot’s college
goals and strategic initiatives. Being that this is the second year of CIN’s existence at Chabot, we
cannot clearly identify trends, however by analyzing the current data we may be able to
identify predictions for CIN’s success in the coming years.
CIN! provided an academically rigorous and engaging bridge from its developmental courses to
transfer level, while also observing emerging needs in its communication classes. 79% of
students successfully moved from Eng 102-1a between Fall 2011-Su 2012; with only 21% being
non-successful. This is higher than the overall Chabot Eng 102-1a (across 2 years) progress
rates which equal 71% success and 18% being non successful. In looking to the quantitative
results, we see that after the first semester Communication Studies 1 course, CIN students
persisted at a rate of 69%. This is lower than the COMM average of 82%. We might speculate
that this class was recruited (mainly) on Gladiator Day and had a higher average of first
semester students than other COMM 1 courses. In addition, the course was taken with ENG
102, a developmental English class. It is recommended that students have ENG 1A level to
succeed in COMM 1, although it is not a prerequisite. In the future, I believe we can continue to
offer these classes together; however, we must encourage or require students to utilize the lab
spaces (WRAC and COMM Lab) more. Further, we can look at how Learning Assistants may be
the key to support. As a whole CIN students persisted more than non-CIN students by 12%.
When focusing on gender students continued to do well, with the largest gains being with
female students, a 14% increase in comparison to non-CIN students. In the category of ethnicity
again, CIN students had increases particularly for African-American, Asian, Latino and Pacific
Islander students.
Provide students with a sense of agency by increasing their civic engagement. Students
participated in array of activities to develop their own political power. The Student Advisory
Board held a monthly “Come CIN with US” event to build community and awareness of political
issues. This spring three students are acting as student assistants in the Comm 6 course where
they also co-facilitate the class. One student, Salimah Shabazz, took on a leadership role at the
Western States Communication Conference and presented for CIN! Students also participated
in the March in March in Sacramento. The Student Advisory Board played a lead role in
organizing the End of the Year event where students presented work from their classes.
Additionally, in Comm 1 students worked as “reading partners” where they tutored elementary
school students in Hayward.
Expand student’s “ literacies” through various experiences with technology and research. In
Comm 6 students submitted work in various modes, such as scripts, scored diagrams, pictures,
dance, embodied practice and sharing cultural information. In English students created blogs to
share their writing with their peers and community members. Students also created research
projects based in ethnography in Comm 1.
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Introduce students to tools to help them navigate their world and make change. With in the CIN
community students are constantly building relationships and community. Students as
previously mentioned used blogs. They participated in registration and transfer workshops,
completed research projects, used Blackboard, and other support mechanisms. They were
encouraged to overcome anxiety and practice their communication skills. In the future we
would like to see CIN students involved in ASCC as senators, use other forms of mass media and
formalize our Student Advisory Board as a campus club.
CIN! enhanced student learning through increasing their civic engagement, literacies in
technology and research and their tool box to navigate the world and make change. Multiple
program efforts targeted these areas including developing a Student Advisory Board and
nurturing new leadership in the 2nd year, training 3 student assistants to support learning
Comm 6, conducting student-led research projects with the support of Library faculty in English
and Communication classes fostering community action, and participating in registration and
transfer workshops.
Provide learning experiences that are visceral, experiential, active and contextual. The CIN
gatherings consistently includes games and icebreakers to help students get to know each
other. We have gone on field trips and utilize the Boalian method to explore issues such as
power. Also there is an emphasis on peer support for students in crisis.
On the program level, CIN! has also increased its understanding of its student, curriculum and
administrative needs. Hearing students’ desires to learn more about how to make change on
campus and in their communities we facilitated students’ participation in the Wellstone
trainings and designed participatory action research projects that promoted awareness of
critical issues like gun violence. These efforts led CIN! faculty to incorporate more elements of
community development, advocacy skills and anti-bias/oppression into its curriculum.
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What are you most proud of?
CIN! is most proud of creating and maintaining a new learning community that highly prioritizes
social justice and student engagement. CIN! has identified its core values and program goals
and made significant progress on each of these goals, including expansion of the program, as
previously mentioned, in its second year. Because of our focus on social justice, CIN! faculty
have invested significant time and training in learning and developing anti-bias/oppression
curriculum and teaching approaches. CIN! faculty participated in four planning retreats per
year, professional development sessions in diversity, expressive arts and teambuilding and have
begun to share program lessons learned and teaching techniques through Flex Days on campus
and at conferences such as Western States Communication Conference 2013. CIN! also strives
to engage its students in multiple ways that foster community building, activism and leadership.
Through CIN community gatherings, the Student Advisory Board and teambuilding activities in
classes, CIN students have developed meaningful peer and faculty connections. These
connections also empower students to do participatory research and activism on campus and in
the community, such as with The Stop The Violence – Increase The Peace Project that involved
surveying students on gun violence and staging a rally.
What challenges did you face that may have prevented achieving your goals?
One of our biggest challenge has been how to properly grow the program. By collecting data
from our new classes we will be better able to determine a plan for growth. We will offer our
new faculty a survey as well as have CIN students participate in a focus group.
In its 2nd and 3rd years, CIN! strives to strengthen its program through identifying and
addressing its growth areas including enhanced evaluation, expansion of classes and faculty,
and development of a certificate/degree . CIN! has begun to develop standardized survey and
focus group tools in conjunction with the Student Advisory Board and Institutional Research
with the hopes of specifying in greater detail program and student strengths and weaknesses.
Because of first year surveys and student input, CIN plans to explore how to help students
better meet transfer and career goals. CIN plans to hone and require its core program of classes
(Eng 102, Comm 1, Eng 1a, Comm 6 and possibly Comm 46) while offering students a variety of
affiliate classes through its elective offerings. To achieve this, CIN! faculty will need to navigate
how to add faculty, refine its matriculation process and build its infrastructure to support these
efforts. Additionally, CIN! will work towards creating a program certificate/degree that
acknowledges students achievements in the program and promotes the attainment of AA and
transfer goals.
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B. What Changes Do We Suggest?
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 (Resources Requested) to
further detail your narrative. Limit your narrative to two pages, and be very specific about
what you hope to achieve, why, and how.
Given your experiences and student achievement results over the past year, what changes do
you suggest to your course/program improvement plan?
Suggested changes to CIN’s program improvement plan fall under the following four categories:
1) Organizational Structure; 2) Program Assessment; 3) Funding Sources; and 4) Staying Visible.
Organizational Structure: CIN faculty plan to reassess the growth of the program in the past year in an
effort to develop a core curriculum that best serves the academic needs of future CIN students. For
example, next academic year (2013-14), CIN will offer a requisite of core classes (ENGL 102, ENGL 1A,
COMM 1, and COMM 46), while continue to offer a variety of affiliate classes through its elective
offerings (SOC 1, PSN, LIBS 1). Taken together, core classes and affiliate classes, these course offerings
will establish the foundation of a program certificate/degree at Chabot College.
Program Assessment: As an effort of continual improvement, the CIN faculty is in the process of
developing two assessment tools to gather input from current CIN students and affiliate faculty. The
latter will be surveyed via Survey Monkey, an online survey site, while CIN students will participate in a
series of focus groups. Once both assessment tools are administered, the results will be analyzed by the
CIN faculty with the purpose of identifying future program improvements. The data collected will also be
compiled and triangulated with data provided by Chabot’s office of Institutional Research.
Funding Sources: CIN faculty will continue to seek additional funding sources, especially with Title III
funding expiring this spring semester (2013). Currently, CIN is preparing to apply to two grants (Student
Achievement Grant & Learning and Leadership Grant) from The NEA Foundation. We also plan to work
more closely with Chabot’s Grant Writer to help locate more outside funding opportunities. While at the
same time, explore other avenues of institutional funding (Hayward Promise Neighborhood Grant, Title
V, STEM). This will require working closely with colleagues and administrators involved in these grant
projects.
Staying Visible: CIN considers this an ongoing goal. Staying visible on campus as well as outside of
campus has been a constant goal since the program’s inception. We approach this goal in a variety of
ways, for example: 1) working closely with other faculty to develop social justice curriculum and best
teaching practices; 2) collaborating with fellow learning communities and clubs on campus; 3)
presenting CIN research and findings at professional conferences; and 4) sponsoring and/or cosponsoring social justice-themed event on campus. In addition to these “staying visible” efforts, CIN is
proposing the following new initiatives for the next academic year: 1) building community partnerships
with local non-profit organizations to create service learning opportunities for CIN students; 2)
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identifying a local university program that supports social justice initiatives to establish a relationship
that may lead to co-sponsoring events (i.e., student conference) and /or funding opportunities.
What new initiatives might you begin to support the achievement of our Strategic Plan goal?
Chabot’s strategic plan goal:
Increase the number of students that achieve their educational goal within a reasonable
time by clarifying pathways and providing more information and support.”
The following three initiatives address Chabot’s Strategic Plan goal while at the same time support
changes to CIN’s program improvement plan, specifically as it relates to Organizational Structure and
Staying Visible efforts:
1) Develop a PSCN course for the CIN program to help students better meet transfer requirements
and career goals. This class eventually can become a core class (i.e., COMM 1). In short, a PSCN
offering supports CIN’s Organizational Structure.
2) Create a CIN Pathway that includes a AA-T or Certificate Program/Degree. This CIN Pathway
would be part of Chabot’s newly proposed “Chabot New Pathway Model.” The inclusion of a
pathway driven by a social justice thematic and curriculum reflects the culture on this campus as
well as the social concerns of most of our students.
3) Develop a CIN Summer Bridge Program in collaboration with local high schools. This initiative
would focus on pre-collegiate activities, particularly, the immersion of new CIN students to
community college life, with a strong emphasis on transfer requirements and career goals. Such
an initiative would also enhance CIN visibility both on campus and in the community since we
would be working closely with nearby high schools in the area.
Do you have new ideas to improve student learning?
CIN strives in the development and implementation of cutting edge, inquiry-based, studentcentered teaching practices aimed at improving student learning. Since its inception, CIN has
ventured into new ideas, pedagogies, and methods of teaching and learning in the classroom
and outside the classroom. Some examples include:
- A contextualized learning approach by all CIN faculty
- A social justice curriculum that follows an interdisciplinary approach
- Co-teaching practices that emphasize body and movement
- Research methods that encourage original research and value all sources of knowledge,
including “non-academic” sources (i.e., life history project)
- The rigor of student leadership via CIN’s Student Advisory Board
- The emphasis of service learning—learning beyond the classroom
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What are your specific, measurable goals?
The following goals support CIN’s program improvement plan, particularly, as it relates to CIN’s
Program Assessment, Funding Sources, and Staying Visible objectives.
Staying Visible
1) Double the number of CIN sponsored events per semester. Events may include: lecture
series, film series, CIN Workshops for students, CIN workshops for faculty, student-led
demonstrations.
2) Increase the number of High Schools CIN outreaches to by 50%. Establishing new
collaborations with more local high schools will not only increase our visibility in the
community but it will also increase our recruitment figures.
3) Establish at least two partnerships with local non-profit organizations to create service
learning opportunities for CIN students.
4) Build at least one relationship with a local university program that supports social justice
initiatives that may lead to co-sponsoring events and funding opportunities.
Funding Sources
1) Apply to at least two grants (i.e., Student Achievement Grant, Learning and Leadership
Grant) from The NEA Foundation.
2) Work closely with Chabot’s Grant Writer to identify at least two more outside funding
sources.
3) Establish a working relationship with at least one institutional funding partner (i.e.,
Hayward Promise Neighborhood Grant, Title V, STEM)
Program Assessment
1) Collect input from CIN affiliate faculty via survey.
2) Conduct focus groups amongst current CIN students.
3) Continue to analyze data provided by Chabot’s office of Institutional Research
How will you achieve them?
The goals outlined above serve as guideposts on our journey in establishing a CIN program
certificate/degree. In the coming academic year, funding will become priority number one as
Title III monies are set to expire this spring semester (2013). As outlined above, this will require
working closely with Chabot’s Grant Writer to identify outside funding. Currently, we are
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preparing to apply to two grants (Student Achievement Grant & Learning and Leadership Grant)
from The NEA Foundation. In addition, CIN will explore other avenues of institutional funding
(Hayward Promise Neighborhood Grant, Title V, STEM). Once more funding is secured we will
be able to sustain “Staying Visible” initiatives like sponsoring more CIN events, developing a CIN
Summer Bridge Program, offering reassigned time to establish a PSCN course as a core class,
and fund the CIN Coordinator position.
Would any of these require collaboration with other disciplines or areas of the college? How
will make that collaboration occur?
CIN is inherently an interdisciplinary program, so you could say it’s in our DNA to collaborate
with other disciplines or areas of the college. CIN will continue to seek opportunities to
develop, support or advance social justice initiatives at Chabot College. If a CIN Pathway is
incorporated into Chabot’s newly proposed “Chabot New Pathway Model” we will be well
positioned to interact and collaborate with other disciplines and groups on campus. For
example:
- Divisions: Language Arts, Counseling, Library, Social Sciences
- Campus Wide Groups: PRBC, Staff Development, ASCC
- Community Members: Local non-profit organizations, nearby Universities
- Chabot Clubs: Students for Social Justice, Active Dreamers, Anthropology, etc.
- Learning Communities: Daraja, Puente
- Centers: Law and Democracy Center
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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.
CIN Budget 2011-2012 (the project was funded through Title III)
Item
Coordinator
Cost
(3.51 (Fall Eng 12) + 5.25 (Spring
102)= 8.71/30=.29 X$69,613
Total
$20, 187
Counselor
Team Member Stipend
Professional Development
Learning Assistant
Duplication Costs
Field Trips
Speakers
Food (events)
$850/ per semester
$850/per semester/per member
$400/ per semester
$9 hr/ 5rs a week/ 30 weeks
$500
$500
$300
$600
$1700
$3400
$800
$1350
$500
$500
$300
$600
$29,337.77
Cost
$1000/per faculty/per semester
$300/per faculty/per semester
$2450
$500
$1650
$200
Total
$8000
$1200
$2450
$500
$1650
$200
$14, 000
CIN Budget 2012-2013
Item
CIN Leadership Faculty
Teaching Faculty
Conferences*
Duplication Costs
Food (events)
Materials
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.
The budget monies we received have made a huge difference in improving the learning capacities of our
CIN students. We have been able to plan activities to retain students, offer stipends to new faculty as we
have extended the program and develop assessment tools. Learning assistants in the classroom,
particularly English have strengthened student learning by providing tutoring and academic support
during the semester. We have also used our budget money to enhance our team through professional
development with the Morning Star organization. Having a strong team has made our programming
more clear, concise and cohesive. The budget money received in 2011-2012, allowed us to build a
strong infrastructure for the program. Monies received 2012-2013 gave us the opportunity to continue
to grow the program. We were able to attend the Western States Communications Conference to begin
spreading the word about CIN. In anticipation of losing Title III funds we reduced our budget by 50%,
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with the hope that a smaller budget would help the program become more cost efficient, thus allowing
for institutionalization at the college.
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?
One of the biggest challenges this year has been not having release time for a coordinator. All CIN
faculty are teaching full loads with many campus-wide responsibilities. This has made it challenging to
properly coordinate our activities, build curriculum and enhance the program. There are many ways
we’d like to expand the program and investigate more resources, but without the time to do so it feels
impossible. Strengthening a program requires reflection on assessment, building relationships and
deepening our capacity. Release time would help us recruit new students and focus more on our
retention efforts.
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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.
Because CIN is an interdisciplinary program in its second year with limited data to review, the CLOs and
insights gained through our future assessment cycles will be reflected in the discipline program reviews
of Language Arts and Social Sciences. The preliminary success, persistence and demographic data of CIN
in its first 1.5 years were analyzed earlier in the first section of this report. At present, we are working
with the Institutional Research Office to capture data related to multiple definitions of success,
progression through our English course sequence and program level outcomes.
75% of courses, which include Eng 102, Eng 1A and Comm 1, in CIN have CLO’s and rubrics as indicated
in our discipline program reviews. CLOs for Comm 6 will be created in the 2012-13 academic year and
will be assessed the next time the course is offered (presumably Spring 2014).
The assessment schedule below has been revised from our academic program review in year 1.
Previously, we planned to conduct a full assessment of CIN! core classes in the 2012-2013 academic
year. However, after further consultation with Institutional Research and SLOAC, CIN! has decided to
conduct its full assessment in the 2013-14 academic year. This change brings multiple advantages: it
allows CIN! ,as a new program, to further hone its curriculum and assessment methods; provides the
opportunity to develop CLOs for our newest class, Comm 6, in our second year; and finally, permits CIN!
to conduct full assessment in year 3 of our cycle which is SLOAC’s current recommendation for programs
and divisions to streamline assessment and reflection since Elumen and other related support systems
will be changing in the 2012-13 year.
For the purposes of this document, we will track normalized markers of success, in addition to, seeking
students’ individual goals and helping them track their progress and success. Further, we will continue
to engage with other educators who work guided by values and principles of social justice. This enables
us to articulate and understand what others are doing and what they have found, in order to develop
benchmarks and means of assessing social justice in the classroom. Finally, we will provide qualitative
narrative and methodology, by conducting student-led focus groups in 2012-13 and 2013-14, to show
that beyond these normalized quantitative markers, this learning community serves, not just the
students who participate, but their school and their communities well.
ASSESSMENT SCHEDULE:
Spring
Fall
2013
2013
Courses:
Comm 1,
Eng 102,
Group 1:
Full
Assmt
Spring
2014
Comm
6, Eng
1a,
Comm
46
Discuss
results;
Report
results
Fall
2014
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Spring
2015
Fall
2015
Spring
2016
Fall
2016
Spring
2017
Group 2:
Group 3:
Group 4:
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Appendix B2: “Closing the Loop” Assessment Reflections
As mentioned in Appendix B1, CIN! will conduct full assessment in the 2013-14 academic year. For the
purposes of this document, we have listed the current CLOs for each of CIN’s core courses, but data will
not be assessed until year 3 in our cycle.
Course
Semester assessment data gathered - future
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
Eng 102
Fall 2013
1
1
100%
Spring 2014
Carmen Johnston, Pedro Reynoso,
Felicia Tripp, Christy Warda
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
Comm 1
Fall 2013
1
1
100%
Spring 2014
Carmen Johnston, Pedro Reynoso,
Felicia Tripp, Christy Warda
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
Eng 1a
Spring 2014
1
1
100%
Spring 2014
Carmen Johnston, Pedro Reynoso,
Felicia Tripp, Christy Warda
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
Comm 6, Comm 46
Spring 2014
1
1
100%
Spring 2014
Carmen Johnston, Pedro Reynoso,
Felicia Tripp, Christy Warda
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
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

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
ENGLISH 102
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
Student can organize a paper so that it is unified and
coherent.
(CLO) 2:
Student can respond to a topic, demonstrate critical
thinking, comprehension and use of text to support ideas.
(CLO) 3:
Student demonstrates sentence-level fluency and control
of grammar.
(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?
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COMMUNICATION STUDIES 1
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
Recognize, define, and apply the principles of practical
communication and communication theory
(CLO) 2:
Listen to, evaluate, and respond appropriately to the ideas
of others
(CLO) 3:
Understand the variety of value systems people use in
communications.
(CLO) 4:
ENGLISH 1A, & 7
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Student can organize a paper so that it is unified and
coherent.
(CLO) 2:
Student can respond to a topic, demonstrate critical
thinking, comprehension and use of
text to support ideas
(CLO) 3:
Student demonstrates sentence-level fluency and control
of grammar.
(CLO) 4:
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COMMUNICATION STUDIES 6
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Recognize, define, and apply the principles of aesthetic
communication and performance theory.
(CLO) 2:
Listen to, evaluate, and respond appropriately to the ideas and
performances of others.
(CLO) 3:
Appraise, analyze, and synthesize traditional and nontraditional
texts for performance and production.
(CLO) 4:
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Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
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?
n/a
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?
n/a
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?
n/a
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?
n/a
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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?
n/a
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?
n/a
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
n/a
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?
n/a
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
18
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?
n/a
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?
n/a
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
To design our PLOs in our first program year, we held brainstorming sessions with the CIN Student
Advisory Board and CIN Leadership Team. Now in our second program year, we will continue this ongoing process to ensure that our PLOs reflect students’ needs and goals while also incorporating faculty
desires. The PLOs below are listed with their related CWLGs and additional indicators to illustrate CIN
program goals and values.

PLO #1: Students will understand and practice social justice in their communities.
Aligned with CWLGs: Global and Cultural Involvement and Civic Engagement
Awareness, knowledge and behaviors associated with PLO #1:
o Students will gain an understanding of anti-bias, anti-racist, multicultural, diverse
perspectives
o Students will identify how they play a role within organizational structures,
oppressions and community issues
o Students will demonstrate an understanding of organizational structures, institutions,
and oppressions
o Students will gain an increased sense of agency through enacting, organizing, praxis
related to their increased social justice awareness and knowledge

PLO #2: Students will demonstrate empathy in communication with others.
Aligned with CWLGs: Communication
Awareness, Knowledge and Behaviors associated with PLO #2:
o Students will develop the abilities to express their own opinions, listen to alternative
perspectives and create new collaborative ideas
o Students will increase their competencies related to multiple aspects of diversity (including
race, gender, socioeconomic status, etc.)
o Students will increase their literacies through technology and research
o Students will utilize expressive arts to demonstrate their awareness of their own and others’
perspectives
What questions or investigations arose as a result of these reflections or discussions?
Explain: N/A. Because this is our second program year, we have recently designed our PLOs in our first
year. The PLOs will be researched through qualitative methods in our second year and fully assessed in
our third year as described in our assessment schedule.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: N/A. Because this is our second program year, we have recently designed our PLOs
in our first year. The PLOs will be researched through qualitative methods in our second year and fully
assessed in our third year as described in our assessment schedule.
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What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned: N/A. Because this is our second program year, we have recently designed our PLOs in
our first year. The PLOs will be researched through qualitative methods in our second year and fully
assessed in our third year as described in our assessment schedule.
Program: ________________________________________________
 PLO #1:

PLO #2:

PLO #3:
 PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
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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? Yes
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. Yes
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? Yes
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.
N/A. We are a developmental-transfer level English program.
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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?
The PSCN course within our program will help students achieve success in college by giving them more
support to move through their Student Educational Plan.
What is your specific goal and measurable outcome?
PSCN course, have a 100% completion rate of course and 80% rate of completion on additional CIN
courses.
What is your action plan to achieve your goal?
Activity (brief description)
Because this initiative depends on FTEF there’s not much we
can do without budget approval.
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
FTEF
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
X 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:
X
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?
XNo
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
XNo
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
XNo
Yes, list potential funding sources:
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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?
A Certificate/AA-T in Social Justice Leadership will honor the work students have done in CIN. A sense of
accomplishment and community will help students complete their studies. The AA-T will guarantee
students transfer into the CSU system. Additionally because no other community college has a
Certificate/AA-T in Social Justice Chabot will be seen as an innovator and students will be drawn to our
campus!
What is your specific goal and measurable outcome?
Certificate/AA-T in Social Justice Leadership. 30 students receive this documentation by 2016.
What is your action plan to achieve your goal?
Research information in developing Certificate/AA-T.
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
4/1/13
Choose classes for program
5/1/13
Complete necessary paperwork, await approval
10/1/13
Prepare documentation to get Certificate/AA-T on the books
1/1/14
Activity (brief description)
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
X 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)
X 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?
XNo
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
XNo
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project? Not yet
24
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?
This initiative would focus on pre-collegiate activities, particularly, the immersion of new CIN
students to community college life, with a strong emphasis on transfer requirements and career
goals. Such an initiative would also enhance CIN visibility both on campus and in the community
since we would be working closely with nearby high schools in the area.
What is your specific goal and measurable outcome?
Develop a CIN Summer Bridge Program in collaboration with local high schools to begin the summer of
2015.
What is your action plan to achieve your goal?
Strengthened relationships with neighborhood high schools
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
ongoing
Plan bridge program
2013-2014
Recruit student teachers
2013-2014
Look for funding
ongoing
Activity (brief description)
How will you manage the personnel needs?
X New Hires: students
Faculty # of positions
Classified staff # of
positions
X 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)
X 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?
XNo
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
25
No
X
yes possibly
Do you know of any grant funding sources that would meet the needs of the proposed project? Not yet
26
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. CIN Coordinator
Coordinate activities and efforts of CIN program
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.
According to the data, CIN has a high persistence rate in our coruses. 79% of students
successfully moved from Eng 102-1a between Fall 2011-Su 2012; with only 21% being nonsuccessful. Once students complete English 102 they go on to find success in their additional
classes. In order to capitalize on the success of the English classes, coordination would be
helpful in recruitment and retention strategies for the additional CIN classes. Often because
recruitment happens later for our other classes, students are less prepared and subsequently
have lower success rates. A CIN coordinator would allow us to focus on recruitment and
increase our retention and persistence strategies
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.
As we all know, learning communities offer one of the best shots for students towards their success. The
sense of community and case-management helps students feel connected and more directed towards
their goals. CIN is a great model for student success because it is based purely on interest and a desire
for community. With the college moving more towards a learning community model, it is imperative
that learning communities are strengthened so they can offer best practice methods to other budding
communities. Having a coordinator will help us develop these practices, increase recruitment and
retention, and enhance programming in general. It is nearly impossible to complete all the programming
tasks as full-time faculty with full loads and responsibilities.
27
28
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 .
In regards to FTEF, we would like to receive funding for College Study Skills Class (PSCN 15). Historically, all learning
communities have had a PSCN 15 to offer support to their students. We have not had one, and we’d like to fully
utilize the skills and talents of our team member, Felicia Tripp. We are lucky to have a dedicated counselor
embedded in our program, however our students are not getting to benefit from her expertise because they do
not have regular contact with her. Students enrolled in PSCN 15 get a well-rounded learning community
experience because they have more instructors supporting their progress and offering encouragement. Moreover,
valuable skills are offered in that class which enable student success. According to the data, PSCN 15 is highly
productive class. In each of the face-to-face sections over the past three years, the class has been over-enrolled, at
100%-103% rate respectively. It is a one unit class that serves over forty students. If offered within the CIN
program, the majority of our students enrolled Freshman year would be able to take the class, thus increasing their
chance for success and a sense of community.
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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__
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Learning Assistants
To assist in the English and Communication
Studies courses
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.
We would like to receive learning assistants for the CIN program in the English and Communication
Studies courses. We have had much success when using them in our classrooms. For the English classes,
students have met with the Learning Assistants outside of class to work on essays and further their
understanding of the readings. Learning Assistants also have led writing workshops which the students
have found beneficial. In the Communication Studies Courses learning assistants have planned
workshops and assisted students in developing their projects. They have coached students on their
speeches as well. The data around Learning Assistants shows more engagement in classes where they
are present. Learning Assistants in the CIN program will definitely add to our success.
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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
2012-13 Budget
Requested Received
$
2013-14
Request
$
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Rationale
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
Morningstar Training
Host a social justice learning
community conference
2013-14 Request
$1200
$1500
Rationale
On campus facilitation and training of CIN faculty in
social justice methods and communication.
Sustainability of program and professional
development to ensure longevity of faculty.
Host colleagues to develop social justice curriculum
across the disciplines and best practices for this
particular pathway
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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.
* 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.
34
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): Change It Now Office
Building/Location: 100
Description of the facility project. Please be as specific as possible.
The Change It Now office is a space for program meetings and events. Currently we are always
scrambling for meeting space. It would be great for students to have a recognizable CIN space on
campus.
What educational programs or institutional purposes does this equipment support?
The CIN program is based in the Language Arts department. English and Communications Studies are
the foundations for the program. Moreover the classes offered in the CIN program meet the majority
of the classes students need for transfer. Having a space will help gel the program and create a sense
of unity and pride.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
Student success, retention and persistence is at the heart of the Strategic Plan Goal. These are aspects
CIN has had success. The office will create community with students so they could offer
encouragement. Also, one of our team members is a counselor, Felicia Tripp. Within our office space
she could offer informal counseling support to help students meet their goals to move through their
Student Educational Plans quickly and effectively. This office space would hold social justice lesson
plans so other instructors interested in social justice could visit and receive professional development
support. CIN is the only learning community developing curriculum to help students better understand
the inequities of their experiences all while building community and offering support to help them
overcome these oppressions. This space will only strengthen the work we are doing.
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