Chabot College
Academic Program Review Report
Year Three of
Program Review Cycle
Final Summary Report
American Sign Language
Submitted on 02/28/2013
Arturo Lopez Yanez
Final Forms, 1/18/13
Table of Contents
Section A: What Have We Accomplished? ................................ 1
Section B: What’s Next? ........................................................... 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 Have We Accomplished?
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 program improvement goals did you establish?
Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for student learning, program learning, and Strategic Plan
achievement.
What best practices have you developed? Those could include pedagogical methods,
strategies to address Basic Skills needs of our students, methods of working within your
discipline, and more.
Are these best practices replicable in other disciplines or areas?
What were your greatest challenges?
Were there institutional barriers to success?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
In year one I was just starting out as the full time professor in the American Sign Language
department. I was coming in to a department that had 4 adjunct faculty members. One of the
first changes that I felt was necessary was a change in the curriculum used in all the classes. I
proposed to start using the Signing Naturally textbooks across all courses to ensure students
were all receiving the same instruction, no matter the instructor and that they were all
developing the necessary skills to move from one class to the next. The new curriculum was
established and is now being used in all classes. Another area of improvement was offering
tutoring services for our struggling students. Now there is at least one tutor for ASL available
and we are continuing to recruit for more students who are interested.
We also established more long-term program goals which included adding a SL 67 class that is a
fourth level ASL class, adding a lab to each ASL class and also establishing an AA degree
program in ASL. These long-term goals are still in progress. The short-term goal of expanding
SL 66 has been in progress also. The number of students in the class jumped from 5 to 11
students from Fall 2011 to Spring 2012. SL 66 is continuing to grow in numbers and the goal is
to have it stand alone as a class of its own and then we will be able to start discussing the
possibility of opening up the new SL 67 class.
1
As the only full time professor in the ASL department I am continually changing my syllabi and
adding components that I feel are necessary. I think it is important to always be evolving as a
professor and looking into new strategies of teaching. I am continuing to use the technology in
the classroom. I use PowerPoint on a daily basis and it allows me to use visuals for the students
and then teach the language associated with those visuals. I believe any discipline at Chabot
College can use visuals while teaching. Many students attending college are visual learners and
when the information is presented on a big screen in front of them, they are able to remember
the information better.
I believe the biggest challenges in these past three years has been expanding SL 66’s numbers
and also adding labs to each class. Another challenge is proposing an AA degree in ASL. I want
the program to grow and it is well on its way but I believe the numbers need to be more
consistent before we can offer more. I have been looking into the other foreign language
programs at Chabot and seeing what their AA degree program looks like. One of the challenges
is that our program only offers 3 units for each class. Many of the other foreign language
classes are 4 or even 5 unit classes. I believe we need to be in alignment with what other
foreign languages are offering. I am taking it one step at a time and trying to establish an ASL
program that is well known in the Bay Area.
The only barrier that I have encountered at the college is being a very small department. I am
the only full time faculty member and therefore do not have as much support from like
colleagues. The colleagues in other disciplines have been great in trying to support me but it is
difficult on days such as Flex Days because while everyone else is breaking up into their
disciplines and discussing important details, I am usually by myself trying to develop my
department.
2
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.




What goals do you have for future program improvement?
What ideas do you have to achieve those goals?
What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
What recommendations do you have to improve the Program Review process?
The ASL department is going to continue growing and our future goals are as follows:
1. Increase the number of students in SL 66 to stand alone as a class instead of being
combined with SL 65. When this is accomplished, then SL 67 would be created for
students in SL 66 to continue on and complete 2 academic years of ASL.
2. The goal is to create a one-unit lab that students will take in conjunction with their ASL
class. The class will consist of an online component where students can practice as a
group or independently.
3. Our goal is to offer an AA degree in ASL for students to transfer to a university. Students
will be able to complete the program in 4 full time semesters and leave our program
fluent in ASL.
4. Hire a second full time faculty member to collaborate with the current full time faculty
member.
5. Give the full time faculty members the opportunity to attend workshops and
conferences that pertain to their discipline. The American Sign Language Teachers
Association often has an annual conference in the summer time. This is a great
opportunity for the faculty to gain new knowledge about current teaching trends in ASL.
By hiring an additional full time faculty member the department will be able to achieve the
goals listed above more quickly. The current full time faculty member is teaching 5-6 classes a
semester and has over 300 students each semester. It is often difficult to get the ball rolling on
goals since most of his time is spent teaching, grading and meeting with students.
3
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
N/A
N/A
N/A
2011-12
Budget
Received
2012-13
Budget
Requested
2012-13
Budget
Received
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.
N/A
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?
N/A
4
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
2013
Fall
2013
Spring
2014
Fall
2014
Spring
2015
Fall
2015
Spring
2016
Fall
2016
Spring
2017
Courses:
Group 1:
SL 64
Group 2:
SL 65
Group 3:
SL 66
Assessment
plans are
made for
the
discipline
Revise
outcomes if
needed,
create
rubrics for
scoring,
discuss and
assess
learning
outcomes.
Evaluate
and Discuss
Use of
Results
Assessment
plans are
made for
the
discipline
Revise
outcomes if
needed,
create
rubrics for
scoring,
discuss and
assess
learning
outcomes.
Assessment
plans are
made for
the
discipline
Assessment
plans are
made for
the
discipline
Revise
outcomes
if needed,
create
rubrics for
scoring,
discuss
and assess
learning
outcomes.
5
Evaluate
and
Discuss
Use of
Results
Revise
outcomes
if needed,
create
rubrics for
scoring,
discuss
and assess
learning
outcomes.
Evaluate
and
Discuss
Use of
Results
Appendix B2: “Closing the Loop” Assessment Reflections
Course
American Sign Language 64
Semester assessment data gathered
Spring 2012
Number of sections offered in the semester
7
Number of sections assessed
5
Percentage of sections assessed
71%
Semester held “Closing the Loop” discussion
Spring 2012
Faculty members involved in “Closing the Loop” discussion
Arturo Lopez Yanez
Course-Level Outcome (CLO) 1:
Outcome: Demonstrate a basic knowledge of ASL sign vocabulary including fluency & accuracy of
signs, smoothness and fluency of signs and conceptually accurate ideas.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the students taking SL 64 will score a 3 or above on the rubric.
How do your current scores match with your above definition of success?
Currently there are 50.4% of students receiving a 3 or 4 on the rubric.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
I think that we are close to the 70% of students receiving a 3 or 4 on the rubric but there are areas
of improvement. Students can have more participation in class, interact with each other and work
in small groups. Faculty can also provide more opportunities for students to see and interact with
Deaf people both in class and in the community. Faculty can also assign more outside homework so
6
students have to practice the given vocabulary outside of class and practice fluency.
What course-level and programmatic strengths have the assessment reflections revealed?
Half of the students taking SL 64 have met the outcome and complete the class with a basic
vocabulary in sign language and also can hold a basic conversation using the language and its
grammar. Students are prepared to move on to the next class, American Sign Language 65.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The American Sign Language department wants to eventually add a lab for students to work on their
sign language skills and to prepare for the quizzes and tests. We also want to create a Field Work
class for students to have a chance to work with Deaf people and increase their language skills. A
long-term goal would be to create an associate’s program for American Sign Language and add a
fourth ASL class.
What is the nature of the planned actions?






X Curricular
X Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
Demonstrate how to use correct signs including correct handshape, palm
orientation, movement and location.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the students taking SL 64 will score a 3 or above on the rubric.
How do your current scores match with your above definition of success?
7
Currently there are 50.4% of students receiving a 3 or 4 on the rubric.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
I think that we are close to the 70% of students receiving a 3 or 4 on the rubric but there are areas
of improvement. Students can have more participation in class, interact with each other and work
in small groups. Faculty can also provide more opportunities for students to see and interact with
Deaf people both in class and in the community. Faculty can also assign more outside homework so
students have to practice the given vocabulary outside of class and practice fluency.
What course-level and programmatic strengths have the assessment reflections revealed?
Students complete SL 64 with the knowledge of how to choose the correct sign and use it correctly
in a sentence.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The American Sign Language department wants to eventually add a lab for students to work on their
sign language skills and to prepare for the quizzes and tests. We also want to create a Field Work
class for students to have a chance to work with Deaf people and increase their language skills. A
long-term goal would be to create an associate’s program for American Sign Language and add a
fourth ASL class.
What is the nature of the planned actions?






X Curricular
X Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome: Demonstrate knowledge of using correct facial expressions related to the
content, which can include portraying different emotions, and asking questions.
8
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the students taking SL 64 will score a 3 or above on the rubric.
How do your current scores match with your above definition of success?
Currently there are 50.4% of students receiving a 3 or 4 on the rubric.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
I think that we are close to the 70% of students receiving a 3 or 4 on the rubric but there are areas
of improvement. Students can have more participation in class, interact with each other and work
in small groups. Faculty can also provide more opportunities for students to see and interact with
Deaf people both in class and in the community. Faculty can also assign more outside homework so
students have to practice the given vocabulary outside of class and practice fluency.
What course-level and programmatic strengths have the assessment reflections revealed?
Facial expression is greatly emphasized from the beginning so when students complete SL 64, they
already have an understanding of how important facial expression is when signing. Students
continue to improve their use of facial expression as they take SL 65 and 66.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The American Sign Language department wants to eventually add a lab for students to work on their
sign language skills and to prepare for the quizzes and tests. We also want to create a Field Work
class for students to have a chance to work with Deaf people and increase their language skills. A
long-term goal would be to create an associate’s program for American Sign Language and add a
fourth ASL class.
What is the nature of the planned actions?




X Curricular
X Pedagogical
Resource based
Change to CLO or rubric
9
 Change to assessment methods
 Other:
___________________________________________________________________________
Course-Level Outcome (CLO) 4:
Outcome:
Demonstrate knowledge of the manual alphabet and receptively
understand fingerspelled words in sentences as well as produce fingerspelled
words in signed sentences.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the students taking SL 64 will score a 3 or above on the rubric.
How do your current scores match with your above definition of success?
Currently there are 50.4% of students receiving a 3 or 4 on the rubric.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
I think that we are close to the 70% of students receiving a 3 or 4 on the rubric but there are areas
of improvement. Students can have more participation in class, interact with each other and work
in small groups. Faculty can also provide more opportunities for students to see and interact with
Deaf people both in class and in the community. Faculty can also assign more outside homework so
students have to practice the given vocabulary outside of class and practice fluency.
What course-level and programmatic strengths have the assessment reflections revealed?
Fingerspelling and understanding fingerspelling is taught from the very first class in SL 64. Students
complete the class knowing how to fingerspell names and words that do not have a sign and also
are able to receptively “read” words on the hand when signed by other students and the teacher.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The American Sign Language department wants to eventually add a lab for students to work on their
sign language skills and to prepare for the quizzes and tests. We also want to create a Field Work
class for students to have a chance to work with Deaf people and increase their language skills. A
long-term goal would be to create an associate’s program for American Sign Language and add a
10
fourth ASL class.
What is the nature of the planned actions?






X Curricular
X Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
_____________________________________________________________________________
11
Course
America Sign Language 65
Semester assessment data gathered
Spring 2012
Number of sections offered in the semester
2
Number of sections assessed
1
Percentage of sections assessed
50%
Semester held “Closing the Loop” discussion
Spring 2012
Faculty members involved in “Closing the Loop” discussion
Arturo Lopez Yanez
Course-Level Outcome (CLO) 1:
Outcome: Compose short ASL narratives and stories using advanced ASL grammatical structure
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the students taking SL 65 will score a 3 or above on the rubric.
How do your current scores match with your above definition of success?
Currently there are 60.3% of students receiving a 3 or 4 on the rubric.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
I think that we are close to the 70% of students receiving a 3 or 4 on the rubric but there are areas
of improvement. Students can have more participation in class, interact with each other and work
in small groups. Faculty can also provide more opportunities for students to see and interact with
Deaf people both in class and in the community. Faculty can also assign more outside homework so
students have to practice the given vocabulary outside of class and practice fluency.
What course-level and programmatic strengths have the assessment reflections revealed?
12
Students come from SL 64 with the basic vocabulary and grammatical structures already in tact so in
SL 65 students expand on their vocabulary and are also able to use advanced grammatical structures
that are only used in ASL. Students learn that ASL is a language all in its own and is separate from
English.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The American Sign Language department wants to eventually add a lab for students to work on their
sign language skills and to prepare for the quizzes and tests. We also want to create a Field Work
class for students to have a chance to work with Deaf people and increase their language skills. A
long-term goal would be to create an associate’s program for American Sign Language and add a
fourth ASL class.
What is the nature of the planned actions?






X Curricular
X Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome: Distinguish appropriate advanced non manual grammatical features embedded within
topics of personal interest, social activities and interests
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the students taking SL 65 will score a 3 or above on the rubric.
How do your current scores match with your above definition of success?
Currently there are 60.3% of students receiving a 3 or 4 on the rubric.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
13
I think that we are close to the 70% of students receiving a 3 or 4 on the rubric but there are areas
of improvement. Students can have more participation in class, interact with each other and work
in small groups. Faculty can also provide more opportunities for students to see and interact with
Deaf people both in class and in the community. Faculty can also assign more outside homework so
students have to practice the given vocabulary outside of class and practice fluency.
What course-level and programmatic strengths have the assessment reflections revealed?
Students are expected to maintain facial expressions in class but also improve on them when
learning different grammatical features. The faculty does a great job in requiring students to
improve on facial expressions and ensure that the facial expression fits the grammatical feature
appropriately.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The American Sign Language department wants to eventually add a lab for students to work on their
sign language skills and to prepare for the quizzes and tests. We also want to create a Field Work
class for students to have a chance to work with Deaf people and increase their language skills. A
long-term goal would be to create an associate’s program for American Sign Language and add a
fourth ASL class.
What is the nature of the planned actions?






X Curricular
X Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome: Describe and analyze, with sensitivity and appreciation, the relationship between
language (English and ASL)
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
14
70% of the students taking SL 65 will score a 3 or above on the rubric.
How do your current scores match with your above definition of success?
Currently there are 60.3% of students receiving a 3 or 4 on the rubric.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
I think that we are close to the 70% of students receiving a 3 or 4 on the rubric but there are areas
of improvement. Students can have more participation in class, interact with each other and work
in small groups. Faculty can also provide more opportunities for students to see and interact with
Deaf people both in class and in the community. Faculty can also assign more outside homework so
students have to practice the given vocabulary outside of class and practice fluency.
What course-level and programmatic strengths have the assessment reflections revealed?
Students are expected to learn that ASL is a language all on its own and is vastly different than
English. Students learn how to translate from English to ASL and analyze how ASL’s grammatical
structure differs from English.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The American Sign Language department wants to eventually add a lab for students to work on their
sign language skills and to prepare for the quizzes and tests. We also want to create a Field Work
class for students to have a chance to work with Deaf people and increase their language skills. A
long-term goal would be to create an associate’s program for American Sign Language and add a
fourth ASL class.
What is the nature of the planned actions?






X Curricular
X Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
______________________________________________________________________________
15
Course-Level Outcome (CLO) 4:
Outcome: Integrate appropriate grammatical features when utilizing ASL in both the receptive and
expressive delivery of a short story
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the students taking SL 65 will score a 3 or above on the rubric.
How do your current scores match with your above definition of success?
Currently there are 60.3% of students receiving a 3 or 4 on the rubric.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
I think that we are close to the 70% of students receiving a 3 or 4 on the rubric but there are areas
of improvement. Students can have more participation in class, interact with each other and work
in small groups. Faculty can also provide more opportunities for students to see and interact with
Deaf people both in class and in the community. Faculty can also assign more outside homework so
students have to practice the given vocabulary outside of class and practice fluency.
What course-level and programmatic strengths have the assessment reflections revealed?
Students are expected to learn how to create a short story and use correct ASL grammatical
features. The faculty works with students throughout the semester to increase vocabulary to
ensure students have all the necessary tools to expressively sign a short story and receptively
understand their peers’ stories.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The American Sign Language department wants to eventually add a lab for students to work on their
sign language skills and to prepare for the quizzes and tests. We also want to create a Field Work
class for students to have a chance to work with Deaf people and increase their language skills. A
long-term goal would be to create an associate’s program for American Sign Language and add a
16
fourth ASL class.
What is the nature of the planned actions?






X Curricular
X Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
_____________________________________________________________________________
Course
American Sign Language 66
Semester assessment data gathered
Spring 2012
Number of sections offered in the semester
2
Number of sections assessed
1
Percentage of sections assessed
50%
Semester held “Closing the Loop” discussion
Spring 2012
Faculty members involved in “Closing the Loop” discussion
Arturo Lopez Yanez
Course-Level Outcome (CLO) 1:
Outcome: Compose short ASL narratives and stories using advance ASL grammatical structure
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the students taking SL 66 will score a 3 or above on the rubric.
How do your current scores match with your above definition of success?
Currently there are 77.8% of students receiving a 3 or 4 on the rubric.
17
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
SL 66 is a smaller sized class and therefore it is easier to achieve a 70% but there are always areas of
improvement. Students can have more participation in class, interact with each other and work in
small groups. Faculty can also provide more opportunities for students to see and interact with
Deaf people both in class and in the community. Faculty can also assign more outside homework so
students have to practice the given vocabulary outside of class and practice fluency.
What course-level and programmatic strengths have the assessment reflections revealed?
Students taking SL 66 are typically very involved and interested in learning more about ASL and
therefore the content taught is fast paced and packed with many different features of ASL.
Students in this class are expected to build on what they learned in SL 65 and improve their fluency.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The American Sign Language department wants to eventually add a lab for students to work on their
sign language skills and to prepare for the quizzes and tests. We also want to create a Field Work
class for students to have a chance to work with Deaf people and increase their language skills. A
long-term goal would be to create an associate’s program for American Sign Language and add a
fourth ASL class.
What is the nature of the planned actions?






X Curricular
X Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome: Distinguish appropriate advanced non manual grammatical features embedded within
topics of personal interest, social activities and interests
18
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the students taking SL 66 will score a 3 or above on the rubric.
How do your current scores match with your above definition of success?
Currently there are 77.8% of students receiving a 3 or 4 on the rubric.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
SL 66 is a smaller sized class and therefore it is easier to achieve a 70% but there are always areas of
improvement. Students can have more participation in class, interact with each other and work in
small groups. Faculty can also provide more opportunities for students to see and interact with
Deaf people both in class and in the community. Faculty can also assign more outside homework so
students have to practice the given vocabulary outside of class and practice fluency.
What course-level and programmatic strengths have the assessment reflections revealed?
Students taking SL 66 are expected to build on the non manual grammatical features they learned in
the previous two classes. Facial expression is a major component of ASL and therefore students in
this class must use it at all times while signing. Students complete this class with a full
understanding of how to use these non manual markers and how to apply them while signing.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The American Sign Language department wants to eventually add a lab for students to work on their
sign language skills and to prepare for the quizzes and tests. We also want to create a Field Work
class for students to have a chance to work with Deaf people and increase their language skills. A
long-term goal would be to create an associate’s program for American Sign Language and add a
fourth ASL class.
What is the nature of the planned actions?
 X Curricular
 X Pedagogical
 Resource based
19
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome: Describe and analyze, with sensitivity and appreciation, the relationship between
language (English and ASL)
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the students taking SL 66 will score a 3 or above on the rubric.
How do your current scores match with your above definition of success?
Currently there are 77.8% of students receiving a 3 or 4 on the rubric.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
SL 66 is a smaller sized class and therefore it is easier to achieve a 70% but there are always areas of
improvement. Students can have more participation in class, interact with each other and work in
small groups. Faculty can also provide more opportunities for students to see and interact with
Deaf people both in class and in the community. Faculty can also assign more outside homework so
students have to practice the given vocabulary outside of class and practice fluency.
What course-level and programmatic strengths have the assessment reflections revealed?
Students are expected to continue to interpret between ASL and English and are required to present
on a topic using PowerPoint. They must write the PowerPoint in English but sign their presentation
to the class in ASL. Students are able to analyze the two languages and point out differences
between them.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The American Sign Language department wants to eventually add a lab for students to work on their
20
sign language skills and to prepare for the quizzes and tests. We also want to create a Field Work
class for students to have a chance to work with Deaf people and increase their language skills. A
long-term goal would be to create an associate’s program for American Sign Language and add a
fourth ASL class.
What is the nature of the planned actions?






X Curricular
X Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
______________________________________________________________________________
Course-Level Outcome (CLO) 4:
Outcome: Integrate appropriate grammatical features when utilizing ASL in both the receptive and
expressive delivery of a short story
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of the students taking SL 66 will score a 3 or above on the rubric.
How do your current scores match with your above definition of success?
Currently there are 77.8% of students receiving a 3 or 4 on the rubric.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
SL 66 is a smaller sized class and therefore it is easier to achieve a 70% but there are always areas of
improvement. Students can have more participation in class, interact with each other and work in
small groups. Faculty can also provide more opportunities for students to see and interact with
Deaf people both in class and in the community. Faculty can also assign more outside homework so
students have to practice the given vocabulary outside of class and practice fluency.
What course-level and programmatic strengths have the assessment reflections revealed?
21
Students are expected to learn how to create a short story and use correct ASL grammatical
features. The faculty works with students throughout the semester to increase vocabulary to
ensure students have all the necessary tools to expressively sign a short story and receptively
understand their peers’ stories.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The American Sign Language department wants to eventually add a lab for students to work on their
sign language skills and to prepare for the quizzes and tests. We also want to create a Field Work
class for students to have a chance to work with Deaf people and increase their language skills. A
long-term goal would be to create an associate’s program for American Sign Language and add a
fourth ASL class.
What is the nature of the planned actions?






X Curricular
X Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
______________________________________________________________________________
22
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.
Program: American Sign Language
 PLO #1: Demonstrate the basic knowledge of ASL grammatical structure.

PLO #2: Demonstrate the ability to communicate using the vocabulary learned in class.
What questions or investigations arose as a result of these reflections or discussions?
Explain:
Students in SL 66 have a higher percentage of completing a 3 or 4 on the rubrics because the
class size is smaller and those in that class tend to be more motivated and want to improve
their skills. The department is discussing how to increase the percentage of achievement in SL
64 and 65. It is our goal to have each class achieve 70% of students receiving a 3 or 4 on each
rubric. We want each student to complete the class with the ability to understand the ASL
grammatical features and also use the vocabulary learned in class to communicate with a Deaf
person in the community.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Fingerspelling and understanding fingerspelling is taught from the very first class in SL 64.
Students complete the class knowing how to fingerspell names and words that do not have a
sign and also are able to receptively “read” words on the hand when signed by other students
and the teacher.
Facial expression is greatly emphasized from the beginning so when students complete SL 64,
they already have an understanding of how important facial expression is when signing.
Students continue to improve their use of facial expression as they take SL 65 and 66.
Students come from SL 64 with the basic vocabulary and grammatical structures already in tact
so in SL 65 students expand on their vocabulary and are also able to use advanced grammatical
structures that are only used in ASL. Students learn that ASL is a language all in its own and is
separate from English. Students in SL 66 are then able to use ASL and it’s grammatical features
in every day conversation and in class presentations.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
Students can have more participation in class, interact with each other and work in small
23
groups. Faculty can also provide more opportunities for students to see and interact with Deaf
people both in class and in the community. Faculty can also assign more outside homework so
students have to practice the given vocabulary outside of class and practice fluency. One of the
main factors for success in an ASL class is being able to converse with the Deaf community.
Practice makes perfect and since ASL is a visual language, the students need more opportunities
to converse with Deaf people in natural environments.
The American Sign Language department wants to eventually add a lab for students to work on
their sign language skills and to prepare for the quizzes and tests. We also want to create a
Field Work class for students to have a chance to work with Deaf people and increase their
language skills. A long-term goal would be to create an associate’s program for American Sign
Language and add a fourth ASL class.
24
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. YES
25
Appendix E: Proposal for New Initiative 1
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 plan is to create a SL 67 class, which would be an advanced American Sign Language class. Students
will then be able to take 4 consecutive semesters of ASL and therefore become fluent in the language.
What is your specific goal and measurable outcome?
Our goal is to increase the number of students in SL 66 to stand alone as a class instead of being
combined with SL 65. When this is accomplished, then SL 67 would be created for students in SL 66 to
continue on and complete 2 academic years of ASL.
What is your action plan to achieve your goal?
Target
Completion
Date
Increase the number of students in SL 66 and become separate Fall 2014
from SL 65.
Develop proposal of course outline and syllabus for SL 67
Spring
2014
Complete proposal and submit to necessary personnel making Fall 2014
any changes necessary
Begin offering SL 67
Spring
2015
Activity (brief description)
Required Budget (Split out
personnel, supplies, other
categories)
None
None
None
Addition of one faculty
member
How will you manage the personnel needs?
New Hires:
Faculty # of positions: 1
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: an additional full time faculty member will be needed to cover the
additional class
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
26
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:
Appendix E: Proposal for New Initiative 2
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 the
learning?
The American Sign Language department is in the process of creating an Associate’s degree in ASL.
Students would have the opportunity to receive an AA degree in ASL and then transfer to a university to
pursue a degree in Deaf Education, Interpreting or other areas related to working with Deaf people.
What is your specific goal and measurable outcome?
Our goal is to offer an AA degree in ASL for students to transfer to a university. Students will be able to
complete the program in 4 full time semesters and leave our program fluent in ASL.
What is your action plan to achieve your goal?
Activity (brief description)
Determine courses needed to make up the 60 units required
for an AA degree (including the new course SL 67)
Propose courses to personnel and make necessary changes
Approval of AA degree
Target
Completion
Date
Fall 2013
Required Budget (Split out
personnel, supplies, other
categories)
None
Spring
2014
Spring
2015
None
None
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
27
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:
Appendix E: Proposal for New Initiative 3
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 the
learning?
The ASL department would like to add a one-unit lab to each course level. This lab would enable
students to expand their learning and study using an online program.
What is your specific goal and measurable outcome?
The goal is to create a one-unit lab that students will take in conjunction with their ASL class. The class
will consist of an online component where students can practice as a group or independently.
What is your action plan to achieve your goal?
Activity (brief description)
Develop curriculum and class outline for each lab class
Approval of lab for each ASL class
Target
Completion
Date
Spring
2014
Spring
2015
Required Budget (Split out
personnel, supplies, other
categories)
Online curriculum costs if
any do exist
How will you manage the personnel needs?
New Hires:
Faculty # of positions: 1
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)
28
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: an additional full time faculty member would be used to cover the
additional units offered when labs begin.
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:
29
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. Full time faculty member
ASL professor
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.
The ASL classes are slowly increasing in size. Each SL 64 class in Spring 2012 was over capacity.
SL 65 and 66 have both had increasing numbers of students taking each class. With the proposed
additions to the department such as the labs, AA degree and the fourth level SL 67 class, an additional
full time faculty member would satisfy the additional units being offered. There is currently one full
time faculty member and two adjunct faculty members. It is often difficult being the only full time
faculty member in a department. Two heads are better than one and having another faculty member to
discuss with and make changes within the department is always an advantage. If current trends
continue, the department is going to keep growing and an additional faculty member would be very
helpful when classes do continue to fill up.
30
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: 0
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.
31
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 .
With the current plan, there would need to be additional FTEF allocations made for the new SL 67 class (3 units) as
well as the one-unit labs that are proposed for each class. In the current plan, these allocations will start in Spring
2015.
32
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. Tutors
Students who are currently in or have
completed SL 66
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.
The Learning Connections/PATH center is always looking for ASL tutors. They are continually recruiting
students and I feel an additional two tutors would really meet the needs of the students taking SL 64
and SL 65. As the number of students in SL 64 and 65 grow so will the need for good quality tutors.
33
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
$
34
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
American Sign Language
Teachers Association
(ASLTA)
2013-14 Request
Rationale
Approximately
$1000 with cost of
conference, travel,
hotel etc.
The ASLTA offers a yearly conference (2014 date
and location has yet to be announced) in which
ASL faculty travel from all over the nation to
attend the 4-5 day conference. This is a great
opportunity for professional development. I
would be able to gain knowledge and learn new
trends in the world of ASL teaching.
35
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.
36
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):
Building/Location:
Description of the facility project. Please be as specific as possible.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
37