Chabot College
Academic Program Review Report
Year One of
Program Review Cycle
World Languages
Submitted on February 14, 2013
Cristina Moon/Caren Parrish/Francisco
Zermeño
Final Forms, 1/18/13
Table of Contents
Section 1: Where We've Been................................................... 1
Section 2: Where We AreNow .................................................. 2
Section 3: The Difference We Hope to Make ............................. 3
Required Appendices:
A: Budget History .........................................................................................4
B1: Course Learning Outcomes Assessment Schedule .................................5
B2: “Closing the Loop” Assessment Reflections ...........................................6
C: Program Learning Outcomes....................................................................9
D: A Few Questions ....................................................................................12
E: New Initiatives ........................................................................................13
F1: New Faculty Requests ..........................................................................14
F2: Classified Staffing Requests ..................................................................15
F3: FTEF Requests ......................................................................................16
F4: Academic Learning Support Requests ..................................................17
F5: Supplies and Services Requests ............................................................18
F6: Conference/Travel Requests ................................................................19
F7: Technology and Other Equipment Requests ........................................20
F8: Facilities Requests ................................................................................21
1. Where We've Been
Complete Appendix A (Budget History) prior to writing your narrative. Limit your narrative to no more
than one page.
As you enter a new Program Review cycle, reflect on your achievements over the last few years. What
did you want to accomplish? Describe how changes in resources provided to your discipline or program
have impacted your achievements. What are you most proud of, and what do you want to continue to
improve?
World Languages Program Achievements over the last few years:
Permanent World Languages Lab in room 353:
After more than 3 years without a permanent lab location, our new World Languages Lab was
officially opened for spring 2012 in building 300. The new location offers convenient access for
our students and instructors from our language classrooms located within the same building to
the computer lab. The lab is located in a smart classroom with two projector screens, document
projector, 54 student computers, a computer and printer for instructor use, a SARS computer, and
storage space for textbook and lab equipment. We also downloaded the Rosetta Stone program
for Chinese, French, Italian, Japanese, and Spanish on all student computers.
As of fall 2012:
1) Japanese classes starting to hold lab hours at our new location.
2) Hybrid French and Spanish courses continue to hold some class meetings at the lab.
Our plans for the future semesters are to increase lab opening hours by hiring a qualified adjunct
faculty to supervise students to extend student accessibility. This requires additional funding.
Unifying World Languages program and identity:
In order to unify the World Languages program and its identity:
 Articulated Assumptions: We have created articulated assumptions for World
Language program that included: our mission, the use of the target language, the
integration of culture in all WL courses, the integration of the laboratory component,
emphasize in critical thinking in first and second year levels.
 Blackboard usage: During our flex-days and discipline meetings, the WL faculty has
trained and worked on standardizing the use of Blackboard especially for grading
purposes. Our goal is to have students have access to their grades throughout the
semester. Most instructors have also added other documents, links, and activities to their
Blackboard shells.
 Teaching methodology: We also provide professional training to adjunct faculty in
communicative approach and teaching philosophy (student centered, the use of sole
target language, classroom management, use of contextualized lesson plans, use of
authentic cultural material).
Development of WL SLOAC:
1
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


Inclusive of adjunct faculty participation, drafting and implementation of 3 SLO rubrics
(oral, written, and cultural presentations) for all languages (Chinese, French, Italian,
Japanese, and Spanish) and levels (1A, 1B, 2A, 2B, 50A, 50B, 50C, 50D). The WL
faculty (3 full-time faculty and 9 adjunct faculty) has been working on SLO rubrics for
the last 8 semesters (from fall 2007 and continued spring 2011) through flex-days and
more than a dozen discipline meetings.
World Languages completed compiling SLOs results by reporting on eLumen and
closing the loop procedures.
By the end of spring 2012, all WL instructors reported their SLOs reports on eLumen
and closed the loop. During flex-days, all WL instructors have shared their data with the
department to come up with a summary report.
We have also created PLOs that include the reporting of all 3 SLO rubrics created by the
WL faculty that will be implemented in all the languages and levels.
The World Languages Program is very proud of:


Due to the high productivity of our online courses, we added additional courses: for spring 2013
Spanish 1A online course, for summer 2013 Spanish 1A hybrid, for fall 2013 Spanish 1A online.
We are proud that we were able to increase our summer offering for summer 2013 with the
additional section of Spanish 1A. This will make 1 section of French 1A and 3 sections of
Spanish 1A. The following data indicates that the overall success rate of our summer courses is
higher than those from fall and spring semesters. We are hoping that by summer 2014 we can
add Spanish 1B so that students could complete the series 1A and 1B during the summer.
Summer 2011-2012
Spanish 1A
Spanish 1B
French 1A




Range
of
enrolled
66-81
16
31-39
total Overall success
rate
68%-71%
88%
45%-54%
We are very proud that since our last program review cycle we updated ALL world language
course outlines (54 courses total) in order to add lab hours and as part of Program Review. Now
all course outlines have been standardized and have been shared with the WorLan Adjunct
Faculty (spring 2010). We have included the sole (100%) use of the target language in all World
Languages course outlines effective fall 2010.
We are continuing with the implementation of the mandatory lab hours (for example: iLrn, Quia,
Rosetta Stone). Worked with adjunct faculty to identify the best approach for the lab for each of
the languages.
Spring 2012 the World Languages Lab was moved to our permanent location in building 300.
Starting spring 2012, all sections for Japanese and Spanish have the lab hour attached to their
2


courses.
French courses became hybrid courses so that the lab hour could be completed online.
According to the student traffic and usage of WL lab compared to overall Chabot’s labs, WL had
9,007 student visits during the last 2 years.
Fall 2010, Spring 2011, Fall 2011, Spring 2012
Total # of students
Total # of visits to WL lab

1,178
9,007
Data indicates that students that used the World Languages lab and tutoring services in the last
few years usually had higher success rates and lower withdrawal rates than students in the same
language course who did not use these services. Higher success rates mean that more students
can go to the next course rather than repeating the course and preventing others from taking it.
This increases the number of students that Chabot can serve as well as the number of students
who can succeed, persist, graduate, and transfer.
3
2. Where We Are Now
Review success, equity, course sequence, and enrollmentdata from the past three years at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm. Please complete Appendices B1
and B2 (CLO's), C (PLO's), and D (A few questions)before writing your narrative. Limit your narrative
to two pages.
After review of your success and retention data, your enrollment trends, your curriculum, and your CLO
and PLO results, provide an overall reflection on your program. Consider the following questions in your
narrative, and cite relevant data (e.g., efficiency, persistence, success, CLO/PLO assessment results,
external accreditation demands, etc.):




What are the trends in course success and retention rates (based on overall results and CLO
assessments) in your program? Do you see differences based on gender and/or ethnicity?
Between on-campus and online or hybrid online courses? Provide comparison points (collegewide averages, history within your program, statewide averages).
What changes are you seeing in enrollments in your courses and overall program, and what is
driving those changes?
Describe how changes in investments--or lack thereof (funding, adding units to courses or
adding supplemental instruction courses, adding or increasing student learning support, adding
courses to sequences, classified staff, etc.) have impacted student learning in both specific
courses, course sequences, and overall programs.
For PLOs, have you collaborated with colleagues in other disciplines to look at “whole
programs” or "whole GE areas"? What insights have you gained from these collaborations?
For fall 2009- spring 2012, the World Languages composed of French, Japanese, and Spanish
programs performed between 40%-100% overall success whereas the college fluctuated
between 65%-68%.
For the smaller program (Japanese composed of one section of 1A and one section of 1B) the
range for the overall success rate is high at 70%-86%.
For fall 2009- spring 2012:
Range
of
enrolled
63-69
Japanese 1A
33-37
Japanese 1B
total Overall success
rate
70%-77%
71%-86%
For the two larger programs (French and Spanish) the overall success ranges have a wider
range in varying degree due to levels, the size of the courses, and number of sections we
offer each semester. Also, for French 1B, 2A, and 2B the courses were cross-listed until
Spring 2012 when 1B was separated from the 2A/2B.
For fall 2009- spring 2012:
Range
of
enrolled
total Overall
rate
4
success
French 1A
French 1B
French 2A
French 2B
68-93
17-32
8-21
2-15
For fall 2009- spring 2012:
Range
of
enrolled
298-341
Spanish 1A
42-109
Spanish 1B
17-40
Spanish 2A
14-25
Spanish 2B
41%-54%
66%-84%
70%-90%
57%-100%
total Overall success
rate
40%-52%
53%-64%
83%-94%
82%-100%
Summer 2011-2012
Range
of
enrolled
French 1A
total Overall
rate
31-39
success
45%-54%
Summer 2011-2012
Spanish 1A
Spanish 1B
Range
of
enrolled
66-81
16
total Overall success
rate
68%-71%
88%
Findings:
The wide range in the percentile differences might be due to several factors:
 2/3 of our WL courses are taught by adjunct faculty
 Many of our WL faculty have not been following the department’s pedagogical
teaching methodology of using solely the target language in the classroom
 the linguistic differences of the language programs (Romance and Asian languages)
 the number of sections being offered each semester
 the number of students enrolled in each course and language.
 According to the overall success rate for Chabot (65-68%), our WL department is
aligned with the rest of the campus.
 We have found that summer courses tend to have a higher overall success rate.
Problem areas that were addressed:
All course outlines for World Languages courses have been updated and approved by
the curriculum committee. Starting fall 2010, all WL course outline descriptions
indicate the sole use of the target language.

WL full-time faculty has been working with the adjunct faculty through flex-days and
discipline meetings and workshops to:
follow the contract professional standards of challenging students learning and
providing high expectations to students (18I.7.b.,4) and organizing course content so
5
that is encompasses authorized course outlines (18I.7.c.5). This is being implemented
with a less instructor-center method of teaching and more opportunities for studentto-student interactions inherent in the communicative Second Language Acquisition
pedagogy.

be current, sound, professional, and consistent in the World Languages program
offered at Chabot College

improve our program by creating a unifying World Language identity across
languages and sections, homogenization of various aspects

be sequential and offerings expanded from within and outward through curriculum
expansion, with consistency in our Course Outlines
6
Analysis of the overall WL program
The overall success data between Fall 2009-Spring 2012 for each of the language programs indicates:
French
41%-100%%
Japanese
70%-86%
Spanish
40%-100%
A few findings:
 Follow the contract professional standards of challenging students learning and providing high
expectations to students (18I.7.b.,4) and organizing course content so that is encompasses
authorized course outlines (18I.7.c.5). This is being implemented with a less instructor-center
method of teaching and more opportunities for student-to-student interactions inherent in the
communicative Second Language Acquisition pedagogy.
 To be current, sound, professional, and consistent in the WL program, the WL is currently
working on the training of adjunct faculty to adhere to the current course outlines and
departmental teaching philosophy of using solely the target language in the classroom.
 The department believes that there is direct correlation of the lower success rate with the
enrollment numbers. Currently, all 1A courses in the WL department have a student cap of 40
students while other transfer institutions and other community colleges in the area have between
20 and 35 students for the equivalent course.
As of now:
Courses
All 1A
All 1B
All 2A
All 2B
Conversation courses


Chabot
College
UC
Berkeley
San Jose
State U.
Mission
College
40 students
35 students
30 students
30 students
35 students
20 students
20 students
20 students
20 students
20 students
30 students
30 students
30 students
30 students
30 students
30 students
30 students
30 students
30 students
30 students
West
Valley
College
35 students
35 students
30 students
30 students
35 students
We are one of the few colleges that offer a first-year foreign language class with a max. of 40
students (Mission College is 30 students and West Valley is 35 students).
In order for our transfer courses to be competitive and equivalent to the same level courses offered
at the 4 year institutions and other community colleges, we need to align our course capacity with
those institutions.
In order to improve the overall success rate, the WL department requests:
 To move to closer alignment to the course capacities that the transfer institutions and other
community colleges in the area have.
 Adequate pedagogical student cap for all courses/sections should be at 30 students (currently 40).
7
Analysis by course/language
The overall success data between Fall 2009-Spring 2012 for each of the language programs indicates:
1A courses
Success
Non-success
Withdrawal
French 1A
41%-54%
8%-21%
25%-48%
Total
#Enrolled
68-93
Japanese 1A*
Spanish 1A
70%-77%
40%-52%
14%-19%
23%- 30%
6%-16%
23%-37%
63-69
296-341
*Note: Japanese 1A course is only offered during the fall semester.
The overall success data between Fall 2009-Spring 2012 for each of the language programs indicates:
1B courses
French 1B
Japanese 1B**
Spanish 1B
Success
66%-84%
71%-86%%
53%-64%
Non-success
4%-19%
8%-18%
10%-27%
Withdrawal
11%-16%
3%-14%
20%-31%
Enrolled #
19-32
33-37
42-109
**Note: Japanese 1B course is only offered during the spring semester.
The overall success data between Fall 2009-Spring 2012 for each of the language programs indicates:
2A courses
French 2A
Spanish 2A
Success
70-95%
Non-success
8-21%
Withdrawal
5-30
Enrolled #
10-21
17-40
The overall success data between Fall 2009-Spring 2012 for each of the language programs indicates:
2B courses
French 2B
Spanish 2B
Success
57-100%
82-100%
Non-success
11-14%
5-14%
Withdrawal
6-25%
4-14%
Enrolled #
2-15
14-25
A few findings:
 Many students taking our 1A courses are choosing a World Language course to satisfy different
requirements for graduation, transfer, and/or completion of a degree.
 The student success rate for our 1A courses varies from 41%-77%.
 Although there is a big variation on the success rate, the non-success rate is for the most part lower
(from 8%-30%).
 The withdrawal rate is higher than the non-success rate. The withdrawal rate varies among
languages. The smaller language departments have an overall lower withdrawal rate than French
and Spanish. This could be due to the fact that there are a lot more sections and students enrolled
in French and Spanish 1A (most of French1A and Spanish 1A sections have more than 40
students) making it harder for students to follow the course because of an excessive student8
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
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
teacher ratio.
This high ratio (40:1) is NOT pedagogically sound for a foreign language classroom and it
prevents at risk students from receiving the attention they need to succeed.
We are also looking more broadly at how to best provide greater assistance to students in these
courses, including how to better connect at-risk students to the support services we offer,
including improvements in classroom support services such as tutoring and conversation groups.
The differences in student success in World Languages are to some extent implicit in the level of
the course, with enrollment and student cap being higher in the 1A courses in comparison to the
1B, 2A, and 2B.
It should be noted that the lower student to teacher ratio on the 1B, 2A, and 2B courses yields a
significantly higher student success rate while the non-success and withdrawal rates drop
drastically in comparison to the 1A courses.
What do you see in the comparisons between men and women and between different ethnicities?
What accounts for differences? What concerns you? How could you strategically address the concerns?
Gender: fall 09-spring 12 (# enrollment)
Overall
Chinese
French
Italian
Japanese
Spanish
success
1A/1B
1A/1B/2A/2B 1A
1A/1B
1A/1B/2A/2B
27/19
67/12/7/4
28
36/20
237/46/14/12
Men
13/4
89/24/16/7
36
28/15
280/80/26/25
Women
 Following Chabot’s demographic gender data, our language courses have a higher percentage of
women enrolled thus a highest success rate.
Race-Ethnicity
 Overall enrollment shows that Asian students tend to represent the highest % in Asian language
courses (Chinese and Japanese).
 Overall enrollment shows that Romance languages (French, Italian, and Spanish) tend to represent
the ethnic demographic data of Chabot
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3. The Difference We Hope to Make
Review the Strategic Plan goal and key strategiesat
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior to completing your
narrative. Please complete Appendices E(New Initiatives) and F1-8(Resource Requests) to
further detail your narrative. Limit your narrative to three pages, and be very specific about
what you hope to achieve, why, and how.
What initiatives are underway in your discipline or program, or could you begin, that would support the
achievement of our Strategic Plan goal? Over the next three years, what improvements would you like
to make to your program(s) to improve student learning? What are your specific, measurable goals?
How will you achieve them? Would any of these require collaboration with other disciplines or areas of
the college? How will that collaboration occur?
Improvements to our program:
Increase # of students in our French AA and Spanish AA:
Data indicates that for Fall 2012, World Languages had 62 declared majors with almost 70%
indicating Spanish as their major. Data indicates that we have had a steady increase on our
French and Spanish AA awarded 2000-2012.
We need to keep increasing the number of 1A sections in order to solidify the upper levels and
the completion of AA degrees in Foreign Language (French and Spanish). This is necessary
because all the upper courses have prerequisite requirements.
Our offerings cover all days and hours’ time slots with emphasis on prime time slots. However,
we are consistently reevaluating the students’ needs and the fluctuation of enrollment in our
sections to maximize student fill rate of each section. This is somewhat challenging to foresee
because it fluctuates every semester, especially this past summer session and fall semester.
Overall, we ensure that all courses (1A, 1B, 2A, and 2B) needed for the French and Spanish AA
are offered every semester.
A “bottleneck” in Foreign Language is when students cannot take 1A courses in Foreign
Language (French, Japanese, and Spanish) because it delays their transfer timeframe. A delay in
1A enrollment, impacts their progression through the upper levels (1B, 2A, and 2B) and their
completion of the AA programs (French and Spanish) in a realistic graduation timeframe.
In addition to our AA program, all of our courses (1A, 1B, 2A, 2B) are included on various
college and state requirements:
 All 1A courses count as the Foreign Language requirement needed for UC.

All 1B courses count as the Foreign Language requirement for the UC IGETC.

All 1A, 1B, 2A, and 2B courses count as:
- CSU Transfer List
- CSU GE list (area: Arts and Humanities)
10
-
UC Transfer List

All 1A and 1B courses count as:
- Associate in Arts Degree (AA)/Associate in Science (AS) (area: Humanities)
- Associate in Arts Degree (AA)/Associate in Science (AS) (area: Communication
and Analytical Thinking)

All 2A and 2B courses count as:
- IGETC-area 3 (Arts and Humanities)
- Associate in Arts Degree (AA)/Associate in Science (AS) (area: Writing and
Critical Thinking ; Humanities)
Apply for Spanish AA-T degree:
As of December, 2012 Spanish was approved for the AA-T. We will be applying for the new
associate degrees for transfer for Spanish, which simultaneously award students an associate
degree and prepare them for special benefits/guarantees upon transfer to CSU.
Course equivalency issue between Chabot and LPC:
Currently LPC language courses (French, Italian, and Spanish) do not align with our program.
This severe discrepancy creates problems when LPC students want to continue the language
course series at Chabot. We have been contacted by the Language Coordinator at LPC in the fall
2012. They are working in updating their course work. It is our hope to have a more aligned
program between our sister college so that students could take courses from both colleges and
still be considered equivalent.
WL program: Create a unifying World Language identity








Keep updating the World Language website that includes information of our AA
programs in French and Spanish, WL courses we offer, instructor’s picture w/biography,
WL events, schedule of Chinese, French, and Spanish conversation groups.
Across languages and sections, homogenization of:
Syllabi (grade breakdown, lab component, assignments)
Target language use during instruction now part of the course outlines for WL courses
effective fall 2010.
Prerequisite challenge procedure
Credit by examination procedure
Strategies to address low performance students
Outreach: High School Community Outreach in French and Spanish Target language
WL program: Expansion of existing courses:
 Keep offering Advanced grammar studies in Spanish Literature (Spanish 9-Colloquium)
 Keep offering Advanced Spanish Literature (Spanish 9-Colloquium)
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

Bring back Chinese 1A and 1B; Italian 1A and 1B.
Expand summer offerings
In order to accomplish our program goals there are certain institutional challenges that we
need to bring out.
World Languages challenges/Barriers to Success:
1. Increase lab hours for students:
We are requesting the hiring of a Spanish adjunct to work part-time at the lab to respond
to students lab needs by offering a more flexible schedule. Due to the limited resources,
currently the lab schedule does not promote student-oriented learning environment.
2. Increase the percentage of full-time faculty in the department to improve program
quality, cohesion, and consistency:




World Languages currently offers 46 sections in a year, about 23 per semester and 3 in
the summer. For 2009-2010, this represented a total of 19.4 FTEF, but we will only have
3 full-time World Language instructors. This means 16% of the FTEF is taught by fulltime and 84% by part-time instructors.
In actual numbers, we have 3 full-time World Languages instructors and 12 adjunct
World Language instructors, which mean only 17% (3/17) of the faculty, are full-time.
Concretely, only 3 full-time instructors are available to recruit, hire, mentor, and evaluate
12 adjuncts as well as trying to build a strong world language program that includes a
new world language laboratory. The 3 full-time instructors are responsible not only for
the language that they work on but for the recruiting, hiring, mentoring, and evaluating of
all 12 adjuncts in French, Japanese and Spanish.
With the hire of an additional full-time faculty, four full-time instructors would still only
represent 22% (4/18)of the faculty shouldering the responsibilities of curriculum, off-site
courses, a language lab, and campus-wide professional service responsibilities.
3. Correct errors in the EMC reporting tool:
 There was a discrepancy in the data for some of the courses especially for cross-listed
courses such as French 2A/2B.
Improvement in technical support from the college:
1. Critical Technology support needed:
A. Camtasia Studio ($299) and Screencast Pro ($99.95)
As we keep adding more DE courses in French and Spanish (online and hybrid) due to their
high productivity and high enrollments, we need more technical support. Currently two fulltime instructors (C. Moon and C. Parrish) are teaching online and hybrid and need the tools
necessary to provide student-centered lectures on Blackboard. As of now the District does
not offer resources nor software for :
12
a) video and screen capturing. This is essential in providing the instructor the tool to record
an online lecture from their computer screen with audio commenting with editing
capabilities. Thus the following software is needed ASAP: two licenses of Camtasia
Studio ($299 x 2 = $598 + tax).
b) Online video and content hosting with adequate storing capacity and bandwidth to
accommodate the high volume of students accessing and downloading the video lectures
($99.95 x 2 = $199.90 + tax). This is a yearly license for two instructors. We currently
have to accommodate at least 500 online/hybrid students accessing online video lectures.
B. Wimba Voice needed
We have communicated to the Chabot Technology Committee the need of voice discussion
tool on Blackboard such as Wimba voice. The committee agreed that it will be useful tool
but we need the monetary support to at least pilot this tool as a viable tool for not only our
online students but for all Chabot students.
Some of the possible benefits of this tool are:







Enhance the instructor’s presence and involvement with course materials
Add additional, re-usable explanations of complex concepts
Personalize engagement between instructors and students
Teach correct pronunciation and provide audible learning cues to students
Enhance the instructor’s ability to reach students who learn best by hearing,
To better address students with visual and print disabilities,
Add energy and interactivity to class discussions
Institutional Improvement:
Campus server that would support the uploading of video/audio files needed
Because of our large amount video files that we use for our hybrid/online courses, we can
not load them on Blackboard. We are using outside servers (paid by the individual
instructors) to host our videos for our students. We need a dedicated server for our
increasing need of video/audio files.
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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.
Category
Classified Staffing (# of positions)
2011-12
Budget
Requested
1 part-time
Spanish
adjunct for
lab
Supplies & Services
Technology/Equipment
Other
TOTAL
2011-12
Budget
Received
none
2012-13
Budget
Requested
1 part-time
Spanish
adjunct for
lab
2012-13
Budget
Received
none
$800
$0
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.
Staffing: We have been requesting the hiring of a Spanish adjunct to work part-time at the lab to
respond to student lab needs by offering a more flexible schedule. Currently, students have a very
limited lab schedule available to them.
Technology/equipment: We have requested Camtasia Studio and Screencast Pro as well as Wimba.
Critical Technology support needed:
C. Camtasia Studio ($299) and Screencast Pro ($99.95)
Two full-time instructors (C. Moon and C. Parrish) are teaching online and need the
tools necessary to provide student-centered lectures on Blackboard. As of now the
District does not offer resources nor software for :
c) video and screen capturing. This is essential in providing the instructor the tool to
record an online lecture from their computer screen with audio commenting with
editing capabilities. Thus the following software is needed ASAP: two licenses of
Camtasia Studio ($299 x 2 = $598 + tax).
d) Online video and content hosting with adequate storing capacity and bandwidth to
accommodate the high volume of students accessing and downloading the video
lectures ($99.95 x 2 = $199.90 + tax). This is a yearly license for two instructors.
We currently have to accommodate at least 200 online students accessing online
video lectures.
D. Wimba Voice needed
14
We have communicated to the Chabot Technology Committee the need of voice
discussion tool on Blackboard such as Wimba voice. The committee agreed that it
will be useful tool but we need the monetary support to at least pilot this tool as a
viable tool for not only our online students but for all Chabot students.
Some of the possible benefits of this tool are:







Enhance the instructor’s presence and involvement with course materials
Add additional, re-usable explanations of complex concepts
Personalize engagement between instructors and students
Teach correct pronunciation and provide audible learning cues to students
Enhance the instructor’s ability to reach students who learn best by hearing,
To better address students with visual and print disabilities,
Add energy and interactivity to class discussions
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?
Lack of staffing: Due to the limited resources, currently the lab schedule does not promote studentoriented learning environment.
Campus server that would support the uploading of video/audio files needed
Because of our large amount video files that we use for our hybrid/online courses, we can not
load them on Blackboard. We are using outside servers (paid by the individual instructors) to
host our videos for our students. We need a dedicated server for our increasing need of
video/audio files.
15
AppendixB1: Course Learning Outcomes Assessment Schedule
All courses must be assessed at least once every three years. Please complete this chart that
defines your assessment schedule.
ASSESSMENT SCHEDULE:
Spring
Fall
2013
2013
Courses:
Group 1:
Full
Discuss
Assmt
results
SPA /
FRNC 2B
Group 2:
Group 3:
Group 4:
Full
Assmt
SPA /
FRNC 1B
Spring
2014
Fall
2014
Spring
2015
Report
Results
Spring
2016
Full
Assmt
Discuss
results
& report
Full
Assmt
SPA /
FRNC 2A
Fall
2015
Discuss
results
Report
Results
Full
Assmt
SPA /
FRNC 1A
Discuss
results
& report
16
Fall
2016
Spring
2017
Discuss
results
Report
Results
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
CHIN 1A
Fall 09
1
1
100%
Fall 12
Diana Kuo / Cristina Moon
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Content for World Language courses.
Defined Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
17
No measurable achievement
Beginning
Developing
Competent
Accomplished
74%
0%
0%
0%
26%
50% of the
class scored
either 3 or 4.
We met our definition of success with
100% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
0%
Competent
26%
Accomplished
74%
50% of the
class scored
either 3 or 4
We met our definition of success with
100% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
0%
Competent
26%
Accomplished
74%
50% of the
(CLO) 4:
Actual Scores** (eLumen data)
We met our definition of success with
100% of the class scoring 3 or 4.
No measurable achievement 0%
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Critical Thinking for World Language courses.
class scored
either 3 or 4
Beginning
Developing
Competent
Accomplished
We met our definition of success with
100% of the class scoring 3 or 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?
18
0%
0%
26%
74%
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?
No measurable achievement 0%
Beginning
0%
Developing
0%
Competent
26%
Accomplished
74%
We met our definition of success with 100% of the class scoring 3 or 4.
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?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
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?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
0%
26%
74%
We met our definition of success with 100% of the class scoring 3 or 4.
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?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
19
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?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
0%
26%
74%
We met our definition of success with 100% of the class scoring 3 or 4.
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?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
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?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
0%
26%
74%
We met our definition of success with 100% of the class scoring 3 or 4.
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?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
20
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
CHIN 1B
Spring 11
1
1
100%
Fall 12
Diana Kuo / Cristina Moon
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Content for World Language courses.
Defined Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
21
No measurable achievement
Beginning
Developing
Competent
Accomplished
82%
0%
0%
0%
18%
50% of the
class scored
either 3 or 4.
We met our definition of success with
100% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
0%
Competent
0%
Accomplished
100%
50% of the
class scored
either 3 or 4
We met our definition of success with
100% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
0%
Competent
23%
Accomplished
77%
50% of the
(CLO) 4:
Actual Scores** (eLumen data)
We met our definition of success with
100% of the class scoring 3 or 4.
No measurable achievement 0%
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Critical Thinking for World Language courses.
class scored
either 3 or 4
Beginning
Developing
Competent
Accomplished
0%
0%
0%
100%
We met our definition of success with
100% of the class scoring 3 or 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?
22
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
0%
Developing
0%
Competent
18%
Accomplished
82%
We met our definition of success with 100% of the class scoring 3 or 4.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
D. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
0%
0%
100%
We met our definition of success with 100% of the class scoring 3 or 4.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
23
C. COURSE-LEVEL OUTCOME (CLO) 3:
3. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
0%
23%
77%
We met our definition of success with 100% of the class scoring 3 or 4.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
3. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
0%
0%
100%
We met our definition of success with 100% of the class scoring 3 or 4.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
24
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
FRNC 1A
Fall 09
2
2
100%
Fall 09
Caren Barnezet Parrish
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Content for World Language courses.
Defined Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
25
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
10%
33%
26%
31%
50% of the
class scored
either 3 or 4.
We met our definition of success with
57% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
5%
Developing
33%
Competent
33%
Accomplished
29%
50% of the
class scored
either 3 or 4
We met our definition of success with
62% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
13%
Developing
28%
Competent
33%
Accomplished
26%
50% of the
(CLO) 4:
Actual Scores** (eLumen data)
We met our definition of success with
59% of the class scoring 3 or 4.
No measurable achievement 0%
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Critical Thinking for World Language courses.
class scored
either 3 or 4
Beginning
Developing
Competent
Accomplished
We met our definition of success with
66% of the class scoring 3 or 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?
26
8%
26%
40%
26%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
E. COURSE-LEVEL OUTCOME (CLO) 1:
5. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
10%
Developing
33%
Competent
26%
Accomplished
31%
We met our definition of success with 57% of the class scoring 3 or 4.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
F. COURSE-LEVEL OUTCOME (CLO) 2:
5. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
5%
33%
33%
29%
We met our definition of success with 62% of the class scoring 3 or 4.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
27
C. COURSE-LEVEL OUTCOME (CLO) 3:
5. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
13%
28%
33%
26%
We met our definition of success with 59% of the class scoring 3 or 4.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
5. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
8%
26%
40%
26%
We met our definition of success with 66% of the class scoring 3 or 4.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
28
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
FRNC 1B
Fall 10
1
1
100%
Fall 10
Caren Barnezet Parrish
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Content for World Language courses.
Defined Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
29
No measurable achievement
Beginning
Developing
Competent
Accomplished
33%
0%
5%
29%
28%
50% of the
class scored
either 3 or 4.
We met our definition of success with
71% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
10%
Developing
23%
Competent
38%
Accomplished
29%
50% of the
class scored
either 3 or 4
We met our definition of success with
67% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
4%
Developing
29%
Competent
43%
Accomplished
24%
50% of the
(CLO) 4:
Actual Scores** (eLumen data)
We met our definition of success with
67% of the class scoring 3 or 4.
No measurable achievement 0%
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Critical Thinking for World Language courses.
class scored
either 3 or 4
Beginning
Developing
Competent
Accomplished
0%
29%
43%
28%
We met our definition of success with
71% of the class scoring 3 or 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?
30
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
G. COURSE-LEVEL OUTCOME (CLO) 1:
7. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
5%
Developing
29%
Competent
38%
Accomplished
33%
We met our definition of success with 71% of the class scoring 3 or 4.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
H. COURSE-LEVEL OUTCOME (CLO) 2:
7. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
10%
23%
38%
29%
We met our definition of success with 67% of the class scoring 3 or 4.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
31
C. COURSE-LEVEL OUTCOME (CLO) 3:
7. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
4%
29%
43%
24%
We met our definition of success with 67% of the class scoring 3 or 4.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
7. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
29%
43%
28%
We met our definition of success with 71% of the class scoring 3 or 4.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
32
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
FRNC 2A
Spring 11
1
1
100%
Spring 11
Caren Barnezet Parrish
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Content for World Language courses.
Defined Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
33
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
43%
43%
14%
50% of the
class scored
either 3 or 4.
We met our definition of success with
57% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
29%
Competent
57%
Accomplished
14%
50% of the
class scored
either 3 or 4
We met our definition of success with
71% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
0%
Competent
86%
Accomplished
14%
50% of the
(CLO) 4:
Actual Scores** (eLumen data)
We met our definition of success with
100% of the class scoring 3 or 4.
No measurable achievement 0%
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Critical Thinking for World Language courses.
class scored
either 3 or 4
Beginning
Developing
Competent
Accomplished
We met our definition of success with
71% of the class scoring 3 or 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?
34
0%
29%
57%
14%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
I. COURSE-LEVEL OUTCOME (CLO) 1:
9. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
0%
Developing
43%
Competent
43%
Accomplished
14%
We met our definition of success with 57% of the class scoring 3 or 4.
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
J. COURSE-LEVEL OUTCOME (CLO) 2:
9. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
29%
57%
14%
We met our definition of success with 71% of the class scoring 3 or 4.
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
35
C. COURSE-LEVEL OUTCOME (CLO) 3:
9. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
0%
86%
14%
We met our definition of success with 100% of the class scoring 3 or 4.
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
9. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
29%
57%
14%
We met our definition of success with 71% of the class scoring 3 or 4.
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
36
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
FRNC 2B
Fall 11
1
1
100%
Fall 11
Caren Barnezet Parrish
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Content for World Language courses.
Defined Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
37
No measurable achievement
Beginning
Developing
Competent
Accomplished
33%
0%
0%
0%
67%
50% of the
class scored
either 3 or 4.
We met our definition of success with
100% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
0%
Competent
67%
Accomplished
33%
50% of the
class scored
either 3 or 4
We met our definition of success with
100% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
17%
Competent
50%
Accomplished
33%
50% of the
(CLO) 4:
Actual Scores** (eLumen data)
We met our definition of success with
83% of the class scoring 3 or 4.
No measurable achievement 0%
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Critical Thinking for World Language courses.
class scored
either 3 or 4
Beginning
Developing
Competent
Accomplished
0%
17%
50%
33%
We met our definition of success with
83% of the class scoring 3 or 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?
38
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
K. COURSE-LEVEL OUTCOME (CLO) 1:
11. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
0%
Developing
0%
Competent
67%
Accomplished
33%
We met our definition of success with 100% of the class scoring 3 or 4.
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
L. COURSE-LEVEL OUTCOME (CLO) 2:
11. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
0%
67%
33%
We met our definition of success with 100% of the class scoring 3 or 4.
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
39
C. COURSE-LEVEL OUTCOME (CLO) 3:
11. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
17%
50%
33%
We met our definition of success with 83% of the class scoring 3 or 4.
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
11. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
17%
50%
33%
We met our definition of success with 83% of the class scoring 3 or 4.
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
40
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
FRNC 50A
Fall 09
1
1
100%
Fall 09
Caren Barnezet Parrish
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Content for World Language courses.
Defined Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
41
No measurable achievement
Beginning
Developing
Competent
Accomplished
58%
0%
0%
25%
17%
50% of the
class scored
either 3 or 4.
We met our definition of success with
75% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
17%
Competent
41%
Accomplished
42%
50% of the
class scored
either 3 or 4
We met our definition of success with
83% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
25%
Competent
33%
Accomplished
42%
50% of the
(CLO) 4:
Actual Scores** (eLumen data)
We met our definition of success with
75% of the class scoring 3 or 4.
No measurable achievement 0%
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Critical Thinking for World Language courses.
class scored
either 3 or 4
Beginning
Developing
Competent
Accomplished
0%
25%
17%
58%
We met our definition of success with
75% of the class scoring 3 or 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?
42
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
M. COURSE-LEVEL OUTCOME (CLO) 1:
13. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
0%
Developing
25%
Competent
17%
Accomplished
58%
We met our definition of success with 75% of the class scoring 3 or 4.
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
N. COURSE-LEVEL OUTCOME (CLO) 2:
13. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
17%
41%
42%
We met our definition of success with 83% of the class scoring 3 or 4.
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
43
C. COURSE-LEVEL OUTCOME (CLO) 3:
13. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
25%
33%
42%
We met our definition of success with 75% of the class scoring 3 or 4.
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
13. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
25%
17%
58%
We met our definition of success with 75% of the class scoring 3 or 4.
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
44
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
FRNC 50B
Spring 10
1
1
100%
Spring 10
Caren Barnezet Parrish
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Content for World Language courses.
Defined Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
45
No measurable achievement
Beginning
Developing
Competent
Accomplished
57%
0%
0%
0%
43%
50% of the
class scored
either 3 or 4.
We met our definition of success with
100% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
0%
Competent
29%
Accomplished
71%
50% of the
class scored
either 3 or 4
We met our definition of success with
100% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
0%
Competent
43%
Accomplished
57%
50% of the
(CLO) 4:
Actual Scores** (eLumen data)
We met our definition of success with
100% of the class scoring 3 or 4.
No measurable achievement 0%
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Critical Thinking for World Language courses.
class scored
either 3 or 4
Beginning
Developing
Competent
Accomplished
0%
14%
43%
43%
We met our definition of success with
86% of the class scoring 3 or 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?
46
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
O. COURSE-LEVEL OUTCOME (CLO) 1:
15. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
0%
Developing
0%
Competent
43%
Accomplished
57%
We met our definition of success with 100% of the class scoring 3 or 4.
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
P. COURSE-LEVEL OUTCOME (CLO) 2:
15. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
0%
29%
71%
We met our definition of success with 100% of the class scoring 3 or 4.
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
47
C. COURSE-LEVEL OUTCOME (CLO) 3:
15. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
0%
43%
57%
We met our definition of success with 100% of the class scoring 3 or 4.
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
15. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
14%
43%
43%
We met our definition of success with 86% of the class scoring 3 or 4.
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
48
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
JAPN 1A
Spring 10
1
1
100%
Fall 11
Yoshiko Clark
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Vocabulary for World Language courses.
49
Defined Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
50% of the
class scored
either 3 or 4.
Actual Scores** (eLumen data)
No measurable achievement
Beginning
Developing
Competent
Accomplished
14%
0%
12%
49%
25%
Although our definition of success
with 39% of the class scoring 3 or 4
was not met this semester, 49%
scored 2 (developing). The instructor
will work on accomplishing our goal
on the next cycle.
No measurable achievement 32%
Beginning
4%
Developing
18%
Competent
22%
Accomplished
24%
Although our definition of success
with 46% of the class scoring 3 or 4
was not met this semester, The
instructor believes the data is not
accurate. The instructor will work on
accomplishing our goal on the next
cycle.
(CLO) 3:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Content for World Language courses.
(CLO) 4:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Critical Thinking for World Language courses.
50% of the
class scored
either 3 or 4
50% of the
class scored
either 3 or 4
No measurable achievement
Beginning
Developing
Competent
Accomplished
44%
We met our definition of success with
71% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
14%
Developing
17%
Competent
24%
Accomplished
45%
We met our definition of success with
69% of the class scoring 3 or 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?
50
11%
5%
12%
27%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
Q. COURSE-LEVEL OUTCOME (CLO) 1:
17. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
12%
Developing
49%
Competent
25%
Accomplished
14%
Although our definition of success with 39% of the class scoring 3 or 4 was not met this
semester, 49% scored 2 (developing). The instructor will work on accomplishing our goal
on the next cycle.
18. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
R. COURSE-LEVEL OUTCOME (CLO) 2:
17. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
32%
4%
18%
22%
24%
Although our definition of success with 46% of the class scoring 3 or 4 was not met this
semester, The instructor believes the data is not accurate. The instructor will work on
accomplishing our goal on the next cycle.
18. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
51
C. COURSE-LEVEL OUTCOME (CLO) 3:
17. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
11%
5%
12%
27%
44%
We met our definition of success with 71% of the class scoring 3 or 4.
18. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
17. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
14%
17%
24%
45%
We met our definition of success with 69% of the class scoring 3 or 4.
18. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
52
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
JAPN 1B
Spring 11
1
1
100%
Fall 11
Yoshiko Clark
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
53
Defined Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
50% of the
class scored
either 3 or 4.
50% of the
class scored
either 3 or 4
Actual Scores** (eLumen data)
No measurable achievement
Beginning
Developing
Competent
Accomplished
5%
0%
54%
27%
14%
Although our definition of success
with 19% of the class scoring 3 or 4
was not met this semester, 27%
scored 2 (developing). The instructor
will work on accomplishing our goal
on the next cycle.
No measurable achievement 0%
Beginning
0%
Developing
15%
Competent
50%
Accomplished
35%
We met our definition of success with
85% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
21%
Competent
16%
Accomplished
45%
presented and vocabulary assigned.
Content for World Language courses.
(CLO) 4:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Critical Thinking for World Language courses.
50% of the
class scored
either 3 or 4
We met our definition of success with
79% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
15%
Competent
15%
Accomplished
70%
We met our definition of success with
85% of the class scoring 3 or 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?
54
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
S. COURSE-LEVEL OUTCOME (CLO) 1:
19. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
54%
Developing
27%
Competent
14%
Accomplished
5%
Although our definition of success with 19% of the class scoring 3 or 4 was not met this
semester, 27% scored 2 (developing). The instructor will work on accomplishing our goal
on the next cycle.
20. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
T. COURSE-LEVEL OUTCOME (CLO) 2:
19. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
15%
50%
35%
We met our definition of success with 85% of the class scoring 3 or 4.
20. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
55
C. COURSE-LEVEL OUTCOME (CLO) 3:
19. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
21%
16%
45%
We met our definition of success with 79% of the class scoring 3 or 4.
20. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
19. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
15%
15%
70%
We met our definition of success with 85% of the class scoring 3 or 4.
20. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
56
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
SPA 1A (sections 003, 004, ON1,
ON2)
Spring 12
8
4
50%
Spring 12
Cristina Moon
Mary Bueno
Janet French-Rafael
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
57
Defined Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
50% of the
class scored
either 3 or 4.
Actual Scores** (eLumen data)
No measurable achievement .8%
Beginning
1.6%
Developing
9.6%
Competent
29.6%
Accomplished 58.4%
We met our definition of success with
88% of the class scoring 3 or 4.
No measurable achievement
Beginning
.8%
Developing
7.2%
Competent
26.4%
Accomplished 64.8%
.8%
We met our definition of success with
91.2% of the class scoring 3 or 4.
50% of the
class scored
either 3 or 4
No measurable achievement
Beginning
1.6%
Developing
4.8%
Competent
14.5%
Accomplished 78.2%
.8%
presented and vocabulary assigned.
Content for World Language courses.
(CLO) 4:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Critical Thinking for World Language courses.
50% of the
class scored
either 3 or 4
We met our definition of success with
92.7% of the class scoring 3 or 4.
No measurable achievement .8%
Beginning
1.6%
Developing
8%
Competent
29.6%
Accomplished 60%
We met our definition of success with
89.6% of the class scoring 3 or 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?
58
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
U. COURSE-LEVEL OUTCOME (CLO) 1:
21. How do your current scores match with your above target for student success in this course
level outcome?
0. No measurable achievement .8%
1. Beginning
1.6%
2. Developing
9.6%
3. Competent
29.6%
4. Accomplished
58.4%
We met our definition of success with 88% of the class scoring 3 or 4.
22. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
V. COURSE-LEVEL OUTCOME (CLO) 2:
21. How do your current scores match with your above target for student success in this course
level outcome?
0 No measurable achievement
1. Beginning
2. Developing
3. Competent
4. Accomplished
.8%
.8%
7.2%
26.4%
64.8%
We met our definition of success with 91.2% of the class scoring 3 or 4.
22. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
59
C. COURSE-LEVEL OUTCOME (CLO) 3:
21. How do your current scores match with your above target for student success in this course
level outcome?
0 No measurable achievement
1. Beginning
2. Developing
3. Competent
4. Accomplished
.8%
1.6%
4.8%
14.5%
78.2%
We met our definition of success with 92.7% of the class scoring 3 or 4.
22. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
21. How do your current scores match with your above target for student success in this course
level outcome?
0 No measurable achievement
1. Beginning
2. Developing
3. Competent
4. Accomplished
.8%
1.6%
8%
29.6%
60%
We met our definition of success with 89.6% of the class scoring 3 or 4.
22. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
60
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
SPA 1B (ON1)
Spring 11
3
2
67%
Spring 11
Cristina Moon
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Content for World Language courses.
(CLO) 4:
61
Defined Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
50% of the
class scored
either 3 or 4.
Actual Scores** (eLumen data)
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
5%
20%
75%
We met our definition of success with
75% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
15%
Competent
50%
Accomplished
35%
50% of the
class scored 1.
either 3 or 4 2.
3.
4.
We met our definition of success with
85% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
21%
Competent
16%
Accomplished
45%
50% of the
We met our definition of success with
79% of the class scoring 3 or 4.
0 No measurable achievement 0%
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Critical Thinking for World Language courses.
class scored 1. Beginning
either 3 or 4 2. Developing
3. Competent
4. Accomplished
We met our definition of success with
85% of the class scoring 3 or 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?
62
0%
15%
15%
70%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
W. COURSE-LEVEL OUTCOME (CLO) 1:
23. How do your current scores match with your above target for student success in this course
level outcome?
0 No measurable achievement 0%
1. Beginning
5%
2. Developing
20%
3. Competent
75%
4. Accomplished
0%
We met our definition of success with 75% of the class scoring 3 or 4.
24. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
X. COURSE-LEVEL OUTCOME (CLO) 2:
23. How do your current scores match with your above target for student success in this course
level outcome?
0 No measurable achievement
1. Beginning
2. Developing
3. Competent
4. Accomplished
0%
0%
15%
50%
35%
We met our definition of success with 85% of the class scoring 3 or 4.
24. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
63
C. COURSE-LEVEL OUTCOME (CLO) 3:
23. How do your current scores match with your above target for student success in this course
level outcome?
0 No measurable achievement
1. Beginning
2. Developing
3. Competent
4. Accomplished
0%
0%
21%
16%
45%
We met our definition of success with 79% of the class scoring 3 or 4.
24. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
23. How do your current scores match with your above target for student success in this course
level outcome?
0 No measurable achievement
5. Beginning
6. Developing
7. Competent
8. Accomplished
0%
0%
15%
15%
70%
We met our definition of success with 85% of the class scoring 3 or 4.
24. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
64
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
SPA 2A
Fall 11
1
1
100%
Spring 12
Francisco Zermeño
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Content for World Language courses.
65
Defined Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
50% of the
class scored
either 3 or 4.
Actual Scores** (eLumen data)
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
9%
39%
52%
We met our definition of success with
91% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
4%
Competent
74%
Accomplished
22%
We met our definition of success with
96% of the class scoring 3 or 4.
50% of the
No measurable achievement
class scored 5. Beginning
either 3 or 4 6. Developing
Competent
7. Accomplished
0%
0%
13%
74%
13%
We met our definition of success with
87% of the class scoring 3 or 4.
(CLO) 4:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Critical Thinking for World Language courses.
50% of the
No measurable achievement
class scored 9. Beginning
either 3 or 4 10. Developing
11. Competent
12. Accomplished
We met our definition of success with
83% of the class scoring 3 or 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?
66
0%
0%
15%
74%
9%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
Y. COURSE-LEVEL OUTCOME (CLO) 1:
25. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
0%
Developing
9%
Competent
39%
Accomplished
52%
We met our definition of success with 91% of the class scoring 3 or 4.
26. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
Z. COURSE-LEVEL OUTCOME (CLO) 2:
25. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
4%
74%
22%
We met our definition of success with 96% of the class scoring 3 or 4.
26. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
67
C. COURSE-LEVEL OUTCOME (CLO) 3:
25. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
13%
74%
13%
We met our definition of success with 87% of the class scoring 3 or 4.
26. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
25. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
17%
74%
9%
We met our definition of success with 83% of the class scoring 3 or 4.
26. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
68
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
SPA 2B
Fall 11
1
1
100%
Spring 12
Francisco Zermeño
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Content for World Language courses.
69
Defined Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
50% of the
class scored
either 3 or 4.
Actual Scores** (eLumen data)
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
0%
85%
15%
We met our definition of success with
100% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
0%
Competent
77%
Accomplished
23%
We met our definition of success with
100% of the class scoring 3 or 4.
50% of the
No measurable achievement
class scored 8. Beginning
either 3 or 4 9. Developing
Competent
10. Accomplished
0%
0%
39%
46%
15%
We met our definition of success with
62% of the class scoring 3 or 4.
(CLO) 4:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Critical Thinking for World Language courses.
50% of the
No measurable achievement
class scored 13. Beginning
either 3 or 4 14. Developing
15. Competent
16. Accomplished
We met our definition of success with
61% of the class scoring 3 or 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?
70
0%
0%
39%
61%
0%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
AA.
COURSE-LEVEL OUTCOME (CLO) 1:
27. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
0%
Developing
0%
Competent
85%
Accomplished
15%
We met our definition of success with 100% of the class scoring 3 or 4.
28. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
BB.
COURSE-LEVEL OUTCOME (CLO) 2:
27. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
0%
77%
23%
We met our definition of success with 100% of the class scoring 3 or 4.
28. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
71
C. COURSE-LEVEL OUTCOME (CLO) 3:
27. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
39%
46%
15%
We met our definition of success with 62% of the class scoring 3 or 4.
28. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
27. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
39%
61%
0%
We met our definition of success with 61% of the class scoring 3 or 4.
28. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
72
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
SPA 5
Fall 11
1
1
100%
Spring 12
Francisco Zermeño
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Content for World Language courses.
Defined Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
73
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
0%
0%
100%
50% of the
class scored
either 3 or 4.
We met our definition of success with
100% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
0%
Competent
0%
Accomplished
100%
50% of the
class scored
either 3 or 4
We met our definition of success with
100% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
0%
Competent
0%
Accomplished
100%
50% of the
(CLO) 4:
Actual Scores** (eLumen data)
We met our definition of success with
100% of the class scoring 3 or 4.
No measurable achievement 0%
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Critical Thinking for World Language courses.
class scored
either 3 or 4
Beginning
Developing
Competent
Accomplished
We met our definition of success with
100% of the class scoring 3 or 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?
74
0%
0%
0%
100%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
CC.
COURSE-LEVEL OUTCOME (CLO) 1:
29. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
0%
Developing
0%
Competent
0%
Accomplished
100%
We met our definition of success with 100% of the class scoring 3 or 4.
30. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
DD.
COURSE-LEVEL OUTCOME (CLO) 2:
29. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
0%
0%
100%
We met our definition of success with 100% of the class scoring 3 or 4.
30. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
75
C. COURSE-LEVEL OUTCOME (CLO) 3:
29. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
0%
0%
100%
We met our definition of success with 100% of the class scoring 3 or 4.
30. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
29. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0%
0%
0%
100%
We met our definition of success with 100% of the class scoring 3 or 4.
30. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
76
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
WORL 1L
Fall 11
1
1
100%
Fall 12
Cristina Moon
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Content for World Language courses.
Defined Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
77
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
50%
0%
0%
50%
50% of the
class scored
either 3 or 4.
We met our definition of success with
50% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
50%
Developing
0%
Competent
0%
Accomplished
50%
50% of the
class scored
either 3 or 4
We met our definition of success with
50% of the class scoring 3 or 4.
No measurable achievement 0%
Beginning
50%
Developing
0%
Competent
0%
Accomplished
50%
50% of the
(CLO) 4:
Actual Scores** (eLumen data)
We met our definition of success with
50% of the class scoring 3 or 4.
No measurable achievement 0%
Global and cultural involvement - Assignment CHIN
1A, FREN 1A, ITAL 1A, JAP 1A, SPAN 1A Demonstrate proficiency in understanding and use,
orally and in writing, the grammatical structures
presented and vocabulary assigned.
Critical Thinking for World Language courses.
class scored
either 3 or 4
Beginning
Developing
Competent
Accomplished
We met our definition of success with
50% of the class scoring 3 or 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?
78
50%
0%
0%
50%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
EE. COURSE-LEVEL OUTCOME (CLO) 1:
31. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
50%
Developing
0%
Competent
0%
Accomplished
50%
We met our definition of success with 50% of the class scoring 3 or 4.
32. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
FF. COURSE-LEVEL OUTCOME (CLO) 2:
31. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
50%
0%
0%
50%
We met our definition of success with 50% of the class scoring 3 or 4.
32. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
79
C. COURSE-LEVEL OUTCOME (CLO) 3:
31. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
50%
0%
0%
50%
We met our definition of success with 50% of the class scoring 3 or 4.
32. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
31. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
50%
0%
0%
50%
We met our definition of success with 50% of the class scoring 3 or 4.
32. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
80
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?
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?
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:_________________________________________________________________
81
AppendixC: 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: ________________________________________________
 PLO #1:Demonstrate proficiency in understanding and using, orally, the grammatical structures
presented and vocabulary assigned

PLO #2:Demonstrate proficiency in understanding and using, in writing, the grammatical
structures presented and vocabulary assigned

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
There was a need to standardize the use of a rubric for all written compositions and oral presentations
at all levels 1A, 1B, 2A, and 2B due to the large number of sections and instructors.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
The use of a common rubric and topicspromoted fluency and accuracy of the content presented to the
students at each specific level.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
We will continue to use the common rubric and similar topics/themes to be used at each specific level to
encourage student’s confidence in the target language as well as the use of vocabulary and linguistic
structures in appropriate communicative context. The amount of proficiency production and the level of
difficulty and complexity of expression are appropriate for the level of learners.
82
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? YES
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.
2. Have all of your courses been offered within the past five years? YES
If no, why should those courses remain in our college catalog?
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? YES
If no, identify the CLO work you still need to complete, and your timeline for completing that
work this semester.
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? YES
If no, identify which courses still require this work, and your timeline for completing that work
this semester.
5. Have you developed and assessed PLOs for all of your programs? YES
If no, identify programs which still require this work, and your timeline to complete that work
this semester.
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? YES
If not, explain why you think this may be.
83
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic
Plan. The project will require the support of additional and/or outside funding. The information you
provide will facilitate and focus the research and development process for finding both internal and
external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student
learning?
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Activity (brief description)
How will you manage the personnel needs?
New Hires:
Faculty # of positions 2 Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
84
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category
1000]
Audience: Faculty Prioritization Committeeand 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. Discussanticipated improvements in student
learning and contribution to the Strategic Plangoal. 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
Spanish instructor
2. Part-time
Spanish-lab
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 full-time and adjunct faculty budget has increased only so far as salaries have
increased. In other words, we are currently not budgeted to add new faculty. Information from
the Language Arts office confirms that we have not hired additional faculty. The number of fulltime faculty, at 22, is the same as it was in ‘05-’06. In fact, we have 9 fewer adjunct faculty in
2008-09 than we did in 2005-06 (74 in ’08-’09 vs 83 in ’05-’06). This may be the case because
individual adjunct faculty can now teach 10 CAH rather than 9; because implementation of
adjunct seniority hiring perhaps has provided security for adjuncts to commit to Chabot for more
than one class; or because we are offering fewer sections in 2008-09 summer than we offered in
2005-06. Our WSCH/FTEF allotment is essentially the same in ’08-’09 as it was in ’05-’06 in
Fall and Spring ( <1.0 difference), though it has declined from 8.97 in Summer ’05-’06 to 6.07 in
Summer ’08-’09. The English Department’s supply budget has also remained unchanged at $650
since ’05-’06.
In addition, we request an increase on FTEF allocation proportionate to the increase on
contact time due to a lab requirement approved by the college and the district curriculum
committees in the fall of 2008.
 The WL department requests the hiring of a Spanish adjunct faculty to cover 15
additional hours at the lab.
Note: according to our investigation, a WL student that attends the weekly mandatory lab
hour at 1 hour/week for 18 weeks generates $150 per student per semester. Each
semester, the Spanish courses have an enrollment of 500 students which means that the
WL lab is generating $75,000.
If we hire an adjunct faculty to cover 15 additional hours, this will cost around $15,174 per
semester (15 hours x $56.20).
85
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.
The above data confirms stasis in the growth of the English Department faculty and its
supply budget. There would be greater cause for concern if we needed to grow further to meet
students’ needs. However there has been significant funding from outside the department from
new initiatives which have provided us with adequate resources to meet student needs: the
Learning Connection now funds the WRAC Center, which has led to more money being
available to fund student assistants and faculty initiatives; English instructors have also been able
to take advantage of Experiential Learning opportunities for students offered by the college at
large; and major equipment requests have been funded from bond money. Should these revenue
sources dwindle, the English department would then be more dependent upon the college for the
budget to appropriately fund such needs.
Despite these sources of institutional support, there is currently inadequate funding on
campus to pay for English faculty retreats, which has adversely impacted the fluency and
cohesion of the English program. Our sense is that sections of the same class are taught very
differently from one another because we have so few opportunities to meet in order to foster
cohesion. Furthermore, we need time to review our curriculum as a department, as well as our
pedagogical values and curricular assumptions, efforts that require more extensive collaboration
and larger blocks of time to accomplish than can be achieved in an on-campus meeting. These
kinds of pedagogical and logistical planning sessions work best when they are supported by the
college budget.
Also, we no longer routinely hire substitutes for classes when an instructor needs to be
out for one or two classes, a change that originally came about because of budget cuts.
Finally, the supply budget is very unrealistic. When instructors are told they need to buy
their own whiteboard pens, then we know we need money for supplies.
While the English department faculty are creative and our current Language Arts dean is talented
at finding money, the inadequate funding for professional development and the other items listed
here the past few years has clearly impacted the consistency of our instruction.
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Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct.
Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions(new, augmented and replacement
positions).Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, accreditation issues. Please cite
any evidence or data to support your request. If this position is categorically funded, include and
designate the funding source of new categorically-funded position where continuation is contingent
upon available funding.
1. Number of positions requested: ______
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3. Rationale for your proposal.
4. Statements about the alignment with the strategic plan and program review are required. Indicate
here any information from advisory committees or outside accreditation reviews that is pertinent to
the proposal.
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Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data
athttp://www.chabotcollege.edu/ProgramReview/Data2012.cfm.
The program is requesting the necessary FTEF allocations to reinstate the following programs:

2 sections of Chinese 1A (Fall) and 1B (Spring). The enrollment trend indicates that this
program first introduced in the Fall 09 was steadily growing its student’s enrollment each
semester, until the program was eliminated due to budget cuts in Fall 11.
* Chinese 1A: Fall 09 (100% enrolled), Fall 10 (118% enrolled),
* Chinese 1B: Spring 09 (51% enrolled),Spring 10 (66% enrolled),Spring 11 (71%
enrolled)

2 sections of Italian 1A (Fall) and 1B (Spring). The enrollment trend indicates that this
program was growing its student’s enrollment each semester, until the program was
eliminated due to budget cuts in Fall 10.
* Italian 1A: Fall 09 (81%),
* Italian 1B: Spring 09 (34%)
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Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors,
learning assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Please cite any evidence or data to support your
request. If this position is categorically funded, include and designate the funding source of new
categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested: ______
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact
on student learning outcomes and alignment with the strategic plan goal. Indicate if this request is
for the same, more, or fewer academic learning support positions.
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of
funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000
and 5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix
M6. Justify your request and explain in detail any requested funds beyond those you received this year.
Please also look for opportunities to reduce spending, as funds are very limited.
Project or Items
Requested
2012-13 Budget
Requested Received
$
2013-14
Request
$
90
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
2013-14 Request
Rationale
$
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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.
2012-13 Budget
Requested Received
Project or Items
Requested
Camtasia Studio
$600
0
2013-14
Request
$600
Screencast Pro
$200
0
$200
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Rationale*
Two full-time instructors (C. Moon
and C. Parrish) are teaching online
and need the tools necessary to
provide student-centered lectures
on Blackboard.
As of now the District does not
offer resources nor software for
video and screen capturing. This is
essential in providing the instructor
the tool to record an online lecture
from their computer screen with
audio commenting with editing
capabilities. Thus the following
software is needed ASAP: two
licenses of Camtasia Studio ($299 x
2 = $598 + tax).
As of now the District does not offer
online video and content hosting
with adequate storing capacity and
bandwidth to accommodate the high
volume of students accessing and
downloading the video lectures
($99.95 x 2 = $199.90 + tax). This is
a yearly license for two instructors.
We currently have to accommodate
at least 200 online students
accessing online video lectures.
* Rationale should include discussion of impact on student learning, connection to our strategic plan
goal, impact on student enrollment, safety improvements, whether the equipment is new or
replacement, potential ongoing cost savings that the equipment may provide, ongoing costs of
equipment maintenance, associated training costs, and any other relevant information that you believe
the Budget Committee should consider.
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Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities
Committee (FC) has begun the task of re-prioritizing Measure B Bond budgets to better align with current
needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement
needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two
to be used as match if and when the State again funds capital projects, and to fund smaller projects that
will directly assist our strategic goal. The FC has determined that although some of the college's greatest
needs involving new facilities cannot be met with this limited amount of funding, there are many smaller
pressing needs that could be addressed. The kinds of projects that can be legally funded with bond
dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities."
Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests.If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name):
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?
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