Chabot College
Academic Program Review Report
Year Three of
Program Review Cycle
Final Summary Report
Administration of Justice
Submitted on March 4, 2013
William Hanson
Table of Contents
Section A: What Have We Accomplished? ................................ 1
Section B: What’s Next? ........................................................... 2
Required Appendices:
A: Budget History .........................................................................................3
B1: Course Learning Outcomes Assessment Schedule .................................4
B2: “Closing the Loop” Assessment Reflections ..........................................5
C: Program Learning Outcomes....................................................................9
D: A Few Questions ...................................................................................11
E: New Initiatives ......................................................................................12
F1: New Faculty Requests ..........................................................................13
F2: Classified Staffing Requests ..................................................................14
F3: FTEF Requests ......................................................................................15
F4: Academic Learning Support Requests .................................................16
F5: Supplies and Services Requests ............................................................17
F6: Conference/Travel Requests ................................................................18
F7: Technology and Other Equipment Requests ........................................19
F8: Facilities Requests ................................................................................20
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence, and
enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2012.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:
I.
Goals
In year one and two of the program review cycle, we set several goals that, if achieved,
would enhance the educational experience for our students and the quality of our
program. We have had some successes but still have some work to do in accomplishing
all of the goals we set at year one.
A. TMC degree for Administration of Justice
During the first year, we outlined the curricula changes that were expected with the
approval of the Associate in Science for Transfer degree for Administration of Justice.
The AS-T degree proposal, which included three new courses, was submitted to the
curriculum committee last month. We expect approval in time to have the degree
program available for Fall, 2013.
B. Improve Success Rates in ADMJ 50 for targeted populations
Although there is no required sequence in ADMJ, data suggests that ADMJ 50, Introduction to
Administration of Justice is a gateway course. Students who perform well in this class tend to
perform well in other courses in the curriculum. During the past two years, we have informally
advised students to take ADMJ 50 as their first course. Beginning in Fall 2013, an advisory
recommendation will be included in the course catalog and class schedule.
Nevertheless, we have enjoyed some success improving the success rate for this gateway
course. In year one of this review cycle, the success rate in ADMJ 50 was 46%. In Spring 2012,
the success rate was 60% for the first time since Spring 2008. Similarly, the success rate for
African Americans in ADMJ 50 from Spring 2008 to Spring 2010 was 46%. The success rate in
Spring 2012 was 53%. The success rate for Latinos during the same period increased from 55 to
59. In section II, Best Practices, we will suggest some reasons for this improvement.
Despite these modest gains, we still need to create our academic discipline support class. This
supplemental learning class would be designed to accelerate the learning for our students who
need to work on college readiness issues.
C. Complete PLOs and CLOs and conduct assessments of all courses
During the past two years, PLOs and CLOs for all courses have been developed or
modified and assessed.
D. Create a Law and Democracy course and Lecture Series
During the Fall semester, 2011, we presented the first Law and Democracy Lecture with
State Treasurer Bill Lockyer as the keynote speaker. In September 2012, Supervisor
Richard Valle, a Chabot alumni, was the keynote speaker. The lecture has been a great
success and the third Law and Democracy lecture is scheduled for September 19, 2013.
In Fall 2012, the Law and Democracy course was offered for the first time. It was wellreceived by students. Our Law and Democracy program and course was also awarded a
$5,000 grant from Street Law, Inc., a Maryland based organization providing law-related
education to schools and communities.
As a requirement of the grant, we administered an end of course evaluation to students
wherein 83% of the students rated the class “better than most” or the “best” as
compared to other cases they had taken at Chabot.
E. Establish an Administration of Justice student club and learning community with
adjunct faculty
During the 211-12 academic year, we formally established the Law & Justice Club. The
Club is active and engaged in numerous volunteer activities. In the Fall 2012, we held
our first ADMJ departmental meeting. It has been difficult to meet consistently given
the work schedules of most of our adjuncts. Nevertheless, we are committed to
meeting at least once a semester.
F. Establish the ADMJ Defense of Liberty Award
In 2012, the Administration of Justice program established the Defense of Liberty Award to
honor those individuals who have demonstrated outstanding leadership in the field of
law enforcement and service that improves the safety, security, and quality of life in the
community.
Each year, we select two members of the Administration of Justice community whose
leadership, work, and service exemplifies the role played by law and justice in defense
of liberty and democracy. For 2012, we elected Chief Diane Urban of the Hayward
Police Department and Chief Sandra Spagnoli of the San Leandro Police Department as
our award recipients.
G. Establish a Center for Civic and Community Engagement
The Chabot Center for Civic Engagement (CCCE) is designed to provide a physical and
intellectual space for Chabot students, faculty, campus departments and community
partners to share knowledge, skills, and resources for the benefit of student learning
and community wellbeing. Currently, the Center is utilizing space in the 700 building
and is home to the Law and Democracy program. During this next academic year, we
will be pulling together an Advisory Board and engaged in fund development to support
the Center’s operations and programs.
CCCCE will be a catalyst and gateway for community leaders to find the campus
connections needed for partnerships/collaborations that will create the intellectual and
social capital essential to the educational, social, and civic development of our
communities.
Internally, CCCE will be a hub for academic and service learning programs such as the
Law and Democracy Program, Change It Now and other programs aligned with the civic
aspects of our mission. The Center will be a physical manifestation of Chabot’s
commitment to the democratic purposes of our mission, deep and powerful experiential
learning for our students, and the integration of the diverse and cultural context of the
community in our teaching.
II.
Best Practices
I am a believer in interdisciplinary education and using an interdisciplinary approach to
develop critical thinking, writing, and analytical skills. In our program, we emphasize
that ADMJ is an integral part of social sciences. There are few barriers to using
interdisciplinary approach across the curriculum.
III.
Challenges
Administration of Justice is the fourth largest major at Chabot. Our classes are in great
demand and the data supports the need for another full-time faculty member. Parttime faculty members are a critical and important part of our program. They bring a
tremendous amount of real-world experience to our students. However, the limits on
their time impacts student advising as well as curriculum review and assessment. The
full-time to faculty ratio in Administration of Justice for the past three years is: 40:60.
This is well-below the statutory mandate of 75:25.
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.
1. With our transition to a TMC (Associate in Science for Transfer) for Administration of Justice, we want
to reconfigure our existing AA degree to focus on Pre-Law. See Appendix E.
When our AS-T degree is approved, our AA degree in Administration of Justice, as it is currently
configured, has limited usefulness for students. The AS-T degree is a better option since it provides
priority admission. Rather than let it lie dormant or eliminate the degree, we propose that the AA
degree be reconfigured to focus on a Pre-Law Curriculum. Creating this new “pathway” toward a legal
career is in alignment with the Strategic Plan.
One of the primary goals of this new AA will be to prepare students for the rigorous academic
curriculum they will encounter in college and law school by developing those skills particularly important
for the study of law. The program will use an interdisciplinary approach emphasizing the development
of critical thinking, writing, and analytical skills, all of which are part of our college-wide learning goals.
Most of the courses needed for this program already exist in our curriculum but have not been
organized as part of a coherent pathway leading to an educational objective.
2. Continue to Grow the Chabot Center for Civic and Community Engagement. See Appendix E.
The Chabot Center for Civic & Community Engagement (CCCCE) provides a physical and intellectual
space for Chabot students, faculty, campus departments and community partners to share knowledge,
skills, and resources for the benefit of student learning and community wellbeing. CCCCE will be a
catalyst and gateway for community leaders to find the campus connections needed for
partnerships/collaborations that will create the intellectual and social capital essential to the
educational, social, and civic development of our communities.
Internally, CCCCE will be a hub for academic and service learning programs such as the Law and
Democracy Program, Change It Now and other programs aligned with the civic aspects of our mission.
The Center will be a physical manifestation of Chabot’s commitment to the democratic purposes of our
mission, deep and powerful experiential learning for our students, and the integration of the diverse and
cultural context of the community in our teaching.
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2011-12
Budget
Requested
0
0
0
1500
1500
2011-12
Budget
Received
0
0
0
0
0
2012-13
Budget
Requested
0
0
3,060
0
3,060
2012-13
Budget
Received
0
0
3,0601
0
3,060
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
The classroom clickers were used successfully in the Law & Democracy course which was taught for the
first time in Fall 2012. They are a great tool to facilitate and encourage classroom participation.
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?
To develop and maintain a competitive program, faculty and students need opportunities to interact
with individuals in the career field. Funds for field trips, faculty and student conferences, and
membership in faculty and student associations would go a long way to ensuring that we can stay
current with best practices in the field.
1
Joint request with Political Science for clickers.
Appendix B1: Course Learning Outcomes Assessment Schedule
All courses must be assessed at least once every three years. Please complete this chart that
defines your assessment schedule.
ASSESSMENT SCHEDULE:
Spring
2013
Fall
2013
Spring
2014
Fall
2014
Spring
2015
Fall
2015
Spring
2016
Fall
2016
Spring
2017
Courses:
Group 1:
ADMJ 50
Group 2:
ADMJ 45
ADMJ 54
ADMJ 55
ADMJ 60
ADMJ 61
ADMJ 63
ADMJ 89
Group 3:
ADMJ 402
ADMJ 70
ADMJ 74
ADMJ 79
ADMJ 803
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
& report
Full
Assmt
Group 4:
ADMJ 854
2
New TMC course – Juvenile Procedures
New TMC course – Criminal Court Process
4
New TMC course – Introduction to Forensics
3
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
& report
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
ADMJ 50
Fall 2011
2
2
100%
Spring 2012
William Hanson
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
Defined Target
Scores*
(CLO Goal)
75%, 3 or 4
59.3%
(CLO) 2: Explain the relationship of criminal justice to
social justice and how multiculturalism and diversity
present special challenges to, and opportunities for, the
American criminal justice system.
75%, 3 or 4
80.2%
(CLO) 3: Compare and contrast the major components of
the criminal justice system; police, courts, and
corrections.
75%, 3 or 4
93%
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Describe the structure and process of American
criminal justice, including the stages of criminal case
processing.
Actual Scores**
(eLumen data)
 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?
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?
The actual score is 15.7% below the target.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
The success rate for ADMJ 50 is approximately 56. CLO #1 is reflective of the
interdisciplinary nature of the course. Consequently, some students continue to be
challenged, we believe, because of lack of academic preparation and background
knowledge.
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?
80.2% scored above the target.
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 are having success understanding the relationship between criminal justice and
social justice and the challenges and opportunities it brings.
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?
93% scored above the target.
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 are understanding the structure of the system but are having problems with
the process (e.g., CLO #1).
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?
No changes from the previous assessment cycle.
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?
We are having success reframing the program as an integral part of the social sciences.
However, some of students still struggle with the interdisciplinary nature of the course. To
assist students, we are developing a content-based academic discipline support class. It will
be a late start course and we expect to offer the class beginning the spring semester 2014.
To identify students who may benefit from the course, we are developing an assessment
instrument that can be administered at the beginning of the class.
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
X




Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
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
ADMJ 54
Spring 2012
2
2
100%
Spring 2012
Thomas Moore/Sheryl Boykins
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)
Defined Target
Scores*
(CLO Goal)
75%, 3 or 4
86%
(CLO) 2: Use effective written and oral communication
to gather information, report and articulate information,
analyses, or findings to relevant end users in the legal
system.
75%, 3 or 4
86%
(CLO) 3: Synthesize forensic, evidential, and
investigatory information from multiple sources to
generate theories about a crime.
75%, 3 or 4
86%
(CLO) 1: Record information accurately in a police report
for the purpose of follow-up investigation and the
issuance of complaints.
Actual Scores**
(eLumen data)
 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?
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?
Actual scores exceeded target by 11%.
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?
Need to highlight that all ADMJ courses are interrelated and that course materials are
current and in-line with contemporary standards and practices.
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?
Actual scores exceeded target by 11%.
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?
Need to highlight that all ADMJ courses are interrelated and that course materials are
current and in-line with contemporary standards and practices.
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?
Actual scores exceeded target by 11%.
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?
Need to highlight that all ADMJ courses are interrelated and that course materials are
current and in-line with contemporary standards and practices.
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?
No changes from the previous assessment cycle.
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?
We are encouraging students to form study groups to benefit from peer learning.
Assessment at the beginning of the course to evaluate student ability and assist them in
getting assistance.
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
X




Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
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
ADMJ 55
Fall 2011
1
1
100%
Spring 2012
Thomas Moore
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
Defined Target
Scores*
(CLO Goal)
75%, 3 or 4
78%
(CLO) 2: Describe the goals of corrections, including
incapacitation, deterrence, retribution, and
rehabilitation.
75%, 3 or 4
78%
(CLO) 3: Define prisoner rights in confinement relative to
medical treatment, personal health and safety, speech,
75%, 3 or 4
78%
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Explain the historical development of
corrections and the major characteristics and purposes of
today’s prisons and jails.
Actual Scores**
(eLumen data)
religion, and press; access to the courts, lawyers, and
legal resource materials.
 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?
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?
Actual score exceeded the target by 3%.
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?
Will encourage students to form study groups to benefit from peer learning.
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?
Actual score exceeded the target by 3%.
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?
Will encourage students to form study groups to benefit from peer learning.
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?
Actual score exceeded the target by 3%.
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?
Will encourage students to form study groups to benefit from peer learning.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
4. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
No changes from the previous assessment cycle.
5. 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?
We have adjusted our course outline to include alternatives to punishment which reflects
recommendations from state reviewers.
6. 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:_________________________________________________________________
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
ADMJ 59
Spring 2012
1
1
100%
Spring 2012
Chris Orrey
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)
Defined Target
Scores*
(CLO Goal)
75%, 3 or 4
90%
(CLO) 2: Demonstrate knowledge of existing services
available in the community to control child maltreatment
and explain the process for employing those services in
cases of suspected abuse.
75%, 3 or 4
90%
(CLO) 3: Understand how culture and diversity impact
the interpretation and reporting of child maltreatment
and interventions in case decisions related to child
maltreatment.
75%, 3 or 4
90%
(CLO) 1: Describe the risk factors, characteristics, and
consequences of child maltreatment.
Actual Scores**
(eLumen data)
 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?
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?
Actual scores exceeded the target by 15%.
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?
Need to support students to maintain attendance.
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?
Actual scores exceeded the target by 15%.
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?
Need to support students to maintain attendance.
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?
Actual scores exceeded the target by 15%.
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?
Need to support students to maintain attendance.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
7. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
No changes from the previous assessment cycle.
8. 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?
Connect students with support services.
9. 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:_________________________________________________________________
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
ADMJ 60
Fall 2011
2
2
100%
Spring 2012
William Hanson
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: Identify, describe, and understand the main
sources of criminal law and the reasons for the limits on
criminal law and punishment in the U.S. Constitution and
Bill of Rights.
Defined Target
Scores*
(CLO Goal)
75%, 3 or 4
Actual Scores**
(eLumen data)
89.6%
(CLO) 2: Identify the different categories of crime and
the elements of major crimes against persons, property,
the justice system, and the state.
75%, 3 or 4
60.5%
(CLO) 3: Know the laws of arrest.
75%, 3 or 4
47.5%
 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?
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?
Actual score exceeded target by approximately 15%.
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?
Generally, students comprehend the foundations of criminal law in terms of sources and
limits.
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?
Actual score is approximately 15% below target.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
CLO #2 represents material that is particularly labor intensive. Students will need
additional practice to learn and retain the information about categories of crime and the
elements of particular crimes.
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?
Actual scores are approximately 29% below the target.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students are having difficulty with process and critical reading and analysis. Students
usually take the criminal law course with minimal background knowledge in criminal
law. We will also be changing the textbook to one which fosters more critical analysis.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
10. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
No changes from previous assessment cycle.
11. 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?
Our assessments are rigorous even though we are primarily using objective exams. We
need to help students meet the demands of the course. To that end, we are assignment
more homework (practice) and more frequent assessments.
12. What is the nature of the planned actions (please check all that apply)?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
X Change to assessment methods
 Other:_________________________________________________________________
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
ADMJ 61
Fall 2011
1
1
100%
Spring 2012
William Hanson
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)
Defined Target
Scores*
(CLO Goal)
75%, 3 or 4
83.7%
(CLO) 2: Understand and explain the rules governing
admissibility of evidence in court.
75%, 3 or 4
65.3%
(CLO) 3: Explain the qualifications related to witness
competency.
75%, 3 or 4
85.7%
(CLO) 1: Describe the various kinds of evidence.
Actual Scores**
(eLumen data)
 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?
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?
The actual score exceeded the target by 8.7%.
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?
CLO #1 addresses a key foundational or scaffolding issue for students. Most students
comprehend the kinds of evidence used in court and the criminal law context.
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?
Actual score is 9.7% below the target.
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?
CLO #2 addresses the fundamental and most challenging issue in the law of evidence.
This is the area where most students are challenged.
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?
Actual score exceeded target by 10.7%.
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 seem to comprehend the issues related to witness competency.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
13. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
No changes from the previous assessment cycle.
14. 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?
Will provide more concrete examples to illustrate the concepts and issues.
15. What is the nature of the planned actions (please check all that apply)?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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
ADMJ 63
Spring 2012
1
1
100%
Spring 2012
Thomas Moore
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)
Defined Target
Scores*
(CLO Goal)
75%, 3 or 4
87%
(CLO) 2: Demonstrate and understanding of physical
evidence and its uses – specifically the identification and
proper methods of collection from the crime scene, the
different types and categories of physical evidence, and
the proper preservation of evidence in the chain of
custody.
75%, 3 or 4
87%
(CLO) 3: Know the different functions of the crime
laboratory, the types of examinations conducted there as
well as the different findings resulting from the
examination of evidence.
75%, 3 or 4
87%
(CLO) 1: Understand the basic steps in a criminal
investigation, such as response to the crime scene,
processing the crime scene, investigative photography,
notes, and other documentation, interviews,
interrogations, case preparation and presentation, and
presentation of evidence at trial.
Actual Scores**
(eLumen data)
 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?
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?
Actual scores exceeded the target by 8%.
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?
Need to highlight that ADMJ courses are connected.
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?
Actual scores exceeded the target by 8%.
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?
Need to highlight that ADMJ courses are connected.
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?
Actual scores exceeded the target by 8%.
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?
Need to highlight that ADMJ courses are connected.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
16. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
No changes from previous assessment.
17. 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?
Course CLOs have been modified to reflect recommendations from state reviewers.
18. What is the nature of the planned actions (please check all that apply)?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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
ADMJ 70
Spring 2012
1
1
100%
Spring 2012
Joseph Kitchen
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)
Defined Target
Scores*
(CLO Goal)
75%, 3 or 4
82%
(CLO) 2: Understand the differences between various
agencies of the criminal justice system and how these
differences can create barriers between the system and
the community.
75%, 3 or 4
82%
(CLO) 3: Understand the concept of Community Policing
and its use as a strategy to eliminate barriers between
75%, 3 or 4
82%
(CLO) 1: Explain the structure and environment of the
community as they apply to community justice/system
interactions.
Actual Scores**
(eLumen data)
law enforcement and the communities they serve.
 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?
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?
Actual scores exceeded target by 7%.
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?
Need to expand themes and topics. Course outline modified to provide a greater
emphasis on multicultural issues.
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?
Actual scores exceeded target by 7%.
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?
Need to expand themes and topics. Course outline modified to provide a greater
emphasis on multicultural issues.
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?
Actual scores exceeded target by 7%.
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?
Need to expand themes and topics. Course outline modified to provide a greater
emphasis on multicultural issues.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
19. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
No changes from previous assessment cycle.
20. 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?
Course outline modified to reflect recommendation of state reviewers to place a greater
emphasis on multicultural issues.
21. What is the nature of the planned actions (please check all that apply)?
 Curricular
X Pedagogical




Resource based
Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
ADMJ 74
Spring 2012
1
1
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
100%
Spring 2012
Sheryl Boykins
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)
Defined Target
Scores*
(CLO Goal)
75%, 3 or 4
75%
(CLO) 2: Knowledge of the central issues and strategies
in gang prevention and enforcement.
75%, 3 or 4
75%
(CLO) 3: Explain the relationship of gang activity to drug
trafficking.
75%, 3 or 4
75%
(CLO) 1: Understand the historical background,
organizational structure, and identification of various
kinds of gangs.
Actual Scores**
(eLumen data)
 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?
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?
Actual scores = target
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?
Need to use different teaching methods to accommodate different learning styles.
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?
Actual scores = target
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?
Need to use different teaching methods to accommodate different learning styles.
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?
Actual scores = target
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?
Need to use different teaching methods to accommodate different learning styles.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
22. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
No changes from previous assessment cycle.
23. 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?
Renewed emphasis on written and oral communication.
24. What is the nature of the planned actions (please check all that apply)?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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
ADMJ 79
Fall 2011
1
1
100%
Spring 2012
Robert Palermini
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: Knowledge of procedures for securing the crime
scene and evidence.
Defined Target
Scores*
(CLO Goal)
75%, 3 or 4
Actual Scores**
(eLumen data)
68%
(CLO) 2: Identify the signs associated with homicide,
suicide, accidental death and death from natural causes.
75%, 3 or 4
68%
(CLO) 3: Evaluate discrepancies between witnesses, and
what the death scene and an examination of the body
reveal.
75%, 3 or 4
68%
 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?
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?
Actual scores were 7% below target.
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?
Need more interactive group work for students.
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?
Actual scores were 7% below target.
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?
Need more interactive group work for students.
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?
Actual scores were 7% below target.
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?
Need more interactive group work for students.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
25. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
No change from previous assessment cycle.
26. 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?
Need to revise course outline.
27. What is the nature of the planned actions (please check all that apply)?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
ADMJ 89
Fall 2011
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
1
1
100%
Spring 2012
Chris Orrey
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)
Defined Target
Scores*
(CLO Goal)
75%, 3 or 4
92%
(CLO) 2: Understand the conditions leading to family
violence, with emphasis on coping with such situations.
75%, 3 or 4
92%
(CLO) 3: Knowledge of methods for effective
intervention.
75%, 3 or 4
92%
(CLO) 1: Describe the relationship between patterns of
family interaction and violence.
Actual Scores**
(eLumen data)
 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?
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?
Actual scores exceeded target by 17%.
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?
This is a dynamic course with two much material for a two credit course.
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?
Actual scores exceeded target by 17%.
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?
This is a dynamic course with two much material for a two credit course.
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?
Actual scores exceeded target by 17%.
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?
This is a dynamic course with two much material for a two credit course.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
28. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
No changes from previous assessment cycle.
29. 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?
Merging Child Abuse (ADMJ 59) into Family Violence (ADMJ 89) to form a three credit
course.
30. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: Administration of Justice

PLO #1: Evaluate and analyze criminal justice issues and topics using knowledge of
criminal justice institutions, terminology, theory and ethical issues in crime and justice.

PLO #2: Understand the interdisciplinary nature of criminal justice and the varying
perspectives of the liberal arts and sciences as related to law enforcement, courts, and
corrections.
What questions or investigations arose as a result of these reflections or discussions?
Explain: Administration of Justice is an interdisciplinary program in that it draws on various
disciplines in the social sciences for its concepts, theories, and practices. This is particularly true
for the introductory course in the program, ADMJ 50. The success rate for ADMJ 50 is
approximately 56% which shows that some students are having difficulty. Our theory is that
some students come to the course lacking basic skills, background knowledge of the criminal
justice system, and knowledge of other disciplines (e.g., sociology, psychology, etc.) that inform
the administration of justice. Also, we draw students with a variety of career goals (e.g., law
enforcement, pre-law, corrections, probation & parole, and juvenile justice). We need to
develop clear career and educational pathways for all students in the discipline.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: Administration of Justice is the fourth largest major at Chabot (735 –
2010). We draw students with a variety of career goals (e.g., law enforcement, pre-law,
corrections, probation & parole, and juvenile justice). All of our courses are transferable to CSU
and four of our courses satisfy the UC - IGETC requirements. Consequently, we attract both
students seeking careers in the administration of justice as well as those who have an
intellectual interest in the field and choose our courses to satisfy graduation and/or transfer
requirements. Having diverse students in our courses enhances the learning for all students.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned: We recently submitted our proposal for a new Associate in Science for
Transfer degree (TMC) for Administration of Justice. In keeping with the goals and purposes of
the TMC, the requirements of AS-T degree provide guidance to students regarding the courses
required for transfer in addition to assuring them of their preparation for transfer and upperdivision work. Most importantly, the completion of the AS-T degree gives students priority
admission into an Administration of Justice/Criminal Justice program in the CSU system.
The new AS-T degree is an excellent example of a clear pathway for our students seeking to
transfer and a career in law enforcement or corrections. However, we have a significant
number of students who have an interest in practicing public law (e.g., District Attorney, Public
Defender, etc.) but there is no clearly identified pathway beginning in community college.
Upon approval of our AS-T degree, I will be submitting a proposal to modify our existing AA
degree to focus on a pre-law curriculum. I will discuss the proposal in greater detail under
“New Initatives”.
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years? If no, identify the
course outlines you will update in the next curriculum cycle. Ed Code requires all course
outlines to be updated every six years.
Yes.
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
Yes.
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester.
Yes.
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester.
Yes.
5. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester.
Yes.
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
Not Applicable. There is no required sequence of courses in Administration of Justice. However,
beginning in Fall 2013, we will have recommended prerequisites for certain courses. Also, OIR
continues to suggest that Introduction to Administration of Justice (ADMJ 50) is a gateway
course to success in the curriculum. It provides an introduction to the essential themes and
content of the courses required in the major.
7. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be.
Students who enroll and successfully complete and English course have higher success rates in all
of courses, particularly, ADMJ 50.
Appendix E: Proposal for New Initiatives – Grow the Chabot Civic and
Community Engagement Center
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic
Plan. The project will require the support of additional and/or outside funding. The information you
provide will facilitate and focus the research and development process for finding both internal and
external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student
learning?
The Chabot Center for Civic & Community Engagement (CCCCE) provides a physical and intellectual
space for Chabot students, faculty, campus departments and community partners to share knowledge,
skills, and resources for the benefit of student learning and community wellbeing. CCCCE will be a
catalyst and gateway for community leaders to find the campus connections needed for
partnerships/collaborations that will create the intellectual and social capital essential to the
educational, social, and civic development of our communities.
Internally, CCCCE will be a hub for academic and service learning programs such as the Law and
Democracy Program, Change It Now and other programs aligned with the civic aspects of our mission.
The Center will be a physical manifestation of Chabot’s commitment to the democratic purposes of our
mission, deep and powerful experiential learning for our students, and the integration of the diverse and
cultural context of the community in our teaching.
What is your specific goal and measurable outcome?
To enhance the visibility and programming of the Civic and Community Engagement Center.
What is your action plan to achieve your goal?
Target
Completion
Date
Continue to offer Campus Camp Wellstone to Chabot Students Fall 2013
each Fall.
Continue to offer the Law and Democracy Lecture each Fall
Fall 2013
Required Budget (Split out
personnel, supplies, other
categories)
$5,000
Continue to offer the Law and Democracy course each Fall
Fall 2013
N/A
Establish an Advisory Board for the Center
Spring
2014
Spring
2014
Spring
2014
Activity (brief description)
Develop a fundraising campaign to support Center projects
and operations.
Develop a web presence for the Center
How will you manage the personnel needs?
New Hires:
Faculty # of positions
$1500
Classified staff # of positions
X
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
X 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
X Yes, explain: Currently, the Center is using space in the 700 building but could better
accomplish its mission with a larger, more centralized location on campus.
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
X Yes, explain: Community patners.
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
X Yes, list potential funding sources: We are identifying potential funding sources
with the help of our grant writer, Yvonne Wu-Craig.
Appendix E: Proposal for New Initiatives – Create an Associate in Arts - (AA)
Pre-Law degree
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?
When our new AS-T degree for Administration of Justice is approved, we will have played a part in
accomplishing one of the key objectives of the Strategic Plan – creating a clear pathway for students to
timely and efficiently complete their course work, transfer and accomplish their educational goals.
For students interested in law enforcement or corrections, this degree works well for those purposes.
However, there are substantial numbers of students in Administration of Justice and other majors across
the campus who have an interest in a legal career as a lawyer. For students interested in a legal career,
there is no clearly identified pathway from community college. Since many of our students do not have
a parent at home that has ever attended college, the task of identifying, defining, and achieving such an
educational goal is made more difficult.
When our AS-T degree is approved, our AA degree in Administration of Justice, as it is currently
configured, has limited usefulness for students. The AS-T degree is a better option since it provides
priority admission. Rather than let it lie dormant or eliminate the degree, we propose that the AA
degree be reconfigured to focus on a Pre-Law Curriculum. Creating this new “pathway” toward a legal
career is in alignment with the Strategic Plan.
One of the primary goals of this new AA will be to prepare students for the rigorous academic
curriculum they will encounter in college and law school by developing those skills particularly important
for the study of law. The program will use an interdisciplinary approach emphasizing the development
of critical thinking, writing, and analytical skills, all of which are part of our college-wide learning goals.
Most of the courses needed for this program already exist in our curriculum but have not been
organized as part of a coherent pathway leading to an educational objective.
The State Bar of California, through its Council on Access & Fairness (COAF), has established a Diversity
Pipeline Initiative designed to increase diversity in the legal profession. Even though California is a
majority-minority state, minorities make up only about 21% of the California bar. The State bar has
concluded that this imbalance in the proportion of minority lawyers to the general population affects
the level of trust the public has in the courts and the legal system.
The State Bar's Diversity Pipeline Initiative seeks to increase that diversity by partnering with California
educational institutions to develop an educational "pipeline" to support minority and other diverse
students seeking careers in the legal profession. The California Community College System is the most
diverse in the nation and one of the goals of the project is to establish a 2+2+3 articulation agreement
with community colleges, four-year colleges/universities, and law schools that would give priority
enrollment to students who meet certain criteria. Chabot is one of the community colleges participating
in this initiative.5
What is your specific goal and measurable outcome?
To have an AA-Pre-Law degree approved in time to enroll declared majors for Fall 2014.
What is your action plan to achieve your goal?
Target
Required Budget (Split out
Activity (brief description)
Completion personnel, supplies, other
Date
categories)
Develop new program proposal .
September
2013
Work with State Bar’s Diversity Pipeline Initiative to develop
Academic
articulation agreements with key colleges/universities and law year- 2013schools.
14
Develop program materials and begin program marketing
Academic
campaign.
year- 201314
Enroll students into the major.
Fall 2014
How will you manage the personnel needs?
New Hires:
X Faculty # of positions 1
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
X Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
X No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
5
On Friday, March 22, 2013, the Chabot College Law & Democracy Program, the State Bar Council on
Access & Fairness (COAF), the Law School Admission Council, and Street Law, Inc. will be hosting a
conference on Increasing Diversity in the Legal Profession. This will be the first public gathering of
COAF’s community college initiative.
No
X Yes, explain: The State Bar Association has hired a consultant to develop and
implement Articulation Agreements between Community Colleges, 4-year schools, and law schools that
will give priority admission to students who meet designated criteria.
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
X Yes, list potential funding sources: Because this is a major initiative of both the
California and local Bar Associations including the American Bar Association, support from the various
bar foundations may be possible.
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category
1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty
and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years, student
success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .
1. Number of new faculty requested in this discipline: __1__
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Administration of Justice Instructor
Full-Time faculty in Administration of Justice
2.
3. Rationale for your proposal. Please use the enrollment management data. Additional data that will
strengthen your rationale include FTES trends over the last 5 years, persistence, FT/PT faculty ratios,
CLO and PLO assessment results and external accreditation demands.
Administration of Justice is the fourth largest major at Chabot. Of the top six majors at Chabot,
Administration of Justice is the only discipline with a single full-time faculty member despite its status as
a top five major. Also, four of our classes satisfy UC-IGETC requirements and attract many non-major
students who utilize ADMJ courses to satisfy graduation and/or transfer requirements. Consequently,
our course enrollments consistently exceed 100% capacity. These enrollment patterns, FTES trends,
FT/PT faculty ratios and assessment data demonstrate the need for another full-time faculty member in
Administration of Justice.
Spring 2009 thru Fall 2012
 FT/PT faculty ratios = 40%/60%
 WSCH/FTEF = 723.52
 Average enrollment = 113%
Relevant Assessment Data
Data review (enrollment, student success) demonstrate the need for additional full-time faculty. Parttime faculty play an important role in the program. However, their limited involvement in the program
limits our ability to advise our students as well as the quality of instruction. The full-time to part-time
faculty ratio in Administration of Justice is 40:60. This is well-below the statutory mandate of 75:25.
As previously stated, ADMJ is the fourth largest major and the only one of the top six with only one fulltime faculty member. the average enrollment for ADMJ classes is 113%. With the approval of our AS-T
degree which gives priority admission to community college graduates, I expect that enrollment will
continue to increase. An additional full-time faculty member needed to adequately address issues
related to student success and to provide appropriate advising.
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.
Creating a new “Pre Law” Career Pathway in Administration of Justice
With the approval of our new AS-T degree for Administration of Justice, I will be submitting a proposal
to the Curriculum Committee to modify our existing AA degree to focus on a Pre-Law Curriculum. We
have substantial numbers of students who have an interest in pursuing a legal career but there is no
clearly identified pathway from community college. Creating this new “pathway” is in alignment with
the Strategic Plan.
One of the primary goals of this new AA will be to prepare students seeking admission to law school for
the rigorous academic curriculum by developing those skills particularly important for the study of law.
The program will use an interdisciplinary approach emphasizing the development of critical thinking,
writing, and analytical skills, all of which are part of our college-wide learning goals.
The State Bar of California, through its Council on Access & Fairness (COAF), has established a Diversity
Pipeline Initiative designed to increase diversity in the legal profession. Even though California is a
majority-minority state, minorities make up only about 21% of the California bar. The State bar has
concluded that this imbalance in the proportion of minority lawyers to the general population affects
the level of trust the public has in the courts and the legal system.
The State Bar's Diversity Pipeline Initiative seeks to increase that diversity by partnering with California
educational institutions to develop an educational "pipeline" to support minority and other diverse
students seeking careers in the legal profession. The California Community College System is the most
diverse in the nation and one of the goals of the project is to establish a 2+2+3 articulation agreement
with community colleges, four-year colleges/universities, and law schools that would give priority
enrollment to students who meet certain criteria. Chabot is one of the community colleges participating
in this initiative.6
This refocused AA degree will attract significant numbers of new students to Chabot. There is no other
program like this in the state and it will benefit from significant marketing and public promotion from
the State Bar Association. It is certain to increase our enrollment by attracting students, particular
students of color and other diverse populations, with an interest in a legal career. This increase in
enrollment will only exacerbate the need for an additional full-time faculty member.
6
On Friday, March 22, 2013, the Chabot College Law & Democracy Program, the State Bar Council on
Access & Fairness (COAF), the Law School Admission Council, and Street Law, Inc. will be hosting a
conference on Increasing Diversity in the Legal Profession. This will be the first public gathering of
COAF’s community college initiative.
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
1.
2.
Description
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.
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .
With approval of the AS-T degree for Administration of Justice, we will have three new courses for which
there will be high demand: Juvenile Procedures; Introduction to Forensics; and Criminal Court
Procedures. We need to offer these courses if we are to remain a competitive program in the region.
While these new courses will fill to capacity in their own right, they can also relieve some of the pent-up
demand in our curriculum. Our average enrollment across all courses over the last 5 years is 113%. The
new courses should be offered each semester.
Therefore, we are requesting an additional 1.2 FTEF each academic year.
49
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: __3 student tutors for ADMJ courses____
2. If you are requesting more than one position, please rank order the positions.
Position
1. Learning Connection Tutors
Description
Tutors available for ADMJ courses and the
Academic Discipline Support class to be
developed.
2.
3.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact
on student learning outcomes and alignment with the strategic plan goal. Indicate if this request is
for the same, more, or fewer academic learning support positions.
We have used Learning Assistants in the past but not Learning Connection tutors. Having students
available, particularly for the Introductory class, would aid student success.
50
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
$0
2013-14
Request
$0
51
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
$
52
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please fill in the following as needed to justify your requests. If you're requesting classroom
technology, see http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the
brands/model numbers that are our current standards. If requesting multiple pieces of equipment,
please rank order those requests. Include shipping cost and taxes in your request.
Please note: Equipment requests are for equipment whose unit cost exceeds $200. Items which are
less expensive should be requested as supplies. Software licenses should also be requested as
supplies.
Project or Items
Requested
Clickers
2012-13 Budget
Requested Received
$3,060
$3,060
2013-14
Request
$0
Rationale*
* Rationale should include discussion of impact on student learning, connection to our strategic plan
goal, impact on student enrollment, safety improvements, whether the equipment is new or
replacement, potential ongoing cost savings that the equipment may provide, ongoing costs of
equipment maintenance, associated training costs, and any other relevant information that you believe
the Budget Committee should consider.
53
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?
54