Chabot College
Academic Program Review Report
Year Three of
Program Review Cycle
Final Summary Report
HISTORY
Submitted on February 28, 2013
Rick Moniz, Mark Stephens,
Michael Thompson, Jane Wolford,
Sherri Yeager
1
Final Forms, 1/18/13
Table of Contents
Section A: What Have We Accomplished? ................................. 1
Section B: What’s Next? ........................................................... 2
Required Appendices:
A: Budget History .........................................................................................3
B1: Course Learning Outcomes Assessment Schedule .................................4
B2: “Closing the Loop” Assessment Reflections ...........................................5
C: Program Learning Outcomes....................................................................9
D: A Few Questions ....................................................................................11
E: New Initiatives .......................................................................................12
F1: New Faculty Requests ..........................................................................13
F2: Classified Staffing Requests ...................................................................14
F3: FTEF Requests ......................................................................................15
F4: Academic Learning Support Requests ..................................................16
F5: Supplies and Services Requests ............................................................17
F6: Conference/Travel Requests ................................................................18
F7: Technology and Other Equipment Requests ........................................19
F8: Facilities Requests ................................................................................20
2
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence, and
enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2012.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:

What program improvement goals did you establish?
Increase student success/persistence in History
Develop three CLOS for each three-unit History course
Improve adjunct instruction in History
Hire one full-time replacement faculty

Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for student learning, program learning, and Strategic Plan
achievement.
Over this three-year program review cycle, beginning in Spring 2011, our discipline success
total was 59%. In Fall 2011 there was a significant increase to 63%. We maintained this
success rate in Spring 2012. We have maintained success rates in the 60 th percentile in six of
our eleven offerings. One offering has a total success rate in the 70 th percentile. Two offerings
are in the 50th and two in the 40th. The most troubling of these is the 56% success rate in
History 7. This is our most in-demand offering. Counselors recommend this course to firstsemester students. We find these classes populated by many unprepared and underprepared
students, students that assess below college-level English. The pedagogical challenge is how
to effectively balance basic skills instruction with content delivery.
We developed a third CLO for our History offerings which is (finally) appearing correctly in
eLumen. All of our CLOs have been assessed by both full-time and adjunct instructors.
All of our adjunct instructors have been evaluated over the last two years. Two long-time
adjuncts were removed from the seniority list due to unsatisfactory evaluations. Three new
adjuncts have been hired by our discipline and will be evaluated over the next few semesters.
3
Our attempt to replace faculty emeritus Lupe Ortiz (retired Fall 2009) was unsuccessful. We
currently lack a full-time instructor for History 22 (Mexican-American History) despite
Chabot’s designation as a Hispanic Serving Institution. The History TMC requires at least one
course that is not focused on Europe or the United States. The History discipline needs
specialists in Asian, Latin American, and/or African History. It makes no sense to create a
History TMC if we can’t staff the aligned courses.
What best practices have you developed? Those could include pedagogical methods, strategies
to address Basic Skills needs of our students, methods of working within your discipline, and
more.

We have successfully institutionalized a supplemental instruction workshop for
History 27 that appears in the catalog as History 28. The workshop focuses on basic
skills development for History students. We plan to submit a History 7 supplemental
instruction workshop course outline to the Curriculum Committee via CurricUnet. The
History 7 workshop should appear in the catalog by Fall 2014.

We continue to offer sections of GNST 115 for History students. Our instructors meet
with History students in the WRAC Center for individual and group tutorials.

One of our instructors is part of the Daraja learning community.

One of our instructors has been the Reading Apprenticeship Coordinator since Fall
2009. Two of our instructors have attended RA Flex sessions to learn more about using
RA metacognitive routines in their classrooms.

Three of our instructors are currently participating in the Habits of Mind FIG. We are
focusing on persistence, creating a student/faculty survey and resource guide. Future
plans include discussions of best classroom practices and developing pedagogical
persistence units for classroom use.
Are these best practices replicable in other disciplines or areas?




Educational research shows that supplemental instruction is quite effective across
disciplines.
GNST 115 was created by Language Arts and has been successful with Psychology and
History students at Chabot.
Reading Apprenticeship is designed for use across disciplines as well.
The Habits of Mind FIG is focusing on student persistence as a college-wide goal.
4

What were your greatest challenges?

CLASS SIZE: How to successfully deliver basic skills instruction AND content to classes
of 44+ students? How to meaningfully evaluate written work of 220 students per
instructor per semester?

HOW TO IMPROVE SUCCESS WHILE MAINTAINING HIGH STANDARDS?

BUDGETARY: GNST 115 is managed by Language Arts. We are not guaranteed a
section every semester. We need 1 FTEF per year in our discipline allocation to devote
to History 115, managed by the History discipline.

BUDGETARY: Low ranking in faculty prioritization process for new full-time hire. Not
enough funding to replace retired History Instructor Lupe Ortiz. We DESPARATELY
need a specialist in Mexican-American/Latin American History to effectively serve our
student population.

Were there institutional barriers to success?

CLASS SIZE/WORKLOAD: The History discipline now requires a writing component in
all of our offerings. Our class size/workload needs to reflect this.

Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
5
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.

What goals do you have for future program improvement?
(1)BUILD UPON IMPROVEMENTS IN SUCCESS RATES IN HISTORY COURSES. The
History faculty will continue to work to improve the success rates in our classes.
Increased success rate will not only speed our students’ progress through the college,
but also reduce the bottleneck that currently exists.
(2)DEVELOP TRANSFER MODEL CURRICULUM AND AA-T. The History faculty will work
to complete these administrative tasks in a timely fashion.
What ideas do you have to achieve those goals?
(1)The History Discipline will need additional FTEF to aid in the achievement of the
first goal. At the present time, only one class (History 27) has been funded to
institutionalize the workshops that have increased student success. More FTEF would
allow the discipline to expand these workshops into impacted classes such as History
7. Additional FTEF would also be utilized to enable the discipline to expand and
consistently offer History 115 (currently GNST 115). Currently, this offering is housed
and controlled by Language Arts. While the LA division has been generous in
supporting this offering, both budgetary and coverage concerns make its continued
presence tenuous. The History discipline needs to have some control over its own
academic learning student support.
(2)In beginning the process to develop TMC and AA-T it has become clear that the
History discipline desperately needs to make, at least, one full-time hire. The AA-T
requires History course offerings focusing outside of Europe and the United States.
Presently, the discipline has neither the resources nor the faculty to provide these
classes. The History faculty proposes a joint full-time hire in History and Ethnic
Studies, specifically in Chicano History/Latino Studies. This hire could serve multiple
purposes in the School of the Arts, Humanities and Social Sciences. This faculty
member would be able to teach the current (and very popular) Mexican-American
History class, develop courses in Latin American History and provide direction and
vision to an Ethnic Studies program in desperate need of both.

What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
6
The college desperately needs a re-imagining of Basic Skills that willprovide for more
discipline-specific Basic Skills resources. While the tools students need certainly
include those taught in English and Math classes, they also include skills like critical
thinking, synthetic analysis, note-taking and a host of others that are taught in classes
outside of English and Math. If we continue to think that students go to "get fixed" or
“caught up” in Basic Skills English and Math classes, we will continue to see, without
proper support, these same students struggle in classes outside those disciplines. If
we are truly "all Basic Skills Teacher now" (a phrase repeated a great deal on this
campus), then more resources need to be provided to reflect that reality. This is not
an argument to take resources away from English and Math, but to provide more
resources to other disciplines to achieve a more integrated college-wide Basic Skills
strategy.

What recommendations do you have to improve the Program Review process?
History Faculty members recommend that the college revisit the manner in which
Student Learning Outcomes are assessed and analyzed. While we acknowledge the
accreditation requirement to conduct such assessments and analyses, we see the
current methods as, at best, ineffective and, at worst, fatally flawed. The current
dependence on eLumen not only dominates the conversation about the SLOAC (to the
exclusion of actual conversations about teaching) it also takes up an increasing part of
Program Review. In relying upon this flawed process, the college reduces the
possibility that more useful exchanges between faculty about pedagogy and content
occur. We recommend that the college establish a pilot program that would allow
disciplines to develop and, upon approval by the appropriate committee(s), deploy
more relevant and effective processes that better capture and analyze student
learning and engage faculty in more meaningful dialogues.
7
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
One
None
None
None
One
2011-12
Budget
Received
None
None
None
None
One
2012-13
Budget
Requested
One
None
None
None
One
2012-13
Budget
Received
None
None
None
None
One
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.
Our sole request has been for one new full time faculty. Chabot serves a “predominantly” Latino
populace and has been designated an Hispanic Serving Institution. Our classes for Chicano History are
large and two sections are insufficient. We have an Ethnic Studies program and courses. We should be
offering Latin American History courses. The discipline offers a travel studies program to Cuba: Faces of
Cuba. Finally, over the past several years, we have lost our two Chicano History professors. They have
not been replaced. Despite our rationale, we have been unsuccessful in advancing this requirement to
serve our students
2. What has been the impact of not receiving some of your requested funding? How has student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
We have over the years worked to serve our students beyond the basic American Institutions
requirement. We have always maintained our African-American and Women’s History programs by
keeping full time faculty in these respective positions. We have fortunately kept adjunct on staff to
8
serve in Chicano History, but both instructors have retired years ago. Moreover, one no longer teaches
any of the courses and, in hiring a replacement, the other would be the first to say: It is time. Students
have stated, in the past, that they expect to see a full time faculty member in this position and that our
designation as Hispanic Serving Institution should place the hiring of said faculty member at the top of
the list of priorities. We are turning students away from our Chicano History and allowing our Ethnic
Studies to languish. These shortcomings compromise our ability to serve a population that historically
has been under-represented. The state’s demographic shift towards Hispanic majority renders this
inequity unsustainable.
9
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:
History 20
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
& report
Full
Assmt
History 27
Group 2:
History 1
History 7
History 22
Group 3:
History 2
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
& report
History 8
History 21
Group 4:
History 3
History 4
History 12
10
Discuss
results
Report
Results
Appendix B2: “Closing the Loop” Assessment Reflections (See Attached forms)
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
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)
HISTORY 7 FOR SPRING 2012
(CLO) 1: Synthesize factual information and historical
evidence from a variety of sources and identify the
connections between them.
(CLO) 2: The students will demonstrate a body of
knowledge about and critical understanding of historical
eras, their key events and ideas, and the process of change
over time.
Defined Target
Scores*
(CLO Goal)
48.6% assessed
at 3 or 4
48.1% assessed
at 3 or 4
(CLO) 3: Analyze the causes and consequences of political, 49.1% assessed
at 3 or 4
economic and social change.
11
Actual Scores**
(eLumen data)
109 assessed:
18 assessed at 4
35 assessed at 3
29 assessed at 2
17 assessed at 1
10 assessed at 0
106 assessed:
24 assessed at 4
27 assessed at 3
26 assessed at 2
22 assessed at 1
27 assessed at 0
108 assessed:
22 assessed at 4
31 assessed at 3
32 assessed at 2
12 assessed at 1
12 assessed at 0
(CLO) 4:
Defined Target
Scores*
(CLO Goal)
70% or greater
77%
70% or greater
77%
(CLO) 3: Explain how the Constitution of California broke
with past practice of statehood process established by
Congress and the Constitution. Identify the salient features
of the California's first constitution.
70% or greater
77%
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)HISTORY 20
Defined Target
Scores*
(CLO Goal)
48.6% Assessed
at 3 or 4
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE) HISTORY 12
(CLO) 1: Evaluate how the voyages of exploration brought
the Spaniards to California and why they delayed
settlement.
(CLO) 2: Identify how the Gold Rush transformed
Actual Scores**
(eLumen data)
California from a frontier society to a rural mining society
and into an industrialized urban society by the end of the
19th century
(CLO) 1: Synthesize factual information and historical
evidence from a variety of sources and identify the
connections between them.
(CLO) 2: The students will demonstrate a body of
knowledge about and critical understanding of historical
eras, their key events and ideas, and the process of change
over time.
12
45.9% Assessed
at 3 or 4
Actual Scores**
(eLumen data)
74 Assessed:
13 Assessed at 4
23 Assessed at 3
27 Assessed at 2
7 Assessed at 1
4 Assessed at 0
74
10 Assessed at 4
24 Assessed at 3
29 Assessed at 2
7 Assessed at 1
4 Assessed at 0
(CLO) 3: : Analyze the causes and consequences of
political, economic and social change.
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
HISTORY 27 FOR SPRING 2012
(CLO) 1: Synthesize factual information and historical
evidence from a variety of sources and identify the
connections between them.
(CLO) 2: The students will demonstrate a body of
knowledge about and critical understanding of historical
eras, their key events and ideas, and the process of change
over time.
43.2% Assessed
at 3 or 4
10 Assessed at 4
22 Assessed at 3
28 Assessed at 2
7 Assessed at 1
4 Assessed at 0
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
55.8% assessed
at 3 or 4
64% assessed at
3 or 4
(CLO) 3: Analyze the causes and consequences of political, 60.6% assessed
at 3 or 4
economic and social change.
13
61 assessed:
17 assessed at 4
17 assessed at 3
19 assessed at 2
8 assessed at 1
0 assessed at 0
61 assessed:
17 assessed at 4
22 assessed at 3
12 assessed at 2
10 assessed at 1
0 assessed at 0
61 assessed:
13 assessed at 4
24 assessed at 3
19 assessed at 2
5 assessed at 1
0 assessed at 0
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?
14
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?
This response will be the History discipline’s response for each CLO reflection. It is our
contention that establishing any target score after only one round of assessment would be
arbitrary and only reflect our “hopes” disconnected from the reality of our classrooms. At
best, these numbers might be used as a base from which following assessments could be
measured. Moreover, since these measures will inevitably change as we assess different
courses with different students over different semesters, it is difficult to tease out what
these scores truly measure.
Ultimately, we feel that this process, rather than being led toward the goals of pedagogical
reflection and faculty development, is largely software-driven. The resulting data seems,
at best, faulty, and at worst, an increasingly cynical attempt to jump through an
accreditation “hoop,” divorced from any real desire to achieve reflection and reform.
We, again, urge the appropriate committees and administrators to allow disciplines to
begin developing and piloting different ways of achieving meaningful assessment and
fulfilling this accreditation requirement.
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?
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?
15
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?
16
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?
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?
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?
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?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
17
18
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
This response will be the History discipline’s response for each Course reflection. The
changes that we as faculty members make to our classes come through our engagement
with our students in our courses every day. As professional educators, we respond to how
our lesson plans achieve (or don’t) our daily goals, how our students perform on their
assignments, papers and exams, and our continuing attempt to keep up with the latest
scholarship in our fields. These are the ways that our courses change.
The current process does not afford us the time or opportunity to actually share with each
other, as discipline members, the ways in which we consistently strive to reach and teach
our students more effectively. Yes, our classes change all the time. We only wish we were
engaged in a process that facilitated and encouraged that positive change.
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?
19
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
 X Change to assessment methods (Yes, please)
 Other:_________________________________________________________________
20
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: ________________________________________________
 PLO #1:

PLO #2:

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
In Progress
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
In Progress
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
In Progress
Program: ________________________________________________
 PLO #1:

PLO #2:
21

PLO #3:
 PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
22
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. No. History 20 and 21 will be updated
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? No. These classes should remain in expectation of hiring
a full-time faculty member will be hired to teach Latin American History. This course is
necessary to develop a TMC and AA-T
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. In Progress
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? NA
7. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be. Yes. However, does this
correlation (not causation) mean that upon completion of College-level English a student has
acquired the particular skills needed to be successful in other college-level classes or do they
reflect the overall preparedness and maturity of that student? How do we tease this
information apart?
23
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?
Supplemental instruction workshops have proven successful in increasing student success and
persistence in History 27. Analysis of success/persistence data comparison for History 28 (workshop)
and History 27:
Fall 2010:
Workshop: Success (57%), Non-success (25%), Withdrawal (17.8%)
History 27: Success (58%), Non-success (13%), Withdrawal (28%)
Analysis: Success rates were similar, but workshop students persisted at a much higher rate.
Spring 2011:
Workshop: Success (86%), Non-success (4%), Withdrawal (9%)
History 27: Success (66%), Non-success (14%), Withdrawal (18%)
Analysis: Success rates were significantly higher for workshop students, with withdrawal rates half as
high as the History 27 population.
Fall 2011:
Workshop: Success (63%), Non-success (27%), Withdrawal (9%)
History 27: Success (71%), Non-success (16%), Withdrawal (12%)
Analysis: Workshop students had lower success rates, higher persistence, and lower rate of
withdrawal. Can’t really explain the lower success rate for workshop students. Disheartening.
Spring 2012:
Workshop: Success (75%), Non-success (12%), Withdrawal (12%)
History 27: Success (67%), Non-success (20%), Withdrawal (12%)
Analysis: Greater success for workshop students, lower persistence
Fall 2012:
Workshop: Success (56%), Non-success (21%), Withdrawal (21%)
History 27: Success (54%), Non-success (20%), Withdrawal (25%)
Analysis: Workshop rates very similar to larger History 27 population in all three categories.
24
Average for all five semesters:
Workshop: Success (67.4%), Non-success (17.8%), Withdrawal (13.7%)
History 27: Success (63.2%), Non-success (16.6%), Withdrawal (19%)
Analysis: 4.2% increase in success, 5.3% lower withdrawal rate for workshop students when compared
to all History 27 students.
What is your specific goal and measurable outcome?
To offer supplemental instruction workshops for History 7 students. This is our most popular offering,
with a success rate currently in the 50th percentile. We see workshops as a way to meet our students
where they are by focusing on contextualized basic skills instruction. Approximately four-to-six
History 7 sections (decided by the discipline instructors) would be designated in the schedule as tied
to one-unit workshops. Workshops would not be mandatory for students, but those in designated
History 7 sections could elect to enroll in a workshop. Two sections would be feed into one workshop.
Our goal is to improve student success and persistence, hopefully pushing our success rate into the
60th percentile for this course.
What is your action plan to achieve your goal?
Activity (brief description)
Adding a History 7 supplemental instruction workshop into
our discipline curriculum
Target
Completion
Date
Submission
into
CurricUnet,
Fall 2013
Required Budget (Split out
personnel, supplies, other
categories)
.20 FTEF per year to start
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
X
Other, explain Institutional funding allocated to discipline, instructors
reach consensus about who will teach workshops on a semester-by-semester basis.
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
25
X
project
Require additional funding to continue and/or institutionalize the
(obtained by/from):general fund.
Will the proposed project require facility modifications, additional space, or program relocation?
X
No
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
X
No
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
26
Appendix E: Proposal for New Initiatives (Complete for each new
initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic
Plan. The project will require the support of additional and/or outside funding. The information you
provide will facilitate and focus the research and development process for finding both internal and
external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student
learning?
The proposed initiative would provide students in History classes greater access to tutorial support in
History. By expanding the offerings in GNST 115 and housing it within the History discipline, this
tutorial support could reach more students and be offered more consistently. Such support could both
increase the number of students who seek out support and their success in their History classes.
What is your specific goal and measurable outcome?
The goal of GNST 115 is to provide subject-specific tutorial support. Currently, this course is offered
through Language Arts. While the History discipline appreciates the support is has received in piloting
this type of support, institutionalizing it within the History discipline would enable expansion and
ensure its continued presence in the discipline’s planning. Measurable outcomes for this initiative
include student success rates in 115 and each student’s respective History class and visit rates to the
WRAC Center. When first piloted through Basic Skills initiative funding, the student success rate in
History classes stood at 53%. The students who enrolled and completed 115 had a success rate of
67%. Retention rates also saw significant increases, improving from 77% (for all History students) to
88% for (students enrolled in 115). History student visits to the WRAC center also increased
significantly. In the semester before the section of History-specific 115 was first offered there were a
total of 64 student visits for the subject of History. During the first semester 115 was offered for
History students the number of visits totaled 375. Over the academic year of the pilot study, there
were 594 student visits to the WRAC Center for assistance in History classes.
What is your action plan to achieve your goal?
Activity (brief description)
Adding GNST 115 into discipline curriculum (1 section for
both Fall and Spring semesters)
27
Target
Completion
Date
Submission
into
CurricUnet
Fall2013
Required Budget (Split out
personnel, supplies, other
categories)
.3 FTEF
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain 115 will be staffed by current History faculty on a rotating
basis
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):115 will need consistent funding from the general fund to
remain instututionalied.
Will the proposed project require facility modifications, additional space, or program relocation?
No X
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No X
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:
28
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: ____
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. History/Ethnic Studies Full-Time Faculty
Joint appointment in History and Ethnic Studies
2.
3. Rationale for your proposal. Please use the enrollment management data. Additional data that will
strengthen your rationale include FTES trends over the last 5 years,persistence,FT/PT faculty
ratios,CLO and PLO assessment results and external accreditation demands.
The discipline, division, and college are in desperate need of a full-time faculty member to teach the
Mexican American history class, to develop curriculum in Latin American History and to lead the
revitalization of the Ethnic Studies program. The college has been without a full-time instructor teaching
the important and popular Mexican American history class since the retirement of Lupe Ortiz in 2010.
At the time of his retirement, Latino students made up 24% of the student body of the college.
According to the latest statistics, Latino students represent 32-33% of the students attending Chabot.
As an Hispanic Serving Institution, the college needs to, in the words of the U.S. Department of
Education HIS program description, “expand and enhance academic offerings.” This hire would also
help the division and college revitalize the Ethnic Studies program. At the present time this program is
struggling. This semester marks the first time the Introduction to Ethnics Studies class (Ethnic Studies 1)
has been offered in over two years. In addition, a smart joint hire would also enable the History
discipline to develop a TMC and AA-T. Currently, the discipline cannot complete this task because it
does not offer a course that focuses outside of the histories of Europe and America. This deficiency in
the college does a disservice not only to our students of color, but to all of our students. Lastly, the
FT/PT ratio in the History discpline is trending away from the AB 1725 mandate of 75:25. In recent
years, the offerings in the discipline trended toward this ratio as a result of class cuts. Simply put, FT/PT
ratios in the discipline approached AB 1725 mandates because the college offered fewer History classes.
As the college adds back classes, the FT/PT ratio has begun to trend backwards. In the Fall 2012
semester the FT/PT ratio stood at 71:29. In the current semester, that same ratio is 58:42. As the
29
college reinstates classes in the discipline (particularly in bottlenecked courses) the trend will continue
in the wrong direction. Making this joint hire will not only slow this trend, but also introduce offerings
necessary for the discipline and stabilize a needed program.
4. Statements about the alignment with the strategic plan and your student learning goals are
required. Indicate here any information from advisory committees or outside accreditation reviews
that is pertinent to the proposal.
The proposed hire could achieve, at least, two important goals as outlined in the strategic goals of the
college. Firstly, this hire would enable the History discipline to develop a streamlined AA-T major
pathway that students could identity and follow. Secondly, a joint appointment could revitalize an
Ethnic Studies program that could serve as an important pathway for some of our students already in
learning community programs (e.g. Puente and Daraja). At the present time, these students receive one
year of coordinated coursework and counseling support. Ethnic Studies could provide one track through
which students could continue a coordinated cohort learning experience.
30
Appendix F2: Classified Staffing Request(s) including Student Assistants
[Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions(new, augmented and replacement
positions).Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, accreditation issues. Please cite
any evidence or data to support your request. If this position is categorically funded, include and
designate the funding source of new categorically-funded position where continuation is contingent
upon available funding.
1. Number of positions requested: ______
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3. Rationale for your proposal.
4. Statements about the alignment with the strategic plan and program review are required. Indicate
here any information from advisory committees or outside accreditation reviews that is pertinent to
the proposal.
31
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data
athttp://www.chabotcollege.edu/ProgramReview/Data2012.cfm.
.20 FTEF per year for History 7 supplemental instructor workshop offerings. See data comparison in New
Initiatives.
.30 FTEF per year GNST 115 to be housed in the History discipline. See proposal in New Initiatives.
32
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors,
learning assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Please cite any evidence or data to support your
request. If this position is categorically funded, include and designate the funding source of new
categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested: ______
2. 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.
33
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of
funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000
and 5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix
M6. Justify your request and explain in detail any requested funds beyond those you received this year.
Please also look for opportunities to reduce spending, as funds are very limited.
Project or Items
Requested
2012-13 Budget
Requested Received
$
2013-14
Request
$
34
Rationale
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee,Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development
Committees in allocation of funds.
Instructions:Please list specific conferences/training programs, including specific information on the
name of the conference and location. Note that the Staff Development Committee currently has no
budget, so this data is primarily intended to identify areas of need that could perhaps be fulfilled on
campus, and to establish a historical record of need. Your rationale should discuss student learning goals
and/or connection to the Strategic Plan goal.
Conference/Training
Program
Organization of American
Historians Annual Meeting
National Council on History
Education
American Historical
Association Annual Meeting,
January 2014
2013-14 Request
Rationale
$ 150 reg. fee
$ 500 travel costs
$ 800 lodging
See above
Send one historian per year to attend sessions that
focus on current historical research, assessment,
teaching methodology, etc.
See above
$210 regristration
See above
35
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please fill in the following as needed to justify your requests.If you're requesting classroom
technology, see http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the
brands/model numbers that are our current standards. If requesting multiple pieces of equipment,
please rank order those requests. Include shipping cost and taxes in your request.
Please note: Equipment requests are for equipment whose unit cost exceeds $200. Items which are
less expensive should be requested as supplies. Software licenses should also be requested as
supplies.
Project or Items
Requested
Eyes on the Prize
7pk DVD
2012-13 Budget
Requested Received
$
2013-14
Request
$250
Rationale*
Current VHS copy in Library is wearing
out
* Rationale should include discussion of impact on student learning, connection to our strategic plan
goal, impact on student enrollment, safety improvements, whether the equipment is new or
replacement, potential ongoing cost savings that the equipment may provide, ongoing costs of
equipment maintenance, associated training costs, and any other relevant information that you believe
the Budget Committee should consider.
36
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities
Committee (FC) has begun the task of re-prioritizing Measure B Bond budgets to better align with current
needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement
needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two
to be used as match if and when the State again funds capital projects, and to fund smaller projects that
will directly assist our strategic goal. The FC has determined that although some of the college's greatest
needs involving new facilities cannot be met with this limited amount of funding, there are many smaller
pressing needs that could be addressed. The kinds of projects that can be legally funded with bond
dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities."
Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests.If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name):
Building/Location: 2300, 100, 400, 500
Description of the facility project. Please be as specific as possible.
Renovate the cafeteria, and create more study space in 2300. Open Veterans Resource Center in
2300 with study space for veterans. Complete tutorial center in 100. Study space in buildings 400 and
500.
What educational programs or institutional purposes does this equipment support?
This will provide increased space for workshops and study areas for General Studies courses and
other services to support History discipline initiatives in basic skills.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
37