Chabot College
Academic Program Review Report
Year Three of
Program Review Cycle
Final Summary Report
Music (MUSL, MUSA, MUSP)
Submitted on 2/28/13
Tim Harris & Jon Palacio
Final Forms, 1/18/13
Table of Contents
Section A: What Have We Accomplished? ................................ 1
Section B: What’s Next? ........................................................... 2
Required Appendices:
A: Budget History .........................................................................................3
B1: Course Learning Outcomes Assessment Schedule ..................................4
B2: “Closing the Loop” Assessment Reflections ...........................................5
C: Program Learning Outcomes ....................................................................9
D: A Few Questions ...................................................................................11
E: New Initiatives .......................................................................................12
F1: New Faculty Requests...........................................................................13
F2: Classified Staffing Requests ..................................................................14
F3: FTEF Requests ......................................................................................15
F4: Academic Learning Support Requests ..................................................16
F5: Supplies and Services Requests ............................................................ 17
F6: Conference/Travel Requests .................................................................18
F7: Technology and Other Equipment Requests .........................................19
F8: Facilities Requests ................................................................................20
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence, and
enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2012.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:
We felt strongly that the music area could serve as an exemplar for our district, college and the
Chabot community at-large as one of the most successful and recognized community college music
programs in the state. This is due in large part to our comprehensive course offerings, outstanding
faculty, wonderful students, and support form the Chabot administration and district. We regularly
produce a WSCH/FTEF of over 700 and have done so with 3 full-time and 17 adjunct faculty
members. The data clearly illustrates the importance and need of our applied music program and
the strength of our performing ensembles. As discussed last year in our program review, we have
aligned our curriculum to meet the new requirements of SB-1440, developed and AA-T degree ,and
remodeled building 1200 to reflect the trends and industry standards of the 21st Century music
program/musician. Budget support will be needed to meet the unique curricular needs of a music
program and in being fiscally responsible with the maintenance of our instrument and sheet music
inventory.
One of our goals the past three years and been to improve the success rates and retention in our
Harmony & Musicianship sequence (MUSA 2A/B/C/D). This semester in 2D we have seen our
highest numbers in the past 8 years. We attribute much of this to a full-time faculty member , Eric
Schultz, coordinating the theory area and teaching the majority of the courses. With Eric’s new role
as Interim Dean, this area will once again be taught be an adjunct faculty member. This may be an
issue in the future as we are now down a full-time faculty member in the discipline.
Some of the best practices we have developed include regular meetings of discipline faculty,
meeting with our music majors once a year as a group, clear understanding of CAH allotments and
WSCH/FTEF ramifications, establishing a mentorship and one-on-one instruction in our applied
lesson program.
Some of our greatest challenges in the future will be the new repeatability guidelines. Many of our
students enter the major at a pre-college level. It can take them a year to gain the skills required to
function in an ensemble setting and perform effectively on their instrument. We plan to develop a
basic skills program within the major to serve these students. To do this will require an additional
allotment of .40-.60 CAH a semester.
3
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.
As discussed in the previous section, our greatest challenges in the future will be the new
repeatability guidelines. Many of our students enter the major at a pre-college level. It can take
them a year to gain the skills required to function in an ensemble setting and perform effectively on
their instrument. We plan to develop a basic skills program within the major to serve these
students. To do this will require an additional allotment of .40-.60 CAH a semester.
We also see the need for better coordination with the counseling area. We would like to see a
counselor assigned to the music area with has a clear understanding of the courses, what is required
of the major and our AA , AA-T and certificates. Many of our students are in need of excess unit
cards, class over lap cards and need counseling in the GE area and in filing a degree plan.
We are also in need of developing a strategy to deal with studio hour and lab monitoring. With the
loss are Arlene DeLeon’s position, a large hole has been left and we are forced to change how we
account for lab supervision. In the music area he have specialized computer lab needs that will not
function in a normal laboratory situation. We need to develop a clear plan to meet student needs
and be in compliance if audited by the state.
4
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
1
10,000
49,800
2011-12
Budget
Received
0
10,000
42,300
2012-13
Budget
Requested
1
11,500
30,300
2012-13
Budget
Received
0
11,500
24,384
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.
Supplies and services play a critical role in the music area. We have over $500,000 in musical instruments
and equipment and must maintain and service this equipment in a fiscally responsible manner. This
includes instrument repair, piano tuning, instrument maintenance, instrument replacement when repairs
become too costly, purchasing of sheet music for ensembles, etc. In many cases if we were unable to
supply instruments to students, they would not be able to enroll in our courses as we are not allowed to
charge a use fee and we cannot expect a student to purchase a $15,000 instrument when they can
barely pay their tuition. Our purchases and funding is very visible in the community with our outreach
and concerts. We have set our program and students up for success with 21st century technologies
needed in the work place.
2. What has been the impact of not receiving some of your requested funding? How has student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
One of the main impacts to students has been the lack of open specialized music labs with the classified
5
staffing position not being funded. This is a slippery slope with the accounting of studio TBA hours
required in many of our courses. In some cases with expensive instruments, if funding requests for
instruments are not fulfilled we will be forced to turn students away which creates an access issue for
students. The sharing of instruments creates and issues with OSHA and is not feasible. We have looking
into renting instruments and sheet music but in the long run we have found this to not be fiscally
responsible.
6
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:
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
MUSL
Courses
Group 2:
MUSL
Courses
Full
Assmt
MUSP
Courses
Group 3:
Discuss
results &
report
Full
Assmt
Discuss
results
Report
Results
No new
assmts.
Discuss
results
& report
MUSA
Courses
Group 4:
7
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
MUSP 12A Wind Ensemble
Spring 2010
1
1
100%
Spring 2012
Harris, Palacio and Schultz
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
(CLO) 1:
Defined Target
Scores*
(CLO Goal)
70%
74.1%
(CLO) 2:
70%
64.5%
(CLO) 3:
70%
51.6%
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Actual Scores**
(eLumen data)
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
8
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?
Our current score is 4 percent above our 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?
We feel this score is appropriate for the level students enter the course. We would expect
this to rise with additional repeats and as students progress into more advanced
ensembles.
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?
Our current score is 5.5% below our 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?
We feel this score is appropriate for the level students enter the course. We would expect
this to rise with additional repeats and as students progress into more advanced
ensembles. Students who were concurrently enrolled in applied music course coursed
much high in this area than students only enrolled in a performing ensemble.
9
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?
Our current score is 8.4% below our 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?
We feel this score is appropriate for the level students enter the course. We would expect
this to rise with additional repeats and as students progress into more advanced
ensembles. Students who were concurrently enrolled in applied music course coursed
much high in this area than students only enrolled in a performing ensemble.
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.
10
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 were made to the course other than the new repeatability requirements set by
the state.
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 definitely saw higher scores for students that were enrolled in applied lessons while
concurrently enrolled in performing ensembles. Program wise we have a strong commitment
to our applied music program and this data had reinforced the importance of applied lessons
and applied music courses.
3. What is the nature of the planned actions (please check all that apply)?

Curricular
Pedagogical
Resource based

Change to CLO or rubric

Change to assessment methods

Other:____________________________________________________________
_____
11
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: _MUSIC (AA)_______________________________________________
 PLO #1: Demonstrate developmentally appropriate proficiency of instrumental/vocal
performance on an individual and ensemble level.

PLO #2: Demonstrate developmentally appropriate proficiency of instrumental/vocal
performance on an individual and ensemble level.

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain: As mentioned above, the importance of applied music courses.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: The quality of our applied music instruction and our comprehensive
ensemble course offerings.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned: To clearly set goals and benchmarks for applied music study in our
department handbook and to get as many students as possible participating and enrolled in
applied music courses.
12
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.
In 2013 the following courses are due for revision: MUSL 1, MUSL 6, MUSL 8, MUSA 20, MUSA
21, MUSP 18, and MUSP 41.
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, MUSL 5 had not been offered. We would like to offer this course but need additional CAH
allotment to do so.
3. Do all of your courses have the required number of CLOs completed, with corresponding rubrics?
If no, identify the CLO work you still need to complete, and your timeline for completing that
work this semester. YES
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and your
timeline for completing that work this semester. YES
5. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester. YES
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? YES
7.
Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be. YES
13
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic
Plan. The project will require the support of additional and/or outside funding. The information you
provide will facilitate and focus the research and development process for finding both internal and
external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student
learning?
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Activity (brief description)
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
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
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
14
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
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: __2__
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
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.
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.
16
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___
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Instructional Lab Computer Assistant
2. Music Student Assistant
This is reinstating Arlene DeLeon’s position
when she retired. This is a level 37 position.
The position would supervise the SOTA Mac
labs.
This student assistant position would be in
charge of music library duties and set-up for
ensemble rehearsals. It would require funding
of approx. $1000 a semester and this person
would report to Catherine Powell.
3. Rationale for your proposal.
The instructional lab assistant is need to comply with studio hour course requirements and to support
our fully Apple Mac labs.
The student assistant position is needed to help Catherine Powell many duties she has assumed due to
the loss of the Music Faculty Coordinator position and with the set-up of specialized equipment for
music rehearsals.
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.
The music area really needs the instructional lab assistant position to comply with all studio hour course
requirements to be in full compliance if an audit were to occur.
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 .
We would like to offer MUSL 5 and an additional section of MUSL 6. These two courses would require and
additional allocation of .40. We have not offered MUSL in many years. It is an IGETC course and meeting the
American Cultures requirement. We need an additional section of MUSL 6 to meets the needs of students not
prepared to enter MUSL 2A and for basic music skills remediation.
19
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors,
learning assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal . Please cite any evidence or data to support your
request. If this position is categorically funded, include and designate the funding source of new
categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested: ______
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact
on student learning outcomes and alignment with the strategic plan goal. Indicate if this request is
for the same, more, or fewer academic learning support positions.
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of
funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000
and 5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix M6.
Justify your request and explain in detail any requested funds beyond those you received this year. Please
also look for opportunities to reduce spending, as funds are very limited.
2012-13 Budget
Project or Items
Requested
Sheet Music
Requested
Received
$3000
$3000
2013-14
Request
$3000
Instrument Repair
2500
2500
2500
Piano Tuning
3000
3000
3000
Accompanist
1500
1500
1500
Ticket Stock and
Printing
1000
1000
1000
Rationale
This is required for our ensembles to
stay current with industry standards.
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
California Music Educators
Convention
$1500
Rationale
This serves as a recruitment tool for our department
along with professional development of our faculty.
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
2013-14
Request
Rationale*
2 Trumpets
(YTS8335LA)
$4,400
JC 120 Amplifier
$1,200
Ticket Printer
$2,500
Essential to the success of the
performing ensembles. We a currently
at a shortage of quality trumpets.
Needed for Jazz Festival. (Jazz festival
is an essential annual recruiting event.)
Replacement for obsolete ticket printer,
Essential to the continued success of
student concerts
Replacement for Practice piano
Korg SP170
PC Computer
2012-13
Budget
Requested
Received
$600
$1,500
Run the ticket printer
Adobe (Full Version)
$500
For concert poster/flyers
Set of Cymbals
$450
LP Aspire Quinto Conga
Drum
4 ipads
$200
Replacement for a 20 year old set of
cymbals
Needed equipment for annual Salsa
Concert.
Need to runs lights and sound board
Extension Cords
$2,200
$200
Need to power equipment during
festivals and concerts.
* 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.
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?