Chabot College
Academic Program Review Report
Year Three of
Program Review Cycle
Final Summary Report
Political Science and International
Studies
Submitted on February 28, 2013
Sara Parker
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:
I. Goals
During the first and second years of the Political Science Program review cycle, I set six goals to
be achieved by Spring 2013. Below is an overview of each goal, the approaches I took to help
achieve that goal, and the current status of each.
1) Improve student success rates in American Government courses.
Approaches:
a. Implemented the use of a case study approach in my American Government
Courses starting in Spring 2011.
b. Utilized the Learning Connection (Tutors, WRAC Center, Learning Assistants)
c. Supported student success through a collaborative research-focused classroom
through a library partnership supported by a Basic Skills Grant.
d. Designed and carried out a pre-test/post-test assessment in Spring 2012 to
gather better information about incoming levels of preparation of Chabot
students in American Government courses and to evaluate “success” among
groups of students in a alternate way.
Outcomes: The success, non-success, and withdrawal rates have held very constant for
the last three years, oscillating between 60-65%. Female and male students had
virtually identically success rates between fall 2009 and spring 2012 – 61 and 62%
respectively. African American students have lower success rates than other racial
groups (average of 45% from Fall 2010-Spring 2012). Latino students had an average
success rate of 64%, Asian students 75% and White students 73%.
The diagnostic that I conducted in Spring 2012 took ten questions that are part of the
California statewide standards for American Government (a required high school
course). These questions are all derived from a curriculum that incoming freshman who
graduated from high school in California have completed. I threw it out question
number 10 because approximately 90% of students answered incorrectly. On the
second class meeting in Spring 2012, students in my American Government courses took
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this pretest and on the last class meeting, took the exact same post-test (student’s were
assigned blind codes that were matched up from their pre-test. 85 students completed
both tests. 86% of students stayed the same (22%) or improved in their performance
(61%). 16% of students performed worse. I also collected demographic data, which
showed the following:
African American (6)
Asian (20)
Filipino (6)
Latino (20)
White (11)
Other/Mixed Race (22)
Pre-Test average
5.2 (out of 9)
6.25
5.3
5.6
6.3
5.4
Average Improvement
1.7
.8
.67
.45
.9
1.5
Although these are very small sample sizes, it appears to suggest that groups of students
who are less “successful” in the class come in with lower levels of knowledge in
American Government, but make greater gains over the semester than the groups who
are more proficient upon arrival. It also demonstrates that expectations about what
students should be expected to know upon arrival at the class need to be re-evaluated.
2) Prioritize contemporary events and application of theoretical ideas to real world news
and events across the Political Science Curriculum
Approaches:
a. Incorporated more contemporary events into American Government
Assessments starting in Fall 2011.
b. Utilized case studies as reading materials in every course section taught since Fall
2011.
Outcomes: Because the above methods are not necessarily being systematically
implemented across all political science courses (for example, in Fall 2012, I taught only
one American Government course out of 8), it is very difficult to scientifically evaluate
the impact of various teaching techniques or experimentations across all sections.
Additionally, the unique mix of students in any given semester makes broad
generalizations fairly meaningless. Anecdotally, I have found that general enthusiasm
for classes and attendance has improved with a stronger contemporary focus.
3) Graduate 5-10 students with a Political Science AA
Approaches:
a. Initiated campus wide political science programming (guest speakers, events,
club, etc.) through interdisciplinary and collaborative efforts.
b. Revised Political Science brochure.
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c. Began producing a yearly newsletter highlighting the successes of the political
science program and past Chabot graduates and transfer students in political
science.
d. Developed an AA-T degree that became available to students in the 2012-13
school year.
Outcomes: The first ever political science AA degrees were granted in spring 2012.
There will be several additional students graduating with AA-T degrees in spring 2013,
and we will meet our goal to graduate at least 5 students. I continue to work to raise
the visibility of the Political Science program through opportunities for student
participation in events (such as Campus Camp Wellstone), being involved in campus
programs (such as Change it Now!, utilizing campus resources (such as the Learning
Connection), developing interdisciplinary curricular opportunities and programs (such as
the Law and Democracy Program). As the faculty advisor to ASCC, I hope to use this
natural connection between student government and political science to the mutual
benefit of both programs.
According to Institutional Research numbers, there are over 150 students who selfselect Political Science as a major every year, so I anticipate that the number graduating
with the AA degree will increase considerably over the next few years.
4) Grow the International Studies program and graduate 5-10 students with an
International Studies AA
Approaches:
a. Revised the International Studies curriculum and AA degree (state approved in
Summer 2012). The revisions prepare students who graduate with this AA to
transfer to any international relations or international studies program in the Cal
State or University system.
b. Incorporated International Studies into the Political Science Program – now
“Political Science and International Studies”. This gives International Studies a
“home”, whereas previously – as an interdisciplinary degree – no full time faculty
assumed responsibility for the degree.
c. Designed an original International Studies brochure.
Outcomes: Only 3 International Studies AA degrees have been offered in the last 10
years. With the new streamlined degree, I anticipate an increase in students who
graduate with this degree. I hope to grow course offerings over the next 5 years.
5) Investigate the possibility of establishing a Model United Nations course
Approaches:
a. Twice in the last four years, Chabot students have participated in an annual
Model United Nations Simulation hosted by Cal State East Bay Model United
Nations. This incentivized me to consider offering a similar class at Chabot.
Given the recent update to the international studies program, I will keep this
item on my agenda for future investigation.
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Outcomes: This item coincides with the above stated future goal of growing course
offerings in international studies. This will be, in good part, dependent on whether an
additional full time faculty member is hired in the near future in Political Science.
6) To raise the visibility of Community College Political Science Faculty in the discipline of
Political Science and garner greater support for CC faculty to attend conferences.
Approaches:
a. Participated in a national interdisciplinary conference in October 2012 to discuss
how to better incorporate community college faculty into their respective
disciplinary organizations.
b. Part of ongoing efforts to create a national database and work with the
American Political Science Association for greater inclusion of community college
faculty.
Outcomes: While not as directly related to the classroom as the other goals listed here, I
believe this is an important opportunity to improve the quality of political science
pedagogy not just at Chabot but across the country at community colleges. I will
continue to work on this activity as a supplement to the hands on work being done at
Chabot.
II. Best practices
The most important best practice that I can identify over the last three years is to involve the
political science program with a variety of cross-campus, cross-disciplinary, and cross-faculty
collaborations. Two sections of American Government students benefited from the
incorporation of a librarian into their class, four sections benefitted from a Learning Assistant,
all classes from tutors, 1 section of American Government included a dozen students from the
CIN! Program and that is just in American Government courses. The California Politics class
took a joint field trip to Sacramento with the Law and Democracy class in Fall 2012, a class that
itself combines the teaching and experiences of faculty and students from multiple disciplines.
Although not all of these collaborative efforts are permanent (nor are they meant to be,
necessarily), finding, creating, and exploiting opportunities for students to get added support
and attention from multiple faculty and staff. If this took place for every Chabot student at
least one time over the course of his or her experience at Chabot in some way or another, I
think this would be a remarkable success.
III. Challenges
Being a sole full-time faculty member is one of the major challenges for the Political Science
program. As I continue to develop new programs (Law and Democracy), revive old ones
(International Studies) and take on responsibilities in other areas of the college (student
government), it is increasingly difficult to ensure that the Political Science program gets the
attention it deserves. In Fall 2012, the full time to part time faculty ratio was 23% full time to
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77% part time. In Spring 2013 the ratio was 21% full time to 79% part time. Accreditation
requirements such as assessments are being completed in most cases by part time faculty who
are the only individuals teaching particular courses – meaning that entering data in Elumen and
completing close the loop forms are being asked of adjunct faculty without adequate
compensation or paid opportunities for collaboration to consider the results. While full time
faculty in disciplines such as Psychology have been able to make a collective decision to only
offer online courses taught only by full time faculty, there simply isn’t equivalent flexibility for
such an option in political science. Disciplinary requirements such as evaluations, hiring, and
program review are completed individually rather than collaboratively.
A second challenge has to do with the ability to experiment, which requires institutional
support and, in some cases, a “grace period”. The Law and Democracy class was a success,
however, it was not filled to 100% capacity during the first semester it was offered.
Institutional recognition that this may occur is necessary and appropriate when fostering the
development of new programming.
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.
My future goals for program improvement revolve around continuing some of the progress that
has been made, in continuing to develop new programs and opportunities for students, and
focusing more specifically on the International Studies major. Points 1 and 2 are outlined in
greater detail in Appendix E.
1) Professor Hanson and I want to build on the successes of the Law and Democracy
program over the last two years to expand its reach into the community and secure
grant support of its various initiatives. The annual Lecture, Campus Camp Wellstone,
and the fall Capstone class will continue to serve as central pillars of the program.
2) I hope to grow the International Studies major both in numbers of students, in
opportunities available, and in classes that fulfill the mission of this course of study. For
example, there is a Political Science Course titled “Selected Topics in Comparative
Politics” that has been offered one time (it will be offered for the second time in fall
2013) on U.S. Muslim Relations. This course could be offered in a variety of topics with
greater frequency with an additional allotment of FTEF.
3) I plan to continue to work on better integrating the Chabot student government into the
academic political science program by improving the Leadership Lab course that was
offered for the first time this semester. I also want to expand participation in this class
beyond elected members of student government to include other student leaders on
campus.
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4) I want to ensure that Political Science, International Studies, and elected student
officials find a natural home in a potentially re-configured college in light of the new
Chabot Strategic Goal.
5) I want to continue to design and participate in innovative programs, experiment with a
variety of pedagogical techniques, and collaborate with faculty and staff across campus
in order to improve student success in Political Science courses.
My suggestions for the institution and for program review are as follows.
1) Better communication to students from the moment they arrive on campus and
throughout their time at Chabot would help me to make greater progress in student
learning and overall student success.
2) Eliminate the repetitive portions of program review. I am specifically referring to the
assessment and close the loop sections, which have been submitted multiple times to
multiple people over the last year yet needed to be copied and pasted here, again, in
program review.
3) A more streamlined, singular focus, trial or experiment over the course of three years
may be more beneficial than broad goals.
4) Finally, it must be recognized that any goals set for a program, which are written by only
a fraction of the teaching faculty in that program, are difficult to carry out and evaluate.
Monetary support for part time faculty to participate in the program review process
would make an important difference.
6
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 (Conference Attendance)
TOTAL
2011-12
Budget
Requested
0
0
0
0
0
2011-12
Budget
Received
0
0
0
0
0
2012-13
Budget
Requested
0
0
$3,060
$1,210
$4,270
2012-13
Budget
Received
0
$3,060
$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 money I received last year for the purchase of two sets of classroom clickers has been extremely
beneficial to my teaching practice. In particular, Professor Hanson and I used the clickers in the pilot run
of our Law and Democracy course. The students really liked using them and it made it possible to open
up lively classroom discussions.
Prior to Fall 2013, I will put together a check out system so that faculty in Social Science can borrow one
or two sets for a classroom activity and, as I continue to familiarize myself with how the product works, I
will share this information.
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?
I believe it is in the best interest of my students and the quality of education they receive for me to be
up to date in my field. Attendance at annual conferences in Political Science and International Studies is
one of the best ways for me to do this. Over the last few years I have been able to attend these
conferences, occasionally as a presenter, which has been extremely beneficial for my teaching practice.
I have paid for attendance out of my own pocket or through travel grants. Support for faculty to attend
academic conferences within their disciplines would be a welcome source of financial support.
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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:
American
Full
Government Assmt
(POSC 1)
Int’l
Relations
(POSC 30)
Law and
Democracy
(POSC 45)
Selected
Topics in
Comp. Pol.
(POSC 10)
Leadership
Lab (POSC
51)
Political
Theory
(POSC 25)
Comp.
Politics
(POSC 20)
CA, State
and Local
Gov’t
(POSC 12)
Discuss
results
Report
Results
Full
Assmt
Discuss
results
& report
Full
Assmt
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
& report
Appendix B2: “Closing the Loop” Assessment Reflections
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Discuss
results
Report
Results
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
California, State and Local
Government
Fall 2012
1
1
100%
Spring 2013
Tracy Nelson
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: Describe the structure of California state
Defined Target
Scores*
(CLO Goal)
65% 3 or 4
Actual Scores**
(eLumen data)
57.1%
65% 3 or 4
74%
65% 3 or 4
60.7%
government, explain the duties of each branch of
government, and compare/contrast its structure with the
federal government.
(CLO) 2: Identify, discuss, and analyze contemporary
policy issues facing California and local governments.
(CLO) 3: Define direct democracy, explain its historical
development in California, and analyze its strengths and
weaknesses.
 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?
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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 result was 7.9% less than the defined target of 65%
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?
This is the first time I have taught this course on this campus, so I consider it a “learning”
year” – a chance to assess the types of students who take this type of advanced political
science course and the level of preparation they bring with them. Several students were in
the class without having taken any type of basic political science course at all. Considering
this is an aggregate score, I believe it reflects a good effort at meeting the target.
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?
This score was 9% above the defined target of 65%
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 score for this CLO was based upon a semester-long project in which the students
chose their own topic of inquiry involving a contemporary California government issue and
did extensive research, culminating with an oral presentation AND a cited, written report
demonstrating a deeper level of analysis than would be possible by answering a test
question. This results confirm that if students are given time to pursue a specific topic
within the course framework, they can have great success.
10
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?
The outcome was 4% below the defined target of 65%.
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?
This specific question was on the final examination for the course as was CLO #1. Those
who took the course as part of their preparation for political science/social science majors
did extremely well. However, the class average was brought down by students who came
into this advanced course with no prior knowledge of political science or government and
had a great deal of catching up to do. Several low scorers (0 or 1) were enrolled in the
class simply because it was the only political science course that would fit into their
schedule.
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?
Due to my adjunct status, I am not available on campus for collegial discussions with any
other adjuncts in the political science department and the department chair, which limits
any faculty discussions.
If I were to teach this course again, I would make it clear to prospective students that it IS
advanced course that must necessarily assume that students have already taken some type
of introductory government course in the recent past, either through community college or
in high school.
For those students who wish to take the course without the benefit of any prior political
science instruction, I would have additional resources and reading materials available to
help them “catch-up” to the basic level of knowledge required in order to be able to put a
detailed study of California government into context.
This course is a valuable addition to the political science program and should be continued
on an annual basis. Although the basic American Government and Politics course includes
some rudimentary information about California government, it does not begin to delve into
the complexity and topics that need to be addressed.
Local and State governments are closest to the people – their decisions affect Californians in
more profound ways and more directly than the U.S. government, however students know
very little about the structure and functions of these institutions. The Chabot College Posc
12 course meets this need.
11
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?
A) RESEARCH: Allowing students to pursue in-depth research projects on current state
issues add to their understanding of the course content. It is highly recommended that
any future instructor of this course have this as a cornerstone of the curriculum.
California government involves the study of issues that are so timely that even a 6month old textbook is already out of date.
B) FIELD TRIP: Taking a trip to the state capital in Sacramento is invaluable in helping
students apply what they have learned to real-life circumstances. If a future trip is
planned, I believe it is important that it be scheduled DURING a legislative session. Our
field trip was extremely useful for the students, but could have been enhanced by
actually seeing a hearing or a legislative session in action.
C) BLOCK SCHEDULE: This course was taught on a one day a week block, which gave us the
time we needed for collaborative group work and viewing videos that were longer than
an hour.
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:_________________________________________________________________
I don’t see any significant planned actions, but would personally recommend that this course require
that students have demonstrated that they have taken Posc 1 at Chabot, or have taken an AP
government course in high school prior to enrolling. Since the topics covered build upon the content
taught in a survey American Government course (Posc 1), time is lost when students take the course
with no prior experience.
12
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
Introduction to Political Theory
Spring 2012
1
1
100%
Spring 2012
John Fortuna
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)
Actual Scores**
(eLumen data)
(CLO) 1: Ability to summarize, compare and analyze a
variety of primary source political philosophical texts.
At least 70% of
the class
scoring a 3 or
4.
Approximately
50% of the class
scoring a 3 or 4.
(CLO) 2: Ability to apply abstract political theoretical
concepts to concrete social issues.
65% or more
of the class
scoring a 3 or
4.
Approximately
45% of students
scoring a 3 or 4.
(CLO) 3: Distinguish between various forms of
political organizations (governmental structures)
65% or more
of the class
scoring a 3 or
4.
56% scoring a 3
or 4.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
13
14
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?
They are a little below the target.
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?
-I would work on tailoring presentation of material in such a way that better assists
the students in achieving this particular outcome (as it is the most important goal
of the course).
-More explicit emphasis needs to be made to the students that this is a goal of the
course generally and assignments specifically.
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?
Below target.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students have a difficult time relating abstract philosophical reflection and theory
to their everyday circumstances.
15
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?
Below target.
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?
The course as taught did not explicitly aim at drawing such distinctions, though
doing so is implicit when comparing various theories of politics.
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?
I hope to bring in more everyday examples (and current goings-on from popular
culture) to show the influence of theory to what they see in contemporary society
(even if the influence of theory goes largely unrecognized).
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?
Adjustment to this [third] CLO, as well as possible pedagogical change is probably
necessary.
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:_________________________________________________________________
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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
Comparative Politics
Spring 2012
1
1
100%
Spring 2012
Azatullah Noori
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)
(CLO) 1: Student will be able to define “government”
65% or more
of the class
scoring a 3 or
4.
90%
65% or more
of the class
scoring a 3 or
4.
65% or more
of the class
scoring a 3 or
4.
80%
and describe the structure, institutions, and major
policy challenges of at least five countries (other than
the United States) spanning at least three continents.
(CLO) 2: Student will be able to compare and contrast
different governmental systems, national institutions,
and political problems of selected governments.
(CLO) 3: Student will be able to analyze the relationship
between the historical and cultural value systems upon
which national governments are based, and
government type, structure, and policies.
Actual Scores**
(eLumen data)
85.3%
 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?
17
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?
Students performed very well. Students are able to define government and explain the
structure, institutions and major policy challenges of at least five countries in at least three
continents. In addition, students are able to compare and contrast different governmental
systems of selected governments.
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?
Comparative Politics is a broad subject and every day we can see a lot of changes in the
world. There are many connections between current issues and Comparative Politics. I
would like to make more emphasize on that issue.
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?
Still students are doing very well. I would like to make sure they are doing even better than
that.
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?
As I mentioned earlier, Comparative Politics is a very broad subject and there are a lot of
connections between Comparative Politics and international daily events. I would like to
encourage my students to focus a lot on foreign news and international events and
understand these connections.
18
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?
Students have a lot of opportunities to take advantage from our academic, political and
educational environments and discuss these international political events. I would to make
sure they understand these political developments. Moreover, I would like to see students
are able to develop their own opinion on various international political events.
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?
As I mentioned earlier, students performed very well. Still I would like to see my students
are doing even better than that. Student must be able to incorporate the current
international political events and analyze them critically.
19
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?
Class discussion and group projects are very important in my opinion. Students will have
more opportunities to discuss international political events and express their own views
about these events. We have a lot opportunity to take advantage from current technology
to be updated about these events. Furthermore, students will be able to understand the
connections between international political events and theoretical concepts
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?
The result of this assessment, Student Learning Outcome/s, shows that my teaching style
and methods of teaching are very effective. Consequently, I plan to continue and use these
techniques in the future. I will update them each semester to keep them in a timely fashion
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:_________________________________________________________________
20
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
International Relations
Fall 2012
1
1
100%
Spring 2013
Sara Parker
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)
(CLO) 1: Demonstrate basic understanding of international
65% or more
of the class
scoring a 3 or
4.
65% or more
of the class
scoring a 3 or
4.
65% or more
of the class
scoring a 3 or
4.
system: actors, institutions, nature of actor interactions and
relationships.
(CLO) 2: Apply international relations’ theoretical concepts
to real world situations.
(CLO) 3: Able to coherently express ideas and opinions
about international relations orally.
Actual Scores**
(eLumen data)
90%
80%
85.3%
 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?
21
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?
Students performed very well on the most basic of the CLOs, to be familiar with the
various titles and roles of players in the international system – a fundamentally important
aspect of studying and understanding global politics. Although a basic learning outcome, it
is very essential. When students watch or read international news, the overwhelming
majority of them who have taken this course will understand the language of international
relations.
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?
It reinforces my belief that it is important to dedicate a good deal of time at the beginning
of the semester to introducing these foundational concepts – concepts that mainstream
textbooks for international relations assume students are already familiar with and
therefore neglect to address in adequate detail.
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?
Although students still performed quite well on the second CLO, I’d like to see this number
go up even more.
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?
International Relations is a discipline heavily steeped in theory. The theories are irrelevant
for students to learn if they can’t use them to help make sense of real world issues around
them. This is the reason that the course focuses strongly on case studies and incorporates
active learning techniques. Additionally, classroom assessments ask students repeatedly
to apply the theories to contemporary international situations in order to provide many
opportunities for them to practice making these connections.
22
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?
Students have many opportunities in class to discuss international relations – challenging
them to both take an opinion and to further practice applying what they are learning to
class content. Students performed strongly overall on the ability to do this.
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?
There has to be time built in to every class session for discussion – whether of current or
historical events. This is an area that I want to improve – perhaps by incorporating current
events into each class in a more systematic rather than organic way.
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?
I use a course reader rather than a textbook in the course, which has proven to be a
valuable teaching tool. I have become slightly more flexible in my class calendar when
needed in order to allow more time for class discussions (CLO 3) and to find opportunities
for group activities where students are asked to express opinions about international
politics and theoretical concepts.
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?
The strengths of the course are in the teaching tools and methods, which have proven to be
effective for helping students succeed in achieving the course learning outcomes.
Therefore, I plan to continue to utilize these techniques, updating them each semester to
keep them timely.
12. 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:_________________________________________________________________
23
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: Political Science

PLO #1: Develop analytical capacities so that students are able to analyze complex local,
domestic, and international political events.

PLO #2: Familiarize students with the issues surrounding the exercise of political power.
What questions or investigations arose as a result of these reflections or discussions?
Explain: Overall, faculty are paying close attention across all courses to the importance of
helping students connect course material to everyday politics, whether local (California
government), national (American Government) or international (Comparative Politics
International Relations).
What program-level strengths have the assessment reflections revealed?
Strengths revealed: The assessments in political science revealed that students appreciate and
perform better when the material is relevant to their lives. Their analytical capabilities improve when
they are asked (and practice) relating class ideas to their own lives and the world around them. High
expectations about reading, particularly academic level peer reviewed journals and texts, and primary
sources along with current events ensure that students are being adequately challenged. As a part of
the broader program goal to encourage civic engagement on the Chabot campus and beyond, our
curriculum must require students to voice and express their opinions regularly and to learn how to
support their positions with evidence, how to evaluate ideas from multiple perspectives, to gain media
and research literacy skills, and how to communicate their positions effectively.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
I am supportive of ideas that have been proposed in PRBC to group students based on their
interests in broad pathways and provide them with more contextualized and personalized
support.
My ability to communicate by email with students who have declared themselves as political
science majors or international studies majors is ESSENTIAL. I also believe that additional
college-wide programming in topics of politics gets students excited about this program and
makes them feel like part of a community, so I hope to continue to expand extracurricular
opportunities for students to attend events and lectures.
Program: International Studies

PLO #1: Develop a strong comprehension of international politics and U.S. foreign policy.
24

PLO #2: Encourage active engagement with international affairs current events.

PLO #3: Ability to link international developments to national politics and elections, and
the everyday activities of individuals.
What questions or investigations arose as a result of these reflections or discussions?
Explain: The international studies program is in a re-birth. I’m excited about the possibilities
that exist for it to grow over the next few years. More can be done and needs to be done to
link the international studies program with other programs on campus because it is such an
interdisciplinary degree. This can make it feel like there is no central “core” to the program,
despite the strong coherence of the courses that comprise the major.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: The interdisciplinary nature of this degree is, however, also one of its
strengths. By exposing students to many subjects they have a more well rounded experience
and the opportunity to take courses in many disciplines, with many faculty members.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned: Again, being able to communicate with students who have SELF-DECLARED
that they are international studies majors is essential. I hope to be able to form a stronger
sense of community with students in the major, to offer additional courses, and to provide
community building opportunities that make the coherence of the program more tangible to
students with this major.
25
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?
No. Political Science 50, Student Leadership, has not been offered. This was approved in Spring
2011. Discussions are ongoing about how best to offer this course in collaboration with college
priorities regarding staffing the Faculty Advisor position for student government. I anticipate
that this course will either be offered starting in Fall 2014 or a decision will be made that
Political Science 51, Student Leadership Lab will suffice in order to provide students who
participate in student government adequate guidance.
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.
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.
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.
Yes1.
1
I’d like to note that I expect successful completion of American Government would also correlate with successful
completion of college-level English and Math. The “basic” skills that we teach in social science courses benefit
students in all of their other courses. The point being that correlation is not causality.
26
Appendix E: Proposal for New Initiative – 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?
This program offers students at Chabot as well as the surrounding community opportunities to be more
deeply connected to and involved with Chabot College. In turn, I believe this supports student success,
and enhances the relationship that Chabot has with the Hayward community.
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?
Activity (brief description)
Continue to offer Campus Camp Wellstone training to Chabot
students each Fall.
Continue to offer the Law and Democracy course each Fall
Develop a web presence for the Civic and Community
Engagement Center
Completion of grant proposals to support the growth of the
Center
Bring together a board of directors to support the Center and
an advisory group of Chabot faculty and staff
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Target
Completion
Date
Fall 2013
Required Budget (Split out
personnel, supplies, other
categories)
$5,000
Fall 2013
N/A
Spring
2014
Spring
2014
Spring
2014
?
?
?
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?
27
No
Yes, explain: The Center is currently using space in the 700 building but would be
best served by eventually occupying a larger, more centralized location on campus.
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain: Community partners.
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources: There are a number of foundations that Professor
Hanson and I have investigated with Yvonne Wu-Craig as sources of support.
28
Appendix E: Proposal for New Initiative – Grow International Studies Major
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 strategic goal prioritizes helping students achieve an educational goal, such as completion of a
major. By dedicating particular attention to this (formerly neglected) major, I hope to facilitate
additional students’ ability to complete a major and to feel that they are part of a major community.
What is your specific goal and measurable outcome?
1) To graduate 5-10 students per year with the major International Studies.
2) To establish a list of international studies students and have several opportunities per year for them
to meet together for educational, transfer, and peer support.
What is your action plan to achieve your goal?
Activity (brief description)
Establish a list of self-declared international studies major
(please help me get this!)
Host a welcome event at the beginning of the year and at least
one additional activity throughout the year.
Investigate the potential to offer additional courses and
extracurricular activities, such as Model United Nations, on a
regular basis.
Target
Completion
Date
Fall 2013
Required Budget (Split out
personnel, supplies, other
categories)
N/A
Spring
2014
Spring
2014
$100 for food.
N/A
How will you manage the personnel needs?
New Hires:
Faculty # of positions 1
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
29
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
30
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. Political Science Instructor
Full Time faculty in Political Science
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 Political Science department is in critical need of new full time faculty. Political Science is an
extremely popular discipline with course fill rates of over 100%. The following details the FT/PT faculty
rations, FTES trends, and assessment data to support an additional full time faculty member.
FT/PT faculty ratios over the last 4 years




Fall 2009-Spring 2010: 57% to 43%
Fall 2010-Spring 2011: 44% to 56%
Fall 2011-Spring 2012: 41% to 59%
Fall 2012-Spring 2013: 22% to 78%
FTES trends over the last 2+ years
Enrollment capacity in American Government and across Political Science  WSCH/FTEF in Political
Science as a discipline





Spring 2010: 111% in Introduction to American Government; 98% all of Political Science 
715.5
Fall 2010: 116.5% in Introduction to American Government; 107.9% all of Political Science 
712.3
Spring 2011: 119.4% in Introduction to American Government; 109.7% all of Political Science 
718.4
Fall 2011: 108.4% in Introduction to American Government; 103.8% all of Political Science 
635.5
Spring 2012: 108.1% in Introduction to American Government; 103.6% all of Political Science 
680.5
31
Relevant Assessment Data/Outcomes
Political science has developed at least 3 CLOs in 100% of courses. We met the deadline to assess and
close the loop in 100% of courses by Spring 2012. Assessment results show the following successes: (1)
faculty are having success in engaging students with the material; (2) linking the timing and content of
courses with contemporary events, such as offering courses to coincide with elections; linking the new
Law and Democracy capstone course with an annual speaker event; (3) a majority of students in political
science demonstrate competency or accomplishment on all SLOs assessed in the discipline.
With only one full-time faculty member, the assessment and program review processes are singularly
driven and, therefore, less collaborative than would be ideal. With additional full-time faculty, this
process would be both more meaningful, and changes could be implemented more consistently and
universally.
As a discipline, Political Science plays a pivotal role in supporting a campus culture of engagement,
political knowledge, critical thinking, and civic responsibility. American Government is further
recognized at the state level, by way of the California State University American Institutions graduation
requirement, as a fundamental part of a college education.
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 Political Science program supports the new Chabot College Strategic Plan through multiple efforts
including but not limited to: transfer support, distance education, fully-implemented student learning
outcomes, providing an innovative library integration/student research project funded through the basic
skills initiative, contemporary civic and globally-minded courses and curricula, participation in the PACE
and Change It Now programs, and projects designed to increase student community engagement (such
as the Political Science Club, participation in Model United Nations simulation, the Law and Democracy
Program, and setting up speakers and activities for the campus community).
Additionally, this program offers two majors, one of which is an AA-Transfer degree (Political Science)
and the other of which prepares students to seamlessly transfer in International Studies and
International Relations majors at CSUs and UCs across the state.
Both majors are highly popular across the state, with 21% anticipated growth in jobs for Political
Scientists between 2008 and 2018, according to the Bureau for Labor Statistics. International Studies is
one of the fastest growing majors on college campuses across the United States.
32
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: None.
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.
33
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 .
Chabot College and Chabot students would greatly benefit from increasing offerings in Political Science
and International Studies. I am requesting an additional 1.2 FTEF each academic year (an additional 3
sections per semester) for a total allocation of The following details recent historical trends in course
offerings in Political Science, and provide 3 reasons that this increase is needed.
Historical Trends:
YEAR
AMERICAN
GOV’T
OTHER
COURSES
REQ’D MAJOR
COURSES (in
addition to AG)
NON REQ’D
MAJOR
COURSES
TOTAL
2005-2006
19
7
26
2006-2007
18
6
24
2007-2008
18
5
23
2008-2009
16
2
18
2009-2010
15
6
21
2010-2011
16
6
22
2011-2012
16
5
1
22
2012-2013
18
5
1
24
NOTES:
1) Major started in 2011; replaced with TMC in 2012
2) I excluded from these totals classes that were paid for from grants or other programs (i.e. Teacher
Pathway course).
Reason 1: TMC. Political Science offers a Transfer Model Curriculum, which REQUIRES the following four
courses: American Government, Political Theory, Comparative Politics and International Relations.
Currently, only American Government and International Relations are offered EVERY semester.
Comparative Politics and Political Theory are offered only once a year; I would like to see them offered
every semester, as well.
Reason 2: CSU graduation American Institutions requirement/popular transfer course. The fill rate for
American Government courses over the last 5 years has always been above 108%. Nine sections of
American Government would easily fill each semester. This would also allow for a better mix of in
person vs. online courses and greater variety of times offered during the week. History 7 and 8 fulfill the
same American Institutions requirement as American Government; in Fall 2012, twelve sections of
History 7 were offered and ten of History 8.
34
Reason 3: Relevance/National Trends. A 2012 report by the National Task Force on Civic Learning and
Democratic Engagement is part of the Obama administration’s effort to promote civic learning. This is
reflective of a national effort to re-engage youth in civic life and the political process. With young
adults’ voting rates at all time lows, it is part of our mission in higher education to prepare students for
their civic duties in addition to their academic pursuits. Increasing political science offerings (when the
demand exists, as it does) is one way to support such efforts. "Knowledge is important, but it is equally
important to work on public problems that help democracy,” said Carol Schneider, the AAC&U president
and one of the report’s authors.
Additionally, political science is a top major at Universities in the United States, and I anticipate the
demand for the political science TMC will continue to grow at Chabot. Chabot currently graduates
between 300 and 400 Liberal Arts and Sciences majors each year. As Political Science is one of the
largest social science majors at local colleges and universities, there is a market for allowing students to
graduate with greater specialization. Here is a comparative look at Political Science programs in the Bay
Area:





7th largest degree conferred at UCD 2008-2009 with 200 graduates;
International Relations was number 12 with 172 degrees conferred.
2nd largest degree conferred at UCB 2008-2009 with 766 students.
2nd largest major in the Social Science division at CSUEB with 48 degrees
granted out of 297 in 2009.
Largest major in the Social Science division at SFSU with 137 degrees granted
out of 743, with an additional 100 degrees granted in International Relations.
3rd largest major in the Social Sciences division at SJSU with 54 degrees granted
out of 364.
Political science majors evaluate societal, national, and global events by learning about forms of political
organization and political processes. Political science is consistently a top ten major because of its
versatility and applicability to today’s world. The AA degree provides students with a strong foundation
in American government, political theory, and comparative and international politics for those who wish
to pursue a Bachelor of Arts degree in political science and for those who seek careers in public service,
education, law, or business.
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Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors,
learning assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal . Please cite any evidence or data to support your
request. If this position is categorically funded, include and designate the funding source of new
categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested: 1-2 student tutors for Political Science courses.
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Learning Connection Tutors
Tutors available for American Government
students and, preferably, other Political
Science courses.
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.
Political Science has consistently utilized the Learning Connection – the tutoring program, the WRAC
center, the Communications Lab, and Learning Assistants to support student success.
Being able to offer tutoring services for students, particularly in the Introduction to American
Government class, is very important to being able to support student success in this course, and for the
program. For the last three years we have consistently had excellent tutors available for students who
need them and students have benefited from the ability to get help preparing for exams, writing papers,
and understanding course material.
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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
0
2013-14
Request
$0
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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
A minimum of 1 national
conference per year
2013-14 Request
Rationale
Airfare: $400
Hotel: $400
Registration: $300
Food: $100
Total: $1,200.00
For the ability to teach current academic material,
work on collaborative projects, and further the
democracy initiatives that I have helped to launch
on campus.
Attendance at annual conferences in Political Science and International Studies is one of the best ways
for me to remain current in my field. These are the conferences that are important for me to attend on
a semi-regular (not annual) basis:
1. American Political Science Association Annual Conference, held in early September at rotating
locations
2. American Political Science Association Teaching and Learning Conference, held in February at
rotating locations
3. International Studies Association Annual Conference, held in early April at rotating locations
4. American Democracy Project and Democracy Commitment Annual Meeting, held in June in
Denver, CO
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Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please fill in the following as needed to justify your requests. If you're requesting classroom
technology, see http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the
brands/model numbers that are our current standards. If requesting multiple pieces of equipment,
please rank order those requests. Include shipping cost and taxes in your request.
Please note: Equipment requests are for equipment whose unit cost exceeds $200. Items which are
less expensive should be requested as supplies. Software licenses should also be requested as
supplies.
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.
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Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities
Committee (FC) has begun the task of re-prioritizing Measure B Bond budgets to better align with current
needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement
needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two
to be used as match if and when the State again funds capital projects, and to fund smaller projects that
will directly assist our strategic goal. The FC has determined that although some of the college's greatest
needs involving new facilities cannot be met with this limited amount of funding, there are many smaller
pressing needs that could be addressed. The kinds of projects that can be legally funded with bond
dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities."
Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests. If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name):
Building/Location:
Description of the facility project. Please be as specific as possible.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
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