Chabot College
Academic Program Review Report
Year Three of
Program Review Cycle
Final Summary Report
PSYCHOLOGY
Submitted on 2/20/13
Aldrian Estepa, Rani Nijjar, & Andrew Pierson
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:








What program improvement goals did you establish?
Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for student learning, program learning, and Strategic Plan
achievement.
What best practices have you developed? Those could include pedagogical methods,
strategies to address Basic Skills needs of our students, methods of working within your
discipline, and more.
Are these best practices replicable in other disciplines or areas?
What were your greatest challenges?
Were there institutional barriers to success?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
Goal #1: To support our transfer students even better and to support the goal of
increasing the number of Chabot students who earn degrees at Chabot, we
believe that Chabot College should develop a Psychology Transfer degree (SB
1440, AA-T). The Psychology faculty plans to develop a specific psychology
transfer major that will comply with the recently legislated SB 1440 Psychology
Associate Transfer Degree.
o

Goal #2: Develop a Psychological Statistics course for the PSY AA-T.
o

Goal Met: PSY 5 will be in the catalog effective Fall 2013.
Goal #3: Develop a biopsychology course for the PSY AA-T.
o

Goal Met: As of February 2013, we anticipate the PSY AA-T will be in the
catalog effective Fall 2013.
Goal Met: PSY 4 (Brain, Mind, and Behavior) will be in the catalog effective
Fall 2013.
Goal #4: Develop sequenced courses to increase both depth and breadth of
1
student learning.
o

Goal #5: Continue to integrate basic skills/college success skills into our
psychology courses.
o

Goal Met: We continue to integrate basic skills/college success skills into
our psychology courses. For example, requiring our PSY 2 students to
conduct a data collection research study on college success.
Goal #6: Offer more faculty support for student success.
o

Goal Met: We integrated sequenced courses into the PSY AA-T.
Goal Met: We offer faculty support for student success through GNST 115.
Goal #7: To increase/maintain student success, learning, and persistence in our
psychology courses.
o
Goal Met: Psychology courses continue to have a success rate above the
Chabot College average. Our CLO data indicate that our students are
learning both depth and breadth in Psychology.
2
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.




What goals do you have for future program improvement?
What ideas do you have to achieve those goals?
What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
What recommendations do you have to improve the Program Review process?

Goal #1: Support student success in our new PSY AA-T pathway.
o Work on sequencing of courses to maximize student success.
o We will require increased computer lab access (as detailed below).

Goal #2: Support student success in our new and current courses.
o Continue to integrate basic skills/college success skills into the courses.
o Continue to offer student support through GNST-115/Learning Connection.
o Continue to improve pedagogical methods such project-based and collaborative
learning.
o We will require increased computer lab access (as detailed below).
o We will require additional student meeting and study space (as detailed below).

Goal #3: Work to integrate technology into our courses (statistics software for PSY 2, 5).
o Develop course curriculum to include technologies related to statistical analysis
and research design.

Goal #4: Assess CLOs in accordance to cycle.

While we recognize the motivation to change the Program Review forms, changing the
forms makes report continuity cumbersome.
3
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2011-12
Budget
Requested
0
0
0
0
0
2011-12
Budget
Received
0
0
0
0
0
2012-13
Budget
Requested
0
0
0
0
0
2012-13
Budget
Received
0
0
0
0
0
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
N/A
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?
N/A
4
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:
PSY 1, 3,
and 5
PSY 6, 8,
12, 33
PSY 4
PSY 2
Full
Assmt
Discuss
results
Report
Results
Report
Results
Full
Assmt
Full
Assmt
Discuss
results
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
5
Report
Results
Full
Assmt
Discuss
results
Report
Results
Discuss
results
Appendix B2: “Closing the Loop” Assessment Reflections
Course
PSY 1
Semester assessment data gathered
Spring 2011
Number of sections offered in the semester
19
Number of sections assessed
10
Percentage of sections assessed
52%
Semester held “Closing the Loop” discussion
Fall 2011
Faculty members involved in “Closing the Loop” discussion
Aldrian Estepa, Rani Nijjar, Andrew
Pierson
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Identify, compare, and contrast the key
theoretical perspectives in psychology including
sociocultural, biological, and cognitive-behavioral
perspectives.
(CLO) 2: Demonstrate an understanding of how the
scientific method serves as a foundation for
understanding the study of behavior and mental
processes.
(CLO) 3: Demonstrate an understanding of the
biological basis of behavior and mental processes.
Defined Target
Scores*
(CLO Goal)
70% to score 2
or higher
Actual Scores**
(eLumen data)
87.9%
70% to score 2
or higher
91.3%
70% to score 2
or higher
90.5%
(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?
6
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 current scores exceeded 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 believe we are on the right trajectory regarding teaching our course.
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?
The current scores exceeded 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 believe we are on the right trajectory regarding teaching our course.
7
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 current scores exceeded 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 believe we are on the right trajectory regarding teaching our course.
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.
8
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?
We continue to work to balance depth and breadth in this course.
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 will continue to develop and refine our current teaching methods. We see the GNST as a
Psychology learning lab and hope to continue to offer student support. We hope to increase
the resources available to the Psychology learning lab.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
X Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
9
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
PSY 2
Spring 2011
2
1
50%
Fall 2011
Aldrian Estepa, Rani Nijjar, Andrew
Pierson
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: Demonstrates an understanding of correlation
(CLO) 2: Demonstrates an understanding of
experimental design.
(CLO) 3: Demonstrates an understanding of elements of
philosophy of science.
Defined Target
Scores*
(CLO Goal)
70% to score 2
or higher
70% to score 2
or higher
70% to score 2
or higher
Actual Scores**
(eLumen data)
86%
96%
100%
(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?
10
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?
The current scores exceeded our 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?
We believe we are on the right trajectory regarding teaching our course.
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?
The current scores exceeded our 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?
We believe we are on the right trajectory regarding teaching our course.
11
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?
The current scores exceeded our 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?
We believe we are on the right trajectory regarding teaching our course.
D. COURSE-LEVEL OUTCOME (CLO) 4:
3. How do your current scores match with your above target for student success in this course
level outcome?
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?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
12
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?
We continue to work to balance depth and breadth in this course.
5. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
We are currently developing our course sequences to allow students to build on their
previous learning.
6. What is the nature of the planned actions (please check all that apply)?
 Curricular
X Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
13
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
PSY 3
Spring 2011
1
1
100%
Fall 2011
Aldrian Estepa, Rani Nijjar, Andrew
Pierson
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: Demonstrates an understanding of conformity
and obedience.
(CLO) 2: Demonstrates an understanding of roles and
social identity.
(CLO) 3: Demonstrates an understanding of theories of
prejudice and discrimination.
Defined Target
Scores*
(CLO Goal)
70% to score 2
or higher
70% to score 2
or higher
70% to score 2
or higher
Actual Scores**
(eLumen data)
93.3%
93.7%
100%
(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?
14
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?
The current scores exceeded our target.
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?
We believe we are on the right trajectory regarding teaching our course.
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?
The current scores exceeded our target.
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?
We believe we are on the right trajectory regarding teaching our course.
15
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?
The current scores exceeded our target.
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?
We believe we are on the right trajectory regarding teaching our course.
D. COURSE-LEVEL OUTCOME (CLO) 4:
5. How do your current scores match with your above target for student success in this course
level outcome?
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?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
16
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?
We are currently developing our course sequences to allow students to build on their
previous learning.
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?
In addition to the multiple choice quiz used for assessment, using a journal writing or essay
may reveal additional student weaknesses and strengths in learning the material.
9. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
X Change to assessment methods
17
 Other:_________________________________________________________________
18
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
PSY 6
Fall 2010
2
1
50%
Fall 2011
Aldrian Estepa, Rani Nijjar, Andrew
Pierson
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: Demonstrates an understanding of
psychopathology from a biological perspective.
(CLO) 2: Demonstrates an understanding of
psychopathology from a sociocultural perspective.
(CLO) 3: Demonstrates an understanding of
psychopathology from a cognitive-behavioral perspective.
Defined Target
Scores*
(CLO Goal)
70% to score 2
or higher
Actual Scores**
(eLumen data)
89.7%
70% to score 2
or higher
75.8%
70% to score 2
or higher
58.5%
(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?
19
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?
The current scores exceeded our target.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We believe we are on the right trajectory regarding teaching our course.
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?
The current scores exceeded our target.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We believe we are on the right trajectory regarding teaching our course.
20
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?
The current scores exceeded our target.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We believe we are on the right trajectory regarding teaching our course.
D. COURSE-LEVEL OUTCOME (CLO) 4:
7. How do your current scores match with your above target for student success in this course
level outcome?
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?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
21
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?
We continue to work to balance depth and breadth in this course.
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?
We are currently developing our course sequences to allow students to build on their
previous learning.
12. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
X Change to assessment methods
22
 Other:_________________________________________________________________
23
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
PSYCHOLOGY 8
Spring 2012
1
1
100%
Spring 2012
Aldrian Estepa, Rani Nijjar, Andrew
Pierson, Adjunct Faculty
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
Defined Target
Scores*
(CLO Goal)
(CLO) 1: Students will be able to evaluate and formulate a 75 % of the
sound understanding of the physiological and
students will
psychological aspects of sexual health in our contemporary score either 3 or
society, based on historical perspectives and current
4.
issues.
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 2: Students will be able to evaluate and formulate
the interrelationship of attitude and behavior as they
relate to sexual well-being and sexual integrity.
(CLO) 3: Identify, compare, and contrast the key themes
in human sexuality including sociocultural, biological, and
cognitive-behavioral influences.
Actual Scores**
(eLumen data)
98%
75 % of the
students will
score either 3 or
4.
76.3%
75 % of the
students will
score either 3 or
4.
84.3%
 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)
24
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
25
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
I. COURSE-LEVEL OUTCOME (CLO) 1:
9. How do your current scores match with your above target for student success in this course
level outcome?
The current scores exceeded our target.
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We believe we are on the right trajectory regarding teaching our course.
J. COURSE-LEVEL OUTCOME (CLO) 2:
9. How do your current scores match with your above target for student success in this course
level outcome?
The current scores exceeded our target.
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We believe we are on the right trajectory regarding teaching our course.
26
C. COURSE-LEVEL OUTCOME (CLO) 3:
9. How do your current scores match with your above target for student success in this course
level outcome?
The current scores exceeded our target.
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We believe we are on the right trajectory regarding teaching our course.
D. COURSE-LEVEL OUTCOME (CLO) 4:
9. How do your current scores match with your above target for student success in this course
level outcome?
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
27
PART III: COURSE REFLECTIONS AND FUTURE PLANS
13. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We continue to work to balance depth and breadth in this course.
14. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
We are currently developing our course sequences to allow students to build on their
previous learning.
15. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
28
X Change to assessment methods
 Other:_________________________________________________________________
29
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
PSYCHOLOGY 12
Spring 2012
1
1
100%
Spring 2012
Aldrian Estepa, Rani Nijjar, Andrew
Pierson, Adjunct Faculty
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: Demonstrates an understanding of human
development from a biological perspective.
(CLO) 2: Demonstrates an understanding of human
development from a sociocultural perspective.
(CLO) 3: Demonstrates an understanding of human
development from a cognitive-behavioral perspective.
Defined Target
Scores*
(CLO Goal)
85% of the
students will
score either 3 or
4.
94.7%
85% of the
students will
score either 3 or
4.
96.5%
85% of the
students will
score either 3 or
4.
93%
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
30
Actual Scores**
(eLumen data)
* 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?
31
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
K. COURSE-LEVEL OUTCOME (CLO) 1:
11. How do your current scores match with your above target for student success in this course
level outcome?
The current scores exceeded our target.
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We believe we are on the right trajectory regarding teaching our course.
L. COURSE-LEVEL OUTCOME (CLO) 2:
11. How do your current scores match with your above target for student success in this course
level outcome?
The current scores exceeded our target.
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We believe we are on the right trajectory regarding teaching our course.
32
C. COURSE-LEVEL OUTCOME (CLO) 3:
11. How do your current scores match with your above target for student success in this course
level outcome?
The current scores exceeded our target.
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We believe we are on the right trajectory regarding teaching our course.
D. COURSE-LEVEL OUTCOME (CLO) 4:
11. How do your current scores match with your above target for student success in this course
level outcome?
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
33
PART III: COURSE REFLECTIONS AND FUTURE PLANS
16. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We continue to work to balance depth and breadth in this course.
17. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
We are currently developing our course sequences to allow students to build on their
previous learning.
18. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
34
X Change to assessment methods
 Other:_________________________________________________________________
35
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
Psychology 33
Spring 2012
1
1
100%
Spring 2012
Aldrian Estepa, Rani Nijjar, Andrew
Pierson, Adjunct Faculty
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Identify, compare, and contrast the key themes
in adjustive behavior including sociocultural, biological,
and cognitive-behavioral influences.
(CLO) 2: Explain basic human nature and the
development of human potentialities through maturation
and learning in a physical and sociocultural environment.
(CLO) 3: Identify the principles of personality dynamics
and their relationship to the improvement of personal
effectiveness.
Defined Target
Scores*
(CLO Goal)
80% of the
students will
score either 3 or
4.
93.3%
80% of the
students will
score either 3 or
4.
93.3%
80% of the
students will
score either 3 or
4.
93.4%
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
36
Actual Scores**
(eLumen data)
* 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?
37
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
M. COURSE-LEVEL OUTCOME (CLO) 1:
13. How do your current scores match with your above target for student success in this course
level outcome?
The current scores exceeded our target.
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We believe we are on the right trajectory regarding teaching our course.
N. COURSE-LEVEL OUTCOME (CLO) 2:
13. How do your current scores match with your above target for student success in this course
level outcome?
The current scores exceeded our target.
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We believe we are on the right trajectory regarding teaching our course.
38
C. COURSE-LEVEL OUTCOME (CLO) 3:
13. How do your current scores match with your above target for student success in this course
level outcome?
The current scores exceeded our target.
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We believe we are on the right trajectory regarding teaching our course.
D. COURSE-LEVEL OUTCOME (CLO) 4:
13. How do your current scores match with your above target for student success in this course
level outcome?
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
39
PART III: COURSE REFLECTIONS AND FUTURE PLANS
19. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We continue to work to balance depth and breadth in this course.
20. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
We are currently developing our course sequences to allow students to build on their
previous learning.
21. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
X Resource based
40
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
41
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
PSYCHOLOGY 45
Spring 2011
1
1
100%
Spring 2011
Aldrian Estepa, Rani Nijjar, Andrew
Pierson
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: Demonstrates an understanding of common
myths about creativity.
(CLO) 2: Demonstrates an understanding of the creative
process.
(CLO) 3: Demonstrates an understanding of creative
enhancement techniques.
(CLO) 4:
42
Defined Target
Scores*
(CLO Goal)
85% of the
students will
score either 3 or
4.
Actual Scores**
(eLumen data)
94.7%
85% of the
students will
score either 3 or
4.
96.5%
85% of the
students will
score either 3 or
4.
93%
 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?
43
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
O. COURSE-LEVEL OUTCOME (CLO) 1:
15. How do your current scores match with your above target for student success in this course
level outcome?
The current scores exceeded our target.
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We believe we are on the right trajectory regarding teaching our course.
P. COURSE-LEVEL OUTCOME (CLO) 2:
15. How do your current scores match with your above target for student success in this course
level outcome?
The current scores exceeded our target.
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We believe we are on the right trajectory regarding teaching our course.
44
C. COURSE-LEVEL OUTCOME (CLO) 3:
15. How do your current scores match with your above target for student success in this course
level outcome?
The current scores exceeded our target.
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We believe we are on the right trajectory regarding teaching our course.
D. COURSE-LEVEL OUTCOME (CLO) 4:
15. How do your current scores match with your above target for student success in this course
level outcome?
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
45
PART III: COURSE REFLECTIONS AND FUTURE PLANS
22. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We continue to work to balance depth and breadth in this course.
23. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
We are currently developing our course sequences to allow students to build on their
previous learning.
24. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
X Change to assessment methods
46
 Other:_________________________________________________________________
47
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: ____________PSYCHOLOGY____________________________________
 PLO #1: Demonstrate familiarity with the major concepts, theoretical perspectives, empirical
findings, and historical trends in psychology.

PLO #2: Respect and use critical and creative thinking, skeptical inquiry, and, when possible, the
scientific approach to solve problems related to behavior and mental processes.

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain: In reflecting on our program, we have developed a transfer program with sequenced
courses.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
The program continues to emphasize the outcomes as they were originally drafted.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
Our new transfer program with sequenced courses will allow us to expand student learning
with regard to depth and breadth.
48
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. The Statistics course (PSY 5) was not offered for several years due to limited allocation. It will
be offered in Spring 2014 session as part of our AA-T.
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester.
No, CLOs still need to be created for PSY 4 (Brain, Mind, and Behavior) as it will be first offered
Fall 2013. We will finish drafting the CLOs before the course goes “live.”
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)?
N/A. We are planning course sequences pending approval of our AA-T. We do not have enough
data to evaluate and predict success at this time.
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. We tentatively think that having successfully completed college-level English would suggest
higher success in our courses.
49
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?
Our initiative is more computer lab space to support the technology needs of the Psych AA-T.
The Psych AA-T supports the college’s Strategic Plan by providing students a pathway to transfer.
What is your specific goal and measurable outcome?
To provide adequate lab space to support student success in the Psych AA-T pathway.
What is your action plan to achieve your goal?
Target
Completion
Date
??
Activity (brief description)
Request increase in computer lab space.
Required Budget (Split out
personnel, supplies, other
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: New space for computer lab will be needed.
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
50
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. 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.
51
Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct.
Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions (new, augmented and replacement
positions). Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, accreditation issues. Please cite
any evidence or data to support your request. If this position is categorically funded, include and
designate the funding source of new categorically-funded position where continuation is contingent
upon available funding.
1. Number of positions requested: ______
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3. Rationale for your proposal.
4. Statements about the alignment with the strategic plan and program review are required. Indicate
here any information from advisory committees or outside accreditation reviews that is pertinent to
the proposal.
52
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 requested 4 additional sections in Summer 2013 and 2 additional sections in Fall 2013. We requested 1.2
additional FTEF to support our AA-T (PSY 4) and meet the continuing demand for our courses (PSY 1, 8, 12)
53
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.
There is a need for increased student study space/support for Learning Connection.
54
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
Scantron Item
Analysis Forms
Scantron Forms
(882- E)
Brain Models
2012-13 Budget
Requested Received
2013-14
Request
$200
Needed for CLO assessment
$100
Needed for CLO assessment
$1,500
Needed for new PSY 4 course
55
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
Conference
2013-14 Request
$900
Rationale
Psychology teaching conferences are needed to
stay current in our field.
56
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
Brain Models
2012-13 Budget
Requested Received
2013-14
Request
$1,500
Rationale*
Needed for new PSY 4 course
* 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.
57
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): Increase computer lab space
Building/Location: Where available
Description of the facility project. Please be as specific as possible.
We need increased computer lab space to support our PSY 5 and PSY 2 course offerings which will now
require student computer access during class hours.
What educational programs or institutional purposes does this equipment support?
This will support the PSY AA-T.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
Many students have the goal of attaining the PSY AA-T. Increased computer lab space is necessary to support this
program.
58
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): Library/Learning Connection
Building/Location: Where available
Description of the facility project. Please be as specific as possible.
Better library and Learning Connection facilities, which includes student meeting/study areas and lab
space.
What educational programs or institutional purposes does this equipment support?
This will support the PSY AA-T.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
Many students have the goal of attaining the PSY AA-T. Improved library/Learning Connection facilities are
necessary to support this program.
59