Chabot College
Academic Program Review Report
Year Three of
Program Review Cycle
Final Summary Report
Sociology
Submitted on February 28, 2013
Dr. Christina Mendoza
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.).
Listed below are the goals that were established at the start of the Program Review cycle.
1. The creation of the AA-T degree in Sociology.
2. The establishment of two new courses, SOCI 5 – Research Methods and SOCI 6 Introduction to
Gender. This goal was achieved in Spring 2011.
3. The creation of a Sociology Website
4. Promote and communicate the new Sociology major to students.
5. Continue to connect with CSUs
The most important goal that we focused on and achieved was the development and
implementation of the AA-T degree in Sociology. This degree has been available to students
since Fall 2011 and students now have the opportunity to major and graduate with a degree in
our discipline. We also achieved the goal of establishing the two new Sociology courses. These
courses are part of the transfer major and will expand student knowledge in the area of
Sociology. We have not yet established a Sociology website. We applied for a Care grant for this
purpose, but did not receive the funds. We still plan to update the sociology web page with new
information. We did achieve the goal of promoting the communicating the new degree to
students. Last year we held an information meeting for students on the Sociology degree where
a counselor was invited to give specific information about the degree. We plan to make this a
1
yearly event here on campus. We also have communicated with CSU East Bay in regards to the
new AA-T degree. We plan to invite the chair of the department to our Campus to provide
sociology majors with information on their four year programs in Sociology.
We are engaged in several practices to improve pedagogically and to place student learning at
the center of our teaching discipline plans. Instructors in our area have been actively
participating in FIGs on campus. These FIGs all have focused on improving our teaching methods
to better reach students and untangling and better understanding issues students may
experience in persisting in our classes. The discipline of Sociology has also become actively
involved in the CIN! (Change It Now!) learning community on campus. SOCI 1 each semester is
designated as CIN! class where we place an emphasis on issues related to Social Justice.
Additionally, instructors in our discipline have been trained in the Reading Apprenticeship,
where many of our classes help students with Basic Skills practices of reading college texts and
practicing critical thinking skills in the classroom. Finally, in the last three years, our discipline
has held instructor meetings each semester to convey important material about the program to
faculty members in the discipline. To our knowledge, other disciplines, especially in the Social
Sciences have been also implementing similar practices to engage students, improve student
success, and to guide students in their respective pathways.
The greatest challenge we have experienced are related to the budgetary issues. We developed
and implemented a major for students to follow, and we developed new classes for students to
enroll in to complete the major, but the recent cutting back of classes had a huge impact on the
breadth and depth of our course offerings. In the past we were able to offer two SOCI 3 courses
a semester, which is an American Cultures requirement, but since we have cut so many courses
and the only new courses that are being offered are SOCI 1, we cannot add more sections. We
have also been unable to offer SOCI 6, which was approved by the curriculum committee in
Spring 2011. We hope that in the future we can add more non-SOCI 1 classes to the schedule so
that students who are majoring in sociology can complete the major and graduate.
One barrier to success at the institutional level, apart from the recent cutting of classes, is that
we only have one full-time faculty member in the discipline. Sociology needs another full-time
faculty member. More than half of the classes in Sociology are taught by adjunct instructors.
Sociology courses on a whole are very crowded. The classes cap at 44 students in each course,
yet these classes are overcapacity. SOCI 1, which is the class that has the most student demand
in the discipline, had a 124% capacity at census in Fall 2012. These classes have been filled over
capacity at these high levels since the budget crisis began (Spring 2011: 117%; Spring 2012:
126%). The student success rate in SOCI 1 was at 64% in Fall 2012. This is slightly below the
college average. The crowded classroom environment may have an influence on the learning
environment.
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
The main goal we have set for the discipline of Sociology is to continue to encourage students
who are interested in Sociology to pursue the pathway of the AA-T degree. The sociology major
that has been developed closely aligns with Strategic Goals of the college .
Another goal for the program is to create more opportunities for students to practice their own
research in our classes. Many students in large classes, such as Sociology, do not get a chance
to engage in the process of social research. As a discipline, our goal is to create more research
opportunities for students in our classes. Currently, in SOCI 2 (Social Problems), students are
working on an original research project with they will be presenting as a poster session open to
the college at the end of the semester. This gives students a valuable opportunity of organizing
a project and presenting it to an audience. They can then document this experience on a future
resume or CV. We hope to provide students with similar opportunities in the other courses.
Another goal we have as a discipline is to provide Sociology majors opportunities to get to know
the Sociology outside the classroom. This would involve taking students to local conferences so
they can have the experience of learning cutting edge research and meeting sociology scholars.
We also would like to bring speakers to campus to communicate their new research projects
and the process of research. And we hope to invite a representative from CSU to come to
campus and speak about the 4 year sociology program so students can have a better idea what
majoring in sociology entails and their career options once they have completed their degree.
The major change that needs on the institutional level to reach these goals is to provide funding
for faculty to work on projects support student success at our college. Students on campus also
need a new library and spaces where they can live out the college experience here on campus.
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:
Group 1:
SOCI 1
Group 2:
SOCI2
Group 3:
SOCI3
Group 4:
SOCI4
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
& report
Full
Assmt
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
& report
SOCI5
5
Discuss
results
Report
Results
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
SOCI 1
Fall 2011
13
5
38%
Spring 2012
Dr. Christina Mendoza
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: Apply the sociological imagination as a lens for
explaining and understanding human social interaction
(CLO) 2: Students are expected to explain correlation
and identify the independent variables in a proposed
relationship
(CLO) 3: Students are expected to compare, contrast,
and apply three theoretical perspectives (functionalism,
conflict theory, and symbolic interactionism)
6
Defined Target
Scores*
(CLO Goal)
We defined
success when
70% of the
students scored
2,3 or 4.
Actual Scores**
(eLumen data)
Eighty-six percent
our students
scored between 2
and 4.
We defined
success when
70% of the
students scored
2, 3, or 4.
Seventy-three
percent of our
students scored 2,
3, or 4.
We defined
success when
70% of the
students scored
between 2 and
4.
The students in
this course scored
below the stated
definition of
success with
64.6% of students
scoring between 2
and 4. Upon
further analysis of
the data, all but
one of the
sections met our
expectation with
70% of the
students or more
scoring between 2
and 4. In one
section, 56% of
the students
scored between 2
and 4, which
brought down the
average of all the
sections.
(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?
7
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?
In all of the sections, students met our expectations. Eighty-six percent our students
scored between 2 and 4.
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 were pleased with the results and we learned that the students had a good
understanding of the concept. We plan to continue our current content/pedagogical
approach.
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?
In all of the sections, students met our expectations. Seventy-three percent of our
students scored 2, 3, or 4.
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 were pleased with the results. Students overall learned and understood the concepts.
We plan to continue our current content/pedagogical approach.
8
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 students in this course scored below the stated definition of success with 64.6% of
students scoring between 2 and 4. Upon further analysis of the data, all but one of the
sections met our expectation with 70% of the students or more scoring between 2 and 4.
In one section, 56% of the students scored between 2 and 4, which brought down the
average of all the sections.
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?
These concepts are among the most difficult concepts for students to learn. The
assessment reveals that a majority of our students in this class are learning and
understanding the concepts, which are difficult since they require students to use critical
thinking skills. This assessment revealed that we should frequently assess student learning
on these theoretical concepts. These concepts are difficult to understand and require
critical thinking skills. We are pleased to report that in the majority of our classes students
have learned and understood the concepts. But, one class that semester was not at the
same level as the others. We would possibly use frequent in-class group activities and
extensive application of these theories to real world events so that students can better
understand how they are applied to social events/problems.
9
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?
Refer to Section II for details.
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?
Refer to Section II for details.
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:_________________________________________________________________
10
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
SOCI 2
Fall 2011
1
1
100%
Spring 2012
Elizabeth Grant
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: Defend the sociological perspective (C.Wright
Defined Target
Scores*
(CLO Goal)
n/a
Actual Scores**
(eLumen data)
n/a
n/a
n/a
n/a
n/a
Mills)that there are no personal troubles, but rather
social forces affecting the individual.
(CLO) 2: Students should explain how each of the major
theoretical perspectives would examine/explain
historical and contemporary social problems.
(CLO) 3: Students should identify and analyze the major
social problems in the United States.
(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?
11
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?
n/a
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?
Please see the question “How could you improve student learning” after part II. These
were the questions the SLO committee asked the adjunct instructor to answer.
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?
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?
12
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?
n/a
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?
n/a
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?
n/a
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?
n/a
13
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:_________________________________________________________________
How could you improve student learning?
The most important aspects for student success in online courses are to keep students motivated,
engaged and participating. I focus on student interests as appropriate and possibly having students with
similar goals (ie: health sciences students) in group activities might enhance their learning.
Communicate is key and if necessary, I would have more online office hours.
What changes do you recommend to the course outline of record or the program, and/or what needs
(support facilities) does this course have?
In the course outline for Soc 2, Social Problems, we focus on American society. I would like to include in
the course outline a focus on some international problems that affect American society such as the
global economic downturn and various political uprisings/instability. My course is an online course and I
would like to see more direct support in our student computer labs. Specifically, I use a program that I
would like installed in one or more computer labs on campus that offer some evening hours. It would
help my students who are also on campus to have the software available and in person technical
support.
14
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
SOCI 3
Spring 2011
2
2
100%
Fall 2012
Dr. Christina Mendoza
Dr. Susan Tong
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: : Students are expected to present and defend
the concept of race as a social construction.
(CLO) 2: Students are expected to distinguish between
cultural assimilation (acculturation), structural
assimilation, and pluralism across different cultures.
(CLO) 3: Students are expected to compare and contrast
the concepts of race and ethnicity, illustrating various
15
Defined Target
Scores*
(CLO Goal)
We decided that
if the class
scored 60% or
higher this
would indicate
the minimum
satisfactory
achievement for
this CLO.
We decided that
if the class
scored 70% or
higher this
would indicate
the minimum
satisfactory
achievement for
this CLO.
We decided that
if the class
Actual Scores**
(eLumen data)
Our scores did
match the above
definition of
success. For both
sections, students
significantly
surpassed our
minimum
satisfactory level
of achievement.
For both sections,
students met our
minimum
satisfactory level
of achievement.
For both sections,
students met our
contemporary arguments on these as evolving concepts.
scored 60% or
higher this
would indicate
the minimum
satisfactory
achievement for
this CLO.
minimum
satisfactory level
of achievement
(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?
16
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?
We were pleased with the results and we learned that the students had a good
understanding of the concept.
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?
The assessment revealed that the students were learning what we thought were the most
important points to take from this class. It also revealed that students who were enrolled
in face-to-face classes had an advantage over online classes in that the instructor could
describe exactly what was expected of them and answer questions that the class had when
the assignment was handed out. Online students don’t have the advantage of face-to-face
faculty and this was what we considered the difference between the two sections.
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?
For both sections, students met our minimum satisfactory level of achievement.
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 were pleased with the results and we learned that the students had a good
understanding of the concept. It provided evidence that students in this course are
learning the important course concepts. For online courses, students would benefit from
more content/application of the important course concepts.
17
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?
For both sections, students met our minimum satisfactory level of achievement.
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?
For online classes, students would benefit from more content/application of the important
core concepts. It provided evidence that students in this course are learning the important
course concepts. We plan to continue our current content/pedagogical approach.
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?
Refer to Section II for details.
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?
Refer to Section II for details.
18
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:_________________________________________________________________
19
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
SOCI 4
Fall 2011
1
1
100
Spring 2012
Dr. Susan Tong
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: Compare and contrast marriage and family
structures
(CLO) 2: Use culture as a tool to analyze the variety of marriages and
families.
(CLO) 3:
Analyze family patterns using the three theoretical perspectives:
functionalism, conflict and symbolic interaction
(CLO) 4:
20
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
70% of the class
scoring either 2, 3
or 4
Approximately 73%
of the class scored
either 2, 3 or 4.
70% of the class
scored either 2, 3
or 4
The current scores
match with the
above definition of
success.
Approximately
79% scored either
2, 3 or 4.
70% of the class
scored either 2,3,
or 4.
Approximately 65%
of the classes scored
either 2,3 or 4. This
result is 5% lower
than success as we
defined it.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
G. COURSE-LEVEL OUTCOME (CLO) 1:
7. How do your current scores match with your above target for student success in this course
level outcome?
Approximately 73% of the class scored either 2, 3 or 4.
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?
The level of student success for this CLO met the standard of success. Student responses to this
assessment suggests that students are able to successfully compare and contrast social structures as
they relate to marriage and family. Student success as measured by the assessment of this CLO
suggest that this course is helping to prepare students for advanced study in Sociology by providing
students with an analytical perspective that our discipline has determined is important.
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 match with the above definition of success. Approximately 79% scored
either 2, 3 or 4.
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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?
The scores for this CLO support what faculty have surmised from student participation and
performance in this course- students understand culture and the role it plays in family
dynamics. This course encourages students to critically analyze culture as a
variable. Students in this course and other sociology courses are introduced to the
importance of culture early in the term and culture is woven throughout the course.
Students appear to be able to critically apply this concept when analyzing social data
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?
Approximately 65% of the classes scored either 2,3 or 4. This result is 5% lower than success as we
defined it.
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?
This CLO, while very important for the discipline, appears to be difficult for students to articulate in
this course. Below acceptable student scores on this CLO assessment strongly suggest the need to
strengthen curricular materials and opportunities for students to successfully analyze family patterns
using these three theoretical perspectives. Additional course materials and course assignments to
provide students with more opportunities to successfully analyze family patterns using the three
theoretical perspectives.
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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?
Refer to Section II for details.
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?
Refer to Section II for details.
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:_________________________________________________________________
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Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: ________________________________________________
 PLO #1: Compare and Contrast social structures (such as families, racial/ethnic groups, religions)
using the sociological perspective.

PLO #2: Use culture as a social construct to explain sociological phenomena.

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain: Explain: These PLOs are relevant and continue to reflect the major themes/topics that
students should be learning in our courses. In assessing the CLOs, the CLOs are linked well to the PLOs in
the discipline and reflect the major topics students should be learning in our courses.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
The assessments revealed that across our courses students are learning the core concepts of Sociology.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
We plan to continue our current content/pedagogical approach. Faculty in our area are actively
participating in FIGs to enhance student learning and their success in the classroom. The Reading
Apprenticeship FIG has been especially beneficial in helping students with reading in the discipline,
which is extremely important to student success in the course.
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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, all course outlines have been updated in the past 6 years.
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, all of the courses in Sociology have not been offered within the past five years. SOCI 10,
Introduction to Asian American Studies and SOCI 30 Social Gerontology have not been offered for
several years. SOCI 30 should not be in the catalog. SOCI 10 cannot be offered unless we add
more classes to the discipline and hire someone to teach this class. SOCI 6 is a new class and has
not been offered yet, but will be offered in the next few semesters.
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester.
Yes, CLOs are completed and rubrics have also been completed and submitted as per the Chabot
2012 deadline.
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, all “closing the loop” forms are completed and rubrics have also been completed and
submitted as per the Chabot 2012 deadline.
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, all the PLOs have been assessed and developed.
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
No, we do not have courses that are sequentially ordered.
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.
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Those students who completed English 1A have a higher success rate (77%) compared to students
who had not completed any English requirements (61%). We assume there is a positive correlation
between these two variables.
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Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic
Plan. The project will require the support of additional and/or outside funding. The information you
provide will facilitate and focus the research and development process for finding both internal and
external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student
learning?
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Activity (brief description)
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
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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. Instructor
Teach Sociology courses
2.
3. Rationale for your proposal. Please use the enrollment management data. Additional data that will
strengthen your rationale include FTES trends over the last 5 years, persistence, FT/PT faculty ratios,
CLO and PLO assessment results and external accreditation demands.
The discipline of Sociology has had a full-time faculty member retire. As of Fall 2011, only one full time
faculty member has been teaching in the discipline. For the Fall 2012 semester, FTEF was 1.0 for full
time faculty and 2.0 for part-time faculty.
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.
Sociology is clearly aligned with the Strategic Plan of the college. The college seeks to identify clear
pathways for students and as a discipline, through the development and implementation of the
Sociology AA-T degree, we are following this plan.
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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.
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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 .
Courses in Sociology are filled over capacity every semester (census average for SOCI 1 in the last 3 semesters has
been 122.3%). Many students need these courses to fulfill their GE requirements, nursing requirements, or dental
hygiene requirements, and to complete the new major. SOCI 1 is a bottleneck class in the social sciences, as
identified on the Chabot institutional resource website. Students would benefit in having an additional .60 FTEF
added to each semester. This would help relieve the bottleneck and it may help bring back the average class size
closer to 44, currently it is above 50. Students also need offerings of SOCI 2, 3, 4, 5, and 6 to complete the degree
and to complete the GE requirements. These non-SOCI 1 classes are part of the transfer model curriculum and
fulfill the social science GE requirements. Students majoring in sociology (currently 141 declared majors) need nonSOCI 1 classes to complete the degree and transfer. Adding the classes fits into the Strategic Plan of the college in
that once students have found their pathway in Sociology, they can then complete their educational goals at
Chabot. We are suggesting an additional .40 FTEF of non-SOCI 1 classes added to the course schedule.
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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: ______
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.
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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
Item Analysis Forms
2012-13 Budget
Requested Received
2013-14
Request
$200
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Rationale
These are forms that are used to asses
students performance on standardized
tests. With these instructors can
identify the material that students are
struggling with or have successfully
mastered. These important forms have
been in short supply for a few years.
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
ASA Annual Conference
2013-14 Request
$ 500
Rationale
Attending conferences is extremely important for
faculty development. The ASA is where new
scholarship is presented, social networking among
scholars happens, and where members can learn
more about new books and journals. It is an
important conference to attend.
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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
2012-13 Budget
Requested Received
$
2013-14
Request
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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