Chabot College
Program Review Report
2014 -2015
Year 1 of
Program Review Cycle
“You are in the same cycle as last year!”
World Languages
Submitted on October 28, 2013
Contact: Cristina Moon/Caren
Parrish/Francisco Zermeño
Final Forms, 1/18/13
Table of Contents
Divisions/Programs remain in the same cycle year for 2013-2014
___ Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
___ Year 3
Section A: What Have We Accomplished?
Section B: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives
F1: New Faculty Requests
F2: Classified Staffing Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
____ YEAR ONE
1. Where We’ve Been - Complete Appendix A (Budget History) prior to writing your
narrative. Limit your narrative to no more than one page. As you enter a new
Program Review cycle, reflect on your achievements over the last few years.
What did you want to accomplish? Describe how changes in resources provided
to your discipline or program have impacted your achievements. What are you
most proud of, and what do you want to continue to improve?
World Languages Program Achievements over the last few years:
Permanent World Languages Lab in room 352:
After more than 3 years without a permanent lab location, our new World Languages Lab was
officially opened for spring 2012 in building 300. The new location offers convenient access for
our students and instructors from our language classrooms located within the same building to
the computer lab. The lab is located in a smart classroom with two projector screens, document
projector, 54 student computers, a computer and printer for instructor use, a SARS computer, and
storage space for textbook and lab equipment.
During the summer of 2013, we purchased 249 annual licenses of the newest version of Rosetta
Stone program. This edition gives us access to more than 25 languages. Because of the limited
number of licenses we had to divide the 249 with all the languages and instructors giving us
roughly 10 licenses per section for French and Spanish and 52 licenses for Japanese. In the
future, we would like to purchase additional licenses
In addition, our plans for the future semesters are to increase lab opening hours by hiring a
qualified adjunct faculty to supervise students to extend student accessibility. This requires
additional funding.
Unifying World Languages program and identity:
In order to unify the World Languages program and its identity:
 Articulated Assumptions: We have created articulated assumptions for World
Language program that included: our mission, the use of the target language, the
integration of culture in all WL courses, the integration of the laboratory component,
emphasize in critical thinking in first and second year levels.
 Blackboard usage: During our flex-days and discipline meetings, the WL faculty has
trained and worked on standardizing the use of Blackboard especially for grading
purposes. Our goal is to have students have access to their grades throughout the
semester. Most instructors have also added other documents, links, and activities to their
Blackboard shells.
 Teaching methodology: We also provide professional training to adjunct faculty in
communicative approach and teaching philosophy (student centered, the use of sole
target language, classroom management, use of contextualized lesson plans, use of
authentic cultural material).
1
Development of WL SLOAC:





Inclusive of adjunct faculty participation, drafting and implementation of 3 SLO rubrics
(oral, written, and cultural presentations) for all languages (Chinese, French, Italian,
Japanese, and Spanish) and levels (1A, 1B, 2A, 2B, 50A, 50B, 50C, 50D). The WL
faculty (3 full-time faculty and 9 adjunct faculty) has been working on SLO rubrics for
the last 8 semesters (from fall 2007 and continued spring 2011) through flex-days and
more than a dozen discipline meetings.
World Languages completed compiling SLOs results by reporting on eLumen and
closing the loop procedures.
By the end of spring 2012, all WL instructors reported their SLOs reports on eLumen
and closed the loop. During flex-days, all WL instructors have shared their data with the
department to come up with a summary report. We have started a new cycle and we exp
We have also created PLOs that include the reporting of all 3 SLO rubrics created by the
WL faculty that will be implemented in all the languages and levels.
Spring 2013, we started the new cycle which we expect to complete by spring 2015.
The World Languages Program is very proud of:


Due to the high productivity of our online courses, we added additional courses: for spring 2013
Spanish 1A online course, for summer 2013 Spanish 1A hybrid, for fall 2013 Spanish 1A online.
We are proud that we were able to increase our summer offering for summer 2013 with the
additional section of Spanish 1A. This will make 1 section of French 1A and 3 sections of
Spanish 1A. The following data indicates that the overall success rate of our summer courses is
higher than those from fall and spring semesters. We are hoping that by summer 2014 we can
add Spanish 1B so that students could complete the series 1A and 1B during the summer.
Summer 2011-2012
Spanish 1A
Spanish 1B
French 1A


Range
of
enrolled
66-81
16
31-39
total Overall success
rate
68%-71%
88%
45%-54%
We are very proud that since our last program review cycle we updated ALL world language
course outlines (54 courses total) in order to add lab hours and as part of Program Review. Now
all course outlines have been standardized and have been shared with the WorLan Adjunct
Faculty (spring 2010). We have included the sole (100%) use of the target language in all World
Languages course outlines effective fall 2010.
We are continuing with the implementation of the mandatory lab hours (for example: iLrn, Quia,
Rosetta Stone). Worked with adjunct faculty to identify the best approach for the lab for each of
the languages.
2
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


Spring 2012 the World Languages Lab was moved to our permanent location in building 300.
Starting spring 2012, all sections for Japanese and Spanish have the lab hour attached to their
courses.
French courses became hybrid courses so that the lab hour could be completed online.
According to the student traffic and usage of WL lab compared to overall Chabot’s labs, WL had
9,007 student visits during the last 2 years.
Fall 2010, Spring 2011, Fall 2011, Spring 2012
Total # of students
Total # of visits to WL lab

1,178
9,007
Data indicates that students that used the World Languages lab and tutoring services in the last
few years usually had higher success rates and lower withdrawal rates than students in the same
language course that did not use these services. Higher success rates mean that more students
can go to the next course rather than repeating the course and preventing others from taking it.
This increases the number of students that Chabot can serve as well as the number of students
who can succeed, persist, graduate, and transfer.
2. Where We Are Now - Review success, equity, course sequence, and enrollment
data from the past three years at
http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
Please complete Appendices B1 and B2 (CLO's), C (PLO's), and D (A few
questions)before writing your narrative. Limit your narrative to two pages.
After review of your success and retention data, your enrollment trends, your
curriculum, and your CLO and PLO results, provide an overall reflection on your
program. Consider the following questions in your narrative, and cite relevant data (e.g.,
efficiency, persistence, success, CLO/PLO assessment results, external accreditation
demands, etc.):
• What are the trends in course success and retention rates (based on overall
results and CLO assessments) in your program? Do you see differences based
on gender and/or ethnicity? Between on-campus and online or hybrid online
courses? Provide comparison points (college-wide averages, history within
your program, statewide averages).
1. Success and persistence rates.
3
For fall 2009- spring 2012, the World Languages composed of French, Japanese, and Spanish
programs performed between 40%-100% overall success whereas the college fluctuated
between 65%-68%.
For the smaller program (Japanese composed of one section of 1A and one section of 1B) the
range for the overall success rate is high at 70%-86%.
For fall 2009- spring 2012:
Range
of
enrolled
63-69
Japanese 1A
33-37
Japanese 1B
total Overall success
rate
70%-77%
71%-86%
For the two larger programs (French and Spanish) the overall success ranges have a wider
range in varying degree due to levels, the size of the courses, and number of sections we
offer each semester. Also, for French 1B, 2A, and 2B the courses were cross-listed until
Spring 2012 when 1B was separated from the 2A/2B.
For fall 2009- spring 2012:
Range
of
enrolled
68-93
French 1A
17-32
French 1B
8-21
French 2A
2-15
French 2B
total Overall success
rate
41%-54%
66%-84%
70%-90%
57%-100%
For fall 2009- spring 2012:
Range
of
enrolled
298-341
Spanish 1A
42-109
Spanish 1B
17-40
Spanish 2A
14-25
Spanish 2B
total Overall success
rate
40%-52%
53%-64%
83%-94%
82%-100%
Summer 2011-2012
Range
of
enrolled
French 1A
total Overall
rate
31-39
success
45%-54%
Summer 2011-2012
Spanish 1A
Spanish 1B
Range
of
enrolled
66-81
16
total Overall success
rate
68%-71%
88%
4
Findings:
The wide range in the percentile differences might be due to several factors:
 2/3 of our WL courses are taught by adjunct faculty
 Many of our WL faculty have not been following the department’s pedagogical
teaching methodology of using solely the target language in the classroom
 the linguistic differences of the language programs (Romance and Asian languages)
 the number of sections being offered each semester
 the number of students enrolled in each course and language.
 According to the overall success rate for Chabot (65-68%), our WL department is
aligned with the rest of the campus.
 We have found that summer courses tend to have a higher overall success rate.
Problem areas that were addressed:
All course outlines for World Languages courses have been updated and approved by
the curriculum committee. Starting fall 2010, all WL course outline descriptions
indicate the sole use of the target language.

WL full-time faculty has been working with the adjunct faculty through flex-days and
discipline meetings and workshops to:
follow the contract professional standards of challenging students learning and
providing high expectations to students (18I.7.b.,4) and organizing course content so
that is encompasses authorized course outlines (18I.7.c.5). This is being implemented
with a less instructor-center method of teaching and more opportunities for studentto-student interactions inherent in the communicative Second Language Acquisition
pedagogy.

be current, sound, professional, and consistent in the World Languages program
offered at Chabot College

improve our program by creating a unifying World Language identity across
languages and sections, homogenization of various aspects

be sequential and offerings expanded from within and outward through curriculum
expansion, with consistency in our Course Outlines
5
Analysis of the overall WL program
The overall success data between Fall 2009-Spring 2012 for each of the language programs indicates:
French
41%-100%%
Japanese
70%-86%
Spanish
40%-100%
A few findings:
 Follow the contract professional standards of challenging students learning and providing high
expectations to students (18I.7.b.,4) and organizing course content so that is encompasses
authorized course outlines (18I.7.c.5). This is being implemented with a less instructor-center
method of teaching and more opportunities for student-to-student interactions inherent in the
communicative Second Language Acquisition pedagogy.
 To be current, sound, professional, and consistent in the WL program, the WL is currently
working on the training of adjunct faculty to adhere to the current course outlines and
departmental teaching philosophy of using solely the target language in the classroom.
 The department believes that there is direct correlation of the lower success rate with the
enrollment numbers. Currently, all 1A courses in the WL department have a student cap of 40
students while other transfer institutions and other community colleges in the area have between
20 and 35 students for the equivalent course.
As of now:
Courses
All 1A
All 1B
All 2A
All 2B
Conversation courses


Chabot
College
UC
Berkeley
San Jose
State U.
Mission
College
40 students
35 students
30 students
30 students
35 students
20 students
20 students
20 students
20 students
20 students
30 students
30 students
30 students
30 students
30 students
30 students
30 students
30 students
30 students
30 students
West
Valley
College
35 students
35 students
30 students
30 students
35 students
We are one of the few colleges that offer a first-year foreign language class with a max. of 40
students (Mission College is 30 students and West Valley is 35 students).
In order for our transfer courses to be competitive and equivalent to the same level courses offered
at the 4 year institutions and other community colleges, we need to align our course capacity with
those institutions.
In order to improve the overall success rate, the WL department requests:
 To move to closer alignment to the course capacities that the transfer institutions and other
community colleges in the area have.
 Adequate pedagogical student cap for all courses/sections should be at 30 students (currently 40).
6
Analysis by course/language
The overall success data between Fall 2009-Spring 2012 for each of the language programs indicates:
1A courses
Success
Non-success
Withdrawal
French 1A
41%-54%
8%-21%
25%-48%
Total
#Enrolled
68-93
Japanese 1A*
Spanish 1A
70%-77%
40%-52%
14%-19%
23%- 30%
6%-16%
23%-37%
63-69
296-341
*Note: Japanese 1A course is only offered during the fall semester.
The overall success data between Fall 2009-Spring 2012 for each of the language programs indicates:
1B courses
French 1B
Japanese 1B**
Spanish 1B
Success
66%-84%
71%-86%%
53%-64%
Non-success
4%-19%
8%-18%
10%-27%
Withdrawal
11%-16%
3%-14%
20%-31%
Enrolled #
19-32
33-37
42-109
**Note: Japanese 1B course is only offered during the spring semester.
The overall success data between Fall 2009-Spring 2012 for each of the language programs indicates:
2A courses
French 2A
Spanish 2A
Success
70-95%
Non-success
8-21%
Withdrawal
5-30
Enrolled #
10-21
17-40
The overall success data between Fall 2009-Spring 2012 for each of the language programs indicates:
2B courses
French 2B
Spanish 2B
Success
57-100%
82-100%
Non-success
11-14%
5-14%
Withdrawal
6-25%
4-14%
Enrolled #
2-15
14-25
A few findings:
 Many students taking our 1A courses are choosing a World Language course to satisfy different
requirements for graduation, transfer, and/or completion of a degree.
 The student success rate for our 1A courses varies from 41%-77%.
 Although there is a big variation on the success rate, the non-success rate is for the most part lower
(from 8%-30%).
 The withdrawal rate is higher than the non-success rate. The withdrawal rate varies among
languages. The smaller language departments have an overall lower withdrawal rate than French
and Spanish. This could be due to the fact that there are a lot more sections and students enrolled
in French and Spanish 1A (most of French1A and Spanish 1A sections have more than 40
students) making it harder for students to follow the course because of an excessive student7





teacher ratio.
This high ratio (40:1) is NOT pedagogically sound for a foreign language classroom and it
prevents at risk students from receiving the attention they need to succeed.
We are also looking more broadly at how to best provide greater assistance to students in these
courses, including how to better connect at-risk students to the support services we offer,
including improvements in classroom support services such as tutoring and conversation groups.
The differences in student success in World Languages are to some extent implicit in the level of
the course, with enrollment and student cap being higher in the 1A courses in comparison to the
1B, 2A, and 2B.
It should be noted that the lower student to teacher ratio on the 1B, 2A, and 2B courses yields a
significantly higher student success rate while the non-success and withdrawal rates drop
drastically in comparison to the 1A courses.
What do you see in the comparisons between men and women and between different ethnicities?
What accounts for differences? What concerns you? How could you strategically address the concerns?
Gender: fall 09-spring 12 (# enrollment)
Overall
Chinese
French
Italian
Japanese
Spanish
success
1A/1B
1A/1B/2A/2B 1A
1A/1B
1A/1B/2A/2B
27/19
67/12/7/4
28
36/20
237/46/14/12
Men
13/4
89/24/16/7
36
28/15
280/80/26/25
Women
 Following Chabot’s demographic gender data, our language courses have a higher percentage of
women enrolled thus a highest success rate.
Race-Ethnicity
 Overall enrollment shows that Asian students tend to represent the highest % in Asian language
courses (Chinese and Japanese).
 Overall enrollment shows that Romance languages (French, Italian, and Spanish) tend to represent
the ethnic demographic data of Chabot
3. The Difference We Hope to Make - Review the Strategic Plan goal and key
strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SP for PR.pdf prior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resource
Requests) to further detail your narrative. Limit your narrative to three pages, and be
very specific about what you hope to achieve, why, and how. what initiatives are
underway in your discipline or program, or could you begin, that would support the
achievement of our Strategic Plan goal? Over the next three years, what improvements
would you like to make to your program(s) to improve student learning? What are
your specific, measurable goals? How will you achieve them? Would any of these
require collaboration with other disciplines or areas of the college? How will that
collaboration occur?
8
Improvements to our program:
Bring back Spanish 5:
Current course outline will be updated to reflect load and change the repeatability
Bring back Chinese and Italian:
Due to the previous budget cuts, we lost the Chinese and Italian programs at Chabot. We would
like to bring those languages back to our World Languages Department.
Increase # of students in our French AA and Spanish AA:
Data indicates that for Fall 2012, World Languages had 62 declared majors with almost 70%
indicating Spanish as their major. Data indicates that we have had a steady increase on our
French and Spanish AA awarded 2000-2012.
We need to keep increasing the number of 1A sections in order to solidify the upper levels and
the completion of AA degrees in Foreign Language (French and Spanish). This is necessary
because all the upper courses have prerequisite requirements.
Our offerings cover all days and hours’ time slots with emphasis on prime time slots. However,
we are consistently reevaluating the students’ needs and the fluctuation of enrollment in our
sections to maximize student fill rate of each section. This is somewhat challenging to foresee
because it fluctuates every semester, especially this past summer session and fall semester.
Overall, we ensure that all courses (1A, 1B, 2A, and 2B) needed for the French and Spanish AA
are offered every semester.
A “bottleneck” in Foreign Language is when students cannot take 1A courses in Foreign
Language (French, Japanese, and Spanish) because it delays their transfer timeframe. A delay in
1A enrollment, impacts their progression through the upper levels (1B, 2A, and 2B) and their
completion of the AA programs (French and Spanish) in a realistic graduation timeframe.
In addition to our AA program, all of our courses (1A, 1B, 2A, 2B) are included on various
college and state requirements:
 All 1A courses count as the Foreign Language requirement needed for UC.

All 1B courses count as the Foreign Language requirement for the UC IGETC.

All 1A, 1B, 2A, and 2B courses count as:
- CSU Transfer List
- CSU GE list (area: Arts and Humanities)
- UC Transfer List

All 1A and 1B courses count as:
- Associate in Arts Degree (AA)/Associate in Science (AS) (area: Humanities)
- Associate in Arts Degree (AA)/Associate in Science (AS) (area: Communication
and Analytical Thinking)

All 2A and 2B courses count as:
- IGETC-area 3 (Arts and Humanities)
- Associate in Arts Degree (AA)/Associate in Science (AS) (area: Writing and
Critical Thinking ; Humanities)
9
Apply for Spanish AA-T degree:
As of Fall 2013, we have submitted our request for the approval of the new associate degrees
for transfer for Spanish (AA-T for Spanish) to the Curriculum Committee. This AA-T will
simultaneously award students an associate degree and prepare them for special
benefits/guarantees upon transfer to CSU.
Course equivalency issue between Chabot and LPC:
Currently LPC language courses (French, Italian, and Spanish) do not align with our program.
This severe discrepancy creates problems when LPC students want to continue the language
course series at Chabot. We have been contacted by the Language Coordinator at LPC in the fall
2012. They are working in updating their course work. It is our hope to have a more aligned
program between our sister college so that students could take courses from both colleges and
still be considered equivalent.
WL program: Create a unifying World Language identity








Keep updating the World Language website that includes information of our AA
programs in French and Spanish, WL courses we offer, instructor’s picture w/biography,
WL events, schedule of Chinese, French, and Spanish conversation groups.
Across languages and sections, homogenization of:
Syllabi (grade breakdown, lab component, assignments)
Target language use during instruction now part of the course outlines for WL courses
effective fall 2010.
Prerequisite challenge procedure
Credit by examination procedure
Strategies to address low performance students
Outreach: High School Community Outreach in French and Spanish Target language
WL program: Expansion of existing courses:
 Keep offering Advanced grammar studies in Spanish Literature (Spanish 9-Colloquium)
 Keep offering Advanced Spanish Literature (Spanish 9-Colloquium)
 Bring back Spanish 5
 Bring back Chinese 1A and 1B; Italian 1A and 1B.
 Expand summer offerings
In order to accomplish our program goals there are certain institutional challenges that we
need to bring out.
World Languages challenges/Barriers to Success:
1. Increase lab hours for students:
We are requesting the hiring of a Spanish adjunct to work part-time at the lab to respond
to students lab needs by offering a more flexible schedule. Due to the limited resources,
currently the lab schedule does not promote student-oriented learning environment.
10
2. Increase the percentage of full-time faculty in the department to improve program
quality, cohesion, and consistency:




World Languages currently offers 46 sections in a year, about 23 per semester and 3 in
the summer. For 2009-2010, this represented a total of 19.4 FTEF, but we will only have
3 full-time World Language instructors. This means 16% of the FTEF is taught by fulltime and 84% by part-time instructors.
In actual numbers, we have 3 full-time World Languages instructors and 12 adjunct
World Language instructors, which mean only 17% (3/17) of the faculty, are full-time.
Concretely, only 3 full-time instructors are available to recruit, hire, mentor, and evaluate
12 adjuncts as well as trying to build a strong world language program that includes a
new world language laboratory. The 3 full-time instructors are responsible not only for
the language that they work on but for the recruiting, hiring, mentoring, and evaluating of
all 12 adjuncts in French, Japanese and Spanish.
With the hire of an additional full-time faculty, four full-time instructors would still only
represent 22% (4/18) of the faculty shouldering the responsibilities of curriculum, off-site
courses, a language lab, and campus-wide professional service responsibilities.
3. Correct errors in the EMC reporting tool:
 There was a discrepancy in the data for some of the courses especially for cross-listed
courses such as French 2A/2B.
4. We need to have our three Display cases move Bldg. 800 to 300 for pedagogical uses.
5. Add a collection of Spanish and French DVDs for the Lab
6. Have printing capabilities for our students in the lab (352)
Improvement in technical support from the college:
1. Critical Technology support needed:
A. Screencast Pro ($99.95)
As we keep adding more DE courses in French and Spanish (online and hybrid) due to their
high productivity and high enrollments, we need more technical support. Currently two fulltime instructors (C. Moon and C. Parrish) are teaching online and hybrid and need the tools
necessary to provide student-centered lectures on Blackboard. As of now the District does
not offer resources nor software for :
a) Online video and content hosting with adequate storing capacity and bandwidth to
accommodate the high volume of students accessing and downloading the video lectures
($99.95 x 2 = $199.90 + tax). This is a yearly license for two instructors. We currently
have to accommodate at least 500 online/hybrid students accessing online video lectures.
B. Wimba Voice needed
We have communicated to the Chabot Technology Committee the need of voice discussion
tool on Blackboard such as Wimba voice. The committee agreed that it will be useful tool
but we need the monetary support to at least pilot this tool as a viable tool for not only our
online students but for all Chabot students.
Some of the possible benefits of this tool are:
11







Enhance the instructor’s presence and involvement with course materials
Add additional, re-usable explanations of complex concepts
Personalize engagement between instructors and students
Teach correct pronunciation and provide audible learning cues to students
Enhance the instructor’s ability to reach students who learn best by hearing,
To better address students with visual and print disabilities,
Add energy and interactivity to class discussions
Institutional Improvement:
Campus server that would support the uploading of video/audio files needed
Because of our large amount video files that we use for our hybrid/online courses, we cannot
load them on Blackboard. We are using outside servers (paid by the individual instructors)
to host our videos for our students. We need a dedicated server for our increasing need of
video/audio files.
12
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)
2012-13
Budget
Requested
1 part-time
Spanish
adjunct for
lab
2012-13
Budget
Received
Supplies & Services
Technology/Equipment
$800
$600
2013-14
Budget
Requested
1 part-time
Spanish
adjunct for
lab
$200 (DVDs
in Spanish
and French
for the lab)
$200
(screencast)
2013-14
Budget
Received
Other
TOTAL
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.
Staffing: We have been requesting the hiring of a Spanish adjunct to work part-time at the lab to
respond to student lab needs by offering a more flexible schedule. Currently, students have a
very limited lab schedule available to them.
Technology/equipment: We have requested Screencast Pro and Wimba.
Critical Technology support needed:
Screencast Pro ($99.95)
As we keep adding more DE courses in French and Spanish (online and hybrid) due
to their high productivity and high enrollments, we need more technical support.
Currently two full-time instructors (C. Moon and C. Parrish) are teaching online and
hybrid and need the tools necessary to provide student-centered lectures on
Blackboard. As of now the District does not offer resources nor software for :
b) Online video and content hosting with adequate storing capacity and bandwidth to
accommodate the high volume of students accessing and downloading the video
13
lectures ($99.95 x 2 = $199.90 + tax). This is a yearly license for two instructors.
We currently have to accommodate at least 500 online/hybrid students accessing
online video lectures.
Wimba Voice needed
We have communicated to the Chabot Technology Committee the need of voice
discussion tool on Blackboard such as Wimba voice. The committee agreed that it
will be useful tool but we need the monetary support to at least pilot this tool as a
viable tool for not only our online students but for all Chabot students.
Some of the possible benefits of this tool are:







2.
Enhance the instructor’s presence and involvement with course materials
Add additional, re-usable explanations of complex concepts
Personalize engagement between instructors and students
Teach correct pronunciation and provide audible learning cues to students
Enhance the instructor’s ability to reach students who learn best by hearing,
To better address students with visual and print disabilities,
Add energy and interactivity to class discussions
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?
Lack of staffing: Due to the limited resources, currently the lab schedule does not promote
student-oriented learning environment.
Campus server that would support the uploading of video/audio files needed
Because of our large amount video files that we use for our hybrid/online courses, we can not
load them on Blackboard. We are using outside servers (paid by the individual instructors) to
host our videos for our students. We need a dedicated server for our increasing need of
video/audio files.
14
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:
X No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once at
least once every three years.

Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
Chinese 1A
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
Fall09
Currently not offered
Completed fall 12
Fall13
Fall09
Japanese 1A
Fall14
Fall11
Spring10
Spanish 1A
Fall14
Spring12
Spring12
Chinese 1B
Currently not offered
Fall 12
Spring11
French 1B
Fall13
Fall10
Fall10
Japanese 1B
Spring14
Fall11
Spring11
Spanish 1B
Fall13
Spring11
Spring11
French 2A
Spring14
Spring11
Spring11
Spanish 2A
Spring14
Spring12
Fall11
French 2B
Spring13
Fall11
Fall11
French 1A
15
Fall09
Spanish 2B
Sring13
Spring12
Fall11
Spanish 5
Fall14
Spring12
Fall11
WORL 1L
Currently not offered
Fall12
Fall11
16
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 have made great progress in unifying the World Languages Program under an immersion
approach using solely the target language in all the classes.
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 hope to increase our offering in sections and in languages.
Also, we will continue our training in instructional technology and seek more resources for
our lab.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
17
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: _____World Languages_

PLO #1: Demonstrate proficiency in understanding and using, orally, the grammatical structures
presented and vocabulary assigned

PLO #2: Demonstrate proficiency in understanding and using, in writing, the grammatical
structures presented and vocabulary assigned

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
There was a need to standardize the use of a rubric for all written compositions and oral presentations
at all levels 1A, 1B, 2A, and 2B due to the large number of sections and instructors.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
The use of a common rubric and topics promoted fluency and accuracy of the content presented to the
students at each specific level.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
We will continue to use the common rubric and similar topics/themes to be used at each specific level to
encourage student’s confidence in the target language as well as the use of vocabulary and linguistic
structures in appropriate communicative context. The amount of proficiency production and the level of
difficulty and complexity of expression are appropriate for the level of learners.
18
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? YES
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.
2. Have all of your courses been offered within the past five years? YES
If no, why should those courses remain in our college catalog?
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? YES
If no, identify the CLO work you still need to complete, and your timeline for completing that
work this semester.
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? YES
If no, identify which courses still require this work, and your timeline for completing that work
this semester.
5. Have you developed and assessed PLOs for all of your programs? YES
If no, identify programs which still require this work, and your timeline to complete that work
this semester.
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?YES
7. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? YES
If not, explain why you think this may be.
19
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support
of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both
internal and external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Activity (brief description)
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
20
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
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:
21
(obtained by/from):
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/Data2013.cfm.
1. Number of new faculty requested in this discipline: _1__
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
Faculty (1000)
Program/Unit
Division/Area
Full time
Part-time
Spanish
instructor
Spanish-lab
World Languages
World Languages
Language Arts
Language Arts
Rationale for your proposal. Please use the enrollment management data. Data that will strengthen your rationale include FTES trends over
the last 5 years, FT/PT faculty ratios, recent retirements in your division, total number of full time and part-time faculty in the division, total
number of students served by your division, FTEF in your division, CLO and PLO assessment results and external accreditation demands.



World Languages currently offers 46 sections in a year, about 23 per semester and 3 in the summer. For 2009-2010, this represented a
total of 19.4 FTEF, but we will only have 3 full-time World Language instructors. This means 16% of the FTEF is taught by full-time and
84% by part-time instructors.
In actual numbers, we have 3 full-time World Languages instructors and 12 adjunct World Language instructors, which mean only 17%
(3/17) of the faculty, are full-time.
Concretely, only 3 full-time instructors are available to recruit, hire, mentor, and evaluate 14 adjuncts as well as trying to build a strong
22

world language program that includes a new world language laboratory.
With the hire of an additional full-time faculty, four full-time instructors would still only represent 22% (4/18) of the faculty shouldering
the responsibilities of curriculum, off-site courses, a language lab, and campus-wide professional service responsibilities.
Currently the Spanish program offers 28 sections of Spanish (from first-year to second-year Spanish) out of the 46 sections of world language
courses offered in our department. This means that 60% of courses are taught by 2 full-time and 6 part-time Spanish instructors.
We expect to hire someone who is a World Language instructor, with Spanish being the lead language, but also would be able
to teach another language; a professional profile typical among World Language departments on college campuses.
Language
French
Japanese
Spanish
TOTAL
# of sections
6 (w/ 2 overlap)
1
14
21 sections
# of full-time faculty
1
0
2
3 full-time faculty
# of part-time
2
1
8
11 part-time
In addition, we request an increase on FTEF allocation proportionate to the increase on contact time due to a lab requirement
approved by the college and the district curriculum committees in the fall of 2008.
 The WL department requests the hiring of a Spanish adjunct faculty to cover 15 additional hours at the lab.
Note: according to our investigation, a WL student that attends the weekly mandatory lab hour at 1 hour/week for 18 weeks
generates $150 per student per semester. Each semester, the Spanish courses have an enrollment of 500 students which means
that the WL lab is generating $75,000.
If we hire an adjunct faculty to cover 15 additional hours, this will cost around $15,174 per semester (15 hours x $56.20).
2. 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.


Build pathway communities to support students
Help students to monitor their progress along their pathway
The addition of a full-time World Language faculty and an additional part-time faculty to coordinate the World Languages Lab will
23
help our program with the alignment with the strategic plan for the college and move our students onto the learning pathways.
Our mandatory lab component for all of our courses makes our World Languages Program an excellent venue for building pathway
communities and help students monitor their progress while on their path to complete their language requirement for transfer or to
pursue an AA degree in French or Spanish. As of Fall 2013, we have submitted our request for the approval of the new associate
degrees for transfer for Spanish (AA-T for Spanish) to the Curriculum Committee. This AA-T will simultaneously award students
an associate degree and prepare them for special benefits/guarantees upon transfer to CSU.
Data indicates that for Fall 2012, World Languages had 62 declared majors with almost 70% indicating Spanish as their major. Data
indicates that we have had a steady increase on our French and Spanish AA awarded 2000-2012.
We need to keep increasing the number of 1A sections in order to solidify the upper levels and the completion of AA degrees in
Foreign Language (French and Spanish). This is necessary because all the upper courses have prerequisite requirements.
Our offerings cover all days and hours’ time slots with emphasis on prime time slots. However, we are consistently reevaluating the
students’ needs and the fluctuation of enrollment in our sections to maximize student fill rate of each section. This is somewhat
challenging to foresee because it fluctuates every semester, especially this past summer session and fall semester.
Overall, we ensure that all courses (1A, 1B, 2A, and 2B) needed for the French and Spanish AA are offered every semester.
A “bottleneck” in Foreign Language is when students cannot take 1A courses in Foreign Language (French, Japanese, and Spanish)
because it delays their transfer timeframe. A delay in 1A enrollment, impacts their progression through the upper levels (1B, 2A, and
2B) and their completion of the AA programs (French and Spanish) in a realistic graduation timeframe.
In addition to our AA program, all of our courses (1A, 1B, 2A, 2B) are included on various college and state requirements:
 All 1A courses count as the Foreign Language requirement needed for UC.

All 1B courses count as the Foreign Language requirement for the UC IGETC.

All 1A, 1B, 2A, and 2B courses count as:
- CSU Transfer List
- CSU GE list (area: Arts and Humanities)
- UC Transfer List
24

All 1A and 1B courses count as:
- Associate in Arts Degree (AA)/Associate in Science (AS) (area: Humanities)
- Associate in Arts Degree (AA)/Associate in Science (AS) (area: Communication and Analytical Thinking)

All 2A and 2B courses count as:
- IGETC-area 3 (Arts and Humanities)
- Associate in Arts Degree (AA)/Associate in Science (AS) (area: Writing and Critical Thinking ; Humanities)
25
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, and 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: _____
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
Classified Professional Staff (2000)
Description
Program/Unit
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Postion
Description
Student Assistants (2000)
Program/Unit
26
PLEASE LIST IN RANK
ORDER
Division/Area
PLEASE LIST IN RANK
ORDER
Division/Area
2. Rationale for your proposal.
3. 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.
27
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
COURSE
Chinese 1A
Chinese 1B
Italian 1A
Italian 1B
CURRENT
FTEF
(2013-14)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
0
0
0
0
1
1
1
1
0
0
0
0
40
35
40
35
The program is requesting the necessary FTEF allocations to reinstate the following programs:

2 sections of Chinese 1A (Fall) and 1B (Spring). The enrollment trend indicates that this
program first introduced in the Fall 09 was steadily growing its student’s enrollment each
semester, until the program was eliminated due to budget cuts in Fall 11.
* Chinese 1A: Fall 09 (100% enrolled), Fall 10 (118% enrolled),
* Chinese 1B: Spring 09 (51% enrolled),Spring 10 (66% enrolled),Spring 11 (71%
enrolled)

2 sections of Italian 1A (Fall) and 1B (Spring). The enrollment trend indicates that this
program was growing its student’s enrollment each semester, until the program was
eliminated due to budget cuts in Fall 10.
* Italian 1A: Fall 09 (81%),
* Italian 1B: Spring 09 (34%)
28
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.
29
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.
Supplies Requests [Acct. Category 4000]
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional benefit to the program.
2013-14
2014-15
Request
needed totals in all areas Request
Requested Received
Description
Amount
Spanish and
French DVDs
Vend
or
$200
30
Division/Unit
World
Languages/
Language
Arts
Priority #1
Priority #2
Priority #3
Contracts and Services Requests [Acct. Category 5000]
Instructions:
1. There should be a separate line item for each contract or service.
2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated
requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not received in
the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional
benefit to the program.
augmentations only
Description
Amount
Vendor
Division/Unit
31
Priority #1
Priority #2
Priority #3
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.
Description
FLANC (Foreign Language
Association of Northern
California).
Each year, FLANC organizes a
Fall Conference (with
workshops) in the Bay Area.
FLANC (Foreign Language
Association of Northern
California).
Each year, FLANC organizes a
Fall Conference (with
workshops) in the Bay Area.
Amount
$ 345
This is for
the 3 full
time faculty
($115 x 3
=345).
It includes
membership
and
conference
fees.
$ 1.100
This is for
the 11 parttime faculty
($100 x 11
=1.100)
It only
includes
conference
fees.
Vendor
Division/Dept
FLANC (Foreign
Language Association
of Northern
California).
http://flanc.org/wp/?p=661
Language
Arts / World
Language
FLANC (Foreign
Language Association
of Northern
California).
http://flanc.org/wp/?p=661
Language
Arts / World
Language
Priority Priority Priority
#1
#2
#3
X
X
32
Notes
This is an essential professional
development to network with
other language instructors from
local community colleges and
universities.
In the past, this event gave us
the opportunity to share
pedagogical strategies, to
discover new instructional
materials, and to assess the
language programs of equivalent
institutions.
This conference and the
workshops would be an effective
professional development to the
world language part-timers
teaching at Chabot.
This would reinforce our mission
of teaching in the sole target
language through meaningful
and communicative interactions.
33
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.
Instructions:
1. For each piece of equipment, there should be a separate line item for each piece and
an amount. 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.
2.
For bulk items, list the unit cost and provide the total in the "Amount" column.
Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be
in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to
jeopardize the life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be
nice to have and would bring additional benefit to the program.
Description
Amount
Vendor
Screencast Pro
$200
TechSmith
Division/Unit
Languages Arts/World
Languages
34
Priority #1
X
Priority #2
Priority #3
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 reprioritizing 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?
35