Science and Math Division - Deans Summary
Program Review, Fall 2013
Submitted by Tram Vo-Kumamoto
December 11, 2013
College Strategic Plan Goal:
“Increase the number of students that achieve their educational goal within a reasonable time by clarifying
pathways and providing more information and support.”
Division Vision: Our vision is to develop a community of socially responsible citizens who have relevant
knowledge, background, and use of mathematical and scientific concepts to contribute to the vitality of the
region.
Division Mission: Our mission is to provide accessible mathematics and science educational learning
experiences inside and outside of the classroom that meet community needs and support student
achievement of their educational and work goals.
Increasing diversity and achievement in Science, Technology, Engineering and Mathematics (STEM) is
critical to the country’s economic and social vitality. The U.S. requires current generations of youth, of all
backgrounds, to aspire to work in STEM fields to maintain its place in technology and science innovation(RiegleCrumb, Moore, & Ramos-Wada, 2011). For this reason, the country has worked for many years to better STEM
education for all, as well as increase the pipeline of students who choose to enter STEM majors in college.
In an effort to increase achievement and diversity in STEM, there has been an increased interest in the
community colleges and its role in STEM education(Universities et al., 2012). The community colleges are uniquely
positioned to increase the numbers of success and diversity of STEM college students and graduates since it
provides a second chance opportunity for all students to access higher education.
The Math and Science Division at Chabot College, recognizes our role in
improving STEM education and increasing STEM graduates in our local region. Our
strategy to increase achievement and diversity is built on Bronfenbrenner’s Ecological
Theory, which believes that the environment in which we live influences our student’s
learning and development. With this in mind the division recognizes that we will need to
better support our students within their different pathways through our programs and
courses to increase success and diversity in STEM.
For the last three years, the division has focused on
identifying the different student groups we serve. In our work,
we have recognized that there are three core student groups that we serve, STEM (focus
on Biology and Engineering), Pre-Allied Health and General Education.Based on these
student groups, our focus for the next five years is to improve the learning environment for
each of these groups, recognizing that each groups has different needs based on their
context both on campus and off campus. We will work to align and coordinate the
planning, instruction, and learning goals between the different disciplines in our division
and across campus. Our goal is develop a learning environment that is student centered
and involves continuous improvement.
The following are the different student pathways we serve, corresponding courses, outcomes, and
metrics by Student Group:
STEM
Astronomy
Biology
Biology 2, 4, 6
*(Anatomy & Physiology
for pre-professional)
Chemistry
Computer
Science
Engineering
Math
Physics
OUTCOMES
(PLO’s)
METRICS
(How can we
acknowledge
and celebrate
the learning
outcomes
students
achieve? Are
there
benchmarks
along the
way?
Chemistry 31, 1A, 1B,
12A, 12B
Computer Science 7, 14,
15, 20, 21
Pre- Allied GE/Exploratio
Health
n
Astronomy (all)
Biology –
Biology 10, 25,
Bio 31,
50,
Anat1,
Environmental
Phsi 1,
Science 10, 11
Micr 1
Chemistry Chemistry 10
30A, 30B
Degree –
*Bio/Chem//CSCI/Engr/
Math
*Liberal Arts – Sci & Math
Biology 50
Environmenta
l Science
10,11
Computer
Science 8
Engineering 10, 11, 22,
25, 36, 43
Math 15, 16, 37, 20, 1, 2,
Math 43
3, 4, 6, 8
*(Architecture/Business/Ec
on too)
Physics 2A, 2B, 4A, 4B,
4C, 5*(Architecture too)
Certificate –
*Engr: Technical Design
Other Majors Skills
Degree –
*Bio/Allied
Health
Program
Admiss.
Transfer Ready
Transfer
Ready
Transfer
Transfer
Math 31, 33,
47, 43
Physics 11
Course
success data
Math 47, 43,
31, 33,15, 16
Computer
Science 6,
10, 19A, 41
Engineerin
g 22
Math 103,
104, 65,
55, 54, 53
Awareness & Access
 Outreach to local K-12 schools
1. Continue HPN work to align math curriculum and start discussions about science curriculum
2. Collaborations with ROP to provide Project Lead the Way pathways to STEM programs at Chabot
 In-reach to current students to expose and encourage African American, Latino and Pacific Islander
students to enter/continue in science and math fields.
1. Development of STEM 101 course for STEM majors in collaboration with counseling and student
life.
2. Continue to foster and support our student clubs: Biology, Chemistry, Computer Science and
Engineering, and Math
Student Success
 Increase availability of up to date technology in the classroom to enhance learning and assessment of
student learning
 Curriculum development/Articulation
1. Physics applied calculus path
2. STEM 101 course to support and create community for STEM students who are not able to access
STEM courses due to prerequisites
 Student Learning Outcomes/Program Learning Outcomes
1. Program learning outcomes based on student groups
2. Focus on assessment and continuous improvement by aligning math learning goals to the science
learning goals
 Continue to build on MESA program to create a STEM program that serves ALL students, and create a PreAllied Health program.
 Seek funding for cohort learning for our different student groups
 Increase internships and research opportunities by building on the model and success of the NIH Bridges
program.
 Build Peer Study groups around student pathways.
Community Partnerships
 Create linkages with industry, k-12’s, universities, and community-based organizations to create clear
pathways for transition, internship and research opportunities.
 Support the development of future Science and Math K-12 teachers in collaboration with CSU, UC, and
foundations with programs like the East Bay Teacher Pathways Program and the Summer Science Institute
Vision, Leadership & Innovation
 Adjunct mentoring
 Professional development for use of technology to provide just in time student learning needs assessments
 Improve our facilities, specifically building 2100, to enable 21st century learning and innovation in teaching
 Increase funding and support for lab instruction
Challenges:
 Need to develop infrastructure for reporting of data regarding students who have declared science and math majors
on a continuous basis to enable longitudinal studies that will help us better understand completion rates and exit
points within our different student groups.
 Ability to know what majors our students have declared on the instructor roster.
 Technology in the classroom cannot be maximized with our current standard set-up. We need to expand our
standard to include two screens and two projectors that can project different images. Otherwise, faculty is restricted
to usage of only one mode of presentation at a time.
 Facility constraints due to software needs. To create flexibility, faculty need to have laptops that have the necessary
software required for instruction so that they can enter any classroom and have the necessary tools to teach and
facilitate learning. In addition, the software used by students need to be accessible from any lab.
Division FTEF Allocation by Student Group
Student
Group
Pre-Allied
Health
Basic Skills
SU 13
FA 13
SP 14
Total
2.14
14.26
13.91
30.31
2.00
14.48
13.42
29.90
General Ed
3.26
9.07
9.19
21.52
Skills
0.00
0.53
0.58
1.11
STEM
3.81
21.56
20.51
45.88
Total
11.21
59.90
57.61
128.72
128.72
Division FTEF Allocation by Discipline
Discipline
SU 13
FA 13
SP 14
Total
ASTRO
0.20
1.32
1.92
3.44
BIOL
3.21
13.98
13.63
30.82
CHEM
2.00
10.78
9.85
22.63
CSCI
0.00
3.13
2.83
5.96
ENGR
0.00
1.48
1.55
3.03
GNST
0.00
0.00
0.13
0.13
MTH
5.80
26.47
25.20
57.47
PHYS
0.00
2.75
2.49
5.24
Total
11.21
59.91
57.60
128.72
128.72
For the 14-15 academic year, we would like to request the following additional FTEF:
STEM
FTEF
requests
1.5 FTEF
Pre- Allied
Health
1 FTEF
GE/Exploration Other Majors
1 FTEF
1 FTEF in math for
business majors
Skills
The following are the different student pathwayswe serve, corresponding courses, outcomes, and
metrics by Student Group:
STEM
Pre- Allied GE/Exploratio
Health
n
Astronomy (all)
Other Majors Skills
Biology 2, 4, 6
Biology –
Bio 31,
Anat1,
Phsi 1,
Micr 1
Chemistry
30A, 30B
Biology 50
Environmenta
l Science
10,11
Astronomy
Biology
*(Anatomy & Physiology for
pre-professional)
Chemistry
Computer
Science
Engineering
Math
Physics
METRICS
(How can we
acknowledg
e and
celebrate
the learning
outcomes
students
achieve?
Are there
benchmarks
along the
way?
Chemistry 31, 1A, 1B, 12A,
12B
Computer Science 7, 14,
15, 20, 21
Engineering 10, 11, 22, 25,
36, 43
Math 15, 16, 37, 20, 1, 2, 3,
4, 6, 8
*(Architecture/Business/Eco
n too)
Physics 2A, 2B, 4A, 4B, 4C,
5
*(Architecture too)
Certificate –
*Engr: Technical Design
Degree –
*Bio/Chem//CSCI/Engr/Mat
h
*Liberal Arts – Sci& Math
Transfer Ready
Transfer
Biology 10, 25,
50,
Environmental
Science 10, 11
Chemistry 10
Computer
Science 8
Math 43
Math 31, 33,
47, 43
Physics 11
Degree –
*Bio/Allied
Health
Degree –
Liberal Arts
Program
Admissio
n
Transfer
Ready
Transfer
Ready
Transfer
Transfer
Math 47, 43,
31, 33,15, 16
Computer
Science 6,
10, 19A, 41
Engineerin
g 22
Math 103,
104, 65,
55, 54, 53
Program Review Summary by Student Group:
STEM
Pre-Allied
GE/Exploration Other Majors
Skills
Health
Student
-MESA:
-Need to
-Basic Skills and -Curriculum
-Assessment of
Support
Focus on
develop a
GE Tutoring
development to industry and student
development program
-Curriculum
support student needs to determine
of 1st year
that is
development for success
relevancy of skills
workshops for modeled
more options at
courses
Bridge to
after MESA college level
Engineering, for Premath for nonBridge to
Allied Health calculus path
Biology and
-Alternate
students
nd
2 year
career path
workshops for workshops
internship and
other
applications
-Math and Science Learning Center: Group and drop-in tutoring, “casual” counseling and
office hours
-Career Counseling, student life, and internship opportunities for STEM and Pre- Allied
Health students
-Open study areas
Faculty
-Reassign
-Reassign
-Reassign time
-Collaboration
Support
Time for
Time for
to collaborate
time/Retreat to Conferences/Training
STEM major
Allied Health with other GE
work with
to keep up with
faculty lead:
major
science areas
Business
industry needs
Biology and
faculty lead on campus and faculty and
Engineering
to support the
CTE faculty on
planetarium
contextualized
math.
-Conferences regarding use of tech in instruction or increasing success for students of
color
-Collaboration/Retreat to work on program aspects (STEM, Allied Health and GE)
Technology
Astronomy show
Facilities
-Smart classrooms in 3900 and 2100.
-Two projector classrooms to project two different images in 1800.
-Distance Learning classrooms to be able to record, telecast and stream lectures.
-Technology tools for the classroom (i.e. IPADS, laptops)
-Increase lab -Cadaver
classrooms
room
for Biology
- New
STEM
Biology
classes
Building
-New Biology -Update
Building
3900
-Update 3900
classrooms
-Green house
Human
Resources
-Biology
Faculty for
STEM
-Math Faculty
for STEM
-Lab Tech for
physics (50%)
classrooms
-Math
Faculty for
non-calc
path
-Large lecture facilities
-4 small study rooms in Center
-Math Faculty for -Math Faculty
basic skills
for
-Lab Tech for
Business/Econ
astronomy
(50%)
-IA for Center for Science and Math Education
Resources
Riegle-Crumb, C., Moore, C., & Ramos-Wada, A. (2011). Who wants to have a career in science or math?
exploring adolescents’ future aspirations by gender and race/ethnicity. Science Education, 95(3),
458–476. doi:10.1002/sce.20431
Universities, P. C. on E. R. and D. B. T. F.-Y. C. and, NAE, E. E. P. O., PGA, B. on H. E. and W., DELS, B.
on L. S., DBASSE, B. on S. E., DBASSE, T. A. C., … Engineering, N. A. of. (2012). Community
Colleges in the Evolving STEM Education Landscape: Summary of a Summit. National Academies
Press.