Chabot College
Program Review Report
2014 -2015
Year 2 of
Program Review Cycle
“You are in the same cycle as last year!”
“Oh, no! Time has stopped!”
Digital Media
Submitted on November 1, 2013
Contact: Mark Schaeffer
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
_X_ 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 overthe 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?
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.
2. Distance education vs. face-to-face courses.
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?
1
____ YEAR TWO
A. What Progress Have We Made?
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/Data2013.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 were your year one Program Review goals?
Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
What are you most proud of?
What challenges did you face that may have prevented achieving your goals?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
Most of the goals I set in my year-one Program Review dealt with curriculum. I said that I would
update expiring course outlines; I went beyond that and updated all of the Digital Media course
outlines, all of which have been approved by the Curriculum Committee. I also said that I would
make a decision about the future of Adobe Flash courses based on developments in the online
world; I did in fact decide to eliminate both Flash courses (DIGM 37, Flash ActionScript; and
DIGM 38, Flash Animation). I have replaced the former with a more up-to-date course: DIGM
34, JavaScript for Designers, which has also been approved by the Curriculum Committee.
The one curriculum-related goal that I did not follow through on was proposing a new course in
digital literacy. This had been suggested by our former dean, Gary Carter, based on his vision
for how Digital Media might integrate with other disciplines. With Gary’s departure, that vision
has become moot, and I’m now in discussions with our interim dean, Eric Schultz, about morerelevant ideas for the future of Digital Media. (For more about those ideas, see the next
section, “What Changes Do We Suggest?”.)
2
I said that I would provide needed resources for students by purchasing an expected new
version of Apple’s Final Cut Pro software, and by renewing our maintenance agreement for
Adobe Creative Suite software. The former has not been necessary, as Apple has been coming
out with a series of free minor updates, and there has no major (paid) upgrade to the software
so far. The latter has also turned out not to be necessary, since all of Adobe’s software is now
covered by a District-wide site license.
Finally, I said that I would continue to advocate for the importance of broad-based, non-careerspecific Digital Media courses. I have resisted turning Digital Media into a strictly vocational
program that’s designed to funnel students into “the industry” — first, because it’s not clear
what “the industry” is (graphic artists, graphic designers, illustrators, web developers, digital
video editors, photographers, and photo editors all do very different things and work for
different types of employers), and second, because most of our Digital Media students do not
go on to work in those fields. Taking this semester as an example, data from Class Web shows
that the students who enrolled in Digital Media courses have 44 different majors (not counting
those who are undeclared). Most of my students get jobs in offices, or retail establishments, or
churches, or government agencies, and they come back and tell me that they’re been given a
promotion (or kept on when their colleagues have been laid off) because they know how to
make a website or how to edit a photo in Photoshop. I want our Digital Media courses to
continue to serve these students, and not just the minority who are focused on careers in art
and design. However, this goal is seeming increasingly futile in the face of the Student Success
Task Force legislation, mandatory matriculation, and emphasis on strictly career-oriented
pathways.
I’m proudest of my having kept the Digital Media program active and vital in a time of
diminished resources. With the loss of a paid lab supervisor and adjunct faculty, the only Digital
Media courses that can be taught are those that fit into my load. I come from a background in
which you make do with what you have instead of complaining about what you don’t have.
With a streamlined course schedule, a lab staffed by volunteers, and the support of colleagues,
I’m continuing to teach a good number of students the technical and artistic skills that they
wish to learn.
3
B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to
further detail your narrative. Limit your narrative to two pages, and be very specific about
what you hope to achieve, why, and how.
Given your experiences and student achievement results over the past year, what changes do
you suggest to your course/program improvement plan? What new initiatives might you begin to
support the achievement of our Strategic Plan goal? Do you have new ideas 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 make that collaboration
occur?
The main thing that’s holding back the Digital Media program, in my view, has been the lack of
graphic design instruction at Chabot. There are graphic design courses listed under ART in our
catalog, but they haven’t been offered for quite a few years. Our Digital Media courses teach
students the skills required to use software such as Illustrator or Dreamweaver, but in the
professional world, those skills are useful only to someone who knows design.
As a result of discussions with art instructor Janice Golojuch (who was originally hired to teach
graphic design, but now teaches only illustration) and interim dean Eric Schultz, we have made
a request to the Curriculum Committee to eliminate the Graphic Design program and all current
graphic design courses, and instead to make graphic design part of the Digital Media program.
Our first step in rebuilding a graphic design curriculum has been to propose a new course:
DIGM 41, Graphic Design Concepts. Assuming that it is approved, Eric has pledged to provide
the FTEF for us to offer it for the first time in the fall. I intend to gradually add more courses
that will bring graphic design into the digital age.
Getting that FTEF is also a first step toward a longer-term goal: bringing in part-time instructors.
When I was first hired at Chabot, I was immersed in the digital world, having spent 20 years as a
freelancer, author, and business owner. In the ten years since then, the digital world has
continued to change, and I cannot be as in touch with it as I once was. It’s not just a matter of
keeping up with the technology — I manage to do that pretty well, although “digital media” is a
catchall term for a number of different technologies that are all following different paths — but
a matter of being part of the culture in a way that’s possible only if you’re out in the field doing
work for clients. That’s why having adjunct faculty members is so important: They bring
current, real-world experience into the classroom. Students would benefit from having more of
them.
Ideally, there will come a time when Digital Media has enough FTEF so that I can concentrate on
teaching the fundamentals, which don’t change; and the more advanced courses can be taught
by part-time instructors who are in touch with what’s happening now — who know what clients
like and expect, which developing technologies are worth keeping an eye on, and which
4
hardware items are the best buy. The combination of adjuncts’ current immersion with my long
experience and perspective would give students the best possible education.
5
___ YEAR THREE
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/Data2013.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.).
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?
6
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2012-13
Budget
Requested
½
$25,920
2012-13
Budget
Received
0
2013-14
Budget
Requested
0
2013-14
Budget
Received
0
$25,920
$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.
The money we received went toward updating the software used by Digital Media students to the
latest versions. This allowed students to learn more advanced skills based on newer technology, and
to become proficient with the up-to-date software that professionals use. It also presumably
bolstered our enrollment, since students generally want to take classes only at schools that are
teaching the most current versions of software.
The software we acquired for the 2011-12 academic year came with a two-year maintenance
agreement, so there was no need for a budget request for the 2012-13 academic year.
The Adobe software that’s used in most of the Digital Media courses is now covered by a Districtwide site license, so there’s no need for a budget request to update that software anymore. It’s
possible that Apple might update its Final Cut Pro software in the coming year, but without knowing
whether that will happen and what the update might cost, I can’t make a budget request at this
time.
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?
We used to have a paid supervisor, Arlene DeLeon; when she took the early-retirement option, I
requested a half-time person to replace her. That request was not granted. The consequence is that we
rely on volunteers to staff our open lab hours, and because those volunteers are neither as
knowledgeable nor as pedagogically experienced as Arlene was, our students are not getting the same
high-quality help that they used to get.
7
Also, because Arlene was a qualified professional, time spent in the lab under her supervision counted
as class attendance. As a result, my teaching load could accommodate more courses, since students
could spend some of each course’s lab hours in open labs supervised by Arlene. Now that I have to
supervise each course’s required lab hours myself, the number of courses I can teach has been reduced.
The consequence is fewer course offerings for students and reduced productivity for the Digital Media
program.
8
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:


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.
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.
submitted
DIGM 36A
submitted
DIGM 36B
submitted
DIGM 32A
submitted
DIGM 32B
submitted
DIGM 35A
submitted
DIGM 35B
submitted
DIGM 31A
submitted
DIGM 31B
9
Appendix B2: “Closing the Loop” Course-Level 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
36A: Final Cut I
Fall 2012
1
1
100%
Spring 2013
Mark Schaeffer
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
Defined Target
Scores*
(CLO Goal)
75% scored 3 or
4
100% scored 3 or
4
(CLO) 2:
NA
NA
(CLO) 3:
NA
NA
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Actual Scores**
(eLumen data)
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
10
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
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?
This CLO was devised by the instructor who previously taught the course. Actual scores
exceed the target; however, this result is insignificant. See Course Reflections.
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?
See Course Reflections.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
This CLO was devised by the instructor who previously taught the course, and it cannot be
assessed because it is meaningless. Outputting a project to a hard drive is a simple thing;
every student must do it in order to turn in assignments. Outputting a project to DVD is not
required in the Course Outline of Record and was not required of students.
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?
See Course Reflections.
11
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?
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?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
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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?
Not applicable; this was the first time I taught the course. The previous instructor never
discussed assessments with me.
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?
This course, 36A, and its continuation, 36B, were previously taught by an adjunct instructor
who is no longer here due to cutbacks in FTEF. Between the time he left and the time I took
over the courses, the video editing software on which the courses are based — Apple Final
Cut Pro — was completely revamped, with a new interface and new underlying technology.
Technical tasks that may have been challenging in older versions are relatively trivial in this
new version. My students were proficient at most of the technical aspects of video editing
by the end of the second week of classes.
Where they fell short was in the aesthetic aspects of video editing: how to make a sequence
flow smoothly, how to tell a story economically, how to suit the content to the audience.
Because I hadn’t taught these courses before, I had envisioned a more technical approach; it
took me a while to realize that I needed to change the emphasis from mechanical skills to
artistry. While I was working out how best to make that shift, my teaching was not as well
structured as I would have liked it to be, and I’m sure I lost some students because of this.
I’ve since taught 36A twice more, and I’ve changed my approach significantly based on my
experience from the last semester, putting more weight on aesthetic considerations much
earlier in the course. My students are doing better work as a result.
The current CLOs are based almost entirely on the technical aspects of the software, so they
clearly need to be replaced. In addition, some require assessment of skills that are not called
for in the Course Outline of Record.
I must mention, as I always must, that I don’t find SLOs to be at all useful in these courses or
in my other courses. The reasons for which students enroll are much too varied: Some
intend to work professionally in a digital-media-related field; some work in fields unrelated
to the arts or media, but believe that having some media skills will make them more
valuable to their employers; some are professionals who already know most of what I’m
teaching but want to catch up on the latest technology; some wish to learn these skills for
personal reasons (e.g., a hobby); some need these courses to satisfy certificate or degree
requirements; some are retired and want to do something interesting with their time; some
are simply curious; and so on. The idea that all of these people are supposed to have the
same “outcomes” makes no sense. Each student comes in with his or her own set of goals
(which they note on a form that I give them on the first day of class). The ideal outcome is
for each student to reach those goals. I see my job as simply to help them do that.
13
Nevertheless, I recognize the legal and bureaucratic necessity for SLOs, and so I will revise
the CLOs for these courses before the next assessment cycle. I have submitted course
outline changes to the Curriculum Committee.
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
 Resource based
X Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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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
36B: Final Cut II
Fall 2012
1
1
100%
Spring 2013
Mark Schaeffer
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:
Demonstrate ability to develop titles and motion graphics
for video using the Final Cut Pro application.
(CLO) 2:
Defined Target
Scores*
(CLO Goal)
75% scored 3 or
4
Actual Scores**
(eLumen data)
100% scored 3 or
4
NA
NA
75% scored 3 or
4
100% scored 3 or
4
Demonstrate ability to troubleshoot and correct problems
with video and/or audio signal using Final Cut Pro.
(CLO) 3:
Demonstrate ability to understand and creatively make
use of advanced special effects for video using Final Cut
Pro.
(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?
15
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?
This CLO was devised by the instructor who previously taught the course. Actual scores
exceed the target; however, this result is insignificant. See Course Reflections for DIGM
36A.
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?
See Course Reflections for DIGM 36A.
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?
This CLO was devised by the instructor who previously taught the course, and it calls for
assessment of skills that are not mentioned in the Course Outline of Record.
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?
See Course Reflections for DIGM 36A.
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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?
This CLO was devised by the instructor who previously taught the course. Actual scores
exceed the target; however, this result is insignificant. See Course Reflections for DIGM
36A.
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?
See Course Reflections for DIGM 36A.
D. COURSE-LEVEL OUTCOME (CLO) 4:
3. How do your current scores match with your above target for student success in this course
level outcome?
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
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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
32A: Illustrator I
Spring 2013
1
1
100%
Spring 2013
Mark Schaeffer
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 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:
Use Adobe Illustrator to create a satisfying drawing
Defined Target
Scores*
(CLO Goal)
NA (No target
defined)
Actual Scores**
(eLumen data)
NA
(CLO) 2:
(CLO) 3:
(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?
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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?
CLO scores are irrelevant to success. Each student comes in with his or her own goals for
the course; all that is relevant is whether that student met those goals.
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 need more flexibility in creating and assessing SLOs. In their current eLumen-oriented
form, they are of no value.
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?
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?
19
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?
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?
D. COURSE-LEVEL OUTCOME (CLO) 4:
5. How do your current scores match with your above target for student success in this course
level outcome?
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
20
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?
None
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?
The material taught in the course hasn’t changed, but I’m always changing the way I teach
the material — partly to keep it fresh for myself, partly in response to the needs of the
particular group of students. If a student is unclear on what I’ve presented and expresses an
interest in better understanding it, I work to find an alternative way of presenting the
material that will help that student. I don’t see what SLOs have to do with it.
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:_________________________________________________________________
21
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
32B: Illustrator II
Spring 2013
1
1
100%
Spring 2013
Mark Schaeffer
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 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:
Use Adobe Illustrator to create a satisfying drawing
Defined Target
Scores*
(CLO Goal)
NA (No target
defined)
Actual Scores**
(eLumen data)
NA
(CLO) 2:
(CLO) 3:
(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?
22
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?
CLO scores are irrelevant to success. Each student comes in with his or her own goals for
the course; all that is relevant is whether that student met those goals.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We need more flexibility in creating and assessing SLOs. In their current eLumen-oriented
form, they are of no value.
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?
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?
23
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?
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?
D. COURSE-LEVEL OUTCOME (CLO) 4:
7. How do your current scores match with your above target for student success in this course
level outcome?
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
24
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?
None
8. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
The material taught in the course hasn’t changed, but I’m always changing the way I teach
the material — partly to keep it fresh for myself, partly in response to the needs of the
particular group of students. If a student is unclear on what I’ve presented and expresses an
interest in better understanding it, I work to find an alternative way of presenting the
material that will help that student. I don’t see what SLOs have to do with it.
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:_________________________________________________________________
25
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: _ Digital Media Certificate _____
 PLO #1:
Use the tools available in one or more types of digital media to create a satisfying piece of work
 PLO #2:
Demonstrate a professional attitude in the preparation and completion of work

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
None
What program-level strengths have the assessment reflections revealed?
None
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Curricular changes have been made, but these are in response to developments in technology
that are unrelated to PLOs.
Program: _____
 PLO #1:

PLO #2:

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
26
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
27
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years? If no, identify the
course outlines you will update in the next curriculum cycle. Ed Code requires all course
outlines to be updated every six years.
Yes.
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
Yes.
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.
DIGM 34 is a new course. It will be taught for the first time in Spring 2014, and CLOs will
be developed before that time.
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester.
Yes.
5. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester.
Yes.
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
Yes.
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.
I couldn't find any applicable data online, but my common-sense response would be
that successful completion of college-level math and/or English courses would make success in any
course more likely, since math and English courses require discipline and logical thinking.
28
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
29
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:
30
(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: ___
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
Faculty (1000)
Program/Unit
Division/Area
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.
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.
31
32
Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent) classified
professional positions (new, augmented and replacement positions). Remember, student assistants are not to replace Classified Professional
staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal, safety, mandates, 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
33
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.
34
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
CURRENT
FTEF
(2013-14)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
35
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
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.
36
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
Vend
or
37
Division/Unit
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
38
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
Amount
Vendor
Priority Priority Priority
Division/Dept
#1
#2
#3
39
Notes
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
Division/Unit
40
Priority #1
Priority #2
Priority #3
41
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?
42