Chabot College
Academic Program Review Report
Year Two of
Program Review Cycle
Economics
Submitted on 10/31/2013
Ken Williams/Mike McGuire
Table of Contents
Section A: What Progress Have We Made? .............................. 1
Section B: What Changes Do We Suggest? ................................ 3
Required Appendices:
A: Budget History .........................................................................................4
B1: Course Learning Outcomes Assessment Schedule .................................5
Economics 1:
B2: “Closing the Loop” Assessment Reflections ..........................................6
C: Program Learning Outcomes..................................................................11
D: A Few Questions ...................................................................................13
Economics 2:
B2: “Closing the Loop” Assessment Reflections ........................................14
C: Program Learning Outcomes..................................................................19
D: A Few Questions ...................................................................................21
E: New Initiatives ......................................................................................22
F1: New Faculty Requests ..........................................................................23
F2: Classified Staffing Requests ..................................................................24
F3: FTEF Requests ......................................................................................25
F4: Academic Learning Support Requests .................................................26
F5: Supplies and Services Requests ............................................................27
F6: Conference/Travel Requests ................................................................28
F7: Technology and Other Equipment Requests ........................................29
F8: Facilities Requests ................................................................................30
Economics 1 & 2 Data Tables ...............................................................31
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/Data2012.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:





What 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.).
The Strategic Plan goals identified last March were :







Learn more about our students
Provide info/training to everyone at Chabot to help our students
Help the undecided to define a career/educational goal
Get students onto their "critical path" quickly
Integrate and streamline those pathways
Build pathway communities to support students
Secure funding to support this goal
Last March we noted that Economics and its students already met some of these goals and that the
others depended on action by such players as the college, transfer institutions and the state
legislature.
Our students routinely transfer to Cal State East Bay and to other CSU schools and do well there. But
some of our students also transfer to the top four-year programs and suceeed there, including U.C.
Berkeley and in several cases its highly competitive Haas School of Business. Three Chabot Economics
graduates started at Haas this fall, in fact: Indira Nelson, Christie Wong and Joey Giltner.
I am especially proud of my successful efforts to get my administrative assistant, Miss Chelsea
Camara, a full scholarship to Stanford University (worth $45,700 a year) in the Chemistry Department.
Currently I am pulling out all the stops to get Mr. Edgar Okorie into the Department of Economics at
Harvard University. Mr. Okorie's long-run goal is to use what he learns there to help bring about
lasting peace and prosperity to his native country of Nigeria.
1
Economics brings the college revenue while drawing none of the school’s financial resource other than
faculty salaries and the school’s costs of enrolling students and maintaining rooms. No specialized
equipment is used, for example (beyond utilizing general-purpose “smart,” classrooms along with
other disciplines). It would improve instruction if the full-time instructor could again attend one or
two conferences a year to keep current in his field, at an estimated cost of about $1,000 annually.
WSJ in classroom has proved enormously popular with 95-98% approval rate. Students find it ties the
textbook's theories to the real world quite effectively.
Student enthusiasm for this effort led directly to the creation of my First Mondays lecture series in
which the full-timer along with interested colleagues analyze major issues. Our "in-house attorney,"
Criminal Justice instructor William Hansen Esq., has proven invaluable with his perspective, as have
Political Science instructor Dr. Sara Parker and History instructor Jacob Adams.
The full-timer plans to take substantial time off next semester to, among other things, begin work on
an alternative to eLumen that would produce similar results while tying up much less faculty time
better spent on instruction.
2
B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior 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?
I'm becoming increasingly receptive to student interest in the applications of economic theory to realworld problems. I am also becoming increasingly interested in using a multi-disciplinary approach that
includes constitutional law (as many legislative initiatives appear to be at odds with narrow
perceptions of the Constitution), history, political science and economics together to combine their
respective narrower insights into social issues.
3
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2011-12
Budget
Requested
0
0
0
0
0
2011-12
Budget
Received
0
0
0
0
0
2012-13
Budget
Requested
0
0
0
0
0
2012-13
Budget
Received
0
0
0
0
0
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
N/A
2. What has been the impact of not receiving some of your requested funding? How has student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
N/A
4
Appendix B1: Course Learning Outcomes Assessment Schedule
All courses must be assessed at least once every three years. Please complete this chart that
defines your assessment schedule.
ASSESSMENT SCHEDULE:
Spring
Fall
2013
2013
Courses:
Group 1:
Group 2:
Group 3:
Group 4:
Full
Assmt
Spring
2014
Discuss
results
Report
Results
Full
Assmt
Discuss
results
& report
Full
Assmt
Fall
2014
Spring
2015
Fall
2015
Spring
2016
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
& report
5
Fall
2016
Spring
2017
Discuss
results
Report
Results
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Economics 1
Spring 2013
4
4
100%
Fall 2013
2
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 an understanding of microeconomic
principles by answering both qualitative and quantitative
questions and problems presented to the students on a daily
basis.
(CLO) 2: Demonstrate an ability to evaluate and reframe the
interaction that takes place among households and firms in a
modern economic setting.
(CLO) 3: Demonstrate an understanding of Pure Competition,
Monopolistic Competition, Oligopoly, and Monopoly.
Defined Target
Scores*
(CLO Goal)
70% achieve
scores of 2 or
higher
70% achieve
scores of 2 or
higher
70% achieve
scores of 2 or
higher
Actual Scores**
(eLumen data)
86%
86%
86%
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
6
NOTE: Figures here exclude students who withdraw or get Incompletes, to avoid double-counting as
most complete the class or re-enroll in a later semester. IR tables show a lower success rate because
withdrawals are included in the base used for the calculation. Even the IR tables, though, show
Economics success rates higher than entry-level Business and Math courses, along with Math 55 which is
the prerequisite for Economics 1 and 2.
Our raw data follows:
CRN
Course #
A
(4)
B
C
D
(3) (2) (1)
P
30131
30483
30133
30132
30136
30134
Econ 1
Econ 1
Econ 1
Econ 1
Econ 2
Econ 2
9
13
4
6
8
14
7
5
2
8
5
1
0
0
0
0
0
1
11
4
6
9
18
3
1
0
2
3
0
1
F
4
2
0
1
3
1
NP
Inc W
Census # Completing
Total
Course
0
0
0
0
0
0
3
0
3
2
1
4
35
35
30
39
40
31
7
0
10
10
10
5
7
32
25
17
27
34
20
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?
Current scores exceed the target and are noticeably above Chabot’s overall success rate.
This is notable in that economics courses are qualitatively and quantitatively more
rigorous than many of Chabot’s courses.
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?
Helped along by the CSU-imposed prerequisite of Math 55 (2nd year college algebra),
students seem to realize that there is a substantial quantitative component within the
study of economics. Students are more likely to take the course when ready to do so now,
compared with over-optimism in this regard previously. They are thus more likely to
succeed.
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?
Current scores exceed the target and are noticeably above Chabot’s overall success rate.
This is notable in that economics courses are highly quantitative and more rigorous than
many of Chabot’s courses.
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 CLO #1, above, question 2.
C. COURSE-LEVEL OUTCOME (CLO) 3:
8
1. How do your current scores match with your above target for student success in this course
level outcome?
Current scores exceed the target and are noticeably above Chabot’s overall success rate.
This is notable in that economics courses are highly quantitative and more rigorous than
many of Chabot’s courses.
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 CLO #1, above, question 2.
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?
N/A (There is no CLO 4.)
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
N/A (There is no CLO 4.)
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
9
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
For each 2-day-a-week class meeting I am devoting 15-20 minutes analyzing the major
financial news in the Wall Street Journal that day and tying it directly to the topics we are
currently covering in class. Preliminary surveys of the class show this is very popular with
the students, tying the real world to the academic theories that aim to explain it. In fact, it
led directly to a discussion series the first Monday of each month where myself and 3
social science colleagues from other disciplines discuss current issues with students
utilizing the insights of our respective disciplines.
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?
Evaluations are made daily of the students’ progress based upon short quizzes I give out at
the start of each class. This is a far superior instrument for making an instant decision on
what the student needs to do at that moment for that particular class. I do plan to expand
my contemporary analysis of news events into our textbook theory.
I do hope to propose an evaluation system that is a substantial improvement on eLumen
in the near future.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
→ Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
10
Appendix 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: N/A – Economics offers no degrees or certificates, and is thus not a program. It
consists of two courses that are not sequential.

PLO #1: See note above.

PLO #2: See note above.

PLO #3: See note above.

PLO #4: See note above.
What questions or investigations arose as a result of these reflections or discussions?
Explain:
N/A
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
N/A
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
N/A
Program: N/A

PLO #1: See note above.

PLO #2: See note above.
11

PLO #3: See note above.

PLO #4: See note above.
What questions or investigations arose as a result of these reflections or discussions?
Explain:
N/A
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
N/A
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
N/A
12
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? Since Economics 5 and 12 have not been offered for
over twenty years and with little chance faculty positions will be restored to allow their reimplementation, the Economics full-timer, Ken Williams, and Jane Church have dropped both
these courses from the Chabot College catalog. Econ 10, while not offered currently, is a
valuable elective course for students desiring some knowledge of economics but not going
into a major that specifically requires the more rigorous and math prerequisite-bearing Econ
1 or 2. We would like to restore Econ 10 but only if we can do so without the loss of sections
of Econ 1 and 2, required for some students’ transfer majors.
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester. Yes
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. No PLO has ever
been done for Economics because it is not a “program” offering a degree or certificate.
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? No sequence. The courses offered may be taken in either order, or one
without the other.
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. Whether or not it
correlates, it’s required! This is at the insistence of transfer institutions, and it’s at the level of
Intermediate Algebra (Math 55), not just college-level Algebra. Students are certainly betterprepared in math, on average, than they were before the requirement was imposed, and
enrollments are down because of it. (For the simple reason that we used to enroll at least
some students who hadn’t met this requirement.) Success rates are up significantly for
reasons already alluded to. As for an English requirement, those who’ve completed collegelevel English have an easier time comprehending the textbook and other readings, and thus
may do a little better in the class. The college’s official data on this, however, is inconclusive.
13
1. Appendix B2: “Closing the Loop” Assessment Reflections
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Economics 2
Spring 2013
2
All
100%
Fall 2013
2
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 a good understanding of the
fundamental terms and concepts, beginning with definitions and
culminating with the ability to interpret and apply quantitative
information (e.g. formulas) and graphs to "real world" economic
issues, problems, and events. Critical analysis, applying the
above material, is the ultimate objective.
(CLO) 2: Demonstrate an understanding of macroeconomics
principles by answering both qualitative and quantitative
problems presented to the students on a daily basis.
(CLO) 3: Demonstrate an ability to evaluate and reframe the
interaction that takes place among the major economic variables
on the national level, such as inflation, overall employment,
growth and international trade.
Defined Target
Scores*
(CLO Goal)
70% achieve
scores of 2 or
higher
70% achieve
scores of 2 or
higher
70% achieve
scores of 2 or
higher
Actual Scores**
(eLumen data)
91%
91%
91%
(CLO) 4: N/A
 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?
NOTE: Figures here exclude students who withdraw or get Incompletes, to avoid double-counting as
most complete the class or re-enroll in a later semester. IR tables show a lower success rate because
withdrawals are included in the base used for the calculation. Even the IR tables, though, show
14
Economics success rates better than entry-level Business and Math courses, along with Math 55 which is
the prerequisite for Economics 1 and 2.
Our raw data follows:
CRN
Course #
A
(4)
B
C
D
(3) (2) (1)
P
30131
30483
30133
30132
30136
30134
Econ 1
Econ 1
Econ 1
Econ 1
Econ 2
Econ 2
9
13
4
6
8
14
7
5
2
8
5
1
0
0
0
0
0
1
11
4
6
9
18
3
1
0
2
3
0
1
F
4
2
0
1
3
1
NP
Inc W
Census # Completing
Total
Course
0
0
0
0
0
0
3
0
3
2
1
4
35
35
30
39
40
31
15
0
10
10
10
5
7
32
25
17
27
34
20
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?
Current scores exceed the target and are noticeably above Chabot’s overall success rate. This is
notable in that economics courses are qualitatively and quantitatively more rigorous than
many of Chabot’s courses.
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?
Evaluations are made daily of the students’ progress based upon short quizzes I give out
at the start of each class. This is a far superior instrument for making an instant decision
on what the student needs to do at that moment for that particular class. I do plan to
expand my contemporary analysis of news events into our textbook theory.
I do hope to propose an evaluation system that is a substantial improvement on eLumen
in the near future.
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?
Current scores exceed the target and are noticeably above Chabot’s overall success rate.
This is notable in that economics courses are highly quantitative and more rigorous than
many of Chabot’s courses.
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 CLO #1, above, question 2.
16
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?
Current scores exceed the target and are noticeably above Chabot’s overall success rate.
This is notable in that economics courses are highly quantitative and more rigorous than many of
Chabot’s courses.
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 CLO #1, above, question 2.
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?
N/A (There is no CLO 4.)
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
N/A (There is no CLO 4.)
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
17
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?
2.For each 2-day-a-week class meeting I am devoting 15-20 minutes analyzing the major
3.financial news in the Wall Street Journal that day and tying it directly to the topics we
are currently covering in class. Preliminary surveys of the class show this is very
popular with the students, tying the real world to the academic theories that aim to
explain it. In fact, it led directly to a discussion series the first Monday of each month
where myself and 3 social science colleagues from other disciplines discuss current
issues with students utilizing the insights of our respective disciplines.
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?
Evaluations are made daily of the students’ progress based upon short quizzes I give
out at the start of each class. This is a far superior instrument for making an instant
decision on what the student needs to do at that moment for that particular class. I do
plan to expand my contemporary analysis of news events into our textbook theory.
I do hope to propose an evaluation system that is a substantial improvement on
eLumen in the near future.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
→ Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
18
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: ________ N/A_______________________________________

PLO #1: See note above, as well as CLO B2.

PLO #2: See note above, as well as CLO B2.

PLO #3: See note above, as well as CLO B2.

PLO #4: See note above, as well as CLO B2.
What questions or investigations arose as a result of these reflections or discussions?
Explain:
N/A
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
N/A
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
N/A
Program: (See note above.)

PLO #1: See note above.

PLO #2: See note above.

PLO #3: See note above.

PLO #4: See note above.
19
What questions or investigations arose as a result of these reflections or discussions?
Explain:
N/A
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
N/A
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
N/A
20
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.
1. Have all of your courses been offered within the past five years? If no, why should those courses
remain in our college catalog Since Economics 5 and 12 have not been offered for over twenty
years and with little chance faculty positions will be restored to allow their reimplementation, the Economics full-timer, Ken Williams, and Jane Church have dropped both
these courses from the Chabot College catalog. Econ 10, while not offered currently, is a
valuable elective course for students desiring some knowledge of economics but not going
into a major that specifically requires the more rigorous and math prerequisite-bearing Econ
1 or 2. We would like to restore Econ 10 but only if we can do so without the loss of sections
of Econ 1 and 2, required for some students’ transfer majors.
2. Do all of your courses have the required number of CLOs completed, with corresponding rubrics?
If no, identify the CLO work you still need to complete, and your timeline for completing that
work this semester. Yes.
3. 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, for all courses offered.
4. 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. No PLO has ever
been done for Economics because it is not a “program” offering a degree or certificate.
5. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? No sequence. The courses offered may be taken in either order, or one
without the other.
6. 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. Whether or not it correlates, it’s
required! This is at the insistence of transfer institutions, and it’s at the level of Intermediate
Algebra (Math 55), not just college-level Algebra. Students are certainly better-prepared in
math, on average, than they were before the requirement was imposed, and enrollments are
down because of it. (For the simple reason that we used to enroll at least some students who
hadn’t met this requirement.) Success rates are up significantly for reasons already alluded to.
As for an English requirement, those who’ve completed college-level English have an easier
time comprehending the textbook and other readings, and thus may do a little better in the
class. The college’s official data on this, however, is inconclusive.
21
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?
No new initiatives.
What is your specific goal and measurable outcome?
N/A
What is your action plan to achieve your goal?
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Activity (brief description)
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
22
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category
1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty
and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years, student
success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .
1. Number of new faculty requested in this discipline: __0__
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3. Rationale for your proposal. Please use the enrollment management data. Additional data that will
strengthen your rationale include FTES trends over the last 5 years, persistence, FT/PT faculty ratios,
CLO and PLO assessment results and external accreditation demands.
N/A
4. Statements about the alignment with the strategic plan and your student learning goals are
required. Indicate here any information from advisory committees or outside accreditation reviews
that is pertinent to the proposal.
N/A
23
Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct.
Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions (new, augmented and replacement
positions). Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, accreditation issues. Please cite
any evidence or data to support your request. If this position is categorically funded, include and
designate the funding source of new categorically-funded position where continuation is contingent
upon available funding.
1. Number of positions requested: ___0___
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3. Rationale for your proposal.
N/A
4. Statements about the alignment with the strategic plan and program review are required. Indicate
here any information from advisory committees or outside accreditation reviews that is pertinent to
the proposal.
N/A
24
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .
No FTEF requests.
25
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: ___0___
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.
N/A
26
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of
funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000
and 5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix
M6. Justify your request and explain in detail any requested funds beyond those you received this year.
Please also look for opportunities to reduce spending, as funds are very limited.
Project or Items
Requested
2012-13 Budget
Requested Received
$0
$0
2013-14
Request
$0
27
Rationale
Appendix F6: Conference and Travel Requests [Acct. Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development
Committees in allocation of funds.
Instructions: Please list specific conferences/training programs, including specific information on the
name of the conference and location. Note that the Staff Development Committee currently has no
budget, so this data is primarily intended to identify areas of need that could perhaps be fulfilled on
campus, and to establish a historical record of need. Your rationale should discuss student learning goals
and/or connection to the Strategic Plan goal.
Conference/Training
Program
American Economics Assoc.
2013-14 Request
$1,000
Rationale
To keep current in my field, meet colleagues from
other schools, and exchange teaching strategies
28
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please fill in the following as needed to justify your requests. If you're requesting classroom
technology, see http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the
brands/model numbers that are our current standards. If requesting multiple pieces of equipment,
please rank order those requests. Include shipping cost and taxes in your request.
Please note: Equipment requests are for equipment whose unit cost exceeds $200. Items which are
less expensive should be requested as supplies. Software licenses should also be requested as
supplies.
Project or Items
Requested
2012-13 Budget
Requested Received
$0
$0
2013-14
Request
$0
Rationale*
* Rationale should include discussion of impact on student learning, connection to our strategic plan
goal, impact on student enrollment, safety improvements, whether the equipment is new or
replacement, potential ongoing cost savings that the equipment may provide, ongoing costs of
equipment maintenance, associated training costs, and any other relevant information that you believe
the Budget Committee should consider.
29
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities
Committee (FC) has begun the task of re-prioritizing Measure B Bond budgets to better align with current
needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement
needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two
to be used as match if and when the State again funds capital projects, and to fund smaller projects that
will directly assist our strategic goal. The FC has determined that although some of the college's greatest
needs involving new facilities cannot be met with this limited amount of funding, there are many smaller
pressing needs that could be addressed. The kinds of projects that can be legally funded with bond
dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities."
Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests. If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name):
Building/Location:
Description of the facility project. Please be as specific as possible.
None
What educational programs or institutional purposes does this equipment support?
N/A
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
N/A
30
Chabot College, Total Economics Enrollment by Class and Gender
Spring 2010 – Spring 2013
Spring 2010
Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
Econ 1
Men
Women
Unknown
Total
119
72
5
196
126
86
1
213
106
83
0
189
129
91
3
223
88
54
3
145
127
82
2
211
77
58
1
136
Econ 2
Men
Women
Unknown
Total
92
84
0
176
54
37
0
91
92
71
2
165
68
51
0
119
91
59
3
153
57
41
1
99
65
47
2
114
All Econ
372
304
354
342
298
310
250
By Fall or Spring Semester
Econ 1
Econ 2
Total
Fall 2010
213
91
304
Fall 2011
223
119
342
Fall 2012
211
99
310
Econ 1
Econ 2
Total
Spring 2010
196
176
372
Spring 2011
189
165
354
Spring 2012
145
153
298
Spring 2013
139
116
255
Note: Enrollment Management data on the Chabot College PPBC website is, surprisingly, not totaled by all sections
of a course each semester. These figures are derived from data on the website for enrollments by gender for each
course, at
http://www.chabotcollege.edu/ProgramReview/Data/Social%20Sciences/Economics/Prog_Rev_SEP_F10Sp13/ECON_Gender.pdf
31
Chabot College Economics:
Success Rates by Class, Fall 2010 - Spring 2013
Success
Num
ECON 1
Fall 2010
Withdrawal
Num
Num
Pct
Total
Pct
Num
Pct
141
66%
31
15%
41
19%
213
100%
Spring
2011
Fall 2011
116
61%
20
11%
53
28%
189
100%
155
70%
41
18%
27
12%
223
100%
Fall 2012
127
60%
39
18%
45
21%
211
100%
94
65%
34
23%
17
12%
145
100%
79
58%
21
15%
36
26%
136
100%
712
64%
186
17%
219
20%
1,117
100%
70
77%
14
15%
7
8%
91
100%
Spring
2011
Fall 2011
126
76%
18
11%
21
13%
165
100%
81
68%
15
13%
23
19%
119
100%
Fall 2012
68
69%
17
17%
14
14%
99
100%
115
75%
16
10%
22
14%
153
100%
81
71%
11
10%
22
19%
114
100%
541
73%
91
12%
109
15%
741
100%
Spring
2012
Spring
2013
Total
ECON 2
Pct
Non-success
Fall 2010
Spring
2012
Spring
2013
Total
Source:
http://www.chabotcollege.edu/ProgramReview/Data/Social%20Sciences/Economics/Prog_Rev_SEP_F10Sp13/ECON_Courses.pdf
32
Chabot College Economics:
Overall Success, Non-Success & Withdrawal Rates,
Fall 2010 – Spring 2013 by Gender and Ethnicity/Race
Success
Num
Pct
Total
Pct
Num
Total
Pct
Num
Pct
211
69%
45
15%
48
16%
304
100%
Spring
2011
Fall 2011
242
68%
38
11%
74
21%
354
100%
236
69%
56
16%
50
15%
342
100%
Fall 2012
195
63%
56
18%
59
19%
310
100%
Spring
2012
Spring
2013
Total
209
70%
50
17%
39
13%
298
100%
160
64%
32
13%
58
23%
250
100%
1,253
67%
277
15%
328
18%
1,858
100%
Success
Male
Num
Withdrawal
Fall 2010
Num
Female
Non-success
Fall 2010
Pct
Non-success
Num
Pct
Withdrawal
Num
Pct
Total
Num
Pct
78
63%
24
20%
21
17%
123
100%
Spring
2011
Fall 2011
112
73%
17
11%
25
16%
154
100%
89
63%
30
21%
23
16%
142
100%
Fall 2012
74
60%
21
17%
28
23%
123
100%
Spring
2012
Spring
2013
Fall 2010
79
70%
19
17%
15
13%
113
100%
67
64%
16
15%
22
21%
105
100%
132
73%
21
12%
27
15%
180
100%
Spring
2011
Fall 2011
128
65%
21
11%
49
25%
198
100%
146
74%
25
13%
26
13%
197
100%
Fall 2012
118
64%
35
19%
31
17%
184
100%
Spring
2012
Spring
2013
125
70%
30
17%
24
13%
179
100%
92
65%
15
11%
35
25%
142
100%
1,240
67%
274
15%
326
18%
1,840
100%
33
Success
Num
AfricanAmerican
Asian
Filipino
Latino
Native
American
Non-success
Withdrawal
Total
Pct
Num
Pct
Num
Pct
9
47%
4
21%
6
32%
19
100%
Spring
2011
Fall 2011
17
52%
8
24%
8
24%
33
100%
13
46%
9
32%
6
21%
28
100%
Fall 2012
16
55%
6
21%
7
24%
29
100%
Spring
2012
Spring
2013
Fall 2010
15
79%
2
11%
2
11%
19
100%
10
59%
2
12%
5
29%
17
100%
92
75%
14
11%
17
14%
123
100%
Spring
2011
Fall 2011
89
75%
7
6%
23
19%
119
100%
98
78%
15
12%
13
10%
126
100%
Fall 2012
71
73%
13
13%
13
13%
97
100%
Spring
2012
Spring
2013
Fall 2010
74
72%
20
19%
9
9%
103
100%
54
69%
13
17%
11
14%
78
100%
19
70%
4
15%
4
15%
27
100%
Spring
2011
Fall 2011
29
64%
6
13%
10
22%
45
100%
20
61%
8
24%
5
15%
33
100%
Fall 2012
21
53%
12
30%
7
18%
40
100%
Spring
2012
Spring
2013
Fall 2010
24
65%
6
16%
7
19%
37
100%
19
58%
2
6%
12
36%
33
100%
38
64%
14
24%
7
12%
59
100%
Spring
2011
Fall 2011
53
70%
8
11%
15
20%
76
100%
41
59%
13
19%
15
22%
69
100%
Fall 2012
37
51%
18
25%
18
25%
73
100%
Spring
2012
Spring
2013
Spring
2011
Fall 2011
44
68%
11
17%
10
15%
65
100%
36
59%
7
11%
18
30%
61
100%
1
100%
1
100%
1
100%
1
100%
1
100%
Fall 2010
Spring
2012
Spring
2013
1
1
100%
100%
1
100%
34
Num
Pct
Pacific
Islander
White
Fall 2010
6
60%
2
Spring
2011
Fall 2011
3
75%
7
70%
Fall 2012
5
83%
Spring
2012
Spring
2013
Fall 2010
2
50%
1
17%
29
71%
4
Spring
2011
Fall 2011
31
63%
40
Fall 2012
30
Spring
2012
Spring
2013
20%
2
20%
10
100%
1
25%
4
100%
1
10%
10
100%
1
17%
6
100%
1
25%
4
100%
5
83%
6
100%
10%
8
20%
41
100%
7
14%
11
22%
49
100%
78%
5
10%
6
12%
51
100%
67%
6
13%
9
20%
45
100%
37
74%
8
16%
5
10%
50
100%
27
75%
6
17%
3
8%
36
100%
2
20%
1
25%
Source:
http://www.chabotcollege.edu/ProgramReview/Data/Social%20Sciences/Economics/Prog_Rev_SEP_F10Sp13/ECON_Overall.pdf
35
Chabot College Economics:
Success, Non-Success & Withdrawal Rates,
Fall 2010 – Spring 2013 by Course and Ethnicity/Race
Success
Num
ECON 1
AfricanAmerican
Asian
Filipino
Latino
Native
American
Other
Non-success
Pct
Num
Pct
5
38%
3
23%
Spring
2011
Fall 2011
9
53%
5
29%
8
42%
6
Fall 2012
10
45%
7
78%
5
Withdrawal
Pct
Num
38%
13
100%
3
18%
17
100%
32%
5
26%
19
100%
5
23%
7
32%
22
100%
2
22%
9
100%
63%
1
13%
2
25%
8
100%
63
72%
10
11%
15
17%
88
100%
Spring
2011
Fall 2011
32
59%
4
7%
18
33%
54
100%
65
79%
9
11%
8
10%
82
100%
Fall 2012
44
71%
9
15%
9
15%
62
100%
Spring
2012
Spring
2013
Fall 2010
27
56%
15
31%
6
13%
48
100%
26
67%
8
21%
5
13%
39
100%
13
65%
3
15%
4
20%
20
100%
Spring
2011
Fall 2011
15
56%
3
11%
9
33%
27
100%
14
61%
6
26%
3
13%
23
100%
Fall 2012
16
53%
7
23%
7
23%
30
100%
Spring
2012
Spring
2013
Fall 2010
13
68%
4
21%
2
11%
19
100%
8
44%
1
6%
9
50%
18
100%
22
59%
9
24%
6
16%
37
100%
Spring
2011
Fall 2011
27
71%
4
11%
7
18%
38
100%
28
60%
11
23%
8
17%
47
100%
Fall 2012
21
46%
12
26%
13
28%
46
100%
Spring
2012
Spring
2013
Spring
2011
Fall 2011
19
63%
5
17%
6
20%
30
100%
21
54%
6
15%
12
31%
39
100%
1
100%
1
100%
Fall 2010
Spring
2012
Spring
2013
Fall 2010
Spring
2013
Fall 2010
Spring
2011
Num
Total
5
Pct
1
100%
1
100%
1
100%
1
100%
2
100%
2
100%
2
100%
2
100%
36
Success
Num
Pacific
Islander
Unknown
White
Non-success
Withdrawal
Pct
Num
Pct
Num
5
71%
1
14%
1
Spring
2011
Fall 2011
2
67%
1
3
60%
Fall 2012
4
80%
Fall 2010
Spring
2012
Spring
2013
Fall 2010
2
1
25%
12
71%
2
Num
Pct
14%
7
100%
33%
3
100%
5
100%
5
100%
1
100%
40%
1
1
Pct
20%
100%
12%
Total
3
75%
4
100%
3
18%
17
100%
6
46%
13
100%
Spring
2011
Fall 2011
7
54%
13
76%
2
12%
2
12%
17
100%
Fall 2012
11
73%
1
7%
3
20%
15
100%
Spring
2012
Spring
2013
Fall 2010
6
60%
2
20%
2
20%
10
100%
7
64%
1
9%
3
27%
11
100%
19
66%
3
10%
7
24%
29
100%
Spring
2011
Fall 2011
21
62%
4
12%
9
26%
34
100%
24
83%
4
14%
1
3%
29
100%
Fall 2012
21
68%
5
16%
5
16%
31
100%
Spring
2012
Spring
2013
22
79%
5
18%
1
4%
28
100%
16
80%
3
15%
1
5%
20
100%
Source:
http://www.chabotcollege.edu/ProgramReview/Data/Social%20Sciences/Economics/Prog_Rev_SEP_F10Sp13/ECON_Ethnicity.pdf
37
Chabot College Economics:
Success by Course & Gender, Fall 2010 – Spring 2013
Success
Num
ECON 1
Female
Male
Unknown
ECON 2
Female
Male
Non-success
Pct
Num
15
Withdrawal
Pct
Num
Fall 2010
52
60%
17%
Spring
2011
Fall 2011
56
67%
9
11%
53
58%
23
Fall 2012
49
60%
Spring
2012
Spring
2013
Fall 2010
36
Spring
2011
Fall 2011
Total
Pct
Pct
22%
86
100%
18
22%
83
100%
25%
15
16%
91
100%
10
12%
23
28%
82
100%
67%
12
22%
6
11%
54
100%
35
60%
11
19%
12
21%
58
100%
88
70%
16
13%
17%
126
100%
60
57%
11
10%
35
33%
106
100%
101
78%
17
13%
11
9%
129
100%
Fall 2012
76
60%
29
23%
22
17%
127
100%
Spring
2012
Spring
2013
Fall 2010
56
64%
21
24%
11
13%
88
100%
43
56%
10
13%
24
31%
77
100%
1
100%
1
100%
Fall 2011
1
33%
3
100%
Fall 2012
2
100%
2
100%
Spring
2012
Spring
2013
Fall 2010
2
67%
3
100%
1
100%
1
100%
26
70%
5%
37
100%
Spring
2011
Fall 2011
56
79%
8
11%
7
10%
71
100%
36
71%
7
14%
8
16%
51
100%
Fall 2012
25
61%
11
27%
5
12%
41
100%
Spring
2012
Spring
2013
Fall 2010
43
73%
7
12%
9
15%
59
100%
32
68%
5
11%
10
21%
47
100%
44
81%
5
9%
9%
54
100%
Spring
2011
Fall 2011
68
74%
10
11%
14
15%
92
100%
45
66%
8
12%
15
22%
68
100%
Fall 2012
42
74%
6
11%
9
16%
57
100%
Spring
2012
Spring
2013
69
76%
9
10%
13
14%
91
100%
49
75%
5
8%
11
17%
65
100%
1
1
9
38
19
Num
22
33%
1
33%
33%
24%
2
5
Unknown
Spring
2011
Fall 2012
2
100%
2
100%
1
100%
1
100%
Spring
2012
Spring
2013
3
100%
3
100%
2
100%
1
50%
1
50%
Source:
http://www.chabotcollege.edu/ProgramReview/Data/Social%20Sciences/Economics/Prog_Rev_SEP_F10Sp13/ECON_Gender.pdf
39