“You are in the same cycle as last year!”

Final Forms, 1/18/13

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?
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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.).
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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?
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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?
 Increase student success/persistence in History
 Develop three CLOS for each three-unit History course
 Improve adjunct instruction in History
 Hire one full-time replacement faculty
 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.
Over this three-year program review cycle, beginning in Spring 2011, our discipline success total was 59%. In Fall 2011 there was a significant increase to 63%. We maintained this success rate in Spring 2012. We have maintained success rates in the 60 th percentile in six of our eleven offerings. One offering has a total success rate in the 70 th percentile. Two offerings are in the 50 th and two in the 40 th . The most troubling of these is the 56% success rate in
History 7. This is our most in-demand offering. Counselors recommend this course to firstsemester students. We find these classes populated by many unprepared and underprepared students, students that assess below college-level English. The pedagogical challenge is how to effectively balance basic skills instruction with content delivery.
We developed a third CLO for our History offerings which is (finally) appearing correctly in eLumen. All of our CLOs have been assessed by both full-time and adjunct instructors.
All of our adjunct instructors have been evaluated over the last two years. Two long-time adjuncts were removed from the seniority list due to unsatisfactory evaluations. Three new adjuncts have been hired by our discipline and will be evaluated over the next few semesters.
Our attempt to replace faculty emeritus Lupe Ortiz (retired Fall 2009) was unsuccessful. We currently lack a full-time instructor for History 22 (Mexican-American History) despite
Chabot’s designation as a Hispanic Serving Institution. The History TMC requires at least one
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course that is not focused on Europe or the United States. The History discipline needs specialists in Asian, Latin American, and/or African History. It makes no sense to create a
History TMC if we can’t staff the aligned courses.
 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.
 We have successfully institutionalized a supplemental instruction workshop for
History 27 that appears in the catalog as History 28. The workshop focuses on basic skills development for History students. The History 7 supplemental instruction
 workshop course outline was pre-launched on CurricUnet in September 2013. It is currently under review, waiting for final approval. The History 7 workshop (HIS 7S) should appear in the catalog by Fall 2014.
We continue to offer sections of GNST 115 for History students. Our instructors meet with History students in the WRAC Center for individual and group tutorials.
 One of our instructors is part of the Daraja learning community.
 One of our instructors has been the Reading Apprenticeship Coordinator since Fall
2009. Two of our instructors have attended RA Flex sessions to learn more about using
RA metacognitive routines in their classrooms.
 Three of our instructors are currently participating in the Habits of Mind FIG. We are focusing on persistence, creating a student/faculty survey and resource guide. Future plans include discussions of best classroom practices and developing pedagogical persistence units for classroom use.
 Are these best practices replicable in other disciplines or areas?
 Educational research shows that supplemental instruction is quite effective across disciplines.
 GNST 115 was created by Language Arts and has been successful with Psychology and
History students at Chabot.

Reading Apprenticeship is designed for use across disciplines as well.

The Habits of Mind FIG is focusing on student persistence as a college-wide goal.
 What were your greatest challenges?

CLASS SIZE: How to successfully deliver basic skills instruction AND content to classes of 44+ students? How to meaningfully evaluate written work of 220 students per instructor per semester?

HOW TO IMPROVE SUCCESS WHILE MAINTAINING HIGH STANDARDS?
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
BUDGETARY: GNST 115 is managed by Language Arts. We are not guaranteed a section every semester. We need 1 FTEF per year in our discipline allocation to devote to History 115, managed by the History discipline.



BUDGETARY: Low ranking in faculty prioritization process for new full-time hire. Not enough funding to replace retired History Instructor Lupe Ortiz. We DESPARATELY need a specialist in Mexican-American/Latin American History to effectively serve our student population.
Were there institutional barriers to success?
CLASS SIZE/WORKLOAD: The History discipline now requires a writing component in all of our offerings. Our class size/workload needs to reflect this.
 INSTITUTIONALIZATION OF PILOT PROJECTS: While there has been some success with the programs that the discipline has piloted, getting the college to continue its support through the allocation of resources (e.g. FTEF, computer support) is a barrier to continued success.
 Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios, CLO/PLO assessment results, external accreditation demands, etc.).
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?

(1)BUILD UPON IMPROVEMENTS IN SUCCESS RATES IN HISTORY COURSES. The
History faculty will continue to work to improve the success rates in our classes.
Increased success rate will not only speed our students’ progress through the college,
but also reduce the bottleneck that currently exists.
 (2)DEVELOP (WITH COUNSELING) A PSYCH/COUSNELING CLASS TO SPECFICALLY PAIR
WITH HISTORY 7. This course would be a college skills class to help students develop both general college skills and history-specific classroom skills.
 What ideas do you have to achieve those goals?
(1)The History Discipline will need additional FTEF to aid in the achievement of the first goal. At the present time, only one class (History 27) has been funded to institutionalize the workshops that have increased student success. More FTEF would allow the discipline to expand these workshops into impacted classes such as History
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7. Additional FTEF would also be utilized to enable the discipline to expand and consistently offer History 115 (currently GNST 115). Currently, this offering is housed and controlled by Language Arts. While the LA division has been generous in supporting this offering, both budgetary and coverage concerns make its continued presence tenuous. The History discipline needs to have some control over its own academic learning student support.
(2) In development stages of proposal to receive Basic Skills funding for History/Psych counseling pairing.

What must change about the institution to enable you to make greater progress in improving student learning and overall student success?
The college desperately needs a re-imagining of Basic Skills that will provide for more discipline-specific Basic Skills resources. While the tools students need certainly include those taught in English and Math classes, they also include skills like critical thinking, synthetic analysis, note-taking and a host of others that are taught in classes outside of English and Math. If we continue to think that students go to "get fixed" or
“caught up” in Basic Skills English and Math classes, we will continue to see, without proper support, these same students struggle in classes outside those disciplines. If we are truly "all Basic Skills Teacher now" (a phrase repeated a great deal on this campus), then more resources need to be provided to reflect that reality. This is not an argument to take resources away from English and Math, but to provide more resources to other disciplines to achieve a more integrated college-wide Basic Skills strategy.
 What recommendations do you have to improve the Program Review process?
 History Faculty members recommend that the college revisit the manner in which
Student Learning Outcomes are assessed and analyzed. While we acknowledge the accreditation requirement to conduct such assessments and analyses, we see the current methods as, at best, ineffective and, at worst, fatally flawed. The current dependence on eLumen not only dominates the conversation about the SLOAC (to the exclusion of actual conversations about teaching) it also takes up an increasing part of
Program Review. In relying upon this flawed process, the college reduces the possibility that more useful exchanges between faculty about pedagogy and content occur. We recommend that the college establish a pilot program that would allow disciplines to develop and, upon approval by the appropriate committee(s), deploy more relevant and effective processes that better capture and analyze student learning and engage faculty in more meaningful dialogues.
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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
None
None
None
None
None
2011-12
Budget
Received
None
None
None
None
None
2012-13
Budget
Requested
None
None
None
None
None
2012-13
Budget
Received
None
None
None
None
None
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.
Our sole request has been for one new full time faculty. Chabot serves a “predominantly” Latino populace and has been designated an Hispanic Serving Institution. Our classes for Chicano History are large and two sections are insufficient. We have an Ethnic Studies program and courses. We should be offering Latin American History courses. The discipline offers a travel studies program to Cuba: Faces of
Cuba. Finally, over the past several years, we have lost our two Chicano History professors. They have not been replaced. Despite our rationale, we have been unsuccessful in advancing this requirement to serve our students
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 have over the years worked to serve our students beyond the basic American Institutions requirement. We have always maintained our African-American and Women’s History programs by keeping full time faculty in these respective positions. We have fortunately kept adjunct on staff to serve in Chicano History, but both instructors have retired years ago. Moreover, one no longer teaches any of the courses and, in hiring a replacement, the other would be the first to say: It is time. Students have stated, in the past, that they expect to see a full time faculty member in this position and that our designation as Hispanic Serving Institution should place the hiring of said faculty member at the top of the list of priorities. We are turning students away from our Chicano History and allowing our Ethnic
Studies to languish. These shortcomings compromise our ability to serve a population that historically has been under-represented. The state’s demographic shift towards Hispanic majority renders this inequity unsustainable.
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All courses must be assessed at least once every three years. Please complete this chart that defines your assessment schedule.
ASSESSMENT SCHEDULE:
Spring
2013
Courses:
Group 1:
History 20
History 27
Full
Assmt
Group 2:
History 1
History 7
History 22
Group 3:
Fall
2013
Discuss results
Full
Assmt
History 2
History 8
History 21
Group 4:
History 3
History 4
History 12
Spring
2014
Report
Results
Discuss results
& report
Full
Assmt
Fall
2014
Discuss results
Full
Assmt
Spring
2015
Report
Results
Discuss results
& report
Fall
2015
Spring
2016
Full
Assmt
Fall
2016
Discuss results
Spring
2017
Report
Results
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
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.
P
I: C
-L
O
– D
R
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C ONSIDER T HE C OURSE -L EVEL O UTCOMES I NDIVIDUALLY ( THE
N UMBER OF CLO S WILL DIFFER BY COURSE )
HISTORY 7 FOR S PRING 2012
(CLO) 1: Synthesize factual information and historical evidence from a variety of sources and identify the connections between them.
Defined Target
Scores*
(CLO Goal)
48.6% assessed at 3 or 4
(CLO) 2: The students will demonstrate a body of knowledge about and critical understanding of historical eras, their key events and ideas, and the process of change over time.
(CLO) 3: Analyze the causes and consequences of political, economic and social change.
48.1% assessed at 3 or 4
49.1% assessed at 3 or 4
Actual Scores**
(eLumen data)
109 assessed:
18 assessed at 4
35 assessed at 3
29 assessed at 2
17 assessed at 1
10 assessed at 0
106 assessed:
24 assessed at 4
27 assessed at 3
26 assessed at 2
22 assessed at 1
27 assessed at 0
108 assessed:
22 assessed at 4
31 assessed at 3
32 assessed at 2
12 assessed at 1
12 assessed at 0
(CLO) 4:
C ONSIDER T HE C OURSE -L EVEL O UTCOMES I NDIVIDUALLY ( THE
N UMBER OF CLO S WILL DIFFER BY COURSE

) H ISTORY 12
(CLO) 1: Evaluate how the voyages of exploration brought the Spaniards to California and why they delayed settlement.
(CLO) 2: Identify how the Gold Rush transformed
California from a frontier society to a rural mining society and into an industrialized urban society by the end of the
19th century
(CLO) 3: Explain how the Constitution of California broke with past practice of statehood process established by
Congress and the Constitution. Identify the salient features of the California's first constitution.
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Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO Goal)
70% or greater 77%
70% or greater 77%
70% or greater 77%

C
N
ONSIDER
UMBER OF
(CLO) 1:
T HE C
CLO
OURSE -L EVEL O UTCOMES
S WILL DIFFER BY COURSE
I NDIVIDUALLY
)H ISTORY 20 evidence from a variety of sources and identify the connections between them.
( THE
Synthesize factual information and historical
(CLO) 2: The students will demonstrate a body of knowledge about and critical understanding of historical eras, their key events and ideas, and the process of change over time.
(CLO) 3: : Analyze the causes and consequences of political, economic and social change.
C ONSIDER T HE C OURSE -L EVEL O UTCOMES I NDIVIDUALLY ( THE
N UMBER OF CLO S WILL DIFFER BY COURSE )
HISTORY 27 FOR S PRING 2012
(CLO) 1: Synthesize factual information and historical evidence from a variety of sources and identify the connections between them.
Defined Target
Scores*
(CLO Goal)
48.6% Assessed at 3 or 4
45.9% Assessed at 3 or 4
43.2% Assessed at 3 or 4
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
74 Assessed:
13 Assessed at 4
23 Assessed at 3
27 Assessed at 2
7 Assessed at 1
4 Assessed at 0
74
10 Assessed at 4
24 Assessed at 3
29 Assessed at 2
7 Assessed at 1
4 Assessed at 0
10 Assessed at 4
22 Assessed at 3
28 Assessed at 2
7 Assessed at 1
4 Assessed at 0
Actual Scores**
(eLumen data)
55.8% assessed at 3 or 4
(CLO) 2: The students will demonstrate a body of knowledge about and critical understanding of historical eras, their key events and ideas, and the process of change over time.
(CLO) 3: Analyze the causes and consequences of political, economic and social change.
64% assessed at
3 or 4
60.6% assessed at 3 or 4
61 assessed:
17 assessed at 4
17 assessed at 3
19 assessed at 2
8 assessed at 1
0 assessed at 0
61 assessed:
17 assessed at 4
22 assessed at 3
12 assessed at 2
10 assessed at 1
0 assessed at 0
61 assessed:
13 assessed at 4
24 assessed at 3
19 assessed at 2
5 assessed at 1
0 assessed at 0
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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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P
II: C
-
O
R
A.
C
OURSE
-L
EVEL
O
UTCOME
(CLO) 1:
1.
How do your current scores match with your above target for student success in this course level outcome?
This response will be the History discipline’s response for each CLO reflection. It is our contention that establishing any target score after only one round of assessment would be arbitrary and only reflect our “hopes” disconnected from the reality of our classrooms. At best, these numbers might be used as a base from which following assessments could be measured. Moreover, since these measures will inevitably change as we assess different courses with different students over different semesters, it is difficult to tease out what these scores truly measure.
Ultimately, we feel that this process, rather than being led toward the goals of pedagogical reflection and faculty development, is largely software-driven. The resulting data seems, at best, faulty, and at worst, an increasingly cynical attempt to jump through an accreditation “hoop,” divorced from any real desire to achieve reflection and reform.
We, again, urge the appropriate committees and administrators to allow disciplines to begin developing and piloting different ways of achieving meaningful assessment and fulfilling this accreditation requirement.
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?
B.
C OURSE -L EVEL O UTCOME (CLO) 2:
1.
How do your current scores match with your above target for student success in this course level outcome?
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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?
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C.
C OURSE -L EVEL O UTCOME (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.
C OURSE -L EVEL O UTCOME (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.
C OURSE -L EVEL O UTCOME (CLO) 5: A DD IF NEEDED .
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P
III: C
R
F
P
1.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
This response will be the History discipline’s response for each Course reflection. The changes that we as faculty members make to our classes come through our engagement with our students in our courses every day. As professional educators, we respond to how our lesson plans achieve (or don’t) our daily goals, how our students perform on their assignments, papers and exams, and our continuing attempt to keep up with the latest scholarship in our fields. These are the ways that our courses change.
The current process does not afford us the time or opportunity to actually share with each other, as discipline members, the ways in which we consistently strive to reach and teach our students more effectively. Yes, our classes change all the time. We only wish we were engaged in a process that facilitated and encouraged that positive change.
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?
3.
What is the nature of the planned actions (please check all that apply)?
 X Curricular
 X Pedagogical
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 Resource based
 Change to CLO or rubric
 X Change to assessment methods (Yes, please)
 Other:_________________________________________________________________
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Considering your feedback, findings, and/or information that has arisen from the course level discussions, please reflect on each of your Program Level Outcomes.
Program: ________________________________________________

PLO #1:

PLO #2:

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
In Progress
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
In Progress
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
Actions planned:
In Progress
Program: ________________________________________________

PLO #1:

PLO #2:

PLO #3:
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
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
Actions planned:
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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. No. History 20 and 21 will be updated
2.
Have all of your courses been offered within the past five years? If no, why should those courses remain in our college catalog? No. These classes should remain in expectation of hiring a full-time faculty member will be hired to teach Latin American History. This course is necessary to develop a TMC and AA-T
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. In Progress
6.
If you have course sequences, is success in the first course a good predictor of success in the subsequent course(s)? NA
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. Yes. However, does this correlation (not causation) mean that upon completion of College-level English a student has acquired the particular skills needed to be successful in other college-level classes or do they reflect the overall preparedness and maturity of that student? How do we tease this information apart?
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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?
Supplemental instruction workshops have proven successful in increasing student success and persistence in History 27. Analysis of success/persistence data comparison for History 28 (workshop) and History 27:
Fall 2010:
Workshop: Success (57%), Non-success (25%), Withdrawal (17.8%)
History 27: Success (58%), Non-success (13%), Withdrawal (28%)
Analysis: Success rates were similar, but workshop students persisted at a much higher rate.
Spring 2011:
Workshop: Success (86%), Non-success (4%), Withdrawal (9%)
History 27: Success (66%), Non-success (14%), Withdrawal (18%)
Analysis: Success rates were significantly higher for workshop students, with withdrawal rates half as high as the History 27 population.
Fall 2011:
Workshop: Success (63%), Non-success (27%), Withdrawal (9%)
History 27: Success (71%), Non-success (16%), Withdrawal (12%)
Analysis: Workshop students had lower success rates, higher persistence, and lower rate of withdrawal. Can’t really explain the lower success rate for workshop students. Disheartening.
Spring 2012:
Workshop: Success (75%), Non-success (12%), Withdrawal (12%)
History 27: Success (67%), Non-success (20%), Withdrawal (12%)
Analysis: Greater success for workshop students, lower persistence
Fall 2012:
Workshop: Success (56%), Non-success (21%), Withdrawal (21%)
History 27: Success (54%), Non-success (20%), Withdrawal (25%)
Analysis: Workshop rates very similar to larger History 27 population in all three categories.
Average for all five semesters:
Workshop: Success (67.4%), Non-success (17.8%), Withdrawal (13.7%)
History 27: Success (63.2%), Non-success (16.6%), Withdrawal (19%)
Analysis: 4.2% increase in success, 5.3% lower withdrawal rate for workshop students when compared to all History 27 students.
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What is your specific goal and measurable outcome?
To offer supplemental instruction workshops for History 7 students. This is our most popular offering, with a success rate currently in the 50 th percentile. We see workshops as a way to meet our students where they are by focusing on contextualized basic skills instruction. Approximately four-to-six
History 7 sections (decided by the discipline instructors) would be designated in the schedule as tied to one-unit workshops. Workshops would not be mandatory for students, but those in designated
History 7 sections could elect to enroll in a workshop. Two sections would be feed into one workshop.
Our goal is to improve student success and persistence, hopefully pushing our success rate into the
60 th percentile for this course.
What is your action plan to achieve your goal?
Activity (brief description)
Adding a History 7 supplemental instruction workshop into our discipline curriculum
Target
Completion
Date
Required Budget (Split out personnel, supplies, other categories)
.20 FTEF per year to start Submission into
CurricUnet,
Fall 2013
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)
X
Covered by hiring temporary replacement(s)
Other, explain Institutional funding allocated to discipline, instructors reach consensus about who will teach workshops on a semester-by-semester basis.
At the end of the project period, the proposed project will:
Be completed (onetime only effort) project
X Require additional funding to continue and/or institutionalize the
(obtained by/from):general fund.
Will the proposed project require facility modifications, additional space, or program relocation?
X No
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
X No
Do you know of any grant funding sources that would meet the needs of the proposed project?
No Yes, list potential funding sources:
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Yes, explain:
Yes, explain:

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?
The proposed initiative would provide students in History classes greater access to tutorial support in
History. By expanding the offerings in GNST 115 and housing it within the History discipline, this tutorial support could reach more students and be offered more consistently. Such support could both increase the number of students who seek out support and their success in their History classes.
What is your specific goal and measurable outcome?
The goal of GNST 115 is to provide subject-specific tutorial support. Currently, this course is offered through Language Arts. While the History discipline appreciates the support is has received in piloting this type of support, institutionalizing it within the History discipline would enable expansion and ensure its continued presence in the discipline’s planning. Measurable outcomes for this initiative include student success rates in 115 and each student’s respective History class and visit rates to the
WRAC Center. When first piloted through Basic Skills initiative funding, the student success rate in
History classes stood at 53%. The students who enrolled and completed 115 had a success rate of
67%. Retention rates also saw significant increases, improving from 77% (for all History students) to
88% for (students enrolled in 115). History student visits to the WRAC center also increased significantly. In the semester before the section of History-specific 115 was first offered there were a total of 64 student visits for the subject of History. During the first semester 115 was offered for
History students the number of visits totaled 375. Over the academic year of the pilot study, there were 594 student visits to the WRAC Center for assistance in History classes.
What is your action plan to achieve your goal?
Activity (brief description)
Adding GNST 115 into discipline curriculum (1 section for both Fall and Spring semesters)
Target
Completion
Date
Submission into
Required Budget (Split out personnel, supplies, other categories)
.3 FTEF
CurricUnet
Fall2013
How will you manage the personnel needs?
New Hires: Faculty # of positions Classified staff # of positions
27

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) basis
Other, explain 115 will be staffed by current History faculty on a rotating
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):115 will need consistent funding from the general fund to remain instututionalied.
Will the proposed project require facility modifications, additional space, or program relocation?
No X Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No X 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:
28

Audience: Faculty Prioritization Committeeand 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. Discussanticipated improvements in student learning and contribution to the Strategic Plangoal. 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: ____
2.
If you are requesting more than one position, please rank order the positions.
Position
1.
History/Ethnic Studies Full-Time Faculty
Description
Joint appointment in History and Ethnic Studies
2.
3.
Rationale for your proposal. Please use the enrollment management data. Additional data that will strengthen your rationale include FTES trends over the last 5 years,persistence,FT/PT faculty ratios,CLO and PLO assessment results and external accreditation demands.
The discipline, division, and college are in desperate need of a full-time faculty member to teach the
Mexican American history class, to develop curriculum in Latin American History and to lead the revitalization of the Ethnic Studies program. The college has been without a full-time instructor teaching the important and popular Mexican American history class since the retirement of Lupe Ortiz in 2010.
At the time of his retirement, Latino students made up 24% of the student body of the college.
According to the latest statistics, Latino students represent 32-33% of the students attending Chabot.
As an Hispanic Serving Institution, the college needs to, in the words of the U.S. Department of
Education HIS program description, “expand and enhance academic offerings.” This hire would also help the division and college revitalize the Ethnic Studies program. At the present time this program is struggling. This semester marks the first time the Introduction to Ethnics Studies class (Ethnic Studies 1) has been offered in over two years. In addition, a smart joint hire would also enable the History discipline to develop a TMC and AA-T. Currently, the discipline cannot complete this task because it does not offer a course that focuses outside of the histories of Europe and America. This deficiency in the college does a disservice not only to our students of color, but to all of our students. Lastly, the
FT/PT ratio in the History discpline is trending away from the AB 1725 mandate of 75:25. In recent years, the offerings in the discipline trended toward this ratio as a result of class cuts. Simply put, FT/PT ratios in the discipline approached AB 1725 mandates because the college offered fewer History classes.
As the college adds back classes, the FT/PT ratio has begun to trend backwards. In the Fall 2012 semester the FT/PT ratio stood at 71:29. In the current semester, that same ratio is 58:42. As the college reinstates classes in the discipline (particularly in bottlenecked courses) the trend will continue in the wrong direction. Making this joint hire will not only slow this trend, but also introduce offerings necessary for the discipline and stabilize a needed program.
29

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.
The proposed hire could achieve, at least, two important goals as outlined in the strategic goals of the college. Firstly, this hire would enable the History discipline to develop a streamlined AA-T major pathway that students could identity and follow. Secondly, a joint appointment could revitalize an
Ethnic Studies program that could serve as an important pathway for some of our students already in learning community programs (e.g. Puente and Daraja). At the present time, these students receive one year of coordinated coursework and counseling support. Ethnic Studies could provide one track through which students could continue a coordinated cohort learning experience.
30

Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent) classified professional positions(new, augmented and replacement positions).Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal, safety, mandates, accreditation issues. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding.
1.
Number of positions requested: ______
2.
If you are requesting more than one position, please rank order the positions.
Position
1.
Description
2.
3.
Rationale for your proposal.
4.
Statements about the alignment with the strategic plan and program review are required. Indicate here any information from advisory committees or outside accreditation reviews that is pertinent to the proposal.
31

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
.
.20 FTEF per year for History 7 supplemental instructor workshop offerings. See data comparison in New
Initiatives.
.30 FTEF per year GNST 115 to be housed in the History discipline. See proposal in New Initiatives.
32

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
1.
Description
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.
33

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 2013-14 Request Rationale
$ $
34

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.
2013-14 Request Conference/Training Program
Organization of American
Historians Annual Meeting
$ 150 reg. fee
$ 500 travel costs
$ 800 lodging
Rationale
Send one historian per year to attend sessions that focus on current historical research, assessment, teaching methodology, etc.
See above See above National Council on History
Education
American Historical Association
Annual Meeting, January 2014
$210 regristration See above
35

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
Eyes on the Prize 7pk DVD $
2012-13 Budget
Requested Received 2013-14 Request
$250
Rationale*
Current VHS copy in Library is wearing out
* 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.
36

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: 2300, 100, 400, 500
Description of the facility project. Please be as specific as possible.
Renovate the cafeteria, and create more study space in 2300. Open Veterans Resource Center in 2300 with study space for veterans. Complete tutorial center in 100. Study space in buildings 400 and 500.
What educational programs or institutional purposes does this equipment support?
This will provide increased space for workshops and study areas for General Studies courses and other services to support
History discipline initiatives in basic skills.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
37

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.
needed totals in all areas
Description
2013-14
Request
Requested Received
2014-15
Request
Amount
Vend or Division/Unit Priority #1 Priority #2 Priority #3
38

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 requirements of local, requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated 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 benefit to the program.
enhancements, non-critical resource requests that would be nice to have and would bring additional augmentations only
Description Amount Vendor Division/Unit Priority #1 Priority #2 Priority #3
39

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 Division/Dept
Priority
#1
Priority
#2
Priority
#3 Notes
40

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.
For bulk items, 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 nice to have and would bring additional benefit to the program.
that would be
Description Amount Vendor Division/Unit Priority #1 Priority #2 Priority #3
Chromebook mobile lab w/ cart
41

Chromebooks for education
There are very few computer labs on campus that can fit an entire social science class of students on an ad hoc basis. The lab in the 500 building can fit 44 students but has courses scheduled into it, eliminating entire blocks of time of availability.
One solution to this problem that is far more cost effective than building a new building and/or computer laboratory would be to purchase a social science set of Chromebooks for Education.
These Samsung laptops are a new computer from Google that come with built-in
Google products, like Search, Gmail, and Docs. “They run Chrome OS, an operating system that has multiple layers of security, built-in cloud storage, and the most popular
Google products for education built-in” (http://www.google.com/intl/en/chrome/education/).
There are many options for carts that hold, charge, and transport the Chromebooks. This cart can be easily wheeled into a classroom, turning it instantly into a computer lab. This would help facilitate innovative lesson plans, student collaboration on web or computer based assignments, provide real-time access to web-based information and activities, and give instructors the ability to configure quizzes and other kinds of classroom assessments through features that are included for free with the Chromebooks.
Because the entire class doesn’t have to go to a lab, this saves valuable class time. Faculty could check out one cart worth of laptops wheel them to class, and use them for part or all of the class time.
Imagine:
-asking students to look up pertinent information in class
-show students expectations for a course blackboard site and/or online discussion boards as well as where to find important
Chabot College and course information
-having students navigate the library website in search of an article for their research paper rather than showing them how at the front of the class
-utilizing apps in class
-giving students the opportunity to collaborate on a Powerpoint or other kind of presentation
-letting students co-author a document by working on it at the same time/together
-developing hands on activities such as: ask students to find their representative and send an email in class
-have students take a quiz through the Chromebooks for education functions
42

-share in-class work/documents with instructor in real time
-use “class meet up” for in class twitter feeds (useful for in class debates)
The total cost of this is $279 per Chromebook x 50 laptops = $13,950 + $2,000 for a storage/charging cart = $15,950.
43

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.
Study Spaces with SARS connections
What educational programs or institutional purposes does this equipment support?
Fill continued student need for places to study on campus
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
Really????
44