Chabot College
Political Science and
International Studies
Program Review Report
2014 -2015
Year 3 of
Program Review Cycle
“You are in the same cycle as last year!”
Submitted on November 1, 2013
Contact: Sara Parker
Final Forms, 1/18/13
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives
F1: New Faculty Requests
F2: Classified Staffing Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence, and
enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence, and
enrollment data at http://www.chabotcollege.edu/ProgramReview/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:
I. Goals
During the first and second years of the Political Science Program review cycle, I set six goals.
Below is an overview of each goal, the approaches I took to help achieve that goal, and the
current status of each. Updates have been added where applicable.
1) Improve student success rates in American Government courses.
Approaches:
a. Implemented the use of a case study approach in my American Government
Courses starting in Spring 2011.
b. Utilized the Learning Connection (Tutors, WRAC Center, Learning Assistants)
c. Supported student success through a collaborative research-focused classroom
through a library partnership supported by a Basic Skills Grant.
d. Designed and carried out a pre-test/post-test assessment in Spring 2012 to
gather better information about incoming levels of preparation of Chabot
students in American Government courses and to evaluate “success” among
groups of students in an alternate way.
Outcomes: The success, non-success, and withdrawal rates have held very constant for
the last three years, oscillating between 60-65%. Female and male students had
virtually identically success rates between fall 2009 and spring 2012 – 61 and 62%
respectively. African American students have lower success rates than other racial
groups (average of 45% from Fall 2010-Spring 2012). Latino students had an average
success rate of 64%, Asian students 75% and White students 73%.
The diagnostic that I conducted in Spring 2012 took ten questions that are part of the
California statewide standards for American Government (a required high school
course). These questions are all derived from a curriculum that incoming freshman who
graduated from high school in California have completed. I threw it out question
number 10 because approximately 90% of students answered incorrectly. On the
second class meeting in Spring 2012, students in my American Government courses took
this pretest and on the last class meeting, took the exact same post-test (student’s were
assigned blind codes that were matched up from their pre-test. 85 students completed
both tests. 86% of students stayed the same (22%) or improved in their performance
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(61%). 16% of students performed worse. I also collected demographic data, which
showed the following:
Pre-Test average
Average Improvement
African American (6)
5.2 (out of 9)
1.7
Asian (20)
6.25
.8
Filipino (6)
5.3
.67
Latino (20)
5.6
.45
White (11)
6.3
.9
Other/Mixed Race (22)
5.4
1.5
Although these are very small sample sizes, it appears to suggest that groups of students
who are less “successful” in the class come in with lower levels of knowledge in
American Government, but make greater gains over the semester than the groups who
are more proficient upon arrival. It also demonstrates that expectations about what
students know upon arrival at the class need to be re-evaluated.
2) Prioritize contemporary events and application of theoretical ideas to real world news
and events across the Political Science Curriculum
Approaches:
a. Incorporated more contemporary events into American Government
Assessments starting in Fall 2011.
b. Utilized case studies as reading materials in every course section taught since Fall
2011.
Outcomes: Because the above methods are not necessarily being systematically
implemented across all political science courses (for example, in Fall 2012, I taught only
one American Government course out of 8), it is very difficult to scientifically evaluate
the impact of various teaching techniques or experimentations across all sections.
Additionally, the unique mix of students in any given semester makes broad
generalizations fairly meaningless. Anecdotally, I have found that general enthusiasm
for classes and attendance has improved with a stronger contemporary focus.
3) Graduate 5-10 students with a Political Science AA
Approaches:
a. Initiated campus wide political science programming (guest speakers, events,
club, etc.) through interdisciplinary and collaborative efforts.
b. Revised Political Science brochure.
c. Began producing a yearly newsletter highlighting the successes of the political
science program and past Chabot graduates and transfer students in political
science.
d. Developed an AA-T degree that became available to students in the 2012-13
school year.
Outcomes: The first ever political science AA degrees were granted in spring 2012.
graduating with AA-T degrees in spring 2013, and we will meet our goal to graduate at
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least 5 students. I continue to work to raise the visibility of the Political Science program
through opportunities for student participation in events (such as Campus Camp
Wellstone), being involved in campus programs (such as Change it Now!, utilizing
campus resources (such as the Learning Connection), developing interdisciplinary
curricular opportunities and programs (such as the Law and Democracy Program). As
the faculty advisor to Student Senate, I hope to use this natural connection between
student government and political science to the mutual benefit of both programs.
I anticipate that the number of students graduating with the AA-T degree will increase
considerably over the next few years.
Update: IR data is not available, but there were AA-T degrees awarded in Spring 2013, as
well as many Political Science transfer students. These are just those that my program is
aware of: UC Berkeley (5), UC San Diego (2), Cal State East Bay (2), UC Davis (2), and UC
Riverside (1).
4) Grow the International Studies program and graduate 5-10 students with an
International Studies AA
Approaches:
a. Revised the International Studies curriculum and AA degree (state approved in
Summer 2012). The revisions prepare students who graduate with this AA to
transfer to any international relations or international studies program in the Cal
State or University system.
b. Incorporated International Studies into the Political Science Program – now
“Political Science and International Studies”. This gives International Studies a
“home”, whereas previously – as an interdisciplinary degree – no full time faculty
assumed responsibility for the degree.
c. Designed an original International Studies brochure.
Outcomes: Only 3 International Studies AA degrees have been offered in the last 10
years. With the new streamlined degree, I anticipate an increase in students who
graduate with this degree. I hope to grow course offerings over the next 5 years.
Update: As of Fall 2013, there are 20 declared international studies majors.
5) Investigate the possibility of establishing a Model United Nations course
Approaches:
a. Twice in the last four years, Chabot students have participated in an annual
Model United Nations Simulation hosted by Cal State East Bay Model United
Nations. This incentivized me to consider offering a similar class at Chabot.
Given the recent update to the international studies program, I will keep this
item on my agenda for future investigation.
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Outcomes: This item coincides with the above stated future goal of growing course
offerings in international studies. This will be, in good part, dependent on whether an
additional full time faculty member is hired in the near future in Political Science.
6) To raise the visibility of Community College Political Science Faculty in the discipline of
Political Science and garner greater support for CC faculty to attend conferences.
Approaches:
a. Participated in a national interdisciplinary conference in October 2012 to discuss
how to better incorporate community college faculty into their respective
disciplinary organizations.
b. Part of ongoing efforts to create a national database and work with the
American Political Science Association for greater inclusion of community college
faculty.
Outcomes: While not as directly related to the classroom as the other goals listed here, I
believe this is an important opportunity to improve the quality of political science
pedagogy not just at Chabot but across the country at community colleges. I will
continue to work on this activity as a supplement to the hands on work being done at
Chabot.
II. Best practices
The most important best practice that I can identify over the last three years is to involve the
political science program with a variety of cross-campus, cross-disciplinary, and cross-faculty
collaborations. Two sections of American Government students benefited from the
incorporation of a librarian into their class, four sections benefitted from a Learning Assistant,
all classes from tutors, 1 section of American Government included a dozen students from the
CIN! Program and that is just in American Government courses. The California Politics class
took a joint field trip to Sacramento with the Law and Democracy class in Fall 2012, a class that
itself combines the teaching and experiences of faculty and students from multiple disciplines.
Although not all of these collaborative efforts are permanent (nor are they meant to be,
necessarily), finding, creating, and exploiting opportunities for students to get added support
and attention from multiple faculty and staff. If this took place for every Chabot student at
least one time over the course of his or her experience at Chabot in some way or another, I
think this would be a remarkable success.
III. Challenges
Being a sole full-time faculty member is one of the major challenges for the Political Science
program. As I continue to develop new programs (Law and Democracy), revive old ones
(International Studies) and take on responsibilities in other areas of the college (student
government), it is increasingly difficult to ensure that the Political Science program gets the
attention it deserves. In Fall 2012, the full time to part time faculty ratio was 23% full time to
77% part time. In Spring 2013 the ratio was 21% full time to 79% part time. Accreditation
requirements such as assessments are being completed in most cases by part time faculty who
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are the only individuals teaching particular courses – meaning that entering data in Elumen and
completing close the loop forms are being asked of adjunct faculty without adequate
compensation or paid opportunities for collaboration to consider the results. While full time
faculty in disciplines such as Psychology have been able to make a collective decision to only
offer online courses taught only by full time faculty, there simply isn’t equivalent flexibility for
such an option in political science. Disciplinary requirements such as evaluations, hiring, and
program review are completed individually rather than collaboratively.
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.
My future goals for program improvement revolve around continuing some of the progress that
has been made, in continuing to develop new programs and opportunities for students, and
focusing more specifically on the International Studies major. Points 1 and 2 are outlined in
greater detail in Appendix E.
1) Professor Hanson and I want to build on the successes of the Law and Democracy
program over the last two years to expand its reach into the community and secure
grant support of its various initiatives. The annual Lecture, Campus Camp Wellstone,
and the fall Capstone class will continue to serve as central pillars of the program.
2) I hope to grow the International Studies major both in numbers of students, in
opportunities available, and in classes that fulfill the mission of this course of study. For
example, there is a Political Science Course titled “Selected Topics in Comparative
Politics” that has been offered only twice since being approved in January 2010.
3) I plan to continue to work on better integrating the Chabot student government into the
academic political science program by improving the Leadership Lab course that was
offered for the first time this semester. Participation was expanded beyond elected
members of student government to include other student leaders on campus starting in
Fall 2013.
4) I want to continue to design and participate in innovative programs, experiment with a
variety of pedagogical techniques, and collaborate with faculty and staff across campus
in order to improve student success in Political Science courses.
5) Any goals set for a program, which are written by only a fraction of the teaching faculty
in that program, are difficult to carry out and evaluate. Monetary support for part time
faculty to participate in the program review process would make an important
difference.
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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 (conference attendance)
TOTAL
2012-13
Budget
Requested
0
0
$3,060
$1,210
$4,270
2012-13
Budget
Received
0
0
$3,060
0
$3,060
2013-14
Budget
Requested
$1,200
$1,200
2013-14
Budget
Received
0
0
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
The money I received in 2012-13 for the purchase of two sets of classroom clickers has been extremely
beneficial to my teaching practice. In particular, Professor Hanson and I used the clickers in the pilot run
of our Law and Democracy course. The students like using them and it made it possible to open up lively
classroom discussions.
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?
I believe it is in the best interest of my students and the quality of education they receive for me to be
up to date in my field. Attendance at annual conferences in Political Science and International Studies is
one of the best ways for me to do this. Over the last few years I have been able to attend these
conferences, occasionally as a presenter, which has been extremely beneficial for my teaching practice.
I have paid for attendance out of my own pocket or through travel grants. Support for faculty to attend
academic conferences within their disciplines would be a welcome source of financial support.
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Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:


No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once
at least once every three years.
Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
American Government
(POSC 1)
Selected Topics in
Comparative Politics
(POSC 10)
CA, State and Local Gov’t
(POSC 12)
Comparative Politics
(POSC 20)
Political Theory
(POSC 25)
International Relations
(POSC 30)
Law and Democracy
(POSC 45)
Leadership Lab (POSC 51)
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Assessing Fall 2013
Assessing Fall 2013
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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: Political Science

PLO #1: Develop analytical capacities so that students are able to analyze complex local,
domestic, and international political events.

PLO #2: Familiarize students with the issues surrounding the exercise of political power.
What questions or investigations arose as a result of these reflections or discussions?
Explain: Overall, faculty are paying close attention across all courses to the importance of
helping students connect course material to everyday politics, whether local (California
government), national (American Government) or international (Comparative Politics
International Relations).
What program-level strengths have the assessment reflections revealed?
Strengths revealed: The assessments in political science revealed that students appreciate and
perform better when the material is relevant to their lives. Their analytical capabilities improve
when they are asked (and practice) relating class ideas to their own lives and the world around
them. High expectations about reading, particularly academic level peer reviewed journals and
texts, and primary sources along with current events ensure that students are being adequately
challenged. As a part of the broader program goal to encourage civic engagement on the
Chabot campus and beyond, our curriculum must require students to voice and express their
opinions regularly and to learn how to support their positions with evidence, how to evaluate
ideas from multiple perspectives, to gain media and research literacy skills, and how to
communicate their positions effectively.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
I am supportive of ideas that have been proposed in PRBC to group students based on their
interests in broad pathways and provide them with more contextualized and personalized
support.
My ability to communicate by email with students who have declared themselves as political
science majors or international studies majors is essential. I also believe that additional collegewide programming in topics of politics gets students excited about this program and makes
them feel like part of a community, so I hope to continue to expand extracurricular
opportunities for students to attend events and lectures.
Program: International Studies
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
PLO #1: Develop a strong comprehension of international politics and U.S. foreign policy.

PLO #2: Encourage active engagement with international affairs current events.

PLO #3: Ability to link international developments to national politics and elections, and
the everyday activities of individuals.
What questions or investigations arose as a result of these reflections or discussions?
Explain: The international studies program is in a re-birth. I’m excited about the possibilities
that exist for it to grow over the next few years. More can be done and needs to be done to
link the international studies program with other programs on campus because it is such an
interdisciplinary degree. This can make it feel like there is no central “core” to the program,
despite the strong coherence of the courses that comprise the major.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: The interdisciplinary nature of this degree is, however, also one of its
strengths. By exposing students to many subjects they have a more well rounded experience
and the opportunity to take courses in many disciplines, with many faculty members.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned: Again, being able to communicate with students who are declared
international studies majors is essential. I hope to be able to form a stronger sense of
community with students in the major, to offer additional courses, and to provide community
building opportunities that make the coherence of the program more tangible to students with
this major.
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 :-)
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?
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No. Political Science 50, Student Leadership, has not been offered. This was approved in Spring
2011. Discussions are ongoing about how best to offer this course in collaboration with college
priorities regarding staffing the Faculty Advisor position for student government. I anticipate
that this course will either be offered starting in Fall 2014 or a decision will be made that
Political Science 51, Student Leadership Lab will suffice in order to provide students who
participate in student government adequate guidance.
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.
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester.
Yes.
5. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester.
Yes.
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
Not applicable.
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. Indeed, I expect successful completion of American Government to correlate with successful
completion of other college courses. The “basic” skills that we teach in social science courses
benefit students in all of their other courses.
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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?
This program offers students at Chabot as well as the surrounding community opportunities to be more deeply connected to and involved with
Chabot College. In turn, this supports student success, and enhances the relationship that Chabot has with the Hayward community.
What is your specific goal and measurable outcome?
To engage in the collaborative process of building a Community and Civic Engagement Center. The measurable outcome will be the creation of a
Community Engagement Task Force charged with creating a comprehensive, coordinated, and integrated plan to institutionalize community
engagement and service learning at Chabot College. This can be accomplished through a Faculty Inquiry Group (FIG) in 2014.
What is your action plan to achieve your goal?
Activity (brief description)
Continue to offer Campus Camp Wellstone training to Chabot
students each Fall.
Continue to offer the Law and Democracy course each Fall.
Target
Completion
Date
Fall 2014
Fall 2014
Required Budget (Split out
personnel, supplies, other
categories)
$5,000 total
-$3,000 training.
-$2,000 food.
$0.
Develop a web presence for the Law and Democracy Program. Fall 2014
$0.
Bring together a group of individuals through a Faculty Inquiry Spring
Group to being the work to develop a proposal for a campus- 2014
based Center for Civic and Community Engagement.
$11,000 total
-$600 stipends for 10
participants.
-$4,500 reassign time for
Chair.
-$500 for food.
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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: The Center is currently using space in the 700 building but would be best served by eventually occupying a
larger, more centralized location on campus.
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain: Community partners.
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources: There are a number of foundations that Professor Hanson and I have investigated with
Yvonne Wu-Craig as sources of support.
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Appendix E: Proposal for New Initiative – Grow International Studies Major
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 strategic goal prioritizes helping students achieve an educational goal, such as completion of a major. By dedicating particular attention to
this (formerly neglected) major, I hope to facilitate additional students’ ability to complete a major and to feel that they are part of a major
community.
What is your specific goal and measurable outcome?
1) To graduate 5-10 students per year with the major International Studies.
2) To establish a list of international studies students and have several opportunities per year for them to meet together for educational,
transfer, and peer support.
What is your action plan to achieve your goal?
Activity (brief description)
Establish a list of self-declared international studies majors
Host a welcome event at the beginning of the year and at least
one additional activity throughout the year.
Investigate the potential to offer additional courses and
extracurricular activities, such as Model United Nations, on a
regular basis.
Target
Completion
Date
Fall 2013
Required Budget (Split out
personnel, supplies, other
categories)
N/A
Spring
2014
Spring
2014
$100 for food.
N/A
How will you manage the personnel needs?
New Hires:
Faculty # of positions 1
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)
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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
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:
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(obtained by/from):
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent three
years, student success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
1. Number of new faculty requested in this discipline: 1
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
Faculty (1000)
Program/Unit
Division/Area
Tenure-Track
Faculty
Political
Science
Political Science and
International Studies
Social Sciences
Rationale for your proposal. Please use the enrollment management data. Data that will strengthen your rationale include FTES trends over the
last 5 years, FT/PT faculty ratios, recent retirements in your division, total number of full time and part-time faculty in the division, total number
of students served by your division, FTEF in your division, CLO and PLO assessment results and external accreditation demands.
The Political Science department is in critical need of new full time faculty. Political Science is an extremely popular discipline with course fill
rates of over 100%. The following details the FT/PT faculty rations, FTES trends, and assessment data to support an additional full time faculty
member.
FT/PT faculty ratios over the last 4 years
 Fall 2009-Spring 2010: 57% to 43%
 Fall 2010-Spring 2011: 44% to 56%
 Fall 2011-Spring 2012: 41% to 59%
 Fall 2012-Spring 2013: 22% to 78%
 Fall 2013: 25% to 75%
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American Government is an impacted class. Chabot students who transfer to CSU’s can fulfill their American Institutions requirement by taking
Political Science 1. As data presented to PRBC shows, Chabot offers too few courses to meet the demand by students for this course.
Furthermore, in the “bottle-necked” American Government course, full-time faculty is teaching only ONE out of nine sections. This means that
any initiatives aimed at increasing success in the American Government course implemented through the program review process will impact
just 11% of American Government students.
FTES trends over the last 3+ years
Enrollment capacity in American Government and across Political Science  WSCH/FTEF in Political Science as a discipline
 Spring 2010: 111% in Introduction to American Government; 98% all of Political Science  715.5
 Fall 2010: 116.5% in Introduction to American Government; 107.9% all of Political Science  712.3
 Spring 2011: 119.4% in Introduction to American Government; 109.7% all of Political Science  718.4
 Fall 2011: 108.4% in Introduction to American Government; 103.8% all of Political Science  635.5
 Spring 2012: 108.1% in Introduction to American Government; 103.6% all of Political Science  680.5
 Fall 2012: 111.25% in Introduction to American Government; 109.4% all of Political Science
 Spring 2013: 106.7% in introduction to American Government; 103.2% all of Political Science  680.7
*You can see that fill rates in American Government have been well over 100% for at least four years!
Relevant Assessment Data/Outcomes
Political science has developed at least 3 CLOs in 100% of courses. We met the deadline to assess and close the loop in 100% of courses by
Spring 2012. Assessment results show the following successes: (1) faculty are having success in engaging students with the material; (2) linking
the timing and content of courses with contemporary events, such as offering courses to coincide with elections; linking the new Law and
Democracy capstone course with an annual speaker event; (3) a majority of students in political science demonstrate competency or
accomplishment on all SLOs assessed in the discipline.
With only one full-time faculty member, the assessment and program review processes are singularly driven and, therefore, less collaborative
than ideal. With additional full-time faculty, this process would be both more meaningful, and changes could be implemented more consistently
and universally.
As a discipline, Political Science plays a pivotal role in supporting a campus culture of engagement, political knowledge, critical thinking, and civic
responsibility. American Government is further recognized at the state level, by way of the California State University American Institutions
graduation requirement, as a fundamental part of a college education.
16
2. Statements about the alignment with the strategic plan and your student learning goals are required. Indicate here any information from
advisory committees or outside accreditation reviews that is pertinent to the proposal.
The Political Science program supports the new Chabot College Strategic Plan through multiple efforts including but not limited to: transfer
support, distance education, fully-implemented student learning outcomes, providing an innovative library integration/student research project
funded through the basic skills initiative, contemporary civic and globally-minded courses and curricula, participation in the PACE and Change It
Now programs.
Additionally, this program offers two majors, one of which is an AA-Transfer degree (Political Science) and the other of which prepares students
to seamlessly transfer in International Studies and International Relations majors at CSUs and UCs across the state. In Fall 2013, for the first
time, over SIXTY students (declared Political Science and International Studies Majors) were invited to a major presentation where they learned
about degree requirements, career paths, and on and off campus extracurricular opportunities. Both majors are highly popular across the state,
with 21% anticipated growth in jobs for Political Scientists between 2008 and 2018, according to the Bureau for Labor Statistics. International
Studies is one of the fastest growing majors on college campuses across the United States.
Chabot’s Law and Democracy program is at the forefront of creating additional pathways for students considering going into Law. The Law and
Democracy Program will seek to participate in a 2+2+3 (year) pilot law school pipeline.
Projects, activities and events designed to increase student community engagement such as the Political Science Club, Model United Nations
simulation, the Law and Democracy Program, bringing speakers, participating in panel forums, working with Student Government, and
organizing activities for the campus community support ALL Chabot students regardless of their educational goals by providing them with
opportunities. Such contributions to campus life may not be quantifiable in terms of moving “success” numbers but undoubtedly increase
student learning, a success in and of itself.
As requirements to manage SLO data, program review, and transfer support increases, the ability of the Political Science and International
Studies Program to sustain this level of outreach with only one full-time faculty member decreases.
An additional faculty member would:
 strengthen the AA-T and International Studies major pathways student support and outreach
 enable the addition of American Government courses on the schedule without further skewing the PT/FT ratio
 contribute to the robust extra-curricular programming Political Science and International Studies brings to the college
 contribute to the ability of faculty to specialize within Political Science & International Studies and the growth of the IS program
 ensure that all programmatic responsibilities are completed even in the event that the full-time instructor gets sick, goes on
maternity leave, sabbatical, etc.
17
Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent) classified
professional positions (new, augmented and replacement positions). Remember, student assistants are not to replace Classified Professional
staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal, safety, mandates, and accreditation issues. Please cite any evidence or data to support your request. If this position is categorically funded,
include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested: 0
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
Classified Professional Staff (2000)
Description
Program/Unit
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Postion
Description
Student Assistants (2000)
Program/Unit
18
PLEASE LIST IN RANK
ORDER
Division/Area
PLEASE LIST IN RANK
ORDER
Division/Area
2. Rationale for your proposal.
3. Statements about the alignment with the strategic plan and program review are required. Indicate here any information from advisory
committees or outside accreditation reviews that is pertinent to the proposal.
19
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
COURSE
CURRENT
FTEF
(2013-14)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
Amer.Gov’t.
Comp. Pol.
Pol. Theory
CA Pol.
3.8
.2
.2
0
.8
.2
.2
.2
19
1
1
0
4
1
1
1
836
44
44
0
176
44
44
44
*TOTAL ADDITONAL FTEF REQUESTED: 1.4
Chabot College and Chabot students would greatly benefit from increasing offerings in Political Science
and International Studies. I am requesting an additional 1.4 FTEF per year. The following details 3
reasons that this increase is needed.
Reason 1: TMC. Political Science offers a Transfer Model Curriculum, which REQUIRES the following four
courses: American Government, Political Theory, Comparative Politics and International Relations.
Currently, only American Government and International Relations are offered EVERY semester.
Comparative Politics and Political Theory are offered only once a year; I would like to see them offered
every semester, as well. California Politics can also fulfill a TMC requirement. It is currently offered
every other Fall. I would like to offer this course every Fall.
ADD 1 section each of Comp. Pol., Pol. Theory, Cal. Pol. per year = .6 FTEF
Reason 2: CSU graduation American Institutions requirement/popular transfer course. The fill rate for
American Government courses over the last 5 years has always been above 108%. Nine sections of
American Government would easily fill each semester. This would also allow for a better mix of in
person vs. online courses and greater variety of times offered during the week. History 7 and 8 fulfill the
same American Institutions requirement as American Government; in Fall 2012, twelve sections of
History 7 were offered and ten of History 8.
ADD 4 sections of Amer. Gov’t per year = .8 FTEF
20
Reason 3: Relevance/National Trends. A 2012 report by the National Task Force on Civic Learning and
Democratic Engagement is part of the Obama administration’s effort to promote civic learning. This is
reflective of a national effort to re-engage youth in civic life and the political process. With young
adults’ voting rates at all time lows, it is part of our mission in higher education to prepare students for
their civic duties in addition to their academic pursuits. Increasing political science offerings (when the
demand exists, as it does) is one way to support such efforts. "Knowledge is important, but it is equally
important to work on public problems that help democracy,” said Carol Schneider, the AAC&U president
and one of the report’s authors.
Additionally, political science is a top major at Universities in the United States, and I anticipate the
demand for the political science TMC will continue to grow at Chabot. Chabot currently graduates
between 300 and 400 Liberal Arts and Sciences majors each year. As Political Science is one of the
largest social science majors at local colleges and universities, there is a market for allowing students to
graduate with greater specialization.
Political science majors evaluate societal, national, and global events by learning about forms of political
organization and political processes. Political science is consistently a top ten major because of its
versatility and applicability to today’s world. The AA degree provides students with a strong foundation
in American government, political theory, and comparative and international politics for those who wish
to pursue a Bachelor of Arts degree in political science (as well as other majors) and for those who seek
careers in public service, education, law, or business.
21
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants,
supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of
new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested:
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Learning Connection Tutors
Tutors available for American Government students and, preferably,
other Political Science courses.
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.
Political Science has consistently utilized the Learning Connection – the tutoring program, the WRAC center, the Communications Lab, and
Learning Assistants to support student success.
Being able to offer tutoring services for students, particularly in the Introduction to American Government class, is very important to being able
to support student success in this course, and for the program. For the last three years we have consistently had excellent tutors available for
students who need them and students have benefited from the ability to get help preparing for exams, writing papers, and understanding
course material.
22
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000 and 5000 in priority order. Do NOT
include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any requested funds beyond
those you received this year. Please also look for opportunities to reduce spending, as funds are very limited.
Supplies Requests [Acct. Category 4000]
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional benefit to the program.
2013-14
2014-15
Request
needed totals in all areas Request
Requested Received
Description
Amount
Vend
or
23
Division/Unit
Priority #1
Priority #2
Priority #3
Contracts and Services Requests [Acct. Category 5000]
Instructions:
1. There should be a separate line item for each contract or service.
2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated
requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not received in
the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional
benefit to the program.
augmentations only
Description
Amount
Vendor
Division/Unit
24
Priority #1
Priority #2
Priority #3
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development Committees in allocation of funds.
Instructions:Please list specific conferences/training programs, including specific information on the name of the conference and location. Note
that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of need that could perhaps be
fulfilled on campus, and to establish a historical record of need. Your rationale should discuss student learning goals and/or connection to the
Strategic Plan goal.
Description
Attendance at one national
disciplinary conference per year
Amount
Airfare: $400
Hotel: $400
Registration: $300
Food: $100
Total: $1,200.00
Vendor
Division/Dept
Priority Priority Priority
#1
#2
#3
Notes
For the ability to teach current
academic material, work on
collaborative projects, and
further the democracy initiatives
that I have helped to launch on
campus. I am involved in
national efforts to increase
community college participation
in disciplinary organizations and
this work necessitates
attendance at major discipline
conferences.
N/A
Attendance at annual conferences in Political Science and International Studies is one of the best ways to keep up with academic literature and
research. These are the conferences that are important for me to attend on a semi-regular basis:
1. American Political Science Association Annual Conference, held in early September at rotating locations
2. American Political Science Association Teaching and Learning Conference, held in February at rotating locations
3. International Studies Association Annual Conference, held in early April at rotating locations
4. American Democracy Project and Democracy Commitment Annual Meeting, held in June at rotating locations
25
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee.
Instructions: Please fill in the following as needed to justify your requests .If you're requesting classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers that are our current standards.
If requesting multiple pieces of equipment, please rank order those requests. Include shipping cost and taxes in your request.
Instructions:
1. For each piece of equipment, there should be a separate line item for each piece and
an amount. Please note: Equipment requests are for equipment whose unit cost exceeds $200.
Items which are less expensive should be requested as supplies. Software licenses should also be
requested as supplies.
2.
For bulk items, list the unit cost and provide the total in the "Amount" column.
Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be
in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to
jeopardize the life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be
nice to have and would bring additional benefit to the program.
Description
Amount
Vendor
Division/Unit
Chromebook laptops
50
Google
Social Sciences
26
Priority #1
Priority #2
X
Priority #3
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
-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 cost of this is $279 per Chromebook x 50 laptops = $13,950 + $1,761 for a storage/charging cart1 (free shipping) x 2 = $3,522.
TOTAL = $17,472.
1
http://bretford.com/products/36-unit-netbook-carts/
27
28
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of reprioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet
capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match
if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined
that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many
smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing,
constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests. If requesting more than one facilities project, please rank order your
requests.
Brief Title of Request (Project Name): Center for Civic and Community Engagement
Building/Location: 100 Building, Ground Floor.
Description of the facility project. Please be as specific as possible.
This would be an office space located on the ground floor of the 100 building that will serve as the central office for a Center for
Civic and Community Engagement. The Center will be a physical space that communicates Chabot’s commitment to the
democratic purposes of our mission, deep and powerful experiential learning for our students, and the integration of the
diverse and cultural context of the community in our teaching, to our students. The space will do the following:
1) Provide resources on all of the programs housed in the Center.
2) Create office space for staff to coordinate, support, and operate Center programs and activities.
3) Provide a meeting space for Center programs to collaborate across Chabot and with community partners.
4) Hold a central collection of Civic Engagement resources for students, staff, faculty and community members.
What educational programs or institutional purposes does this equipment support?
The Public Policy Institute of California (PPIC) has highlighted the national decline in civic engagement over the last two
decades.2 The report notes sizable differences in participation associated with race/ethnicity and immigrant generation and
language use. The authors of the report concluded that the dramatic racial and ethnic changes under way in California today
2
The Ties That Bind: Changing Demographics and Civic Engagement in California (2004).
29
may worsen rates of civic engagement thereby aggravating problems such as economic and educational inequality. Related
research has identified a direct relationship between civic learning and civic activities such as voting, volunteer community
service, and political action.3
Given the demographic shifts underway in California, that community college student population will be incredibly diverse. We
know this will be the case at Chabot, a recognized Hispanic Serving Institution. While preparing them for success in the
workplace, we can also help them become informed citizens capable of participating in the civic and political life of their
communities. This next generation has the promise and potential to solve many of the problems plaguing our communities but
only if they have the civic skills needed to do the job. Furthermore these skills can be incorporated into existing curricula in
ways that enhance student engagement and provide them with hands on learning, both proven techniques for improving
student success rates.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
Internally, CCCCE will be a hub for programs aligned with the civic aspects of our mission. One of our college-wide learning goals is
civic engagement. “In order to learn how to be citizens, students must act as citizens. Therefore, education must connect subject
matter with the places where students live and the issues that affect us all.”4 Community colleges’ natural connection to their
communities makes them uniquely suited to engage students in community-based learning strategies such as academically based
service learning, civic education, environmental education, and work-based learning.
However, civic engagement must be part of the core work of the college if students, the campus, and the community are to receive
the benefits that flow from an engaged campus. The Chabot Center for Civic and Community Engagement (CCCCE) will provide a
physical and intellectual space for Chabot students, faculty, campus departments and community partners to share knowledge,
skills, and resources for the benefit of student learning and community wellbeing. CCCCE will be a catalyst and gateway for
community leaders to find the campus connections needed for partnerships and collaborations that will create the intellectual and
social capital essential to the educational, social, and civic development of our communities.
3
Intercollegiate Studies Institute American Civic Literacy Program “The Diverging Influences of the College Degree & Civic Learning on American Beliefs.”
http://www.americancivicliteracy.org/
4
Community-Based Learning: Engaging Students for Success and Citizenship, Coalition for Community Schools
30