Chabot College
Program Review Report
2015 -2016
Year 1 of
Program Review Cycle
CAS
Submitted on 10/24/2014
Contact: Mon Khat
Table of Contents
_X__ Year 1
Section 1: Where we’ve been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
___ Year 3
Section A: What Have We Accomplished?
Section B: What’s next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives
F1: New Faculty Requests
F2: Classified Staffing Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
__X__ YEAR ONE
1. Where We’ve Been - Complete Appendix a (Budget History) prior to writing your narrative.
Limit your narrative to nomore than one page. As you enter a new Program Review cycle,
reflect on your achievements overthelastfew 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?
The Computer Application Systems (CAS) department offers 2 Associate Degrees, 3 Certificates
of Achievements, and 2 Certificates of Proficiencies. The degrees and certificates offered in the
CAS department are Career & Technical Education (CTE) focused programs that aims to
educate students with employable skills at the entry level and provide retraining/updating for
career professionals. Students who master skills taught in the program can seek gainful
employment in fields such as general office administration and technical application software
support. Additionally, students who seek out computer software application skills can enhance
their current, or future careers as technology proliferates all aspects of industrial, and service
sectors of the United States and international economy.
Even traditional vocational industries and fields are continuing to change the way they operate
and function in the changing workplace. Take the automotive industry for example; traditionally
this was seen as an occupation where an employee would only need to be good with hand tools
to diagnose, evaluate, and repair a problem with an automobile. With modern cars, an
automotive technician would start off by attaching a computer (laptop, automotive scanner, etc.)
to the automobile and retrieve warning codes notifying them of current issues. A person could
not pursue a career as an automotive mechanic without computer technology skills in today’s
world. Almost every occupational field has a technological component that requires computer
technological skills. Even a farmer working their field with a tractor has state of the art
computer in the dashboard with a monitor notifying them of the dry spots of their land through a
satellite feed from space.
After reviewing data provided by the Institutional Research department at Chabot College the
CAS department is proud to see that a large number of certificates have been issued over the
years, and that a large number of students are serviced through instruction even though there
are very limited resources.
Additionally, through my conversations with the Disabled Student Services Program (DSPS) I
have come to find out that the CAS department serves and teaches a large number of students
with special needs, and that many of them work towards the certificate programs in the
department. Being able to provide high quality instruction and a pathway for these students is
key to servicing all of Chabot’s population.
Much of these achievements has been due to the creative, innovative, and flexible nature of the
CAS department. Constantly the department has created new courses, and brought in additional
learning aids that have enhanced education, and provided for learning opportunities. The most
significant would be the openness to online education and learning, which is where a good
portion of CAS courses are offered.
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2. Where We Are Now - Review success, equity, course sequence, and enrollment data from
the past three years at
http://www.chabotcollege.edu/ProgramReview/Data2014.asp
Please complete Appendices B1 and B2 (CLO's), C (PLO's), and D (A few questions) before
writing your narrative. Limit your narrative to twopages.
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.
The success and persistence rates for the Computer Application Systems (CAS) department are
good. Overall for a three year period from fall of 2011 to the spring of 2014 the CAS
department has an overall success rate of 63.5% vs. the State of California’s 39% success rate
(CollegeMeasures.org, 2014).
Chabot College Program Review Data: http://www.chabotcollege.edu/programreview/Data/A_CourseSuccess_Data/20112014/Applied_Technology_&_Business/CAS_Overall_11-14.pdf
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Additionally when broken down into male vs. female student comparisons the numbers hold well
with females holding a success rate of 64% and males holding a slightly lower success rate at
63%.
Chabot College Program Review Data: http://www.chabotcollege.edu/programreview/Data/A_CourseSuccess_Data/20112014/Applied_Technology_&_Business/CAS_Overall_11-14.pdf
In comparing success rates between different ethnicities there is a small educational success gap
with a range varying from a 45% success rate to a 75.83% success rate over the 3 year term
between fall of 2011 and spring of 2014. The following success rates were reported with: (1)
African Americans holding a success rate of 50%; (2) American Indians holding a success rate
of 45%; (3) Asian Americans holding a success rate of 75.83%; (4) Filipinos holding a success
rate of 73.5%; (5) Hispanics holding a success rate of 60.16%; (6) Pacific Islanders holding a
success rate of 59%; (7) students with 2 or more races holding a success rate of 55%; and (8)
Whites holding success rate of 70.5%. The largest educational success gap is between Asian
Americans and American Indians with a difference of 30.83%.
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Chabot College Program Review Data: http://www.chabotcollege.edu/programreview/Data/A_CourseSuccess_Data/20112014/Applied_Technology_&_Business/CAS_Overall_11-14.pdf
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The 3 highest enrolled CAS course also have a very positive success rate with: (1) CAS 50 –
Intro to Information Technology and Computer Applications with a success rate of 65.8%; (2)
CAS 54A – Intro to Excel with a success rate of 70.33%; and (3) CAS 88A Intro to Word with a
success rate of 55.66%.
Chabot College Program Review Data: http://www.chabotcollege.edu/programreview/Data/A_CourseSuccess_Data/20112014/Applied_Technology_&_Business/CAS_Courses_11-14.pdf
In the 3 highest enrolled courses, female students did slightly better than their fellow male
students with CAS 50 being a 65% to 67%, CAS 54A being 66% to 72%, and CAS 88A being
55.66% to 55.83%.
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Chabot College Program Review Data: http://www.chabotcollege.edu/programreview/Data/A_CourseSuccess_Data/20112014/Applied_Technology_&_Business/CAS_Gender_11-14.pdf
In a course sequence from CAS 50 to CAS 58 the overall success rate is 62% amongst overall,
and male and female student comparison. Additionally course sequence by racial comparisons
showed similar educational gaps amongst groups, with Asian Americans, Filipinos, and Whites
holding higher success rates at 67%, 90%, and 73%.
Chabot College Program Review Data: http://www.chabotcollege.edu/programreview/Data/A_CourseSequences_Data/20122014/Applied_Technology_&_Business/CAS_50_to_58_F12_to_Su14.pdf
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2. Distance education vs. face-to-face courses.
In the most recent data, distance education in the CAS program shows higher enrollment and
higher success rates:
Chabot College Program Review Data: http://www.chabotcollege.edu/IR/StudentSuccess/SuccessRates_Online_vs_FacetoFace_Fa12.pdf
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3. The Difference We Hope to Make - Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SP forPR.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.
Note: Chabot is in the process of creating our next Educational Master Plan, to last six years.
Educational Master Plans are generally large enough in scope to be flexible. They are used in
particular at the District Level to guide in facility and community planning.
Please take this moment to reflect on your program’s larger term vision(s) and goals (6 years),
and to incorporate them into Program Review under the section below as a separate paragraph
or otherwise. The drafters of the Educational Master Plan will be mining Program Review for
contributions to the plan, with a commitment to read what programs have submitted. IR has
offered to work with programs to determine future market trends to be incorporated into this
year’s program review in relation to long-term goals. Please contact Carolyn Arnold for support.
We will have other avenues to communicate with the Educational Master Plan Consultants. This
is simply one avenue.
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?
Over the next 6 years, what are your longer term vision(s) and goals? (Ed Master Plan)
What areyour 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?
In accordance with the Chabot College mission to educate and serve student, the CAS
department will undergo a number of processes that aim to better serve the students of Chabot
College, the surrounding business and industrial community, and the general public.
The first action that the CAS department will undertake is a complete evaluation and analysis of
every Associate degree, Certificate of Achievement, Certificate of Proficiency and every course
offered in the department. The analysis will focus on the current relevancy of program goals
and outcomes. The evaluation of the courses will focus on industry relevancy and marketability
of the skill set taught in each course. Upon discovery, appropriate action will take place to
ensure the quality of the programs currently housed in the CAS department. Aligning the current
programs with appropriate courses to match industry requirements, standards, and needs will be
the driving factor behind this review portion of the program.
Student success and persistence will be another major factor in the analysis of degrees,
certificates, and courses being offered. A course offering pattern, and best practices for student
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success in pedagogy will be sought after. Clear measurable goals will be to increase graduation
numbers in certificates and Associate Degrees. Additionally, additional consultation will be
sought after to help close the education gap between Asian/White students and African
American/Hispanic students.
In addition to revamping current degree and certificate programs, a new Associates Degree
focusing on more advanced information technology will be pursued. An Associates of Science in
Information Systems with an emphasis in networking, and An Associates of Science in
Information Systems with an emphasis in database programming will be pursued. The first step
in this cycle is to create and update the older CAS networking courses and align them with
current industry networking standards. Along with the networking courses, foundation level
Information Technology courses will be written and created in the CAS department. After
moving the networking program through, development of the database program will be
developed and moved on its way.
In order to help and advice these activities along, an Industry Education Council has been
formed consisting of a number of technology professionals: (1) an Human Resources manager
for a company developing Voice Over Internet Protocols (VOIP0; (2) a web and mobile
applications developer working on internet communication technology; (3) an computer
engineer working on drone video recognition systems; (4) a software engineer specializing in
printer driver functionality; (5) a programmer analyst working on card payment processing
systems.
To achieve these goals, some courses will be swapped out for others, additional FTE will be
required along with additional adjunct faculty with expertise in the field, and budgetary support
for equipment, software, and facility upgrades.
Courses will be offered on campus and online to reach a wider audience, and non-traditional
student.
The Bureau of Labor Statistics outlook shows that between 2012-2022 expects a 17% job
growth, for database administrators expects a 15% job growth, and for network administrators
expects a 12% job growth, all with salaries above the national median income.
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____ YEAR TWO
A. What Progress Have We Made?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should alsoreview 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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B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategiesat
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to
further detail your narrative. Limit your narrative to two pages, and be very specific about
what you hope to achieve, why, and how.
Note:Chabot is in the process of creating our next Educational Master Plan, to last six years.
Educational Master Plans are generally large enough in scope to be flexible. They are used in
particular at the District Level to guide in facility and community planning.
Please take this moment to reflect on your program’s larger term vision(s) and goals (6 years),
and to incorporate them into Program Review under the section below as a separate paragraph
or otherwise. The drafters of the Educational Master Plan will be mining Program Review for
contributions to the plan, with a commitment to read what programs have submitted. IR has
offered to work with programs to determine future market trends to be incorporated into this
year’s program review in relation to long-term goals. Please contact Carolyn Arnold for support.
We will have other avenues to communicate with the Educational Master Plan Consultants. This
is simply one avenue.
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?
What is your longer term vision(s) or goals? (Educational Master Plan)
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___ YEAR THREE
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence, and
enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:
What program improvement goals did you establish?
Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for student learning, program learning, and Strategic Plan
achievement.
What best practices have you developed? Those could include pedagogical methods,
strategies to address Basic Skills needs of our students, methods of working within your
discipline, and more.
Are these best practices replicable in other disciplines or areas?
What were your greatest challenges?
Were there institutional barriers to success?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.
Note: Chabot is in the process of creating our next Educational Master Plan, to last six years.
Educational Master Plans are generally large enough in scope to be flexible. They are used in
particular at the District Level to guide in facility and community planning.
Please take this moment to reflect on your program’s larger term vision(s) and goals (6 years),
and to incorporate them into Program Review under the section “The Difference We Hope to
Make” as a separate paragraph or otherwise. The drafters of the Educational Master Plan will
be mining Program Review for contributions to the plan, with a commitment to read what
12
programs have submitted. IR has offered to work with programs to determine future market
trends to be incorporated into this year’s program review in relation to long-term goals. Please
contact Carolyn Arnold for support. We will have other avenues to communicate with the
Educational Master Plan Consultants. This is simply one avenue.
What goals do you have for future program improvement?
What ideas do you have to achieve those goals?
What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
What are your longer term vision(s) and goals for your program? (Educational Master
Plan)
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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
TOTAL
2013-14
Budget
Requested
2 Learning
assistants
2013-14
Budget
Received
2 Learning
Assistants
$0.00
$51,000
$0.00
$51,000
$0.00
$0.00
$0.00
$51,000
2014-15
Budget
Requested
2014-15
Budget
Received
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.
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?
Currently students are working with older computers, set up on old desk in a manner that is not
conducive to learning in a classroom/lab environment that requires interaction with faculty and fellow
students. Students sit in a formation with old large computers that form miniature cubicles semi
isolating themselves. Additionally the computers are running slow, and have trouble running current
software and websites. Due to the nature of the subject matter, hardware and software need to be
updated on a cycle that is in pace with technology.
With that said, the CAS department is not asking for the latest and greatest, but equipment and is within
a 5-7 year span that can handle newer technology.
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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:
XNo CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once at
least once every three years.
Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
This Year’s Program
Review
*CTL forms must be
included with this PR.
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Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Form Instructions:
Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
(CLO) 2:
(CLO) 3:
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
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PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
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. COURSE-LEVEL OUTCOME (CLO) 2:
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?
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C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
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PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
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)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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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: CAS Administrative Assistant (AS)
PLO #1: Demonstrate knowledge of office application software and be able to apply the
appropriate software to solve problems.
PLO #2: Students are able to organize, communicate and function in a business and
office environment, using appropriate terminology and English skills.
PLO #3: Proficiency in Microsoft Office Applications
PLO #4: Proficiency in keyboarding skills.
What questions or investigations arose as a result of these reflections or discussions?
Upon review of the program for the Administrative Assistant degree, a complete assessment of
the degree program needs to be done. Courses need to be evaluated and reassessed along
with software training packaged being used. Currently Pearson’s MyITLab and Cengage’s SAM
software is used throughout the program and student’s deeper cognitive skills in the course
work need to be assessed.
What program-level strengths have the assessment reflections revealed?
Looking at the software packages being used for training in the program, it is clear that for
some students it adds to their knowledge, understanding, and proficiency in the field. For
others there is a clear assessment that there is no value added, and for some there is a grey
area.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
A complete reassessment must be done of the program, the courses used to fulfill the program
requirements, and the outcomes must be aligned with industry standards, and constantly updated so
that there is relevancy in the education for the student.
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Program: CAS Administrative Assistant Certificate
PLO #1: Demonstrate knowledge of office application software and be able to apply the
appropriate software applications to solve problems.
PLO #2: Students are able to organize, communicate and function in a business and
office environment.
PLO #3: Proficiency in keyboarding
PLO #4: Use appropriate terminology and English skills.
What questions or investigations arose as a result of these reflections or discussions?
Upon review of the program for the Administrative Assistant degree, a complete assessment of
the degree program needs to be done. Courses need to be evaluated and reassessed along
with software training packaged being used. Currently Pearson’s MyITLab and Cengage’s SAM
software is used throughout the program and student’s deeper cognitive skills in the course
work need to be assessed.
What program-level strengths have the assessment reflections revealed?
Looking at the software packages being used for training in the program, it is clear that for
some students it adds to their knowledge, understanding, and proficiency in the field. For
others there is a clear assessment that there is no value added, and for some there is a grey
area.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
A complete reassessment must be done of the program, the courses used to fulfill the program
requirements, and the outcomes must be aligned with industry standards, and constantly updated so
that there is relevancy in the education for the student.
21
Program: CAS Business Graphics
PLO #1: Demonstrate skill and comprehension in respective subject areas as indicated
by course outcomes.
PLO #2: Demonstrate the ability to think critically and apply knowledge of business
graphics skills.
PLO #3: Develop knowledge of business graphics and web page design.
PLO #4: Develop knowledge of technological changes and select a current solution for a
given problem.
What questions or investigations arose as a result of these reflections or discussions?
Upon review of the program for Business Graphics program, courses required for program
completion have not been offered on a regular cycle and certificates have not been awarded.
What program-level strengths have the assessment reflections revealed?
No assessment can be made at the moment due to lack of data.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
A complete reassessment must be done of the program, the courses used to fulfill the program
requirements, and the outcomes must be aligned with industry standards, and constantly updated so
that there is relevancy in the education for the student.
22
Program: CAS Office Technology Certificate
PLO #1: Recognize and apply appropriate information and hardware technology to
achieve organizational goals.
PLO #2: Demonstrate the ability to think critically and analyze problems.
PLO #3: Demonstrate the ability to choose appropriate hardware and software and
apply information and technology to achieve organizational goals. Demonstrate the
ability to keyboard proficiently.
PLO #4: Demonstrate the ability to communicate effectively in an office environment.
What questions or investigations arose as a result of these reflections or discussions?
Upon review of the program for the Administrative Assistant degree, a complete assessment of
the degree program needs to be done. Courses need to be evaluated and reassessed along
with software training packaged being used. Currently Pearson’s MyITLab and Cengage’s SAM
software is used throughout the program and student’s deeper cognitive skills in the course
work need to be assessed.
What program-level strengths have the assessment reflections revealed?
Looking at the software packages being used for training in the program, it is clear that for
some students it adds to their knowledge, understanding, and proficiency in the field. For
others there is a clear assessment that there is no value added, and for some there is a grey
area.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
A complete reassessment must be done of the program, the courses used to fulfill the program
requirements, and the outcomes must be aligned with industry standards, and constantly updated so
that there is relevancy in the education for the student.
23
Program: CAS Office Tech (Proficiency)
PLO #1: Recognize and apply appropriate information and hardware technology to
achieve organizational goals.
PLO #2: Students are able to organize, communicate and function in a business and
office environment. Demonstrate the ability to think critically and analyze problems.
PLO #3: Proficiency in Microsoft Office Applications.
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Upon review of the program for the Administrative Assistant degree, a complete assessment of
the degree program needs to be done. Courses need to be evaluated and reassessed along
with software training packaged being used. Currently Pearson’s MyITLab and Cengage’s SAM
software is used throughout the program and student’s deeper cognitive skills in the course
work need to be assessed.
What program-level strengths have the assessment reflections revealed?
Looking at the software packages being used for training in the program, it is clear that for
some students it adds to their knowledge, understanding, and proficiency in the field. For
others there is a clear assessment that there is no value added, and for some there is a grey
area.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
A complete reassessment must be done of the program, the courses used to fulfill the program
requirements, and the outcomes must be aligned with industry standards, and constantly updated so
that there is relevancy in the education for the student.
24
Program: CAS Software Specialist (AS)
PLO #1: Recognize and apply appropriate information and hardware technology to
achieve organizational goals.
PLO #2: Demonstrate and apply appropriate software applications to achieve
organizational goals.
PLO #3: Understand basic hardware and software functions of a computer. Develop
knowledge of technology applicable to the field, and proficiency in appropriate
software.
PLO #4: Demonstrate knowledge of technology applicable to the field, and proficiency in
appropriate software.
What questions or investigations arose as a result of these reflections or discussions?
Upon review of the program for the Administrative Assistant degree, a complete assessment of
the degree program needs to be done. Courses need to be evaluated and reassessed along
with software training packaged being used. Currently Pearson’s MyITLab and Cengage’s SAM
software is used throughout the program and student’s deeper cognitive skills in the course
work need to be assessed.
What program-level strengths have the assessment reflections revealed?
Looking at the software packages being used for training in the program, it is clear that for
some students it adds to their knowledge, understanding, and proficiency in the field. For
others there is a clear assessment that there is no value added, and for some there is a grey
area.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
A complete reassessment must be done of the program, the courses used to fulfill the program
requirements, and the outcomes must be aligned with industry standards, and constantly updated so
that there is relevancy in the education for the student.
25
Program: CAS Software Specialist Certificate
PLO #1: Recognize and apply appropriate information and hardware technology to
achieve organizational goals.
PLO #2: Demonstrate and apply appropriate software applications to achieve
organizational goals.
PLO #3: Understand basic hardware and software functions of a computer. Develop
knowledge of technology applicable to the field, and proficiency in appropriate
software.
PLO #4: Demonstrate knowledge of technology applicable to the field, and proficiency in
appropriate software.
What questions or investigations arose as a result of these reflections or discussions?
Upon review of the program for the Administrative Assistant degree, a complete assessment of
the degree program needs to be done. Courses need to be evaluated and reassessed along
with software training packaged being used. Currently Pearson’s MyITLab and Cengage’s SAM
software is used throughout the program and student’s deeper cognitive skills in the course
work need to be assessed.
What program-level strengths have the assessment reflections revealed?
Looking at the software packages being used for training in the program, it is clear that for
some students it adds to their knowledge, understanding, and proficiency in the field. For
others there is a clear assessment that there is no value added, and for some there is a grey
area.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
A complete reassessment must be done of the program, the courses used to fulfill the program
requirements, and the outcomes must be aligned with industry standards, and constantly updated so
that there is relevancy in the education for the student.
26
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years?
Yes
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five years or
won’t be taught in three years should be deactivated)
No
CAS 60 and 61 no longer exist with the closing of the satellite campus. Other courses need to be
reviewed for viability in the curriculum.
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
No
Coursescycles need to be reassessed, and offered so that students can students can have the
opportunity to complete their program, and if degrees and certificates are not issued, they will
be evaluated for the next appropriate step.
4. 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
5. 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
6. 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
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
Yes
8. 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
27
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?
These initiative address the educational opportunity gap of a quality education, with a career focused goal, with high marketability and income
for traditionally disenfranchised population.
What is your specific goal and measurable outcome?
Create new degrees, reevaluate and update old ones, and increase the graduation and success rate amongst students in the program.
What is your action plan to achieve your goal?
Target Completion Date
Required Budget (Split out personnel, supplies, other
categories)
Activity (brief description)
Evaluate current CAS degrees & certificates
2015-2016
Evaluate current CAS courses
2015-2016
Create a AS/T Information Systems Networking
2015-2016
Faculty, Hardware, Software, Conferences
Create a AS/T Information Systems Programming
2015-2016
Faculty, Hardware, Software, Conferences
How will you manage the personnel needs?
New Hires:
Faculty # of positions ___2 Adjunct Faculty
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: Hire additional part-time faculty
28
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: VTEA/Perkins, Deputy Sector Navigator
29
(obtained by/from):
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
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/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
Adjunct-Faculty
Adjunct-Faculty
CAS Instructor
CAS Instructor
CAS
CAS
Division/Area
Applied Business & Technology
Applied Business & Technology
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.
Currently the CAS program is running at full capacity with 1 full time instructor and 8 adjunct faculty roughly enough courses to account for 5 FTE
faculty members. Currently classes are full, and many of the CAS 50 overenrolling students. New faculty are required with expertise to help
teach the more advanced technical curriculum, and carry the load which will be created.
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.
An industry advisory committee has been formed with industry professionals. Their opinion is to offer a more technological advanced
curriculum to meet the demand for skilled employees. The U.S. Bureau of Labor Statistics shows a 12%-17% growth in the database and
networking field over the next 10 years.
30
Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent) classified
professional positions(new, augmented and replacement positions).Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal, safety, mandates, and accreditation issues. Please cite any evidence or data to support your request. If this position is categorically funded,
include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested: _____
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
Classified Professional Staff (2000)
Description
Program/Unit
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Position
Learning Assistants – 2 Positions
Student Assistants (2000)
Description
Program/Unit
CAS 50, 54A, 88A, 58
CAS
31
PLEASE LIST IN RANK
ORDER
Division/Area
PLEASE LIST IN RANK ORDER
Division/Area
Applied Business & Technologies
2. Rationale for your proposal.
CAS has no classified staff assigned to the program. CAS learning assistants will be able to help in class lab with small groups of students on
various items like projects that require a good deal of technical skill.
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.
Additional learning assistance and tutors can help provide support to students who have been traditionally disenfranchised and are first generation students
that do not have a support system helping to further their education along. The supplementary help will have a high impact for the most vulnerable students
Chabot CAS program serves.
32
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
CAS 82
CAS 84
CURRENT
FTEF
(2014-15)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
0
0
.23
.23
0
0
1
1
0
0
50
50
33
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. Tutor
For CAS 50
2. Tutor
For CAS 54A & 54B
3. Tutor
For CAS 58
4. Tutor
For CAS 88A & 88B
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.
The tutoring center has made numerous request for more CAS tutors due to the demand from students coming into the center seeking help for
homework and project. Offering tutoring to these student would help increase the success rates and lead to program completion, further
strengthening the college’s strategic plan.
34
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 criticalrequests 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 requeststhat would be nice to have and would bring additional benefit to the program.
needed totals in all
areas
Description
Technical & Office
Supplies: Projector
Bulbs, Printer Toner,
Drums, Fuser Kits
2014-15
Request
Requested
2015-16
Request
Received
Amount
Vend
or
$3,000
Division/Unit
Bus. Applied Tech
35
Priority #1
X
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 criticalrequests 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 requeststhat would be nice to have and would bring additional
benefit to the program.
augmentations only
Description
Amount
Vendor
Division/Unit
36
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
Association for the
Advancement of
Computing in Education
Amount
$2,500
Vendor
Priority Priority Priority
Division/Dept.
#1
#2
#3
CAS
Notes
X
Information Technology, New
Technology
Consumer Electronics
Show (CES)
Oracle Open World
$3,000
$3,000
CAS
CAS
X
X
(#1 new products conference in
the world)
Database Development &
Program Education
(#1 database development
conference from the database
industry leader)
Networking Development and
Program Education
Cisco Live
$4,000
CAS
37
X
(#1 computer networking conference
from the networking technology
industry leader)
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 criticalrequests 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 an 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 requeststhat would be
nice to have and would bring additional benefit to the program.
Description
Amount
New Computers
$50,000
Vendor
Division/Unit
CAS / Applied Tech & Business
38
Priority #1
X
Priority #2
Priority #3
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, and 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): CAS Computer Labs Remodel
Building/Location: Building 1600, Room 1611 & Room 1615
Description of the facility project. Please be as specific as possible.
Remodel of both computer labs with new desk and ergonomic chairs. Include new computers that are streamlined and low
profile allowing for lecture and lab interaction. Include a stronger Wi-Fi signal in building.
What educational programs or institutional purposes does this equipment support?
This will support the CAS departments 7 degree and certificate programs which are technological based and learned on a
computer lab setting.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
This will enhance learning, allow for student to student, and student to teacher interaction, and allow for time spent on learning the
material and not waiting for old computers to boot or deal with technical errors due to old computers and incompatibility.
39