Chabot College
Program Review Report
2015 -2016
Year 2 of
Program Review Cycle
Entrepreneurship
Submitted on October 24, 2014
Contact: Jan Novak
Table of Contents
___ Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
__X_ Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
___ Year 3
Section A: What Have We Accomplished?
Section B: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives:None
F1: New Faculty Requests
F2: Classified Staffing RequestsNone
F3: FTEF Requests
F4: Academic Learning Support RequestsNone
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment RequestsNone
F8: FacilitiesNone
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:
1.
What were your year one Program Review goals?
Our goals were to work toward a 75% success rate in our classes, to award 10
entrepreneurship certificates each year, and to see five of our students (current or past) start
new businesses each year. These were not one-year goals, but goals to be achieved over the
three years of the program review cycle.
2.
Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
We have not yet been able to move the needle on success rates, primarily due to low
retention. The number of certificates awarded is definitely increasing, with 7 awarded in
Spring 2014. We now have 49 declared Entrepreneurship majors, and expect those awards
to continue to increase. It is challenging to track the number of new business start-ups, but
we know of at least three new businesses started in the past year by former
Entrepreneurship students.
3.
What are you most proud of?
We are most proud of the fact that we have launched, refined and grown this program on a
shoestring with no full-time faculty or reassigned time. We are very proud of our annual
Business Pitch Competition, where our students shine and are awarded significant prize
money (money we’ve raised through grants and donations) to help make their dreams a
reality. We are proud of the fact that we have raised over $100,000 in grants and donations
to build this program.
4.
What challenges did you face that may have prevented achieving your goals?
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Our major challenge is the lack of a full-time faculty member to lead and grow this program.
This program has six courses, an AS Degree and nine certificate programs. We have two
very talented adjunct faculty, but both work full-time and are unable to handle the
administrative workload (Curriculum, Program Review, CLOs, PLOs, scheduling, articulation
agreements, etc.), to plan and manage our events, or to provide the necessary leadership to
network both within the college on our cross-disciplinary certificates and outside the college
to fundraise and connect with the local entrepreneurship ecosystem (Chambers, high
schools, Small Business Development Center, WIB, etc.).
5.
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
Key data points:
Overall success rate: 35%
FT/PT faculty ratio: all part-time
WSCH/FTEF over past 3 years: 600+
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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:
1.
What changes do you suggest to your course/program improvement plan?
In discussions with our adjunct faculty, we developed three approaches to improving
retention/success, which is the goal most at risk in this Program Review cycle. They are:
Better market the courses on campus so that we attract genuinely interested
students vs. students just looking for units. Those could be students interested nearterm in starting a business or students that are intrigued by the concept that can
utilize these courses to fulfill local GE requirements (ENTR-1, 5, 20 and 30 fulfill local
GE) or CSU-GE Breadth requirements (ENTR-5 fulfills this). We plan to emphasize
ENTR-5, The Entrepreneurial Mindset, as this is a GE Transfer course for which we’ve
requested IGETC approval. It is also an entrée to the Entrepreneurship program. The
course will first be offered in Spring 2015, and posters are up around campus to
promote this new offering.
Make the classes more engaging by adding a team component. These classes have
historically been focused on individual business start-up interests, and that will be
maintained. But, we plan to include a second “track” within each course where
students can collaborate in teams which will compete with each other for the best
plan for a given business concept. This will build community in the classroom, which
has been proven to increase retention.
Begin to market the program in the community to attract new students to Chabot
that are either thinking of starting a new business or have an existing business that
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needs revitalization. We’re starting that with some outreach to the local Chambers.
These will be more committed students, as the classes will help them achieve realworld, immediate goals.
2.
What new initiatives might you begin to support the achievement of our Strategic Plan
goal?
Completing our current initiatives and beginning any new initiatives requires a full-time
faculty lead in Entrepreneurship. We have many ideas, such as embedding short
Entrepreneurship modules in classes across the disciplines to encourage students to consider
the self-employment pathway and more aggressively pursuing grants and donations that
can support the Strategic Plan goal, but those are not attainable without a full-time faculty
lead.
3.
Do you have new ideas to improve student learning?
See question 1. We believe that collaboration and community within the classroom is key.
4.
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?
Our goals are unchanged. Increasing the number of certificates awarded and new
businesses started will require deeper collaboration with our discipline partners for our
cross-disciplinary Entrepreneurship certificates. Again, this is only possible with a full-time
Entrepreneurship instructor.
5.
What is your longer term vision(s) or goals? (Educational Master Plan)
We believe Chabot’s Entrepreneurship program can be the hub of economic development in
our service area. It provides a unique educational opportunity unavailable elsewhere in the
area. Our goal is to establish an Entrepreneurship center alongside our credit program. The
center would offer advice and assistance to current or aspiring entrepreneurs, would offer a
speaker series for the community, and would offer noncredit workshops. We would love to
provide incubator space for both the community and our students. It would connect with
the Alameda County SBDC, the WIB, Chambers, and other agencies focused on economic
development. We believe that, over time, this center can be self-funding or even a profit
center for the college as we attract grants and donations.
Perhaps more importantly, though, we want to expose as many Chabot students as possible
to the concepts of entrepreneurship through classes and events. These concepts (seeing
problems as opportunities, taking action, making choices, perseverance, building
community, constant learning), will serve ALL of our students well regardless of their career
path.
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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
n/a
$ 5,000
0
0
$ 5,000
2013-14
Budget
Received
$2,381
0
$2,381
2014-15
Budget
Requested
n/a
$5,000
0
0
$5,000
2014-15
Budget
Received
$2,381
0
$2,381
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 funds have been invested in our Entrepreneurship Advisory Board, our Business Pitch Competition,
and marketing materials (brochures, posters, website). The Advisory Board, beyond being statemandated, has provided us with significant input to refine our curriculum and provide a clearer direction
for the program. The Business Pitch Competition is the beacon for many of our students—the reason
they stay in the program and stay engaged and learning.
2. What has been the impact of not receiving some of your requested funding? How has student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
We have been unable to attend the National Association of Community College Entrepreneurship
conference, which is critical for gathering best practices in curriculum, pedagogy and community
outreach AND an event where funds can be raised to support our program.
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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.
ENTR-1
ENTR-5
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
Submitted
New course. Will be offered for the first time in Spring 2015
ENTR-10
Submitted
Submitted
ENTR-20
Submitted
ENTR-30
ENTR-40
Last Year’s Program
Review
Course offered only once, in Spring 2013
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Appendix C: Program Learning Outcomes
Programs have not yet been assessed, but PLO’s are listed here. This program has no full-time
faculty to do program assessment.
Program: Entrepreneurship Certificate
PLO #1: Students can identify and evaluate new business opportunities.
PLO #2: Students can prepare high quality marketing and business plans for a new
venture.
PLO #3: Students effectively “pitch” their new business idea to potential investors and
partners, both orally and in writing.
PLO #4: Students are prepared for the challenges faced by entrepreneurs.
Program: Administrative Assistant Entrepreneur Certificate
PLO #1: Students are competent in all core Microsoft Office programs.
PLO #2: Students can prepare a basic business plan with a core value proposition for an
entrepreneurial venture.
PLO #3: Students are prepared for the challenges faced by entrepreneurs.
Program: Consumer Technology Entrepreneur Certificate
PLO #1: Students can install, configure and troubleshoot home technology systems.
PLO #2: Students are proficient in configuring, troubleshooting, and updating personal
computer systems.
PLO #3: Students can prepare a basic business plan with a core value proposition for an
entrepreneurial venture.
PLO #4: Students can prepare high quality marketing plans for a new venture.
PLO #5: Students are prepared for the challenges faced by entrepreneurs.
Program: Information Technology Support Certificate
PLO #1: Students are proficient in configuring, troubleshooting, and monitoring
computer networks.
PLO #2: Students are proficient in configuring, troubleshooting, and updating personal
computer systems.
PLO #3: Students can prepare a basic business plan with a core value proposition for an
entrepreneurial venture.
PLO #4: Students can prepare high quality marketing plans for a new venture.
PLO #5: Students are prepared for the challenges faced by entrepreneurs.
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Program: Automotive Technology Entrepreneur Certificate
PLO #1: Students are familiar with the fundamentals of automotive technology.
PLO #2: Students articulate a core value proposition for an entrepreneurial venture.
PLO #3: Students can prepare a high quality business plan for a new venture.
PLO #4: Students are prepared for the challenges faced by entrepreneurs.
Program: Music Industry Entrepreneur Certificate
PLO #1: Students are prepared for the challenges of self-employment in the music
industry.
PLO #2: Students articulate a core value proposition for an entrepreneurial venture.
PLO #3: Students can prepare a high quality business plan for a new venture.
PLO #4: Students effectively navigate the unique legal issues of the music business.
PLO #5: Students are competent in the fundamentals of music recording.
Program: Real Estate Entrepreneur Certificate
PLO #1: Students are prepared for the challenges of self-employment or business
ownership in the real estate industry.
PLO #2: Students can prepare a basic business plan with a core value proposition for an
entrepreneurial venture.
PLO #3: Students are prepared for the real estate licensing exam, and to be an effective
realtor.
Program: Personal Fitness Training Entrepreneur Certificate
PLO #1: Students are qualified personal trainers providing individualized training
programs.
PLO #2: Students can prepare a basic business plan with a core value proposition for an
entrepreneurial venture.
PLO #3: Students can prepare high quality marketing plans for a new venture.
PLO #4: Students are prepared for the challenges of self-employment in the personal
fitness training industry.
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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)Yes
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?Yes
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.No. This is not
possible to complete without a full-time faculty member.
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
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Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category
1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty
and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years, student
success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm.
1. Number of new faculty requested in this discipline: 1
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Entrepreneurship/Business Instructor
75% Entrepreneurship/25% Business
2.
3. Rationale for your proposal. Please use the enrollment management data. Additional data that will
strengthen your rationale include FTES trends over the last 5 years, persistence, FT/PT faculty ratios,
CLO and PLO assessment results and external accreditation demands.
Entrepreneurship is an “orphan program”, with NO full-time faculty. It is also an administratively
complex program, with six courses, nine certificates, an AS degree, articulation agreements with local
high schools and the ROP, major events to organize, and a history of strong grant and fund-raising to
support the program. For a relatively new program, Entrepreneurship is remarkably productive, and
productivity is likely to continue to improve as courses are improved with experience and curriculum is
refined. Average productivity for the past two years exceeds 600 WSCH/FTEF. A new course to be
offered in Spring 2015 has been approved for CSU GE Breadth and is pending IGETC review. ALL courses
in this program are taught by adjunct faculty, and that creates significant issues with completing
required administrative work, collaborating across the college in our CTE Entrepreneurship certificates,
engaging with the local entrepreneurship/small business community, and fundraising. We also have a
good Small Business Management course and certificate that would be under the purview of this new
instructor, and depending on the person’s background, it may also be appropriate to expand the role to
include leadership of Human Resource Management and/or Marketing courses and programs. An
instructor hired to teach Entrepreneurship and Small Business Management would help to
institutionalize and continue to build this program in support of our community’s economic
development. This is a particularly critical time as the Business Instructor who has voluntarily led this
program begins pre-retirement load reduction in Fall 2015 and will have no time to devote to
Entrepreneurship.
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4. Statements about the alignment with the strategic plan and your student learning goals are
required. Indicate here any information from advisory committees or outside accreditation reviews
that is pertinent to the proposal.
Much of the work of our college is preparing students to work for others. Entrepreneurship has a
unique and different focus—to prepare students to work for themselves and possibly employ others.
This is an important option to present to our students, providing them with an alternative educational
goal and career pathway.
Our advisory board urged us to create a new course on "The Entrepreneurial Mindset" to meet CSU GE
Breadth and possibly IGETC standards. This course would not only be of great benefit to
Entrepreneurship students, but would also be of great interest and benefit to students across the
disciplines. This, and other curriculum and administrative work to improve student success, require the
focus of a full-time instructor. Our Entrepreneurship students would also benefit from improved access
to faculty on-campus. Our advisory board also continues to urge us to connect with the small business
and entrepreneurship “eco-system” in our community, which is very difficult without any dedicated
focus on this program. And, as a program with significant connections to vocational programs across
the college through eight cross-disciplinary certificates, the program and the college would benefit from
more opportunity for collaboration.
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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
ENTR-5
ENTR-20
CURRENT
FTEF
(2014-15)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
0.2
0.2
0.2
0.2
0.4
1
1
1
1
2
40
40
40
40
80
ENTR-5 is a new course that will be offered for the first time in Spring 15. We cut a section of ENTR-20 to
accommodate this new course, and would like to restore that class that has been traditionally offered with strong
enrollments each Fall and Spring. We have also requested local GE approval for ENTR-20, which should make it an
even stronger course. ENTR-5, The Entrepreneurial Mindset, has been approved for CSU-GE Breadth and is now a
required course for our core certificate and degree. It has been submitted for IGETC approval, which is pending.
We believe the course will be quite popular and can expose many more of our transfer-oriented students to the
option of an entrepreneurial career path. We’d like to offer this course in both Fall and Spring. These additions
should be very productive AND help our students to achieve their academic goals.
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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.
2014-15
2015-16
Request
Request
needed totals in all areas
Requested Received
Description
Amount
Entrepreneurship Advisory
Board – materials and
meals
Food and marketing
materials for Business
Pitch Competition
Marketing materials –
brochures and posters
Materials for campus-wide
Entrepreneurship event
TOTAL
Vend
or
Division/Unit
Priority #1
$500
$500
AT&B
X
$500
$500
$500
AT&B
X
$500
$500
$500
AT&B
X
$1000
$881
$1000
AT&B
$2500
$2381
$2500
$500
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Priority #2
X
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
NACCE Conference – 2
attendees
Amount
Vendor
Division/Unit
$2500
Misc.
AT&B
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Priority #1
Priority #2
X
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
2015 NACCE Conference –
location not yet announced, 2
participants
Amount
$2500 Misc.
Vendor
Priority Priority Priority
Division/Dept
#1
#2
#3
AT&B
15
X
Notes
This conference shares the most
innovative curriculum, pedagogy,
community networking
approaches. We have not
attended in several years due to
lack of funding.