Chabot College
Program Review Report
2015 -2016
Year Two of
Program Review Cycle
Welding
Submitted on
Contact: Dan Raveica
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
___ 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
____ 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?
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.
2. Distance education vs. face-to-face courses.
3. The Difference We Hope to Make - Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SP 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
1
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?
____ 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 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:
2
What were your year one Program Review goals?
1. The welding program has established a number of priorities for areas of improvement. First and
foremost, the welding program will focus on increasing the number of students gaining a degree
or certificate. This will be aided by improving communication with student services and
counselors on advocating the degree/certificate roadmap to prospective students.
2. Another priority for the welding program include increasing the results of the course learned
outcomes that fell short of the definition of success, 15.5% of all CLO’s in the program cycle
were considered a challenge.
3. The welding program will also make it a priority to increase the productivity, safety and
efficiency of the student’s tangible learning environment in the laboratory by installing a
projector in the lab for ad hawk lectures when needed enhancing learning. Another way the
welding program will try to increase student safety and laboratory efficiency is by adding a lab
assistant that can properly setup, support, and maintain the welding equipment and machinery
4. Efforts will also be underway to complete the renovation efforts by completing the ventilation
system so that is in working order. The welding program will also seek to increase its advisory
committee with additional members that have a vested interest in the welding program and start
the process of revising its curriculum to keep the program relevant to the latest industrial
information, processes and innovations, while adhering to college policy.
Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
1. The welding program achieved its first priority of increasing the number of students gaining a
degree or certificate. From 2012-2013 the number of students that gained a degree increased by
50%.
2. Another priority for the welding program include increasing the results of the course learned
outcomes that fell short of the definition of success, 15.5% of all CLO’s in the program cycle
were considered a challenge in last year’s assessment. Currently all CLO’s in the program cycle
were considered a challenge have been reduced to 11.11%
3. Approval from IT is still pending for the projector but a lab technician was hired to assist in
properly setup, support, and maintain the welding equipment and machinery
4. Currently all renovation efforts have been completed and the laboratory is fully functional for all
welding students.
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What are you most proud of?
This program contributes to the community economic development,generates tax
payers and provides the necessary learning skills sets for a sustainable financial
stability and professional student’s gratification.
This program is in tune with the pulse of welding and the related technological
development which give to this college recognition and this program a good name.
This program is a constant provider of qualified individuals. Even during the last
several years of recession many students were able to obtain jobs.
Aiding the community in making progressive efforts on getting out of the
economicdownturn seen in the past few years.
The Welding Program has seen strong positive progression in success rates
o Overall success rates from Spring 2012 (79%) to Spring 2014 (93%) has seen a
steadily increase of 14%
o Female success rates from Spring 2012 (76%) to Spring 2014 (100%) has seen
a steadily increase of 24%
o Male success rates from Spring 2012 (79%) to Spring 2014 (92%) has seen a
steadily increase of 13%
o Hispanic success rates from Spring 2012 (73%) to Spring 2014 (90%) has seen
a steady increase of 17%
o African American success rates from Spring 2012 (70%) to Spring 2014
(100%) has seen an increase of 30%
o White success rates from Spring 2012 (85%) to Spring 2014 (98%) has seen
an increase of 13%
o Both American Indian and Pacific Islander have seen a steady 100% success
rate over the years analyzed.
The Welding Program has seen strong positive progression in overall Non-success
rates:
o Overall non-success rates from Spring 2012 (5%) to Spring 2014 (3%) has
seen a steadily decrease of 2%
o Female non-success rates from Spring 2012 (12%) to Spring 2014 (0%) has
seen a steadily decrease of 12%
o Male non-success rates from Spring 2012 (4%) to Spring 2014 (3%) has seen a
steadily decrease of 1%
The Welding Program offers vocational courses that are limited in scope in relation to other
courses, with the exception of the A.S. Degree requirements. Due to this narrow scope, the
way in which the welding program collaborates with other disciplines is by providing flexible
course offerings. The Welding’s course offerings include; day, afternoon, evening, and
4
weekend courses. This flexibility allows students added opportunities in taking general
education classes when offered by other disciplines, thus ensuring advancement in general
education areas as well as the welding program.
What challenges did you face that may have prevented achieving your goals?
The Welding Program would not be able to provide its services and course offerings without vital
program funding. During this past program cycle, the welding program has had to receive 100% of its
funding from the Perkins fund. This fund was established for the technological advancement of the
program, instead; out of necessity due to zero funding support from the general fund, the Perkins fund
has supplied the funding needed to purchase the consumables needed by the welding students. As
consumables such as gasses, metal, materials and machinery accessories have increased; the welding
program budget requirements have also increased. Lack of funding would directly affect welding
students in all courses. Every welding class offered requires students to learn vital skillsets that
directly require the use of consumable, in order to pass the course. As seen through the CLO
assessments, out of all the course learning objectives, an average of 73% of CLO’s requires the use of
consumables in order for the students to master the learning objective. If funding was to be reduced,
the success of the student learning outcomes would decline, and students would not receive the
opportunity to practice these skillsets. Although funding has not had major negative effects on the
program in the past, the program is running so lean that unless future increased funding, student’s
quality of learning will certainly be compromised
In order to ensure a safe Lab environment and efficient student’s lab experience,
consideringthe complexity and the danger associated with each lab session, hiring of a Laboratory
Technician Iwill ease the constant constrains on faculty time and will help for a more efficient
interaction one on one student faculty contact.A total of 123 pieces of welding and shop
equipment areconstantly monitored for maintained and repaired in order to ensure a safe
andefficient student lab routine.By fare the welding laboratory environment is the most
dangerous among other disciplines which already acquired the benefits of a Lab Technician
services.The result of ignoring tis recommendation is equivalent with accepting an
impending liability.
Due to specific welding laboratory capacity constraints, general enrollment capacity figures
are erroneous. These laboratory constraints are established for the safety of the students and
equipment usability, and must be adhered to. (Due to lab requirements for the vocational
study courses, a total of 24 students are assigned per time period of lab, this is due to the
number of welding stations in the laboratory, thus classes are nested to form 6 nested groups
to provide a maximum of 144 total students per semester)
5
Example of Nested Classes
6
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?
1. FUNDING
A critical change that needs to take place for the wellbeing of the student body
and the Welding program is securing general funding for the program. At this
time the Welding program does not receive any supply support from the general
fund. In addition to this burden the Bond measure that supports updating the
welding machinery will expire. This creates an increased need for general
funding support for our Welding Student Body. The welding program is currently
surviving on the support of the Perkins Fund. This fund was only intended to
supportadvancements in technological improvements in the welding program,
NOT to fund day-to-day student needs.
2. SAFETY & EFFICIENCY
Hiring an individual forLaboratory Technician I will both increase safety and efficiency.
This added help would free up the instructor time spent on maintain and repairing
welding and shop equipment which takes a considerable amount of time each week,
allowing the instructor to provide more focus on the direct student needs at the time of
the need. A piece of equipment needs to be repaired immediately in order to ensure a safe
welding environment.
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What new initiatives might you begin to support the achievement of our Strategic Plan
goal?
1. The major initiative that would support our strategic plan would be to secure
adequate general funding for welding supplies. One major determination of a
student succeeding in the welding program, by gaining required skillsets, is being
able to employ this skillset over and over. This repeatability of achieving the task
requiring the skillset, always requires consumable resources, and is directly linked to
the success of the student. This supports the Strategic Plan Goal of “Increasing the
number of students that achieve their educational goal within a reasonable time..”
2. Articulation with ROP and other highschools would bring information and added
service to a wider range or our potential student body. By working with ROP and
other high schools we would streamline, while still meeting all course requirements,
all outstanding course requirements allowing students to achieve their educational
goals within a reasonable amount of time.
Do you have new ideas to improve student learning?
1. Cooperation with industry. Forming an alliance with companies within the industry
that not only support the welding program educational goals but expands these
goals and skillsets to reflect the realities of the industrial environment specific to
that company. We are currently in partnership with NASA AIMS to hire four students
part-time to replace their retiring workforce. The requirement for this partnership is
that the students must be in progress of finishing welding program requirements.
2. Inviting companies to come talk about real world welding manufacturing
applications and challenges. This can be accomplished through field trips and
company representative visits.
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?
1. Student employment after completing the top code courses – through surveys or
data from chancellor office
2. Increase success rate for CLOS this is found through closing the loop documentation
3. Reconsider variety math and English requirement that will be suitable for the trade.
4. Maintaining steady increases in Success rates and retention rates (results can be
obtained from Institutional Research Office)
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What is your longer term vision(s) or goals? (Educational Master Plan)
1. Ensure stable and sufficient general funding budget support for the Welding Program
2. Hire Laboratory Technician I to ensure Laboratory safety and efficiency
3. Keep in step with latest technologies in the industry through alliances with the related
industries and local community.
4. Satisfy welding and manufacturing technical requirements as well as college
requirements.
5. Supplying strong workforce in the face of the current and near future projected
shortage of skilled workers without undergrad degree, as referenced in the article
below.
California’s Need for Skilled Workers
September 2014
Sarah Bohn
Summary
If recent trends continue, California is likely to face a shortage of
workers with some college education but less than a bachelor’s
degree by 2025. State and federal policymakers have increased
their focus on boosting educational opportunities for this
segment of the workforce. This report examines labor market
outcomes among workers with some college training to shed
light on the types of jobs that hold the most promise for future
workers and the state economy.
9
___ 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
10
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)
11
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:
1. First state offer
one time midyear state supply
funding
2. Second state
offer one time
supply funding
TOTAL
2013-14 Budget
Requested
2013-14 Budget
Received
No Request
No Request
$40,000
$25.400(one time state
funded mid-year
equipmentenhancement
request)
$27,035
Not Received
(Pending
financial VP
$5600
$5600
$29,200
$29,200
2014-15
2014-15
Budget
Budget
Requested Received
No
No
Request
Request
$45,000
$25.800
Administrative
Servicesapproval)
$61,835
70,800
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 financial needs of this program are satisfied exclusivelyon the availability of Perkins fund with no
financial help originating from the college general fund. The Perkins allocated fundingfor this period was
$27,035, $5,600one timemid-year state funded supply money anda second state offer one time
supply funding of $29,200 for a total of $$61,835. The allocationpartially satisfied the purchasing
of essentialwelding consumables, accessories and maintenanceneededto ensure proper lab activities for
324 students. The yearly expenditure allocation for consumable, industrial gasses and equipment
services was $190.8 per student. For comparison theprice of one50 lb. box of 232 welding Flux core
wire, costs $177each. How much we spenttoensure the laboratory accommodation for one of our
students was insufficient and has a negative educational effect.
In the same time2013-2014welding shop operation cost for welding related items such as: industrial
12
welding gasses, welding rods, welding materials, welding metals,welding accessories sand equipment
services, jumped up 15 to 20 percent,substantially increasing the limiting effects of our purchasing
power thus addingadditional strain to student’s ability to fully accomplice the lab curriculum
requirements.
If the cost of scrap metal donations received last academic year would be added to welding budget
expenses, an extra $25,000 should be added to yearly expenditure cost of running this program.
More than in any other vocational discipline, student’s skill level can be achieved or improved only
throughintense lab tasksrepeatability supported byappropriatesupplies at the time of demand. A
“onetime mid-year state supply funding”is a very welcoming event but came too late for last
semester students unable to benefit of it. Budget sufficiency and dependabilityis one of the
essential factors for this program to be able tosustain the proper student skill development.
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?
The program already runs with funds under the requested amount. This had and it will have a direct
impact on student’s performance. The successes of these welding courses arestrictly tight tolab
performance without which students will not be able to complete their curriculumrequired laboratory
tasks. The attainment of expected standards is directly depended on relevant, consistent and proper
funding. The inadequate program support will severely handicap student’s learning objectives, their
skills and will make them unsuitable in the job market. Thus, lack of proper funding will directly
negatively impact each students learning experience and limit their academic growth and job readiness.
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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.
X 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
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
63
Submitted
Submitted
64a
Submitted
Submitted
64b
Submitted
Submitted
65a
Submitted
Submitted
65b
Submitted
Submitted
66
Submitted
Submitted
67a
Submitted
Submitted
67b
Submitted
Submitted
69a
Submitted
Submitted
69b
Submitted
Submitted
68
Submitted
Submitted
*List one course per line.
Add more rows as
needed.
14
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
70
Submitted
Submitted
71
Submitted
Submitted
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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
WELD 67A
Fall 2013
5
4 (no students enrolled in 003 section)
100%
Spring 2014
Dan Raveica
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)
(CLO) 1:Prepare and complete 1 inch plate welds in 2G
position using the SMAW process
(CLO) 2: Identify common metals, metal alloys and their
properties.
Defined Target
Scores*
(CLO Goal)
75% of the class
scored either 3
or 4
80% of the class
scored either 3
or 4
 If more CLOs are listed for the course, add another row to the table.
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Actual Scores**
(eLumen data)
A total of 100% of
the class scored
either 3 or 4
(15.79% scored 3,
84.21% scored 4).
This course
learning outcome
is considered a
success.
A total of 100% of
the class scored
either 3 or 4
(26.32% scored 3,
73.68% scored 4).
This course
learning outcome
is considered a
success.
* 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?
A total of 100% of the class scored either 3 or 4 (15.79% scored 3, 84.21% scored 4). This
course learning outcome is considered a success.
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?
All the students assessed proved the ability to identify the required; electrode needed,
base metal selection, current type and polarity, and the appropriate manipulation
technique required. One hundred percent of the students were also able to adequately
understand the specific and individual functional differences of the equipment, as well as
set up the equipment for its proper function. Finally, a total of eighty four percent of
students also showed the ability to correctly execute a one inch 2G position weld using the
SMAW process.
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?
A total of 100% of the class scored either 3 or 4 (26.32% scored 3, 73.68% scored 4). This
course learning outcome is considered a success.
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?
All the students displayed a general understanding of metals/metal alloys and their
chemical/physical/mechanical properties. Approximately seventy three percent of these
students also displayed the ability to properly choose the appropriate welding process and
understand the particularities of welding the specific metal/alloy. Of these students,
twenty six percent also showed the ability to modify and control these particularities
during the application of a weld/task/project.
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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?
Greater emphasis on real life laboratory examples for individual students that showed a
need for added instruction was implemented, allowing a greater retention to students
struggling with the learning objectives. Support for group learning among the students
(Student-to-student learning) was also important.
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?
Due to the repetitive nature of both learning objective, most students were able to master
this task by the end of the semester. The lecture hour would introduce the theoretical
knowledge of the metallic properties and appropriate welding techniques and analysis, and
then they would then be able to see the tangible examples of these concepts in the
laboratory hour as they start their welding tasks.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
X 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:Welding Technology A.S. Degree
PLO #1: Upon the completion of the Chabot Welding Technology AS Degree Training,
students shall be able to demonstrate the proficiency needed to perform;
manufacturing, fabrication, maintenance and construction tasks to be in compliance
with the industrial norms, codes and standards. They should be able to apply their skills
and knowledge in a professional manner under minimum to no supervision.
PLO #2: Students completing the Chabot Welding AS Degree Training will be able to pass
the American Welding Society (A.W.S) tests in the appropriate areas of study.
What questions or investigations arose as a result of these reflections or discussions?
Upon varying levels of discussions it was determined that all the students were able to correctly
identify and use electrodes, flux-core wires, and welding consumables andidentify and select
the appropriate welding power supplies for the flux and gas shielded welding applications.
Where varying levels of difficulty was found when students had to demonstrate the ability to
perform practical performance tests in 3G, 3F and 4G, 4F position, using one of the three
welding processes ( GMAW, GTAW, SMAW). These welding positions required advanced
welding skills. Due to the perishability nature of welding skills, progression of this skill is only
achieved through constant repetition of the task. This needed repetition due to welding being a
perishable skill needs to be taken in account when determinations are made on how many
times a student can take the course. Because of these varying levels of difficulty on conducting
the practical performance test, some students found it difficult to pass the American Welding
Society (A.W.S) tests.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
One key strength that allowed students to master their skillset was due to reception. The
greatest improvement has been seen through students taking similar classes, thus allowing the
necessary time to develop the required skillsets. Due to the specificity of the welding skillset,
the students not only need to fulfill the requirements of the program itself but also the current
requirements of the welding industry. For example, for a student to retain a American Welding
Society Certification Test, they must conduct welds within six months or they will have to be
recertified. Many of these students cannot afford the expensive equipment or shop so their
best option is to retake a welding course to maintain their certificates.
20
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
Fostering one-on-one interactions from student-to-student as well as from instructor-tostudent when needed.
Program: Welding Technology Certificate of Proficiency
PLO #1: Upon the completion of the Chabot Welding Technology Certificate of
Proficiency training, students shall be able to demonstrate the qualifications needed to
gain interim welding positions required by the; manufacturing, fabrication, maintenance
and construction industrial activities. They should be able to apply their skills and
knowledge in a professional manner under supervision.
PLO #2: Students completing the Chabot Welding Technology Certificate of Proficiency
will be able to pass the American Welding Society (A.W.S) tests in the appropriate areas
of study.
What questions or investigations arose as a result of these reflections or discussions?
Upon discussions and reflection, the results indicate that the majority of the students were able
to correctly identify and use electrodes, flux-core wires, and welding consumables and
appropriately identify and select the welding power supplies and consumable best suited for
the welding applications required by welding job circumstances. With continued repetition,
students were able to demonstrate the ability to perform practical performance tests in 1G, 2G,
1F and 2F positions using one of the three welding processes mentioned below: SMAW, TMAW
or GMAW. The students that had some previous welding experience were able to master this
learning objective at a quicker pace. The 1G, 2G, 1F and 2F positions are easier to work in and
therefore students were able to master the skillset easier. More students were also able to
pass the American Welding Society (A.W.S) tests in 1G, 2G, 1F and 2F positions in the
appropriate areas of study.
What program-level strengths have the assessment reflections revealed?
Student repetition of the skillset during the laboratory hours has been a major determinant on
their success in achieving the learning objective. Also, tangible instructor examples on a one-toone basis with the student have proven to be of great aid.
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What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Due to the success of this learning objective, no new actions will take place, but existing
strengths proven to be successful will be continued.
22
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years? If no, identify the
course outlines you will update in the next curriculum cycle. Ed Code requires all course
outlines to be updated every six years. YES
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? YES
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester. YES
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester. YES
5. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester. YES
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? YES
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 applied math
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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?
1. The major initiative that would support our strategic plan would be to secure adequate general funding for welding
supplies. One major determination of a student succeeding in the welding program, by gaining required skillsets, is being
able to employ this skillset over and over. This repeatability of achieving the task requiring the skillset, always requires
consumable resources, and is directly linked to the success of the student. This supports the Strategic Plan Goal of
“Increasing the number of students that achieve their educational goal within a reasonable time..”
2. Articulation with ROP and other high schools would bring information and added service to a wider range or our potential
student body. By working with ROP and other high schools we would streamline, while still meeting all course
requirements, all outstanding course requirements allowing students to achieve their educational goals within a
reasonable amount of time.
What is your specific goal and measurable outcome?
1. Gaining requested general funding in the Welding Program Budget.
2. Specific forms need to be completed for the Articulation with ROP and other high schools.
What is your action plan to achieve your goal?
Activity (brief description)
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Fall 2015
2 (a) Determine which programs would be best suited to
partner with
2 (b) Identify and complete all required documentation for the Summer
articulation
2016
24
2 (c) Submitting all required documentation for the
articulation
Fall 2016
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
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:
25
(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: ___
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
Faculty (1000)
Program/Unit
Division/Area
N/A
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.
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.
26
27
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: __1__
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
Laboratory Technician 1
Classified Professional Staff (2000)
Description
Program/Unit
Assist on maintaining /
repairing all welding/shop
equipment and performing
lab related tasks as needed.
Welding Program
PLEASE LIST IN RANK
ORDER
Division/Area
Applied Technology and
Business
PLEASE LIST IN RANK
28
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Postion
N/A
Description
Student Assistants (2000)
Program/Unit
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.
29
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
(2014-15)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
WELDING 70
.30
.23
2
1
46
24
.
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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. N/A
2.
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.
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
31
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
Welding and shop
Supplies, industrial
gasses and welding and
shop accessories
Perkins allocated funds
2014-15
2015-16
Request
Request
Requested Received
Amount
$40,000
$27,035
Vendor
Division/
Unit
Priori
ty #1
Various vendorswill be
General chosen in accordance
fund
with the type of supply
$45,000 needed
AT&B
Various vendors will be
chosen in accordance
with the type of supply
needed
AT&B
$40,000
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x
x
Priori
ty #2
Priori
ty #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
To be chosen in
accordance with
the type of
Services for a total of 123 pieces of
equipment to be
welding and shop equipment and shop
$7000
serviced
equipment as needed.
Division/Unit
AT&B
Priority #1
Priority #2
Priority #3
x
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.
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Description
Amount
Vendor
Priority Priority Priority
Division/Dept
#1
#2
#3
N/A
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Notes
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 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.
Description
Amount
Vendor
Division/Unit
Tow Dynasty 700 TIG welding
machine Model # 951403
$ 28,900.
Alliance Gas Products
AT&B
35
Priority #1
x
Priority #2
Priority #3
36
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):
Building/Location:
Description of the facility project. Please be as specific as possible.
N/A
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
37