Chabot College
Program Review Report
2015 -2016
Year One of
Program Review Cycle
Administration of Justice
Submitted on October 24, 2014
Contact: William Hanson
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
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?
I.
Goals
During the last program cycle, we set several goals that were designed to improve the
educational experience for our students and the quality of our program. Those goals
included: 1) the establishment of the TMC degree for Administration of Justice; 2)
improving success rates for targeted populations; 3)completing CLOs, PLOs and
conducting assessments of all courses; 4) creating the Law and Democracy course and
lecture in collaboration with Political Science; 5) establishing and Administration of
Justice student club; and6) a Learning Community for adjunct faculty.
A. TMC degree for Administration of Justice
During the first year of the cycle, we developed the Associate in Science for Transfer
degree for Administration of Justice. The AS-T degree proposal, which included three
new courses, was submitted to the curriculum committee and approved. The degree
option became available during the fall semester 2013.
It has proven to be a popular degree option. Data from the Office of Institutional
Research for Fall 2014 indicate that Administration of Justice is the fourth largest major
with 560 declared students. Of the declared ADMJ majors, almost 70% (388) have
chosen the AS-T degree. Compared to other transfer degrees at Chabot at this juncture,
the AS-T for Administration has the largest participation rate by a wide margin.
B. Improve Success Rates in ADMJ 50 for targeted populations
ADMJ 50, Introduction to Administration of Justice continues to be the gateway course
in the program. Students who perform well in this class tend to perform well in other
courses in the curriculum. However, it continues to have the lowest success rate of all
of the courses in the program. During the most recent program cycle (Fall 2011 –
Summer 2014), the success rate is 55%, a one percent drop from our last program
review.
We continue to look for ways to improve the success rate for targeted populations (e.g.,
African American, Hispanic). The average success rated during the most recent program
cycle is 43% and 53% for African Americans and Hispanics, respectively.
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The challenge with improving the success rate, we believe, reflects both the
interdisciplinary nature of the course and the academic preparation of students.We still
hope to develop a supplemental learning class to accelerate the learning for our
students who need to work on college readiness issues. Also, through the Career
Pathways Trust grant, we will be working with our K-12 partners to improve the
academic preparation of incoming students.
C. Complete PLOs and CLOs and conduct assessments of all courses
During the past two years, PLOs and CLOs for all courses have been develop. All CLOs
and PLOs have been assessed.
D. Create a Law and Democracy course and Lecture Series
During the Fall semester, 2011, we presented the first Law and Democracy Lecture with
State Treasurer Bill Lockyer as the keynote speaker. In September 2012, Supervisor
Richard Valle, a Chabot alumnus, was the keynote speaker. In Fall 2013, Tirien
Steinbach, Executive Director of the East Bay Community Law Center was our keynote
speaker. This fall, in conjunction with our Vote60by50 campaign, our keynote speaker
was attorney, author, and activist, Christine Pelosi.
In Fall 2012, the Law and Democracy course was offered for the first time. The course
was also awarded a $5,000 grant from Street Law, Inc., a Maryland based organization
providing law-related education to schools and communities. Additionally, the Law and
Democracy course was selected as a model for the required law related course in the
State Bar’s Community College Pathway to Law School Initiative. The course has been
well received by students and has been adopted by several California Community
Colleges.
E. Establish an Administration of Justice student club and learning community with
adjunct faculty
During the 2011-12 academic year, we formally established the Law & Justice Club. The
club has been active for the last two years. The club is not active this fall but will be
reorganized in the spring 2015 as part of the launch of the Community College Pathway
to Law School Initiative and the Career Pathways Trust grant.
We are also trying to establish a learning community for ADMJ faculty. It has been
difficult to meet consistently given the work schedules of most of our adjuncts.
Nevertheless, we are committed to meeting at least once a semester.
F. Establish the ADMJ Defense of Liberty Award
In 2012, the Administration of Justice program established the Defense of Liberty Award
to honor those individuals who have demonstrated outstanding leadership in the field
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of law enforcement and service that improves the safety, security, and quality of life in
the community. We have been inactive during the past two years but will revive the
awards in the spring 2015 as part of the launch of the Career Pathways Trust project.
G. Chabot Center for Civic and Community Engagement - Law and Democracy Program
During the Spring 2014, we convened a Faculty Inquiry Group (FIG) to discuss the need
for a Center for Civic Engagement at Chabot. A report will be forthcoming. The
proposed Chabot Center for Civic and Community Engagement (CCCCE) would provide a
physical and intellectual space for Chabot students, faculty, campus departments and
community partners to share knowledge, skills, and resources for the benefit of student
learning and community wellbeing.
CCCCE will be a catalyst and gateway for community leaders to find the campus
connections needed for partnerships/collaborations that will create the intellectual and
social capital essential to the educational, social, and civic development of our
communities.
Internally, CCCCE will be a hub for academic and service learning programs such as the
Law and Democracy Program, Change It Now and other programs aligned with the civic
aspects of our mission. Currently, the Law & Democracy program has developed the
Vote60by50 initiative whichreflect the type of work to be connected to the CCCCE.
H. Community College Pathway to Law School
Last spring (2014), Chabot became part of a new Initiative sponsored by the State Bar of
California’s Council on Access and Fairness that created a partnership between 24
California community colleges and six law schools. The initiative, the Community
College Pathway to Law School (CCPLS), creates a pathway to law school for community
college students. Through the CCPLS initiative, we will provide our students with
resources such as tutoring, mentoring, counseling, LSAT preparation, and early exposure
to law-related courses.
The initiative does not require a particular major but requires the completion of 7 – 8
courses whose content reflects a defined set of “success factors” that help make
effective lawyers. The intention of this initiative is to align criteria from the “success
factors” with California Community College courses already approved in corresponding
IntersegmentalGeneral Education Transfer Curriculum (IGETC) areas in order to prepare
students for law school and the legal profession prior to transfer.
The program will increase access to law school by making the transitions from
community college to a four-year institution to law school occur in a much more smooth
manner. We have substantial numbers of students who have an interest in pursuing a
legal career but, until now, there has been no clearly identified pathway from
community college. Like the CPT and AS-T degree, the CCPLS is closely aligned with
Chabot’s Strategic Plan.
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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
a. College Comparison
The success rate for new students in the college is 69%. For the discipline, the
success rate is 68%. During the last program cycle, the success rate in the discipline
has been consistent with the success rate for the college as a whole.
b. Ethnicity
In terms of success rates among targeted populations, the success rate for African
American and Hispanics overall (Chabot) and in the discipline is 57% and 66%
respectively. However, in particular courses, like ADMJ 50, the success rate for
African Americans and Hispanics is 43% and 53% respectively.
c. Gender
There is no difference in the success rate based on gender either at the college or
the discipline. The success rate for males and females at Chabot is 69%. In the
discipline, the success rate for both males and females is 55%.
2. Enrollment Trends
Even during the recent budget crisis when enrollments dropped across all disciplines, ADMJ
average enrollment during the recent program cycle never dropped below 100%. Currently,
enrollments are trending upward and the impact of our new initiatives like the Career
Pathways Trust grant will support that trend.
4
3. Distance education vs. face-to-face courses
At present, we do not have any online courses in ADMJ.
4. Accreditation Issues
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?
o Community College Pathway to Law School – Last spring (2014), Chabot became part of
a new Initiative sponsored by the State Bar of California’s Council on Access and Fairness
that created a partnership between 24 California community colleges and six law schools.
The initiative, the Community College Pathway to Law School (CCPLS), creates a pathway
to law school for community college students. Through the CCPLS initiative, we will provide
our students with resources such as tutoring, mentoring, counseling, LSAT preparation, and
early exposure to law-related courses. The program will increase access to law school by
making the transitions from community college to a four-year institution to law
school occur in a much more smooth manner. We have substantial numbers of
students who have an interest in pursuing a legal career but, until now, there has been
no clearly identified pathway from community college. Like the Career Pathways
Trust (CPT) and AS-T degree, the CCPLS is closely aligned with Chabot’s Strategic
Plan.
5
o Career Pathways Trust - Chabot College is a participant in the East Bay Career
Pathways Project, an educational reform effort supported by a $15 million grant from
the California Department of Education. The Administration of Justice program, the
Community College Pathway to Law School (Pre-Law), and the Fire Technology
Program comprise the Pre-Law and Public Service Pathway at Chabot.
The Career Pathways Trust project provides a platform and opportunity for ADMJ to
tap into a regional infrastructure that aligns K-12 and community college education
with the needs of local industry. The project brings together 11 school districts, one
charter school organization, six community colleges, and numerous workforce
entities to restructure the East Bay K-14 educational system around career pathways.
The project is clearly aligned with our Strategic Plan.
o Public Safety Training Center – Working with the Fire Technology Program to
develop a Public Safety Training Center with space for classrooms, laboratories and
other training spaces to support program expansion
Over the next three years, what improvements would you like to make to your program(s)
to improve student learning?
o
o
o
o
Pre-Law Studies AA degree
Supplemental Learning Coursefor ADMJ 50
Faculty Learning Community (professional development)
Expand the Law & Democracy Program (Civic engagement and service learning
opportunities.
o Additional full-time faculty
Over the next 6 years, what are your longer term vision(s) and goals? (Ed Master Plan)
o Center for Civic Engagement to house the Law and Democracy program and other
civic engagement programs to support service learning goals and community
engagement
o Public Safety Training Center to support educational and training goals.
o Establish Chabot ADMJ program as the top program in the region.
o Improved success rate and transfer rate for our students.
What are your specific, measurable goals? How will you achieve them?
o Student success and transfer rates as measured by actual data.
o Opening of Center for Civic Engagement and Public Safety Center by Fall 2017
Would any of these require collaboration with other disciplines or areas of the college? How
will that collaboration occur?
o The establishment of the Public Safety Training Center will involve a collaboration
with the Fire Technology Program.
o Establishing the Center for Civic Engagement will be a campus-wide effort.
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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
0
0
2013-14
Budget
Received
0
2014-15
Budget
Requested
0
2014-15
Budget
Received
0
0
0
0
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
Not applicable
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?
Not applicable
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Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:
No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once
at least once every three years.
Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
ADMJ 45
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
Submitted
Submitted
ADMJ 50
Submitted
ADMJ 54
Submitted
ADMJ 55
Submitted
ADMJ 59
Submitted
ADMJ 60
Submitted
ADMJ 61
Submitted
ADMJ 63
Submitted
ADMJ 70
8
Submitted
ADMJ 74
Submitted
ADMJ 79
Submitted
ADMJ 89
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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
ADMJ/POSC 45 – Law & Democracy
Fall 2013
1
1
100%
Fall 2014
William Hanson/Sara Parker
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:Analyze the cultural, economic, and political
environment of civil rights movements.
(CLO) 2:Apply legal concepts to contemporary political
debates.
(CLO) 3:Define and evaluate three basic features of
American democratic government: representation,
citizenship, participation.
Defined Target
Scores*
(CLO Goal)
At least 65% of
the class scoring
a 3 or 4.
At least 65% of
the class scoring
a 3 or 4.
At least 65% of
the class scoring
a 3 or 4.
Actual Scores**
(eLumen data)
Approximately
65% of the class
scoring a 3 or 4.
Approximately
80% of the class
scoring a 3 or 4.
Approximately
75% of the class
scoring a 3 or 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?
The students met the target on this CLO but will continue to work on ways to help students
think about topics from multiple angles.
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?
This class is informally known as a “capstone” course, meaning that we set high
expectations for students. It is important that students are able to do more than merely
define civil rights movements but also to put it in a context. We have continuously
improved the set of readings we provide the students and incorporated additional
structure, reading, writing, and annotation support into the course.
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?
The class exceeded this target.
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?
We have been very successful at developing a model whereby students are taught how to,
and then given the opportunity to practice regularly, applying a political and a legal lens to
contemporary issues. This is one of the first topics we cover in class. We then demonstrate
how to use the IRAC technique (Issue, Rule, Application, Conclusion) to evaluate and assess
issue.
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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?
Students also exceeded the target on this CLO. Students are able to go beyond the
definitions and to really demonstrate their familiarity with the complexity of these topics.
For example, students are able to speak to both sides of issues; are able to demonstrate
how the way we think about these concepts have changed over time; and how seemingly
straightforward concepts (such as “representation”) are often far more complicated in
practice.
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?
This course-learning outcome is very relevant to students. We continue to try to find ways
to tap into that natural connection in class and through extra-curricular opportunities. This
year we were able to do this very successfully with the Vote60by50 campaign that strives
to bring attention to and raise our campus-voting rate to 60% by the 50th Anniversary of
the Voting Rights Act.
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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?
Based on the data we have gathered and analyzed, we made changes in the assignment
structure to the course. We ask students to write regularly – both in “think pieces” and
during in-class essays. These opportunities give students the chance to practice what is
described above in Part II, get frequent feedback, and improve the next time. It also
challenges students to be able to articulate their ideas under different circumstances (such
as brief written work, longer substantive writing, and under time constraints).
We have updated our reading every semester since initially offering the course. The updates
have allowed us to: a) ensure that the curriculum is contemporary and the topics are
current; b) make improvements based on our assessment of what articles, chapters, etc.
worked well and which ones did not.
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?
The assessment reveals strength in critical thinking training. Students are being taught how
to think and express their ideas based on close analysis of text and through regular class
activities and discussions.
We find that incorporating an opportunity for smaller group work as part of an activity or
guided discussion questions every class allows students to practice this analysis. Therefore,
we have modified our teaching practice to incorporate this kind of work into almost every
lecture.
We have also found that it is more effective to cover few topics more deeply, so we have
eliminated two broad topics from our syllabus, but incorporated more scholarship and
perspectives into the other topics. This has also improved students’ ability to make
connections between topics, which is extremely beneficial in helping them achieve the
college wide goals of critical thinking and communication.
In this team-taught course, students benefit from the unique attributes and styles of both
instructors. Therefore we have increased the degree to which students are mixed up in their
discussion sections. This also gives the instructors the opportunity to work with all of the
students on a regular basis, not just those who are in their assigned section.
Lastly, we updated the CLOs and rubric for Law and Democracy in Fall 2014.
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: Instructor-Student engagement
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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: Administration of Justice[Courses were assessed in the last program cycle]
PLO #1: Evaluate and analyze criminal justice issues and topics using knowledge of
criminal justice institutions, terminology, theory and ethical issues in crime and justice.
PLO #2: Understand the interdisciplinary nature of criminal justice and the varying
perspectives of the liberal arts and sciences as related to law enforcement, courts, and
corrections.
What questions or investigations arose as a result of these reflections or discussions?
Explain: Administration of Justice is an interdisciplinary program in that it draws on various
disciplines in the social sciences for its concepts, theories, and practices. This is particularly true
for the introductory course in the program, ADMJ 50. The success rate for ADMJ 50 is
approximately 55% indicating that some students are having difficulty. Our theory is that some
students come to the course lacking basic skills, background knowledge of the criminal justice
system, and knowledge of other disciplines (e.g., sociology, psychology, etc.) that inform the
administration of justice. Also, we draw students with a variety of career goals (e.g., law
enforcement, pre-law, corrections, probation & parole, and juvenile justice). We need to
develop clear career and educational pathways for all students in the discipline.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: Administration of Justice is the fourth largest major at Chabot (560 –
2014). We draw students with a variety of career goals (e.g., law enforcement, pre-law,
corrections, probation & parole, and juvenile justice). All of our courses are transferable to CSU
and four of our courses satisfy the UC - IGETC requirements. Consequently, we attract both
students seeking careers in the administration of justice as well as those who have an
intellectual interest in the field and choose our courses to satisfy graduation and/or transfer
requirements. Having diverse students in our courses enhances the learning for all students.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:Our new Associate in Science for Transfer degree (TMC) for Administration of
Justice was approved and became available in Fall 2013. The degree requirements are aligned
with requirements for the CSUs and provide guidance to students regarding the courses
required for transfer in addition to assuring them of their preparation for transfer and upperdivision work. Most importantly, the completion of the AS-T degree gives students priority
admission into an Administration of Justice/Criminal Justice program in the CSU system.
The new AS-T degree is an excellent example of a clear pathway for our students seeking to
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transfer and a career in law enforcement or corrections. However, we have a significant
number of students who have an interest in practicing public law (e.g., District Attorney, Public
Defender, etc.) but there is no clearly identified pathway beginning in community college.
Upon approval of our AS-T degree, I will be submitting a proposal to modify our existing AA
degree to focus on a pre-law curriculum. We are also submitting an application to be part of a
State Bar Initiative: Community College Pathway to Law School. I will discuss the proposal in
greater detail under “New Initiatives”.
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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?
No. ADMJ 40 – Juvenile Procedures will be assessed during the Spring 2015.
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)?
Not Applicable: There is no required sequence of courses in Administration of Justice. However,
in Fall 2013, we developed recommended prerequisites for certain courses. Also, data from the
Office of Institutional Research suggest that Introduction to Administration of Justice (ADMJ 50)
is a gateway course to success in the curriculum.
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.
Students who enroll in and successfully complete an English course have higher success rates in
all ADMJ courses, particularly ADMJ 50.
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Appendix E: Proposal for New Initiatives – Create an Associate in Arts (AA) – Pre-Law Studies degree
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?
Last spring (2014), Chabot became part of a new Initiative sponsored by the State Bar of California’s Council on Access and Fairness
that created a partnership between 24 California community colleges and six law schools. The initiative, the Community College
Pathway to Law School (CCPLS), creates apathway to law school for community college students. Through the CCPLS initiative, we
will provide our students with resources such as tutoring, mentoring, counseling, LSAT preparation, and early exposure to law-related
courses.
The initiative does not require a particular major but requires the completion of 7 – 8 courses whose content reflects a defined set of
“success factors” that help make effective lawyers. The intention of this initiative is to align criteria from the “success factors” with
California Community College courses already approved in corresponding IntersegmentalGeneral Education Transfer Curriculum
(IGETC) areas in order to prepare students for law school and the legal profession prior to transfer.
The program will increase access to law school by making the transitions from community college to a four-year institution to law
school occur in a much more smooth manner.We have substantial numbers of students who have an interest in pursuing a legal career
but, until now, there has been no clearly identified pathway from community college. Like the CPT and AS-T degree, the CCPLS is
closely aligned with Chabot’s Strategic Plan.
With the approval of our AS-T degree, our AA degree in Administration of Justice, as it is currently configured, has limited usefulness
for students. The AS-T degree is a better option since it provides priority admission when transferring to CSU. Rather than let the
AA degree lie dormant or eliminate the degree, we will submit a proposal for a Pre-Law AA degree that aligns with the IGETC course
pattern of the State Bar Community College Pathway to Law School Initiative and that includes other transferable courses aligned
with law school success factors (super pathway)
One of the primary goals of this new AA will be to prepare students for the rigorous academic curriculum they will encounter in
college and law school by developing those skills particularly important for the study of law. The program will use an
interdisciplinary approach emphasizing the development of critical thinking, writing, and analytical skills, all of which are part of our
college-wide learning goals. The AA degree program will expand on the course selection offered by the Community College Pathway
17
Initiative. Most of the courses needed for this program already exist in our curriculum but have not been organized as part of a
coherent pathway leading to an educational objective.
With the CCPLS initiative as a foundation, this new proposed pre-law AA degree will attract significant numbers of new students to
Chabot. The program will benefit from significant marketing and public promotion from the State Bar Association as well as the
Career Pathways Trust grant. It is certain to increase our enrollment by attracting students, particular students of color and other
diverse populations, with an interest in a legal career. This expected increase in enrollment will exacerbate the need for an additional
full-time faculty member.
What is your specific goal and measurable outcome?
To have an AA- Pre-Law Studies degree.
What is your action plan to achieve your goal?
Activity (brief description)
Develop a new program proposal
Submit program proposal to the Curriculum Committee
Develop program materials and begin marketing campaign.
Enroll students in the major
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
May 2015
September
2015
Spring
2016
Fall 2016
How will you manage the personnel needs?
New Hires:
X Faculty # of positions 1 Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
18
At the end of the project period, the proposed project will:
X 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?
X No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
X No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
X No
Yes, list potential funding sources:
19
(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
Division/Area
Instructor
Full-time
ADMJ
Arts, Humanities & Social Sciences
Rationale for your proposal. Please use the enrollment management data. Data that will strengthen your rationale include FTES trends over
the last 5 years,FT/PT faculty ratios,recent retirements in your division, total number of full time and part-time faculty in the division, total
number of students served by your division, FTEF in your division, CLO and PLO assessment results and external accreditation demands.
Administration of Justice is the fourth largest major at Chabot. Of the top six majors at Chabot, Administration of Justice is the only
discipline with a single full-time faculty member despite its status as a top five major. Also, four of our classes satisfy UC-IGETC
requirements and attract many non-major students who utilize ADMJ courses to satisfy graduation and/or transfer requirements.
Consequently, our course enrollments consistently exceed 100% capacity. Even when enrollments dropped campus wide during the
recent budget crisis, average enrollments in ADMJ never went below 100%. These enrollment patterns, FTES trends, FT/PT faculty
ratios and assessment data demonstrate the need for another full-time faculty member in Administration of Justice.
20
Spring 2009 thru Fall 2012
FT/PT faculty rations = 40:60
WSCH/FTEF = 723.52
Average enrollment = 113%
Fall 2011 thru Summer 2014
FT/PT faculty ratios = 30:70
WSCH/FTEF = 663.13
Average enrollment = 104%
Relevant Assessment Data
Data review (enrollment, student success) demonstrates the need for additional full-time faculty. ADMJ is the fourth largest major
and the only one of the top six with only one full-time faculty member. The current average enrollment for ADMJ classes is 104%.
With the approval of our AS-T degree and our selection to participate in the Career Pathways Trust (CPT) grant and the Community
College Pathway to Law School (CCPLS) Initiative, our enrollment is expected to increase and return to its pre-budget crisis levels.
Moreover, ADMJ full-time faculty will have coordination responsibilities for the CPT grant and the CCPLS initiative which will
involve reassignment time.
An additional full-time faculty member is needed to adequately address issues related to student success, provide appropriate advising,
and supervising the internships and work experience opportunities for students. Although part-time faculty play an important role in
the program, their part time status limits our ability to adequately advise our students, develop and supervise the work experience and
internship opportunities as well as the quality of instruction. The full-time to part-time faculty ratio in Administration of Justice is
30:70. This is well below the statutory mandate of 75:25.
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.
21
Our Strategic Plan Goal for 2012-15 is to “increase the number of students that achieve their educational goal within a reasonable time
by clarifying pathways and providing more information and support.” In ADMJ, we have worked to align our degree programs and
initiatives with this goal.
Associate in Science for Transfer (AS-T)
Our AS-T degree is an excellent example of a clear pathway for students seeking to transfer and a career in law enforcement or lawrelated occupations. In keeping with the goals of SB 1440, the transfer model curriculum (TMC) and requirements of the AS-T
provide guidance to students regarding preparation for transfer. More importantly, completion of the AS_T degree gives students
priority admission into an Administration of Justice program in the CSU system. Approximately, 70% of current degree seekers in
ADMJ are pursuing the AS-T. Given the number of majors in the discipline (560 – Fall 2014), additional full-time faculty is needed
to provide appropriate advising, support, and supervision of work-based learning and internships.
Career Pathways Trust Grant
Chabot College is a participant in the East Bay Career Pathways Project, an educational reform effort supported by a $15 million grant
from the California Department of Education. The Administration of Justice program, the Community College Pathway to Law
School (Pre-Law), and the Fire Technology Program comprise the Pre-Law and Public Service Pathway at Chabot.
The Career Pathways Trust project provides a platform and opportunity for ADMJ to tap into a regional infrastructurethat aligns K-12
and community college education with the needs of local industry. The project brings together 11 school districts, one charter school
organization, six community colleges, and numerous workforce entities to restructure the East Bay K-14 educational system around
career pathways.The project is clearly aligned with our Strategic Plan.
Community College Pathway to Law School
Last spring (2014), Chabot became part of a new Initiative sponsored by the State Bar of California’s Council on Access and Fairness
that created a partnership between 24 California community colleges and six law schools. The initiative, the Community College
Pathway to Law School (CCPLS), creates apathway to law school for community college students. Through the CCPLS initiative, we
will provide our students with resources such as tutoring, mentoring, counseling, LSAT preparation, and early exposure to law-related
courses. The program will increase access to law school by making the transitions from community college to a four-year institution
to law school occur in a much more smooth manner.We have substantial numbers of students who have an interest in pursuing a legal
career but, until now, there has been no clearly identified pathway from community college. Like the CPT and AS-T degree, the
CCPLS is closely aligned with Chabot’s Strategic Plan.
22
Given the growing popularity of our AS-T degree for Administration of Justice, we will be submitting a proposal to modify our
existing AA degree to focus on a Pre-Law Curriculum. One of the primary goals of this new AA will be to prepare students seeking
admission to law school for the rigorous academic curriculum by developing those skills particularly important for the study of law.
The program will use an interdisciplinary approach emphasizing the development of critical thinking, writing, and analytical skills,
all of which are part of our college-wide learning goals.
With the CCPLS initiative as a foundation, this new proposed pre-law AA degree will attract significant numbers of new students to
Chabot. The program will benefit from significant marketing and public promotion from the State Bar Association as well as the
Career Pathways Trust grant. It is certain to increase our enrollment by attracting students, particular students of color and other
diverse populations, with an interest in a legal career. This expected increase in enrollment will exacerbate the need for an additional
full-time faculty member.
23
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:
___2__
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
Classified Professional Staff (2000)
Description
Program/Unit
PLEASE LIST IN RANK
ORDER
Division/Area
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Postion
Student Assistant
Student Assistant
Student Assistants (2000)
Description
Program/Unit
Clerical Assistant
&Community/Campus
ADMJ – Career Pathways
Liaison
Trust Grant
ADMJ – Community
Clerical Assistant &
College Pathway to Law
Community/Campus Liaison
School
24
PLEASE LIST IN RANK
ORDER
Division/Area
AHSS – ADMJ
AHSS – ADMJ
2. Rationale for your proposal.
The Community College Pathway to Law School (CCPLS) and the Career Pathways Trust (CPT) involve significant campus and community
outreach and contact. Some staff support will be needed to manage these contacts and support our outreach efforts.
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.
Both the CCPLS and CPT initiatives create educational and career pathways consistent with the Strategic Plan.
25
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
ADMJ 80
ADMJ 85
CURRENT
FTEF
(2014-15)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
0
0
.2
.2
0
0
1
1
0
0
44
44
Total additional FTEF = .4
Our new AS-T degree was approved with three new courses: Juvenile Procedures; Introduction
to Forensics; and Criminal Court Procedures.We have integrated Juvenile Procedures into the
curriculum seek to integrate Introduction to Forensics and Criminal Court Process in the next
academic year. Our AS-T major is very popular with students and adding these courses will help
us remain a competitive program in the region.
Therefore, we are requesting an additional .4 FTEF each academic year.
26
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:
5
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Learning Assistant
ADMJ 54: Investigative Reporting
2. Learning Assistant (2)
ADMJ 50: Introduction to ADMJ
3. Learning Assistant
ADMJ 61: Evidence
4. Learning Assistant
ADMJ 60: Criminal Law
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.
This is a request for more academic support for students in the classroom.
27
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
needed totals in all areas Request
Requested Received
Description
Amount
Vend
or
28
Division/Unit
Priority #1
Priority #2
Priority #3
Contracts and Services Requests [Acct. Category 5000]
Instructions:
1. There should be a separate line item for each contract or service.
2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
Priority 1: Are 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
29
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
Amount
Vendor
Priority Priority Priority
Division/Dept
#1
#2
#3
30
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
Canon EOS Rebel T3i DSLR Camera w/ 3 Year
protection plan
Amount
Vendor
Division/Unit
750.00
B & H Photo
AHSS/ ADMJ
X
Canon Rechargeable Battery
65.00
B & H Photo
AHSS/ ADMJ
X
SanDisk 16GB Memory Card
Canon EF 50mm f/1.4 USM Lens w/ 3 Year
Protection Plan
25.00
B & H Photo
AHSS/ ADMJ
X
550.00
B & H Photo
AHSS/ ADMJ
X
31
Priority #1
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, 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.
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?
32