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. 1 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 2 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. 3 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. 6 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 7 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 9 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? 10 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. 11 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. 12 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 13 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 14 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”. 15 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. 16 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