Chabot College
Program Review Report
2015 -2016
Year One of Architecture & Interior
Design
Program Review Cycle
One
Submitted on October 21, 2014
Contact:
Adrian W. Huang
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?
In Architecture Program, With a couple of years successfully transferred students to the most
high ranked architecture universities such as University of California, Berkeley and California
PolytechState University, San Luis Obispo, this year architecture department is outreaching
more of private schools such as University of Southern California, Southern California Institute
of Architecture, California College of Arts and Academy of Arts. With approved budget, we
were able to improve our model-making skills and portfolio. All presentations and poster
boards are more professional works. This year, three out of four applicants were admitted to
UC Berkeley, one out of two applicants were admitted to California Polytech State University.
Two out of two applicants were admitted to Arkansas State University and two out of two
applicants were admitted to Arizona State University.
In Interior Design, due to two years degree demand, we re-arranged classes to offer some of
cross-listed classes to flow students to meet two years degree program that we offer. Students
are able to take all required classes in two years if they are following the class sequences.
Interior Design program successfully transferred one student to San Jose State University and
two student earned their certificated in Interior Design and one from Kitchen & Bath Design.
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.
1
2. Distance education vs. face-to-face courses.
In architecture program, it is very technical but also very creative. Curriculums were developed
as guidelines to help student success. Students work very hard to build up fundamental skills.
This is only way to move to more advanced classes. Students who build up strong foundations
will be able to be more successful in advanced design studios. Overall, students are more than
85% passing classes in any genders and ethnicity. By reading the data, the successful rates are
not much different in between distance education (online classes) vs. face-to-face courses.
Architecture program is also one of the CTE programs. The certificate of achievement in
architecture technology is a perfect program for students who are considering working in the
AEC field after earn this certificate. It provides an internship class that is great bridge for
students to work with professional A/E/C firms for a couple of hours a week and gain some
hands-on experiences. Per students’ reports, architecture student interns are able to work
beyond the hours and be compensated for the work being done as extra hours. Architecture
certificate program has developed an essential and unique program to bring academic to
professional design world.
In Interior Design program, most of classes are continue to grow in terms of enrollments and
learning outcomes except lack of basic hand-drafting related classes. By offering a hand
drafting class, students will develop the necessary drafting skills to successfully complete any
certification/degree offered by Chabot College. In addition, completion of this new course
would greatly enhance each student's ability to meet the requirements of transfer to a fouryear college. As result of some of classes, such as INTD 50, 52, 54, 62 and 70, students will lose
its ability to have a better performance. A hand drafting class must offer in Interior Design
program to not only enhance students learning but also to meet NKBA accreditation
recommendation. I will address this again in requesting FTEF section. There is no online class
currently offer in Interior Design program.
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
2
year’s program review in relation to long-term goals. Please contact Carolyn Arnold for support.
We will have other avenues to communicate with the Educational Master Plan Consultants. This
is simply one avenue.
What initiatives are underway in your discipline or program, or could you begin,that
would support the achievement of our Strategic Plan goal?
Over the next three years, what improvements would you like to make to your
program(s) to improve student learning?
Over the next 6 years, what are your longer term vision(s) and goals? (Ed Master Plan)
What areyour specific, measurable goals? How will you achieve them?
Would any of these require collaboration with other disciplines or areas of the college?
How will that collaboration occur?
In Architecture program, there is a way to bond students together. Form a “Club”. Architecture
students are very active in all kind of activities, especially design and craftsmanship. Within the
program, design competitions are not only in abstracted building objects such as “ floating
water and fire on air” but also logo and interior space designs. These architecture club activities
are also not only limited to school social networks, in studio presentations and design
competitions but start to outreach to Architecture/Engineering/Construction professional fields.
Architecture students are able to participate seminars, company tours, and volunteer to build
low-income houses for needed people thru Habitat for Humanity East Bay.
We constantly go on schools tours to meet with university admission officers, counselors and
professors to discuss transfer materials, financial aids and portfolio reviews. We visit
architecture facilities, machine workshops and studios. Architecture students really like to go on
schools tours that will open their eyes and confirm where they want to transfer to. I see the
encouragements there, I see the passionate there, I see more and more students who want to
pursuit higher educations even though their parents or family did not go to college and did not
have college degrees. We are not limited our learning goalsin the classrooms, architecture
students connect to A/E/C professionals by go on company tours, internships and volunteering.
Architecture students take the knowledge that they learn from program and bring/apply to
“real” world.
Attached is a link to student activities:https://www.facebook.com/ChabotArchitectureClub
Architecture studentscollaborate to each other. In architecture program, a study Q&A forum is
established and hosted by students. Subjects are not only limited to Architecture but also Math,
Physics and general education. This forum is very useful for students who are struggling with
some subjects. Architecture faculties often check this forum and help students on the forum.
Attached is a link to study forum: http://chabotarchitecture.proboards.com
3
I can see the growth in Architecture program with students’ passions. For all the great works
that we have right now and to enhance students learning outcome, Architecture students need
a better learning environment such as renovating Architecture Studio (building 1000, #1008)
and upgrading computer lab (building 900, #905). Students have been using limited resources
for design and models. We can do even better if studio can be renovated. Per the transfer data,
architecture program has transferred many students to top ranked universities. It builds its
reputation in the area.
Attached is a link to students’ portfolio: http://www.chabotcollege.edu/arch/galleries.html
Architecture program will continue to serve students to their best interests. Due to budget
reduction, in Architecture program, some classes are offered in cross-listed (concurrent offer).
Our future goal is to offer classes in it’s own not cross-listed.
In conclusion, Architecture design studio should be renovated as soon as possible.
In Interior Design program, we re-arranged classes to meet the two years degree and certificate
programs. Students were able to finish their core courses within two years period if taking
classes in sequence. There is a need to have a new hand drafting class to support all interior
design classes. Please refer to SLO data and details. This new hand drafting class is also
recommended by NKBA accreditation Team.
Interior design students are continuing to participate in interior design local chapter and
activities such as decorator showcase house.
Attached is a link to club activities: https://www.facebook.com/pages/Interior-Design-ClubChabot-College/527233944041031
Due to interior design studio/classroom setting, we are in needs to replace old drafting table
that are failure for today’s students needs. Those drafting tables are losing the mechanical
parts and not functional well. It is getting hard to operate. Our future goal is to replace all old
and not functional drafting tables in building 900, #907 with affordable sturdy drafting/working
tables to enhance student learning. Students will be able to use these tables for drafting as well
as finishing selections.
4
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
0
AutoCAD
2015
upgrade,
computer
upgrade in
computer
lab room
905 and a
laser cutter
are needed
for Design
Principle
classes
(ARCH 8A &
8B) in order
to make
precision
models.
N/A
Budget
received for
laser cutter
only.
AutoCAD
will be
updated for
free
educational
downloads
from
AutoDesk
that
released on
July 2014.
N/A
2014-15
Budget
Requested
0
Laser cutter
filter
replacements,
fire
extinguisher
for laser
cutter.
Drafting
tables for
interior
design studio
#907. Glass
display cases
for ARCH and
INTD models
and projects.
N/A
2014-15
Budget
Received
0
0
0
N/A
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.
5
Budget approved and received to purchase Laser cutter. Laser cutter installed on Sept. 29th 2014.
Students start to use and be familiar with this machine for 3rd project. Project 3 has an abstracted
concept and precise/sharp cut models. This equipment definitely helps students in visualizing spaces
and understanding the concept. The better learning outcome has achieved. All models display at
display case with positive feedbacks.
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?
Funding not received that are due to the software upgrade. It will be upgraded by end of 2014 since
AutoCAD released a free educational 3 years upgraded. Those upgrades will help students to be
competitive for transferring and in professional field. Recently, we are still using previous version that
was purchased 2 years ago and the impact of learning was minimal since it is still within 2 years range.
Due to student study plans, students are continuing to register in classes and enrollments remain
growth. Architecture and interior design faculties were able to manage the classroom activities and
exercises without this impact to students.
6
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.
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.
ARCH 2A
ARCH 2B
ARCH 4A
ARCH 4B
ARCH 8A
ARCH 8B
ARCH 12
ARCH 14
ARCH 16
ARCH 33
ARCH 68
INTD 50
INTD 52
INTD 54
INTD 55
INTD 62
INTD 66
INTD 68
INTD 70
INTD 72
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
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
7
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
INTD 50
Fall 2013
1
1
100%
Fall 2014
Adrian Huang, Marilena Williams
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:
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
66%
75%
66%
75%
66%
Explain the principles of space as it relates to the utility,
economy, beauty and character of living environments.
(CLO) 2:
Design group and private spaces and explain the demands
that group activities place on space relationships.
(CLO) 3:
Draw floor plans and elevations.
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
8
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?
On average, students achieved 66% success. The lower rate of achievement was due to
lack of drafting skills. The Interior Design Program offers a variety of classes, none of which
gives the student a solid base in drafting that is necessary to their success. We positively
need to add a hand-drafting course.
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?
If we will offer a Hand Drafting class, students will develop the necessary drafting skills to
successfully complete any certification/degree offered by Chabot College. In addition,
completion of this new course would greatly enhance each student's ability to meet the
requirements of transfer to a four-year college.
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?
On average, students achieved 66% success. The lower rate of achievement was due to
lack of drafting skills. The Interior Design Program offers a variety of classes, none of which
gives the student a solid base in drafting that is necessary to their success. We positively
need to add a hand-drafting course.
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?
If we will offer a Hand Drafting class, students will develop the necessary drafting skills to
successfully complete any certification/degree offered by Chabot College. In addition,
completion of this new course would greatly enhance each student's ability to meet the
requirements of transfer to a four-year college.
9
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?
On average, students achieved 66% success. The lower rate of achievement was due to
lack of drafting skills. The Interior Design Program offers a variety of classes, none of which
gives the student a solid base in drafting that is necessary to their success.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
If we will offer a Hand Drafting class, students will develop the necessary drafting skills to
successfully complete any certification/degree offered by Chabot College. In addition,
completion of this new course would greatly enhance each student's ability to meet the
requirements of transfer to a four-year college.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
10
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?
We will continue to request the additional resources necessary to offer this essential core
course.
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?
Students with strong drafting skills will be able to work on projects that are more complex.
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: We need to offer a Hand Drafting because students with strong drafting skills
will be able to work on projects that are more complex.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
INTD 52
Spring 2014
1
1
11
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
100%
Fall 2014
Adrian Huang, Marilena Williams
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:
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
85%
75%
85%
75%
85%
Describe dates, styles, and art monuments as related to
furnishings.
(CLO) 2:
Explain the relationship between European and American
furniture design
(CLO) 3:
On average, students achieved 85% success. The lower
rate of achievement was due to lack of drafting skills. The
Interior Design Program offers a variety of classes, none of
which gives the student a solid base in drafting that is
necessary to their success. We positively need to add a
hand-drafting course.
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
12
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 85% success.
4. 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 reflected the course materials and learning outcome would be continuing to offer.
D. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 85% success.
4. 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 reflected the course materials and learning outcome would be continuing to offer.
13
C. COURSE-LEVEL OUTCOME (CLO) 3:
3. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 85% success.
4. 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 reflected the course materials and learning outcome would be continuing to offer.
D. COURSE-LEVEL OUTCOME (CLO) 4:
3. How do your current scores match with your above target for student success in this course
level outcome?
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
14
PART III: COURSE REFLECTIONS AND FUTURE PLANS
4. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We will continue to request the additional resources necessary to offer this essential core
course.
5. 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?
Students with strong drafting skills will be able to work on projects that are more complex.
6. 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:
15
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
INTD 54
Fall 2013
1
1
100%
Fall 2014
Adrian Huang, Debbie Norris
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:
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
61.5%
75%
64%
75%
86%
Students will learn about the professionof Interior Design,
through an Interview process
(CLO) 2:
Students will become proficient in major periods of
Interior Design
(CLO) 3:
Students will use their learned knowledge of the color
wheel to create their version of the colorwheel.. (ie:
Analogous,complementary, triad)
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
16
* 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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
E. COURSE-LEVEL OUTCOME (CLO) 1:
5. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 61.5% success. The lower rate of achievement was due to
lack of drafting skills. The Interior Design Program offers a variety of classes, none of which
gives the student a solid base in drafting that is necessary to their success. We positively
need to add a hand-drafting course.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
If we will offer a Hand Drafting class, students will develop the necessary drafting skills to
successfully complete any certification/degree offered by Chabot College. In addition,
completion of this new course would greatly enhance each student's ability to meet the
requirements of transfer to a four-year college.
F. COURSE-LEVEL OUTCOME (CLO) 2:
5. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 64% success. The lower rate of achievement was due to
lack of drafting skills. The Interior Design Program offers a variety of classes, none of which
gives the student a solid base in drafting that is necessary to their success. We positively
need to add a hand-drafting course.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
If we will offer a Hand Drafting class, students will develop the necessary drafting skills to
successfully complete any certification/degree offered by Chabot College. In addition,
completion of this new course would greatly enhance each student's ability to meet the
requirements of transfer to a four-year college.
17
C. COURSE-LEVEL OUTCOME (CLO) 3:
5. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 86% success.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Successful course materials and presentations.
D. COURSE-LEVEL OUTCOME (CLO) 4:
5. How do your current scores match with your above target for student success in this course
level outcome?
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
18
PART III: COURSE REFLECTIONS AND FUTURE PLANS
7. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We will continue to request the additional resources necessary to offer this essential core
course.
8. 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?
Students with strong drafting skills will be able to work on projects that are more complex.
9. 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:
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
INTD 55
Fall 2013
1
1
100%
19
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Fall 2014
Adrian Huang, Gus Vouchilas
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:
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
78%
75%
88%
75%
34%
75%
100%
Identify specific fiber characteristics, structure, and
properties.
(CLO) 2:
Explain the expected performance of natural
and synthetic fibers and their properties and
the necessity of labeling; identify fabric
weaves and other construction; explain legal
constraint on textile and apparel
manufacturers.
(CLO) 3:
Describe the problems relating to the use and
care of fabric finishes;describe how designs are
applied through dyeing and printing;
(CLO) 4:
Identify the important fabric resources and the
role they plan in the total fashion manufacturing
process and in fashion merchandising
 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?
20
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
G. COURSE-LEVEL OUTCOME (CLO) 1:
7. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 78% success.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Continue to offer Introduction to Textiles in this program.
H. COURSE-LEVEL OUTCOME (CLO) 2:
7. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 88% success.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Successful course materials and presentations.
21
C. COURSE-LEVEL OUTCOME (CLO) 3:
7. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 34% success. The lower rate of achievement was due to
lack of reference material book in the library.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Will order more reference books and make them available to students for more reading
references.
D. COURSE-LEVEL OUTCOME (CLO) 4:
7. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 100% success.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Successful course lecture materials.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
22
PART III: COURSE REFLECTIONS AND FUTURE PLANS
10. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We will continue to request the additional resources necessary to offer this essential core
course.
11. 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?
Students with more reference books will be able to enhance on the presentations.
12. 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
23
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
INTD 62
Fall 2013
1
1
100%
Fall 2014
Adrian Huang, Debbie Norris
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:
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
100%
75%
100%
75%
56.25%
75%
62.5%
Student will learn
& understand the NKBAPlanning
Guidelines & graphic standards
(CLO) 2:
Student will become proficient at measuring and reporting
existing measurements
(CLO) 3:
Student will design & produce working drawings of a
Kitchen space
(CLO) 4:
Student will design & produce working drawings of a Bath
space
 If more CLOs are listed for the course, add another row to the table.
24
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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
I. COURSE-LEVEL OUTCOME (CLO) 1:
9. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 100% success.
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Continue to offer NKBA guidelines and design in this course.
J. COURSE-LEVEL OUTCOME (CLO) 2:
9. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 100% success..
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Reflects the good programmatic strengths with this course level.
25
C. COURSE-LEVEL OUTCOME (CLO) 3:
9. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 56.25% success. The lower rate of achievement was due to
lack of drafting skills. The Interior Design Program offers a variety of classes, none of which
gives the student a solid base in drafting that is necessary to their success.
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
If we will offer a Hand Drafting class, students will develop the necessary drafting skills to
successfully complete any certification/degree offered by Chabot College. In addition,
completion of this new course would greatly enhance each student's ability to meet the
requirements of transfer to a four-year college.
D. COURSE-LEVEL OUTCOME (CLO) 4:
9. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 62.5% success. The lower rate of achievement was due to
lack of drafting skills. The Interior Design Program offers a variety of classes, none of which
gives the student a solid base in drafting that is necessary to their success.
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
If we will offer a Hand Drafting class, students will develop the necessary drafting skills to
successfully complete any certification/degree offered by Chabot College. In addition,
completion of this new course would greatly enhance each student's ability to meet the
requirements of transfer to a four-year college.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
26
PART III: COURSE REFLECTIONS AND FUTURE PLANS
13. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We will continue to request the additional resources necessary to offer this essential core
course.
14. 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?
Students with strong drafting skills will be able to work on projects that are more complex.
15. 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: We need to offer a Hand Drafting because students with strong drafting skills
will be able to work on projects that are more complex.
27
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
INTD 66
Fall 2013
1
1
100%
Fall 2014
Adrian Huang, Marilena Williams
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:
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
88%
75%
88%
75%
88%
Evaluate a building and make concrete suggestions about
how it could be retrofitted to provide access for a
physically disabled or elderly person.
(CLO) 2:
Design a dwelling for a person with limited access or with
some type of physical impairment
(CLO) 3:
Design a dwelling, which will enable an aging individual to
live independently in the home.
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
28
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
K. COURSE-LEVEL OUTCOME (CLO) 1:
11. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 88% success. Even thought this is a great achievement but
the drafting skills are still a concern. The Interior Design Program offers a variety of classes,
none of which gives the student a solid base in drafting that is necessary to their success.
We positively need to add a hand-drafting course.
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
If we will offer a Hand Drafting class, students will develop the necessary drafting skills to
successfully complete any certification/degree offered by Chabot College. In addition,
completion of this new course would greatly enhance each student's ability to meet the
requirements of transfer to a four-year college.
L. COURSE-LEVEL OUTCOME (CLO) 2:
11. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 88% success. Even thought this is a great achievement but
the drafting skills are still a concern. The Interior Design Program offers a variety of classes,
none of which gives the student a solid base in drafting that is necessary to their success.
We positively need to add a hand-drafting course.
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
If we will offer a Hand Drafting class, students will develop the necessary drafting skills to
successfully complete any certification/degree offered by Chabot College. In addition,
completion of this new course would greatly enhance each student's ability to meet the
requirements of transfer to a four-year college.
29
C. COURSE-LEVEL OUTCOME (CLO) 3:
11. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 88% success. Even thought this is a great achievement but
the drafting skills are still a concern. The Interior Design Program offers a variety of classes,
none of which gives the student a solid base in drafting that is necessary to their success.
We positively need to add a hand-drafting course.
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
If we will offer a Hand Drafting class, students will develop the necessary drafting skills to
successfully complete any certification/degree offered by Chabot College. In addition,
completion of this new course would greatly enhance each student's ability to meet the
requirements of transfer to a four-year college.
D. COURSE-LEVEL OUTCOME (CLO) 4:
11. How do your current scores match with your above target for student success in this course
level outcome?
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
30
PART III: COURSE REFLECTIONS AND FUTURE PLANS
16. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We will continue to request the additional resources necessary to offer this essential core
course.
17. 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?
Students with strong drafting skills will be able to work on projects that are more complex.
18. 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: We need to offer a Hand Drafting because students with strong drafting skills
will be able to work on projects that are more complex.
31
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
INTD 70
Fall 2013
1
1
100%
Fall 2014
Adrian Huang, Debbie Norris
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:
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
80%
75%
80%
75%
40%
Student will design & produce working drawings for a
Kitchen project, using NKBA standards
(CLO) 2:
Student will design & produce working drawings for a
Bathproject, using NKBA standards
(CLO) 3:
D Student will apply their knowledge of the NKBA Planning
Guidelines, Graphics & Professional Resource Library &
prep for AKBD
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
32
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
M. COURSE-LEVEL OUTCOME (CLO) 1:
13. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 80% success. Even thought this is a great achievement but
the drafting skills are still a concern. The Interior Design Program offers a variety of classes,
none of which gives the student a solid base in drafting that is necessary to their success.
We positively need to add a hand-drafting course.
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
If we will offer a Hand Drafting class, students will develop the necessary drafting skills to
successfully complete any certification/degree offered by Chabot College. In addition,
completion of this new course would greatly enhance each student's ability to meet the
requirements of transfer to a four-year college.
N. COURSE-LEVEL OUTCOME (CLO) 2:
13. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 80% success. Even thought this is a great achievement but
the drafting skills are still a concern. The Interior Design Program offers a variety of classes,
none of which gives the student a solid base in drafting that is necessary to their success.
We positively need to add a hand-drafting course.
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
If we will offer a Hand Drafting class, students will develop the necessary drafting skills to
successfully complete any certification/degree offered by Chabot College. In addition,
completion of this new course would greatly enhance each student's ability to meet the
requirements of transfer to a four-year college.
33
C. COURSE-LEVEL OUTCOME (CLO) 3:
13. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 40% success. The lower rate of achievement was due to
lack of drafting skills. The Interior Design Program offers a variety of classes, none of which
gives the student a solid base in drafting that is necessary to their success.
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
If we will offer a Hand Drafting class, students will develop the necessary drafting skills to
successfully complete any certification/degree offered by Chabot College. In addition,
completion of this new course would greatly enhance each student's ability to meet the
requirements of transfer to a four-year college.
D. COURSE-LEVEL OUTCOME (CLO) 4:
13. How do your current scores match with your above target for student success in this course
level outcome?
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
34
PART III: COURSE REFLECTIONS AND FUTURE PLANS
19. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We will continue to request the additional resources necessary to offer this essential core
course.
20. 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?
Students with strong drafting skills will be able to work on projects that are more complex.
21. 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: We need to offer a Hand Drafting because students with strong drafting skills
will be able to work on projects that are more complex.
35
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
INTD 72
Fall 2013
1
1
100%
Fall 2014
Adrian Huang, Marilena Williams
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:
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
100%
75%
100%
75%
100%
Develop floor plans, electrical plans and interior elevations
of a commercial space
(CLO) 2:
Use space planning to develop furniture layouts of a
commercial space
(CLO) 3:
Explain how to specify commercial materials and
furnishings
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
36
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
O. COURSE-LEVEL OUTCOME (CLO) 1:
15. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 100% success.
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Continue to offer NKBA guidelines and design in this course.
P. COURSE-LEVEL OUTCOME (CLO) 2:
15. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 100% success.
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Reflects the good programmatic strengths with this course level.
37
C. COURSE-LEVEL OUTCOME (CLO) 3:
15. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 100% success.
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Reflects the good programmatic strengths with this course level.
D. COURSE-LEVEL OUTCOME (CLO) 4:
15. How do your current scores match with your above target for student success in this course
level outcome?
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
38
PART III: COURSE REFLECTIONS AND FUTURE PLANS
22. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We will continue to request the additional resources necessary to offer this essential core
course.
23. 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?
Students with strong drafting skills will be able to work on projects that are more complex.
24. 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
39
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: _AS in Interior Design_____
PLO #1: Develop functional interior spaces
PLO #2: Draw appropriate floor plans
PLO #3:
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
A needs to offer fundamental hand-drafting class for Interior Design program and it is
recommended by NKBA accreditation team.
What program-level strengths have the assessment reflections revealed?
Students will be able to take on more complex project with a new hand-drafting class.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Will propose and offer a new hand-drafting class (INTD 46).
Program: _____
PLO #1:
PLO #2:
PLO #3:
PLO #4:
40
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
41
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? Yes. If no, why should those
courses remain in our college catalog?
4. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? Yes. If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester
5. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? Yes. If no, identify which courses still require this work, and
your timeline for completing that work this semester.
6. Have you developed and assessed PLOs for all of your programs? Yes. If no, identify programs
which still require this work, and your timeline to complete that work this semester.
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? Yes.
8. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be.
No really. Since Architecture and Interior Design are an art (creativity) and science (Math),
students who are successful completed college –level Math are not necessary success in
architecture and Interior Design classes due to lack of fundamental drafting skills.
42
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support
of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both
internal and external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
Help students not only in classroom activities but also outside the classrooms. Pay more attentions and extra efforts to those students who
need more helps and English is a second language. Motivations and patience will encourage students to stay in school.
What is your specific goal and measurable outcome?
Within my disciplines, make students to stay in classes and stay in school. To be able to transfer more students to Universities. To obtain
more interns with professional fields. Once students have hands-on experiences that will bring their interests and move on to career path.
All above are measurable outcomes and on going goals.
What is your action plan to achieve your goal?
Activity (brief description)
Associate with more A/E/C companies to obtain internships.
It is successfully in progress in Fall 2014 (first time offered.)
Renovate Architecture studio #1008
Target
Completion
Date
8/2015
6/2015
43
Required Budget (Split out
personnel, supplies, other
categories)
Continue to offer ARCH 80
(internship class). Due to
amount of works and
continue coordination and
class lecture, an additional
0.067 FTEF need to change
from one hour lecture to
two hours lecture.
Facility committee is still
reviewing and estimating
budget. Initial estimate
was $24,000.00 in Spring
2014.
A hand-drafting class needs for Interior Design (INTD 46)
8/2015
Replace drafting tables in #907 for Interior Design
Coordination of Interior design and NKBA programs
(coordinator)
6/2015
On going
It will be a 3 units class with
a lab. 0.333 FTEF needs
$4419.25
0.333 FTEF needs per
semester
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
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(obtained by/from):
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committeeand Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Discussanticipated improvements in student learning and contribution to the Strategic
Plangoal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent
three years, student success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
1. Number of new faculty requested in this discipline: ___
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Faculty (1000)
Program/Unit
Position
Description
Adjunct Faculty
Teachs Kitchen
and Bath
design classes
part-time
instructor
Interior Design
Division/Area
AHSS/INTD
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.
To replace a resigned part-time kitchen and bath design classes instructor. It is required to have an instructor to teach those classes per NKBA
accreditation recommendations.
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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.
Kitchen and Bath Design is a certificate program that offers within Interior Design program. It is a supported program from National Kitchen and
Bath Association. Without kitchen and bath design classes, the certificate is not completed and it will not achieve student learning.
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Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent) classified
professional positions(new, augmented and replacement positions).Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal, safety, mandates, and accreditation issues. Please cite any evidence or data to support your request. If this position is categorically funded,
include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested: _____
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
Classified Professional Staff (2000)
Description
Program/Unit
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Postion
Studio student Assistant
Student Assistants (2000)
Description
Program/Unit
To help in studio and make
sure students are using tools
and printers appropriately.
Architecture
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PLEASE LIST IN RANK
ORDER
Division/Area
PLEASE LIST IN RANK
ORDER
Division/Area
AHSS
2. Rationale for your proposal.
Studio student assistant is to help students on properly using tools and printers. This student assistant will be trained and able to operate model
making tools and machine.
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.
Students will be able to produce precise models and posters with their design concepts. It will help program to grow and enhance studentslearnings.
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Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
COURSE
CURRENT
FTEF
(2014-15)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
INTD 46
(new course
proposal)
ARCH 80
0
0.333
0
1
0
24
0.067
0.067
1
1
6
10
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Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants,
supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of
new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested:
2. If you are requesting more than one position, please rank order the positions.
Position
Description
To help peers in the labs and learn subjects in deep
1. Student Learning Assistants for Architecture
To help peers in the labs and learn subjects in deep
2. Student Learning Assistants for Interior Design
3.
4.
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.
It is easy for students to help students. Advanced students in the programs will be able to help beginning students. Advanced students who
become Learning Assistants will be able to enhance the learning outcomes and be strong at their subject matters. It will be benefit to college as a
whole. Learning Assistants are staying in the labs to learn subject in deep by explaining the concepts to others. It also helps others who has difficulty to follow
the lectures.
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Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000 and 5000 in priority order. Do NOT
include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any requested funds beyond
those you received this year. Please also look for opportunities to reduce spending, as funds are very limited.
Supplies Requests [Acct. Category 4000]
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requeststhat would be nice to have and would bring additional benefit to the program.
2014-15
2015-16
Request
needed totals in all areas Request
Requested Received
Description
Amount
Drafting Table
$4419.25
Vendor
Hospital
Associat
es
51
Division/Unit
AHSS/INTD
Priority
#1
X
Priority
#2
Priority
#3
Laser
maintenance with
parts and filters
replacements
Cartridge for
Printer (T520)
HP 4250 toner
replacement (2)
$1,488.0
3
DPS
Digital
AHSS/ARC
H
X
$500.00
Staples
AHSS/ARC
H
X
$501.99
Staples
AHSS/INTD
X
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
NKBA membership (yearly)
NKBA accreditation visit
Amount
Vendor
$1,100.00 NKBA
$5,000.00 NKBA
Division/Unit
AHSS/INTD
AHSS/INTD
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Priority #1
X
X
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
AutoCAD Training
Amount
$2,000.00
Vendor
AutoDesk
Priority Priority Priority
Division/Dept
#1
#2
#3
AHSS/ARCH
53
X
Notes
Yearly training
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee.
Instructions: Please fill in the following as needed to justify your requests.If you're requesting classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers that are our current standards.
If requesting multiple pieces of equipment, please rank order those requests. Include shipping cost and taxes in your request.
Instructions:
1. For each piece of equipment, there should be a separate line item for each piece and
an amount. Please note: Equipment requests are for equipment whose unit cost exceeds $200.
Items which are less expensive should be requested as supplies. Software licenses should also be
requested as supplies.
2.
For bulk items, list the unit cost and provide the total in the "Amount" column.
Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be
in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to
jeopardize the life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requeststhat would be
nice to have and would bring additional benefit to the program.
Description
Amount
Vendor
Division/Unit
Priority #1
Powerpoint remote control (for #1008)
$150.00
SMK-Link
AHSS/ARCH
X
Acoustic sound panels for (#1008)
Full Vision-Wall Trophy Glass Display Case /
Showcase - 60" Length (for model displays)
$2,400.00
ATS Acoustics
AHSS/ARCH $88.95
X
$2,967.26
The Shop Company
AHSS/ARCH $1,483.63
Portable fire distinguisher (for laser in 1008)
$62.34
Amazon
AHSS/ARCH
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Priority #2
Priority #3
X
X
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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): Renovation of room 1008
Building/Location: building 1000 and room 1008
Description of the facility project. Please be as specific as possible.
This is a very old Art studio that has never been renovated or upgraded. The main issue is that there are two egress doors and
the back door of studio has NO path to lead to public path. It is blocked by brushes and landscaping. The required path of
travel was not provided. This studio has no data equipped, either. It is not user friendly.
Since it is an old facility, I think the floor tiles contain asbestos. This needs to be tested by the specialist and be removed and
replaced. Due to the high ceiling, the studio creates echo and sound is bouncing back and forth. It is hard for students to pay
attentions and stay focusing during presentations. The learning outcome is not fully engaged. Sound boards/panels should be
mounted to surrounding walls. Some demolitions, paintings, finish patching and cleaning need to be done as well.
This request has been brought to facilities committee’s attention in Spring 2014 and it is on the small project list.
What educational programs or institutional purposes does this equipment support?
Architecture Design Studio
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
This Studio renovation will help architecture students for enhancing student learning, transfer admissions, recruit more students.
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There is no architecture design studio at Chabot College. It is very important to have a designated architecture design studio,
since Chabot Architecture program serves low and middle East Bay region students.
57