Chabot College
Program Review Report
2015 -2016
Year 3 of
Program Review Cycle
Digital Media
Submitted on October 24, 2014
Contact: Mark Schaeffer
Table of Contents
___ Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
_X_ Year 3
Section A: What Have We Accomplished?
Section B: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives
F1: New Faculty Requests
F2: Classified Staffing Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
____ YEAR ONE
1. Where We’ve Been - Complete Appendix A (Budget History) prior to writing your narrative.
Limit your narrative to nomore than one page. As you enter a new Program Review cycle,
reflect on your achievements overthelastfew years. What did you want to accomplish? Describe
how changes in resources provided to your discipline or program have impacted your
achievements. What are you most proud of, and what do you want to continue to improve?
2. Where We Are Now - Review success, equity, course sequence, and enrollment data from
the past three years at
http://www.chabotcollege.edu/ProgramReview/Data2014.asp
Please complete Appendices B1 and B2 (CLO's), C (PLO's), and D (A few questions)before writing
your narrative. Limit your narrative to twopages.
After review of your success and retention data, your enrollment trends, your curriculum, and
your CLO and PLO results, provide an overall reflection on your program. Consider the following
questions in your narrative, and cite relevant data (e.g., efficiency,persistence, success,
CLO/PLO assessment results, external accreditation demands, etc.):
• What are the trends in course success and retention rates (based on overall
results and CLO assessments) in your program? Do you see differences based
on gender and/or ethnicity? Between on-campus and online or hybrid online
courses? Provide comparison points (college-wide averages, history within
your program, statewide averages).
1. Success and persistence rates.
2. Distance education vs. face-to-face courses.
3. The Difference We Hope to Make - Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SP forPR.pdf prior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resource Requests) to
further detail your narrative. Limit your narrative to three pages, and be very specific about
what you hope to achieve, why, and how.
Note: Chabot is in the process of creating our next Educational Master Plan, to last six years.
Educational Master Plans are generally large enough in scope to be flexible. They are used in
particular at the District Level to guide in facility and community planning.
Please take this moment to reflect on your program’s larger term vision(s) and goals (6 years),
and to incorporate them into Program Review under the section below as a separate paragraph
or otherwise. The drafters of the Educational Master Plan will be mining Program Review for
contributions to the plan, with a commitment to read what programs have submitted. IR has
1
offered to work with programs to determine future market trends to be incorporated into this
year’s program review in relation to long-term goals. Please contact Carolyn Arnold for support.
We will have other avenues to communicate with the Educational Master Plan Consultants. This
is simply one avenue.
•
•
•
•
•
What initiatives are underway in your discipline or program, or could you begin,that
would support the achievement of our Strategic Plan goal?
Over the next three years, what improvements would you like to make to your
program(s) to improve student learning?
Over the next 6 years, what are your longer term vision(s) and goals? (Ed Master Plan)
What areyour specific, measurable goals? How will you achieve them?
Would any of these require collaboration with other disciplines or areas of the college?
How will that collaboration occur?
____ YEAR TWO
A. What Progress Have We Made?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should alsoreview your most recent success, equity, course sequence,
and enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:
•
•
•
•
•
What were your year one Program Review goals?
Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
What are you most proud of?
What challenges did you face that may have prevented achieving your goals?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
2
B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategiesat
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to
further detail your narrative. Limit your narrative to two pages, and be very specific about
what you hope to achieve, why, and how.
Note:Chabot is in the process of creating our next Educational Master Plan, to last six years.
Educational Master Plans are generally large enough in scope to be flexible. They are used in
particular at the District Level to guide in facility and community planning.
Please take this moment to reflect on your program’s larger term vision(s) and goals (6 years),
and to incorporate them into Program Review under the section below as a separate paragraph
or otherwise. The drafters of the Educational Master Plan will be mining Program Review for
contributions to the plan, with a commitment to read what programs have submitted. IR has
offered to work with programs to determine future market trends to be incorporated into this
year’s program review in relation to long-term goals. Please contact Carolyn Arnold for support.
We will have other avenues to communicate with the Educational Master Plan Consultants. This
is simply one avenue.
Given your experiences and student achievement results over the past year:
•
•
•
•
•
what changes do you suggest to your course/program improvement plan?
What new initiatives might you begin to support the achievement of our Strategic Plan
goal?
Do you have new ideas to improve student learning?
What are your specific, measurable goals? How will you achieve them? Would any of
these require collaboration with other disciplines or areas of the college? How will
make that collaboration occur?
What is your longer term vision(s) or goals? (Educational Master Plan)
3
_X_ YEAR THREE
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence, and
enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:
•
•
•
•
•
•
•
What program improvement goals did you establish?
Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for student learning, program learning, and Strategic Plan
achievement.
What best practices have you developed? Those could include pedagogical methods,
strategies to address Basic Skills needs of our students, methods of working within your
discipline, and more.
Are these best practices replicable in other disciplines or areas?
What were your greatest challenges?
Were there institutional barriers to success?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
The main goal that I set in Year One — which remains an ongoing goal, since it’s never
permanently achievable — is to keep the Digital Media program current with changes in
technology. The specific issue that I wrote about two years ago was the future of Flash, but
other similar issues have come up since then: Should we continue to use Apple's Final Cut
Pro for our video-editing courses, or has it fallen so much out of favor in the industry that
we should switch to something else? Should we continue to use Dreamweaver as our chief
tool in web design courses, or should we switch to one of the newer applications that are
more in tune with the movement toward responsive design? Questions like these have no
obvious answers; they require taking an educated gamble about where technology is
heading. I constantly need to project several years into the future, particularly because of
the long interval between the time I propose a curriculum change and the time it can be
implemented. Students need to have experience using the most current software, but who
knows what software will be considered “current” two years from now?
4
I’ve done two things in pursuit of this goal: First, I do as much research as I can on each
specific issue in order to make the best possible decisions. (For the record, I decided to
eliminate our Flash courses and add a JavaScript course instead; I switched to Adobe
Premiere Pro for video editing; and I chose to remain with Dreamweaver for the time
being.) Second, I’ve changed some of our course outlines to make them softwareindependent. For example, the skills needed to edit digital video remain fairly constant
even when the tools change, so I changed our introductory video-editing course from Final
Cut I to Video Editing I, and removed all references to particular software products from the
course outline. As a result, I was able to switch from building the class around Final Cut Pro
to Premiere Pro without having to do a formal curriculum revision.
Although your question refers to goals set in Year One, I set another important goal in Year
Two that needs to be talked about. To quote from last year’s program review: “The main
thing that’s holding back the Digital Media program, in my view, has been the lack of graphic
design instruction at Chabot. Our Digital Media courses teach students the skills required to use
software such as Illustrator or Dreamweaver, but in the professional world, those skills are
useful only to someone who knows design…. We have made a request to the Curriculum
Committee… to make graphic design part of the Digital Media program. Our first step in
rebuilding a graphic design curriculum has been to propose a new course: DIGM 41, Graphic
Design Concepts. Assuming that it is approved… I intend to gradually add more courses that will
bring graphic design into the digital age.”
That process is underway. The Graphic Design Concepts course was approved and is
currently being taught by a new part-time faculty member, Lauren Mulkey. More rebuilding
of the graphic design program will follow, as described below in the What’s Next? section.
Ideally, Graphic Design Concepts would be a prerequisite for other graphics-oriented
Digital Media courses such as Photoshop I, Illustrator I, and Building a Website I. For the
time being, we have chosen not to do that, for three reasons:
•
•
•
We do not wish to create a bottleneck, which would be contrary to the Strategic
Plan’s goal of moving students toward their educational goal as quickly as possible.
Introductory Photoshop and Illustrator courses are required for students pursuing
degrees in areas such as architecture, interior design, and business graphics. Adding
a prerequisite would put an unnecessary obstacle in those students’ paths.
Not everyone who takes Digital Media courses needs or desires graphic design skills.
Many students do not intend to go into arts-oriented careers at all, but want to be
able to use Photoshop, Illustrator, or Dreamweaver to help them accomplish jobrelated or personal tasks.
Instead, our intention is that students who pursue our planned AA-T degree in graphic
design (again, see the What’s Next? section) will be encouraged to take courses in a
prescribed sequence, without our having to set up formal prerequisites. Non-graphicdesign students can decide what works best for them.
5
An institutional obstacle that has made both of these goals difficult is the slowness of
Chabot’s curriculum process. In a culture that changes as quickly as digital design, it’s
important to be able to add or change courses as quickly as possible — to “turn on a dime,”
as the vogue phrase goes. Instead, we have a cumbersome process by which curriculum
proposals made after September cannot be approved until the following fall, and then
cannot be implemented until the fall after that. Making course outlines more general, as I
described earlier, is a partial workaround, but it doesn’t help in cases where an entirely
new course needs to be added to keep pace with what the professional world demands.
Having some sort of fast track for time-sensitive curriculum changes would be very helpful.
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.
Note: Chabot is in the process of creating our next Educational Master Plan, to last six years.
Educational Master Plans are generally large enough in scope to be flexible. They are used in
particular at the District Level to guide in facility and community planning.
Please take this moment to reflect on your program’s larger term vision(s) and goals (6 years),
and to incorporate them into Program Review under the section “The Difference We Hope to
Make” as a separate paragraph or otherwise. The drafters of the Educational Master Plan will
be mining Program Review for contributions to the plan, with a commitment to read what
programs have submitted. IR has offered to work with programs to determine future market
trends to be incorporated into this year’s program review in relation to long-term goals. Please
contact Carolyn Arnold for support. We will have other avenues to communicate with the
Educational Master Plan Consultants. This is simply one avenue.
•
•
•
•
What goals do you have for future program improvement?
What ideas do you have to achieve those goals?
What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
What are your longer term vision(s) and goals for your program? (Educational Master
Plan)
Our primary goal is to create and implement an AA-T degree in Graphic Design. The
Graphic Design AA degree currently on the books (under the auspices of the Art
program) is outmoded in that it doesn’t incorporate any computer-based skills. More
important, many of the courses required for that degree have not been offered for the
past ten years. Since nobody on the art faculty is in a position to take the lead in
rebuilding the program, we plan to update or replace courses as needed to create an upto-date graphic design curriculum under the Digital Media umbrella. By rebuilding it in
6
the form of a Transfer Model Curriculum (TMC) leading to an AA-T degree, we can
accomplish two important things:
•
•
We can smooth the career pathway for students looking for careers in the
graphic arts and graphic design.
We can tap into funding sources such as the Career Pathways Trust grant, to help
pay for the additional FTEF that will be needed to implement the TMC.
Our new graphic design instructor Lauren Mulkey has begun the research and planning
needed to create the TMC and AA-T degree. Since she is a part-time instructor, we will
have to find funds to compensate her for her time. We will also need FTEF for her to
continue teaching the introductory graphic design course while our TMC is being
developed. (Note again that because of Chabot’s slow curriculum process, implementing
this AA-T degree will take at least two years. Any curriculum additions and changes that
we propose will not be approved by the Curriculum Committee until fall of 2015, and
therefore cannot take effect until fall of 2016.)
Setting up this new program within Digital Media must not diminish our support for
students who are not Graphic Design majors. As I have stressed in every previous
program review, most of the students who take our courses do not plan to work in any
arts-related field. Taking this semester as an example, data from Class Web show that
the students who enrolled in Digital Media courses have at least 30 different majors, the
majority of which have nothing to do with the arts or digital media. Most Digital Media
students get jobs in offices, or retail establishments, or churches, or government
agencies, and they come back and tell me that they’re been given a promotion (or kept
on when their colleagues have been laid off) because they know how to make a website
or edit video or enhance a photo in Photoshop. We need our Digital Media courses to
continue to serve these students, and not just the minority who are focused on careers
in art and design. (I realize this doesn’t fit well with the College’s current emphasis on
“career pathways,” but the institution needs to be flexible in its view of what a pathway
is.)
The Difference We Hope to Make(Longer-Term Goals)
Careers in graphic arts and graphic design are part of the sector called ICT/Digital
Media, which has been identified as an emergent sector in the East Bay by the California
Community Colleges Chancellor’s Office. Therefore, we would like to prepare as many
students as we can for these careers. Reviving and revitalizing the dormant Graphic
Design program will require an influx of resources over the next few years, including:
•
At least one additional FTEF to teach the courses needed for the AT-T
degree.Initially, it would be desirable to have these courses taught by part-time
faculty who can bring current, real-world experience into the classroom. If the
program grows to the point where the required 75/25 full-time to part-time
ratio becomes an issue, we will have to apply to the Faculty Prioritization
Committee for a full-time position.
7
•
•
•
•
•
More computer lab space for classes. Currently, all of our Digital Media courses
are taught in room 908, a computer lab that seats 24 students. As more classes
are added, that room will not be sufficient. In the original renovation plans for
building 900, rooms 905 (a 33-seat lab) and 906 (a 16-seat lab) were also
intended for use by Digital Media — the former for larger classes, the latter for
open lab hours. However, room 905 has been taken over by Architecture,
Engineering, and CAS classes, and room 906 is used largely by Photography
classes. Either those other disciplines will need to find alternative spaces, or we
will need to create additional facilities for Digital Media.
Regular updates of computers and software. Our computers have been replaced
regularly every four years; however, my understanding is that with the depletion
of Measure B funds, this can no longer be guaranteed. If so, we need to find
alternative funding to keep computer hardware up to date. As for software, all of
our Digital Media courses use the Adobe Creative Suite. Currently, this software
comes at no cost to our division, since the District has a 3-year, district-wide
subscription to Adobe’s Creative Cloud. If the District chooses at any point not to
renew that subscription, then we will need to find a way to pay for the software
at the division level.
More peripherals. Currently Digital Media possesses one scanner and one color
printer, both of which are over 10 years old. We will need to replace them with
new and additional equipment, and we’ll need funds for supplies (such as ink
and paper) as well. Our students would also benefit from having graphics tablets
as input devices, as opposed to mice (which are designed for clicking and
dragging, not for drawing). This is something I’ve requested in past program
reviews, but was never funded.
Increased access for students. This is an equity issue: We need to be able to
assure students that they can take and succeed at Digital Media courses even if
they don’t own and can’t afford the latest hardware and software. Giving them
this assurance requires that we make Chabot’s computers and software available
to them around the clock, or as close to that as possible. Ideally, this would mean
having a dedicated space for open lab work and a paid lab supervisor who could
help students during peak hours. (As it is now, we’re dependent on volunteer
supervisors.) If that’s not possible, we should at least have all of the software
that Digital Media students use installed on computers in the library and other
study rooms to which students have access when the Digital Media lab is closed.
Training opportunities for faculty. Because digital technology changes so rapidly,
it’s vital for Digital Media faculty to stay abreast of developments in the industry.
One great source of training is the annual Adobe MAX conference in LA, which
also offers the opportunity to interact directly with the developers of the
software we use. The annual Photoshop World conference in Las Vegas also
offers a great look at the cutting edge of digital arts technology. We can’t afford
to pay for conferences like these out of our own pockets. Having an annual
8
faculty-training budget would allow us to pass on as much expertise as possible
to our students.
9
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
0
0
0
0
0
0
0
0
2013-14
Budget
Received
2014-15
Budget
Requested
0
0
0
0
0
0
0
0
0
0
2014-15
Budget
Received
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.
NA
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?
NA
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Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:
• No CLO-CTL forms were completed during this PR year. No Appendix B2 needs
to be submitted with this Year’s Program Review. Note: All courses must be
assessed once at least once every three years.
•
Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course
assessed this year and include in this Program Review.✓
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
This Year’s Program
Review
*CTL forms must be
included with this PR.
*List one course per line.
Add more rows as
needed.
DIGM 31A
submitted
DIGM 31B
submitted
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
submitted
DIGM 32A
DIGM 32B
DIGM 34
Last Year’s Program
Review
submitted
submitted
DIGM 35A
submitted
DIGM 35B
submitted
DIGM 36A
submitted
DIGM 36B
submitted
DIGM 41 (New course):
Semester not complete;
can’t be assessed yet
Will be assessed next
year
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Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
DIGM 31A
Fall 2013
1
1
100%
Spring 2014
Mark Schaeffer
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:
Use Adobe Photoshop to create a satisfying image
Defined Target
Scores*
(CLO Goal)
NA (No target
defined)
Actual Scores**
(eLumen data)
NA
(CLO) 2:
(CLO) 3:
(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
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?
CLO scores are irrelevant to success. Each student comes in with his or her own goals for
the course; all that is relevant is whether that student met those goals.
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?
The quality of students’ work depends mostly on their reasons for taking the course. Those
who intend to use Photoshop professionally in an arts-related career tend to put in more
effort, and therefore do better. Those who are taking the course simply out of curiosity, or
because they think it might be fun, or because they want to use it for non-job-related
reasons, tend to put their effort elsewhere and therefore don’t do as well. How much
value learning Photoshop has to them, and how much work it makes sense to put into it, is
up to the student, not to me.
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?
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?
13
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?
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?
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.
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PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Regardless of how students do in the course, I am always making changes. As technology
changes, the course content changes, and my strategies for presenting it change as well.
Therefore, I can’t make useful comparisons from one assessment cycle to the next.
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?
NA
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:___NA___________________________________________________________
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Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
DIGM 31B
Fall 2013
1
1
100%
Spring 2014
Mark Schaeffer
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:
Use Adobe Photoshop to create a satisfying image
Defined Target
Scores*
(CLO Goal)
NA (No target
defined)
Actual Scores**
(eLumen data)
NA
(CLO) 2:
(CLO) 3:
(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?
16
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?
CLO scores are irrelevant to success. Each student comes in with his or her own goals for
the course; all that is relevant is whether that student met those goals.
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?
The quality of students’ work depends mostly on their reasons for taking the course. Those
who intend to use Photoshop professionally in an arts-related career tend to put in more
effort, and therefore do better. Those who are taking the course simply out of curiosity, or
because they think it might be fun, or because they want to use it for non-job-related
reasons, tend to put their effort elsewhere and therefore don’t do as well. How much
value learning Photoshop has to them, and how much work it makes sense to put into it, is
up to the student, not to me.
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?
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?
17
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?
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?
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.
18
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?
Regardless of how students do in the course, I am always making changes. As technology
changes, the course content changes, and my strategies for presenting it change as well.
Therefore, I can’t make useful comparisons from one assessment cycle to the next.
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?
NA
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:___NA___________________________________________________________
19
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
DIGM 34
Spring 2014
1
1
100%
Fall 2014
Mark Schaeffer
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:
Use JavaScript to create an interactive environment on a
web page
Defined Target
Scores*
(CLO Goal)
NA (No target
defined)
Actual Scores**
(eLumen data)
NA
(CLO) 2:
(CLO) 3:
(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?
20
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?
CLO scores are irrelevant to success. Each student comes in with his or her own goals for
the course; all that is relevant is whether that student met those goals.
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?
To my knowledge, none of the students in the class plan on using JavaScript professionally.
The purpose of the course is not for students to become JavaScript programmers, but to
understand the capabilities of JavaScript and take them into account when they do their
design work. Therefore, the quality of their JavaScript programming doesn’t matter very
much; what matters is that they face the challenges that JavaScript presents. Everyone in
the class faced those challenges with energy and determination
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?
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?
21
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?
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?
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.
22
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?
The course has only been offered once so far.
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?
I plan to present topics in a slightly different sequence, not following the order of the
textbook chapters quite as slavishly.
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:______________________________________________________________
23
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: _Digital Media Certificate__
PLO #1:
Use the tools available in one or more types of digital media to create a satisfying piece of work
•
PLO #2:
Demonstrate a professional attitude in the preparation and completion of work
•
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
None
What program-level strengths have the assessment reflections revealed?
None
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Curricular changes have been made, but these are in response to developments in technology
that are unrelated to PLOs
Program: _____
• PLO #1:
•
PLO #2:
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
24
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?
25
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 semesterYes
5. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester.Yes
6. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester.Yes
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?NA
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.I couldn't find any applicable
data online, but my common-sense response would be that successful completion of collegelevel math and/or English courses would make success in any course more likely, since math
and English courses require discipline and logical thinking.
26
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?
It allows students who major in Graphic Design to get an AA degree and to transfer to other schools.
What is your specific goal and measurable outcome?
Establish a TMC and AA-T degree in Graphic Design.
What is your action plan to achieve your goal?
Propose new and revised courses to Curriculum Committee
Target
Completion
Date
Fall 2015
Submit AA-T degree to state for approval
Fall 2015
Implement AA-T degree
Fall 2016
Activity (brief description)
Required Budget (Split out
personnel, supplies, other
categories)
Expert to help with
research and writing of
new curriculum: $4000
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
27
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: Additional classroom space for added courses
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:Career Pathways Trust grant
28
(obtained by/from):
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committeeand Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Discussanticipated improvements in student learning and contribution to the Strategic
Plangoal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent
three years, student success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
1. Number of new faculty requested in this discipline: ___
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
Faculty (1000)
Program/Unit
Division/Area
Rationale for your proposal. Please use the enrollment management data. Data that will strengthen your rationale include FTES trends over
the last 5 years,FT/PT faculty ratios,recent retirements in your division, total number of full time and part-time faculty in the division, total
number of students served by your division, FTEF in your division, CLO and PLO assessment results and external accreditation demands.
2. Statements about the alignment with the strategic plan and your student learning goals are required. Indicate here any information from
advisory committees or outside accreditation reviews that is pertinent to the proposal.
29
30
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
Description
Student Assistants (2000)
Program/Unit
31
PLEASE LIST IN RANK
ORDER
Division/Area
PLEASE LIST IN RANK
ORDER
Division/Area
2. Rationale for your proposal.
3. Statements about the alignment with the strategic plan and program review are required. Indicate here any information from advisory
committees or outside accreditation reviews that is pertinent to the proposal.
32
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
ART 58
ART 59
CURRENT
FTEF
(2014-15)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
0
0
0.33
0.33
0
0
1
1
0
0
81
81
In order to revive the Graphic Design program, we will need to start offering courses again, even before
the AA-T degree is approved. (We can teach existing courses until curriculum changes are approved.)
According to data supplied by Carolyn Arnold, there are currently 81 students majoring in graphic
design.
33
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants,
supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of
new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested:
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
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.
34
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
35
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 w ill 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 enhancem ents, non-critical resource requests that would be nice to have and would bring additional
benefit to the program.
augm entations only
Description
Amount
Vendor
Division/Unit
36
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
Adobe MAX conference
Amount
$4000
Vendor
Adobe
Priority Priority Priority
Division/Dept
#1
#2
#3
AHSS/Digital
Media
37
✓
Notes
Covers registration and travel
expenses for two faculty
members to receive training in
use of latest Adobe software and
influence future of Adobe
products. (This software is
central to all Digital Media
courses.)
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 w ill 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 enhancem ents, non-critical resource requests that would be
nice to have and would bring additional benefit to the program.
Description
Amount
Vendor
Division/Unit
38
Priority #1
Priority #2
Priority #3
39
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?
40