Chabot College
Program Review Report
2015 -2016
Year 3 of
Program Review Cycle
Economics
Submitted on 10-21-14
Contact: Ken Williams, Economics
Final Forms, 1/18/13
Table of Contents
Divisions/Programs remain in the same cycle year for2013-2014
Page 1: ___Year 1Section 1:Where We’veBeen
Section 2:Where We Are Now
Section 3:The Difference We Hope to Make
Page 2: ___ Year 2
Section A:What Progress Have We Made?
Section B:What Changes Do We Suggest?
Page 4: ___ 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
Page 19: D:A Few Questions
Page 20: E:New Initiatives
F1:New Faculty Requests
F2: Classified Staffing Requests
F3:FTEF Requests
F4:Academic Learning Support Requests
Page 27: F5:Supplies and Services Requests
Page 29: Conference/Travel Requests
Page 30: F7:Technology and Other Equipment Requests
F8:Facilities
Page 32: Addendum – Revised Discipline Plan/Unit Plan
Page 34 - Appendix G, Self-Evaluation
Page 41: Appendix H – "The Game"
Page 44: Appendix I – Syllabus For Economics 1
____ 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
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
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.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? 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 that
collaboration occur?
1
____ 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?
The Strategic Plan goals identified last March were :
1. Learn more about our students
2. Provide info/training to everyone at Chabot to help our students
3. Help the undecided to define a career/educational goal
4. Get students onto their "critical path" quickly
5. Integrate and streamline those pathways
6. Build pathway communities to support students
7. Secure funding to support this goal
Did you achieve those goals?Specifically describe your progress on the goals you set for student
learning, program learning, and Strategic Plan achievement.
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.
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?
3
___ 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:
1.
What program improvement goals did you establish?
The Strategic Plan goals identified in Years One and Two were :
a) Learn more about our students
b) Provide info/training to everyone at Chabot to help our students
c) Help the undecided to define a career/educational goal
d) Get students onto their "critical path" quickly
e) Integrate and streamline those pathways
f) Build pathway communities to support students
g) Secure funding to support this goal
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.
In drawing from goals a-g above, I think it is important to note that those goals overlap. In that
same spirit, I have developed pathways that meet and serve several of these goals at once.
2.
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Not only do "we"(Chabot faculty, staff and administration) need to get to know our students
better, the students need to know each other better for more learning to take place. Toward
that end, I got surprisingly good results from simply getting the students to create uniform
name tags on blank typing paper with black felt pen and shortening their name to one syllable.
What this has done is very interesting.It has enabled all the students in the class to be able to
relate easily to one another without the difficulty of diverse rules of syntax, tonal qualities
and/or other pronunciation difficulties across languages. I feel strongly that this teaching
methodology has enabled students to relate more easily to one another and engendered an
academic atmosphere that is both friendly and respectful. Academic interaction among
students has been greatly enhanced by this innovative requirement. In addition, there was a
greatly enhanced dialog between myself and many students who wished to share their
personal lives and academic experience. After this experience, I had the distinct pleasure of
being taken out to dinner at a fine local restaurant in recognition of the help I'd given 5 of my
students sharing scholarships whose total value exceeded $250,000.
Of the 300-400 students I have per year, only about 10 claim to be economics majors. The vast
preponderance of my students are business majors, in such areas as management, marketing,
finance and accounting.However, I announce routinely that Econ majors are to notify me of
their major selectionso I can give them personal assistance toward reaching that objective. Asof
this writing there is no terminal A.A.degree in Economics, but I have been working with Jane
Church (recently retired) and the CurricUNET Committee in advancing Economics as a terminal
program with an A.A. degree. I will be meeting and defending my proposal in the next several
weeks.
I have started an Economics Club this year, which has 70 members, whose large number is due
mostly the marketing skills of its current club officers (Hye Yoon Shin is president and Edward
Okorie vice president). Both of these fine students plan to go to either Stanford or Harvard,
having both maintained a 4.0 GPA at Chabot while taking the most difficult mathematics and
computer science classes we offer. Meanwhile, our former Econ student Indie Nelson, now
studying Economics at UC Berkeley's Haas School of Business, has offered to serve as a liaison
between Haas and Chabot students, to hopefully smooth their way into that highly competitive
program.
There's been a good response to the Social Science Division's interdisciplinary "First Mondays"
forums, which bring together myself as ongoing moderator, at various times joined by several
of my Social Science colleagues including Sara Parker (Political Science), William Hanson
(Criminal Justice), Jacob Adams (History), Jaime Flores (Economics and History) and Mike
McGuire (Economics). We have explored such hot-button topics as the merits of minimum
wage legislation and inequality's extent and effects. Possible future topics include teacher
tenure, relationship between terrorism and religion, government regulation, and the future of
the death penalty.
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I have been reluctant to aggressively pursue some innovative approaches because of lack of
funding, despite the well-established role of economics in generating significant revenue for the
college through its high WSCH. With funding constraints having begun to ease this year, it is
time to pursue some technologies that I believe would be terrific in aiding economics
instruction, but which in the recent past have been financially impossible.
For instance, I have been "starring" in videos on traditionally difficult economic concepts,
produced by KCTH station manager Sujoy Sarkar with my assistance. These are then posted on
the KCTH website under my name, for students to access as needed. While popular with
students, these need to be updated often, and Mr. Sarkar simply doesn't have the time to both
run a television station and keep my class videos updated.
I propose we move this work "in-house," to Economics, namely to myself. Technological
advances have made it more possible for non-specialists to prepare videos, given the proper
equipment. Specifically this would mean purchasing an approximately $4800 camera and lens
system to be used for in-class economic videos on a routine basis, and posted on both the
campus websiteand/orYouTube.(Specifically, this would be a Nikon D810 Body 36.3MP - 1080
60p HD Video, with Nikon 24-70mm F/2.8G ED AF-S Nikkor Wide Angle Zoom Lens).
On a more mundane level, instructors who give Scantron tests like to analyze what students are
learning and what they aren't.Item Analysis Scantron sheets, though, once routinely supplied,
have disappeared from division offices in the budget crunch years. Therefore I need to ask for a
3-year supply (to cover this 3-year planning cycle) of ScantronItem Analysis, Form 9702. We
would need enough for 21 quizzes per class per semester times 15 classes per year (7 Fall + 6
Spring + 2 Summer) x 3 years = 945 forms, or 13 packages @ 75 forms/package.
3.
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.
My "best practices" continues to be a model that includes pre-testing and post-testing on
weekly assigned materials. There is general agreement among the students that without this
reward/punishment pedagogy, students would not be as assiduous in their study habits.
I am very pleased to announce that I can show substantive learning on average for the entire
class. My calculation is framed as follows: I take the original average score and multiply by the
number of students completing the course and compare that total with the new number, and
divide by the original score to get the percentage increase in learning for each area. For
example, for a sample set of 25 students whose average score is 2 (on a 0-5 scale) my total
score would be 50. For the sake of simplicity, I assume on the post-test the average score is 4,
for a total of 100. This would indicate that there is a 100% improvement in their knowledge of
the subject.
I plan to assess 100% of my coursesfor the Fall 0f 2013 using this technique.
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I do believe that one of my most of innovative and useful teaching tools is what I refer to as
"The Game" (see appendix H).
4.
Are these best practices replicable in other disciplines or areas?
I do believe that "The Game" review exercise could be applied to virtually every course at
Chabot, and I would be willing in assisting in its application, with modifications as needed,
to other disciplines.
5.
6.
What were your greatest challenges?
Were there institutional barriers to success?
I have had the very good fortune not tohave to address basic skills issues in my Econ 1 and Econ
2 courses. This is primarily due to the comparatively high math requirement (the completion of
a second year college algebra course) imposed by CSU before students can take either of my
Economics classes. On the one hand, it does make my teaching experience less troublesome,
but on the other hand, I do feel firmly that many students whocould be successful are denied a
chance to succeed in my classes. This requirement from CSU disproportionately excludes
African-American students from my classes. Whether this qualifies as a full-fledged
"institutional barrier to success" or just comes close, I don't know.
My greatest challenge continues to be maintaining a high interest level in what many students
consider to be a boring subject, sometimes called the "dismal science."
7.
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
Success rates have generally been at or above the Chabot average. They vary a bit from
semester to semester, but have ranged from 64% to 73% overall for recent semesters. One
pattern that does emerge is that success rates tend to be higher in the spring than in the fall
and for Econ2 (68%-83%) vs. Econ 1 (58%-70%). While the courses aren’t a sequence and can be
taken in either order, most people do take Econ 1 before Econ 2, and that added exposure to
the discipline helps with success. Students taking an Economics course in the spring may or may
not be taking their second course, but they still benefit from a semester’s worth of success in
other courses.
Success rates are generally similar between men and women students, with a bit more
variability at both high and low ends among female students. Highest rates of success among
ethnic groups are for Asian-Americans (other than Filipino), ranging from 71% to 82%
depending on the semester, and among white students, who range from 65% to 78%. Having
lower success rates on average, but showing considerable variability semester to semester, are
Filipinos (54%-76%, Hispanic students (51%-68%) and multiracial students (54%-75%). AfricanAmerican students have struggled the most in Economics classes, with success rates varying
from 42% to 68% depending on the semester.
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I find that significant numbers of economics students drop the course early when they realize a
significant amount of work will be needed to pass the class and that evaluation takes place
constantly. Persistence numbers, while healthy, thus aren’t as high as in some other disciplines.
The withdrawal rate in recent semesters has ranged from 15% to 23%, and I’ve noted in
addition that “drops” often outnumber “adds” in the NGR period at the beginning of each
semester, so there’s a bit more non-persistence hiding there. I do believe I provide students
with all the tools, and then some, to succeed in Economics classes; some either find themselves
overwhelmed in college generally or else simply go in search of classes where minimal work is
required.
It was very interesting this summer to have 88 students enroll, 44 for each class in a very
intense 6-week session, which represents a 300% acceleration of the material while maintaining
my 2-tests per day schedule. A significant portion of these students were talented high school
students, juniors and seniors, attempting to earn AP credit on their high school transcripts.
Nothing in my teaching model was different other than the greatly accelerated reading &
testing requirements that accompanied reducing my course from a 19-week to a 6-week
session. One would rationally expect a very high dropout rate. However, this was not the case.
Of the 88 students who began the course, 87 completed it. This has led me to believe that
higher dropout rates are more associated with a lack of basic skills rather than my ability to
inspire and communicate teaching effectiveness. I look forward to looking into this matter more
fully in the future (I knew I was a good teacher).
“Efficiency” as used here is a misnomer, as any economist or business instructor can tell you.
Teaching large classes is not more “efficient” than teaching small classes, if the “product”
involved is learning rather than, say, rolling out automobiles. What the school means by this is
filling classrooms with lots of students to get lots of state aid, and economics as a discipline has
excelled in making the school money in this regard. We also appreciate our role in balancing off
enrollments in subjects necessarily taught in small classes, such as instrumental music and
nursing. Our fill rates have varied from 80% to, in the Spring 2014 semester, over 100% in
several sections.
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.

What goals do you have for future program improvement?
I will continue to select the very best textbooks available regardless of cost, even though I have
been very successful in reducing the retail cost by sometimes over 50% as a result of my
negotiations with the book salespeople. For example, the Mankiw textbook retails for over
$200, and I was able to negotiate a price of $103 at the bookstore.
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Keeping my course interesting, relevant and contemporary for me is a laudable goal but also a
requirement. The implementation of this goal has been largely met and will continue to be
partof the opening dialog of every class meeting. It is both with “feelings of guilt” for not being
aware and/or “extra-credit point envy” among competitive students that I have created an
atmosphere of the "need to know” about the world. The Wall Street Journal, published six days
a week, appears to be the most efficient vehicle I have for achieving that goal. This is
particularly true because of the first column series of abstractsthat cover all the news in an
abbreviated manner, enabling the classto cover a great deal of newterritory in a short a amount
of time.
For some years, the college has discouraged and in some years barred travel to academic
conferences where developments in disciplines are discussed along with ideas for improved
pedagogy. Lack of funds was given as the reason. I would like to start attending the annual
meetings in my discipline again now that funding crises have begun to be resolved.
Otherwise,I don't know what Chabot College could do for me personally to improve students'
performance and student success beyond funding me to personally experience best practices at
leading American and foreign institutions of higher learning.
 What ideas do you have to achieve those goals?
I will continue to use the Wall Street Journal and continue to use my review "Game" which has
proven hugely popular with students both during the class and in evaluations afterwards.

What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
As an economist, I am keenly aware of the financial constraints in my request that class sizes
should be reduced. It is extremelyapparent to me that when my class goes from 50 students on
the first day and drops down to 30 students by the last day, that the student-teacher
interaction improves commensurately. I know there is some precedent for this in the English
department, whose numbers are capped at 25 students. Since I have a writing requirement for
each student that typically includes 30-60 pages per term, which I must evaluate in terms of
mathematical, graphical and syntactical analysis, and of course most importantly content, I am
hard pressed to see why the same rules should not be applied to my economics classes.
 What recommendations do you have to improve the Program Review process?
If much of a process takes place as a succession of acronyms, actual thought and reflection
suffers.Program Review, as practiced in California community colleges, is in danger of being
read elsewhere as a parody of what we actually do in higher education – which is teach
students, not fill out forms about teaching students.
We should get rid of the acronyms, the convoluted terminology, and write any required reports
in plain, everyday English. They should be less prescribed and more intuitive. And, as someone
who teaches a quantitative field, I can assure you that Program Review uses way too many
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numbers. They tell us much less than one would hope, and rarely tell us enough to give us
useful guidance.
Also, data we are required to use in these reports is not presented in especially useful form
online. For instance, one cannot find total enrollments for Econ 1, all sections, by semester, but
we can find "term totals" for every Econ 1, Section V3 (which is offered at differing, noncomparable, times each semester) by semester. (What "term," one wonders, is being "totaled"
in that case?) This is perhaps meaningful to a computer, but not to the humans writing and
reading this report.
Data is also kept in formats different from that are required in our final report, causing
conversion difficulties/impossibilities. Try appending a PDF file or HTML document to one in
Word sometime!
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Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC,and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met.This history of documented need can
both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2012-13
Budget
Requested
0
0
0
0
0
2012-13
Budget
Received
0
0
0
0
0
2013-14
Budget
Requested
0
0
0
0
0
2013-14
Budget
Received
0
0
0
0
0
1. How has your investment of the budget monies you did receive improved student learning?When
you requested the funding, you provided a rationale.In this section, assess if the anticipated positive
impacts you projected have, in fact, been realized.
N/A
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?
N/A
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Appendix B: “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
Economics 2
Spring 2014
2
2
100%
Fall 2014
1: Ken 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: Demonstrate a good understanding of the
fundamental terms and concepts, beginning with
definitions and culminating with the ability to
interpret and apply quantitative information (e.g.
formulas) and graphs to "real world" economic
issues, problems, and events. Critical analysis,
applying the above material, is the ultimate
objective.
(CLO) 2: Demonstrate an understanding of
macroeconomics principles by answering both
qualitative and quantitative problems presented to
the students on a daily basis.
(CLO) 3: Demonstrate an ability to evaluate and
reframe the interaction that takes place among the
major economic variables on the national level,
such as inflation, overall employment, growth and
international trade.
Defined Target
Scores*
(CLO Goal)
70% of students
will achieve
scores of 2 or
higher
70% of students
will achieve
scores of 2 or
higher
70% of students
will achieve
scores of 2 or
higher
Actual Scores**
(eLumen data)
92% of students
achieved scores of
2 or higher
87% of students
achieved scores of
2 or higher
90% of students
achieved scores of
2 or higher
(CLO) 4: N/A
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
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PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Current scores exceeded my target goal by 22%.
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?
It appears that my emphasis on “office hours in the classroom”, i.e. face-to-face
discussions with students is an improvement over the commonly used lecture format.
Students respond with vigor with passion. I really do believe that education is not the
filling of a pail, but is instead the lighting of a fire.
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?
Current scores exceeded my target goal by 17%.
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 daily testing and quizzing as practice for learning quantitative systems seems to be
working well in exceeding my expectations. I find that the students respond well to
systems wherein they are shown how they can be successful. It is not enough to say “you
are wrong”, it is far more important to show them how to be right. Students are given
algorithms and strategies on problem solving at which over time they become very
proficient.
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?
Current scores exceeded my target goal by 20%.
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?
It is my observation that the vast majority of Chabot students come from middle-class
working families. As a consequence, especially in comparison to the children of wealthy
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families, Chabot students find it challenging to embrace the idea of Macroeconomic
phenomena. The Chabot students think about their job, their family, and their future. In an
effort to get Chabot students to think about Macroeconomic concepts, I have had to
increase the required reading in the Wall Street Journal. As a result, with the greatly
expanded daily reading requirement, there appears to be a greater appreciation for and
understanding of Macroeconomic topics.
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? .
The following reflections were included in my previous submission (submitted in March
2013):
“The data gained from eLumen is far too “gross” an instrument. My daily quizzes and in class
grading is a far more refined tool for evaluating and monitoring classroom learning. All
theories are tested and problems of understanding are remediated immediately, and
continue unabated until all student questions are answered”.
In my last submission, I proposed by way of summary, committing 15-20 minutes analyzing
the financial news in the Wall Street Journal, and tying those topics to the academic theories
the students had been exposed to in the textbook. This practice has proved very popular,
and appears to be yielding very good results, above and beyond my target scores.
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?
As a result of what has to be a relatively high degree of success, as measured by a high
percentage of my students getting a C or better, and given my 37 years of teaching
experience, I feel that I should continue on using the system that I have developed over the
past three years. I will continue to modify my teaching based upon both the needs and
interests of each class. Parenthetically, I have the wonderful opportunity to alter and adjust
my lectures based on the continually evolving and changing patterns of our economic
system.
Tutors would help students in a non-threatening way to understand basic micro- and
macroeconomic principles. Historically, I have had a very difficult time to get students to
tutor for Economics because the tutoring pay is low, compared to what they could earn in
the free market.
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: Tutors
15
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: Economics

PLO #1: Students should be able to assess the world around them in
terms of media, print, and television, and be able to make practical
assessments of microeconomics in relationship to themselves.

PLO #2: Students should be able to recall the conceptual facts of the
text, with an appreciation for the special caveat that everything they
learn is informationally incomplete, and therefore is the equivalent of a
lie, not morally, but factually.
What questions or investigations arose as a result of these reflections or discussions?
Based upon my very strong beliefs that there is no absolute truth, I want my
students to develop very enhanced critical thinking skills, especially if the
source if television and/or print media.
CLO #3 addresses both PLOs.
What program-level strengths have the assessment reflections revealed?
Upon completion of my course, I have very strong anecdotal evidence I have
erased all belief systems, no matter how sacrosanct. I find some comfort in
this educational process, because I do believe that one’s education and
learning should be a continually evolving process, subject to a continuing
refinement.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Based upon my preliminary success and positive student reaction, I plan to
continue on with the same pattern of teaching and assessing I have
established over the last three years.
16
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 all of your courses been offered within the past five years?If no, why should those courses
remain in our college catalog
Yes.We recently removed Economics 5 and 12 from the college catalog, as these had
not been offered for at least 5 years.
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics?If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester.
Yes.
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years?If no, identify which courses still require this work, and
your timeline for completing that work this semester.
Yes.
5. Have you developed and assessed PLOs for all of your programs?If no, identify programs which
still require this work, and your timeline to complete that work this semester.
No PLO has ever been done for Economics because it is not a “program” offering a
degree or certificate.
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
No sequence. The courses offered may be taken in either order, or one without the
other.
7. Does successful completion of College-level Math and/or English correlate positively with
success in your courses?If not, explain why you think this may be.
Transfer institutions, specifically CSU, dorequire Intermediate Algebra (Math 55) , not
just college-level Algebra, before one can get credit for Econ 1 or 2 taken at Chabot.
As for an English requirement, those who’ve completed college-level English have an
easier time comprehending the textbook and other readings, and thus may do a little
better in the class. The college’s official data on this, however, is inconclusive. We do
have an advisory of English 1 eligibility for Economics 1 and 2.
17
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?
Bringing the currentcamera/video project in-house expands its usefulness to students and relieves current strain on Audio-Visual staff.
What is your specific goal and measurable outcome?
Sujoy Sarkar of the KCTH TV station has been helping me produce videos on certain complex economic topics which students can
watch as often as needed to fully master the topics. This frees me up to focus on more specific areas of difficulty for the students in a
particular class.The movies have been extremely popular with my students. As Economics changes quickly with current events,updates being
needed perhaps7-8 times per semester , it's too great a burden on AV and Mr. Sarkar to ask them to continually update my video requests for
certain topics. We need to bring this in-house, for AV's sake and for our Economics department and its students.
What is your action plan to achieve your goal?
Activity (brief description)
Purchase our own camera and lens, and to supply the labor
necessary ourselves.
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
ASAP
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)
18
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:
19
(obtained by/from):
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committeeand Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Discussanticipated improvements in student learning and contribution to the Strategic
Plangoal.Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent
three years, student successand 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.
20
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
21
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.
22
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.
MIKE: Part-time people just for variety, for different teaching style.
COURSE
CURRENT
FTEF
(2013-14)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
23
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
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.
24
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.
Needed totals in all
areas
Description
2013-14
Request
Requested
2014-15
Request
Received
Amount
Vendor
Division/Unit
Priority #1
Priority #2
Priority #3
Social
ScantronItemAnalysis
0
0
$185.00
Scantron
Science
X
Analytical Scantron sheets (I evaluate often: 21 quizzes/class/semester x 15 classes/year (7 fall, 6 spring, 2 summer) x 3 years in budget
cycle = 945 forms. These help the instructor keep track of which topics are being learned well and which aren’t. They used to be
supplied at no cost to instructors by division offices, but not in the last few years. They come 75 to a package, so I’d need 13 packages
@ $11.95/pkg. of 75 plus 9.5% tax + $14 total shipping = $185. Not getting these would either mean totally revamping student
assessment, as well as “flying blind” in terms of what students are actually learning.
25
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 aca
Priority 3:Are requests that are enhancements, non-critical resource requeststhat would be nice to have and would bring additional benefit to the program
augmentations only
Description
Amount
Vendor
Division/Unit
26
Priority #1
Priority #2
Priority #3
Appendix F6:Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee,Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development Committees in allocation of funds.
Instructions:Please list specific conferences/training programs, including specific information on the name of the conference and location.Note
that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of need that could perhaps be
fulfilled on campus, and to establish a historical record of need.Your rationale should discuss student learning goals and/or connection to the
Strategic Plan goal.
Description
Amount
AEA Convention, SF 1/2016
Registration $55;
local travel$33 ($11 roundtrip to San Francisco x 3
round trips) + $135 meals, 9
meals at $15 each
Registration $55;
Meals $135 meals, 9 meals at
$15 each
$160/night room + tax) x 3
airfare $400
Chicago 1/2017
Western Economics Association, Honolulu 6/28-7/2/15
Robert Morris Teaching
Economics Conference,
Pittsburgh, PA 2/12 - 2/14/15
Registration $235;
Meals $300 meals, 15 meals
at $20 each; $385/night room
+ tax) x 3; Airfare $525
Registration $235; Meals
$135 meals, 15 meals at $15
each;Hotel$150/night room
inc. tax) x 3; Airfare $500
Division/D
ept
Vendor
Priority Priority Priority
#1
#2
#3
AEA
Social
Science
X
AEA
TBA (multiple airlines fly
there)TBA
WEA
Hilton
Hawaiian
Village
Social
Science
X
Social
Science
X
Robert
Social
Morris U.;
Science
US Airways
DoubleTree
by Hilton
X
27
Notes
Local convention to keep
abreast of emerging economic
theory and maintain collegial
contacts since I am a oneperson department.
If there is any doubt about my
commitment to my discipline,
my request to attend a
Chicago convention in winter
is proof enough.
Note the convention is being
held in summer, not winter.
I plan to leada session on
myteaching technique "The
Game."
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.
For bulk items, 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.
Description
Nikon D810 Body 36.3 - 1080
60p HD Video, with Nikon 2470mm F/2.8G ED AF-S Nikkor
Wide Angle Zoom Lens).
Amount
Vendor
$6081.47
B & H Photo
(bhphotovideo.com)
Division/Unit
Social Science
Priority #1
X
Priority #2
Priority #3
Please note that this is being requested to take a current burden off our Audio-Visual staff, and shift it onto the full-time instructor.Specifically this would mean
purchasing an approximately $4800 camera and lens system to be used for in-class economic videos on a routine basis, and posted on both the campus website
and/or YouTube.$3,296.95 for body at B&H Photo (bhphoto.com) and $1,886.95 for lens, $369.95 for Oben CT-3581 Carbon Fiber Tripod With BE-126T Ball Head,
for a subtotal of $5553.85. Sales tax at Hayward’s current rate would be $527.62, but shipping is free. The total would be $6081.47.
28
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?
29
ADDENDUM for Discipline Plan/Unit Plan For Summer
2015/Fall 2015/Spring 2016
Per Dean Carla Walter's e-mail of 10/15/14
Summer 2015: My request for summer 2015 is to create one additional Microeconomics Econ 1 and
one additional Macroeconomics Econ 2 section, two nights a week each from6-9:50 p.m. (My parttime faculty colleague, former LPCfull-time instructor Mike McGuire, is on board with covering these
evening sections.)This is based on impacted enrollments that I observed this past summer.
Parenthetically, of the 88 students who enrolled, 87 finished the class, with a very high success rate.
Therefore it is my belief, based on a 22-student break-even point, that we should attempt to offer as
shadow classes two night-time sessions as suggested for Econ 1 and Econ 2 to see if we don't generate
additional revenues for the college. Here are the statistics supporting this recommendation: Econ 1,
Summer 2014, 102% fill rate, 710 WSCH/FTEF; Econ 2, Summer 2014, 95% fill rate, 660 WSCH/FTEF.
For both courses, the enrollment trend has been upward over the last 3 years.
Fall 2015: Enrollment appears to be somewhat stable and is not overly impacted, though classes fill
easily. No additional sections needed.
Econ 1:
Fall 2011
Fall 2012
Fall 2013
Capacity
264
264
264
Census
223
211
170
%
84.5
79.9
64.4
FTEF WSCH
1.2
669
1.2
633
1.2
510
WSCH/FTEF
557.5
527.5
425
Econ 2:
Fall 2011
Fall 2012
Fall 2013
Capacity
132
132
132
Census
119
99
86
%
90.2
75.0
65.2
FTEF WSCH
.6
357
.6
297
.6
258
WSCH/FTEF
595
495
430
Spring 2016: Enrollment appears to be somewhat stable and is not overly impacted, though classes fill
easily. No additional sections needed.
Econ 1:
Capacity
Census
%
FTEF WSCH
WSCH/FTEF
Spring 2012
176
145
82.4
.8
435
543.75
Spring 2013
176
136
77.3
.8
408
510
Spring 2014
176
153
86.9
.8
459
573.75
Econ 2:
Spring 2012
Spring 2013
Spring 2014
Capacity
132
132
132
Census
116
114
102
%
87.9
86.4
77.3
FTEF WSCH
.6
348
.6
342
.6
306
30
WSCH/FTEF
580
570
510
Additional commentary for future years: It has been suggested that we try to do planning for an
additional 5 years, through 2019. A scholarly book about the history of predictions about the future
noted they almost never had been correct,and that unexpected events routinely changed what
"everybody knew" would happen. An economist colleague is also fond of saying that the only thing
less accurate than weather forecasting is economic forecasting. Exogenous variables such as the
economic climate, unemployment, state funding, California politics and national policy will undermine
any predictive trajectories that try to estimate future enrollments.We risk running a fool's errand,
exhibiting a combination of ignorance and arrogance below the dignity of those educated teachers
serving a public purpose.
31
Appendix G:
Self-evaluation:
Per Dean Carla Walter's e-mail of 10/15/14
15C.2 Excellence In Working With Students
a. Knowing their subject fields in depth, to keep up to date and to be alert to new materials in the
literature;
I make every attempt to acquaint my class with daily reviews of the Wall Street Journal, committing 510 minutes a day going over salientcontemporary economic issueswhile integrating timely economic
theory.
b. Challenging students and setting high expectations with full knowledge of the diversity of human
qualities and learning styles;
My classes typically meet twice per week. During each class meeting thereis a quiz of some type. On
the first class meeting there is a pre-test of 10 questions on the upcoming assigned chapters. This
gives me some assurance that the students are prepared for the upcoming lecture. I assiduously go
over every question in the back of each chapter, weaving into a brillianttapestry of applications
toevery day issues, bringing a sense of authenticity to economic theory. On the second class meeting
of the week, the last meetingday of the week, I give apost-test of 10 questions, which are much more
challenging than the pre-test. This is only after I've answered allthe questions and completed all the
exercises requisite to the 2-chapter assignment. I believe this exercise capitalizes on the psychology of
students as human beings, who respond to rewardand punishment. This format, I believe,represents a
good learning/teaching model.
c. Demonstrating sensitivity in working with students, including those of diverse racial and ethnic
backgrounds, sexual orientations, and abilities;
A common theme in my classroom is the observation that in California particularly we are in the midst
of a completely diverse and culturally rich student body. It is my belief, sharedby many of my
students, that we have the ability to select the best fromeach of these diverse
cultures/ethnicities/belief systems. As we go through this international exchange, we all stand to
profit substantially. With fewexceptions, I believe, the class understands and accepts this theme.
d. Creating opportunities for students to assume responsibility for their own learning.
One of the strongest portions of my course is, I believe, the opportunity for students through careful
preparation and thoughtful participation can change their grade from an F to an A. This is not largesse
on my part, but is instead a carefully crafted system that capitalizes on students' sense of competition,
self-worth and peer pressure. After each question is asked in class, there is an opportunity to improve
upon, criticize or refine. In all of these cases, if I deem it is worthy, thereis immediate extra credit
bonus point offered, which in an accumulating sense, can greatly enhance the gradeof each student.
Therefore, students who have low grades have a huge incentive for participation, as I have developed
32
an algorithm which delineates at every moment in time what the students grade is on each and every
week., so they have a clear calculation as to how many points they need for extra credit to earn the
grade they desire. This program is immensely successful and generates huge interactive energy and
participation rates.
15C.3 Collegial Participation
Collegial participation is defined as a unit member contributing to a collaborative, respectful working
environment with all staff. Some areas in which collegial participation can be demonstrated include, but are not
limited to, the following:
a. Developing curriculum;
As a one-person department, I have been consigned to teaching only those courses which support
University transfers and typically the Business department. Only a few other departments require
economics. Thereis not much I can do with our limited funds to develop new courses. However, I have
taught courses in Mexican fiscal policy, ALP(accelerated learning programs), which I have a deep
commitment to and would be happy to explain what that entails at some later date, basicskills
development, and the development of a study hall for economics students — none of which attract
much budgetary support.
b. Recommending organizational policies;
Under no circumstances do I ever want to be dean of the Social Sciences division. However, may I
suggest a once-a-month brown-bag meeting between the dean and the division faculty, with no
formal agenda, to talk about mutual concerns. This might be done with a good pairing of cheese and
Cabernet.
c. Assessing program needs and effectiveness;
Please see Program Review, which focuses on this task. This program meets the transfer requirements
for universities, as my students report they are doing very well in upper-division courses in UC and
CSU schools. I have been very successful at getting students into top-tier universities.
d. Participating in appropriate collegial governance, committees, and campus life;
I serve on committee and task forces as called. For the last ten years I have co-chaired, with Jane
Wolford, the Faculty Prioritization Committee, and have served at various time on the Faculty
Exchange Program Committee.I have served on several blue-ribbon committees asked to investigate
various concerns of the faculty and the college.I am active in accreditation efforts, this cycle
supporting Dr. William Hanson and Dr. Carolyn Arnold in preparing the Standard I criteria. I also
participated in efforts to revise the College's Mission Statement.I am the moderator and topic
developer for my "First Mondays" lecture series, which brings together campus-wide expertise to
examine a variety of issues from disparate points of view.
I serve as the club advisor for the newly formedEcon Club, which I founded along with interested
students. In its first year it boasted membership of70 students, and its officers are pursuing active
links that target economics programs at top-tier four-year schools.
33
e. In team-taught courses or any course taught by a group of faculty, cooperating with the majority of
the faculty team with respect to instructional delivery, student evaluation, and the use of support
materials, including texts and documents;
Not applicable in the case of Economics.
[and]f. Collaborating in curriculum development and the accreditation process.
Covered under "d," above. I do seek to attend, given funding support by the college, conferences and
conventions that might give me ideas on bestcurricular practices elsewhere. This is especially
important to me as a single-person department.
15C.4 Professional And Personal Enrichment
a. Participating regularly in self-initiated professional development activities such as classes,
workshops, conferences, seminars or professional meetings; and/or
I would love professional development.I do attend whatever is offered on campus, and would love to
attend off-campus conferences and conventions, if the school will fund these activities.
b. Publishing, making conference presentations, presenting artistic exhibits, giving performances,
researching, and becoming involved in community matters relevant to the academic area.
I have requested to be a presenter at the Robert Morris University EconomicsConference on
development of the in-class exercise, "The Game," which I've spent 20 years developing (attached as
appendix).
The First Monday lecture series is announced publicly and is open to the public, with considerable offcampus attendance. The Spectator, distributed on-campus and off, recently ran a full-length report on
the hour-long debate at the Chabot College EventCenter over federal minimum-wage proposals.
15C.5 Professional Responsibilities
Unit members are expected also to fulfill the specific requirements listed below:
a. Attend and participate in college-wide meetings, division meetings, College/District standing
committees, subdivision and/or task force meetings;
I attend meetings as required and serve on committee and task forces as called. For the last ten years
I have co-chaired, with Jane Wolford, Faculty Prioritization Committee, and have served at various
time on the Faculty Exchange Committee.I have served on several blue-ribbon committees asked to
investigate various concerns of the faculty and the college.I am active in accreditation efforts, this
cycle supportingWilliam Hanson, Esq., Dr. Carolyn Arnold and Dmitriy Kalyagin in preparing the
Standard I criteria. I also participated in efforts to revise the College's Mission Statement.
b. Participate in orientation, commencement (see Article 8C.3), and on-campus staff development
activities;
I attend allthese diligently,as I want to stay apprised of all important events in the life of the college.
c. Participate in program and subject area improvement tasks, such as revising and developing
34
curricula, program review, articulation, and mentoring students and Part-time Faculty members;
These activities are recounted in my Program review documents.
d. Meet deadlines and submittal of Discipline Plans (see Article 26E.4-E.7 for Discipline Plan definition),
schedules, grades and Census Reports (see Article 1C.1.cc for Census definition);
Yes, I make and will make best efforts.
e. Where appropriate, participate in advisory committees and maintain contacts with other
educational institutions, organizations, businesses or industry. Discretionary professional activities
include but are not limited to holding memberships in the Faculty Senates, joint College/District/
Faculty Association Committees, College/District ad hoc committees, regional, state, national or
international professional organizations, and/or student clubs or activity advising. Unit members may
also participate in outreach/marketing activities to other educational segments and the community.
Prior to adopting new textbooks I frequently make contact with fellow professors in the economics
departments of other colleges asking what their ideas are regarding potential book adoptions. This is
the perfect segue for us to discuss other pedagogical activities in the field as well.
I am active in the small business community in Hayward, and have provided inexpensive housing to
numerous students at Chabot College, based upon faculty references, where otherwise they might
not have been able to find shelter.
I continue to be on-call for various committees and have served on the FacultyPrioritization
Committee (over 7 years)and the Faculty Exchange Program Committee. I have servedon the Faculty
Senate and have been asked to sit in and evaluate at various times each tenured faculty member in
the then-Social Science Department.
I am very interested in attending Economics conferences so long as there is adequate funding.
35
15C.6 Additional Specific Standards For Instructional Faculty
a. Delivering coherent lectures;
My course lectures are delivered on a highly structured basis. The format for each lecture week comes
directly from the author's QFR (Questions for Review) section at the back of each chapter. The
textbook has been reviewed by over 700 Ph.D' s, according to its author Gregory N. Mankiw, past
chairman of the President's Council of Economic Advisors and, interestingly, the first author to ever
receive a $1 million advance for writing an academic textbook. The questions are thoughtful and
absolutely relevant to the chapter under study. The students are required to bring in answers to each
question to class, where in a Q&A session I add enrichment and integration of current economic
topics. This format has been very popular with the students. Itis understandably quite challenging, as
this is the same textbook used at Harvard University. Yet the coverage is well within the capacity of
my students,all of whom are required, by the college, to have completed a second-year collegealgebra course prior to their admission to my course.
b. Creating assignments that serve instructional goals;
Covered in "a," above.
c. Creating exams and/or other evaluative assignments that test for mastery of course content;
I test twice per week, with a pre-test being given at the beginning of the week to insure a positive
reward for students who have prepared for the upcoming two chapters prior to my lecture. The
middle of the week is spent covering the content of two chapters by doing problems and answering
questions and incorporating current events, utilizing pedagogies in several media. This is followed by a
post-test on the same two chapters. Mastery of content is assured by providing 4-5 review sessions,
using a high degree of student interaction and borrowing from their desire to earn sufficient extra
credit to earn any grade they desire. This is no freebie, however, as the questions arelargely from the
textbookand/or current events and provides an avenue for student success. Thistherefore engenders
significant additional efforts for most students in the learning of economics.
d. Creating course materials that serve instructional goals;
Perhaps the strongest aspects of my course is the creation of relevant but somewhat exotic teaching
devices. These include the Mid-Term Game (see attached Appendix H), QFR (Questions for Review)
reviews, and "vulture points" (students can earn extra credit by swooping in to refine, clarify or
correct the last student's imperfect input). There is a huge graphical component so significant that I
offer as many retakes as necessary to be sure the students understand this important and necessary
foundation to the learning of economic principles. For those students that wish to go on in economics,
this is the beginning visualization of what will later become problems in integration and differential
calculus in more advanced courses. Finally, at the end of the semester, I offer three comprehensive
exams, each of which can serve as a final exam. In fact, I allow students to pick their highest score of
the three using differing formats. All are comprehensive, and two are strictlytextbook while the third
requires graphing and rote memorization of economic models, which is my attempt to accommodate
differing learning styles. I have encouraged the faster learners to help individually those who find
these materials more challenging. The Economics Club, of which I am advisor, is also offering to assist
students in the more difficult areas of learning economic principles.
36
e. Organizing course content so that it encompasses authorized course outlines;
My outlines have been reviewed annually by staff and are continually updated as my course
requirements change. They are always fully integrated to the best of my ability with Chabot College's
Mission Statement and transfer requirements of four-year institutions.
f. Identifying basic and essential concepts and developing pertinent materials and strategies that will
assist students in understanding the core subject matter consistent with the official course outline;
Basic and essential concepts in Economics 1 and 2 are set out clearly by transfer institutions, and I
adhere to them closely. See attached syllabi for Economics 1; the Economics 2 syllabus is similar.
g. Preparing carefully and organizing a course of instruction which adheres to the objectives and
suggested materials listed in the course outline, and which encourages student use of campus resource
centers and laboratories. If faculty within a team teaching class (see Article 10D.2.e for definition),
have adopted a required text, that text must be used unless the faculty in the affected class agree to
an exception;
TheEconomics course syllabi clearly adheres to these objectives. Students are continually told in class
to utilize the Library, other campus learning resources, the college's online resources and global online
resources more generally.
h. Teaching with imagination, vigor, and clarity, attempting to provide a framework of learning which
consciously places topics in a well knit relationship one to the other;
My course lectures are delivered on a highly structured basis. The format for each lecture week comes
directly from the author's QFR (Questions for Review) section at the back of each chapter. The
textbook has been reviewed by over 700 Ph.D' s, according to its author Gregory N. Mankiw, past
chairman of the President's Council of Economic Advisors and, interestingly, the first author to ever
receive a $1 million advance for writing an academic textbook. The questions are thoughtful and
absolutely relevant to the chapter under study. The students are required to bring in answers to each
question to class, where in a Q&A session I add enrichment and integration of current economic
topics.
I test twice per week, with a pre-test being given at the beginning of the week to insure a positive
reward for students who have prepared for the upcoming two chapters prior to my lecture. The
middle of the week is spent covering the content of two chapters by doing problems and answering
questions and incorporating current events, utilizing pedagogies in several media. This is followed by a
post-test on the same two chapters. Mastery of content is assured by providing 4-5 review sessions,
using a high degree of student interaction and borrowing from their desire to earn sufficient extra
credit to earn any grade they desire. This is no freebie, however, as the questions arelargely from the
textbook and/or current events and provides an avenue for student success. This therefore engenders
significant additional efforts for most students in the learning of economics.
My course utilizes relevant but somewhat exotic teaching devices. These include the Mid-Term Game
(see attached Appendix), QFR (Questions for Review) reviews and "vulture points" (students can earn
extra credit by swooping in to refine, clarify or correct the last student's imperfect input). There is a
37
huge graphical component so significant that I offer as many retakes as necessary to be sure the
students understand this important and necessary foundation to the learning of economic principles.
For those students that wish to go in economics, this is the beginning visualization of what will later
become problems in integration and differential calculus in more advanced courses. Finally, at the end
of the semester, I offer three comprehensive exams, each of which can serve as a final exam. In fact, I
allow students to pick their highest score of the three using differing formats. All are comprehensive,
and two are strictly textbook while the third requires graphing and rote memorization of economic
models, which is my attempt to accommodate differing learning styles. I have encouraged the faster
learners to help individually those who find these materials more challenging. The Economics Club, of
which I am advisor, is also offering to assist students in the more difficult areas of learning economic
principles.
i. Applying new technologies in the delivery of instruction where appropriate; and
I am well aware of the need to implement new technologies, and have in fact requested a
combination $6,000 camera-lens system which I expect to utilize weekly to provide students with the
ability to review past lectures if necessary. Some of these videos have already been created using
borrowed equipment (and staff), and have proven popular with students. The videos can be, and
often are, viewed online.
j. Working collaboratively in the Enrollment Management Process as described in Article 26:
Enrollment Management.
Pg. 197 of the Faculty Agreement has an entire Article dealing with Enrollment Management and
Productivity Assessment. It is my fervent desire to continue to earn a monthly paycheck. I am acutely
aware that if no studentsshow up, I am out of a job. However, using the DEAMC's guidelines, it is clear
that my "productivity" figure, while not ideal, are certainly compliant with the WSCH/FTEF guidelines.
In fact, my opening day enrollments combined with my waitlist are almost always between 35 and 45
students. Indeed, this last summer I had a combined student body of 88 students for two classes and
"graduated" 87 of those 88. Hence my recommendation as part of my unit plan to increase the
number of summer classes by two to test the market to see if we can get above the target numbers.
At the same time, I know that that the administration is extremely interested in promoting impacted
classes for financial reasons, and thus it is incumbent upon me to do all that I possibly can to deliver
an exciting and vigorous learning environment for my students. Consequently, I am not alarmed that
at census I typically lose 20% of my students when they find out my course requirements are rigorous
but fair. Without knowing what the political climate is going to be in the future, I cannot make any
realistic assessment what the demands will be foran expanded economics offering, and therefore I
feelthat econ offerings should be neither expanded nor contracted, except for the summer schedule
as noted.
38
APPENDIX H: "The Game"
Ken Williams
Chabot College
Economics Department
THE MIDTERM GAME
Name Tags
All students are to create a nametag on a piece of 8 ½” by 11” typing paper. The paper will be folded in half
lengthwise (hamburger style) twice and the student’s first name is to be shortened to a one syllable name
and printed BOLDLY IN 2” HIGH CAPITAL LETTERS with a black felt pen. If you do not have a properly
formatted nametag, you will not be allowed to play the game. Do not use any stippling or other “artsy”
configurations
Selection of Referees
There will be ONE referee per game. The referee will serve for the whole game regardless of the number of
class sessions needed to finish. On the occasion that the original referee is absent, another will be selected.
The referee will not play and, as a result, will not be affiliated with either team.
Selection of Captains
On the first day, TWO team captains will be selected, whether by volunteering or random appointment by
the teacher. These two will remain captains for the whole game regardless of the number of class sessions
needed to finish. However, a team captain may be removed for incompetence and replaced if 50% or more of
his/her team vote for his/her removal. The captains will be responsible for selecting the members of their
teams. Other responsibilities include selecting scorekeepers, referees, and captains for other games.
Selection of Teams
The teacher will choose a number between 1 and 10. Each prospective captain will attempt to guess the
number. The captain who is closest will decide if he/she wishes to pick team members first or not. In
order to mitigate the effect of “1st choice” (the captain who picks first will have the best possible choices
open to him/her), the captain with the first choice may only pick one team member while the second
chooser may take two team members during the first round draft. After the first draft, both captains will
select two people at a time until all students have been chosen. The two teams will be roughly the same
size, within one person, assuming equal absenteeism.
Referees
The referee has TWO major responsibilities. The first is to decide which team captain has raised his/her
hand (nametag) first after each question and subsequently will be able to pass the question to his/her
team. The second responsibility is to keep track of how many questions have been asked. Before every
FOURTH question, the referee must announce loudly so the entire class can hear, “This is question number
FOUR!” It is also the responsibility of the referee to see to it that the captains inform their respective teams
of this fact. Other minor responsibilities include calling fouls when captains or team members speak out of
turn and when captains raise their nametags before the instructor is finished asking the question. Since
the referees may not get to play, he/she will automatically receive 6 points at the end of a game.
Team Captains
Each team is required to have ONE captain per game. Captains may not answer questions for points unless
no member of either team can answer the question correctly after three (3) tries. Throughout the game,
39
the captain’s primary responsibility is to pick the first hand raised by their team members who wish to
answer a question. The captain must keep in mind that he/she may not raise their hand (nametag) until
the instructor has completed the question. However, the team players can raise their hands (nametags) at
any time. When the referee decides which particular captain (not which team member) was first, that
captain must then select his/her team member who raised his/her hand by calling out loudly that person’s
name. Since captains may not answer any question, they automatically receive 6 points for the game (in
addition to the 1 or 2 points awarded for losing or winning respectively). *NOTE* A team captain may be
removed from his/her position for incompetence and replaced if 50% or more of his/her team vote for
his/her removal.
Team Scorekeeper
Each team needs ONE scorekeeper per game. The scorekeeper is responsible for writing their team roster
on the board and keeping track of all points earned by their team on the board. The scorekeeper IS
allowed to play the game and answer questions. Unlike all other team members, they must simply say
their name aloud so that the captain can hear them. The scorekeeper automatically receives 3 points extra
for the game, in addition to points awarded for answering questions and for team wins or losses.
Team Seating
Captains will sit at the front of the class facing their team. Each team member will sit against the wall on
opposite sides of the class. Team members must be clearly visible to the captains and sit against the wall
facing the instructor and the captains at the front of the room. Each team’s scorekeeper will stand behind
their respective captain and next to the scoreboard. The referee will sit at the back of the room, facing the
two team captains.
Game Play
Through a system of competitive play based upon student knowledge of the course materials, the game is
designed to promote an intensive review of the first half of the 18-week course in the middle of the
semester and an intensive review of the entire course at the end of the semester. The game may take more
than one class meeting to review the appropriate number of chapters, therefore, points will be calculated
only after the defined game has been completed, the number of chapters to be delineated by the
instructor. Each question will be one of FOUR types: true/false, fill-in-the-blank, multiple choice, or essay.
Students are not allowed to interrupt a question. If they should do so, the referee will call a foul and the
question will automatically be passed to the opposing team. TRUE/FALSE questions must be followed by
an unprompted explanation describing why the answer is true or false. No points will be awarded if an
explanation is not provided. MULTIPLE CHOICE questions are answered by selecting the correct letter
only. The instructor shall decide the quality of essay or fill-in-the-blank answers. If a student raises their
hand on the “1st try”, no restatement of the question will be allowed. However, those who are the 2nd or 3rd
to attempt to answer may request a restatement of the question.
Game Sequence
A question will be asked by the teacher. To answer a question, a player will raise his/her nametag high
above his/her head without any vocalization. The captain will then raise his/her nametag above his/her
head only after the instructor has finished reading the question.
The referee will decide which team captain responds first. If a captain has raised a nametag before the end
of the question, the referee will call a foul and refer the question to the opposing team. The player
chosen by the captain will then attempt to answer the question. The instructor may give explicit hints if
the student is on the right track and is making progress. The hints will be very helpful so long as the
answers given are not incorrect. If the question is answered correctly, that player will receive 3 points for
his/her team. If the question is answered incorrectly, the other team automatically gains the opportunity
40
to answer it. That captain will pick a player to answer the question. If the question is answered correctly,
that player will get 2 points for his/her team. If the question is again answered incorrectly, the same
process occurs and the student who answers the question correctly will earn 1 point for his/her team.
After the third attempt to answer the question, the team captains automatically have the renewed
opportunity to answer the question for 3 points. If they are unsure, the question goes to the referee. If no
student gives the correct answer, the teacher will give the proper answer and explain it. *NOTE* The
referee must pay close attention to how many questions have been asked. Every FOURTH question, the
referee must state loudly, “This is question number FOUR!” On every FOURTH question, only those
players who do not have any points yet are allowed to answer the question. Players with points must put
their nametags down, and sit quietly without discussing answers during the FOURTH question period.
When each team member in attendance on one of the teams has earned at least one point, there will no
longer be a fourth question for the remainder of the game.
Point Totals
At the end of the game, the scorekeepers will tally the total points for their team. The team with the most
points will win that game. Each player on the winning team will receive 2 extra points. Each player on the
losing team will receive 1 extra point. In addition, the players on each team will be ranked from 15 to 1
with the highest scoring player earning 15 points for that game. The player with the second highest score
will receive 14 points and so on.
Points awarded to officers do not count as part of the total score of the team. Captains will receive
their 6 points after one game, scorekeeper will receive their 3 points after one game, and referees will 4 of
4 receive 6 points after one game, assuming no referee miscalls or errors. Each referee infraction (i.e. not
calling out 4th question or inability to differentiate between captains) will result in a personal loss of
points.
Players with zero points may be asked sudden death questions for placement only. Their answers will
not add to the total score of their team.
Ties between members of the same team will be settled in the same manner as explained above except
the points accrued by the players WILL NOT count towards the team score, only for their placement in the
top 15 places.
Ties between members of opposing teams will be settled in the same manner as explained above
except the points accrued by the players WILL count towards the team score, but not as individuals.
Team Ties - Both entire teams will play in a sudden death play-off.
Materials allowed
The only materials permitted on a player’s desk are correctly formatted nametags, a blank sheet for notes,
a pencil, and a calculator.
41
Appendix I: Economics 1 Syllabus
Chabot College 2015-2016
Course Syllabus for Economics 1, Principles of Microeconomics
Catalog Description
Principles of Microeconomics
The Economics 1 course at Chabot College will provide an economic analysis of the market system, price
theory, including supply and demand analysis, marginal utility, cost and revenue concepts, imperfect
competition, the theory of production, pricing of the factors of production, agricultural problems, poverty
and income distribution, and international trade theory.
3 Hours/week (Typical contact hours 52.5)
Prerequisites
Each student must have already completed Intermediate Algebra at the college level or have obtained a
passing grade on the math evaluation exam. The student will be required to sketch graphs of functions and
relations; find and sketch inverse functions; graph linear equations and find the slope of a line. It is highly
recommended that the beginning Economics 1 student be eligible for English 1A and have reading and
critical thinking skills sufficient to comprehend the assigned text.
Course Objective (Expected Student Learning Outcomes)
The graduating student should be conversant with the economic analysis dealing with the application of
price theory in the market system, including supply and demand analysis, marginal utility, cost and
revenue concepts, imperfect competition, the theory of production, pricing of the factors of production,
agricultural problems and the issues concerning poverty and income inequalities.
Course Content:
An investigation of Economics Concepts that include:
1. Economic Methodology
2. Scarcity
3. U.S. Economic Structure
4. Market Prices
5. Elasticity
6. Consumerism
7. Firm Organization
8. Output Decision Making
9. Capital Markets
10. General Equilibrium
11. Imperfect Competition
12. Public Policy
13. Income Distribution
14. Taxation
15. International Trade
Methods and Presentation (Class Format)
The class is organized into two 1 ½ hour sessions or one 3 hour session per week, over a course of
approximately nineteen weeks. Each week typically begins and ends with a quiz covering the currently
assigned (two) chapters. The first quiz, referred to as “Recall Quiz” is a pretest of 10 True/False questions
that tests your recollection of the textbook’s point of view. The second quiz, referred to as “Cognitive
42
Quiz”, is a test of 10 multiple choice questions on the same chapters covered by the week’s True/False
Quiz. This second quiz evaluates your understanding of the concepts presented in the textbook and the
lecture. Chabot College 2015-2016
Assignments and Methods of Evaluating Student Progress
1. Typical Assignments:
a. Outside assignments of questions designed to give students practice in “doing economics”;
b. In-class practice of model development of different economic structures;
c. Preparation for weekly short answer quizzes with student discussion.
2. Methods of Evaluating Student Progress:
a. Quizzes, midterm, and final;
b. Competitive performance class sessions referred to as “Game Days”
c. Written assignments;
d. Participation in group discussions and presentations.
Student Evaluation
A. Quiz Grade
It is the student’s responsibility to complete the Student Grade Record Sheet handout as follows:
1. Fill in scores for the Recall Quiz, Cognitive Quiz, and Point Totals accumulated from the quizzes each
week.
2. Immediately after the last Cognitive exam at the semester’s end, fill in the total score from all Recall
Quizzes, identify the lowest Recall score, and calculate the Net Recall (NR) Score (the sum of all recall quiz
scores minus the single lowest recall quiz score*)
3. Use the same method described in number 2 to arrive at the Net Cognitive (NC) Score.
4. Finally, calculate your Average Quiz % by adding the Net Recall and Net Cognitive Scores, dividing their
sum by the 300 total possible quiz points, and multiplying by 100%.
(Net Recall + Net Cognitive)/300 x 100% = Average Quiz %
5. This quiz score percentage represents your grade entering into the final exam. Please note that any extra
credit % will not be added to your grade until after the final exam.
B. Final Exam Grade
1. Two final exams will be given. You will receive, as your Final Exam %, the higher of the two grades.
If after the first final exam, the student is satisfied with their final grade, they may elect to forgo the second
final exam.
2. The meeting time for the final exam presented in the school calendar and will be strictly adhered to.
C. Extra Credit
1. Each student is automatically given 10 gratis points for positive class involvement. These points may
be deducted if the student does not follow class rules.
a. Each time the student is called on to answer a QFR but does not have their typed and printed sheet of
QFRs, 4 points will be deducted.
b. Each time the student is late, 4 points will be deducted.
c. If the student is found chewing gum, 2 points will be deducted the first time, 4 points will be deducted
the second time, doubling for each occurrence.
2. Students may earn additional extra credit points by answering QFR questions in class, midterm game
questions (see the Midterm Game handout for more details), and bonus questions that may be asked
from time to time by the instructor during the class period. Additional extra credit can also be earned by
completing oral or written reports on topics of economic interest. These reports may be completed by
individuals or groups of students.
43
3. Normally, the average amount of extra credit points earned in class is about 60, which includes all
points mentioned above. However, extra credit points may increase without limit.
4. Extra credit will be recorded on the back of the Student Grade Record Sheet, summed, and converted to
a weighted percentage using the following algorithm: Total XC Points/600 x 100% = Extra Credit %
D. Grade Calculation
Your final grade will be calculated as follows:
1. Calculate your Average Quiz % by adding the Net Recall and Net Cognitive Scores, dividing their sum by
the 300 total possible quiz points, and multiplying by 100%.
(Net Recall + Net Cognitive)/300 x 100% = Average Quiz %.
2. The higher of the two final exams will be used as your Final Exam %.
3. The Average Quiz % and Final Exam % will be averaged as follows:
(Average Quiz % + Final Exam %)/2 = Final Grade % without XC
4. The total extra credit points will be divided by 600 to find the Extra Credit %.
Total XC Points/600 x 100% = Extra Credit %
5. This Extra Credit % will be added to the Average Quiz & Exam % to find your Final Grade %.
6. Please note that students who are not satisfied with their final class grade may opt to take a
comprehensive oral final exam covering all the materials presented in both the lecture and the textbook. If
the grade earned for the oral exam is greater than the previously calculated Final Grade Percentage, then
the grade earned for the oral exam will become your new Final Grade.
7. Your percentage is based on a maximum of 600 points and will determine your grade as follows: (A = 90
to 100%) (B = 80 to <90) (C = 70 to <80) (D = 60 to <70) (F = <60)
8. Please note that there is a no rounding policy.
Special Student Materials
1. Due to an inappropriate use of electronic devices, no calculators, cell phones, I-pods, and/or any other
electronic devices will be allowed at any time in this Economics course without instructor permission.
2. The required textbook, Mankiw’s Principles of Microeconomics (7th edition) must be brought to class
daily. (No other editions will be accepted).
3. Other required materials include a 0.9 mm mechanical pencil, a 1” binder with ten tabbed dividers, 3x5
note cards, 8 ½” x 11” sheets of typing paper, colored writing pencils, a plastic French curve, a permanent
black felt tip marker, brown or green Scantrons, a straight edge, and two general test scoring
electrographic pencils (“STAEDTLER #2 HB” at Chabot Bookstore).
Additional Course Aids (Recorded Lectures)
In addition to the textbook and in class lectures, students will have access to recorded lectures on various
subjects including ‘International Trade’ as well as the “Purely Competitive Model”, which is a subject most
students have difficulty understanding. Students may access these videos through
http://www.chabotcollege.edu/tv. Once on the website, click on “OTHER VIDEOS” located right above the
web description window. This will create a list of all the videos recorded. Under the “DESCRIPTION”
column, look for “Ken Williams Lecture.” There should be several videos. Please select the one that is
appropriate to the week’s assignment. An additional lecture video on ‘Elasticity Concepts’ is available at
http://youtu.be/FqicJMmRkng
Make-Up Exam
A make-up exam will not be necessary, as the instructor will allow you to throw out your single lowest
Recall Quiz score and your single lowest Cognitive Quiz score. In the event that you miss more than one of
each, a zero score will be recorded for that missed quiz. It is your responsibility to notify the teacher about
which specific quiz grades should be dropped.
44
There are no make- up exams for this course. However, students may take the exam ahead of time by
making prior arrangements with the instructor. The student must also write a typed explanation for his or
her absence in advance of your requests to miss an exam. All documented school activities and/or
personal emergencies will be honored and tests made available in advance. Late test taking will not be
allowed under any circumstances.
Drop Requirements
To drop this course, go to the Admission and Records in Building 700 and have a drop card sent to the
Instructor. The student can also drop the course online by going to the Chabot College website, clicking on
Quick Links in the top right corner, clicking on CLASS-Web, logging in, and dropping the course.
Remember that it is your responsibility to clear your name from any course that you would like to drop.
These procedures are the only sure way to guarantee your withdrawal from class. Not following either of
these procedures is very likely to result in a failing grade that can be easily avoided.
Office Hours
Anytime by appointment or during the scheduled times posted on the office door of Room 402N. Please
notify the instructor in advance of your intentions to meet during the scheduled office hours because of
the potential for meeting conflicts which could result in an unnecessary waste of the students’ time. The
best time to make such an appointment is either at the beginning or end of any class lecture period.
Teaching Course Philosophy
This course is experimental in the sense that it is just one more attempt of the instructor to improve
teaching effectiveness. It is this Instructors’ hope that through student feedback we will be able to create a
dynamic, enjoyable course that will still meet the academic standards necessary to meet university and
state college transfer requirements.
Enrollment Policy
Due to budget cuts, most classes are oversubscribed. Therefore, my policy will be to allow any paid
registered students to gain admission to my course so long as they arrive within fifteen minutes of the
class start time on the 1st day of class. If the student does not make this fifteen minute cut off time limit,
those students shall be recorded as “no shows” and dropped. (However, documented emergency
situations will be treated on a case by case basis). This policy will allow students who are physically in
their chairs on the 1st day of class to be admitted in the place of those who did not show up in a timely
fashion. Just because you are registered for the class does not guarantee your enrollment unless you are
physically in the classroom and on time. I plan to take as many students on the 1st day as is physically
possible, consistent with Uniform Building Code (U.B.C.) fire department guidelines.
*Book Alert
The “for profit” book store has a policy of under purchasing textbook so that there is no excess inventory
to ship back to the textbook company. Therefore, please be apprised that your book can be:
(1) rented for less than $75 for the entire semester and returned later in any condition, and will be
shipped free of charge to you within 5 days.
(2) or purchased directly from the publisher for almost the same price as the bookstore.
See the instructor for details.
*The only quizzes eligible to be dropped are quizzes with a Potential Point Value of 10 for Recall Quizzes and
20 for Cognitive Quizzes. That is to say, any Recall with a Potential Point Value greater than 10, and/or any
Cognitive Quiz with a Potential Point Value greater than 20, cannot be dropped. In any case, all grades will be
calculated based upon a division of a potential 300 point score, and not 330 (due to the 2 dropped scores of
10 and 20).
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