Chabot College
Program Review Report
2015 -2016
Year TWO of
Program Review Cycle
Ethnic Studies
Submitted on 10/23/14
Contact: Christina Mendoza, Andrew
Pierson,& Michael Thompson
[Note: there is no full time faculty
member in Ethnic Studies.]
Final Forms, 1/18/13
__XX__ YEAR TWO
The Ethnic Studies program at Chabot is an interdisciplinary program leading to an Associate in Arts Degree. The
majority of the courses for the Ethnic Studies degree are offered by other disciplines. The current catalogue includes
three Ethnic Studies courses. It is worth noting that the degree requires only one Ethnic Studies course (ET 1) and that
the other required course is a choice between SOC 3 or ANTH 5. The details of the requirements for the A.A. in Ethnic
Studies are important because they allow for the support of degree program pathway with a much more limited allocation
than most other degree programs. Additionally, courses that would support the expansion of the Ethnic Studies degree
program are courses that also satisfy campus bottlenecks, e.g. SOC 3 and ANTH 5.
Ethnic Studies courses offered between SPRING 14 had a success rate of 82%.
Historically, Ethnic Studies courses have filled beyond capacity.
The goal of the Chabot Strategic Plan is to “increase the number of students that achieve their educational goal
within a reasonable timeby clarifyingpathways and providing more information and support.”
We believe that offering a slight increase in allocation for Chabot’s Ethnic Studies degree program will support
our Strategic Plan in the following ways:
Point #1:Strengthen a Pathway to Graduation: A modest increase in allocationsupporting just a few additional sections
of courses will allow the Ethnic Studies major to function as a viable and attractive pathway to degree and transfer.
Point #2:Increase retention and persistence by cultivating a more multiculturally inclusive campus climate.
Based on the 2009 and 2011 Chabot campus climate surveys, about 1 out of 5 Chabot students report that they do not
feel there is respect for ethnic/racial difference on campus. One in four Chabot students report that they do not feel
welcome on campus. Also, in a city that is 40% Latino, on a campus that is 33% Latino, only 11% of our faculty are
Latino. Leading scholars from the college success literature have repeatedly pointed out that that campus climate, or
campus ecology, affects college success. More specifically, for traditionally underserved groups of students it is
especially important that campus leadership ensure that campuses serving a multicultural population of students do so
with a campus that is deliberately multicultural. Ideally, that includes faculty and staff reflective of the students being
served, cultural and celebratory campus events that reflect the diversity of the students, and academic courses and
programs that reflect the multicultural nature of the student body. Offering the courses to support an Ethnic Studies
pathway is one effective way to ensure that Chabot’s academic courses and programs reflect the diversity of the students
we serve.
Consider, in a report titled Reconceptualizing Success for Underserved Students in Higher Education prepared for the
National Postsecondary Educational Cooperative, that Laura Rendón reminds us that “Academic incongruity occurs when
students are unable to fully function in an academic environment where they have few faculty role models, the curriculum
is Euro-centered, and the perspectives of students are silenced or marginalized”. Similarly, from the UCLACommunity
College Review: Campus Environment: A Missing Link in Studies of Community College Attrition,(2005) Tinto observed
“that less than 25% of students drop out because of academic failure; more than 75% of all students who leave college
do so because of difficulties related to a lack of fit between the skills and interests of students and "the organization of
educational institutions, their formal structures, resources, and patterns of association”. Also from the UCLA report:
Rendón suggested that modifying community college curriculum and organizational structure to be more accepting and
reflective of student diversity could reduce attrition of an increasingly diverse student population. And, from the same
report, ”Students who develop an early sense of belonging are less vulnerable to attrition (Allison, 1999; Tinto, 1993).”
Based on these points and findings we have established the following goals:
EQUITY GOAL#1 Significantly strengthen an Ethnic Studies Pathway to Graduation.
(PLEASESEE the New IntiativeEquity Proposal below.)
EQUITY GOAL #2: Increase retention and persistence by cultivating a more multiculturally inclusive campus
climate.(PLEASESEE the New Intiative Equity Proposal below.)
Goal #1: Modest increases in Ethic Studies courses and courses that satisfy Ethnic Studies degree requirements, with
emphasis, where possible, on courses that will also address identified bottlenecks.During some recent semesters Chabot
has offered zero sections of Ethnic Studies. Most semesters Chabot has offered one, and sometimes two, Ethnic Studies
courses. We would like to regularly offer two or three sections of Ethnic Studies ES1 and ES 2 every semester. In
addition we would like to see a modest increase in other Ethnic Studies support courses, for example, Sociology
3:American Cultural and Racial Minorities (which would also relieve the American Cultures bottleneck), or possibly
Sociology 10: Introduction to Asian American Studies, or Anthropology 8: Native American Cultures. We would also like
to coordinate with Language Arts in supporting an Ethnic Studies degree pathway that could include English 21: The
Evolution of the Black Writer, or English 22: Mexican American/Latino Literature of the US.
Goal#2: Provide information and support to students who might choose the Ethnic Studies degree pathway.
Goal #3: Where possible, increase Ethnic Studies program related events with the aim of deliberately making the Chabot
campus increasing multicultural, and by extension, improve the campus climate and make the campus more welcoming
for our highly diverse student body.
Goal#4: Consider and explore the possibility of including teaching expertise in a needed area of Ethnic Studies in
combination with another discipline for a future fulltime hire; Sociology or History may be the best fit to consider.
Goal#5Since Chabot College is now a Hispanic Serving Institute, the Ethnic Studies program should reflect this growing
demographic on campus. In the future we need to develop a cross listed SOCI/ES Chicana/o Latina/o in the United States
course where students can learn about the demographic changes and the social issues of Chicana/os and Latina/os in the
United States. We currently do not have a class that teaches the contemporary experiences of Chicana/os and Latina/os
in the U.S.
Goal #6 Consider and implement curricular changes to some Ethnic Studies applicable courses; this includes possibly
cross-listing some courses.
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
0
0
0
0
0
2012-13
Budget
Received
2013-14
Budget
Requested
0
0
0
0
0
0
0
0
0
0
2013-14
Budget
Received
1. How has your investment of the budget monies you did receive improved student learning? When you requested the funding, you provided
a rationale. In this section, assess if the anticipated positive impacts you projected have, in fact, been realized.
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?
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?
Point #1:Strengthen a Pathway to Graduation:
Point #2: Increase retention and persistence by cultivating a more multiculturally inclusive campus climate.
What is your specific goal and measurable outcome?
Develop student outreach strategy in coordination with Daraja, Puente and CIN learning communities. The plan here is not to
turn all of the students in these learning communities into Ethnic Studies majors. The goal would be to create a program that could
serve as a viable option for some of the students in these communities. Outreach and coordination with these programs would be
the first step in development of an interested and engaged pool of Ethnic Studies majors.
Building upon this initial on-campus outreach, the program could organize and utilize engaged student participants to recruit within
the Chabot College student body. This engaged population could also be leveraged to expand participation in the affiliated learning
communities.
A revitalized Ethnic Studies program and major would serve to raise the persistence, graduation and transfer rates for the targeted
students. (See attached for the comparative success, non-success and withdrawal rates. While there have been improvements in
success rates across the board, success rates of the target groups continue, mostly, to lag and non-success and withdrawal rates
are consistently higher.) A rigorous curriculum that puts the experiences of people of color at the center could embolden students to
see themselves (through their course of study) as not just objects of study, but subjects producing scholarship.
Initially, such potential outcomes could be measured through the comparative study of persistence, graduation and transfer rates of
students completing the affiliated learning communities. How do students transitioning to an Ethnic Studies major from these
communities do in these areas compared to others in their cohorts? This tracking information would be useful to both the college
and to to these communities.
Develop curriculuum that would revitalize the interest of the students and would logically and consistently lead to transfer.
This curricular development would involve coordination between the program and affiliated learning communities and developing
partnerships with disciplines throughout the AHSS division (e.g. History, Sociology, Psychology, Administration of Justice, Political
Science and Art History) and throughout the college. (e.g. Language Arts and Math). It would also entail creating student support
services (e.g Learning Connection and Counseling) that would help transition students into and through the major toward the goal of
transferring.
The first step in developing this course of action would be a retreat involving an honest investigation of the status of the program, and
the creation of a curricular and student service “road map”. How could an Ethnic Studies major best serve the students currently
enrolled in potentially affiliated learning communities? How could the program align curricular/articulation demands with student
needs to improve persistence, success and transfer rates? These are only two of the questions that would need to be answered.
The second step would involve the development of both Course level- and Program level- outcomes. At the present time, neither the
Ethnic Studies program nor its currently taught courses have either.
The third step entails the completion of a college catalog scan that would update courses qualifying to fulfill the Ethnic Studies
program requirements. Connected to this scan could be a re-examination of the implementation of the American Cultures
requirement at Chabot College. Presently, there is a backlog of students needing to fulfill this requirement. As implemented at this
college, only courses that are comparative in nature can fulfill this requirement. No other community college in the area structures it
related requirement in this manner. Rather other community colleges allow students to take courses that focus on the experiences of
one ethnic/racial minority to fulfill this curricular requirement. Adjusting Chabot College’s American Cultures requirement to align with
other schools would not only clear the current backlog, but also revitalize student interest in courses currently offered (and courses
that could be developed) in the Ethnic Studies program. Clearly, the third step would involve coordination with both articulation and
curriculum structures on campus.
A fourth step in the revitalization and coordination of the Ethnic Studies program would be to follow state-wide progress in the
development of an Ethnic Studies AA-T degree which is currently underway, and to determine if the Ethnic Studies AA-T state-wide
curriculum is a viable option for Chabot. If it is determined that the Ethnic Studies AA-T is a good fit for Chabot then coordination
time would be used to develop and alignthe curriculum for an Ethnic Studies AA-T at Chabot.
What is your action plan to achieve your goal?
Activity (brief description)
Develop outreach and coordination with Learning
Commmunites at coordinating retreat
Development of SLOs, CLOs and SLO assessment schedule in
coordination with Adjunct Faculty
Update Ethnic Studies Program affiliated course offerings in
coordination with Curriculum committee and relevant
disciplines. Does the American Cultures requirement need to
be examined and expanded to include courses primarily
focusing on the experiences of ethnic/racial minorities?
Develop Ethnic Studies “Road Map” (program revitalization)
Target
Completion
Date
Summer
2015
(Earlier if
funding
becomes
available
Fall 2015
Required Budget (Split out
personnel, supplies, other
categories)
$1500-2000
7-10 Participants, Food,
conference supplies
Spring
2016
Spring
2016
Follow state-wide progress in the development of an Ethnic
Summer
Studies AA-T degree which is currently underway, and
2015determine if the Ethnic Studies AA-T state-wide curriculum is a Spring
viable option for Chabot. If the Ethnic Studies AA-T is a good
2016
fit for Chabot then coordination time would be used to
develop and align the curriculum for an Ethnic Studies AA-T at
Chabot.
How will you manage the personnel needs? Either
New Hires:
Faculty # of positions
Classified staff # of positions
or
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) (Adjunct instructor hire for course replacement)
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
(obtained by/from):
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: Possibility of Future Equity Funding. Could Equity funding be used to, in part, fund FT
Ethnic Studies/History FT position?
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committeeand Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Discussanticipated improvements in student learning and contribution to the Strategic
Plangoal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent
three years, student success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
1. Number of new faculty requested in this discipline: ___
STAFFING REQUESTS (1000) FACULTY
Position
Description
Ethnic Studies
Coordinator
Responsibility
for initiating
update and
revitalization of
program. (See
New Initiative
proposal) .2
FTEF These
responsibilities
could be
transferred to
staffing request
posted below.
If this request
for a full-time
position cannot
be fulfilled,
Faculty (1000)
Program/Unit
PLEASE LIST IN RANK
ORDER
Division/Area
AHSS/Ethnic Studies
Ethnic
Studies/History
coordinator
time needs to
be assigned to
a current
faculty member
Full-time
position with
responsibilities
of teaching
MexicanAmerican
History, Latin
American
History and
Coordinating
Ethnic Studies
program.
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.
In order to achieve the dual goals of strengthening the pathway to transfer and increasing retention and persistence by cultivating a more
multiculturally inclusive campus climate, the Ethnic Studies program needs dedicated and consistent coordination. This can only be achieved
through institutionalized support. At the present time, there is no full-time faculty assigned and compensated for the coordination and
management of this program and major. Until very recently the Introduction to Ethnic Studies course (Ethnic Studies 1) had not been offered for
several years. Its recent inclusion and success (82% student success in Spring 2014) indicates student interest in the curriculum that the program
does and could offer. The development of this program however, needs consistent coordination to realize this potential. Programmatic
responsibilities such as CLO and PLO creation, assessment and management, discipline planning and instructor evaluation can only be achieved
through institutional support and faculty coordination.
As a Hispanic-Serving Institution, with a Latino student population approaching 40%, Chabot College needs to offer both a rigorous curriculum
and diverse faculty presence that serves that population. In addition to teaching classes faculty members model goals and mentor students in
their pathways to transfer.
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.
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
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.
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
COURSE
Ethnic
Studies 1
Ethnic
Studies 2
CURRENT
FTEF
(2013-14)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
.4
.0
2
0
88
0
0
.4
0
2
0
88
Possible
increase to
Sociology (3
& 10) and
English (21
&22) (see
section 1
Goal #1)
thanks.
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