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. 15 16