Chabot College
Political Science & International Studies
Program Review Report
2015 -2016
Year 1 of
Program Review Cycle
Political Science
Submitted on October 24, 2014
Contacts: Jessica Gallucci, Sara Parker
Table of Contents
Year 1
Section 1: Where We’veBeen
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives
F1: New Faculty Requests
F2: Classified Staffing Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
1. Where We’ve Been
The achievements of the Political Science program over the last three years have been
substantial. The goals set forth in the last Program Review cycle were wide-ranging and
included: modernizing the curriculum, developing an AA-T degree in Political science, revising
the AA degree in International Studies, and subsequently increasing the numbers of majors and
graduates with those degrees. Another toppriority was to improve student success rates in the
Introduction to American Government course and to regularly evaluate student-learning
outcomes. Increasing student successis closelyconnected to an ongoing programmatic goal of
the Political Science Department to provide Political Science students (and Chabot students
generally) withmyriadacademic enrichmentand support opportunities.
With regard to curricular/graduation goals, we were extremely successful. There were zero
International Studies degrees granted between 2006 and 2010. Since the revised degree
became available, five International Studies AA degrees have been awarded. No Political
Science AA existed at Chabot prior to 2011. The AA-T became availablein 2012 and in the
following two years there were10 political science graduates. We expect this growth trend to
continue.
All courses in Political Science are evaluated on a three-year cycle. Some of the improvements
that have been made as a result of these assessments include: updates to the Course Outlines
of Record, the inclusion of more variety in assessment methods, the hiring of highly specialized
part-time faculty, and an enhanced focus on writing and research through the Student Research
Symposium project. The success rate for Introduction to American Government currently
stands at 63%. The success rate three years prior was 55%. This twelve point difference is
notable and may be attributed to the college’s increased focus on Basic Skills. Those racial
groups with the lowest levels of success are African-American, Hispanic, Filipino and Two or
More races. It is striking, however, how much the levels of success change from semester,
often ranging as much as fifteen percentage points. Every year political science has hosted and
co-sponsored events and educational enrichment opportunities for political science majors,
students, and the campus community to supplement their academic instruction.
Many parallel projects led by or offered in collaboration with other disciplines or programs have
served to support the above goals more broadly. For example, in 2012-13 and 13-14 the
Political Science program designed and offered a Leadership course to support the work of
student government on campus. In 2013, Political Science contributed to Chabot’ssuccessful
application to participate in the California Community College Pathway to Law School program.
Political Science has worked in collaboration with the Library to offer a Student Research
Symposium since 2011. 2014 was the largest year to date; four faculty members from different
disciplines committed to integrating a research component into their courses with library
support. Students from all four classes presented their research on the theme of “Institutions
and Inequality” to the campus community. A guest lecture by Sociologist Victor Rios closed the
event. In Fall 2014, Political Science embarked on a coordinated effort to promote voter
registration efforts. A “Stop, Drop and Register Drill” brought California Secretary of State
Deborah Bowen and U.S. Congressperson Eric Swalwell to campus to support our efforts.
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Increasing student voter registration and turnout is an ongoing goal for the Political Science
program. New full time faculty member Jessica Gallucci has worked with a group of students
from Campus Camp Wellstone on a voter registration, education and turnout campaign in
support of Dr. Hanson’s Vote 60by50 program. Those students registered 70 fellow students to
vote and are working on developing voter education programming (posters on campus, a ballot
party, etc.) in partnership with the Passion and Purpose program.
The Political Science department has applied for and been the recipient of funds to support
students inside and outside the classroom. The following summarizes these resources:
 Basic Skills/Title III Grant to support the Student Research Symposium (2011, 2012,
2014)
 Student Senate of Chabot College (SSCC) funding to support the annual Law and
Democracy Lecture and Campus Camp Wellstone student activism training (2011, 2012,
2013, 2014)
 Faculty Inquiry Group (FIG) to evaluate the role of Civic Engagement as a College Wide
Learning Goal (2012)
 SSCC funding to support a Political Science field trip to Sacramento (2012)
 Street Law Grant to support the Law and Democracy course (2013)
 Technology Equipment funding to purchase a “mobile lab” (classroom set of laptops)
 SSCC funding to support Political Science outreach event (2014)
 California Trust Pathways funding to support development of a Political Science
Internship program (2014)
 (Pending) SSCC funding to support interdisciplinary field trip to Alcatraz (2014)
The most important development in terms of resource allocationfor Political Science was the
hiring of a new full time faculty member, Jessica Gallucci. The need for a second full time faculty
member was well documented in the last program review cycle and grounded in the Chabot
College strategic target to help all students achieve their educational goals. With a new full time
faculty member, the Political Science program will be able to further develop the Political
Science and International Studies majors, evaluate and improve our course offerings, establish
career and community partnerships, provide students with outside of the classroom
opportunities, and continue to engage in interdisciplinary collaborations.
We will continueimproving our support for majors and non-majors through three broad goals:
1) create community and major-specific opportunities for political science and international
studies students with the goal of increasing graduation and transfer rates; 2) continue touse
evaluation methods and develop strategies to ensure studentsuccess across all political science
courses; 3) provide relevant programming and opportunities to the entire student body with
the goal of increasing civic engagement and promoting global citizenship.
2. Where We Are Now
The Political Science program has been a program led by a sole faculty member for the past six
years. The program has nevertheless grown tremendously over that period of time ad now
offers 15 sections and an AA-T in Political Science and an AA in International Studies were
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created. We have increased the number of students who take our courses across demographic
groups. We currently offer a myriad of civic engagement opportunities for students as well as
offer programming to students on areas and topics of interest throughout the year. Now that
the program has grown in staffing, having added an additional full time faculty member, we are
planning to increase community building with students and continue to strive to increase
student participation in all of our programs, both curricular and co-curricular.
Our curriculum is very innovative. We offer a wide range of Political Science courses each year,
which is not the case at many community colleges throughout the state. Furthermore, we offer
courses like Law and Democracy and Leadership Lab which deepen our breadth and set us apart
from other colleges in the area.
Political Science has stayed on target in assessing nearly all of our courses over our Closing the
Loop three year cycle. We have had success in students meeting the defined SLO targets. In
the three classes assessed, students were capable of meeting or exceeding our CLO defined
targets in all instances. This is notable especially for the introductory American Government
course, which attracts students from all possible demographic groups and levels of preparation
for college-level work. Teachers in these classes have been able to meet and discuss strategies
for achieving continued student success in this course and devise strategies to continue to
promote student learning in this class. Students demonstrated high levels of success in
attaining the CLOs for the Law and Democracy course, fulfilling the goal of having a
departmental “capstone” course. Perhaps unsurprisingly, those highly active and motivated
students participating in SSCC had very high levels of attainment of the learning targets in the
Leadership Lab.
It is difficult to make conclusive judgments both about the meaningfulness of the data trends in
our department and about what may have caused the highly varying trends demonstrated
semester-by-semester. The success rate for Introduction to American Government currently
stands at 63%. The success rate three years prior was 55%. However, the success rate the
semester immediately after that the rate was at 66%. It is not clear what this huge jump was
attributable to. Our students have greater success, on average in our online courses, but, the
data changes considerably from semester to semester so we would need additional data points
and more teachers teaching online to begin to understand how the online format in itself may
help or hinder student success and retention. Those racial groups with the lowest levels of
success across course type are African-American, Hispanic, Filipino and Two or More races. It is
striking, however, how much the levels of success change from semester to semester within
these groups, often ranging as much as ten percentage points, then instantly shifting back
down many points, and then back up again.
The lack of equity across race and ethnicity is a very real issue and in a majority minority serving
institution it is squarely our job to find ways to tackle the achievement gap. The data, however,
varies widely from semester to semester and make it difficult to draw conclusions from the
data alone. When one has no reliable patterns that can be discerned from the data, it is
important to look at scholarship on these issues done with much larger data sets which can give
us additional guidance on helping underrepresented students. There are many tried and tested
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methods for increasing student success amongst underrepresented students that are diffuse
throughout the literature (i.e. increasing student participation in the AAC&U’s High Impact
Practices like Internships, Diversity and Global Learning, Writing Intensive Courses and First
Year Seminars – proven to on average give students of color a level of success that exceeds that
of white students when students of color participate in more than one). After instituting our
Internship programs we would be interested in the possibility of offering a Writing Intensive
Political Science course or a First-Year Seminar, for instance, in order to help to narrow the gap.
George Kuh’sHigh Impact Educational Practices
American Association of Colleges and Universities, 2008
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It is especially important that we make these inroads because of the importance of Political
Science degrees in the future job markets our students will encounter. In 2008 Forbes
magazine ranked the major in Political Science as the 9th most lucrative for recent graduates
and in 2014 the magazine ranked the Master’s degree in Political Science as the #8 overall best
Master’s degree for job placement with a mid-career salary of $93,800 and a projected 21%
growth in employment for jobs associated with the degree. Political Science is furthermore the
#1 undergraduate degree amongst students in US law schools and public administration
Master’s programs. A major in Political Science is also a common minimum qualification for
city, county, state and federal jobs and civil service classifications. It is not surprising, then, that
in 2011 the National Association of Colleges and Employers (NACE) ranked Political Science as
the #1 most in demand liberal arts major by employers. Therefore, we must find innovative
ways to increase student success in Political Science courses and interest in our discipline.
It is also striking that we do not have more students enrolled in the POSC1 course. This course
is one of the central courses to the CSU American Institutions requirement, and is in itself a
required course for many undergraduate degrees and for anyone applying for a teacher’s
credential program in the state of California. Most community college students take POSC1
regardless of their major for this reason. While it is true that you can fulfill this requirement by
taking two history courses, most students do not take this route and instead take this Political
Science course along with one history course. It is important that more Chabot College
students are informed of the centrality of POSC1 course in their pathway towards their
bachelor’s degree.
3. The Difference We Hope to Make
The Political Science and International Studies department has developed a comprehensive
plan to help achieve the Strategic Plan Goal. In the process we wish to increase student success
and equity by providing programming that increases student engagement with students, faculty
and the college experience in hopes of creating more of a Chabot college “home” for students –
the type of home that so many 4-year college students experience in their major departments.
We also wish to increase student equity and success by continuously improving our pedagogy,
curriculum and course offerings through the evaluation and closing the loop process. The longterm vision for Political Science and International Studies is defined by the following 3goals:
I. Create community and major-specific opportunities for political science and international
studies students with the goal of increasing graduation and transfer rates.
1. Direct faculty support and communication with Political Science and International
Studies majors. This will include:
a. Connecting students to transfer and career resources
b. Providing ongoing information about opportunities
c. Regular communication in the form of a blog/newsletter
d. Maintaining an alumni network
e. Opportunities for career development
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2. Provide on campus and off campus extra curricular activities and programming
including:
a. On campus: events, speakers, deepen ongoing partnerships with Student
Senate, Passion and Purpose, Change it Now! Community College Pathway to
Law School, the Law and Democracy Program, the Great Debate, and grow the
Student Research Symposium.
b. Off campus: internship, volunteer and service learning opportunities.
3. Develop a strong transfer network with local four-year institutions, with a specific focus
on California State University, East Bay Political Science and International Studies major
programs.
II. Continue to use evaluation methods and develop strategies to ensure student success
across all political science courses.
1. Use the 3-year SLO evaluation cycle to continually self-assess Political Science courses.
2. Increase part-time participation in assessment activities and department activities.
3. Engage in professional development activities to improve instruction and content
knowledge.
4. Develop an International Studies Advisory Board comprised of faculty from other
disciplines (central to degree completion) who are interested in being actively involved
in the development and promotion of the International Studies major.
5. Continue to evaluate departmental offerings to ensure that we have courses that
respond to student demand and interests.
6. Collaborate with Counselors and other support services and learning communities on
campus to increase student retention and success in all courses.
7. Create a Writing Intensive Political Science class that would allow students to learn
disciplinary knowledge and hone writing skills in context. Additionally, create and offer a
Political Science or International Studies First Year Seminar course. These practices have
been proven by the AAC&U’s LEAP Initiative to be high impact practices that leads to
increased student equity and success.
III. Provide relevant programming and opportunities to the entire student body with the goal
of increasing civic engagement and promoting global citizenship.
1. Continue to grow the Student Research Symposium.
2. Engage in voter registration, education and outreach, and get out the vote activities.
3. Offer symposia, brown bag lunches, and guest speakers, on an ad hoc basis to respond
to contemporary political and international issues.
4. Support and co-sponsor similar programming with Chabot and community
programs/partners.
5. Continue to respond to student interest in civic engagement, club, and field trips, Model
UN, study abroad opportunities by investigating their potential and moving forward
when appropriate and feasible to do so.
•
What are your specific, measurable goals? How will you achieve them?
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Our specific, measurable goals can be encapsulated in two broad and mutually supportive
categories:
1. Increased Student Participation in Political Science and International Studies Curricular
Offerings (including increasing the number of students taking our courses, number of
majors and number of graduates)
2. Increased Student Participation in Political Science and International Studies CoCurricular Offerings (including creating Political Science internships, initiating
Faculty/Student gatherings, increasing communication with students and alumni,
working with students on political action on campus).
•
Would any of these require collaboration with other disciplines or areas of the college?
How will that collaboration occur?
Yes! In particular, goal number 3 will necessitate collaboration with other disciplines and other
areas of the College, including Student Services, the Office of Student Life, the Library, and
many individual departments and programs on campus. The Political Science and International
Studies program has a history of strong cooperation with programs across campus and looks
forward to deepening existing relationships, as well as creating new ones. Political science
intersects with every field of study and strongly believes that interdisciplinary collaboration and
programming serves to help students make critical connections about the world. The ability to
make those connections better prepares students to succeed academically and in their careers.
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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.
2013-14
Budget
Requested
0
0
0
2013-14
Budget
Received
2014-15
2014-15
Category
Budget
Budget
Requested
Received
Classified Staffing (# of positions)
0
0
0
Supplies & Services
0
0
0
Technology/Equipment
0
*Approx
*Approx
35,000
35,000
Other
N/A
N/A
N/A
N/A
TOTAL
0
0
35,000
35,000
*PLEASE NOTE: this technology request was for all of Social Sciences (9 programs), not just
Political Science.
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.
The classroom set of computers has just arrived and has not, as of yet, been made available to faculty
for use in their classrooms. Nonetheless, we anticipate the impact will be extremely positive. A number
of faculty members designed new activities and modified their curricula in anticipation of the classroom
set of laptops and look forward to trying out these new ideas. On the 10/16/14 Flex Day, a session will
introduce faculty to the laptops as well as the clickers (received as part of the 2011-12 budge request)
and provide an opportunity to share suggestions with one another for how this new technology can
support teaching and student learning.
3. 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 B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:
No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once
at least once every three years.
Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
American Government
(POSC 1)
Selected Topics in
Comparative Politics
(POSC 10)
CA, State and Local Gov’t
(POSC 12)
Comparative Politics
(POSC 20)
Political Theory
(POSC 25)
International Relations
(POSC 30)
Law and Democracy
(POSC 45)
Leadership Lab (POSC 51)
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
Submitted
*Unable to submit due
to course being taught
by part-time faculty.
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
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Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
American Government
Spring 2014
10
3
*Note: part time faculty who
assessed 3 additional courses are
not currently teaching at Chabot and
were unable to participate in closing
the loop conversations.
33%
Fall 2014
Sara Parker
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:Ability to take and persuasively support a
political position with evidence and argumentation.
(CLO) 2:Understand of the origins, structure, and
institutions of American Political system and the value
of this knowledge in sustaining American democracy.
Defined Target
Scores*
(CLO Goal)
At least 65% of
the class scoring
a 3 or 4.
Actual Scores**
(eLumen data)
Approximately
70% of the class
scoring a 3 or 4.
At least 65% of
the class scoring
a 3 or 4.
Approximately
75% of the class
scoring a 3 or 4.
Approximately
At least 65% of
the class scoring 65% of the class
scoring a 3 or 4.
a 3 or 4.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
(CLO) 3:Explain the principles and major provisions
of United States and California Constitutions.
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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?
Students are very successful in taking a political position but have more difficulty
supporting that position with evidence and argumentation. At times, opinion and
conjecture take the place of quality information, data, and reliable evidence. Still, almost
2/3 of students across 3 sections were able to use information to substantiate their
position on an issue.
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?
Students improve their ability to incorporate evidence and argumentation (and gain
confidence in doing so) when they practice! Despite large class sizes in introductory
sections, students need to be regularly asked to read and to write. This can and should
take place in multiple ways – in class through discussion, smaller formative assessments, as
well as on in class exams and outside of class with assignments and projects.
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?
Students do well on this learning outcome. Civic responsibility is one of the campus wide
learning goals and the themes of social justice, engagement, and community improvement
are themes that run throughout many courses at Chabot. In American Government,
students learn more about the historical context of those ideas and institutions that
support civic participation.
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?
A targeted focus to make the course relevant to students through contemporary and
historical connections helps. For example, the use of a current events assignment and/or
the incorporation of current events into the course helps students both follow
contemporary American political developments, and illuminates some of the relationships
between course content and class material. Encouraging students to attend talks and
seminars on campus also exposes them to new ideas and makes the material more “real.”
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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?
Students do understand the federal Constitution. Successfully comparing/contrasting with
the California constitution is somewhat more difficult. The outcomes are on par with the
goals of the program but, nonetheless, we would still like to see higher results.
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?
Anecdotally, there appears to be a connection between election years and student interest
and success on this course-learning outcome. This makes sense because there is more
focus and attention on both California and national political issues (elections). During these
semesters, there is a great opportunity to capitalize on this innate interest. During other
semesters, a focus on local political issues may make it easier for students to make sense
of the different pieces of local/state/federal political systems.
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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?
Since the previous assessment cycle, I have made four changes in my courses: 1) I have increased the
relative importance of in-class participation. This has increased the regular daily attendance in class and
student engagement. 2) Incorporated more activity-based learning that is tied to contemporary political
debates and issues. 3) Use free online source materials instead of a textbook in increase student ability
to access reading. I also incorporate a mix of primary sources, government resources, academic and
news media commentary and analysis.
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?
The program has a real strength in engaging students. In Spring 2014, approximately 35% of students
attended at least one of the extracurricular opportunities presented in class. American Government also
has strong retention, with many students who start the course remaining and attending over the
semester.
As a discipline it is important that we continue to make American Government a course that relates to
students’ lives – for all students, not just those who are political science majors.
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:_________________________________________________________________
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Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Law and Democracy
Fall 2013
1
1
100%
Fall 2014
Sara Parker
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:Analyze the cultural, economic, and political
environment of civil rights movements.
(CLO) 2:Apply legal concepts to contemporary political
debates.
(CLO) 3:Define and evaluate three basic features of
American democratic government: representation,
citizenship, participation.
Defined Target
Scores*
(CLO Goal)
At least 65% of
the class scoring
a 3 or 4.
At least 65% of
the class scoring
a 3 or 4.
At least 65% of
the class scoring
a 3 or 4.
Actual Scores**
(eLumen data)
Approximately
65% of the class
scoring a 3 or 4.
Approximately
80% of the class
scoring a 3 or 4.
Approximately
75% of the class
scoring a 3 or 4.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
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PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in this course
level outcome?
The students met the target on this CLO but will continue to work on ways to help students
think about topics from multiple angles.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This class is informally known as a “capstone” course, meaning that we set high
expectations for students. It is important that students are able to do more than merely
define civil rights movements but also to put it in a context. We have continuously
improved the set of readings we provide the students and incorporated additional
structure, reading, writing, and annotation support into the course.
D. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in this course
level outcome?
The class exceeded this target.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We have been very successful at developing a model whereby students are taught how to,
and then given the opportunity to practice regularly, applying a political and a legal lens to
contemporary issues. This is one of the first topics we cover in class. We then demonstrate
how to use the IRAC technique (Issue, Rule, Application, Conclusion) to evaluate and assess
issue.
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C. COURSE-LEVEL OUTCOME (CLO) 3:
3. How do your current scores match with your above target for student success in this course
level outcome?
Students also exceeded the target on this CLO. Students are able to go beyond the
definitions and to really demonstrate their familiarity with the complexity of these topics.
For example, students are able to speak to both sides of issues; are able to demonstrate
how the way we think about these concepts have changed over time; and how seemingly
straightforward concepts (such as “representation”) are often far more complicated in
practice.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This course-learning outcome is very relevant to students. We continue to try to find ways
to tap into that natural connection in class and through extra-curricular opportunities. This
year we were able to do this very successfully with the 60by50 campaign that strives to
bring attention to and raise our campus-voting rate to 60% by the 50th Anniversary of the
Voting Rights Act.
16
PART III: COURSE REFLECTIONS AND FUTURE PLANS
4. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Based on the data we have gathered and analyzed, we made changes in the assignment
structure to the course. We ask students to write regularly – both in “think pieces” and
during in-class essays. These opportunities give students the chance to practice what is
described above in Part II, get frequent feedback, and improve the next time. It also
challenges students to be able to articulate their ideas under different circumstances (such
as brief written work, longer substantive writing, and under time constraints).
We have updated our reading every semester since initially offering the course. The updates
have allowed us to: a) ensure that the curriculum is contemporary and the topics are
current; b) make improvements based on our assessment of what articles, chapters, etc.
worked well and which ones did not.
5. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
The assessment reveals strength in critical thinking training. Students are being taught how
to think and express their ideas based on close analysis of text and through regular class
activities and discussions.
We find that incorporating an opportunity for smaller group work as part of an activity or
guided discussion questions every class allows students to practice this analysis. Therefore,
we have modified our teaching practice to incorporate this kind of work into almost every
lecture.
We have also found that it is more effective to cover few topics more deeply, so we have
eliminated two broad topics from our syllabus, but incorporated more scholarship and
perspectives into the other topics. This has also improved students’ ability to make
connections between topics, which is extremely beneficial in helping them achieve the
college wide goals of critical thinking and communication.
In this team-taught course, students benefit from the unique attributes and styles of both
instructors. Therefore we have increased the degree to which students are mixed up in their
discussion sections. This also gives the instructors the opportunity to work with all of the
students on a regular basis, not just those who are in their assigned section.
Lastly, we updated the CLOs and rubric for Law and Democracy in Fall 2014.
6. What is the nature of the planned actions (please check all that apply)?
Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
17
 Change to assessment methods
 Other: Instructor-Student engagement
18
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Leadership Lab
Spring 2014
1
1
100%
Fall 2014
Sara Parker
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
Defined Target
Scores*
(CLO Goal)
(CLO) 1:Able to articulate personal skills and values and to At least 65% of
the class scoring
make decisions and act in congruence with personal
a 3 or 4.
values.
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 2:Works cooperatively with others; seeks the
involvement of others; seeks feedback from others.
At least 65% of
the class scoring
a 3 or 4.
(CLO) 3:Write and speak effectively; effectively articulates At least 65% of
the class scoring
a 3 or 4.
abstract ideas.
Actual Scores**
(eLumen data)
100% of students
scoring a 3 or 4.
100% of students
scoring a 3 or 4.
80% of students
scoring a 3 or 4.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
19
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
E. COURSE-LEVEL OUTCOME (CLO) 1:
5. How do your current scores match with your above target for student success in this course
level outcome?
Students participated in a variety of evaluations and hands on activities over the course of
the semester to practice a variety of leadership skills. Students in the class were able to
self-evaluate their strengths and contribute to projects that matched their skill set.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
The experience teaching the leadership class re-affirmed my understanding that hands on
learning provides great teaching opportunities. The more that skill-based learning can be
incorporated into a classroom setting, the better. Furthermore, taking a project from idea
to reality teaches students what works in the real world.
F. COURSE-LEVEL OUTCOME (CLO) 2:
5. How do your current scores match with your above target for student success in this course
level outcome?
None of the activities or events that the students carried out were done solo. All of them
required multiple contributors. The students planned together, participated together, and
de-briefed together.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
One of the challenges that students regularly faced had to do regarding interpersonal
communication and unequal distribution of workload. Having this experience was valuable
for future endeavors in the workplace.
I would recommend anyone teaching this class spend more time on interpersonal
relationships, how to build strong working relationships, and effective communication
techniques.
20
C. COURSE-LEVEL OUTCOME (CLO) 3:
5. How do your current scores match with your above target for student success in this course
level outcome?
A small number of students continued to struggle with public speaking and being able to
effectively and succinctly state and/or defend their position.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
One resource that could help address this issue would be the Communications Lab. The
leadership class would be well served by taking advantage of the Lab drop in hours.
Possibly future instructors could arrange for a guest lecture or session by a
communications instructor about how to speak effectively in front of an audience and in a
governmental setting.
21
PART III: COURSE REFLECTIONS AND FUTURE PLANS
7. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
I taught this course three times. Each time, the curriculum improved significantly and the
academic scaffolding was enhanced. At first the curriculum was essentially all practicum but
I realized that integrating theory and practice (and readings on both) would provide a
stronger framework for their practice.
8. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
The configuration of the course changed as a result of my experience teaching the course.
The amount of hours spent in class versus “doing” was modified for the incoming instructor.
One of the broad takeaways for the Political Science department is that there is a natural
relationship between Student Government and our program. Many students who are
Political Science majors can gain great experience through participating in student
government. The Leadership Lab course will now be offered as a General Studies class
instead of a political science course, but students in our program should be encouraged to
take it if interested in leadership.
9. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
Resource based
Change to CLO or rubric
 Change to assessment methods
Other:_________________________________________________________________
22
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: Political Science
•
PLO #1:Develop analytical capacities so that students are able to analyze complex local,
domestic, and international political events.
•
PLO #2:Familiarize students with the issues surrounding the exercise of political power.
What questions or investigations arose as a result of these reflections or discussions?
Overall, faculty are paying close attention across all courses to the importance of helping
students connect course material to everyday politics, whether local (California government),
national (American Government) or international (Comparative Politics or International
Relations).
What program-level strengths have the assessment reflections revealed?
Strengths revealed:The assessments in political science revealed that students appreciate and perform
better when the material is relevant to their lives. Their analytical capabilities improve when they are
asked (and practice) relating class ideas to their own lives and the world around them. High
expectations about reading, particularly academic level peer reviewed journals and texts, and primary
sources along with current events ensure that students are being adequately challenged.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Political science is committed to enhancing the experience both of majors and of non-majors in
our program. Civic engagement among college students generally is low and this is also true of
Chabot students. As a part of the broader program goal to encourage civic engagement on the
Chabot campus and beyond, our curriculum asks students to voice and express their opinions
regularly and to learn how to support their positions with evidence, evaluate ideas from
multiple perspectives, and to gain media and research literacy skills and communicate their
positions effectively. One of our new initiatives speaks specifically to civic engagement: the
Law and Democracy (Political Science and Administration of Justice partnership) 60by50
campaign to increase student voter registration, contribute to voter education, and increase
voter turnout.
Program: International Studies
•
PLO #1:Develop a strong comprehension of international politics and U.S. foreign policy.
•
PLO #2:Encourage active engagement with international affairs current events.
•
PLO #3:Ability to link international developments to national politics and elections, and
the everyday activities of individuals.
23
What questions or investigations arose as a result of these reflections or discussions?
Explain: The international studies program is in growth mode. As increasing numbers of
students express an interest in global affairs, the program must be ready to accommodate that
demand with course offerings – both in terms of number and in terms of content. Sara Parker
will be a Fulbright Scholar to China in Spring 2015 and expects that this experience will bring
new ideas and energy into the program upon her return. Additionally, her sabbatical proposal
(currently under review) proposes enrolling in graduate courses on Latin American Law and
Politics. New full time faculty member Jessica Gallucci brings strong global experience to the
program, as well, with expertise in Italian and European studies. These experiences will allow a
greater variety of courses offered under the “Selected Topics in Comparative Politics” title and
also infuse a truly global perspective into all political science courses.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: The interdisciplinary nature of this degree is one of its main strengths. By
exposing students to many subjects they have a well-rounded experience and the opportunity
to take courses in many disciplines, with many faculty members.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Sara has engaged in several conversations with Chabot College Foundation Director Maria
Ochoa about increasing the visibility of the International Studies program in the community,
linking to some of the local non-profit organizations with an international focus, connecting
with Hayward’s Sister City in China, and fundraising to support future growth of the
International Studies program.
24
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years?
Yes.
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five years or
won’t be taught in three years should be deactivated)
Yes.
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
Yes.
4. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester
Yes.
5. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester.
Yes.
6. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester.
Yes.
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
N/A
8. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be.
Yes.
25
Appendix E: Proposal for New Initiatives – Increased Student Participation in Political Science and
International Studies Curricular Offerings
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?
Increase the number of students that achieve their educational goal within a reasonable time by clarifying pathways and providing more
information and support.
What is your specific goal and measurable outcome?
- Increasing the number of students taking Political Science courses
- Increase number of students declaring major/intending to major in Political Science & International Studies
- Increase number of students transferring into Political Science/International Studies majors at 4-year colleges and universities
- Increase number of students graduating with an AA-T in Political Science and an AA in International Studies
What is your action plan to achieve your goal?
Target
Required Budget (Split out
Activity (brief description)
Completion personnel, supplies, other
Date
categories)
Increasing understanding throughout the campus (amongst
Spring
students, counselors, etc.) that the POSC1 course fulfills half of 2016
the CSU American Institutions Requirement
Informing students about the potential of the Political Science Fall 2015
major in the job market
Encouraging transfer students to apply for the AA-T and AA
Spring
degrees
2016
Creating closer linkages with CSUEB’s Political Science and
Fall 2015
$ 250 – parking passes for
International Studies departments including student visits, etc.
students @ CSUEB
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
26
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
27
(obtained by/from):
Appendix E: Proposal for New Initiatives – Increased Student Participation in Political Science and
International Studies Co-Curricular Offerings
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?
Increase the number of students that achieve their educational goal within a reasonable time by clarifying pathways and providing more
information and support.
What is your specific goal and measurable outcome?
- Create a competitive Political Science internship program for majors
- Institute semesterly Political Science and International Studies Student/Faculty gatherings
- Create a blog/newsletter to keep in contact with students
- Link students with alumni in order to talk about their future trajectories in the discipline and field
- Create an International Studies Advisory Board to help steer the co-curricular plans for the major
What is your action plan to achieve your goal?
Activity (brief description)
Create and manage the Political Science internship program
Institute semesterly Student/Faculty gatherings
Create a blog& quarterly newsletter
Contact alumni
Target
Completion
Date
Spring
2015
Spring
2015
Spring
2015
Fall 2016
28
Required Budget (Split out
personnel, supplies, other
categories)
1 CAH/semester
$500 annually for food &
publicity materials
$500 annually for blog and
newsletter software, design
and upkeep
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(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:
*NOTE: The Political Science department has worked closely with the Library on the development of an
annual Student Research Symposium – held at Chabot since 2011 to improve student research and
critical thinking skills. Together, Political Science and the Library are submitting a Student Equity
Proposal to grow this program that has demonstrated success in addressing student equity. The
proposal for this initiative was submitted directly to the SEP committee.
29
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: 0
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.
30
Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent) classified
professional positions(new, augmented and replacement positions).Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal, safety, mandates, and accreditation issues. Please cite any evidence or data to support your request. If this position is categorically funded,
include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested: 0
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.
31
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
COURSE
CURRENT
FTEF
(2014-15)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
POSC 1
American
Government
POSC 12 or
10
4.2
.2
21
1
924
44
.2
.2
1
1
44
44
The demand for American Government exceeds supply every semester. We currently have .4 less FTEF
in the Spring semester than we do in the Fall. This fall all 11 sections of American Government were full
with an overall 100%. The fill rate overall in POSC 1 has been over 100% every semester since fall 2011.
We will be able to fill an additional American Government course in the spring with additional .2 FTEF.
Our numbers of majors are growing and in order to enable students to complete their AA-T we need to
able to offer all 5 of the core Political Science courses on a regular basis. We have established the
following schedule for course offerings based on an analysis of student demand and interest:
5 Core Courses
American Government
Comparative Politics
International Relations
California Politics
Political Theory
Fall
X
X
X
X
Spring
X
X
X
X
32
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: 0
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.
33
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000 and 5000 in priority order. Do NOT
include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any requested funds beyond
those you received this year. Please also look for opportunities to reduce spending, as funds are very limited
Supplies Requests [Acct. Category 4000]
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requeststhat would be nice to have and would bring additional benefit to the program.
2014-15
2015-16
Request
needed totals in all areas Request
Requested Received
Description
Amount
Vendor
Wall display 1 for
0 0
political science
Thelibrar
literature/outreach
223.95 ystore.co
m
Wall display 2 for
political science
internship opportunities
0
Division/U
nit
Priority
#1
Priority
#2
AHSS/Poli
sci
X
AHSS/Poli
sci
X
0
Thelibrar
177.95 ystore.co
m
34
Priority
#3
Bulletin board for
political science
information to share with
students in 400 hallway
0 0
Bulletin board for Chabot
college information to
share with students in
400 hallway
0
0
Black picture Frames
11x17 (10) to showcase
past events of note
0 0
Displays
112.92 2go.com
Displays
28.85 2go.com
200.00
Amazon
Wall pads, 32.81 each x
6
196.86 196.86
196.86
Staples
60.60
60.60
46.04
46.06
37.70
37.70
Color Marker packs
$6.06 x 10
Dry erase markers
$11.51/pk
White board erasers
$3.77
60.60
Staples
23.02
Staples
18.85
Staples
35
AHSS/poli
sci
X
AHSS/poli
sci
X
AHSS/Poli
sci
AHSS/Poli
tical
Science
AHSS/Poli
tical
Science
AHSS/Poli
tical
Science
AHSS/Poli
tical
Science
X
X
X
X
Contracts and Services Requests [Acct. Category 5000]
Instructions:
1. There should be a separate line item for each contract or service.
2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be in peril) or to meet mandated
requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that w ill enhance a program but are not so critical as to jeopardize the life of a program if not received in
the requested academic year.
Priority 3: Are requests that are enhancem ents, non-critical resource requests that would be nice to have and would bring additional
benefit to the program.
augm entations only
Description
Amount
Vendor
Division/Unit
36
Priority #1
Priority #2
Priority #3
Appendix F6: Conference and Travel Requests [Acct. Category 5000]
Audience: Staff Development Committee,Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development Committees in allocation of funds.
Instructions:Please list specific conferences/training programs, including specific information on the name of the conference and location. Note
that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of need that could perhaps be
fulfilled on campus, and to establish a historical record of need. Your rationale should discuss student learning goals and/or connection to the
Strategic Plan goal.
Description
American Political Science
Association (Sara Parker)
International Studies
Association (Sara Parker)
Amount
$350
Vendor
Division/Dept
Priority Priority Priority
#1
#2
#3
N/A
AHSS/Political
Science&
International
Studies
X
$1,000 N/A
AHSS/Political
Science &
International
Studies
X
Continued on next page…
37
Notes
The conference will be taking
place in San Francisco in
September 2015. This is the
main discipline conference for
Political Scientists. Attending this
conference is important for
staying up to date in the field.
The conference will take place in
Atlanta from March 16th-19th.
This is the main discipline
conference for Political
Scientists. I plan to present a
paper based on my Fulbright
project. Attending this
conference is important for
staying up to date in the field.
AAC&U’s Global Learning in
College Conference (Jessica
Gallucci)
Campus Compact Western
Region's Continuums of Service
(Jessica Gallucci)
$550 N/A
AHSS/Political
Science &
International
Studies
X
$750 N/A
AHSS/Political
Science &
International
Studies
X
38
This conference presents information
from the AAC&U’s Global Initiative
partners. This is the group that, from
my point of view, is most out front in
terms of innovative practices in
infusing Global Learning into the
curriculum. This conference will take
place in Ft. Lauderdale, FL from
October 8 - 10
This is the premiere service
learning and civic engagement
conference on the West coast.
Practitioners of Civic
Engagement programs, Service
Learning and CollegeCommunity engagement meet
and highlight their programs,
share best practices and learn
about academic research on
service and student
engagement. It is held every
April in a Western state.
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee.
Instructions: Please fill in the following as needed to justify your requests.If you're requesting classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers that are our current standards.
If requesting multiple pieces of equipment, please rank order those requests. Include shipping cost and taxes in your request.
Instructions:
1. For each piece of equipment, there should be a separate line item for each piece and
an amount. Please note: Equipment requests are for equipment whose unit cost exceeds $200.
Items which are less expensive should be requested as supplies. Software licenses should also be
requested as supplies.
2.
For bulk items, list the unit cost and provide the total in the "Amount" column.
Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be
in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that w ill enhance a program but are not so critical as to
jeopardize the life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancem ents, non-critical resource requests that would be
nice to have and would bring additional benefit to the program.
Description
Amount
Vendor
Division/Unit
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Priority #1
Priority #2
Priority #3
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?
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