Chabot College
Program Review Report
2015 -2016
Sociology
Year One of
Program Review Cycle
Submitted on October 24, 2014
Contact: Dr. Christina Mendoza
Table of Contents
_X__ Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
___ Year 3
Section A: What Have We Accomplished?
Section B: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives
F1: New Faculty Requests
F2: Classified Staffing Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
_X_YEAR ONE
1. Where We’ve Been - Complete Appendix A (Budget History) prior to writing your
narrative. Limit your narrative to nomore than one page. As you enter a new Program
Review cycle, reflect on your achievements overthelastfew years. What did you want to
accomplish? Describe how changes in resources provided to your discipline or program
have impacted your achievements. What are you most proud of, and what do you want
to continue to improve?
In the previous program cycle, the major goals we accomplished in Sociology were the
creation of the AA-T degree in Sociology and the establishment of two new courses in
Sociology (SOCI 5 and SOCI 6). We are pleased with the degree that students can now
earn. The sociology AA-T degree was the second highest on the list distributed by
Institutional Research documenting the increase in graduates between 2012-13 (4
degrees) and 2014-15 (15 degrees). Sociology has also offered both of the new courses
that were proposed when the degree became available to students.
Our goal was to also promote the new Sociology major to students and to build a
connection with the Sociology department at CSU East Bay. When the degree was first
available, we provided an information session for students about the new major where
we invited a counselor was present to answer students’ questions. In Spring 2014, we
teamed with the counseling department where we participated in a transfer degree
information session for students interested in Sociology as a major. We also connected
with the Sociology CSU department by inviting the Dean of Sociology, Patricia
Jennings, to speak to sociology majors about the Bachelors degree in Sociology. She
provided information about her department and about careers in sociology. We hope
that by providing this connection with CSU East Bay, students become better
acquainted with the requirements for a Bachelors degree and will transfer to a four year
institution.
Another goal we accomplished was to showcase student individual achievement and
success in our courses. For three semesters, sociology students presented their end-ofthe-year research project at a poster session at Chabot College. Spring 2013 and Fall
2013, students in SOCI 2 participated in our Sociology Department Poster Session.
Students shared their research to the campus in a lively and friendly environment. In the
Spring 2014, students in SOCI 1 presented at our campus Research Symposium using
posters. We were proud of our students achievements and students had the opportunity
to show the campus what they learned and their deep knowledge of their research
topics.
Due to the vacancy in a college webmaster, we were not able to achieve the goal of
updating the Sociology website. But now that the position is slated to be filled, we hope
to do this in this next cycle.
We are most proud of the establishment of the major and the offering of two new
courses in Sociology. There appears to be a strong student interest in majoring in
Sociology and we are glad that we are able to serve this student need.
1
2. Where We Are Now - Review success, equity, course sequence, and enrollment
data from the past three years at
http://www.chabotcollege.edu/ProgramReview/Data2014.asp
Please complete Appendices B1 and B2 (CLO's), C (PLO's), and D (A few
questions)before writing your narrative. Limit your narrative to twopages.
After review of your success and retention data, your enrollment trends, your
curriculum, and your CLO and PLO results, provide an overall reflection on your
program. Consider the following questions in your narrative, and cite relevant data (e.g.,
efficiency,persistence, success, CLO/PLO assessment results, external accreditation
demands, etc.):
• What are the trends in course success and retention rates (based on overall
results and CLO assessments) in your program? Do you see differences based
on gender and/or ethnicity? Between on-campus and online or hybrid online
courses? Provide comparison points (college-wide averages, history within
your program, statewide averages).
1. Success and persistence rates.
Compared to campus
In examining the overall Basic Success data of the discipline of Sociology, we are
pleased to report that the student success rates have improved 3%, from 67% in Fall
2011 to 70% in Spring 2014. Compared to the college, our success rate is slightly
higher than the Chabot College success rate (69%). The trend also shows a significant
decline in the number of students who withdrew from our classes in the last three years
(Fall 2011, 15%; Spring 2014, 11%).
By course
The course in sociology with the highest success rate is SOCI 5 (Research Methods).
This course has only been offered twice and there was significant increase in the
success rate from Spring 2013 (57%) to Spring 2014 (82%). We attribute the high
success rates in this course to several reasons. This course is a specialized course that
is specific to the sociology major. Although it is a GE course, many Sociology majors
enroll in this course and these students often have taken sociology courses in the past.
The course with the lowest success rates is SOCI 1 (Principles of Sociology). The
success rates of this course in the last three years ranges from 64% to 69%. We
attribute the lower success rate of this course primarily to the structure of the course.
This course is a survey which covers ten to fifteen different topical areas in Sociology
and for many students this course is the first time students learn how to view and
understand the social world from a Sociological perspective. Even though this rate is
low, it is the same as the success rates for course across Chabot College as a whole
and the success rates have increased in the last 3 years. To improve the success rate
of this class, our department plans to hold meetings where faculty can discuss
pedagogy and best classroom practices.
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Across Demographics
In the comparative data on gender, we do not see any significant difference between
the success rates of men and women. The success rates for men in Fall 2011 66% and
in Spring 2014 it was 70%. For women the pattern was similar where Fall 2011 showed
67% and Spring 2014 69%. In regards to the success rates by racial and ethnic groups,
the results varied by group. In the last three years, the success rates of almost all the
racial and ethnic groups have increased. The African American category has increased
significantly from 60% (Fall 2011) to 75% success in our courses in Spring 2014. The
data indicate that Latinos/as are among the largest group enrolling in our classes. Their
success rate also rose from 63% (Fall 2011) to 66% in Spring 2014 The White category
has decreased from and 82% (Fall 2011) success rate to a 70% (Spring 2014) success
rate. Among all the groups, Filipinos and Asian Americans show the highest success
rates in our courses. Although Whites have lower success rates than Asians (78% in
Spring 2014) and Filipinos (82% in Spring 2014), their success rates are slightly higher
than African American and Latino/a Students (Spring 2014: Whites 70%, African
American 66%,and Latino/a 66%).
2. Distance education vs. face-to-face courses.
The online courses with the highest success rates are SOCI 5 (82% success rate,
Spring 2014), SOCI 4 (80% success rate, Spring 2014), SOCI 2 (71% success rate,
Spring 2014). SOCI 1 has the lowest success rate, which is 63% in Fall 2013 (most
recent data available). We are pleased with the success rates of our online courses.
Compared to the distance education success rates across the college, which is 63%,
sociology classes are either at this rate or well above the rate. We plan to continue with
our current pedagogy.
3. The Difference We Hope to Make - Review the Strategic Plan goal and key
strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SP forPR.pdf prior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resource
Requests) to further detail your narrative. Limit your narrative to three pages, and be
very specific about what you hope to achieve, why, and how.what initiatives are
underway in your discipline or program, or could you begin,that would support the
achievement of our Strategic Plan goal? Over the next three years, what improvements
would you like to make to your program(s) to improve student learning? What are
your specific, measurable goals? How will you achieve them? Would any of these
require collaboration with other disciplines or areas of the college? How will that
collaboration occur?
Chabot is in the process of creating our next Educational Master Plan which will last
between six and ten years (under discussion). Please include goals and vision for your
program(s) and the college under the “”The Difference We Hope to Make” section.
Educational Master Plans are generally large enough in scope to be flexible. They are
used in particular at the District Level to guide in facility and community
planning.(Program Review will not be the only way that we communicate our needs to
the writing team)
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Our Goals
Our primary goal for this program review cycle is to continue to promote and support
students who are interested in earning the AA-T degree in Sociology. This goal is
aligned with the Chabot College 2012-15 Strategic Plan Goal. We hope to achieve this
goal with the following:
-
We plan to make information about out AA-T degree available to students on the
Sociology website. Currently, our website is outdated and to better serve
students we hope to update the website with information about our degree,
contact persons, and other important sociology related links for students
interested in majoring in sociology. We hope to update our website once the
College has employed a webmaster.
-
We plan to continue to connect with CSU East Bay Sociology department and
provide students access to this information. In Spring 2014 we invited them to
campus, we hope in the future to also be able to take our students to visit their
department. Providing this connection to students may motivate students to finish
their degrees here at Chabot and pursue a 4 year institution and higher.
-
We plan to once again work with CIN! and offer a SOCI 1 course as a CIN!
course. Since CIN! students are interested in issues related to social justice
issues, sociology is a good fit for many of these students in this pathway. By
teaming with CIN!, we hope to support students who are interested social issues.
-
We also hope to collaborate with the Chabot Pathway to law school initiative by
creating and offering SOCI 2 as a Service Learning course. This course would
provide hands-on experience for students interested in pursuing careers related
to serving communities and reaching out to the various social needs of
communities in our area. Students who are considering law school and students
who are sociology majors would have the opportunity to engage experiential
learning and will gain important insight into the social needs of our communities.
We hope to develop this class and work closely with a local community
organization to provide students this opportunity. This course fits closely with our
primary program goal and with Chabot College’s strategic plan. It also offers our
department the opportunity to work closely with Pre-law program.
Improvements to student learning
-
Learning sociology involves learning theories that help explain how our society is
structured. Students can then take these theories and apply them to real world
circumstances. To better teach students about how to understand the functioning
of social institutions, social structures, and social group, incorporating engaging
and informative vides into lecture supports student learning. Students can then
learn how to apply theory and learn more about a social issue. We have
requested a selection of videos to use in our classrooms that will engage
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students and that can be used to help students understand topics covered in
class and to encourage classroom discussions.
-
We have ordered a set of classroom iclickers. We plan to use these clickers for
both students and instructors to get a better sense of how well the students
understand the material. These iclickers can be used for a quick classroom
assessment, for in-class activities that involve group work, or to survey the class
anonymously. Students have responded positively to the incorporation of
iclickers in the classroom, therefore we plan to use them more on a regular basis
to liven the classroom, encourage discussion, and improve student learning.
5
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
2014-15
Budget
Requested
0
2014-15
Budget
Received
2014-15
Budget
Requested
2014-15
Budget
Received
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
We requested laptops to be used by students in the classrooms. This was a request that was aligned
with different departments and the details of the request is located in the Political Science Program
Review.
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?
6
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.
X 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.
SOCI 1
SOCI 2
SOCI 3
SOCI 4
SOCI 5
SOCI 6
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
Data collected F14, CTL
will occur S15
Data collected F14, CTL
will occur S15
Data collected F14, CTL
will occur S15
CTL complete
not submitted
not submitted
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
not submitted
not submitted
not submitted
not submitted
not submitted
not submitted
CTL complete
not submitted
not submitted
CTL complete
not submitted
not submitted
7
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
SOCI 5
Spring 2014
1
1
100%
Fall 2014
Dr. Susan Tong and Dr. Mendoza
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:
Defined Target
Scores*
(CLO Goal)
70%
. Navigate the U.S. Census and interpret census data
(CLO) 2:
Identify the key components of an empirical study
87% scored above
the defined score
70%
70% scored above
the defined score
70%
73% scored above
the defined score
Propose a relationship between two variables
(CLO) 3:
Actual Scores**
(eLumen data)
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
8
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?
The students did well on this CLO outcome. The students were able to navigate the census
and interpret the data.
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?
This is a good exercise that students were interested in and was to useful to them. They
had the opportunity to see how data is collected and interpreted, which is a skill
important in studying sociology.
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?
The score was on target.
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?
This is a fundamental skill required in sociology. These scores reflect the preliminary
assessment of these variables. Later in the semester, students built upon this skill. Data
analysis is necessary in upper division classes in sociology. In the future, to get a better
idea as to how students perform on this assessment, we will single it out this learning
outcome towards the end of the semester.
9
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?
The scores for this outcome was slightly above target.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
The students did well on this assessment. Analyzing an empirical study is a difficult task
and students had to acquire many important skills to complete this assignment. We were
pleased with the outcome.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
10
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?
This is the first time this class is assessed.
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 content and the learning opportunities are appropriate for the outcomes that we are
measuring. The course materials prepared to students to perform well on these
assessments, so we are pleased with the structure of the course and the content students
are learning. We plan to continue with the current structure and material of the course.
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:_________________________________________________________________
11
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
SOCI 4
Spring 2014
1
1
100%
Fall 2014
Dr. Tong; Dr. Mendoza
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)
70%
74%
(CLO) 2: Explain demographic trends that are impacting
families in the United States.
70%
88%
(CLO) 3: Use culture as a tool to analyze the variety of
70%
100%
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:Analyze family patterns using the three theoretical
Actual Scores**
(eLumen data)
perspectives- functionalism, conflict, and symbolic
interactionism
marriages and families
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
12
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
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 scores were slightly above the set 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?
The students were asked to explain each of these theories in regards to different types of
family patterns. Being able to understand these concepts and use them is one of the
more challenging skills students learn in this class. In the future, it would be useful to
integrate these concepts throughout the semester.
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?
Explain demographic trends that are impacting families in the United States.
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?
Students scored very well on this learning outcome and we are pleased with the results.
We plan to continue teaching demographics using similar techniques in the future.
13
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?
The student scored above 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?
This was based on a class discussion and everyone on the class was able to understand
how culture related to family. The SLO is a good measure of an important course
outcome. This concept is integrated throughout the course and at the end students had a
good command of the concept. In the future we may want to require a higher level of
analysis.
D. COURSE-LEVEL OUTCOME (CLO) 4:
3. How do your current scores match with your above target for student success in this course
level outcome?
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
14
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?
None, the students have scored well on these SLOs.
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 students in this class are learning key sociological concepts that they can carry with
them to other sociology classes. We plan to continue with the current pedagogy.
6. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
15
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
SOCI 6
Spring 2014
1
1
100%
Fall
Dr. Christina Mendoza
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
Actual Scores**
(eLumen data)
(CLO) 1:
Defined Target
Scores*
(CLO Goal)
70%
(CLO) 2:
70%
82% scored above
the defined score
(CLO) 3: Students will understand the social
70%
80% scored above
the defined score
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Students will understand the social construction of gender
Students will understand how institutions are gendered
and shaped by gender
consequences to gender inequality
82% scored above
the defined score
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
16
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
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?
The scores matched well. Eighty-two percent of students scored above the 70% CLO goal.
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?
Based on the data gathered, students grasped the concept of gender as a social
construction. This SLO was examined using a paper on gender socialization and toys,
where they had to visit a toy store, analyze the toys, and then apply the idea of gender
as socially constructed. Students did well on this assignment. This concept is a core idea
in this class and is taught throughout the semester. We plan to continue with the current
pedagogy.
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?
The scores matched well. Eighty-two percent of students scored above the 70% CLO goal.
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?
This SLO is also taught throughout the semester. To measure this learning outcome,
students wrote a short paper analyzing social institutions from a gendered lens. The
students did well on this paper. We are pleased at the results.
17
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?
The scores matched well. Eighty percent of students scored above the 70% CLO goal.
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?
Students also did well on this SLO. Students wrote a short paper analyzing the gendered
inequalities in households by conducting informal interviews and then applying what
they learned to the topic of gender inequality. This concept is also taught throughout the
semester, so students have a good understanding of gender inequality when writing this
assignment.
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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?
This is the first time this course is assessed.
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?
This assessment reveals that that students in the class are learning the key concepts in the
study of the sociology of gender. For this assessment, we used three short papers to
measure student learning. This approach was informative since we could how students
communicated these ideas in their essays. In the future, we plan to continue with the
current structure and material of the course.
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:_________________________________________________________________
19
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: Sociology
•
PLO #1: Compare and contrast social structures (such as families, race/ethnic groups,
religions) using the sociological perspective.
•
PLO #2: Use culture as a social construct to explain social phenomena.
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
These PLOs continue to be relevant. In every sociology class, students learn how to understand
social phenomena using the sociological perspectives. In assessing the CLOS, the CLOs are
linked well to the PLOs in the discipline and reflect the major topics students should be learning
in this course.
What program-level strengths have the assessment reflections revealed?
The assessments revealed that across our courses, students are learning the core concepts of
Sociology.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
We are discussing sharing pedagogical techniques in the classroom to improve student
understanding of societal structures. Our current approach in regards to content/pedagogy
seem to be successful in enhancing student learning and success in the classroom.
20
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, this Fall (2014) we updated all the course outlines in Sociology so they can remain current.
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)
No, we have not. We only have one course that has not been taught in 5 years, this is SOCI 10,
Introduction to Asian American Studies. We would like to offer this class, but we have not found
an instructor for this course. We plan to cross-list this course with Ethnic Studies, which will
provide a larger pool of qualified applicants.
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
No. The only course that has not been offered is SOCI 10, please see question #2 for more details.
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, they all do.
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.
Four of the six sociology courses (SOCI 2, SOCI 4, SOCI 5, SOCI 6) have been assessed and CTL
forms are complete. For two courses (SOCI 1 and SOCI 3), the data will be collected Fall 14 and
the CTL forms will be completed Spring 2015.
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, PLOs have been developed and assessed.
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, students who have taken English 1A have a 78% success rate in Sociology 1.
21
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?
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Activity (brief description)
Required Budget (Split out
Target
Completion personnel, supplies, other
categories)
Date
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
22
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:
23
(obtained by/from):
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committeeand Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Discussanticipated improvements in student learning and contribution to the Strategic
Plangoal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent
three years, student success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
1. Number of new faculty requested in this discipline: __1_
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
Faculty (1000)
Program/Unit
Division/Area
Instructor of
Sociology
Full-time
faculty member
Sociology Department
Arts, Humanities, and Social Sciences
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.
24
For the last three and a half years, the Sociology department has only had one full-time instructor. Since SPRING 2012 there have been between
16 and 21 Sociology sections offered each FALL and SPRING semester. Yet there is only one fulltime instructor in Sociology. For the current
semester (FALL 2014) fewer than 29% of Chabot’s Sociology courses are being taught by a fulltime instructor. And, overall, during the past six
SPRING and FALL semesters fewer than 30% of Chabot’s Sociology courses have been taught by a fulltime instructor.
SEMESTER
FALL 2014
SPRING 2014
FALL 2013
SPRING 2013
FALL 2012
SPRING 2012
TOTAL
** Summer semesters are not
included in these calculations
TOTAL SECTIONS
(3CAH each)
21
18
16
18
16
16
105
# TAUGHT
by FT
6
5
5
5
5
5
31
(6/21=28.6)
(31/105=.2952)
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.
See page 4 for details of the learning goals and the alignment with the strategic plan.
25
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
26
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.
27
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
SOCI 1
SOCI 3
CURRENT
FTEF
(2014-15)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
7.2
.4
.4
.4
36
2
2
2
1584
88
88
88
Rationale: Sociology courses are overfull with long waiting lists across sections. Both these courses are American
Cultures requirements and will easily fill.
28
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants,
supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of
new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested:
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning outcomes and
alignment with the strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning support positions.
29
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 prog
2014-15
2015-16
Request
needed totals in all areas Request
Requested Received
Description
Amount
Vendor
The Peter's World Map
50.00
ODTmaps.
com
AHSS
**Monopoly Games (6)
143.82
Amazon
AHSS
**iclicker set (1)
**rolling bag for clickers
(1)
**Large Wall Post it
Notes (4)
3,500.00
iclicker
AHSS
75.00
staples
AHSS
219.43
staples
AHSS
30
Divisio
n/Unit
Priority #1
1
Priority #2
Priority #3
**Small post-it notes (4
packs of 12
54.89
staples
AHSS
**Videos
750.00
various
AHSS
**These requests have been funded through the instructional supply mid-year request in September 2014
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
31
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 Sociological
Association
Amount
$750
Vendor
Division/Dept
AHSS/Sociology
32
Priority Priority Priority
#1
#2
#3
#1
Notes
This is the major sociology
meeting where faculty and
scholars and learn and share
new sociological research.
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
33
Priority #1
Priority #2
Priority #3
34
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?
35