Chabot College
Program Review Report
2015 -2016
CIN!
Year 3 of
Program Review Cycle
Submitted on 10/24/2014
Contact: Jason Ames, Carmen
Johnston, Pedro Reynoso,
Cindy Stubblebine, Felicia Tripp, and
Christine warda
Table of Contents
___ 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?
__X_ 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
____ YEAR ONE
1. Where We’ve Been - Complete Appendix A (Budget History) prior to writing your
narrative. Limit your narrative to nomore than one page. As you enter a new Program
Review cycle, reflect on your achievements overthelastfew years. What did you want to
accomplish? Describe how changes in resources provided to your discipline or program
have impacted your achievements. What are you most proud of, and what do you want
to continue to improve?
2. Where We Are Now - Review success, equity, course sequence, and enrollment
data from the past three years 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.
2. Distance education vs. face-to-face courses.
3. The Difference We Hope to Make - Review the Strategic Plan goal and key
strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SP forPR.pdf prior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resource
Requests) to further detail your narrative. Limit your narrative to three pages, and be
very specific about what you hope to achieve, why, and how.what initiatives are
underway in your discipline or program, or could you begin,that would support the
achievement of our Strategic Plan goal? Over the next three years, what improvements
would you like to make to your program(s) to improve student learning? What are
your specific, measurable goals? How will you achieve them? Would any of these
require collaboration with other disciplines or areas of the college? How will that
collaboration occur?
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
1
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)
____ YEAR TWO
A. What Progress Have We Made?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should alsoreview your most recent success, equity, course sequence,
and enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:
•
•
•
•
•
What were your year one Program Review goals?
Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
What are you most proud of?
What challenges did you face that may have prevented achieving your goals?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
2
B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategiesat
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to
further detail your narrative. Limit your narrative to two pages, and be very specific about
what you hope to achieve, why, and how.
Note:Chabot is in the process of creating our next Educational Master Plan which will last
between six and ten years (under discussion). 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)
Given your experiences and student achievement results over the past year:
•
•
•
•
what changes do you suggest to your course/program improvement plan?
What new initiatives might you begin to support the achievement of our Strategic Plan goal?
Do you have new ideas to improve student learning?
What are your specific, measurable goals? How will you achieve them? Would any of these
require collaboration with other disciplines or areas of the college? How will make that
collaboration occur?
3
_X__ YEAR THREE
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence, and
enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:
Change It Now! (CIN!)has made significant accomplishments in its 3rd program review year that
range across its goals and initiatives. As we have grown in the last 3 years, we have developed
two sets of goals: 1) program-specific and 2) program improvement. Both sets of goals have
guided our efforts on micro and macro levels. As a result, we will describe our accomplishments
and then map them to each set of goals.
Program-Specific Goals established in Year One
1. Provide an academically rigorous and engaging bridge from developmental courses to
transfer level.
2. Provide students with a sense of agency by increasing their civic engagement
3. Expand student’s “ literacies” through various experiences with technology and
research
4. Introduce students to tools to help them navigate their world and make change
5. Empower students through a community development model that helps them obtain
economic and political power for their communities
6. Help students understand the role institutional structures and power play in their lives
7. Expand students’ “ways of knowing”
8. Provide learning experiences that are visceral, experiential, active and contextual
Program Improvement Goals established in Year Two
• Organizational Structure: CIN faculty plan to reassess the growth of the program in the
past year in an effort to develop a core curriculum that best serves the academic needs
of future CIN students.
• Program Assessment: As an effort of continual improvement, the CIN faculty is in the
process of developing two assessment tools to gather input from current CIN students
and affiliate faculty.
• Funding Sources: CIN faculty will continue to seek additional funding sources, especially
with Title III funding expiring this spring semester (2013).
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•
Staying Visible: CIN considers this an ongoing goal. Staying visible on campus as well as
outside of campus has been a constant goal since the program’s inception.
What program improvement goals did you establish?Did you achieve the goals you established
for the three years? Specifically describe your progress on goals you set for student learning,
program learning, and Strategic Plan achievement.
CIN! continues to hit its milestones for student learning, program learning and Strategic Plan
achievement. The following list of accomplishments illustrates our achievements in these areas.
Mapping these achievements to our program-specific goals and program improvement goals
further demonstrates CIN!’s improvement on the micro and macro levels.
Student Learning
Increased academic rigor and accessibility of courses
• By collaborating with First Year Experience (FYE) and offering key transfer
courses, CIN! helps students get into classes that are bottlenecks/”hard to get
into”, increasing accessibility and community support for students (ProgramSpecific Goal 1; Organizational Structure)
• Enhanced academic rigor by addingComm 46 (Argumentation and Debate), Eng 7
(Critical Thinking) (Program-Specific Goal 1; Organizational Structure)
• Expanded program offerings to include UC and CSU Transfer Golden 4 : Math 43
(Statistics), Eng 1a (Critical Reading and Composition), Eng 7, Comm 46
(Program-Specific Goal 1; Organizational Structure)
• CIN! Core courses: Eng 102, 1a, 7, Comm 1, Comm 6, Comm 46, Math 43 meet
the College Wide Learning Goals: Global and Cultural Involvement, Civic
Responsibility, Communication, Critical Thinking and Development of the Whole
Person (Program-Specific Goal 1: Organizational Structure)
• Expanded affiliate classes: LIBS 1 (Library Skills Information), PSCN 10 (Career
and Educational Planning), PSCN 15 (College Study Skills), PSCN
4(Multiethnic/Multicultural Communication), PSCN 80 (Occupational Community
Service in the Human Serivces), SERV 85 (Learning in Action) (Program-Specific
Goal 2, 3, 4, 5, 6, 7, 8; Organizational Structure, Staying Visible)
Enhanced students’ learning through the exploration of multiple literacies, technology, research
and student empowerment
• CIN! classes address multiple literacies across all core disciplines (Eng, Comm,
Math, PSCN, LIBS) by utilizing methods from the arts, math and technology:
writing, dance, blogging, performance, service learning, participatory-based
research.(Program-Specific Goal 3, 4, 7, 8: Organizational Structure, Staying
Visible)
• Through the Great Debate students use research, public speaking, performance
and organizational skills to engage the broader Hayward community in dialogue
on community issues. (Program-Specific Goal 3, 4, 7, 8: Organizational Structure,
Staying Visible)
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•
Creating and sponsoring campus events for CIN! studentsand the general
student body that expand self-awareness, cultural understanding and student
advocacy in academic, institutional and community contexts. (Program-Specific
Goal 2, 3, 4, 5, 6, 7, 8: Organizational Structure, Staying Visible)
o Indigenous People’s Day in Fall 2014: Professor of Native American and
Ethnic Studies at SFSU, Andrew Jolivettespoke on the history and lessons
learned from Indigenous people and how those lessons may serve as
tools for all students to better understand their own intrinsic value
o CIN!student orientations, which are held at the beginning of each
semester, teach students agency and preparation for the CIN! program,
academic planning, utilization of campus resources and lay a foundation
for them to take leadership roles within CIN! and the College. These
orientations also allow students, faculty and staff to discuss
social/community issues while building interpersonal skills.
o CIN! registration awareness programs, which occur every semester,
increase students’ awareness of how to navigate the College as an
institution and related mandates including the Student Success and
Support Program, maximize their utilization of student services and
prepare them to sign up for upcoming classes.
o CIN!leadership class (GNST 32) empowers students as community
organizers, event planners and facilitators. By creating community events
like the Stop The Violence Rallies, running bimonthly Come CIN! with Us
community potlucks and discussions and doing student recruitment,
students demonstrate their agency and advocacy to create events, use
listening skills, tap into the ability to heal themselves and community
members.
Program Learning
Increased ways to engage students, particularly in civic engagement, while simultaneously
raising program visibility.
• Developed The Great Debate event for 2 years running: a collaboration between
Chabot students and Hayward public officials to raise awareness and dialogue on
critical community issues including public education and the environment.
(Program Specific Goal 2; Staying Visible)
• Designed and implemented a student leadership class (GNST 32) that fosters the
organizational and communication skills of the CIN!student advisory board and
affiliate members. (Program Specific Goal 2, Staying Visible)
• Sought and won the College and Career Pathways Grant in Fall 2014 that will
allow CIN! to develop connection to the Public Services Pathway through
curriculum enhancement, outreach and career exploration programming.
(Program Specific Goal 2, Staying Visible, Funding Sources)
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Enhanced ways of learning for students that are experiential and contextual that also enhanced
program visibility and initiated the obtainment of funding sources (Program-Specific Goal 4, 5,
8, Staying Visible, Funding Sources)
• As a result of the activities and events of the CIN! leadership class, in which
students ran Stop the Violence Rallies, facilitated student orientations and
planned Anti-police brutality panels, CIN! faculty and students have sought
additional funds from student government and in-kind donations to support
events
• By giving space for CIN! students and faculty to explore their personal, social and
political responses to community issues, including violence in the community
and the destruction of the environment, in Come CIN! with Us, classes and public
events, CIN! has helped facilitate community and individual healing.
• By drawing on CIN!’s pedagogical methods, which include community
development, advocacy skills, anti-bias/oppression curriculum and Boalian
interventions, CIN! faculty and students have allowed a forum that fosters the
multiplicity of identities. CIN’s approach empowers students to address, discuss
and give space to discuss multiple identities in classes facilitating their abilities to
apply what they are learning in class to their individual and community lives.
• Because of program goals to expand experiential and contextual learning for
students, CIN! has started to seek additional funding sources, including the
College and Career Pathways Grant (awarded in Fall 2014) and Student Equity
Funding to support efforts/initiatives that will connect CIN! students to related
public service careers, allow for further exploration of social justice related
careers and expand outreach and support to underrepresented populations.
Strategic Plan
• Through inclusion of the UC and CSU Transfer Golden 4 courses, utilizing the educational
planning and career exploration support of Psychology-Counseling courses (PSCN),
collaboration with FYE and development of ongoing student orientation and registration
programs, CIN! helps students clarify their educational goals and get on to their
educational path in a more reasonable time. (Program Specific Goal 1, Organizational
Structure)
• Development of relationships and programming for local high schools supports the
College’s Strategic Plan to reach new students as soon as possible and help them clarify
their educational goal within a reasonable time frame. CIN! is in the process of
expanding its collaboration, outreach and programming to 3 high schools. With each of
these schools, CIN! faculty and students provide outreach and training about how to
navigate college, reasons for joining CIN! and explain how a learning community can
facilitate your academic and career exploration. (Program Specific Goal 2, 4, 6, Staying
Visible)
What best practices have you developed? Those could include pedagogical methods, strategies
to address Basic Skills needs of our students, methods of working within your discipline, and
more.Are these best practices replicable in other disciplines or areas?What were your greatest
challenges?Were there institutional barriers to success?
7
CIN!’s best practices include:
• Intentional and progressive expansion of our program and organizational structure.
Over the last 3 years we have added the Golden 4 CSU/UC transfer courses, enriched
our affiliate classes to increase experiential/service learning opportunities and round
out students’ leadership, advocacy and self-management skills.
• Utilizing individual and community support as key strategies in fostering student success
in our basic skills and transfer level courses. Through formal and informal program
assessment, CIN! faculty have learned the importance of utilizing student learning
assistants, support labs (COMM lab, Math Lab), and the student advisory board as
mentors to help new students achieve greater academic success and increase
community connection within and outside the classroom.
• CIN! faculty prioritize relationship-building and professional development to support ongoing interdisciplinary collaboration at both the program management and instructional
levels. CIN! has built a staff meeting structure, open channels of communication and
holds regular in depth trainings and seasonal retreats to ensure the success of this
collaboration.
• CIN! uses experiential learning, participatory research and civic engagement to make
students’ learning relevant and meaningful. Through public events such as the Great
Debate and the Stop the Violence Rallies, CIN! faculty and students have worked
together to design projects where students research in class community/social issues
that have personal relevance and then identify ways to raise community awareness, do
related activism or create community dialogue.
• CIN!’s best practices are replicable in other areas. To support replication and/or CIN!
program expansion, it would be necessary to:
o Identify faculty interested in and dedicated to putting in extensive time and
training to foster interdisciplinary teaching and/or collaborative project planning
and implementation.
o Design or utilize larger participatory research or community engagement events
to help faculty and students work together towards 1 larger goal from their
different perspectives.
o Incorporate avenues for student leadership and mentorship within the program
that will also support academic success and community building within the
program.
CIN’s greatest challenges directly reflect the institutional barriers that impede program
effectiveness. These challenges and related institutional barriers include:
• The need to readjust program goals to better support the changing context and
priorities of the College.
o In year 2, CIN! highly prioritized creating a certificate for program to promote
transfer readiness and act as an entry point to multiple pathways and majors.
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However, in year 3, we have stepped back priority of this goal because of other
CIN program demands and the changing context of the College. At this point in
time, the College is prioritizing creating learning communities for new students
that will focus on helping them identify possible pathways and majors. As a
result, we have sought the College and Career Pathways Grant for Public Service
and are expanding our career exploration programming to gradually include a
careers in social justice panel, career/internship fair and build internship
relationships with community based organizations. Additionally, we are
increasing our relationships with local high schools to identify new students
immediately and help connect them with our community.
o Expanding program evaluation beyond CLO-level assessment to include more
qualitative elements of student and affiliate faculty focus groups. CIN! has
continued to conduct its CLO-level assessment following the schedules of each of
its courses’ individual disciplines. The complexity of monitoring different
assessment schedules across disciplines in combination with the large amounts
time and collaboration needed to develop focus groups has led to CIN! delaying
its focus groups. Noting the present college priority of PLO assessment, CIN! has
now placed higher priority on this level and will assess its PLOs during the 201415 year utilizing student survey methods with the aims of learning more
strengths and challenges to inform future directions for CIN! in our next program
assessment cycle.
o Creating a cohesive and continuous evaluation plan. While CIN! has conducted
its CLO-level assessment with its respective disciplines there is a greater need for
an overall evaluation plan equally balancing quantitative and qualitative analysis.
A number of factors have made this challenging: a) receiving CLO data on
different cycles; b) not having continuous access to success and persistence data,
particularly for our English courses that is specific to the CIN! learning
community; c) given the interdisciplinary nature of our program, the need for
time, professional guidance and support to design and implement an evaluation
plan that prioritizes both quantitative and qualitative analysis.
o Finding continuous and substantial funding that will support program
maintenance and expansion. With the sunsetting of Title 3 Funding, CIN! has
begun seeking additional grant funding and CIN! faculty have donated more of
their time to make basic operations flow. The search for funding often takes
highest priority and precludes faculty from dedicating time and resources to
current institutionalization needs which include: a) a program coordinator, b)
CIN! office/program space for faculty and students, c) additional student
assistants, d) additional counseling support and e) ongoing professional
development.
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B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.
Note:Chabot is in the process of creating our next Educational Master Plan which will last
between six and ten years (under discussion). 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)
•
•
•
•
•
What goals do you have for future program improvement?
What ideas do you have to achieve those goals?
What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
What recommendations do you have to improve the Program Review process?
What goals do you have for future program improvement?
Building on last year’s Program Improvement Goals, below are CIN!’s program-specific goals for
Year Three. Similar to Year Two, goals are organized under the following four sections: 1)
Organizational Structure, 2) Program Assessment, 3) Funding Sources, and 4) staying visible.
Section:
Organizational Structure
Goals:
• Recruit and support new CIN! Faculty
• Complete development of Social Justice,
Advocacy, Leadership and Research
Certificate
• Expand CIN! core-classes
• Create a clear pathway for incoming
students (HS > CIN! > 4-year school)
• Develop consistent program assessment
methods—quantitative and qualitative
• Implement a CIN! Inquiry Project to
measure the completion and persistence
of students enrolled in all CIN! core
classes
Seek monies from the following sources:
• Career Pathways Trust (CPT) Grant
• Chabot Student Equity Funding
• Chabot SSSP Funding
• Student Senate of Chabot College
• EB/TVC Community Collaborative (CTE)
Grant
Build partnerships, both internally and externally
Program Assessment
Funding Sources
Staying Visible
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to increase CIN!’s visibility on and off campus
• Internally: Law & Democracy Program,
Service Learning Program, Daraja,
Puente, Chabot’s FYE Program
• Externally: local high schools (Arroyo HS,
San Leandro HS, Lincoln HS); local 4-year
college or university with social justice
and/or public service program (i.e.,
UCSF, UCSC, Notre Dame)
•
What ideas do you have to achieve those goals?
Goals:
• Recruit and support new CIN! Faculty
• Complete development of Social
Justice, Advocacy, Leadership and
Research Certificate
• Expand CIN! core-classes
• Create a clear pathway for incoming
students (HS > CIN! > 4-year school)
• Develop consistent program
assessment methods—quantitative
and qualitative
• Implement a CIN! Inquiry Project to
measure the completion and
persistence of students enrolled in all
CIN! core classes
Seek monies from the following sources:
• Career Pathways Trust (CPT) Grant
• Chabot Student Equity Funding
• Chabot SSSP Funding
• Student Senate of Chabot College
• EB/TVC Community Collaborative
(CTE) Grant
Build partnerships, both internally and
externally to increase CIN!’s visibility on and
off campus
• Internally: Law & Democracy Program,
Service Learning Program, Daraja,
Puente, Chabot’s FYE Program
• Externally: local high schools (Arroyo
HS, San Leandro HS, Lincoln HS); local
4-year college or university with social
justice and/or public service program
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Ideas:
• Continue to collaborate with Chabot’s
First Year Experience (FYE)
• Offer Flex Day activities to share best
practices and recruit new faculty
• Attend professional development
conferences (i.e., NCORE) to
strengthen CIN’s core curriculum
• Implement assessment of PLOs in
2014-15 to identify program level
strengths and areas for improvement
• Continue to work closely with Chabot’s
Institutional Research (IR) Office
• Receive professional training or hire a
consultant to design and implement a
program assessment plan that
includes both quantitative and
qualitative measures
• Continue to work closely with Chabot’s
Grant Development Office
• Attend a grant writing class or seminar
to enhance grant writing skills
• Continue to seek outside funding
• Develop and implement student-led
fundraising activities
• Create CIN! promotional video
• Continue to collaborate with Chabot’s
First Year Experience (FYE)
• Collaborate with Law & Democracy
Program to create internships and
volunteer opportunities for CIN!
students
• Sponsor annual “Step into Change”
event to recruit students from nearby
high schools: Arroyo HS, San Leandro
(i.e., UCSF, UCSC, Notre Dame)
•
•
HS, and Lincoln HS
Continue and expand annual “Work
That Matters” Career panel on social
justice careers and add on
job/internship fair done in
collaboration with the career and
transfer center
Host conferences on social justice and
the arts
•
What must change about the institution to enable you to make greater progress in improving
student learning and overall student success?
o Institutionalization of successful piloted projects after one Program Review cycle
o Professional Development & Consultant Support
o Staffing Support
o Reassigned time for Program Coordinator
o Classified Administrative support
o Learning Assistants
o Office Space (CIN! Office)
•
What recommendations do you have to improve the Program Review process?
o Eliminate redundancies
o Course SLOs should appear in “home” discipline Program Review (i.e., COMM
Program Review) and not both (COMM Program Review and CIN! Program
Review)
o Scheduling Improvements
o Ease conflict between Program Review and Accreditation deadlines
o Ease workload by having two separate deadlines:
 Budget Requests due in Fall
 Program Narrative & Assessment (“Closing the Loop”) due in Spring
o Structural Improvements
o Year One
 Should be relatively short compared to Year Three
 Includes narrative description and PLOs
 Data and analysis are not the focus of the report given the infancy of
the program
o Year Two
 Provides some data and analysis as it becomes available
 Includes a “literature review” section to identify benchmarks or best
practices from similar programs offered at other institutions
o Year Three
 Provides analysis and findings (data)
 Includes program’s best practices
 Each unit/program presents its Program Review to the campus (Flex Day
Activity)
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Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC,and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions),
Program Assistant (1)
Supplies & Services
Technology/Equipment
Other (See Student Equity Proposal
attached)
TOTAL
2014-15
Budget
Requested
4,560.00
2014-15
Budget
Received
4,560.00
2014-15
Budget
Requested
4,560.00
2014-15
Budget
Received
4,560.00
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
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.
The financial support CIN! has received in the last four years has been provided by the Title III grant.
Since its inception CIN! has functioned as a “FIG” within Title III. The first year we received funding
for a Program Coordinator. As the years progressed we have used the Title III funds to offer
stipends to faculty leading the project, teachers teaching within the CIN! community and this year
we will offer stipends to our student leaders. All of the money for CIN! has been used to build
community within our student population. Events and field trips definitely help our students stay
enthused about the program thus affecting their retention within our classes. The funding has also
allowed CIN! faculty to meet and plan, receive professional development and enhance our team.
These efforts allow us to better serve our students as we continue to develop innovative and
relevant curriculum. One of the biggest impacts of our program is the sense of community students
feel with each other. They rely on each other and look to each other for guidance in navigating their
academic careers.
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?
Our program has greatly been impacted by the lack of funding for coordination. The faculty leads on this
project are pulled in so many different directions making it difficult for us to meet and plan for the CIN!
community. Being that this is an interdisciplinary project, it is discouraging to have such limited meeting
time. Lack of coordination also weakens our program offerings. We have not been able to set up many
events and field trips as we would have liked. We have been unable to track our students as efficiently
as we could if we had a coordinator and/or program assistant. Coordination support definitely is
necessary if CIN is going to continue to grow.
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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:
XNo 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. See Additional Comments below calendar.
__ 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.
COMM 1
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.
Fall 2014
Fall 2014
ENG 102
Spring 2013
COMM 6
Spring 2015
ENG 1A
COMM 46
Spring 2015
ENG 7
Spring 2015
MTH 43
Fall 2014
GNST 32
Fall 2014
Additional Comments: CIN is researching its assessment cycle and calendar during fall 2014 to
identify its future cycle and implementation. The terms sited in the table above reflect the
option of assessing all courses during the 2014-15 academic year; however, after consultation
with all CIN faculty, and given that we have recently added classes, Eng 7, Math 43 and GNST
32, there is a need to redesign our assessment cycle. Because CIN is an interdisciplinary
program and each discipline assesses its courses when its discipline does, each CIN course has
15
been assessed at a separate time. Moving forward we will consider the following options for
our assessment cycle: a) Assess each CIN course when each separate discipline does their
assessment; b) Assess all CIN courses in the same term. CIN will decide which option it will
pursue going forward by the end of the Fall 14 term. In the interim and to address the need of
evaluation at the end of our 3 year cycle, CIN will assess its PLOs during fall 2014 and spring
2015 to evaluate its success at the program level.Because this is our third program year, we are
in the process of designing a tool to assess our PLOs during the 2014-15 year. We plan to use
this PLO tool to meet 2 goals: 1) assess the success of CIN at the program level and 2) analyze
the findings to identify successes and changes at both the program and course levels.
16
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Note: This section is N/A to CIN because the last course evaluated was in Spring
2013. The Closing the Loop Form for this course was submitted with the 2014-15
program review.
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
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)
Actual Scores**
(eLumen data)
(CLO) 2:
(CLO) 3:
(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?
17
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?
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?
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?
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?
18
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?
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?
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.
19
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?
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?
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:_________________________________________________________________
20
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: __CIN____
PLO #1: Students will understand and practice social justice in their communities.
•
Aligned with CWLGs: Global and Cultural Involvement and Civic Engagement
Awareness, knowledge and behaviors associated with PLO #1:
o Students will gain an understanding of anti-bias, anti-racist, multicultural, diverse
perspectives
o Students will identify how they play a role within organizational structures,
oppressions and community issues
o Students will demonstrate an understanding of organizational structures, institutions,
and oppressions
• Students will gain an increased sense of agency through enacting, organizing, praxis
related to their increased social justice awareness and knowledge
PLO #2: Students will demonstrate empathy in communication with others.
•
Aligned with CWLGs: Communication
Awareness, Knowledge and Behaviors associated with PLO #2:
o Students will develop the abilities to express their own opinions, listen to alternative
perspectives and create new collaborative ideas
o Students will increase their competencies related to multiple aspects of diversity
(including race, gender, socioeconomic status, etc.)
o Students will increase their literacies through technology and research
o Students will utilize expressive arts to demonstrate their awareness of their own and
others’ perspectives
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
N/A. Because this is our third program year, we are in the process of designing a tool to assess our PLOs
during the 2014-15 year. We plan to use this PLO tool to meet 2 goals: 1) assess the success of CIN at the
program level and 2) analyze the findings to identify successes and changes at both the program and
course levels.
What program-level strengths have the assessment reflections revealed?
N/A. See explanation in prior question.
21
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
N/A. See explanation in first question.
Program: _____
• PLO #1:
•
PLO #2:
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
22
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years? Yes
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? Yes
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester
Yes
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester. No, we are in the process or readjusting
our assessment schedule given that we included courses from multiple disciplines. See more
details in Appendix B1.
5. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester. Yes, we have
developed PLOs for our program and will assess them during the 2014-15 year.
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? Yes
7. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be.
N/A. We are a
developmental-transfer level English program. We have just added Math 43 in fall 2014. As a
result, we will consider both our English and Math correlations in our next program review
cycle.
23
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?
Student Equity Proposal—pls see attachment
What is your specific goal and measurable outcome?
Please see attachment
What is your action plan to achieve your goal?
Activity (brief description)
Please see attachment
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
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
24
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:
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?
A Certificate/AA-T in Social Justice Advocacy, Leadership and Research will honor the work students have done in CIN! A sense of
accomplishment and community will help students complete their studies. The AA-T will guarantee students transfer into the CSU system.
Additionally because no other community college has a Certificate/AA-T in Social Justice Advocacy, Leadership and Research ,Chabot will be seen
as an innovator and students will be drawn to our campus!
What is your specific goal and measurable outcome?
Certificate/AA-T in Social Justice Advocacy, Leadership and Research. 30 students receive this documentation by 2016.
25
What is your action plan to achieve your goal?
Research information in developing Certificate/AA-T.
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Completed
Choose classes for program
Completed
Complete necessary paperwork, await approval
10/1/15
Prepare documentation to get Certificate/AA-T on the books
10/1/15
Activity (brief description)
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
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:
26
(obtained by/from):
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?
This initiative would focus on pre-collegiate activities, particularly, the immersion of new CIN! students to community college life, with a strong
emphasis on transfer requirements and career goals. Such an initiative would also enhance CIN! visibility both on campus and in the community
since we would be working closely with nearby high schools in the area (e.g., Arroyo HS, San Leandro HS, and Lincoln HS).
What is your specific goal and measurable outcome?
Develop a CIN Summer Bridge Program in collaboration with local high schools to begin the summer of 2015.
What is your action plan to achieve your goal?
Strengthened relationships with neighborhood high schools
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Ongoing
Plan bridge program
2013-2014
Recruit student teachers
2013-2014
Look for funding
Ongoing
Activity (brief description)
CPT Funding, Student
Equity Proposal—see
attachment
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
27
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: possibly
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
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?
We believe Public Sphere Pedagogy helps students understand how their class work translates to community participation and engagement. It
gives meaning to work done inside the classroom. In addition, it is modeled after Chico State’s First Year Experience program, which seeks to
create a stronger level of confidence and persistence in participating students.
What is your specific goal and measurable outcome?
Participate and support the Hayward Great Debate for students in Fall 2015.
28
What is your action plan to achieve your goal?
Activity (brief description)
Coordinate with Communication Studies and the Law &
Democracy Project
Coordinate with the City and Community Partners
Target
Completion
Date
Fall 2015
Required Budget (Split out
personnel, supplies, other
categories)
3 CAH
Fall 2015
3 CAH
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
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: Community Partners and Faculty collaboration
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
29
(obtained by/from):
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?
The GNST 32 class to be offered Spring 2015, will allow us to address the glaring budget deficiencies in CIN!, by putting our students to work!
Students who are on our Student Advisory Board and other interested CIN! student leaders will have a class that meets twice a week for an hour
to work on CIN! projects. The class will serve as practicum of sorts allowing CIN! leaders to further develop their leadership and organizational
skills.
What is your specific goal and measurable outcome?
GNST 32 class offered Spring 2015 to 12-15 CIN students.
What is your action plan to achieve your goal?
Complete colloquium form
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
9/1/14
Register students for class
11/14
Begin class
Jan 2015
Activity (brief description)
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
30
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:
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?
The PSCN courses within our program, PSCN 20 and PSCN 18, will help students achieve success in college by providing them more support to
move through their Student Educational Plan.
What is your specific goal and measurable outcome?
The PSCN courses, PSCN 20 and PSCN 18, have a 100% completion rate of course and 80% rate of completion on additional CIN! courses.
31
What is your action plan to achieve your goal?
Activity (brief description)
Because this initiative depends on FTEF there’s not much we
can do without budget approval.
Customize PSCN 20 and PSCN 18 curriculum to meet CIN’s
needs.
Required Budget (Split out
Target
Completion personnel, supplies, other
categories)
Date
FTEF
Spr 16
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: Career Pathways Trust (CPT) Grant—see proposal attached
32
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?
This initiative would reflect students’ interests in social issues, both locally and globally, and offer service learning opportunities, paid
internships, as well as employment connections. In addition, it supports the college’s vision and mission, particularly as it relates to 1)
Community and Diversity and 2) Individual and Collective Responsibility.
What is your specific goal and measurable outcome?
Building on a successful Social Justice Career Panel (spring 2014), CIN! in collaboration with Chabot’s Career and Transfer Center will hold a
Social Justice Career Fair that showcases local non-profit organizations that offer service learning opportunities, paid internships, or employment
opportunities to Chabot students.
What is your action plan to achieve your goal?
Recruit local leaders from local community organizations
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Fall 2014
Identify funding sources
Ongoing
Engage campus community (students, faculty and staff)
Spring
2015
Activity (brief description)
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)
33
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: Student Equity Funding—see proposal attached
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?
The aim of this initiative is to support professional development on campus. Both faculty and students, particularly those in leadership positions
(i.e., CIN’s Student Advisory Board), will have the opportunity to participate in workshops, lectures and activities that support social justice work
inside/outside the classroom.
What is your specific goal and measurable outcome?
Sponsor an annual Social Justice Conference at Chabot College to extend professional development opportunities to both faculty and students.
The theme of next year’s conference will focus on the intersection of dance/movement/performance and social justice. The one-day conference
will offer workshops, lectures, and activities that inform and push the boundaries of learning and teaching in (and outside) the classroom.
34
What is your action plan to achieve your goal?
Identify conference speakers
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Fall 2014
Secure funding sources
ongoing
Coordinate/Organize Conference
Spring
2015
Activity (brief description)
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
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: Student Equity Funding—see proposal attached
35
(obtained by/from):
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?
Career Pathways Trust (CPT) Grant—pls see attachment
What is your specific goal and measurable outcome?
Pls see attachment
What is your action plan to achieve your goal?
Activity (brief description)
Pls see attachment
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
36
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:
37
(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. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. 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
CIN! Coordinator
Counseling
Support
Description
Faculty (1000)
Program/Unit
Division/Area
The CIN!
Coordinator
plans and
organizes the
work of the
CIN! program
Additional
counseling
hours are
needed to
provide
students with
their Student
Educational
Plans
Language Arts, Student Services
Counseling Division
38
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.
At this time, the CIN!program serves close to one hundred students within our core classes (Eng 102, COMM 1, Eng 7, Math 43). In order to
continue supporting students to success and deepen our participation in First Year Experience (FYE), the College Career Pathways Program and
the state mandated Equity Initiative, we, like other learning communities on campus, need help. We are the only learning community without a
full-time coordinator or program assistant. All of our funding has been grant based and yet to be institutionalized within Chabot College. As we
participate in the aforementioned new initiatives to garner student success, CIN!serves as a model of an interdisciplinary transfer oriented
program and thus, deserves to be funded appropriately. Institutional support on multiple levels for faculty, classified staff, FTEF and resources
will help ensure that CIN! will continue to serve as a sustainable model for interdisciplinary collaboration that delivers college-wide benefits.
Having a Coordinator and Program Assistant will allow us to better track our students. In other words, we would be able to contact students
quickly when they are absent or getting off track. We could also bring more resources to the program if we had someone to coordinate those
services. According to the data, CIN!has a high persistence rate in our courses. 79% of students successfully moved from Eng 102-1a between
Fall 2011-Su 2012; with only 21% being non-successful. Once students complete English 102 they go on to find success in their additional classes.
In order to capitalize on the success of the English classes, coordination would be helpful in recruitment and retention strategies for the
additional CIN!classes. Often because recruitment happens later for our other classes, students are less prepared and subsequently have lower
success rates. A CIN!coordinator would allow us to focus on recruitment and increase our retention and persistence strategies.
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.
The CIN! program seeks to help students move through their required classes quickly, but with community and intention. After completing the
program, students are equipped with social justice knowledge and practices to see them through the tough road ahead. They build relationships
that are naturally nurtured into study groups and become cohorts as they enter non-CIN! classes. By offering classes like COMM 1, English 1A we
are thoughtfully helping Chabot students meet their academic goals of transferring to a four-year college. As research has shown in recent years,
the learning community model has remarkable impact on student success and engagement. The program’s sense of community coupled with
case-management helps students feel connected and more directed towards their goals. CIN! is a great model for student success because it is
based purely on interest and a desire for community. With the college moving towards a pathway model, we believe that it is imperative that
learning communities are strengthened so they can offer best practice methods to other budding communities. Having a Program Assistant as
well as Learning Assistants will help us develop these practices, increase recruitment and retention, and enhance programming in general.
39
Currently, it is very challenging to complete all the programming tasks as full-time faculty with full loads and responsibilities.
40
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: ____1_
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
Program Assistant
Classified Professional Staff (2000)
Description
Program/Unit
10-15 hours/week for a
Program Assistant to help with
CIN! activities including: making
phone calls, graphic design,
recruiting and following up with
students, supporting current
students, etc.
Interdisciplinary
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
41
PLEASE LIST IN RANK
ORDER
Division/Area
Interdisciplinary
PLEASE LIST IN RANK
ORDER
Position
Learning Assistants
Student Assistants (2000)
Description
Program/Unit
(4 assistants) Learning Assistant
support for students in Basic
Skills Classes
Interdisciplinary
Division/Area
Interdisciplinary
2. Rationale for your proposal.
After five years of existence it would be disheartening for the program to wither due to a lack of institutional support. Having a Program
Assistant would allow us to better track our students and better assess the overall program. Also, having Learning Assistants would provide
additional support to CIN! students. For example, Learning Assistants would offer peer-to-peer support by calling students when they are absent
or getting off track. In short, funding a Program Assistant and four Learning Assistants would bring additional human resources to CIN!, which
would ultimately help institutionalize the program.
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.
The CIN! program seeks to help students move through their required classes quickly, but with community and intention. After completing the
program, students are equipped with social justice knowledge and practices to see them through the tough road ahead. They build relationships
that are naturally nurtured into study groups and become cohorts as they enter non-CIN! classes. By offering classes like COMM 1, English 1A we
are thoughtfully helping Chabot students meet their academic goals of transferring to a four-year college. As research has shown in recent years,
the learning community model has remarkable impact on student success and engagement. The program’s sense of community coupled with
case-management helps students feel connected and more directed towards their goals. CIN! is a great model for student success because it is
based purely on interest and a desire for community. With the college moving towards a pathway model, we believe that it is imperative that
learning communities are strengthened so they can offer best practice methods to other budding communities. Having a Program Assistant as
well as Learning Assistants will help us develop these practices, increase recruitment and retention, and enhance programming in general.
Currently, it is very challenging to complete all the programming tasks as full-time faculty with full loads and responsibilities.
42
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
43
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants,
supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of
new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested:
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning outcomes and
alignment with the strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning support positions.
44
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
Vend
or
45
Division/Unit
Priority #1
Priority #2
Priority #3
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
46
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
2015 Annual National
Conference for Race and
Ethnicity in American
Higher Education
(NCORE)
Washington DC
Amount
Conference
Registration:
$625.00/person
Vendor
National
Conference for
Race and Ethnicity
in American
Higher Education
(NCORE)
Division/Dept
Counseling/Library/Social
Sciences/Language Arts
47
Priority Priority Priority
#1
#2
#3
X
Notes
CIN! would like to send its
core faculty to NCORE
(4x625=$2500.00)
Flight and hotel
accommodations not
included
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
48
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): CIN! Office
Building/Location: central location on campus (i.e., bldg. 100, 700, 2300)
Description of the facility project. Please be as specific as possible.
The Change It Now (CIN!)Office would serve as a space for program meetings and events. This is our fifth year of existence and
we still find ourselves scrambling for meeting space. It would be great for students and faculty to have a recognizable CIN! space
on campus. This would help increase our visibility on campus, a program goal for the last two years.
What educational programs or institutional purposes does this equipment support?
The CIN! program is based in the Language Arts department. English and Communications Studies are the foundations for the
program. Moreover, the courses offered in the CIN! program meet the majority of the classes students need to transfer. Thus,
having a permanent space on campus will help further institutionalize the program and create a sense of unity and pride for
both students and faculty. In short, the inter-disciplinary nature of the program calls for a central meeting location.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
Student success, retention and persistence are at the heart of Chabot’s Strategic Plan Goal. These are aspects CIN!has had success
over the last two years. The office would create community among students so they could build relationships and offer
encouragement and support to each other, a CIN! core value. Also, since one of our team members is a counselor, Felicia Tripp, she
could make use the office space to offer counseling support to help students meet their goals and move through their Student
49
Educational Plans quickly and effectively. In addition, this office space would hold social justice lesson plans so other instructors
interested in social justice could visit and receive professional development support. In the last two years, CIN! has demonstrated
both expertise and leadership in developing curriculum to help students better understand the inequities of their experiences all
while building community and offering support to help them overcome these oppressions. This space will only strengthen the work
we are doing.
50