Chabot College
Program Review Report
2015 -2016
English
Year 3 of
Program Review Cycle
Submitted on 10/24/14
Contact: Theresa Jean Puckett &
Stephen Woodhams
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 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:
1.
What program improvement goals did you establish?
Our year one program-improvement goals centered on quality of instruction, our relationships with our students, and
maintaining consistent standards as faculty members in a large department. We were also concerned that a
percentage of students who passed Eng 101A didn't enroll in Eng 1A within two years, which led us to look closely at
our course offerings and course sequences. Furthermore, with data showing that African-American students have a
5-10% lower success rate in developmental and freshman comp classes, we set a goal of building more social
connections and support for our most at-risk students – including those students dealing with poverty. Overall, we set
a collective goal of building more community in all our classrooms, including our learning communities.
Our year two goals focused on addressing equity and opportunity in our classes, developing more time for
departmental staff development, mentoring and peer exchanges for program coherence, exploring alternatives to
assessment, helping students deal with non-academic pressures that affect them in college, finding ways to
collaborate with local K-12 educators to prepare more students to meet their academic goals, working with ESL on
shared curriculum and staffing concerns, and supporting student access to computers and study space.
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.
We’ve worked on many of the student learning, program learning, and Strategic Plan goals set during this Program
Review cycle, including focusing on program coherence, staff development and assessment, addressing issues of
equity and opportunity in our classes, as well as developing resources to help students achieve their academic goals
in a reasonable time. Many of these are part of on-going processes, though specific goals have been reached as
noted below:
•
•
•
•
•
Over the last two years we have continued (and will continue) to update the English website to reflect the
latest information on courses, AA degrees and AA-T Degree requirements.
For Program Coherence we have continued with the "Teacher Tawk" meetings that focus on issues in
English instruction and allow for much needed peer collaboration.
ESL and English have made considerable progress in finding a common approach on assessment and a
potential new pre-1A basics skills course that will better prepare ESL students for English composition
courses. (Both faculties are currently planning a retreat to work together on these issues – See New
Initiatives.)
The Black and Latino English Achievement Gap FIG – this FIG Inquiry group has been researching issues
related to equity, as well as establishing a collaborative website and training student leaders from Puente,
Daraja, and CIN to facilitate focus group sessions.
CIN! Change It Now! is in its fifth year at Chabot, offering a first year college experience from a social justice
perspective as students complete their general education requirements. The program has grown to include
cross-disciplinary course sequences as part of the FYE, offering an academically rigorous bridge from
developmental to transfer level courses, with a large percentage of students moving from Eng 102 to Eng
1A. CIN is currently participating in a Career Pathways Trust Grant.
1
•
Part-Time Hiring: We have improved our hiring of PT faculty with a process that mirrors to some degree the
full-time process to better select applicants who could also develop into candidates for our full-time
positions.
New Courses:
•
Eng 28 Classic and Contemporary Youth Literature, was a successful addition to our class schedule (and
will be offered again in Spring 2015), with positive student results and reactions, and community involvement
around author campus visits.
•
Eng 107, "An Introduction to English Grammar" was converted to an experimental course Eng 149F, now
called "Proofreading and Editing for College Writing," a course geared more for students enrolled in any
writing course. The course was offered for the first time in Fall 2014 and will be offered again in Spring 2015.
•
AAT: The English AAT and 2 new courses written to meet the state requirements for List A for the degree
th
(English 35, Modern and Contemporary US Literature, and English 41, World Literature from the 17
Century to the Present) were all put through curriculum and approved by the college and the state in spring
2014. Our English AA-T Degree is now in effect.
2.
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.
Best practices include on-going English Department meetings where a number of pedagogical methods and Basic
Skills issues are addressed in far-reaching discussions. Specifically, a Flex Day paper norming session for the
department proved to be productive. Other examples of working within our discipline include the Teacher Tawk
sessions that focus on pedagogy and classroom practices, curriculum revision (especially around Eng 107), and
exploratory conversations on how to enhance Eng 1A, and the pre-1A collaboration between ESL and English.
3.
What were your greatest challenges?
One challenge is that many students still can’t get into the classes they need to achieve their academic goals.
Program cohesion is also difficult with so many part-time faculty in such a large department, without much opportunity
for interaction with full-time faculty, This problem is exacerbated with the evening and weekend class schedules,
given the lack of services (for example: tutoring, library, and counseling), which adversely affects students and
instructors alike. Core classes are still totally full (or over-enrolled). Most electives are filling well but can be
vulnerable to cancellation. The English department stands behind these classes because, while these courses are
only a small part of our offerings, they are vital to preserving the integrity of our entire program. Instructors often take
overages in other classes – this can help protect these classes. We’re continuing to look carefully at day and evening
classes, and a balance between on-site and on-line classes.
4.
Were there institutional barriers to success?
The lack of re-assigned time, especially for the English coordinator and part-time faculty coordinator positions, is a
major barrier to program continuity. Lack of internal staff development and adequate mentoring for new and adjunct
faculty are also crucial factors. We absolutely need more FTEF since our core classes are typically overcapacity.
Students often can’t get the classes they need which prevents them from fulfilling their academic goals. In addition,
no basic skills have been offered in summer for the last few years due to the lack of FTEF and summer school, in
general, has seen tremendous cuts.
5.
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios, CLO/PLO
assessment results, external accreditation demands, etc.).
Program – equity/access/success:
The overall success for students enrolled in all English classes in Spring 14 is 67%. We are pleased to see that this
figure has remained fairly consistent over the last 6 semesters. There is even more good news in that the data shows
an increase in success for African American students from 57% in Fall 2009 to 61% in Spring 2014. Amongst our
Hispanic students there has been an increase in success from 63% to 65%.
The English Department has had concerns about student persistence, particularly in our Basic Skills classes. For
example, last year’s program review data indicated that only 42% of students who pass 101A do enroll in 1A within
three semesters. We are encouraged, though, to see in the latest success and persistence data from 101A that of
those students who pass 101A, 57% of the students now enroll in 1A within 3 semesters. 101B and 102 have also
seen increases in students enrolling in Eng 1A — 101B has increased from 82% to 83%and 102 has increased from
84% to 88%.
2
Even though the English Department has received additional FTEF over the last year, one challenge we continue to
face is the lack of FTEF to provide an adequate number of course sections for our students, and at the level that best
matches their skills, needs, and motivations.
Finally, our current ratio of full-time faculty to part-time faculty is 19 (with one retirement just announced) to 41 (the
number of PT faculty varies considerably from semester to semester, though 40-50 is fairly standard). Without
sufficient full-time faculty in our department and without reassigned time to provide adequate mentoring and training,
program cohesion becomes one of our greatest challenges.
3
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, to last six years.
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.
Please take this moment to reflect on your program’s larger term vision(s) and goals (6 years),
and to incorporate them into Program Review under the section “The Difference We Hope to
Make” as a separate paragraph or otherwise. The drafters of the Educational Master Plan will
be mining Program Review for contributions to the plan, with a commitment to read what
programs have submitted. IR has offered to work with programs to determine future market
trends to be incorporated into this year’s program review in relation to long-term goals. Please
contact Carolyn Arnold for support. We will have other avenues to communicate with the
Educational Master Plan Consultants. This is simply one avenue.
1.
What goals do you have for future program improvement?
The English Department would like to provide more effective and equitable assessment of students into our English
classes by collaborating with ESL and looking into other assessment measures. To improve student success, we're
looking at models of Eng 1A that might better support student learning, and forming groups to look at assessment
and placement into Eng 1A. In order to re-engage in our responsibilities both in and out of the classroom, re-assigned
time for English coordinator, PT coordinator, and WRAC coordinator needs to be re-instated. This will put us in line
with Las Positas College. We also want to develop and cultivate a pool of potential full-time instructors by reaching
out to schools (high schools and universities) to find teachers and to school candidates from our part-time faculty.
More robust mentoring and training for both full-time and part-time faculty and outreach could be developed with
more funding and release time for workshops and retreats.
2.
What must change about the institution to enable you to make greater progress in improving student
learning and overall student success?
One of our top priorities which so many of our goals depend on is for the institution to reinstate or augment reassigned time for an English coordinator, a part-time coordinator, and WRAC coordinator. Not only will this put us in
line with LPC (and a number of other Bay Area community colleges) but it will enable program cohesion, student
success, and part-time mentoring and training. To improve student learning and overall student success, the
institution must commit to providing more counselors, expanded hours in counseling/library/tutoring, and more
Learning Assistants and tutors, especially during “non-peak” hours (nights, weekends, and/or online).
3.
What are your longer-term vision(s) and goals for your program?
We would like to increase our visibility in our communities in a number of ways, both as a resource for our larger
community and for the good our own department. To this end, through a number of venues, we plan to continue
exploring ways to connect to the feeder high schools, building an awareness of our programs. With the new 5-week
summer school program, we're also interested in expanding and getting more creative with our summer offerings,
such as elective, basic skills, or packaged courses.
On campus, we will continue to promote the idea that we are more than just a collection of classes; we have a
program (composed of a number of programs), and so will continue to develop a culture of student collaboration and
faculty involvement through our learning communities, our collegial interactions, and our classes. Academically, this
means evaluating our through-line and the continuity of the English curriculum to meet the changing
needs of our students and the evolving vision of our department.
4
One thing we’ve been committed to pursuing — and will continue to pursue – is how to provide support for students
who are not succeeding at the same rates as other students. This includes the valuable work of our faculty enquiry
groups and the promising scope of our new initiatives and equity proposals.
Along with our other learning communities, a specific possibility for this kind of synergy within the English department
could be an organization such as the English Club, which rather than just being part of the classes students have to
take, would foster connections between students within the same major, and lead to and be supported by our new
AAT and AA degrees. The Chabot Review, the college’s literary magazine, and events such as readings and guest
lecturers could also feed these activities.
Departmental staff development, on-going pedagogical discussions and collaboration, especially in the form of
retreats and group activities for faculty and other staff to work on common issues, are essential for building this sense
of ourselves and our identity as a department. Sustained outreach to adjunct faculty with mentoring and training
programs that offer compensation for adjunct faculty also needs to be supported as a crucial component of our
program cohesion and integrity.
4.
“The Difference We Hope to Make”
Historically we’ve had success at Chabot with our learning communities, such as Puente, Daraja and CIN, which
have promoted student success and fostered collegial and community ties. We see potential in continuing to support
and develop programs such as these along with communities such as the Passion and Purpose project and the First
Year Experience. They play a part in attracting students who might otherwise be less engaged with their experience
at Chabot, both socially and academically. These learning communities have been shown to help with student
engagement, student skills and academic learning, as well as community building. We hope to make a difference by
continuing to develop communities like these that promote intellectual curiosity and student involvement that
transcend the classroom and traditional models of learning, working across disciplines and creating core curriculum
to enhance student success.
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: Reassigned time English
Coordinator
TOTAL
2013-14
Budget
Requested
1
2013-14
Budget
Received
2014-15
Budget
Requested
2014-15
Budget
Received
0
$100
1
0
Erasers/white $100
board
pens/chalk
More paper
for 354
$160
$160
Mobile
computer
lab for
Learning
Connection
0
More paper
for 354
Wireless
Keyboards
Write
OutLoud
Software
0
1 Course
Equiv.
0
1 Course
Equiv.
0
Erasers/white
board
pens/chalk
0
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.
Having basic supplies such as erasers, white board pens, and chalk allows for instructors to teach. Paper
in the computer classrooms assures that students may print documents when necessary.
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?
In the absence of reassigned time for an English Department Coordinator, which was funded for many
years, then revoked in 2009-2010, the massive tasks involved in coordinating and running the largest
department on campus, have rendered increasingly difficult effective engagement in supporting the
campus’s development of long-term strategic initiatives and programs designed to support students in
completing their educational goals. To give one small example, the English Department currently
employs 41 part-time faculty members (a number that fluctuates semester-to-semester, though
typically ranges from 40-50)all of whom need to be interviewed, hired, regularly evaluated, and
6
supported in their pedagogy related to our unique departmental curriculum and philosophy (well known
nationally for its innovation and vision). This is only one small slice of the managerial tasks involved in
supporting the English Department so that it can best serve the students and the college as a whole.
With no reassigned time for coordination since 2010, full-time members of the Department are
frequently so overwhelmed that they cannot effectively meet the needs of the college.
7
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.
This Year’s Program
Review
*CTL forms must be
included with this PR.
English 1A
Submitted
English 4
Submitted
English 7
Submitted
English 11
Submitted
English 13
Submitted
English 19
Submitted
English 20
Submitted
English 21
Submitted
English 22
Submitted
English 25
Submitted
8
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
English 26
Submitted
English 31
Submitted
English 32
Submitted
English 101A
Submitted
English 101B
Submitted
English 102
Submitted
English 107
Submitted
Serv 85
Submitted
9
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
Outcome:
English 1A
Fall 2013
33
9
28%
Spring 2014
8
Course-Level Outcome (CLO) 1:
Student can respond to a topic, demonstrate critical thinking, comprehension and use of text to
support ideas.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
If 50% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 75% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students in English 1A are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students and instructors are meeting
students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The English faculty will continue to review our pedagogical approaches in English 1A to ensure a
high level of success for students.
10
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Outcome:
Course-Level Outcome (CLO) 2:
Student can organize a paper so that it is unified and coherent.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
If 50% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 75% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students in English 1A are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students and instructors are meeting
students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The English faculty will continue to review our pedagogical approaches in English 1A to ensure a
high level of success for students.
What is the nature of the planned actions?
 Curricular
11
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Outcome:
Course-Level Outcome (CLO) 3:
Student demonstrates sentence-level fluency and control of grammar.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
If 50% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 70% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students in English 1A are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students and instructors are meeting
students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The English faculty will continue to review our pedagogical approaches in English 1A to ensure a
high level of success for students.
What is the nature of the planned actions?
12
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Outcome:
Course-Level Outcome (CLO) 4:
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
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?
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
13
 Other:
______________________________________________________________________________
_
14
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
Outcome:
English 4
Fall 2013
19
7
37%
Spring 2014
7
Course-Level Outcome (CLO) 1:
Student can respond to a topic, demonstrate critical thinking, comprehension and use of text to
support ideas.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
If 50% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 85% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students in English 4 are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students and instructors are meeting
students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The English faculty will continue to review our pedagogical approaches in English 4 to ensure a
high level of success for students.
15
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Outcome:
Course-Level Outcome (CLO) 2:
Student can organize a paper so that it is unified and coherent.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
If 50% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 80% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students in English 4 are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students and instructors are meeting
students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The English faculty will continue to review our pedagogical approaches in English 4 to ensure a
high level of success for students.
What is the nature of the planned actions?
 Curricular
X Pedagogical
16




Resource based
Change to CLO or rubric
Change to assessment methods
Other:
______________________________________________________________________________
_
Outcome:
Course-Level Outcome (CLO) 3:
Student demonstrates sentence-level fluency and control of grammar.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
If 50% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 80% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students in English 4 are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students and instructors are meeting
students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The English faculty will continue to review our pedagogical approaches in English 4 to ensure a
high level of success for students.
What is the nature of the planned actions?
 Curricular
17
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Outcome:
Course-Level Outcome (CLO) 4:
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
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?
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
18
 Other:
______________________________________________________________________________
_
19
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
Outcome:
English 7
Fall 2013
9
6
66%
Fall 2014
Michael Langdon and Theresa
Puckett
Course-Level Outcome (CLO) 1:
Student can respond to a topic, demonstrate critical thinking, comprehension and use of text to
support ideas.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
If 50% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 83% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students in English 7 are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students, and instructors are meeting
students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The English faculty will continue to review our pedagogical approaches in English 7 to ensure a
high level of success for students.
20
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Outcome:
Course-Level Outcome (CLO) 2:
Student can organize a paper so that it is unified and coherent.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
If 50% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 81% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students in English 7 are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students, and instructors are meeting
students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The English faculty will continue to review our pedagogical approaches in English 7 to ensure a
high level of success for students.
What is the nature of the planned actions?
 Curricular
21
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Outcome:
Course-Level Outcome (CLO) 3:
Student demonstrates sentence-level fluency and control of grammar.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
If 50% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 78% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students in English 7 are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students, and instructors are meeting
students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The English faculty will continue to review our pedagogical approaches in English 7 to ensure a
high level of success for students.
What is the nature of the planned actions?
22
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Outcome:
Course-Level Outcome (CLO) 4:
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
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?
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
23
 Other:
______________________________________________________________________________
_
24
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
English 11
Fall 2013
One
One
One hundred percent
Spring 2014
TJ Puckett, Steve Woodhams,
Course SLO Outcome (SLO) 1:
Outcome:
Student should be able to revise original poetry.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
75% of the class scored either 3 or 4.
How do your current scores match with your above definition of success?
91% of students scored either a 3 or a 4 on their ability to revise original poetry.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Often students enter a creative writing workshop thinking that having written something enough.
Focusing on revision as a component of writing teaches students the importance of listening to
and interpreting the criticism they receive in workshop. This emphasizes writing as an ongoing
process rather than a final product.
What course-level and programmatic strengths have the assessment reflections revealed?
The majority of students handle the intimidating task of revision, drawing on student and
instructor critiques as well as their own personal reflection on their creative work. Students
consider the importance of process over product when writing.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We will continue to assess this student learning action, making adjustments as necessary.
What is the nature of the planned actions?
25

X




Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: __________Pedagogical_________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
Student will identify and manipulate source materials for creative writing journal.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
65% of the class scored either 3 or 4.
How do your current scores match with your above definition of success?
68% of the class scored either 3 or 4.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
The creative writing journal aims to introduce students to the necessary discipline it takes to
become a writer. This is a difficult task for many students to complete, as it requires them to be
responsible on an ongoing basis for their writing. The journal gives the student of creative writing
regular and consistent writing practice. The writing exercises and assignments they complete in
their journals prepare them for larger creative writing process such as a completed short story or
a portfolio of poems. More important, it focuses on writing as an ongoing process more than
writing as a finished product.
What course-level and programmatic strengths have the assessment reflections revealed?
One of the core goals in the Introduction to Creative Writing course is to inspire students to take
risks and to practice the necessarily discipline required of all writers. The journal requirement
accomplishes both of these things while simultaneously giving students the freedom to explore
themselves as writers. The majority of students complete the journal requirement that indicates
this assessment has been achieved.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We will continue to assess this student learning action, making adjustments as necessary.
26
What is the nature of the planned actions?

X




Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: _____________
Course-Level Outcome (CLO) 3:
Outcome:
The student shows familiarity with the structure and elements of fiction
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
75% of the class scored either 3 or 4.
How do your current scores match with your above definition of success?
91% of the class scored either 3 or 4.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
The course introduces students to the core elements of fiction. Prior to the course, most students
possess a foundational knowledge that stems from their experience with literature, film, and
television.
What course-level and programmatic strengths have the assessment reflections revealed?
This course empowers students to understand and develop their voices as fiction writers beyond
their prior knowledge/experience. The course formalizes this knowledge successfully for the
majority of students.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We will continue to assess this student learning action, making adjustments as necessary.
What is the nature of the planned actions?
27

X




Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: __________________________________________________________________________
Outcome:
Course-Level Outcome (CLO) 4:
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
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?
What is the nature of the planned actions?






Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: _______________________________________________________________________________
28
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
Eng 13
Fall 2013
One
One
One hundred percent
Spring 2014
Clara McLean, Ben Hollander
Course-Level Outcome (CLO) 1:
Outcome:
The student should be able to write in traditional and modern forms
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
55% of the class scored either 3 or 4
How do your current scores match with your above definition of success?
78 % of the students scored 3 or 4
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Being able to identify how modern forms of poetry emerged from traditional forms is a key way
for new writers to start to develop their own style and voice as poets. Our students are mostly
achieving that commendable goal.
What course-level and programmatic strengths have the assessment reflections revealed?
Students are challenged by the demands and rigors of form but with practice in a workshop
setting, most are able to achieve this learning outcome.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We will continue to assess this student learning outcome, making adjustments as necessary.
What is the nature of the planned actions?
 Curricular
29





Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
__________Pedagogical___________________________________________________________
__________
Course-Level Outcome (CLO) 2:
Outcome:
The student should know the function(s) of tropes, images, symbols, diction, and syntax in poetry
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
55% of the class scored either 3 or 4
How do your current scores match with your above definition of success?
100% of the students scored 3 or 4
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Language is at the foundation of poetry and guiding students to work specifically with these
elements of craft in a workshop setting challenges them to identify and adopt these elements in
their own work.
What course-level and programmatic strengths have the assessment reflections revealed?
All students are competent by the end of the semester with identifying the function of key tropes
and figures. This shows that we are successfully teaching our students the elements of poetic
language.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We will continue to assess this student learning outcome, making adjustments as necessary.
What is the nature of the planned actions?
 Curricular
30





Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
______________Pedagogical_______________________________________________________
__________
Course-Level Outcome (CLO) 3:
Outcome: The student should be able to revise original poetry
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
60% of the class scored either 3 or 4
How do your current scores match with your above definition of success?
85% of the students scored 3 or 4.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Learning to revise their work teaches students the importance of listening to and interpreting the
criticism they receive in workshop. This emphasizes writing in the workshop setting as an ongoing
process rather than a final product.
What course-level and programmatic strengths have the assessment reflections revealed?
The majority of students handle the complex task of revision, drawing on student and instructor
critiques as well as their own personal reflection on their creative work.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We will continue to assess this student learning outcome, making adjustments as necessary.
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
31
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______Pedagogical______________________________________________________________
__________
Outcome:
Course-Level Outcome (CLO) 4:
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
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?
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
32
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
Eng 19
Fall 2013
One
One
One hundred percent
Spring 2014
Stephen Woodhams, TJ Puckett
Course-Level Outcome (CLO) 1:
Outcome:
Student can perform basic editing, typesetting, proofreading and layout procedures
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
90% of the class scored either 3 or 4
How do your current scores match with your above definition of success?
100 % of the students scored 3 or 4
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
The hands-on nature of this class plays to many of the students’ strengths, enabling them to build
fundamental skills assembling the literary magazine.
What course-level and programmatic strengths have the assessment reflections revealed?
The class size and working relationship the students have with the instructor seem to promote
learning, group process and accountability.
The process of putting together the magazine involves a number of skills and aptitudes that
students learn first by demonstration and then by doing. Depending on the group of students this
class tends to achieve its objects by producing a product through a collaborative learning
experience.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We will continue to assess this student learning outcome, making adjustments as necessary.
What is the nature of the planned actions?
 Curricular
33





Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
__________Pedagogical_____________________________________________________________________
Outcome:
Course-Level Outcome (CLO) 2:
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
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?
What is the nature of the planned actions?






Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
______________Pedagogical_________________________________________________________________
Outcome: T
Course-Level Outcome (CLO) 3:
34
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
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?
What is the nature of the planned actions?






Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
_______Pedagogical________________________________________________________________________
Outcome:
Course-Level Outcome (CLO) 4:
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
35
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
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?
What is the nature of the planned actions?






Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: _______________________________________________________________________________
36
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
English 20
Spring 2013
One
One
100%
Spring 2014
McLean
Course-Level Outcome (CLO) 1:
Outcome: Acquire effective attitudes and strategies for reading, analyzing, discussing and writing
about Shakespeare's Plays.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
60% of the class scored 3s and another 29% scored 4, so 90% of the class is at minimum
competent, with many surpassing.
How do your current scores match with your above definition of success?
This course is rigorous as well as inspiring; many students are surprised at how accessible
Shakespeare’s themes and motifs are, since he is concerned with human nature. I am pleased, but
not surprised, by this showing of success.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
The class is full, which shows the interest and need for it. As above, students appear to enjoy the
works and also discover that, though they have to work for it, Shakespeare continues to offer
provocative, contemporary insights no matter how diverse the classroom, no matter how many
centuries since the writing.
What course-level and programmatic strengths have the assessment reflections revealed?
Students are engaged in all or programmatic goals in this course: proficient, active reading,
analytical writing, and critical thinking, all of which contribute to one of our department core
values: the creation of meaning as derived from all of the above.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We will continue to offer this valuable and popular course, and to collaborate as faculty for ways
37
to sustain and evolve the course.
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Course-Level Outcome (CLO) 2:
Outcome:Produces coherent, effectively supported formal essay, which is based on a thorough
understanding of the assigned text and an understanding of the purposes of literary criticism.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
78% of the class scored at 3 and 4.
How do your current scores match with your above definition of success?
With widely varying experience in writing literary analysis, the course shows high passing rates;
some writers are highly accomplished and some are new to this form.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
A number of short responses to Shakespeare’s plays prepare students for the longer writing
project; various literary critics are introduced to the class, providing examples and ideas for
students; use, to help them interpret and appreciate the works.
What course-level and programmatic strengths have the assessment reflections revealed?
We use writing as an assessment for the incorporation of reading, analysis, and critical thinking;
we also value the process, and emphasize this to students throughout, increasing their ownership.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
38
We will continue to challenge students’ ability to write critical analyses while at the same time
supporting them with ways to do so. Our continued collaboration within the department remains
a valuable tool.
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Course-Level Outcome (CLO) 3:
Outcome:Students create, organize and present a multi-media collaborative group project which
enhances audience's appreciation/understanding of Shakespeare's plays
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
86% of the class scored 3 and 4.
How do your current scores match with your above definition of success?
Over the course of the semester, students presented four assignments. Two of these were with a
group, and were among the most fun, engaging, and challenging class periods.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Since Shakespeare of course lends itself to the stage, and to enactment, group presentations are a
natural to the course. Students enjoy acting out scenes, finding and presenting resources about
the Elizabethan era, and interacting on a number of levels with the material and each other.
What course-level and programmatic strengths have the assessment reflections revealed?
The classroom is a very dynamic one; not only does the fact of drama encourage interaction and
critical thinking, the discussions about the reading are equally lively, due to the complexity of
ideas in the works.
39
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Continued collaboration, as above, and flexibility in continually meeting students where they are.
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Outcome:
Course-Level Outcome (CLO) 4:
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
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?
40
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
41
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
English 21
One
One
One
100 %
Spring, 2014
Barbara Worthington
Carmen Johnston
Course-Level Outcome (CLO) 1:
Outcome:Analyze literacy works in relation to their historical and cultural contexts with particular
attention to identifying unstated premises and hidden assumption
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
75% would score either 3 or 4.
How do your current scores match with your above definition of success?
76% of the class scored 3 or 4.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
English 21 is a transfer-level elective course that highlights key aspects of the African American
literary experience. The course attracts students from various disciplines and cultural backgrounds.
Most have little knowledge of black culture; therefore, instructors must provide adequate context
to help students understand and appreciate the various social and historical elements embedded in
each text. Transfer-level English classes are recommended but not required. This often represents a
challenge for students who struggle with basic essay writing skills. Also the class as a whole is very
diverse; however, the students worked collaboratively using group projects to examine subtle and
often less obvious aspects of the text using various forms of media, supplemental literary analysis
from related texts, the students’ own fore knowledge, and instructor’s lectures.
What course-level and programmatic strengths have the assessment reflections revealed?
42
The English 21 instructor must provide adequate background information for each literary period,
usually in for form of a short lecture; however, group discussions continue to provide an
opportunity for students to connect and create new questions regarding the assigned texts.
Collaborative conversations help to make the class more inclusive, especially when discussing
culturally sensitive reading material. Also, we have been realistic about the way this generation of
students interpret and approach information. I presented relevant literary concepts using more
video and on-line sources. The English 21 instructors will continue to examine methods for creating
a comfortable, exciting classroom environment that invites rich discussion, yet adequately covers
the course material.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Many students who are enrolled in English 21 are also enrolled in classes or participate in learning
communities that discuss similar themes covered in this course. We have managed to extend the
English 21 experience by inviting our students to attend campus events sponsored by other classes
or organizations on campus to help expand their knowledge of African American culture in general
and ultimately explore African American Literature on a broader scale by participating in Black
History month events, community events related to African American History, and possible class
field trips. The goal is to help all students who attend the class to gain a deeper understanding of
and appreciation for the African American experience.
What is the nature of the planned actions?
•
•
•
•
•
•
Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
______________________________________________________________________________
_
Course-Level Outcome (CLO) 2:
Outcome:
Demonstrate knowledge of the structures of the works studied and analyze them in terms of such
literary components as plot, character, tone, style and figurative uses of language
43
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
75% would score either 3 or 4
How do your current scores match with your above definition of success?
64% scored 3 or 4
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Most English 21 students lack previous exposure to key literary components at the beginning of the
semester. I continue to explore creative and effective methods for teaching specific literary terms
in a relatively short period of time. Most students eventually grasp the concept, but struggle with
ways to incorporate some components into their own essays. We are focusing on ways to improve
in this area by having more specific discussions around each text’s genre, literary period, and
purpose.
What course-level and programmatic strengths have the assessment reflections revealed?
The primary goal and challenge for the English 21 instructors related to relevance. When the
students understood why the place and time a story took place impacted the author’s purpose, the
piece often became more relevant for the class as a whole.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Identifying literary elements are a key part of the group projects. After analyzing several pieces for
the various elements, students are familiar with the parts of a literary piece and are better able to
identify and include style, tone, figurative language, etc. in presentations.
What is the nature of the planned actions?
•
•
•
•
•
•
Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
______________________________________________________________________________
_
44
Course-Level Outcome (CLO) 3:
Outcome:
Student can identify contributions of African American writers
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
75% with a score of 3 or 4 would indicate success.
How do your current scores match with your above definition of success?
47.1% scored a 3 and 14.7%
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students improved significantly in this area. I encouraged the students to move beyond the class
readings and identify African American writers from other classes and the media. We continued to
use an era-based approach, but students began to develop an appreciation for the contemporary
black writers and draw parallels between themes from past literary eras and appreciate the
readings but often require a deeper understanding of the historical complexities of the African
American experience, especially compared to issues in today’s society.
What course-level and programmatic strengths have the assessment reflections revealed?
More scaffolding and background information.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Additional readings and discussions
What is the nature of the planned actions?
45
•
•
•
•
•
•
Curricular
XPedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
______________________________________________________________________________
_
Course-Level Outcome (CLO) 4:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
46
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
What is the nature of the planned actions?
•
•
•
•
•
•
Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
______________________________________________________________________________
_
47
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
English 22
Fall 2013
1
1
100
Fall 2014
3
Course-Level Outcome (CLO) 1:
Outcome:
Demonstrate knowledge of the structure of the works studied and analyze them in terms of such
literary components as plot, character, tone, style and figurative uses of language
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
If 50% of the class scored 3 or higher on the CLOS that would indicate success.
How do your current scores match with your above definition of success?
76% of the class achieved 3 or higher on the CLOs indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
The majority of students in English 22 well apply literary components to the texts.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are being met and instructors are meeting students’ needs. Examining
literary components enhances students’ experiences with the reading.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
English faculty will review and share pedagogical approaches in English 22 to reinforce effective
teaching strategies and assignments.
What is the nature of the planned actions?
 Curricular
X Pedagogical
48




Resource based
Change to CLO or rubric
Change to assessment methods
Other:
______________________________________________________________________________
_
Course-Level Outcome (CLO) 2:
Outcome:
Demonstrate understanding of the particular contributions of the Mexican American/Latino writers
to American history and contemporary culture.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
If 50% of the class scored 3 or higher on the CLOS that would indicate success.
How do your current scores match with your above definition of success?
80% of the class achieved 3 or higher on the CLOs indicating a high level of success
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Exploring Latino literature enlivens cultural conversations and breathes life into history.
What course-level and programmatic strengths have the assessment reflections revealed?
The course validates the worth of thematic approaches to literature.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
English faculty will review and share pedagogical approaches in English 22 to reinforce effective
teaching strategies and assignments.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
49
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Course-Level Outcome (CLO) 3:
Outcome:
Analyze literary works in relation to their historical and cultural contexts with particular attention
to identifying unstated premises and hidden assumptions.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
If 50% of the class scored 3 or higher on the CLOS that would indicate success.
How do your current scores match with your above definition of success?
77% of the class achieved 3 or higher on the CLOs indicating a high level of success
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Examining context assists students in identifying and discussing hidden assumptions.
What course-level and programmatic strengths have the assessment reflections revealed?
Thematic approaches to studying literature add depth and context.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
English faculty will review and share pedagogical approaches in English 22 to reinforce effective
teaching strategies and assignments.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
50
Outcome:
Course-Level Outcome (CLO) 4:
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
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?
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
51
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
English 25
Fall 2012
1
1
100%
Spring 2014
Carmen Johnston
Shoshanna Tenn
Course-Level Outcome (CLO) 1:
Outcome: Demonstrate knowledge of the structures of the works studied and analyze them in
terms of such literary components as plot, character, tone, style and figurative uses of language.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
Success consists of at least 75% of the class receiving a score of 3 or 4.
How do your current scores match with your above definition of success?
The current scores surpass the rate indicating success. 85% of the students received either a 3 or 4
for this outcome.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students in this class receive an introduction to literary components and writing structures giving
them skills to succeed in their other classes. It would be great to strengthen this work so students
can further their knowledge in these areas.
What course-level and programmatic strengths have the assessment reflections revealed?
The assessment shows the power of Asian-American literature for our students. They are deeply
engaged and affected by the stories representing the often silenced voice of their culture and
community.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
52
We will continue to offer this course and support new instructors interested in teaching the class.
What is the nature of the planned actions?
X Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Course-Level Outcome (CLO) 2:
Outcome: Analyze literary works in relation to their historical and cultural contexts with particular
attention to identifying unstated premises and hidden assumptions
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
In this area, 60% of the students achieving a 4 in this outcome would represent success.
How do your current scores match with your above definition of success?
45% of the students have scored a 4, and 45% of the students scored a 3, which shows the success
of the outcome.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students did meet the goals to achieve success in this goal, however it would be wonderful if
more students were able to connect the literature to a historical and cultural context.
What course-level and programmatic strengths have the assessment reflections revealed?
The assessment reveals the need for more historical and cultural context.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
By having students complete historical projects connected to the literature and inviting guest
speakers to add cultural context, we hope to have more students achieve this outcome.
53
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Course-Level Outcome (CLO) 3:
Outcome: Demonstrate understanding of the particular contributions of Asian-American writers to
American history and contemporary culture.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
50% of students receiving a 4 on this outcome would indicate success.
How do your current scores match with your above definition of success?
Our current scores are above the rate indicated for success (69%)
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students have a basic understanding of the contributions of Asian-American writers to American
history and culture, however this area could be strengthened.
What course-level and programmatic strengths have the assessment reflections revealed?
It shows the course does succeed in helping students make general connections from AsianAmerican literature to American history.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
As we continue to develop this course, we will bring more context to the discussion of
contributions of Asian-American writers to U.S. History. Through various projects, excursions and
guest speakers we should be able to achieve this goal.
54
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Outcome:
Course-Level Outcome (CLO) 4:
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
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?
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
55
 Change to assessment methods
 Other:
______________________________________________________________________________
_
56
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
English 26
Not taught in 2013-2014
0
0
N/A
N/A
Shoshanna Tenn
Course-Level Outcome (CLO) 1:
Outcome:
Student can compare and contrast common themes that emerge in the literature and other forms
of art of immigrants and migrants
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
Class has not been offered since Spring 2012 – no data to analyze.
How do your current scores match with your above definition of success?
Class has not been offered since Spring 2012 – no data to analyze.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
N/A
What course-level and programmatic strengths have the assessment reflections revealed?
N/A
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
N/A – though we hope to have the FTEF to offer this course again soon.
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
57
 Change to CLO or rubric
 Change to assessment methods
 Other:
_____________________________________________N/A______________________________
____
Course-Level Outcome (CLO) 2:
Outcome:
Student should demonstrate familiarity with forces that pull immigrants to the United States and
that push them from their home locations.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
N/A
How do your current scores match with your above definition of success?
N/A
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
N/A
What course-level and programmatic strengths have the assessment reflections revealed?
N/A
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
N/A
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: _______no changes needed________________________________________________
58
Outcome:
Course-Level Outcome (CLO) 3:
Student should critically evaluate the political, social, historical, and cultural backdrops against
which the literature unfolds.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
N/A
How do your current scores match with your above definition of success?
N/A
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
N/A
What course-level and programmatic strengths have the assessment reflections revealed?
N/A
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
N/A
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_____________N/A______________________________________________________________
59
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
English 31
Spring 2014
One
One
One hundred percent
Fall 2014
Michael Langdon
Course-Level Outcome (CLO) 1:
Outcome:
Student demonstrates ability to analyze class texts in terms of such literary components as plot,
character, tone, style, narrative voice, and figurative language.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
55% of the class scored either 3 or 4
How do your current scores match with your above definition of success?
71.4 % of the students scored 3 or 4
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students in this class receive an introduction to literary terms in order to help them analyze the
literary qualities of the texts they are studying. In addition to helping students understand the
works they are reading for this class, students can apply this terminology to works of literature
they read for other classes and for personal enrichment. This type of analysis strengthens their
ability to think critically about other topics as well.
What course-level and programmatic strengths have the assessment reflections revealed?
Students enjoy literary analysis when they are doing it with works of literature that they find
meaningful—literature that is relevant to their lived experience. Reading and analyzing this kind
of literature enriches their lives and strengthens critical thinking skills that they need for other
courses they are taking.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We will continue to assess this student learning outcome, making adjustments if necessary.
60
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
__________Pedagogical___________________________________________________________
__________
Course-Level Outcome (CLO) 2:
Outcome:Student recognizes the diversity of the works while comparing their treatment of
common themes.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
55% of the class scored either 3 or 4
How do your current scores match with your above definition of success?
71.4 % of the students scored 3 or 4
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Themes are central to the work that students are doing in this class—in particular identifying the
themes that are common in gay and lesbian literature and comparing and contrasting different
treatments of these themes. These are themes that are relevant to the lives of most students in
the class—even those who are non-LGBT. Reflecting on the development of these themes in the
literature helps students reflect on their own experience.
What course-level and programmatic strengths have the assessment reflections revealed?
This course is personally meaningful to the students who take it. Additionally, identifying themes,
comparing and contrasting the treatment of similar themes in different works of literature, and
discussing the treatment of a theme in a particular piece of literature are critical thinking skills
that students are able to bring to other classes and to other areas of their lives.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We will continue to assess this student learning outcome, making adjustments as necessary.
61
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________Pedagogical_______________________________________________________
__________
Course-Level Outcome (CLO) 3:
Outcome: Students will analyze works of Gay and Lesbian literature in relation to their historical
and/or contexts, and with particular attention to the thematic meaning(s) imparted to readers.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
60% of the class scored either 3 or 4
How do your current scores match with your above definition of success?
66% of the class scored either a 3 or 4
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Gay and lesbian history is a topic that interests the students who sign up for this course. Many
say that they have had few opportunities to study this topic before, and they are excited to learn
more about it. Placing gay and lesbian literature in its historical context helps them better
understand both the literature and the history.
What course-level and programmatic strengths have the assessment reflections revealed?
Students are leaving the classes with a greatly enhanced understanding of the struggles and
oppression that LGBT people have faced historically, and they also have a stronger understanding
of the historical moment they are living through. Studying this literature in its historical context
strengthens students’ critical thinking skills in ways that will be useful to them in other college
courses and in the work world.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
62
We will continue to assess this student learning outcome, making adjustments as necessary.
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______Pedagogical______________________________________________________________
__________
Outcome:
Course-Level Outcome (CLO) 4:
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
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?
What is the nature of the planned actions?
 Curricular
63





Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:
______________________________________________________________________________
_
64
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
English 32
Fall 2013
1
1
100%
Fall 2014
Clara McLean
Stephanie Zappa
Course-Level Outcome (CLO) 1:
Outcome: Read and appreciate the diversity of the literature while identifying some common
themes
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
99% of the class scored either 3 or 4
How do your current scores match with your above definition of success?
The course is doing very well at inspiring students to appreciate the diversity of U.S. women’s
literature, and at helping them find commonalities between diverse texts and authors.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
This class provides a broad survey of U.S. women writers and makes this body of work accessible
to students who may or may not have a background in English literature courses.
What course-level and programmatic strengths have the assessment reflections revealed?
Our elective courses are highly successful at engaging students in careful reading and critical
thinking, and at inspiring passion in the creation of meaning.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Instructors of this course will continue to meet and converse to share ideas on readings and
assignments that inspire our students.
65
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
__________Curricular____________________________________________________________
_________
Course-Level Outcome (CLO) 2:
Outcome: Demonstrate familiarity with the structure and literary devices of the works studied
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
77% of the class scored either a 3 or a 4
How do your current scores match with your above definition of success?
Our scores exceed this definition of success, and is doing very well at familiarizing students with the
concepts and elements of literary analysis.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Courses such as this one, which engage students with literary material in the context of unifying
identity issues and movements, help students discover that literature is not arcane and removed
from social and political realities, but is integral to struggle and change. Students come to
celebrate the power of poetry while learning to analyze and interpret it.
What course-level and programmatic strengths have the assessment reflections revealed?
Our emphasis on challenging our students with complex and inspiring texts is in evidence in this
course.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We will continue to choose a wide variety of literary genres and styles to feature in this course.
66
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_______Curricular_______________________________________________________________
_________
Course-Level Outcome (CLO) 3:
Outcome: Demonstrate familiarity with the self-expressed perspectives of the represented groups
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
86% of the class scored either a 3 or a 4
How do your current scores match with your above definition of success?
We are exceeding our expectations in making students aware of the issues that women writers
contend with as writers and as women in a patriarchal world.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
English 32 not only introduces students to literature and literary analysis, but also to women’s
historical and current struggles and the issues that unite women across time and space
What course-level and programmatic strengths have the assessment reflections revealed?
We are excelling at incorporating critical thinking and social and political awareness into English
studies
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We will continue to integrate nonfiction texts and historical and current information on women’s
issues into the teaching of this course.
67
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_____Curricular_________________________________________________________________
_________
Outcome:
Course-Level Outcome (CLO) 4:
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
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?
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
68
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
69
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
English 101A
Fall 2013
10
6
60%
Spring 2014
Land, McLean, Magallon
Course-Level Outcome (CLO) 1:
Outcome:
Student can respond to a topic, demonstrate critical thinking, comprehension and use of text as
support.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
If 50% scored either 3 or 4, the outcome would be met.
How do your current scores match with your above definition of success?
48.0% scored a 4 and 32.0% scored a 3 on the rubric so 80% of students are succeeding.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
As a department, our techniques for teaching critical thinking, comprehension of reading, and use
of textual support to defend an argument are strong.
What course-level and programmatic strengths have the assessment reflections revealed?
The readings are engaging, the students are responding analytically and developing as writers.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Continue Teacher TAWK and collaborative lesson planning.
What is the nature of the planned actions?
X Curricular
X Pedagogical
 Change to CLO or rubric
 Resource based
70
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Course-Level Outcome (CLO) 2:
Outcome:
Students can organize a paper that is unified and coherent.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
If 50% of students score a 3 or 4 it would indicate success.
How do your current scores match with your above definition of success?
30% of students scored a 3 and 41.3% scored a 4. 71.3% of students scored a 3 or higher.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students are learning to organize papers based on the methods implemented in our English classes.
What course-level and programmatic strengths have the assessment reflections revealed?
Collaborative discussions have maintained consistency in teaching methods throughout the
department.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We will continue our pedagogical focus on peer to peer training.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Outcome:
Course-Level Outcome (CLO) 3:
71
Student demonstrates sentence level fluency and control of grammar.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
A score of 50% in either 3 or 4 indicates success.
How do your current scores match with your above definition of success?
35.6% scored a 3, and 37.6% scored a 4, for a total of 73.2% meeting the aforementioned goal.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Proofreading authentic work continues to be the best way to support students’ acquisition of strong
proofreading skills. Students who take advantage of the WRAC resources are developing their
proofreading strengths so we will continue to train WRAC tutors in effective proofreading strategies.
What course-level and programmatic strengths have the assessment reflections revealed?
We will continue to teach proofreading skills and augment instruction by offering sections of
English 115 to students to support their acquisition of proofreading skills.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Continue discussions of strategies for effective proofreading.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
72
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
English 102/101B
Fall 2013
7 -101B &31 -102
12
26%*
Spring 2014
Land, McLean, Magallon
*In E-lumen, only 26% of our Basic Skills courses are recorded as assessed for two reasons:
1. E-lumen was not accessible for a large part of the 2013-2014 academic year. For this reason, the college
decided to switch to Curricunet’s modules for data collection and program review.
2. The second reason is more systemic: part-time faculty members teach 2/3 of English composition courses. Parttime facultyare not officially compensated for assessing students via E-lumen. While the sample set may seem
small, the fact that the data mirrors both past CLO outcomes and course success rates suggests that the
percentages are indeed representative. Furthermore, all of our composition course outlines are aligned to the
student learning outcomes so a passing grade in composition courses would reflect CLO success.
Course-Level Outcome (CLO) 1:
Outcome:
Student can respond to a topic, demonstrate critical thinking, comprehension and use of text as
support.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
If 50% scored either 3 or 4, the outcome would be met.
How do your current scores match with your above definition of success?
38% scored a 4 and 38% scored a 3 on the rubric so 77% of students are succeeding.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
As a department, our techniques for teaching critical thinking, comprehension of reading, and use of
textual support to defend an argument are strong and working well for our Basic Skills students.
What course-level and programmatic strengths have the assessment reflections revealed?
The readings are engaging, the students are responding analytically and developing as writers.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Continue Teacher TAWK and collaborative lesson planning to refine our practice.
73
What is the nature of the planned actions?
X Curricular
X Pedagogical




Change to CLO or rubric
Resource based
Change to assessment methods
Other: _______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
Students can organize a paper that is unified and coherent.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
If 50% of students score a 3 or 4 it would indicate success.
How do your current scores match with your above definition of success?
49% of students scored a 3 and 25.1% scored a 4. Approximately 74% of students met our
departmental goals.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students are learning to organize papers based on the methods implemented in our English classes.
What course-level and programmatic strengths have the assessment reflections revealed?
Collaborative discussions have maintained consistency in teaching methods throughout the
department.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We will continue our pedagogical focus on peer to peer training.
What is the nature of the planned actions?

X




Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: _______________________________________________________________________________
74
Course-Level Outcome (CLO) 3:
Outcome:
Student demonstrates sentence level fluency and control of grammar.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
A score of 50% in either 3 or 4 indicates success.
How do your current scores match with your above definition of success?
72% of students met the aforementioned goal.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Proofreading authentic work continues to be the best way to support students’ acquisition of strong
proofreading skills. Students who take advantage of the WRAC resources are developing their
proofreading strengths so we will continue to train WRAC tutors in effective proofreading strategies.
What course-level and programmatic strengths have the assessment reflections revealed?
We will continue to teach proofreading skills and augment instruction by offering sections of English
115 to students to support their acquisition of proofreading skills.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Continue discussions of strategies for effective proofreading and refer appropriate students to
WRAC English115 tutorial, English 149 (formerly English 107), andthe newly developed ESL writing
workshop model.
What is the nature of the planned actions?

X




Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: _______________________________________________________________________________
75
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
English 102
Fall 2013
31
16
+50%
Spring 2014
Six
Course-Level Outcome (CLO) 1:
Outcome:
Student can respond to a topic, demonstrate critical thinking, comprehension and use of text as
support.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
If 50% scored either 3 or 4, the outcome would be met.
How do your current scores match with your above definition of success?
38% scored a 4 and 38% scored a 3 on the rubric so 77% of students are succeeding.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
As a department, our techniques for teaching critical thinking, comprehension of reading, and use
of textual support to defend an argument are strong.
What course-level and programmatic strengths have the assessment reflections revealed?
The readings are engaging, the students are responding analytically and developing as writers.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Continue Teacher TAWK and collaborative lesson planning.
What is the nature of the planned actions?
X Curricular
X Pedagogical
 Change to CLO or rubric
 Resource based
76
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Course-Level Outcome (CLO) 2:
Outcome:
Students can organize a paper that is unified and coherent.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
If 50% of students score a 3 or 4 it would indicate success.
How do your current scores match with your above definition of success?
49% of students scored either a 3 and 25.1% scored a 4. Approximately 74% of students scored a 3
or higher.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students are learning to organize papers based on the methods implemented in our English classes.
What course-level and programmatic strengths have the assessment reflections revealed?
Collaborative discussions have maintained consistency in teaching methods throughout the
department.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We will continue our pedagogical focus on peer to peer training.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Course-Level Outcome (CLO) 3:
77
Outcome:
Student demonstrates sentence level fluency and control of grammar.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
A score of 50% in either 3 or 4 indicates success.
How do your current scores match with your above definition of success?
72% of students met the aforementioned goal.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Proofreading authentic work continues to be the best way to support students’ acquisition of strong
proofreading skills. Students who take advantage of the WRAC resources are developing their
proofreading strengths so we will continue to train WRAC tutors in effective proofreading strategies.
What course-level and programmatic strengths have the assessment reflections revealed?
We will continue to teach proofreading skills and augment instruction by offering sections of
English 115 to students to support their acquisition of proofreading skills.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Continue discussions of strategies for effective proofreading.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
78
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
English 107
Spring 2014
2
1
50%
Spring 2014
Michael Langdon
Course-Level Outcome (CLO) 1:
Outcome:
Identify parts of speech and their function and placement within a sentence
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
60% @ score 2 or higher
How do your current scores match with your above definition of success?
62% @ score 2 or higher
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Identifying parts of speech is helpful to students who are trying to understand the errors in their
writing. The language used for dissecting sentences is abstract and difficult for many students.
This numbers are better than expected.
What course-level and programmatic strengths have the assessment reflections revealed?
The value of this comprehensive review of grammatical terms is that it helps students understand
the usage errors in their own writing, but it has little value in and of itself.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We have decided to replace English 107 with a new experimental course in which students will
focus more on proofreading their own work. In this new course, students will have to be
simultaneously enrolled in a writing course so that they can apply what they are learning in the
course to their own writing.
79
What is the nature of the planned actions?






XXCurricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: _______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
Combine elements to create simple, compound, complex, and compound/complex sentences
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
60% scoring 2 and above
How do your current scores match with your above definition of success?
62% scoring 2 and above
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students’ ability to write compound, complex, and compound-complex sentences will improve
their ability to express their ideas in writing. Knowing how to use these forms correctly may lead
to fewer sentence-boundary errors (such as fragments, run-ons, and comma splices).
What course-level and programmatic strengths have the assessment reflections revealed?
Mastering these types of sentence-structure will enable students to improve their writing skills
and express their ideas with more ease. These skills will improve their performance in other
courses they are taking at Chabot.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We have decided to replace English 107 with a new experimental course in which students will
focus more on proofreading their own work. In this new course, students will have to be
simultaneously enrolled in a writing course so that they can apply what they are learning in the
course to their own writing.
80
What is the nature of the planned actions?






XXCurricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: _______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome:
Demonstrate ability to effectively proofread own writing
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
60% scoring 2 and above
How do your current scores match with your above definition of success?
63% scoring 2 and above
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Applying what they have learned about grammar to their own writing is the most important part
of this course. The course has little value if students only understand grammar in the abstract but
can’t proofread their own papers.
What course-level and programmatic strengths have the assessment reflections revealed?
When students are better able to proofread their own work, they will perform better in all of
their classes, not only in English but in other disciplines as well.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We have decided to replace English 107 with a new experimental course in which students will
focus more on proofreading their own work. In this new course, students will have to be
simultaneously enrolled in a writing course so that they can apply what they are learning in the
course to their own writing.
What is the nature of the planned actions?
81






XXCurricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: _______________________________________________________________________________
Outcome:
Course-Level Outcome (CLO) 4:
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
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?
What is the nature of the planned actions?






Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: _______________________________________________________________________________
82
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
English 45
Spring 2013
1
1
100%
Spring 2014
Plunkett
Course-Level Outcome (CLO) 1:
Outcome: The student should be able to recognize the cultural and historical influence on the
works studied.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
75.9% of the class scored 3 or 4
How do your current scores match with your above definition of success?
This meets our definition of success.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
That the majority of the students were able to achieve the CLOs for English 45.
What course-level and programmatic strengths have the assessment reflections revealed?
The degree of student achievement indicates that an elective course such as English 45 provides
cultural insight into the novel and short story while exploring particular themes or periods as
reflected in works of fiction.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Recommend that English 45 be offered twice each semester.
Introduce additional projects that emphasize student involvement in critical analysis of literary
works.
Recommend ongoing dialogue among instructors concerning texts and assignments.
83
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Course-Level Outcome (CLO) 2:
Outcome: The student shows an appreciation of the diversity of literature while identifying
common themes and topics.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
80% of the class scored either 3 or 4.
How do your current scores match with your above definition of success?
75.9% of the class scored 3 or 4.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
That the majority of the students are able to achieve the CLOs for English 45.
What course-level and programmatic strengths have the assessment reflections revealed?
The students show an appreciation for the diversity of literature while identifying common
themes and topics.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Recommend that English 45 be offered twice each semester.
Introduce additional projects that emphasize student involvement in critical analysis of literary
84
works.
Recommend ongoing dialogue among instructors concerning texts and assignments.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Course-Level Outcome (CLO) 3:
Outcome: Students should demonstrate familiarity with the structure and elements of fiction,
such as metaphor, plot, and point of view.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
80% of the class scored either 3 or 4.
How do your current scores match with your above definition of success?
72.4% of the class scored 3 oer 4.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
That the majority of the students are able to achieve the CLOs for English 45.
What course-level and programmatic strengths have the assessment reflections revealed?
The students have become familiar with the structure and elements of fiction, such as metaphor,
plot, and point of view.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
85
Recommend that English 45 be offered twice each semester.
Introduce additional projects that emphasize student involvement in critical analysis of literary
works.
Recommend ongoing dialogue among instructors concerning texts and assignments.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
86
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
SERV 85
Spring 2013
1
1
100%
Spring 2014
Clara McLean, Stephanie Zappa
Course-Level Outcome (CLO) 1:
Outcome:
Student should be able to work with a diverse community population
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
79% of class scored either a 3 or a 4
How do your current scores match with your above definition of success?
79% of class scored either a 3 or a 4, so we are doing very well
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
SERV 85 gives students an opportunity to work with a diverse community population
What course-level and programmatic strengths have the assessment reflections revealed?
The course, which is one-of-a-kind at Chabot, helps students get a foothold in volunteering in the
East Bay’s diverse multicultural community
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We will continue to offer SERV 85 each semester
What is the nature of the planned actions?
 Curricular
xPedagogical
 Resource based
 Change to CLO or rubric
87
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Course-Level Outcome (CLO) 2:
Outcome:
Student shall be able to build a personal network of community contacts and describe the work
of local organizations and/or school programs
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of class scored either a 3 or a 4
How do your current scores match with your above definition of success?
85% of class scored either a 3 or a 4, so we are doing very well
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students in SERV 85 are introduced to community organizations and programs through their
volunteering
What course-level and programmatic strengths have the assessment reflections revealed?
SERV 85 is one-of-a- kind at Chabot. If connects students to the community in ways that may help
them with career goals and with being an active citizen in their communities.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We will continue to offer SERV 85 each semester
What is the nature of the planned actions?
 Curricular
xPedagogical
 Resource based
 Change to CLO or rubric
88
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Course-Level Outcome (CLO) 3:
Outcome:
Student should be able to discuss the importance of volunteerism and civic responsibility
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of class scored either a 3 or a 4
How do your current scores match with your above definition of success?
92% of class scored either a 3 or a 4, so we are doing very well
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students in SERV 85 are encouraged to reflect on the importance of volunteerism and civic
responsibility in their reflection assignments for the course
What course-level and programmatic strengths have the assessment reflections revealed?
SERV 85 does not merely send students out to volunteer, but encourages students to think
critically about their volunteer activities and relate them to the “big picture” through many
reflection activities
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We will continue to integrate active reflection into the SERV 85 course
What is the nature of the planned actions?
 Curricular
xPedagogical
 Resource based
89
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Course-Level Outcome (CLO) 4:
Outcome:
Student should be able to relate their volunteer experience to their own classes and course of
study at Chabot
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
70% of class scored either a 3 or a 4
How do your current scores match with your above definition of success?
90% of class scored either a 3 or a 4, so we are meeting our goals
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students in SERV 85 are encouraged to connect what they are doing in the community to their
larger educational and professional goals
What course-level and programmatic strengths have the assessment reflections revealed?
SERV 85 incorporates reflection well into its curriculum, and provides a variety of activities
through which students can connect current volunteering to future goals
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We will continue to offer a wide variety of volunteer placements in SERV 85 so that students can
be paired with opportunities that fit with their goals
What is the nature of the planned actions?
 Curricular
xPedagogical
90




Resource based
Change to CLO or rubric
Change to assessment methods
Other:
______________________________________________________________________________
_
91
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: English (developmental, composition sequence, AA degree and transfer)
•
PLO #1: Independently read and understand complex academic texts
•
•
PLO #2: Critically respond to the ideas and information in academic texts
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
We continue to be interested in the uses of both non-fiction and fiction texts in our Basic Skills and
transfer level courses. As a department we actively share the texts/ideas that we use in our classes in
order to enhance our ability as individuals to make complex texts accessible to our students, while
striving to maintain a high level of Program Coherence throughout our curriculum and Faculty.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: Our department offers a rich variety of texts (in genre, cultural contexts,
complexity of ideas, etc.) that help our students develop as critical thinkers and writers. We also have
articulated clear values around how to teach English, and we have a very dedicated, passionate
faculty that works hard to develop relationships with students, and not just present curriculum or
evaluate work.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
One of our core actions has been to fine-tune the process that we use to hire, train, and evaluate
teachers well, especially given the high number of part-time faculty in our department. Two things we
have done to meet this goal is the revision of the part-time faculty hiring process, which was
completed in Spring 2013. The second thing that we did as a department on February 14, 2013 was to
participate as a group in a grading essay response norming workshop which helped us improve our
abilities to respond to student’s written work. We would like workshops like this be a regular part of
our program for all of our courses.
92
In addition, as noted in year two of this program review cycle, we have developed an AA-T degree to
help our students transfer more easily to CSUs as English majors. Two new elective English courses
have been created per state regulations so that we can accommodate the AAT: English 35, “Modern
and Contemporary U.S. Literature,” and English 41, “World Literature from the 1700s to the Present.”
The AA-T has been fully researched and both the degree and the courses are undergoing the Chabot
curriculum review process at this writing. We are now able to offer the degree as of Fall 2014. We
also have revised our English AA degree, eliminating old courses that are no longer being offered and
discussing ways to make permanent changes to the configuration of the degree so that it
complements the AA-T, but serves primarily non-CSU bound students (that is, students who are either
transferring to UC or other non-CSU institutions, or students who are not interested in transferring
but simply want to earn an AA). Since the AA-T is, by state mandate, quite rigid in its requirements,
we have made the AA quite flexible, thus serving the needs of a wide range of our diverse Chabot
student body.
We continue to recognize that we have many students planning to transfer as English majors, as seen
by their interest in our literature and creative writing courses. Yet there are very few sections of these
courses as compared to our composition and basic skills offerings. These same students serve as
tutors, are active in ASCC and clubs, and contribute to our college community. We want to retain
these students and we are dedicated to maintaining and developing the depth and breadth of our
curriculum to make the English Department’s course offerings at least on a par with other Bay Area
community colleges.
Program: Creative Writing and Literature electives (Certificate, GE, and transfer)
• PLO #1: Student produces a body of quality creative work.
•
•
PLO #2: Student forms a critical response to the creative writings of others
•
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Our Creative Writing and Literature courses are valuable to our student body as they promote both
the mission statement of our department and the College. They also further develop critical thinking
and communication skills, produce community on our campus, and further both English majors and
non-majors in their educational goals, since the courses transfer as GE electives. As the landscape of
our College evolves, we will continue to explore the value of these courses in relationship to our
students’ diverse needs.
93
What program-level strengths have the assessment reflections revealed?
We use writing as an assessment for reading, analysis and critical thinking. We see in these courses
that a student’s enjoyment of the material and the complex integration of reading and writing lead to
improved understanding of not only literature, but the society in which we live. This leads students to
observe more intently, ask better questions, and read more critically into their own lives and the lives
of others. The ability to produce more effective and nuanced writing is another key product of our
courses.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Our new AA-T degree will help students maintain an academic focus as they continue through our
program and beyond to further studies. We are expanding our course selections, which we hope to
include more creative writing and world literature courses.
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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? No. Most of our
courses have been updated within the past five years. With the transition to CurricUNET, the
curriculum process has been revised; the remaining courses that need updating are going
through this process.
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five years or
won’t be taught in three years should be deactivated) Yes
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? No. We haven’t had the FTEF to offer all of the courses
we would like to, but with additional FTEF we would, increasing the breadth and depth of our
offerings.
4. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester. Yes
5. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester. Yes
6. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester. Yes.
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? Yes
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. N/A (We are English)
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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.
New Initiative #1: Black and Latino English Achievement Gap FIG – See Attached
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)
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
96
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:
97
(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.
New Initiative #2: Adjunct Teacher Research for English Faculty Retreat
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
Adjunct Teacher Research - Retreat for English Faculty
The college’s overarching Strategic Plan goal is to “Increase the number of students that achieve their educational goal within a reasonable time
by clarifying pathways and providing more information and support.” As stated above, the English Department is a curricular cornerstone of the
campus; with few exceptions, every student on our campus is part of the English Department.
The English Department comprises 19 full-time and 41 part-time instructors, all of whose work is essential to supporting student achievement.
Part-time instructors teach more than half of all English courses, and their importance to student achievement will continue to increase with the
addition of basic skills courses envisioned in the College Strategic Plan. Increasingly, reports suggest that the quality of instruction provided by
adjunct faculty suffers from the lack of support given the instructors themselves. The authors of one study found significant differences between
the teaching styles of tenured and adjunct faculty, with adjunct faculty relying more heavily on "subject-centered" rather than "learnercentered" teaching strategies (Baldwin & Wawrzynski). While a variety of factors may influence an instructor's strategies, access to professional
development opportunities is undoubtedly important to the growth and lasting success of classroom teachers. According to consultants writing
for the Council for Higher Education Accreditation, "Providing adequate support and opportunities for involvement, though, can contribute to
and advance efforts to improve student learning outcomes." This position is supported with substantial research, including one study whose
findings "suggest that more purposeful integration of contingent faculty into the life and operations of the institution promises to contribute to
improving student success" (CHEA).
This initiative proposes a four-hour retreat for English faculty to be held in spring 2015. Five facilitators, all part-time instructors, will lead the
retreat, sharing the results of Teacher Research Projects conducted early in the semester. These projects will be reflective and inquiry-driven,
with research conducted in the classroom and through observations and interviews with other instructors. Participants will collaborate to adopt
new teaching strategies, rethink and modify old teaching strategies, and discard ineffective approaches. In addition, the retreat will create a
98
unique opportunity for full- and part-time faculty to increase awareness of one another's practices, ultimately strengthening the coherence of
the department's philosophy.
Participation in this retreat, whether as teacher-researcher-facilitators or as participants, will involve part-time instructors in the life of Chabot
and the life of the English Department in the most meaningful of ways: as leaders, as valued educators, and as lifelong learners. In turn, Chabot
students will benefit from more deeply invested, engaged, collegial, skilled, and informed English faculty.
Amongst the positive outcomes of this part-time faculty led retreat will be:
(1) Increased instructor investment in transforming their own practices, leading to better instructional decision-making
(2) Increased sense of the college's investment in the growth and success of part-time faculty
(3) Increased integration of part-time faculty in the life of the college and department
(4) Increased instructor ability to successfully support student achievement
(5) Increased coherence in departmental and individual philosophies
In addition, reports from Teacher Research Projects will be published on the adjunct faculty blog and/or other fitting online sites.
What is your specific goal and measurable outcome?
Specific goals and measurable outcomes associated with supporting faculty participation in a retreat led by part-time instructors:






professional growth for full- and part-time English faculty
creation of online instructional resources for part-time English faculty
improved instruction in English courses, especially those taught by part-time faculty
increased retention of part-time faculty
increased initiative for part-time faculty to play leadership roles in the department and college
increased student persistence and completion rates for English 101A, 101B, and 102
Activity (brief description)
Target
Completion
Date
Dec 2014
Plan Teacher Research Projects and Retreat for Spring 2015:
$44 hr x 5 hours
Conduct Teacher Research Projects and Outline Retreat: $1500 March
stipends x 5 participants
2015
Required Budget (Split out
personnel, supplies, other
categories)
$220
$7500
99
Faculty Retreat: $45hr x 4 hours x 20 participants
May 2015
$3600
Books, materials, snacks
May 2015
$200
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
x
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)
X Other, explain: Adjunct Faculty
At the end of the project period, the proposed project will:
x 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?
x No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
x No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
x No
Yes, list potential funding sources:
100
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.
New Initiative #3: Reassigned Time for English Department Coordinator
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
Reinstitute Reassigned Time for an English Department Coordinator
The college’s overarching Strategic Plan goal is to “Increase the number of students that achieve their educational goal within a reasonable time
by clarifying pathways and providing more information and support.” In relation to the College Strategic Goal Plan, the English Department is a
curricular cornerstone of the campus, serving all students’ needs and supporting campus-wide innovation through a range of English-centered
Learning Communities and projects such as the First Year Experience, K-12 partnerships, Puente, Daraja, CIN, service-learning, academic support
programs such as WRAC and the Learning Connection, an impressive roster of elective classes of the rigor and diversity of many four-year
institutions, and, perhaps most importantly, a nationally recognized Basic Skills curriculum with high student success rates and a groundbreaking
vision.
Without faculty coordination reassigned time we had for many years (which, before being cut in 2010, had already been gradually whittled down
to a minimal 3 CAH in no way commensurate with equivalent positions in English Departments at community colleges across the state), the
English Department has been unable effectively to participate in developing and maintaining its innovative programs. Instead, our time is taken
up with the overwhelming managerial tasks associated with maintaining a large, complex and pivotal department that includes 41 (this number
fluctuates semester-to-semester, though is typically 40-50 part-time faculty) ever changing part-time faculty.
The impact of the current lack of reassigned time for an English coordinator on Chabot students is both indirect and direct. English faculty now
bear an unprecedented, unequal administrative burden that diverts our time and energy from where it matters most: our teaching and our
students. We cannot commit the requisite amount of time and innovation to training our constantly changing, large group of adjunct faculty.
We cannot maintain the vision we once could in terms of long-term strategic discipline planning, curricular innovation, and departmental
philosophy. We cannot maintain the departmental coherence that is the foundation of an impactful, nationally recognized program such as
ours, known for its effective accelerated curriculum. Tasks and projects once overseen by a coordinator have been fragmented among many
individuals with no time for alignment. Lack of English Department coordination has an urgent and pressing impact on Chabot’s health as a
101
college and our long-terms strategic objective to better support our students and help them reach their goals. A fractured, administratively
overburdened English department harms our college and our students.
The gravity of the situation may best be highlighted by examining English coordination time at other colleges. In September 2014, a survey was
distributed by email to English faculty members at 14 colleges around the state, requesting information about the departmental chair or
coordinator position on their campus; 8 colleges completed the survey. Their responses are organized according to the size of the department
below (smallest # of English faculty at the top, largest # of faculty at the bottom).
Engl. Dept.
Chair/Coord?
No
No
# Full-Time
Faculty
4
8
# Part-Time
Faculty
12
20
% Reassignment for
Chair/Coord
0%
0%
Yes
Yes
No
Yes
8
10
19
16
36
36
41
70
San Diego Mesa
Yes
27
76
Fullerton
Santa Monica
Yes
Yes
35
39
90
101
20%
50% + $12k stipend
0%
60% Chair, with additional
fac. coords paid to
organize and supervise
each level sequence
(collect syllabi, ensure
books ordered, provide
course orientations, field
problems from
instructors, provide
training and feedback,
maintain Blackboard
materials site.
50% Chair,
50% Co-Chair
73.3%
80% Chair,
20% Vice-Chair
College
Lassen
College of the
Redwoods
Las Positas
Butte
Chabot
College of the
Canyons
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(No division dean)
At the two colleges that do not have an English Chair/Coordinator, the number of full-time and part-time faculty was significantly smaller than at
Chabot. At colleges with English departments nearer to Chabot’s size, the chair/coordinator received 50-60% FTE reassignment and had a formal
job description with extensive duties in hiring, evaluation, program review, SLO assessment, curricular revision, and college-wide governance.
Some may ask, why does the English Department in particular need a coordinator? It’s likely that the college in general takes for granted the
English Department’s ability to foster literacy among a diverse student body, without acknowledging the degree of complexity and intentful
planning and alignment required to meet students needs in a manner that honor their capacity. Excepting students who come for Chabot to
take one or two single classes, every student on our campus is part of the English Department.
What is your specific goal and measurable outcome?
Specific goals and measurable outcomes associated with reinstituting an English department faculty coordinator position:














timely and effective identification of yearly English objectives and coordination of them
identification and oversight of longer-term issues, ideas, and concerns to be addressed (i.e. online hiring, evaluation, training; construction,
seniority and program issues, etc.)
practical and logistical support for the faculty and the Dean
coordination and participation in and between all essential English subcommittees
consultant to college-wide committees on English-related matters
coordination of English-related matters across the campus
coordination of English-related matters related to other colleges and the community
coordination with the Dean in scheduling courses to meet campus needs
coordination of peer evaluation
Coordination of adjunct hiring, training, professional development, and evaluation (Note: this task itself historically had a separate
coordinator with 3 CAH reassigned time, beyond the English coordinator position)
Supervising and coordinating English Program Review, including examining Institutional Research findings to help promote student
persistence and success
Working closely with and supporting English-based programs and learning communities, including WRAC, Learning Connection, ESL,
Daraja, Puente, CIN, service-learning, and FYE
Coordinating English majors and certificates (AAT, AA, and Certificate in Creative Writing), including advising students on the differences
between majors and pathways, recruiting to maximize enrollment, and working with the Dean to devise and implement enrollment
management strategies.
Coordinating between faculty involved in developing innovations related to SSSP, including assessment and placement.
103
What is your action plan to achieve your goal?
Activity (brief description)
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
X
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)
X Other, explain Covered by PT faculty or new FT faculty
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
X Require additional funding to continue and/or institutionalize the project
Will the proposed project require facility modifications, additional space, or program relocation?
X No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
X No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
X No
Yes, list potential funding sources:
104
(obtained by/from):
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
New Initiative #4: Re-examination of English placement process
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 English department has committed to re-examining its placement process.
At the lower end of the curriculum, we want to ensure that students who need English language instruction are guided to the ESL test and
curriculum to address problems faculty have identified in our current system.
At the higher end, we want to examine the way we place students into/out of college English (1A) to ensure that access to college English is
equitable and that students are not unfairly blocked from courses in which they could be successful. We recognize that our current cut score is
very restrictive (2009-2013: 12% to 22% of incoming students had access to college English), and that students of color are disproportionately
excluded from college English (40% of white students have access to English 1A under our current system, vs. 16-18% of all other students).
We expect our process to include an examination of the testing infrastructure (e.g., the online interface that guides students to the ESL/English
tests and curricula), the cut score and use of multiple measures for determining access to English 1A, and new curricular options for enabling
students placed below the college line to enroll directly into “expanded 1A” sections that provide additional time/support.
Because placement into non-credit-bearing basic skills courses delays students’ progress on transfer/degree, this re-examination is critical to the
college’s strategic goal of increasing students’ timely completion of their goals.
What is your specific goal and measurable outcome?
Our work is expected to produce changes to the English placement process and potential new curricular models. Measurable indicators of the
105
success of this work: reducing the gaps between white students and students of color in access to college English. Based upon a preliminary
review of colleges that have broadened access to college English (Butte, Long Beach City, Community College of Baltimore County), we may also
see greater completion of college English across racial/ethnic groups.
What is your action plan to achieve your goal?
Activity (brief description)
Required Budget (Split out
Target
Completion personnel, supplies, other
categories)
Date
Dec 1, 2014
A working group will assemble & summarize recent research
into placement and the promise of including multiple
measures such as overall high school GPA; identify potential
changes for consideration by the larger department
(English/ESL faculty, Carolyn Arnold).
January
The larger English department will convene for a day-long
2015
retreat to examine and discuss changes to
placement/curricula, identify areas where additional
information/investigation is needed. Working group follows up
on these post-retreat.
Revised action proposal is considered and voted on at
Department meeting at Flex Day.
Work begins on implementation.
February
12, 2015
February
2015
Total: $2,706
Hourly pay for part-time
faculty (8 faculty, 6 hours
@ $47/hr= $2,256).
Food/beverages for 25
participants ($20 per
person, 25 participants =
$450).
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)
X Other, explain Covered by existing faculty, except for hourly pay for PT faculty at retreat
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At the end of the project period, the proposed project will:(Unknown at this point)
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?
X No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
X Yes, explain: Possibly. We may want to draw upon resources available through Career Pathways Trust re: access to high
school grade data and/or technical assistance re: recent research into placement
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
x Yes, list potential funding sources: If changes to placement require additional funding, the Career Pathways Trust is a
potential source.
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Appendix E: Proposal for New Initiatives (Complete for each new initiative)
New Initiative #5: English/ESL Collaboration Retreat
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 will improve learning in both ESL and English classes by facilitating more collaboration between the two departments. We are
planning a retreat at which English and ESL faculty will work together on curricular issues in order to create a smoother transition for
students who are moving from the ESL sequence to the English sequence.
What is your specific goal and measurable outcome?
At the retreat, we hope to work together on curriculum so that ESL classes are better preparing students for English classes. We also hope
look at ESL student writing together in order to improve the ability of English instructors to respond to sentence-level errors in their secondlanguage students’ essays. As a result of this retreat, we hope to see higher success rates and greater persistence among students moving
from the ESL sequence to the English sequence.
What is your action plan to achieve your goal?
Activity (brief description)
ESL/English Retreat
Target
Completion
Date
May 2015
108
Required Budget (Split out
personnel, supplies, other
categories)
$400.00
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:
X 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?
x No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
x No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
x No
Yes, list potential funding sources:
109
(obtained by/from):
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committee and 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: __3_
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
1. f/t faculty
2. f/t faculty
3. f/t faculty
.35 English Department
Coordinator
.35 WRAC Center
Coordinator
English
Instructor
English
Instructor
English
Instructor
Reassigned
time (.35
FTEF)
Reassigned
time (.35
FTEF)
Faculty (1000)
Program/Unit
Division/Area
English
Language Arts
English
Language Arts
English
Language Arts
English Department
Language Arts
WRAC Center
Language Arts
110
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.
The English department is thrilled in fall 2014 to welcome a new full-time instructor. However, our current ratio in English is 19 full-time
instructors to 41 part-time instructors. Moreover, in the past five years we have had four f/t retirements and will have another retirement this
year; yet we have only had one f/t hire in that same time. In Fall of 2008 we had 22 f/t instructors in English. Three f/t hires in English isn’t about
growth; after this year’s retirement it would almost return us to the status quo of six years ago. While some of our p/t faculty are visible in the
department and/or have several years experience at Chabot, many of them have minimal experience at the college. Many p/t faculty have
limited to no interaction with f/t faculty which makes it difficult as a department to maintain program cohesion and quality. The integrity of our
program potentially suffers with a high turnover of p/t faculty and a high number of p/t faculty. The English department is the second largest
program on campus. Having quality instructors in English in a cohesive department is critical in assuring our students learn the reading, writing,
and thinking skills they need to have to succeed in all of their college classes. Finally, hiring full-time instructors in English will allow the college
to carry out strategic initiatives of reducing bottlenecks in all of our core courses.
In addition, the English department has seen the loss of coordination time in recent years. The English Department Coordinator has been cut
entirely, and the WRAC Center Coordinator has seen tremendous decrease in its reassign time over the years. With 19 full-time faculty and
typically 40-50 part-time faculty in our department, having a cohesive program wherein all of the administrative demands of the college are met,
is a tremendous challenge.
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.
Full-time faculty are more involved in the hiring and evaluation process than part-time faculty. We receive more mentoring, more training, and
are more involved in the workings of the college. We are required to attend department and committee meetings that connect us to the college
beyond the classroom. We build relationships with faculty, staff, and administrators in the library, the Learning Connection, financial aid,
counseling, athletics, and in other disciplines. We know about the resources that are available to our students or where to go to find resources.
These things can only improve our teaching and our ability to help our students succeed in Chabot and in life. Full-time faculty also are much
more easily available to students; we have offices with our names on the door so students can find us, and we’re there for office hours five
111
hours each week. The more continuity and community we can provide our students, the better they will learn and the faster they will achieve
their educational goals.
In addition, reassigned time must be reinstated in the English Department and in WRAC to achieve program cohesion; to run and maintain our
support services (the WRAC Center); and to maintain the integrity of our program which will help us better serve our students. (See New
Initiative #3: Reassigned Time for English Department Coordinator.)
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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
Classified
Classified Professional Staff (2000)
Description
Program/Unit
Combination—IA and IT
program support for WRAC
Center
WRAC/English
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Postion
Description
Student Assistants (2000)
Program/Unit
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PLEASE LIST IN RANK
ORDER
Division/Area
Language Arts
PLEASE LIST IN RANK
ORDER
Division/Area
2. Rationale for your proposal.
The new computer lab in 354 seems to fit the needs of the instructors and students. The feedback has generally been positive;
however, one of the problems with both the library mezzanine labs and 354 is that they lack IT support for daily maintenance of the
computers, printers, and the SARS machine. The WRAC labs, which support thousands of students each semester, would run a lot
more efficiently if we had regular IT support.
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.
In the spring semester 2012, WRAC added another computer lab (354), resulting in an overall increase in the computer-assisted
instruction. Computer use per semester: Fall 2012: average of 21 classes used the labs; Spring 2013, average of 20 classes; Fall 2013
average of 25 classes; Fall 2014, average of 24 classes. This averages to about 14,000 students a semester coming in as a class to use
the computer labs. Additional IT staff support would better serve the labs and the maintenance of the SARS tracking system.
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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
(201415)*
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
19.25
2
77
8
216
English 4
9
.75
32
4
English 7
5.5
1
22
3
English 101A
8.05
1.05
23
3
English 101B
3.85
.7
11
2
English 102
21
2.1
60
6
Literature
Electives
1.6
.2
8
1
2081
capacity
2206 actual
at Census
972 capacity
1052 actual
at Census
594 capacity
634 actual at
Census
621 capacity
662 actual at
Census
297 capacity
299 actual at
Census
1620
capacity
1765 actual
at Census
352 capacity
217 actual at
Census
English 1A
108
81
81
54
162
44
FTEF for Spring 15 is not-yet available, so the “current FTEF” is based on Spring 14, Summer 14, and Fall 14.
Rationale: Given that all of our core classes are over-enrolled at Census, it seems clear that the English department
has a need for additional FTEF. (The numbers listed above would indicate the minimum needed, as many faculty
turn dozens of students away the first week of the semester, so these numbers don’t take that into account.)
While our literature courses aren’t over-enrolled, given the development of our new AA-T degree, the re-visions to
our existing AA degree, and the English department’s dedication to creating a greater sense of community for our
many English majors at the college, it is important that we create space to let our literature courses grow as well.
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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: 15 learning assistants and 5 tutors.
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Learning Assistant (15)
Learning Assistants to support learning in and out of the classroom
2. WRAC Tutor (5)
English tutors work in the WRAC Center – more are needed for
extending hours and doubling up tutors in prime busy hours
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.
Students’ engagement in our classes will be positively impacted by having more learning assistants in our classrooms. Learning assistants play a
positive role in supplementing instruction by offering one-on-one attention to students, assisting in retention activities, and modeling proper
student behavior. The Fall 2011 – Spring 2014 “Course Success rates for students with and without Learning Connection tutoring” shows the high
success rate in tutoring programs, including WRAC. Students in English courses (English 101B, English 102, and English 1A) with English tutoring
had an average of 73% success rate, 10% higher than students who had no tutoring in these classes; the average success for non-tutored
students was 63%. These numbers reflect the effectiveness of our tutoring services, including in-class tutoring with the learning assistants.
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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 critical requests 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 requests that would be nice to have and would bring additional benefit to the program.
needed totals in all
areas
Description
Erasers/white board
pens/chalk
More paper for 354
Classroom Podiums
2014-15
Request
Requested
Received
$100
$100
$160
$160
N/A
2015-16
Request
N/A
Amount
Division/
Unit
Vendor
$100
$160
$1535.88
Priority
#1
X
www.schooloutfi
tters.com
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X
Priority
#2
Priority
#3
(12) for rooms in
bldgs 800, 500, 300
(to replace
broken/missing
podiums)
Oklahoma Sound Full
Floor Podiums
$145.82
(tax)
$417.52
(shipping)
$2099.22
(total)
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 critical requests 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
118
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
Amount
Vendor
Division/Dept
119
Priority Priority Priority
#1
#2
#3
Notes
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 critical requests 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
Softwar e: “Wr ite
OutLoud”
Amount
$3, 800 for 90
computers
Vendor
Don Johnston
(http://donjohnston.com/)
Division/Unit
Language Arts
(English/WRAC)
120
Priority
#1
Priority #2
The WRAC lab computers are also
lacking in programs that could aid
students in reading and writing. There
are many innovative programs out there
that we need to look into. One of the
programs that is being used in other
colleges is the WRITE OUTLOUD
Priori
ty #3
program, a simple text-to-speech
program that 'reads' text to the user.
Students can copy and paste text from
another program or use Write OutLoud's
word processor to create and edit text.
It’s a great tool for editing and revision.
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Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of reprioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet
capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match
if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined
that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many
smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing,
constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests. If requesting more than one facilities project, please rank order your
requests.
Brief Title of Request (Project Name):
Building/Location:
Description of the facility project. Please be as specific as possible.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
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