Chabot College
Program Review Report
2015 -2016
Year 2 of
Program Review Cycle
World Languages
Submitted on October, 24th 2015
Contact: CarenBarnezet Parrish,
Cristina Moon, and Francisco Zermeño
1
Table of Contents
___ Year 1
Section 1: Where We’veBeen
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
__X_ Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
___ Year 3
Section A: What Have We Accomplished?
Section B: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives
F1: New Faculty Requests
F2: Classified Staffing Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
2
____ YEAR ONE
1. Where We’ve Been - Complete Appendix A (Budget History) prior to writing your
narrative. Limit your narrative to no more than one page. As you enter a new Program
Review cycle, reflect on your achievements over the last few years. What did you want
to accomplish? Describe how changes in resources provided to your discipline or
program have impacted your achievements. What are you most proud of, and what do
you want to continue to improve?
2. Where We Are Now - Review success, equity, course sequence, and enrollment
data from the past three years at
http://www.chabotcollege.edu/ProgramReview/Data2014.asp
Please complete Appendices B1 and B2 (CLO's), C (PLO's), and D (A few
questions)before writing your narrative. Limit your narrative to two pages.
After review of your success and retention data, your enrollment trends, your
curriculum, and your CLO and PLO results, provide an overall reflection on your
program. Consider the following questions in your narrative, and cite relevant data (e.g.,
efficiency, persistence, success, CLO/PLO assessment results, external accreditation
demands, etc.):
• What are the trends in course success and retention rates (based on overall
results and CLO assessments) in your program? Do you see differences based
on gender and/or ethnicity? Between on-campus and online or hybrid online
courses? Provide comparison points (college-wide averages, history within
your program, statewide averages).
1. Success and persistence rates.
2. Distance education vs. face-to-face courses.
3. The Difference We Hope to Make - Review the Strategic Plan goal and key
strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SP for PR.pdf prior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resource
Requests) to further detail your narrative. Limit your narrative to three pages, and be
very specific about what you hope to achieve, why, and how.
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 below as a
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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.
•
•
•
•
•
What initiatives are underway in your discipline or program, or could you begin,
that would support the achievement of our Strategic Plan goal?
Over the next three years, what improvements would you like to make to your
program(s) to improve student learning?
Over the next 6 years, what are your longer term vision(s) and goals? (Ed Master
Plan)
What are your specific, measurable goals? How will you achieve them?
Would any of these require collaboration with other disciplines or areas of the
college? How will that collaboration occur?
_X___ YEAR TWO
A. What Progress Have We Made?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few
questions) prior to writing your narrative. You should also review your most recent
success, equity, course sequence, and enrollment data
athttp://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:
World Languages Program Alignment with Chabot College 2012-15 Strategic Plan:
•
•
The World Languages Program works to provide accessibility to our students’
educational goals in a timely manner by offering courses that are all transferrable to UCs
and CSUs, and Associate Degrees in French (AA) and Spanish (AA/AA-T). The later
Spanish AA-T degree was approved on December 2013. (Strategic Plan 6.j)
In the last year, the WL program increased its online and hybrid course offering in French
and Spanish with a full online program available for French (first and second years) and
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•
•
•
•
additional Spanish sections. We are scheduling a full online 10 week summer session for
first-year French and Spanish. (Strategic Plan 6.k)
Overall, WL courses have become more productive by offering online, hybrid, and oncampus sections that reflect flexibility in scheduling courses. 2013. (Strategic Plan 6.d;
8k)
In Fall 2014, The WL program applied to three funding sources (Instructional, Library
and CARE grants) to support student learning and our discipline goals 2013 (Strategic
Plan 8.a)
We continue to provide training and support to all WL faculty to maintain excellence in
teaching and promote student learning through collaboration and a unified World
Languages program and identity (Strategic Plan 2).
We continue to strengthen our:
o Articulated Assumptions: We have created articulated assumptions for World
Language program that included: our mission, the use of the target language, the
integration of culture in all WL courses, the integration of the laboratory
component, emphasize in critical thinking in first and second year levels;
o Blackboard usage: During our flex-days and discipline meetings, the WL faculty
has trained and worked on standardizing the use of Blackboard especially for
grading purposes. Our goal is to have students have access to their grades
throughout the semester. Most instructors have also added other documents,
links, and activities to their Blackboard shells;
o Teaching methodology: We also provide professional training to adjunct faculty
in communicative approach and teaching philosophy (student centered, the use of
sole target language, classroom management, use of contextualized lesson plans,
use of authentic cultural material).
We strive to offer greater access to the World Languages Lab in room 352. Students have
access to the lab four days a week to complete their mandatory weekly laboratory course
component as well as meet with instructors during office hours. (Strategic Plan 5)
This lab includes 55 computers equipped with access to Rosetta Stone programs loaded
with more than 25 languages. Last year, we renewed Rosetta Stone licenses to 249 units.
The World Languages Program is very proud of:
•
•
The high productivity of our WL courses, especially the online and hybrid sections. We
will pilot a complete online first-year French and Spanish summer program (Summer 15),
and an online French second-year which will make the AA in French online fully
accessible (Spring 15).
Overall, students’ success rates have increased in most first and second year courses.
Noticeability, the success rate gap has also decreased due to an improvement in the
bottom success percentage.
5
SPA 1A
SPA 1B
Range of total enrolled
Overall success rate
Fall 11-Spring 14
241-306
50%-54%
Fall 09-Spring 12
298-341
40%-52%
Fall 11-Spring 14
57-92
52%-71%
Fall 09-Spring 12
42-109
53%-64%
4-21
50%-100%
8-21
70%-90%
6-14
67%-100%
Fall 09-Spring 12
2-15
57%-100%
Fall 11-Spring 14
45-63
69%-79%
Fall 09-Spring 12
63-69
70%-77%
FRNC 2A Fall 11-Spring 14
Fall 09-Spring 12
FRNC 2B Fall 11-Spring 14
JAPN 1A
•
Under curriculum revisions, in the Fall 2014 the WL program:
o Created new 3 unit UCs and CSUs transferrable courses for the first-year French
and Spanish. The rational being to promote students’ success completion of their
language requirements through more manageable course load;
o Updated ALL world language course outlines;
o Resubmitted the second semester for French and Spanish (FRNC 1B, SPA 1B) for
approval under IGETC 3B Humanities. (pending review and approval);
o Restructured Spanish 5 to meet State repeatability standards into two courses
(SPAN 5 and 6).
Development of WL SLOAC:
• Inclusive of adjunct faculty participation, drafting and implementation of 3 SLO rubrics
(oral, written, and cultural presentations) for all languages (Chinese, French, Italian,
Japanese, and Spanish) and levels (1A, 1B, 2A, 2B, 50A, 50B, 50C, 50D). The WL
faculty (3 full-time faculty and 9 adjunct faculty) has been working on SLO rubrics for
the last 8 semesters (from fall 2007 and continued spring 2011) through flex-days and
more than a dozen discipline meetings.
• World Languages completed compiling SLOs results by reporting on eLumen and
closing the loop procedures.
6
•
•
•
By the end of spring 2012, all WL instructors reported their SLOs reports on eLumen and
closed the loop. During flex-days, all WL instructors have shared their data with the
department to come up with a summary report. We have started a new cycle and we exp
We have also created PLOs that include the reporting of all 3 SLO rubrics created by the
WL faculty that will be implemented in all the languages and levels.
Spring 2013, we started the new cycle which we expect to complete by spring 2015.
What were your year one Program Review goals?
For fall 2009- spring 2012, the World Languages composed of French, Japanese, and Spanish
programs performed between 40%-100% overall success whereas the college fluctuated between
65%-68%.
For the smaller program (Japanese composed of one section of 1A and one section of 1B) the
range for the overall success rate is high at 70%-86%.
Japanese:
JAPN
1A
JAPN
1B
Range of total
enrolled
Overall
success rate
Range of Enrollment
Percentage at Census
Fall
11Spring 14
45-63
69%-79%
69%-79%
Fall
09Spring 12
63-69
70%-77%
NA
Fall
11Spring 14
27-34
70%-85%
70%-85%
Fall
09Spring 12
33-37
71%-86%
NA
Range of total
enrolled
Overall
success rate
Range of Enrollment
Percentage at Census
Fall
11Spring 14
68-106
40%-54%
73%-110%
Fall
09Spring 12
68-93
41%-54%
NA
French:
FRNC
1A
7
FRNC
1B
FRNC
2A
FRNC
2B
Fall
11Spring 14
15-32
66%-83%
43%-91%
Fall
09Spring 12
17-32
66%-84%
NA
Fall
11Spring 14
4-21
50%-100%
50%-100%
Fall
09Spring 12
8-21
70%-90%
NA
Fall
11Spring 14
6-14
67%-100%
67%-100%
Fall
09Spring 12
2-15
57%-100%
NA
Spanish:
SPA
1A
SPA
1B
SPA
2A
SPA
Range of total
enrolled
Overall
success rate
Range of Enrollment
Percentage at Census
Fall
11Spring 14
241-306
50%-54%
48%-133%
Fall
09Spring 12
298-341
40%-52%
NA
Fall
11Spring 14
57-92
52%-71%
43%-114%
Fall
09Spring 12
42-109
53%-64%
NA
Fall
11Spring 14
22-40
68%-88%
73%-133%
Fall
09Spring 12
17-40
83%-94%
NA
Fall
9-26
82%-100%
30%-87%
11-
8
2B
Spring 14
Fall
09Spring 12
14-25
82%-100%
NA
For the two larger programs (French and Spanish) the overall success ranges have a wider range
in varying degree due to levels, the size of the courses, and number of sections we offer each
semester. Also, for French 1B, 2A, and 2B the courses were cross-listed until Spring 2012 when
1B was separated from the 2A/2B.
Summer Sessions:
Range of total
enrolled
Overall
success rate
Range of Enrollment
Percentage at Census
FRNC
1A
Summer 1214
31-39
45%-54%
75%-78%
SPA 1A
Summer 092014
66-81
68%-71%
48%-100%
SPA 1B
Summer
2011
16
88%
88%
Findings:
The wide range in the percentile differences might be due to several factors:
• 2/3 of our WL courses are taught by adjunct faculty
• Many of our WL faculty have not been following the department’s pedagogical teaching
methodology of using solely the target language in the classroom
• the linguistic differences of the language programs (Romance and Asian languages)
• the number of sections being offered each semester
• the number of students enrolled in each course and language.
• According to the overall success rate for Chabot (65-68%), our WL department is aligned
with the rest of the campus
• We have found that summer courses tend to have a higher overall success rate.
Problem areas that were addressed:
9
All course outlines for World Languages courses have been updated and approved by the
curriculum committee. Starting fall 2010, all WL course outline descriptions indicate the sole
use of the target language.
WL full-time faculty has been working with the adjunct faculty through flex-days and discipline
meetings and workshops to:
• follow the contract professional standards of challenging students learning and providing
high expectations to students (18I.7.b.,4) and organizing course content so that is
encompasses authorized course outlines (18I.7.c.5). This is being implemented with a
less instructor-center method of teaching and more opportunities for student-to-student
interactions inherent in the communicative Second Language Acquisition pedagogy.
• be current, sound, professional, and consistent in the World Languages program offered
at Chabot College
• improve our program by creating a unifying World Language identity across languages
and sections, homogenization of various aspects
• be sequential and offerings expanded from within and outward through curriculum
expansion, with consistency in our Course Outlines
For fall 2009- spring 2012, the World Languages composed of French, Japanese, and Spanish
programs performed between 40%-100% overall success whereas the college fluctuated between
65%-68%.
For the smaller program (Japanese composed of one section of 1A and one section of 1B) the
range for the overall success rate is high at 70%-86%.
Japanese:
Japanese
1A
Japanese
1B
Range of total
enrolled
Overall
success rate
Range of Enrollment
Percentage at Census
Fall 11Spring 14
45-63
69%-79%
69%-79%
Fall 09Spring 12
63-69
70%-77%
NA
Fall 11Spring 14
27-34
70%-85%
70%-85%
Fall 09Spring 12
33-37
71%-86%
NA
For the two larger programs (French and Spanish) the overall success ranges have a wider range
in varying degree due to levels, the size of the courses, and number of sections we offer each
semester. Also, for French 1B, 2A, and 2B the courses were cross-listed until Spring 2012 when
1B was separated from the 2A/2B.
10
For fall 2009- spring 2012:
Range of total enrolled Overall success rate
French 1A 68-93
41%-54%
French 1B 17-32
66%-84%
French 2A 8-21
70%-90%
French 2B 2-15
57%-100%
For fall 2009- spring 2012:
Range of total enrolled Overall success rate
Spanish 1A 298-341
40%-52%
Spanish 1B 42-109
53%-64%
Spanish 2A 17-40
83%-94%
Spanish 2B 14-25
82%-100%
Summer 2011-2012
Range of total enrolled Overall success rate
French 1A 31-39
45%-54%
Summer 2011-2012
Range of total enrolled Overall success rate
Spanish 1A 66-81
68%-71%
Spanish 1B 16
88%
Findings:
The wide range in the percentile differences might be due to several factors:
• 2/3 of our WL courses are taught by adjunct faculty
• Many of our WL faculty have not been following the department’s pedagogical teaching
methodology of using solely the target language in the classroom
• the linguistic differences of the language programs (Romance and Asian languages)
11
•
•
•
•
the number of sections being offered each semester
the number of students enrolled in each course and language
According to the overall success rate for Chabot (65-68%), our WL department is aligned
with the rest of the campus
We have found that summer courses tend to have a higher overall success rate.
Problem areas that were addressed:
All course outlines for World Languages courses have been updated and approved by the
curriculum committee. Starting fall 2010, all WL course outline descriptions indicate the sole
use of the target language.
WL full-time faculty has been working with the adjunct faculty through flex-days and discipline
meetings and workshops to:
• follow the contract professional standards of challenging students learning and providing
high expectations to students (18I.7.b.,4) and organizing course content so that is
encompasses authorized course outlines (18I.7.c.5). This is being implemented with a
less instructor-center method of teaching and more opportunities for student-to-student
interactions inherent in the communicative Second Language Acquisition pedagogy.
• be current, sound, professional, and consistent in the World Languages program offered
at Chabot College
• improve our program by creating a unifying World Language identity across languages
and sections, homogenization of various aspects
be sequential and offerings expanded from within and outward through curriculum expansion,
with consistency in our Course Outlines
Analysis of the overall WL program
The overall success data between Fall 2009-Spring 2012 for each of the language programs
indicates:
French
Japanese
Spanish
41%-100%%
70%-86%
40%-100%
A few findings:
Follow the contract professional standards of challenging students learning and providing high
expectations to students (18I.7.b.,4) and organizing course content so that is encompasses
authorized course outlines (18I.7.c.5). This is being implemented with a less instructor-center
method of teaching and more opportunities for student-to-student interactions inherent in the
communicative Second Language Acquisition pedagogy.
To be current, sound, professional, and consistent in the WL program, the WL is currently
working on the training of adjunct faculty to adhere to the current course outlines and
departmental teaching philosophy of using solely the target language in the classroom.
12
The department believes that there is direct correlation of the lower success rate with the
enrollment numbers. Currently, all 1A courses in the WL department have a student cap of 40
students while other transfer institutions and other community colleges in the area have between
20 and 35 students for the equivalent course.
As of now:
Courses
Chabot
College
UC
Berkeley
San Jose
State U.
Mission
College
West Valley
College
All 1A
40 students
20 students
30 students
30 students
35 students
All 1B
35 students
20 students
30 students
30 students
35 students
All 2A
30 students
20 students
30 students
30 students
30 students
All 2B
30 students
20 students
30 students
30 students
30 students
Conversation
courses
35 students
20 students
30 students
30 students
35 students
•
•
We are one of the few colleges that offer a first-year foreign language class with a max.
of 40 students (Mission College is 30 students and West Valley is 35 students).
In order for our transfer courses to be competitive and equivalent to the same level
courses offered at the 4 year institutions and other community colleges, we need to align
our course capacity with those institutions.
In order to improve the overall success rate, the WL department requests:
To move to closer alignment to the course capacities that the transfer institutions and other
community colleges in the area have.
Adequate pedagogical student cap for all courses/sections should be at 30 students (currently 40).
Analysis by course/language
The overall success data between Fall 2009-Spring 2012 for each of the language programs
indicates:
1A courses
Success
Non-success
Withdrawal
Total #Enrolled
French 1A
41%-54%
8%-21%
25%-48%
68-93
Japanese 1A*
70%-77%
14%-19%
6%-16%
63-69
Spanish 1A
40%-52%
23%- 30%
23%-37%
296-341
*Note: Japanese 1A course is only offered during the fall semester.
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The overall success data between Fall 2009-Spring 2012 for each of the language programs
indicates:
1B courses
Success
Non-success
Withdrawal
Enrolled #
French 1B
66%-84%
4%-19%
11%-16%
19-32
Japanese 1B**
71%-86%%
8%-18%
3%-14%
33-37
Spanish 1B
53%-64%
10%-27%
20%-31%
42-109
**Note: Japanese 1B course is only offered during the spring semester.
The overall success data between Fall 2009-Spring 2012 for each of the language programs
indicates:
2A courses
Success
Non-success
Withdrawal
Enrolled #
French 2A
70-95%
8-21%
5-30
10-21
17-40
Spanish 2A
The overall success data between Fall 2009-Spring 2012 for each of the language programs
indicates:
2B courses
Success
Nonsuccess
Withdrawal
Enrolled
#
French 2B
57100%
11-14%
6-25%
2-15
Spanish
2B
82100%
5-14%
4-14%
14-25
A few findings:
1. Many students taking our 1A courses are choosing a World Language course to
satisfy different requirements for graduation, transfer, and/or completion of a
degree.
2. The student success rate for our 1A courses varies from 41%-77%.
3. Although there is a big variation on the success rate, the non-success rate is for
the most part lower (from 8%-30%).
4. The withdrawal rate is higher than the non-success rate. The withdrawal rate
varies among languages. The smaller language departments have an overall lower
withdrawal rate than French and Spanish. This could be due to the fact that there
are a lot more sections and students enrolled in French and Spanish 1A (most of
French1A and Spanish 1A sections have more than 40 students) making it harder
for students to follow the course because of an excessive student-teacher ratio.
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This high ratio (40:1) is NOT pedagogically sound for a foreign language
classroom and it prevents at risk students from receiving the attention they need to
succeed.
6. We are also looking more broadly at how to best provide greater assistance to
students in these courses, including how to better connect at-risk students to the
support services we offer, including improvements in classroom support services
such as tutoring and conversation groups.
7. The differences in student success in World Languages are to some extent implicit
in the level of the course, with enrollment and student cap being higher in the 1A
courses in comparison to the 1B, 2A, and 2B.
8. It should be noted that the lower student to teacher ratio on the 1B, 2A, and 2B
courses yields a significantly higher student success rate while the non-success
and withdrawal rates drop drastically in comparison to the 1A courses.
5.
•
What do you see in the comparisons between men and women and
between different ethnicities? What accounts for differences? What
concerns you? How could you strategically address the concerns?
Gender: Fall 11-Spring 14 (%)
JAPANESE
JAP 1A
JAP 1B
Success
female
55%-89%
5%-18%
5%-27%
11-22
male
63%-72%
6%-18%
19%-22%
32-40
female 80%-100%
0%-7%
0%-20%
5-15
19%-29%
0%-14%
17-21
male
FRENCH
FRNC 1A
FRNC 1B
Non-success Withdrawal Total #Enrolled
67%-75%
Success
Non-success Withdrawal Total #Enrolled
female
40%-48%
16%-25%
32%-37%
41-67
male
33%-64%
8%-32%
16%-52%
25-48
female 68%-100%
0%-16%
0%-25%
5-19
50%-100%
0%-23%
0%-33%
2-14
male
15
FRNC 2A
female 67%-100%
0%-33%
0%-11%
3-13
33%-100%
0%-33%
0%-13%
1-8
female 83%-100%
0%-17%
0%
3-11
50%-75%
0%-100%
0%-25%
1-4
male
FRNC 2B
male
SPANISH
SPA 1A
Success
49%-54%
21%-30%
22%-27%
148-189
%-%
%-%
%-%
92-128
female
49%-73%
5%-17%
15%-42%
32-59
male
52%-79%
0%-28%
13%-31%
24-32
female
67%-90%
0%-27%
0%-20%
10-25
male
71%-83%
0%-25%
0%-17%
4-13
female 83%-100%
0%-17%
0%-6%
6-20
67%-100%
0%-17%
0%-25%
3-7
female
male
SPA 1B
SPA 2A
SPA 2B
Non-success Withdrawal Total #Enrolled
male
Following Chabot’s demographic gender data, our language courses have a higher percentage of
women enrolled thus a highest success rate.
Race-Ethnicity
Overall enrollment shows that Asian students tend to represent the highest % in Asian language
courses (Chinese and Japanese).
Overall enrollment shows that Romance languages (French, Italian, and Spanish) tend to
represent the ethnic demographic data of Chabot
• Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
16
As part of our program goals, we now offer more options in courses to our World Languages
students:
1. We created new 3 unit courses in French and Spanish: FRNC and SPA 1A1, 1A2, 1B1,
1B2 that will start in Fall 2015. Students will be able to choose to take the intensive 5
unit track or the slower pace 3 unit track for French and Spanish. This will help students
with scheduling and overall success in the course.
2. We now have new online courses for FRNC 1B, 2A, 2B: To offer more options to our
students, French 1B, 2A, and 2B is offered as cross-listed with the on-campus and online
sections. Now, French students can complete first and second year all online.
3. Spanish 5 and Spanish 6: The current course outline was updated to reflect load and
change the repeatability. As a solution, we have created a new SPA 5 and SPA 6 .5 unit
each that will be offer each semester.
In addition,
1. We updated all course outlines for Chinese, French, Japanese, and Spanish.
2. We re-applied for IGETC 3: Humanities for FRNC 1B and SPA 1B.
3. We successfully were approved for the Spanish AA-T degree. As of December 2013, we
were approved for the new associate degrees for transfer for Spanish (AA-T for
Spanish). This AA-T will simultaneously award students an associate degree and
prepare them for special benefits/guarantees upon transfer to CSU.
4. We keep working working in creating a unifying World Language identity. Keep
updating the World Language website that includes information of our AA programs in
French and Spanish, WL courses we offer, instructor’s picture w/biography, WL events,
schedule of Chinese, French, and Spanish conversation groups. Across languages and
sections, homogenization of:
• Syllabi (grade breakdown, lab component, assignments)
• Target language use during instruction now part of the course outlines for WL courses
effective fall 2010.
• Prerequisite challenge procedure
• Credit by examination procedure
• Strategies to address low performance students
• Outreach: High School Community Outreach in French and Spanish Target language
In addition to our AA program, all of our courses (1A, 1B, 2A, 2B) are included on various
college and state requirements:
·
All 1A courses count as the Foreign Language requirement needed for UC.
·
All 1B courses count as the Foreign Language requirement for the UC IGETC.
·
·
-
All 1A, 1B, 2A, and 2B courses count as:
CSU Transfer List
CSU GE list (area: Arts and Humanities)
UC Transfer List
All 1A and 1B courses count as:
Associate in Arts Degree (AA)/Associate in Science (AS) (area: Humanities)
17
Associate in Arts Degree (AA)/Associate in Science (AS) (area: Communication and
Analytical Thinking)
·
All 2A and 2B courses count as:
IGETC-area 3 (Arts and Humanities)
Associate in Arts Degree (AA)/Associate in Science (AS) (area: Writing and Critical
Thinking; Humanities)
•
What challenges did you face that may have prevented achieving your goals? Cite
relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, etc.).
In order to accomplish our program goals there are certain institutional challenges that we
need to bring out.
World Languages challenges/Barriers to Success:
We ask for a full-time position in Spanish: We expect to hire someone who is a World
Language instructor, with Spanish being the lead language, but also would be able to teach
another language; a professional profile typical among World Language departments on college
campuses. We urgently need to increase the percentage of full-time faculty in the department to
improve program quality, cohesion, and consistency:
•
•
•
•
For 2015-2016, World Languages is planning to offer 56 sections in a year, 25 per
semester and 6 in the summer. For 2015-2016, this represented a total of 18.62 FTEF.
5.94 FTEF is taught by 3 full-time World Language instructors which means that
12.68% FTEF is taught by part-time instructors.
70% of our courses are taught by part-time instructors.
Concretely, only 3 full-time instructors are available to recruit, hire, mentor, and evaluate
14 adjuncts as well as trying to build a strong world language program that includes a
new world language laboratory.
With the hire of an additional full-time faculty, four full-time instructors would still only
represent about 40% of the annual FTEF for full timers while 60% is taught by part-time
faculty. We need a full-time Spanish instructor that will help us shoulder the
responsibilities of curriculum, off-site courses, a language lab, and campus-wide
professional service responsibilities.
Bring back Chinese and Italian: Due to the previous budget cuts, we lost the Chinese and
Italian programs at Chabot. We would like to bring those languages back to our World
Languages Department. We are proposing the reinstatement of CHIN 1A and 1B for the 20152016 academic year.
Increase hours to our WL lab for student access: We are requesting the hiring of a Spanish
adjunct to work part-time at the lab to respond to students lab needs by offering a more flexible
schedule. Due to the limited resources, currently the lab schedule does not promote studentoriented learning environment.
18
Increase # of students in our French AA and Spanish AA: Data indicates that for Fall 2012,
World Languages had 62 declared majors with almost 70% indicating Spanish as their major.
Data indicates that we have had a steady increase on our French and Spanish AA awarded 20002012.
We need to keep increasing the number of 1A sections in order to solidify the upper levels and
the completion of AA degrees in Foreign Language (French and Spanish). This is necessary
because all the upper courses have prerequisite requirements.
Our offerings cover all days and hours’ time slots with emphasis on prime time slots. However,
we are constantly reevaluating the students’ needs and the fluctuation of enrollment in our
sections to maximize student fill rate of each section. This is somewhat challenging to foresee
because it fluctuates every semester, especially this past summer session and fall semester.
Overall, we ensure that all courses (1A, 1B, 2A, and 2B) needed for the French and Spanish AA
are offered every semester.
A “bottleneck” in Foreign Language is when students cannot take 1A courses in Foreign
Language (French, Japanese, and Spanish) because it delays their transfer timeframe. A delay in
1A enrollment, impacts their progression through the upper levels (1B, 2A, and 2B) and their
completion of the AA programs (French and Spanish) in a realistic graduation timeframe.
Course equivalency issue between Chabot and LPC:
Currently LPC language courses (French, Italian, and Spanish) do not align with our program.
This severe discrepancy creates problems when LPC students want to continue the language
course series at Chabot. LPC is working in updating their course work. It is our hope to have a
more aligned program between our sister college so that students could take courses from both
colleges and still be considered equivalent.
Improvement in technical support from the college:
1. Critical Technology support needed:
A.
2 Samsung Galaxy Note 10.1 2014 tablet with stylus ($600 x 2 = $1200)
The Android tablet with the stylus will provide the instructor with the flexibility and portability
to create short screencasts using LectureNotes app and uploading to the Internet.
As we keep adding more DE courses in French and Spanish (online and hybrid) due to their
high productivity and high enrollments, we need more technical support. An online French AA
is available (starting Spring 15) with an online Spanish AA-T in the near future.
The two full-time instructors (C. Moon and C. Parrish) currently teaching these online and
hybrid courses are creating original vodcasts (video lectures) and screencasts (video file that
displays in real-time what someone is writing on some screen, usually with an audio
explanation of what is being written) hosted on Blackboard but are not provided with any
hardware support by the College nor District.
In order to record their lectures as screencasts, they use table pens and Screencast. Thus far,
they have not received any financial support to pay for the tablet pens they utilized. They
need to renew the technology they use, and the institution should start providing the hardware
support needed for these instructors teaching online.
B. VoiceThread ($999/year department license)
19
VoiceThread is an interactive collaboration and sharing tool that enables users to add images,
documents, and videos, and to which other users can add voice, text, audio file, or video
comments. Since it has the option to embed it in Blackboard, we would first try it as a pilot and
as an addition to our discussion board forum. Students would be able to record video or audio
responses thus creating a more comprehensive learning environment.
C. Screencast Pro ($99.95 x 2 = $200)
a)
Online video and content hosting with adequate storing capacity and bandwidth to
accommodate the high volume of students accessing and downloading the video lectures
($99.95 x 2 = $199.90 + tax). This is a yearly license for two instructors. We currently have to
accommodate at least 500 online/hybrid students accessing online video lectures.
C.
Wimba Voice needed
We have communicated to the Chabot Technology Committee the need of voice discussion tool
on Blackboard such as Wimba voice. The committee agreed that it will be useful tool but we
need the monetary support to at least pilot this tool as a viable tool for not only our online
students but for all Chabot students.
Some of the possible benefits of this tool are:
• Enhance the instructor’s presence and involvement with course materials
• Add additional, re-usable explanations of complex concepts
• Personalize engagement between instructors and students
• Teach correct pronunciation and provide audible learning cues to students
• Enhance the instructor’s ability to reach students who learn best by hearing,
• To better address students with visual and print disabilities,
• Add energy and interactivity to class discussions
Institutional Improvement:
Campus server that would support the uploading of video/audio files needed
Because of our large amount video files that we use for our hybrid/online courses, we cannot
load them on Blackboard. We are using outside servers (paid by the individual instructors) to
host our videos for our students. We need a dedicated server for our increasing need of
video/audio files.
B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies
athttp://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resources
Requested) to further detail your narrative. Limit your narrative to two pages, and be
very specific about what you hope to achieve, why, and how.
Note: Chabot is in the process of creating our next Educational Master Plan, to last six
years. Educational Master Plans are generally large enough in scope to be flexible.
20
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 below 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.
Given your experiences and student achievement results over the past year:
World Languages Overall Improvement Plans:
Full-time Faculty Position for Spanish
We expect to hire someone who is a World Language instructor, with Spanish being the lead
language, but also would be able to teach another language; a professional profile typical
among World Language departments on college campuses.
•
•
•
•
•
For 2015-2016, World Languages is planning to offer 56 sections in a year, 25 per
semester and 6 in the summer. For 2015-2016, this represented a total of 18.62 FTEF.
5.94 FTEF is taught by 3 full-time World Language instructors which means that
12.68% FTEF is taught by part-time instructors.
70% of our courses are taught by part-time instructors.
Concretely, only 3 full-time instructors are available to recruit, hire, mentor, and evaluate
14 adjuncts as well as trying to build a strong world language program that includes a
new world language laboratory.
With the hire of an additional full-time faculty, four full-time instructors would still only
represent about 40% of the annual FTEF for full timers while 60% is taught by part-time
faculty. We need a full-time Spanish instructor that will help us shoulder the
responsibilities of curriculum, off-site courses, a language lab, and campus-wide
professional service responsibilities.
Re-assigned time for World Languages Coordinator:
We need to bring back the re-assigned time for World Languages Coordinator. Our department
would rotate the responsibility of WL Coordinator.
In the past the coordinator led the department in:
-Program Review, discipline plans, scheduling of courses and lab.
-Recruiting, interviewing, and mentoring of adjunct faculty in French, Chinese, Japanese, and
Spanish.
-Scheduling and organizing Flex-day agenda and training opportunities for the part-time faculty.
•
World Languages courses:
21
The World Languages program will work on bringing back Chinese (1A/1B) and Italian (1A/1B)
after they were cut during previous years. For 2015-2016, we are proposing to offer Chinese 1A
(fall15) and Chinese 1B (spring16).
For summer 2015, we are offering the first-year (1A and 1B) in French and Spanish back to back
5 weeks. Students that want to complete their language requirement could do it in 10 weeks
during the summer.
New Initiatives to support the achievement of college Strategic Plan goals:
• Our plan is to have an AA in French, AA in Spanish, and AA-T in Spanish 100% online.
Starting Spring 2015, the French program will offer courses for first (1A/1B) and second
(2A/2B)-year both on-campus and online, making it possible for students to complete an
AA in French on-campus as well as online. Currently, we offer hybrid and online first
(1A/1B) year Spanish. Since the AA-T in Spanish was approved in December, 2013 our
plan is to provide students the opportunity to complete the entire AA-T online as well as
on-campus (Strategic Plan 8.k “Explore ways to make our classes more ‘productive’; 6.j
“Accelerate our progress on the AA-T degrees, and ensure that students understand these
new transfer degrees”)
Ideas to improve student learning/Specific and measurable goals:
• We need to hire a part-time Spanish faculty for our lab in order to offer a more flexible
schedule for our students.
• As a department, we strive to increase the passing rate of all our language sections and to
decrease the attrition rate especially of the first and second semester courses. We will
continue to work along with the Learning Center to provide tutoring support to our
students. This will be done by promoting the LC services, identifying struggling
students, and offering individual, group and conversation sessions throughout the
semester.
What is the long term vision/goal?:
• Presently, the World Languages Program offers French (1A, 1B, 2A, 2B), Japanese (1A,
1B), and Spanish (1A, 1B, 2A, 2B). Our long term vision for the program is to not only
bring back Chinese (1A, 1B) and Italian (1A, 1B) but also grow the program to offer first
and second-year for all the languages and create AA degrees.
• Also, we would look at our community needs and offer challenging and rich programs of
study in a variety of languages: Tagalog, Persian/Farsi, and Vietnamese and possibly
offer certificates in addition to the AA degrees.
• Our on-going and long term vision for our World Languages Lab is create a studentcentered environment that will be open M-Th 9:00-5:00 pm. The lab will also be a space
for students to do their lab work, homework, and also get tutoring if needed.
22
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
2013-14 Budget
Requested
1 part-time Spanish
adjunct for lab
$200 (DVDs in WL
for the lab)
$200: Screencast
Pro
2013-14
Budget
Received
0
0
0
2014-15 Budget
Requested
2014-15
Budget
Received
1 part-time Spanish
adjunct for lab
$200 (DVDs in WL for
the lab) (priority 2)
• $1200: 2 Samsung
Galaxy Note 10.1
2014 tablet with
stylus (priority 1)
• $200:
2
Screencastyearly
subscription (priority
1)
• $999:
VoiceThread
(department license /
(priority 2)
Other
TOTAL
$1400 (priority 1)
$1400 (priority 2)
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.
Thus far no funding was received.
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?
23
Thus far the biggest impact of not receiving any funding has been on the financial
burdenincurred by the two full time instructors teaching online and hybrid courses. While
these popular 1A and 1B courses (French / Spanish) are taught every semester for the last 5
years, these faculty members are personally funding the technology necessary to create online
lectures and make them available to their students. This includes the cost of tablet pens to
design original lecture as vodcasts and the yearly subscription to Screenscast to host their
lectures files and make them available as streaming files to students on Blackboard.
This financial situation is unsustainable; faculty teaching online at Chabot should not have to
purchase the hardware necessary to create online lectures. An office computer is not enough
when teaching online because the course content needs to be interactive in World language,
students need to be presented with instructors’ lectures that reflect the sole usage of the
target language of our department mission. All this is done by the online instructors creating
lectures as original vodcasts that incorporate authentic materials in the target language with
audio and visual input and explanations from their field of expertise.
Student learning suffers from such dire situation, as faculty members teaching online are
limited with the scope of resources they can provide and make available to their online
students compared to the on-campus sections. While the online sections are more popular, we
notice a higher attrition earlier in the semestercompared to the on-campus sections.
Given appropriate tools, online instructors could engage more effectively right from the
beginning their online students by increasing their exposure to interactive assignments, thus
fostering greater online community participation. This could easily be done with VoiceThread.
Distance Education is more than ever a part of each campus course offerings and should be
funded accordingly by the institution to insure quality of instruction, student learning, and
retention.
24
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:
X No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to
be submitted with this Year’s Program Review. Note: All courses must be assessed
once at least once every three years.
Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed this
year and include in this Program Review.
B.
Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per
line. Add more rows as
needed.
Chinese 1A
French 1A
This Year’s Program Last Year’s Program
2-Years Prior
Review
Review
*CTL forms must be
*Note: These courses
must be assessed in
included with this PR.
the next PR year.
Currently not offered Completed fall 12
Fall09
Fall09
Spring 2015
Fall09
Japanese 1A
Spring 2015
Fall11
Spring10
Spanish 1A
Spring 2015
Spring12
Spring12
Chinese 1B
Currently not offered
Fall 12
Spring11
French 1B
Spring 2015
Fall10
Fall10
Japanese 1B
Spring 2015
Fall11
Spring11
Spanish 1B
Spring 2015
Spring11
Spring11
French 2A
Spring 2015
Spring11
Spring11
Spanish 2A
Spring 2015
Spring12
Fall11
French 2B
Spring 2015
Fall11
Fall11
25
Spanish 2B
Spring 2015
Spring12
Fall11
Spanish 5
Spring 2015
Spring12
Fall11
WORL 1L
Currently not offered
Fall12
Fall11
26
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
X 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.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment reported in
this Program Review. These courses should be listed in Appendix B1: Student Learning
Outcomes Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate
for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect on the
individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the
course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Defined Target
Scores*
(CLO Goal)
(CLO) 2:
(CLO) 3:
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
27
Actual Scores**
(eLumen data)
* Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
28
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this
course level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this
course level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
29
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this
course level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this
course level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
30
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle,
the prior Closing the Loop reflections and other faculty discussions?
We have made great progress in unifying the World Languages Program under an
immersion approach using solely the target language in all the classes.
2. Based on the current assessment and reflections, what course-level and
programmatic strengths have the assessment reflections revealed? What actions
has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We hope to increase our offering in sections and in languages.
Also, we will continue our training in instructional technology and seek more
resources for our lab.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
31




X Resource based
Change to CLO or rubric
Change to assessment methods
Other:____________________________________________________________
_____
32
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: _____World Languages_
•
PLO #1: Demonstrate proficiency in understanding and using, orally, the grammatical
structures presented and vocabulary assigned
•
PLO #2: Demonstrate proficiency in understanding and using, in writing, the grammatical
structures presented and vocabulary assigned
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
There was a need to standardize the use of a rubric for all written compositions and oral
presentations at all levels 1A, 1B, 2A, and 2B due to the large number of sections and
instructors.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
The use of a common rubric and topics promoted fluency and accuracy of the content
presented to the students at each specific level.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
We will continue to use the common rubric and similar topics/themes to be used at each
specific level to encourage student’s confidence in the target language as well as the use of
vocabulary and linguistic structures in appropriate communicative context. The amount of
proficiency production and the level of difficulty and complexity of expression are appropriate
for the level of learners.
33
34
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years? YES
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five
years or won’t be taught in three years should be deactivated) YES
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? YES
4. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester YES
5. Have you assessed all of your courses and completed "closing the loop" forms for all of
your courses within the past three years? If no, identify which courses still require this
work, and your timeline for completing that work this semester. YES
6. Have you developed and assessed PLOs for all of your programs? If no, identify
programs which still require this work, and your timeline to complete that work this
semester. YES
7. If you have course sequences, is success in the first course a good predictor of success in
the subsequent course(s)? 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. YES
35
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will
require the support of additional and/or outside funding. The information you provide will facilitate and focus the research and
development process for finding both internal and external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Activity (brief description)
Target
Required Budget (Split
Completio out personnel, supplies,
n Date
other 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)
36
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
37
(obtained
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 (1 full time / 1 re-assigned time for coordinator / 1 part-time)
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Full time
Re-assigned time
for Coordinator
Part-time
Description
Spanish
instructor
World
Languages
Coordinator
Spanish-lab
Faculty (1000)
Program/Unit
Division/Area
World Languages
Language Arts
World Languages
World Languages
Language Arts
Language Arts
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.
38
Full-time Faculty Position for Spanish
We expect to hire someone who is a World Language instructor, with Spanish being the lead language, but also would be able to teach
another language; a professional profile typical among World Language departments on college campuses.
•
•
•
•
For 2015-2016, World Languages is planning to offer 56 sections in a year, 25 per semester and 6 in the summer. For 20152016, this represented a total of 18.62 FTEF. 5.94 FTEF is taught by 3 full-time World Language instructors which means that
12.68% FTEF is taught by part-time instructors.
70% of our courses are taught by part-time instructors.
Concretely, only 3 full-time instructors are available to recruit, hire, mentor, and evaluate 14 adjuncts as well as trying to build
a strong world language program that includes a new world language laboratory.
With the hire of an additional full-time faculty, four full-time instructors would still only represent about 40% of the annual
FTEF for full timers while 60% is taught by part-time faculty. We need a full-time Spanish instructor that will help us
shoulder the responsibilities of curriculum, off-site courses, a language lab, and campus-wide professional service
responsibilities.
Re-assigned time for World Languages Coordinator
We need to bring back the re-assigned time for World Languages Coordinator. Our department would rotate the responsibility of WL
Coordinator.
In the past the coordinator led the department in:
-Program Review, discipline plans, scheduling of courses and lab.
-Recruiting, interviewing, and mentoring of adjunct faculty in French, Chinese, Japanese, and Spanish.
-Scheduling and organizing Flex-day agenda and training opportunities for the part-time faculty.
Part-time Faculty Position for Spanish for the lab
The WL department requests the hiring of a Spanish adjunct faculty to cover 15 additional hours at the lab.
Note: according to our investigation, a WL student that attends the weekly mandatory lab hour at 1 hour/week for 18 weeks generates
$150 per student per semester. Each semester, the Spanish courses have an enrollment of 500 students which means that the WL lab
is generating $75,000.
If we hire an adjunct faculty to cover 15 additional hours, this will cost around $15,174 per semester (15 hours x $56.20).
39
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.
•
•
Build pathway communities to support students
Help students to monitor their progress along their pathway
World Languages Program Alignment with Chabot College 2012-15 Strategic Plan:
•
The World Languages Program works to provide accessibility to our students’ educational goals in a timely manner by
offering courses that are all transferrable to UCs and CSUs, and Associate Degrees in French (AA) and Spanish (AA/AA-T).
The later Spanish AA-T degree was approved on December 2013. (Strategic Plan 6.j)
•
In the last year, the WL program increased its online and hybrid course offering in French and Spanish with a full online
program available for French (first and second years) and additional Spanish sections. We are scheduling a full online 10 week
summer session for first-year French and Spanish. (Strategic Plan 6.k)
•
Overall, WL courses have become more productive by offering online, hybrid, and on-campus sections that reflect flexibility
in scheduling courses. 2013. (Strategic Plan 6.d; 8k)
•
In Fall 2014, The WL program applied to three funding sources (Instructional, Library and CARE grants) to support student
learning and our discipline goals 2013 (Strategic Plan 8.a)
•
We continue to provide training and support to all WL faculty to maintain excellence in teaching and promote student learning
through collaboration and a unified World Languages program and identity (Strategic Plan 2).
We continue to strengthen our :
o Articulated Assumptions: We have created articulated assumptions for World Language program that included: our
mission, the use of the target language, the integration of culture in all WL courses, the integration of the laboratory
component, emphasize in critical thinking in first and second year levels;
o Blackboard usage: During our flex-days and discipline meetings, the WL faculty has trained and worked on
standardizing the use of Blackboard especially for grading purposes. Our goal is to have students have access to their
grades throughout the semester. Most instructors have also added other documents, links, and activities to their
40
Blackboard shells;
o Teaching methodology: We also provide professional training to adjunct faculty in communicative approach and
teaching philosophy (student centered, the use of sole target language, classroom management, use of contextualized
lesson plans, use of authentic cultural material).
•
We strive to offer greater access to the World Languages Lab in room 352. Students have access to the lab four days a week to
complete their mandatory weekly laboratory course component as well as meet with instructors during office hours. (Strategic
Plan 5)
This lab includes 55 computers equipped with access to Rosetta Stone programs loaded with more than 25 languages. Last
year, we renewed Rosetta Stone licenses to 249 units.
The addition of a full-time World Language faculty and an additional part-time faculty to coordinate the World Languages Lab will
help our program with the alignment with the strategic plan for the college and move our students onto the learning pathways.
Data indicates that for Fall 2012, World Languages had 62 declared majors with almost 70% indicating Spanish as their major. Data
indicates that we have had a steady increase on our French and Spanish AA awarded 2000-2012.
We need to keep increasing the number of 1A sections in order to solidify the upper levels and the completion of AA degrees in
Foreign Language (French and Spanish). This is necessary because all the upper courses have prerequisite requirements.
Our offerings cover all days and hours’ time slots with emphasis on prime time slots. However, we are consistently reevaluating the
students’ needs and the fluctuation of enrollment in our sections to maximize student fill rate of each section. This is somewhat
challenging to foresee because it fluctuates every semester, especially this past summer session and fall semester.
Overall, we ensure that all courses (1A, 1B, 2A, and 2B) needed for the French and Spanish AA are offered every semester.
A “bottleneck” in Foreign Language is when students cannot take 1A courses in Foreign Language (French, Japanese, and Spanish)
because it delays their transfer timeframe. A delay in 1A enrollment, impacts their progression through the upper levels (1B, 2A, and
2B) and their completion of the AA programs (French and Spanish) in a realistic graduation timeframe.
In addition to our AA program, all of our courses (1A, 1B, 2A, 2B) are included on various college and state requirements:
• All 1A courses count as the Foreign Language requirement needed for UC.
•
All 1B courses count as the Foreign Language requirement for the UC IGETC.
41
•
All 1A, 1B, 2A, and 2B courses count as:
- CSU Transfer List
- CSU GE list (area: Arts and Humanities)
- UC Transfer List
•
All 1A and 1B courses count as:
- Associate in Arts Degree (AA)/Associate in Science (AS) (area: Humanities)
- Associate in Arts Degree (AA)/Associate in Science (AS) (area: Communication and Analytical Thinking)
•
All 2A and 2B courses count as:
- IGETC-area 3 (Arts and Humanities)
- Associate in Arts Degree (AA)/Associate in Science (AS) (area: Writing and Critical Thinking ; Humanities)
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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: _____
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
Classified Professional Staff (2000)
Description
Program/Unit
Division/Area
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Position
PLEASE LIST IN RANK
ORDER
Student Assistants (2000)
Description
Program/Unit
43
Division/Area
2. Rationale for your proposal.
3. Statements about the alignment with the strategic plan and program review are required. Indicate here any information from
advisory committees or outside accreditation reviews that is pertinent to the proposal.
44
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 ADDITIONAL CURRENT ADDITIONAL
FTEF
FTEF
SECTIONS SECTIONS
(2014NEEDED
NEEDED
15)
Chinese
0
.38
0
1
1A
Chinese
0
.38
0
1
1B
Italian 1A
0
.38
0
1
Italian 1B
0
.38
0
1
CURRENT
STUDENT
# SERVED
ADDITIONAL
STUDENT #
SERVED
0
40
0
35
0
0
40
35
The program is requesting the necessary FTEF allocations to reinstate the following programs:
•
2 sections of Chinese: 1A (Fall) and 1B (Spring). The enrollment trend indicates that this
program first introduced in the Fall 09 was steadily growing its student’s enrollment each
semester, until the program was eliminated due to budget cuts in Fall 11.
* Chinese 1A: Fall 09 (100% enrolled), Fall 10 (118% enrolled),
* Chinese 1B: Spring 09 (51% enrolled),Spring 10 (66% enrolled),Spring 11 (71%
enrolled)
•
2 sections of Italian: 1A (Fall) and 1B (Spring). The enrollment trend indicates that this
program was growing its student’s enrollment each semester, until the program was
eliminated due to budget cuts in Fall 10.
* Italian 1A: Fall 09 (81%),
* Italian 1B: Spring 09 (34%)
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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:
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning
outcomes and alignment with the strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning
support positions.
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000 and 5000 in priority order.
Do NOT include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any
requested funds beyond those you received this year. Please also look for opportunities to reduce spending, as funds are very limited.
Supplies Requests [Acct. Category 4000]
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not received in the
requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requeststhat would be nice to have and would bring additional benefit
to the program.
needed totals in all areas
Description
Spanish and French
DVDs
2014-15
Request
Requeste
d
$200
2015-16
Request
Receive
d
$0
Amount
Ven
dor
$200
47
Division/Unit
Language
Arts/World
Languages
Priori
ty #1
X
Priority
#2
Priority
#3
Contracts and Services Requests [Acct. Category 5000]
Instructions:
1. There should be a separate line item for each contract or service.
2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be in peril) or to meet
mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that w ill enhance a program but are not so critical as to jeopardize the life of a
program if not received in the requested academic year.
Priority 3: Are requests that are enhancem ents, non-critical resource requests that would be nice to have and
would bring additional benefit to the program.
augm entations only
Description
Amount
Vendor
Division/Unit
48
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
FLANC (Foreign Language
Association of Northern
California).
Each year, FLANC organizes
a Fall Conference (with
workshops) in the Bay
Area.
FLANC (Foreign Language
Association of Northern
California).
Each year, FLANC organizes
a Fall Conference (with
Amount
$ 345
This is for
the 3 full
time faculty
($115 x 3
=345).
It includes
membership
and
conference
fees.
$ 1.100
This is for
the 11 parttime faculty
($100 x 11
=1.100)
Vendor
FLANC (Foreign
Language
Association of
Northern
California).
http://flanc.org/wp/?p=661
FLANC (Foreign
Language
Association of
Northern
California).
http://fla-
Division/Dept
Priority Priority Priority
#1
#2
#3
Language
Arts / World
Language
X
Language
Arts / World
Language
49
X
Notes
This is an essential
professional development to
network with other
language instructors from
local community colleges
and universities.
In the past, this event gave
us the opportunity to share
pedagogical strategies, to
discover new instructional
materials, and to assess the
language programs of
equivalent institutions.
This conference and the
workshops would be an
effective professional
development to the world
language part-timers
teaching at Chabot.
workshops) in the Bay
Area.
It only
includes
conference
fees.
nc.org/wp/?p=661
This would reinforce our
mission of teaching in the
sole target language through
meaningful and
communicative interactions.
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.
For bulk items, list the unit cost and provide the total in the "Amount"
column.
2. Make sure you include the cost of tax and shipping for items
purchased.
Priority 1: Are criticalrequests required to sustain a program (if not acquired,
program may be in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that w ill enhance a program but are not so
50
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
Samsung Galaxy Note 10.1
2014 tablet with stylus
(2 tablets for 2 full time online /
hybrid instructors)
Amount
Vendor
$1200
BestBuy
$200
TechSmith
Division/Unit
Language Arts/World
Languages
Priority
#1
X
WL Instructors teaching online or
hybrid courses create original
video lectures hosted on
Blackboard. They need to be
equipped with adequate
hardware to record their lectures
as screencasts.
Thus far, they have not received
any financial support to pay for
the tablet pens they utilized.
They need to renew the
technology they use, and the
institution should start providing
hardware support for instructors
teaching online.
Screencast
Web hosting server to support
video and audio files for the
online and hybrid French and
Language Arts/World
Languages
51
X
Priority
#2
Priority
#3
Spanish courses.
VoiceThread
VoiceThread is an interactive
collaboration and sharing tool
that enables users to add
images, documents, and videos,
and to which other users can add
voice, text, audio file, or video
comments. Since it has the
option to embed it in Blackboard,
we would first try it as a pilot and
as an addition to our discussion
board forum. Students would be
able to record video or audio
responses thus creating a more
comprehensive learning
environment.
$999/year VoiceThread
license
52
Language Arts/World
Languages
X
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 re-prioritizing 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?
53
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