Chabot College
Student Services
Program Review Report
2015 -2016
Year Two of
Program Review Cycle
Career & Transfer Center
Submitted on 10/24/14
Contact: Frances Fon/Felicia Tripp
Final Forms, 9/29/14
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Table of Contents
YEAR TWO
Section A: What Progress Have We Made? ............................... 3
Section B: What Changes Do We Suggest? ................................ 8
Required Appendices:
A: Budget History ....................................................................................... 11
B1: Student Learning Outcomes and/or ..................................................... 12
Service Area Outcomes Assessment Reporting Schedule.
Course Learning Outcomes Assessment Schedule.
B2: “Closing the Loop” Assessment Reflections ......................................... 14
C: Program Learning Outcomes.................................................................. 16
D: A Few Questions .................................................................................... 17
E: New Initiatives ....................................................................................... 18
F1: New Faculty Requests .......................................................................... 19
F2: Classified Staffing Requests ................................................................... 20
F3: FTEF Requests ...................................................................................... 23
F4: Academic Learning Support Requests .................................................. 24
F5: Supplies and Services Requests ............................................................ 25
F6: Conference/Travel Requests ................................................................ 27
F7: Technology and Other Equipment Requests ........................................ 28
F8: Facilities ............................................................................................... 29
2
YEAR TWO
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 “What Changes Do We Suggest” 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.
A. What Progress Have We Made?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to writing your narrative. You should
alsoreview your most recent success, equity, course sequence, and enrollment data at
http://www.chabotcollege.edu/ProgramReview/Data2014.asp
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:
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What were your year one Program Review goals?
Did you achieve those goals? Specifically describe your progress on the goals you set for student learning, program learning, and
Strategic Plan achievement.
What are you most proud of?
What challenges did you face that may have prevented achieving your goals?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios, SAO/PLO assessment results, external
accreditation demands, etc.).
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A. What Progress Have We Made?
Year One Program Review Goals
The Career& Transfer Center (CTC) established the following goals during its year one program review:
• Increase workshop attendance through marketing effort improvements
• Improve Career & Transfer Center webpages
• Hire a full-time faculty: Counselor/Instructor – Transfer Center
• Hire a full-time classified professional: Career Transfer Specialist
Progress& Achievement
Staffing
The CTC made progress toward many of its goals. Most significantly, the Counseling Division successfully hired a full-time
Transfer Counselor/Instructor to support and coordinate transfer functions at the college. With a dedicated faculty
overseeing the Transfer Center, the counselor/coordinator can begin to examine how Chabot students are supported in
university transfer, conduct a needs assessmentin light of Title V Section 51027 Transfer Centers Minimum Program
Standards as well as the California Community College Transfer Center: Recommended Guidelines Spring 2014 (a joint
publication of the California Community Colleges Chancellor’s Office and the California Community College Transfer
Center Directors) to build upon existing programs and services to better serve and meet student needs.
Efforts so far include the maintenance of essential transfer services such as:
• Coordinate and facilitate transfer workshops
• ConductUC Transfer Admission Guarantee application reviews
• Coordinate Transfer Day
• Participate in institutional program review
• Prepare andsubmit the statewide Transfer Center Annual Report
• Attend Transfer Center Directors meetings and trainings in late Fall 2014
The addition of the Transfer Counselor/Instructor has afforded our college the opportunity to offer two sections of PSCN
18 University Transfer Planning in Fall 2014, which had not been offered in over 5 years. One of the two sections is tied
to the First Year Experience program. One section is slated for Spring 2015.
Career & Transfer Workshops
In the area of workshops, notable effort has been made to collaborate with faculty from other disciplines to raise
awareness about and educate students with regard to the Associate Degrees for Transfer (ADT). Namely, through the
Spring 2014 Transfer Basics workshops with a focus AA-T/AS-T degrees, students not only learn about university
transfer, they are exposed to the AA-T and AS-T degrees and its role in facilitating transfer to a CSU campus. At each
Transfer Basics workshop, a counselor walks students through the basics of university transfer and another faculty
presents on their discipline’s AA-T/AS-T. In Spring 2014, faculty from the following areas collaborated with the Career &
Transfer Center on these workshops: Political Science, Early Childhood Development, Psychology, Sociology, Business
Administration, Anthropology, and Geography.
Collaboration with colleagues from the Career Pathways and Education program will continue and one new transfer
workshop being offered titled The Common Application will provide support for students applying to independent
colleges throughout the United States.
In seeking to increase student attendance and utilization of CTC services, the program has explored marketing efforts
through a variety of venues.
Virtual/Web Presence
The Career & Transfer Center website is limitedly updated with:
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Schedule of CTC workshops
University representativevisitation dates
Transfer Day details
Transfer Programs information (e.g. UC Transfer Admission Guarantee & CSU Associate Degrees for Transfer)
Resources for transfer students (e.g. CSU Application, UC Application, UC TAG checklists, etc.)
The CTC launched a Facebook page, Transfer Events Calendar (hosted in Google Calendar), and uses Tightrope Carousel
to “get out there”. The Facebook page is a great way to promote and brand the CTC. The Transfer Events Calendar
houses not only on-campus transfer workshops or events, but can also display webinars, open houses, and other
university-sponsored events.It is viewable by month, week, and agenda item and is subcribable by Gmail and
smartphone users.Tightrope Carousels exist in numerous buildings on the Chabot Campus, which serves as a way to
communicate or highlight CTC “happenings” to students around campus.
Marketing and Communication
The Transfer Counselor/Coordinator engages with different groupson-campus to raise awareness about and encourage
students to take advantage of CTC services.
This includes:
• Visits to the Student Senate of Chabot College meeting
• Regular emails to general counselors, part-time counselors, support program counselors
• Periodic emails to Chabot campus
• Working closely with the Copy Center to develop flyers and materials and then partners with entities across
campus (e.g. Library, Student Online Services, Peer Advisors, Office of Student Life, Mailroom Services) to
disseminate and promote CTC events.
Transfer Culture
The CTC agrees with the California Community College Transfer Center: Recommended Guidelines Spring 2014, that
transfer is an institutional goal and responsibility. We affirm and celebrate the ways in which the Counseling Division and
campus community support university transfer. This includes:
• Promoting career & transfer workshops in individual counseling sessions and PSCN courses.
• Incorporating workshops and the Transfer Day handout as part of instruction.
• Counselor Instructors and faculty from other disciplines bringing classes to Transfer Day.
• Beginning our division meeting at a different time to support Transfer Day.
• Counselors signing up to facilitate career and transfer workshops.
Challenges
While we are very proud of our CTC, we acknowledge that continued progress and development is necessary to serve
Chabot students effectively. We desire to establish a center offering comprehensive services that supports students
from transfer exploration, preparing and planning, applying, to transitioning to the university. We desire the campus to
embrace transfer as an institutional effort, value, and responsibility. To move in this direction, we need to build a
Transfer Team to better facilitate and consistently provide transfer programs and services.
Staffing: Classified Professional – Career Transfer Specialist
At present, the Transfer Counselor/Coordinator has 15 hours dedicated to coordination, which is an improvement from
the previous year of 8 hours shared amongst four counselors. The Transfer Counselor/Coordinator also has 7 years’
experience in another community college running daily operations of a stand-alone Transfer Center which is helpful
during a time with no full-time classified professional dedicated to transfer services. But, without a Career Transfer
Specialist, it will be difficult to offeressential transfer services consistently and make progress to offer comprehensive
services that Transfer Centers are designed and mandated to offer.
Some of the limitations experienced with the loss of the Career Transfer Specialist include:
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A Sense of Belonging and Community within the CTC
There does not exist a consistent front-line professional staffing the Career & Transfer Center that can welcome and
assist students with transfer questions and needs. As situations arise, staff or Peer Advisors who are around do their
best and refer students back to General Counseling. Transfer students explore, prepare and plan, apply, and transition to
the university. And, throughout this process and experience, students stop by or utilize the services offered through the
CTC. In a way, the CTC serves as a hub for transfer activities, and a sense of belonging and community can be fostered
and developed. As the CTC becomes home to an array of resources and services, a dedicated Career Transfer Specialist is
necessary. This person serves as the first point of contact for students who are lost or needing transfer assistance. The
specialist is a key member of the Transfer Team, providing intensive and tangible support for low-income, first
generation students who do not know the ropes of going to college. The Specialist will be in a position to welcome
students to the CTC, provide an orientation to the center’s resources and services, assist students throughout their time
at Chabot, and make referrals to counseling or other programs and services on-campus.
Virtual/Web Presence
The CTC has not had the bandwidth to explore using Zonemail as a way to let students know about the CTC and its
services. And, while we now have a functioning webpage, are establishing our virtual presence, and exploring how these
channels meet students where they are at, the full potential use and viability of these venues will not be realized
without ongoing support and maintenance by our Career Transfer Specialist.
Transfer Night, University Tabling,&Campus Trips
With the loss of the Career Transfer Specialist classified professional in August 2012, we were not able to host Transfer
Night in Spring 2014 and will need to assess the feasibility of hosting the same in Spring 2015. Universities seeking
opportunity to table on-campus happens very limitedly, if any. Campus trips were not offered consistently. Dwindling
down to, perhaps, one trip in the past few years in partnership with Support Programs, this severely affects a student’s
ability to make informed decisions about university transfer as visiting prospective transfer destinations allow students
the ability to assess for educational fit. With approximately 60% of Chabot students being low-income (Fall 2013 Family
Income, Parent’s Education and Living Situation survey), we have a great opportunity and responsibility to help students
explore transfer, prepare, and transition to the university as smoothly and successfully as possible through campus trips.
University Representative Visits/Transfer Advising
An invaluable service the CTC facilitates is the transfer advising students can have with university representatives on the
Chabot campus. It is another way we bring the university to us when students may not have the means to travel and go
to them for advising. Transfer advising is extremely useful for students who need face to face discussion with an
admissions counselor to monitor their progress toward transfer to that particular institution. This is also an opportune
time for counselors to seek consult with university representatives regarding their student case(s). Students can meet
with representatives to talk about housing, transitioning to the university, financial aid and scholarships, and for those
with multiple transcripts, representatives can provide definitive information or decisions about transfer credit that are,
sometimes, too nuanced for a the community college counselor to determine. University representatives are experts of
their institution and, therefore, a partner of the Transfer Center in bridging students to the university. In the past few
years, the CTC hosted between 2-3 university representatives, but we can host 7+ institutions if we have the right
staffing and infrastructure to support it. Because there is no Career Transfer Specialist, students sign up for
appointments on a sheet of paper, which means it is not captured in SARSGrid. As such, data isn’t collected and students
do not receive automated appointment confirmations or reminders, which contributes to no-shows. University
representatives very much want to visit Chabot College and meet the needs of our students, but, find it difficult to have
a fruitful and productive visit when students do not show up for their appointment. It is both a loss in opportunity as
well as resource drain.
Staffing: Faculty - Counselors
The Counseling Division is in a great time of transition. In the last three to five years, the division lost ten counselors.
With the hiring of two counselors, one of which is the Transfer Counselor/Coordinator, we are only beginning to
recuperate from the loss. The Counselor/Coordinator also teaches PSCN and offers a few hours a week for general
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counseling student appointments. This has left very little opportunity to better serve students in the CTC. As such, the
CTC supports the Counseling Division’s proposal for more counselors to better serve students.
Some of the needs experienced in the CTC with the shortage of counselors include:
• Have not been able to offer drop-in transfer advising in the Career & Transfer Center
• Need more counselors to help review UC Transfer Admission Guarantee applications
• Need more counselors to help facilitate and present career and transfer workshops
• Need more counselors to volunteer on Transfer Day, Transfer Celebration, Campus Trips
• Need more counselors in order to participate in campus wide efforts that remove barriers to the retention and
transfer of low-income, disabled and first generation college students. (e.g. involvement in or partnerships with
Pathway Programs, FYE, Support Programs, etc..)
CTC Facilities
Identity, visibility, and signage continues to be a challenge for the CTC. While there is a banner posted, the CTC is
generally not recognizable to a new students, and it is an area that needs improvement.
At present, the Career and Transfer Center area includes five offices, two cubicles, a computer lab area, a
meeting/workshop room, and a front desk counter for two people. Three offices and two cubicles host our colleagues in
the Career Pathways and Education program. The front desk counter is staffed by Peer Advisors. There is one office
designated for a university representative and the second office has been identified for the Transfer
Counselor/Coordinator. As this program rebuilds and grows,we anticipate a future challenge pertaining to space and
facilities. Future needs will likely include:
• Office for Career Transfer Specialist
• Office to host second university representative
• Room or area for Career & Transfer Resources
• Office for Counselor to provide drop-in transfer advising in the CTC
• Routine replacement, upgrade, repair of computer stations
The CTC recognizes the multi-purpose use of Room 758, but would seek advocacy and continued access to Room 758,
since it is nestled within the CTC, to conduct career and transfer workshops and university-sponsored information
sessions and webinars.
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B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategiesat http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to further detail your narrative. Limit your narrative to
two pages, and be very specific about what you hope to achieve, why, and how.
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Given your experiences and student achievement results over the past year, what changes do you suggest to your course/program
improvement plan?
What new initiatives might you begin to support the achievement of our Strategic Plan goal?
Do you have new ideas to improve student success as supported by your area?
What are your specific, measurable goals? How will you achieve them?
Would any of these require collaboration with other disciplines or areas of the college? How will make that collaboration occur?
Over the next 6 years, what are your longer term vision(s) and goals? (Ed Master Plan)
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B. What Changes Do We Suggest?
The CTC recognizes it can serve as a “hub” for transfer activities and the framework by which it envisions itself and seeks
to become is informed by The California Community College Transfer Center: Recommended Guidelines Spring 2014, a
joint publication of the California Community Colleges Chancellor’s Office and the California Community College Transfer
Center Directors. The guidelines were developed to support and adhere to state mandates outlined in Education Code
Title V Regulations Section 51027 Transfer Centers: Minimum Program Standards.
Over 7500+ students indicated transfer as a goal and 1600+ indicated “undecided or other”(Fall 2014 Preliminary
Census); that is close to 70% of current student population. While Fall 2014 numbers weren’t available, approximately
1000+ students in Fall 2013 participatedin special programs geared toward transfer or provides resources and services a
Transfer Center would typically provide. (Fall 2013 Special Programs: EOPS, Daraja, Puente, ASPIRE, PACE). We
acknowledge, therefore, that there are numerous students across the college who can benefit from the Career and
Transfer Center. With close to 60% of Chabot students being low-income (Fall 2013 Highlights Family Income, Parent’s
Education and Living Situation Survey),weneed to invest in the Career & Transfer Center as another way to address
access and equity in university transfer.
We desire to establish a center offering comprehensive services that supports students from transfer exploration,
preparing and planning, applying, to transitioning to the university. We want to recognize, affirm, equip, and promote
ways in which the College can embrace transfer as an institutional effort, value, and responsibility. We have taken one
step to this vision by hiring a Transfer Counselor/Coordinator. Now, we need to continue building the Transfer Team to
better facilitate and consistently provide transfer programs and services. In doing so, we will be better positioned to
explore and address deeper needs beyond that of day-to-day programming and operations.
As such, we recommend:
• Hire full-time classified professional: Career Transfer Specialist
• Hire full-time faculty: General Counselors
• Promote Transfer Culture through internal and external collaborations
Hire full-time Classified Professional - Career Transfer Specialist
Bringing on board the Career Transfer Specialist directly supports the strategic goal “…clarifying pathways and providing
more information and support.” With a Transfer Counselor/Coordinator and Career Transfer Specialist, the team can
partner together to develop and maintain processes, resources, and services to help students explore and navigate
through the transfer process, and better transition to the university.
These resources and services include:
Building a sense of community/The Hub: A consistent front-line professional staff for the Career & Transfer Center
dedicated to transfer services.
Webpage/Facebook/Tightrope Carousel/Transfer Events Calendar/Zonemail: These venues are updated more
frequently and can grow in the content it hosts.
Handouts (exploring major sheets, applying to the CSU, applying to the UC): The counselor/coordinator is able to
develop helpful materials and the specialistcan ensure it is available, accessible, and well-stocked in the CTC.
Workshops (Transferring to CSU, ADT information sessions in collaboration with fellow Chabot faculty, hosting
university-specific info sessions or webinars): The counselor/coordinator can develop and improve workshop content
and pursue collaborations with faculty from other disciplines as well as university representatives to design a host of
sessions given Chabot students’ needs and interests. The specialist can provide logistical support in room reservations
and posting session dates through CTC’s venues (webpage, calendar, flyers, etc.)
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University Transfer Advising: The counselor/coordinator can advocate for university presence at Chabot’s CTC and with
the specialist, establish processes by which these reps are hosted, students are able to make appointments, and
appointment attendance is captured for data collection and future program reviews. With potentially two to three
university rep visits a week, the specialist serves as primary point of contact for university representatives and can
provide parking permits, ready the office space, and serve as liason between the student and representative.
Campus Trips
Assessing for educational fit is part of clarifying, refining, and planning for university transfer. Students who do not have
the means to travel would directly benefit from center-sponsored trips. From an access and equity standpoint, it will be
important for us to have a Career Transfer Specialist to help schedule these trips, make transportation reservations,
remind students to attend or help remove barriers from a student’s ability to participate, collect any field trip forms
students need to fill out, etc.. The counselor/coordinator and specialist would work together to hold trips and seek
participation from the division as chaperones who will help students imagine, explore, and assess for educational fit.
Hire full-time Faculty – General Counselors
Bringing on board additional counselors directly supports the strategic goal “…clarifying pathways and providing more
information and support.” In addition to rationales provided through the PSCN and General Counseling Program Review,
the CTC can envision additional counselors supporting transfer in the following ways:
• Utilize the UC Transfer Admission Planner tool as part of transfer advising, intervention, and UC Transfer
Admission Guarantee application review
• Participate and offer assistance at application workshops
• Facilitate career and transfer workshops
• Participate in campus wide efforts that remove barriers to the retention and transfer of low-income, disabled
and first generation college students. (e.g. involvement in or partnerships with Pathway Programs, Support
Programs, etc..)
• Participate in Transfer Day, Campus Trips, Transfer Celebration
Promote Transfer Culture through Internal & External Collaborations
In addition to collaborations with faculty in other disciplines, pursue like opportunities within our own division and with
university representatives to better educate students and staff about transfer through information sessions and transfer
advising opportunities. Not only do we gain transfer knowledge to better work with students, efforts such as these
contribute to the fostering of transfer culture. It conveys to our students that we care, value, and affirm their
exploration of and decision to pursue baccalaureate degrees as a way of empowering themselves. In doing so, they can
be in positions to better their own lives and the lives of those around them. Some ideas include:
• Continue collaborating with faculty from other disciplines to highlight Associate Degrees for Transfers (ADT)
through Transfer Basics workshops.
• Explore collaborations with universities and hold university-sponsored information sessions to train
counselorsor sessions and webinars to better serve students.
• Continue working with the Vice President of Student Services office to schedule and maintain regular access to
Room 758 as primary room for workshop and webinar delivery.
• Continue to explore collaborations within the Counseling Division to “unite” behind transfer through training
sessions, facilitating workshops, and incorporating transfer programs and services into instruction.
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Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC,and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and the impacts of
funds received and needs that were not met. This history of documented need can both support your narrative
in Section A and provide additional information for Budget Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget decisions.
Category
Classified Staffing
(Career Transfer Specialist)
Supplies & Services
Technology/Equipment
Other(Transfer Counselor)
TOTAL
2014-15
Budget
Requested
$55,000
2014-15
Budget
Received
0
$2,000
$2,000
$100,000
$100,000
2015-16
Budget
Requested
$55,000
2015-16
Budget
Received
1. How has your investment of the budget monies you did receive improved student learning? When you requested
the funding, you provided a rationale. In this section, assess if the anticipated positive impacts you projected have,
in fact, been realized.
The CTC received funding to hire full-time Transfer Counselor. Having a dedicated counselor/coordinator over the
transfer program really affords our college the opportunity to re-envision and rebuild the transfer program! Positive
impact includes the recognition of our progress, achievement, challenges, and propose changes in light of a vision and
direction for the CTC. This is also one step toward compliance with Education Code.
The CTC suffered a loss of the one full-time Classified Professional who staffed the center and that position was not
replaced for the 2012-2013 academic year. Positive impacts of filling the vacated position are outlined in Section B.
What Changes Do We Suggest?
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?
The CTC suffered a loss of the one full-time Classified Professional who staffed the center and that position was not
replaced for the 2012-2013 academic year. Negative impacts of this loss are highlighted and may be found under the
Challenges portion of Section A. What Progress Have We Made?
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Appendix B1: Student Learning Outcomes and/or Service Area Outcomes Assessment
Reporting Schedule.
Note: If your service area does not offer courses, skip the sections related to courses (B2, B3, and/or other sections related to courses) and instead
complete the Service Area Outcome section below.
Service Area Outcomes:
Audience: PRBCand Administrators
Purpose: This analysis enables us to track progress on key learning and student service goals, and to meet our accreditation standards.
Instructions: Please provide the requested information, noting ongoing SLOs/SAOs as well as any new goals.
SLO/SAO
How
Measured
SLO #1: Students who
attend CTC transfer
workshops will be able
to describe how the CSU
and UC transfer
requirements differ and
the importance of
planning for lower
division major
requirements as well as
general education
Workshop
Evaluations
SAO #1: Rates of
Students successfully
transferring who
attended Transfer
workshop in CTC
Transfer
Rates of
Students
who
attended
Workshops
SAO #2: Numbers of
students who use
Career/Transfer Center
and its relative services:
workshops, university
representatives, Peer
Advisor assistance, use
of computers, field trips,
and special events
Data
collected
from SARS
Grid and
SARS Trak
in the CTC
Documentation (Where
Results/Discussion
Workshop evaluations summarized by
themes including what students learned and
suggested for improvement
can assessments be found?
Provide link if possible)
Evaluations are
compiled into a
document and
analytized. Titled
Attendance and
Evaluation Themes
from Transfer
Workshops – Spring
2014 and Fall 2013, a
copy of this assessment
resides within the CTC
Program Review
binder.
Need to send W#’s to IR by end of Spring
Unavailable. New
2013 to compare persistence and success
counselor/coordinator
rates of users to non-users.
will reexamine and
revise SAO #1, as
Due to counselor retirement, some historical appropriate.
knowledge has been lost, so the new
Transfer Counselor/Coordinator will need to
learn how data is captured, collected, and
make recommendations or changes, as
appropriate.
The numbers of students using the Career & Data is pulled from
Transfer Center has steadily increased since SARs Grid and SARs
2010 when we moved into the new CSSC
Trak REPORT function
building.
and can be exported
into an Excel or PDF file
for analysis. Report is
Due the loss of the Career Transfer
stored within the
Specialist, data for university
server and a copy
representatives may be uncaptured since
resides within the CTC
there is not a consistent person to facilitate
the appointment scheduling and attendance Program Review
binder.
process. New Transfer
Counselor/Coordinator will need to learn
how data is captured, collected, and make
recommendations or improvements, as
appropriate.
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I.
Course-Level Student Learning Outcomes & Assessment Reporting (CLO-Closing the
Loop).
Please refer to the PSCN Instruction Program Review for more details. PSCN 18 is being assessed in Fall 2014 and Spring
2015.
A.
Check One of the Following:
No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be submitted with this Year’s Program Review.
Note: All courses must be assessed once at least once every three years.
Yes, CLO-CTL were completed for one or more courses during the current Year’s Program Review. Complete Appendix B2 (CLO-CTL
Form) for each course assessed this year and include in this Program Review.
B.
Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing The Loop form was submitted in Program Review
by marking submitted in the correct column.
Course
*List one course per line. Add
more rows as needed.
This Year’s Program Review
*CTL forms must be included
with this PR.
Last Year’s Program
Review
2-Years Prior
*Note: These courses must
be assessed in the next PR
year.
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Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Note: If your service area does not offer courses, skip Appendix B2
Please refer to the PSCN Instruction Program Review for more details. PSCN 18 is being assessed in Fall 2014 and Spring
2015.
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.
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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)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
(CLO) 2:
(CLO) 3:
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3
or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data collected in this assessment cycle?
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.
B.
Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
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?
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:
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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.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other
faculty discussions?
2.
ased on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections
revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
3.
What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
15
Appendix C: Program Learning Outcomes
Please refer to the PSCN Instruction Program Review for more details. PSCN 18 is being assessed in Fall 2014 and Spring
2015.
Considering your feedback, findings, and/or information that has arisen from the course level discussions, please reflect on each of your Program
Level Outcomes. Note: If your area assesses Service Area Outcomes rather than PLO’s, skip this section. Some areas may use both PLO’s and SAO’s
dependent on the program.
Program: ______
•
•
•
•
PLO #1:
PLO #2:
PLO #3:
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
Program: _____
• PLO #1:
•
•
•
PLO #2:
PLO #3:
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
16
Appendix D: A Few Questions
Please refer to the PSCN Instruction Program Review for more details. PSCN 18 is being assessed in Fall 2014 and Spring
2015.
Please answer the following questions with "yes" or "no". For any questions answered "no", please provide an explanation. No explanation is
required for "yes" answer. Write n/a if the question does not apply to your area.
1.
Have all of your course outlines been updated within the past five years?
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)
3.
Have all of your courses been offered within the past five years? If no, why should those courses remain in our college catalog?
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
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.
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.
7.
If you have course sequences, is success in the first course a good predictor of success in the subsequent course(s)?
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.
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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.
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 Completion Date
Required Budget (Split out personnel, supplies, 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)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
(obtained by/from):
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Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committeeand Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Discussanticipated improvements in student learning and contribution to the Strategic Plangoal. Cite
evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent three years, student success and
retention data , and any other pertinent information. Data is available at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
1. Number of new faculty requested in this discipline: _4_
STAFFING REQUESTS (1000) FACULTY
Position
Description
General Counselors
PLEASE LIST IN RANK ORDER
Faculty (1000)
Program/Unit Division/Area
Please refer to PSCN Program Review; General Counseling Program Review.
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.
Please see PSCN and General Counseling Program Review.
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.
Bringing on board additional counselors directly supports the strategic goal “…clarifying pathways and providing more information and support.” In addition to
rationales provided through the PSCN and General Counseling Program Review, the CTC can envision additional counselors supporting transfer in the
following ways:
• Utilize the UC Transfer Admission Planner tool as part of transfer advising, intervention, and UC Transfer Admission Guarantee application review
• Participate and offer assistance at application workshops
• Facilitate career and transfer workshops
• Participate in campus wide efforts that remove barriers to the retention and transfer of low-income, disabled and first generation college students.
(e.g. involvement in or partnerships with Pathway Programs, Support Programs, etc..)
• Participate in Transfer Day, Campus Trips, Transfer Celebration
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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
Career Transfer Specialist
PLEASE LIST IN RANKORDER
Classified Professional Staff (2000)
Description
Program/Unit
100% (replacement of previous permanent position vacated in
Counseling
August 2012.) Current job description on file at HR.
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Division/Area
Student Services
PLEASE LIST IN RANK ORDER
Student Assistants (2000)
Position
Peer Advisors
Description
Career and Transfer Center mail sorting, filing, assist students
using computer lab.
Program/Unit
Division/Area
Counseling
Student Services
2. Rationale for your proposal.
The CTC serves as a “hub” for transfer activities and the framework by which it envisions itself and seeks to become is informed by The California
Community College Transfer Center: Recommended Guidelines Spring 2014, a joint publication of the California Community Colleges Chancellor’s Office and
the California Community College Transfer Center Directors. The guidelines were developed to support and adhere to state mandates outlined in Education
Code Title V Regulations Section 51027 Transfer Centers: Minimum Program Standards. We desire to establish a center offering comprehensive services that
supports students from transfer exploration, preparing and planning, applying, to transitioning to the university. This requires the replacement of a
dedicated, consistent, full-time classified professional, the Career Transfer Specialist previously vacated in August 2012 to help provide the information and
services students need and make progress toward university transfer.
Currently the CTC does not have a dedicated staff member to oversee the day-to-day operations or to supervise the student workers. Front desk staff is
being composed entirely of student peer advisors. As situations arise, student assistants or staff who are around do their best to assist and refer students
20
back to General Counseling. Need a trained specialist to run the center, expand access to information, organize transfer events and coordinate university
representative visits among other duties and responsibilities. This would help us support and adhere to program standards and mandates outlined in
Education Code Title V Regulations Section 51027 Transfer Centers: Minimum Program Standards.
Evaluative data from the FIPSE grant inquiry project revealed the CTC as a “persistence hub” for students with up to a 14% increase in persistence of users
versus non-users of the CTC, as well as a “diversity portal” in that nearly 30% of the users identified as African American. Having this supporting data proves
the CTC is a worthwhile investment in both student persistence and equity increases.
With 9000+ students indicating transfer as a goal, undecided, or other (Fall 2014 Preliminary Census and Fall 2013 Final Census was alittle higher), close to
60% of Chabot students being low-income (Fall 2013 Highlights Family Income, Parent’s Education and Living Situation Survey), and 1000+ students in
support programs geared toward transfer or provides resources and services a Transfer Center would typically provide (Fall 2013 Special Programs: EOPS,
Daraja, Puente, ASPIRE, PACE), we need to invest in the Career & Transfer Center by bringing back a Career Transfer Specialist as another way to address
access and equity in university transfer.
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 addition to adhering to Education Code Title V Regulations Section 51027 Transfer Centers: Minimum Program Standards, replacing the position of Career
and Transfer Specialist in the CTC is in alignment with our strategic goal. Specifically, bringing on board the Career Transfer Specialist directly supports the
portion of our strategic goal relating to “…clarifying pathways and providing more information and support.”
With a Career Transfer Specialist, the Transfer Team can develop and maintain processes, resources, and services to help students explore and navigate
through the transfer process, and better transition to the university.
A few of these resources and services include:
• Webpage/Facebook/Tightrope Carousel/Transfer Events Calendar/Zonemail: These venues are updated more frequently and can grow in the
content it hosts.
• Building a sense of community/The Hub: A consistent front-line professional staff for the Career & Transfer Center dedicated to transfer services
who students can talk with and from whom can obtain transfer assistance.
• Handouts (exploring major sheets, applying to the CSU, applying to the UC): Helpful materials and handouts is regularly available, accessible, and
well-stocked in the CTC.
• Workshops: The specialist can provide logistical support in room reservations and posting session dates through CTC’s venues (webpage, calendar,
flyers, etc.) and is able to provide facilitators and guest speakers access to workshop rooms.
• Campus Trips
• Assessing for educational fit is part of clarifying, refining, and planning for university transfer. Students who do not have the means to travel would
directly benefit from center-sponsored trips. From an access and equity standpoint, it will be important for us to have a Career Transfer Specialist to
help schedule these trips, remind students to attend or help remove barriers from a student’s ability to participate, make transportation
21
•
reservations, collect any field trip forms students need to fill out, etc.. The counselor/coordinator and specialist would work together and seek
participation from the division as chaperones who will help students imagine, explore, and assess for educational fit.
University Transfer Advising: With potentially two to three university rep visits a week, the specialist serves as primary point of contact for
university representatives in scheduling visits, provide parking permits, ready the office space, and serve as liason between the student and
representative.The specialist would be best positioned to help students make and attend appointments, and also ensure that this their attendance
is captured in data collection for program review and statewide reporting requirements.
22
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and CEMC in the
allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty Contract.
Instructions: In the area below, please list your requested changes in course offerings (and corresponding request in
FTEF) and provide your rationale for these changes. Be sure to analyze enrollment trends and other relevant data
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
COURSE
CURRENT
FTEF
(2014-15)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
23
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants, supplemental instruction,
etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal. Please cite
any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of new categorically-funded
position where continuation is contingent upon available funding.
1. Number of positions requested:
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning outcomes and alignment with the
strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning support positions.
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
Office Supplies
2015-16
2014-15
Request
Request
Requested Received Amount
$600
$600
Vendor
$600
Division/Unit
Counseling
25
Priority #1
Priority #2
x
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
26
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.
Amount
Vendor
Division/De
pt
Priority
#1
UC Ensuring Transfer
Success Counselor
Institute
$120 x 3=
$360
University
of California
Counseling
x
CSU Fall Counselor
Conference
$80 x 3 =
$240
California
State
University
Counseling
x
UC Fall Counselor
Conference
$80 x 3 =
$240
University
of California
Counseling
Independent Colleges
Counselor Sessions &
Conferences
$200
Description
Transfer Center
Directors Meetings
$500
Western Association
for College Admissions
Counseling Annual
Conference
$800 x 3 =
$2400
WACAC
Counseling
Counseling
Priority
#3
Notes
ETS registration & travel to stay current on transfer
developments, admission requirements, issues;
dialogue to promote smoother transition to the UC.
CSU Conference to stay current on transfer issues,
developments, admission requirements; dialogue to
ensure a smoother pathway to the CSU.
x
Counseling
California
Community
College
Chancellor’s
Office
Priority
#2
x
x
UC Counselor Conference to stay current on transfer
programs and upcoming transfer admissions cycle.
Counselor sessions and conferences hosted by
independent/out-of-state colleges to stay current on
transfer developments, programs, scholarships,
admission requirements to various independent/outof-state colleges.
Travel to regional and state TCD meetings
x
27
(includes the Inclusion, Diversity, Equity, and Access
Institute sessions)
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 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
Career Transfer Center Laptops for use
at transfer events (Transfer Day
representative & student check-in, CTC
tabling around campus) or when staff
or faculty are attending regional
meetings, conferences, offsite training
Laptop Replacement Batteries every 3
years or so
Extra power cords and docking stations
Amount
3 x $3000
= $6000
3 x $200 =
$600
3 x $100 =
$300
Vendor
Division/Unit
Priority #1
Priority #2
Priority #3
Counseling
x
Counseling
x
Counseling
x
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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 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?
29