Chabot College
Program Review Report
2015 -2016
Year Two of
Program Review Cycle
PSCN Curriculum
Submitted on 10/24/14
Contact: Laura J. Alarcón, Mike Lai and
Felicia Tripp
Table of Contents
___ Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
_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
____ YEAR ONE
1. Where We’ve Been - Complete Appendix A (Budget History) prior to writing your narrative.
Limit your narrative to nomore than one page. As you enter a new Program Review cycle,
reflect on your achievements overthelastfew years. What did you want to accomplish? Describe
how changes in resources provided to your discipline or program have impacted your
achievements. What are you most proud of, and what do you want to continue to improve?
2. Where We Are Now - Review success, equity, course sequence, and enrollment data from
the past three years at
http://www.chabotcollege.edu/ProgramReview/Data2014.asp
Please complete Appendices B1 and B2 (CLO's), C (PLO's), and D (A few questions)before writing
your narrative. Limit your narrative to twopages.
After review of your success and retention data, your enrollment trends, your curriculum, and
your CLO and PLO results, provide an overall reflection on your program. Consider the following
questions in your narrative, and cite relevant data (e.g., efficiency,persistence, success,
CLO/PLO assessment results, external accreditation demands, etc.):
• What are the trends in course success and retention rates (based on overall
results and CLO assessments) in your program? Do you see differences based
on gender and/or ethnicity? Between on-campus and online or hybrid online
courses? Provide comparison points (college-wide averages, history within
your program, statewide averages).
1. Success and persistence rates.
2. Distance education vs. face-to-face courses.
3. The Difference We Hope to Make - Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SP forPR.pdf prior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resource Requests) to
further detail your narrative. Limit your narrative to three pages, and be very specific about
what you hope to achieve, why, and how.
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 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
1
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 areyour 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 alsoreview your most recent success, equity, course sequence,
and enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:
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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, CLO/PLO assessment results, external accreditation demands, etc.).
Psychology-Counseling Instruction (PSCN) has made significant progress toward its goals while
undergoing major transitions in our Division, including retirements and new hires, and the
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implementation of the new state mandate, the Student Success and Support Program. We have
focused our efforts in the 2013-14 and 2014-15 years on the College’s Strategic Plan Goal:
“Increase the number of students that achieve their educational goal within a reasonable time
by clarifying pathways and providing more information and support.” Given their educational
and career planning foundation, PSCN courses and related services and the faculty and staff
that support our discipline, are vital to ensuring that students identify their and make progress
towards their educational goal in a timely manner.
•
What were your year one Program Review goals?
• Our year one Program Review goals included:
• Enhance our counseling academic pedagogy
• Implement our pedagogy to achieve goals of the College Strategic Plan
• Analyze the implementation of the process and tools used supporting our
pedagogy
• It is important to consider the themes and context of PSCN in the 2013-14 and 201415 years to understand our progress holistically. Our key themes include:
• PSCN and the Counseling Division is in a major time of transition and
rebuilding. In Spring/Summer 2014, 5 counselors retired and 1 full time
counselor left the college. By Fall 2014, we have hired 2 new full time
counselors, 1 general counselor and 1 transfer counselor, but we are
operating with significantly less counseling faculty and staff needed to
adequately serve the College population.
• We are in the process of hiring 4 more full time counselors during the 201415 year. As a result, our Division’s focus is on hiring and training these new
counselor/instructors while also advocating for the 5 additional full time
counselors that we need to make up for historical losses.
• We are gradually building on and starting new initiatives. Interpreting and
implementing the new state mandated Student Success and Support
Program (3SP) was a significant priority in 2013-14 and will continue to be in
2014-15 and 2015-16. The coordination of 3SP’s key activities, assessment,
orientation and Student Education Plan (SEP), are facilitated through our
PSCN 25 course as this is now the primary entry point for all new Chabot
students. Additionally, designing new counseling procedures to support 3SP
has significantly impacted pedagogy and content in PSCN courses. During
2013-14 we collaborated on the planning of the new First Year Experience
Program (FYE). In 2014-15, we have collaborated with other divisions in the
implementation and continued design of FYE.
•
Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
• Our specific goals and results included the following:
• Goal: Hold annual instruction retreat.
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Results: We held a retreat in Fall 2014 focused on 3SP
implementation and related counseling practices. We used counseling
case studies as a format which allowed instructors to practice how
they will teach counseling skills and priority registration content and
procedures in their classes.
Goal: Maintain PSCN courses to support students pursuing degrees and
certificates and grow PSCN courses to facilitate strategic plan goal –
increasing up to a total of 4.72 FTEF in 14-15.
Sub-goal #1: Increase # of offerings to assist students with completing their
educational goal in a reasonable amount of time.
• Results: PSCN increased the number of sections of PSCN 10 (Career
and Educational Planning), PSCN 15 (College Study Skills), PSCN 18
(University Transfer Planning), and PSCN 23 (College Readiness) while
maintaining its other courses in Summer 14, Fall 14 and Spring 15 to
reach a total of 4.59 FTEF. This is a significant increase over our total
2013-14 FTEF of 3.86, reflecting a growth of 0.73 FTEF during a time
when we have fewer instructors.
Goal: Improve curriculum and resources through increased access and
collaboration.
Results: Improved curriculum and resources through new hires with different
areas of expertise. Hired 1 new general counselor with experience in new
student orientation and FYE. Also hired 1 new transfer counselor to enhance
transfer curriculum and services.
• Created mentorship and training program for new counselor
instructors that will be expanded as 4 new hires are completed in the
14-15 year.
• Designed and updated counselor instructor training manual.
Sub-goal #2: Identify where hybrid/online courses can assist students in
completing their programs quickly.
• Results: We need to do more research on this during the 2014-15
year as we just increased our # of online sections of PSCN 10 and 15
this term, while maintaining PSCN 2 (Case Management) online. More
Psychology Counseling faculty has been approved to teach online
classes.
Sub-goal #3: Work closely with the Chabot Community and learning
communities to foster new transfer-oriented pathways for students.
Results: We collaborated in multiple ways.
• Counselors provided info/training to the Chabot Community to help
students achieve their goals through acting as liaisons with different
divisions. Counselors provided a session on Registration Awareness
during 13-14 flex days. We also provided ongoing 3SP info through
PBRC and Faculty Senate Meetings.
• Counselors refined the registration process through enhancing the
Early Decision Program by increasing the # of PSCN 25 sections and
beginning them earlier in the term.
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Counselors provided support in planning, coordination and
implementation of FYE by participating in the Presidential Task Force,
co-designing the outreach and registration process and teaching
courses. We specifically offered more sections of PSCN 18 and 23.
• Strengthened collaboration between FYE and the social justice
learning community of Change It Now! (CIN!) by supporting the
development of a student leadership course, increasing programming
that is career and pathway related and dedicating a FYE support
course to the community.
What are you most proud of?
• PSCN is most proud of our efforts that support the College’s Strategic Plan.
• Strategic Plan #1 – Learn more about our students.
• PSCN curriculum and classes helps students and instructors learn more about
students by making self-awareness, academic and career exploration top
priorities.
• Strategic Plan #2 – Provide info to everyone in Chabot community to help students
achieve their goals.
• PSCN curriculum increased the knowledge of students and faculty on transfer
pathways through courses, workshops and collaboration that focused on the
AA-T and AS-T degrees promoting transfer to the CSUs. PSCN courses,
particularly PSCN 10, 15, 18, 20 and 23, helped students make Student
Education Plans (SEPs), reviewed transfer basics and explained the AA-T and
AS-T degrees. Additionally, counselors helped expand the knowledge of
other division’s faculty and students on transfer through the newly adapted
Transfer Basics workshops which each focused on different AA-T/AS-T
degrees. These workshops were led collaboratively with AA-T/AS-T faculty,
enhancing PSCN’s liaison efforts with different academic departments.
• The use of PSCN classes in FYE (Fall 14 – PSCN 18, 20, 21 and 23; Spring 2015
– PSCN 10 and 15) helped students identify and clarify educational and
career goals by helping students research majors and careers, create related
SEPs and connecting them with potential pathways and resources.
• By offering more sections of PSCN 10, 18 and 23 in Fall 2014, we helped a
greater percentage of the general student body to clarify their educational
and career goals so they can reach their goals at Chabot in a reasonable time
frame.
• Strategic Plan #3 – Help the undecided to define a goal.
• Undecided students need counseling support to guide them through major
and career exploration. PSCN curriculum, particularly PSCN 10, 15, 18, 20 and
23, foster using the classroom as vehicles for counseling support. As a result,
counselor/instructors teach their students about major and career
exploration and student education planning. Simultaneously,
counselor/instructors provide counseling embedded within the classroom
format, helping guide the undecided to clarify their goals and fostering
opportunities for “high touch” counseling.
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PSCN Collaboration with FYE and CIN in 2013-14 and 2014-15 targeted
undecided students. By hosting career panel events and offering PSCN 10
and 23, we provided opportunities and resources to enhance major and
career exploration for these students.
The new offerings of PSCN 18 have helped students understand the transfer
process and set realistic goals for attaining AA-T/AS-T and requirements for
UCs.
Strategic Plan #4: Get students onto their critical path quickly.
• The high persistence rates of PSCN 25 students through meeting 3SP
components and enrolling in their first semester of classes indicate the
effectiveness of increased efforts that helped students complete their SEPs
sooner and establishing a connection with Counseling services early in their
academic journey.
Strategic Plan #5: Help students monitor their progress along their pathway.
• PSCN professional development helped counselor/instructors and staff to
enhance their knowledge of 3SP requirements. In turn these efforts, allowed
counselor/instructors to better help students meet these new requirements,
improving students’ progress through matriculation and increasing their
priority registration, which also increases students’ access to classes they
most need.
What challenges did you face that may have prevented achieving your goals?
• PSCN and the Counseling Division have faced numerous challenges that are on-going
in the 2013-14 and 2014-15 years. These challenges define our priorities and in
some cases, limit our scope of practice significantly.
• The historic loss of counselors and staff in the last five years in combination with the
assumption of more job responsibilities by fewer people has defined our priorities.
PSCN has lost 5.3% in its faculty rate in the last 3 years and navigated a reduction of
over 37% in FTEF, the largest % reduction to any division on campus. These priorities
include: hiring more counselors/instructors and staff to support the college wide
efforts of increasing FTEF and courses offered by PSCN, preparing and supporting
new counselor/instructors for instruction, identifying specific courses to support the
College Strategic Plan, and collaboration with FYE, GNST (General Studies) and
learning communities to most effectively support new and undecided students.
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•
5 retirements of full time counselors in spring 2014 and the loss of 1 additional full
time counselor in summer 2014 have had a significant impact on PSCN and the
Counseling Division. In this time of transition, we have lost counselors with over 30
years of instructional and institutional knowledge, making it necessary for the
current counselor/instructors and staff to “play catch up” in a short amount of time
while also having to serve a greater number of students. Additionally, in the interim,
PSCN and the Counseling Division has a smaller bandwidth to support new initiatives
and has fewer individuals to represent the discipline and Division on committees and
in projects. As a result, our priorities are instruction and providing core counseling
services while hiring new counselors and staff. Related impacts include the
following:
• Our instructional availability and resources are limited while we are in this
transition period. As of Fall 2014, we have hired 1 general counselor and 1
transfer counselor. During Fall 2014 and Spring 2015, we are in the process
of hiring 4 more general counselors. These new hires indicate that a key
priority for 2014-15 will continue to be training and supporting new
counselor/instructors.
• Efforts to promote PSCN courses and degrees have decreased over the last
three years because of our limited resources. As a result, there is a greater
need to help students, faculty and staff understand the value of our courses,
degrees and how they support the efforts of learning communities, FYE, and
transfer pathways. Additionally, we have not been able to increase sections
of PSCN courses for our core Human Services degrees/certificates, having to
offer some core courses only 1 time per year, delaying students’ progress
towards their educational goal.
• Success data indicates there is a need to analyze balance of online, hybrid
and face to face classes and which formats effectively help support student
success. However, with limited resources, we have been unable to do this
analysis and related planning.
•
Analysis of PSCN success and demographic data indicates that more research on our
pedagogy, class format and timing of offerings (which courses to offer, how many
sections and in which semesters) is needed to better serve students. We believe the
following findings also support a need for a college wide public awareness campaign
about the value and purpose of PSCN courses to students, faculty and staff.
• The number of Human Services Degrees and Certificates being awarded is on
a slight decline. In Spring 2014 a total of 10 degrees/certificates were
awarded. However, there is a growing demand in the community for Social
and Human Service Workers. According to California Labor Market
Information, Social and Human Service Assistants have a faster than average
(21.4%) growth rate. In combination these trends, support the need to raise
public awareness of PSCN Degrees, Certificates and Courses as viable career
and major options for Chabot students.
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Success rates of PSCN courses in fall semesters (2010-2012) are consistently
in 86/87% which is 18% higher than the college success rate. However, PSCN
success rates in spring semesters (2010-2012) are only 3% higher than the
college success rates, indicating a slight decline during spring semesters.
Non success rates of PSCN courses in spring semesters (2012-2013) are
slightly higher (1-3%) than the college wide rates. Possibly related, the
withdrawal rates in the spring semesters of PSCN courses in (2011-13) also
show a slight increase from 9% to 11%; however, these rates are still lower
than the college wide rates (14-15%).Both observations will require further
investigation.
In Spring 2013, the success rate of male students declined to 65% which is
3% lower than the campus success rate for male students. We will monitor
this closely.
The general trend is a decline in success rates for African American and
Latino students during spring semesters (2011-2013). A significant change
occurred in spring 2012. We will investigate this trend and explore
appropriate interventions.
The success rates of students in PSCN courses in face to face versus online
formats shows a varying trend. In Spring 2014, 65% of PSCN 10 students
were successful versus 57% in an face to face format. While only 39% of
PSCN 15 students were successful versus 52% in a face to face format. We
will continue to monitor this trend closely.
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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.
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 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:
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what changes do you suggest to your course/program improvement plan?
What new initiatives might you begin to support the achievement of our Strategic Plan
goal?
Do you have new ideas to improve student learning?
What are your specific, measurable goals? How will you achieve them? Would any of
these require collaboration with other disciplines or areas of the college? How will
make that collaboration occur?
What is your longer term vision(s) or goals? (Educational Master Plan)
Given your experiences and student achievement results over the past year, what changes do
you suggest to your course/program improvement plan? What is your longer term vision?
PSCN Instruction suggests a number of enhancements and changes that will foster our
continued support of the College Strategic Plan, address our challenges in staffing and course
success rates and facilitate our transition period as a discipline and Division. Given our
transition period as a Division, these changes will take place over multiple years and also reflect
our longer term vision for the department.
o Offer more PSCN courses that support Strategic Plan #3: Help the undecided to
define a goal.We will offer more sections 1-2 units CSU transferrable courses which
focus on major exploration and educational planning which include: PSCN 10, 15, 18,
20, 23 both to the general student body and in collaboration with FYE.
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Explore more ways PSCN courses can complement other initiatives on
campus that help students explore possible major pathways (i.e.
STEM/MESA, Passion Project, etc.)
 Request more FTEF from CEMC to support these efforts.
• Ask FTEF to be separated into the categories of Counseling (PSCN),
DSPS (Special Programs) and General Studies (GNST) in order to
clearly monitor the use of each discipline’s FTEF and to be able to
advocate for each one individually.
o Create a campus wide campaign to increase the student’s awareness and perception
of the value of PSCN courses and Human Services Degrees and Certificates. With
greater awareness and utilization of PSCN courses and related services, students will
reach their educational goal with a reasonable time period. Additionally, Faculty,
staff and students from other divisions will have an increased understanding of PSCN
courses and help promote increased enrollment and gradually, persistence and
success in these courses. Possible strategies include:
 Utilize print and social media to empower students to connect with PSCN
instructors as teachers, counselors and mentors.
 Advertise how students can include PSCN classes in their schedule.
 Advertise how PSCN courses fit into students’ overall academic goals and
Student Education Plans.
 Inform and train faculty and staff from other disciplines on how PSCN
courses and Human Services Degrees and Certificates are relevant to related
psychology, sociology and helping profession related pathways.
 Research how to have PSCN 11 (Interpersonal Relationships) and 15 (College
Study Skills) become part of CSU GE Area E – lifelong learning and selfdevelopment. This possible change will increase the value of these courses
and promote the transfer pathways of students.
o Explore, research and reflect on outreach, pedagogy and retention strategies for
PSCN courses that support an increase success rates, particularly in Spring semesters
and for African American and Latino Students.
 Further investigate the success rates of students in PSCN courses during
spring semesters through assessment of CLOs and focus groups among
students and instructors.
 Research at a more detailed level success rates of African American and
Latino students in PSCN courses through assessment of CLOs and focus
groups among students and instructors.
 Work closely with Special Programs, such as Puente, Daraja, CIN!, FYE and
Striving Black Brothers, to develop appropriate interventions to better meet
the needs of African American and Latino Students.
 Increase partnership with majors in which there are a high number of Latino
students such as Early Childhood Education.

What new initiatives might you begin to support the achievement of our Strategic Plan goal?
• Continue and deepen our collaboration with FYE in multiple ways.
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o Reflect on the successes and challenges of the first year of FYE with the FYE
Coordinator.
o Offer more PSCN 1-2 unit CSU transferable classes to go with FYE, in particular
PSCN 10, 15, 18, 20 and 23 during the 2015-16 year. Include PSCN courses in
both Fall and Spring semesters of FYE.
o Hire a full time counselor who has the experience and resources to focus on FYE
collaboration and coordination.
•
Design and implement a campus wide campaign to increase the student’s awareness
and perception of the value of PSCN courses. (Explained in the responses to the first
question above.) Additional strategies may include:
o This campaign may involve both internal and external efforts. Internal efforts
may focus on training faculty and staff from other disciplines on the value of
PSCN Courses and Human Services Degrees and Certificates as well as “in reach”
promotion strategies to continuing students, staff and faculty. The external
efforts may focus on outreach strategies to new students and feeder schools.
o Increasing the value of PSCN courses, degrees and certificates will also involve
increasing the transferability of courses and creating related, in demand career
pathways:
 Look into the possibility of including PSCN 4 and PSCN 13 as electives in
different social science disciplines that offer AA-T/AS-T such as
Psychology, Sociology, etc.
 Explore the possibility of adding a Substance Abuse certificate.
Do you have new ideas to improve student learning? What are your specific, measurable goals?
How will you achieve them?
• Advocate for and hire more counseling faculty and classified staff to support PSCN
Instruction and related services. There is a critical need to increase staffing on both the
faculty and classified levels within the Division to recoup the historical losses from the
last 5 years. Additionally, with the College’s new goals of increasing enrollment and class
offerings, there will be a need for more faculty and staff to facilitate this growth in 15-16
and beyond. Important related actions include:
o Hire 4 more general counselors in 2014-15. It will also be necessary to train and
help them serve both general and specific division and instruction needs (PSCN
10, 15, 18 foremost) and then (PSCN 1, 2, 4, 13 – Humans Services major
courses).
o With these 4 positions, PSCN and the Division will come closer to prior staffing
levels (approximately 12 full time counselors), but will still need at minimum
another 5 additional full time counselors in the future to reach the staffing level
of 15 full time counselors which is appropriate to the College’s size and ACCJC’s
recommended counselor to student ratios (see Appendix A for more details and
sources).
o Given the increase of new counseling faculty and staff, we will hold a series of
trainings to support improved instruction of PSCN courses.
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Research multiple ways to increase the effectiveness of PSCN courses. Study the most
effective formats and scheduling for PSCN courses: face to face, online, hybrid; timings
of classes (day, night). Review results from PSCN 2013-14 student survey. Conduct
student and faculty focus groups.
Solidify and increase collaboration of PSCN courses with learning communities,
pathways and other college wide initiatives such as the Passion Project.
Would any of these require collaboration with other disciplines or areas of the college?
Yes, the recommended enhancements and changes would require collaboration with a
number of disciplines and areas of the college including:
o FYE
o CIN
o Special Programs
o GNST (Multiple Divisions particularly Language Arts, Math/Sci)
o Cool Committee
o Curriculum Committee
How will make that collaboration occur?
This collaboration will occur through channels that PSCN and the Counseling Division have
already established. These channels include:
• The PSCN and GNST coordinator participating in CEMC, the Counseling and Special
Programs joint division meetings and regularly meeting with the FYE coordinator and
CIN faculty.
• The current full time counselors serving as liaisons to other academic divisions and
participating in shared governance including: PRBC, the Student Success and Support
Program Advisory, SLOAC, Curriculum.
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___ YEAR THREE
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence, and
enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:
•
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•
•
•
•
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What program improvement goals did you establish?
Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for student learning, program learning, and Strategic Plan
achievement.
What best practices have you developed? Those could include pedagogical methods,
strategies to address Basic Skills needs of our students, methods of working within your
discipline, and more.
Are these best practices replicable in other disciplines or areas?
What were your greatest challenges?
Were there institutional barriers to success?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.
Note: Chabot is in the process of creating our next Educational Master Plan, to last six years.
Educational Master Plans are generally large enough in scope to be flexible. They are used in
particular at the District Level to guide in facility and community planning.
Please take this moment to reflect on your program’s larger term vision(s) and goals (6 years),
and to incorporate them into Program Review under the section “The Difference We Hope to
Make” as a separate paragraph or otherwise. The drafters of the Educational Master Plan will
be mining Program Review for contributions to the plan, with a commitment to read what
13
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 goals do you have for future program improvement?
What ideas do you have to achieve those goals?
What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
What are your longer term vision(s) and goals for your program? (Educational Master
Plan)
14
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
Faculty Positions
Classified Staffing (# of positions)
New Supplies & Services
Technology/Equipment
Other
TOTAL
2013-14
Budget
Requested
1.5 (PT) =
$150,000
0
$3,100
0
0
$153,100
2013-14
Budget
Received
1.5 (PT)
$95,987
0
$2,600
0
0
$35,600
2014-15
Budget
Requested
4 (FT)
$400,000
3
$2,200
$21,500
0
$423,700
2014-15
Budget
Received
6 (FT)*
$600,000
0
$2,600
$4,000*
0
$606,600
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 Counseling Division is going through a major transition given the need to provide additional
services and instruction for the implementation of the Student Success and Support Program as
well as navigating the changes that come with the retirement of 7 full time counselors and the
recent departure of another counselor in Summer 2015. Counseling received monies to support
2 full time counselors who have started working for the 2014-15 academic year. We have also
received approval to hire 4 more full time counselors during this academic year that are slated
to begin work during the Spring 2015 term. While these 6 hires of full time counselors will
improve the Counseling Division’s capacity for instruction and service delivery, the Division still
needs an additional 5 counselors at minimum, to make up for historical losses in staffing.
Counseling also requested 3 classified positions to recoup historic losses and has not received
these requests. As a result, the critical administrative support needed, which is the foundation
of PSCN and GNST instruction, articulation, transfer and counseling services, is extremely
limited. The impact of this limited support is evident in the small bandwidth the Counseling
Division has to coordinate PSCN Instruction, Articulation and Transfer as well as the long time
spans required to schedule appointments and process forms for students.Counseling received
the bare minimum in supplies and services. The supply monies received provided students with
important transfer, degree and certificate handouts and classroom instructional materials to
aid learning, though at an inadequate level. For example, Counseling has completed depleted
all brochures and marketing materials, and subsists on G.E. sheets production and online
resources that students have to re-access independently after leaving classrooms/counseling
offices, even if the student does not have internet access other than limited computers and
15
building hours on campus.We did receive the SARS eAdvising (online counseling) software
purchased through ITS which has been incorporated into our online counseling services as a
pilot to start, and now going forward as we assess outcomes. The resources received by the
Counseling Division for the 2014-15 year did not result in any additional services to Chabot
College students as they were all resources required to recoup historical losses due to staff
retirements and departures as well additional service and instruction demands through the
state mandated Student Success and Support Program.
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 Counseling Division has critical needs to increase the number of full time counselors,
classified staff and supplies monies to meet the recommended ACCJC counselor to student
ratios, demands of the state mandated Student Success and Support Program and to provide
true access to information and services for students. In 2010, the ACCJC recommended the
counselor to student ratio to be 1 to 370 students (source:
http://www.asccc.org/resolutions/title-5-changes-include-counselor-student-ratio). Given the
retirements of 7 full time counselors and the new demands of the Student Success and Support
Program, which include providing student education plans for new and continuing students, the
Counseling Division does not have adequate staffing to address these needs in a timely manner
(source:http://www.californiacommunitycolleges.cccco.edu/Portals/0/StudentSuccessTaskForc
e/SSTF_FinalReport_Web_010312.pdf). The Student Success and Support Program justifies the
need for more counselors, classified staffing and supplies/resources through its requirements
to provide educational planning for all students and the needs to utilize both technology in
educational planning and sustained interventions for students showing a lack of college
readiness which includes PSCN courses and learning communities.We are also jeopardizing the
information resources for students who do not have internet at home through diminished
computer lab access on campus where the material that is no longer being printed is provided.
Institutionally, new student persistence rates (Fall to Spring) reached an all-time low (since
2001) from Fall 2011 to Spring 2012 of 63%, indicating how severely reduced resources have
affected our core mission of supporting student persistence and success. Additionally,
Chicano/Latino students and African American student persistence suffered with the severely
reduced resources to counseling and Matriculation with 61% and 54% persistence rates
respectively.
16
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:
XNo CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once at
least once every three years.
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.
PSCN 1
This Year’s Program
Review
*CTL forms must be
included with this PR.
NOTE FOR ALL PSCN
COURSES: We
completed assessment
for all PSCN classes in
the 2011-12 program
review year. All closing
the loop forms were
submitted in the 201112 program review.
PSCN 2
PSCN 4
PSCN 7
PSCN 10
PSCN 11
PSCN 12
PSCN 13
17
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
NOTE FOR ALL PSCN
COURSES: We will
complete assessment
for all PSCN courses
again in Fall 2014Spring 2015.
PSCN 15
PSCN 18
PSCN 20
PSCN 21
PSCN 22
PSCN 23
PSCN 25
PSCN 26
PSCN 28
PSCN 36
PSCN 80
18
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Note: This section is N/A to PSCN Curriculum because we completed assessment
in the 2011-12 program review year. All Closing the Loop forms were submitted
with the 2011-12 program review.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 2:
(CLO) 3:
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
19
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?
20
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.
21
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
22
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.
Note: This section reflects our PLO conclusions based on our completed
assessments in the 2011-12 program review year. As we are conducting our new
cycle of assessment during the 2014-15 year, we will also assess, reflect on and
revise our PLOs during this cycle.
Program: ______AA Human Services
•
PLO #1: Provide students an introduction to social and or psychological theory, multicultural
theory and psychological counseling skills needed to work as a service provider in a social service
setting.
•
PLO #2: Be knowledgeable about multicultural theory: work with a diversity of service
populations and demonstrate cultural competency.
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Students are showing high levels of achievement in their knowledge of psychological and multicultural
theories due to their review of multiple theories in multiple classes. However, students are challenged
when they apply theory related interventions. While they do role plays and case studies in class there is
a greater need for more practice in the social services setting.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Our core PSCN courses, PSCN 1, 4, 13 and 2 reinforce students’ comprehension of psychological, social
and multicultural theories.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
1. Recommend that students get involved in related classes where they can practice counseling
skills such as PSCN 11 and 12 which will hone their self-esteem and interpersonal relations skills.
2. Research and include more counseling intervention exercises in both core and program optional
23
courses.
3. Revise and enhance PLOs to focus on key counseling skills gained in program.
4. Continue development of PLOs for AA GE in conjunction with shared disciplines.
Program: _____AS Human Services_____(Same as AA in Human Services with different GE Program)
• PLO #1: Provide students an introduction to social and or psychological theory, multicultural
•
•
theory and psychological counseling skills needed to work as a service provider in a social service
setting.
PLO #2: Be knowledgeable about multicultural theory: work with a diversity of service
•
populations and demonstrate cultural competency.
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Students are showing high levels of achievement in their knowledge of psychological and multicultural
theories due to their review of multiple theories in multiple classes. However, students are challenged
when they apply theory related interventions. While they do role plays and case studies in class there is
a greater need for more practice in the social services setting.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Our core PSCN courses, PSCN 1, 4, 13 and 2 reinforce students’ comprehension of psychological, social
and multicultural theories.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
1. Recommend that students get involved in related classes where they can practice counseling
skills such as PSCN 11 and 12 which will hone their self-esteem and interpersonal relations skills.
2. Research and include more counseling intervention exercises in both core and program optional
courses.
3. Revise and enhance PLOs to focus on key counseling skills gained in program.
4. Continue development of PLOs for AA GE in conjunction with shared disciplines.
24
Program: ______Liberal Arts AA_____________
• PLO #1:PLOS for this degree are currently under development in conjunction with PLOS for our AA
and AS GE patterns and the different disciplines involved.
•
PLO #2:
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Actions planned:
PROGRAM LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review.
Considering your feedback, findings, and/or information that have arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: Liberal Studies – Elementary Teacher Preparation - AA
• PLO #1: PLOS for this degree are currently under development in conjunction with PLOS for our
AA and AS GE patterns and the different disciplines involved.
•
PLO #2:
25
•
PLO #3:
• PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Actions planned:
PROGRAM LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review.
Considering your feedback, findings, and/or information that have arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: ____California State University General Education Breadth Certificate of
Achievement____________
• PLO #1: PLOS for this certificate are currently under development in conjunction with PLOS for our
AA and AS GE patterns and the different disciplines involved.
•
PLO #2:
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
What program-level strengths have the assessment reflections revealed?
26
Strengths revealed:
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Actions planned:
PROGRAM LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review.
Considering your feedback, findings, and/or information that have arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: ______Case Management For Human Services Certificate_______
• PLO #1:Introduction to case management skills needed to work effectively in a human services
environment.
•
PLO #2:Students develop multicultural awareness and cultural competency needed to work in a
social services setting along with computer literacy and medical terminology skills.
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
The following questions arose from faculty investigations and discussions:
1. What specific case management skills are most essential in the human services sector for
students?
2. How to effectively identify how students are designing interventions to address cultural and
socioeconomic barriers?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
The certificate’s core courses support students’ ability to assess cultural and socioeconomic barriers and
to gain the knowledge needed to name and identify social and psychological theories.
27
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Actions planned:
1. Investigate more ways to facilitate and assess students’ ability to demonstrate empathy.
2. Hone the PLOs further to identify key skills within case management that are essential in the
human services sector.
PROGRAM LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review.
Considering your feedback, findings, and/or information that have arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: ____Intersegmental General Education Transfer Curriculum Certificate_________
• PLO #1: PLOS for this certificate are currently under development in conjunction with PLOS for our
AA and AS GE patterns and the different disciplines involved.
•
PLO #2:
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Actions planned:
PROGRAM LEVEL ANALYSIS:
28
Reflect on any modifications to recommendations and/or to activities from your last program review.
Considering your feedback, findings, and/or information that have arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: ____Multicultural Awareness for the Service Provider______
• PLO #1:Provide students an introduction to multicultural theory and psychological counseling
skills needed to work as a service provider in a social service setting.
•
PLO #2:Conduct a self assessment and self reflection component as part of the psychological
counseling skill set. Self assessment needs to be in relationship to the culturally diverse and world
in which we currently live and also to evaluate service providers’ internalized values which may
affect their provision of services in a non-judgmental process.
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain: Students learn an array of psychological counseling theories while also completing a series of
self-reflection essays to develop their self assessment skills. However, it’s challenging to observe
students’ skills for self assessment and reflection within the multicultural context. As a result, the
following questions have arose among faculty:
1. Should we have students conduct more multicultural experiments/experiences in the
community?
2. What other qualitative ways can we assess students multicultural awareness, knowledge and
skills?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Core PSCN courses, PSCN 1, 2, 4, 12 and 13, help develop students’ self reflection skills.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Actions planned:
1. Investigate the possibility of developing more multicultural educational experiences within core
classes.
2. Investigate more qualitative ways, including self reflective essays, to facilitate self assessment
skills within the counseling context
3. Need to further hone PLOs to narrow focus to components of self assessment and reflection
29
PROGRAM LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review.
Considering your feedback, findings, and/or information that have arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: _____Multicultural Self Awareness Self Reflection Certificate______
• PLO #1:Opportunity to conduct self assessment and self reflection as a part of a personal
development plan.
•
PLO #2: Self is analyzed in context of the community at large which is becoming more diverse and
multicultural. Hence a self assessment is made in relationship to the culturally diverse community
and world in which we live.
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
1. How to better facilitate students’ ability to set goals that foster development of the whole
person?
2. How to identify more ways to facilitate self-assessment skills within counseling and the
multicultural context?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
1. Classes support students’ ability to develop career and personal resources to support academic,
career and personal goals.
2. Classes support students’ ability to identify resources and services that apply to their lives and
education.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Actions planned:
1. Investigate classroom interventions that will foster students’ abilities to identify positive and
negative patterns in communication.
2. Further hone PLOs to clearly specify key elements of self reflection.
30
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; however, with the bringing on of new instructors, who have adopted new textbooks, there is a
need to update these sections of our course outlines.
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
No, but these courses, which include PSCN 7 and PSCN 18, should remain in the catalog since they
may be offered in coming years now that we have more funding and FTEF to support them.
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester.
Yes.
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester.
Yes.
5. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester.
Yes, we have developed PLOs for all of our programs. Our next step will be to assess our
PLOs during the 2014-15 year drawing on our conclusions from our CLO assessments.
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
Not applicable, we do not have course sequences.
7. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be.
We need to research this question further. It may actually be the reverse: successful
completion of PSCN courses may correlate with successful completion of college-level math
and/or English courses.
31
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?
Building on year one’s First Year Experience (FYE) initiative and its strengths, the Counseling Division will aim to create a campus wide campaign
to show how Psychology-Counseling (PSCN) courses fit into each student’s pathway toward certificates, associate degrees and transfer goals.
Many Chabot College students feel undecided about majors, underprepared for college level course work, and unfamiliar with Chabot College
educational policies. Those are critical factors in their educational planning process and goal attainment, however many students are unaware of
the full value of PSCN courses and how it supports each student’s individual educational goals.
The Counseling Division will continue to offer the PSCN courses designed to support student success such as PSCN 23 – College Readiness, PSCN
20 – The College Experience, PSCN 10 – Career and Educational Planning and PSCN 15- College Study Skills. All PSCN courses are CSU
transferable and go towards an associate degree.
To promote the value of PSCN courses, planning will start in January 2015 with the updating of outreach materials. These materials will be used
for the Early Decision Program, which starts in February, forPSCN 25 sessions, and at various campus events. The promotion will focus on
general appropriate schedule planning advice and how PSCN courses fit into that picture. We will use student assistants to help with the
promotion and development of ideas.
We will also coordinate an in-reach effort to work with our current Chabot College students to highlight the value of PSCN courses in their
educational path. Regardless of where students are in their educational path, there is a PSCN course that supports and moves them towards
their goals.
During our program review, we noticed starting in Spring 2012, there was a decline in success rates for African American and Latino students in
PSCN courses. We will collaborate with special programs such as Puente, Daraja and Striving Black Brothers to further examine this trend and
develop customized promotional efforts for incoming and current African American and Latino students. By assertively endorsing the value and
role of PSCN courses to our campus community, we hope to increase the success rate of all students in PSCN courses.
The coordination of this promotion of PSCN courses will be under the purview of general counselors whose tasks will also include the collection
of data, evaluations and enrollment numbers.
32
What is your specific goal and measurable outcome?
At the conclusion of the Spring 2016 semester, we will review the enrollment figures and success rates for Fall 2015 and Spring 2016 PSCN
courses. Those statistics will be compared to enrollment figures and success rates across the campus and PSCN courses for the past 5 academic
years.
What is your action plan to achieve your goal?
Activity (brief description)
Update and print outreach materials
Begin Early Decision Program outreach, registration and
schedule planning
PSCN 25 sessions
Evaluate effectiveness and impact of PSCN promotion
campaign
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Jan 2015
June 2015
August
2015
June 2016
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)
x
Require additional funding to continue and/or institutionalize the project
by/from):Student Success and Support Program and additional funding resources (currently begin researched)
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
33
(obtained
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:
34
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: __9_
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
1. Counselor
2. Counselor
3. Counselor
4. Counselor
5. Counselor
Description
Faculty (1000)
Program/Unit
Division/Area
Counseling and
PSCN teaching
Counseling and
teaching – First
Year Experience
Counseling and
teaching –
Student Success
and Support
Program
Counseling and
teaching –
Assessment
Counseling and
teaching –
General Studies
General Counseling
General Counseling
General Counseling
General Counseling
General Counseling
35
6. Counselor
7. Counselor
8. Counselor
9. Counselor
Counseling and
teaching –
Mental Health
Counseling and
teaching –
Learning
Communities
Coordinator
Counseling and
PSCN teaching –
Articulation
Counseling and
PSCN teaching
General Counseling
General Counseling
General Counseling
General Counseling
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.
Rationale is based on the loss of 6 full time counselors due to retirement and other circumstances; two have been replaced at this point in time.
Also, two counselors (articulation and transfer) have nearly full time coordination duties that preclude their ability to see a large number of
students one-on-one. Moreover, one counselor is about to take maternity leave in Spring 2015 and pursuit of a temporary leave replacement is
unknown at this time.
Analysis of data (from EMC) from Fall 2007 to Spring 2011 indicates that FTEF trends show an increase in fill rates and persistence. The following
are some of the specific PSCN findings: PSCN Discipline Success rates showed higher success rate every term between Fall 2008 to Spring 2011
compared to overall Chabot College Success rates. One example of this is in Fall 2010 the college success rate was .68 where as the PSCN
discipline success rate was .86
(source: http://www.chabotcollege.edu/ProgramReview/Data%283a%29.cfm)
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1. 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.
PSCN courses offer theoretical and applied theory for students to explore in their Freshman and Sophomore years. These courses offer greater
paths for students to discover what they want to do in their lives. The Division’s classes help students identify educational/career goals and
teach them how to pursue those goals in a reasonable amount of time. As a result, PSCN Curriculum offers classes that will help meet the
Strategic Plan Goal and help address new matriculation, success and persistence guidelines as identified in the Student Success Task Force
Initiative and Financial Aid Guidelines.
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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: __3___
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
1. Counselor Assistant
2. Counselor Assistant
Classified Professional Staff (2000)
Description
Program/Unit
Full time Classified Staff that
can assist the Transfer
Counselor and help with the
smooth running of the Career
and Transfer Center which is
currently staffed by peer
advisers. Thus facilitating the
assignment of release time
to the counselor to teach
College Success and transfer
courses.
Full time Classified Staff that
can assist with the organizing
and printing of the outreach
materials and general
support to the PSCN
instructors and coordinator.
38
PLEASE LIST IN RANK
ORDER
Division/Area
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Postion
1 Student Assistants
Student Assistants (2000)
Description
Program/Unit
Full time student assistant
that could with the promotion
of PSCN courses and
facilitation of schedule
planning workshops, and
outreach events
PLEASE LIST IN RANK
ORDER
Division/Area
2. Rationale for your proposal.
Student Assistants are essential to the PSCN promotional campaign because they bring a student’s perspective and creditability to
the message. The counselor who oversees this initiative will also need support with organization and distribution of materials, cofacilitation of presentations and gathering of data.
In order to be in compliance with title V, the College must offer transfer services to students. Additionally, the College must meet
Student Success Act and Program requirements which includes helping students complete matriculation and student education
planning. Therefore the hiring of 2 classified staff members is vital for the smooth running of the transfer center and the
continuation of the First Year Experience Program which will help address Student Success Act requirements for new students. The
classified staff will assist the Transfer counselor, PSCN instructors and PSCN coordinator, thus facilitating the assignment of release
time to the counselor to teach College Success and transfer courses.
39
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.
PSCN courses offer theoretical and applied theory for students to explore in their Freshmen and Sophomore years. These courses
offer insight for students to discover their goals and the various paths available. This process requires more than a 30 minute
counseling appointment. It requires a consistent and ongoing series of reflection and application. By promoting the full value of
PSCN courses, students will gain a better understanding of its purpose and able to maximize its benefits. This will lead to more
students achieving their educational goals within a reasonable amount of time. PSCN curriculum offers classes that directly help
meet the Strategic Plan Goal and Counselors, Classified Staff and Student Assistants are needed to assist with coordination tasks to
ensure Counselors and coordinators have release time to teach and oversee initiatives and transfer functions.
40
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.
Both the Strategic Plan Goal and the demands of the Student Success Task Force Initiative provide an
overall rationale for additional FTEF for PSCN Curriculum for the academic years of 2014, 2015 and 2016.
The increasing curriculum and service demands of the Student Success Task Force also require additional
FTEF for implementation of key strategies, particularly the First Year Experience program for Sum 15,
Fall 15 and Spring 16. PSCN courses offer theoretical and applied theory for students to explore in their
Freshman and Sophomore years. These courses offer greater paths for students to discover what they
want to do in their lives. The Division’s classes help students identify educational/career goals and teach
them how to pursue those goals in a reasonable amount of time. As a result, PSCN Curriculum offers
classes that will help meet the Strategic Plan Goal and help address new matriculation, success and
persistence guidelines as identified in the Student Success Task Force Initiative and Financial Aid
Guidelines.
As a result, PSCN Curriculum is making the following additional FTEF requests (in addition to the FTEF we
were granted in 2014-15):
Summer 2015 = .13 FTEF for 1 section of PSCN 10 (Career and Educational Planning)
Fall 2015 = .26 FTEF for 1 section of PSCN 36 (Women in Transition) and 3 sections of PSCN 21
(Strategies for College Success) focused on EOPS, Daraja and FYE.
Spring 2016 = .19 FTEF for 1 section of PSCN 15 (College Study Skills) and 1 section of PSCN 36
(Women in Transition).
We appreciate the granting of the additional FTEF listed above for the 2014-15 year. Because we have
been successful in filling these classes, (Spring 2015 yet to be determined), we will proceed with
requesting additional FTEF for the 2015-16 year (In addition to the FTEF we were granted in 2014-15).
These new requests are included in the chart below. (Please also see the PSCN Sum. Fall.Spring 2015-16
Projection document attached.)
COURSE
PSCN 10
PSCN 36
PSCN 21
PSCN 15
CURRENT
FTEF
(2014-15)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
0.13
0.13
0.20
0.13
11
0
3
6
1
2
3
1
330
0
90
180
30
60
90
30
41
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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
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Student Assistant
Assist PSCN instructors and PSCN coordinator to further support
instruction, data collection, research and planning efforts regarding
curriculum issues.
Help with promotion of PSCN courses and outreach events.
2. Media Specialist
Update the PSCN website and in particular create space on the PSCN
website for sharing instructional materials and resources with
instructor access only. PSCN website will need to be refined to
reflect our promotional message.
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.
Many of the PSCN courses students learning outcomes directly align with the strategic plan goal. By promoting the value and purpose of PSCN
courses, students will start the courses with clear expectations and hopefully develop a commitment to educational success. This sets the stage
for students in PSCN courses to meet the learning outcomes and that will lead to more students achieving their educational goals in a reasonable
amount of time.
Counselors/Instructors and coordinators will need the support of student assistants, classified staff and media specialist to successfully make a
shift in the perception of PSCN courses. The goal is to change students’ view of PSCN courses from general elective to a necessary and valuable
course to take for every student freshmen or sophomore.
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Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000 and 5000 in priority order. Do NOT
include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any requested funds beyond
those you received this year. Please also look for opportunities to reduce spending, as funds are very limited.
Supplies Requests [Acct. Category 4000]
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requeststhat would be nice to have and would bring additional benefit to the program.
2014-15
2015-16
Request
Request
needed totals in all areas
Requested Received
Description
Amount
Brochures, Copies,
Instructional materials
40 Clickers
$4,500
$2,600
$6,000
$5000
Vend
or
In
hous
e
Turni
ng
tech
nolo
gies
44
Division/Unit
Priority #1
General
Counseling
#1
General
Counseling
Priority #2
#2
Priority #3
3 Laser Pointers
$150
Offic
e
Depo
t
#2
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
45
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
NACADA-National Advising
Association Conference
Amount
$2000
Vendor
Priority Priority Priority
Division/Dept
#1
#2
#3
NACADA
General
Counseling
NCORE – National
Conference on Race and
Ethnicity
$2000
NCORE
General
Counseling
Strengthening Student
Success Conference
$5000
CCCCO
General
Counseling #1
FACC Counselor
Conference
$400
FACC
General
Counseling #1
46
#2
#2
Notes
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee.
Instructions: Please fill in the following as needed to justify your requests.If you're requesting classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers that are our current standards.
If requesting multiple pieces of equipment, please rank order those requests. Include shipping cost and taxes in your request.
Instructions:
1. For each piece of equipment, there should be a separate line item for each piece and
an amount. Please note: Equipment requests are for equipment whose unit cost exceeds $200.
Items which are less expensive should be requested as supplies. Software licenses should also be
requested as supplies.
2.
For bulk items, list the unit cost and provide the total in the "Amount" column.
Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be
in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that w ill enhance a program but are not so critical as to
jeopardize the life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancem ents, non-critical resource requests that would be
nice to have and would bring additional benefit to the program.
Description
Amount
Vendor
Division/Unit
47
Priority #1
Priority #2
Priority #3
48
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of reprioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet
capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match
if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined
that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many
smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing,
constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests.If requesting more than one facilities project, please rank order your
requests.
Brief Title of Request (Project Name):
Building/Location:
Description of the facility project. Please be as specific as possible.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
49