Chabot College
Program Review Report
2015 -2016
Year 2 of
Program Review Cycle
Submitted on: 10/24/14
Contact:
1
Tom deWit, Michael Thompson,
Barbara Worthington
2
Table of Contents
___ Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
___ Year 3
Section A: What Have We Accomplished?
Section B: What’s Next?
Required Appendices:
3
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
4
____ YEAR ONE
1. Where We’ve Been - Complete Appendix A (Budget History) prior to writing your narrative. Limit your narrative to no more than
one page. As you enter a new Program Review cycle, reflect on your achievements over the last few years. What did you want to
accomplish? Describe how changes in resources provided to your discipline or program have impacted your achievements. What are
you most proud of, and what do you want to continue to improve?
2. Where We Are Now - Review success, equity, course sequence, and enrollment data from the past three years at
http://www.chabotcollege.edu/ProgramReview/Data2014.asp
Please complete Appendices B1 and B2 (CLO's), C (PLO's), and D (A few questions)before writing your narrative. Limit your narrative
to two pages.
After review of your success and retention data, your enrollment trends, your curriculum, and your CLO and PLO results, provide
an overall reflection on your program. Consider the following questions in your narrative, and cite relevant data (e.g., efficiency,
persistence, success, CLO/PLO assessment results, external accreditation demands, etc.):
• What are the trends in course success and retention rates (based on overall
results and CLO assessments) in your program? Do you see differences based
on gender and/or ethnicity? Between on-campus and online or hybrid online
courses? Provide comparison points (college-wide averages, history within
your program, statewide averages).
1. Success and persistence rates.
2. Distance education vs. face-to-face courses.
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3. The Difference We Hope to Make - Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SP for PR.pdf prior to completing your narrative. Please complete Appendices
E (New Initiatives) and F1-8 (Resource Requests) to further detail your narrative. Limit your narrative to three pages, and be very
specific about what you hope to achieve, why, and how.
Note: Chabot is in the process of creating our next Educational Master Plan, to last six years. Educational Master Plans are generally
large enough in scope to be flexible. They are used in particular at the District Level to guide in facility and community planning.
Please take this moment to reflect on your program’s larger term vision(s) and goals (6 years), and to incorporate them into Program
Review under the section below as a separate paragraph or otherwise. The drafters of the Educational Master Plan will be mining
Program Review for contributions to the plan, with a commitment to read what programs have submitted. IR has offered to work
with programs to determine future market trends to be incorporated into this year’s program review in relation to long-term
goals. Please contact Carolyn Arnold for support. We will have other avenues to communicate with the Educational Master Plan
Consultants. This is simply one avenue.
● What initiatives are underway in your discipline or program, or could you begin, that would support the achievement of our
Strategic Plan goal?
● Over the next three years, what improvements would you like to make to your program(s) to improve student learning?
● Over the next 6 years, what are your longer term vision(s) and goals? (Ed Master Plan)
● What are your specific, measurable goals? How will you achieve them?
● Would any of these require collaboration with other disciplines or areas of the college? How will that collaboration occur?
____ YEAR TWO
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A. What Progress Have We Made?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to writing your narrative. You should also
review your most recent success, equity, course sequence, and enrollment data at http://www.chabotcollege.edu/ProgramReview/
Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section asks you to reflect on the progress
you have made toward those goals. This analysis will be used by the PRBC and Budget Committee to assess progress toward
achievement of our Strategic Plan and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages, address the following questions:
●
What were your year one Program Review goals?
Our year one Program Review goals specifically focused on ways to better understand and support our student population.
The Daraja Program’s core values are based on the assumption that students bring their own unique personalities and
specific ways of learning to the classroom environment. As a result, Daraja promotes self-confidence, and pride in each
student’s cultural heritage, critical thinking, reading, and writing skills, and occupational research skills that are needed for
college and future success. To maintain the integrity of our program and continue to effectively support our students, the
Daraja team engaged in purposeful discussions throughout the year to more intentionally celebrate the program’s strengths
and to identify areas in need of more support or positive change. Our primary goals centered around ways to encourage our
students and challenge ourselves to make a significant difference on the Chabot campus, in our individual communities, and
across the state.
English Language Learning Support
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As one specific goal, the instructors and counselors in our program continued to address the role of language in a college
setting, particularly our students’ use of standard academic English and Black English. In too many cases, students in our
community are able to adequately demonstrate strong critical thinking skills but are incapable of transferring their ideas to
writing.
Program Structure and Culture
The overall composition of the program as well as the number of students we support has shifted dramatically in just three
years. To maintain the quality and integrity of the program, the faculty and staff recognized the need to organize retreats to
discuss program culture. Our retreats focused on course content, course sequencing, and program goals. To best support
our students, we welcomed the opportunity to engage in valuable conversations to ensure that as a team, our goals were
clear and consistent.
History Component
African American History class has been a part of the Spring course programming of Daraja since the 2009-10 academic year.
The program needed to examine the sequencing of the History course offered and bring it in line with college and transfer
requirements.
Daraja Study Hall
Beginning in the Academic year 2013-14 (with the invaluable aid of Dean Marcia Corcoran), Daraja added a required study
hall to the program. Students enroll in study hall through GNST 115. Study hall meets four times a week and students are
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required to attend two sessions per week. In study hall, students have access to their English, Math and History instructors
as well as learning assistants. In addition, counselors often stop by to provide individual counseling to students.
English 102 English 102, 1A, 4 Daraja
Daraja English courses aligns with the requirements for the Chabot College Language Arts English Department. Our primary
goal, however, is to provide a culturally sensitive African/African-American focus.
Math Component
The program sought to add a Math class to its academic offerings.
Counseling Component
This period of growth was undoubtedly exciting and much anticipated. Our students want to attend college and welcomed
our support, but as a program, we often struggled to fully meet the needs of a much larger student cohort. We remained
strong as a community, however, without a full-time counselor/coordinator, we obviously struggled to provide the level
of support needed for our students. Most regularly faced serious challenges outside of class that often affected their class
performance. After questioning several students, many cited transportation problems, lack of dependable daycare, or
simply poor planning as possible reasons for missing school or arriving late for class. In past years, the Daraja counselor
addressed these and other key “life” issues in the Psych/Counseling class, as well as during individual appointments. Several
Daraja team meetings were devoted to devising strategies for improving student retention in the absence of a full-time
9
counselor.
Instructors consistently encouraged each student to consider personal responsibility to themselves as well as the community
which proved to be helpful for some students. Daraja Alumni and Learning Assistants also provided words of support and
encouragement. Overall, the majority of the students experiencing challenges in this area showed significant improvement
after the initial weeks of class. As a community, we explored ways to generate more funds, provide more counseling support,
and continued to improve overall retention. By attempting to serve greater numbers of students with few resources and
support systems, we risked compromising the integrity of the program. The Daraja team remained committed and prepared
to keep the program strong.
●
Did you achieve those goals? Specifically describe your progress on the goals you set for student learning, program learning,
and Strategic Plan achievement.
English Language Learning Support
While many in the academic community recognize the problem, the solution continues to be controversial, even within
the African American community. The Daraja classroom offered a unique opportunity for students to engage in sensitive,
yet relevant conversations about language. We recognized some students lacked the ability to produce standard forms of
English. Many attempted to compensate by producing what they perceived as academic English, which often affected clarity
in papers as well as oral presentations. As teachers we first focused on ways to gain the trust of our students by respecting
10
and validating the language they brought to the classroom, whether in standard forms or in the vernacular. We then helped
them to develop a sense of pride and ownership by encouraging them to recognize the social and historical situations
that influence their words. As their instructors and role models, however, we are responsible for teaching our students to
produce standard forms of English to help prepare them for the academic and professional worlds. An honest discussion
about the power of language using academic articles, film, texts and other resources has proven to be the most effective
approach. Our students regularly examined texts related to language and discussed ways to meet the challenges of academic
writing in order to strengthen their own voices. They also worked closely with learning assistants and the instructors to
help identify their own unique language challenges. This level of support was especially relevant as we prepared several
Daraja students for leadership roles across the campus. As the students learned to equate language usage with audience and
purpose, most gained a deeper understanding of the complexity of language while retaining their own sense of pride in their
heritage.
Program Structure and Culture
The program held a retreat that focused on course content, course sequencing, and program goals. To best support our
students, we welcomed the opportunity to engage in valuable conversations to ensure that as a team, our goals were clear
and consistent. In addition, new counseling team members have been added who are being brought up to speed on the
current needs of the program and are adding valuable new voices to the discussion of program direction and evolution.
History Component
In the academic year 2014-15, Daraja has returned to teaching History 21 (African American since Reconstruction). The
major reason for this shift is to allow the program to add an additional History class (History 7: American History to
11
Reconstruction) in the third semester. That addition will enable students to complete their Chabot College American
Institution and American Cultures requirements and fulfill the CSU US History, Constitution and American Ideals requirement.
Daraja students in this class face a lose lecture-style course structure and larger group setting. In addition to the class
content, student s are aided in the acquisition of such skills as note-taking, content synthesis and writing and exam-taking
in a Social Science context. In evaluating the particular needs of students in the History component, it is clear that more
coordination support is needed to ensure that there is an easy transition from the Fall semester to the Spring semester.
Ensuring that students are enrolled in the right section, for example, would be better facilitated by additional support
dedicated to the program. Also, this support is also needed to serve and coordinate the varied counseling needs of the
students in this program. A fall college skills class would be very valuable in equipping students with the discipline and
strategies necessary to succeed. Learning assistants for the History sections would also help the expanding number of
students and provide them with more individual attention. These types of support are vital for student retention and
program maintenance third semester. That addition will enable students to complete their Chabot College American
Institution requirements and fulfillirement. Daraja students in this class face a lose lecture-style course structure and larger
group setting. In addition to the class content, students are aided in the acquisition of such skills as note-taking, content
synthesis and writing and exam-taking in a Social Science context. In evaluating the particular needs of students in the
History component, it is clear that more coordination support is needed to ensure that there is an easy transition from
the Fall semester to the Spring semester. Ensuring that students are enrolled in the right section, for example, would be
better facilitated by additional support dedicated to the program. Also, this support is also needed to serve and coordinate
the varied counseling needs of the students in this program. A fall college skills class would be very valuable in equipping
students with the discipline and strategies necessary to succeed. Leaning assistants for the History sections would also help
the expanding number of students and provide them with more individual attention. These types of support are vital for
student retention and program maintenance.
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Daraja Study
Darja study hall continues to evolve in its coordination of tutoring and counseling. In its first calendar year of existence, it
has served over 100 students. Early measures of the success of this program can be seen in the number of other academic
programs that have begun, in one fashion or another, to add study hall components and the growing number of Daraja
students who have returned to study hall without being required to do so. The hope is to continue to create a community
and culture of study and scholarship that will sustain our students through both their time in the program and their college
careers.
English 102, 1A, 4
Daraja English courses offered the students an opportunity to develop their comprehension, critical thinking and writing skills, so that
would be prepared for success in college English.
English 102 is an “accelerated” course, which meant the students were expected to perform at a fairly fast pace while reading
challenging texts, engaging in deep, thoughful conversations, and ultimately producing written texts. As with all Daraja English classes,
the 102 class focused on issues related to the African-American experience. Many students were able to connect to the key themes
interpret abstract ideas by the end of the semester. By using a culturally sensitive curriculum, students tended to be more engaged.
English 1A is a transfer-level course that integrates active reading, writing, and critical thinking to help students develop the
ability to read and write complex, college-level prose. Students in this course built on the skills mastered in English 102. The
class examined the rhetorical effectiveness of a range of texts, such as film, the Internet, and various written arguments. .
Each student worked collaboratively and individually to advocate for a specific social issue relevant to the African-American
13
community and to connect their specific concerns to class readings and discussions. As with English 102, the course readings
centered on issues relevant to the African- American experience and expanded to include the African Diaspora. Students
demonstrated their understanding of the texts by participating in group presentations, by writing research papers, and by
presenting their work at the Daraja End of Year celebration.
The purpose of English 4 is to articulate for ourselves the meaning of a long history of oppression and perseverance. The
focus is on “articulation” as a phenomenon, a way of power and identity. What do we do with the past? How does the past
become a future? If we are controlled by “our confusion far more than we understand”, then our response has to be to
overcome confusion with articulation. In this course, we will take hold of all the texts you have encountered as a Daraja
student as sources from which to articulate your future.
Math Component
Beginning in Spring 2014, Daraja added a Math component to the program. This component is evolving and now includes
Math 53. There is a learning assistant for the class and the instructor spends two and a half hours per week in the Daraja
study hall. In Spring 2014, those students who assessed into Math 53 were enrolled. To increase the number of students
who assess at this level, the program will provide a Math Jam assessment prep in Fall 2014. In addition, the program will add
a second semester of Math (Math 43) that will allow students to complete Math transfer requirements.
Counseling Component
In the Fall, 2014 semester, three part-time counselors joined the Daraja program; however, To effectively meet the
academic and personal needs of a much larger group of students, the program continues to seek a full-time counselor/
coordinator.
14
Instructors consistently encouraged each student to consider personal responsibility to themselves as well as the community
which proved to be helpful for some students. Daraja Alumni and Learning Assistants also provided words of support and
encouragement. Overall, the majority of the students experiencing challenges in this area showed significant improvement
after the initial weeks of class. As a community, we explored ways to generate more funds, provide more counseling support,
and continued to improve overall retention. By attempting to serve greater numbers of students with few resources and
support systems, we risked compromising the integrity of the program. The Daraja team remained committed and prepared
to keep the program strong.
●
What prevented you from achieving your goals?
●
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios, CLO/PLO assessment results,
Wel accreditation demands, etc.).
15
B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at 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:
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)
●
●
●
●
See Attached Daraja Project Equity Proposal
16
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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
2013-14
Budget
Requested
2013-14
Budget
Received
2014-15
Budget
Requested
2014-15
Budget
Received
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
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.
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?
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Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
Course-Level Student Learning Outcomes & Assessment Reporting (CLO-Closing the Loop).
I.
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.
English 102
This Year’s Program
Review
*CTL forms must be
included with this PR.
Submitted
English 1A
Submitted
English 4
Submitted
20
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.
Course History 20
Semester assessment data gathered Spring 2012
Number of sections offered in the semester 2
Number of sections assessed
Percentage of sections assessed 100%
Semester held “Closing the Loop” discussion Spring 2012
Faculty members involved in “Closing the Loop” discussion
Rick Moniz, Mark Stephens, Michael Thompson,Sherri
Yeager Jane Wolford
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★)
Defined Target
Scores*
(CLO Goal)
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Actual Scores**
(eLumen data)
(CLO) 1:
COURSE
-
LEVEL OUTCOMES (CLO)
#1
SYNTHESIZE FACTUAL INFORMATION AND HISTORICAL EVIDENCE
FROM A VARIETY OF SOURCES AND IDENTIFY THE ONNECTIONS
BETWEEN THEM.IN THE CONTEXT OF THE COURSE AS A WHOLE,
WHAT SCORES FOR YOUR CLOS WOULD INDICATE SUCCESS FOR
YOU? (EXAMPLE: 75% OF THE CLASS SCORED EITHER 3 OR 4.
COURSE
-
LEVEL OUTCOMES (CLO)
#1
SYNTHESIZE FACTUAL INFORMATION AND HISTORICAL EVIDENCE
FROM AVARIETY OF SOURCES AND IDENTIFY THE CONNECTIONS
BETWEEN THEM.IN THE CONTEXT OF THE COURSE AS A WHOLE,
WHAT SCORES FOR YOURCLOS WOULD INDICATE SUCCESS FOR YOU?
(EXAMPLE: 75% OF THE CLASSSCORED EITHER 3 OR 4.
________
___________________________________________
IT IS DIFFICULT OR IMPOSSIBLE TO REALLY QUANTIFY A CONSTANT
RELIABLE PERCENTAGE FOR ANY COURSE. EACH SECTION OF EACH
CLASS IN EACH SEMESTER IS DIFFERENT. THE HOPE I HAVE FOR ANY
PARTICULAR SECTION IS BASED UPONMY INTERACTION WITH AND
GROWING KNOWLEDGE OF THE STUDENTS
IN THAT SECTION ACROSS ANY GIVEN SEMESTER. TO EVELOP A
CONSTANT FIGURE THAT WOULD COVER EVEVRY SECTION FOR
EVERY SEMESTER IGNORES THIS REALITY AND PLACES UNREAL
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EXPECTATION UPON BOTH MY STUDENTS AND
ME.
HOW DO YOUR CURRENT SCORES MATCH WITH YOUR ABOVE DEFINITION OF
SUCCESS?
_SEE ABOVE______
(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?
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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?
See Above
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?
I would like to echo the comments made by my colleague, Sherri Yeager. To
measure students and classes as if they represent a constant in a mathematical
equation ignores the reality of teaching. Each of us in the History discipline work
incredibly hard to engage our students and provide an environment of active
learning. Morever, the process in which we are currently engaged actually decreases
the opportunities for conversations about teaching. While faculty members have
been encouraged to be creative and develop more engaging pedagogical strategies,
we are locked in an administrative practice that allows for little or no creativity. To
be honest, it is becoming increasingly difficult to participate in the contradictory
experience of attending meetings and forums featuring very creative demonstrations
of the variety of pedagogical needs our students have, and then be asked to return to
our offices and divisions to discuss the software that seems to drive our pedagogical
work. Simply put, it is extremely difficulty to be reflective and creative when the process in
which you are engaged encourages neither of those outcomes.
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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?
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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?
27
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
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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?
I wish measuring one course in one semester revealed a constant strength in my class orthe program as a whole. One semester
students may respond well to a lesson plan, the next semester they may not. Currently our discipline is expanding its tutorial
services and early results indicate an improvement in student success. This practice began before the current assessment cycle and
was the result of a perceived student need.
I am constantly reflecting upon and revising my course. These activities are not areflection of the number of students who do or do
not assess well. They are a result of my professionalism and the responsibilities I have to my students and my institution. For
example, I have modified the work students had been completing on Blackboard, because I felt there was a growing disconnect
between that work and the classroom experience. This decision was not based upon assessment, but upon actual conversations with
my students.
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3. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
Appendix B2: “Closing the Loop” Assessment Reflections (See Attached forms)
Course
History 21
Semester assessment data gathered
Fall 2013
Number of sections offered in the semester
2
Number of sections assessed
1
Percentage of sections assessed
49%
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
30
Form Instructions:
● 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«)
HISTORY 21 FOR FALL 2013
(CLO) 1: Synthesize factual information and historical
evidence from a variety of sources and identify the
connections between them.
Defined Target
Scores*
(CLO Goal)
41.4% assessed at 41 assessed:
3 or 4
7 assessed at 4
10 assessed at 3
14 assessed at 2
7 assessed at 1
2 assessed at 0
1 assessed at NA
41.4% assessed at
(CLO) 2: The students will demonstrate a body of
knowledge about and critical understanding of historical 3 or 4
eras, their key events and ideas, and the process of
change over time.
(CLO) 3: Analyze the causes and consequences of
political, economic and social change.
Actual Scores**
(eLumen data)
41 assessed:
7 assessed at 4
10 assessed at 3
14 assessed at 2 7
assessed at 1
2 assessed at 1
1 assessed at NA
41.4% assessed at 41 assessed:
3 or 4
7 assessed at 4
10 assessed at 3
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14 assessed at 2
7 assessed at 1
2 assessed at 0
1 assessed at NA
(CLO) 4:
Course-Level Outcomes (CLO)
#1 Synthesize factual information and historical evidence from a variety of sources and identify the
connections between them.
#2 Demonstrate possessing a body of knowledge about and critical understanding of historical eras and
events.
In the context of the course as a whole, what scores for your CLOs would indicate success
for you? (Example: 75% of the class scored either 3 or 4.
___________________________________________________
In the context of the course as a whole, we do not believe that these scores provide either a quantitative or qualitative
indication of “success”. The fact that we are required to submit scores for individual students in one class in a single
semester, but are not able to re-assess that same group of students in subsequent semesters renders the “data” meaningless.
Qualitatively, depending on each individual student’s starting point (basic reading/writing ability, life circumstance, habits
32
of mind, etc.), the definition of “success” is unique and complex in myriad ways. There are potentially positive learning
“outcomes” that may not register for individual students until some time after their classroom experience has ended;
outcomes about which we as instructors may never witness. Positive learning experiences may occur for some students
who do not necessarily read, write or score well over the course of a semester class. We are not, therefore, prepared to
“measure” a particular degree of student “success” based on a simply tallying of individual scores on a software system which
is a mess.
___________________________________________________________________
How do your current scores match with your above definition of success?
_____________________________________________________
The scores are what they are for every individual student, based on one assignment, during the course of a single semester.
These scores alone offer virtually no meaningful information about what constitutes student “success” nor do they allow for
generalizations about the “success” of this course or our history program. History instructors who entered “data” did so
because this was mandated by a flawed institutional process to which all of us are in opposition, and the essential premises of
which we do not believe. We, a group of intelligent, experienced, committed teachers have been reduced to spending hours of
precious time for the purpose of bureaucratic compliance.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Although we rarely have enough time to discuss and reflect amongst ourselves in meaningful ways because so much of our
time must be spent entering scores for SLOs and filling out pages and pages of forms in a never-ending cycle of mostly
repetitious “program review”, in the limited time we do have we discuss in a very nuanced manner what “success” means for
our extremely diverse students. We discuss the variety of assignments we employ to (1) assess students’ understanding of
history, and (2) address the vast differences in individual students’ reading/writing abilities, and what kinds of tools and
33
recommendations we may provide to help them improve in these areas. We share our insights and our ideas for interesting
& effective assignments – as we have always done throughout our professional careers, long before the “outcome” movement
took control over higher education.
We discuss how individual students’ habits of mind and life circumstances are, without a doubt, the most important factors
that determine whether or not a student is capable of or willing to commit the time/effort necessary to complete the
preparatory work required to “succeed” on specific assignments and in the course throughout the semester. We share the
stories our students tell us about their lives – stories which have everything to do with whether or not they will “succeed” in
their college courses: We know that most of our students struggle economically, have difficulties making ends meet, and are
frustrated by the demands of taking classes, making an income and caring for children and other family members. Many of
our students endure various crises around their housing situations, and for some of them that includes homelessness. Some
cannot afford textbooks and others fall behind while waiting for financial aid to be distributed. Others do not have access to
a reliable computer or internet connection. There are students who have been the victims of random gun violence and young
women who have struggled with domestic violence. Since there are no course prerequisites for history classes, many students
do not really possess the necessary reading, writing, or vocabulary skills to excel in a transfer-level history course. Many
others do not seem to possess the intellectual curiosity, maturity or seriousness needed to adequately prepare for class and
for assignments. All of these – and many other – life issues have everything to do with student “outcomes”, but these factors
do not lend themselves to measurement.
What course-level and programmatic strengths have the assessment reflections revealed?
_____________________________________________________
Courses have been developed to address the many basic skills issues faced by our students, along with individual tutoring in
the Learning Center. Evidence indicates that students who avail themselves of these resources are more likely to succeed
in their history courses. However, since tutoring & remediation – in whatever form offered – are voluntary, many students
34
who might benefit from such remediation do not choose to avail themselves of these institutional resources. Each of us – in
our individual classrooms – provides our students with myriad tools & resources aimed at improving their ability to read, write,
take notes, and critically think. We develop new assignments on a regular basis to promote critical thinking and to help our
students learn more effectively.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
_____________________________________________________
Without prerequisites and in the absence of mandatory assessment and placement, whether or not students avail themselves
of institutional learning resources and whether or not students avail themselves of the tools provided by instructors is up to
them. Everything is voluntary and everything depends on students being willing to make choices that will serve their learning
interests. We as instructors will continue to discuss & reflect about effective pedagogy and will experiment with different
practices and assignments to enhance our students’ learning outcomes. (Our efforts could be much more collaborative if
we weren’t burdened and burned out by the non-stop mandates of outcome-movement compliance!) But we recognize that
“outcomes” depend to a great extent on students’ ability to and/or willingness to take responsible action and to make sound
choices for themselves.
_____________________________________________________
What is the nature of the planned actions?
__
X
X
__
__
Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
35
__ Other:
Course
English 1A
Semester assessment data gathered
Fall 2013
Number of sections offered in the semester
33
Number of sections assessed
9
Percentage of sections assessed
28%
Semester held “Closing the Loop” discussion
Spring 2014
Faculty members involved in “Closing the
Loop” discussion
8
Course-Level Outcome (CLO) 1:
Outcome:
Student can respond to a topic, demonstrate critical thinking, comprehension and use
of text to support ideas.
36
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 50% of the class scored 3 or higher on the CLO’s, that would indicate
success.
How do your current scores match with your above definition of success?
Over 75% of students scored a 3 or higher on the CLO’s, indicating a high
level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students in English 1A are performing well across sections.
37
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students and
instructors are meeting students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
The English faculty will continue to review our pedagogical approaches in
English 1A to ensure a high level of success for students.
What is the nature of the planned actions?
c Curricular
X Pedagogical
c Resource based
c Change to CLO or rubric
c Change to assessment methods
c Other: _______________________________________________________________________________
38
Course-Level Outcome (CLO) 2:
Outcome:
Student can organize a paper so that it is unified and coherent.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 50% of the class scored 3 or higher on the CLO’s, that would indicate
success.
How do your current scores match with your above definition of success?
Over 75% of students scored a 3 or higher on the CLO’s, indicating a high
level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
39
Students in English 1A are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students and
instructors are meeting students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
The English faculty will continue to review our pedagogical approaches in
English 1A to ensure a high level of success for students.
What is the nature of the planned actions?
c Curricular
X Pedagogical
c Resource based
c Change to CLO or rubric
c Change to assessment methods
40
c Other: _______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome:
Student demonstrates sentence-level fluency and control of grammar.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
If 50% of the class scored 3 or higher on the CLO’s, that would indicate
success.
How do your current scores match with your above definition of success?
Over 70% of students scored a 3 or higher on the CLO’s, indicating a high
level of success.
41
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
Students in English 1A are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students and
instructors are meeting students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
The English faculty will continue to review our
pedagogical approaches in English 1A to ensure a high
level of success for students.
42
What is the nature of the planned actions?
c Curricular
X Pedagogical
c Resource based
c Change to CLO or rubric
c Change to assessment methods
c Other: _______________________________________________________________________________
Course-Level Outcome (CLO) 4:
Outcome:
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example:
75% of the class scored either 3 or 4.)
How do your current scores match with your above definition of success?
43
Based on the data gathered, and considering your teaching experiences and your discussions with other
faculty, what reflections and insights do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken as a result of your reflections, discussions, and
insights?
What is the nature of the planned actions?
c Curricular
c Pedagogical
44
c
c
c
c
Resource based
Change to CLO or rubric
Change to assessment methods
Other: _______________________________________________________________________________
.
Course
English 4
Semester assessment data gathered
Fall 2013
Number of sections offered in the semester
19
Number of sections assessed
7
45
Percentage of sections assessed
37%
Semester held “Closing the Loop” discussion
Spring 2014
Faculty members involved in “Closing the Loop”
discussion
7
Course-Level Outcome (CLO) 1:
Outcome:
Student can respond to a topic, demonstrate critical thinking, comprehension and use of text to
support ideas.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example: 75% of the class scored either 3
or 4.)
If 50% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 85% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
46
Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights
do you have?
Students in English 4 are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students and instructors are meeting
students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
The English faculty will continue to review our pedagogical approaches in English 4 to ensure a
high level of success for students.
What is the nature of the planned actions?
c Curricular
X Pedagogical
c Resource based
c Change to CLO or rubric
47
c Change to assessment methods
c Other: _______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
Student can organize a paper so that it is unified and coherent.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example: 75% of the class scored either 3
or 4.)
If 50% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 80% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights
do you have?
Students in English 4 are performing well across sections.
48
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students and instructors are meeting
students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
The English faculty will continue to review our pedagogical approaches in English 4 to ensure a
high level of success for students.
What is the nature of the planned actions?
c Curricular
X Pedagogical
c Resource based
c Change to CLO or rubric
c Change to assessment methods
c Other: _______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome:
49
Student demonstrates sentence-level fluency and control of grammar.
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example: 75% of the class scored either 3
or 4.)
If 50% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 80% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights
do you have?
Students in English 4 are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
50
The course expectations are clearly being met by the students and instructors are meeting
students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
The English faculty will continue to review our pedagogical
approaches in English 4 to ensure a high level of success for
students.
What is the nature of the planned actions?
c Curricular
X Pedagogical
c Resource based
c Change to CLO or rubric
c Change to assessment methods
c Other: _______________________________________________________________________________
Course-Level Outcome (CLO) 4:
Outcome:
51
In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example: 75% of the class scored either 3
or 4.)
How do your current scores match with your above definition of success?
Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights
do you have?
What course-level and programmatic strengths have the assessment reflections revealed?
52
What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
What is the nature of the planned actions?
c Curricular
c Pedagogical
53
Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level discussions, please reflect on each of
your Program Level Outcomes.
Program: ______
●
PLO #1: Students possess the college skills (course and study) to persist from semester to semester.
●
PLO #2: Students possess the skills to seek out and utilize the tutorial support available.
●
PLO #3: Students have completed and understand their Student Education Plan.
●
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Between Fall 2011-Summer 2013, Daraja students persisted From English 102 to English 1A at
a rate of 95 percent. Success rates at the 1A level lagged somewhat and we are investigating
how to improve student performance.
What program-level strengths have the assessment reflections revealed?
A program strength is getting students through the first semester to the second.
54
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
Success in the second semester, when academic demands increase, has proven to be harder
for some students to achieve. We are working to provide additional levels of support to
increase success. Working with learning assistants, greater exposure to resources such as the
WRAC center and targeted tutorial support in study hall could improve success rates.
Program: _____
● PLO #1:
●
PLO #2: Newly created program learning outcome to be investigated this cycle.
●
PLO #3: Newly created program learning outcome to be investigated this cycle.
●
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
55
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
56
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no", please provide an explanation. No
explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years? Yes
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five years or won’t be taught in three years should be
deactivated) NA
3. Have all of your courses been offered within the past five years? If no, why should those courses remain in our college catalog? Yes
4. Do all of your courses have the required number of CLOs completed, with corresponding rubrics? If no, identify the CLO work you still
need to complete, and your timeline for completing that work this semester Yes
5. Have you assessed all of your courses and completed "closing the loop" forms for all of your courses within the past three years? If no,
identify which courses still require this work, and your timeline for completing that work this semester. Yes
6. Have you developed and assessed PLOs for all of your programs? If no, identify programs which still require this work, and your timeline
to complete that work this semester. No. See Above
7. If you have course sequences, is success in the first course a good predictor of success in the subsequent course(s)? Yes
8. Does successful completion of College-level Math and/or English correlate positively with success in your courses? If not, explain why
you think this may be. Yes.
57
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?
See attached Daraja Project Equity Proposal.
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Activity (brief description)
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
How will you manage the personnel needs?
58
▢
▢
New Hires:
X Faculty # of positions 1.5 ▢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
Funding and SSSP Will the proposed project require facility modifications, additional space, or program relocation?
X No
▢ Yes, explain: Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
X No
▢ Yes, explain: Do you know of any grant funding sources that would meet the needs of the proposed project?
▢ No
▢ Yes, list potential funding sources: Exploring
59
(obtained by/from): Equity
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic
Plan goal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent
three years, student success and retention data , and any other pertinent information. Data is available at http://www.chabotcollege.edu/
ProgramReview/Data2013.cfm.
1. Number of new faculty requested in this discipline: ___
STAFFING
REQUESTS
(1000)
FACULTY
PLEASE LIST
IN RANK
ORDER
Faculty (1000)
Position
Description
Program/Unit
Division/
Area
25% Funding of
Daraja Counseling
Coordinator (other
75% proposed
coverage through
Equity grant funding
--if received)
Full-time
dedicated
Daraja
Counselor
Daraja Program
Counseling
60
50% Funding
of .5 Transfer
coordinator/Student
leadership/Mentor
counselor (other
50% covered by
Equity funding, if
received)
Half time
counselor
Daraja Program
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.
Daraja would like to further expand our cohort and our curriculum, as well as exponentially
expand our impact on African American students outside of Daraja (there are @ 1,750 African
American students at Chabot). This greater impact will come from two strategies: 1) more intentional
collaboration with classes, programs, groups and other Equity initiatives around campus, and 2)
instituting the “100 Black Student Leaders” strategy described in the activities. Much of the coordination for this proposed plan would come
from the coordinators requested above.
-Provide greater “engaged access” to the cohort of students, faculty, and community who participate in and collaborate with the Daraja
Project or Daraja-affiliated events
Activity
-Recruit by doing inreach and outreach to students and faculty to participate in an expanded
expression of the Daraja Project. (Spring 2015-Fall 2015, Daraja Coordinator)
Host professional development forums to increase culturally conscious practices and awareness of
Daraja students and their learning experiences. (Spring 2015-Fall 2015, Daraja staff and student
61
leaders)
-Create curriculum for 100 Black Student Leaders (Spring 2015, Daraja faculty)
-Collaborate with Puente/Mecha/API/CIN/MESA/Passion, Law and Democracy, Athletics, and
-Pathways to Law School students in order to encourage intercultural identity building, alliances and
pathways (Spring 2015, Daraja Coordinator and staff)
-Greater African American CommunityA.5 Host a regional African American Achievement Summit--invite organizations, churches and
-CBOs from the black community; for example, Glad Tidings, 100 Black Men, African American
Chamber of Commerce, ... (Fall 2015, Daraja staff, in collaboration with other campus programs, and
100 Black Student Leaders)
Expected Outcomes
-Double the number of students participating in Daraja Project from 70 first year to 140; and 30
second year to 60.
-Provide professional development to at least 75 Chabot faculty and staff at flex days and a half day
retreat.
-Adopt or adapt leadership course specifically for Daraja by end of Spring 2015; implement 100
Black Leaders course in Fall 2015 for 30-45 second year Daraja students.
-Provide increased opportunities for Daraja and other African American students to learn from and
pursue other programs and pathways on campus; as well as, provide increased opportunities for all
non-Daraja students in these other programs to learn about and participate in Daraja
Greater African American Community
-Make Daraja, other Chabot programs, and other African American students visible to the greater
Alameda County community and leverage resources, cultural and community capital to support the
success and persistence of all African American students at Chabot
Increase overall course completion for Daraja and other African American students
Activity
-Create and implement a process for using a discretionary fund to provide food, water,
transportation, childcare, and other basic needs to Daraja students (Spring-Fall 2015, Daraja
coordinator)
-Reinstate Mentoring Program (Spring-Fall 2015, Daraja Coordinator and staff)
-Expand and Darajify the curriculum to include PSCN and Passion Project (Spring 2015, Daraja
62
counselors, Monique Williams, Tom deWit)
-Build a library of regularly used books for Daraja students (Spring-Fall 2015, Daraja
Coordinator)
-Collaborate with FIG hosted by Land and Johnston to develop through research, experience and
creativity a vital 21st Equity pedagogy that moves us into learning that is fueled by love and leads to
liberation, a post-equity pedagogy, share with colleagues and host professional development
opportunities (Spring-Fall 2015, Daraja staff)
-Establish a Black Faculty and Staff Association (Spring 2015, Dean of Special Programs)
-Support the goals and objectives of the Striving Black Brothers Coalition (Spring-Fall 2015,
Daraja staff)
-Participate in professional development at statewide Umoja Summer Learning Institute, Regional
Symposium, and annual conference for faculty, staff and students (Spring-Fall 2015, Daraja staff and
students)
Greater African American Community
-Implement “Each One Teach Five” advocacy strategy (Fall 2015, Daraja Coordinator and Black
Student Leaders)
-Launch “ Community and Cultural capital, resource and partner” advocacy campaign (Fall
-Daraja Coordinator and 100 Black Student Leaders)
-Revitalize Ethnic Studies, which will include core courses attractive to Daraja and other African
American students (Spring-Fall 2015, Michael Thompson)
Expected Outcomes
-Improve retention and completion rates in all courses by x%
-Improve retention and completion rates in all courses by x%
-Add new curriculum to existing Daraja learning community experience which brings about better
studenting, institutional navigation, and enhanced integration of students into community
-Provide a consistent and predictable source of regularly used texts to Daraja students
Document and share out an amalgamation of 21st century post-equity practices
-Establish consistent organization for Black faculty and staff to support Equity goals related to
African American students on campus
-Synchronize efforts with SBBC to improve student success
63
-Upgrade program and student learning strategies as well as develop relationships that will support
Daraja and other African American student achievement
Greater African American Community
-Identify and provide consistent peer mentoring and advocacy to 200-300 African American
students at Chabot
-Bring resources as well as community and cultural capital onto Chabot campus to support African
American student achievement
-Offer new and revised curriculum choices to Daraja and other African American students to
enhance their GE pathway choicesGoal C
Improve Basic Skills course completion in Math and English for Daraja and other African American
students
-Provide imbedded tutoring for Daraja Project courses (Spring 2015-Fall 2015, Daraja
Coordinator)
Greater African American Community
Expected Outcomes
-Increase completion in Basic Skills courses by 5% over previous Daraja cohorts.
Improve Degree/Certificate completion for Daraja and other African American students
Greater African American Community
Expected Outcomes
-Increase rate of transfer for Daraja and other African American students
-Expand and formalize articulation with UC, CSU and HBCU transfer institutions, starting with those
institutions who are already partnering with statewide Umoja Community
-Go on regular outings to transfer institutions, including attending the Umoja Regional conference at
UC Davis (Spring-Fall 2015, Daraja Coordinator)
-Collaborate with statewide Umoja Community’s Transfer Agreement Guarantee, articulation and
transfer efforts with the HBCUs, UCs, and CSUs (Spring-Fall 2015, Daraja Coordinator)
Greater African American Community
Expected Outcomes
-Increase rate of Daraja students and other African American students transferring to four year
universities. And decrease time Daraja and other African American students spend at Chabot working
64
to achieve transfer-ready status and are accepted by transfer institutions.
-Increase rate of Daraja students and other African American students transferring to four year
universities. And decrease time Daraja and other African American students spend at Chabot working
to achieve transfer-ready status and are accepted by transfer institutions.
E.3 Increase range of transfer institutions and frequency of Daraja and other African American students
attending those institutions.
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.
65
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: _____
66
P
L
E
A
S
E
L
I
S
T
I
N
R
A
N
K
O
R
D
E
R
STAFFING
REQUESTS (2000)
CLASSIFIED
PROFESSIONALS
Classified Professional
Staff (2000)
67
Position
P
r
o
g
r
a
m
/
U
n
it
D
e
s
c
ri
p
ti
o
n
D
iv
is
i
o
n
/
A
r
e
a
STAFFING
REQUESTS
(2000) STUDENT
ASSISTANTS
Student Assistants (2000)
Postion
PLEASE LIST IN RANK
ORDER
Description
Program/Unit
68
Division/Area
2. Rationale for your proposal.
3. Statements about the alignment with the strategic plan and program review are required. Indicate here any information from advisory
committees or outside accreditation reviews that is pertinent to the proposal.
69
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
ADDITIONA
L SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
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Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants,
supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of
new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested:
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning outcomes and
alignment with the strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning support positions.
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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.
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Instructions:
1. There should be a separate line item for supplies needed
and an amount.
For items purchased in bulk, list the unit cost and
provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for
items purchased.
Priority 1: Are critical requests required to sustain a program
(if not acquired, program may be in peril) or to meet mandated
requirements of local,
state or federal regulations or those regulations of a accrediting
body for a program.
Priority 2: Are needed requests that will enhance a program but
are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical
resource requests that would be nice to have and would bring
additional benefit to the program.
needed totals in all
areas
Description
2014-15
Request
Requeste
d
2015-16
Request
Receive
d
Amount
Vend
or
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Division/
Unit
Priority
#1
Priority
#2
Priority
#3
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Instructions:
1. There should be a separate line item for each contract or service.
2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated
requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not received in
the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional
benefit to the program.
augmentations only
Description
Amount
Vendor
Division/Unit
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Priority #1
Priority #2
Priority #3
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development Committees in allocation of funds.
Instructions:Please list specific conferences/training programs, including specific information on the name of the conference and location. Note
that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of need that could perhaps be
fulfilled on campus, and to establish a historical record of need. Your rationale should discuss student learning goals and/or connection to the
Strategic Plan goal.
Description
Amount
Division/
Dept
Vendor
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Priorit
y #1
Priorit
y #2
Priorit
y #3
Notes
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee.
Instructions: Please fill in the following as needed to justify your requests .If you're requesting classroom technology, see http://
www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers that are our current standards. If
requesting multiple pieces of equipment, please rank order those requests. Include shipping cost and taxes in your request.
Instructions:
1. For each piece of equipment, there should be a separate line item for each piece and an amount. Please note: Equipment requests are for equipment whose unit cost exceeds $200.
Items which are less expensive should be requested as supplies. Software licenses should also be
requested as supplies.
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 critical requests required to sustain a program (if not acquired, program may be
in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to
jeopardize the life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be
nice to have and would bring additional benefit to the program.
Description
Amount
Vendor
Division/Unit
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Priority #1
Priority #2
Priority #3
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Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of reprioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet
capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match
if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined
that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many
smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing,
constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one facilities project, please rank order your
requests.
Brief Title of Request (Project Name):
Building/Location:
Description of the facility project. Please be as specific as possible.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
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