Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle:
Program: Year Three
Submitted on
Contact: Miguel Colon
FINAL 9/24/15
Table of Contents
___ Year 1
Section 1: Who We Are
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
X Year 3
Section 1: What Have We Accomplished?
Section 2: 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 and Ongoing Initiatives and Projects
F1A: New Faculty Requests
F1B: Reassign Time Requests
F2A: Classified Staffing Requests
F2B: Student Assistant Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies Requests
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
YEAR THREE
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you
can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative.
b. Requests should be made for augmented/ additional resources (more than what you are already
receiving). If you have questions about what constitutes an “additional/augmented” request,
please talk with your administrator who can tell you what maintenance resources you are
already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a
master spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization
and discuss with their area at November division meetings.
1. What Have We Accomplished?
Complete Appendices A (Budget History), B1, 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/Data2015.asp. Limit your narrative to two
pages.
What program improvement goals did you establish?
Our goals were to work toward a 75% success rate in our classes, to award 10
entrepreneurship certificates each year, and to see five of our students (current or past) start
new businesses each year. These were not one-year goals, but goals to be achieved over the
three years of the program review cycle.
Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for student learning, program learning, equity, and Strategic Plan
achievement.
While the program’s average success rate increased to roughly 50%, the program continued
to struggle with retention. This can be partially attributed to there not being a full-time
faculty member on campus to build and cultivate relationships with students and faculty. It
could also be attributed to the large number of online classes where retention campus wide
is low. The program also experienced low enrollment due to a lack of on campus promotion.
The Entrepreneurship certificate was not widely marketed, which resulted in a low number
of certificates being awarded. While it’s difficult to track the number of new business startups, we know of at least six new businesses being started by former Entrepreneurship
students.
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.
1
We developed three approaches to improving retention/success, which is the goal most at
risk in this Program Review cycle. They are:
 Better market the courses on campus so that we attract genuinely interested
students vs. students just looking for units. Those could be students interested nearterm in starting a business or students that are intrigued by the concept that can
utilize these courses to fulfill local GE requirements (ENTR-1, 5, 20 and 30 fulfill local
GE) or CSU-GE Breadth requirements (ENTR-5 fulfills this). We plan to emphasize
ENTR-5, The Entrepreneurial Mindset, as this is a GE Transfer course for which we’ve
requested IGETC approval. It is also an entrée to the Entrepreneurship program. The
course will first be offered in Spring 2015, and posters are up around campus to
promote this new offering.
 Make the classes more engaging by adding a team component. These classes have
historically been focused on individual business start-up interests, and that will be
maintained. But, we plan to include a second “track” within each course where
students can collaborate in teams which will compete with each other for the best
plan for a given business concept. This will build community in the classroom, which
has been proven to increase retention.
 Begin to market the program in the community to attract new students to Chabot
that are either thinking of starting a new business or have an existing business that
needs revitalization. We’re starting that with some outreach to the local Chambers.
These will be more committed students, as the classes will help them achieve realworld, immediate goals.
Are these best practices replicable in other disciplines or areas?
Yes.
What were your greatest challenges?
Our major challenge was the lack of a full-time faculty member to lead and grow this program.
This program has six courses, an AS Degree and nine certificate programs. We had two very
talented adjunct faculty, but both work full-time and are unable to handle the administrative
workload (Curriculum, Program Review, CLOs, PLOs, scheduling, articulation agreements, etc.),
to plan and manage our events, or to provide the necessary leadership to network both within
the college on our cross-disciplinary certificates and outside the college to fundraise and connect
with the local entrepreneurship ecosystem (Chambers, high schools, Small Business
Development Center, WIB, etc.).
Were there institutional barriers to success?
No
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios, CLO/PLO
assessment results, external accreditation demands, etc.).
100% of the Entrepreneurship classes were taught by adjunct faculty.
2
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 and Ongoing Initiatives and Projects) and
F1-8 (Resources Requested) to support your narrative.
What goals do you have for future program improvement?
Our goals for the program remain the same, with one addition: to work toward a 75% success
rate in our classes, to award 10 entrepreneurship certificates each year, and to see five of our
students (current or past) start new businesses each year. The final goal is to triple the number
of students taking Entrepreneurship classes. These are goals to be achieved over the next three
years of the program review cycle.
What ideas do you have to achieve those goals?
A 75% success rate will be achieved through constant interaction with the students and identifying
students needing additional support. Additional awareness for the program will be created thereby
increasing interest in the program and its certificates and degree. Increased awareness for the program,
its certificates, and degree will drive enrollment. Programs offered through the ROP, and directly to local
middle and high schools will further drive enrollment. And finally, the number of students starting new
businesses will increase as the elevator pitch program is expanded to the local middle and high schools.
What must change about the institution to enable you to make greater progress in improving student
learning and overall student success?
Nothing.
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
2015-16
Budget
Requested
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
3
2015-16
Budget
Received
2016-17
Budget
Requested
2016-17
Budget
Received
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
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?
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:

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.
ENTR1 Intro to
Entrepreneurship –
Online
ENTR1 Intro to
Entrepreneurship – On
campus
ENTR1 Intro to
Entrepreneurship - Hybrid
This Year’s Program
Review
*CTL forms must be
included with this PR.
ENTR16 Making the Pitch
4
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
ENTR20 Marketing For
Entrepreneurs
ENTR30 The Business Plan
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
ENTR1 Intro to Entrepreneurship
Fall 2014
3
3
100%
Fall 2014
Novak, Colon and Graves
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: Determine if entrepreneurship is a viable
and attractive personal career path.
(CLO) 2: Student will have an understanding of
how Entrepreneurship can impact their lives and
society.
(CLO) 3: Student will have the skills necessary to
identify and assess a viable business opportunity.
(CLO) 4: Student will be able to assess or identify
their readiness/ability/aptitude for
entrepreneurship.
5
Defined Target Scores*
(CLO Goal)
75% of the class scored
either 3 or 4
75% of the class scored
either 3 or 4
75% of the class scored
either 3 or 4
75% of the class scored
either 3 or 4
Actual Scores**
(eLumen data)
79% of the class
scored either 3 or 4
78% of the class
scored either 3 or 4
79% of the class
scored either 3 or 4
81% of the class
scored either 3 or 4
(CLO) 5: Student will be able to verbally articulate
the value proposition of an Entrepreneurial
venture.
75% of the class scored
either 3 or 4
83% of the class
scored either 3 or 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores meet the Defined Target Scores
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?
Based on the scores, the students are able to determine if entrepreneurship is a viable and
attractive personal career path.
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?
The actual scores exceed the Defined Target Scores
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?
Based on the scores, students have an understanding of how Entrepreneurship can impact
their lives and society.
6
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?
The actual scores exceed the Defined Target Scores
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?
Based on the scores, students have acquired the skills necessary to identify and assess a
viable business opportunity.
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?
The actual scores exceed the Defined Target Scores
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?
Based on the scores, students are able to assess or identify their readiness/ability/aptitude
for entrepreneurship.
E. COURSE-LEVEL OUTCOME (CLO) 5:
1. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores exceed the Defined Target Scores
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?
Based on the scores, students are able to verbally articulate the value proposition of an
Entrepreneurial venture.
7
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?
ENTR1 is offered in several different formats: evening class, day class, online, and evening
hybrid. Several of the formats are relatively new with moderate student enrollment. We
wanted to allow the classes to proceed as planned so data could be collected and assessed.
As a result no significant changes were made to the class.
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?
Student interest in evening and hybrid class formats have waned, and enrollment and
retention have been low. The online and day classes have experienced higher enrollment
and retention. I believe the program needs to do a better job of promoting the value of the
Evening and Hybrid class over a pure Online class. Otherwise enroll will remain low.
Programmatically, we anticipate introducing the concept of teams in the Fall of 2015. In the
past, the students performed the major projects individually. The major projects required
students perform extensive primary and secondary research, build a 1-year pro forma
income statement and make an elevator pitch. Going forward we will allow students to
collaborate on the major projects in teams of 2-4. This will require students adopt the use
of various collaboration and communications tools such as SKYPE.
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:_________________________________________________________________
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
ENTR1 Intro to Entrepreneurship
Fall 2014
3
3
Fall 2014
Novak, Colon and Graves
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.
8



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)
(CLO) 1: Determine if entrepreneurship is a viable
and attractive personal career path.
(CLO) 2: Student will have an understanding of
how Entrepreneurship can impact their lives and
society.
(CLO) 3: Student will have the skills necessary to
identify and assess a viable business opportunity.
(CLO) 4: Student will be able to assess or identify
their readiness/ability/aptitude for
entrepreneurship.
(CLO) 5: Student will be able to verbally articulate
the value proposition of an Entrepreneurial
venture.
75% of the class scored
either 3 or 4
76% of the class
scored either 3 or 4
75% of the class scored
either 3 or 4
80% of the class
scored either 3 or 4
75% of the class scored
either 3 or 4
84% of the class
scored either 3 or 4
75% of the class scored
either 3 or 4
75% of the class scored
either 3 or 4
Actual Scores**
(eLumen data)
95% of the class
scored either 3 or 4
89% of the class
scored either 3 or 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores meet the Defined Target Scores
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, the students are able
9
to determine if entrepreneurship is a viable and attractive personal career path.
D. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores exceed the Defined Target Scores
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, students have an
understanding of how Entrepreneurship can impact their lives and society.
C. COURSE-LEVEL OUTCOME (CLO) 3:
3. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores exceed the Defined Target Scores
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, students have
acquired the skills necessary to identify and assess a viable business opportunity.
D. COURSE-LEVEL OUTCOME (CLO) 4:
3. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores exceed the Defined Target Scores
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, students are able to
assess or identify their readiness/ability/aptitude for entrepreneurship.
E. COURSE-LEVEL OUTCOME (CLO) 5:
3. How do your current scores match with your above target for student success in this course
level outcome?
10
The actual scores exceed the Defined Target Scores
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, Students are able to
verbally articulate the value proposition of an Entrepreneurial venture.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
4. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
ENTR1 ON1 was a relatively new online class with fairly strong student interest and
retention. As a result no significant changes were made to the class.
5. 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?
While student interest and retention has remained consistent, it can be improved. One
major change we’ve begun implementing in Spring 2015, is the introduction of teams. In
the past, the students performed the major projects individually. The major projects
required students perform extensive primary and secondary research, build a 1-year pro
forma income statement and make an elevator pitch. I am now allowing the students to
collaborate on the major projects in teams of 2-4. This has required students adopt the use
of various collaboration and communications tools such as SKYPE.
6. 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:_________________________________________________________________
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
11
ENTR1 Intro to Entrepreneurship
Fall 2014
3
3
Fall 2014
Novak, Colon and Graves
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: Determine if entrepreneurship is a viable
and attractive personal career path.
(CLO) 2: Student will have an understanding of
how Entrepreneurship can impact their lives and
society.
(CLO) 3: Student will have the skills necessary to
identify and assess a viable business opportunity.
(CLO) 4: Student will be able to assess or identify
their readiness/ability/aptitude for
entrepreneurship.
(CLO) 5: Student will be able to verbally articulate
the value proposition of an Entrepreneurial
venture.
Defined Target Scores*
(CLO Goal)
75% of the class scored
either 3 or 4
75% of the class scored
either 3 or 4
75% of the class scored
either 3 or 4
75% of the class scored
either 3 or 4
75% of the class scored
either 3 or 4
Actual Scores**
(eLumen data)
49% of the class
scored either 3 or 4
49% of the class
scored either 3 or 4
45% of the class
scored either 3 or 4
73% of the class
scored either 3 or 4
85% of the class
scored either 3 or 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
E. COURSE-LEVEL OUTCOME (CLO) 1:
5. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores meet the Defined Target Scores
12
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this Hybrid class, the students are able
to determine if entrepreneurship is a viable and attractive personal career path.
F. COURSE-LEVEL OUTCOME (CLO) 2:
5. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores exceed the Defined Target Scores
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this Hybrid class, students have an
understanding of how Entrepreneurship can impact their lives and society.
C. COURSE-LEVEL OUTCOME (CLO) 3:
5. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores exceed the Defined Target Scores
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this Hybrid class, students have
acquired the skills necessary to identify and assess a viable business opportunity.
D. COURSE-LEVEL OUTCOME (CLO) 4:
5. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores exceed the Defined Target Scores
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this Hybrid class, students are able to
assess or identify their readiness/ability/aptitude for entrepreneurship.
E. COURSE-LEVEL OUTCOME (CLO) 5:
5. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores exceed the Defined Target Scores
13
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this Hybrid class, Students are able to
verbally articulate the value proposition of an Entrepreneurial venture.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
7. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
ENTR1 ON1 was a relatively new HYBRID class with moderate student enrollment. We
wanted to allow the class to proceed as planned so data could be collected and assessed. As
a result no significant changes were made to the class.
8. 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?
Student interest in the Hybrid class has waned. As a result, student enrollment and
retention have been low. I believe the program needs to do a better job of promoting the
value of a Hybrid class over a pure online class. Otherwise enroll will remain low and the
class should be dropped.
Programmatically, we anticipate introducing the concept of teams in the Fall of 2015. In the
past, the students performed the major projects individually. The major projects required
students perform extensive primary and secondary research, build a 1-year pro forma
income statement and make an elevator pitch. Going forward I will allow students to
collaborate on the major projects in teams of 2-4. This will require students adopt the use
of various collaboration and communications tools such as SKYPE.
9. 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:_________________________________________________________________
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
14
ENTR16 Making the Pitch
Spring 2014
1
1
Fall 2014
Novak, Colon and Graves
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)
(CLO) 1: Student will be able to verbally articulate
the value proposition of an Entrepreneurial
venture.
75% of the class scored
either 3 or 4
Actual Scores**
(eLumen data)
76% of the class
scored either 3 or 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
G. COURSE-LEVEL OUTCOME (CLO) 1:
7. How do your current scores match with your above target for student success in this course
level outcome?
15
The actual scores meet the Defined Target Scores
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, Students are able to
verbally articulate the value proposition of an Entrepreneurial venture.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
10. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
ENTR16 is a new class with fairly strong student interest and retention. As a result no
significant changes were made to the class.
11. 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?
ENTR16 takes previous ENTR1, ENTR20, and ENTR30 students and prepares them to
compete in the spring elevator pitch competition. Student performance, and the overall
quality of the types of businesses presented have increased since this class was introduced.
12. 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:_________________________________________________________________
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Form Instructions:
16
ENTR20 Marketing For
Entrepreneurs
Fall 2014
1
1
100%
Fall 2014
Novak, Colon and Graves




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: Assess the value of traditional local
promotional tools, and be able to select and
utilize appropriate tools for a specific business.
CLO 2: Assess the value of new media tools (social
networks, internet searches), and the able to
select and utilize appropriate tools for a specific
business.
CLO 3: Student will demonstrate the ability to
perform market research by conducting a market
survey.
CLO 4: Student will have the skills necessary to
identify and assess a viable business opportunity.
CLO 5: Student will be able to present the value of
an integrated marketing plan.
Defined Target Scores*
(CLO Goal)
75% of the class scored
either 3 or 4
75% of the class scored
either 3 or 4
75% of the class scored
either 3 or 4
75% of the class scored
either 3 or 4
75% of the class scored
either 3 or 4
Actual Scores**
(eLumen data)
83% of the class
scored either 3 or 4
72% of the class
scored either 3 or 4
69% of the class
scored either 3 or 4
93% of the class
scored either 3 or 4
55% of the class
scored either 3 or 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
H. COURSE-LEVEL OUTCOME (CLO) 1:
9. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores meet the Defined Target Scores
17
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, the students are able
to determine the value of traditional marketing tools.
I. COURSE-LEVEL OUTCOME (CLO) 2:
7. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores did not meet the Defined Target Scores
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, students who in fact
completed the Integrated Marketing Plan final assignment are able to select and utilize
appropriate tools for a specific business.
The CLO where not met mainly driven by students that did not complete the assignment or
failed to drop the course on time. This CLO is measured at the end of the class by one final
assignment. Going forward, creating a multiple-answer test in addition to the final
comprehensive assignment may be more beneficial for the students to demonstrate the
understanding of the desired outcome.
C. COURSE-LEVEL OUTCOME (CLO) 3:
7. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores did not meet the Defined Target Scores
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This was the first semester incorporating this CLO and based on the scores and my
experience in teaching this online class, students with stronger computing skills where able
to easily complete the assignment. However, understanding the concept of market
research and utilizing tools for a survey seem to be overwhelming in the time allotted to
learn the objectives.
Going forward, this assignment should take up to 3 weeks for completion rather than one
week.
- Week one to introduce research concepts
- Week two to understand how to use online survey tools
- Week three to understand how execute and interpret results
D. COURSE-LEVEL OUTCOME (CLO) 4:
18
7. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores exceed the Defined Target Scores
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, students are able to
assess or identify their readiness/ability/aptitude for entrepreneurship.
E. COURSE-LEVEL OUTCOME (CLO) 5:
7. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores did not meet the Defined Target Scores
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, Students with
computing challenges where significantly stretched having to use three different kinds of
software: build a presentation (power point, keynote, Prezi) utilize a recording tool
(QuickTime or other) and finally upload to YouTube or Vimeo.
In future classes, I recommend for students to be exposed to each one of the assignments
independently:
- Create a one-page ppt. of student introduction
- Learn to record the presentation on desktop computer or smart phone
- Learn how to upload in YouTube (this is already covered in class)
PART III: COURSE REFLECTIONS AND FUTURE PLANS
13. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
ENTR20 Class has the challenge of continuously keeping up with new trends and changes in
social media marketing. Additionally, this class included a market survey to further deepen
market research understanding.
14. 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?
Students with strong computing skills seem to excel at utilizing and understanding social
media marketing tools.
The course started including supplemental information explaining basic computing skills,
including Internet navigation, utilization of Blackboard and access to social media websites.
19
This additional information did help curve the gap for students struggling with computing
skills.
15. 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:_________________________________________________________________
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
ENTR30 The Business Plan
Spring 2014
1
1
100%
Novak and Colon
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: Student will be able to evaluate a
business plan to determine if it is complete and
of investment grade.
(CLO) 2: Student will demonstrate the ability to
collect primary and secondary research and
present the findings verbally.
(CLO) 3: Student will determine the
competitiveness of their business versus direct
20
Defined Target
Scores*
(CLO Goal)
75% of the class
scored either 3
or 4
75% of the class
scored either 3
or 4
75% of the class
scored either 3
or 4
Actual Scores**
(eLumen data)
89% of the class
scored a 3 or 4.
90% of the class
scored a 3 or 4.
16% of the class
scored a 3 or 4.
competitors by creating a competitive matrix.
(CLO) 4: Student will demonstrate the ability to
write an investment grade business plan using
third party software.
75% of the class
scored either 3
or 4
90% of the class
scored a 3 or 4.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
J. COURSE-LEVEL OUTCOME (CLO) 1:
11. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores exceeded the Defined Target Scores
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, the students were
able to evaluate a business plan to determine if it is complete and of investment grade.
K. COURSE-LEVEL OUTCOME (CLO) 2:
9. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores meet the Defined Target Scores
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, the students
demonstrated the ability to collect primary and secondary research and present the
findings verbally.
C. COURSE-LEVEL OUTCOME (CLO) 3:
9. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores were significantly lower than the Defined Target Scores.
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
21
Based on the scores and my experience in teaching this online class it’s apparent that the
students were unable to determine the competitiveness of their business versus direct
competitors by creating a competitive matrix. This learning outcome requires the student
perform work that is not included in the software the class uses. In future classes
D. COURSE-LEVEL OUTCOME (CLO) 4:
9. How do your current scores match with your above target for student success in this course
level outcome?
The actual scores exceeded the Defined Target Scores
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on the scores and my experience in teaching this online class, the students were
able to demonstrate the ability to write an investment grade business plan using third
party software.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
16. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The main challenge the class has experienced has been the software used to create business
plans. The class uses Business Plan Pro, which is a well-respected software program. The
challenge is that the software only works on a PC and nearly 50% of the classes use Macs. A
solution for students has been to install a program called Parallels on their Macs so they can
run Windows and Business Plan Pro. This configuration can cost as much as $200 in addition
to the cost of Business Plan Pro. As a result, I am in the process of evaluating software
programs that will run on PCs and MACs.
17. 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?
The two areas where students encounter challenges are with the software not running on
their computers, and the project requiring a Competitive Matrix. I am in the process of
evaluating software programs that will run on PCs and MACs and should have a solution for
the next class. I’ve also created a Competitive Matrix and a set of supporting videos that
students can refer to when working on this project. It is my feeling that these two changes
will enhance the student’s learning outcome.
18. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
22
 Change to assessment methods
 Other:_________________________________________________________________
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: Entrepreneurship Certificate




PLO #1: Students can identify and evaluate new business opportunities.
PLO #2: Students can prepare high quality marketing and business plans for a new venture.
PLO #3: Students effectively “pitch” their new business idea to potential investors and partners,
both orally and in writing.
PLO #4: Students are prepared for the challenges faced by entrepreneurs.
What questions or investigations arose as a result of these reflections or discussions?
What soft skills will be required for aspiring Entrepreneurs? What math and communications skills will
be required? Assuming students elect to not start a business, what are the job prospects for students
obtaining an Entrepreneurship certificate or degree? Should a lab be added to Introduction to
Entrepreneurship to help facilitate the market research and budgeting projects? Should we break the 3unit classes into easier to consume 1-unit classes for local high and middle schools?
What program-level strengths have the assessment reflections revealed?
24 students have declared their intent to major in Business Entrepreneurship. After discussion with
colleagues, and the Entrepreneurship advisory committee, we are confident that the Entrepreneurship
classes are helping students to identify, evaluate, and assess their interest in becoming entrepreneurs.
Additionally, students preparing for, and participating in the annual elevator pitch competition have
demonstrated the ability to clearly articulate the value of their proposed ventures at a high level.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
No changes have been contemplated.
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: Administrative Assistant Entrepreneur Certificate



PLO #1: Students are competent in all core Microsoft Office programs.
PLO #2: Students can prepare a basic business plan with a core value proposition for an
entrepreneurial venture.
PLO #3: Students are prepared for the challenges faced by entrepreneurs.
23
What questions or investigations arose as a result of these reflections or discussions?
What soft skills will be required for aspiring Entrepreneurs? What math and communications skills will
be required? Assuming students elect to not start a business, what are the job prospects for students
obtaining an Entrepreneurship Admin Assistant Certificate?
What program-level strengths have the assessment reflections revealed?
After discussion with colleagues, and the Entrepreneurship advisory committee, we are confident that
the Entrepreneurship classes are helping students to identify, evaluate, and assess their interest in
becoming entrepreneurs.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
The value of earning an Administrative Assistant Entrepreneur Certificate has not been adequately
promoted on campus. As a result, only 1 student has declared their intent to earn a certificate in
Administrative Assistant Entrepreneurship. A grant was recently secured to recruit faculty from multiple
disciplines to brainstorm and explore ways entrepreneurship can be introduced to their respective
disciplines. Target disciplines include the Administrative Assistant program.
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: Consumer Technology Entrepreneur Certificate





PLO #1: Students can install, configure and troubleshoot home technology systems.
PLO #2: Students are proficient in configuring, troubleshooting, and updating personal
computer systems.
PLO #3: Students can prepare a basic business plan with a core value proposition for an
entrepreneurial venture.
PLO #4: Students can prepare high quality marketing plans for a new venture.
PLO #5: Students are prepared for the challenges faced by entrepreneurs.
What questions or investigations arose as a result of these reflections or discussions?
What soft skills will be required for aspiring Entrepreneurs? What math and communications skills will
be required? Assuming students elect to not start a business, what are the job prospects for students
obtaining an Entrepreneurship Consumer Technology Entrepreneur Certificate?
What program-level strengths have the assessment reflections revealed?
After discussion with colleagues, and the Entrepreneurship advisory committee, we are confident that
the Entrepreneurship classes are helping students to identify, evaluate, and assess their interest in
becoming entrepreneurs.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
The value of earning an Administrative Assistant Entrepreneur Certificate has not been adequately
promoted on campus. As a result, 1 student has declared their intent to earn a certificate in
Administrative Assistant Entrepreneurship. A grant was recently secured to recruit faculty from multiple
24
disciplines to brainstorm and explore ways entrepreneurship can be introduced to their respective
disciplines. Target disciplines include the Consumer Technology program.
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: Information Technology Support Certificate





PLO #1: Students are proficient in configuring, troubleshooting, and monitoring computer
networks.
PLO #2: Students are proficient in configuring, troubleshooting, and updating personal
computer systems.
PLO #3: Students can prepare a basic business plan with a core value proposition for an
entrepreneurial venture.
PLO #4: Students can prepare high quality marketing plans for a new venture.
PLO #5: Students are prepared for the challenges faced by entrepreneurs.
What questions or investigations arose as a result of these reflections or discussions?
What soft skills will be required for aspiring Entrepreneurs? What math and communications skills will
be required? Assuming students elect to not start a business, what are the job prospects for students
obtaining an Entrepreneurship Information Technology Support Certificate?
What program-level strengths have the assessment reflections revealed?
After discussion with colleagues, and the Entrepreneurship advisory committee, we are confident that
the Entrepreneurship classes are helping students to identify, evaluate, and assess their interest in
becoming entrepreneurs.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
The value of earning an Entrepreneurship Information Technology Support Certificate has not been
adequately promoted on campus. As a result, no students have declared their intent to earn an
Entrepreneurship Information Technology Support Certificate. A grant was recently secured to recruit
faculty from multiple disciplines to brainstorm and explore ways entrepreneurship can be introduced to
their respective disciplines. Target disciplines include the Information Technology Support program.
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: Automotive Technology Entrepreneur Certificate




PLO #1: Students are familiar with the fundamentals of automotive technology.
PLO #2: Students articulate a core value proposition for an entrepreneurial venture.
PLO #3: Students can prepare a high quality business plan for a new venture.
PLO #4: Students are prepared for the challenges faced by entrepreneurs.
25
What questions or investigations arose as a result of these reflections or discussions?
What soft skills will be required for aspiring Entrepreneurs? What math and communications skills will
be required? Assuming students elect to not start a business, what are the job prospects for students
obtaining an Automotive Technology Entrepreneur Certificate?
What program-level strengths have the assessment reflections revealed?
After discussion with colleagues, and the Entrepreneurship advisory committee, we are confident that
the Entrepreneurship classes are helping students to identify, evaluate, and assess their interest in
becoming entrepreneurs.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
The value of earning an Automotive Technology Entrepreneur Certificate has not been adequately
promoted on campus. As a result, no students have declared their intent to earn a certificate in
Automotive Technology Entrepreneur Certificate. A grant was recently secured to recruit faculty from
multiple disciplines to brainstorm and explore ways entrepreneurship can be introduced to their
respective disciplines. Target disciplines include the Automotive Technology program.
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: Music Industry Entrepreneur Certificate





PLO #1: Students are prepared for the challenges of self-employment in the music industry.
PLO #2: Students articulate a core value proposition for an entrepreneurial venture.
PLO #3: Students can prepare a high quality business plan for a new venture.
PLO #4: Students effectively navigate the unique legal issues of the music business.
PLO #5: Students are competent in the fundamentals of music recording.
What questions or investigations arose as a result of these reflections or discussions?
What soft skills will be required for aspiring Entrepreneurs? What math and communications skills will
be required? Assuming students elect to not start a business, what are the job prospects for students
obtaining an Entrepreneurship Music Industry Entrepreneur Certificate?
What program-level strengths have the assessment reflections revealed?
After discussion with colleagues, and the Entrepreneurship advisory committee, we are confident that
the Entrepreneurship classes are helping students to identify, evaluate, and assess their interest in
becoming entrepreneurs.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
The value of earning a Music Industry Entrepreneur Certificate has not been adequately promoted on
campus. As a result, only 23 students have declared their intent to earn a certificate in Music Industry
Entrepreneur Certificate. A grant was recently secured to recruit faculty from multiple disciplines to
brainstorm and explore ways entrepreneurship can be introduced to their respective disciplines. Target
disciplines include the Music Industry program.
26
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: Real Estate Entrepreneur Certificate



PLO #1: Students are prepared for the challenges of self-employment or business ownership in
the real estate industry.
PLO #2: Students can prepare a basic business plan with a core value proposition for an
entrepreneurial venture.
PLO #3: Students are prepared for the real estate licensing exam, and to be an effective realtor.
What questions or investigations arose as a result of these reflections or discussions?
What soft skills will be required for aspiring Entrepreneurs? What math and communications skills will
be required? Assuming students elect to not start a business, what are the job prospects for students
obtaining an Entrepreneurship Real Estate Entrepreneur Certificate?
What program-level strengths have the assessment reflections revealed?
After discussion with colleagues, and the Entrepreneurship advisory committee, we are confident that
the Entrepreneurship classes are helping students to identify, evaluate, and assess their interest in
becoming entrepreneurs.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
The value of earning a Real Estate Entrepreneur Certificate has not been adequately promoted on
campus. As a result, Real Estate Entrepreneur Certificate. A grant was recently secured to recruit faculty
from multiple disciplines to brainstorm and explore ways entrepreneurship can be introduced to their
respective disciplines. Target disciplines include the Real Estate program.
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: Personal Fitness Training Entrepreneur Certificate

PLO #1: Students are qualified personal trainers providing individualized training programs.
 PLO #2: Students can prepare a basic business plan with a core value proposition for an
entrepreneurial venture.
 PLO #3: Students can prepare high quality marketing plans for a new venture.
 PLO #4: Students are prepared for the challenges of self-employment in the personal fitness
training industry.
What questions or investigations arose as a result of these reflections or discussions?
What soft skills will be required for aspiring Entrepreneurs? What math and communications skills will
be required? Assuming students elect to not start a business, what are the job prospects for students
obtaining an Entrepreneurship Personal Fitness Training Entrepreneur Certificate?
Appendix D: A Few Questions
27
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. Write n/a if the
question does not apply to your area.
1. Have all of your course outlines been updated within the past five years? Yes
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five years or
won’t be taught in three years should be deactivated) Yes
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? Yes
4. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester Yes
5. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester. Yes
6. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester. Yes
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? Yes
8. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be. Yes
28
Appendix E: Proposal for New and Ongoing Initiatives and Projects (Complete
for each initiative/project)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, Equity, BSC, College Budget
Committee
Purpose: The project will require the support of additional and/or outside funding.
How does your project address the college's Strategic Plan goal, significantly improve student learning or
service, and/or address disproportionate impact?
Entrepreneurship represents an alternative career path for our students regardless of their field of
study. Therefore, Entrepreneurship has the ability to connect to and enhance nearly every discipline on
the campus.
What is your specific goal and measurable outcome? (Note: Complete the Equity/BSI proposal in
Appendix E1 if you would like to request these funds and indicate “see Equity/BSI proposal for detail”)
Recruit 6-8 faculty from multiple disciplines with two specific objectives: 1. Introduce
Entrepreneurship to non-business students through 1-2 class learning modules that will introduce
students to entrepreneurial opportunities in their major/discipline. 2. Through additional joint
discipline certificates encouraging non-business students to take entrepreneurship classes.
What learning or service area outcomes does your project address? Where in your program review are
these outcomes and the results of assessment discussed (note: if assessment was completed during a
different year, please indicate which year).
This is a new initiative and therefore not considered in the current PLO’s. That said, this initiative should
create greater demand for the Entrepreneurship program, it’s courses, certificates, and degree.
What is your action plan to achieve your goal?
Activity (brief description)
Recruit faculty from multiple disciplines to brainstorm and
explore ways entrepreneurship can be introduced to their
respective disciplines. Target disciplines include but not limited
to: Adaptive Physical Education, Architecture, Art, Computer
Networking Technology, Economics, Engineering, and Interior
Design.
Meet with faculty monthly (individually and in groups) over
the course of three months to determine best ways to infuse
entrepreneurship curriculum into their courses, and create
necessary documentation and plans to be presented to the
Curriculum Committee.
29
Target
Completion
Date
12/10/15
Required Budget
(Split out personnel, supplies,
other categories)
$0. External funding
secured.
3/15/2016 $0. External funding
secured.
How will you manage the personnel needs?
New Hires:
Faculty # of positions 6 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 The grant provides the funding
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
Funding provided by California Community Colleges Economic and Workforce Development (EWD)
Program Small Business Sector Navigator grant
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Project Name:
Contact Name:
Division/Discipline/Program/Office:
Contact info: (email, campus phone, and cell phone)
Check the student success indicator(s) your project will address
__ ACCESS: Enroll more of a population group to match their representation in community.
__ COURSE COMPLETION: Increase success rates in identified courses.
__ ESL AND BASIC SKILLS COMPLETION:
Increase success rates in ESL or Basic Skills courses, and
Increase the completion of degree/transfer courses by ESL or Basic Skills students.
__DEGREE AND CERTIFICATE COMPLETION:
Increase percent of degrees/certificates among degree/certificate-seeking students.
__TRANSFER
Increase percent of transfers to 4-year colleges among transfer-directed students.
Check the type of project you are proposing
___ Curriculum/Program improvement ____ Outreach
___ Direct student intervention
____ Instructional Support
___ Faculty development
____ Research and Evaluation
___Other:
____ Coordination and Planning
30
To determine whether your project can be funded by Equity funds:
1) Does your proposal address disproportionate impact for any of the following target student
populations marked with an “X”? Please highlight the “X” that corresponds with your target populations.
(Equity funds must address specific opportunity gaps identified below with an “X”)
GOALS
Goal A:
Goal B:
Goal C:
Goal D1:
Goal D2:
Goal E:
Access
Course
ESL/Basic
Degree
Cert
Transfer
Completion Skills
Completion Completion
/ Success
Success
Rates
Males
X
Foster Youth
Students with
disabilities
Low-income
Veterans
X
X
X
X
X
X
American Indian or
Alaska Native
Asian
Black or African
American
Filipino
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Hispanic or Latino
Hawaiian or Pacific
Islander
White
X
X
X
X
2) COLLABORATIVE PARTNERS
In what ways does your project include collaboration between academic and student services and/or
with the community? (Equity proposals that partner to reach target populations are prioritized over
proposals that do not)
To determine how your project fits into your discipline’s or program’s planning:
1) Is your project mentioned in your area’s latest program review?
__ Yes X No
2) Does your immediate administrator support this project?
__ No X Yes
3) How have you shared this proposal with others in the relevant area, discipline, or division? When did
this conversation take place and who was involved? – I consulted with my Dean, Kristin Lima, Jan Novak
and Yvonne Wu-Craig. These conversations took place in September of 2015.
31
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
Increase awareness for and interest in the Entrepreneurships program, its cources, certificates and
degree.
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
ACTIVITIES
Please list all the activities (A.1, A. 2, A.3, etc.) that you propose to do to reach your goal.
List activities by target date in chronological order.
Identify the responsible person/group for each activity, and who will be involved.
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
EXPECTED OUTCOMES and EVALUATION
How will you know whether or not you have achieved your goal?
What measurable outcomes are you hoping to achieve for the student success indicator and target
population you chose?
How will you identify the students who are affected (are they part of a class, a program, or a service, or
will you need to track them individually)?
32
Appendix F1A: Full-Time Faculty 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
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/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. You can
find the template for the spreadsheet here:
http://www.chabotcollege.edu/prbc/academicprogramreview.asp. Add your requests to your
spreadsheet under the 1000a tab and check the box below once they’ve been added.
Total number of positions requested (please fill in number of positions requested):
☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
CHABOT COLLEGE
CRITERIA FOR FILLING CURRENT VACANCIES
OR
REQUESTING NEW FACULTY POSITIONS
Discipline ___________
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013
Fall 2013
Spring 2014
Fall 2014
FTEF
(Contract)
FTEF
(Temporary)
# of Contract
Faculty
Name of Recently Retired Faculty (in last 3 yrs)
33
Date Retired
Criteria 2.
Semester end departmental enrollment pattern for last three years.
Fall 2012
Spring
2013
Fall 2013
Spring
2014
Fall 2014
Success Rate:
FTES:
Briefly describe how a new hire will impact your success/retention rates.
2b. Librarian and Counselor faculty ratio. Divide head count by the number of full
time faculty. For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012
Criteria 3.
Spring 2013
Fall 2013
Spring 2014
Fall 2014
Meets established class size.
Fall 2012
Spring 2013
Fall 2013 Spring 2014
WSCH
FTES:
WSCH/FTES
If there are any external factors that limit class sizes, please explain.
34
Fall 2014
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three
tier criteria. These include:
 Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
 Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
commitments outside the classroom to develop/implement initiatives that
support the strategic plan goal, and helps move an already successful initiative
forward.
 Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.)
35
Criteria 6.
Upon justification the college may be granted a faculty position to start a new
program or to enhance an existing one.
Is this a new program or is it designed to enhance an existing program? Please
explain.
Criteria 7.
CTE Program Impact.
Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate
# Awarded
2012-2012
2012-2013
2013-2014
AA requirement
GE transfer requirement
Declared major
Criteria 9.
Describe how courses and/or services in this discipline impact other
disciplines and programs. Be brief and specific. Use your program review to
complete this section.
36
Criteria 10.
Additional justification e.g. availability of part time faculty (day/evening)
Please describe any additional criteria you wish to have considered in your
request.
37
Appendix F1B: Reassign Time Request(s) [Acct. Category 1000]
Audience: Administrators
Purpose: Provide explanation and justification for work to be completed. (Note: positions require job
responsibility descriptions that are approved by the appropriate administrator(s).)
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/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 1000b tab and check the box below once they’ve been
added.
Total number of hours requested and the type of contact hour:
☐
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
38
Appendix F2A: Classified Staffing Request(s) [Acct. Category 2000]
Audience: Administrators, PRBC, Classified Prioritization Committee
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 complete a separate Classified Professionals Staffing Request form for each position
requested and attach form(s) as an appendix to your Program Review.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet AND a
separate Classified Professionals Staffing Request form must be completed for each position requested.
Add your requests to your spreadsheet under the 2000a tab and check the box below once they’ve
been added.
Please click here to find the link to the Classified Professional Staffing Request form:
http://www.chabotcollege.edu/prbc/APR/2016-17%20Classified%20Professionals%20Staffing%20Request%20Form.pdf
This is a fillable PDF. Please save the form, fill it out, then save again and check the box below once
you’ve done so. Submit your Classified Professionals Staffing Request form(s) along with your Program
Review Narrative and Resource Request spreadsheet.
Total number of positions requested (please fill in number of positions requested):
☐
Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
39
Appendix F2B: Student Assistant Requests [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for student assistant 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 these positions are categorically funded, include
and designate the funding source of new categorically-funded positions where continuation is
contingent upon available funding.
Rationale for proposed student assistant positions:
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions requested):
☐
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
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 at
http://www.chabotcollege.edu/ProgramReview/Data2015.asp
COURSE
CURRENT
FTEF
(2015-16)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
41
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors,
learning assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Please cite any evidence or data to support your
request. If this position is categorically funded, include and designate the funding source of new
categorically-funded position where continuation is contingent upon available funding.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions requested):
☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
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.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
42
Appendix F5: Supplies Requests [Acct. Category 4000]
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 anticipated budgets and additional funding
requests for categories 4000. Do NOT include conferences and travel, which are submitted on Appendix
F6. Justify your request and explain in detail the need for any requested funds beyond those you
received this year. Please also look for opportunities to reduce spending, as funds are limited.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
☒
SUPPLIES tab (4000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Entrepreneurship is a growing program that requires interactive student activities. These supplies
will support student competitions and other activities.
43
Appendix F6: Contracts & Services, Conference & Travel Requests [Acct.
Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for contracts & services and 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. Your rationale should discuss student learning goals and/or
connection to the Strategic Plan goal.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
1.
2.
There should be a separate line item for each contract or service.
Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
☒
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
Rationale:
Since Entrepreneurship is a constantly changing profession, it is important for instructors to be
current in the field.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
44
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.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
☐
EQUIPMENT tab (6000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
Please follow the link here to make your request and summarize below
http://intranet.clpccd.cc.ca.us/technologyrequest/default.htm
45
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Although some of the college's greatest needs involving new facilities cannot be met with
the limited amount of funding left from Measure B, smaller pressing needs can be addressed. Projects
that can be legally funded with bond dollars include the "repairing, constructing, acquiring, and
equipping of classrooms, labs, sites and facilities." In addition to approving the funding of projects, the
FC participates in addressing space needs on campus, catalogs repair concerns, and documents larger
facilities needs that might be included in future bond measures. 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:
Type of Request
___ Space Need
___ Small Repair
___ Large Repair
___ Building Concern
___ Larger Facility Need
___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
Briefly describe how your request supports the Strategic Plan Goal?
46