Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: 1
Program: Real Estate
Submitted on 09/29/15
Contact: Jay Mumford
FINAL 9/24/15
Table of Contents
X 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?
___ 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 ONE
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. Who We Are
Limit your narrative to no more than one page. Describe your program--your mission, vision,
responsibilities and the goals of your area. How does your area support the college? What impact do
you have on student learning? Describe the number and type of faculty in your area.
2. Where We Are Now
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.
As you enter a new Program Review cycle, reflect on your achievements over the last few years. What
did you want to accomplish? What are your Student Learning Outcomes (SLOs) and Service Area
Outcomes (SAOs), and what progress have you made toward achieving them? What are you most proud
of?
Reflect on your curriculum as well as your success, retention, and enrollment data. What trends do you
observe? 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).
Discuss other important trends that will have a significant impact on your unit over the next three years.
Those could include technology, facilities, equipment, and student demand.
Describe how changes in resources provided to your area have impacted your achievements. What
opportunities and challenges do your foresee in the next three years?
3. The Difference We Hope to Make
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F1-8 (Resource Requests)
as relevant to your needs to support your narrative. Limit your narrative here to one page and reference
appendices where further detail can be found.
1




Over the next three years, what improvements would you like to make to your program(s) to
support student learning outcomes, equity, and/or the College Strategic Plan Goal?
What steps do you plan to take to achieve your goals? Describe your timeframe.
Would any of your goals require collaboration with other disciplines or areas of the college?
How will that collaboration occur?
What support will you need to accomplish your goals? (Complete Appendices and Resource
Request spreadsheet.)
YEAR TWO
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 Progress Have We Made?
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.
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 to inform future
budget decisions. In your narrative of two or less pages, address the following questions:
 What were your previous Program Review goals?
 Did you achieve those goals? Specifically describe your progress on the goals you set for student
learning, program learning, and Strategic Plan achievement.
 What are you most proud of?
 What challenges did you face that may have prevented achieving your goals?
 Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, etc.).
2. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F1-8 (Resources
Requested) to further detail your narrative. Limit your narrative here to one page and reference
appendices where further detail can be found.
 What initiatives or projects are or could be underway to support student learning outcomes,
equity, and/or the College Strategic Plan Goal?
2
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.
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 to assess progress
toward achievement of our Strategic Plan and to inform future budget decisions. In your narrative of
two or less pages, address the following questions:
 What program improvement goals did you establish?
 Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for student learning, program learning, equity, and Strategic Plan
achievement.
 What best practices have you developed? Those could include pedagogical methods, strategies
to address Basic Skills needs of our students, methods of working within your discipline, and
more.
 Are these best practices replicable in other disciplines or areas?
 What were your greatest challenges?
 Were there institutional barriers to success?
 Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, etc.).
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New and Ongoing Initiatives and Projects) and
F1-8 (Resources Requested) to support your narrative.
 What goals do you have for future program improvement?
 What ideas do you have to achieve those goals?
 What must change about the institution to enable you to make greater progress in improving
student learning and overall student success?
3
Section 1
Who We Are
The real estate program is a program within the area of Business and Applied Technology. The real
estate program assists students with acquiring real estate knowledge and expertise in real estate
through certificate and degree pathways.
The real estate program serves Chabot College students interested in gaining knowledge in real estate
for a number of reasons:
 Personal edification in a general sense
 Specific knowledge to assist with the selling or buying a personal residence
 Specific knowledge to assist with the selling or buying of personal real estate for a family
member
 Specific knowledge to assist with the selling or buying of investment real estate
 Specific knowledge to assist with the settling of a family inheritance or estate transfer
 Industry knowledge to lead toward real estate agent licensure as a career option
 Industry knowledge to lead toward real estate broker licensure as a career option
 Industry knowledge leading toward a degree in real estate
It is the program’s mission to serve these different student needs as well as possible and provide the
diverse students an avenue through which they can achieve their individual ultimate goal as it relates to
real estate.
The vision for the department is to be the foremost real estate education provider in the San Francisco
Bay Area for real estate career education and real estate knowledge serving all levels of students on
campus and through distance education.
The program supports the college by serving students from across many different major areas of study
and serving a widely diverse student population with sound fundamental real estate knowledge that is a
primary focus of their studies or supplements other studies the students is focusing on. This support of
the college helps to educate the entire person and rounds out the student educational experience at
Chabot College.
I have direct impact on student learning through delivery of in class on campus materials, online delivery
of classes and development and forming of classes and the overall program.
Faculty at this time consist of one full time faculty and one adjunct faculty shared with the Business and
Applied Technology Department.
4
Section 2: Where We Are Now
The past few years have been turbulent years for real estate and real estate education. The real estate
market and student interest was at a low point following the financial and real estate crisis of 2008. This
in combination with financial constraints state wide lead to pressure on enrollments and course
offerings of the real estate program.
As a result the recent few years have been a rebuilding of the awareness and presence of the program in
the minds of our student population. This rebuilding has been steady, gradual and successful resulting in
a strengthening of the interest, enrollments and overall real estate program.
The achievements have been to re-establish enrollments and re-vitalize the certificate program with an
increasing number of students participating and going forward to successfully pass the State of
California Real Estate licensing examination. This is what I set out to accomplish and am most proud of
the fact that we are at or near the levels of success and enrollment the program enjoyed before the
severe down turn in the most recent real estate cycle.
The student learning outcomes and service area outcomes have experienced good success in achieving
improved levels of overall general fundamental real estate knowledge for our students and in
specialized areas specific technical knowledge has been achieved in those areas.
The curriculum has been centered on student needs for core real estate education courses leading to
satisfaction of State of California mandated requirements while serving more general education
interests of those students not intent on pursuing licensure and career path options. The curriculum
may undergo minor adjustments and overall is on sound footing for the present cycle.
The enrollments have been strong online as distance education continues to be embraced by our
students. The on campus enrollments have been consistent during week day time hours and the evening
course offerings have experienced a drop off in enrollments and success. This could be attributable to
online offerings replacing the evening student who finds it more convenient to take the course through
distance education. This is likely as the evening student typically has full time employment time
demands and often family demands as well. This student has not been lost but rather moved from on
campus attendance to online attendance for the same course offerings. This is welcome as opposed to
losing student enrollments. This is evidenced in both male and female enrollment data.
The enrollment trends I have noticed are towards more female students with female students of all
ethnicities making up the majority of students. There have always been strong female enrollments and
5
the number of female students appears to be continuing to grow. The student enrollments along ethnic
lines has trended toward a balance of Hispanic, African American, Asian and white students.
The future will be promising for real estate and real estate education in general. The real estate industry
is an area that does not lend itself to automation of the buying and selling process and outsourcing as
well as foreign worker visas have minimal impact on this locally based local knowledge driven industry.
As a result the need for education of real estate owners, sellers, users, investors, agents and those
students aspiring to be such will continue to be strong.
I see the continuation of distance education online playing an important and growing role in real estate
education. The entire delivery of only online courses is possible, but the presence of face to face
traditional classes as an option is very attractive to many of our students. The option to have a portion
of the courses in a traditional setting is desired by many of our students in particular the State of
California licensure exam preparation course is particularly desirable in a classroom setting. As a result I
see the blend of the two modalities being important and a trend going forward with the possibility of
hybrid courses in addition to a combination of online and on campus classes trending for the next
several years.
I foresee a challenge in remaining flexible and having faculty that can embrace both online and in person
face to face education delivery as a key to the program’s continued success. This may require adding
qualified adjunct faculty that are capable of delivering content in a manner and level of quality the
program requires.
6
Section 3:
The Difference We Hope to Make
A difference could be made benefitting the students and the program as a result of a reorganization,
identification and streamlining of the overall program. This would pertain to the degree and levels of
certificates.
The AA degree would be changed to an AS degree and better serve the students by allowing increased
opportunities to transfer and ultimately pursue a degree at both UC and CSU systems.
The Certificate of Achievement would be revamped and re named:
 Certificate of Achievement Real Estate Property Management
(18 units total)
The Certificate of Proficiency would be revamped and re named:
 Certificate of Proficiency Real Estate Agent
(9 units total)
We hope this change will make a difference by encouraging more students to take advantage of
opportunities for a real estate education and career through a straight forward and easy to understand
progression. A positive change will hope to be made by providing more options.
The stacking of certificates progressively could lead to:
 Licensure
 Licensure and certification
 a terminal degree
 or transfer should the student chose that path to pursue a CSU or UC degree
The opportunities involve career advancement and launching of entry level career positions. Also
personal development and development of the whole person through advancing knowledge of real
estate and understanding how real estate relates to life. In addition the possibility of personal,
educational and career growth are served with the opportunity to transfer to a CSU or UC within the
state.
7
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
2015-16
Budget
Requested
Meets
needs
Meets
needs
Meets
needs
2015-16
Budget
Received
Meets
needs
Meets
needs
Meets
needs
2016-17
Budget
Requested
2016-17
Budget
Received
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.
Monies allocated are primarily made up of faculty costs, program requirements in addition are
minimal and program has not been negatively impacted.
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?
Monies allocated are primarily made up of faculty costs, program requirements in addition are
minimal and program has not been negatively impacted.
8
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:

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.
X 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.
REST80
REST81a
REST82a
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
submitted
submitted
submitted
submitted
*Note: These courses
must be assessed in
the next PR year.
submitted
submitted
submitted
submitted
REST83
REST84
Submitted
Submitted
REST88
Submitted
Submitted
REST90
submitted
submitted
9
2-Years Prior
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
REST80
Spring 15
2
2
100
Spring 15
Mumford/Hatter
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
Defined Target
Scores*
(CLO Goal)
70
94
(CLO) 2: DEVELOPMENT OF THE WHOLE PERSON
Students will be prepared to pass state licensing
exam and for a career thereafter
70
80
(CLO) 3: Critical thinking
Students can identify opportunities and strategies for
successful real estate ventures
70
73
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: CIVIC RESPONSIBILITY
students can identify and explain duties and
obligations and legal aspects of real estate
Actual Scores**
(eLumen data)
(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)
10
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
11
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?
Scores match target and exceed target by a margin of 28%.
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?
Students have a good understanding of the duties and responsibilities that real estate
provides as part of overall Civic responsibility.
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?
Scores match and exceed target by a margin of 14%.
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?
Students have an understanding of what is required to pass licensing requirements and
preparation for an industry career.
12
13
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?
Scores match and exceed target by a margin of 4%.
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?
Students have an understanding of what is required for successful and strategic real
estate programs and ventures
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
REST81a
Spring 15
1
14
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
1
100
Spring 15
Mumford/Hatter
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
Defined Target
Scores*
(CLO Goal)
70
100
(CLO) 2: DEVELOPMENT OF THE WHOLE PERSON
Students will be prepared to pass state licensing
exam and for a career thereafter
70
82
(CLO) 3: Critical thinking
Students can identify opportunities and strategies for
successful real estate ventures
70
84
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: CIVIC RESPONSIBILITY
students can identify and explain duties and
obligations and legal aspects of real estate
Actual Scores**
(eLumen data)
(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?
15
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?
Scores match target and exceed target by a margin of 42%.
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?
Students have a good understanding of the duties and responsibilities that real estate
provides as part of overall Civic responsibility.
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?
Scores match and exceed target by a margin of 17%.
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?
Students have an understanding of what is required to pass licensing requirements and
preparation for an industry career.
16
17
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?
Scores match and exceed target by a margin of 20%.
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?
Students have an understanding of what is required for successful and strategic real
estate programs and ventures
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
REST82a
Spring 15
1
1
100
Spring 15
Mumford/Hatter
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
18
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: CIVIC RESPONSIBILITY
students can identify and explain duties and
obligations and legal aspects of real estate
(CLO) 2: DEVELOPMENT OF THE WHOLE PERSON
Students will be prepared to pass state licensing
exam and for a career thereafter
(CLO) 3: Critical thinking
Defined Target
Scores*
(CLO Goal)
70
Actual Scores**
(eLumen data)
97
70
92
70
92
Students can identify opportunities and strategies for
successful real estate ventures
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
19
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
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?
Scores match target and exceed target by a margin of 38%.
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?
Students have a good understanding of the duties and responsibilities that real estate
provides as part of overall Civic responsibility.
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?
Scores match and exceed target by a margin of 31%.
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?
Students have an understanding of what is required to pass licensing requirements and
preparation for an industry career.
20
21
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?
Scores match and exceed target by a margin of 31%.
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?
Students have an understanding of what is required for successful and strategic real
estate programs and ventures
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
REST83
Spring 15
1
1
100
Spring 15
Mumford/Hatter
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)
22
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1: CIVIC RESPONSIBILITY
students can identify and explain duties and
obligations and legal aspects of real estate
70
91
(CLO) 2: DEVELOPMENT OF THE WHOLE PERSON
Students will be prepared to pass state licensing
exam and for a career thereafter
70
91
70
90
(CLO) 3: Critical thinking
Students can identify opportunities and strategies for
successful real estate ventures
(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?
23
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?
Scores match target and exceed target by a margin of 30%.
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?
Students have a good understanding of the duties and responsibilities that real estate
provides as part of overall Civic responsibility.
H. COURSE-LEVEL OUTCOME (CLO) 2:
7. How do your current scores match with your above target for student success in this course
level outcome?
Scores match and exceed target by a margin of 30%.
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?
Students have an understanding of what is required to pass licensing requirements and
preparation for an industry career.
24
25
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?
Scores match and exceed target by a margin of 28%.
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?
Students have an understanding of what is required for successful and strategic real
estate programs and ventures
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
REST84
Spring 15
1
1
100
Spring 15
Mumford/Hatter
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)
26
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1: CIVIC RESPONSIBILITY
students can identify and explain duties and
obligations and legal aspects of real estate
70
98
(CLO) 2: DEVELOPMENT OF THE WHOLE PERSON
Students will be prepared to pass state licensing
exam and for a career thereafter
70
83
70
81
(CLO) 3: Critical thinking
Students can identify opportunities and strategies for
successful real estate ventures
(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?
27
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
I. COURSE-LEVEL OUTCOME (CLO) 1:
9. How do your current scores match with your above target for student success in this course
level outcome?
Scores match target and exceed target by a margin of 40%.
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?
Students have a good understanding of the duties and responsibilities that real estate
provides as part of overall Civic responsibility.
J. COURSE-LEVEL OUTCOME (CLO) 2:
9. How do your current scores match with your above target for student success in this course
level outcome?
Scores match and exceed target by a margin of 32%.
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?
Students have an understanding of what is required to pass licensing requirements and
preparation for an industry career.
28
29
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?
Scores match and exceed target by a margin of 16%.
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?
Students have an understanding of what is required for successful and strategic real
estate programs and ventures
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
REST88
Spring 15
1
2
100
Spring 15
Mumford/Hatter
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)
30
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1: CIVIC RESPONSIBILITY
students can identify and explain duties and
obligations and legal aspects of real estate
70
100
(CLO) 2: DEVELOPMENT OF THE WHOLE PERSON
Students will be prepared to pass state licensing
exam and for a career thereafter
70
76
70
78
(CLO) 3: Critical thinking
Students can identify opportunities and strategies for
successful real estate ventures
(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?
31
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
K. COURSE-LEVEL OUTCOME (CLO) 1:
11. How do your current scores match with your above target for student success in this course
level outcome?
Scores match target and exceed target by a margin of 42%.
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?
Students have a good understanding of the duties and responsibilities that real estate
provides as part of overall Civic responsibility.
L. COURSE-LEVEL OUTCOME (CLO) 2:
11. How do your current scores match with your above target for student success in this course
level outcome?
Scores match and exceed target by a margin of 8%.
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?
Students have an understanding of what is required to pass licensing requirements and
preparation for an industry career.
32
33
C. COURSE-LEVEL OUTCOME (CLO) 3:
11. How do your current scores match with your above target for student success in this course
level outcome?
Scores match and exceed target by a margin of 11%.
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?
Students have an understanding of what is required for successful and strategic real
estate programs and ventures
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
REST90
Spring 15
1
1
100
Spring 15
Mumford/Hatter
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)
34
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1: CIVIC RESPONSIBILITY
students can identify and explain duties and
obligations and legal aspects of real estate
70
92
(CLO) 2: DEVELOPMENT OF THE WHOLE PERSON
Students will be prepared to pass state licensing
exam and for a career thereafter
70
74
70
68
(CLO) 3: Critical thinking
Students can identify opportunities and strategies for
successful real estate ventures
(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?
35
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
M. COURSE-LEVEL OUTCOME (CLO) 1:
13. How do your current scores match with your above target for student success in this course
level outcome?
Scores match target and exceed target by a margin of 31%.
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students have a good understanding of the duties and responsibilities that real estate
provides as part of overall Civic responsibility.
N. COURSE-LEVEL OUTCOME (CLO) 2:
13. How do your current scores match with your above target for student success in this course
level outcome?
Scores match and exceed target by a margin of 6%.
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students have an understanding of what is required to pass licensing requirements and
preparation for an industry career.
36
37
C. COURSE-LEVEL OUTCOME (CLO) 3:
13. How do your current scores match with your above target for student success in this course
level outcome?
Scores do not match and show a success deficit below target by a margin of -3%.
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students do not have an understanding of what is required for successful and strategic
real estate programs and ventures
38
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?
Adjustments to emphasizing changing conditions in State of California and U.S. National and
global international economic conditions prevailing presently.
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?
The primary level strengths that have been revealed are the benefits and value of dialogue
and classroom activities driven by academic concepts that successfully in traduce important
subject concepts, theories and applications. As a result the student has a higher success rate
at embracing, engaging and mastering the course material and subject matter.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 X Resource based
 Change to CLO or rubric
 Change to assessment methods
 X Other: pre-test on areas of deficit and realign emphasis as needed
39
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 Certificate of Proficiency

PLO #1: To have a basic understanding of residential real estate

PLO #2: To have a basic understanding of real estate financing processes

PLO #3: To have a fundamental understanding of the operation of a real estate
transactions
What questions or investigations arose as a result of these reflections or discussions?
We need to re-examine the course requirements and goal of certificate.
What program-level strengths have the assessment reflections revealed?
Students are prepared for future career and licensing requirements.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Add relevant industry experience through industry expert presentations and interaction.
Program: Certificate of Real Estate Achievement

PLO #1: To have an understanding of the real estate law and legal implications.

PLO #2: To have a grasp for correct real estate valuation and appraisal techniques.

PLO #3: To have an understanding of the role of property management and the proper
and effective way to employ property management techniques.
40
What questions or investigations arose as a result of these reflections or discussions?
We need to re-examine the course requirements and goal of certificate.
What program-level strengths have the assessment reflections revealed?
Student knowledge is adequate to pass state licensure qualifications.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Increase level of outside of classroom industry relevant exercises and assignments.
Program: Associate of Arts Real Estate
 PLO #1: Contribute to and enhance the creation of the well rounded student.

PLO #2: Prepare the student to be able to successfully transfer.

PLO #3: Assist the student in becoming ready for success in the employment market
place/job market.
What questions or investigations arose as a result of these reflections or discussions?
How can we demonstrate the importance to all students of the importance of current real
estate knowledge?
What program-level strengths have the assessment reflections revealed?
The program currently has a broad appeal to diverse students from numerous types of
majors and all areas of the college.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Add the component of off campus non classroom experiences.
41
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. 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? No, as the demand for additional types of courses grow
with the resurgence of the real estate market a need is likely to reappear.
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
42
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?
Re-evaluate and re-organize certificates and degrees.
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”)
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).
What is your action plan to achieve your goal?
Target
Required Budget
Completion (Split out personnel, supplies,
other categories)
Date
Activity (brief description)
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
43
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:
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
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
X
X
X
X
44
X
X
Veterans
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
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 __ No
2) Does your immediate administrator support this project?
__ No __ 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?
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
45
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)?
46
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)
47
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.
48
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.)
49
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.
50
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.
51
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)
52
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)
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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)
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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
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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?
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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?
Software to enhance understanding of State of California licensing topics.
$350.00 anticipated annual expense requested
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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:
Travel to online education conference to learn current online teaching methods at Michigan State
University, Lansing, MI.
Airfare- $650.00
Conference fee $325.00
Local Transportation $200.00
Total $1,200.00
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Upgraded online content delivery improving online courses.
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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
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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?
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