Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: Two
Program: Administration of Justice
Submitted on October 26, 2015
Contact: William Hanson,
Cheryl Mackey
FINAL 9/24/15
Table of Contents
Year Two
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
Required Appendices:
A: Budget History and Impact
B1: Student Learning Outcomes Assessment Reporting Schedule
B2: “Closing the Loop” Course-Level Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: Proposal for New and Ongoing Initiatives and Projects
E1: Equity and Basic Skills Initiatives Fund Requests
F1A: Full-Time Faculty Request(s)
F1B: Reassign Time Requests
F2A: Classified Staffing Request(s)
F2B: Student Assistant Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies Requests
F6: Contracts & Services, Conferences & Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities Request
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.).

What were your previous Program Review goals?
During the previous program cycle, we set out to do the following:
1. Implement the Community College Pathway to Law School and other programs
associated with Chabot’s Strategic Plan Initiative;
1
In the spring of 2014, Chabot officially became part of a new Initiative sponsored
by the State Bar of California’s Council on Access and Fairness that created a
partnership between 24 California community colleges and six law schools. The
initiative, the Community College Pathway to Law School (CCPLS), creates a
pathway to law school for community college students. Through the CCPLS
initiative, we will provide our students with resources such as tutoring,
mentoring, counseling, LSAT preparation, and early exposure to law-related
courses.
During the past year, we have been preparing to implement the CCPLS and
officially launched the program in September 2015. Our biggest challenge has
been adequate funding. However, during the past academic year, we received
funding to support the CCPLS from the California Department of Education’s
Career Pathways Trust Grant. Under the CPT 1, we established the Public
Service/Law pathway, which is part of the First Year Experience (FYE) program.
Under the CPT2 program, we received funding to extend our pathway to the
middle and high schools in our service area. We are most proud of this program
because of its potential to transform the lives of many young people in our
service area.
Spanning from middle school through grade 14, they will include classroom - and
community-based activities designed to get students interested in and prepare
for potential careers as lawyers, paralegals, law enforcement officers, or other
roles in the justice system. As part of these programs students will learn about
different laws, the operations of state and federal courts and their relationship
to other branches of government, and the roles of various personnel in the legal
system.
Programs will include a “GAVEL” curriculum and Writing Academy in which 6th10th grade students in social studies will learn about the legal system, social
problems, and criminal justice while honing their 21st century skills such as
persuasive writing and critical thinking; a Summer Law Institute for rising 9th
graders; a sequence of 3 high school CTE classes in criminal justice that
collaborate with core academic classes; the District Attorney Justice Academy
seminar series and internships for high school students; a 4-year academic
enrichment and support program including internships; a Mock Trial program;
and the Community College Pathway to Law School Initiative and Administration
of Justice law program at Chabot.
The CCPLS will increase access to law school by making the transitions from
community college to a four-year institution to law school occur in a much more
smooth manner. We have substantial numbers of students who have an interest
in pursuing a legal career but, until now, there has been no clearly identified
pathway from community college. The First Year Experience (FYE), the CPT, AS-T
degree, and the CCPLS are closely aligned with Chabot’s Strategic Plan.
2
2. Improve success rates in Administration of Justice 50;
ADMJ 50, Introduction to Administration of Justice continues to be the gateway
course in the program. Students who perform well in this class tend to perform
well in other courses in the curriculum. However, it continues to have the lowest
success rate of all of the courses in the program. During the most recent
program cycle (Fall 2014 – Summer 2015), the success rate was 59%, a four
percent increase from our last program review (Fall 2011 – Summer 2014).
During the most recent review period, (Fall 2014 – Summer 2015), the success
rates for targeted populations (e.g., African American and Latino) were 46% and
61% respectively. This represent a 3% and 8% respective increase from the last
program review period.
Although success rates are improving, we are working to continue this progress.
The challenge, as we have previously stated, reflects both the interdisciplinary
nature of the course and the academic preparation of students. With support
from the CPT grant and/or Equity funds, we will be developing a supplemental
learning class to accelerate the learning for our students who need to work on
college readiness issues. Also, through the Career Pathways Trust grant, we will
be working with our K-12 partners to improve the academic preparation of
incoming students.
3. Re-activate the Law & Justice Club;
The Law & Justice Club has been reactivated recently. The interest in the Club is
stronger than ever. The challenge of maintaining an active student club involves
the question of faculty sponsorship. We are hopeful this year because we have
increased faculty involvement from both full-time and part-time faculty.
4. Establishing a Learning Community with Part-time faculty.
Administration of Justice relies heavily on part-time faculty to serve our
students. While faculty (full-time and part-time) have deep content knowledge,
we do not have a shared pedagogy, particularly a pedagogy that can accelerate
the learning of under-prepared students. Our goal in establishing a learning
community is to:


Provide faculty with knowledge and strategies for building struggling
African American, Latino, and Pacific Islander students' academic mindset
toward academic work.
Provide faculty with tools to help move these students toward more
independent learning and critical thinking and analysis through culturally
responsive teaching.
3

Address the unconscious bias that might be getting in the way we name
and address the academic challenges faced by African American, Latino
and Pacific Islander students.
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?
A. Supplemental Learning Course for ADMJ.
B. Career Exploration Field Trips (Courts, Law Enforcement Agencies, Correctional
Facilities).
C. Institutionalized Ride-A-Long Program with local law enforcement agencies.
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
Other
TOTAL
2014-15
Budget
Requested
0
0
0
0
0
2014-15
Budget
Received
0
0
0
0
0
2015-16
Budget
Requested
0
0
$1,390
0
$1,390
2015-16
Budget
Received
0
0
$1,390
0
$1,390
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.
We only recently received the camera we requested last year and have not had a chance to put it into
service documenting program and student activities. Nevertheless, we expect it to have a positive
impact helping to market and promote our programs, particularly our new pathways.
4
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?
Not Applicable
5
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.
 Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
This Year’s Program
Review
*CTL forms must be
included with this PR.
ADMJ 40
Submitted
ADMJ 50
Submitted
ADMJ 54
Submitted
ADMJ 55
Submitted
ADMJ 60
Submitted
ADMJ 61
Submitted
ADMJ 63
Submitted
ADMJ 70
Submitted
ADMJ 74
Submitted
ADMJ 79
Submitted
ADMJ 89
Submitted
6
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in
the next PR year.
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
ADMJ 40 – Juvenile Procedures
Spring 2015
One (1)
One (1)
100%
Fall 2015
W. Hanson/ Talia McClure-Moore/
C. Mackey
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:
Analyze and explain the distinctions between adult
and juvenile justice systems.
Defined Target
Scores*
(CLO Goal)
At least 65% of
students with a
grade of “C” or
better.
Actual Scores**
(eLumen data)
52%
(CLO) 2:
Apply California laws pertaining to juvenile
delinquency and dependency to case studies.
At least 65% of
students with a
grade of “C” or
better.
52%
(CLO) 3:
EXPLAIN CONSTITUTIONAL PROTECTIONS EXTENDED TO
JUVENILES THROUGH JUDICIAL DECISIONS.
At least 65% of
students with a
grade of “C” or
better.
52%
 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?
7
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?
Current score (52%) is 13 points below the target (65%).
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?
As with most classes, there is a correlation between attendance and student success.
We need to develop more frequent (low stakes) testing and develop strategies to
encourage greater attendance.
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?
Current score (52%) is 13 points below the target (65%).
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?
As with most classes, there is a correlation between attendance and student success.
We need to develop more frequent (low stakes) testing and develop strategies to
encourage greater attendance.
8
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?
Current score (52%) is 13 points below the target (65%).
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?
As with most classes, there is a correlation between attendance and student success.
We need to develop more frequent (low stakes) testing and develop strategies to
encourage greater attendance.
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?
This is a new course.
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?
More frequent testing. We are developing a supplemental learning course.
3. What is the nature of the planned actions (please check all that apply)?
 X Curricular
 X Pedagogical
 Resource based
 Change to CLO or rubric
 X Change to assessment methods
 Other:_________________________________________________________________
9
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
ADMJ 50 – Intro. to ADMJ
Fall 2014
5
3
60%
Fall 2015
W. Hanson/ Cheryl Mackey
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:
Describe the structure and process of American
criminal justice, including the stages of criminal case
processing.
(CLO) 2:
Explain the relationship of criminal justice to social
justice and how multiculturalism and diversity
present special challenges to, and opportunities for,
the American criminal justice system.
(CLO) 3:
COMPARE AND CONTRAST THE MAJOR COMPONENTS OF THE
CRIMINAL JUSTICE SYSTEM: POLICE, COURTS, AND
CORRECTIONS.
10
Defined Target
Scores*
(CLO Goal)
At least 65% of
students with a
grade of “C” or
better.
Actual Scores**
(eLumen data)
60%
At least 65% of
students with a
grade of “C” or
better.
60%
At least 65% of
students with a
grade of “C” or
better.
60%
 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?
Current score (60%) is 5 points below the target (65%).
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?
Although the current score is 5 points below our target, the current score (60%) exceeds
the discipline success rate of 59%, which is 4 points higher from our previous program
review. We are making progress but still have work to do.
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?
Current score (60%) is 5 points below the target (65%).
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?
Although the current score is 5 points below our target, the current score (60%) exceeds
the discipline success rate of 59%, which is 4 points higher from our previous program
review. We are making progress but still have work to do.
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?
Current score (60%) is 5 points below the target (65%).
11
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?
Although the current score is 5 points below our target, the current score (60%) exceeds
the discipline success rate of 59%, which is 4 points higher from our previous program
review. We are making progress but still have work to do.
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?
More frequent testing.
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?
We are developing a supplemental learning class for this course and the discipline.
3. What is the nature of the planned actions (please check all that apply)?
 X Curricular
 X Pedagogical
 Resource based
 Change to CLO or rubric
 X Change to assessment methods
 Other:_________________________________________________________________
12
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
ADMJ 54– Investigative Reporting
Fall 2014
2
1
50%
Fall 2015
W. Hanson/ Sheryl Boykins/ C.
Mackey
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:
Record information accurately in a police report for
the purpose of follow-investigations and the
issuance of complaints.
(CLO) 2:
Use effective written and oral communication to
gather information, report and articulate
information, analyses, or findings to relevant end
users in the legal community.
(CLO) 3:
SYNTHESIZE FORENSIC, EVIDENTIAL, AND INVESTIGATORY
INFORMATION FROM MULTIPLE SOURCES TO GENERATE THEORIES
ABOUT A CRIME.
13
Defined Target
Scores*
(CLO Goal)
At least 65% of
students with a
grade of “C” or
better.
Actual Scores**
(eLumen data)
74%
At least 65% of
students with a
grade of “C” or
better.
74%
At least 65% of
students with a
grade of “C” or
better.
74%
 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?
Current score (74%) is 9 points above the target (65%).
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?
Curriculum is relevant to law enforcement and is modeled on the police academy
learning domains. Students taking the course are generally committed to careers in law
enforcement. This helps to increase persistence and the development of an appropriate
academic mindset for the work. We also encourage the formation of study groups.
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?
Current score (74%) is 9 points above the target (65%).
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?
Curriculum is relevant to law enforcement and is modeled on the police academy
learning domains. Students taking the course are generally committed to careers in law
enforcement. This helps to increase persistence and the development of an appropriate
academic mindset for the work. We encourage the formation of study groups.
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?
14
Current score (74%) is 9 points above the target (65%).
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?
Curriculum is relevant to law enforcement and is modeled on the police academy
learning domains. Students taking the course are generally committed to careers in law
enforcement. This helps to increase persistence and the development of an appropriate
academic mindset for the work. We encourage the formation of study groups.
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?
No changes made from previous cycle.
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?
Curriculum is industry-relevant.






3. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
15
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
ADMJ 55– Intro. to Corrections
Fall 2014
1
1
100%
Fall 2015
W. Hanson/ Talia McClure-Moore/
C. Mackey
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
(CLO) 1:
Explain the historical development of corrections
and the major characteristics and purposes of
today’s prisons and jails.
Defined Target
Scores*
(CLO Goal)
At least 65% of
students with a
grade of “C” or
better.
(CLO) 2:
Describe the goals of corrections including
incapacitation, deterrence, retribution, and
rehabilitation.
At least 65% of
students with a
grade of “C” or
better.
39%
(CLO) 3:
DESCRIBE PRISONER RIGHTS IN CONFINEMENT RELATIVE TO
MEDICAL TREATMENT, PERSONAL HEALTH AND SAFETY, SPEECH,
RELIGION, AND PRESS; AND ACCESS TO COURTS, LAWYERS, AND
LEGAL RESOURCE MATERIALS.
At least 65% of
students with a
grade of “C” or
better.
39%
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
 If more CLOs are listed for the course, add another row to the table.
16
Actual Scores**
(eLumen data)
39%
* 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?
Current score (39%) is 26 points below the target (65%).
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?
As with most classes, there is a correlation between attendance and student success.
We need to develop more frequent (low stakes) testing and develop strategies to
encourage greater attendance.
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?
Current score (39%) is 26 points below the target (65%).
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?
As with most classes, there is a correlation between attendance and student success.
We need to develop more frequent (low stakes) testing and develop strategies to
encourage greater attendance.
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?
17
Current score (39%) is 26 points below the target (65%).
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?
As with most classes, there is a correlation between attendance and student success.
We need to develop more frequent (low stakes) testing and develop strategies to
encourage greater attendance.
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?
New faculty teaching the course.
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?
More frequent testing. We are developing a supplemental learning course.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 X Pedagogical
 Resource based
 Change to CLO or rubric
 X Change to assessment methods
 Other:_________________________________________________________________
18
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
ADMJ 60– Criminal Law
Fall 2014
2
1
50%
Fall 2015
W. Hanson/ Cheryl Mackey
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:
Identify, describe, and understand the main sources
of criminal law and the reasons for the limits on
criminal law and punishment in the U.S. Constitution
and Bill of Rights.
(CLO) 2:
Identify the different categories of crime and the
elements of major crimes against persons, property,
the justice system, and the state.
(CLO) 3:
KNOW THE LAWS OF ARREST.
Defined Target
Scores*
(CLO Goal)
At least 65% of
students with a
grade of “C” or
better.
64%
At least 65% of
students with a
grade of “C” or
better.
64%
At least 65% of
students with a
grade of “C” or
better.
64%
 If more CLOs are listed for the course, add another row to the table.
19
Actual Scores**
(eLumen data)
* 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?
Current score (64%) is approximately equal to the target (65%).
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?
Student interest in this course is usually high because most students have some
background knowledge of criminal law. Also, there is a correlation between attendance,
the amount of time students invest in the course and student performance.
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?
Current score (64%) is approximately equal to the target (65%).
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?
Student interest in this course is usually high because most students have some
background knowledge of criminal law. Also, there is a correlation between attendance,
the amount of time students invest in the course and student performance.
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?
20
Current score (64%) is approximately equal to the target (65%).
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?
Student interest in this course is usually high because most students have some
background knowledge of criminal law. Also, there is a correlation between attendance,
the amount of time students invest in the course and student performance.
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?
No changes made.
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?
Strong interest in this course because of student background knowledge. More frequent
testing.




3. What is the nature of the planned actions (please check all that apply)?
Curricular
Pedagogical
Resource based
Change to CLO or rubric
 X Change to assessment methods
 Other:_________________________________________________________________
21
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
ADMJ 61– Evidence
Fall 2014
1
1
100%
Fall 2015
W. Hanson/ Lawren Ward/ C.
Mackey
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:
Describe the various kinds of evidence.
(CLO) 2:
UNDERSTAND AND EXPLAIN THE RULES GOVERNING
ADMISSIBILITY OF EVIDENCE IN COURT.
(CLO) 3:
EXPLAIN THE QUALIFICATIONS RELATED TO WITNESS
COMPETENCY.
Defined Target
Scores*
(CLO Goal)
At least 65% of
students with a
grade of “C” or
better.
Actual Scores**
(eLumen data)
79%
At least 65% of
students with a
grade of “C” or
better.
79%
At least 65% of
students with a
grade of “C” or
better.
79%
 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)
22
**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?
Current score (79%) is 14 points above the target (65%).
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?
Evidence can be a difficult course if students have not taken other recommended prerequisites such as ADMJ 50, 60, & 63. These courses provide sufficient foundational
knowledge that helps to understand the policy and practice issues in Evidence.
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?
Current score (79%) is 14 points above the target (65%).
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?
Evidence can be a difficult course if students have not taken other recommended prerequisites such as ADMJ 50, 60, & 63. These courses provide sufficient foundational
knowledge that helps to understand the policy and practice issues in Evidence.
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?
Current score (79%) is 14 points above the target (65%).
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?
23
Evidence can be a difficult course if students have not taken other recommended prerequisites such as ADMJ 50, 60, & 63. These courses provide sufficient foundational
knowledge that helps to understand the policy and practice issues in Evidence.
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?
New teacher from the previous cycle.
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?
No changes at this time.






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:_________________________________________________________________
24
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
ADMJ 63– Criminal Investigations
Fall 2014
1
1
100%
Fall 2015
W. Hanson/ C. Johnson/ C. Mackey
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:
Understand the basic steps in a criminal investigation, such
as response to the crime scene, processing the crime
scene, investigatory photography, notes and other
documentation, interviews, interrogations, case
preparation, and presentation of evidence at a criminal
trial;
(CLO) 2:
DEMONSTRATE AN UNDERSTANDING OF PHYSICAL EVIDENCE AND
ITS USES – SPECIFICALLY THE IDENTIFICATION AND PROPER
METHODS OF COLLECTION FROM THE CRIME SCENE, THE
DIFFERENT TYPES AND CATEGORIES OF PHYSICAL EVIDENCE, AND
Defined Target
Scores*
(CLO Goal)
At least 65% of
students with a
grade of “C” or
better.
Actual Scores**
(eLumen data)
64%
At least 65% of
students with a
grade of “C” or
better.
64%
At least 65% of
students with a
grade of “C” or
better.
64%
THE PROPER PRESERVATION OF EVIDENCE IN THE CHAIN OF
CUSTODY.
(CLO) 3:
KNOW THE FUNCTIONS OF THE CRIME LABORATORY, THE TYPES OF
EXAMINATIONS CONDUCTED THERE AS WELL AS THE DIFFERENT
FINDINGS RESULTING FROM THE EXAMINATION OF EVIDENCE.
25
 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?
Current score (64%) is approximately equal to the target (65%).
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?
Correlation between student commitment (focus, attendance, tardiness, engagement)
and successful performance.
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?
Current score (64%) is approximately equal to the target (65%).
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?
Correlation between student commitment (focus, attendance, tardiness, engagement)
and successful performance.
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?
Current score (64%) is approximately equal to the target (65%).
26
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?
Correlation between student commitment (focus, attendance, tardiness, engagement)
and successful performance.
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?
Peer learning (assignment of partners) which also served as an accountability measure.
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?
Peer learning is a successful strategy that can be implemented across the curriculum.
3. What is the nature of the planned actions (please check all that
apply)?
 Curricular
 X Pedagogical




Resource based
Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
27
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
ADMJ 70 – Community Relations
Fall 2014
2
1
50%
Fall 2015
W. Hanson/ Sheryl Boykins/ C.
Mackey
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:
Explain the structure and environment of the community
as they apply to community/justice system interactions.
(CLO) 2:
UNDERSTAND DIFFERENCES BETWEEN VARIOUS AGENCIES OF THE
CRIMINAL JUSTICE SYSTEM AND HOW THESE DIFFERENCES CAN
Defined Target
Scores*
(CLO Goal)
At least 65% of
students with a
grade of “C” or
better.
At least 65% of
students with a
grade of “C” or
better.
Actual Scores**
(eLumen data)
93%
93%
CREATE BARRIERS BETWEEN THE SYSTEM AND THE COMMUNITY.
(CLO) 3:
UNDERSTAND THE CONCEPT OF COMMUNITY POLICING AND ITS
USE AS A STRATEGY TO ELIMINATE BARRIERS BETWEEN LAW
At least 65% of
students with a
grade of “C” or
better.
93%
ENFORCEMENT AND THE COMMUNITIES THEY SERVE.
 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)
28
**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?
Current score (93%) is 28 points above the target (65%).
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?
Current issues and group and interactive work helps student performance.
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?
Current score (93%) is 28 points above the target (65%).
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?
Current issues and group and interactive work helps student performance.
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?
Current score (93%) is 28 points above the target (65%).
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?
Current issues and group and interactive work helps student performance.
29
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?
No changes.
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?
Community Relations is in the news and is relevant to students. The relevance of the
subject matter increases student engagement and attendance.
3. What is the nature of the planned actions
(please check all that apply)?
 X Curricular





Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
30
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
ADMJ 74 – Gangs & Drugs
Fall 2014
1
1
100%
Fall 2015
W. Hanson/ C. Johnson/ C. Mackey
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:
Understand the historical background, organizational
structure, and identification of various kinds of gangs.
(CLO) 2:
KNOWLEDGE OF THE CENTRAL ISSUES AND STRATEGIES IN GANG
PREVENTION AND ENFORCEMENT.
(CLO) 3:
EXPLAIN THE RELATIONSHIP OF GANG ACTIVITY TO DRUG
TRAFFICKING.
Defined Target
Scores*
(CLO Goal)
At least 65% of
students with a
grade of “C” or
better.
Actual Scores**
(eLumen data)
62%
At least 65% of
students with a
grade of “C” or
better.
62%
At least 65% of
students with a
grade of “C” or
better.
62%
 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
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?
Current scores (62%) are approximately equal to the target (65%).
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?
Correlation between student commitment (focus, attendance, tardiness, engagement)
and successful performance.
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?
Current scores (62%) are approximately equal to the target (65%).
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?
Correlation between student commitment (focus, attendance, tardiness, engagement)
and successful performance.
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?
Current scores (62%) are approximately equal to the target (65%).
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?
Correlation between student commitment (focus, attendance, tardiness, engagement)
and successful performance.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
32
1. What changes were made to your course based on the previous assessment cycle,
the prior Closing the Loop reflections and other faculty discussions?
Peer learning (assignment of partners) which also served as an accountability measure.
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?
Peer learning is a successful strategy that can be implemented across the curriculum.
Will review and update course outline.
3. What is the nature of the planned actions (please check all that apply)?
 X Curricular
 X Pedagogical




Resource based
Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
\
Appendix B2: “Closing the Loop” 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
ADMJ 79 – Homicide Investigations
Fall 2014
One (1)
One (1)
100%
Fall 2015
W. Hanson/ R. Palermini/ C.
Mackey
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.
33
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Knowledge of procedures for securing the crime
scene and evidence.
Defined Target
Scores*
(CLO Goal)
At least 65% of
students with a
grade of “C” or
better.
Actual Scores**
(eLumen data)
97%
(CLO) 2:
Identify the signs associated with homicide, suicide,
accidental death, and death from natural causes.
At least 65% of
students with a
grade of “C” or
better.
97%
(CLO) 3:
EVALUATE DISCREPANCIES BETWEEN WITNESS TESTIMONY, AND
At least 65% of
students with a
grade of “C” or
better.
97%
WHAT THE DEATH SCENE AND AN EXAMINATION OF THE BODY
REVEAL.
 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?
Current score (97%) is 32 points above the target (65%).
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?
Course is a popular one for students involving interactive and group work.
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?
34
Current score (97%) is 32 points above the target (65%).
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?
Course is a popular one for students involving interactive and group work.
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?
Current score (97%) is 32 points above the target (65%).
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?
Course is a popular one for students involving interactive and group work.
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?
Greater focus on interactive and group work.
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?
Will review and update course outline.
3. What is the nature of the planned actions (please check all that apply)?
 X Curricular
 X Pedagogical




Resource based
Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
35
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
ADMJ 89 – Family Violence
Fall 2014
One (1)
One (1)
100%
Fall 2015
W. Hanson/ Chris Orrey/ C. Mackey
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:
Describe the relationship between patterns of family
interaction and violence.
Defined Target
Scores*
(CLO Goal)
At least 65% of
students with a
grade of “C” or
better.
Actual Scores**
(eLumen data)
80%
(CLO) 2:
Understand the conditions leading to family violence,
with emphasis on coping with such situations.
At least 65% of
students with a
grade of “C” or
better.
80%
(CLO) 3:
KNOWLEDGE OF METHODS AND PROCESSES FOR EFFECTIVE
INTERVENTION.
At least 65% of
students with a
grade of “C” or
better.
80%
 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?
36
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?
Current score (80%) is 15 points above the target (65%).
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?
This is a topic of interest for students in and out of the major.
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?
Current score (80%) is 15 points above the target (65%).
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?
This is a topic of interest for students in and out of the major.
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?
Current score (80%) is 15 points above the target (65%).
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?
This is a topic of interest for students in and out of the major.
37
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?
Family Violence and Child Abuse courses were consolidated into a three unit course.
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?
No changes at this time.
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:_________________________________________________________________
38
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: Administration of Justice

PLO #1: Evaluate and analyze criminal justice issues and topics using knowledge of
criminal justice institutions, terminology, theory and ethical issues in crime and justice.

PLO #2: Understand the interdisciplinary nature of criminal justice and the varying
perspectives of the liberal arts and sciences as related to law enforcement, courts, and
corrections.
What questions or investigations arose as a result of these reflections or discussions?
How do we improve students exposure and understanding of opportunities in law
enforcement and legal careers?
What program-level strengths have the assessment reflections revealed?
The interdisciplinary nature of our program helps students improve critical thinking skills.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
We will increase our career exposure activities through guest speakers, field trips, and work-based
learning opportunities (e.g., internships, job shadowing, etc.).
39
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?
No. We have one more course to update – ADMJ 74 – which will be
updated this semester.
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)?
Not Applicable: There is no required sequence of courses in Administration of Justice. However,
in Fall 2013, we developed recommended prerequisites for certain courses. Also, data from the
Office of Institutional Research suggest that Introduction to Administration of Justice (ADMJ 50)
is a gateway course to success in the curriculum.
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.
Students who enroll in and successfully complete an English course have higher success rates in
all ADMJ courses, particularly ADMJ 50.
40
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?
Our Strategic Plan Goal is to “increase the number of students that achieve their educational goal
with a reasonable time.” This project is designed to “firm up” students career and educational
goals by “clarifying pathways” and “providing real-time exposure to career opportunities.”
See Equity/BSI proposal for detail.
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”)
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
41
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:
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Project Name: Early Exposure to Career Opportunities
Contact Name: William Hanson; Cheryl Mackey
Division/Discipline/Program/Office: AHSS/Administration of Justice
Contact info: (email, campus phone, and cell phone) WilliamHanson (whanson@chabotcollege.edu;
510.723.2614 (o); 510.685.4162 (c)
Check the student success indicator(s) your project will address
__ ACCESS: Enroll more of a population group to match their representation in community.
_X_ 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.
_X_DEGREE AND CERTIFICATE COMPLETION:
Increase percent of degrees/certificates among degree/certificate-seeking students.
_X_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
_X__Other: (Industry Field Trips)
____ 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 Completion
42
Completion
/ Success
Rates
Skills
Success
Males
Foster Youth
Students with
disabilities
Low-income
Veterans
X
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
Hispanic or Latino
Hawaiian or Pacific
Islander
White
X
X
X
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)
This project will partner with Chabot College’s Career and Transfer Center.
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 __ 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? Proposal was developed by ADMJ full-time faculty
and will be shared with the entire Division.
43
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
Research from Chabot’s Office of Institutional Research indicates that full-time students with a clear
educational goal of transfer or an AA/AS-T stay on track and move quickly to complete their work.
We believe that exposing our students to the breadth and depth of opportunities in law enforcement
and legal careers will help them clarify their educational goals and develop the academic mindset and
behaviors necessary for successful completion of their educational and career goals.
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
Informal surveys of our students by faculty suggest that, while students are generally committed to
the ADMJ major, most of them are unclear about what work they want to do in criminal justice. In
programs where the focus is linear (only training students for careers as police officers), this may not
be a big problem. At Chabot, however, our ADMJ program is multi-faceted providing opportunities in
every sector of the criminal justice system (e.g., police, courts, corrections, juvenile). Early exposure
to the different sectors will help students clarify their objectives. That clarity, as the research of OIR
suggests, will help improve student performance. This is particularly important for African American
and Latino students who make up the majority of the students in the major.
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.
Ten Field trips during the 2016-17 academic year (5 in the fall semester and 5 in the spring semester). Two
industry employment workshops (1 in the fall semester and 1 in the spring).
Full-time ADMJ faculty will be responsible and ADMJ and other faculty/staff will participate on the trips.
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
6 Trips to Adult and/or Juvenile Correctional Facilities:
2 trips to Law Schools:
2 Trips to Courts:
Charter bus transportation per trip = $815: Total Transportation Cost = $8,150
Food for workshops = $400 per workshop ($800): Snacks/water for trips = $100 per trip ($1000):
Total Project Budget = $8,150 + $800 + $1,000 = $9,950
EXPECTED OUTCOMES and EVALUATION
44
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)?
We will conduct pre-and-post surveys of participants to determine the impact of our early exposure
program on career choices and educational goals. Success will be measured by increased success rates,
degree completion, and transfer rates for participants, particularly African American and Latino
students.
45
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)
46
0
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:
☐
0
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
47
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):
0
☐
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)
48
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):
☐
0
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
49
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
ADMJ 80 –
CURRENT
FTEF
(2015-16)
0
ADDITIONAL
FTEF
NEEDED
3
CURRENT
SECTIONS
0
ADDITIONAL
SECTIONS
NEEDED
1
CURRENT
STUDENT #
SERVED
0
ADDITIONAL
STUDENT #
SERVED
44
0
3
0
1
0
44
Criminal Court
Process
ADMJ 85 –
Introduction to
Forensics
50
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):
☐
0
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?
51
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?
52
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:
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
53
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
54
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?
55