Chabot College
Academic Services
Program Review Report
2016 -2017
Year Two of Architecture & Interior
Design Program Review Cycle:
One:
Submitted on October 26, 2015
Contact:
Adrian W Huang
FINAL 9/24/15
Table of Contents
___ Year 1
Section 1: Who We Are
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
__X_ 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 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?
To assist students with professional goal (job opportunities) along with transfer to well ranked
four years’ architecture and interior design universities.

Did you achieve those goals? Specifically describe your progress on the goals you set for student
learning, program learning, and Strategic Plan achievement.
Yes, we have achieved the projected goals in terms of student learning and program learning
achievements.
Architecture program has reached out to professional Architecture/Engineering/ Construction
(A/E/C) industry. We contacted and toured HOK, SOM, Gensler, WHL Architects, Bartos
Architects & Associates and MBH Architects. Architecture students were able to open eyes to
tour these worlds well-known A/E/C companies.
Interior Design Program also reached program goal by arranging Design Competitions ( and tour
Bay Area well-known Kitchen and Bath Design companies and showrooms. There are Segale
Brothers (Cabinets), Integrated Resources Group, Airport Appliances and WHCI Plumbing Supply.
1
These activities are not only enhanced student-learning outcomes but also help both programs’
design students with practical feeling how company setup and process. Of course there are also
potential hiring opportunities for Chabot Architecture and Interior Design students.
Strategic plan for last year was not only things mentioned above but also to transfer more
students. Within our programs, we were able to transfer architecture students to UC Berkeley
(Three students), College of California Architecture (one student), California State University,
EastBay (one student) and Interior Design students to San Francisco State University (one
student), San Jose State University (one student). Three students obtained AA degrees in
Architecture and four students obtained Certificate of Architecture Technology.

What are you most proud of?
I am proud of our architecture and Interior Design students. Candice L. was hired by MBH
Architects, Victor P. and Elias V. were hired by WHL Architects, Roy D, David F. and Francisco G.
were hired by Bartos Architects and Associates, Haroon S. was hired by Element Structure
Engineer. Ravi R., Shabnam A and Citadale D. were hired by Sayler Interior Design Group.
Also Raquel P. and Yvette V. won NKBA GE Charette Design Competition.
Both of our student clubs are very active to connect all students who are interested in our
programs.

What challenges did you face that may have prevented achieving your goals?
The most challenge that I am facing is that students are not motivated to finish their degrees
and certificates. This is due to family and financial obligations.

Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, etc.).
All classes are progressively success in engaging students to stay in program. There are only one
fulltime faculty and four part-time faculties (1:4 ratio). All classes are assessed last review cycle
and the results to be average to 80% or higher. There is a Kitchen and Bath Accreditation visit in
Spring 2016. We are working hard to prepare this accreditation visit by modifying required
course outlines, projects preparations and add a new course (drafting class).
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?
We are planning to renovate Architecture Studio (room 1008). It is very important to have this
“very old” facility to bring up to be more equipped with studio needed settings in terms of
2
lighting, finishes, circulations and HVAC if possible. This renovation will help architecture
students with a better learning environment and State of the Arts facility. Students will be
benefited for their design project pinups. It will definitely help students’ presentation skills and
be more in line with other architecture programs in the area.
Interior Design classroom/studio was just replaced with new accessible tables. After rearranging
new tables to face toward to whiteboard and students seem more focusing in lectures and a
better presentation.
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
2015-16
Budget
Requested
0
$1,001.99
$5,907.28
2015-16
Budget
Received
0
$1001.99
$1,488.03
2016-17
Budget
Requested
0
$14,873.00
$2,485.00
$6,909.27
$2,490.02
$17,358.00
2016-17
Budget
Received
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
Requested (not all approved) and approved monies were used to improve lab/studio activities such as
print out large sheet of presentation boards and purchase laser materials to enhance model
craftsmanship. Also the maintenance of Laser machine is needed.
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?
Some requested funds were not approved but our programs were able to minimize the impacts to
students. There was a safety compromised with “old” drafting tables. Luckily there were some monies
for emergency safety. These disapproved funds impacted student learning and enrollment due to not
able to stay for lab and studio.
3
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.
ARCH 2A
ARCH 2B
ARCH 4A
ARCH 4B
ARCH 8A
ARCH 8B
ARCH 12
ARCH 14
ARCH 16
ARCH 33
ARCH 68
ARCH 80
INTD 50
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
*Note: These courses
must be assessed in the
next PR year.
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
Submitted
INTD 52
INTD 54
INTD 55
INTD 62
INTD 66
Submitted
Submitted
Submitted
Submitted
Submitted
4
2-Years Prior
INTD 68
INTD 70
INTD 72
Submitted
Submitted
Submitted
INTD 56
INTD 58
INTD 60
Submitted
Submitted
Submitted
5
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
ARCH 2A
Fall 2014
1
1
100%
Spring 2015
Adrian Huang, Paul Chu
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
80%
75%
80%
75%
80%
Utilize a range of black and white media to draw
proportional freehand and constructed images; produce
industry standard hand lettering in a variety of media;
create clear visual hierarchies of line weights, tones, and
textures with a variety of media
(CLO) 2:
Utilize orthographic, axonometric, oblique, and linear
perspective to present existing and imagined form
(CLO) 3:
Generate alternatives and develop solutions to
simple and defined two- and three-dimensional
design problems; Employ a range of graphic
languages composed of line weights and/or values
to represent on two-dimensional surfaces an
object’s properties and spatial cues; incorporate
people and trees into orthographic, axonometric,
oblique and linear perspective drawings.
6
(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?
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?
On average, students achieved 80% success. This class has achieved student-learning
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?
This reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 80% success. This class has achieved student-learning
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?
This reflected the course materials and learning outcome would be continuing to offer.
7
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?
On average, students achieved 80% success. This class has achieved student-learning
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?
This reflected the course materials and learning outcome would be continuing to offer.
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.
8
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?
We will continue to request the additional resources necessary to offer this essential core
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?
Students with strong drafting skills will be able to work on projects that are more complex.
Students with more exposure to the training for a career in architecture will recognize the
value of the course contents in context of the foundation and preparation needed to pursue
advance design studies.
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
9
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
ARCH 2B
Fall 2014
1
1
100%
Spring 2015
Adrian Huang, Paul Chu
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
75%
85%
(CLO) 2:
Apply principles and theories underlying color
classification (i.e., value, hue, chroma, color wheel,
compliments, warm, cool, etc.); apply techniques for
creating and integrating entourage (people, trees,
vegetation, furnishings, cars. etc.) into linear
perspective, orthographic, axonometric and oblique
drawings;
75%
85%
(CLO) 3:
Utilize a variety of media to create color drawings
using theories of color composition; utilize a variety
of techniques for drawing a range of materials (i.e.,
wood, brick, glass, stone, concrete, shingles, etc.)
within orthographic, axonometric, oblique
drawings, and linear perspective; apply principles
75%
85%
(CLO) 1:
Develop shadows in orthographic, axonometric, and
oblique and linear perspective; create reflections in
orthographic, axonometric, oblique and linear
perspective.
10
Actual Scores**
(eLumen data)
and theories underlying the organization of
elements including pattern, hierarchy, and contrast.
(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?
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?
On average, students achieved 85% success. This class has achieved student-learning
outcome.
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?
This reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 85% success. This class has achieved student-learning
outcome.
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?
This reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 85% success. This class has achieved student-learning
outcome.
11
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?
This reflected the course materials and learning outcome would be continuing to offer.
D. COURSE-LEVEL OUTCOME (CLO) 4:
3. How do your current scores match with your above target for student success in this course
level outcome?
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?
E. COURSE-LEVEL OUTCOME (CLO)
5: ADD IF NEEDED.
__________________________________________
PART III: COURSE REFLECTIONS AND FUTURE PLANS
3. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We will continue to request the additional resources necessary to offer this essential core
course.
12
4. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
Students with strong drafting skills will be able to work on projects that are more complex.
Students with more exposure to the training for a career in architecture will recognize the
value of the course contents in context of the foundation and preparation needed to pursue
advance design studies.
5. 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
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
ARCH 4A
Fall 2014
1
1
100%
Spring 2015
Adrian Huang, Paul Chu
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.
13

Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
75%
90%
(CLO) 2:
Identify fundamental elements of residential
structural, electrical, mechanical, and plumbing
system and their application in construction
documents.
75%
90%
(CLO) 3:
75%
100%
75%
85%
(CLO) 1:
Use industry conventions to complete working
drawings for a residential wood frame structure.
Actual Scores**
(eLumen data)
Incorporate basic Uniform building Code
requirements to residential construction
drawings.
(CLO) 4:
Identify reprographic options and system in
computer-aided drafting standards as
prescribed by the AIA (American Institute of
architects).
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
E. COURSE-LEVEL OUTCOME (CLO) 1:
5. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 90% success. This class has achieved student-learning
outcome.
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?
14
This reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 90% success. This class has achieved student-learning
outcome.
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?
This reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 100% success. This class has achieved student-learning
outcome.
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?
This reflected the course materials and learning outcome would be continuing to offer.
D. COURSE-LEVEL OUTCOME (CLO) 4:
5. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 85% success. This class has achieved student-learning
outcome.
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?
This reflected the course materials and learning outcome would be continuing to offer.
E. COURSE-LEVEL OUTCOME (CLO)
15
5: ADD IF NEEDED.
__________________________________________
PART III: COURSE REFLECTIONS AND FUTURE PLANS
6. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We will continue to request the additional resources necessary to offer this essential core
course.
7. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
Students with strong drafting skills will be able to work on projects that are more complex.
8. 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
16
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
ARCH 4B
Fall 2014
1
1
100%
Spring 2015
Adrian Huang, Paul Chu
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
75%
95%
(CLO) 2:
Identify and execute critical details for nonresidential buildings.
75%
85%
(CLO) 3:
75%
95%
75%
85%
(CLO) 1:
Actual Scores**
(eLumen data)
Use industry conventions to complete working
drawings for small masonry, steel, concrete, and
wood frame construction.
Demonstrate ability to use Uniform building
Code to non-residential projects.
(CLO) 4:
Use computer-aided drafting and internet
resources for compiling non-residential
construction documents.
 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)
17
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
G. COURSE-LEVEL OUTCOME (CLO) 1:
7. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 95% success. This class has achieved student-learning
outcome.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 85% success. This class has achieved student-learning
outcome.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 95% success. This class has achieved student-learning
outcome.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This reflected the course materials and learning outcome would be continuing to offer.
D. COURSE-LEVEL OUTCOME (CLO) 4:
7. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 85% success. This class has achieved student-learning
outcome.
18
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This reflected the course materials and learning outcome would be continuing to offer.
E. COURSE-LEVEL OUTCOME (CLO)
5: ADD IF NEEDED.
__________________________________________
PART III: COURSE REFLECTIONS AND FUTURE PLANS
9. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We will continue to request the additional resources necessary to offer this essential core
course.
10. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
Students with strong drafting skills will be able to work on projects that are more complex.
19
11. 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
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
ARCH 8A
Fall 2014
1
1
100%
Spring 2015
Adrian Huang, Paul Chu
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
85%
75%
85%
Incorporate theory, fundamental principles and
techniques to design.
(CLO) 2:
Use two and three dimensional composition
drawings and design elements to solve given
architectural problems.
20
(CLO) 3:
75%
90%
75%
80%
Express proposed design concepts graphically,
with study models, and verbally.
(CLO) 4:
Manipulate and apply digital images,
illustrations and 3-dimensional models to the
process of architectural design
 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
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?
On average, students achieved 85% success. This class has achieved student-learning
outcome.
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?
This reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 85% success. This class has achieved student-learning
outcome.
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?
This reflected the course materials and learning outcome would be continuing to offer.
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?
21
On average, students achieved 90% success. This class has achieved student-learning
outcome.
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?
This reflected the course materials and learning outcome would be continuing to offer.
D. COURSE-LEVEL OUTCOME (CLO) 4:
9. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 80% success. This class has achieved student-learning
outcome.
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?
This reflected the course materials and learning outcome would be continuing to offer.
E. COURSE-LEVEL OUTCOME (CLO)
5: ADD IF NEEDED.
__________________________________________
PART III: COURSE REFLECTIONS AND FUTURE PLANS
12. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We will continue to request the additional resources necessary to offer this essential core
course.
22
13. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
Students with clear design concept will be able to construct more complex models and
projects.
14. 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
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
ARCH 8B
Spring 2014
1
1
100%
Spring 2015
Adrian Huang, Paul Chu
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.
23
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
75%
90%
(CLO) 2:
Manipulate architectural elements to define
form and space that support the communication
of intended meanings and concepts.
75%
90%
(CLO) 3:
75%
95%
75%
95%
(CLO) 1:
Actual Scores**
(eLumen data)
Use both traditional and digital graphic and
model building techniques to study design
strategies.
Identify site factors, cultural values and
anthropometric needs of occupants in
architectural design.
(CLO) 4:
Apply knowledge of structural potential and
limitations as a design factor.
 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
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?
On average, students achieved 90% success. This class has achieved student-learning
outcome.
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?
This reflected the course materials and learning outcome would be continuing to offer.
24
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?
On average, students achieved 90% success. This class has achieved student-learning
outcome.
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?
This reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 95% success. This class has achieved student-learning
outcome.
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?
This reflected the course materials and learning outcome would be continuing to offer.
D. COURSE-LEVEL OUTCOME (CLO) 4:
11. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 95% success. This class has achieved student-learning
outcome.
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?
This reflected the course materials and learning outcome would be continuing to offer.
E. COURSE-LEVEL OUTCOME (CLO)
5: ADD IF NEEDED.
__________________________________________
25
PART III: COURSE REFLECTIONS AND FUTURE PLANS
15. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We will continue to request the additional resources necessary to offer this essential core
course.
16. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
Students with clear design concept will be able to construct more complex models and
projects.
17. 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
26
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
ARCH 12
Spring 2014
1
1
100%
Spring 2015
Adrian Huang, Paul Chu
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
75%
85%
(CLO) 2:
Describe major structural systems using wood,
steel, masonry, and concrete.
75%
80%
(CLO) 3:
75%
85%
75%
90%
(CLO) 1:
Actual Scores**
(eLumen data)
Identify and explain the behavior, appearance,
and use of building materials.
Identify and evaluate various interior and exterior
finish systems.
(CLO) 4:
Understand how building materials are
categorized by building industries.
 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
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?
On average, students achieved 85% success. This class has achieved student-learning
outcome.
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?
This reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 80% success. This class has achieved student-learning
outcome.
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?
This reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 85% success. This class has achieved student-learning
outcome.
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?
This reflected the course materials and learning outcome would be continuing to offer.
D. COURSE-LEVEL OUTCOME (CLO) 4:
13. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 90% success. This class has achieved student-learning
outcome.
28
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?
This reflected the course materials and learning outcome would be continuing to offer.
E. COURSE-LEVEL OUTCOME (CLO)
5: ADD IF NEEDED.
__________________________________________
PART III: COURSE REFLECTIONS AND FUTURE PLANS
18. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We will continue to request the additional resources necessary to offer this essential core
course.
19. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
Students who study with class lecture materials are making good progress of achieving
learning outcome. Will continue to bring more construction materials resource to class
lectures.
29
20. 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
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
ARCH 14
Fall 2014
1
1
100%
Spring 2015
Adrian Huang, Keary Kensinger
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)
1.
(CLO) 1:
Describe ways of seeing the environment for the
purpose of design; explain how architecture can
affect our lives; describe architectural design in the
community;
30
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
90%
(CLO) 2:
Identify basic design movements in California
architecture; identify basic historic, cultural,
environmental, and technological influences which
have shaped California’s built environment;
75%
90%
2. (CLO) 3:
Identify the work and design principles of
California’s leading architects and urban designers;
explain planning fundamentals and how they affect
architecture and city design; use rudimentary
vocabulary of architecture, landscape architecture,
and city planning.
75%
90%
(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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
O. COURSE-LEVEL OUTCOME (CLO) 1:
15. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 90% success. This class has achieved student-learning
outcome.
16. 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 reflected the course materials and learning outcome would be continuing to offer.
P. COURSE-LEVEL OUTCOME (CLO) 2:
15. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 95% success. This class has achieved student-learning
outcome.
16. 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 reflected the course materials and learning outcome would be continuing to offer.
31
C. COURSE-LEVEL OUTCOME (CLO) 3:
15. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 90% success. This class has achieved student-learning
outcome.
16. 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 reflected the course materials and learning outcome would be continuing to offer.
D. COURSE-LEVEL OUTCOME (CLO) 4:
15. How do your current scores match with your above target for student success in this course
level outcome?
16. 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.
__________________________________________
PART III: COURSE REFLECTIONS AND FUTURE PLANS
21. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We will continue to request the additional resources necessary to offer this essential core
course.
32
22. 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 continue to offer this class with more filed trips to enhance student learning.
23. 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
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Form Instructions:
33
ARCH 16
Spring 2014
1
1
100%
Spring 2015
Adrian Huang, Peter Wolfe




Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
75%
85%
(CLO) 2:
Develop design coordination with other related
professions so that an awareness of team designs on
projects is approached; explain the sequence of stages
in the design process from schematics/preliminaries
to master plan; working drawings and specifications;
75%
85%
(CLO) 3:
Explain the process of presentation drawings and
sketches using various medias in black-and-white and
color; identify the planting materials and irrigation.
75%
85%
(CLO) 1:
Develop design approach methods to landscape
problems through site analysis and programming;
demonstrate an understanding of basic landscape
design principles and theories; Develop design
coordination with other related professions so that an
awareness of team
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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
Q. COURSE-LEVEL OUTCOME (CLO) 1:
34
17. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 85% success. This class has achieved student-learning
outcome.
18. 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 reflected the course materials and learning outcome would be continuing to offer. We
may take an overview look at influences in design such as art, literature, music, etc. as a
catalyst for ideas and as a reflection of current culture as well as address natural processes
and systems that contribute to landscape as a dynamic art and cultural form. It would be
great if we had more time to have a lecture overview on history of landscape architecture.
However due to the breadth the course covers over a limited amount of time, this topic is
briefly covered in assigned reading of the text.
R. COURSE-LEVEL OUTCOME (CLO) 2:
17. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 85% success. This class has achieved student-learning
outcome.
18. 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 reflected the course materials and learning outcome would be continuing to offer. The
class is taught in teams formed by the students. This has been an effective method in
having students learn collaboration skills.
C. COURSE-LEVEL OUTCOME (CLO) 3:
17. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 85% success. This class has achieved student-learning
outcome.
18. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
The technology is changing the design process and in our overall curriculum has already
reflected.
D. COURSE-LEVEL OUTCOME (CLO) 4:
17. How do your current scores match with your above target for student success in this course
level outcome?
35
18. 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.
__________________________________________
PART III: COURSE REFLECTIONS AND FUTURE PLANS
24. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We will continue to request the additional resources necessary to offer this essential core
course. We tooled the course to address more general design questions rather than
residential related design. Lighting lecture targeted lighting characteristics and techniques,
current issues and requirements in lighting, rather than specifically designing a lighting
scheme. One combined lecture on green building and accessibility was streamlined to
address primarily green building concepts and to just touch on accessibility and universal
design principles and where to find more information. Because of the breadth of the subject
matter and time constraints, unfortunately a lecture on history of landscape architecture
was not included. However, prescribed reading in the assigned text does cover some
background.
36
25. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
Students with strong drafting skills will be able to work on projects that are more complex. It
would be beneficial to improve the resources that the library now contains on this subject
so that students have more reference resources available.
Such classics as:
Jane Jacobs’ “The Death and Life of Great American Cities”.
William H. Whyte’s “Social Life of Small Urban Spaces” available in print and as a film on CD
And more recent publications such as:
Jeff Speck’s “Walkable City”
Robert Perry’s “Landscape Plants for California Gardens”
Alan B. Jacobs’s, “Great Streets”
Judith Anger’s “Edible Cities”
Marina Alberti’s “Advances in Urban Ecology”
Would be welcomed additions to the library collections and create an opportunity to
broaden the knowledge and exposure of the class to the broader profession.
26. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
37
Resource based
 Change to CLO or rubric
 Change to assessment methods
Other
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
ARCH 33
Fall 2014
1
1
100%
Spring 2015
Adrian Huang, Paul Chu
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
75%
95%
(CLO) 2:
Create and modify objects by using 3-D software
tools.
75%
90%
(CLO) 3:
Specify views that communicate the form
and spatial qualities.
75%
85%
(CLO) 4:
Define and apply surface styles that
appropriatedly represent materials.
75%
90%
(CLO) 1:
Actual Scores**
(eLumen data)
Demonstrate the range of ways that 3-D
software can be used in architectural design and
presentations.
38
 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
S. COURSE-LEVEL OUTCOME (CLO) 1:
19. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 95% success. This class has achieved student-learning
outcome.
20. 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 reflected the course materials and learning outcome would be continuing to offer.
T. COURSE-LEVEL OUTCOME (CLO) 2:
19. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 90% success. This class has achieved student-learning
outcome.
20. 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 reflected the course materials and learning outcome would be continuing to offer.
C. COURSE-LEVEL OUTCOME (CLO) 3:
19. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 85% success. This class has achieved student-learning
outcome.
20. 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 reflected the course materials and learning outcome would be continuing to offer.
D. COURSE-LEVEL OUTCOME (CLO) 4:
39
19. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 90% success. This class has achieved student-learning
outcome.
20. 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 reflected the course materials and learning outcome would be continuing to offer.
E. COURSE-LEVEL OUTCOME (CLO)
5: ADD IF NEEDED.
__________________________________________
PART III: COURSE REFLECTIONS AND FUTURE PLANS
27. 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 need. We will continue to request the additional resources necessary to offer
this essential core course.
28. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
Students with strong drafting skills will be able to work on projects that are more complex.
40
29. 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
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
ARCH 68
Fall 2014
1
1
100%
Spring 2015
Adrian Huang, Paul Chu
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)
41
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
75%
100%
(CLO) 2:
Construct drawings using AutoCAD software
and justify external reference files and images to
drawings.
75%
90%
(CLO) 3:
75%
90%
75%
85%
Identify hardware uses and limitations
appropriate to Computer-Aided Design Drafting
(CADD).
Focus on AIA (American Institute of Architects)
Standard Layer System.
(CLO) 4:
Select appropriate scale in multiple views and
plots.
 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
U. COURSE-LEVEL OUTCOME (CLO) 1:
21. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 100% success. This class has achieved student-learning
outcome.
22. 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 reflected the course materials and learning outcome would be continuing to offer.
V. COURSE-LEVEL OUTCOME (CLO) 2:
21. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 90% success. This class has achieved student-learning
outcome.
42
22. 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 reflected the course materials and learning outcome would be continuing to offer.
C. COURSE-LEVEL OUTCOME (CLO) 3:
21. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 90% success. This class has achieved student-learning
outcome.
22. 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 reflected the course materials and learning outcome would be continuing to offer.
D. COURSE-LEVEL OUTCOME (CLO) 4:
21. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 85% success. This class has achieved student-learning
outcome.
22. 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 reflected the course materials and learning outcome would be continuing to offer.
E. COURSE-LEVEL OUTCOME (CLO)
5: ADD IF NEEDED.
__________________________________________
PART III: COURSE REFLECTIONS AND FUTURE PLANS
43
30. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We will continue to request the additional resources necessary to offer this essential core
course. We will upgrade computer-aid design software per industrial standard.
31. 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 will be needed. Students meets learning outcome.
32. 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
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
44
ARCH 80
Fall 2014
1
1
100%
Spring 2015
Adrian Huang, Paul Chu
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
75%
100%
75%
90%
75%
(CLO) 3:
Develop understanding of career
opportunities, job requirements, employer
expectations, and promotional requirements
in an architecture company setting
90%
(CLO) 4:
Demonstrate enhanced management skills
through the establishment and achievement of
learning and performance goals related to
architecture occupations
85%
(CLO) 1:
Actual Scores**
(eLumen data)
Apply and refine skills learned in the classroom
to an architecture firm where those skills may
be demonstrated
(CLO) 2:
Apply educational ability, level of maturity,
personality, behavior, attitudes toward a job,
interpersonal relationships, and identify areas
where changes may be required.
75%
 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
45
W. COURSE-LEVEL OUTCOME (CLO) 1:
23. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 100% success. This class has achieved student-learning
outcome.
24. 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 reflected the course materials and learning outcome would be continuing to offer.
X. COURSE-LEVEL OUTCOME (CLO) 2:
23. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 90% success. This class has achieved student-learning
outcome.
24. 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 reflected the course materials and learning outcome would be continuing to offer.
C. COURSE-LEVEL OUTCOME (CLO) 3:
23. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 90% success. This class has achieved student-learning
outcome.
24. 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 reflected the course materials and learning outcome would be continuing to offer.
It would benefit to students if a funding can be set for visiting out of State architecture
schools.
D. COURSE-LEVEL OUTCOME (CLO) 4:
23. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 85% success. This class has achieved student-learning
outcome.
46
24. 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 reflected the course materials and learning outcome would be continuing to offer.
E. COURSE-LEVEL OUTCOME (CLO)
5: ADD IF NEEDED.
__________________________________________
PART III: COURSE REFLECTIONS AND FUTURE PLANS
33. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We will continue to request the additional resources necessary to offer this essential core
course.
34. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
Students learned hands on experience with this Internship Program. Students achieved
course learning outcome.
47
35. 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
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
INTD 68
Fall 2014
1
1
100%
Spring 2015
Adrian Huang, Paul Chu
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
100%
75%
90%
Identify hardware uses and limitations
appropriate to Computer-Aided Design Drafting
(CADD).
(CLO) 2:
48
Construct drawings using AutoCAD software
and justify external reference files and images to
drawings.
(CLO) 3:
75%
90%
75%
85%
Focus on AIA (American Institute of Architects)
Standard Layer System.
(CLO) 4:
Select appropriate scale in multiple views and
plots.
 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
Y. COURSE-LEVEL OUTCOME (CLO) 1:
25. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 100% success. This class has achieved student-learning
outcome.
26. 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 reflected the course materials and learning outcome would be continuing to offer.
Z. COURSE-LEVEL OUTCOME (CLO) 2:
25. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 90% success. This class has achieved student-learning
outcome.
26. 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 reflected the course materials and learning outcome would be continuing to offer.
C. COURSE-LEVEL OUTCOME (CLO) 3:
49
25. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 90% success. This class has achieved student-learning
outcome.
26. 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 reflected the course materials and learning outcome would be continuing to offer.
D. COURSE-LEVEL OUTCOME (CLO) 4:
25. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 85% success. This class has achieved student-learning
outcome.
26. 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 reflected the course materials and learning outcome would be continuing to offer.
E. COURSE-LEVEL OUTCOME (CLO)
5: ADD IF NEEDED.
__________________________________________
PART III: COURSE REFLECTIONS AND FUTURE PLANS
36. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We will continue to request the additional resources necessary to offer this essential core
course. We will upgrade computer-aid design software per industrial standard.
50
37. 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 will be needed. Students meets learning outcome.
38. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
Resource based
 Change to CLO or rubric
 Change to assessment methods
Other
Appendix 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: ____ AA in Architecture __


PLO #1: Develop architectural and freehand skills
PLO #2: Identify and explain the behavior appearance and use building materials
51

PLO #3: Incorporate the basic Uniform Building Code requirements to construction drawings

PLO #4: Describe and apply knowledge of the structural systems using wood, steel, masonry,
and concrete
What questions or investigations arose as a result of these reflections or discussions?
How much do students know about architecture career/major before enter the program?
What program-level strengths have the assessment reflections revealed?
Architecture faculties are willing to take on more tasks to help students’ successes.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Plan on having more seminars, field/firm tours, university visits and one on one counseling.
Program: _____ AS in Architecture___________
 PLO #1: Develop computer drafting skills

PLO #2: : Develop advanced presentation skills

PLO #3: Apply the basic Uniform Building Code requirements to residential and commercial
drawings

PLO #4: Use wood, truss, steel, masonry, and concrete to apply to structural systems
What questions or investigations arose as a result of these reflections or discussions?
How much do students know about architecture career/major before enter the program?
What program-level strengths have the assessment reflections revealed?
Architecture faculties are willing to take on more tasks to help students’ successes.
52
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Plan on having more seminars, field/firm tours, university visits and one on one counseling.
Program: _____ Certificate of Architecture Technology___________
 PLO #1: Develop and enhance computer drafting skills and 3D modeling

PLO #2: : Develop advanced presentation skills with digital formats

PLO #3: Apply the basic Uniform Building Code requirements and City regulations to residential
and commercial drawings

PLO #4: Use wood, truss, steel, masonry, and concrete to apply to structural systems
What questions or investigations arose as a result of these reflections or discussions?
How much do students know about architecture career/major before enter the program?
What program-level strengths have the assessment reflections revealed?
Architecture faculties are willing to take on more tasks to help students’ successes.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Plan on having more seminars, field/firm tours, university visits and one on one counseling.
Program: _____ AS in Interior Design ___________
 PLO #1: Develop functional interior spaces.

PLO #2: : Draw appropriate floor plans.

PLO #3: Demonstrates an understanding of professional practices.
53
What questions or investigations arose as a result of these reflections or discussions?
How to enhance basic drafting skills and computer-aided design drafting?
What program-level strengths have the assessment reflections revealed?
Re-arranged classes sequences to flow students better.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Need more FTEF and Hire more adjunct instructors to offer classes in new two year class
sequences.
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)
No.
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.
54
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.
55
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?
There is lack of Lead Full time faculty in Interior Design Program.
Under Interior Design discipline, the Certificate of Kitchen and Bath Design Program is required by
National Kitchen & Bath Association (NKBA) to have an assigned Coordinator that needs to be a full
time faculty who is teaching main courses in the program. This disproportionate impacts an
accredited or supported program. In Spring 2016, NKBA will revisit our program and this position was
recommended that needs to be assigned since last visited (3 years ago).
Help all students, especially who are needed for more attentions. Our programs have seen lots of
transferring students from foreign countries and other colleges (Ohlone, DeAnze and West Valley
Colleges). We are communicating with not only English as a Second Language (ESL) but also Physics
faculties to assist them better. Students are in our program will be able to join student clubs that will
definitely help them to get along with other students with the same majors. By doing this method,
students will be cohesive study together. The learning outcome will be not only in classroom but also
in other campus such as studio, library, lab …etc.
Our student club often schedules events such as company tours, university tours, City building tours,
presentation seminars and more. All these outside campus activities will benefit all students to open
visions and enhance their learning outcomes.
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”)
To continue with last year’s request, a coordinator for Interior Design Program is needed since the
National Kitchen & Bath Association (NKBA) Accreditation visit is coming in Spring 2016. Without this
position, this program has no lead person and NKBA requires having a full time faculty as a
Coordinator to be the main contact person. Certificate of Kitchen and Bath Design will not be a
supported program if requirement is not met. “See Equity/BSI Proposal for detail”
Our goal is also to continue (from last year) request the “renovation of Architecture studio #1008.
This is a must renovate classroom/studio. To meet exit/egress requirement, path of travel, and
architecture studio facility, room 1008 is old and not equipped with standard technology for lectures.
By renovate #1008, students will be able to pinup their presentation boards together and benchmark
with others. This also enhances students’ learning. “See Equity/BSI Proposal for detail”
Our second goal is to set some funds on the side to assist students to manage more academic events
such as visit CalPoly SLO arch. Studio and maybe out of State architecture and Interior Design
programs/Dept. (Oregon State, Washington State, Las Vegas State Univ….etc) This will engage more
design students to stay in the programs and motivate them to complete their education then transfer.
“See Equity/BSI Proposal for detail”
56
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).
The learning outcome would be Professional practical experiences. The assessment was completed in
Spring 2015 (ARCH 80).
What is your action plan to achieve your goal?
Target
Completion
Date
01/2016
Activity (brief description)
Coordinator of Interior Design and NKBA programs
(Coordinator)
Renovate Architecture studio #1008
01/2016
Funds for Architecture and Interior Design student campus
tours
01/2016
Required Budget
(Split out personnel, supplies,
other categories)
0.333 FTEF needs per
semester
Facility committee is still
reviewing and estimating
budget. Initial estimate
was $24,000.00 in Spring
2014.
$5,000.00
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:
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:
57
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Project Name: Coordinator for NKBA program
Contact Name: Adrian W. Huang
Division/Discipline/Program/Office: AHSS/INTD/NKBA/1125
Contact info: (email, campus phone, and cell phone) ahuang@chabotcollege.edu 510.723.7410
Check the student success indicator(s) your project will address
_X_ 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
__X_Curriculum/Program improvement ____ Outreach
___ Direct student intervention
__X__ Instructional Support
___ Faculty development
____ Research and Evaluation
__X_Other: Accreditation requirement __X__ 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
Veterans
X
X
X
X
X
X
American Indian or
Alaska Native
Asian
Black or African
X
X
X
58
X
X
X
X
X
X
American
Filipino
X
Hispanic or Latino
X
Hawaiian or Pacific
Islander
White
X
X
X
X
X
X
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)
There are professional Kitchen and Bath Design firms that are looking for students who have
completed this certificate. Our program has also outreach to community. Our students have visited:
Segale Brothers (cabinets), Integrated Resources Group (Tiles and Countertops), Airport Appliances &
WHCI Plumbing Supply. These companies are well known in Kitchen and Bath Design industry.
Architecture program has reached out to professional Architecture/Engineering/ Construction (A/E/C)
industry. Our program contacted and toured HOK, SOM, Gensler, WHL Architects, Bartos Architects &
Associates and MBH Architects. Architecture students were able to open eyes to tour these worlds
well-known A/E/C companies.
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?
_X_ Yes
__ No
2) Does your immediate administrator support this project?
__ No _X_ Yes
3) How have you shared this proposal with others in the relevant area, discipline, or division? When did
this conversation take place and who was involved?
These proposals were shared with other faculties in AHSS division. This idea and conversation were
taking place three years ago (2013).
Faculties involved in conversations are Paul Chu, Tim Harris, Dov Hassan, Sanchali Srivastava and
Marilena Williams
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
59
1. To assign a coordinator with re-assign time allowed as soon as possible since NKBA accreditation is
re-visiting in Spring 2016.
2. Renovate room 1008 as soon as possible to enhance student-learning outcomes.
3. Set a side of equity monies to assist architecture students for better visions and learning outcomes.
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
Accreditation recommended and needed.
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.
A1. Prepare and meet accreditation requirements. Target date: 05/2016
Persons involved: Adrian Huang & Sanchali Srivastava.
A2. Clean up and be prepared for renovation in room 1008. Target date: 01/2016
Persons involved: Adrian Huang & Architecture Student Club officers
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
A1. Coordinator for NKBA: 0.333 FTEF will be spent on Coordinating, communicating and managing
the program. Scheduling, peer reviewing…etc within this discipline.
A2. Renovation fund: will be all spent on renovating construction.
A3. Student equity funding will be spent on field trips, project design competitions…etc.
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)?
After renovation is done then our program/proposal has achieved this goal.
After re-assign time is assigned then our program has achieved this goal.
After students have funding to visit and tour more schools then this fund is well used and achieved the
goal.
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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):
☐
1
X 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 ___Interior Design________
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013
Fall 2013
Spring 2014
Fall 2014
FTEF
(Contract)
0
0
0
0
0
FTEF
(Temporary)
0
0
0
0
0
# of Contract
Faculty
0
0
0
0
0
Name of Recently Retired Faculty (in last 3 yrs)
0 (there was never had full time faculty before)
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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:
79%
82%
60%
74%
103%
FTES:
0.60
0.68
0.77
0.68
68%
Briefly describe how a new hire will impact your success/retention rates.
This new hire will be able to lead Interior Design program.
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
Criteria 3.
Fall 2012
Spring 2013
Fall 2013
Spring 2014
Fall 2014
0
0
0
0
0
Meets established class size.
Fall 2012
Spring 2013
Fall 2013 Spring 2014
Fall 2014
231
319
271
279
281
FTES:
7.5
WSCH/FTES 385
9.86
467
9.03
353
9.21
408
9.37
411.42
WSCH
If there are any external factors that limit class sizes, please explain.
N/A
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Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
There are not too much of instructional gaps but program service needs
since there is no full time faculty in Interior Design.
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.)
Tier 1: NKBA accreditation recommended
Tier 2: There is no full time faculty to lead this discipline. It will be health for
Interior Design Program. Especially, engage to community professional
activities.
Tier 3: Students needs a full time faculty to address daily activities and
learning.
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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.
This is to enhance an existing program that has never had a full time faculty
before.
Criteria 7.
CTE Program Impact.
No 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
2011-2012
2012-2013
2013-2014
AA in Interior Design
2
1
2
Certificate of K&B
1
1
2
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.
This is a professional degree program. There will be no impact to other
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disciplines.
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.
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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:
☒
105 hours (0.333 FTEF) / semester
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
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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):
2
☐
X Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
☐
X 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:
Studio student assistant is to help students on properly using tools and printers. This student assistant
will be trained and able to operate model making tools and machine.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Students will be able to produce precise models and posters with their design concepts. It will help program to
grow and enhance students learning.
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):
☐
2
X 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):
☐
6
X 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.
It is easy for students to help students. Advanced students in the programs will be able to help
beginning students. Advanced students who become Learning Assistants will be able to enhance
the learning outcomes and be strong at their subject matters. It will be benefit to college as a
whole. Learning Assistants are staying in the labs to learn subject in deep by explaining the concepts to
others. It also helps others who has difficulty to follow the lectures.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Students will be able to produce precise models and posters with their design concepts. It will help
program to grow and enhance students learning.
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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.
☐
X 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?
These materials and supplies will help students in classroom activities. They will enhance students
learning outcome by finishing their projects on time and present them.
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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.)
☐
X TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
Rationale:
To enrich professional relationship with this international nationwide conference. It will also
support our class-learning outcome for newer technology in terms for Digital Modeling and
computer-aided drafting design.
How do the assessments that you preformed to measure student-learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
It will contribute and benefit to classroom activities. It will also enhance student-learning
outcome with update to date technology with AutoDesk University and other professional
seminars.
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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.
☐
X 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
Architecture digital presentation is very demanding now these days. iPad Pro has made the
digital presentation easier by touching screen with multiple software and program.
Architecture studio has a need to multi-tasks by using this digital tablet (iPad Pro) along
with Laser cutter (existing) to create precision model and presentation boards. Please see
Equipment tab 6000 for detail costs.
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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): 1008 renovation
Building/Location: Building 1000, room 1008
Type of Request
___ Space Need
___ Building Concern
__X_ Small Repair
___ Larger Facility Need
___ Large Repair
___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
This project is to renovate architecture studio located in building 1000 and room 1008.
This is an older building on campus. This room has two exit doors but one is not compliance with
ADA requirements. There is no ramp or concrete pad for egress, travel of path.
There are no HVAC, WiFi, network and must have as a studio equipped in this room.
Lighting, Flooring and wall finishes all need to be replaced. Explored gas heads (might not work
anymore, not sure) need to be terminated or capped. All old counter and lockers need to be
demolished as they are in the way of pinup/ display walls.
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
I reported to Facility committee more than year ago and still waiting to move forward.
I understand things take time but for the egress requirements, this project is strongly
recommended for our college.
Briefly describe how your request supports the Strategic Plan Goal?
I think renovating this studio will be able to recruit more students and help students success.
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