Chabot College
Academic Services
Program Review Report
2016 -2017
Year 1 of
Program Review Cycle
Economics
Submitted on Oct. 25, 2015
Contact: Ken Williams
FINAL 9/24/15
Table of Contents
_X__ Year 1
Section 1: Who We Are
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
___ Year 3
Section 1: What Have We Accomplished?
Section 2: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New and Ongoing Initiatives and Projects
F1A: New Faculty Requests
F1B: Reassign Time Requests
F2A: Classified Staffing Requests
F2B: Student Assistant Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies Requests
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
YEAR ONE
1. Who We Are
An Economics education provides students with a logical way of approaching various and sundry
problems all of which requires both qualitative and quantitative skills valued highly by employers.
Students learn techniques for analyzing contemporary economic problems and develop the ability
to exercise sound judgment in evaluating public policy issues. Many of these skills are useful in
daily-decision making irrespective of career choices. The broad background development achieved
as a direct result of studying Economics prepares the student to become an interested,
understanding observer of the events of today and tomorrow's world. In addition, Economics
courses are qualitatively and quantitatively more rigorous than many of Chabot’s courses. Helped
along by the CSU-imposed prerequisite of Math 55 (2nd year college algebra), students seem to
realize that there is a substantial quantitative component within the study of economics. Students
are more likely to take the course when they are more able to be successful.
Student learning often require some very practical applications of simplified teaching methodologies. I
got surprisingly good results from simply getting the students to create uniform nametags on blank
typing paper written with a black felt pen and shortening their name to one syllable. What this
activity has done is very interesting. It has enabled all the students in the class to be able to relate
more easily to one another without the difficulty of applying diverse rules of syntax, tonal qualities
and/or other pronunciation difficulties attendant to our highly diverse student population. I feel
strongly that this teaching methodology has enabled students to relate more easily to one another
and engendered an academic atmosphere that is both friendly and respectful. Academic interaction
among students has been greatly enhanced by this innovative requirement. In addition, there was a
greatly enhanced dialog between myself and many students who wished to share their personal
lives and academic experience. I will continue to work with all my students to achieve their educational
goal within a reasonable amount of time, by clarifying pathways and providing more information and
support. Specifically I will make periodic announcements to my students that I will be available for this
kind of mentoring.
Each class session, I am devoting 15-20 minutes analyzing major news articles found in the Wall Street
Journal each week and tying it directly to the topics that we are currently covering in class. Preliminary
surveys of my students show this activity is very popular with the students, tying the real world to the
academic theories that aim to explain it. In fact, it led directly to a discussion series, referred to as "The
First Monday" lecture debate series held on the first Monday of each month, typically with me as a
moderator. This is an extremely well attended event in which, students, faculty and community
participate. Three or more Social Science colleagues from other disciplines, usually Sara Parker (Political
Science), William Hanson (Criminal Justice), Jacob Adams (History), Jaime Flores (Economics and
History), and I debate current issues with students utilizing the insights of our respective disciplines. We
have explored such hot-button topics as the merits of minimum wage legislation and income inequality's
extent and effects. In November, we will discuss the merits of the death penalty. Possible future topics
include teacher tenure, relationship between terrorism and religion, and government regulation.
In addition, as of this date I have been extremely successful is placing my students in the most
prestigious of Business Schools.
1
2. Where We Are Now
The achievements of the Economics program over the last three years have been substantial. A
significant achievement for the Economics Program is that as of fall 2015, Chabot College is offering
for the first time an AA-T degree in Economics. Success rates have generally been at or above the
Chabot average. I have met or exceeded my target goals every semester except for (Spring 2015). This
result is a significant anomaly, which I believe based upon the historical record, may be because I was
not the teacher of the record until March 1, 2015. Changing teaching methods and styles may have lead
to confusion and subsequently to this much lower result.
Student involvement is a high priority and I have addressed this issue in a very direct manner. Every
student in my classes sits in such a manner that no one sits in front of another in a single file
"Horseshoe" shape. It would be hard to overstate just how wonderful a communication enhancement
this particular geometric configuration is.
A major component of my teaching is the individual mentoring of university bound students and their
application-writing component (universal prompts). I have been mentoring many of my students with a
great deal of success. Of the six students admitted to the HAAS School of Business (rated #1 in the US),
four of those were my students. With the help of my counseling, Edgar O'Korie was awarded the
prestigious Jack Cook Kent Scholarship for $120,000 at $40,000 per year to any school he wished to
attend. As a Formal Adviser to the Economics Club, I will continue to sponsor and promote exciting and
worthwhile community activism. For example, we hosted LINK (Liberty in North Korea), established a
close link with the HAAS Business School at UC Berkeley and hosted a Business Competition moderated
by Dr. Matt Johnson from Palo Alto University. Business, economics, and science Chabot College
students attended this event. I was one of several faculty judges presiding over this two-day activity.
I have had the very good fortune not to have to address basic skills issues in my Econ 1 and Econ 2
courses. This is primarily due I believe to the comparatively high math requirement that requires the
completion of a second year college algebra course, imposed by CSU before students can take either of
my Economics classes. On the one hand, it does make my teaching experience less troublesome, but on
the other hand, I do feel firmly that many students who could be successful are denied a chance to
succeed in my classes. This requirement from CSU disproportionately excludes many African-American
students from my classes. Whether this qualifies as a full-fledged "institutional barrier to success" or just
comes close, I do not know.
My greatest challenge continues to be maintaining a high interest level in what many students
consider to be a boring subject, sometimes called the "dismal science." Keeping my course
interesting, relevant and contemporary for me is a laudable goal but also a requirement. The
implementation of this goal has been largely met and will continue to be part of the opening dialog of
every class meeting. It is both with “feelings of guilt” for not being aware and/or “extra-credit point
envy” among competitive students that I have created an atmosphere of the "need to know” about the
world. The Wall Street Journal, published six days a week, appears to be the most efficient vehicle I have
for achieving that goal. This is particularly true because of the first column series of abstracts that cover
all the news in an abbreviated manner, enabling the class to cover a great deal of new territory in a
short amount of time.
My "best practices" continues to be a model that includes pre-testing and post-testing on weekly
assigned materials. There is general agreement among the students that without this
reward/punishment pedagogy, students would not be as assiduous in their study habits. I am very
2
pleased to announce that I can show substantive learning on average for the entire class. My calculation
is framed as follows: I take the original average score and multiply by the number of students
completing the course and compare that total with the new number, and divide by the original score to
get the percentage increase in learning for each area. For example, for a sample set of 25 students
whose average score is 2 (on a 0-5 scale) my total score would be 50. For the sake of simplicity, I assume
on the post-test the average score is 4, for a total of 100. This would indicate that there is a 100%
improvement in their knowledge of the subject. I plan to assess 100% of my courses using this
technique, even though it does not fit easily into the boxes proscribed by the Program Review form.
Because of my negotiations with my textbook salespeople, in spring 2015, I was able to get a 50%
discount for the Mankiw textbook, lowering the retail price from about $270 to $150 at our Chabot
Bookstore. I will continue to select the very best Economics textbooks available and to negotiate a
reduced retail price.
I do believe that one of my most of innovative and useful teaching tools is what I refer to as "The
Game". Through a system of competitive play based upon student knowledge of the course materials,
the game is designed to promote an intensive review of the first half of the 18-week course in the
middle of the semester and an intensive review of the entire course at the end of the semester. The
game may take more than one class meeting to review the appropriate number of chapters. Extra credit
points will be calculated after the defined game has been completed with the number of chapters to be
delineated by the instructor. Each question will be one of four types: true/false, fill-in-the-blank,
multiple choice, or essay. Students are not allowed to interrupt a question. If they should do so, the
referee will call a foul and the question will automatically be passed to the opposing team. TRUE/FALSE
questions must be followed by an unprompted explanation describing why the answer is true or false.
No points will be awarded if an explanation is not provided. MULTIPLE CHOICE questions are answered
by selecting the correct letter only. The instructor shall decide the quality of essay or fill-in-the-blank
answers. If a student raises their hand on the “1st try”, no restatement of the question will be allowed.
However, those who make the 2nd or 3rd to attempt to answer may request a restatement of the
question.
I do believe that "The Game" review exercise could be applied to virtually every course at Chabot, and I
would be willing in assisting in its application, with modifications as needed, to other disciplines.
Parenthetically I presented this activity to fellow colleagues and interested students on the October 16,
2015 Flex Day. I got extremely favorable reviews, including perfect scores from Professor Scott Hildreth,
voted professor of the year for 2014-2015. The common comment was that I should repeat this Flex
Day offering to a much broader Chabot College faculty audience.
A new success pattern has emerged for my Economics classes as follows: the females success rate in the
fall 2014 was at 70%, in Spring 2015 was at 64%, and in Summer 2015 was at 87%. The male success rate
for fall 2014 was at 76%, in Spring 2015 was at 68%, and in Summer 2015 was at 88%. In summary, both
male and female success rates were very closely aligned while holding time constant for each separate
semester. There was a large range of different success rates among different ethnicities. On a personal
level, I refuse to make any special accommodation on the basis of race for any of my students. My
criterion is always the same: I have an open door policy that extends beyond my office hours and
communication by providing my personal cell phone number in the case of emergencies. Coincidentally
over the last 3 years, none of my assistants with whom I have helped considerably is often among the
most marginalized of ethnicities and in no case have any of them been Caucasian. Parenthetically it is
useful to note that extremely high or extremely low success numbers are largely explained by taking
small sample sets. For example, there is a 100% success rate for American Indians in the spring of 2012.
3
Upon a closer examination, we see this is because there is only one American Indian that semester. The
same can be said for Pacific Islanders in the fall of 2012, and so forth.
3. The Difference We Hope to Make
Over the next 3 years, I plan to take advantage of the newly emerging technologies. I met recently with
some McGraw Hill representatives who gave me the opportunity to look at an economics-teaching
program that was very technology dependent. In particular, the author Dr. Asarta has developed a
comprehensive set of videos covering virtually every econ topic I teach, presented both in English and in
Spanish, which I believe should prove widely popular with my students. In addition, they have developed
a whole series of an ancillary program learning materials for each topic. I will be spending the next 18
months developing a new teaching model to accommodate these new teaching techniques and using
these new materials.
I am always in search of a better textbook, and read widely to always be apprised of news events at the
local, state, national and international level. I am always trying to find new ways to improve SLO's
keeping in mind that a top priority is transferability to both the CSU and the UC systems.
I plan to capitalize in the newly acquired AA-T Economics Program to encourage more students to
major/minor in Economics not only based on personal interest, but as a way to differentiate their
resume in the job market. This is a work in progress and part of what I expect to accomplish every
semester. I plan to increase the number of AA-T Economics transfers by a huge percentage, which
should be easy since there were none historically. I will accomplish this by:
 Learn more about our students and help the "undecided" to define a career/educational goal
 Provide information and/training to everyone at Chabot to help our students
 Get students move onto their "critical path" quickly
 Integrate and streamline those pathways
 Build pathway communities to support students
Lastly, the huge difference is that I am not only hope to make, but I am making, is to promote an
excitement about learning Economic principles and how these ideas affect every aspect of our lives.
Joseph Stalin's daughters, a Harvard Professor of History said it best "wars are never ideological, they
are always Economic". Her observation made from a very special vantage point applies to all of our
world pursuits not just Global Conflicts.
4
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
0
0
0
0
2015-16
Budget
Received
0
0
0
0
0
2016-17
Budget
Requested
0
0
0
0
0
2016-17
Budget
Received
0
0
0
0
0
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.
N/A
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?
N/A
5
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:


No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once
at least once every three years.
Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
Economics 1
This Year’s Program
Review
*CTL forms must be
included with this PR.
Fall 2014
Economics 1
Spring 2015
Economics 1
Summer 2015
Economics 2
Fall 2014
Economics 2
Spring 2015
Economics 2
Summer 2015
6
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Economics 2
Fall 2014
1
1
100%
Fall 2015
Ken Williams
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.
7
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
Defined Target
Scores*
(CLO Goal)
70% of students
will achieve
scores of 2 or
higher
Actual Scores**
(eLumen data)
(CLO) 2:
Demonstrate an understanding of macroeconomics
principles by answering both qualitative and quantitative
problems presented to the students on a daily basis.
70% of students
will achieve
scores of 2 or
higher
70%
(CLO) 3:
Demonstrate an ability to evaluate and reframe the
interaction that takes place among the major economic
variables on the national level, such as inflation, overall
employment, growth and international trade.
70% of students
will achieve
scores of 2 or
higher
70%
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Demonstrate a good understanding of the fundamental
terms and concepts, beginning with definitions and
culminating with the ability to interpret and apply
quantitative information (e.g. formulas) and graphs to
"real world" economic issues, problems, and events.
Critical analysis, applying the above material, is the
ultimate objective.
70%
 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?
8
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Current scores have met my target goal of 70%
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?
It was unfortunate that I had a completely debilitating accident and I was unable to finish
the semester. Furthermore, based upon my conversations with my students, there was no
teaching after November 30, 2014, to the end of the semester.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Current scores are on my target goal of 70%
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
I still believe that the daily testing and quizzing as practice for learning quantitative
systems seems to be working well. I find that the students respond well to systems
wherein they are shown how they can be successful. It is not enough to say, “you are
wrong”, it is far more important to show them how to be right. Students are given
algorithms and strategies on problem solving from which over time they become very
proficient.
It was unfortunate that I had a completely debilitating accident and I was unable to finish
the semester. Furthermore, based upon my conversations with my students, there was no
teaching after November 30, 2014, to the end of the semester.
9
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Current scores are on my target goal of 70%
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?
It is my observation that the vast majority of Chabot students come from middle-class
working families. In comparison to the children of wealthy families, Chabot students find it
challenging to embrace the idea of Macroeconomic phenomena, as they tend to think
more about their job, their family, and their future. What is different since the last
program review is that I have increased my discussion of national and international events
even more. As a result, with the greatly expanded daily reading requirement, there
appears to be a greater appreciation for and understanding of Macroeconomic topics. This
appears to be very popular among students as I incorporate economic principles as a daily
practice.
It was unfortunate that I had a completely debilitating accident and I was unable to finish
the semester. Furthermore, based upon my conversations with my students, there was no
teaching after November 30, 2014, to the end of the semester.
10
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?
My thoughts since the last Program Review have not changed, that is to say the data gained
from eLumen is far too “gross” an instrument. My daily quizzes and in class grading, is a far
more refined tool for evaluating and monitoring classroom learning. All theories are tested
and problems of understanding are remediated immediately, and continue unabated until
all student questions are answered.
In my last submission, I proposed by way of summary, committing 15-20 minutes for each
class session analyzing the financial news in the Wall Street Journal, and tying those topics
to the academic theories students have been exposed to in the textbook. I have continued
this practice, which has proved very popular, and appears to be yielding good results.
I am now looking more closely at the results of my pre-testing so that I can make teaching
adjustments, as I deem necessary.
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?
As a result of what has to be a relatively high degree of success, as measured by a
percentage of my students getting a C or better, and given my 37 years of teaching
experience, I feel that I should continue on using the system that I have developed over the
past several years. I will continue to modify my teaching based upon both the needs and
interests of each class. Parenthetically, I have the wonderful opportunity to alter and adjust
my lectures based on the continually evolving and changing patterns of our economic
system.
Tutors would help students understand basic micro- and macroeconomic principles.
Historically, I have had a very difficult time to get students to tutor for Economics because
the tutoring pay is low, compared to what they could earn in the free market.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
X X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: Tutor
11
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
Economics 2
Spring 2015
2
2
100%
Fall 2015
Ken Williams
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.
12
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
Defined Target
Scores*
(CLO Goal)
70% of students
will achieve
scores of 2 or
higher
Actual Scores**
(eLumen data)
(CLO) 2:
Demonstrate an understanding of macroeconomics
principles by answering both qualitative and quantitative
problems presented to the students on a daily basis.
70% of students
will achieve
scores of 2 or
higher
74%
(CLO) 3:
Demonstrate an ability to evaluate and reframe the
interaction that takes place among the major economic
variables on the national level, such as inflation, overall
employment, growth and international trade.
70% of students
will achieve
scores of 2 or
higher
74%
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Demonstrate a good understanding of the fundamental
terms and concepts, beginning with definitions and
culminating with the ability to interpret and apply
quantitative information (e.g. formulas) and graphs to
"real world" economic issues, problems, and events.
Critical analysis, applying the above material, is the
ultimate objective.
74%
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
13
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Current scores exceeded my target goal by 4%.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
It appears that my emphasis on “office hours in the classroom”, i.e. face-to-face
discussions with students is an improvement over the commonly used lecture format.
Students respond with vigor with passion. I really do believe that "education is not the
filling of a pail, but is instead the lighting of a fire", which is what takes place daily in my
current teaching format.
D. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Current scores exceeded my target goal by 4%.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
I still believe that the daily testing and quizzing as practice for learning quantitative
systems seems to be working well. I find that the students respond well to systems
wherein they are shown how they can be successful. It is not enough to say, “you are
wrong”, it is far more important to show them how to be right. Students are given
algorithms and strategies on problem solving from which over time they become very
proficient.
14
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Current scores exceeded my target goal by 4%.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
It is my observation that the vast majority of Chabot students come from middle-class
working families. In comparison to the children of wealthy families, Chabot students find it
challenging to embrace the idea of Macroeconomic phenomena, as they tend to think
more about their job, their family, and their future. What is different since the last
program review is that I have increased my discussion of national and international events
even more. As a result, with the greatly expanded daily reading requirement, there
appears to be a greater appreciation for and understanding of Macroeconomic topics. This
appears to be very popular among students as I incorporate economic principles in daily
practice.
15
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?
My thoughts since the last Program Review have not changed, that is to say the data gained
from eLumen is far too “gross” an instrument. My daily quizzes and in class grading, is a far
more refined tool for evaluating and monitoring classroom learning. All theories are tested
and problems of understanding are remediated immediately, and continue unabated until
all student questions are answered.
In my last submission, I proposed by way of summary, committing 15-20 minutes each class
session analyzing the financial news in the Wall Street Journal, and tying those topics to the
academic theories students had been exposed to in the textbook. I have continued this
practice, which has proved very popular, and appears to be yielding good results.
I am now looking more closely at the results of my pre-testing so that I can make teaching
adjustments, as I deem necessary.
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?
As a result of what has to be a relatively high degree of success, as measured by a good
percentage of my students getting a C or better, and given my 37 years of teaching
experience, I feel that I should continue on using the system that I have developed over the
past several years. I will continue to modify my teaching based upon both the needs and
interests of each class. Parenthetically, I have the wonderful opportunity to alter and adjust
my lectures based on the continually evolving and changing patterns of our economic
system.
Tutors would help students understand basic micro- and macroeconomic principles.
Historically, I have had a very difficult time to get students to tutor for Economics because
the tutoring pay is low, compared to what they could earn in the free market.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
XX Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment method
 Other: Tutor
16
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
Economics 2
Summer 2015
1
1
100%
Fall 2015
Ken Williams
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.
17
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Demonstrate a good understanding of the fundamental
terms and concepts, beginning with definitions and
culminating with the ability to interpret and apply
quantitative information (e.g. formulas) and graphs to
"real world" economic issues, problems, and events.
Critical analysis, applying the above material, is the
ultimate objective.
(CLO) 2:
Demonstrate an understanding of macroeconomics
principles by answering both qualitative and quantitative
problems presented to the students on a daily basis.
Defined Target
Scores*
(CLO Goal)
70% of students
will achieve
scores of 2 or
higher
Actual Scores**
(eLumen data)
70% of students
will achieve
scores of 2 or
higher
86%
86%
(CLO) 3:
70% of students
86%
Demonstrate an ability to evaluate and reframe the
will achieve
interaction that takes place among the major economic
scores of 2 or
variables on the national level, such as inflation, overall
higher
employment, growth and international trade.
 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?
18
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
E. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Current scores exceeded my target goal by 16%.
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?
It appears that my emphasis on “office hours in the classroom”, i.e. face-to-face
discussions with students is an improvement over the commonly used lecture format.
Students respond with vigor with passion. I really do believe that "education is not the
filling of a pail, but is instead the lighting of a fire", which is what is taken place on a daily
basis in my class.
F. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Current scores exceeded my target goal by 16%.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
I still believe that the daily testing and quizzing as practice for learning quantitative
systems seems to be working well. I find that the students respond well to systems
wherein they are shown how they can be successful. It is not enough to say, “you are
wrong”, it is far more important to show them how to be right. Students are given
algorithms and strategies on problem solving from which over time they become very
proficient.
19
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Current scores exceeded my target goal by 16%.
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?
It is my observation that the vast majority of Chabot students come from middle-class
working families. In comparison to the children of wealthy families, Chabot students find it
challenging to embrace the idea of Macroeconomic phenomena, as they tend to think
more about their job, their family, and their future. What is different since the last
program review is that I have increased my discussion of national and international events
even more. As a result, with the greatly expanded daily reading requirement, there
appears to be a greater appreciation for and understanding of Macroeconomic topics. This
appears to be very popular among students as I incorporate economic principles in daily
practice.
20
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?
My thoughts since the last Program Review have not changed, that is to say the data gained
from eLumen is far too “gross” an instrument. My daily quizzes and in class grading, is a far
more refined tool for evaluating and monitoring classroom learning. All theories are tested
and problems of understanding are remediated immediately, and continue unabated until
all student questions are answered.
In my last submission, I proposed by way of summary, committing 15-20 minutes each class
session analyzing the financial news in the Wall Street Journal, and tying those topics to the
academic theories students had been exposed to in the textbook. I have continued this
practice, which has proved very popular, and appears to be yielding good results.
I am now looking more closely at the results of my pre-testing so that I can make teaching
adjustments, as I deem necessary.
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?
As a result of what has to be a relatively high degree of success, as measured by a good
percentage of my students getting a C or better, and given my 37 years of teaching
experience, I feel that I should continue on using the system that I have developed over the
past several years. I will continue to modify my teaching based upon both the needs and
interests of each class. Parenthetically, I have the wonderful opportunity to alter and adjust
my lectures based on the continually evolving and changing patterns of our economic
system.
Tutors would help students in a non-threatening way to understand basic micro- and
macroeconomic principles. Historically, I have had a very difficult time to get students to
tutor for Economics because the tutoring pay is low, compared to what they could earn in
the free market.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
XX Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: Tutor
21
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Economics 1
Fall 2014
5
5
100%
Fall 2015
Ken Williams
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.
22
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO)1:
Demonstrate an understanding of microeconomic
principles by answering both qualitative and quantitative
questions and problems presented to the students on daily
basis
(CLO)2:
Demonstrate an ability to evaluate and reframe the
interaction that takes place among households and firms
in a modern economic setting
(CLO)3:
Demonstrate an understanding of Pure Competition ,
Monopolistic Competition, Oligopoly, and Monopoly
Defined Target
Scores*
(CLO Goal)
70% of students
will achieve
scores of 2 or
higher
Actual Scores**
(eLumen data)
70% of students
will achieve
scores of 2 or
higher
74%
70% of students
will achieve
scores of 2 or
higher
74%
74%
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
23
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
G. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Current scores exceeded my target goal by 4%.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Current scores exceed the target and are noticeably above Chabot’s overall success rate.
This is notable in that economics courses are qualitatively and quantitatively more rigorous
than many of Chabot’s courses. Helped along by the CSU-imposed prerequisite of Math 55
(2nd year college algebra), students seem to realize that there is a substantial quantitative
component within the study of economics. Students are more likely to take the course
when ready to do so now, compared with over-optimism in this regard previously. They
are thus more likely to succeed.
H. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Current scores exceeded my target goal by 4%.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Current scores exceed the target and are noticeably above Chabot’s overall success rate.
This is notable in that economics courses are quantitative and more rigorous than many of
Chabot’s courses.
On a daily basis, begin each class with a series of questions that come directly from what is
"hot in the news". I make it a point to show how these popularized events are inextricably
connected to the economic principles taught that week.
24
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Current scores exceeded my target goal by 4%.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students are required to perform at a very high level of competency in the recreation of
the multifunction graphical analysis of Pure Competition, Monopolistic Competition,
Oligopoly, and Monopoly. This program is very unpopular with most students until they
develop a high degree of understanding. At this juncture many derive a high degree of
satisfaction. With the help of Sujoy Sarkar, I have created a video illustrating how to do this
very complex graphical analysis.
25
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?
I have continued with I considered to be a great deal of success in the provision of a twoday-a-week class meeting. I am devoting 15-20 minutes each class meeting analyzing the
major financial news in the Wall Street Journal each day and tying it directly to the topics we
are currently covering in class. Preliminary surveys of the class show this is very popular with
the students, tying the real world to the academic theories recently taught. In fact, it led
directly to my discussion series, referred to as "The First Monday" lecture debate series held
on the first Monday of each month. Three social science colleagues from other disciplines
and I debate current issues utilizing the insights of our respective disciplines.
This is an extremely well attended event, in which students, faculty and community
participate.
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
I have continued with the process of making daily evaluations of students’ progress based
upon short quizzes I pass out each class meeting. This is a far superior instrument for making
an instant decision on what the student needs to do at that moment for that particular
class. I do plan to expand my contemporary analysis of news events into our textbook
theory.
I do hope to propose an evaluation system that is a substantial improvement on eLumen in
the near future.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
XX Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: Tutor
26
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
Economic 1
Spring 2015
4
4
100%
Fall 2015
Ken Williams
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.
27
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO)1:
Demonstrate an understanding of microeconomic
principles by answering both qualitative and quantitative
questions and problems presented to the students on daily
basis
(CLO)2:
Demonstrate an ability to evaluate and reframe the
interaction that takes place among households and firms
in a modern economic setting
(CLO)3:
Demonstrate an understanding of Pure Competition ,
Monopolistic Competition, Oligopoly, and Monopoly
Defined Target
Scores*
(CLO Goal)
70% of students
will achieve
scores of 2 or
higher
Actual Scores**
(eLumen data)
70% of students
will achieve
scores of 2 or
higher
56%
70% of students
will achieve
scores of 2 or
higher
56%
56%
 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?
28
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
I. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Current grades are 14% under my target goal
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Current scores are noticeably below Chabot’s overall success rate. This result is a
significant anomaly, which I believe, based upon the historical record may be because I
was not the teacher of the record until March 1, 2015. Changing teaching methods and
styles may have lead to this much lower result.
J. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Current grades are 14% under my target goal
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Current scores are noticeably below Chabot’s overall success rate. This result is a
significant anomaly, which I believe, based upon the historical record may be because I
was not the teacher of the record until March 1, 2015. Changing teaching methods and
styles may have lead to this much lower result.
29
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Current grades are 14% under my target goal
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Current scores are noticeably below Chabot’s overall success rate. This result is a
significant anomaly, which I believe, based upon the historical record may be because I
was not the teacher of the record until March 1, 2015. Changing teaching methods and
styles may have lead to this much lower result.
30
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?
I have continued with I considered to be a great deal of success in the provision of a twoday-a-week class meeting. I am devoting 15-20 minutes analyzing the major financial news
in the Wall Street Journal that day and tying it directly to the topics we are currently
covering in class. Preliminary surveys of the class show this is very popular with the
students, tying the real world to the academic theories that aim to explain it. In fact, it led
directly to a discussion series, referred to as "The First Monday" lecture debate series held
on the first Monday of each month. Three social science colleagues from other disciplines
and I debate current issues with students utilizing the insights of our respective disciplines.
This is an extremely well attended event, in which students, faculty and community
participate.
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
I have continued with the process of making daily evaluations of students’ progress based
upon short quizzes I give out at the start of each class. This is a far superior instrument for
making an instant decision on what the student needs to do at that moment for that
particular class. I do plan to expand my contemporary analysis of news events into our
textbook theory.
I do hope to propose an evaluation system that is a substantial improvement on eLumen in
the near future.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
XX Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: Tutor
31
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
Economics 1
Summer 2015
1
1
100%
Fall 2015
Ken Williams
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.
32
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO)1:
Demonstrate an understanding of microeconomic
principles by answering both qualitative and quantitative
questions and problems presented to the students on daily
basis
(CLO)2:
Demonstrate an ability to evaluate and reframe the
interaction that takes place among households and firms
in a modern economic setting
(CLO)3:
Demonstrate an understanding of Pure Competition ,
Monopolistic Competition, Oligopoly, and Monopoly
Defined Target
Scores*
(CLO Goal)
70% of students
will achieve
scores of 2 or
higher
Actual Scores**
(eLumen data)
70% of students
will achieve
scores of 2 or
higher
88%
70% of students
will achieve
scores of 2 or
higher
88%
88%
 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?
33
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
K. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Current scores exceeded my target goal by 18%.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Current scores exceed the target and are noticeably above Chabot’s overall success rate.
This is notable in that economics courses are qualitatively and quantitatively more rigorous
than many of Chabot’s courses. Helped along by the CSU-imposed prerequisite of Math 55
(2nd year college algebra), students seem to realize that there is a substantial quantitative
component within the study of economics. Students are more likely to take the course
when ready to do so now, compared with over-optimism in this regard previously. They
are thus more likely to succeed.
L. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
Current scores exceeded my target goal by 18%.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Current scores exceed the target and are noticeably above Chabot’s overall success rate.
This is notable in that economics courses are quantitative and more rigorous than many of
Chabot’s courses.
On a daily basis, begin each class with a series of questions that come directly from what is
"hot in the news". I make it a point to show how these popularized events are inextricably
connected to the economic principles taught that week.
34
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Current scores exceeded my target goal by 18%.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students are required to perform at a very high level of competency the recreation of the
multifunction graphical analysis of Pure Competition, Monopolistic Competition, Oligopoly,
and Monopoly. This program is very unpopular with most students until they develop a
high degree of understanding. At this juncture many derive a high degree of satisfaction.
With the help of Sujoy Sarkar, I have created a video illustrating how to do this very
complex graphical analysis.
35
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?
I have continued with I considered to be a great deal of success in the provision of a twoday-a-week class meeting. I am devoting 15-20 minutes analyzing the major financial news
in the Wall Street Journal that day and tying it directly to the topics we are currently
covering in class. Preliminary surveys of the class show this is very popular with the
students, tying the real world to the academic theories that aim to explain it. In fact, it led
directly to a discussion series, referred to as "The First Monday" lecture debate series held
on the first Monday of each month. Three social science colleagues from other disciplines
and I debate current issues with students utilizing the insights of our respective disciplines.
This is an extremely well attended event, in which students, faculty and community
participate.
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
I have continued with the process of making daily evaluations of students’ progress based
upon short quizzes I give out at the start of each class. This is a far superior instrument for
making an instant decision on what the student needs to do at that moment for that
particular class. I do plan to expand my contemporary analysis of news events into our
textbook theory.
I do hope to propose an evaluation system that is a substantial improvement on eLumen in
the near future.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
XX Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: Tutor
36
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: Economics

PLO #1:

Economics is the study of how people make choices under conditions of scarcity and examining
the results of those choices for society. This social dilemma depends heavily upon student
development of critical thinking skills, quantitative reasoning skills and problem solving skills.
The vehicle that I use and will continue to use to enhance these skills is to provide a continuing
assessment of the world around them in terms of media, print, and television, and be able to
make practical assessments of microeconomics in relation to these events.

PLO #2:

Economics requires the development of specialized knowledge and thinking skills as they apply
to complex problems. I continue to stress the enhancement of communication skills by
providing in class interaction among students in a specialized seating arrangement. Of course,
the final goal is to develop lifelong learning skills. In the past few years, the paradigm for
achieving this objective has changed dramatically with the exponential increase in available
technology: smart phones, internet and approximately 14,000 new apps per month creating a
massive proliferation of available information to understand and evaluate current economic
events and new economic ideas. Students should be able to recall the conceptual facts of the
textbook, with an appreciation for the special caveat that everything they learn is incomplete.
What questions or investigations arose as a result of these reflections or discussions?
Based upon my very strong beliefs that there is no absolute truth, I want my students to develop very
enhanced critical thinking skills, especially if the source is television and/or print media.
CLO #3 addresses both PLOs.
What program-level strengths have the assessment reflections revealed?
Upon completion of my course, I have very strong anecdotal evidence I have modified student's
preconceptions no matter how sacrosanct. I find some comfort in this educational process, because I do
believe that one’s education and learning should be a continually evolving process, and subject to a
continuing refinement.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
I recently attended an Economic conference in Sacramento where I met with some McGraw Hill
representatives who gave me the opportunity to look at an economics-teaching program that was very
technology dependent. In particular, the author, Dr. Carlos Asarta, Director of the Center for Economic
Education and Entrepreneurship at the University of Delaware, has developed a comprehensive set of
videos covering virtually every econ topic I teach, presented both in English and in Spanish, which I
believe should prove widely popular with my students. In addition, they have developed a whole series
of a ancillary program learning materials for each topic. I will be spending the next 18 months
37
developing a new teaching model to accommodate these new teaching techniques and using these new
materials.
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers. Write n/a if the
question does not apply to your area.
1. Have all of your course outlines been updated within the past five years?
Yes.
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five years or
won’t be taught in three years should be deactivated)
Yes.
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
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. With the help of Jane Church and several years of effort Chabot is offering for the first time
an AA-T in Economics, which will be accepted as general educational for the CSU; UC; CSU/GE;
IGETC; AA-AS (see Chabot College Catalog Addendum 2015-2017).
6. Have you developed and assessed PLOs for all of your programs? If no, identify programs,
which still require this work, and your timeline to complete that work this semester.
Yes
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
No sequence. The courses offered may be taken in either order, or one without the other.
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.
Transfer institutions, specifically CSU, do require Intermediate Algebra (Math 55), not just
college-level Algebra, before one can get credit for Econ 1 or 2 taken at Chabot. As for an
English requirement, those who have completed college-level English have an easier time
comprehending the textbook and other readings, and thus may do a little better in the class.
The college’s official data on this, however, is inconclusive. We do have an advisory of English 1
eligibility prior to enrolling in Economics 1 and 2.
38
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?
I will continue to work with all my students to achieve their educational goal within a reasonable
amount of time, by clarifying pathways and providing more information and support. Specifically I will
make periodic announcements to my students that I will be available for this kind of mentoring.
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”)
I intend to improve upon the percentage score on all three of my CLO's
1. Increase the number of students taking Economics courses
2. Increase the number of students declaring Economics as a major and/or minor
3. Increase the number of students transferring into Economics at four year colleges and universities
4. Increase the number of students graduating with an AA-T in Economics
What is your action plan to achieve your goal?
Activity (brief description)
Continue on with my "First Monday" debate lecture series
Continue to inform students as to the employment potential
for Economics major graduates.
Target
Required Budget
Completion (Split out personnel, supplies,
other categories)
Date
$250 per month for
Each and
food/catering services
every
(School Cafeteria, Contact
semester
Person Naomi Park)
As
appropriate
in class
A major component of my teaching is the individual mentoring Every year
of university bound students and their application writing
component (universal prompts)
Encourage all business majors to get a AA-T in Economics to
Every year
differentiate and improve upon their chances to transfer to a 4
year college
39
As the Formal Adviser to our Economics Club, I will continue to Each and
sponsor and promote exciting and worthwhile community
every
activism. For example, we hosted LINK (Liberty in North
semester
Korea), established a close link with the HAAS Business School
at UC Berkeley and hosted a Business Competition moderated
by Dr. Matt Johnson from Palo Alto University. The event was
attended by business, economics, and science Chabot College
students. I was one of several faculty judges presiding over
this two day event.
How will you manage the personnel needs?
None
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:
40
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
NONE
Project Name:
Contact Name:
Division/Discipline/Program/Office:
Contact info: (email, campus phone, and cell phone)
Check the student success indicator(s) your project will address
__ ACCESS: Enroll more of a population group to match their representation in community.
__ COURSE COMPLETION: Increase success rates in identified courses.
__ ESL AND BASIC SKILLS COMPLETION:
Increase success rates in ESL or Basic Skills courses, and
Increase the completion of degree/transfer courses by ESL or Basic Skills students.
__DEGREE AND CERTIFICATE COMPLETION:
Increase percent of degrees/certificates among degree/certificate-seeking students.
__TRANSFER
Increase percent of transfers to 4-year colleges among transfer-directed students.
Check the type of project you are proposing
___ Curriculum/Program improvement ____ Outreach
___ Direct student intervention
____ Instructional Support
___ Faculty development
____ Research and Evaluation
___Other:
____ Coordination and Planning
To determine whether your project can be funded by Equity funds:
1) Does your proposal address disproportionate impact for any of the following target student
populations marked with an “X”? Please highlight the “X” that corresponds with your target populations.
(Equity funds must address specific opportunity gaps identified below with an “X”)
GOALS
Goal A:
Goal B:
Goal C:
Goal D1:
Goal D2:
Goal E:
Access
Course
ESL/Basic
Degree
Cert
Transfer
Completion Skills
Completion Completion
/ Success
Success
Rates
Males
X
Foster Youth
Students with
disabilities
Low-income
Veterans
X
X
X
X
X
X
X
American Indian or
Alaska Native
X
41
X
X
Asian
Black or African
American
Filipino
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Hispanic or Latino
Hawaiian or Pacific
Islander
White
X
X
X
X
2) COLLABORATIVE PARTNERS
In what ways does your project include collaboration between academic and student services and/or
with the community? (Equity proposals that partner to reach target populations are prioritized over
proposals that do not)
To determine how your project fits into your discipline’s or program’s planning:
1) Is your project mentioned in your area’s latest program review?
__ Yes __ No
2) Does your immediate administrator support this project?
__ No __ Yes
3) How have you shared this proposal with others in the relevant area, discipline, or division? When did
this conversation take place and who was involved?
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
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.
42
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
EXPECTED OUTCOMES and EVALUATION
How will you know whether or not you have achieved your goal?
What measurable outcomes are you hoping to achieve for the student success indicator and target
population you chose?
How will you identify the students who are affected (are they part of a class, a program, or a service, or
will you need to track them individually)?
43
Appendix F1A: Full-Time Faculty Request(s) [Acct. Category 1000]
NONE
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years, student
success and retention data, and any other pertinent information. Data is available at:
http://www.chabotcollege.edu/programreview/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. You can
find the template for the spreadsheet here:
http://www.chabotcollege.edu/prbc/academicprogramreview.asp. Add your requests to your
spreadsheet under the 1000a tab and check the box below once they’ve been added.
Total number of positions requested (please fill in number of positions requested):
☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
CHABOT COLLEGE
CRITERIA FOR FILLING CURRENT VACANCIES
OR
REQUESTING NEW FACULTY POSITIONS
Discipline ___________
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013
Fall 2013
Spring 2014
Fall 2014
FTEF
(Contract)
FTEF
(Temporary)
# of Contract
Faculty
Name of Recently Retired Faculty (in last 3 yrs)
44
Date Retired
Criteria 2.
Semester end departmental enrollment pattern for last three years.
Fall 2012
Spring
2013
Fall 2013
Spring
2014
Fall 2014
Success Rate:
FTES:
Briefly describe how a new hire will impact your success/retention rates.
2b. Librarian and Counselor faculty ratio. Divide head count by the number of full
time faculty. For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012
Criteria 3.
Spring 2013
Fall 2013
Spring 2014
Fall 2014
Meets established class size.
Fall 2012
Spring 2013
Fall 2013 Spring 2014
Fall 2014
WSCH
FTES:
WSCH/FTES
If there are any external factors that limit class sizes, please explain.
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
45
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.)
Criteria 6.
Upon justification the college may be granted a faculty position to start a new
program or to enhance an existing one.
Is this a new program or is it designed to enhance an existing program? Please
explain.
Criteria 7.
CTE Program Impact.
Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate
# Awarded
2012-2012
AA requirement
GE transfer requirement
46
2012-2013
2013-2014
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.
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.
47
Appendix F1B: Reassign Time Request(s) [Acct. Category 1000]
Audience: Administrators
Purpose: Provide explanation and justification for work to be completed. (Note: positions require job
responsibility descriptions that are approved by the appropriate administrator(s).)
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years,
student success and retention data, and any other pertinent information. Data is available at
http://www.chabotcollege.edu/programreview/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 1000b tab and check the box below once they’ve been
added.
Total number of hours requested and the type of contact hour:
☐
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
48
Appendix F2A: Classified Staffing Request(s) [Acct. Category 2000]
NONE
Audience: Administrators, PRBC, Classified Prioritization Committee
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions (new, augmented and replacement
positions). Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please complete a separate Classified Professionals Staffing Request form for each position
requested and attach form(s) as an appendix to your Program Review.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet AND a
separate Classified Professionals Staffing Request form must be completed for each position requested.
Add your requests to your spreadsheet under the 2000a tab and check the box below once they’ve
been added.
Please click here to find the link to the Classified Professional Staffing Request form:
http://www.chabotcollege.edu/prbc/APR/2016-17%20Classified%20Professionals%20Staffing%20Request%20Form.pdf
This is a fillable PDF. Please save the form, fill it out, then save again and check the box below once
you’ve done so. Submit your Classified Professionals Staffing Request form(s) along with your Program
Review Narrative and Resource Request spreadsheet.
Total number of positions requested (please fill in number of positions requested):
☐
Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
49
Appendix F2B: Student Assistant Requests [Acct. Category 2000]
NONE
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for student assistant positions. Remember, student
assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, and accreditation issues. Please
cite any evidence or data to support your request. If these positions are categorically funded, include
and designate the funding source of new categorically-funded positions where continuation is
contingent upon available funding.
Rationale for proposed student assistant positions:
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions requested):
☐
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
50
Appendix F3: FTEF Requests
NONE
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
51
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
NONE
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors,
learning assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Please cite any evidence or data to support your
request. If this position is categorically funded, include and designate the funding source of new
categorically-funded position where continuation is contingent upon available funding.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions requested):
☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
Rationale for your proposal based on your program review conclusions. Include anticipated impact on
student learning outcomes and alignment with the strategic plan goal. Indicate if this request is for the
same, more, or fewer academic learning support positions.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
52
Appendix F5: Supplies Requests [Acct. Category 4000]
NONE
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation
of funds.
Instructions: In the area below, please list both your anticipated budgets and additional funding
requests for categories 4000. Do NOT include conferences and travel, which are submitted on Appendix
F6. Justify your request and explain in detail the need for any requested funds beyond those you
received this year. Please also look for opportunities to reduce spending, as funds are limited.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
☐
SUPPLIES tab (4000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
53
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:
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
54
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please fill in the following as needed to justify your requests .If you're requesting
classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model
numbers that are our current standards. If requesting multiple pieces of equipment, please rank order
those requests. Include shipping cost and taxes in your request.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
☐
EQUIPMENT tab (6000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
Please follow the link here to make your request and summarize below
http://intranet.clpccd.cc.ca.us/technologyrequest/default.htm
55
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Although some of the college's greatest needs involving new facilities cannot be met with
the limited amount of funding left from Measure B, smaller pressing needs can be addressed. Projects
that can be legally funded with bond dollars include the "repairing, constructing, acquiring, and
equipping of classrooms, labs, sites and facilities." In addition to approving the funding of projects, the
FC participates in addressing space needs on campus, catalogs repair concerns, and documents larger
facilities needs that might be included in future bond measures. Do NOT use this form for equipment or
supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name):
Building/Location:
Type of Request
___ Space Need
___ Small Repair
___ Large Repair
___ Building Concern
___ Larger Facility Need
___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
Briefly describe how your request supports the Strategic Plan Goal?
56