Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: Two
Program: History
Submitted on
Contact:
Rick Moniz, Mark Stephens, Michael
Thompson, Jane Wolford, Sherri
Yeager
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?
● Did you achieve those goals?
● Specifically describe your progress on the goals you set for student learning, program learning,
and Strategic Plan achievement.
● What are you most proud of?
● What challenges did you face that may have prevented achieving your goals?
● Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, etc.)
Previous Program Review goals:
●
General Studies 115.High enrollment numbers in the History sections of General Studies 115
highlight both the need & value of supplemental learning for students, and the institutional
productivity of these sections. Given this reality, we believe it is time for historians to control our
own 115 classes rather than having them remain under the purview of the Language Arts
Division.
●
Tutoring. When students avail themselves of tutoring, it is easy & beneficial to track the impact
of tutoring on student success. Data shows that tutoring improves student success, therefore
we want to recruit greater numbers of students to seek tutoring with the objective of improving
student writing, critical-thinking capabilities and overall success rates.
●
Learning Assistants. We will continue to engage in discussions to develop ideas for how to
better utilize learning assistants embedded within specified classes. Preliminary ideas include,
for example: discussion assignments in which a class is divided into several groups, each of
which is responsible for writing papers and leading a class discussion. An embedded learning
assistant could meet with individual groups in break-out sessions (perhaps accompanying the
group to the Learning Center) to assist them in organizing & composing their individual papers
and strategizing for leading the class discussion.
●
Big Picture Changes. Some of us believe that a glaring impediment for students grappling
with the study of history at the community college level is the survey course itself – specifically
how history is periodized in survey courses. With History 7 periodized from ancient Native
America through Reconstruction, and with History 8 periodized from 1877 to the present,
students are overwhelmed by a dizzying chronological race through time that is pedagogically
counterproductive. History 8 in particular – which covers “to the present” continues to grow by
the decade & in the context of an evermore complex & globalized world. We will engage in
discussions with the objective of re-thinking the survey course format; discussions which
include ideas about how to re-periodize history, and – importantly - how to initiate a manyfaceted, dialogue about what it would take to make these changes happen.
Did we achieve our goals?
●
General Studies 115- Numbers in the GNST 115 (History) have declined. Part of the reason
for this decline is the difficulty students have enrolling in the class. Although student-faculty
meetings last only 20 minutes per session, they must be available to meet at any of the
Instructor’s posted “class” times. If there is any time conflict, students are required to fill out
another form needing both the signature of the WRAC coordinator and the Language Arts
Dean. In addition, students wanting to re-take tutoring are required to fill out a repeat form and
get approval from a counselor). Seeking out formal assistance from an instructor, should not
be this difficult. The History discipline would also benefit from more professional development
training in effectively constructing and deploying tutorial support services.
●
Tutoring and Learning Assistants- Over the last few years there has been one History tutor
available in the Learning Connection to assist our students. One of the obstacles to increasing
the number of History tutors is that many instructors are uncertain about how to effectively
utilize peer tutors to improve student success. We have discussed the benefits of attending a
campus workshop focused on how instructors can integrate learning support into their
curriculum planning and assessment. We have suggested the workshop idea to the Learning
Connection Faculty Coordinator as a necessary step toward bringing learning support into the
history classroom.
●
Big Picture Changes- only one of our full time instructors teaches History 8 each semester,
largely due to the challenges of covering content that spans 1877 to the present. As instructors
we find this task overwhelming, if not impossible to do well. We are asking ourselves
preliminary questions about how to proceed with re-periodizing this course. Examining
articulation agreements with CSU and UC systems, submitting a new course outline and
shepherding it through Chabot’s curriculum process , making significant changes in structuring
the curriculum and coordinating with History adjuncts are initial challenges to successfully
making this change. This goal is currently under discussion among the full-time faculty.
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?
●
●
4-Unit History courses with an embedded basic skills/tutoring component
See New Initiatives
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years
and the impacts of funds received and needs that were not met. This history of documented
need can both support your narrative in Section A and provide additional information for
Budget Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
2015-16
Budget
Requested
2015-16
Budget
Received
2016-17
Budget
Requeste
d
2016-17
Budget
Received
Classified Staffing (# of
positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
1. How has your investment of the budget monies you did receive improved student learning? When you
requested the funding, you provided a rationale. In this section, assess if the anticipated positive impacts
you projected have, in fact, been realized.
2. What has been the impact of not receiving some of your requested funding? How has student learning
been impacted, or safety compromised, or enrollment or retention negatively impacted?
Appendix B1: Student Learning Outcomes Assessment Reporting
Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting (CLOClosing the Loop).
A. Check One of the Following:
€
No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once at
least once every three years.
€
Yes, CLO-CTL were completed for one or more courses during the current Year’s Program
Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed this year and
include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing The
Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per
line. Add more rows as
needed.
This Year’s
Program Review
*CTL forms must be
included with this PR.
Last Year’s
Program Review
HIS 1, 2, 3, 4, 22, 28
HIS 8, 21
2-Years Prior
*Note: These courses
must be assessed in
the next PR year.
HIS 7, 12, 20, 27
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
History 22
Spring 2015
2
1
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
50%
Spring 2015
2: Jaime Flores (HIS 22
Instructor), Jane Wolford (HIS
Instructor)
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: SYNTHESIZE FACTUAL
INFORMATION AND HISTORICAL EVIDENCE
FROM A VARIETY OF SOURCES AND
IDENTIFY THE CONNECTIONS BETWEEN
THEM.
(CLO) 2: STUDENTS WILL DEMONSTRATE A BODY OF
KNOWLEDGE ABOUT AND CRITICAL UNDERSTANDING OF
ERAS, THEIR KEY EVENTS AND IDEAS, AND THE PROCESS OF
CHANGE OVER TIME.
Defined
Target
Scores*
(CLO Goal)
70% or more
students will
achieve a
grade of C
(competency)
or higher on
five in-class
exams and
peripheral
criteria (e. g.
in-class
participation)
70% or more
students will
achieve a
grade of C
(competency)
or higher on
five in-class
Actual Scores**
(eLumen data)
80% achieved
competency
level, 10%
above target
80% achieved
competency
level, 10%
above target
exams and
peripheral
criteria (e. g.
in-class
participation)
(CLO) 3: ANALYZE THE CAUSES AND CONSEQUENCES OF
POLITICAL, ECONOMIC AND SOCIAL CHANGE.
70% or more
students will
achieve a
grade of C
(competency)
or higher on
five in-class
exams and
peripheral
criteria (e. g.
in-class
participation)
80% achieved
competency
level, 10%
above target
(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?
80% achieved competency level, 10% above target
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?
Because HIS courses have no prerequisites at our college, it is not an easy task to
distinguish prepared from underprepared enrollees. As stated above, I
administer 5 exams over the course of the semester. I have found that—in over
46 years of teaching this course—it is also advisable to use video/DVD
documentaries and assign in-class readings from class handout materials. Thus
two valuable objectives are attained simultaneously: (1) I am better able to
observe/diagnose individual student’s capacities, deficiencies, and level of
effort; and (2) supplementary subject material (e. g. primary and secondary
sources, demographics, cultural factors, etc.) are employed to enhance students’
broadness of perspective.
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?
80% achieved competency level, 10% above target
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?
Because HIS courses have no prerequisites at our college, it is not an easy task to
distinguish prepared from underprepared enrollees. As stated above, I
administer 5 exams over the course of the semester. I have found that—in over
46 years of teaching this course—it is also advisable to use video/DVD
documentaries and assign in-class readings from class handout materials. Thus
two valuable objectives are attained simultaneously: (1) I am better able to
observe/diagnose individual student’s capacities, deficiencies, and level of
effort; and (2) supplementary subject material (e. g. primary and secondary
sources, demographics, cultural factors, etc.) are employed to enhance students’
broadness of perspective.
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?
80% achieved competency level, 10% above target
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?
Because HIS courses have no prerequisites at our college, it is not an easy task to
distinguish prepared from underprepared enrollees. As stated above, I
administer 5 exams over the course of the semester. I have found that—in over
46 years of teaching this course—it is also advisable to use video/DVD
documentaries and assign in-class readings from class handout materials. Thus
two valuable objectives are attained simultaneously: (1) I am better able to
observe/diagnose individual student’s capacities, deficiencies, and level of
effort; and (2) supplementary subject material (e. g. primary and secondary
sources, demographics, cultural factors, etc.) are employed to enhance students’
broadness of perspective.
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?
HIS 22 instructor did not participate in the previous assessment cycle.
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
Over the years of my experience at Chabot College, and through innumerable
discussions with my counterparts in the academic community, I realize that there
exists a fairly universal consensus that the communication skills of many of our
students entering college are inadequate, a condition that requires remediation. We
as colleagues recommend our outstanding students to tutor in the Learning
Connection and success data indicates that tutoring interventions benefit both
tutors and tutees.
It is my belief that we must devote adequate time and resources to integrate
vocabulary skills with our class presentation, textbook assignments, and test
content. Otherwise, we cannot assume that students will keep pace with the
demands of higher education.
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
X Resource based
Change to CLO or rubric
Change to assessment methods
Other:________________________________________________________________
_
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
History 28
Spring 2014
1
1
100%
Fall 2014
Jane Wolford (HIS 28
Instructor), Rick Moniz, Mark
Stephens, Michael Thompson,
Sherri Yeager
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: SYNTHESIZE FACTUAL
INFORMATION AND HISTORICAL EVIDENCE
Defined
Target
Scores*
(CLO Goal)
70% or more
students will
achieve a
passing grade
Actual Scores**
(eLumen data)
72% achieved
competency
level, 2% above
target
FROM A VARIETY OF SOURCES AND
(competency)
IDENTIFY THE CONNECTIONS BETWEEN
THEM.
(CLO) 2: STUDENTS WILL DEMONSTRATE A BODY OF
KNOWLEDGE ABOUT AND CRITICAL UNDERSTANDING OF
ERAS, THEIR KEY EVENTS AND IDEAS, AND THE PROCESS OF
CHANGE OVER TIME.
(CLO) 3: ANALYZE THE CAUSES AND CONSEQUENCES OF
POLITICAL, ECONOMIC AND SOCIAL CHANGE.
70% or more
students will
receive a
passing grade
(competency)
72% achieved
competency
level, 2% above
target
70% or more
students will
receive a
passing grade
(competency)
72% achieved
competency
level, 2% above
target
(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?
72% achieved competency level, 2% above target
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?
History courses have no prerequisites so many underprepared students enroll
in our classes. History 28 is a supplemental instruction workshop open to all
students currently enrolled in History 27 to address basic skills needs. Success
data collected from Fall 2010-2014 shows that success rates for students
concurrently enrolled in History 28 averages 67.9%, compared to the 63.3%
average success rates overall.History courses have no prerequisites so many
underprepared students enroll in our classes. History 28 is a supplemental
instruction workshop open to all students currently enrolled in History 27 to
address basic skills needs. Success data collected from Fall 2010-2014 shows
that success rates for students concurrently enrolled in History 28 averages
67.9%, compared to the 63.3% average success rates overall.History courses
have no prerequisites so many underprepared students enroll in our classes.
History 28 is a supplemental instruction workshop open to all students
currently enrolled in History 27 to address basic skills needs. Success data
collected from Fall 2010-2014 shows that success rates for students
concurrently enrolled in History 28 averages 67.9%, compared to the 63.3%
average success rates overall.History courses have no prerequisites so many
underprepared students enroll in our classes. History 28 is a supplemental
instruction workshop open to all students currently enrolled in History 27 to
address basic skills needs. Success data collected from Fall 2010-2014 shows
that success rates for students concurrently enrolled in History 28 averages
67.9%, compared to the 63.3% average success rates overall.
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?
72% achieved competency level, 2% above target
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?
History courses have no prerequisites so many underprepared students enroll
in our classes. History 28 is a supplemental instruction workshop open to all
students currently enrolled in History 27 to address basic skills needs. Success
data collected from Fall 2010-2014 shows that success rates for students
concurrently enrolled in History 28 averages 67.9%, compared to the 63.3%
average success rates overall.History courses have no prerequisites so many
underprepared students enroll in our classes. History 28 is a supplemental
instruction workshop open to all students currently enrolled in History 27 to
address basic skills needs. Success data collected from Fall 2010-2014 shows
that success rates for students concurrently enrolled in History 28 averages
67.9%, compared to the 63.3% average success rates overall.History courses
have no prerequisites so many underprepared students enroll in our classes.
History 28 is a supplemental instruction workshop open to all students
currently enrolled in History 27 to address basic skills needs. Success data
collected from Fall 2010-2014 shows that success rates for students
concurrently enrolled in History 28 averages 67.9%, compared to the 63.3%
average success rates overall.History courses have no prerequisites so many
underprepared students enroll in our classes. History 28 is a supplemental
instruction workshop open to all students currently enrolled in History 27 to
address basic skills needs. Success data collected from Fall 2010-2014 shows
that success rates for students concurrently enrolled in History 28 averages
67.9%, compared to the 63.3% average success rates overall.
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?
72% achieved competency level, 2% above target
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?
History courses have no prerequisites so many underprepared students enroll
in our classes. History 28 is a supplemental instruction workshop open to all
students currently enrolled in History 27 to address basic skills needs. Success
data collected from Fall 2010-2014 shows that success rates for students
concurrently enrolled in History 28 averages 67.9%, compared to the 63.3%
average success rates overall.History courses have no prerequisites so many
underprepared students enroll in our classes. History 28 is a supplemental
instruction workshop open to all students currently enrolled in History 27 to
address basic skills needs. Success data collected from Fall 2010-2014 shows
that success rates for students concurrently enrolled in History 28 averages
67.9%, compared to the 63.3% average success rates overall.History courses
have no prerequisites so many underprepared students enroll in our classes.
History 28 is a supplemental instruction workshop open to all students
currently enrolled in History 27 to address basic skills needs. Success data
collected from Fall 2010-2014 shows that success rates for students
concurrently enrolled in History 28 averages 67.9%, compared to the 63.3%
average success rates overall.History courses have no prerequisites so many
underprepared students enroll in our classes. History 28 is a supplemental
instruction workshop open to all students currently enrolled in History 27 to
address basic skills needs. Success data collected from Fall 2010-2014 shows
that success rates for students concurrently enrolled in History 28 averages
67.9%, compared to the 63.3% average success rates overall.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
4. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
This course was not assessed in the previous assessment cycle.
5. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
Over the years of my experience at Chabot College, and through innumerable
discussions with my counterparts in the academic community, I realize that there
exists a fairly universal consensus that the communication skills of many of our
students entering college are inadequate, a condition that requires remediation. We
as colleagues recommend our outstanding students to tutor in the Learning
Connection and success data indicates that tutoring interventions benefit both
tutors and tutees.
It is my belief that we must devote adequate time and resources to integrate
vocabulary skills with our class presentation, textbook assignments, and test
content. Otherwise, we cannot assume that students will keep pace with the
demands of higher education.
6. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
X Resource based
Change to CLO or rubric
Change to assessment methods
Other:________________________________________________________________
_
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
History 1
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
2
Number of sections assessed
2
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Mark Stephens, Rick Moniz
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:
The students will demonstrate a body of
knowledge about and critical understanding of
historic eras, their key events, and process of
change over time
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
50% assessed at 3 82 assessed:
or 4
20 assessed at 4
22 assessed at 3
20 assessed at 2
12 assessed at 1
2 assessed at 0
6 assessed at NA
(CLO) 2:
Synthesize factual information and historical
evidence from a variety of source and identify the
connections between them.
50% assessed at 3 80 assessed:
or 4
21 assessed at 4
32 assessed at 3
17 assessed at 2
2 assessed at 1
8 assessed at NA
(CLO) 3:
ANALYZE THE CAUSES AND CONSEQUENCES OF POLITICAL,
ECONOMIC AND SOCIAL CHANGE.
50% assessed at 3 82 assessed:
or 4
24 assessed at 4
23 assessed at 3
18 assessed at 2
9 assessed at 1
4 assessed at 0
4 assessed at NA
(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
1.
COURSE-LEVEL OUTCOME (CLO) 1:
1.
How do your current scores match with your above target for student success in this course level
outcome?
This was a writing assignment, and the scores reflect that 51% scored average or
above. Given the difficulty, and coming at the end of the semester, this CLO
success rate is very acceptable, and means students over all are achieving desired
goals. While this assessment tells us nothing more than the other assessment
tools, such as testing, writing assignments etc., and indeed tracks exactly with the
grading success of the students in the class, it did take time and verify other data.
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?
The primary insight is that the techniques we have developed as a discipline to
track student success and learning outcomes work very well without SLO’s. This
exercise verified that the independent and professional methods the history
discipline works toward provide good assessment, and adequate indicators
when improvement is needed.
1.
COURSE-LEVEL OUTCOME (CLO) 2:
1.
How do your current scores match with your above target for student success in this course level
outcome?
They exceed the target.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
This is a skill taught in many other history courses here, so the higher success
rate shows that.
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?
Exceed, but closer.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
This is a broad CLO, and may need to be more focused.
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.
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 had already implemented changes to address writing in the classroom, emphasis on critical thinking, and
civic engagement in all courses in history. After using the meager time afforded after filling in all the SLO data,
on top of grading, etc., no significant or needed changes were noted during faculty discussions.
2.
Based on the current assessment and reflections, what course-level and programmatic strengths have
the assessment reflections revealed? What actions has your discipline determined might be taken as a result of
your reflections, discussions, and insights?
The discipline has made significant strides in developing courses, related workshops, study groups, and
tutoring, all of which have helped students achieve these outcomes, and all of which would have been at a
much more mature stage of development and implementation if not for the distraction of SLO work.
Professional development time, discipline time, etc., to work on these programs have all been put on back
burner the last few semesters, so progress on meaningful initiatives has been retarded.
3.
What is the nature of the planned actions (please check all that apply)?
c Curricular
c Pedagogical
c Resource based
c Change to CLO or rubric
c Change to assessment methods
c Other:_________________________________________________________________
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
History 2
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
2
Number of sections assessed
1
Percentage of sections assessed
50%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Mark Stephens, Rick Moniz, Jane
Wolford
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*
Actual Scores**
(eLumen data)
(CLO Goal)
(CLO) 1:
Identify pivotal global historical events since
1600.
50% assessed at 3 41 assessed:
or 4
12assessed at 4
19 assessed at 3
5 assessed at 2
1 assessed at 1
2 assessed at 0
2 assessed at NA
(CLO) 2:
Synthesize factual information and historical
evidence from a variety of source and identify the
connections between them.
50% assessed at 3 43 assessed:
or 4
16 assessed at 4
13 assessed at 3
10 assessed at 2
4 assessed at 1
(CLO) 3:
ANALYZE THE CAUSES AND CONSEQUENCES OF POLITICAL,
ECONOMIC AND SOCIAL CHANGE.
50% assessed at 3 40 assessed:
or 4
9 assessed at 4
12 assessed at 3
8 assessed at 2
6 assessed at 1
1 assessed at 0
4 assessed at NA
(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
1.
COURSE-LEVEL OUTCOME (CLO) 1:
1.
How do your current scores match with your above target for student success in this course level
outcome?
There was a very high success rate for this CLO. While this assessment tells us
nothing more than the other assessment tools, such as testing, writing
assignments etc., and indeed tracks exactly with the grading success of the
students in the class, it did take time and verify other data.
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?
The primary insight is that the techniques we have developed as a discipline to
track student success and learning outcomes work very well without SLO’s. This
exercise verified that the independent and professional methods the history
discipline works toward provide good assessment, and adequate indicators
when improvement is needed.
1.
COURSE-LEVEL OUTCOME (CLO) 2:
1.
How do your current scores match with your above target for student success in this course level
outcome?
They exceed the target.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
This is a skill taught in many other history courses here, so the higher success
rate shows that.
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?
This one exceeded, but not by very much.
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?
Perhaps the lower rate of success was because this assessment had to be
administered during what would have normally been given to group time to
review for a test. Unmotivated students participating in seemingly unrelated
SLO exercises might account for the results. Will try to make more room during
valuable instruction time for such assessments.
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.
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 had already implemented changes to address writing in the classroom, emphasis on critical thinking, and
civic engagement in all courses in history. After using the meager time afforded after filling in all the SLO data,
on top of grading, etc., no significant or needed changes were noted during faculty discussions.
2.
Based on the current assessment and reflections, what course-level and programmatic strengths have
the assessment reflections revealed? What actions has your discipline determined might be taken as a result of
your reflections, discussions, and insights?
The discipline has made significant strides in developing courses, related workshops, study groups, and
tutoring, all of which have helped students achieve these outcomes, and all of which would have been at a
much more mature stage of development and implementation if not for the distraction of SLO work.
Professional development time, discipline time, etc., to work on these programs have all been put on back
burner the last few semesters, so progress on meaningful initiatives has been retarded.
3.
What is the nature of the planned actions (please check all that apply)?
c Curricular
c Pedagogical
c Resource based
c Change to CLO or rubric
c Change to assessment methods
c Other:_________________________________________________________________
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
History 3
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Mark Stephens, Michael Thompson,
Jane Wolford
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)
Actual Scores**
(eLumen data)
(CLO) 1:
Assess themes, changes in power arrangements,
and significance of events, decisions, movements,
and natural forces in the human past.
50% assessed at 3 31 assessed:
or 4
7assessed at 4
7 assessed at 3
11 assessed at 2
1 assessed at 1
3 assessed at 0
2 assessed at NA
(CLO) 2:
Identify the similarities and differences among
ancient civilizations as they developed in various
regions and time periods.
50% assessed at 3 31 assessed:
or 4
10 assessed at 4
11 assessed at 3
8 assessed at 2
1 assessed at 1
1 assessed at 0
(CLO) 3:
AT THE END OF THE COURSE THE STUDENT WILL BE ABLE TO
50% assessed at 3 28 assessed:
or 4
9 assessed at 4
12 assessed at 3
8 assessed at 2
6 assessed at 1
1 assessed at 0
4 assessed at NA
DEXCRIBE AND GIVE EXAMPLES FROM HISTORY OF CULTURAL
INTERACTIONS THAT INCLUDE ACCEPTANCE, BLENDING, AND
REJECTION, OF PRACTICES AND BELIEFS FROM CONTACT WITH
OTHER CULTURES.
(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
1.
COURSE-LEVEL OUTCOME (CLO) 1:
1.
How do your current scores match with your above target for student success in this course level
outcome?
This one came in below the target. The goal is too broad perhaps, and while it
may fit within CWLG’s, it is not very useful since it is so open-ended.
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?
The primary insight is that the techniques we have developed as a discipline to
track student success and learning outcomes work very well without SLO’s. This
exercise verified that the independent and professional methods the history
discipline works toward provide good assessment, and adequate indicators
when improvement is needed.
1.
COURSE-LEVEL OUTCOME (CLO) 2:
1.
How do your current scores match with your above target for student success in this course level
outcome?
They exceed the target. While this assessment tells us nothing more than the
other assessment tools, such as testing, writing assignments etc., and indeed
tracks exactly with the grading success of the students in the class, it did take
time and verify other data.
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 too closely tied to course outcomes from the course outline to be an
effectively divorced from normal assessment through grading other course
assignments.
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?
This one exceeded the target.
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 assessment was considered relatively easy by those students that had been
attending class regularly, as these themes were covered very well by the text
and lecture.
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.
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 had already implemented changes to address writing in the classroom, emphasis on critical thinking, and
civic engagement in all courses in history. After using the meager time afforded after filling in all the SLO data,
on top of grading, etc., no significant or needed changes were noted during faculty discussions.
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?
It is probably time to expand world history offerings, as they serve specialized needs such as nursing and
teaching pathways. The discipline has made significant strides in developing courses, related workshops,
study groups, and tutoring, all of which have helped students achieve these outcomes, and all of which
would have been at a much more mature stage of development and implementation if not for the distraction
of SLO work. Professional development time, discipline time, etc., to work on these programs have all been
put on back burner the last few semesters, so progress on meaningful initiatives has been retarded.
3.
What is the nature of the planned actions (please check all that apply)?
c Curricular
c Pedagogical
c Resource based
c Change to CLO or rubric
c Change to assessment methods
c Other:_________________________________________________________________
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
History 4
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the
Loop” discussion
Mark Stephens, Michael
Thompson, Jane Wolford
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:
Compare and contrast various civilizations as they
developed.
Defined
Target
Scores*
(CLO Goal)
Actual
Scores**
(eLumen data)
50% assessed 42 assessed:
at 3 or 4
9 assessed at 4
9 assessed at 3
18 assessed at
2
4 assessed at 1
2 assessed at
NA
(CLO) 2:
Trace themes over time within a civilization,
including cultural interaction, gender politics,
environment, religion, and the arts.
50% assessed 37 assessed:
at 3 or 4
14 assessed at
4
15 assessed at
3
3 assessed at 2
1 assessed at 1
4 assessed at
NA
(CLO) 3:
UPON COMPLETION OF THE COURSE THE STUDENT WILL BE
50% assessed 41 assessed:
at 3 or 4
14 assessed at
4
17 assessed at
3
8 assessed at 2
2 assessed at
NA
ABLE TO EXPLAIN THE IMPACT AND IMPORTANCE OF SPEEDY
COMMUNICATION ON CULTURES IN THE MODERN WORLD.
(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
1. COURSE-LEVEL OUTCOME (CLO) 1:
1.
How do your current scores match with your above target for student success in
this course level outcome?
This one came in below the target. This was administered the
two weeks of class to see how they would do.
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 were not settled in and used to the assessment
techniques, plus this early in the process many students who
need special services offered by DSPS had not been identified
yet, so no accommodations were made.
1. COURSE-LEVEL OUTCOME (CLO) 2:
1.
How do your current scores match with your above target for student success in
this course level outcome?
They exceed the target. While this assessment tells us nothing
more than the other assessment tools, such as testing, writing
assignments etc., and indeed tracks exactly with the grading
success of the students in the class, it did take time to and
verified other data.
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 too closely tied to course outcomes from the course
outline to be an effectively divorced from normal assessment
through grading other course assignments.
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?
This one far exceeded the target as this proved to be a very
high caliber of students, mostly from nursing programs.
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?
The primary insight is that the techniques we have developed
as a discipline to track student success and learning outcomes
work very well without SLO’s. This exercise verified that the
independent and professional methods the history discipline
works toward provide good assessment, and adequate
indicators when improvement is needed.
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.
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 had already implemented changes to address writing in the classroom, emphasis
on critical thinking, and civic engagement in all courses in history. After using the
meager time afforded after filling in all the SLO data, on top of grading, etc., no
significant or needed changes were noted during faculty discussions.
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?
It is probably time to expand world history offerings, as they serve specialized needs
such as nursing and teaching pathways. The discipline has made significant strides in
developing courses, related workshops, study groups, and tutoring, all of which have
helped students achieve these outcomes, and all of which would have been at a much
more mature stage of development and implementation if not for the distraction of
SLO work. Professional development time, discipline time, etc., to work on these
programs have all been put on back burner the last few semesters, so progress on
meaningful initiatives has been retarded.
3.
What is the nature of the planned actions (please check all that apply)?
c Curricular
c Pedagogical
c Resource based
c Change to CLO or rubric
c Change to assessment methods
c
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: History
●
PLO #1: Synthesize factual information and historical evidence from a variety of
sources and identify the connections between them.
●
PLO #2: The students will demonstrate a body of knowledge about and critical
understanding of historical eras, their key events and ideas, and the process of
change over time.
●
PLO #3: Analyze the causes and consequences of political, economic and social
change
●
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
The historians discussed how we might change our survey periodization to make
HIS 8 more manageable for instructors and more meaningful for students. While
we are not pleased with our overall success rates in the low 60th percentile, we
understand that over 80% of our History students are basic skills students. The
historians are proposing a pilot under “New Initiatives” to add an additional hour
to our survey courses to devote to basic skills development. Our HIS 28
supplemental instruction workshop has been offered for over five years with
great success. See “New Initiatives” for more information.
What program-level strengths have the assessment reflections revealed?
Among program strengths is our commitment to tracking academic performance
of individual students (even with enrollments capped at 44 x 5 classes) and
intervening early. We continue to struggle with how to best serve the many needs
of our diverse student population. Mental health, learning disabilities, poverty;
the list seems to grow bigger each year. Our faculty are integral to many collegewide student success and equity efforts, including the Daraja learning
community, Learning Connection, Veterans Resource Center, GNST 115 facultystudent tutorial, formation of Ethnic Studies discipline within AHSS Division,
Reading Apprenticeship and Habits of Mind FIGs and others.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
See “New Initiatives”
Program: _____
● PLO #1:
●
PLO #2:
●
PLO #3:
●
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no", please
provide an explanation. No explanation is required for "yes" answers. Write n/a if the question
does not apply to your area.
1.
Have all of your course outlines been updated within the past five years? No. History 5, Critical
Thinking in History; History 25, American Indian History and Culture; History 19, History of Modern China and
Japan.
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? History 5 and History 25 were not taught due to lack of FTE to offer them
during cutbacks. Emphasis at that time was put on core GE courses. It is hoped we may be able to start
adding these courses back on to the schedule. History 19 remains in the catalog as we verify whether it will
be needed for a transfer degree.
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
No. All of our active coursed do, but those courses not offered in the last five years do not.
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. No. Hist 5, Hist 25, and Hist 19 are not active and no sections taught, so
they have not been part of the cycle.
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)? N/A
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.
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?
“Productivity” - adequate student enrollment - in General Studies
115/Faculty-Student Tutorial sections is low. Most students enrolled
in history classes are already strapped for time, and it is difficult
for even those interested in tutoring to make time to enroll in GNST
115. Students who need tutoring the most are, perhaps, the least
likely to enroll. Reality is, since 85% of Chabot College students
are in need of “basic skills” remediation, the fact that tutoring as
it exists now is wholly voluntary for the vast majority of students
enrolled in transfer-level history classes is cynical &
counterproductive if the college is serious about improving student
learning/success. We believe that, ideally, transfer-level history
courses ought to be 4-unit classes (rather than the current 3-unit) so
that time may be built into every class to address multi-faceted basic
skills deficiencies in the context of studying history. This change
directly addresses - in a universal/mandatory, rather than our current
piecemeal/voluntary fashion - the college’s Strategic Plan goal of
improving student learning.
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”)
Our specific goal is to improve students’ reading, writing &
critical thinking skills (in the context of their study of history) to
enable a much higher percentage of students enrolled in transfer-level
history courses to pass those courses with a “C” or better - the first
time they enroll in the class.
What learning or service area outcomes does your project address? Where in your program review
are these outcomes and the results of assessment discussed (note: if assessment was completed
during a different year, please indicate which year).
This project addresses all our Course Learning Outcomes and
Program Learning Outcomes.
What is your action plan to achieve your goal?
Target
Activity (brief description)
Completio
n Date
We propose a Spring 2017 pilot of our
End
proposed change to 4-unit history courses
of
with an embedded basic skills/tutorial
Spring
component. To obtain minimally meaningful 2017
data, we propose that every full-time
semeste
historian teach one 4-unit section so that r;data
we may assess potential improvements in
to be
student learning & success rates. (It is
assesse
imperative that the History discipline is
dFall
able to hire a full-time/tenture-track
2018.
replacement for an impending Spring 2016
retirement.
Required Budget
(Split out personnel, supplies,
other categories)
One additional CAH per
full-time historian to
account for each
teaching one 4-unit
section.
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) - for the pilot
x☐ Require additional funding to continue and/or institutionalize the project
(obtained by/from):
If the pilot leads to the
institutionalization of 4-unit history courses, the discipline will need to
acquire additional CAH.
Will the proposed project require facility modifications, additional space, or program relocation?
☐ No
x☐ Yes, explain:
4-unit sections will require some logistical
flexibility in the assignment of classrooms, since most Social Science
sections are 3-units.
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
x☐ No
☐ Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
☐ No
?☐ Yes, list potential funding sources:
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Project Name: History Success Initiative
Contact Name: Michael Thompson/Jane Wolford
Division/Discipline/Program/Office: Social Science
Contact info: (email, campus phone, and cell phone) mthompson@chabotcollege.edu,
jwolford@chabotcollege.edu
Check the student success indicator(s) your project will address
__ ACCESS: Enroll more of a population group to match their representation in community.
_X_ COURSE COMPLETION: Increase success rates in identified courses.
__ ESL AND BASIC SKILLS COMPLETION:
Increase success rates in ESL or Basic Skills courses, and
Increase the completion of degree/transfer courses by ESL or Basic Skills students.
__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
__X_ Curriculum/Program improvement ____ Outreach
___ Direct student intervention
__X__ Instructional Support
__X_ Faculty development
____ Research and Evaluation
___Other:
____ Coordination and Planning
To determine whether your project can be funded by Equity funds: NA
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
Foster Youth
Students with
disabilities
Low-income
Veterans
X
X
X
X
X
X
X
American Indian or
Alaska Native
Asian
Black or African
American
Filipino
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
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?
_x_ 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? Full-time historians are involved in this conversation, which
took place Fall 2015 in the context of Program Review - Year Two.
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
This project hope to improve success rates in History classes by embedding an additional contact hour. With
this additional hour, students can be provided the skills building and individualized attention necessary to
increase their chances of successfully completing History coursework.
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
While History success rates have been improving, they still lag behind overall college success rates. Between
Fall 2011-Spring 2013 our discipline success average was in the low 60th percentile, trending up from the
high 50th in previous years. We have maintained success rates in the 60th percentile in six of our eleven
offerings. One offering has a total success rate in the 70t . One offering is in the 50th, two in the 40th, ,and
one in the 30th. History 7 is our most in-demand offering, with a success average of 58%, and appears on the
college’s top ten list of General Education courses with the highest non-success rates. History classes have no
prerequisites, and are populated by many unprepared and underprepared students; students that assess
below college-level English.
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.
A.1: Mini History retreat to share and collect effective pedagogical strategies to augment current practices.
This may involve re-evaluation of curriculum, periodization of courses and access and usage of campus
technology. (All Full-time History Faculty)
A.2: Receive training on appropriate technologies available on campus for possible use in extended
classroom settings. (Interested History Faculty)
A.3. Track and collect assessment data (grades) of students enrolled (and comparative data in regular History
sections taught by full-time faculty). This may also involve in the creation and distribution of engagement
survey of History students during the semester under investigation. (All Full-time Faculty)
A.4 Mid-semester check-in with full-time faculty to share and tweak ongoing practices
A.5 End of semester data collection, evaluation and reflection (All Full-time Faculty)
A.6 If successful, develop strategy to institutionalize
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
History Full-time faculty mini-retreat food and supplies:
=$ 100
Participation compensation per faculty member
(meetings, data collection and evaluation):
Additional FTEF (1 CAH per 5 faculty members)
5 @ $400
= $2,000
=
.333 FTEF
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)?
Our expected outcome is that, provided additional time, attention and support, students in these History
sections will succeed at higher rates than their counterparts in regular History sections. This success will,
hopefully, be measureable not only in median scores per assignment, but also overall grade in class.
The students will self-select into the sections under investigation. (Certainly, our hope is that students who are
aware of their need for additional support will select the experimental sections. We are aware of this
possibility and the fact it may affect the outcomes. It may be necessary to establish some early baseline
measure in the History sections under investigation to correct for these differences.)
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):
x☐
x
One
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 History
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013
Fall 2013
Spring 2014
Fall 2014
FTEF
(Contract)
60%
48%
58%
48%
45%
FTEF
(Temporary)
40%
52%
42%
52%
55%
# of Contract
Faculty
Criteria 2.
5
5
5
5
5
Name of Recently Retired Faculty (in last 3 yrs)
Date Retired
Sherri Yeager and Lupe Ortiz (not replaced)
2016 and 2010
Semester end departmental enrollment pattern for last three years.
Fall 2012
Spring
2013
Fall 2013
Spring
2014
Fall 2014
62
62
62
64
60
169.30
168.80
161.16
169.82
154.73
Success Rate:
FTES:
Briefly describe how a new hire will impact your success/retention rates.
Our discipline has been identified as bottlenecked. Students shall enroll in
history. It is an AI requirement and there is an institutional American Culture
requirement. AC is most often a history offering, although it is not required to be
such a course to meet the requirement. Our enrollments are impacted and wait
lists are long. We have seen an increase in our success rates, but our classes are
over enrolled. Historians are dedicated and engaged in many strategies to retain
students and to ensure their success. We will continue to cultivate our strengths
and employ strategies to improve success.
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
1:2112
1:2180
1:2130
1:2250
1:1968
Meets established class size.
WSCH
Fall 2012
Spring 2013
Fall 2013 Spring 2014
Fall 2014
5,166
5,153
4,932
4,779
5,168
FTES:
169.30
168.80
161.16
169.82
154.73
WSCH/FTS
731
655
660.51
656.92
640
If there are any external factors that limit class sizes, please explain.
History courses have large wait lists. Our class size are maximum 44. Despite
the fact that our courses are transferable to CSU and UC and an American
Institution requirement, there are no writing or reading requirements. We are
open to all students without regard to co-requisite or prerequisite issues.
Obviously, our college level reading and writing standards would be best
supported with smaller class size. Moreover, best practices would support,
without argument, smaller class sizes to address basic skills issues. However,
there are no such requirements. Certainly, there is no argument to warrant any
increase in class size.
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill the
gaps, if applicable.
Presently, online history courses are offered in History 2, 7, 8 and 12. The
offerings of History 8 are eliminated and/or further bottlenecked without
the online course offerings. The capacity for six courses over the school
year translates into a loss for 300 students. While one faculty member has
taught and is approved for History all the above courses online, that FTEF
is already impacted across the history curriculum. Presently, there is no
solution to our instructional gap for History 8 without impacting other
areas. Simply stated: we need a replacement.
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: there is no impact
Tier 2: discipline loses expertise in American Cultures requirement, while
gap in bottleneck grows without online offerings in History 8. Students are
blocked from successful completion and graduation in a timely manner.
Tier 3: impacted majors across disciplines and departments are detrimentally
impacted with loss of online courses. Presently, we have two faculty members
leading initiatives in basic skills with release time. Their loss becomes more
severe to students’ access and no replacement hiring creates greater
bottlenecks. There will be a loss of online offerings without replacement.
Pathways are blocked for students across curriculum or delayed.
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.
NO.
Criteria 7.
CTE Program Impact.
NONE.
Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate
# Awarded
2012-2012
2012-2013
2013-2014
AA requirement
GE transfer requirement
66
Declared major
62
No data
available
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.
Students cannot graduate without completing their A/I and their American
Cultures requirement. We are also a discipline that meets elective and
humanities requirements. Moreover, we have two full time faculty released to
support other program needs, which impacts teaching within the discipline
areas of U.S. History survey courses: Learning Connections coordinator and
Daraja. Finally, basic skills initiatives are key support to our students in the
success of our students.
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.
Our retired faculty member teaches online courses. As a discipline, we have
concluded that our offerings of online courses are to be taught exclusively by our
full time faculty. We have made no compromises on this point. We will lose
enrollment for three of our online History 8 courses. Moveover, Professor
Yeager exclusively teaches these courses and two traditional course offerings.
We have no other full time faculty teaching History 8 courses. Upon her
retirement, we have no full time faculty teaching online History 8.
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/201617%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)
Appendix F2B: Student Assistant Requests [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for student assistant positions. Remember,
student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in
student learning and contribution to the Strategic Plan goal, safety, mandates, and
accreditation issues. Please cite any evidence or data to support your request. If these
positions are categorically funded, include and designate the funding source of new
categorically-funded positions where continuation is contingent upon available funding.
Rationale for proposed student assistant positions:
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or
service area outcomes (SAO’s) support this request?
Spreadsheet: To be considered, requests must be added to the Resource Request
Spreadsheet. Add your requests to your spreadsheet under the 2000b tab and check the box
below once they’ve been added.
Total number of positions requested (please fill in number of positions
requested):
☐
Summary of positions requested completed in Resource Request Spreadsheet
(please check box to left)
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
CURRE
NT FTEF
(201516)
ADDITION
AL FTEF
NEEDED
CURREN
T
SECTION
S
ADDITION
AL
SECTIONS
NEEDED
CURRENT
STUDENT
# SERVED
ADDITION
AL
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):
x☐
1
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.
Request for replacement tutor for History 27 (American Women’s History).
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or
service area outcomes (SAO’s) support this request?
This tutor is utilized in History 28, the supplemental instruction course for History 27.
This course has a demonstrated positive outcome (improved success rates) for students
who enroll. Success data collected from Fall 2010-2014 shows that success rates for
students concurrently enrolled in History 28 averages 67.9%, compared to the 63.3%
average success rates overall.
Appendix F5: Supplies Requests [Acct. Category 4000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in
allocation of funds.
Instructions: In the area below, please list both your anticipated budgets and additional
funding requests for categories 4000. Do NOT include conferences and travel, which are
submitted on Appendix F6. Justify your request and explain in detail the need for any
requested funds beyond those you received this year. Please also look for opportunities to
reduce spending, as funds are limited.
Spreadsheet: To be considered, requests must be added to the Resource Request
Spreadsheet.
Follow the link below and check the box below once they’ve been added.
☐
SUPPLIES tab (4000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or
service area outcomes (SAO’s) support this request?
Appendix F6: Contracts & Services, Conference & Travel Requests
[Acct. Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for contracts & services and conference attendance, and to guide the
Budget and Staff Development Committees in allocation of funds.
Instructions: Please list specific conferences/training programs, including specific information on the
name of the conference and location. Your rationale should discuss student learning goals and/or
connection to the Strategic Plan goal.
Spreadsheet: To be considered, requests must be added to the Resource Request
Spreadsheet.
Follow the link below and check the box below once they’ve been added.
1.
2.
There should be a separate line item for each contract or service.
Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
☐
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request
Spreadsheet (please check box to left)
Rationale:
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or
service area outcomes (SAO’s) support this request?
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
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?