Chabot College
Academic Services
Program Review Report
2016 -2017
Year Two of
Program Review Cycle
Submitted on 10/26/15
Contact: Chad Mark Glen
Mass Communications Program Review
2016-2017
Table of Contents
YEAR 2
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
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 2
Mass Communications Program Review
2016-2017
Year 2
YEAR TWO
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?
Our goals were to work toward an 80% success rate on SLOs, in our courses and
increase the number of students attaining MCOM degrees.

Did you achieve those goals? Specifically describe your progress on the goals you set for student
learning, program learning, and Strategic Plan achievement.
Yes, we are achieving our goals with regard to success rates, SLOs, PLOs and the
Strategic Plan. We’re exceeding the SLO and PLO goals we’ve established. We’ve
assisted in achieving a number of goals on the Strategic Plan as well. These include,
increasing the number of students that achieved their educational goals within a
reasonable time. We worked with students individually to clarify pathways to achieve
their academic goals. We provided more information and support to our students as
well. Overall, I would say that we are improving our program.

What are you most proud of?








Bringing back instructors that are focused on building the MCOM program as a
community.
Joining with other programs on campus to raise up voices within our community.
Our collaboration efforts that are underway between departments on campus.
These include English, Passion Project, Newspaper, Radio and Television.
Being a provider of qualified students able to obtain jobs in the field.
Providing entertainment and activities for the campus through the radio station.
Our students continuing to participate in making programs for educational radio
and television.
Bringing the return of the Spectator to the college.
Providing services to our students despite the lack of budgetary, facilities and
institutional support.
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Mass Communications Program Review

2016-2017
Year 2
What challenges did you face that may have prevented achieving your goals?
1. Outdated, faulty equipment in disrepair without any budget to pay a professional
expert, or the like, to service the equipment has made it extraordinarily difficult to
survive, yet alone achieve our goals.
2. We have outgrown our current neglected radio and newspaper facilities. We need
an additional student radio production studio. There is a backlog of students trying
to do their lab assignments and cannot because we only have one radio production
studio. MCOM students are not allowed to use enough of the TV cameras or
editing stations as well. Students are severely limited in the amount of time they’re
able to spend working on their lab assignments. Subsequently, this is resulting in
poor quality assignments being turned in. Students are deprived the learning
opportunities that may be afforded by allowing time to experiment and make
mistakes. This is discouraging and frustrating the students and hurting our
retention rate. Enrollments are also dropping as a result of the grossly neglected
facilities. The carpet is stained, worn and peeling up off the floor of rooms 132 and
2325. The paint is chipped and filthy, there are ceiling and wall tiles missing and
the furniture is worn out. The setups in rooms 132 and 2325 are not the most
efficient use of space.
3. The radio station lost storage space in room 126 because of the elevator remodel.
The items that used to be stored there are now cluttering the radio station and
studio. This is a tripping hazard and the emergency exit is partially blocked. We are
in dire need of a storage room or area.
4. Because the full-time Radio Station classified position was eliminated and we don’t
have any student assistants, the radio station labs are not open sufficiently for
student access and use making success in many of our courses difficult. This much
needed support is vital to the survival of the MCOM program and the four AA
degrees we offer.

Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, etc.).
Overall success rate three year average: 76.8%.
SLOs and PLOs assessed: 100%.
SLOs assessment results success average: 95%.
FT/PT faculty ratio: full time = 1, part-time = 1.3.
WSCH/FTEF over past 3 years: 535+.
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2. What Changes Do We Suggest?

What initiatives or projects are or could be underway to support student learning outcomes,
equity, and/or the College Strategic Plan Goal?
FUNDING
The MCOM program needs secure general funding. All three areas of our program do
not receive supply support from the general fund. We need this to fund day-to-day
program operations and student needs.
STAFFING
A classified instructional assistant needs to be hired for the radio station. This will
help meet the laboratory needs, to assure real-time lab support and to enhance
appropriate student use of instructional resources. This added help would also free
up the instructor’s time to provide more focus on the direct student needs and to
undertake the many facets of managing and operating a radio station.
STUDENT SUCCESS
In discussions with our adjunct faculty, we developed approaches to improving
retention/success. Better market the courses on campus so we attract genuinely
interested students as opposed to students just looking for units. Build community in
the classroom, which has been proven to increase retention. Market the program in
the community to attract new students.
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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
1
$35,910
$62,777
$1,378
$100,065
2015-16
Budget
Received
0
$25,980
$54,497
$0
$80,477
2016-17
Budget
Requested
1
$36,241
$111,847
$0
$148,008
2016-17
Budget
Received
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
Note the above budget is for all three areas of MCOM: Journalism/Spectator, radio and
television, which have been done separately in the past.
The equipment acquired with the budget monies have been vital to improving student learning
in Mass Communications courses.
The equipment has allowed curriculum to diversify in order to provide an experience that will
develop and build skills that correlate with the industry work environments that exist today.
Students have actively utilized the equipment to produce their lab projects that are
incorporated into studio productions allowing for multifaceted productions. These classes and
outside activities will prepare them for continued education upon transferring or increase their
ability to compete for entry level production positions upon graduation .
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?
The Mass Communications department has not received consistent funding for the radio
station, which is operated by students in the department for a number of years. Lack of
funding makes it difficult to plan well for the future when finances are unknown. Ideas have to
be limited or cut, the ability for students to explore a variety of new ideas as far as coverage,
distribution, new media and experimenting with new production methods is reduced when
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Year 2
funding is inconsistent or non-existents.
The radio area of the Mass Communications department needs to have a consistent, recurring
budget allocation that can be relied on year after year in order to develop quality broadcast
radio and provide students with the necessary training to be competitive in the changing
broadcast landscape. The current trend in radio employment across all platforms is in content
development. Sustained funding will ensure that the department has the resources and ability
to help students develop the needed skills to be successful.
Students enrolled in and majoring in radio broadcasting have not had enough computers,
current versions of production software, equipment repaired, or newer equipment purchased.
This equipment that is needed to allow students to complete assignments and produce shows
that are broadcast over the air. When funding is not received, it is not possible to have timely
replacement of equipment that has reached the end of its life cycle.
The department has requested funding through bond monies. When not received, there are
often challenges in sustaining a smooth flow through the lessons and curriculum that is
planned. With only some of the equipment, the chances of successfully completing the
objectives diminish greatly. Having a consistent source of funding for new or replacement
equipment will allow the department to stay abreast of changes in technologies and acquire
the resources needed to prepare students for continued education or to be competitive in
seeking internships or employment opportunities.
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Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A.
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
*Note: These courses
must be assessed in the
next PR year.
MCOM 20
Submitted
MCOM 21
Submitted
MCOM 22
Submitted
MCOM 25
Submitted
MCOM 26
MCOM 40
Submitted
Submitted
Submitted
MCOM 41
MCOM 42
2-Years Prior
Submitted
Submitted
MCOM 43
Submitted
MCOM 44
Submitted
MCOM 50
Submitted
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MCOM 56
Submitted
MCOM 58
Submitted
MCOM 59
Submitted
2016-2017
Year 2
MCOM 60
Submitted
MCOM 61
Submitted
MCOM 68
Not offered
Not offered
Not offered
MCOM 69
Not offered
Not offered
Not offered
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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
MCOM 40
1
1
100%
Spring 2015
Chad Mark Glen & Thomas Lothian
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: MCOM 40 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: Describe/explain the major radio and TV careers
75%
90%
(CLO) 2: Describe/explain the education needed for a
75%
100%
radio and TV job
(CLO) 3: Describe/explain the experience, training and
75%
90%
preparation needed for a radio and TV job
(CLO) 4: Write a bibliography for a report on the major
75%
90%
radio and TV careers
* 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?
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PART II: MCOM 40 COURSE- LEVEL OUTCOME REFLECTIONS
A. MCOM 40 COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students were able to describe/explain the major radio and TV careers.
B. MCOM 40 COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students were able to describe/explain the education needed for a radio and TV job.
C. MCOM 40 COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students were able to describe/explain the experience, training and preparation needed
for a radio and TV job.
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D. MCOM 40 COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students were able to write a bibliography for a report on the major radio and TV
careers.
PART III: MCOM 40 COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
No changes were identified as needing to be made.
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
No new insights were gained.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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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
MCOM 42
1
1
100%
Spring 2015
Chad Mark Glen & Thomas Lothian
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: MCOM 42 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: Demonstrate, through writing of commercials,
75%
90%
various appeals including persuasion using the
correct script format
(CLO) 2: Demonstrate, through writing of commercials,
75%
100%
various appeals including persuasion in 30
seconds
(CLO) 3: Demonstrate, through writing of commercials,
75%
90%
various appeals including persuasion accurately
targeted to intended audience
(CLO) 4: Demonstrate, through writing of commercials,
75%
90%
various appeals including persuasion using clarity
and persuasiveness of message
* 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?
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PART II: MCOM 42 COURSE- LEVEL OUTCOME REFLECTIONS
C. MCOM 42 COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students were able to through writing of commercials, various appeals including
persuasion using the correct script format
D. MCOM 42 COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students were able to Demonstrate, through writing of commercials, various appeals
including persuasion in 30 seconds.
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C. MCOM 42 COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students were able to Demonstrate, through writing of commercials, various appeals
including persuasion accurately targeted to intended audience.
D. MCOM 42 COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students were able to Demonstrate, through writing of commercials, various appeals
including persuasion using clarity and persuasiveness of message.
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PART III: MCOM 42 COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
No changes were identified as needing to be made.
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
No new insights were gained.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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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
MCOM 44
1
1
100%
Spring 2015
Chad Mark Glen & Thomas Lothian
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: MCOM 44 COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Critique their performance based on articulation
(CLO) 2: Critique their performance based on phrasing
(CLO) 3: Critique their performance based on
Defined Target
Scores*
(CLO Goal)
80%
Actual Scores**
(eLumen data)
80%
95%
100%
80%
100%
pronunciation
(CLO) 4: Critique their performance based on vocal
80%
100%
emphasis
 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?
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PART II: MCOM 44 COURSE- LEVEL OUTCOME REFLECTIONS
A. MCOM 44 COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students who successfully critique their performance based on articulation are
likely to achieve greater success.
B. MCOM 44COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students who successfully critique their performance based on phrasing are likely
to achieve greater success.
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C. MCOM 44 COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students who successfully critique their performance based on pronunciation are
likely to achieve greater success.
D. MCOM 44 COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students who successfully critique their performance based on vocal variation are
likely to achieve greater success.
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PART III: MCOM 44 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?
Continued to provide assignments that required the use of skills and concepts taught
in the course.
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?
Strengths:
The program successfully taught students to be able to implement proper
microphone technique through studio work and critique their performance.
Students were able to demonstrate how to read a teleprompter in a conversational
manner. Students were able to understand and perform the duties and
responsibilities of the announcer/performer. Students were able to utilize
terminology, cues and hand signals. Students were able to critique their
performance based on 10 criteria rubric.
Actions:
Request resources to get another audio recording studio so students are able to
have access to a studio to do their projects.
Continue to find ways to assist students to matriculate through the course.
6. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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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
MCOM 50
1
1
100%
Spring 2015
Chad Mark Glen & Thomas Lothian
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: MCOM 50 COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Describe the format of a professional audio
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
80%
100%
industry demo reel
80%
90%
(CLO) 2: Prepare a professional audio industry demo reel
80%
90%
(CLO) 3: Produce a professional audio industry demo reel
80%
100%
(CLO) 4: Present a professional audio industry demo reel
 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?
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PART II: MCOM 50 COURSE- LEVEL OUTCOME REFLECTIONS
A. MCOM 50 COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students who describe the format of a professional audio industry demo reel are
likely to achieve greater success.
B. MCOM 50 COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students who prepare a professional audio industry demo reel are likely to achieve
greater success.
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C. MCOM 50 COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students who produce a professional audio industry demo reel are likely to achieve
greater success.
D. MCOM 50 COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students who present a professional audio industry demo reel are likely to achieve
greater success.
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PART III: MCOM 50 COURSE REFLECTIONS AND FUTURE PLANS
7. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
No dramatic changes were made.
8. 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?
Strengths:
The program was able to teach students who are able to demonstrate the knowledge and
skill necessary to produce professional sounding demo reel are better prepared to get an
on-air job interview. Students who are able to operate all types of standard broadcast
studio equipment are able to work in both an audio production studio and on-air radio
station. Students who can create, record, edit, and prepare for broadcast announcements
and promotional copy suitable for use in professional environment are better prepared for a
job as a broadcast news writers. Students who can explain the operation of a general
broadcast station are more prepared to understand the workings of a radio station and
therefore, obtain a job. Students who can construct a complete radio audition tape, utilizing
live and recorded sources, with smooth control of continuity and appropriate on-air
production techniques are better equipped to audition for a job in front of the mic in radio.
Actions:
Request resources to get another audio recording studio so students are able to
have access to a studio to do their projects.
Continue to find ways to assist students to matriculate through the course.
9. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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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
MCOM 56
1
1
100%
Spring 2015
Chad Mark Glen & Thomas Lothian
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: MCOM 56 COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Knowledge of each individual module/panels,
on/off-air buttons
(CLO) 2: Properly operating the faders
(CLO) 3: Properly Operate NexGen Automation
(CLO) 4: Properly operate on-air studio equipment
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
80%
100%
80%
100%
80%
90%
80%
95%
 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?
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PART II: MCOM 56 COURSE- LEVEL OUTCOME REFLECTIONS
A. MCOM 56 COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students with knowledge of each individual module/panels, on/off-air buttons are
more likely to succeed as a board operator.
B. MCOM 56 COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students who properly operate the faders are more likely to succeed as a board
operator.
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Year 2
C. MCOM 56 COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students who properly operate NexGen Automation are more likely to succeed as
music or program director.
D. MCOM 56 COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students who properly operate on-air studio equipment are more likely to succeed
as on-air talent or a board operator.
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Year 2
PART III: MCOM 56 COURSE REFLECTIONS AND FUTURE PLANS
10. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Continued to provide assignments that required the use of skills and concepts taught
in the course.
11. 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?
Strengths:
Providing feedback and encouraging students to be creative has allowed many of them to
achieve more than they thought they were capable of. We are utilizing the radio station as
an effective training environment for our students to achieve success as an on-air
personality. Students who are able to operate an on-air studio console have the ability to
be a board operator at a radio station. We are utilizing the radio station as an effective
training environment for our students to achieve success as an on-air personality.
Actions:
Request resources to get another audio recording studio so students are able to
have access to a studio to do their projects.
Continue teaching the class in the same successful manner.
12. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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Year 2
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
MCOM 58
1
1
100%
Spring 2015
Chad Mark Glen & Thomas Lothian
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: MCOM 58 COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Knowledge of each individual module/panels,
on/off-air buttons and volume knobs
(CLO) 2: Properly operating the faders
(CLO) 3: Properly Operate NexGen Automation
(CLO) 4: Properly On-air studio equipment.
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
80%
100%
80%
100%
80%
90%
80%
95%
 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?
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PART II: MCOM 58 COURSE- LEVEL OUTCOME REFLECTIONS
A. MCOM 58 COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students who properly operate on-air studio equipment are more likely to succeed
as on-air talent or a board operator.
B. MCOM 58 COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students who properly operate the faders are more likely to succeed as a board
operator.
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C. MCOM 58 COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students who properly operate NexGen Automation are more likely to succeed as
music or program director.
D. MCOM 58 COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students who properly operate on-air studio equipment are more likely to succeed
as on-air talent or a board operator.
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Year 2
PART III: MCOM 58 COURSE REFLECTIONS AND FUTURE PLANS
13. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
No changes were identified as needing to be made.
14. 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?
Strengths:
Providing feedback and encouraging students to be creative has allowed many of them to
achieve more than they thought they were capable of. We are utilizing the radio station as
an effective training environment for our students to achieve success as an on-air
personality. Students who are able to operate an on-air studio console have the ability to
be a board operator at a radio station. We are utilizing the radio station as an effective
training environment for our students to achieve success as an on-air personality.
Actions:
Request resources to get another audio recording studio so students are able to
have access to a studio to do their projects.
Continue teaching the class in the same successful manner.
15. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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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
MCOM 59
1
1
100%
Spring 2015
Chad Mark Glen & Thomas Lothian
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: MCOM 59 COURSE-LEVEL OUTCOMES – DATA RESULTS
Defined Target
Actual Scores**
Scores*
(eLumen data)
(CLO Goal)
80%
95%
(CLO) 1: Radio station DJ Studio Equipment Operations
80%
100%
(CLO) 2: Production Studio Equipment Operations
80%
100%
(CLO) 3: On-Air Studio Equipment Operations
80%
95%
(CLO) 4: Conduct a radio station remote event
 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?
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
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PART II: MCOM 59 COURSE- LEVEL OUTCOME REFLECTIONS
A. MCOM 59 COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students with knowledge of each individual module/panels, on/off-air buttons are
more likely to succeed as a board operator.
B. MCOM 59 COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students who properly operate the faders are more likely to succeed as a board
operator.
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Year 2
C. MCOM 59 COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students who properly operate NexGen Automation are more likely to succeed as
music or program director.
D. MCOM 59 COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
The scores exceeded the expected 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?
Students who properly operate on-air studio equipment are more likely to succeed
as on-air talent or a board operator.
33
Mass Communications Program Review
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Year 2
PART III: MCOM 59 COURSE REFLECTIONS AND FUTURE PLANS
16. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
None.
17. 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?
Strengths:
Providing feedback and encouraging students to be creative has allowed many of them to
achieve more than they thought they were capable of. We are utilizing the radio station as
an effective training environment for our students to achieve success as an on-air
personality. Students who are able to operate an on-air studio console have the ability to
be a board operator at a radio station. We are utilizing the radio station as an effective
training environment for our students to achieve success as an on-air personality.
Actions:
Request resources to get another audio recording studio so students are able to
have access to a studio to do their projects.
Continue teaching the class in the same successful manner.
18. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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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: Mass Communications J o u r n a l i s m

PLO #1: Students will be able to apply knowledge and understanding of the Internet,
including various databases in order to independently conduct the research they need to
produce credible and well-constructed content for publication.

PLO #2: Students will gain knowledge of a broad range of equipment, software, trends,
changes and tools needed to be successful in the journalism field.

PLO #3: Students gain critical understanding of journalism practices, including facts,
standards, conventions, and principles, including critical understanding of internal and
external forces affecting their operation.

PLO #4: Students will be able to apply the separate skills of a journalist—writing and
editing stories; taking and editing photographs; creating and editing graphics; recording
and editing audio; as well as shooting and editing videos—in order to produce
interactive media content.
What questions or investigations arose as a result of these reflections or discussions?
Over all, we are meeting our Journalism program level outcomes goals.
What program-level strengths have the assessment reflections revealed?
Our curriculum is meeting the program needs so that our students are able to achieve the
programmatic goals set by the department.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
No specific actions were determined.
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Program: Mass Communications R a d i o

PLO #1: Communicate clearly using industry terminology of the radio profession.

PLO #2: Use the current technology of radio to develop (preproduction) broadcast
content.

PLO #3: Use the current technology of radio to produce broadcast content.
What questions or investigations arose as a result of these reflections or discussions?
 As an unfunded and uncoordinated student lab, the radio station cannot provide adequately
varied opportunities and thus offers limited career training.
 As a campus facility, the radio station cannot live up to its potential for radio industry
learning without a coordinator and a reliable operating budget.
 Additional studio space is needed to accommodate the number of students and increase
practical application.
 How to increase student hands on experiences, while continuing to provide sufficient
discussion for student understanding.
What program-level strengths have the assessment reflections revealed?
 Overall the program and the courses that comprise it have adequately prepared graduates to
meet industry expectations for employment.
 Students learn to work collaboratively and to discuss their projects cogently.
 The program offers a unique blend of general skills and skills specific for radio broadcasting.
 Our analysis of the CLOs indicates that students are able to demonstrate their ability to
implement and evaluate activities in radio production.
 The students are able to connect theory to practice through their lab experiences.
 The lab experience allows students to learn and develop their skills.
 Students get real-time feedback on their work in a classroom.
 Our strengths continue to be in connecting with our students in such a way that we are
responsive to the areas in which they need to improve regarding particular subject matter.
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Mass Communications Program Review
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What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
 Request additional production studio space.
 Need ongoing equipment and supply acquisitions to maintain industry relevance and to meet
programmatic requirements.
 Request classified staff and student assistant position to meet the laboratory needs, to
assure real-time lab support and to enhance appropriate student use of instructional
resources.
 Update the course content delivery to include constantly changing radio industry standards
and trends.
 We want students to have the lasting impression (through maintaining the facilities,
providing adequate budget and staffing, etc.), that the college sees value in the radio station
and program.
 We are working on spending more time in the field to gain more real-world experiences to
bring back to the classroom.
Program: Mass Communications T e l e v i s i o n

PLO #1: Understanding and development of the different types of productions created
for television.

PLO #2: Use the current technology of television to develop and produce broadcast
content.
What questions or investigations arose as a result of these reflections or discussions?
Over all, we are meeting our television program level outcomes goals.
What program-level strengths have the assessment reflections revealed?
Our curriculum is meeting the program needs so that our students are able to achieve the
programmatic goals set by the department.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
No specific actions were determined.
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Mass Communications Program Review
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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, all Mass Communications course outlines were updated this year.
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five years or
won’t be taught in three years should be deactivated)
No courses were deactivated.
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, all MCOM courses were taught in the last 5 years
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, all MCOM courses have the required number of CLOs completed with
corresponding rubrics.
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. MCOM 68 and 69 were not offered the last two years but are offered this
semester so the CLOs will be completed Fall 2015.
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, PLOs have been developed for all three of our programs. We have not assessed
the PLOs independently of the CLOs. We feel the CLOs’ success is indicative of the
achievement of our PLOs.
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
Yes, there is evidence that success in the prerequisite courses is indicative of success
in their subsequent courses.
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, especially college level English, as good writing and communication skills are key
to being successful in all areas of Mass Communications.
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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.
None.
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Mass Communications Program Review
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Year 2
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):
40
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Mass Communications Program Review
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Year 2
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:
☒
3 CAH (A hours)
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
Our KCRH 89.9 FM radio station has a Federal Communications Commission license with
regulations that must be followed. Reassigned time is needed for a faculty member to
ensure the regulations are enforced. If violations occur, the college will be fined and our
license might not be renewed. The radio station operates 24 hours a day 365 days a year.
This requires greater faculty supervision and oversight. Having multiple studios and a lot of
equipment requires a great deal of time to maintain, coordinate and supervise.
We are unable to adequately serve our students because they are being denied adequate
access to the radio station studios and inadequate training time. The allocation of 3 CAH for
a coordinator will permit the radio advisor to spend more time at the radio station allowing
greater access and instruction, which helps our students reach their academic and degree
attainment goals. This would also free up the instructor’s time to provide more focus on
the direct student needs and to undertake the many facets of managing and operating a
radio station.
This supports the Mass Communications Department and the AA degrees we offer.
Chabot’s Strategic Plan is to “Increase the number of students that achieve their
educational goal within a reasonable time by… providing more information and support.”
This reassigned time supports that goal by making it possible for faculty to help students
matriculate and achieve their educational goals. When the radio labs are unstaffed,
students become frustrated and drop the courses. The reassigned time will increase
student retention and success. It will also help alleviate the programmatic bottleneck.
Mass Communications Program Review
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Year 2
What was referred to as release or reassigned time for the radio advisor was eliminated.
Since that time the enrollment has dramatically increased in radio. The radio station has
over 100 students the radio advisor must oversee. All of this impedes the MCOM radio
program from reaching its potential and achieving many of their goals.
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Appendix F2A: Classified Staffing Request(s) [Acct. Category 2000]
Audience: Administrators, PRBC, Classified Prioritization Committee
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions (new, augmented and replacement
positions). Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please complete a separate Classified Professionals Staffing Request form for each position
requested and attach form(s) as an appendix to your Program Review.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet AND a
separate Classified Professionals Staffing Request form must be completed for each position requested.
Add your requests to your spreadsheet under the 2000a tab and check the box below once they’ve
been added.
Please click here to find the link to the Classified Professional Staffing Request form:
http://www.chabotcollege.edu/prbc/APR/2016-17%20Classified%20Professionals%20Staffing%20Request%20Form.pdf
This is a fillable PDF. Please save the form, fill it out, then save again and check the box below once
you’ve done so. Submit your Classified Professionals Staffing Request form(s) along with your Program
Review Narrative and Resource Request spreadsheet.
Total number of positions requested (please fill in number of positions requested):
One
☒
Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
☒
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
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Appendix F2B: Student Assistant Requests [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for student assistant positions. Remember, student
assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, and accreditation issues. Please
cite any evidence or data to support your request. If these positions are categorically funded, include
and designate the funding source of new categorically-funded positions where continuation is
contingent upon available funding.
Rationale for proposed student assistant positions:
Justification
There was a full-time Radio Station position for decades. When the person in that position left for a job
in commercial radio, filling the vacant position was put on hold. It ended up being indefinitely vacant.
The majority of MCOM classes involve hands-on experience and training requiring the use of the radio
station labs. In order to keep the labs open for student access and use, a full-time student assistant is
needed for support. This much needed support is vital to the survival of the MCOM program and the
four AA degrees we offer. The main reason the radio station has remained available since this loss, is
because students have generously volunteered their time and services. When the time comes that we
no longer have students donating their unpaid time, the courses associated with the radio station will
be in jeopardy of being canceled and possibly eliminated, thus endangering the sustained viability of
our MCOM AA degrees.
This position supports the Mass Communications Department and the AA degrees we offer. Chabot’s
Strategic Plan is to “Increase the number of students that achieve their educational goal within a
reasonable time by… providing more information and support.” This position supports that goal by
making it possible for students to matriculate and achieve their educational goals. When the radio labs
are unstaffed, students become frustrated and drop the courses. The position will increase student
retention and success. It will also help alleviate the programmatic bottleneck.
Consequences
We will not be able to keep the labs open for student use. Without personnel, enrollments have
dropped because of the inadequate access to the radio station studios. Courses associated with the
radio station will be in jeopardy of being canceled and possibly eliminated thus endangering the
sustained viability of our MCOM AA degrees. Students would not be able to graduate with their AA
degree in Radio and Television Broadcasting.
Alternative approaches have been used in trying to meet the programmatic demands. Students have
generously volunteered their time and services, which is neither optimal nor reliable. There are time
students donating their unpaid time are unable to staff the labs.
Campus Community Positively Impacted
The radio station will be able to be more involved in and support campus clubs and organizations. We
will be able to put on College Hour events that serve the campus community. The radio station reaches
beyond the campus and is broadcast in our community to our service area. We will be able to increase
our outreach by being on feeder school campuses and community events representing the college. The
position will increase student retention and success. Faculty will be able to better serve our students
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Mass Communications Program Review
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Year 2
with this position.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
It will help alleviate the programmatic bottleneck. Students are not able to gain access to the radio
station to do their studio labs because of the lack of staffing. This position would be the solution to this
problem and increase the number of students that achieve their educational goal within a reasonable
time by providing more access and support.
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):
☒
One
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
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Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans
and CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the
Faculty Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data at
http://www.chabotcollege.edu/ProgramReview/Data2015.asp
COURSE
CURRENT
FTEF
(2015-16)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
None.
46
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
Mass Communications Program Review
2016-2017
Year 2
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):
☒
Two
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.
Justification
There was a full-time Radio Station position for decades. When the person in that position
left for a job in commercial radio, filling the vacant position was put on hold. It ended up
being indefinitely vacant. The majority of MCOM classes involve hands-on experience and
training requiring the use of the radio station labs. In order to keep the labs open for
student access and use, a full-time student assistant is needed for support. This much
needed support is vital to the survival of the MCOM program and the four AA degrees we
offer. The main reason the radio station has remained available since this loss, is because
students have generously volunteered their time and services. When the time comes that
we no longer have students donating their unpaid time, the courses associated with the
radio station will be in jeopardy of being canceled and possibly eliminated, thus
endangering the sustained viability of our MCOM AA degrees.
This position supports the Mass Communications Department and the AA degrees we
offer. Chabot’s Strategic Plan is to “Increase the number of students that achieve their
educational goal within a reasonable time by… providing more information and support.”
This position supports that goal by making it possible for students to matriculate and
achieve their educational goals. When the radio labs are unstaffed, students become
frustrated and drop the courses. The position will increase student retention and success.
It will also help alleviate the programmatic bottleneck.
47
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Year 2
Consequences
We will not be able to keep the labs open for student use. Without personnel,
enrollments have dropped because of the inadequate access to the radio station studios.
Courses associated with the radio station will be in jeopardy of being canceled and
possibly eliminated thus endangering the sustained viability of our MCOM AA degrees.
Students would not be able to graduate with their AA degree in Radio and Television
Broadcasting.
Alternative approaches have been used in trying to meet the programmatic demands.
Students have generously volunteered their time and services, which is not optimal nor
reliable. There are time students donating their unpaid time are unable to staff the labs.
Campus Community Positively Impacted
The radio station will be able to be more involved in and support campus clubs and
organizations. We will be able to put on College Hour events that serve the campus
community. The radio station reaches beyond the campus and is broadcast in our
community to our service area. We will be able to increase our outreach by being on
feeder school campuses and community events representing the college. The position will
increase student retention and success. Faculty will be able to better serve our students
with this position.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
It will help alleviate the programmatic bottleneck. Students are not able to gain access to
the radio station to do their studio labs because of the lack of staffing. This position would
be the solution to this problem and increase the number of students that achieve their
educational goal within a reasonable time by providing more access and support.
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Year 2
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?
The request is merely to replace damaged or worn out items needed for students to
perform their lab assignments. Without these items SLOs and SAOs for many of our
courses would not be possible.
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Mass Communications Program Review
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Year 2
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.)
☒
CONTRACT/SERVICES tab (5000) completed in Program Review Resource Request
Spreadsheet (please check box to left)
Rationale:
The radio station is licensed by the Federal Communications Commission (FCC). The FCC
mandates that there be a designated radio station engineer. If we are off the air because
of equipment problems, we are subject to fines by the FCC. The contract dollar amount is
a maximum that could be spent. If services are not rendered, then we are not charged.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
If the radio station is shut down because of FCC violations the SLOs for MCOM 50, 44, 50,
56, 58 and 59 cannot be accomplished. In addition, the radio PLOs would not be able to
be met.
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Mass Communications Program Review
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Year 2
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
Description
Qty
Unit
Price
Amount
Tax
Shipping
/ Freight
Broadcast
audio mixer
2
27,795
55,590
5,560
500
Audio
production
workstation
2
2,363
4,726
473
150
On-air
broadcast
board
1
26,995
26,995
2,700
450
51
TOTAL
Amount
Vendor
Priority
#1
61,650
bswusa.co
m
X
5,349
Musicians
Friend.co
m
X
30,145
Lightner
Electronic
s Online
Store
X
Priority
#2
Justification
Required for
students to do
their lab
assignments.
Needed to
house the
above items.
On-air
broadcast
console is
beyond repair
and causes the
station to go
off-air, which
violates our
Federal
Communicatio
ns Commission
(FCC) license
and puts us in
danger of
being fined for
being out of
compliance.
Mass Communications Program Review
2016-2017
Broadcast
delay button
1
2,995
2,995
300
50
3,345
bswusa.co
m
X
Emergency
alert system
encoder decoder
1
2,750
2,750
275
50
3,075
bswusa.co
m
X
Master
Preamp &
Input
Processor
1
1,000
1,000
100
50
1,150
bswusa.co
m
X
Safco heavy
duty stools
8
301
2,408
241
40
2,689
Amazon.c
om
X
Safco stool
adjustable
width arm
(for above)
8
48
384
39
10
433
Amazon.c
om
X
52
Year 2
This broadcast
profanity
delay button is
what all radio
stations use to
avoid being
fined by the
FCC for
violating the
decency part
of their license
agreement.
This is
required of all
radios stations
to operate in
times of
emergency.
Ours cannot
be repaired
and must be
replaces or we
are in
jeopardy of
losing our
broadcast
license.
This is
required to
prevent
inconsistent
broadcast
levels and is
standard at all
radio stations.
This is a safety
issue. We
have several
students
weighing over
300 pounds
that have
damaged our
stools. These
heavy duty
stools are
needed to
replace them.
Needed for
item above.
Mass Communications Program Review
2016-2017
Air-check
logger
1
250
250
25
10
285
Avangate.
com
X
Cypher lock
1
500
500
0
0
500
Jesse Ellis
M&O
X
Uninterrupta
ble Power
Supply
2
215
430
43
10
483
Amazon.c
om
X
53
Year 2
Required to
monitor
broadcast
content and to
provide to the
FCC in the
event of a
complaint.
Also used to
provide
feedback to
students on
their
performance.
Campus
Security must
unlock the
radio station
every time
students need
to gain access
to the station.
This takes
them away
from other
important
duties.
Students
frequently
have to wait
20 minutes or
more before
they’re let in.
Security has
asked us to get
the lock and
we agree it
will help serve
our students
in a timely
manner and
help Security
as well.
We get thrown
off the air
because of
fluctuations is
power. Not
broadcasting is
a violation of
our FCC
license. This
Mass Communications Program Review
2016-2017
Reception
seating sofa
1
821
821
83
45
949
Amazon.c
om
Electrovoice
RE20 mix
2
449
898
90
20
1,008
bswusa.co
m
Storage
cabinet a.
78"H x 48"W
x 24"D
1
669
669
67
50
786
54
Office
Depot
Year 2
X
X
X
item will
prevent
interruptions
in our
broadcasting.
To
accommodate
the backlog of
students
waiting to use
the production
studio who
need a place
to sit while
they wait.
Needed for
additional
production
studio.
We lost
storage space
in room 126 to
make room for
the new
elevator and
desperately
need cabinets.
Mass Communications Program Review
2016-2017
Year 2
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): Radio Station Production Lab & Storage
Building/Location: 100
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.
RANKED #1
SPACE NEED
We have outgrown our current neglected radio facilities. We need an additional student
production studio lab. There is a backlog of students trying to do their lab assignments and
cannot do so because we only have one studio. Students are severely limited in the amount
of time they’re able to spend working on their lab assignments. Subsequently, this is
resulting in poor quality assignments being turned in. This is discouraging and frustrating
the students and hurting our retention rate. Enrollments are also dropping as a result of the
grossly neglected facilities. The carpet is stained and worn, the paint is chipped and filthy,
there are ceiling and wall tiles missing and the furniture is worn out.
The radio station lost storage space in room 126 because of the elevator remodel. The
items that used to be stored there are now cluttering the radio station and studio. This is a
tripping hazard and the emergency exit is partially blocked. We are in dire need of a storage
room or area.
SMALL REPAIR
Missing and damaged ceiling and wall tiles in KCRH need to be replaced. New paint and
carpet is also needed. Exposed wiring needs to be rerouted.
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Mass Communications Program Review
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MAJOR REPAIR
The KCRH studios need to be sound proofed. Noise comes into the studios and gets
broadcast on-air and is captured on studio recordings. This makes the college look bad to
the community since the radio station broadcasts to the surrounding areas. Electrical load
redistribution needs to be done for safety reasons. (I’m not sure how “major” these repairs
would be so I listed them here.)
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
This supports the MCOM radio program and the four AA degrees we offer. These projects
will allow for greater student access to the courses needed for the MCOM degrees and
General Education requirements. The lack of space reduces the number of students we can
serve and creates a bottleneck for students trying to complete the program, earn their
degree and transfer to four year institutions.
We have tried collaborating with the television station, but they are unwilling to share space
in room 122 or a room in the former student health center.
Briefly describe how your request supports the Strategic Plan Goal?
This supports the strategic plan by helping increase the number of students that are able to
achieve their educational goal within a reasonable time. These projects will increase class
and lab capacity and accessibility to required AA and GE courses and helps our students
achieve their educational goals in a timely manner with a clear pathway to achieving their
MCOM AA degree goals by providing the needed lab facilities and space.
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Appendix F8: Facilities Requests (continued)
Brief Title of Request (Project Name): Integrated MCOM Space
Building/Location: 2300
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.
RANKED #2
Mass Communications students need access to technology that is not being met through
shared resources on campus. Building 900 is used for other programs: Digital Media and
Photography. TV classes need greater access to editing facilities as a class. Radio students
need access to audio editing software and recording studios. The most logical space that
can be made easily available to dedicated Mass Communications use is in room 2325. The
space is in need of a compete remodel. In addition, the network and power infrastructure is
insufficient for the needs of a computer lab capable of accommodating the Mass
Communications program.
We propose a complete remodel of room 2325, including replacing the furniture, removing
wallpaper and replacing carpet. The electrical infrastructure needs an upgrade to
accommodate as many as 30 computers in that space, and the network infrastructure of the
entire 2300 building needs an upgraded to allow modern web apps to function like zonemail
to function on a basic level. Upgrading the network infrastructure of building 2300 should be
a priority of the college as it impacts everyone who uses the cafeteria, including ASCC
student government and the spectator and Mass Communications.
SIGNAGE
The signage needs to be updated outside building 2300 as it still says this is the workforce
Center. It should be replaced with Mass Communications and then specifically The
Spectator, KCRH 89.9 FM and KCTH 27. This shingle belongs on the outside of the building
facing the courtyard. We also should have signage inside the building pointing students and
visitors to the location as it is slightly out of the way.
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
This supports the MCOM program and the four AA degrees we offer. These projects will
allow for greater student access to the courses needed for the MCOM degrees and General
Education requirements. The lack of space reduces the number of students we can serve
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Mass Communications Program Review
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and creates a bottleneck for students trying to complete the program, earn their degree and
transfer to four year institutions.
We have tried collaborating with the television station, but they are unwilling to share space
in room 122 or a room in the former student health center.
Briefly describe how your request supports the Strategic Plan Goal?
This supports the strategic plan by helping increase the number of students that are able to
achieve their educational goal within a reasonable time. These projects will increase class
and lab capacity and accessibility to required AA and GE courses and helps our students
achieve their educational goals in a timely manner with a clear pathway to achieving their
MCOM AA degree goals by providing the needed lab facilities and space.
58