Chabot College
Academic Services
Program Review Report
2016 -2017
Year One
Program Review Cycle
PHOTOGRAPHY
Submitted on October 26, 2015
Aaron Deetz
Table of Contents
Year 1
Section 1: Who We Are
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New and Ongoing Initiatives and Projects
F1A: New Faculty Requests
F1B: Reassign Time Requests
F2A: Classified Staffing Requests
F2B: Student Assistant Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies Requests
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
YEAR ONE
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. Who We Are
Limit your narrative to no more than one page. Describe your program--your mission, vision,
responsibilities and the goals of your area. How does your area support the college? What impact do
you have on student learning? Describe the number and type of faculty in your area.
The Photography Discipline provides students with a high quality educational experience in the
visual arts with a focus on photography as an art form and commercial applications. The
Photography Discipline’s curriculum offers an AA in Photography along with a Certificate of
Completion. The two-year diploma program provides students with a foundational education
using a variety of photographic processes and applications; digital, traditional, and historical.
Students gain experience working hands-on in the studios, darkrooms, and digital laboratories,
building the skills and knowledge they need to succeed in the 21 st Century.
The photography curriculum offers instruction emphasizing building technical skills, historical
knowledge and conceptual meaning through photographic practices. These three areas of
emphasis constitute the foundational education students need to begin a career as a
photographer (Architectural Photographer, Commercial Photographer, Corporate
Photographer, Fine Art Photographer, Industrial Photographer, Photojournalist, Portrait
Photographer, Scientific Photographer). The foundation courses meet prerequisite
requirements for transfer to UC, CSU, and four-year art institutions.
The majority of students doing course work in the Photography Discipline are non-majors taking
a course to fulfill a G.E. requirement or as an elective. The primary courses that non-major
students enroll in are Intro to Photography (PHOT 50) and Digital Photography (PHOT 66). The
Photography Discipline serves a wide variety of students from multiple disciplines and does not
discriminate in pedagogy or content for non-majors.
Last year the photography program hired a full-time faculty lead member, for the first time in
many years. The program has initiated the process of revising curriculum, degree requirements,
and facilities upgrades to grow the program back to historical levels and reflect a contemporary
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photographic discipline. Additionally, Photography along with the other visual arts disciplines at
Chabot College, will be pursuing accreditation through the National Association of Schools of
Art and Design (NASAD).
2. Where We Are Now
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.
The Photography Discipline is currently in the process of rebuilding the program back to prior levels that
existed before budget cuts decimated the program. Beginning with the hire of a new lead faculty
member for the 2014/2015 academic year, the discipline is currently in the process of a comprehensive
evaluation facilities, equipment, supplies, curriculum, degree requirements, PLO’s, CLO’s, and SLO’s.
Through an increased discipline budget for the 2014/2015 academic year many long needed
improvements to facilities, equipment and supplies have been addressed. In order to continue to
address these issues the discipline will require continued budget support. Curriculum updates have been
initiated for PHOT50, PHOT60, PHOT66 and will continue through the next curriculum cycle for
additional courses. Degree requirements have been updated and are still being assessed. PLO’s, CLO’s,
and SLO’s have been written and assessed for all course offerings. There is still a lot of work required to
build a thriving Photography Discipline, but the program has turned the corner and is well on its way.
The Photography Discipline’s enrollment numbers for Fall 2015 are the highest seen in the last five
years. Additionally, student success rates have risen across the discipline—although the sample size is
small (2014/2015 academic year only) it is a trend that hopefully will continue in subsequent semesters.
This is good news for the Photography Discipline, for many years the program either met or fell below
college-wide success rates. For the first time in recent years the success rates within the Photography
Discipline have surpassed the college-wide success rates. There is even a small uptick in declared
photography majors. Once a larger sample size is available it is hoped that these are trends that will
continue.
Overall Discipline Success Rate
Spring 2015
84%
Fall 2014
74%
Spring 2014
80%
Fall 2013
59%
Spring 2013
82%
Fall 2012
64%
Overall College Success Rates
Spring 2015
69%
Fall 2014
67%
Spring 2014
69%
Fall 2013
68%
Spring 2013
68%
Fall 2012
69%
Photography Majors
2015 45
2014 36
2013 42
2012 40
2010 29
Over the next three years the biggest challenge for the Photography Discipline will be to implement
NASAD standards as the program goes through the accreditation process with other visual arts
disciplines. In order to meet the NASAD standards for Photography the discipline will be evaluating the
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entire program including, but not limited to, technology, facilities, equipment, curricular structure, and
degree requirements. Additionally, the Photography Discipline is working towards growing the program
in order to meet student demand.
The recent financial support the photography program received has had a tremendous impact on
Student Learning Outcomes. The program was able to provide film and digital cameras for students to
check out on a weekly basis, which has eased a major financial burden students face when taking
photography courses and increased student productivity. The photography lab has been able to return
to a fully stocked darkroom providing the chemicals, materials and supplies for students to work with
and explore traditional/historical methods and materials. Digital and lighting equipment has been
provided for the first time to students, allowing them to work in a photography studio environment that
meets current industry standards. Photography equipment that had been neglected or was in disrepair
was replaced facilitating student achievement in meeting Course Level Outcomes. Additional materials
and supplies also went towards showcasing student photographs in multiple exhibitions at the Chabot
Art Gallery throughout the year (Silent Light, Annual Student Exhibition, Digital vs. Analog) and for
hosting photography workshops each semester (Worldwide Pinhole Day, Anna Atkins Day) that has
served as a recruitment tool for bringing new students into the program and increasing the Photography
Discipline’s presence on the Chabot campus. Additionally, the Photography Discipline has been able to
utilize much of the new equipment to support multiple disciplines across campus and work with the
college administration on the 2015 Chabot College Accreditation Self-Study Report. The Photography
Discipline is incredibly grateful for the financial support that has allowed the program to begin the
process of rebuilding and supporting student success in the arts.
3. The Difference We Hope to Make
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 (Resource Requests)
as relevant to your needs to support your narrative. Limit your narrative here to one page and reference
appendices where further detail can be found.
The focus for the Photography Discipline over then next three years will be on seeking NASAD
accreditation with the other visual arts disciplines. This is a significant achievement for a two-year
community college. To date, only 22 community colleges nationwide have been granted NASAD
accreditation. Our curriculum stresses technical competence, an understanding of photographic styles,
critical thinking skills, creative problem-solving and insight to photography's significant role in society.
With a focus on student enrichment, it is the Photography Discipline’s goal to prepare students in a
professional practice as well as creative problem solving. Our pedagogy, curriculum, and goals are a
good fit with NASAD requirements.
The first step towards accreditation is to grow the Photography Discipline from a foundational level, to a
viable level, to flourishing. Currently we are transitioning from foundational to viable. We have started
the process of offering more Intro to Photography courses (PHOT50) in order to meet the student
demand. Through the offering of more intro courses it is hoped that it will have the long-term effect of
creating more demand for advanced courses. To meet the needs of a growing student population within
the Photography Discipline additional equipment, materials and supplies for the photography studio,
darkroom, and digital lab have been requested (Appendix F5, F6, F7). These additions will also help the
discipline meet the NASAD standards for accreditation. In addition, the Discipline has requested two
Classified Professionals (Appendix F2A), a Laboratory Technician and Instructional Assistant, to be
shared among all the visual arts disciplines; Architecture, Art, Digital Media, Graphic Design, Interior
3
Design, and Photography. These positions are essential for the visual arts to receive NASAD
accreditation.
Over the next three years the Photography Discipline will be working closely with the other visual arts
disciplines going through the accreditation process. The photography and art disciplines have taken
steps to more closely align the programs in order to achieve shared goals that go beyond NASAD
accreditation. In order to achieve these shared goals, along with NASAD accreditation, it is essential that
the visual arts disciplines receive the financial and institutional support necessary to meet the NASAD
standards.
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
$16,041
$57,382
$500
$73,923
2015-16
Budget
Received
0
$16,041
$57,382
0
$73,423
2016-17
Budget
Requested
2
$21,923.16
$45,854.58
$1999.00
$69,776.74
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.
The budget monies the Photography Discipline received had a tremendous impact on Student Learning
Outcomes. The program was able to provide film and digital cameras for students to check out on a
weekly basis, which has eased a major financial burden students face when taking photography courses
and increased student productivity. The photography lab has been able to return to a fully stocked
darkroom providing the chemicals, materials and supplies for students to work with and explore
traditional/historical methods and materials. Digital and lighting equipment has been provided for the
first time to students allowing them to work in a photography studio environment that meets current
industry standards. Photography equipment that had been neglected or in disrepair was replaced
facilitating student achievement in meeting Course Level Outcomes. Additional materials and supplies
also went towards showcasing student photographs in multiple exhibitions at the Chabot Art Gallery
throughout the year (Silent Light, Annual Student Exhibition, Digital vs. Analog) and for hosting
photography workshops each semester (Worldwide Pinhole Day, Anna Atkins Day) that has served as a
recruitment tool for bringing new students into the program and increasing the Photography Discipline’s
presence on the Chabot campus. Additionally, the Photography Discipline has been able to utilize much
of the new equipment to support multiple disciplines across campus and work with the college
4
administration on the 2015 Chabot College Accreditation Self-Study Report. The Photography Discipline
is incredibly grateful for the financial support that has allowed the program to begin the process of
rebuilding and supporting student success in the arts.
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?
In previous budget cycles the Photography Discipline has been dramatically impacted by a lack of
funding that resulted in high student attrition rates and failure to adequately meet Course Level
Outcomes, since the program lacked appropriate equipment, materials and supplies. However, because
of the financial support received last year large strides have been made toward meeting the program
goals for student achievement.
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:
No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once
at least once every three years.
 Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
PHOT 50
PHOT 60
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
*Note: These courses
must be assessed in the
next PR year.
Submitted
Submitted
Submitted
PHOT 61
Submitted
5
2-Years Prior
PHOT 64A
Submitted
PHOT 66
PHOT 62
Insufficient enrollment
in Spring 2015, cannot
be assessed. Will be
assessed during the
next offering.
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
PHOT50
Spring 2015
2
1
50%
Spring 2015
2
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
(CLO) 1: DEMONSTRATES TECHNICAL MASTERY OF A 35MM
SLR CAMERA. IS ABLE TO UTILIZE APPROPRIATE SHUTTER SPEEDS
AND APERTURES (DEPTH OF FIELD) IN IMAGE MAKING.
Defined Target
Scores*
(CLO Goal)
70% of students
score a 3 or 4
(meet the CLO).
(CLO) 2: DEMONSTRATES TECHNICAL MASTERY OF FILM
DEVELOPING. FILM IS EVENLY DEVELOPED WITH CONSISTENT
EXPOSURES THROUGHOUT.
70% of students
score a 3 or 4
(meet the CLO).
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
6
Actual Scores**
(eLumen data)
Based on the
midterm critique,
83% of students
met the target
goal.
Based on the
midterm critique,
92% of students
met the target
goal.
(CLO) 3: DEMONSTRATES TECHNICAL MASTERY OF BLACK &
WHITE DARKROOM PRINTING. PHOTOGRAPHS EXHIBIT A FULL
TONAL RANGE WITH APPROPRIATE CONTRAST AND SHARP
70% of students
score a 3 or 4
(meet the CLO).
FOCUS.
Based on the
midterm critique,
71% of students
met the target
goal.
(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?
Scores exceed the target outcome for student success.
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?
CLO and assessment target appropriate.
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?
Scores far exceed the target outcome for student success.
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?
CLO and assessment target appropriate.
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?
Scores meet the target outcome for student success.
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?
CLO and assessment target appropriate.
7
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?
N/A
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?
N/A
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?
Being a new faculty hire for the 2014/2015 academic year I did not participate in previous
assessment cycles. The photography program is being reactivated for the first time in a
number of years.
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?
Assessing CLO’s during the midterm critique is appropriate for both CLO #1 and CLO #2, as
students have had a sufficient amount of time to master the technical aspects of camera
operation and film developing. However for CLO #3 it would be beneficial to assess
student outcomes later on in the semester once they have had an appropriate amount of
time to work in the darkroom.
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:_________________________________________________________________
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
8
PHOT60
Spring 2015
1
1
100%
Spring 2015
2
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: DEMONSTRATES TECHNICAL MASTERY OF ADVANCED
BLAKC & WHITE DARKROOM TECHNIQUES; EXPOSURE,
DEVELOPING, PRINTING, AND TONING.
(CLO) 2: DEMONSTRATES TECHNICAL PROFICIENCY COMBINING
MULTIPLE MEDIA IN IMAGE MAKING; DIGITAL, FILM, AND
ALTERNATIVE PROCESS.
(CLO) 3: DEMONSTRATES PERSONAL ARTISTIC EXPRESSION
USING DYNAMIC IMAGERY AND CREATIVE COMPOSITIONS; RULE
OF THIRDS, PERSPECTIVE, FRAMING, NEGATIVE SPACE, LINE,
TEXTURE AND CONCEPTUAL MEANING.
Defined Target
Scores*
(CLO Goal)
70% of students
score a 3 or 4
(meet the CLO).
70% of students
score a 3 or 4
(meet the CLO).
70% of students
score a 3 or 4
(meet the CLO).
Actual Scores**
(eLumen data)
Based on the
midterm critique,
77% of students
met the target
goal.
Based on the
midterm critique,
84% of students
met the target
goal.
Based on the
midterm critique,
92% of students
met the target
goal.
(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?
Scores exceed the target outcome for student success.
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?
9
CLO and assessment target appropriate. However, with improved equipment (fiber print
dryer) student success rates will increase.
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?
Scores meet the target outcome for student success.
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?
CLO and assessment target appropriate.
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?
Scores far exceed the target outcome for student success.
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?
CLO and assessment target appropriate.
D. COURSE-LEVEL OUTCOME (CLO) 4:
3. How do your current scores match with your above target for student success in this course
level outcome?
N/A
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?
N/A
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?
Being a new faculty hire for the 2014/2015 academic year I did not participate in previous
assessment cycles. The photography program is being reactivated for the first time in a
number of years.
10
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?
Student success rates for CLO #1 can be increased with the addition of a fiber print dryer.
Currently the darkroom lacks an appropriate way to dry fiber prints creating a bottleneck
in student output. Students use a screen door as a print dryer that has limited
functionality and space for work.
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:_________________________________________________________________
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
PHOT61
Fall 2015
1
1
100%
Fall 2015
2
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: DEVELOP A COHESIVE BODY OF EXHIBITION QUALITY
WORK THAT DEMONSTRATES TECHNICAL MASTERY OF
PHOTOGRAPHIC MATERIALS AND PROCESSES.
(CLO) 2: ABLE TO ARTICULATE THE CONCEPTUAL MEANING
11
Defined Target
Scores*
(CLO Goal)
70% of students
score a 3 or 4
(meet the CLO).
70% of students
score a 3 or 4
Actual Scores**
(eLumen data)
Based on the final
portfolio, 64% of
the students met
the target goal.
Based on the
conceptual
AND CONTENT OF PHOTOGRAPHIC WORKS PRESENTED IN THE
(meet the CLO).
FINAL PORTFOLIO.
(CLO) 3: ABLE TO UNDERSTAND THE RELATIONSHIPS BETWEEN
MULTIPLE IMAGES AND THE SEQUENCING OF IMAGES WITHIN A
PORTFOLIO.
70% of students
score a 3 or 4
(meet the CLO).
assignment &
critique, 73% of
the students met
the target goal.
Based on the
midterm critique,
91% of the
students met the
target goal.
(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
E. COURSE-LEVEL OUTCOME (CLO) 1:
5. How do your current scores match with your above target for student success in this course
level outcome?
Scores did not meet the target outcome for students. However, assessment results
suffered from the fact CLO #1 was assessed during midterm critiques prior to the students
completing the finished portfolio. Waiting until the end of the semester when final
portfolios are presented will result in a higher student success rate for CLO #1.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
CLO and assessment target appropriate.
F. COURSE-LEVEL OUTCOME (CLO) 2:
5. How do your current scores match with your above target for student success in this course
level outcome?
Scores meet the target outcome for student success.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
CLO and assessment target appropriate.
C. COURSE-LEVEL OUTCOME (CLO) 3:
5. How do your current scores match with your above target for student success in this course
level outcome?
12
Scores exceed the target outcome for student success.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
CLO and assessment target appropriate.
D. COURSE-LEVEL OUTCOME (CLO) 4:
5. How do your current scores match with your above target for student success in this course
level outcome?
N/A
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
N/A
PART III: 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?
Being a new faculty hire for the 2014/2015 academic year I did not participate in previous
assessment cycles. The photography program is being reactivated for the first time in a
number of years.
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?
PHOT 61 CLO’s were assessed during early semester and midterm critiques, Fall 2015. For
this assessment cycle, midterm critiques were appropriate assessment tools for CLO #2
and CLO #3. However for CLO #1 the midterm critique was not an appropriate assessment
tool. The final presentation of student portfolios would be a more appropriate assessment
tool to judge student success for CLO #1. As a result the student success rates for CLO #1
suffered.
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:_________________________________________________________________
Course
PHOT66
13
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
Spring 2015
1
1
100%
Spring 2015
2
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: DEMONSTRATES TECHNICAL MASTERY OF A DIGITAL
SLR CAMERA. IS ABLE TO UTILIZE APPROPRIATE EXPOSURE
MODES, WHITE BALANCE AND APERTURES (DEPTH OF FIELD) IN
IMAGE MAKING.
(CLO) 2: DEMONSTRATES TECHNICAL MASTERY OF DIGITAL
WORKFLOW FROM CAPTURE TO OUTPUT AND THE USE OF
APPROPRIATE HARDWARE: CAMERA, PRINTER, SCANNER,
Defined Target
Scores*
(CLO Goal)
70% of students
score a 3 or 4
(meet the CLO).
70% of students
score a 3 or 4
(meet the CLO).
MONITOR, AND CALIBRATOR.
(CLO) 3: DEMONSTRATES TECHNICAL MASTERY WORKING IN
ADOBE PHOTOSHOP AND ADOBE LIGHTROOM TO EDIT AND
OPTIMIZE IMAGES FOR BOTH WEB AND PRINT APPLICATIONS.
70% of students
score a 3 or 4
(meet the CLO).
Actual Scores**
(eLumen data)
Based on the
midterm critique,
94% of students
met the target
goal.
Based on the
midterm critique,
82% of students
met the target
goal.
Based on the
midterm critique,
76% of students
met the target
goal.
(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
14
G. COURSE-LEVEL OUTCOME (CLO) 1:
7. How do your current scores match with your above target for student success in this course
level outcome?
Scores far exceed the target outcome for student success.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
CLO and assessment target appropriate. However the program lacks necessary
equipment (cameras) to fully judge student success in the technical operation of DSLR
cameras.
H. COURSE-LEVEL OUTCOME (CLO) 2:
7. How do your current scores match with your above target for student success in this course
level outcome?
Scores exceed the target outcome for student success.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
CLO and assessment target appropriate. However the program lacks necessary
equipment (printers) to fully judge student success using digital hardware.
C. COURSE-LEVEL OUTCOME (CLO) 3:
7. How do your current scores match with your above target for student success in this course
level outcome?
Scores meet the target outcome for student success.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
CLO and assessment target appropriate.
D. COURSE-LEVEL OUTCOME (CLO) 4:
7. How do your current scores match with your above target for student success in this course
level outcome?
N/A
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
N/A
PART III: COURSE REFLECTIONS AND FUTURE PLANS
15
10. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Being a new faculty hire for the 2014/2015 academic year I did not participate in previous
assessment cycles. The photography program is being reactivated for the first time in a
number of years.
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?
For CLO #1 and CLO #2 the photography program has limited digital hardware for the
students to use. There are 5 DSLR cameras and 2 inkjet printers currently shared among 17
students and 2 other classes. In order to appropriately measure student success with
digital hardware an additional 5 DSLR cameras and 2 tabletop printers will be added to the
program equipment request.
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:_________________________________________________________________
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: Photography, Associate in Arts

PLO #1: Demonstrate technical mastery of manual camera operation utilizing multiple
formats: SLR (film), DSLR (digital).

PLO #2: Demonstrate technical mastery making a photographic print utilizing multiple
formats: Gelatin Silver (film), Inkjet (digital), Alternative Process (film/digital).

PLO #3: Effectively communicate a unique vision through personal artistic expression,
compositional awareness, and conceptual meaning.

PLO #4: Familiarity with contemporary and historical photographers. Ability to discuss
photography in terms of technical merit, aesthetic value, and conceptual meaning.
What questions or investigations arose as a result of these reflections or discussions?
The photography program is being reactivated for the first time in a number of year.
16
2014/2015 is the first academic year that the PLO’s have been implemented. The PLO’s have
not been assessed yet.
What program-level strengths have the assessment reflections revealed?
The photography program is being reactivated for the first time in a number of year.
2014/2015 is the first academic year that the PLO’s have been implemented. The PLO’s have
not been assessed yet.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
The photography program is being reactivated for the first time in a number of year.
2014/2015 is the first academic year that the PLO’s have been implemented. The PLO’s have
not been assessed yet.
Program: Photography, Certificate of Completion

PLO #1: Demonstrate technical mastery of manual camera operation utilizing multiple
formats: SLR (film), DSLR (digital).

PLO #2: Demonstrate technical mastery making a photographic print utilizing multiple
formats: Gelatin Silver (film), Inkjet (digital), Alternative Process (film/digital).

PLO #3: Effectively communicate a unique vision through personal artistic expression,
compositional awareness, and conceptual meaning.

PLO #4: Familiarity with contemporary and historical photographers. Ability to discuss
photography in terms of technical merit, aesthetic value, and conceptual meaning.
What questions or investigations arose as a result of these reflections or discussions?
The photography program is being reactivated for the first time in a number of years.
2014/2015 is the first academic year that the PLO’s have been implemented. The PLO’s have
not been assessed yet.
What program-level strengths have the assessment reflections revealed?
The photography program is being reactivated for the first time in a number of years.
2014/2015 is the first academic year that the PLO’s have been implemented. The PLO’s have
not been assessed yet.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
The photography program is being reactivated for the first time in a number of years.
2014/2015 is the first academic year that the PLO’s have been implemented. The PLO’s have
not been assessed yet.
17
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. Photography
curriculum is currently being assessd and updated for the first time in a number of years. Course
outlines for PHOT50, PHOT60, PHOT66 have all been updated. Course outlines for PHOT61,
PHOT62, PHOT64A will be updated during the next curriculum cycle.
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. Photography curriculum is currently
being assessed for the first time in a number of years. A number of courses that haven’t been
taught in the previous five years will either be deactivated or updated during the next
curriculum cycle.
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? NO. Photography curriculum is currently being assessed
for the first time in a number of years. A number of courses that haven’t been taught in the
previous five years will either be deactivated or updated during the next curriculum cycle.
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. PHOT62 enrollment was too low to properly assess
CLO’s in Spring 2015. PHOT62 CLO’s will be assessed during the next course offering.
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. PHOT62 enrollment was too low to
properly assess CLO’s in Spring 2015. PHOT62 CLO’s will be assessed during the next course
offering.
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.
18
Appendix F2A: Classified Staffing Request(s) [Acct. Category 2000]
Audience: Administrators, PRBC, Classified Prioritization Committee
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions (new, augmented and replacement
positions). Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please complete a separate Classified Professionals Staffing Request form for each position
requested and attach form(s) as an appendix to your Program Review.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet AND a
separate Classified Professionals Staffing Request form must be completed for each position requested.
Add your requests to your spreadsheet under the 2000a tab and check the box below once they’ve
been added.
Please click here to find the link to the Classified Professional Staffing Request form:
http://www.chabotcollege.edu/prbc/APR/2016-17%20Classified%20Professionals%20Staffing%20Request%20Form.pdf
This is a fillable PDF. Please save the form, fill it out, then save again and check the box below once
you’ve done so. Submit your Classified Professionals Staffing Request form(s) along with your Program
Review Narrative and Resource Request spreadsheet.
Total number of positions requested (please fill in number of positions requested):
2
X
Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
X
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
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:
N/A
19
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
N/A
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
PHOT50
CURRENT
FTEF
(2015-16)
2.0
ADDITIONAL
FTEF
NEEDED
.33
CURRENT
SECTIONS
4
ADDITIONAL
SECTIONS
NEEDED
1
CURRENT
STUDENT #
SERVED
108
ADDITIONAL
STUDENT #
SERVED
27
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.).
20
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):
☐
N/A
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.
N/A
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
N/A
Appendix F5: Supplies Requests [Acct. Category 4000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation
of funds.
Instructions: In the area below, please list both your anticipated budgets and additional funding
requests for categories 4000. Do NOT include conferences and travel, which are submitted on Appendix
F6. Justify your request and explain in detail the need for any requested funds beyond those you
received this year. Please also look for opportunities to reduce spending, as funds are limited.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
X
SUPPLIES tab (4000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
21
How do the assessments that you performed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
The Photography Discipline is seeking accreditation by the National Association of Schools of Art
and Design (NASAD). This is a significant achievement for a two-year community college. To date,
only 22 community colleges nationwide have been granted NASAD accreditation. Our curriculum
stresses technical competence, an understanding of artistic styles, critical thinking skills, creative
problem-solving and insight to photography’s significant role in society. With a focus on student
enrichment, it is the Photography Discipline’s goal to prepare students in a professional practice as
well as creative problem solving. Our pedagogy, curriculum, and goals are a good fit with NASAD
requirements.
The Photography faculty have surveyed our facilities, materials, equipment, and resources. We
have noted multiple areas of need, please see attached worksheet.
Appendix F6: Contracts & Services, Conference & Travel Requests [Acct. Category
5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for contracts & services and conference attendance, and to guide the
Budget and Staff Development Committees in allocation of funds.
Instructions: Please list specific conferences/training programs, including specific information on the
name of the conference and location. Your rationale should discuss student learning goals and/or
connection to the Strategic Plan goal.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
1.
2.
There should be a separate line item for each contract or service.
Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
X
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
Rationale:
A model is required for teaching studio portrait photography which is relevant for PHOT62,
PHOT66, PHOT64A. The photography darkroom and studio are in need of annual maintenance
and repair, the alternative is to replace broken enlargers at a significant expense.
22
Travel request is for the Photoshop World Conference and is necessary to update photography
faculty on latest trends and methods in digital imaging, align photography curriculum with most
recent updates to Adobe Photoshop.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Success rates in Artificial Lighting (PHOT64A) suffered without a live model to work from in order
to learn lighting using 2, 3, and 4 light sources. Broken equipment that requires maintenance and
repairs affects success rates for all CLO’s. To properly update digital photography curriculum and
CLO’s it is essential that faculty stay abreast of the latest updates and trends using Adobe
Photoshop.
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please fill in the following as needed to justify your requests .If you're requesting
classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model
numbers that are our current standards. If requesting multiple pieces of equipment, please rank order
those requests. Include shipping cost and taxes in your request.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
X
EQUIPMENT tab (6000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
Please follow the link here to make your request and summarize below
http://intranet.clpccd.cc.ca.us/technologyrequest/default.htm
Two Apple iMac computers have been requested in order to set up a permanent digital
printing station in the 906 digital lab using the two Epson 9700 printers previously acquired
by the Photography Discipline.
23
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.
N/A
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
N/A
Briefly describe how your request supports the Strategic Plan Goal?
N/A
24