Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: 2
Program: Political Science and
International Studies
Submitted on October 26, 2015
Contact:
Jessica Gallucci and Sara Parker
1. What Progress Have We Made?
The achievements of the Political Science program over the last few years has been substantial.
Our planning has always revolved around our college strategic goal of increasing student success. We regularly evaluate our courses and make improvements as a result of these assessments such as: updates to the Course Outlines of Record, the hiring of highly specialized parttime faculty, professional development focused on best pedagogical practices. We also know
that academic and career development extracurricular opportunities support our student success efforts. We set forth three goals in the first year of our 2015-16 Program Review cycle. Below we
evaluate each in turn.
1) Create community and major-specific opportunities for political science and international studies students with the goal of increasing graduation and transfer
rates.
We have ramped up our direct faculty support and communication with Political Science and
International Studies majors. These include:
• Connecting students to transfer and career resources - see yellow highlights in the
chart below.
• Providing ongoing information about opportunities - we have developed and maintain an annual email list to communicate with our majors. A Facebook page will be
up and running this fall.
• Created a new alumni database to track the graduation, transfer, and career successes of our majors
• Opportunities for career and professional development - see green highlights in the
chart below.
We have continuously provided on campus and off campus extra curricular activities and programming including events, speakers, and strong ongoing partnerships with Student Senate,
Passion and Purpose, Change it Now! Community College Pathway to Law School, the Law and
Democracy Program, the Great Debate, and the Student Research Symposium.
There has been a consistent increase in the number of declared Political Science AA-T majors
90
International Studies AA
Political Science AA-T
68
45
23
0
2013-14
2014-15
2015-16
and steady numbers of International Studies majors.
We expect the number of International Studies majors to increase significantly with the introduction of a new International Studies AA-T starting in Fall 2017.
We have also had a steady increase in the number of Political Science AA-T graduates, which we
expect to continue.
13
International Studies
Political Science
10
8
5
3
0
2013-14
2014-15
2015-16
We are continuing to work on developing a strong transfer network with local four-year institutions, with a specific focus on California State University, East Bay Political Science and International Studies major programs.
2) Continue to use evaluation methods and develop strategies to ensure student
success across all political science courses.
Political Science is on target in assessing 100% of our courses over a three year cycle. We have
had success in students meeting the defined SLO targets. We regularly collaborate with other
disciplines and counselors to communicate information to our students, and all of our Course
Outlines of Record (CORs) have been recently revised and are up to date.
Four course were assessed in the Spring of 2015. In all but one course, students were capable
of meeting or exceeding our CLO defined targets. Political Theory can be a particularly challenging course for students. Faculty members who teach this classes have discussed strategies for
achieving continued student success in this course and others, and devise strategies to continue
to promote student learning.
It is difficult to make conclusive judgments both about the data trends in our department and
about what may have caused the highly varying trends demonstrated semester-by-semester.
Yet, we are pleased to report that the success rate for our larges offering and most highly enrolled course, Introduction to American Government, for 2014-2015 was 69%. The success rate
two years prior (excluding summer courses) was 62.5%. It is not totally what this large improvement is attributable to but we believe that the hiring of an additional full time faculty member
who makes access to instructors easier for more of our students contributed to this increase, as
has our concerted efforts to engage students outside of the classroom and connect them to the
thriving network of support programs and services on campus.
We are thrilled to report success in achieving greater equity in student success across racial
groups. In Spring 2015, for example the lowest achieving group was at a 63% success rate higher than in any previous year. Those racial groups with historically lower levels of success
improved. Below is are the success rates by race in American Government for Spring 2015, and
the last 3 years on average. Notable improvements from the prior year are highlighted in the
chart.
2012-2013
Asian American
2013-2014
2014-2015
74%
79%
72.5%
Black or African American
50.5%
52%
61%
Filipino
63.5%
68.5%
70%
Latino
60.5%
58%
66%
52%
66.5%
59.5%
Multiracial
Native American and
Alaska Native
Pacific Islander
N/A
100% N/A
61%
48%
70.5%
White
66.5%
72.5%
The lack of equity across race and ethnicity is a very real issue and in a majority minority serving
institution it is squarely our job to find ways to tackle the achievement gap. The data, however,
varies widely from semester to semester and make it difficult to draw conclusions from the
data alone. When one has no reliable patterns that can be discerned from the data, it is important to look at scholarship on these issues done with much larger data sets which can give
us additional guidance on helping underrepresented students. There are many tried and tested
methods for increasing student success amongst underrepresented students that are diffuse
throughout the literature (i.e. increasing student participation in the AAC&U’s High Impact
Practices like Internships, Diversity and Global Learning, Writing Intensive Courses and First
Year Seminars – proven to on average give students of color a level of success that exceeds that
of white students when students of color participate in more than one). We are looking into
the possibility of offering a Writing Intensive Political Science course or a First-Year Seminar, for
instance, in order to help to narrow the gap.
It is especially important that we make these inroads because of the importance of Political Science degrees in the future job markets our students will encounter. Political Scientists earn on
average $104,000 and is a top ten paying college major, according to Business Insider. In 2014 a
Master’s degree in Political Science was ranked as the #8 overall best Master’s degree for job
placement and a projected 21% growth in employment for jobs associated with the degree. Political Science is furthermore the #1 undergraduate degree amongst students in US law schools
and public administration Master’s programs. A major in Political Science is also a common
minimum qualification for city, county, state and federal jobs and civil service classifications. It
is not surprising, then, that in 2011 the National Association of Colleges and Employers (NACE)
ranked Political Science as the #1 most in demand liberal arts major by employers.
American Government (POSC 1) is one of the central courses to the CSU American Institutions
requirement, and is in itself a required course for many undergraduate degrees and for anyone
applying for a teacher’s credential program in the state of California. Most community college
students take POSC1 regardless of their major for this reason. While it is true that you can fulfill
this requirement by taking two history courses, most students do not take this route and instead take this Political Science course along with one history course. It is important that more
Chabot College students are informed of the centrality of POSC1 course in their pathway towards their bachelor’s degree.
In Fall 2015 we had more offerings in American Government in the catalog than in any semester
of the previous 3 years, with excellent enrollment. Our average enrollment over the last three
years remains extremely robust - with 100% fill rates from 2012-2015. We also put a very large
summer offerings on the catalog last year, which proved successful and will be continued in the
near future.
76.5%
Our faculty are innovative teachers, dedicated to professional development both in political science scholarship and pedagogy and are convinced that this makes a difference in our students’
success. In 2014-15, our full time faculty members participated in new faculty professional development workshops, attended conferences such as “Introduction to Teaching Online,” participated in the U.S. State Department Fulbright Program, and travelled abroad. In 2015-16 they
will attend the “Annual American Political Science Association Conference”, “APSA Teaching
and Learning Conference, International Studies Association Conference,” and complete a Sabbatical project, and become trained to teach online.
3) Provide relevant programming and opportunities to the entire student body
with the goal of increasing civic engagement and promoting global citizenship.
Political Science and International studies is a campus leader in offering discipline based and
general audience enrichment opportunities - both independently and through deep collaboration with other disciplines and programs on campus. With a new full time faculty member, our
program has been able to further develop our majors, evaluate and improve our course offerings, establish career and community partnerships, provide students with outside of the classroom opportunities, and continue to engage in interdisciplinary collaborations. Below is a representative summary of our success at meeting goal 3.
2013-2014
2014-2015
2015-2016
Political Science Outreach Event,
fall
Political Science Outreach Event,
fall
Political Science Outreach Event,
fall
Campus Camp Wellstone Student
Activism Training, fall & spring
Campus Camp Wellstone Student
Activism Training, fall
Campus Camp Wellstone Student
Activism Training, fall
Partner, Development of Pathway
to Law School Program
Political Science Internship Program, academic year
Political Science Internship Program, academic year
Student Research Symposium,
spring
Campus Lecture: The Rise of ISIS,
fall
Internship Outreach Event, fall
Leadership course offered to student leaders on campus
Internship Outreach Event, fall
Student Field Trip EU Ambassador
World Affairs Council, fall
Great Debate Student Presentation: Education and Inequality, fall
Guest Lecture, “Voter Disenfranchisement Efforts,” fall
Guest Lecture, Beijing Embassy
Representative: “China-U.S. Relations,” fall
Law and Democracy Guest Lecture, Tirien Steinbach
Law and Democracy Guest Lecture, Christine Pelosi, fall
Spring 2015 Internship De-brief
and Celebration Lunch
Student Field Trip Ai Wei Wei Art
Exhibit Alcatraz, fall
Political Science Club, academic
year
Vote 60 by 50 Registration Event,
attended by Representative Swalwell and Secretary of State Bowen,
fall
Study Abroad Information Outreach
Event, spring
Voter outreach student team, academic year
Major/Transfer/Career Information
Outreach Event, spring
Study Abroad Information Outreach Student Research Symposium,
Event, spring
spring
Student Research Symposium,
Spring; keynote address by Sociologist Victor Rios
The Political Science department has applied for and been the recipient of funds to support students inside and outside the classroom. The following summarizes these resources:
▪ Basic Skills/Title III Grant to support the Student Research Symposium (2011,
2012, 2014)
▪ Student Senate of Chabot College (SSCC) funding to support the annual Law and
Democracy Lecture and Campus Camp Wellstone student activism training
(2011-2015)
▪ Faculty Inquiry Group (FIG) to evaluate the role of Civic Engagement as a College Wide Learning Goal (2012)
▪ SSCC funding to support a Political Science field trip to Sacramento (2012)
▪ Street Law Grant to support the Law and Democracy course (2013)
▪ Technology Equipment funding to purchase a “mobile lab” (classroom set of
laptops)
▪ SSCC funding to support Political Science outreach events (2014, 2015, 2016)
▪ SSCC funding to support interdisciplinary field trip to Alcatraz (2014)
In short, we have achieved each of the goals we outlined in year one of program review, and
continue to engage in efforts on all three.
2. What Changes Do We Suggest?
Although we are proud of the progress that we’ve made over the last year, we still have work
on our agenda. One of the most critical is to establish a web presence for the Political Science
and International Studies Department. We are looking forward to clarification from our division
and the college about how to best create and manage a site that will be consistent with yet-tobe-determined college protocol.
In Fall 2015, we learned that an AA-T in Global Studies was recently approved at the state. We
are moving forward with plans to align our current International Studies AA with this new AA-T,
and developing the two corresponding required core courses. This will change the configuration
of our department - in essence establishing a second, unique department rather than Political
Science and International Studies housing two majors. One of our previously stated goals, “Develop an International Studies Advisory Board comprised of faculty from other disciplines (central to degree completion) who are interested in being actively involved in the development
and promotion of the International Studies major,” has changed slightly in regards to this development.
The Political Science & International Studies discipline rolled out internships starting in the
Spring 2015 semester, and have since placed seven Political Science majors students in internships. Our students have interned in the offices of Congressman Eric Swalwell, State Senator
Bob Wieckowski, City Councilmember Sara Lamnin and on the Board of the Tiburcio Vasquez
Health Center. Unfortunately, many more students were interested in internships, but due to
work obligations were unable to apply. As we all know, most students at Chabot College can
not afford to take 15-20 hours or more out of their week to do an unpaid internship. They have
financial obligations which require them to work up to 40 hours per week. Many of our most
talented students were unable to apply for this reason. Internships are the number one way
that Political Science majors build a resume for employment after graduation, and are the gold
standard for finding placement in the offices of elected officials and government agencies. Usually, students are four-year colleges and universities occupy these coveted roles, and we are
setting ourselves apart as a community college department placing students in internships. Unfortunately, however, we were not able to support many of our students to make these internships a financial reality by not offering stipends. In this program review we would like to request funding for student stipends equivalent to at least $500 per semester (15 internships per
academic year, based on financial need and academic achievement) – or alternatively lab aide
funds (a common way that many community colleges and 4-year universities in the Bay Area
compensate students for co-curricular internship placements in the community), and 1 CAH of
faculty release per semester to manage the internship program.
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
2014-15
Budget Requested
2014-15
Budget Received
2015-16
Budget Requested
2015-16
Budget Received
Classified Staffing (# of positions)
0
0
0
0
Supplies & Services
0
0
943
300
Technology/Equipment
*Division
wide request
for chromebooks
*Granted.
0
0
0
1,000
0
Conference attendance requests
2650
900
TOTAL
2650
900
Other (monetary assistance to 0
support Political Science internships i.e. marketing materials, outreach events, etc.)
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.
We received funding for supplies. We received funds for supplies such as large post-its and markers,
whiteboard erasers, etc. These supplies are some of the required materials for teaching our courses in
Political Science, and being equipped with these supplies creates a classroom environment that promotes readiness to teach and learn.
0.
1.
1.
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?
We were unable to get funding for the bulletin board and brochure holder that we requested. In our
previous program review we discussed several of our plans to create community amongst Political Science majors and create a campus “home” for them – a “department” feel where our majors can come
to meet with faculty and fellow students while getting information they need about our offerings,
campus events, and other resources and opportunities off campus and at four-year universities (i.e.
info on Majors meetings and our internships, information on Political Science departments in 4-year
colleges, opportunities to spend a semester in DC after transferring, etc.). Unfortunately, we have not
been able to truly create this academic home in the way that we envisioned without the signage necessary to bring it to fruition.
0.
1.
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:
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.
American Government
(POSC 1)
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
Submitted
Selected Topics in Comparative Politics (POSC
10)
*Unable to submit
due to course being
last taught by parttime faculty who is
not currently working for the district –
the course is not currently offered
CA, State and Local
Gov’t
(POSC 12)
Submitted
Comparative Politics
(POSC 20)
Submitted
Political Theory
(POSC 25)
Submitted
International Relations
(POSC 30)
Submitted
Law and Democracy
(POSC 45)
Submitted
Leadership Lab (POSC
51)
Submitted
(changed to a General Studies course
– starting 20152016)
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
Course
POSC 12 – California State and
Local Politics
Semester assessment data gathered
1
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Fall 2014
Faculty members involved in “Closing the Loop”
discussion
Jessica Gallucci
Form Instructions:
•
Complete a separate Appendix B2 form for each Course-Level assessment reported in
this Program Review. These courses should be listed in Appendix B1: Student Learning
Outcomes Assessment Reporting Schedule.
•
Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen.
Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the
course as a whole.
•
•
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY
COURSE★)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(CLO) 1: Describe the structure of California state 65% or more of 73%
government, explain the duties of each branch of the class scoring a 3 or 4.
government, and compare/contrast its structure
with the federal government.
(CLO) 2: Identify, discuss, and analyze contemporary policy issues facing California and local
governments.
65% or more of 87%
the class scoring a 3 or 4.
(CLO) 3: Define direct democracy, explain its his- 65% or more of 89%
torical development in California, and analyze its the class scoring a 3 or 4.
strengths and weaknesses.
★ If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores 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?
While students met the level of 3 or 4 enough to reach the target, many were
at the “3” level of understanding. Overall, students did well making connections between the core roles of the major California institutions and those on
the federal level. However, students had a tough time understanding the
myriad roles of California’s large executive branch and extensive bureaucracy in California. It was especially important to understand the bureaucracy of California when researching ballot initiatives because many ballot initiatives seek to make changes in the financing and functioning of the executive branch agencies.
0.
1.
1.
2. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
It is not surprising that bureaucracy is difficult to grasp as it is very much a mystery
to almost anyone who is not a political “insider”. It can also be viewed as a boring
topic, and there is very little good instructional material available that is able to illuminate the roles of bureaucracy to undergraduates.
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?
Students surpassed the target. The majority demonstrated a sophisticated level of understanding of at least one major issue at the forefront of California politics through
their reflections on the outcomes of the 2014 election ballot initiatives.
2. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
I was not surprised that students were able to demonstrate the level of understanding
that they did as they were put into groups throughout the semester where they followed the progress of one ballot initiative. It is very helpful to offer this class in semesters when there is an election as much rich information is available for students
to delve into this CLO.
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?
Students exceeded the defined target scores. As mentioned above, direct democracy
was a core theme throughout the class, and the students studied the history of ballot
initiatives extensively and followed a particular ballot initiative throughout the semester.
2. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
This is a topic that really illuminates this course. Students are able to grasp the importance of direct democracy, and they seem to enjoy the topic above others.
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?
This is the first time I am assessing this course.
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
The core challenge that I find is locating materials that are both engaging and informative for students to learn the institutional structure and interworkings of California government. I would like to look for better ways to bring this topic to life for students, and the lack of literature may mean that I need to look towards more experiential opportunities to bring these issues to the fore for students (for example, bringing
students to an administrative hearing on a particular issue we are covering). This will
require funding to get students up to Sacramento or perhaps a County Supervisors
meeting. Alternately, it may mean doing more extensive research into case studies
that can bring to life the importance of bureaucratic minutiae.
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
X Resource based
• Change to CLO or rubric
• Change to assessment methods
• Other:____________________________________________________________
_____
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
Course
POSC 20 – Comparative Politics
Semester assessment data gathered
1
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
Jessica Gallucci
Form Instructions:
•
Complete a separate Appendix B2 form for each Course-Level assessment reported in
this Program Review. These courses should be listed in Appendix B1: Student Learning
Outcomes Assessment Reporting Schedule.
•
Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen.
Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the
course as a whole.
•
•
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY
COURSE★)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(CLO) 1: Student will be able to define “government” and describe the structure, institutions, and
major policy challenges of at least five countries
(other than the United States) spanning at least
three continents.
65% or more of 92%
the class scoring a 3 or 4.
(CLO) 2: Student will be able to compare and con- 65% or more of 83%
trast different governmental systems, national insti- the class scoring a 3 or 4.
tutions, and political problems of selected governments.
(CLO) 3: Student will be able to analyze the relationship between the historical and cultural value
systems upon which national governments are
based, and government type, structure, and policies.
65% or more of 79%
the class scoring a 3 or 4.
★ If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores 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?
Students did very well on this CLO. Virtually all students have a grasp of the definition of government, as they have almost all already taken a Political Science course.
Describing the structure, institutions and major policy challenges of foreign countries
is the basis of the course, and students demonstrate widespread proficiency in this
area.
0.
1.
1.
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?
Despite the fact that students did very well on this CLO, I do feel that the textbook
used does not separate institutional issues from policy challenges in clearly delineated sections. The students end up understanding the differences, but there might be
a better way to present these segments as distinct in class.
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?
Students surpassed the target. Nearly all students taking the class this semester have
already taken American Government class. As undergraduate students living in the
US it is not surprising that students often make connections between the systems, institutions and political issues in the United States, heling to facilitate their learning of
comparative method.
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?
While students are engaging in comparison as a “knee jerk reaction,” the textbook
doesn’t do a great job of going into detain on the comparative method. This may be
appropriate for this level in the country-by-country approach to teaching this class, as
there is so much to absorb in such a short period of time. It may be useful, however,
for students to be exposed to perhaps 2-3 basic methods that comparativists use and
revisit them as each country is covered.
It might also be interesting to think about breaking countries into groupings, and
having students clearly compare countries that are similar and countries that are different and see how the basic methods stand up in each type of inquiry.
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?
Students exceeded the defined target scores. In the introduction to this course we
took additional time to break down contemporary and historical domestic and global
factors that affect the development of states. Students did a small group project in
class on these topics and demonstrated a good grasp of the issues. I was not surprised, then, when most students were able to apply this perspective when responding to the country-by-country questions that require them to make these types of connections.
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?
Even though students exceeded our defined target scores, I still struggle with the fact
that it is difficult students to truly grasp an organic, or more “experiential” understanding or “feeling” of the historical and cultural value systems in each of these
countries. There is a big tension between covering a sufficient number of countries
in this course and allowing more time for students to go more in depth into the political and cultural history of each country.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
4. What changes were made to your course based on the previous assessment cycle, the
prior Closing the Loop reflections and other faculty discussions?
This is the first time I am assessing this 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?
One of the core challenges of teaching Comparative Politics is the fact that students
generally have little or no personal experiences in the countries studied or with people
who come from all but one or two of the countries. My key reflections have been that
I would like to try teaching this course focusing on fewer countries – possibly 5 or 6
countries instead of 8 in order to leave more time to delve into the histories and contemporary cultures of the countries studied in order to provide more context for the
political issues that are most relevant.
Furthermore, I would evaluate ways to include basic comparative method in this
course in a way that is appropriate and useful for student learning.
Finally, I would like to develop a uniform way to carve out segments in class that distinguish systems from institutions from political issues and other important factors
such as culture, nationality and ethnicity. It remains to be seen if I can do this with
the current textbook organized as it is or if it is more appropriate to move to another
textbook that I almost adopted that is more structured (but perhaps too dense).
6. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
• Resource based
• Change to CLO or rubric
• Change to assessment methods
• Other:____________________________________________________________
_____
Appendix B2: “Closing the Loop” Assessment Reflections
Course
POSC 25 - Introduction to Political Theory
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing the Loop”
discussion
John Fortuna, Jessica Gallucci
Form Instructions:
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the
course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY
COURSE★)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1: Ability to summarize, compare and analyze
a variety of primary source political philosophical
texts.
At least 70% of Approximately
the class scor- 75% of the class
ing a 3 or 4.
scoring a 3 or 4.
(CLO) 2: Ability to apply abstract political theoretical
concepts to concrete social issues.
65% or more of Approximately
the class scor- 50% of students
ing a 3 or 4.
scoring a 3 or 4.
(CLO) 3: Distinguish between various forms of politi- 65% or more of 38% scoring a 3
cal organizations (governmental structures)
the class scor- or 4.
ing a 3 or 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?
They are a little above the target level.
0.
1.
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?
-I am happy with this outcome as it represents a marked improvement over the previous assessment pertaining to this CLO. I would continue to emphasize to the students that this is a central goal for this course (and in particular emphasize that the
essays they write are focused on developing their ability to do this)
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?
Below target.
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?
-While this outcome is still below the target, it is a slight improvement over the previous assessment of this CLO. I have made some additional effort to link the theories to their political experiences, but perhaps a modification in course structure to
more explicitly reinforce this is in order.
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?
Below target.
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?
-I decided to not change this CLO in order to see what change (if any) could be seen
on this second assessment cycle. Perhaps unsurprisingly, the students were well below the target (with a marked decrease from the last time around). As I mentioned in
the previous assessment period, the course as structured does not explicitly aim to
achieve this CLO, though such distinctions are implicit as we move through the material.
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?
-This being only the second assessment I've done for this course, I made only minor
changes to the course material (dropping some readings in favor of others). I've focused a little more on the relationship between the abstract ideas in the texts and politics as it is currently practiced. But beyond this I wished to maintain a certain consistency in both the course and the assessment tools in order to evaluate whether the
results of the first assessment were truly representative or an anomaly.
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?
-As suggested in the previous assessment, modifying/replacing the third CLO with a
learning outcome more in line with the focus of the course is necessary.
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:____________________________________________________________
_____
Appendix B2: “Closing the Loop” Assessment Reflections
Course
POSC 30 - International Relations
Semester assessment data gathered
Spring 2015
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
100%
Semester held “Closing the Loop” discussion
Spring 2015
Faculty members involved in “Closing
the Loop” discussion
Jamilya Ukudeeva, Jessica Gallucci
Form Instructions:
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the
course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY
COURSE★)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1: Demonstrate basic understanding of international system: actors, institutions, nature of actor interactions and relationships.
65% or more of 84%
the class scoring a 3 or 4.
(CLO) 2: Apply international relations’ theoretical concepts to real world situations.
65% or more of 87%
the class scoring a 3 or 4.
(CLO) 3: Able to coherently express ideas and opinions
65% or more of 83%
the class scoring a 3 or 4.
about international relations orally.
★ 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
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?
Students have done well to develop solid understanding of the main theories in international relations. They have gained the knowledge of the key concepts, definitions
and basic assumptions of the theories. They also understand the debate between different theories of international relations.
0.
1.
1.
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?
It is important to invest classroom time at the beginning of the semester to ensure
that students have solid understanding of the basic concepts and assumptions. Doing
so allows us to move at a faster rate later in the semester.
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?
The outcome of students’ learning in this category is satisfactory. I think that students have performed well, however there is a room for further improvement.
8. Reflection: Based on the data gathered, and considering your teaching experiences
and your discussions with other faculty, what reflections and insights do you have?
This part of the CLO tends to be the students’ favorite part – they enjoy applying
theoretical concepts to real world situations; it is very satisfying to students to apply
technical/theoretical terms to make sense of the contemporary international affairs.
Theory allows students to see things that they did not see prior to the course. They
are quite surprised to see that countries that are so different culturally, economically,
and politically often have similar goals, preferences, and responses.
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?
Most students worked hard on their research and presentations. Students knew that
they would be graded on their oral presentations. There were only a couple of students who had a very hard time expressing their ideas in front of the class, and would
require additional encouragement.
Otherwise, in overall, the students were enthusiastic and articulate when sharing their
research findings.
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?
The skill to present one’s ideas and opinions is a valuable skill at a workplace.
Classroom is a perfect setting for students to develop this skill. Expressing ones
ideas and opinions does not come easy to all students. Giving students an opportunity to express their ideas and opinions in a variety of settings – group work during
the class, group work outside of classroom, work in pairs, “whip up” activities, and
games help students to develop their ability to express their ideas effectively.
PART III: 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?
This is my first time assessing CLOs in International Relations course at Chabot.
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?
Course strength: a) Challenging. The material that students are learning in this class
requires intellectual imagination and good analytical skills.
b) Flexibility. My assignments are designed to allow students to choose topics of personal interest to them.
c) Engaging material. Students get to discuss current day events and topical issues
while learning about international relations theory.
For the future, I would like to design a few short homework assignments to reinforce
ideas covered in class.
12. What is the nature of the planned actions (please check all that apply)?
* Curricular
X Pedagogical
• Resource based
• Change to CLO or rubric
X 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: Political Science
•
PLO #1: Develop analytical capacities so that students are able to analyze complex local,
domestic, and international political events.
•
PLO #2: Familiarize students with the issues surrounding the exercise of political power.
What questions or investigations arose as a result of these reflections or discussions?
Overall, critical thinking and analysis are central to our Political Science courses. We discussed the different ways that we teach and assess these skills based on the field. We noticed
that our assessments were very bounded by the intellectual assumptions of our different
fields of Political Science.
What program-level strengths have the assessment reflections revealed?
Instructors across the courses challenge students to improve their analytical capacities through the
teaching of theory and the application of theory in practice. Regardless of the course (Comparative,
International Relations, California Politics and Political Theory) students were asked to bring theory to
bear on the political realities in the world around us, and students have risen to the occasion overall.
Therefore, regardless of the course, students were also forced to grapple with contemporary political
issues and have investigated how power is exercised in society.
What actions has your discipline determined might be taken to enhance the learning
of students completing your program?
While students are inevitably familiarized with the exercise of political power, they are not always familiarized with the navigation of power in society. We discussed the importance of experiential learning as a way to familiarize students with the issues surrounding how to navigate political power in
their own lives. We have discussed how to bring activities into the curriculum which would improve
students understanding of the power that they have in society to both influence concrete change, and
how to advocate for themselves with the myriad governmental agencies and bureaucracies that are a
central piece to the experience of citizenship in the US.
Program: International Studies
• PLO #1: Develop a strong comprehension of international politics and U.S. foreign policy.
• PLO #2: Encourage active engagement with international affairs current events.
• PLO #3: Ability to link international developments to national politics and elections, and
the everyday activities of individuals.
What questions or investigations arose as a result of these reflections or discussions?
Explain: The international studies program is in growth mode. As increasing numbers of students express an interest in global affairs, the program must be ready to accommodate that demand – both in terms of sections and in terms of content. Over the next year, we will be developing a Global Studies program in order to offer the recently state approved AA-T. This will
mean the development of two new courses: Introduction to Global Studies, and Issues in Global
Studies - rounding out our international relations course with additional course offerings.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: The interdisciplinary nature of this degree is one of its main strengths. By
exposing students to many subjects they have a well-rounded experience and the opportunity
to take courses in many disciplines, with many faculty members.
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
We will be working to increase the visibility of the International Studies program at Chabot,
partnering with Political Science events, offering extracurricular programming to promote international issues, connecting with Hayward’s Sister City in China, and fundraising to support future growth of the International Studies program.
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers. Write n/a if the
question does not apply to your area.
1. Have all of your course outlines been updated within the past five years? Yes
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five
years or won’t be taught in three years should be deactivated) Yes
3. Have all of your courses been offered within the past five years? If no, why should
those courses remain in our college catalog? Yes
4. Do all of your courses have the required number of CLOs completed, with corresponding rubrics? If no, identify the CLO work you still need to complete, and your timeline
for completing that work this semester Yes
5. Have you assessed all of your courses and completed "closing the loop" forms for all of
your courses within the past three years? If no, identify which courses still require this
work, and your timeline for completing that work this semester.Yes
6. Have you developed and assessed PLOs for all of your programs? If no, identify programs which still require this work, and your timeline to complete that work this semester.Yes.
7. If you have course sequences, is success in the first course a good predictor of success
in the subsequent course(s)? N/A
8. Does successful completion of College-level Math and/or English correlate positively
with success in your courses? If not, explain why you think this may be. Yes
Appendix E: Proposal for New and Ongoing Initiatives and Projects (Complete
for each initiative/project)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, Equity, BSC, College Budget
Committee
Purpose: The project will require the support of additional and/or outside funding.
How does your project address the college's Strategic Plan goal, significantly improve student
learning or service, and/or address disproportionate impact?
Increase the number of students that achieve their educational goal within a reasonable time by clarifying pathways and providing more information and support.
What is your specific goal and measurable outcome? (Note: Complete the Equity/BSI proposal
in Appendix E1 if you would like to request these funds and indicate “see Equity/BSI proposal
for detail”)
-
Support a & grow the competitive Political Science internship program for majors
Continue twice-semesterly Political Science and International Studies Student/Faculty gatherings
Create a blog/newsletter to keep in contact with students
Link students with alumni in order to talk about their future trajectories in the discipline and
field
Create an International Studies Advisory Board to help steer the co-curricular plans for the
major
What learning or service area outcomes does your project address? Where in your program
review are these outcomes and the results of assessment discussed (note: if assessment was
completed during a different year, please indicate which year).
The internship program strongly fosters the CWLG “Global and Cultural Involvement and Civic Responsibilities”. The major-specific events sponsor the CWLG “Development of the whole person” specifically the subsections “developing clear educational or career goals” and “discovering my own potential”.
What is your action plan to achieve your goal?
What is your action plan to achieve your goal?
Activity (brief description)
Target
Required Budget (Split
Comple- out personnel, supplies,
tion Date other categories)
Manage the Political Science internship program
Ongoing
1 CAH/semester
Hold bi-semesterly Student/Faculty gatherings
Spring
2015
$500 annually for food
& publicity materials
Create a blog & quarterly newsletter
Fall 2016
$500 annually for blog
and newsletter software,
design and upkeep
Contact alumni
Fall 2016
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the
project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative
agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
None submitted.
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):
☐
0
Summary of positions requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
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:
☐
0
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
42
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):
0
☐
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)
43
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:
Political Science has, over the years, encouraged our students to access the many academic support
services on campus – the tutoring program, the WRAC center, the Communications Lab, and Learning
Assistants to support student success.
Being able to offer tutoring services for students, particularly in the Introduction to American Government class, is very important to being able to support student success in this course, and for the program. Although not in 2015-16, for the prior 3 years we consistently had excellent tutors available for
students who need them and students have benefited from the ability to get help preparing for exams, writing papers, and understanding course material.
How do the assessments that you preformed to measure student learning outcomes (SLO’s)
or service area outcomes (SAO’s) support this request?
Support student success on all PLOs and SLOs.
44
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):
☐
1
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
45
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)
Law and De- 0
mocracy
ADDITIONAL
FTEF NEEDED
.2
CURRENT
SECTIONS
0
ADDITIONAL
SECTIONS
NEEDED
1
CURRENT
STUDENT #
SERVED
0
ADDITIONAL
STUDENT #
SERVED
22
Our numbers of majors are growing and in order to enable students to complete their AA-T we need to able to
offer all 5 of the core Political Science courses on a regular basis. The Law and Democracy course is a required
course for the Pathway to Law school program. as a cross-listed course that may also be team taught, Political
Science and Administration of Justice both need to put this on their schedules at least one semester per year.
46
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.
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.
We currently have no tutors for Political Science. During our Closing the Loop discussion
an instructor mentioned that students were interested in seeing a Political Science tutor.
As this is the first time that we have had such a request we are now requesting a tutor. We
believe that the availability of a Political Science tutor would help students to better
achieve satisfactory student learning.
How do the assessments that you preformed to measure student learning outcomes (SLO’s)
or service area outcomes (SAO’s) support this request?
While the vast majority of our students met our CLO targets, our ultimate goal is for all
students to reach a 3 or 4 level of learning and comprehension. One of the most time honored and proven remediations for students falling behind is peer tutoring.
47
48
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?
We want to create community amongst Political Science majors and create a campus “home” for
them – a “department” feel where our majors can come to meet with faculty and fellow students
while getting information they need about our offerings, campus events, and other resources and
opportunities off campus and at four-year universities (i.e. info on Majors meetings and our internships, information on Political Science departments in 4-year colleges, opportunities to spend a semester in DC after transferring, etc.). We need this signage to bring it to fruition.
49
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.
There should be a separate line item for each contract or service.
2.
Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
50
Rationale:
Essential to remain up to date in the field: providing students with access to cutting edge information in the field, participate in academic scholarship, and elevating the visibility and influence of
community colleges in the field.
How do the assessments that you preformed to measure student learning outcomes (SLO’s)
or service area outcomes (SAO’s) support this request?
Helps us to accomplish all three of our student learning outcomes: 1) Ability to take and persuasively support a political position with evidence and argumentation, 2) Understand of the
origins, structure, and institutions of American Political system and the value of this
knowledge in sustaining American democracy, 3) Explain the principles and major provisions of United States and California Constitutions.
51
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
Requested a camera: we host events every year for our students, majors and the campus
and surrounding community. We need a way to chronicle these events for advertising, our
website, and outreach.
52
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
X 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.
Through our program review (2015-16 and 16-17) we have requested bulletin boards and flyer holders to be installed in the 401 hallway to provide information to political science and international
studies majors. Perhaps this request could also belong here?
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
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For less than $800 we can create a kind of home base for our majors right next to the full time political
science & international studies majors and provide a valuable source of information to support their
learning, educational, and career goals.
Briefly describe how your request supports the Strategic Plan Goal?
This directly speaks to the strategic goal in terms of helping students and supporting them in achieving their goals!
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