Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: Two
Program: Psychology
Submitted on October 26th, 2015
Contact: Andrew Pierson, Rani Nijjar,
and Aldrian Estepa
FINAL 9/24/15
Table of Contents
___ Year 2
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New and Ongoing Initiatives and Projects
F1A: New Faculty Requests
F1B: Reassign Time Requests
F2A: Classified Staffing Requests
F2B: Student Assistant Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies Requests
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
YEAR TWO
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you
can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative.
b. Requests should be made for augmented/ additional resources (more than what you are already
receiving). If you have questions about what constitutes an “additional/augmented” request,
please talk with your administrator who can tell you what maintenance resources you are
already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a
master spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization
and discuss with their area at November division meetings.
1. What Progress Have We Made?
Complete Appendices A (Budget History), B1, C (PLO's), and D (A few questions) prior to writing your
narrative. You should also review your most recent success, equity, course sequence, and enrollment
data at http://www.chabotcollege.edu/programreview/Data2015.asp. Limit your narrative to two
pages.
We believe we are making progress towards meeting our goals in the following ways:
 Goal #1: Guide and support students through the Psychology AA-T pathway.
We are currently encouraging students to enroll in our variety of Psychology courses
in accordance to the AA-T pathway.





Goal #2: Develop materials and resources for outreach and support of Psychology
AA-T pathway. Pamphlets for distribution and website improvements advertising
the AA-T are currently in development. We will continue to work with Counseling to
ensure students have what they need to succeed in our courses.
Goal #3: Increase enrollment in courses leading to Psychology AA-T. We have
expanded our course offerings in PSY 2, 4, and 5 to meet what seem to be an
increased demand for courses to support student completion of the AA-T.
Goal #4: Develop web page to inform and attract students to Psychology offerings.
With new presence of a Webmaster, we hope to improve student awareness around
the Psychology AA-T and course offerings. We will begin this work this year.
Goal #5: Continue to offer supplemental instruction and tutoring to support
student success. We continue to offer GNST-15 (General Studies) in collaboration
with Learning Connection to support success.
What are you most proud of?
 As cited in our previous report, the Department of Labor anticipates a 12% growth in the
market for psychology related fields. In 2015, 3.9% of the students at Chabot College are
Psychology majors compared to .9% in 2014, which indicates an increase in demand. We
are proud that we are currently expanding our course offerings to meet this growing
need for our courses.
1




Our online instruction continues to evolve as the psychology faculty explore new
technological advances such as proprietary materials (My Psych Lab, McGraw-Hill
CONNECT) and Blackboard improvements (Blackboard Collaborate) and regularly
participate in learning about pedagogical practices with their colleagues that also teach
online through COOL meetings and trainings.
What challenges did you face that may have prevented achieving your goals?
 The lack of website design experience may have prevented us in the past from
completing Goal #5. In addition, the AA-T passed through the various accreditation and
curriculum standards.
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, etc.).
Based on our CLO/PLO results last year, we will continue to make changes to our courses to
maintain our student performance on our CLOs and meet the requirements of our PLOs.
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2015-16
Budget
Requested
0
300
2000
2015-16
Budget
Received
0
300
2000
2016-17
Budget
Requested
0
400
??
2016-17
Budget
Received
0
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
The supplies, technology, and equipment received by the Psychology Discipline have improved our
classroom teaching. We have been able to do more “hand-on” in-class activities.
2
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?
3
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.
PSY 1
PSY 2
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
Spring 2014
2-Years Prior
*Note: These courses
must be assessed in
the next PR year.
Spring 2017
Spring 2015
PSY 3
Spring 2014
Spring 2017
PSY 4
Spring 2014
Spring 2017
PSY 5
Spring 2014
Spring 2017
PSY 6
Psy 6 was not offered
Spring 2015.
Fall 2015
PSY 8
Spring 2015
PSY 12
Spring 2015
PSY 33
Spring 2015
4
Appendix B: “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
PSY 2
SPRING 2015
2
2
100%
SPRING 2015
Estepa, Garcia, & Pierson
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 an understanding of correlation.
(CLO) 2:
Demonstrates an understanding of experimental design.
(CLO) 3:
Demonstrates an understanding of elements of
philosophy of science.
Defined Target
Scores*
(CLO Goal)
70% of students
will score either
3 or 4.
70% of students
will score either
3 or 4.
70% of students
will score either
3 or 4.
Actual Scores**
(eLumen data)
89% of students
did score either 3
or 4.
86% of students
did score either 3
or 4.
81% of students
did score either 3
or 4.
(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?
5
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?
Our measured scores exceed our target.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Our PSY 2 students are demonstrating a solid understanding of key elements of the
course content. Our efforts to increase hands-on learning by integrating project-based
pedagogy appears to have befitted students and their understanding of course material.
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?
Our measured scores exceed our target.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Our PSY 2 course includes two research projects. Our efforts to increase hands-on
learning by integrating project-based pedagogy appears to have befitted students and
their understanding of course material.
6
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?
Our measured scores exceed our target.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We have worked allow students to see links and connections between this course and
other courses, both within and outside of, the field of Psychology. Our efforts to increase
hands-on learning by integrating project-based pedagogy appears to have befitted
students and their understanding of course material.
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
7
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?
Based on previous discussions, we have worked allow students to see links and connections
between this course and other courses, both within and outside of, the field of Psychology.
Our efforts to increase hands-on learning by integrating project-based pedagogy appears to
have befitted students and their understanding of course material.
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?
We plan to continue to work on increasing our project-based pedagogy in the PSY 2
classes. We also plan to continue to emphasize “real world” applications of research
methods.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
xPedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
8
Appendix B: “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
PSY 8
SPRING 2015
1
1
100%
SPRING 2015
Dickinson & Pierson
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:
Students will be able to evaluate and formulate a sound
understanding of the physiological and psychological
aspects of sexual health in our contemporary society,
based on historical perspectives and current issues.
(CLO) 2:
Students will be able to evaluate and formulate the
interrelationship of attitude and behavior as they relate to
sexual well-being and sexual integrity.
(CLO) 3:
Identify, compare, and contrast the key themes in human
sexuality including sociocultural, biological, and cognitivebehavioral influences.
Defined Target
Scores*
(CLO Goal)
70% of students
will score either
3 or 4.
Actual Scores**
(eLumen data)
86% of students
did score either 3
or 4.
70% of students
will score either
3 or 4.
86% of students
did score either 3
or 4.
70% of students
will score either
3 or 4.
86% of students
did score either 3
or 4.
(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)
9
**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?
Our measured scores exceed our target.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This course includes a combination of theory, current research, and current topics. The
main pedagogical strategies include lecture, small group work, discussion, and video
presentation. Our reflection reveal that students are doing well in their learning of the
main course goals for this 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?
Our measured scores exceed our target.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Our PSY 8 students are demonstrating a solid understanding of key elements of the
course content. Our efforts to increase hands-on learning by integrating current events
and “life-relevant ” topics to have befitted students and their understanding of course
material.
10
11
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?
Our measured scores exceed our target.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
We have worked allow students to see links and connections between this course and
other courses, both within and outside of, the field of Psychology. We feel this has been
successful.
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?
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?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
12
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?
Drawing on previous reflections, we have worked allow students to see links and
connections between this course and other courses, both within and outside of, the field of
Psychology.
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?
We plan to continue to make connections between established course content and
current events relevant to our students’ lives. We also plan to continue to include peer to
peer interaction to allow students to process and make meaningful essential elements of
this course.
6. What is the nature of the planned actions (please check all that apply)?
 Curricular
xPedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
13
Appendix B: “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
PSY 12
SPRING 2015
2
2
100%
SPRING 2015
Dickinson & Pierson
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:
1.
Demonstrates an understanding of human
development from a biological perspective.
(CLO) 2:
2.
Demonstrates an understanding of human
development from a sociocultural perspective.
(CLO) 3:
3.
Demonstrates an understanding of human
development from a cognitive-behavioral perspective.
Defined Target
Scores*
(CLO Goal)
70% of students
will score either
3 or 4.
Actual Scores**
(eLumen data)
84% of students
did score either 3
or 4.
70% of students
will score either
3 or 4.
84% of students
did score either 3
or 4.
70% of students
will score either
3 or 4.
84% of students
did score either 3
or 4.
(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)
14
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
15
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?
Our measured scores exceeded the goal by 14%.
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?
Based on our discussions, we want continue to make course content feel relevant to our
students. We plan to continue to emphasize the ways in which the course content can
matter to parenting for example. Also, because many students in this class are
interested in nursing, applied psychology, and child development careers, we plan to
continue to build clear content bridges among these careers. We also plan to continue
to link course content to current events.
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?
Our measured scores exceeded the goal by 14%.
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?
Based on our discussions, we want continue to make course content feel relevant to our
students. We plan to continue to emphasize the ways in which the course content can
matter to parenting for example. Also, because many students in this class are
interested in nursing, applied psychology, and child development careers, we plan to
continue to build clear content bridges among these careers. We also plan to continue
to link course content to current events.
16
17
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?
Our measured scores exceeded the goal by 14%.
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?
Based on our discussions, we want continue to make course content feel relevant to our
students. We plan to continue to emphasize the ways in which the course content can
matter to parenting for example. Also, because many students in this class are
interested in nursing, applied psychology, and child development careers, we plan to
continue to build clear content bridges among these careers. We also plan to continue
to link course content to current events.
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?
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?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
18
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?
We have worked to include more hand-on and project based learning. We have also
worked to make explicit the relevance of the course content to events in everyday life, as
well as relevant for career preparation.
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?
We have worked to include more hand-on and project based learning. We have also
worked to make explicit the relevance of the course content to events in everyday life, as
well as relevant for career preparation.
9. What is the nature of the planned actions (please check all that apply)?
 Curricular
xPedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
19
Appendix B: “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
PSY 33
Fall 2014
1
1
100%
Spring 2015
2: Ray Grimm and Mireille
Giovanola
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
Defined Target
Scores*
(CLO Goal)
70% of students
will score either
3 or 4.
86% of students
did score either 3
or 4.
(CLO) 2: Explain basic human nature and the
development of human potentialities through
maturation and learning in a physical and
sociocultural environment.
70% of students
will score either
3 or 4.
86% of students
did score either 3
or 4.
(CLO) 3: Identify the principles of personality
dynamics and their relationship to the improvement
of personal effectiveness.
70% of students
will score either
3 or 4.
79% of students
did score either 3
or 4.
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: Identify, compare, and contrast the key
themes in adjustive behavior, including
sociocultural, biological, and cognitive-behavioral
influences.
Actual Scores**
(eLumen data)
(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)
20
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
21
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?
Current scores exceed target. Students exceeded standard expectations.
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 experiential work provides a better learning environment than straightforward
academic environment. Team learning has become a primary process for learning in the
classroom.
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?
Current scores exceed target. Students exceeded standard expectations.
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?
Applying the assignments outside of the classroom in pragmatic settings has a significant
positive influence on student learning processes and retention.
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?
Current scores exceed target. Students exceeded standard expectations.
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?
Students have a harder time making the connection between personality styles, and how it
plays out in their life.
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?
22
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?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
23
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?
The course became more experiential and based on team learning. Students became much
more engaged in the learning process.
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?
Students, especially in a class focused on personal and social adjustment, become much
more engaged when they have to live the class outside of the classroom and experience the
material lessons in social relationships.
The discipline is actually moving toward team learning, as well as experiential learning and
life applications.
The plan is to expand and deepen opportunities for experiential and team learning.
I am also moving from a standard textbook to a web-based site at UC Berkeley.
Finally, I would like to update the CLOs to reflect current perspectives.
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:_________________________________________________________________
24
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: ______
Program: Psychology AA-T
PLO #1: Demonstrate familiarity with the major concepts, theoretical perspectives, empirical
findings, and historical trends in psychology.
PLO #2: Respect and use critical and creative thinking, skeptical inquiry, and, when possible, the
scientific approach to solve problems related to behavior and mental processes.

PLO #1:

PLO #2:

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
We discussed questions about how well this course addresses our PLO’s.
We discussed how this course fits with other discipline courses, in terms of linking concepts
between classes.
What program-level strengths have the assessment reflections revealed?
This course does an excellent job of addressing the key elements of our PLO’s.
This course links neatly, with appropriate independence and overlap, to our other
Psychology curriculum.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
We plan to continue to work on ways to allow students to see the significant links and connections
between this course and other Psychology courses. We plan to continue to emphasize real world
relevancy of course content, and we plan to continue to integrate and emphasize career options as
they relate to defined course content.
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Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: _: Psychology AA-T
PLO #1: Demonstrate familiarity with the major concepts, theoretical perspectives, empirical
findings, and historical trends in psychology.
PLO #2: Respect and use critical and creative thinking, skeptical inquiry, and, when possible, the
scientific approach to solve problems related to behavior and mental processes.
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
Based on our discussions and reflections, we believe that our PSY 8 course fits well with our
program, and we believe prepares students for future study within the field.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
We plan to continue to work to allow students to see links and connections between this course
and other courses, both within and outside of, the field of Psychology.
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: _: Psychology AA-T
PLO #1: Demonstrate familiarity with the major concepts, theoretical perspectives, empirical
findings, and historical trends in psychology.
PLO #2: Respect and use critical and creative thinking, skeptical inquiry, and, when possible, the
scientific approach to solve problems related to behavior and mental processes.
What questions or investigations arose as a result of these reflections or discussions?
We want to continue to emphasize connection between specifics of research methodology,
and key finding from others courses. We feel we do some of this already, but hope to
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increase students’ demonstrated understanding of these connections.
What program-level strengths have the assessment reflections revealed?
Our PSY 2 course fits well with our program, and we believe prepares students for future
study within the field.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Based on our discussions, we want to continue to emphasize connection between specifics of
research methodology, and key finding from others courses. We feel we do some of this
already, but hope to increase students’ demonstrated understanding of these connections.
We also plan to continue to work on increasing our project-based pedagogy in the PSY 2
classes. We also plan to continue to emphasize “real world” applications of research
methods.
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: __PSYCHOLOGY____

PLO #1: Demonstrate familiarity with the major concepts, theoretical perspectives, empirical
findings, and historical trends in psychology.

PLO #2: Respect and use critical and creative thinking, skeptical inquiry, and, when possible, the
scientific approach to solve problems related to behavior and mental processes.

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
We have wondered about how to develop a major field pathway within the Psychology discipline. We
have wondered about including sequenced courses with the major or pathway. We have questioned
what kinds of pedagogical modifications might increase student engagement and increase depth of
learning and understanding.
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What program-level strengths have the assessment reflections revealed?
We have developed a Psychology Program leading to an AA-T degree. This program includes
sequenced courses, including a Statistics for the Social and Behavioral Sciences and Research
Methodology. We have worked to address depth of understanding across the major concepts within
our curriculum; we have accomplished this by including more project based learning, more in-class
Reading Apprenticeship style activities, and including more small group projects. We have also been
able to purchase some excellent brain models, videos, charts, and other instructional supplies that
allow for more hands-on learning.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
We plan to continue to work on increasing depth of understanding by including more project based
learning, more small group work, and more in-class structured Reading apprentice style reading. In
addition, we plan to continue to expand the range of hand on materials to enhance student learning.
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? Most PSY course
outlines were updated in 2010-2011.
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) (We will consider deactivating some
course.)
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? Some courses have not been offered due to budget cuts
and heavy demand for GE courses. We hope to offer these courses in the near future as the
budget picture improves.
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. All courses complete except PSY 6 which
was not offered in the Spring, but will be assessed during FALL 2015.
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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)? YES
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Appendix F3: FTEF Requests
(ANDREW)
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
PSY 2
PSY 5
PSY 12
CURRENT
FTEF
(2015-16)
.4
.26
.6
ADDITIONAL
FTEF
NEEDED
.4
.26
.2
CURRENT
SECTIONS
2
2
3
30
ADDITIONAL
SECTIONS
NEEDED
2
1
1
CURRENT
STUDENT #
SERVED
88
88
132
ADDITIONAL
STUDENT #
SERVED
88
44
176
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?
Please see the attached request spreadsheet.
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Appendix F6: Contracts & Services, Conference & Travel Requests [Acct.
Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for contracts & services and conference attendance, and to guide the
Budget and Staff Development Committees in allocation of funds.
Instructions: Please list specific conferences/training programs, including specific information on the
name of the conference and location. Your rationale should discuss student learning goals and/or
connection to the Strategic Plan goal.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
1.
2.
☒
There should be a separate line item for each contract or service.
Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
Rationale:
$750 to attend West Coast Psychology Teaching Conference.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
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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
We request significant improvements to the wifi in Building 500. Very poor wifi in building
500 interferes with student learning on a near daily basis.
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