Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: 2
Program: Sociology
Submitted on
Contact: Dr. Christina Mendoza
FINAL 9/24/15
Table of Contents
___ Year 1
Section 1: Who We Are
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
_X__ Year 2
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
___ Year 3
Section 1: What Have We Accomplished?
Section 2: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New and Ongoing Initiatives and Projects
F1A: New Faculty Requests
F1B: Reassign Time Requests
F2A: Classified Staffing Requests
F2B: Student Assistant Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies Requests
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
YEAR TWO
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you
can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative.
b. Requests should be made for augmented/ additional resources (more than what you are already
receiving). If you have questions about what constitutes an “additional/augmented” request,
please talk with your administrator who can tell you what maintenance resources you are
already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a
master spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization
and discuss with their area at November division meetings.
1. What Progress Have We Made?
Complete Appendices A (Budget History), B1, C (PLO's), and D (A few questions) prior to writing your
narrative. You should also review your most recent success, equity, course sequence, and enrollment
data at http://www.chabotcollege.edu/programreview/Data2015.asp. Limit your narrative to two
pages.
In year one, you established goals and action plans for program improvement. This section asks you to
reflect on the progress you have made toward those goals. This analysis will be used to inform future
budget decisions. In your narrative of two or less pages, address the following questions:




What were your previous Program Review goals
Did you achieve those goals? Specifically describe your progress on the goals you set for student
learning, program learning, and Strategic Plan achievement.
What are you most proud of?
What challenges did you face that may have prevented achieving your goals?
In the previous program review, we planned to continue our efforts to grow the program. Sociology
classes across campus are very full (average percent of students in our classes from Fall 2012 to Summer
2015 is 108%). Many students are interested in taking sociology courses to fulfill their GE Requirements.
Our AAT major in Sociology was among the first that was established at Chabot and the number of
students in our major is growing. As of Fall 2015 we have 213 declared Sociology majors. The number of
students graduating with a Sociology AAT degree has also been increasing. We have expanded the
number of classes that we are offering, specifically SOCI 1, which is the class that has the highest
demand. We have also hired new part-time faculty and are continuing to seek out at full-time sociology
instructor.
1
Another goal of the program was to continue to offer students opportunities to gain a deeper
knowledge of sociological concepts and theories. Each semester, in at least one of our courses, students
learn how to research, write, and present their findings to an audience. We do this through our Annual
Fall Poster Session, where students taking SOCI 2, Social Problems, research, write, and present about a
social problem of their choice. We invite the campus to our event and students have the opportunity to
show their achievements in the class. In the Spring, we also have either a poster session or a research
panel, where students present their research to Chabot students. We are continuing to pursue this goal.
This semester (Fall 2015) we applied and received Basic Skills to fund our Fall event, which will include
two of our courses. We are very proud of students work during our poster session and we plan to
continue offering students research experience and opportunity. In order for students to complete their
research, they need access to library resources. Currently, the library only offers a very limited number
of sociological journals. It is difficult for student to find peer-reviewed articles using a sociological
perspective when they don’t have access to data sets, such as JSTOR for Social Sciences. In order to
better serve our students, we need more databases with sociological journals and other materials.
One of our goals that we are continuing to struggle with is to update our website so that students can
have access to the most recent information about the sociology degree. Now that the college has a
webmaster, we are looking forward to updating the website with the current information regarding the
sociology program, instructors, and degree information. Our website is very outdated. The full-time
faculty members listed are not accurate, the list of part-time instructors does not include many recent
hires, and the information about our AAT degree which has been in place for almost 5 years is not listed.
We need help from the new webmaster to update our website in order to fulfill our goal.
An additional goal of the program is to continue to make connections with faculty members in our
department here at Chabot and across other programs. Sociology is a growing program and in a given
semester we have between 6-10 instructors teaching our classes. Also, many of our students transfer to
nearby classes and so reaching outside our campus to other sociology programs is also important. We
have invited CSU East Bay sociology faculty to inform students about their program to help our students
think about transferring. We plan to continue to invite CSU East Bay to our campus. We are also
reaching across California by presenting and attending the CSA Conference. A group of four sociology
instructors at Chabot are presenting a teaching panel at the conference this semester (Nov 13-14) in
Sacramento. We are working together to share our pedagogical practices in sociology to other
sociologists in California and to make important social connections that can benefit our program and our
students. We are hoping to continue to attend and present at conferences. We are proud that we are
presenting collaboratively at a conference this year and working closely as a group. In order to
accomplish this, we need funding for our travel and/or conference fees. Without funding, attending
conferences can be difficult and even impossible.
Finally, we planned to collaborate with other groups initiatives on campus to better serve our students.
We planned to once again work with CIN! and offer a SOCI 1 course as a CIN! course. We have not yet
been able to offer a Sociology course as a CIN! course, since our classes are very large and reserving
space for only CIN! students presents challenges in sociology. We are hoping to continue to work with
CIN! and support their programs. We also planned to collaborate with the Chabot Pathway to law school
initiative by creating and offering SOCI 2 as a Service Learning course. We have met and discussed
course plans with Administration of Justice and are continuing to work on designing SOCI 2 as a Service
Learning course.

Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, etc.)
2
1. Success Rates
Compared to campus
In examining the overall Basic Success data of the discipline of Sociology, our success rates for the Fall
and Spring semesters are between 72 (2013) and 65% (Fall 2014) Compared to the college, our current
success rate (68% for Spring 2015) is slightly higher than the Chabot College success rate (69%).
By course
The course in sociology with the highest success rate is SOCI 4 (Marriage and the Family), with success
rates in the high 80s between Fall 2012 and Spring 2015. We attribute the high success rates in this
course to several reasons. This course is a specialized course that is specific to the sociology major.
Although it is a GE course, many Sociology majors enroll in this course and these students often have
taken sociology courses in the past. The course with the lowest success rates is SOCI 1 (Principles of
Sociology). The success rates of this course in the last three years ranges from 64% to 69%. We attribute
the lower success rate of this course primarily to the structure of the course. This course is a survey
which covers ten to fifteen different topical areas in Sociology and for many students this course is the
first time students learn how to view and understand the social world from a Sociological perspective.
Even though this rate is low, it is the same as the success rates for course across Chabot College as a
whole and the success rates have increased in the last 3 years. To improve the success rate of this class,
our department plans discuss pedagogy and best classroom practices.
Across Demographics
In the comparative data on gender, we do not see any significant difference between the success rates
of men and women. The success rates for men in Fall 2012 73% and in Spring 2014 it was 67%. For
women the pattern was similar where Fall 2012 showed 65% and Spring 2015 68%. In regards to the
success rates by racial and ethnic groups, the results varied by group. In the last three years, the success
rates of almost all the racial and ethnic groups have increased. The African American category has
increased significantly from 56% (Fall 2012) to 64% success in our courses in Spring 2014. The data
indicate that Latinos/as are among the largest group enrolling in our classes. Their success rate also rose
from 63% (Fall 2012) to 65% in Spring 2015. The White category has decreased from and 79% (Fall 2012)
success rate to a 74% (Spring 2015) success rate. Among all the groups, Filipinos and Asian Americans
show the highest success rates in our courses. Although Whites have lower success rates than Asians
(80% in Spring 2015) their success rates are slightly higher than African American and Latino/a Students
(Spring 2015: Whites 74%, African American 64%, and Latino/a 65%).
2. FT/PT Ratios
The Sociology program only has one full-time faculty. The FTEF for Full Time faculty is 1.00 (Fall 2012Spring 2015). FTEF for Part-time faculty is between 2.00 and 2.60, depending on the number of courses
we offer. As reflected in these ratios, Sociology has a dire need to hire a full-time instructor. In Spring
2011, Dr. Susan Tong retired and has not been replaced.
3. CLO/PLO Assessment Results
Sociology students are doing well in our courses. We are proud of the progress our students are making.
Please see the attached CLO/PLO results for more information (Appendix B2).
3
2. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F1-8 (Resources
Requested) to further detail your narrative. Limit your narrative here to one page and reference
appendices where further detail can be found.
 What initiatives or projects are or could be underway to support student learning outcomes,
equity, and/or the College Strategic Plan Goal?
Sociology is proposing two initiatives this semester.
In the first initiative, we are requesting Equity Funds to bring speakers and host events across
campus related to Cultural and Ethnic Awareness. SOCI 1 and SOCI 3 are part of the GE
requirements and American Cultures Requirements. We would like to bring speakers and
events that will bring awareness to topics around Cultural and Ethnic Minorities. We want
students in our classes and across campus to have opportunities to learn and discuss important
issues related to cultural groups across the United States and the world. The need for students
to gain an understanding about issues related to race and culture in our society are included in
SLOs for both SOCI 1 and SOCI 3. In addition, the Strategic Plan of Chabot calls for providing
students with more information and support. Bringing dialog and awareness about different
Ethnic groups across campus will help fulfill these goals. Students will become more aware of
different cultures and the struggles and successes that these groups experienced in the past or
are currently experiencing. Students may be able identify with some of these presentations and
events and may feel more supported on campus as a result of having access to these activities.
The second initiative is regarding developing Latina leaders. Across the United States, the
Latina/os are a growing population, but leadership among women continues to stagnate.
Christina Mendoza and Laura Alarcon (from counseling) are proposing two semesters of a
Latina Leadership group with interested students on campus. Student participants will learn
about leadership and will hear from Latina leaders in our community about their positions and
successes/challenges. This initiative applies to the strategic plan in that students in the program
will be involved two semesters (Spring 2016 and Fall 2016), which will help their retention, they
will gain information about gender, race, and leadership, and they will feel supported through
the program.
See Appendix E1 for more details.
4
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
2015-16
Budget
Received
2016-17
Budget
Requested
4,743.14
4,743.14
1,621.32
4,743.14
4,743.14
1,621.32
2016-17
Budget
Received
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
Last year we asked for instructional supplies such as dvds, iclickers, supplies, and a map. Students
have benefitted from these supplies that we requested. The dvds are of recent documentaries that
highlight sociological concepts to help student engagement with the material. The supplies and map
are used for classroom purposes. We are still processing the order of the iclickers. These funds were
requested through the mid-year supplies request.
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 received everything that was requested.
5
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
SOCI 1
Fall 2014
12
5
41%
Spring 2015
Christina Mendoza
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 are expected to compare, contrast and
apply the three major theoretical perspectives
(functionalism, conflict theory, symbolic interactionism) to
social issues.
Defined Target
Scores*
(CLO Goal)
70 percent of
students scored
3 or 4
Actual Scores**
(eLumen data)
72 percent scored
3 or 4
(CLO) 2: Students are expected to understand how
society is stratified by social class, race, and gender.
70 percent of
students scored
3 or 4
72 percent scored
3 or 4
(CLO) 3: Students are expected to apply the sociological
70 percent of
students scored
3 or 4
90% percent
scored 3 or 4
imagination as the lens for explaining and understanding
human social interaction.
 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?
6
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?
The current score is above the target of 70 percent.
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?
These three concepts are difficult for students to grasp. The student score is slightly above
the target, but we would like for this score to be higher. The assessment tool that was used
was an exam. After reflection, a better assessment for this CLO would be a short paper or
in-class assignment. These are hard concepts and students should be assessed when they
can take their time and think through the concepts in a writing assignment. Our
assessment shows that students had struggled the most with symbolic interactionism.
Perhaps this concept could be emphasized more through having students read and essay
and then applying the theory. Students performed much better on the concepts of
functionalism and conflict theory. Overall, we are pleased with the results.
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?
The current score is above the target of 70 percent.
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?
Although many students scored well on this concept, they could have scored better. The
concepts of race, class, and gender are woven throughout the course. Students seemed to
understand the concepts in the assessments. Students seemed to struggle more with the
concept of race as a social construction. This is a difficult concept and perhaps more class
time can be spent of having students understand the idea of race from this perspective.
Students scored very well on the topics of gender and social class. Overall, we are pleased
with the results.
7
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?
The current score is above the target of 70 percent.
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 are very pleased with the results of this assessment. Students scored very well on this
assessment. Throughout the semester, students learn to understand race as a social
construction and so we are pleased that students are leaving this class with a good
understanding of this concept.
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?
The students scored similarly on the assessments.
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 results of the assessment indicates that students are learning the core concepts in the
class. As a discipline, we should spend more time on the three theoretical perspectives.
Students seem to need more attention on these topics. They are often taught at the
beginning and again the end of the semester, but it would be good to continue to review the
concepts throughout the semester, especially the concept of symbolic interactionism.
Students are leaving the class with a good understanding of the sociological imagination and
we are very pleased. We plan to continue with the current structure and material of the
course.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
8
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
SOCI 2
Fall 2014
1
1
100%
Spring 2015
Christina Mendoza
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)
70% score
either 3 or 4
Actual Scores**
(eLumen data)
75% scored either
(CLO) 1: Defend the sociological perspective (C. Wright
3 or 4
Mills) that there are no personal troubles, but rather social
forces affecting the individual.
70% score
75% scored either
(CLO) 2: Students should explain how each of the major
either 3 or 4
3 or 4
theoretical perspectives would examine/explain historical
and contemporary social problems.
70% score
75% scored either
(CLO) 3: Students should identify and analyze the major
either 3 or 4
3 or 4
social problems in the United States.
 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?
9
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?
The scores for this assessment is above the target range. Seventy-five percent of students
in the class scored either 3 or 4 on the assessment.
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?
Although the students scored well, the students could have scored better had the
assessment been taken at the end of the assessment, as part of the final exam. This CLO
was assessed as part of an exam close to the middle of the semester. The students had
learned the C.W. Mills concept early in the semester, but this can be a difficult concept for
some students to grasp. Conducting the assessment at the end of the semester would have
provided a better idea as to how well the students understood this theory. The assessment
was conducted as an essay part of the exam. Perhaps creating a short paper or part of a
project on the Sociological Imagination may provide students with a more concrete
understanding of how C.W. Mills’ idea can be understood in the social world. Overall, we
are pleased with the results.
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?
The scores for this assessment is above the target range. Seventy-five percent of students
in the class scored either 3 or 4 on the assessment.
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?
The students also scored well on this target. Like the previous CLO, these three theories
can also be difficult for students to both understand and apply. Throughout the semester,
different social problems are taught using these concepts as a theoretical lens to
understand society. The students did well on this assessment because it’s taught during
lecture and the textbook is also framed around these theories. The assessment was taken
in the middle of the semester, so perhaps waiting to the end of the semester may provide
a better understanding of how many students grasped these concepts. Overall, we are
pleased with the results.
10
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?
The scores for this assessment is above the target range. Seventy-five percent of students
in the class scored either 3 or 4 on the assessment.
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?
The students also did well on this assessment. This CLO was also assessed using an essay
exam. Students were asked to analyze a social problem that was provided and most
students were able the sociological lens to understand the problem. Overall, we are
pleased with the results.
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?
In the previous cycle, the assessment was of an online class and the face-to-face class and so
the assessment tool was different.
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?
6. The scores for this assessment is above the target range. Seventy-five percent of students in
the class scored either 3 or 4 on the assessment.
This assessment process shows that the CLOs for this class are important to what the
students should be learning in a class on Social Problems. Using essays for the assessment
provides a good understanding of students progress on the different concepts they should
be learning. Some semesters students in the class are required to write a long paper, this
would also be a good measure of their understating and application of theory. Overall, we
are pleased with the results and student learning in the class.
7. 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:_________________________________________________________________
11
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
SOCI 3
Fall 2014
1
1
100%
Spring 2015
Steven Ahmed and Christina
Mendoza
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 are expected to present and defend the concept
of race as a social construction.
(CLO) 2: Students are expected to compare and contrast
the concepts of race and ethnicity, illustrating various
contemporary arguments on these as evolving concepts.
(CLO) 3: Students are expected to distinguish between
cultural assimilation (acculturation), structural assimilation
and pluralism across different cultural and racial minorities
groups in the United States.
Defined Target
Scores*
(CLO Goal)
70% scored
either 3 or 4
Actual Scores**
(eLumen data)
100% scored
either 3 or 4
70% scored
either 3 or 4
100% scored
either 3 or 4
70% scored
either 3 or 4
100% scored
either 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?
12
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?
The scores above exceed the expectations we had regarding student performance on this
assessment. The students demonstrated a clear and objective comprehension of very
important sociological concepts and terms related to Cultural and Racial minority
experiences in the United States.
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?
Students were assessed on this outcome on an exam and they performed very well on this
assessment. The concept of race as a social construction can often be difficult to grasp. The
instructor spends the semester on this concept and at the end of the class, students had a
good understanding of the concept. Based on the student performance, we discussed that
we should continue with the current pedagogy and techniques in the classroom.
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?
The scores above exceed the expectations we had regarding student performance on this
assessment. The students demonstrated a clear and objective comprehension of very
important sociological concepts and terms related to Cultural and Racial minority
experiences in the United States.
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?
Students were assessed on this outcome on an exam and they performed very well on this
assessment. Throughout the course, students learn about different racial and ethnic
groups in the United States, so they were able to compare and contrast groups from the
material they learned during the semester. Based on the student performance, we
discussed that we should continue with the current pedagogy and techniques in the
classroom.
13
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?
The scores above exceed the expectations we had regarding student performance on this
assessment. The students demonstrated a clear and objective comprehension of very
important sociological concepts and terms related to Cultural and Racial minority
experiences in the United States.
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?
Students were assessed on this outcome on an exam and they performed very well on this
assessment. The concepts regarding assimilation and pluralism are important for a race
class and the students understood the differences and performed very well on the
assessment. Based on the student performance, we discussed that we should continue
with the current pedagogy and techniques in the classroom.
14
PART III: COURSE REFLECTIONS AND FUTURE PLANS
8. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
There have been few changes made. Students in the previous cycle also did well on the
assessment.
9. 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 SLOs for this course are important concepts that students in a SOCI 3 class learn
regarding race and ethnicity in the United States. The content and the learning
opportunities are appropriate for the outcomes that we are measuring. The course
materials prepared to students to perform well on these assessments, so we are pleased
with the structure of the course and the content students are learning. We plan to continue
with the current structure and material of the course.
10. 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:_________________________________________________________________
15
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers. Write n/a if the
question does not apply to your area.
1. Have all of your course outlines been updated within the past five years?
Yes, all the outlines are up to date.
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)
The course SOCI 30 Social Gerontology needs to be deactivated.
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
No, the course SOCI 10 – Asian Americans in the United States, needs to be offered. But, we
have been unable to find an instructor for this course. We plan to actively work finding an
instructor for this course.
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)?
We currently do not have any course sequences.
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.
16
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?
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”)
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).
What is your action plan to achieve your goal?
Target
Required Budget
Completion (Split out personnel, supplies,
other categories)
Date
Activity (brief description)
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?
17
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:
18
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Project Name: Cultural and Ethnic Awareness Events
Contact Name: Dr. Christina Mendoza
Division/Discipline/Program/Office: Sociology and Ethnic Studies
Contact info: (email, campus phone, and cell phone)
cmendoza@chabotcollege.edu
Check the student success indicator(s) your project will address
_x_ ACCESS: Enroll more of a population group to match their representation in community.
_x_ COURSE COMPLETION: Increase success rates in identified courses.
__ ESL AND BASIC SKILLS COMPLETION:
Increase success rates in ESL or Basic Skills courses, and
Increase the completion of degree/transfer courses by ESL or Basic Skills students.
__DEGREE AND CERTIFICATE COMPLETION:
Increase percent of degrees/certificates among degree/certificate-seeking students.
__TRANSFER
Increase percent of transfers to 4-year colleges among transfer-directed students.
Check the type of project you are proposing
___ Curriculum/Program improvement __x__ Outreach
_x__ Direct student intervention
____ Instructional Support
___ Faculty development
____ Research and Evaluation
___Other:
__x__ Coordination and Planning
To determine whether your project can be funded by Equity funds:
1) Does your proposal address disproportionate impact for any of the following target student
populations marked with an “X”? Please highlight the “X” that corresponds with your target populations.
(Equity funds must address specific opportunity gaps identified below with an “X”)
GOALS
Goal A:
Goal B:
Goal C:
Goal D1:
Goal D2:
Goal E:
Access
Course
ESL/Basic
Degree
Cert
Transfer
Completion Skills
Completion Completion
/ Success
Success
Rates
Males
X
Foster Youth
Students with
disabilities
Low-income
Veterans
X
X
X
X
X
X
X
American Indian or
Alaska Native
Asian
X
19
X
X
Black or African
American
Filipino
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Hispanic or Latino
Hawaiian or Pacific
Islander
White
X
X
X
X
2) COLLABORATIVE PARTNERS
In what ways does your project include collaboration between academic and student services and/or
with the community? (Equity proposals that partner to reach target populations are prioritized over
proposals that do not)
This is a project that will connect the campus and the community by bringing to Chabot cultural and
ethnic events/speakers on campus.
To determine how your project fits into your discipline’s or program’s planning:
1) Is your project mentioned in your area’s latest program review?
_X_ Yes
__ No
2) Does your immediate administrator support this project?
__ No _X_ Yes
3) How have you shared this proposal with others in the relevant area, discipline, or division? When did
this conversation take place and who was involved? I have shared this with instructors in my discipline
and in the library. These conversations have taken place over the semester. The instructors that have
been involved are Christina Mendoza, Laura Alarcon, and Pedro Reynoso.
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
We hope to bring awareness about cultural and ethnic groups to the Chabot community. We plan to
accomplish this by bringing speakers and events to campus. We want students in our classes and
across campus to have opportunities to learn and discuss important issues related to cultural
groups across the United States and the world. The Strategic Plan of Chabot calls for providing
students with more information and support. Bringing dialog and awareness about different
Ethnic groups across campus will help fulfill these goals. Students will become more aware of
different cultures and the struggles and successes that these groups experienced in the past or
are currently experiencing. Students may be able identify with some of these presentations and
events and may feel more supported on campus as a result of having access to these activities.
20
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
Chabot campus is an ethnically and racially diverse campus. 38% of the student body identifies as
Latina/o; 18% identify as Asian; 12% identify as African American and 8% identify as Filipino. Speakers
and events relating to Ethnicity, Race, and Culture will benefit students across campus. By bringing these
speakers and events to campus it will bring information, awareness, and dialog about struggles and
success relating to cultural and ethnic groups.
ACTIVITIES
Please list all the activities (A.1, A. 2, A.3, etc.) that you propose to do to reach your goal.
List activities by target date in chronological order.
Identify the responsible person/group for each activity, and who will be involved.
Speakers
Artists
Cultural Events
Sociology Department supports these events
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
$5000 to support fees of the speakers/artists we bring to campus
$1000 for refreshments at these events
EXPECTED OUTCOMES and EVALUATION
How will you know whether or not you have achieved your goal?
What measurable outcomes are you hoping to achieve for the student success indicator and target
population you chose?
How will you identify the students who are affected (are they part of a class, a program, or a service, or
will you need to track them individually)?
Student participation at these events will be used as a measure of success. Students across campus will
have an opportunity to attend/participate. Students taking Sociology classes, which have many course
sections that fulfill the American Cultures Requirement will especially be encouraged to attend these
events. The outcome of these cultural and ethnic lectures and events could impact student retention
rates, campus climate measures, and overall success rates in college courses.
21
Equity Initiative Fund Requests 2015-2016
Project Name: Latina Leaders
Contact Name: Laura J. Alarcón and Christina Mendoza
Division/Discipline/Program/Office: Social Science
Contact info: (email, campus phone, and cell phone)
LAlarcon@chabotcollege.edu
CMendoza@chabotcollege.edu
Check the student success indicator(s) your project will address
__ ACCESS: Enroll more of a population group to match their representation in community.
_x_ COURSE COMPLETION: Increase success rates in identified courses.
__ ESL AND BASIC SKILLS COMPLETION:
Increase success rates in ESL or Basic Skills courses, and
Increase the completion of degree/transfer courses by ESL or Basic Skills students.
_x_DEGREE AND CERTIFICATE COMPLETION:
Increase percent of degrees/certificates among degree/certificate-seeking students.
_x_TRANSFER
Increase percent of transfers to 4-year colleges among transfer-directed students.
Check the type of project you are proposing
___ Curriculum/Program improvement ____ Outreach
_x__ Direct student intervention
____ Instructional Support
___ Faculty development
____ Research and Evaluation
___Other:
__x__ Coordination and Planning
To determine whether your project can be funded by Equity funds:
1) Does your proposal address disproportionate impact for any of the following target student
populations marked with an “X”? Please highlight the “X” that corresponds with your target populations.
(Equity funds must address specific opportunity gaps identified below with an “X”)
GOALS
Goal A:
Goal B:
Goal C:
Goal D1:
Goal D2:
Goal E:
Access
Course
ESL/Basic
Degree
Cert
Transfer
Completion Skills
Completion Completion
/ Success
Success
Rates
Males
X
Foster Youth
Students with
disabilities
Low-income
Veterans
X
X
X
X
X
X
X
American Indian or
Alaska Native
X
22
X
X
Asian
Black or African
American
Filipino
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Hispanic or Latino
Hawaiian or Pacific
Islander
White
X
X
X
X
2) COLLABORATIVE PARTNERS
In what ways does your project include collaboration between academic and student services and/or
with the community? (Equity proposals that partner to reach target populations are prioritized over
proposals that do not)
This is a project between academic and student services to reach out to Latinas on campus.
To determine how your project fits into your discipline’s or program’s planning:
1) Is your project mentioned in your area’s latest program review?
_x_ Yes
__ No
2) Does your immediate administrator support this project?
__ No _X_ Yes
3) How have you shared this proposal with others in the relevant area, discipline, or division? When did
this conversation take place and who was involved?
L. Alarcon (counselor) and C. Mendoza (Sociology instructor) have discussed the project and its scope
several times.
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
The goal of this project is for Latina students to explore their leadership potential and to gain
understanding of the context for the practicing of effective leadership. This is project is tailored as a
small scale intervention that could lead to the design of a class or other interventions yet to be
identified.
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
There are 25 million Latinas in the USA and their absent in leadership positions is noticeable. Out of
8,236 seats in the state only 109 seats are held by Latinas. Latinas hold 9 seats out of 435 seats in the
23
House of representative. This trend is also glaring in our educational institutions where most clerical
and middle management positions are held by Latinas.*
This project will develop a two-semester workshop based on a multi-layered framework of leadership
that addresses the socio-cultural, personal and organizational factors that influence both personal and
professional leadership roles for Latinas. These workshops will target 15 – 20 students.
*Data from: LatinasRepresent, Political Parity, and NHLA published 2014 study - See more at:
http://www.sahcc.org/news/apply-today-the-latina-leadership-institute/#sthash.4SrnZnfM.dpuf
ACTIVITIES
Please list all the activities (A.1, A. 2, A.3, etc.) that you propose to do to reach your goal.
List activities by target date in chronological order.
Identify the responsible person/group for each activity, and who will be involved.
A1 – Planning
Persons involved: Alarcón and Mendoza
Date: November 1, 2015 - February 1, 2016
--Creation of curriculum
--Identify and contact speakers
--Outreach to students
A2 – Workshop delivery (Part 1)
Persons involved: Alarcón and Mendoza
Date: March 1 to May 6, 2016
-- 4 two-hours meeting with students
--Facilitation of reading and discussions
--Coordination of speakers
A3 – Evaluation
Persons involved: Alarcón and Mendoza
Date: May 9 to 20, 2016
--Tabulating and collecting data from students and speakers regarding effectiveness of workshop.
--Planning for next semester
A4 – Workshop delivery (Part 2)
Persons involved: Alarcón and Mendoza
Date: September 5 to November 4, 2016
-- 4 two-hours meeting with students
--Facilitation of reading and discussions
--Coordination of speakers
A5 – Evaluation
Persons involved: Alarcón and Mendoza
Date: November 7 to 30, 2016
--Tabulating and collecting data from students and speakers regarding effectiveness of workshop.
24
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
Total budget: $8,000
Compensation of faculty for planning and implementation of workshop and materials used $3,000
Speakers fees $2,500 (approximately $500 each)
Stipend for student participation $2,000 (approximately $100 each student each semester)
Food $500 (offering a meal at the end of each semester as part of the culmination experience)
EXPECTED OUTCOMES and EVALUATION
How will you know whether or not you have achieved your goal?
What measurable outcomes are you hoping to achieve for the student success indicator and target
population you chose?
How will you identify the students who are affected (are they part of a class, a program, or a service, or
will you need to track them individually)?
One of the goals of this project is for students to be involved in leadership activities at Chabot. At the
end of this workshop students will be more likely to participate in ASCC and other student
organizations on campus. The degree of student involvement on campus will be a major success
indicator.
Students will know about the workshop via social media and class announcements.
25
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):
☒
1
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
CHABOT COLLEGE
CRITERIA FOR FILLING CURRENT VACANCIES
OR
REQUESTING NEW FACULTY POSITIONS
Discipline _Sociology__________
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013
Fall 2013
Spring 2014
Fall 2014
FTEF
(Contract)
1.00
1.00
1.00
1.00
1.00
FTEF
(Temporary)
2.00
2.40
2.00
2.40
2.60
# of Contract
Faculty
1
1
1
1
1
Name of Recently Retired Faculty (in last 3 yrs)
26
Date Retired
Criteria 2.
Semester end departmental enrollment pattern for last three years.
Fall 2012
Spring
2013
Fall 2013
Spring
2014
Fall 2014
Success Rate:
69%
66%
72%
70%
65%
FTES:
79.40
76.51
74.00
79.93
88.70
Briefly describe how a new hire will impact your success/retention rates.
We need another instructor who can (1) be fully committed to building the
program, (2) advocate for program needs, (3) provide resources and information
to students, (3) teach and develop courses that will continue to serve Sociology
majors and non-majors, (4) and assess student progress in the program. The
attention this individual will bring to our program will help our success rates and
our retention rates.
2b. Librarian and Counselor faculty ratio. Divide head count by the number of full
time faculty. For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012
Criteria 3.
Spring 2013
Fall 2013
Spring 2014
Fall 2014
Meets established class size.
WSCH
Fall 2012
2430.00
FTES:
79.40
WSCH/FTES 810.00
Spring 2013
2331.00
Fall 2013 Spring 2014
2244.00
2423.00
Fall 2014
22700.00
76.51
74.00
79.93
88.70
685.59
748.00
712.65
710.53
If there are any external factors that limit class sizes, please explain.
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
27
We need someone who specializes in any of the following: Sociology of
Marriage and the Family, Race and Ethnic Relations, Crime and Deviance,
and Research Methods for Sociology.
Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three
tier criteria. These include:
 Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
 Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
commitments outside the classroom to develop/implement initiatives that
support the strategic plan goal, and helps move an already successful initiative
forward.
 Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.)
Tier 2 applies: Listed in the previous box are the courses where we could use
faculty expertise in Sociology. In addition, sociology offers courses that fulfill the
American Cultures requirement. These courses are bottleneck courses. Faculty
expertise in this area will enhance the program.
Tier 3 applies: Sociology classes are overfull. All our courses fulfill GE
requirements. Majors need the sequence of courses offered in order to graduate
and many non-majors seek our course to fulfill the GE requirements.
28
Criteria 6.
Upon justification the college may be granted a faculty position to start a new
program or to enhance an existing one.
Is this a new program or is it designed to enhance an existing program? Please
explain.
This is not a new program.
Criteria 7.
CTE Program Impact.
Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate
# Awarded
2012-2012
2012-2013
2013-2014
AA requirement
GE transfer requirement
141
Declared major
29
151
213 (2015)
Criteria 9.
Describe how courses and/or services in this discipline impact other
disciplines and programs. Be brief and specific. Use your program review to
complete this section.
SOCI 1 (Principles of Sociology) is a required course for Nursing majors and
Dental Hygiene majors. Students need access to this course.
Criteria 10.
Additional justification e.g. availability of part time faculty (day/evening)
Please describe any additional criteria you wish to have considered in your
request.
30
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:
☐
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
31
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):
☐
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)
32
Appendix F2B: Student Assistant Requests [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for student assistant positions. Remember, student
assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, and accreditation issues. Please
cite any evidence or data to support your request. If these positions are categorically funded, include
and designate the funding source of new categorically-funded positions where continuation is
contingent upon available funding.
Rationale for proposed student assistant positions:
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions requested):
☐
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
33
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
SOCI 1
SOCI 3
SOCI 4
CURRENT
FTEF
(2015-16)
6
.6
.4
ADDITIONAL
FTEF
NEEDED
.4
1
1
CURRENT
SECTIONS
30
3
2
34
ADDITIONAL
SECTIONS
NEEDED
2
1
1
CURRENT
STUDENT #
SERVED
1320
132
88
ADDITIONAL
STUDENT #
SERVED
88
44
44
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors,
learning assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Please cite any evidence or data to support your
request. If this position is categorically funded, include and designate the funding source of new
categorically-funded position where continuation is contingent upon available funding.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions requested):
☒
2
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
Rationale for your proposal based on your program review conclusions. Include anticipated impact on
student learning outcomes and alignment with the strategic plan goal. Indicate if this request is for the
same, more, or fewer academic learning support positions.
Sociology is a growing discipline. We need multiple tutors available to students to help our
success rates. We typically have had one tutor at the tutoring center on campus. We are
requesting an additional tutor for support the need for peer-to-peer help for students.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
For SOCI 1, which is the class that is offered the most on campus, assessment indicate that
students could use some help with the different theoretical perspectives in sociology. Students
feel comfortable seeking out help from peers. Having an additional tutor would benefit our
students and our program.
35
Appendix F5: Supplies Requests [Acct. Category 4000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation
of funds.
Instructions: In the area below, please list both your anticipated budgets and additional funding
requests for categories 4000. Do NOT include conferences and travel, which are submitted on Appendix
F6. Justify your request and explain in detail the need for any requested funds beyond those you
received this year. Please also look for opportunities to reduce spending, as funds are limited.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
☒
SUPPLIES tab (4000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
The major supply request is the cost of printing for a 50 individual posters for the Annual Sociology
Student Poster Session at Chabot. We are asking that the fees associated with the cost of printing a
poster for each student in SOCI 2. Every year, students in this class participate in a Sociology
student poster session that takes place on campus during college hour. Students will be creating
their own digital versions of their research topic. We are requesting the cost of printing each of
these posters for each of our students. This request is supported by the SLOs in which students
should identify and analyze the major social problems in the United States. As part of this project,
students will be analyzing one problem especially in-depth. By providing funds for the printing of
each students poster in the class (approx. 50 students), the poster session will have a more
professional feel and reflect the work students have put into their individual projects.
36
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:
The sociology program is requesting conference funds for two conferences so that our faculty will
be engaged in the latest research, have opportunities to present, and create important social
connections with other sociologists across colleges and universities.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
The SLOs across sociology classes all address sociological of topics that are considered important
for students in the discipline to learn. These conference funds provide instructors with the
opportunity to learn about current research and teaching methods to better inform and teach our
students.
37
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
Sociology is requesting a major upgrade to the Wi-Fi in bldg. 500. We requested (along with
other social science disciplines) Microsoft Surface Pros for our students in the classroom,
and we received these computers. But, we cannot use them since the Wi-Fi in this building
is too weak to support these tablets. We need an upgrade to the Wi-Fi very soon so that we
can use the equipment that we have purchased.
38
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Although some of the college's greatest needs involving new facilities cannot be met with
the limited amount of funding left from Measure B, smaller pressing needs can be addressed. Projects
that can be legally funded with bond dollars include the "repairing, constructing, acquiring, and
equipping of classrooms, labs, sites and facilities." In addition to approving the funding of projects, the
FC participates in addressing space needs on campus, catalogs repair concerns, and documents larger
facilities needs that might be included in future bond measures. Do NOT use this form for equipment or
supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name):
Building/Location:
Type of Request
___ Space Need
___ Small Repair
___ Large Repair
___ Building Concern
___ Larger Facility Need
___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
Briefly describe how your request supports the Strategic Plan Goal?
39