Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: Two
Program: Dental Hygiene
Submitted on 10/23/2015
Contact: Nancy Cheung
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
___ 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 ONE
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you
can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative.
b. Requests should be made for augmented/ additional resources (more than what you are already
receiving). If you have questions about what constitutes an “additional/augmented” request,
please talk with your administrator who can tell you what maintenance resources you are
already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a
master spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization
and discuss with their area at November division meetings.
1. Who We Are
Limit your narrative to no more than one page. Describe your program--your mission, vision,
responsibilities and the goals of your area. How does your area support the college? What impact do
you have on student learning? Describe the number and type of faculty in your area.
2. Where We Are Now
Complete Appendices A (Budget History), B1, C (PLO's), and D (A few questions) prior to writing your
narrative. You should also review your most recent success, equity, course sequence, and enrollment
data at http://www.chabotcollege.edu/programreview/Data2015.asp. Limit your narrative to two
pages.
As you enter a new Program Review cycle, reflect on your achievements over the last few years. What
did you want to accomplish? What are your Student Learning Outcomes (SLOs) and Service Area
Outcomes (SAOs), and what progress have you made toward achieving them? What are you most proud
of?
Reflect on your curriculum as well as your success, retention, and enrollment data. What trends do you
observe? Do you see differences based on gender and/or ethnicity? Between on-campus and online or
hybrid online courses? Provide comparison points (college-wide averages, history within your program,
statewide averages).
Discuss other important trends that will have a significant impact on your unit over the next three years.
Those could include technology, facilities, equipment, and student demand.
Describe how changes in resources provided to your area have impacted your achievements. What
opportunities and challenges do your foresee in the next three years?
3. The Difference We Hope to Make
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F1-8 (Resource Requests)
1
as relevant to your needs to support your narrative. Limit your narrative here to one page and reference
appendices where further detail can be found.
 Over the next three years, what improvements would you like to make to your program(s) to
support student learning outcomes, equity, and/or the College Strategic Plan Goal?
 What steps do you plan to take to achieve your goals? Describe your timeframe.
 Would any of your goals require collaboration with other disciplines or areas of the college?
How will that collaboration occur?
 What support will you need to accomplish your goals? (Complete Appendices and Resource
Request spreadsheet.)
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?
Previous Program Review goals for Dental Hygiene included implementing an electronic
health record, obtaining resources for faculty and staff development, implementing an online application system, and aligning our program with the Educational Master Plan and
Mission of the College.
2
The Dental Hygiene Program had been awaiting the budget approval of the electronic
health record (EHR) system. The current paper chart system is antiquated, compromises
patient confidentiality, and does not comply with the Health Insurance Portability and
Accountability Act (HIPAA). This was requested in years three and two of our program
review in 2014 and 2015 respectively. Electronic charting would present a comprehensive
patient treatment record that is detailed, accurate, legible, updated, searchable, and
reliable. The dental hygiene students would be able to view patient records in a more
secured format and prepare a comprehensive dental hygiene treatment plan more
efficiently. In addition, student learning would be greatly improved as they will be better
prepared for the current dental profession workforce.
Students have a better
understanding of electronic data based on their own experience with digital media.
Training the students with electronic charting would enable students to integrate the
information and knowledge in the dental office. Since the college serves as an educational
leader and recognizes that learning is a life-long journey, we need to provide this
opportunity to ensure student success as well as student marketability in the current job
market. With the rapidly changing technology and advancements in dentistry, we need to
adapt to the evolving techniques and new innovations. In addition, electronic charting
provides security and protection of patient records in the event of a hazard since data are
duplicated and stored in a secured off-site location. Past graduates on our Advisory
Committee have expressed the need to have more training on the EHR so that they are
more marketable.
Another goal was to be able to receive funding for professional development for both
faculty and staff. Professional development courses focus on cultural sensitivity, program
effectiveness, teaching methodology, and student assessment. Regularly scheduled training
is essential in improving student learning through faculty calibration. Our longer term vision
and goals is to be able to provide our students with the latest trends in professional
technology, learning environment, and community based experiences. Through this goal,
Dental Hygiene will be part of the college’s Educational Master Plan by helping the
community train skilled workforces, life-long learners, and community conscience activists.

Did you achieve those goals? Specifically describe your progress on the goals you set for student
learning, program learning, and Strategic Plan achievement.
No. The first two goals were not achieved through the Program Review process. The
impact of not receiving some of our requested funding from the previous two Program
Review cycles has delayed the implementation of the electronic health record system (EHR)
in the Dental Hygiene Clinic significantly. Our current paper chart system is antiquated and
compromises patient confidentiality since it is not in full compliance with the Health
Insurance Portability and Accountability Act (HIPAA).
3
Student learning has been impacted negatively as our current patient management
software is non-operational due to server failure. In addition, this provided students with
little or no experience in preparation for the workforce. The current second year dental
hygiene students have expressed concern that they lack the skills to be able to enter private
practice with the knowledge and the confidence of using an electronic health record
system. In addition, the EHR would play a role in student success by tracking student
requirements, competencies, and immunization records. The EHR for the dental hygiene
clinic would also prevent the students’ ability to alter treatment records since all changes
would require an electronic signature by faculty and tracked by the course director.
A request had been submitted in our Program Review for the last two cycles (Year 2 and
Year 3 of the Program Review Cycle) and was finally approved by the Budget Committee in
the beginning of the Fall Semester of 2014. Due to the two year delay, the system and
software upgrade that was originally submitted two years ago no longer met the current
needs of the program and the requirements demanded from dental hygiene’s accrediting
body CODA (Commission on Dental Accreditation). The result of the delay has increased in
EHR’s price significantly.
Fortunately, through the support of our Division Dean and through meetings with the
Senior Instructional Computer Support Specialist, we were recently able to move toward
implementing the electronic health record system in early September. Unfortunately, due
to the failure of one of our servers last month, our entire software system has shut down.
The IT department on campus has been working hard to resolve the issue at hand. Our
current system is no longer supported and the data has been corrupt. Again, through the
support of our Division Dean and the Dean of Business and Applied Technology, we were
able to move toward the electronic health record system. Had the software been approved
and purchased through the previous Program Review cycles, the Dental Hygiene Program
would not be in the current situation. Currently, both student learning and program
learning is compromised as we have not completed the implementation process. In
addition, patient data has been lost and information cannot be accessed by students. The
current target date for completion of this project is December, 2015.
Also, since professional development funds were not in place, faculty did not attend the
annual meeting in Burbank as it is costly. Professional development is essential for student
learning and student success.
Last, the Program Director has worked with campus IT, and the Admissions and Records
team to launch the on-line dental hygiene application. Streamlining the process has
required multiple meetings and setting up a work flow chart that outlines the step by step
application process. Overall, this was successful and meetings are underway for the next
application cycle.
4

What are you most proud of?
We are most proud of our student success rate and our community partnerships. The
dental hygiene program continues to have a very high success rate. The Dental Hygiene
Program is one of the college’s most successful programs. The student success rate on
passing the licensure board exam averages 98% on the first attempt.
We are proud of our community partnerships and outreach efforts. The program continues
its partnership with the National Children’s Oral Health Foundation (NCOHF) which has
provided funding to use toward our community outreach activities as well as supplies
(toothbrushes, stickers, and fluoride varnish).
The support of America’s Tooth Fairy has helped the Chabot College Dental Hygiene
Program make a difference in the impact of your services for your community. Participation
in the different events throughout the year allowed students to see first-hand, the oral
health disparities among children in Alameda County. This was especially evident in the 2nd
Annual Give Kids A Smile Day held in collaboration with Cal State East Bay (CSUEB). At this
event, CSUEB Pre-Dental students provided oral health and diet education for both children
and parents. The Chabot College dental hygiene students provided dental prophylaxis,
dental screening, fluoride varnish application, and dental hygiene instruction to the children
under the supervision of volunteer dental hygiene faculty and one volunteer dentist from
the community. In addition, dental referrals were made based on identified dental needs.
There were a total of 42 children treated, ranging from 3 to 12 years of age. There were 37
dental hygiene student volunteers, 6 dental hygiene faculty volunteers, and one supervising
dentist. The following week, the students held another GKAS Day for the Chabot Pre-school
children, in which students provided fluoride varnish and dental screenings.
The program continues to be committed to serving the community through community
service activities and providing low cost dental hygiene services to those that are unable to
afford dental hygiene care in the traditional dental office setting. The clinic serves
approximately 1500 dentally uninsured individuals per year. The students actively
participate in over 30 hour of community service activities providing dental screenings at
college and community sponsored health fairs each year. Last, community partnerships
with Tiburcio Vasquez, Silva Clinic, Coast Guard Island and La Clinica De La Raza are rotation
sites that provide enrichment experiences for the senior dental hygiene students.
The Dental Hygiene program directly aligns with and supports the mission of the college.
Our graduates are work force ready, engaged in the community through community service,
and are life-long learners.
5

What challenges did you face that may have prevented achieving your goals?
Some of the challenges we faced that may have prevented achieving our goals are the lack
of communication and comprehension. Technology requests submitted on our last
Program Review were omitted and neither approved nor denied. Another challenge is not
receiving funds granted to the program for work that was done by faculty. The program
received a grant for $4,000 from the University of the Pacific, to review and pilot a
community health curriculum that has been designed for teaching dental and dental
hygiene students about public health dentistry/dental hygiene. To date, the dental hygiene
program has not been credited the funds that were deposited into the general fund. This
prohibits immediate funding of Program needs that benefit the students.

Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, etc.).
The Dental Hygiene Program has been granted accreditation with reporting requirements at
its site visit on April 22nd and 23rd, 2015 by the Commission on Dental Accreditation (CODA).
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?
Initiatives and projects that are underway is adding training in the placement of interim
treatment restorations (ITR) into the dental hygiene curriculum. Recent passage of
California Legislation, AB1174 Tele dentistry, has provided the opportunity for Registered
Dental Hygienists to provide Interim Therapeutic Restorations (ITRs), or temporary
restorative fillings for patients with active untreated dental carious lesions. The ITRs provide
underserved patient populations with limited access to dental care, to receive a longerterm, fluoride releasing temporary filling at an affordable fee. Competency in application of
ITRs will be a requirement for licensure in the State of California. To implement this
program, we will need to purchase restorative material (Fuji IX capsules), as well as an
amalgamator to mix Fuji IX in the capsule for application.
Outcomes for this project are multi-fold. First, all clinical faculty will require instruction and
training on the ITR procedure for the lab/clinical application. This preparation would equip
the faculty to provide clinical instruction to students in the dental hygiene program.
Second, students will receive instruction and will be trained in the classroom/laboratory
environment to include simulation training in placing ITRs on the typodonts in preparation
6
for clinical application. Third, students will place ITRs on patients in the Chabot College
Clinical setting to achieve clinical competency as well as mandatory experiences.
The ITR project will be of great assistance in implementing the learning process for our
students in regards to this new expanded duty which will be required for licensure. The
Crescent Wig-L-Bug (the amalgamator) will be utilized in all applications the Fuji IX (ITRs)
procedure, including the classroom/lab, as well as in the clinic. Most importantly, our
students will have the opportunity to provide a valuable service to patients in the
community. The Chabot College Dental Hygiene Clinic provides quality, affordable dental
hygiene care to the population within the Hayward/Oakland/San Leandro area. We provide
services to all types of patients including children, the elderly, special needs, and low
income. This initiative would greatly increase the value and scope of care we are currently
providing.
YEAR THREE
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 Have We Accomplished?
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 assess progress
toward achievement of our Strategic Plan and to inform future budget decisions. In your narrative of
two or less pages, address the following questions:
 What program improvement goals did you establish?
7






Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for student learning, program learning, equity, and Strategic Plan
achievement.
What best practices have you developed? Those could include pedagogical methods, strategies
to address Basic Skills needs of our students, methods of working within your discipline, and
more.
Are these best practices replicable in other disciplines or areas?
What were your greatest challenges?
Were there institutional barriers to success?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, etc.).
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New and Ongoing Initiatives and Projects) and
F1-8 (Resources Requested) to support your narrative.
 What goals do you have for future program improvement?
 What ideas do you have to achieve those goals?
 What must change about the institution to enable you to make greater progress in improving
student learning and overall student success?
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
n/a
56,450.00
37,586.08
2015-16
Budget
Received
n/a
56,450.00
0
2016-17
Budget
Requested
n/a
59,950.00
16,592.99
2016-17
Budget
Received
n/a
TBD
0
94,036.08
56,450.00
76,542.99
TBD
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.
Again, we did not receive the funding that was requested in order to improve student learning.
8
However, the funding that was received improved student learning by covering the operational
costs for the clinical facility. The Dental Hygiene Clinic provides the students with the clinical
experience and provision of direct patient care that is required by our accrediting agency.
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?
Student learning has been negatively impacted. The failure of our antiquated server and
outdated patient management software has impacted student learning. The students are
unable to use the patient management software. In addition, taking radiographs have been
limited. For the last three weeks, we have had to alter our radiology lab schedule since
students now have to take radiographs on film. Safety has been compromised because of the
need to utilize chemicals and the need to increase the amount of radiation for exposures with
film. We have not been able to back up any data. Last, data conversion is not advised once we
have the new server and upgraded software in place due to data corruption. We are unable to
access the patient appointments and we are only able to expose radiographs in two of four
operatories.
9
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.
X 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.
The Dental Hygiene Program is required by the accrediting body to assess SLO’s at a
minimum once per year. Data from our assessment mechanisms (tests, student didactic
grades, student clinical competencies as well as graduation rates and success rates on the
National Board Dental Hygiene Exam and the Clinical Board Exam are reviewed by program
faculty at the bi-annual collaboration meetings (clinical) and the annual curriculum review
meeting (held in the summer each year). As a result of these meetings, changes are made
to SLO’s and course outlines. Changes are submitted to the curriculum committee for
review.
This year, based on our assessment and the accreditation process, a course modification
and program modification was submitted via Curricu-Net.
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.
All Dental Hygiene
courses are reviewed
annually.
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
For each dental
hygiene course, the
SLOs are assessed at
the end of the
course/term. Students
The dental hygiene
program has been
doing course level
assessment as
required by our
10
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
All courses are assessed
yearly.
complete an online
survey for each class to
aid in determining if
the SLOs have been
met from the student
perspective.
accrediting agency
for the past 15 years
*See attached as a sample of the CLO tracking sheet required for each course.
Student Learning Outcomes – Instructional Chart
DH 71A Pre-Clinical Dental Hygiene
Expected
Outcomes/Topic
Week
Taught
Describe and
demonstrate methods of
sterilization and
disinfection for dental
instruments, supplies,
equipment and
demonstrate
maintenance of asepsis
for dental hygiene
therapy
1
Instructional Objectives
1.
2.
3.
4.
5.
6.
7.
8.
Discuss standard
precautions and basic
infection-control concepts.
Explain the similarities and
differences between the
infection-control model and
model of dental hygiene
care.
Identify the government
agencies that play key roles
in regulations of infection
control standards.
Discuss the standard of
care, including assessment
of risk of disease
transmission in oral
healthcare, and planning of
appropriate control
measures.
Explain the principles of
infection control.
Select appropriate
protective attire for dental
hygiene client care.
Prepare the dental
environment before and
after client care.
Discuss strategies to
prevent disease
transmission, and how
healthcare personnel can
take action to stay healthy.
11
Teaching Strategies
1.
2.
3.
4.
Lecture
PowerPoint
Instructor
demonstration
Preclinical activity
with classmates
Evaluation Mechanism
1.
2.
Didactic Exam
Preclinical Competency
Evaluation
Demonstrate
appropriate body
mechanics and correct
positioning options for
the patient and operator
during instrumentation
1
1.
2.
3.
4.
5.
6.
7.
8.
9.
Collect and record data
from the patient
interview:
medical/dental history
and synopsis
1&3
1.
2.
3.
4.
5.
6.
Utilize the medical
history and patient
interview, collect and
document information
pertinent to the patient's
medical and dental
status
1
1.
2.
Apply ergonomic principles
in dental hygiene practice.
Discuss environmental
factors leading to repetitive
strain injury (RSI).
Describe modifications in
the work environment that
minimize RSI and stress.
Relate proper grasp and
instrument factors to
ergonomic principles.
Relate proper hand
stabilization to ergonomic
principles.
Modify client positioning
based on ergonomic
principles and client needs.
Demonstrate neutral
shoulder, elbow, forearm,
and wrist positions.
Demonstrate strengthening
and chair side stretching
exercises.
Describe common RSIs in
terms of symptoms, risks,
prevention, and treatment.
1.
2.
3.
Explain the purpose of the
health history, including
legal and ethical issues
regarding health record
documentation.
Gather information pertinent
to the health and dental
history by utilizing the
technique of patientcentered interviewing.
Discuss decision making
after the health and dental
history is obtained
Recognize implications of
client health status for
dental hygiene care.
Understand the rationale
and indications for preprocedure prophylactic
antibiotics.
Identify the need for
consultation and
collaboration with other
healthcare professionals in
order to develop an
individualized dental
hygiene care plan.
1.
2.
3.
Discuss documentation,
including its significance to
the process of care and
practitioner liability
Correctly document all
treatment to be provided to
the patient.
1.
2.
3.
12
4.
4.
4.
Lecture
PowerPoint
Instructor
demonstration
Preclinical activity
with classmates
1.
2.
Didactic Exam
Preclinical Competency
Evaluation
Lecture
PowerPoint
Instructor
demonstration
Preclinical activity
with classmates
1.
2.
Didactic Exam
Preclinical Competency
Evaluation
Lecture
PowerPoint
Instructor
demonstration
Preclinical activity
with classmates
1.
2.
Didactic Exam
Preclinical Competency
Evaluation
Describe and
demonstrate the correct
technique for taking vital
signs (pulse, respiration,
temperature and blood
pressure)
1
1.
2.
3.
4.
5.
Demonstrate and
identify the uses for
assessment
instruments, including
the periodontal probe,
explorer, and mouth
mirror
2&3
1.
2.
3.
Identify normal intraoral
and extra-oral structures
and note any deviations
in the treatment record
2&3
1.
2.
3.
4.
5.
6.
7.
Discuss vital signs and the
importance of minimizing
risk of a medical emergency
via vital signs assessment.
Discuss the significance of
the pulse rate
Assess the pulse
rate/respiration/blood
pressure and record these
vital signs measurements.
Recognize findings of the
pulse rate/respiration/blood
pressure that have
implications for care
planning, and initiate
medical referrals for the
health and safety of the
client.
Compare baseline
measurements of the pulse
rate/respiration/blood
pressure with current
findings, and communicate
significant changes to the
client and dentist.
1.
2.
3.
Discuss basic dental
hygiene instrument design
of the probe/explorer/and
mouth mirror and describe
their design and uses.
Customize fulcrum
placement for a tooth
surface.
Identify intraoral and extra
oral fulcrums for periodontal
instrumentation.
1.
2.
3.
Discuss the clinical
assessment, including
recognition of normal head
and neck anatomic
structures, common signs
of oral disease, and
deviations from normal.
Conduct the extra oral
clinical assessment,
including proper methods
and sequence.
Conduct the intraoral
clinical assessment,
including proper methods
and sequence.
Describe and document
significant findings in the
client's record using precise
descriptive terms, including
appropriate follow-up and
referral when atypical or
abnormal tissue changes
warrant further medical or
dental evaluation.
Discuss cancers affecting
the head and neck.
Explain oral selfexamination techniques to
the client.
Explain the use of biopsy as
well as other methods for
1.
2.
3.
13
4.
4.
4.
Lecture
PowerPoint
Instructor
demonstration
Preclinical activity
with classmates
1.
2.
Didactic Exam
Preclinical Competency
Evaluation
Lecture
PowerPoint
Instructor
demonstration
Preclinical activity
with classmates
1.
2.
Didactic Exam
Preclinical Competency
Evaluation
Lecture
PowerPoint
Instructor
demonstration
Preclinical activity
with classmates
1.
2.
Didactic Exam
Preclinical Competency
Evaluation
early detection of oral
cancer.
Demonstrate techniques
and proper procedure
for performing a
thorough periodontal
assessment
2, 3, &
4
1.
2.
3.
4.
5.
6.
Describe the uses and
limitations of the
universal curettes and
sickle scalers in scaling
and root planning
5&7
1.
2.
3.
4.
5.
6.
7.
8.
Record and describe
the appearance of the
periodontium
6
1.
2.
3.
4.
Explain the clinical
application of the
periodontal assessment
Identify the six basic tools
needed to assess clinical
parameters.
Describe healthy
periodontium by clinical
signs and histologic
characteristics.
Describe diseased
periodontium by clinical
signs and histologic
characteristics.
Begin to distinguish among
varying types of gingivitis
and periodontitis.
Begin to describe indices
for measuring periodontal
diseases.
1.
2.
3.
Discuss basic dental
hygiene instrument design
of the universal curettes
and sickles
Classify an instrument and
its use based upon
variations in instrument
shank length, curvature,
flexibility, blade type, and
blade-to-shank angulation.
Customize fulcrum
placement for a tooth
surface.
Describe the intended uses
for sickles and universal
curettes
Explain proper instrument
blade adaptation and
angulation.
Define the stroke principles
of blade angulation,
adaptation, and activation.
Describe protective scaling
strategies and
reinforcement scaling.
Identify intraoral and extra
oral fulcrums for periodontal
instrumentation.
1.
2.
3.
Explain the clinical
application of the
periodontal assessment
Describe healthy
periodontium by clinical
signs and histologic
characteristics.
Describe diseased
periodontium by clinical
signs and histologic
characteristics.
Begin to distinguish among
varying types of gingivitis
and periodontitis.
1.
2.
3.
14
4.
4.
4.
Lecture
PowerPoint
Instructor
demonstration
Preclinical activity
with classmates
1.
2.
Didactic Exam
Preclinical Competency
Evaluation
Lecture
PowerPoint
Instructor
demonstration
Preclinical activity
with classmates
1.
2.
Didactic Exam
Preclinical Competency
Evaluation
Lecture
PowerPoint
Instructor
demonstration
Preclinical activity
with classmates
1.
2.
Didactic Exam
Preclinical Competency
Evaluation
Complete dental
hygiene documentation
following patient
treatment according to
clinical guidelines
6
Demonstrate use of the
dental hygiene universal
periodontal probe,
explorers, curettes and
sickle scalers on a
typodont and a student
partner
1-17
1.
2.
1.
2.
3.
4.
5.
6.
7.
8.
9.
Prepare and record
medical and dental
histories on all student
partners who are seen
as patients
1-17
1.
2.
3.
4.
5.
6.
Discuss documentation,
including its significance to
the process of care and
practitioner liability
Correctly document all
treatment to be provided to
the patient.
1.
2.
3.
Discuss basic dental
hygiene instrument design
and classify an instrument
and its use based upon
variations in instrument
shank length, curvature,
flexibility, blade type, and
blade-to-shank angulation.
Discuss the classifications
of instruments.
Describe assessment
instruments, their design,
and uses.
Customize fulcrum
placement for a tooth
surface.
Describe treatment
instruments, their design,
and uses.
Explain proper instrument
blade adaptation and
angulation.
Define the stroke principles
of blade angulation,
adaptation, and activation.
Describe protective scaling
strategies and
reinforcement scaling.
Identify intraoral and extra
oral fulcrums for periodontal
instrumentation.
1.
2.
3.
Explain the purpose of the
health history, including
legal and ethical issues
regarding health record
documentation.
Gather information pertinent
to the health and dental
history by utilizing the
technique of patientcentered interviewing.
Discuss decision making
after the health and dental
history is obtained
Recognize implications of
client health status for
dental hygiene care.
Understand the rationale
and indications for preprocedure prophylactic
antibiotics.
Identify the need for
consultation and
collaboration with other
healthcare professionals in
order to develop an
individualized dental
hygiene care plan.
1.
2.
3.
15
4.
4.
4.
Lecture
PowerPoint
Instructor
demonstration
Preclinical activity
with classmates
1.
2.
Didactic Exam
Preclinical Competency
Evaluation
Lecture
PowerPoint
Instructor
demonstration
Preclinical activity
with classmates
1.
2.
Didactic Exam
Preclinical Competency
Evaluation
Lecture
PowerPoint
Instructor
demonstration
Preclinical activity
with classmates
1.
2.
Didactic Exam
Preclinical Competency
Evaluation
Record complete dental
restorative charting on a
student partner
8
1.
Discuss the purpose and
methods of documentation
including charting and the
responsibilities of the dental
hygienist.
Differentiate between the
tooth numbering systems.
Discuss the classification of
dental caries and
restorations.
Discuss tooth assessment
and detection of signs of
dental caries.
Explain the dentition and
periodontal charting,
including application of
charting symbols to a case
study.
Discuss occlusion and
common problems of
occlusion.
Distinguish between the
classification of
malocclusion and the subtypes.
Discuss the primary
occlusion.
1.
2.
3.
Define and discuss types of
extrinsic and intrinsic tooth stains
1.
2.
3.
2.
3.
4.
5.
6.
7.
8.
Recognize the
categories of tooth
discolorations and
stains
11-12
4.
4.
Identify the indications
and contraindications
for selective polishing
11-12
1.
2.
3.
4.
Perform selective
polishing technique with
appropriate material
selection and
precautions for polishing
natural and restored
tooth surfaces and
dental appliances
11-12
1.
2.
Describe effects of rubbercup and air polishing on
teeth, gingiva, restorative
materials, and the dental
care setting.
Describe indications,
contraindications,
precautions, and
techniques for rubber-cup
and air polishing.
Describe and discuss
selection of devices and
armamentaria used for
rubber-cup and air
polishing.
Explain goal and rationale
for selective polishing.
1.
2.
3.
Describe and discuss
extrinsic stain removal
techniques.
Describe selection,
maintenance, and infection
control for instruments,
devices, and armamentaria
used for rubber-cup and air
polishing.
1.
2.
3.
16
4.
4.
Lecture
PowerPoint
Instructor
demonstration
Preclinical activity
with classmates
1.
2.
Didactic Exam
Preclinical Competency
Evaluation
Lecture
PowerPoint
Instructor
demonstration
Preclinical activity
with classmates
1.
2.
Didactic Exam
Preclinical Competency
Evaluation
Lecture
PowerPoint
Instructor
demonstration
Preclinical activity
with classmates
1.
2.
Didactic Exam
Preclinical Competency
Evaluation
Lecture
PowerPoint
Instructor
demonstration
Preclinical activity
with classmates
1.
2.
Didactic Exam
Preclinical Competency
Evaluation
Provide an appropriate
rationale for the
application of topical
fluorides
13
1.
2.
3.
Demonstrate technique,
procedures and
precautions for applying
topical fluoride
13
1.
2.
3.
Discuss the principles of
instrument sharpening
for proper sharpening of
curettes and sickles
15
Demonstrate the
technique of use of the
Gracey curette on a
student partner
10
1.
2.
1.
2.
3.
4.
5.
6.
7.
Describe and discuss
fluoride therapies
Distinguish between the
different types of ingested
fluorides used for dental
caries management and
how each type relates to
caries risk.
Differentiate between acute
and chronic fluoride toxicity
including causes, signs,
symptoms, and
management.
1.
2.
3.
Identify the methods of
delivery for topical fluorides
used in dental caries
management.
Name and describe the
professionally applied
fluorides for caries
management, including
product selection and the
tray and paint-on
techniques.
Discuss acute fluoride
toxicity including causes,
signs, symptoms,
emergency management,
and prevention.
1.
2.
3.
Describe the methods,
techniques, and importance
of instrument sharpening.
Discuss how to prevent and
manage instrument tip
breakage.
Discuss basic dental
hygiene instrument design
of the Gracey curettes and
sickles and classify an
instrument and its use
based upon variations in
instrument shank length,
curvature, flexibility, blade
type, and blade-to-shank
angulation.
Customize fulcrum
placement for a tooth
surface.
Describe the intended uses
for Gracey curettes
Explain proper instrument
blade adaptation and
angulation.
Define the stroke principles
of blade angulation,
adaptation, and activation.
Describe protective scaling
strategies and
reinforcement scaling.
Identify intraoral and extra
oral fulcrums for periodontal
instrumentation.
17
Lecture
PowerPoint
Instructor
demonstration
Preclinical activity
with classmates
1.
2.
Didactic Exam
Preclinical Competency
Evaluation
Lecture
PowerPoint
Instructor
demonstration
Preclinical activity
with classmates
1.
2.
Didactic Exam
Preclinical Competency
Evaluation
1.
2.
3.
Lecture
PowerPoint
Instructor
demonstration
1.
Didactic Exam
1.
2.
3.
Lecture
PowerPoint
Instructor
demonstration
Preclinical activity
with classmates
1.
2.
Didactic Exam
Preclinical Competency
Evaluation
4.
4.
4.
Discuss dental
hypersensitivity
management in relation
to periodontal
instrumentation
14
1.
2.
3.
Identify risk factors
contributing to dentinal
hypersensitivity.
Explain techniques that
reduce dentinal
hypersensitivity during
periodontal therapy.
Describe active ingredients
available to treat
hypersensitivity
18
1.
2.
Lecture
PowerPoint
1.
Didactic Exam
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
All Courses
All Courses
One section of all didactic
courses/3-5 sections of Pre-Clinical,
Clinical, and Radiology
All
100%
Done in the Spring each year
All faculty (didactic and clinical
instructors)
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)
(CLO) 1:
See attached
(CLO) 2:
See attached
(CLO) 3:
See attached
(CLO) 4:
See attached
 If more CLOs are listed for the course, add another row to the table.
19
Actual Scores**
(eLumen data)
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
The dental hygiene program has had an excellent student success rate. For the
past ten years, the students have all passed the National Board Dental Hygiene
Exam with an average score that exceeds the national average. The students’
passing rate on the State Board Licensure Exam is 98% (first attempt).
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?
The faculty continues to update and evaluate course content, evaluation and
assessment mechanisms, as well as work to implement teaching strategies that
promote student success. The faculty is required by our accrediting agency to take
courses in teaching methodology in the subject area(s) that they teach.
Unfortunately, the expenses incurred in taking the courses and seminars can be
very costly. It would be beneficial receiving funds for professional development as
this would directly benefit both the students and the program.
All faculty and the clinic assistant must take board certified dental continuing
education courses for licensure renewal (25-50 hours every two years). In addition,
they maintain private practice experience and are aware of the current trends and
changes in the field of dentistry.
20
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 dental hygiene faculty meets yearly and mid-year for curriculum and calibration
meetings to review clinic procedures and protocols as well as program updates and
assessments. Courses are updated to reflect current research and guidelines.
Course level SLO’s were reviewed for each course and updated course outlines
reflecting the assessments from the previous cycle. The proposed course
modifications have been submitted to the curriculum committee and implanted
through the program’s courses.
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?
Based on the current assessment and reflections, the course level strengths
assessment reflections revealed is the achievement of the SLOs.
The graduates of the dental hygiene program have a 95% success rate on their
National Board Dental Hygiene Exam. Their average score typically exceeds the
national average. The students’ ability to successfully pass the didactic exam is a
reflection of the successful tracking of course level assessment data.
The dental hygiene faculty continues to meet twice a year for course level SLO
review and for clinical calibration. Curriculum changes in the form of updates to
current SLO’s as well as updates on clinic policy and procedures are discussed. All
lead instructors meet on a weekly basis for an hour to discuss policy, curriculum and
program needs.
21
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
X Resource based
X Change to CLO or rubric
X Change to assessment methods
 Other:_________________________________________________________________
ASSESSMENT OF COMPETENCIES-DENTAL HYGIENE
I. Professionalism - The competent dental hygienist provides skilled care using the highest professional
knowledge, judgment & ability following the ADA Code of Ethics.
3. Demonstrate the
ability to practice
ethically, providing
evidence based-care
4. Demonstrate sound
judgment
and ethical reasoning
in
determining
radiographic exposure
Intermediate
DH Course
*Alumni
(proficient-*expert)
1. Utilize knowledge of
ADHA
code of ethics in
patient care
2. Identify unethical
practices
as outlined in the DPA
1.1
Monitor
Graduation
(competent)
Supporting Competency:
Evaluation Method
End of Pre-clinic
(beginner)
Skill Description
Entering
(novice)
Student Level
58
X
58
X
Apply ethical reasoning to dental hygiene practice
Review ADHA Code of Ethics,
role play ethical scenarios,
case studies
AP, JG
50A
58
Pre-test, Dental Practice Act
(DPA) worksheet, Post-test,
multiple choice, true-false,
fill-in
Self-evaluation, needs
assessment form, daily goal
sheet
JG
DH58
AP, JG,
NC
71A/B
81A/B
71A
71B
81A
81B
X
Test simulation and
performance assessment,
needs assessment
Radiographic evaluation sheet
NC, RK,
JG, ACF
74A
74B 71B
81A/B
74A
74B
71A
81A
81B
X
22
50A
69A
71 B
58
58
Supporting Competency:
1.2
Serve all clients in the community without discrimination
1. Demonstrate
knowledge of the Chabot
College nondiscrimination policy
2. Use knowledge of
policy to serve
the community
through client care
3. Use knowledge of
policy to
serve the community
through
community outreach
projects
4. Use knowledge of
policy to serve
the community
through diverse
offsite clinical
rotations
5. Use knowledge of
policy to serve
clients with special
needs
6. Provide appropriate
radiographic surveys for
clients
Supporting Competency:
Orientation /check-off
NC, AP,
JG
50 A-C
50A
50B
50C
Needs assessments, daily
goals, development of patient
centered care/treatment
plans, clinical supervision
Student participation, selfevaluation, student outreach
projects, community projects
NC, JC,
JG, AP,
RK, ACF
50A
JC, JG,
AP, NC
50 A-C
74A/B
71A/B
81A/B
56A/B
82A
50B
81A
50C
81B
56A
82A
56B
On site clinical supervision,
self-evaluation write ups
JG
81A/B
81A
81B
71B
81A
83
81B
X
74B
71B
81A
81B
X
1. Adhere to the
concepts outlined in the
Client's Bill of Rights
2. Utilize client exit
survey to determine
client's satisfaction with
treatment
Clinical instructor check-off,
chart audits, needs
assessment
Clinical instructor check-off,
chart audits
AP, JG,
NC, ACF
71B
81A/B
71B
81A
81B
X
JG, AP,
NC
71B
81A/B
71B
81A
81B
3. Exhibit ability to
provide humane
and compassionate
care
4. Understand and
assess human
needs when
formulating a dental
hygiene diagnosis
5. Expose radiographic
surveys as needed to
provide optimum patient
care
Supporting Competency:
Self-Evaluations, Needs
assessment, client exit
surveys
AP, JG,
NC
71A/B
74A/B
81A/B
71A
74A
71B
74B
81A
81B
X
Exams, Case studies, case
documentation, group
discussion
AP,JG,
EO, NC
69A/B
74A/B
80A/B
82A/B
69A
69B
71B
81A
81B
X
74A/B
71B
81A/B
74A
74B
71B
81A
81B
X
1. Demonstrate an
understanding of, and
compliance with,
program standards
2. Exhibit honesty in
relationships with
clients, colleagues,
and other
professionals
Supporting Competency:
Orientation, adherence to
college student conduct
policy*
AP, JG,
NC
50A-C
50A
50B
50C
Self-evaluation, journals, goal
sheets, needs assessments
AP, JG,
NC
AF
All Courses
DH 1
DH 1
DH 2
Clinical supervision, oral
JG, NC,
71B
presentation multiple
AP, EO
83
choice/true-false,
81A/B
competencies, needs assess.
Performance assessment,
NC, RK,
74A/B
74A
radiographic survey
JG, AP
71A/B
requirements
81A/B
1.3
Provide Humane and compassionate care to
Performance assessment,
NC, RK,
radiographic evaluation
AP
sheets
Needs assessment
1.4
Maintain honesty in
1.5
71A
74A
X
all patients/clients
relationships with patients/clients, colleagues & other professionals
DH 2
X
Ensure the privacy of the patient during dental hygiene treatment & confidentiality of
patient/client records
23
1. Demonstrate ability to
adhere to
Clients Bill of Rights
Self-evaluation, journals, goal
sheets, needs assessments,
chart-audits
AP, JG,
NC
ACF
71B
81A/B
2. Maintain the clients'
right to
privacy/confidentiality
Written Exam, case studies,
role play, needs assessments,
chart audits
AP, EO,
JG, NC,
RK
3. Adhere to clinical
protocol
regarding
filing/maintenance of
client charts/records
4. Discuss the
importance of record
keeping, informed
consent,
patient’s rights to
access records,
and loaning and
transfer of records
Supporting Competency:
Self-evaluation, needs
assessment, chart audits
AP, JG,
NC
staff
69A
71A/B
74A/B
81A/B
71A/B
74 A/B
81A/B
Tests, performance
assessment, needs
assessments, chart audits
AP, JG,
NC
50 A-C
69B
74A/B
71A/B
81A/B
1. Demonstrate
knowledge of the DPA
Pre-test, post-test, DPA
worksheet
2. Apply knowledge of
DPA in providing client
care
3. Articulate DPA
restrictions regarding
extended functions
Self-evaluation, needs case
studies assessments,
journals, goal sheets
Exams, competencies, case
studies, performance
assessments, needs
assessment
Test Simulation
JG,
AP,NC,
ACF
JG, AP
71B
81A/B
NC, RK
74A/B
74A
Test, Performance
Assessments
NC, RK
74A
74A
Test
NC, RK
74A/B
74A
4. Demonstrate
knowledge of the
Consumer Radiation
Health and
Safety Act of 1981
5. Demonstrate
knowledge of
radiographic equipment
certification and
registration
6. Discuss State and
Federal
regulations
concerning radiation
1.6
71B
81A
81B
69A
74A
69B
71B
74B
81A
81B
71A
74A
71B
74B
81A
81B
50A
71A
74A
69B
71B
74B
50B
81A
50C
81B
X
Adhere to state and federal laws governing the practice of dentistry & dental hygiene
JG
58
58
71B,
57
58
81A/B
81A
81B
57
81A
58
81B
X
74B
74B
* Alumni Proficient-RDH: Passage of Clinical Exam (Central Regional or Western Regional)
II. Professional Identity - The dental hygienist will continuously perform self-assessment for life-long
learning & professional growth.
Supporting Competency:
1. Exhibit involvement as
oral healthcare
providers/ change
agents
2. Advance the art and
science of DH through
research
2.1
Advance the profession through leadership, service activities & affiliation with
professional organizations.
Written examinations, oral
presentations, community
project
JC, JG,
AP EO,
ACF
Oral presentations, case
presentations, development
of care plans, risk assess., lit
reviews, research papers
JG , JC
24
56A/B
71A-B
81A-B
83
56A/B
69B
73
X
X
X
X
X
X
X
3. Participate in state
and regional
student leadership
workshops
Supporting Competency:
Written critiques, PowerPoint
presentations
1. Exhibit
professionalism in the
role
of clinician
2. Assume the
professional
responsibilities of a
practicing RDH
3. Provide evidence
based quality
care
Journals, daily goal sheets,
self-evaluation, needs
assessment, clinical
competencies/exams
Exit questionnaire
JG, AP,
ACF
71A/B
81A/B
AP, JG,
ACF
Client questionnaire, case
documentation,
examinations, DH care plans,
needs assess radiographic
evaluation sheets
Participation in community
outreach activities,
community project ,
adherence to Client's Bill of
Rights
Examinations, written
presentation, oral
presentation, research write
ups, case documentation’s
4. Act as consumer
advocate
5. Actively participate in
developing,
and implementing
research projects
2.2
JG,JC
69A/B
56A/B
82/A-B
X
X
X
X
X
Assume the roles of the profession (clinician, educator, researcher, change agent,
consumer advocate) as defined by the ADHA
X
X
X
X
X
71B
81A/B
X
X
X
X
AP, NC,
JG,ACF
JG
71B
74A/B 80A/B
81A/B
82A/B
X
X
X
JG, JC.
AP
71B
56A/B
81A/B
X
X
X
X
EO, NC
JG
73
80A/B
82A/B
83
X
X
X
X
X
III. Information Management & Critical Thinking. The dental hygienist must be able to acquire &
synthesize information in a critical, scientific, & effective manner.
Supporting Competency:
3.1
Alumni
(proficientexpert)
Course
Graduation
(competent)
Monitor
Intermediate
Evaluation Method
End of Preclinic
(beginner)
Skill Description
Entering
(novice)
Student Level
Solve problems & make decisions based on accepted scientific principles
1. Formulate goals and
objectives for
evidenced based
client care
Examinations, case
documentation, case studies,
oral presentations, DH care
plans, competencies, needs
assess.
JG, NC,
AP, JC,
ACF
2. Apply accepted
scientific
principles in client
care
Examinations, competencies,
needs assessments, daily goal
sheets, journals, DH care
plans
ACF, JG,
NC, AP
3. Provide
comprehensive
client care using
accepted scientific
principles
Case documentation’s,
journals, examinations, needs
assessments,
Competencies, DH care plans,
Radiographic evaluation
ACF, JG,
NC, AP
25
71A/B
69A/B
52A/B
73
80A/B
82A/B
54
81A/B
69A/B
71A/B,
52, 55A
73
54,57
80A/B
82A/B
81A/B
83 74A/B
69A/B
71A/B
52A/B, 73
57, 54
80A/B
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
sheets
4. Evaluate the
effectiveness of
comprehensive clinical
care
5. Determine
radiographic retakes
based on diagnostic
quality and client's need
6. Perform quality
control to meet
established
radiographic standards
Supporting Competency:
1. Critique oral health
Research
74A/B
82A/B
81A/B
Case documentation’s,
journals, examinations, client
questionnaires, DH care
plans, competencies, needs
assess.
Test, simulation, and
performance assessment,
radiographic evaluation
sheets
Test, simulation, and
performance
Assessment, radiographic
evaluation sheets
3.2
JG, NC,
ACF, AP
NC, RK,
DS
ACF, AP
69A/B
71B
80A/B
82A/B
81A/B
74A/B
71A/B
81A/B
NC, RK
ACF
74A
74B
X
X
X
X
X
X
X
X
X
X
X
X
X
Analyze published reports of oral health research and apply this information to the
practice of dental hygiene
3. Articulate the
biological effect of
radiation exposure
and MPD limits
Supporting Competency:
Examinations, written
JG, JC,
reports, oral reports,
NC
community projects,
Examinations, case
AF
documentation, oral
presentations, needs
assessments, journals,
Competencies, DH care plans
Test Journals, Dosimeter
NC, RK
monitoring, Radiographic
ACF
evaluation sheets, H.A. Rad.
Exposure record
3.3
Evaluate the safety
1. Apply scientific
research findings in
the evaluation of the
safety and
efficacy of oral health
products and
treatment
Examinations, oral
presentations, case
documentation,
competencies,
written reports, needs
assessments, journals, DH
care plan
AF
2. Utilize universal
precautions
Examinations, competencies,
needs assessments, journals,
JG, NC,
ACF,
AP
3. Provide DH services
utilizing current
concepts of
disease prevention
and infection
control
Examinations, competencies,
needs assessments, journals,
DH care plan
ACF, JG,
NC, AP,
JC
4. Discuss the principles
of
radiographic health
Test, simulation, and
performance
assessment
NC, RK
2. Utilize oral health
research as a
basis for evidence
based client care
X
26
73, 56A/B
52, 54
80A/B
All courses
X
X
X
X
X
X
X
X
74A/B
71B
81A/B
X
X
X
X
X
& efficacy of oral health products & treatment
69A/B
71A/B
56A/B
75, 73
74A/B
52, 54
57
80A/B
81A/B
82A/B, 83
69A/B
71A/B
74A/B
80A/B
82A/B
81A/B
X
X
X
X
X
X
X
X
X
X
69A/B
71A/B
75
74A/B
52,57
80A/B
81A/B
82A/B
83
74A
74B
X
X
X
X
X
X
X
X
as it relates to
the public and dental
personnel
Supporting Competency:
3.4
Communicate professional knowledge verbally & in writing to patients, colleagues &
other professionals
1. Demonstrate the
ability to convey
information to the
client and other
health care providers
Examinations, case
documentation, chart audit,
needs assessments, dental
referrals, journals, case
studies, client questionnaires,
DH care plan
ACF, JG, JC,
NC, AP, EO,
RK
2. Demonstrate the
ability to
recognize and assume
the
responsibility of
appropriate
referrals to medical
and dental
professionals
Examinations, case
documentation, chart audit,
needs assessments, dental
referrals, journals, case
studies, client questionnaires
ACF, JG, JC,
NC, AP, EO,
RK
3. Develop
communication skills that
reflect use of
appropriate dental
terminology
4. Implement
established standards in
dental charting and
notation
Test, simulations,
performance
assessments, test cases,
competencies
AF
Test, simulation, performance
Assessments, test cases,
competencies
JC, JG, AP
RK ACF
69A/B
71B
75, 73
74A/B
52A/B
54, 57
80A/B
81A/B
82A/B
83
69A/B
71A/B
75
74A/B
52A/B
54, 57
80A/B
81A/B
82A/B
83
All
courses
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
60
74A/B
71A/B
81A/B
X
X
X
X
X
X
X
The following tracks the assessment of our Program Goals
Goal
Objective
Action/
Step
Monitoring
Mechanism
Evaluating
Mechanism
When
Evaluated
Who
Collects
Data
Who
Assesses
Data
Results
Resulting
Action
#1
Maintain
compliance
with CODA
and
California
State Law.
All
faculty
required
to take
mandatory
course in
California
Law and
infection
control
as part of
licensure
Records
kept of
licensure
renewals
for all
faculty
Yearly
review of
all clinical
courses to
ensure that
clinical
practices
are based
on current
laws and
regulations
Yearly
review as
part of
curriculu
m reviewongoing
as part of
clinical
Faculty
Faculty are
alerted to
any changes
in the laws
and
regulations
that affect
the practice
of dental
hygiene
Issues
pertaining to
accreditation
requirement
s and/or
California
Law are
shared with
faculty and
discussed on
an on-going
basis as a
part of
clinical
discussions.
Adjunct
faculty are
alerted via e-
Clinical
manuals,
courses are
updated to
reflect the
changes
27
Program
Improvement
as a results of
data analysis
Program goal is
met-program
remains in
compliance with
state laws and
accreditation
#2
Maintain
admissions
criteria that
encourage
students
that are
prepared
for an
intense and
rigorous
dental
hygiene
education
and
demonstrat
e
the ability
to succeed
in their
professional
goals.
Admissio
n
requirements
reviewed
yearlydata
collected
for
applicant
poolAttrition
data
kept
Data
collected
by Special
Admissions
/Program
Director
#4
Prepare
students to
successfully
complete
National
and State
Licensing
Examinatio
ns.
Ongoing
review of
NDHBE
scores
and pass
rate on
state
licensing
exam
Results
collected in
the spring
and fall
Review of
scores by
didactic
and clinical
faculty
Yearly in
spring and
fall
Program
Director
2nd year
clinical
lead
instructo
r
Program
Director/Lea
d instructorclinical/
didactic
faculty
#5
Maintain
competent
dental
hygiene
faculty and
staff to
ensure a
high quality
educational
program.
Faculty/
Staff
Evaluatio
ns
Per college
contract-all
fulltime/pa
rt time
faculty and
staff are
evaluated
every three
years
Class visits,
student
surveys for
faculty
Every
three
years
Dean
collects
full time
faculty
evaluati
ons
Dean and
Program
Director
#6
Review
program
curriculum
to ensure
Yearly
review of
curriculu
m
Learning
goals grids
done for
each
Data
collected is
reviewed
by Special
Admissions
/Pro-gram
Director
Yearly
Staff
surveys
Special
Admissio
ns/
Program
Director
Program
Director
Program
collects
part
time
faculty
evaluati
ons and
submits
to the
Dean for
review
Faculty
review of
learning
goals grids
Spring
28
Dean
evaluate
s staff
every
three
years
Instructo
rs/
Program
Director
Faculty/
Program
Director
mail of any
changes and
are invited
to provide
feedback
Admissions
criteria have
been
adopted that
allow for
qualified
students to
gain access
into the
programattrition data
reviewed for
trends/patterns
Have
expanded
program to
include 2
additional
students
based on
data on
attrition
-reviewing
current
requirement
s for
compliance
with Title V
regulations
Admissions
criteria have
allowed the
program to
select
candidates that
have a greater
potential to
achieve program
goal of
completing the
program.
Increases in
NDHBE
scores in
areas
targeted and
overall
-decrease in
failure for
the state
clinical exam
Ongoing
evaluation
aids faculty,
staff , Dean
and program
director in
identifying
areas that
are in need
of
improvemen
t
Changes in
program
policies and
curriculum
to better
prepare
students to
be successful
on both
exams
Faculty and
Staff have
the
opportunity
to improve
Program
evaluated on an
ongoing basis to
help students to
be successful in
achieving their
goal to be
licensed as an
RDH
Curriculum
changes
made-course
outlines
Syllabi and
course
outlines are
modified
Program
curriculum
reflects current
research and
Minimized
impact of
attrition on class
size due to
increases in class
size accepted
Ensures that
faculty and staff
are competent
and that they
are meeting the
needs of the
students as well
as the program
that the
curriculum
is current
and
relevant.
course
at
curriculum
meeting is
spring
updated/mo
dified and
submitted to
college
curriculum
committee
in fall for
approval
#7
Satisfy
students
with the
quality of
their dental
hygiene
education.
Yearly
student
Exitsurveys
Program
Secretary
sends out
packets in
Augustpost
graduation
Program
Director
reviews
results
Fall
Program
Director
Program
Director
#8
Satisfy
patient/clie
nts with
quality of
students
dental
hygiene
care.
Patient
exit
surveys
Chart
audits
Lead
clinical
instructors/
students
review
On-going
Lead
clinical
faculty/
students
Lead clinical
faculty/
students
29
Collated and
distributed
to faculty for
review
practice
Course work is
sequential and
redundancy is
avoided
Materials are
updated
Input used
to evaluate
program
competencie
s and goals
Able to identify
students areas
of concern
address the
need for
changes in
program policies
and procedures
based on
feedback from
graduates
Patient
Unsatisfactory
Survey
comments are
satisfaction shared
information
with students in clinical
evaluated by seminar
used ascourses
part to encourage
lead faculty- students
of the to critically think through
dissatisfied
patient
overallcare experiences.
patients are
evaluation of
identifiedeach case
determinatio
n made as to
whether the
dissatisfactio
n due to
failure to
provide
quality
dental
hygiene
services
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: The Dental Hygiene program is required by its professional accrediting agency (CODA)
to track all PLO’s. Prior to exiting the program, students evaluate the PLO’s of course objectives
and effectiveness of the program curriculum. In addition, CODA requires that employer surveys
(local dentists) are conducted to determine if the employers feel the graduates have met
applicable course level PLO’s.

PLO #1:
Assessment of Program Level Outcomes-The following outlines tracks where each of the PLO’s
are taught, and evaluated and the level it was taught at. Assessment of PLO’s is also done as
part of the overall assessment of the Program Goals (see attached).
The Dental Hygiene program is required by our accrediting agency (CODA) to track all PLO’s.
Evaluation of successful completion of the PLO’s for the program is done by the graduates prior
to exiting the program. CODA also requires that employer surveys are conducted to determine if
the employers feel the graduates have met applicable course level PLO’s.
See program competency document is provided.
What questions or investigations arose as a result of these reflections or discussions?
The discussion of EHR has come up frequently since many of the other dental hygiene programs
have already fully implemented EHR. The Chabot College Dental Hygiene students are not
having the appropriate and sufficient experience of a dental EHR system resulting in less
marketability in the workforce industry.
Fortunately, with the support of our Dean and the campus IT team, we will be able to move
toward implementation of the EHR by the end of this year. All faculty will need to be trained in
January prior to the Spring semester.
What program-level strengths have the assessment reflections revealed?
The program-level strengths revealed by the assessment reflections is staying current with the
latest trends and technology, except electronic health record. This is a direct result of support
from our division Dean. These included introduction of laser related hygiene adjunctive
treatment and modern management of dental caries by risk management (CAMBRA). Other
strengths include faculty collaboration to achieve a common goal for student and program
success. The program strives to meet standards set forth by our accrediting body. From the
30
April site visit, there are two unmet standards remaining.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions taken to enhance the learning of students have been addressed. Progress has been
made on the two unmet standards. Clinical rotations for students have been rearranged to
maximize student and enhance student learning. Also, a model trimmer was purchased and
installed as well as an eye wash station and a first aid kit. The dental materials class will be held
in a physiology lab classroom which meets the standards for accreditation and has proper
ventilation. Last, a course modification proposal for an additional clinic session has been
submitted via curricu-Net. All changes have been made to meet all the standards set forth by
the Commission on Dental Accreditation (CODA) and will enhance the learning of students
completing the program.
31
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers. Write n/a if the
question does not apply to your area.
1. Have all of your course outlines been updated within the past five years? Yes
2. Have you deactivated all inactive courses? Yes
(courses that haven’t been taught in five years or won’t be taught in three years should be
deactivated)
3. Have all of your courses been offered within the past five years? Yes
If no, why should those courses remain in our college catalog? n/a
4. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? Yes.
If no, identify the CLO work you still need to complete, and your timeline for completing that
work this semester- n/a
5. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? Yes
If no, identify which courses still require this work, and your timeline for completing that work
this semester.
6. Have you developed and assessed PLOs for all of your programs? Yes
If no, identify programs which still require this work, and your timeline to complete that work
this semester.
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? Yes
8. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? Yes
If not, explain why you think this may be.
32
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?
1. EHR: Our initiative would significantly improve student learning. An EHR system would
present a comprehensive patient treatment record that is detailed, accurate, legible, updated,
and reliable. Most importantly, EHR tracks student provider’s care on patient and related
supervision by faculty. EHR requires the electronic signature of the faculty to approve planned
and completed treatment. Students would also be able to view patient records in a more
organized format and prepare a comprehensive dental hygiene treatment plan more efficiently.
In addition, student learning would be greatly improved as they will be better prepared for the
workforce as the majority of the dental profession is using EHR. Students have a better
understanding of electronic data based on their own experience with digital media.
Training the students with an EHR system would enable students to integrate the information
and knowledge in the dental office. Since the college serves as an educational leader and
center for skilled workforce, we need to provide EHR as an electronic office/clinical
environment to ensure student success as well as student marketability in the current job
market. With the rapidly changing technology and advancements in dentistry, we need to
adapt to the evolving techniques and constant innovations such as EHR. In addition, an EHR
system provides security and protection of patient records in the event of a disaster. A copy of
the EHR patient record will be stored at a secure off-site location.
The costs of both implementing and maintaining the technical aspects of the EHR system will
require the need for continuous support of the campus IT team. This eliminates the additional
cost of an outside Data Base Administrator (DBA).
A Backup system for database server will be set up by the campus IT team in order to minimize
(or prevent) the possibility of down-time and/or data loss in the case of a system failure.
2. ITR equipment and supplies: The purchase of equipment needed for training of interim
treatment restorations will provide our students with proper tools and technique which will
enhance and guarantee their job preparedness.
Initiatives and projects that are underway is adding training in the placement of interim
treatment restorations (ITR) into the dental hygiene curriculum. Recent passage of California
Legislation, AB1174 Tele dentistry, has provided the opportunity for Registered Dental
Hygienists to provide Interim Therapeutic Restorations (ITRs), or temporary restorative fillings
for patients with active untreated dental carious lesions. The ITRs provide underserved patient
33
populations with limited access to dental care, to receive a longer-term, fluoride releasing
temporary filling at an affordable fee. Competency in application of ITRs will be a requirement
for licensure in the State of California. To implement this program, we will need to purchase
restorative material (Fuji IX capsules), as well as an amalgamator to mix Fuji IX in the capsule for
application.
Outcomes for this project are multi-fold. First, all clinical faculty will require instruction and
training on the ITR procedure for the lab/clinical application. This preparation would equip the
faculty to provide clinical instruction to students in the dental hygiene program. Second,
students will receive instruction and will be trained in the classroom/laboratory environment to
include simulation training in placing ITRs on the typodonts in preparation for clinical
application. Third, students will place ITRs on patients in the Chabot College Clinical setting to
achieve clinical competency as well as mandatory experiences.
The ITR project will be of great assistance in implementing the learning process for our students
in regards to this new expanded duty which will be required for licensure. The Crescent Wig-LBug (the amalgamator) will be utilized in all applications the Fuji IX (ITRs) procedure, including
the classroom/lab, as well as in the clinic. Most importantly, our students will have the
opportunity to provide a valuable service to patients in the community. The Chabot College
Dental Hygiene Clinic provides quality, affordable dental hygiene care to the population within
the Hayward/Oakland/San Leandro area. We provide services to all types of patients including
children, the elderly, special needs, and low income. This initiative would greatly increase the
value and scope of care we are currently providing.
3. Increased Horus for Classified Staff: We will evaluate the need for more hours for both the
clinic assistant and the front desk assistant. It is essential that the clinic is fully maintained and
operational for the students. In addition, adding and additional clinic session to the fall
schedule will require additional time to prepare, post payments, pay invoices, and answer
patient calls in a timely manner.
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”)
Our specific goal is to have an EHR system in our clinic. Our measurable outcome is to have a
90% compliance rate of using EHR on all patient records, student learning by tracking, and
quality assurance documented by the Fall of 2016.
Our goal is to increase a clinic session in the fall to meet the standards of our accrediting
agency. Our measurable outcome is: increase and enhance student learning by providing them
with sufficient clinical hours to ensure student success on passing the clinical board exam.
34
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).
Our goal is the prepare students so that they are competent in all skills that are required for
licensure in the state of California.
What is your action plan to achieve your goal?
Target
Completion
Date
10/20/15
Required Budget
Software loaded remotely by Henry Schein Practice Solutions
11/15
Nancy Cheung, Program
Director
Alex Clark, IT
Mike Seaton, IT
Data Conversion
12/15
Nancy Cheung, Program
Director
Alex Clark, IT
Mike Seaton, IT
Facilitate bridging Enterprise with Imaging Software via remote 12/15
access
Nancy Cheung, Program
Director
Alex Clark, IT
Mike Seaton, IT
Faculty Training
01/16
Order equipment for ITR training (see supply list)
01/16
Nancy Cheung, Program
Director
Yvonne Vanni, Clinic
Assistant
Submit Application to DHCC to become an approved training
center
01/16
Nancy Cheung , Program
Director
Julie Coan, Faculty
Train Faculty to place ITRs.
04/16
Incorporate ITR training in to 2nd year curriculum
Add additional clinic session to DH2 curriculum
08/16
Julie Coan , RDH
Randall Hashimoto, DDS
Nancy Cheung
Julie Coan
Clinical Faculty
Activity (brief description)
Coordination with campus IT and Project Manager in setting
up the server for Dentrix Enterprise.
35
(Split out personnel, supplies,
other categories)
Nancy Cheung, Program
Director
Alex Clark, IT
Mike Seaton, IT
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
x
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)
x Other, explain covered by full-time faculty
At the end of the project period, the proposed project will:
x 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?
x No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
x No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
x No
Yes, list potential funding sources:
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Project Name: N/A
Contact Name:
Division/Discipline/Program/Office:
Contact info: (email, campus phone, and cell phone)
Check the student success indicator(s) your project will address
__ ACCESS: Enroll more of a population group to match their representation in community.
__ 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 ____ Outreach
___ Direct student intervention
____ Instructional Support
___ Faculty development
____ Research and Evaluation
___Other:
____ 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”)
36
GOALS
Goal A:
Access
Goal B:
Course
Completion
/ Success
Rates
Goal C:
ESL/Basic
Skills
Success
Goal D1:
Degree
Completion
Males
Foster Youth
Students with
disabilities
Low-income
Veterans
Goal E:
Transfer
X
X
X
X
X
X
X
X
American Indian or
Alaska Native
Asian
Black or African
American
Filipino
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Hispanic or Latino
Hawaiian or Pacific
Islander
White
Goal D2:
Cert
Completion
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)
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? N/A
__ Yes __ No
2) Does your immediate administrator support this project? N/A
__ No __ 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? N/A
37
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
N/A
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
N/A
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.
N/A
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
N/A
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)?
N/A
38
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):
☒
N/A
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: Dental Hygiene
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013
Fall 2013
Spring 2014
Fall 2014
FTEF
(Contract)
0.97
1.17
0.91
3.71
3.89 (0.07
OL)
FTEF
(Temporary)
4.57
4.52
4.70
1.98
1.58
# of Contract
Faculty
5.54
5.69
5.61
5.69
5.54
Name of Recently Retired Faculty (in last 3 yrs)
Date Retired
JoAnn Galliano
May, 2015
39
Criteria 2.
Semester end departmental enrollment pattern for last three years.
Fall 2012
Spring
2013
Fall 2013
Spring
2014
Fall 2014
Success Rate:
100%
96%
100%
100%
97%
FTES:
31.17
29.05
31.38
29.19
32.80
Briefly describe how a new hire will impact your success/retention rates.
The dental hygiene program has been fortunate to have hired two new full time
faculty to replace a retired faculty and one full-time faculty resignation.
Having a total of three full time faculty will enhance student learning through
meeting program needs.
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
Criteria 3.
Fall 2012
Spring 2013
Fall 2013
Spring 2014
Fall 2014
1:12.66
1:12.66
1:13
1:13
1:13
Meets established class size.
WSCH
Fall 2012
Spring 2013
Fall 2013 Spring 2014
Fall 2014
936.00
873.00
965.00
900.00
986.00
29.05
31.38
29.19
32.80
153.43
171.95
158.14
177.95
31.17
FTES:
WSCH/FTES 168.95
If there are any external factors that limit class sizes, please explain.
The faculty to student ratio is set forth by the Commission on Dental
Accreditation (CODA).
40
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
Course modification for DHYG 81A. One additional clinic session will be added
in the Fall 2016 in order to meet accreditation standards set forth by the
Commission on Dental Accreditation (CODA).
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 1: Outside mandate from CODA of the need to provide students will a
sufficient number of clinical hours. It was determined at our April site visit
students are deficient in the number of clinical hours in the Fall term.
Tier 2: The course modification changes the course from 4 units to 5 units.
Tier 3: Student need. The additional clinic session will satisfy and meet the
requirements of accreditation.
41
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. This will enhance the existing program by providing
students with additional learning experience(s) which will better prepare them
for the clinical board exam.
Criteria 7.
CTE Program Impact.
N/A
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
2011-2012
Criteria 9.
2012-2013
2013-2014
AA requirement
19
18
19
GE transfer requirement
n/a
n/a
n/a
Declared major
n/a
n/a
n/a
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.
N/A
42
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.
N/A
43
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:
☐
N/A
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
44
Appendix F2A: Classified Staffing Request(s) [Acct. Category 2000]
Audience: Administrators, PRBC, Classified Prioritization Committee
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions (new, augmented and replacement
positions). Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please complete a separate Classified Professionals Staffing Request form for each position
requested and attach form(s) as an appendix to your Program Review.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet AND a
separate Classified Professionals Staffing Request form must be completed for each position requested.
Add your requests to your spreadsheet under the 2000a tab and check the box below once they’ve
been added.
Please click here to find the link to the Classified Professional Staffing Request form:
http://www.chabotcollege.edu/prbc/APR/2016-17%20Classified%20Professionals%20Staffing%20Request%20Form.pdf
This is a fillable PDF. Please save the form, fill it out, then save again and check the box below once
you’ve done so. Submit your Classified Professionals Staffing Request form(s) along with your Program
Review Narrative and Resource Request spreadsheet.
Total number of positions requested (please fill in number of positions requested):
0
☐
Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
45
Appendix F2B: Student Assistant Requests [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for student assistant positions. Remember, student
assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, and accreditation issues. Please
cite any evidence or data to support your request. If these positions are categorically funded, include
and designate the funding source of new categorically-funded positions where continuation is
contingent upon available funding.
Rationale for proposed student assistant positions:
N/A
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
N/A
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions requested):
☐
0
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
46
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans
and CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the
Faculty Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data at
http://www.chabotcollege.edu/ProgramReview/Data2015.asp
COURSE
CURRENT
FTEF
(2015-16)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
N/A
47
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
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):
☐
N/A
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
Rationale for your proposal based on your program review conclusions. Include anticipated impact on
student learning outcomes and alignment with the strategic plan goal. Indicate if this request is for the
same, more, or fewer academic learning support positions.
N/A
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
N/A
48
Appendix F5: Supplies Requests [Acct. Category 4000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation
of funds.
Instructions: In the area below, please list both your anticipated budgets and additional funding
requests for categories 4000. Do NOT include conferences and travel, which are submitted on Appendix
F6. Justify your request and explain in detail the need for any requested funds beyond those you
received this year. Please also look for opportunities to reduce spending, as funds are limited.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
☒
SUPPLIES tab (4000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Supplies requested are essential for student learning in the dental hygiene clinic.
49
Appendix F6: Contracts & Services, Conference & Travel Requests [Acct.
Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for contracts & services and conference attendance, and to guide the
Budget and Staff Development Committees in allocation of funds.
Instructions: Please list specific conferences/training programs, including specific information on the
name of the conference and location. Your rationale should discuss student learning goals and/or
connection to the Strategic Plan goal.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
1.
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:
California Dental Hygiene Educator’s Association Meeting Registration Fee and
Membership Fee:
Membership and annual meeting is highly recommended to all part time and full time
faculty. This meeting satisfies the teaching methodology requirement by our accrediting
agency CODA, provides continuing education credits, and allows networking with other
dental hygiene program faculty. This annual meeting is hosted on a rotational basis
among all Dental Hygiene Programs in the State of California. The location of the meeting
alternates between San Jose and Burbank.
Staff Development for Classified Staff in the Dental Hygiene Program will need to take
courses in Denti-Cal Billing, Equipment Maintenance, and Patient Management Courses.
Staff development courses are necessary to enhance knowledge and skill to increase
growth and development to benefit our program.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Professional development for both Faculty and Staff are an essential part of student
success.
50
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 are requesting equipment and supplies to support our new initiative of teaching
interim treatment restorations (IRTRs). Recent passage of California Legislation,
AB1174 Tele dentistry, has provided the opportunity for Registered Dental
Hygienists to provide Interim Therapeutic Restorations (ITRs), or temporary
restorations for patients with current untreated dental decay. To implement this
program, we will need to purchase restorative material, as well as an amalgamator
to mix the material for application. This project will be of great assistance in
implementing the learning process for our students in regards to this new expanded
duty which will be required for licensure. The students will have the opportunity to
provide a valuable service to patients in the community. Hands-on learning will be
required to meet the new Scope of Practice changes recently signed in to law, with
the passage of AB1174 (Tele-dentistry/Interim Therapeutic Restorations, ITRs).
We are requesting a Panasonic Solid Shine PT-RZ470UW-1 Chip DLP Projector
(White) #PAPTRZ470UW for classroom use. This would provide better resolution for
demonstration of instrumentation techniques to be used in conjunction with the
document camera.
Other items we are requesting are for instructional use to aid students in their
learning. Also, we are requesting items for the dental hygiene clinic so that we are
better prepared for dental emergencies. These items include an AED defibrillator,
and a crash cart. It is essential that we have the proper equipment.
51
52
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Although some of the college's greatest needs involving new facilities cannot be met with
the limited amount of funding left from Measure B, smaller pressing needs can be addressed. Projects
that can be legally funded with bond dollars include the "repairing, constructing, acquiring, and
equipping of classrooms, labs, sites and facilities." In addition to approving the funding of projects, the
FC participates in addressing space needs on campus, catalogs repair concerns, and documents larger
facilities needs that might be included in future bond measures. Do NOT use this form for equipment or
supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name): N/A
Building/Location: N/A
Type of Request
___ Space Need
___ Small Repair
___ Large Repair
___ Building Concern
___ Larger Facility Need
___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
N/A
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
N/A
Briefly describe how your request supports the Strategic Plan Goal?
N/A
53