Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: 1st Year
Program: Change It Now!
Submitted on 10/26/15
Contact: Jason Ames, Carmen
Johnston, Pedro Reynoso, Felicia Tripp,
and Christine Warda
FINAL 9/24/15
Table of Contents
_X__ 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 – Felicia
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.
1.1Describe your program--your mission, vision, responsibilities and the goals of your area.
CIN Program Goals:
·
Provide an academically rigorous and engaging bridge from developmental courses to
transfer level.
·
Provide students with a sense of agency by increasing their civic engagement
·
Expand student’s “ literacies” through various experiences with technology and
research
·
Introduce students to tools to help them navigate their world and make change
·
Empower students through a community development model that helps them obtain
economic and political power for their communities
·
Help students understand the role institutional structures and power play in their lives
·
Expand students’ “ways of knowing”
·
Provide learning experiences that are visceral, experiential, active and contextual
The year one program review goals for CIN! helped define the core values and strategies of the
program. They included the following: provide an academically rigorous and engaging bridge
from developmental courses to transfer level; provide students with a sense of agency by
increasing their civic engagement; expand student’s “literacies” through various experiences
with technology and research; introduce students to tools to help them navigate their world
and make change; empower students through a community development model that helps
them obtain economic and political power for their communities; help students understand the
role institutional structures and power play in their lives; expand students’ “ways of knowing”;
and provide learning experiences that are visceral, experiential, active and contextual.
1.2 How does your area support the college?
CIN!’s best practices include:
·
Intentional and progressive expansion of our program and organizational structure. Over
the last 3 years we have added the Golden 4 CSU/UC transfer courses, enriched our affiliate
classes to increase experiential/service learning opportunities and round out students’
leadership, advocacy and self-management skills.
·
Utilizing individual and community support as key strategies in fostering student success
in our basic skills and transfer level courses. Through formal and informal program assessment,
CIN! faculty have learned the importance of utilizing student learning assistants, support labs
(COMM lab, Math Lab), and the student advisory board as mentors to help new students
achieve greater academic success and increase community connection within and outside the
classroom.
·
CIN! faculty prioritize relationship-building and professional development to support ongoing interdisciplinary collaboration at both the program management and instructional levels.
CIN! has built a staff meeting structure, open channels of communication and holds regular in
depth trainings and seasonal retreats to ensure the success of this collaboration.
·
CIN! uses experiential learning, participatory research and civic engagement to make
students’ learning relevant and meaningful. Through public events such as the Great Debate
and the Stop the Violence Rallies, CIN! faculty and students have worked together to design
projects where students research in class community/social issues that have personal relevance
and then identify ways to raise community awareness, do related activism or create community
dialogue.
·
CIN!’s best practices are replicable in other areas. To support replication and/or CIN!
program expansion, it would be necessary to:
o
Identify faculty interested in and dedicated to putting in extensive time and training to
foster interdisciplinary teaching and/or collaborative project planning and implementation.
o
Design or utilize larger participatory research or community engagement events to help
faculty and students work together towards 1 larger goal from their different perspectives.
o
Incorporate avenues for student leadership and mentorship within the program that will
also support academic success and community building within the program.
1.3 What impact do you have on student learning?
Student Learning
Increased academic rigor and accessibility of courses
·
By collaborating with First Year Experience (FYE) and offering key transfer courses, CIN!
helps students get into classes that are bottlenecks/”hard to get into”, increasing accessibility
and community support for students (Program-Specific Goal 1; Organizational Structure)
·
Enhanced academic rigor by adding Comm 46 (Argumentation and Debate), Eng 7
(Critical Thinking) (Program-Specific Goal 1; Organizational Structure)
·
Expanded program offerings to include UC and CSU Transfer Golden 4 : Math 43
(Statistics), Eng 1a (Critical Reading and Composition), Eng 7, Comm 46 (Program-Specific Goal
1; Organizational Structure)
·
CIN! Core courses: Eng 102, 1a, 7, Comm 1, Comm 6, Comm 46, Math 43 meet the
College Wide Learning Goals: Global and Cultural Involvement, Civic Responsibility,
Communication, Critical Thinking and Development of the Whole Person (Program-Specific Goal
1: Organizational Structure)
·
Expanded affiliate classes: LIBS 1 (Library Skills Information), PSCN 10 (Career and
Educational Planning), PSCN 15 (College Study Skills), PSCN 4(Multiethnic/Multicultural
Communication), PSCN 80 (Occupational Community Service in the Human Serivces), SERV 85
(Learning in Action) (Program-Specific Goal 2, 3, 4, 5, 6, 7, 8; Organizational Structure, Staying
Visible)
Enhanced students’ learning through the exploration of multiple literacies, technology, research
and student empowerment
·
CIN! classes address multiple literacies across all core disciplines (Eng, Comm, Math,
PSCN, LIBS) by utilizing methods from the arts, math and technology: writing, dance, blogging,
performance, service learning, participatory-based research. (Program-Specific Goal 3, 4, 7, 8:
Organizational Structure, Staying Visible)
·
Through the Great Debate students use research, public speaking, performance and
organizational skills to engage the broader Hayward community in dialogue on community
issues. (Program-Specific Goal 3, 4, 7, 8: Organizational Structure, Staying Visible)
·
Creating and sponsoring campus events for CIN! students and the general student body
that expand self-awareness, cultural understanding and student advocacy in academic,
institutional and community contexts. (Program-Specific Goal 2, 3, 4, 5, 6, 7, 8: Organizational
Structure, Staying Visible)
o
Indigenous People’s Day in Fall 2014: Professor of Native American and Ethnic Studies at
SFSU, Andrew Jolivette spoke on the history and lessons learned from Indigenous people and
how those lessons may serve as tools for all students to better understand their own intrinsic
value
o
CIN! student orientations, which are held at the beginning of each semester, teach
students agency and preparation for the CIN! program, academic planning, utilization of
campus resources and lay a foundation for them to take leadership roles within CIN! and the
College. These orientations also allow students, faculty and staff to discuss social/community
issues while building interpersonal skills.
o
CIN! registration awareness programs, which occur every semester, increase students’
awareness of how to navigate the College as an institution and related mandates including the
Student Success and Support Program, maximize their utilization of student services and
prepare them to sign up for upcoming classes.
o
CIN! leadership class (GNST 32) empowers students as community organizers, event
planners and facilitators. By creating community events like the Stop The Violence Rallies,
running bimonthly Come CIN! with Us community potlucks and discussions and doing student
recruitment, students demonstrate their agency and advocacy to create events, use listening
skills, tap into the ability to heal themselves and community members.
1.4 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?
Over the past few years, the CIN! program has set out to achieve numerous goals inside the classroom
and within the Chabot community. We have and continue to offer an academically rigorous bridge from
developmental courses to transfer level. We have enhanced students agency and civic engagement by
developing a leadership course, which has doubled in size over the course of a year. The leadership class
is responsible for the burgeoning activity culture on Chabot’s campus. Because of their efforts Chabot
now can look forward to events like “Indigenous People’s Day” and forums on topics such as Police
Brutality. Students in this class also have taken on leadership in Student Senate, the Communications
Lab and as tutors. We have succeeded in creating a powerful learning community that provided visceral,
experiential, active and contextual learning experiences for our students. Because of this we are seeing
a huge growth in our enrollment and activities.
As we have reflected on the program over the years, we have also identified four areas of improvement:
organizational structure, program assessment, funding sources and visibility. It is wonderful to report we
have had substantial growth in all of these areas. With support from the FYE we have been able to see
the impact of having a strong core curriculum to serve our students. Being able to offer students a
“package” of classes has created cohesiveness in the community. We were able to assess our Program
Level Outcomes using an assessment tool created by Cynthia Stubblebine and shared with CIN! students
at our retreat. We have also begun using a pre-post survey to better gage how our classes our meeting
our goals. We have been lucky to receive equity funds to further support our program. The funding has
made a huge difference in what we can offer our CIN! students. For example, the equity funds has
allowed us to employ a Program Assistant to help support CIN! students and CIN! events. Finally,
because of the work of the leadership students and the dedication of CIN! faculty, we have
increased our visibility on campus. The various speakers, events, protests, flyers, T-shirts and
verbal praise of the program has made CIN! the community to watch in the coming years.
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).
As discussed below and in the appendixes, we have made a lot of progress towards achieving our
outcomes. We are very proud of the growth, visibility and impact CIN! has had on the Chabot
community. We have brought the spirit of activism to Chabot and elevated the social conscious of the
campus. Students can look forward to events such as Indigenous People’s Day and campus discussions
on relevant topics because of CIN’s social justice work. We have also helped hundreds of students
achieve their academic goals over the past four years by emphasizing “The Golden Four” courses for
transfer. It is clear that CIN! has become an asset to Chabot’s already stellar programming.
Review of CIN’s success, retention, and enrollment data from the last two academic cycles, shows an
uneven trend of highs and lows. In other words, we will have a semester with high course success rates
followed by a semester of very low success rates. For example, if one looks at course success rates for
fall 2013, COMM 1 had a success rate of 83% while ENGL 102 had a success rate of 54%. If we compare
these numbers with fall 2014, we see inconsistent course success rates. In fall 2014, COMM 1 students
had a success rate of 57% (-26% variance from one year to another), while ENGL 102 students
succeeded at a rate of 74% (+20% variance from one year to another). Such uneven pattern may be
attributed to the inconsistent funding that CIN receives from one year to another, which inevitably
impacts the quantity and quality of resources and support services we offer CIN students. Thus, the
need to institutionalize CIN as an established learning community, like Daraja and Puente, in order to
secure consistent annual funding that provides: 1) permanent reassigned time for a Program
Coordinator, 2) increased counseling hours, 3) a Counselor Assistant II, and 4) a predictable funding
source for new initiatives (i.e., High School Pathway, Summer Bridge Program) as well as long standing
projects (i.e., The Great Debate, ACT CIN! Conference, CIN Career Panel, Step Into Change Outreach
Project, New Student Orientation, CIN End of the Year Celebration, etc.).
When you compare CIN course success rates with non-CIN courses, you will find a significant difference
in terms of the success, retention, and enrollment data. This is to be expected when you have a
relatively small CIN student population compared to the general student population. As with any other
learning community on campus, when you have a course where five African American students do not
succeed, this will have a greater impact on the course’s success rates, compared to the rest of the nonlearning community sections of this course. For example, in spring 2014, CIN’s COMM 46 course had a
success rate of 44% compared to a success rate of 81% for all non-CIN COMM 46 sections of this course.
Similarly, ENGL 1A CIN students had a success rate of 52% whereas all non-CIN ENGL 1A students had an
overall success rate of 67%. After reviewing the data, one has to question if this is truly a comparable
measure to evaluate the success of learning communities at Chabot College; thus, the need to assess
learning communities as a whole using methods that incorporate both quantitative and qualitative
measures—an ongoing goal for CIN!
Analysis of the English CIN course sequence (ENGL 102 – ENGL 1A), from 2013-2015, also reveals an
uneven pattern of success from one course to another and from one academic year to the next. Case in
point, from fall 2013 to summer 2014, CIN ENGL 102 students had a success rate of 56%; however, ENGL
1A shows a success rate of 57%. It is worth noting that ENGL 1A had an enrollment of 86%. This means
students are enrolling at a high rate but not succeeding at the same pace. If you look at the following
academic year, 2014-2015, you can see a success rate of 77% in ENGL 102 but only a success rate of 55%
in ENGL 1A event though it had a 70% enrollment rate. Such inconsistencies in success and enrollment
point to the need for more resources and support services for CIN students after their first semester at
Chabot College. To explain, once CIN! has a funded coordinator position and Counselor Assistant II we
would better be able to follow up with students before they flounder. Currently, CIN invests most of its
resources in preparing student for their first semester in college through projects like Step into Change,
First Yea Experience (FYE), and New Student Orientation, which have made a differences in acculturation
students to Chabot and CIN college culture; however, more institutional support is needed to advance
more students beyond the first semester.
Overall, Change It Now! (CIN!) has made significant strides and accomplishments over the last three
years. During the past three years CIN! faculty have developed two sets of goals: 1) program-specific and
2) program improvement. Both sets of goals have guided our efforts on a micro and macro level. See
CIN! program goals below:
Program-Specific Goals established in Year One
1. Provide an academically rigorous and engaging bridge from developmental courses to transfer level.
2. Provide students with a sense of agency by increasing their civic engagement.
3. Expand student’s “ literacies” through various experiences with technology and research.
4. Introduce students to tools to help them navigate their world and make change.
5. Empower students through a community development model that helps them obtain economic and
political power for their communities.
6. Help students understand the role institutional structures and power play in their lives.
7. Expand students’ “ways of knowing”.
8. Provide learning experiences that are visceral, experiential, active and contextual .
Program Improvement Goals established in Year Two
● Organizational Structure: CIN faculty plan to reassess the growth of the program in the past year
in an effort to develop a core curriculum that best serves the academic needs of future CIN
students.
● Program Assessment: As an effort of continual improvement, the CIN faculty is in the process of
developing two assessment tools to gather input from current CIN students and affiliate faculty.
● Funding Sources: CIN faculty will continue to seek additional funding sources, especially with
Title III funding expiring this spring semester (2013).
● Staying Visible : CIN considers this an ongoing goal. Staying visible on campus as well as outside
of campus has been a constant goal since the program’s inception.
We have made much progress towards these goals. Nevertheless, the aforementioned program goals
are in accordance with Chabot’s Educational Master Plan (2015-2020), specifically as it relates to the
following goals:
●
●
●
●
●
●
●
●
●
Serving a growing and diverse student population
Advancing basic skills students
Educating students for the local and global economy
Providing comprehensive student services
Expanding professional development opportunities
Maximizing discretionary revenue and institutional advancement
Building and maintaining state-of-the-art facilities
Building and maintaining state-of-the-art technology
Evaluating educational success
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?
The biggest change in our resources has been receiving equity funding to do the work. It has created a
huge opportunity for us! As previously stated we now have a Program Assistant, Salimah Shabazz. Ms.
Shabazz has helped us complete paperwork, recruit students, intake students, make flyers, make
announcements, and input data amongst the many other tasks she completes on a day to day basis. We
have also been able to offer food vouchers, book vouchers and transportation support to students
enrolled in two or more CIN! classes, which has sparked an increase in our enrollment and retention. Of
course being able to give students T-shirts, have refreshments at events, contract speakers have all
greatly supported the growth and visibility of our program.
In the next three years, we see CIN! continuing to grow. Already all of our classes this FAll were overenrolled. With all that is happening in the world, more and more students are seeking to be agents of
change.. As students continue to tell their family members about our program there will be more of a
need for collaboration with the high schools. The problem with growth is in capacity. CIN! has a dire
need for coordination time. For the past five years the coordination of the program has been done on
top of a full load of teaching. Although CIN! faculty have received a stipend, the stipend does not cover
the amount of actual hours it takes to run a successful program. Because of the impact CIN! has on
students and the Chabot campus, the institution need to step up to support the coordination of the
program. Moreover, the CIN! counselor is also offering support on top of regular counselling duties. We
would like to expand our counseling program to help students complete SEPs, so naturally counseling
support is needed.
3. The Difference We Hope to Make
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F1-8 (Resource Requests)
as relevant to your needs to support your narrative. Limit your narrative here to one page and reference
appendices where further detail can be found.
● 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?
Over the next three years, we’d like to improve five areas within our program:
Program Expansion- Through our collaborations and relationships with FYE,
Daraja, Puente and Striving Black Brothers more students are being referred to our
program. Furthermore, CIN’s heightened visibility on campus has also garnered more
interest in the program. For these reasons we are discussing how and when to expand
the program to include additional English sequences and classes within the social
sciences. Students are also interested in developing their leadership skills and which
has doubled the enrollment in our Social Justice Leadership class, GNST 32. By
expanding the program we would not only help students succeed and persist through
their basic skills and transfer classes thus meeting their academic goals, but also
increase student engagement on campus.
HS Pathway- For the past four years we have held an event, “Step Into Change”
which is a day where Arroyo High School and San Leandro High School students ome
together to learn more about Chabot and CIN!. The event is lead by CIN! students. This
year we were able to include Lincoln High School students and we plan to also bring
Conley High School into the event as well. This event has been very successful for all
involved. We would like to build on this program by exloring concurrent enrollment and
developing a summerbridge program. Developing strong relationships with the high
schools is key to achieving Chabot’s strategic goal.
Collaboration with Community Based Organizations - CIN! students have
requested CIN! provide more opportunities to connect to Community Based
Organizations. Through events such as Making Your Work Matter, we have been able to
make connections with organizations in the community. We would like to create more
leadership opportunities for CIN! students in the community by establishing internships.
This would also increase their career-readiness as they approach transfer and
graduation.
Professional Development- As we continue to work with target demographics
such as African-American, Latino, Disabled and Foster Youth students we need to
develop strategies to better serve them. We plan on attending conferences such as
Umoja and NCORE to gain new knowledge to target are most underserved students.
Curriculum Development- While interest in the CIN! program is growing, we are
seeing a need to further develop our curriculum. We need to ensure our curriculum is
addressing the needs of target groups and that it is intentional in how we impart social
justice values to our students. We hope to hold a retreat, review evidence based social
justice education strategies and revise our core curriculum so that it reflects our core
social justice principles.
● What steps do you plan to take to achieve your goals? Describe your timeframe.
Area of Improvement
Program
Expansion
High School
Pathway
Tasks
Timeline
Retreat- Plan program
expansion, curriculum
development, high school
pathway
Spring or Summer 2016
Hold Flex Day session to
build interest in teaching in
the CIN! program
Spring 2016
Develop “CIN! Guest
Lecturer Program”
Spring 2016
Develop CIN! Faculty
Training Curriculum
Summer 2016
Step Into Change
Spring 2016
Retreat- Plan program
expansion, curriculum
development, high school
pathway
Spring or Summer 2016
Collaboration with
Community Based
Organizations
Professional
Development
Curriculum
Development
Meet with Conley Principal
and Counselor
December 2015 or
January 2016
Meet with Daraja counselor
to get more information
about their Summer Bridge
program
Fall 2016
Meet with Dean of Language
Arts to discuss concurrent
enrollment
Fall 2016
Pilot Summer Bridge
Program
Summer 2017
Making Your Work Matter
Spring 2016
Select 1-2 CBOs to work
with
Spring 2016
Meet with selected CBOs to
develop internship program
Summer 2016
Implement pilot internship
program
Fall 2016
Attend Umoja Conference
Fall 2015
Attend NCORE conference
Spring 2016
Research professional
development opportunities
ongoing
Retreat- Plan program
expansion, curriculum
development, high school
pathway
Spring or Summer 2016
Review articles on Social
Justice Education
ongoing
● Would any of your goals require collaboration with other disciplines or areas of the
college? How will that collaboration occur?
Many of our goals will require collaborations with other disciplines, areas and
programs. Because CIN! is an inter-disciplinary program we already collaborate with
Language Arts, Communication Studies, Counseling and the Library. As we expand we
will collaborate with the Social Science department and various learning communities.
We will set up meetings with the essential people involved in order to further these
collaborations.
● What support will you need to accomplish your goals? (Complete Appendices and
Resource Request spreadsheet.) We need four areas of support to achieve our goals:
○ Coordinator re-assigned time
○ Counseling Assistant II (classified position)
○ Counseling Support
○ Program event funding (food, promotional publications, field trips, guest
speakers)
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) 1 program
assistant
2015-16
Budget
Requested
2015-16
Budget
Received
2016-17
Budget
Requested
$4560
$4560
$4510
(Counseling
Assistant II)
58,2627
35, 080
38,712
2016-17
Budget
Received
Supplies & Services
Technology/Equipment
Other- Equity Proposal
requests
have not
been
reviewed
yet
TOTAL
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.
Because we have just begun to implement the monies we received from the equity funding, we
are only beginning to see impact. Being able to hire a program assistant has helped us become
more efficient in recruiting and retaining students. HAving money for promotional materials
such as T-shirts, and brochures as well as money for events has definitely increased the visibility
of CIN!, thus creating more interest in the recruitment. This academic year we have offered
students who enroll in 2 or more CIN! classes transportation support, food and book vouchers.
We plan on studying these students to see how these supports impact their persistence and
success. The biggest impact we have from these monies is an increase in visibility leading to an
surge in our enrollment and the ability to offer more direct support to our students.
2.
What has been the impact of not receiving some of your requested funding? How has student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
We continue to request coordination time, and continue to be denied this request. Without the
coordination time we are greatly handicapped in our ability to serve our students. Our
coordinator organizes the program on top of a full teaching load, which makes it difficult to
submit paperwork in a timely manner. For example we are trying to secure gas cards and bus
passes for our students. This has required time to contact AC Transit and ARCO, receive invoices,
and submit paperwork to the Business Office. Because our coordinator has little time to do this
the process has taken over two months. This is ridiculous. Not having coordination time impedes
our ability to reach and support CIN! students. Moreover as we attempt to expand the program,
meet with high schools, collaborate with other disciplines and learning communities, connect to
community organizations and develop curriculum we need time to do so. It is absurd to expect a
program to flourish without coordination time. Historically, learning communities who are not
receiving proper resources are unable to meet the goals of said learning community or those of
the college. It is imperative Chabot support learning communities such as CIN! who are offering
support, engagement opportunities and a rigorous academic learning environment to Chabot
students.
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:
ð
X 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.
ð
Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed this year and
include in this Program Review.
B.
Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per
line. Add more rows as
needed.
This Year’s Program
Review
*CTL forms must be
included with this PR.
COMM 1
Fall 2014
ENG 102
Fall 2014
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in
the next PR year.
Spring 2013
COMM 6
Spring 2015
ENG 1A
COMM 46
Spring 2015
ENG 7
Spring 2015
MTH 43
Fall 2014
GNST 32
Fall 2015
Additional Comments: Because CIN is an interdisciplinary program and each discipline assesses
its courses when its discipline does, each CIN course has been assessed at a separate time.
Please see the discipline specific program reviews for the 2014-15 assessment cycle results.
After deeper discussions of CIN’s assessment options, we have decided moving forward to
Assess each CIN course when each separate discipline does their assessment, which has been
consistent with our prior approach. Additionally, to address the need of evaluation at the end
of our 3 year cycle, CIN will assess its PLOs during fall 2014, spring 2015 and fall 2015 to
evaluate its success at the program level. Because this is our first program review year, we are
beginning to reflect on these PLO assessment results. These results are reflected in Appendix C
of this program review. Our recently designed PLO tool allows us to meet 2 goals: 1) assess the
success of CIN at the program level and 2) analyze the findings to identify successes and
changes at both the program and course levels.
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Note: This section is N/A to CIN because CIN evaluates their courses within each
separate discipline according to their assessment cycle. Please see those
separate program reviews for the results.
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
Form Instructions:
·
Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
● Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
● Part II: CLO Reflections. Based on student success reported in Part I, reflect on the
individual CLO.
● Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the
course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE«)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
(CLO) 2:
(CLO) 3:
(CLO) 4:
« If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
1. COURSE-LEVEL OUTCOME (CLO) 1:
1.
How do your current scores match with your above target for student success in this course level
outcome?
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
1. COURSE-LEVEL OUTCOME (CLO) 2:
1.
How do your current scores match with your above target for student success in this course level
outcome?
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
C. COURSE-LEVEL OUTCOME (CLO) 3:
1.
How do your current scores match with your above target for student success in this course level
outcome?
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?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1.
How do your current scores match with your above target for student success in this course level
outcome?
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
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?
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?
3.
c
c
c
c
c
What is the nature of the planned actions (please check all that apply)?
Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
c Other:_________________________________________________________________
Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: __CIN____
·
PLO #1: Students will understand and practice social justice in their communities.
Aligned with CWLGs: Global and Cultural Involvement and Civic Engagement
Awareness, knowledge and behaviors associated with PLO #1:
o
Students will gain an understanding of anti-bias, anti-racist, multicultural,
diverse perspectives
o
Students will identify how they play a role within organizational structures,
oppressions and community issues
o
Students will demonstrate an understanding of organizational structures,
institutions, and oppressions
·
Students will gain an increased sense of agency through enacting, organizing,
praxis related to their increased social justice awareness and knowledge
·
PLO #2: Students will demonstrate empathy in communication with others.
Aligned with CWLGs: Communication
Awareness, Knowledge and Behaviors associated with PLO #2:
o
Students will develop the abilities to express their own opinions, listen to
alternative perspectives and create new collaborative ideas
o
Students will increase their competencies related to multiple aspects of
diversity (including race, gender, socioeconomic status, etc.)
o
Students will increase their literacies through technology and research
o
Students will utilize expressive arts to demonstrate their awareness of their
own and others’ perspectives
● PLO #3:
● PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Based on our reflections on spring 2015 and fall 2015 PLO assessment results, the
following questions and items arose:
PLO #1 Related:
·
Given that 40% of our students in spring 2015 said they can discuss the diversity
of multicultural perspectives with little bias or racism, how does the CIN Program help
promote students’ learning regarding multicultural and diverse perspectives at a more
advanced level.
o
In fall 2015, 79% of our students said they bring an open mind to discussions with
people from different backgrounds. This finding also raises the question of how CIN
encourages students to expand their application of their open-mindset to discussion of
social justice issues and analysis of organizational structures.
·
Given that 37% of our students in spring 2015 said they could identify the roles in
an organizational structure, but that they do not know what role they play, how does
the CIN Program help students gain more self-awareness about how they fit into
organizational structures. The need for investigation of this question is further
supported by the spring 2015 group presentation results that revealed that the majority
of students have an above average understanding of organizational structures, but
remain unsure how to clearly navigate inside or outside of these structures.
o
In fall 2015, 55% of students said that they sometimes understand the ways
government, school, religion, families and other institutions impact their day to day
lives. These results further beg the question of how CIN can help students move beyond
studying social justice issues at large and see how they are part of organizational
structures at a micro and macro level which they participate in every day.
PLO #2 Related:
·
Given that 55% of our students in Spring 2015 said they had not participated in
social justice activities that semester, how does the CIN Program actively encourage
students to increase their involvement in social justice activities.
·
Given that 55% of our students in Spring 2015 said that they were aware of social
justice issues, how does the CIN Program help increase the number of students who are
aware of social justice issues. More specifically, how does the CIN program help students
who enter the program with some awareness of social justice issues increase their
awareness and analysis of these issues to a more advanced level.
·
Given that 75% of our students in Spring 2015 said that they believe they
demonstrate empathy in communication with others, how can the CIN Program help our
students to explore and learn the following: a) how to continue to develop their
communication skills at an advanced level; b) how to connect their high level skills of
using empathy in communication to their ability to discuss the diversity of multicultural
perspectives with little or no bias; c) how to apply their empathy and communication
skills to increase their awareness of social justice issues.
What program-level strengths have the assessment reflections revealed?
Assessment reflections have revealed the following program strengths:
·
CIN attracts and promotes a high level of empathy in communication among its
students. In spring 2015, 75% of our students said they demonstrate empathy in
communication with others. In fall 2015, 92% of our students agreed that their empathy
and communication skills were strong.
·
CIN fosters a positive learning environment in which students seek and find a
sense of belonging, open-mindedness, awareness of social justice issues and the
opportunity to explore career paths involving social justice. In fall 2015, the majority of
students said they were involved in CIN for the following reasons:
o
More knowledge in social justice: a better understanding about what’s going on in
my community, also to make a change in the world.
o
To identify their career path and involve social justice
o
To become more open-minded
o
To develop new friendships
o
To gain more leadership and communication skills
·
CIN helps students develop leadership skills. In fall 2015, 75% of students in our
CIN leadership class (GNST 32), said that they can define and demonstrate the social
justice value of alliance building. Additionally, 75% of students in the same class said
they scan and identify 2 specific needs of an organization or issue.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Based on our reflections, CIN might take the following actions to enhance student learning:
·
CIN Program may help promote students’ learning regarding multicultural and
diverse perspectives at a more advanced level. Actions that may support this may
include: more advanced professional development in anti-bias, anti-racist and
multicultural curriculum and pedagogy for faculty and students.
·
CIN Program will work to deepen and advance students’ understanding and application of
the social justice value of alliance building. To achieve this aim, will offer students greater
exposure to working together across differences. We will begin exposing them to organizations
whose diversity was a strength in helping them make changes in our society.
·
CIN Program will work to deepen and advance students’ abilities to scan and identify 2
specific needs of an organization or issue. Based on our discussions we need to give them more
opportunities to practice this goal. By participating in campus wide decision making groups such
as SSC, CIN! students will get the chance to hone this skill.
·
The CIN program will help students who enter the program with some awareness
of social justice issues increase their awareness and analysis of these issues to a more
advanced level. Actions that may support this may include: holding events regarding
current social justice issues followed by dialogues and debriefings that foster analysis of
these issues, adopting social justice content themes for semesters (as already
encouraged by The Great Debate) allowing for multiple activities across our courses on
the same topic to deepen understanding and analysis, additional advanced professional
development in multicultural, interdisciplinary and social justice curriculum and
pedagogy.
Program: _____
● PLO #1:
● PLO #2:
● PLO #3:
● PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers. Write n/a if the
question does not apply to your area.
1.
Have all of your course outlines been updated within the past five years? Yes.
2.
Have you deactivated all inactive courses? (courses that haven’t been taught in five years or
won’t be taught in three years should be deactivated) Yes.
3.
Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? Yes.
4.
Do all of your courses have the required number of CLOs completed, with corresponding rubrics?
If no, identify the CLO work you still need to complete, and your timeline for completing that work this
semester. Yes.
5.
Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and your
timeline for completing that work this semester. Yes.
6.
Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester. Yes.
7.
If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? Yes.
8.
Does successful completion of College-level Math and/or English correlate positively with success
in your courses? If not, explain why you think this may be. Yes, with regards to English courses. Given
that we have just included Math 43 for the 2014-15 for 1 pilot year, we do not believe there is enough
data to draw a conclusion at this time.
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?
The new project we will embark upon is the High School Pathway program which builds
upon our already successful Step Into Change event. By working with four high schools
in the San Leandro and San Lorenzo School Districts we can better support entering
freshmen, build relationships with our high school comrades and strengthen students’
chances of completing basic skills classes and transferring in a timely manner. While
developing this project we will continue to target underserved populations specifically by
working with high school teachers to help us identify those students and recruit them for
the High School Pathway Project.
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”)
see equity proposal for details
What learning or service area outcomes does your project address? Where in your program review are
these outcomes and the results of assessment discussed (note: if assessment was completed during a
different year, please indicate which year).
The outcomes this project hopes to address are PLO #1: Students will understand and
practice social justice in their communities and PLO #2: Students will demonstrate empathy in
communication with others. These outcomes have been assessed and the results of that
assessment are discussed in the “B2” section of this Program Review.
What is your action plan to achieve your goal?
Activity (brief description)
Target
Completion
Date
Required Budget
(Split out personnel, supplies,
other categories)
Step Into Change- Annual event bringing four
high schools to Chabot to give them the CIN!
college experience. The event is led by CIN!
students. CIN! faculty and high school teachers
will also meet during the event sessions to begin
developing program
Spring
2016
Coordinator Time: $15K
(3.75 FTEF)
Faculty Stipends:$7667.20
Counseling Assistant II:
$4510
Program Assistant:$4560
Bus for High School
students: $1000
Food:$500
Materials: $50
Retreat- Plan program expansion, curriculum
development, high school pathway
Spring or
Summer
2016
Coordinator Time: $15K
(3.75 FTEF)
Faculty Stipends:$7667.20
Counseling Assistant II:
$4510
Program Assistant:$4560
Retreat Facilitation: $500
Food: $100
Meet with Conley Principal and Counselor
December
2015 or
January
2016
Coordinator Time: $15K
(3.75 FTEF)
Faculty Stipends:$7667.20
Meet with Daraja counselor to get more
information about their Summer Bridge program
Fall 2016
Coordinator Time: $15K
(3.75 FTEF)
Faculty Stipends:$7667.20
How will you manage the personnel needs?
New Hires:
Faculty # of positions 1 Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)X
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (one time only effort)
Require additional funding to continue and/or institutionalize the
project
(obtained by/from): X; hopefully from Equity, or Basic Skills
funding. Maybe Career Pathways
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No X
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No X, but we’d love to work with Yvonne to find some. Yes, list potential funding sources:
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?
We believe Public Sphere Pedagogy helps students understand how their class work translates to
community participation and engagement. It gives meaning to work done inside the classroom. In
addition, it is modeled after Chico State’s First Year Experience program, which seeks to create a
stronger level of confidence and persistence in participating students.
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”)
Participate and support the Hayward Great Debate for students in Fall 2016.
What learning or service area outcomes does your project address? Where in your program review are
these outcomes and the results of assessment discussed (note: if assessment was completed during a
different year, please indicate which year).
What is your action plan to achieve your goal?
Target Required Budget
Completion
(Split out personnel, supplies,
Date
other categories)
Activity (brief description)
Coordinate with Communication Studies and the Law &
Democracy Project
Fall 2016
3 CAH
Coordinate with the City and Community Partners
Fall 2016
3 CAH
How will you manage the personnel needs?
☐
New Hires:
☐ Faculty # of positions
☐Classified staff # of positions
☒
Reassigning existing employee(s) to the project; employee(s) current workload will be:
☒ Covered by overload or part-time employee(s)
☐ Covered by hiring temporary replacement(s)
☐ Other, explain
At the end of the project period, the proposed project will:
☐ Be completed (onetime only effort)
☒ Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
☒ No
☐ Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
☐ No
☒ Yes, explain: Community Partners and Faculty collaboration
Do you know of any grant funding sources that would meet the needs of the proposed project?
☒ No
☐ Yes, list potential funding sources:
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?
This initiative would reflect students’ interests in social issues, both locally and globally, and offer
service learning opportunities, paid internships, as well as employment connections. In addition, it
supports the college’s vision and mission, particularly as it relates to 1) Community and Diversity and
2) Individual and Collective Responsibility.
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”)
Building on CIN’s annual Social Justice Career Panel, “Making Your Work Matter” CIN! and in
collaboration with Chabot’s Career and Transfer Center will hold a Social Justice Career Fair in Spring
2017 that showcases local non-profit organizations that offer service learning opportunities, paid
internships, or employment opportunities to Chabot students.
What learning or service area outcomes does your project address? Where in your program review are
these outcomes and the results of assessment discussed (note: if assessment was completed during a
different year, please indicate which year).
What is your action plan to achieve your goal?
Target Required Budget
Completion
(Split out personnel, supplies,
Date
other categories)
Activity (brief description)
Recruit local leaders from local community organizations
Spring
2016
Identify funding sources
Ongoing
Engage campus community (students, faculty and staff)
Fall 2016
How will you manage the personnel needs?
☐
New Hires:
☐ Faculty # of positions
☐Classified staff # of positions
☐
Reassigning existing employee(s) to the project; employee(s) current workload will be:
☐ Covered by overload or part-time employee(s)
☐ Covered by hiring temporary replacement(s)
☐ Other, explain
At the end of the project period, the proposed project will:
☐ Be completed (onetime only effort)
☒ Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
☒ No
☐ Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
☐ No
☒ Yes, explain: Guest speakers
Do you know of any grant funding sources that would meet the needs of the proposed project?
☐ No
☒ Yes, list potential funding sources: see Equity Proposal attached
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?
The aim of this initiative is to support professional development on campus. Both faculty and
students, particularly those in leadership positions (i.e., CIN’s Student Advisory Board), will have the
opportunity to participate in workshops, lectures and activities that support social justice work
inside/outside the classroom.
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”)
Sponsor an annual Social Justice Conference, ACT-CIN at Chabot College to extend professional
development opportunities to both faculty and students. The one-day conference will offer
workshops, lectures, and activities that inform and push the boundaries of learning and teaching in
(and outside) the classroom.
What learning or service area outcomes does your project address? Where in your program review are
these outcomes and the results of assessment discussed (note: if assessment was completed during a
different year, please indicate which year).
What is your action plan to achieve your goal?
Target Required Budget
Completion
(Split out personnel, supplies,
Date
other categories)
Activity (brief description)
Identify conference speakers
Fall 2016
Secure funding sources
Ongoing
Coordinate/Organize Conference
Spring
2017
How will you manage the personnel needs?
☐
New Hires:
☐ Faculty # of positions
☐Classified staff # of positions
☒
Reassigning existing employee(s) to the project; employee(s) current workload will be:
☒ Covered by overload or part-time employee(s)
☐ Covered by hiring temporary replacement(s)
☐ Other, explain
At the end of the project period, the proposed project will:
☐ Be completed (onetime only effort)
☒ Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
☒ No
☐ Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
☐ No
☒ Yes, explain: Guest speakrs/performers
Do you know of any grant funding sources that would meet the needs of the proposed project?
☒
No
☐
Yes, list potential funding sources:
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Equity Initiative Fund Requests 2015-2016
Project Name: CIN! Change It Now!
Contact Name: Carmen Johnston, Pedro Reynoso
Division/Discipline/Program/Office: Language Arts
Contact info: (email, campus phone, and cell phone) cjohnston@chabotcollege.edu; (510) 723-6809
Check the student success indicator(s) your project will address
_X_ ACCESS: Enroll more of a population group to match their representation in community.
_X_ COURSE COMPLETION: Increase success rates in identified courses.
__X 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
___x Curriculum/Program improvement ___x_ Outreach
___x Direct student intervention
____ Instructional Support
___x Faculty development
____ x Research and Evaluation
___Other:
____x Coordination and Planning
To determine whether your project can be funded by Equity funds:
1) Does your proposal address disproportionate impact for any of the following target student
populations marked with an “X”? Please highlight the “X” that corresponds with your target
populations. (Equity funds must address specific opportunity gaps identified below with an “X”)
GOALS
Goal A:
Access
Goal B:
Course
Goal C:
Goal D1:
Goal D2: Cert Goal E:
ESL/Basic
Degree
Completion Transfer
Skills Success Completion
Completion /
Success Rates
Males
X
Foster Youth
X
X
Students with
disabilities
X
X
X
X
Low-income
Veterans
X
American Indian or
Alaska Native
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Asian
Black or African
American
X
X
Filipino
X
Hispanic or Latino
X
Hawaiian or Pacific
Islander
White
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)
The CIN! program is an interdisciplinary program that includes Language Arts, Communication
Studies, Library and Counseling. We plan to work with Daraja, Puente, EOPS, Aspire and Striving Black
Brothers to further our outreach and build our skills in best serving Black and Latino students. Faculty
from Daraja and Striving Black Brothers have often referred students to CIN! and we want to make
sure we are able to serve them well. We have also had Puente students participate in our classes and
events. Since we hope to serve more disabled students we will work with the Disabled Students
Resource Center to refer students to our program. CIN! is a social justice learning community that
eagerly hopes to work with any program interested in collaborating.
To determine how your project fits into your discipline’s or program’s planning:
1) Is your project mentioned in your area’s latest program review?
_x_ Yes
__ No
2) Does your immediate administrator support this project?
__ No _x_ Yes
3) How have you shared this proposal with others in the relevant area, discipline, or division? When
did this conversation take place and who was involved? Our Dean Marcia Corcoran as well as our
division is aware of the work CIN! has been doing with the Equity Council. They have been made
aware of our plans through our division meetings.
CIN! Looking Back, Looking Forward
Highlights
Courses: We offer 6 core CIN classes this Fall: Comm 1 & 6, Eng 102 &7, PSCN 20, GNST 32. FYE
Collaboration: Working with the FYE this past year has been great! WE have seen a rise in our
enrollment from the marketing of the FYE. Our relationships with the learning communities Daraja
and Puente as well as Strivign Black Brothers have also helped us recruit students for CIN classes. All
of our core classes are over-filled. We will be looking at data for program review to assess the
persistence and success rates for last years students from Eng 102 to Eng 1A.
Orientation: We had a fantastic orientation this Fall! Our biggest and best so far. Approximately fifty
new CIN! students attended which has really helped our year begin with a bang!
Step Into Change!- Spring 2015 We hosted our 3rd annual Step Into Change event with Arroyo and San
Leandro High School. It was successful. Many of the students from the event are enrolled in the CIN
program. This Fall we held another Step Into Change event for Lincoln HS in San Leandro, which was
also successful as a first step in building a relationship with them. We are hoping to have another Step
Into Change event Spring 2016 to include Arroyo, San Leandro HS, Lincoln and Conley. Students from
the leadership class organize, coordinate and lead this event!
CIN Inquiry Project: We are following twenty CIN! students who are enrolled in two or more CIN
classes to see how it impacts their persistence and success at Chabot. These students have received a
book voucher, food voucher and transportation assistance. We will be offering this package to
students in the Spring as well.
CIN! Leadership and Activism: CIN! students are on fire! They have organized several events for the
campus over the past year to raise our awareness of social justice issues. In addition to attending a
protest last year, this year they have organized a teach-in on police brutality and Indigenous People’s
week. They have also organized the orientation and Step Into Change. What was once a small class of
10-12 students has doubled this year! The students work hard and have shown a lot of initiative.
Other:
·
We have acquitted a space in Bldg 100 for a CIN office!
·
This summer an intern from Arroyo made a fifteen minute video about the program.
·
Our Program Assistant, Salimah Shabazz has made a huge impact on our ability to serve our CIN
students as well as hold events for the campus.
Lessons/Needs
Reassigned Time: For the last five years CIN! has been working without any coordinating time.
Although CIN members receive a stipend for the work, what is really necessary is time. Our
coordinator has not been able to follow up with students sufficiently, complete paperwork and
enhance program quality because of a lack of time. We will be investigating avenues for re-assigned
time. It is impossible to coordinate such a dynamic and demanding program on top of a full load of
teaching. We have met with Dean Marcia Corcoran and Director of Special Programs, Jeannie Wilson
to develop a plan to acquire faculty coordination time.
Counseling Support: We need support from counseling to help students complete their SEPs. Again,
our counselor is assisting CIN! on top of the workload she has from General Counseling. If we really
want our CIN students to be successful, we are going to need to provide more direct counseling
support for them. We are investigating ways to accommodate CIN! students and plan to meet with
Dean of Counseling, Val Jean Dale to figure out this dilemma.
Conferences: We are hoping to present at a few places, but are struggling with getting to specific
conferences. Either we find out about them too late or they are too expensive. We would like to
attend the NCORE conference in San Francisco next Spring. We will be putting much of our efforts
towards getting to this conference. CIN! will present and participate in the upcoming Umoja
conference in Oakland, which will get the ball rolling on our professional development.
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
● Increase the number of students enrolled in the CIN community, particularly AfricanAmerican, Filipino, Latino, Foster Youth, and Disabled students;
● Increase the number of CIN students who successfully complete Core CIN! classes specifically
English and Communication Studies; improve retention of African-American students;
● Increase the number of CIN students who successfully complete Basic Skills class, specifically
English 102 and Comm 1
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
It is our belief that the CIN! program has great potential to increase the success and
persistence of Chabot students. CIN! students who are successful in English 102, enroll in English 1A at
the rate of between 86-100%. It is clear CIN! students have high engagement, however we have
struggled with recruitment. Many semesters we began without a full class and enrolled students well
into the second and third weeks. The challenge with this type of recruitment is that not only do you
recruit students who are just “looking for a class”, but late adds tend to be the least prepared and
engaged students unfortunately. This is clearly reflected in our data from 2013: 56% of our students in
English 102 were successful. There were twenty- seven students enrolled and six were unsuccessful
and five withdrew. Again, 86% of the students who were successful enrolled in English 1A which is
great but losing close to half of the class before the transition is discouraging. By funding our project
will be able to tighten recruitment efforts by working with counseling, providing outreach to the high
schools and developing the high school pathway program. Additionally as we continue to work with
target demographics, much of our work will be developing curriculum to address the needs of these
groups. For example, in 2013 46% of our student in English 102 were Latino and 20% were AfricanAmerican. By researching evidence based strategies, attending conferences and working closely with
various service areas we will use new insights to enhance the CIN! curriculum. Because the
engagement in the CIN! program is high, and our enrollment is increasing we are certain we will be
able to extend our efforts to improve the persistence and success rates for disabled, Filipino and
foster youth students.
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.
Goal: Increase the number of students enrolled in the CIN community, particularly AfricanAmerican, Latino, Filipino, Foster Youth and Disabled students
Activity
Persons/People Responsible
Target Date
Continue Collaboration with FYE
FYE Coordinator, CIN Team, CIN
Leadership Students
ongoing
Recruitment Events: Come CIN with Us,
Bring a Friend Night, Guest Speakers
CIN Team, CIN Leadership
students
Fall 2015Spring 2016
Organize and Coordinate “We are Family”
meeting and event with Daraja and Puente
CIN, Daraja, and Puente teams
Spring 2016Fall 2017
Work with HPN to recruit students from
Hayward High School, Tennyson High
School and Leadership High School
CIN Team, HPN Director
Spring 2016
Work with DSPS to recruit and better serve
disabled students
CIN Team, Director of DSPS
ongoing
Work with Student Services, and Foster
Youth programming to reach out to Foster
Youth students
CIN Team, Foster Youth
Coordinator
Spring 2016
Develop relationship with organizations
such as APASS and Ethnic Studies
department at Logan High School to better
serve API students
CIN Team, APASS community,
Logan High School
Spring 2016
Annual “Step Into Change” Event with
Arroyo High School, San Leandro High
School, Conelly High School and Lincoln
High School to recruit students
CIN Team, CIN Leadership
Students, High School Faculty
Spring 2016
Train and support CIN Leadership Students
to recruit and present in classes and out in
the community with counselors
CIN Team
ongoing
Faculty Attend NCORE- professional
CIN Leadership Team
development opportunity based in diversity
and equity practices
Spring 2016
B. Student Success Indicator for Course Completion
Goals:
●
Increase the number of CIN students who successfully complete core CIN classes,
specifically English and Communication Studies.
● Improve retention of African-American students
Activity
Person/People responsible
Target Date
Registration Awareness
Felicia Tripp
October 2015
CIN Student Retreat
CIN Team, CIN Leadership
Students, Community
Organizations
Jan 2016
Attend Student Success Workshop
CIN Team
October 2016
Attend Xicano Workshop
CIN Team
November 2016
Work closely with Striving Black
Brothers to recruit and retain
African-American male students
CIN Team, SBBC
ongoing
Continue to collaborate with Daraja
and Puente on events, and to offer
Communication Studies classes to
their students
CIN Team, Daraja Team,
Puente Team
ongoing
Participate in Umoja conferences and CIN Team
activities to develop strategies to
better serve our African-American
Students
Fall 2015, Spring 2016
Strengthen and modify CIN! core
CIN! team
social justice curriculum based on
researched pedagogical strategies for
ongoing
improving the success rates of
students of color
Develop CIN Inquiry Project to
measure the completion and
persistence of twenty CIN students
who take all the CIN core classes
CIN Team, CIN Leadership
Team
Spring 2015, Fall 2015,
Spring 2016.
C. Student Success Indicator for ESL and Basic Skills Completion
Goals:
●
Increase the number of CIN students who successfully complete Basic Skills class,
specifically English 102 and Comm 1
Activity
Person/People responsible
Target Date
Attend Student Success Workshop
CIN Team
October 2016
Attend Xicano Workshop
CIN Team
November 2016
Hire and Train Learning Assistants for CIN Team, Learning
Basic Skills Classes
Connection, Basic Skills
Committee
Fall 2015-Spring 2017
Continue to collaborate with Daraja
and Puente on events, and to offer
Communication Studies classes to
their students
CIN Team, Daraja Team,
Puente Team
ongoing
Develop CIN Inquiry Project to
measure the completion and
persistence of twenty CIN students
who take all the CIN core classes
CIN Team, CIN Leadership
students
Spring 2015, Fall 2015,
Spring 2016.
Strengthen and modify CIN! core
CIN! team
social justice curriculum based on
researched pedagogical strategies for
improving the success rates of
students of color
ongoing
Support students to participate in
CIN community activities such as
field trips (Advocacy Conference in
Sacramento), CIN Film Series, Guest
Speakers and Community Activism
CIN Team, CIN Leadership
students
ongoing
Explore the possibility of expanding
the CIN! program into other Basic
CIN! Team, Division Deans
Spring 2016
Skills and Transfer level classes by
creating a CIN! guest faculty program
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
Item
Cost
Description
CIN Team Compensation $7,667.20 (16 hours a
semester@ 47.92hr, for five
faculty, both semesters)
Compensation for meetings, and
project planning time dedicated to CIN
CIN Guest Lecturer
Program
$1533.44
Provide opportunity for two faculty to
try teaching in the CIN! program.
Faculty would receive training and
support.
Program Assistant
$4,560 ($9.50/hr X15 hrs a
week/16 weeks/both
semesters)
10-15 hours a week for a Program
Assistant to help with CIN activities
including: making phone calls, graphic
design work, recruiting and following
up with students, supporting current
students, etc
Learning Assistants
$3200 (2 learning assistants
for Basic Skills classes, both
semesters)
Learning Assistant support for students
in Basic Skills Classes
Transportation Support
$2500 ($50 for 25 students for Direct Support for CIN! Cohort
two semesters)
Fresh n Natural Vouchers $500 ($10 for 25 students, two Part of incentive package for students
semester)
participating in study
Book Vouchers
10,000($200 for 25 students,
two semesters
Part of incentive package for students
participating in study
Professional
Development
$1750
NCORE participation, Umoja
Participation faculty retreat
Guest Speakers
$1000
Guest Speakers for CIN events
Bus Transportation for
Step Into Change
$1000
Rent bus to bring students from High
Schools to Step Into Change Event
Food for Events
$5000
Reception for Guest Speakers, Step
Into Change, Student Retreat, Come
CIN! with Us, Collaborative Meetings,
ACT-CIN! End of the Year Celebration
Total:
$38,712
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)?
We will be able to assess whether or not we have met our goals by working with institutional
research to track the twenty students receiving the CIN! package, monitor persistence and success
rates of our basic skills classes and through program engagement surveys. The tools we have
developed to assess our PLOs have also been useful in measuring goal achievement.
Our measurable outcomes are as follows:
● Increase access to basic skills courses for Chabot students by 10% (increasing CIN
enrollment from 60-70)
● Increase enrollment of Latino students by 10%
● Increase enrollment of Filipino students by 10%
● Increase enrollment of Foster Youth students by 5%
● Increase enrollment of Disabled students by 5%
● Increase enrollment of African-American students by 10%
● Increase the number of CIN students who successfully complete CIN core courses by
6% (79% to 85% by Spring 2017)
● Increase retention rate for African-American students by 10% (70% to 80% by 2017)
● Increase the number of CIN students who successfully complete basic skill courses by
7% (78% to 85% by Spring 2017
With the help of our classified staff and institutional research we will track these students. For
example, our student assistant has kept record of the students who have received the CIN! package.
These students are enrolled in two or more CIN! classes and have received direct support. We will
follow them to see the impact the core CIN! curriculum has had on their experience at Chabot and
their ability to reach their academic goals.
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):
☐
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 ___________
Criteria 1.
Percent of full-time faculty in department.
F
a
l
l
2
0
1
2
S
p
r
i
n
g
2
0
F
a
l
l
2
0
1
3
S
p
r
i
n
g
2
0
F
a
l
l
2
0
1
4
1
3
F
T
E
F
(
C
o
n
t
r
a
c
t
)
F
T
E
F
(
T
e
m
p
o
r
a
r
y
)
#
o
f
C
o
n
t
1
4
r
a
c
t
F
a
c
u
l
t
y
Name of Recently Retired Faculty (in last
3 yrs)
Criteria 2.
Date
Retired
Semester end departmental enrollment pattern for last three years.
F
a
l
l
2
0
1
2
S
u
c
c
e
s
s
R
S
p
r
i
n
g
2
0
1
3
F
a
l
l
2
0
1
3
S
p
r
i
n
g
2
0
1
4
F
a
l
l
2
0
1
4
a
t
e
:
F
T
E
S
:
Briefly describe how a new hire will impact your success/retention rates.
2b. Librarian and Counselor faculty ratio. Divide head count by the number of full time faculty.
For example, 8000 students divided by 3 full time faculty, 1:2666
F
a
l
l
2
0
1
2
Criteria 3.
S
p
r
i
n
g
2
0
1
3
F
a
l
l
2
0
1
3
S
p
r
i
n
g
2
0
1
4
F
a
l
l
2
0
1
4
Meets established class size.
F
a
l
l
2
S
p
r
i
n
F
a
l
l
2
S
p
r
i
n
F
a
l
l
2
0
1
2
g
2
0
1
3
0
1
3
W
S
C
H
F
T
E
S
:
W
S
C
H
/
F
T
E
S
If there are any external factors that limit class sizes, please explain.
g
2
0
1
4
0
1
4
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
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.)
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.
Criteria 7.
CTE Program Impact.
Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certif
icate
# Awarded
2
0
1
2
2
0
1
2
AA
requirement
2
0
1
2
2
0
1
3
2
0
1
3
2
0
1
4
GE transfer
requirement
Declared
major
Criteria 9.
Describe how courses and/or services in this discipline impact other
disciplines and programs. Be brief and specific. Use your program review to complete this
section.
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.
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:
☐
25%; 7.5 CAH
Summary of hours requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
At this time, the CIN! program serves close to one hundred students a semester within our
core classes (Eng 102, COMM 1, Eng 7, Math 43). In order to continue supporting students
to success and deepen our participation in First Year Experience (FYE), the College Career
Pathways Program and the state mandated Equity Initiative, we, like other learning
communities on campus, need help. We are the only learning community without a fulltime coordinator or program assistant.
The purpose of the CIN! Faculty Coordinator is to be responsible for six general areas:
providing instructional support to students beyond regular office hours; coordinating with
other CIN! faculty, staff and relevant areas of the college; curriculum and program
development; planning and facilitating social justice projects and activities; outreach to
high schools and community based organizations and the ongoing development of CIN!’s
vision and goals.
It is our belief that the coordinator position will increase the success and persistence of
CIN! students. Over the past three years we have seen a fluctuation in our data. For
example, in the Fall 2012 64% of CIN! students were successful in English 102 but only
44% of those students enrolled in English 1A by Summer 2013. Although all of the 44%
were successful in English 1A, losing over 20% in the transition is not acceptable. The CIN!
coordinator will be able to connect to borderline students to help them persist within the
program. Another challenge we have faced is in recruitment. In the early years CIN! had to
do much of the recruitment on our own. Many semesters we began without a full class
and enrolled students well into the second and third weeks. The challenge with this type
of recruitment is that not only do your recruit students who are just “looking for a class”,
but late adds tend to be the least prepared and engaged students unfortunately. This is
clearly reflected in our data from 2013: 56% of our students in English 102 were
successful. There were twenty seven students enrolled and six were unsuccessful and five
withdrew. Again, 86% of the students who were successful enrolled in English 1A which is
great but losing close to half of the class before the transition is discouraging. The CIN!
coordinator will be able to tighten recruitment efforts by working with counseling,
providing outreach to the high schools and developing the high school pathway program.
Additionally as we continue to work with target demographics, much of the coordinator’s
role will be developing curriculum to address the needs of these groups. For example, in
2013 46% of our student in English 102 were Latino and 20% were Latino. By researching,
attending conferences and working closely with various service areas the coordinator will
use new insights to enhance the CIN! curriculum.
The goals of CIN! are in direct alignment with Chabot’s strategic plan. The CIN! faculty and
staff work to help students achieve their goals and transfer in a timely manner. The CIN!
program seeks to help students move through their required classes quickly, but with
community and intention. After completing the program, students are equipped with
social justice knowledge and practices to see them through the tough road ahead. They
build relationships that are naturally nurtured into study groups and become cohorts as
they enter non-CIN! classes. By offering classes like COMM 1, English 1A we are
thoughtfully helping Chabot students meet their academic goals of transferring to a fouryear college. As research has shown in recent years, the learning community model has
remarkable impact on student success and engagement. The program’s sense of
community coupled with case-management helps students feel connected and more
directed towards their goals. CIN! is a great model for student success because it is based
purely on interest and a desire for community. With the college moving towards a
pathway model, we believe that it is imperative that learning communities are
strengthened so they can offer best practice methods to other budding communities.
Having a Program Assistant as well as Learning Assistants will help us develop these
practices, increase recruitment and retention, and enhance programming in general.
Currently, it is very challenging to complete all the programming tasks as full-time faculty
with full loads and responsibilities. Moreover, as we participate in the new initiatives to
garner student success, CIN! serves as a model of an interdisciplinary transfer oriented
program and thus, deserves to be funded appropriately. Institutional support on multiple
levels for faculty, classified staff, FTEF and resources will help ensure that CIN! will
continue to serve as a sustainable model for interdisciplinary collaboration that delivers
college-wide benefits.
See attached Job Description
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):
1
x☐
Separate Classified Professionals Staffing Request form completed and attached to
Program Review for each position requested (please check box to left)
x☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
As our program continues to grow we need more assistance. We are asking for a part-time Counseling
Assistant II to complete many of the administrative tasks needed to make CIN! more efficient. The
Counselor II would help with paperwork, room reservations, program publications, intake, outreach and
numerous other activities.
Appendix F2B: Student Assistant Requests [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for student assistant positions. Remember, student
assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, and accreditation issues. Please
cite any evidence or data to support your request. If these positions are categorically funded, include and
designate the funding source of new categorically-funded positions where continuation is contingent
upon available funding.
Rationale for proposed student assistant positions:
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions
requested):
☐
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
Appendix F3: FTEF Requests
NOTE: Please see individual discipline program reviews for specific 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 ADDITIONAL
FTEF
FTEF
(2015-16)
NEEDED
CURRENT ADDITIONAL
SECTIONS
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):
☐
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.
How do the assessments that you performed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
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)
2014-15
Request
201516
Reque
st
needed totals in
all areas
Description
Scotch Tape and
Dispenser
Request
ed
Receiv
ed
0
0
0
Binders (5)
0
0
Stapler/Stapl
es
0
Desk
Organizer
0
3 hole punch
Electric
Pencil
Sharpener
0
0
Division/U
nit
25.00
Office
Max
Language
Arts/CIN!
x
15.00
Office
Max
Language
Arts/CIN!
x
30.00
Office
Max
Language
Arts/CIN!
x
233.00
Office
Max
Language
Arts/CIN!
x
41.00
Office
Max
Language
Arts/CIN!
x
12.00
Office
Max
Language
Arts/CIN!
x
52.00
Office
Max
Language
Arts/CIN!
x
19.00
Office
Max
Language
Arts/CIN!
x
23.00
Office
Max
Language
Arts/CIN!
x
0
Envelopes
Printer
Vend
or
0
Scissors
0
Amoun
t
0
0
Priorit
y #1
Priorit
y #2
0
0
0
0
Priorit
y #3
File folders
mouse pad
0
0
0
10.00
Office
Max
Language
Arts/CIN!
x
21.00
Office
Max
Language
Arts/CIN!
x
0
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
In order to track CIN students properly, develop promotional materials and offer direct
support we need the supplies to do so. We finally have an office in Building 100 and do not
have the supplies we need.
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:
CIN is requesting contracts and services and conference requests to support its
abilities to participate in and foster professional development opportunities for
faculty, students and staff in social justice and multicultural curriculum and
pedagogy.
The Action-Community-Transformation – Change It Now! (ACT-CIN) Conference
for Spring 2017 will provide opportunities for students, faculty and community
members to deepen their understanding of social justice issues and community
engagement. Similar to our first ACT-CIN Conference in 2015, we will invite
community leaders, activists, educators and artists to facilitate workshops and
performances on social justice issues impacting our community. Our end goal, is to
increase our understanding of social justice issues and to increase our skills to
build community and take action. Recent assessments of our Program Level
Outcomes in Spring 2015 and Fall 2015 indicate that our students need to be
challenged these areas as they are ready to develop understanding of social justice
issues and engage in related opportunities at a more advanced skill level. As a
result, we are requesting funds/contracts for 8 individual workshop presenters,
catering for lunch and afternoon snacks, 1 spotlight performance group and
printing services for conference programs, posters and flyers.
The 2016 Annual National Conference for Race and Ethnicity in American Higher
Education (NCORE) will take place from May 31-June 4,2016 in San Francisco, CA
(This conference is usually offered at East Coast or MidWest locations, so we feel
the time is right to take advantage of this opportunity to attend while it’s so close
to home). We are requesting funds for our 4 Core CIN faculty to attend this
conference as it is a local opportunity to learn about national trends and best
practices in curriculum, pedagogy and student service methodologies that
effectively serve the culturally diverse student populations that are at Chabot and
critical to CIN. As previously mentioned our assessment of Program Level
Outcomes in both Spring 2015 and Fall 2015 indicate that more professional
development is needed among our CIN faculty with regards to anti-bias,
multicultural curriculum and pedagogy since our students are ready to be
challenged at more advanced levels.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
The following assessment results and reflections support the needs for CIN to both offer
professional development opportunities to its students and the Chabot campus as well as
for CIN’s faculty to seek additional professional development opportunities for themselves.
Based on our reflections on spring 2015 and fall 2015 PLO assessment results, the
following questions and items arose:
PLO #1 Related:
·
Given that 40% of our students in spring 2015 said they can discuss the
diversity of multicultural perspectives with little bias or racism, how does the CIN
Program help promote students’ learning regarding multicultural and diverse
perspectives at a more advanced level.
o
In fall 2015, 79% of our students said they bring an open mind to discussions
with people from different backgrounds. This finding also raises the question of
how CIN encourages students to expand their application of their open-mindset to
discussion of social justice issues and analysis of organizational structures.
PLO #2 Related:
·
Given that 55% of our students in Spring 2015 said they had not participated
in social justice activities that semester, how does the CIN Program actively
encourage students to increase their involvement in social justice activities.
·
Given that 55% of our students in Spring 2015 said that they were aware of
social justice issues, how does the CIN Program help increase the number of
students who are aware of social justice issues. More specifically, how does the CIN
program help students who enter the program with some awareness of social
justice issues increase their awareness and analysis of these issues to a more
advanced level.
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
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Although some of the college's greatest needs involving new facilities cannot be met with
the limited amount of funding left from Measure B, smaller pressing needs can be addressed. Projects
that can be legally funded with bond dollars include the "repairing, constructing, acquiring, and
equipping of classrooms, labs, sites and facilities." In addition to approving the funding of projects, the
FC participates in addressing space needs on campus, catalogs repair concerns, and documents larger
facilities needs that might be included in future bond measures. Do NOT use this form for equipment or
supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name):
Building/Location:
Type of Request
___ Space Need
___ Small Repair
___ Large Repair
___ Building Concern
___ Larger Facility Need
___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
Briefly describe how your request supports the Strategic Plan Goal?