Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: 3
Program: World Languages
Submitted on: October, 26th 2015
Contact: Caren Barnezet Parrish,
Cristina Moon, Francisco Zermeño
FINAL 9/24/15
Table of Contents
___ Year 1
Section 1: Who We Are
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
_X_ Year 3
Section 1: What Have We Accomplished?
Section 2: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New and Ongoing Initiatives and Projects
F1A: New Faculty Requests
F1B: Reassign Time Requests
F2A: Classified Staffing Requests
F2B: Student Assistant Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies Requests
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
YEAR ONE
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you
can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative.
b. Requests should be made for augmented/ additional resources (more than what you are already
receiving). If you have questions about what constitutes an “additional/augmented” request,
please talk with your administrator who can tell you what maintenance resources you are
already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a
master spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization
and discuss with their area at November division meetings.
1. Who We Are
Limit your narrative to no more than one page. Describe your program--your mission, vision,
responsibilities and the goals of your area. How does your area support the college? What impact do
you have on student learning? Describe the number and type of faculty in your area.
2. Where We Are Now
Complete Appendices A (Budget History), B1, C (PLO's), and D (A few questions) prior to writing your
narrative. You should also review your most recent success, equity, course sequence, and enrollment
data at http://www.chabotcollege.edu/programreview/Data2015.asp. Limit your narrative to two
pages.
As you enter a new Program Review cycle, reflect on your achievements over the last few years. What
did you want to accomplish? What are your Student Learning Outcomes (SLOs) and Service Area
Outcomes (SAOs), and what progress have you made toward achieving them? What are you most proud
of?
Reflect on your curriculum as well as your success, retention, and enrollment data. What trends do you
observe? Do you see differences based on gender and/or ethnicity? Between on-campus and online or
hybrid online courses? Provide comparison points (college-wide averages, history within your program,
statewide averages).
Discuss other important trends that will have a significant impact on your unit over the next three years.
Those could include technology, facilities, equipment, and student demand.
Describe how changes in resources provided to your area have impacted your achievements. What
opportunities and challenges do your foresee in the next three years?
3. The Difference We Hope to Make
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F1-8 (Resource Requests)
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.
1
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Over the next three years, what improvements would you like to make to your program(s) to
support student learning outcomes, equity, and/or the College Strategic Plan Goal?
What steps do you plan to take to achieve your goals? Describe your timeframe.
Would any of your goals require collaboration with other disciplines or areas of the college?
How will that collaboration occur?
What support will you need to accomplish your goals? (Complete Appendices and Resource
Request spreadsheet.)
YEAR TWO
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you
can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative.
b. Requests should be made for augmented/ additional resources (more than what you are already
receiving). If you have questions about what constitutes an “additional/augmented” request,
please talk with your administrator who can tell you what maintenance resources you are
already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a
master spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization
and discuss with their area at November division meetings.
1. What Progress Have We Made?
Complete Appendices A (Budget History), B1, C (PLO's), and D (A few questions) prior to writing your
narrative. You should also review your most recent success, equity, course sequence, and enrollment
data at http://www.chabotcollege.edu/programreview/Data2015.asp. Limit your narrative to two
pages.
In year one, you established goals and action plans for program improvement. This section asks you to
reflect on the progress you have made toward those goals. This analysis will be used to inform future
budget decisions. In your narrative of two or less pages, address the following questions:
 What were your previous Program Review goals?
 Did you achieve those goals? Specifically describe your progress on the goals you set for student
learning, program learning, and Strategic Plan achievement.
 What are you most proud of?
 What challenges did you face that may have prevented achieving your goals?
 Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, etc.).
2. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F1-8 (Resources
Requested) to further detail your narrative. Limit your narrative here to one page and reference
appendices where further detail can be found.
 What initiatives or projects are or could be underway to support student learning outcomes,
equity, and/or the College Strategic Plan Goal?
2
YEAR THREE
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you
can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative.
b. Requests should be made for augmented/ additional resources (more than what you are already
receiving). If you have questions about what constitutes an “additional/augmented” request,
please talk with your administrator who can tell you what maintenance resources you are
already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a
master spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization
and discuss with their area at November division meetings.
1. What Have We Accomplished?
Complete Appendices A (Budget History), B1, C (PLO's), and D (A few questions) prior to writing your
narrative. You should also review your most recent success, equity, course sequence, and enrollment
data at http://www.chabotcollege.edu/ProgramReview/Data2015.asp. Limit your narrative to two
pages.
In year one, you established goals and action plans for program improvement. This section asks you to
reflect on the progress you have made toward those goals. This analysis will be used to assess progress
toward achievement of our Strategic Plan and to inform future budget decisions. In your narrative of
two or less pages, address the following questions:
 What program improvement goals did you establish?
 Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for student learning, program learning, equity, and Strategic Plan
achievement.
 What best practices have you developed? Those could include pedagogical methods, strategies
to address Basic Skills needs of our students, methods of working within your discipline, and
more.
 Are these best practices replicable in other disciplines or areas?
 What were your greatest challenges?
 Were there institutional barriers to success?
 Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, etc.).
World Languages Program Alignment with Chabot College 2012-15 Strategic Plan:


The World Languages Program works to provide accessibility to our students’
educational goals in a timely manner by offering courses that are all transferrable to UCs
and CSUs, and Associate Degrees in French (AA) and Spanish (AA/AA-T). The later
Spanish AA-T degree was approved on December 2013. (Strategic Plan 6.j)
In the last year, the WL program increased its online and hybrid course offering in French
and Spanish with a full online program available for French (first and second years).
3
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Starting 2016, Spanish will have the second-year program also online in addition to the
already established first-year program.
After a successful summer 2015 (online French 1A-5 weeks and 1B-5 weeks, on-campus
Spanish 1A-5 weeks, online Spanish 1A-5 weeks and 2 sections of 1B = 6 sections total),
we are planning to continue offering a full online 10 week summer session for first-year
French and Spanish for summer 2016. (Strategic Plan 6.k)
Overall, WL courses have become more productive by offering online, hybrid, and oncampus sections that reflect flexibility in scheduling courses. 2013. (Strategic Plan 6.d;
8k)
In Fall 2014, The WL program applied to three funding sources (Instructional, Library
and CARE grants) to support student learning and our discipline goals 2013 (Strategic
Plan 8.a)
We continue to provide training and support to all WL faculty to maintain excellence in
teaching and promote student learning through collaboration and a unified World
Languages program and identity (Strategic Plan 2).
We continue to strengthen our:
o Articulated Assumptions: We have created articulated assumptions for World
Language program that included: our mission, the use of the target language, the
integration of culture in all WL courses, the integration of the laboratory
component, emphasize in critical thinking in first and second year levels;
o Blackboard usage: During our flex-days and discipline meetings, the WL faculty
has trained and worked on standardizing the use of Blackboard especially for
grading purposes. Our goal is to have students have access to their grades
throughout the semester. Most instructors have also added other documents,
links, and activities to their Blackboard shells;
o Teaching methodology: We also provide professional training to adjunct faculty
in communicative approach and teaching philosophy (student centered, the use of
sole target language, classroom management, use of contextualized lesson plans,
use of authentic cultural material).
We strive to offer greater access to the World Languages Lab in room 352. Students have
access to the lab four days a week to complete their mandatory weekly laboratory course
component as well as meet with instructors during office hours. (Strategic Plan 5)
This lab includes 55 computers equipped with access to Rosetta Stone programs loaded
with more than 25 languages. Last year, we renewed Rosetta Stone licenses to 249 units.
The World Languages Program is very proud of:
World Languages program productivity:
Spring 2015
WSCH/FTEF
WSCH/FTEF WSCH
440.04
822
Fall 2015 WSCH/FTEF
# of
WSCH/FTEF WSCH
# of
sections
sections
5
French
4
429.87
803
5
496.12
192
1
689.92
534
2
398.56
2,106
14
474.22
1,959
12
Japanese
Spanish
Program’s growth:
 The high productivity of our WL courses, especially the online and hybrid sections in
French and Spanish, allowed an expansion of the course offerings:
o We piloted a complete online first-year French and Spanish 5 weeks summer
program (Summer 15), and an online French second-year was fully implemented
starting Spring 15 which made the AA in French online fully accessible. An
online Spanish second-year program is expected Spring 16 (SPA) - Fall 16 (SPA
2B).
o For Japanese, a second section of 1A was added Fall 15 to respond to a higher
students’ enrollment
o Overall, students’ success rates have increased in most first and second year
courses. Noticeability, the success rate gap has also decreased due to an
improvement in the bottom success percentage.
Under curriculum revisions, the WL program:
o Created new 3 unit UCs and CSUs transferrable courses for the first-year French
and Spanish. The rational being to promote students’ success completion of their
language requirements through more manageable course load;
o Updated ALL world language course outlines;
o Resubmitted the second semester for French and Spanish (FRNC 1B, SPA 1B) for
approval under IGETC 3B Humanities;
o Restructured Spanish 5 to meet State repeatability standards into two courses
(SPAN 5 and 6).
Development of World Languages SLOAC:
 As of Fall 2015 all current World Languages courses have completed compiling PLOs
and SLOs results by documenting and closing the loop procedures.
 During flex-days, all WL instructors have shared their data with the department to come
up with a summary report. We closed the cycle and will re-evaluate in Spring 2018.
 Inclusive of adjunct faculty participation, drafting and implementation of 3 SLO rubrics
(oral, written, and cultural presentations) for all languages (Chinese, French, Italian,
Japanese, and Spanish) and levels (1A, 1B, 2A, 2B, 50A, 50B, 50C, 50D). The WL
faculty (3 full-time faculty and 9 adjunct faculty) has been working on SLO rubrics
through flex-days and more than a dozen discipline meetings.
 We have also created PLOs that include the reporting of all 3 SLO rubrics created by the
WL faculty that will be implemented in all the languages and levels.
For fall 2009- spring 2012, the World Languages composed of French, Japanese, and Spanish
programs performed between 40%-100% overall success whereas the college fluctuated between
65%-68%.
5
For the smaller program (Japanese composed of one section of 1A and one section of 1B) the
range for the overall success rate is high at 70%-86%.
Japanese:
Range of
total
enrolled
Overall
success rate
Range of Enrollment
Percentage at Census
JAPN
1A
Fall 12-Fall 15
45-59
69%-79%
69%-79%
JAPN
1B
Fall 12-Fall 15
27-34
70%-85%
70%-85%
French:
Range of
total enrolled
Overall success
rate
Range of Enrollment
Percentage at Census
FRNC 1A
Fall 12-Fall 15
72-106
41%-51%
73%-110%
FRNC 1A
Summer 13-15
30-41
46%-57%
70%-102%
FRNC 1B
Fall 12-Fall 15
15-32
61%-83%
43%-91%
FRNC 1B
Summer 15
11
79%
31.5%
FRNC 2A
Fall 11-Fall 15
4-21
50%-100%
50%-100%
FRNC 2B
Fall 11-Fall 15
6-14
67%-100%
67%-100%
Spanish:
Range of total
enrolled
Overall success
rate
Range of Enrollment
Percentage at Census
SPA
1A
Fall
11Fall 15
241-306
50%-54%
48%-133%
SPA
1B
Fall
11Fall 15
57-92
52%-71%
43%-114%
6
SPA
2A
Fall
11Fall 15
22-40
68%-88%
73%-133%
SPA
2B
Fall
11Fall 15
9-26
82%-100%
30%-87%
For the two larger programs (French and Spanish) the overall success ranges have a wider range
in varying degree due to levels, the size of the courses, and number of sections we offer each
semester. Also, for French 1B, 2A, and 2B the courses were cross-listed until Spring 2012 when
1B was separated from the 2A/2B.
Summer Sessions:
FRNC
1A
Summer 12-15
FRNC
1B
Summer 15
SPA 1A
Summer 09-2015
SPA 1B
Summer 2015
Range of total
enrolled
Overall
success rate
Range of Enrollment
Percentage at Census
31-39
45%-54%
75%-78%
14
79%
40%
66-81
68%-71%
48%-100%
16
88%
88%
Findings:
The wide range in the percentile differences might be due to several factors:
 2/3 of our WL courses are taught by adjunct faculty
 Many of our WL faculty have not been following the department’s pedagogical teaching
methodology of using solely the target language in the classroom
 the linguistic differences of the language programs (Romance and Asian languages)
 the number of sections being offered each semester
 the number of students enrolled in each course and language.
 According to the overall success rate for Chabot (65-68%), our WL department is aligned
with the rest of the campus
 We have found that summer courses tend to have a higher overall success rate.
Problem areas that were addressed:
7
All course outlines for World Languages courses have been updated and approved by the
curriculum committee. Starting fall 2010, all WL course outline descriptions indicate the sole
use of the target language.
WL full-time faculty has been working with the adjunct faculty through flex-days and discipline
meetings and workshops to:
 follow the contract professional standards of challenging students learning and providing
high expectations to students (18I.7.b.,4) and organizing course content so that is
encompasses authorized course outlines (18I.7.c.5). This is being implemented with a
less instructor-center method of teaching and more opportunities for student-to-student
interactions inherent in the communicative Second Language Acquisition pedagogy.
 be current, sound, professional, and consistent in the World Languages program offered
at Chabot College
 improve our program by creating a unifying World Language identity across languages
and sections, homogenization of various aspects
 be sequential and offerings expanded from within and outward through curriculum
expansion, with consistency in our Course Outlines
Analysis of the overall WL program
The overall success data between Fall 2009-Fall 2015 for each of the language programs
indicates:
French
Japanese
Spanish
41%-100%%
70%-86%
40%-100%
A few findings:
The department believes that there is direct correlation of the lower success rate with the
enrollment numbers. Currently, all 1A courses in the WL department have a student cap of 40
students while other transfer institutions and other community colleges in the area have between
20 and 35 students for the equivalent course.
As of now:
Courses
Chabot
College
UC
Berkeley
San Jose
State U.
Mission
College
West Valley
College
All 1A
40 students
20 students
30 students
30 students
35 students
All 1B
35 students
20 students
30 students
30 students
35 students
All 2A
30 students
20 students
30 students
30 students
30 students
All 2B
30 students
20 students
30 students
30 students
30 students
Conversation
courses
35 students
20 students
30 students
30 students
35 students
8
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
We are one of the few colleges that offer a first-year foreign language class with a max.
of 40 students (Mission College is 30 students and West Valley is 35 students).
In order for our transfer courses to be competitive and equivalent to the same level
courses offered at the 4 year institutions and other community colleges, we need to align
our course capacity with those institutions.
In order to improve the overall success rate, the WL department requests:
To move to a closer alignment to the course capacities that the transfer institutions and other
community colleges in the area have, we need to lower our cap. Adequate pedagogical student
cap for all courses/sections should be at 30 students (currently 40).
Analysis by course/language
The overall success data between Fall 2009-Spring 2015 for each of the language programs
indicates:
1A courses
Success
Non-success
Withdrawal
Total #Enrolled
French 1A
41%-54%
8%-21%
25%-48%
68-93
Japanese 1A*
70%-77%
14%-19%
6%-16%
63-69
Spanish 1A
40%-52%
23%- 30%
23%-37%
296-341
*Note: Japanese 1A course is only offered during the fall semester.
The overall success data between Fall 2009-Spring 2015 for each of the language programs
indicates:
1B courses
Success
Non-success
Withdrawal
Enrolled #
French 1B
66%-84%
4%-19%
11%-16%
19-32
Japanese 1B**
71%-86%%
8%-18%
3%-14%
33-37
Spanish 1B
53%-64%
10%-27%
20%-31%
42-109
**Note: Japanese 1B course is only offered during the spring semester.
The overall success data between Fall 2009-Spring 2015 for each of the language programs
indicates:
2A courses
Success
Non-success
Withdrawal
Enrolled #
French 2A
70-95%
8-21%
5-30
10-21
17-40
Spanish 2A
9
The overall success data between Fall 2009-Spring 2012 for each of the language programs
indicates:
2B courses
Success
Nonsuccess
Withdrawal
Enrolled
#
French 2B
57100%
11-14%
6-25%
2-15
Spanish
2B
82100%
5-14%
4-14%
14-25
A few findings:
1. Many students taking our 1A courses are choosing a World Language course to
satisfy different requirements for graduation, transfer, and/or completion of a
degree.
2. The student success rate for our 1A courses varies from 41%-77%.
3. Although there is a big variation on the success rate, the non-success rate is for
the most part lower (from 8%-30%).
4. The withdrawal rate is higher than the non-success rate. The withdrawal rate
varies among languages. The smaller language departments have an overall lower
withdrawal rate than French and Spanish. This could be due to the fact that there
are a lot more sections and students enrolled in French and Spanish 1A (most of
French1A and Spanish 1A sections have more than 40 students) making it harder
for students to follow the course because of an excessive student-teacher ratio.
5. This high ratio (40:1) is NOT pedagogically sound for a foreign language
classroom and it prevents at risk students from receiving the attention they need to
succeed.
6. We are also looking more broadly at how to best provide greater assistance to
students in these courses, including how to better connect at-risk students to the
support services we offer, including improvements in classroom support services
such as tutoring and conversation groups.
7. The differences in student success in World Languages are to some extent implicit
in the level of the course, with enrollment and student cap being higher in the 1A
courses in comparison to the 1B, 2A, and 2B.
8. It should be noted that the lower student to teacher ratio on the 1B, 2A, and 2B
courses yields a significantly higher student success rate while the non-success
and withdrawal rates drop drastically in comparison to the 1A courses.
Comparisons between men and women enrolled in World Languages courses
Gender: Fall 11-Spring 14 (%)
JAPANESE
JAP 1A
Success
female
55%-89%
Non-success Withdrawal Total #Enrolled
5%-18%
10
5%-27%
11-22
63%-72%
6%-18%
19%-22%
32-40
female 80%-100%
0%-7%
0%-20%
5-15
19%-29%
0%-14%
17-21
male
JAP 1B
male
FRENCH
FRNC 1A
FRNC 1B
Success
40%-48%
16%-25%
32%-37%
41-67
male
33%-64%
8%-32%
16%-52%
25-48
female 68%-100%
0%-16%
0%-25%
5-19
50%-100%
0%-23%
0%-33%
2-14
female 67%-100%
0%-33%
0%-11%
3-13
33%-100%
0%-33%
0%-13%
1-8
female 83%-100%
0%-17%
0%
3-11
50%-75%
0%-100%
0%-25%
1-4
male
FRNC 2B
male
SPANISH
SPA 1A
Success
SPA 2A
Non-success Withdrawal Total #Enrolled
49%-54%
21%-30%
22%-27%
148-189
%-%
%-%
%-%
92-128
female
49%-73%
5%-17%
15%-42%
32-59
male
52%-79%
0%-28%
13%-31%
24-32
female
67%-90%
0%-27%
0%-20%
10-25
male
71%-83%
0%-25%
0%-17%
4-13
female
male
SPA 1B
Non-success Withdrawal Total #Enrolled
female
male
FRNC 2A
67%-75%
11
SPA 2B
female 83%-100%
0%-17%
0%-6%
6-20
67%-100%
0%-17%
0%-25%
3-7
male
Following Chabot’s demographic gender data, our language courses have a higher percentage of
women enrolled thus a highest success rate.
Race-Ethnicity
Overall enrollment shows that Asian students tend to represent the highest % in Asian language
courses (Chinese and Japanese).
Overall enrollment shows that Romance languages (French, Italian, and Spanish) tend to
represent the ethnic demographic data of Chabot.

Did you achieve the goals you established for the three years? Specifically describe
your progress on goals you set for student learning, program learning, equity, and
Strategic Plan achievement.
As part of our program goals, we now offer more options in courses to our World Languages
students:
1. We created new 3 unit courses in French and Spanish: FRNC and SPA 1A1, 1A2, 1B1,
1B2 that started in Fall 2015. Through this new sequence, students will be able to choose
to take the intensive 5 unit track or the slower pace 3 unit track for French and
Spanish. This will help students with scheduling and overall success in the course.
2. We now have online courses in French and Spanish that will make it possible for students
to complete the first and second-year sequence all 100% online as well as on-campus.
3. Spanish 5 and Spanish 6: The current course outline was updated to reflect load and
change the repeatability. As a solution, we have created a new SPA 5 and SPA 6 .5 unit
each that will be offer each semester.
In addition,
1. We updated all course outlines for Chinese, French, Japanese, and Spanish.
2. We re-applied for IGETC 3: Humanities for FRNC 1B and SPA 1B.
3. We successfully were approved for the Spanish AA-T degree. As of December 2013, we
were approved for the new associate degrees for transfer for Spanish (AA-T for
Spanish). This AA-T will simultaneously award students an associate degree and
prepare them for special benefits/guarantees upon transfer to CSU.
4. We keep working in creating a unifying World Language identity. Keep updating the
World Language website that includes information of our AA programs in French and
Spanish, WL courses we offer, instructor’s picture w/biography, WL events, schedule of
Chinese, French, and Spanish conversation groups. Across languages and sections,
homogenization of:
 Syllabi (grade breakdown, lab component, assignments)
 Target language use during instruction now part of the course outlines for WL courses
effective fall 2010.
 Prerequisite challenge procedure
12
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

Credit by examination procedure
Strategies to address low performance students
Outreach: High School Community Outreach in French and Spanish Target language
In addition to our AA program, all of our courses (1A, 1B, 2A, 2B) are included on various
college and state requirements:
·
All 1A courses count as the Foreign Language requirement needed for UC.
·
All 1B courses count as the Foreign Language requirement for the UC IGETC.
·
All 1A, 1B, 2A, and 2B courses count as:
CSU Transfer List
CSU GE list (area: Arts and Humanities)
UC Transfer List
·
All 1A and 1B courses count as:
Associate in Arts Degree (AA)/Associate in Science (AS) (area: Humanities)
Associate in Arts Degree (AA)/Associate in Science (AS) (area: Communication and
Analytical Thinking)
·
All 2A and 2B courses count as:
IGETC-area 3 (Arts and Humanities)
Associate in Arts Degree (AA)/Associate in Science (AS) (area: Writing and Critical
Thinking; Humanities)

What challenges did you face that may have prevented achieving your goals? Cite
relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
In order to accomplish our program goals there are certain institutional challenges that we
need to bring out.
World Languages challenges/Barriers to Success:
We ask for a full-time position in Spanish: We expect to hire someone who is a World
Language instructor, with Spanish being the lead language, but also would be able to teach
another language; a professional profile typical among World Language departments on college
campuses. We urgently need to increase the percentage of full-time faculty in the department to
improve program quality, cohesion, and consistency:



For 2015-2016, World Languages is planning to offer 56 sections in a year, 25 per
semester and 6 in the summer. For 2015-2016, this represented a total of 18.62
FTEF. 5.94 FTEF is taught by 3 full-time World Language instructors which means that
12.68% FTEF is taught by part-time instructors.
70% of our courses are taught by part-time instructors.
Concretely, only 3 full-time instructors are available to recruit, hire, mentor, and evaluate
14 adjuncts as well as trying to build a strong world language program that includes a
new world language laboratory.
13

With the hire of an additional full-time faculty, four full-time instructors would still only
represent about 40% of the annual FTEF for full timers while 60% is taught by part-time
faculty. We need a full-time Spanish instructor that will help us shoulder the
responsibilities of curriculum, off-site courses, a language lab, and campus-wide
professional service responsibilities.
Bring back Chinese and Italian: Due to the previous budget cuts, we lost the Chinese and
Italian programs at Chabot. We would like to bring those languages back to our World
Languages Department. We are proposing the reinstatement of CHIN 1A and 1B for the 20152016 academic year.
Increase hours to our WL lab for student access: We are requesting the hiring of a Spanish
adjunct to work part-time at the lab to respond to students lab needs by offering a more flexible
schedule. Due to the limited resources, currently the lab schedule does not promote studentoriented learning environment.
Increase # of students in our French AA and Spanish AA: Data indicates that for Fall 2012,
World Languages had 62 declared majors with almost 70% indicating Spanish as their
major. Data indicates that we have had a steady increase on our French and Spanish AA
awarded 2000-2012.
We need to keep increasing the number of 1A sections in order to solidify the upper levels and
the completion of AA degrees in Foreign Language (French and Spanish). This is necessary
because all the upper courses have prerequisite requirements.
Our offerings cover all days and hours’ time slots with emphasis on prime time slots. However,
we are constantly reevaluating the students’ needs and the fluctuation of enrollment in our
sections to maximize student fill rate of each section. This is somewhat challenging to foresee
because it fluctuates every semester, especially this past summer session and fall semester.
Overall, we ensure that all courses (1A, 1B, 2A, and 2B) needed for the French and Spanish AA
are offered every semester.
A “bottleneck” in Foreign Language is when students cannot take 1A courses in Foreign
Language (French, Japanese, and Spanish) because it delays their transfer timeframe. A delay in
1A enrollment, impacts their progression through the upper levels (1B, 2A, and 2B) and their
completion of the AA programs (French and Spanish) in a realistic graduation timeframe.
Course equivalency issue between Chabot and LPC:
Currently LPC language courses (French, Italian, and Spanish) do not align with our
program. This severe discrepancy creates problems when LPC students want to continue the
language course series at Chabot. LPC is working in updating their course work. It is our hope
to have a more aligned program between our sister college so that students could take courses
from both colleges and still be considered equivalent.
Improvement in technical support from the college:
Critical Technology support needed:
A.
Surface Book (2 units)
14
We are requesting two Surface Books with wireless mouse and adaptors. The Surface Book is a
powerful laptop that works as a tablet with the use of the Surface pen providing the instructor
with the flexibility and portability to create short screencasts using two applications
(ExplainEverything and LectureNotes) and uploading to the Internet (such as Youtube).
As we keep adding more DE courses in French and Spanish (online and hybrid) due to their
high productivity and high enrollments, we need critical technical support that will enable the
faculty to create innovative lecture videos. By Spring 2015, we will have French 1A, 1B, 2A,
2B and Spanish 1A, 1B, 2A, 2B online making it possible for students to complete an AA in
French and Spanish and the AA-T in Spanish all 100% online.
The two full-time instructors (C. Moon and C. Parrish) currently teaching these online and
hybrid courses are creating original vodcasts (video lectures) and screencasts (video file that
displays in real-time what someone is writing on some screen, usually with an audio
explanation of what is being written) hosted on Blackboard.
B. VoiceThread ($2500/year department license)
VoiceThread is an interactive collaboration and sharing tool that enables users to add images,
documents, and videos, and to which other users can add voice, text, audio file, or video
comments. Since it has the option to embed it in Blackboard, we would first try it as a pilot and
as an addition to our discussion board forum. Students would be able to record video or audio
responses thus creating a more comprehensive learning environment.
C. Screencast Pro ($99.95 x 2 = $200)
Online video and content hosting with adequate storing capacity and bandwidth to
accommodate the high volume of students accessing and downloading the video lectures
($99.95 x 2 = $199.90 + tax). This is a yearly license for two instructors. We currently have to
accommodate at least 500 online/hybrid students accessing online video lectures.
Institutional Improvement:
Campus server that would support the uploading of video/audio files needed
Because of our large amount video files that we use for our hybrid/online courses, we cannot
load them on Blackboard. We are using outside servers (paid by the individual instructors) to
host our videos for our students. We need a dedicated server for our increasing need of
video/audio files.
15
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New and Ongoing Initiatives and Projects) and
F1-8 (Resources Requested) to support your narrative.
 What goals do you have for future program improvement?
 What ideas do you have to achieve those goals?
 What must change about the institution to enable you to make greater progress in improving
student learning and overall student success?
World Languages Overall Improvement Plans:
Full-time Faculty Position for Spanish
We expect to hire someone who is a World Language instructor, with Spanish being the lead
language, but also would be able to teach another language; a professional profile typical
among World Language departments on college campuses.




For 2015-2016, World Languages is planning to offer 56 sections in a year, 25 per
semester and 6 in the summer. For 2015-2016, this represented a total of 18.62
FTEF. 5.94 FTEF is taught by 3 full-time World Language instructors which means that
12.68% FTEF is taught by part-time instructors.
70% of our courses are taught by part-time instructors.
Concretely, only 3 full-time instructors are available to recruit, hire, mentor, and evaluate
14 adjuncts as well as trying to build a strong world language program that includes a
new world language laboratory.
With the hire of an additional full-time faculty, four full-time instructors would still only
represent about 40% of the annual FTEF for full timers while 60% is taught by part-time
faculty. We need a full-time Spanish instructor that will help us shoulder the
responsibilities of curriculum, off-site courses, a language lab, and campus-wide
professional service responsibilities.
Re-assigned time for World Languages Coordinator:

We need to bring back permanently the re-assigned time for World Languages
Coordinator. Our department would rotate the responsibility of WL Coordinator.
 In the past the coordinator led the department in:
-Program Review, discipline plans, scheduling of courses and lab.
-Recruiting, interviewing, and mentoring of adjunct faculty in French, Chinese, Japanese, and
Spanish.
-Scheduling and organizing Flex-day agenda and training opportunities for the part-time faculty.
Plans for World Languages courses:
 Starting Spring 2015, the second-year Spanish program will be offered online as well as
on-campus maximizing the opportunity for students to complete an AA-T degree in
Spanish. (Strategic Plan 8.k “Explore ways to make our classes more ‘productive’; 6.j
“Accelerate our progress on the AA-T degrees, and ensure that students understand these
new transfer degrees”)
16

For summer 2016, we are planning to continue to offer the first-year (1A and 1B) in
French and Spanish back-to-back 5 weeks. Students that want to complete their language
requirement could do it in 10 weeks during the summer.

The World Languages program will work on bringing back Chinese (1A/1B) and Italian
(1A/1B) after they were cut during previous years. For 2016-2017, we are proposing to
offer Chinese 1A (fall16) and Chinese 1B (spring17).
Ideas to improve student learning/Specific and measurable goals:
 We need to hire a part-time Spanish faculty for our lab in order to offer a more flexible
schedule for our students.
 As a department, we strive to increase the passing rate of all our language sections and to
decrease the attrition rate especially of the first and second semester courses. We will
continue to work along with the Learning Center to provide tutoring support to our
students. This will be done by promoting the LC services, identifying struggling
students, and offering individual, group and conversation sessions throughout the
semester.
What is the long term vision/goal?:
 Presently, the World Languages Program offers French (1A, 1B, 2A, 2B), Japanese (1A,
1B), and Spanish (1A, 1B, 2A, 2B). Our long-term vision for the program is to not only
bring back Chinese (1A, 1B) and Italian (1A, 1B) but also grow the program to offer first
and second-year for all the languages and create AA degrees for Japanese, Chinese, and
Italian.
 Also, we would look at our community needs and offer challenging and rich programs of
study in a variety of languages: Tagalog, Persian/Farsi, and Vietnamese and possibly
offer certificates in addition to the AA degrees.
 Our on-going and long term vision for our World Languages Lab is create a studentcentered environment that will be open M-Th 9:00-5:00 pm. The lab will also be a space
for students to do their lab work, homework, and also get tutoring if needed.
17
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)
2014-15
Budget
Requested
WL
Coordinator
reassigned
time (.20 FTEF)
2014-15
Budget
Received
0
1 full-time
position
(Spanish)
1 part-time Lab
position
(Spanish) / 15h
per week
0
DVDs in WL for
the lab ($200)
Technology/Equipment 2 Screencast
yearly
subscription
($200)
2 tablets with
stylus
VoiceThread
(department
license / $3000)
0
Supplies & Services
Other
TOTAL
0
2015-16
Budget
Requested
WL
Coordinator
reassigned
time (.20 FTEF)
0
1 full-time
position
(Spanish)
1 part-time Lab
position
(Spanish) / 15h
per week
0
DVDs in WL for
the lab ($200)
2 Screencast
yearly
subscription
($200)
2 tablets with
stylus ($1200)
VoiceThread
(department
license / $3000)
0
0
0
0
18
2015-16
Budget
Received
(only funded
for 1 year
through the
Chancellor’s
Pilot Program
(1 time
money)
0
funded
funded
funded
funded
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.




With the purchase of two tablets, both the French and Spanish programs have been
developing online lectures for their Distance Learning programs.
The subscription to VoiceThread is being piloted (year 2015-2016) in both French and
Spanish Programs to expand oral proficiency and assessment in their Distance Learning
programs.
The funded Screencast yearly subscription is critical in maintaining access for students to
the recorded online lectures hosted on Screencast and used in both the French and
Spanish Distance Learning programs.
The funded DVDs are being used in the World Languages Lab.
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?
Thus far the biggest impact for the WL department has been not receiving funding for a full-time
Spanish position, which directly impacts:
(1) program cohesion and growth,
(2) students’ success and completion of the AA (French, Spanish) and AA-T degrees
(Spanish), student’s retention,
(3) an upcoming project to develop a WL Pathway to better serve students as a Hispanic
Serving Institution,
(4) hiring, evaluating, training and supporting part-time faculty (all languages),
(5) community outreach and marketing.
The non-funding of a permanent re-assigned time WL coordinator directly impacts the
functionality of the WL department and its 3 language programs:
(1) program Review, discipline plans, SLOs assessment, scheduling of courses and lab,
(2) recruiting, interviewing, and mentoring of adjunct faculty in French, Japanese, and
Spanish,
(3) scheduling and organizing Flex-day agenda and training opportunities for the part-time
faculty.
The non-funding of a part-time Spanish Lab position directly impacts the completion of the
mandatory Spanish Lab component of the program. Students’ access to the lab is currently
limited to a marginal open schedule.
19
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:

No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once
at least once every three years.
X Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed this
year and include in this Program Review.
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.
Chinese 1A
French 1A
Japanese 1A
Spanish 1A
Chinese 1B
French 1B
Japanese 1B
Spanish 1B
French 2A
Spanish 2A
This Year’s Program Last Year’s Program
2-Years Prior
Review
Review
*CTL forms must be
*Note: These courses
included with this PR.
must be assessed in
the next PR year.
Currently not offered Completed fall 12
Fall09
Completed Spring
2015
Completed Spring
2015
Completed Spring
2015
Currently not offered
Completed Spring
2015
Completed Spring
2015
Completed Spring
2015
Completed Spring
2015
Completed Spring
2015
20
Fall09
Fall09
Fall11
Spring10
Spring12
Spring12
Fall 12
Spring11
Fall10
Fall10
Fall11
Spring11
Spring11
Spring11
Spring11
Spring11
Spring12
Fall11
French 2B
Spanish 2B
Spanish 5
WORL 1L
Completed Spring
2015
Completed Spring
2015
Completed Spring
2015
Currently not offered
21
Fall11
Fall11
Spring12
Fall11
Spring12
Fall11
Fall12
Fall11
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
JPN 1A, FRNC 1A, SPA 1A
Fall/Spring 2015
12
12
100%
Spring 2015
11
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment FRNC 1A,
JAP 1A, SPA 1A - Demonstrate proficiency in
understanding and use, orally and in writing, the
grammatical structures presented and vocabulary
assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment FRNC 1A,
JAP 1A, SPA 1A - Demonstrate proficiency in
understanding and use, orally and in writing, the
grammatical structures presented and vocabulary
assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment FRNC 1A, ,
22
Defined
Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
50% of the
class scored
either 3 or 4
50% of the
class scored
Actual Scores** (eLumen data)
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
2.5%
2.5%
30%
65%
We met our definition of success
with 95% of all 1A sections scoring 3
or 4.
No measurable achievement 0%
Beginning
2.5%
Developing
2.5%
Competent
30%
Accomplished
65%
We met our definition of success
with 95% of all 1A sections scoring 3
or 4.
No measurable achievement 0%
Beginning
2.5%
JAP 1A, SPA 1A - Demonstrate proficiency in
understanding and use, orally and in writing, the
grammatical structures presented and vocabulary
assigned.
Content for World Language courses.
either 3 or 4
(CLO) 4:
50% of the
class scored
either 3 or 4
Global and cultural involvement - Assignment FRNC 1A,
JAP 1A, SPA 1A - Demonstrate proficiency in
understanding and use, orally and in writing, the
grammatical structures presented and vocabulary
assigned.
Critical Thinking for World Language courses.
Developing
Competent
Accomplished
We met our definition of success
with 95% of all 1A sections scoring 3
or 4.
No measurable achievement 0%
Beginning
2.5%
Developing
2.5%
Competent
30%
Accomplished
65%
We met our definition of success
with 95% of all 1A sections scoring 3
or 4.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
23
2.5%
30%
65%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
2.5%
2.5%
30%
65%
We met our definition of success with 95% of all 1A sections scoring 3 or 4.
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?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
2.5%
2.5%
30%
65%
We met our definition of success with 95% of all 1A sections scoring 3 or 4.
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?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
24
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?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
2.5%
2.5%
30%
65%
We met our definition of success with 95% of all 1A sections scoring 3 or 4.
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?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
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?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
2.5%
2.5%
30%
65%
We met our definition of success with 95% of all 1A sections scoring 3 or 4.
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?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
25
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
JPN 1B, FRNC 1B, SPA 1B
Spring 2015
5
5
100%
Spring 2015
11
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment FRNC 1B,
JAP 1B, SPA 1B - Demonstrate proficiency in
understanding and use, orally and in writing, the
grammatical structures presented and vocabulary
assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment FRNC 1B,
JAP 1B, SPA 1B - Demonstrate proficiency in
understanding and use, orally and in writing, the
grammatical structures presented and vocabulary
assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment FRNC 1B,
JAP 1B, SPA 1B - Demonstrate proficiency in
26
Defined
Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
50% of the
class scored
either 3 or 4
50% of the
class scored
either 3 or 4
Actual Scores** (eLumen data)
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
9%
14%
37%
40%
We met our definition of success
with 77% of all 1B sections scoring 3
or 4.
No measurable achievement 0%
Beginning
9%
Developing
14%
Competent
37%
Accomplished
40%
We met our definition of success
with 77% of all 1B sections scoring 3
or 4.
No measurable achievement 0%
Beginning
9%
Developing
14%
understanding and use, orally and in writing, the
grammatical structures presented and vocabulary
assigned.
Content for World Language courses.
Competent
Accomplished
(CLO) 4:
Global and cultural involvement - Assignment FRNC 1B,
JAP 1B, SPA 1B - Demonstrate proficiency in
understanding and use, orally and in writing, the
grammatical structures presented and vocabulary
assigned.
Critical Thinking for World Language courses.
50% of the
class scored
either 3 or 4
We met our definition of success
with 77% of all 1B sections scoring 3
or 4.
No measurable achievement 0%
Beginning
9%
Developing
14%
Competent
37%
Accomplished
40%
We met our definition of success
with 77% of all 1B sections scoring 3
or 4.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
27
37%
40%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
9%
14%
37%
40%
We met our definition of success with 77% of all 1B sections scoring 3 or 4.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
D. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
9%
14%
37%
40%
We met our definition of success with 77% of all 1B sections scoring 3 or 4.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
28
C. COURSE-LEVEL OUTCOME (CLO) 3:
3. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
9%
14%
37%
40%
We met our definition of success with 77% of all 1B sections scoring 3 or 4.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
3. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
9%
14%
37%
40%
We met our definition of success with 77% of all 1B sections scoring 3 or 4.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
29
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
FRNC 2A, SPA 2A
Spring 2015
2
2
100%
Spring 2015
11
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment FRNC 2A,
SPA 2A - Demonstrate proficiency in understanding and
use, orally and in writing, the grammatical structures
presented and vocabulary assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment FRNC 2A,
SPA 2A - Demonstrate proficiency in understanding and
use, orally and in writing, the grammatical structures
presented and vocabulary assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment FRNC 2A,
SPA 2A - Demonstrate proficiency in understanding and
30
Defined
Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
50% of the
class scored
either 3 or 4
50% of the
class scored
either 3 or 4
Actual Scores** (eLumen data)
No measurable achievement 0%
Beginning
0%
Developing
13.5%
Competent
56.5%
Accomplished
30%
We met our definition of success
with 86.5% of all 2A sections scoring
3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
13.5%
Competent
56.5%
Accomplished
30%
We met our definition of success
with 86.5% of all 2A sections scoring
3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
13.5%
use, orally and in writing, the grammatical structures
presented and vocabulary assigned.
Content for World Language courses.
Competent
Accomplished
(CLO) 4:
Global and cultural involvement - Assignment FRNC 2A,
SPA 2A - Demonstrate proficiency in understanding and
use, orally and in writing, the grammatical structures
presented and vocabulary assigned.
Critical Thinking for World Language courses.
50% of the
class scored
either 3 or 4
56.5%
30%
We met our definition of success
with 86.5% of all 2A sections scoring
3 or 4.
No measurable achievement 0%
Beginning
0%
Developing
13.5%
Competent
56.5%
Accomplished
30%
We met our definition of success
with 86.5% of all 2A sections scoring
3 or 4.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
31
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
E. COURSE-LEVEL OUTCOME (CLO) 1:
5. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
0%
Developing
13.5%
Competent
56.5%
Accomplished
30%
We met our definition of success with 86.5% of all 2A sections scoring 3 or 4.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
F. COURSE-LEVEL OUTCOME (CLO) 2:
5. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
0%
Developing
13.5%
Competent
56.5%
Accomplished
30%
We met our definition of success with 86.5% of all 2A sections scoring 3 or 4.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
32
C. COURSE-LEVEL OUTCOME (CLO) 3:
5. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
0%
Developing
13.5%
Competent
56.5%
Accomplished
30%
We met our definition of success with 86.5% of all 2A sections scoring 3 or 4.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
5. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement 0%
Beginning
0%
Developing
13.5%
Competent
56.5%
Accomplished
30%
We met our definition of success with 86.5% of all 2A sections scoring 3 or 4.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
33
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
FRNC 2B, SPA 2B
Spring 2015
2
2
100%
Spring 2015
11
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Global and cultural involvement - Assignment FRNC 2B,
SPA 2B- Demonstrate proficiency in understanding and
use, orally and in writing, the grammatical structures
presented and vocabulary assigned.
Grammar for World Language courses.
(CLO) 2:
Global and cultural involvement - Assignment FRNC 2B,
SPA 2B - Demonstrate proficiency in understanding and
use, orally and in writing, the grammatical structures
presented and vocabulary assigned.
Vocabulary for World Language courses.
(CLO) 3:
Global and cultural involvement - Assignment FRNC 2B,
SPA 2B - Demonstrate proficiency in understanding and
34
Defined
Target
Scores*
(CLO Goal)
50% of the
class scored
either 3 or 4
50% of the
class scored
either 3 or 4
50% of the
class scored
either 3 or 4
Actual Scores** (eLumen data)
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0.5%
0.5%
45%
45%
We met our definition of success
with 90% of all 2B sections scoring 3
or 4.
No measurable achievement 0%
Beginning
0.5%
Developing
0.5%
Competent
45%
Accomplished
45%
We met our definition of success
with 90% of all 2B sections scoring 3
or 4.
No measurable achievement 0%
Beginning
0.5%
Developing
0.5%
use, orally and in writing, the grammatical structures
presented and vocabulary assigned.
Content for World Language courses.
Competent
Accomplished
(CLO) 4:
Global and cultural involvement - Assignment FRNC 2B,
SPA 2B - Demonstrate proficiency in understanding and
use, orally and in writing, the grammatical structures
presented and vocabulary assigned.
Critical Thinking for World Language courses.
50% of the
class scored
either 3 or 4
45%
45%
We met our definition of success
with 90% of all 2B sections scoring 3
or 4.
No measurable achievement 0%
Beginning
0.5%
Developing
0.5%
Competent
45%
Accomplished
45%
We met our definition of success
with 90% of all 2B sections scoring 3
or 4.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
35
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
G. COURSE-LEVEL OUTCOME (CLO) 1:
7. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0.5%
0.5%
45%
45%
We met our definition of success with 90% of all 2B sections scoring 3 or 4.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the grammar component carefully using the textbook structured
presented.
H. COURSE-LEVEL OUTCOME (CLO) 2:
7. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0.5%
0.5%
45%
45%
We met our definition of success with 90% of all 2B sections scoring 3 or 4.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared the vocabulary component carefully using the textbook structured
presented.
36
C. COURSE-LEVEL OUTCOME (CLO) 3:
7. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0.5%
0.5%
45%
45%
We met our definition of success with 90% of all 2B sections scoring 3 or 4.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The content was based on the quality and quantity of the
information presented.
D. COURSE-LEVEL OUTCOME (CLO) 4:
7. How do your current scores match with your above target for student success in this course
level outcome?
No measurable achievement
Beginning
Developing
Competent
Accomplished
0%
0.5%
0.5%
45%
45%
We met our definition of success with 90% of all 2B sections scoring 3 or 4.
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students were presenting their family, using pictures. This activity was overall successful if
students had prepared both the grammar and vocabulary component carefully using the
textbook structured presented. The critical thinking assessment was based on the quality
and quantity of the information presented.
37
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?
During this past cycle, the World Languages Department faculty has worked very hard to
work as a department on training workshops during flex-days and discuss assessments and
program review. We are pleased to see that the new data corroborates our hard work and
that our students are meeting the target goal.
This assessment cycle data indicates:
All 1A sections met the goal at 95%
All 1B sections met the goal at 77%
All 2A sections met the goal at 86.5%
All 2B sections met the goal at 90%
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
We will continue to work as a department on training and discuss future plans as a group.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
38
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: ______

PLO #1: Demonstrate proficiency in understanding and using, orally, the grammatical structures
presented and vocabulary assigned

PLO #2: Demonstrate proficiency in understanding and using, in writing, the grammatical
structures presented and vocabulary assigned

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
There was a need to standardize the use of a rubric for all written compositions and oral presentations
at all levels 1A, 1B, 2A, and 2B due to the large number of sections and instructors.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
The use of a common rubric and topics promoted fluency and accuracy of the content presented to the
students at each specific level.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
We will continue to use the common rubric and similar topics/themes to be used at each specific level to
encourage student’s confidence in the target language as well as the use of vocabulary and linguistic
structures in appropriate communicative context. The amount of proficiency production and the level of
difficulty and complexity of expression are appropriate for the level of learners.
39
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
40
Appendix E: Proposal for New and Ongoing Initiatives and Projects (Complete for
each initiative/project)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, Equity, BSC, College Budget
Committee
Purpose: The project will require the support of additional and/or outside funding.
How does your project address the college's Strategic Plan goal, significantly improve student learning or
service, and/or address disproportionate impact?
What is your specific goal and measurable outcome? (Note: Complete the Equity/BSI proposal in Appendix E1 if
you would like to request these funds and indicate “see Equity/BSI proposal for detail”)
What learning or service area outcomes does your project address? Where in your program review are these
outcomes and the results of assessment discussed (note: if assessment was completed during a different year,
please indicate which year).
What is your action plan to achieve your goal?
Target
Required Budget
Completion (Split out personnel, supplies,
other categories)
Date
Activity (brief description)
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
41
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Project Name:
Contact Name:
Division/Discipline/Program/Office:
Contact info: (email, campus phone, and cell phone)
Check the student success indicator(s) your project will address
__ ACCESS: Enroll more of a population group to match their representation in community.
__ COURSE COMPLETION: Increase success rates in identified courses.
__ ESL AND BASIC SKILLS COMPLETION:
Increase success rates in ESL or Basic Skills courses, and
Increase the completion of degree/transfer courses by ESL or Basic Skills students.
__DEGREE AND CERTIFICATE COMPLETION:
Increase percent of degrees/certificates among degree/certificate-seeking students.
__TRANSFER
Increase percent of transfers to 4-year colleges among transfer-directed students.
Check the type of project you are proposing
___ Curriculum/Program improvement ____ Outreach
___ Direct student intervention
____ Instructional Support
___ Faculty development
____ Research and Evaluation
___Other:
____ Coordination and Planning
To determine whether your project can be funded by Equity funds:
1) Does your proposal address disproportionate impact for any of the following target student populations
marked with an “X”? Please highlight the “X” that corresponds with your target populations. (Equity funds must
address specific opportunity gaps identified below with an “X”)
GOALS
Goal A:
Goal B:
Goal C:
Goal D1:
Goal D2:
Goal E:
Access
Course
ESL/Basic
Degree
Cert
Transfer
Completion Skills
Completion Completion
/ Success
Success
Rates
Males
X
Foster Youth
Students with
disabilities
Low-income
X
X
X
X
42
X
X
Veterans
X
American Indian or
Alaska Native
Asian
Black or African
American
Filipino
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Hispanic or Latino
Hawaiian or Pacific
Islander
White
X
X
X
X
X
2) COLLABORATIVE PARTNERS
In what ways does your project include collaboration between academic and student services and/or with the
community? (Equity proposals that partner to reach target populations are prioritized over proposals that do
not)
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?
__ Yes __ No
2) Does your immediate administrator support this project?
__ No __ Yes
3) How have you shared this proposal with others in the relevant area, discipline, or division? When did this
conversation take place and who was involved?
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
43
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.
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
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)?
44
Appendix F1A: Full-Time Faculty Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and
contribution to the Strategic Plan goal. Cite evidence and data to support your request, including enrollment
management data (EM Summary by Term) for the most recent three years, student success and retention data,
and any other pertinent information. Data is available at:
http://www.chabotcollege.edu/programreview/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. You can find
the template for the spreadsheet here: http://www.chabotcollege.edu/prbc/academicprogramreview.asp.
Add your requests to your spreadsheet under the 1000a tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions requested):
☒
1
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
CHABOT COLLEGE
CRITERIA FOR FILLING CURRENT VACANCIES
OR
REQUESTING NEW FACULTY POSITIONS
Discipline _____World Languages (Spanish)______
Criteria 1.
Percent of full-time faculty in department.
Fall 2013 Spring 2014
Fall 2014
Spring 2015
Fall 2015
FTEF
(Contract)
1.93
1.93
1.93
1.93
1.93
FTEF
(Temporary)
3.43
3.03
3.31
3.31
3.58
# of Contract
Faculty
2
2
2
2
2
45
Name of Recently Retired Faculty (in last 3 yrs)
Date Retired
None
Criteria 2.
Semester end departmental enrollment pattern for last three years.
Fall 2012
Spring
2013
Fall 2013
Spring
2014
Fall 2014
Spring
15
Success
Rate*:
55%
56%
60%
63%
58%
61%
FTES:
4.96
4.96
5.36
4.96
4.90
5.24
Briefly describe how a new hire will impact your success/retention rates.
The Spanish program currently functions with a ratio of 2 FT to 9 PT (Full Time/Parttime).
=> 39% of the Spanish program is currently taught by Full Time faculty.
A full-time Spanish instructor will be invested in:
1) Strengthening the success and retention rates by accessing curriculum,
developing new online courses to create a DE pathway for the newly approved
AA-T in Spanish.
2) Continuing to foster a full immersion instructional program that promotes a
communicative approach to language acquisition. Students’ learning is proven
to be greatly improving in such authentic and meaning linguistic settings
3) Helping create a new Pathway for the Spanish program to reach out to the
prominent Hispanic student body at Chabot by creating a Heritage Speaker
Spanish track and Spanish for professionals such as Medical Spanish and
Business Spanish.
*Note: It is important to note that our program’s success rate data is highly
impacted by the sequence of the courses because of prerequisite requirements.
From Fall 11-Spring 14, the overall rate for 1A was 51.5%, for 1B was 63%, for
2A was 81%, and for 2B was 90%.
2b. Librarian and Counselor faculty ratio. Divide head count by the number of full time faculty.
For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012
Spring 2013
Fall 2013
46
Spring 2014
Fall 2014
Criteria 3.
Meets established class size.
WSCH
Fall 2012
Spring 2013
Fall 2013
Spring 2014
Fall 2014
2850
3420
3630
2850
2850
114
705
121
694
95
588
95
588
FTES:
95
WSCH/FTES 588
If there are any external factors that limit class sizes, please explain.
The current class size of:
1A courses > 40 students
1B courses > 35 students
2A courses > 30 students
2B courses > 30 students
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill the
gaps, if applicable.
The newly approved AA-T in Spanish expedites the pathway to completion to
this degree and eliminated previously found bottlenecks (AA in Spanish).
The new approved 3 unit courses in Spanish will make more accessible the
completion of the degree by providing more options for students to move along
the pathway at their own education pace.
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.)
The Spanish program serves:
1) outside mandates:
All Spanish courses are UC and CSU transferable, as well as parts of the
requirements for the Spanish AA-T and AA degrees.
2) program health:
47
The Spanish program currently functions with a ratio of 2 FT to 9 PT (Full
Time/Part-time).
=> 39% of the Spanish program is currently taught by Full Time faculty.
The overall teaching load in Spanish is highly dependent on part-time instructors.
This creates more than ever a challenge in supporting our World Language mission
that relies on a full immersion program. Full time faculty invests their expertise and
experience in developing new teaching strategies, assessing instructional and
curriculum effectiveness, and training new part-time faculty.
3) student need/equity:
Students need to have a wide access to first year Spanish courses as these courses
fulfill their Foreign Language requirements and IGETC:
 All 1A courses count as the Foreign Language requirement needed for UC.
 All 1B courses count as the Foreign Language requirement for the UC
IGETC.
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.
The additional full time Spanish instructor would help alleviate the current ratio
of full time to part time faculty (2:9) and to expand the current program. The
Spanish program is expanding in response to the students’ demand for courses
on-campus and online. All of our courses are UC/CSU transfer courses and a
large percentage of our students enroll in our program to satisfy IGETC (area 3)
and their foreign language requirement.
Currently the Spanish program functions with a ratio of 2 FT to 9 PT (Full
Time/Part-time).
=> 39% of the Spanish program is currently taught by Full Time faculty.
Starting 2015-2016, the program will include a new sequence of 3 unit courses in
Spanish that will need a full time faculty supervising the curriculum cohesiveness
in order to reach our program goals of increasing student success and retention.
Criteria 7.
CTE Program Impact.
N/A
Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
48
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate
# Awarded
2011-2012
AA requirement
3
2012-2013
3
2013-2014
5
GE transfer requirement
Declared major
The preliminary census for fall 2015 for majors of students grouped by division shows:
Spanish (1105)
23
Spanish AA-T (1108)
Spanish AA-T (1109)
1
2
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.
In addition to our AA program, all of our courses (1A, 1B, 2A, 2B) are
included on various college and state requirements:
 All 1A courses count as the Foreign Language requirement needed for
UC.
 All 1B courses count as the Foreign Language requirement for the UC
IGETC.
 All 1A, 1B, 2A, and 2B courses count as:
- CSU Transfer List
- CSU GE list (area: Arts and Humanities)
- UC Transfer List
 All 1A and 1B courses count as:
- Associate in Arts Degree (AA)/Associate in Science (AS) (area:
Humanities)
- Associate in Arts Degree (AA)/Associate in Science (AS) (area:
Communication and Analytical Thinking)
 All 2A and 2B courses count as:
- IGETC-area 3 (Arts and Humanities)
- Associate in Arts Degree (AA)/Associate in Science (AS) (area:
Writing and Critical Thinking ; Humanities)
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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.
We would like to reiterate that the World Language program is currently heavily
dependent on part-time instructors in Spanish that teach high demand courses
(especially Spanish 1A and 1B courses). Because of the number of units each
course requires (5 units = 5 hours lecture + 1 hour lab), a part-time instructor can
only teach one course per semester (per contract). This impacts the ratio of parttime versus full-time instructors and the overall cohesiveness the program.
In addition, because these courses are taught using a full immersion pedagogy,
full timers are responsible for continuously training and mentoring part-timers
each semester to maintain program integrity. The issue arises with the retention
and the high turnover of part-timers that in turns affect students’ success in these
classes.
Strengthening the World Language program with an additional full-time Spanish
instructor would guaranty the cohesiveness and the integrity of the courses taught.
50
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:
☒
3.0 CAH x 2.5 hours per week
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
Re-assigned time for World Languages Coordinator:
We need to bring back the re-assigned time for World Languages Coordinator.
Our department would rotate the responsibility of WL Coordinator.
In the past the coordinator led the department in:
-Program Review, discipline plans, scheduling of courses and lab.
-Recruiting, interviewing, and mentoring of adjunct faculty in French, Chinese, Japanese, and Spanish.
-Scheduling and organizing Flex-day agenda and training opportunities for the part-time faculty.
51
Appendix F2A: Classified Staffing Request(s) [Acct. Category 2000]
Audience: Administrators, PRBC, Classified Prioritization Committee
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions (new, augmented and replacement
positions). Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please complete a separate Classified Professionals Staffing Request form for each position
requested and attach form(s) as an appendix to your Program Review.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet AND a
separate Classified Professionals Staffing Request form must be completed for each position requested.
Add your requests to your spreadsheet under the 2000a tab and check the box below once they’ve
been added.
Please click here to find the link to the Classified Professional Staffing Request form:
http://www.chabotcollege.edu/prbc/APR/2016-17%20Classified%20Professionals%20Staffing%20Request%20Form.pdf
This is a fillable PDF. Please save the form, fill it out, then save again and check the box below once
you’ve done so. Submit your Classified Professionals Staffing Request form(s) along with your Program
Review Narrative and Resource Request spreadsheet.
Total number of positions requested (please fill in number of positions requested):
☐
Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
52
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)
53
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans
and CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the
Faculty Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data at
http://www.chabotcollege.edu/ProgramReview/Data2015.asp
COURSE
Chinese 1A
Chinese 1B
Italian 1A
Italian 1B
CURRENT
FTEF
(2015-16)
0
0
0
0
ADDITIONAL
FTEF
NEEDED
.38
.38
.38
.38
CURRENT
SECTIONS
0
0
0
0
ADDITIONAL
SECTIONS
NEEDED
1
1
1
1
CURRENT
STUDENT #
SERVED
0
0
0
0
ADDITIONAL
STUDENT #
SERVED
40
35
40
35
Bring back Chinese and Italian: Due to the previous budget cuts, we lost the Chinese and Italian
programs at Chabot. We would like to bring those languages back to our World Languages
Department. We are proposing the reinstatement of CHIN 1A and 1B for the 2016-2017 academic
year.
As a reminder: all of our courses (1A, 1B, 2A, 2B) are included on various college and state
requirements:
All 1A courses count as the Foreign Language requirement needed for UC.
All 1B courses count as the Foreign Language requirement for the UC IGETC.
All 1A, 1B, 2A, and 2B courses count as:
CSU Transfer List
CSU GE list (area: Arts and Humanities)
UC Transfer List
All 1A and 1B courses count as:
Associate in Arts Degree (AA)/Associate in Science (AS) (area: Humanities)
Associate in Arts Degree (AA)/Associate in Science (AS) (area: Communication and Analytical
Thinking)
All 2A and 2B courses count as:
IGETC-area 3 (Arts and Humanities
54
Associate in Arts Degree (AA)/Associate in Science (AS) (area: Writing and Critical Thinking;
Humanities)
55
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 preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
56
Appendix F5: Supplies Requests [Acct. Category 4000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation
of funds.
Instructions: In the area below, please list both your anticipated budgets and additional funding
requests for categories 4000. Do NOT include conferences and travel, which are submitted on Appendix
F6. Justify your request and explain in detail the need for any requested funds beyond those you
received this year. Please also look for opportunities to reduce spending, as funds are limited.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
☒
SUPPLIES tab (4000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
We are requesting the purchase of foreign language DVDs to enhance the cultural,
historical, language components of our courses. In our courses we use foreign language
films to introduce cultural components, historical events, and language use. Students are
required to complete written and oral assignments as part of the course SLOs.
57
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:
We are planning to attend two conferences for World Languages on teaching,
methodology, and technology innovation. We are requesting full-time and part-time
faculty to participate in language related conference to promote innovation in teaching and
technology use in the classroom.



OTC: two full-time faculty will attend the Online Teaching Conference in San
Diego, CA.
FLANC: Full-time faculty will attend FLANC (the Foreign Language Association
of Northern California). This is an essential professional development to network
with other language instructors from local community colleges and universities.
We share pedagogical strategies, to discover new instructional materials, and to
assess the language programs of equivalent institutions.
FLANC: Part-time faculty will attend FLANC (the Foreign Language Association
of Northern California). This conference and the workshops would be an effective
professional development to the world language part-timers teaching at Chabot.
This would reinforce our mission of teaching in the sole target language through
meaningful and communicative interactions.
58
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Having faculty be up-to-date with technology use in the classroom as well as teaching
foreign language methodology is crucial in developing and implementing our SLOs. We
need to provide excellence and effective strategies to promote target language use in the
classroom.
59
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
Improvement in technical support from the college:
1. Critical Technology support needed:
B.
Surface Book (2 units)
We are requesting two Surface Books with wireless mouse and adaptors. The
Surface Book is a powerful laptop that works as a tablet with the use of the Surface
pen providing the instructor with the flexibility and portability to create short
screencasts using two applications (ExplainEverything and LectureNotes) and
uploading to the Internet (such as Youtube).
As we keep adding more DE courses in French and Spanish (online and hybrid) due
to their high productivity and high enrollments, we need critical technical support
that will enable the faculty to create innovative lecture videos. By Spring 2015, we
will have French 1A, 1B, 2A, 2B and Spanish 1A, 1B, 2A, 2B online making it
possible for students to complete an AA in French and Spanish and the AA-T in
Spanish all 100% online.
The two full-time instructors (C. Moon and C. Parrish) currently teaching these
online and hybrid courses are creating original vodcasts (video lectures) and
screencasts (video file that displays in real-time what someone is writing on some
screen, usually with an audio explanation of what is being written) hosted on
Blackboard.
C. VoiceThread ($2500/year department license)
VoiceThread is an interactive collaboration and sharing tool that enables users to add
60
images, documents, and videos, and to which other users can add voice, text, audio
file, or video comments. Since it has the option to embed it in Blackboard, we would
first try it as a pilot and as an addition to our discussion board forum. Students would
be able to record video or audio responses thus creating a more comprehensive
learning environment.
D. Screencast Pro ($99.95 x 2 = $200)
Online video and content hosting with adequate storing capacity and bandwidth to
accommodate the high volume of students accessing and downloading the video
lectures ($99.95 x 2 = $199.90 + tax). This is a yearly license for two instructors.
We currently have to accommodate at least 500 online/hybrid students accessing
online video lectures.
61
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?
62