Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: 1
Program: Computer Science
Submitted on 10/30/2015
Contact: Chun, Mehl, Traugott, Wong
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
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.
Computer Science (CSCI) is a STEM (Science Technology Engineering and Mathematics)
discipline. Our primary goal is transfer preparation for students majoring in CS looking to get
BSCS or MSCS degrees. We also meet a number of other needs for our students: we offer
courses applicable to other STEM majors like Engineering and Mathematics, skills
improvement courses for working professionals, required courses for non-CS-majors (e.g.,
CSCI-8 is required for several non-CS majors like Nursing) and survey courses for students
looking for general CS knowledge.
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.
1
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?
About a decade ago, CSCI suffered from enrollments dropping dramatically after the “dotcom” crash. CSCI enrollments have been steadily recovering for the last few years, a trend
that is true nationwide. Now, after two or three years of steady enrollment growth, we are
planning growth to meet the increasing demand for STEM education. We currently have
three full-time instructors (Keith Mehl, Desmond Chun and Jonathan Traugott) and also have
Wanda Wong teach a class for us each semester. Since all of the full-timers in the discipline
are teaching maximum loads to meet the growing demand, we need to add at least a few
part-time instructors to meet the increasing demand for our courses. We may need to hire
another full-time instructor soon if enrollments continue to rise, but we probably don’t need
one for next year.
3. The Difference We Hope to Make
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F1-8 (Resource Requests)
as relevant to your needs to support your narrative. Limit your narrative here to one page and reference
appendices where further detail can be found.
 Over the next three years, what improvements would you like to make to your program(s) to
support student learning outcomes, equity, and/or the College Strategic Plan Goal?
 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.)
Since the environment of Computer Science changes rapidly (e.g., the advent of tablets and
cell phones, the World Wide Web, etc.), but the basic principles do not change (the logic of
programming), we need to both re-introduce the courses we had to drop a decade ago in the
face of decreased demand; and add new courses to meet the needs of programmers working
in the new environments created by recent advances in technology, and which will appear in
the future. We hope to restore a number of classes we stopped offering, such as CSCI-42
(shell programming), the CSCI-18 series (C and Linux internals), CSCI-92, etc. series (Web
development classes), and are looking to add courses in mobile applications development.
We also plan to add other classes as demand for the new technologies increases. This will
require some additional training so we have the current skill sets to teach the new
technologies.
2
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Training/Conferences
TOTAL
2015-16
Budget
Requested
none
$1200
none
none
$1200
2015-16
Budget
Received
$1200
none
none
$1200
2016-17
Budget
Requested
2016-17
Budget
Received
$1200
$5200
$4800
$11200
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.
In years 2015/2016 we did not receive monies other than the normal supply budget.
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?
N/A
3
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:


No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once
at least once every three years.
Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
CSCI 7
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
*Note: These courses
must be assessed in
the next PR year.
X
CSCI 8
X
CSCI 10
X
CSCI 14
X
CSCI 15
X
CSCI 19A
X
CSCI 20
X
CSCI 21
X
CSCI 41
X
4
2-Years Prior
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
CSCI 7
1
1
one
100%
Fall 2015
Keith Mehl, Jon Traugott
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: Able to draw a flowchart using the standard
symbols showing the logic flow to add, subtract, divide,
and multiply two numbers. Detect if the two entered
numbers are valid numerics, and any "division by zero".
(CLO) 2: Code void and value-returning functions with
value and reference parameters and use them in a
program.
Defined Target
Actual Scores**
Scores*
(eLumen data)
(CLO Goal)
60% of scores
Target exceeded.
either a 3 or a 4. (> 60%)
60% of scores
Target exceeded.
either a 3 or a 4. (66.7 %)
60% of scores
Just short of
either a 3 or a 4. target.
(58.9%)
(CLO) 3: Demonstrate steps involved in program
development.
(CLO) 4: Produce well-documented, user-friendly
programs of short to medium length.
(CLO) 5: Describe the major hardware components of a
typical computer (e.g. main memory, secondary storage,
CPU, input and output peripheral devices) and what
function or part that each component performs when the
computer system is functioning.
5
60% of scores
either a 3 or a 4.
60% of scores
either a 3 or a 4.
Target not met.
(50%)
Target met.
(60%)
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?
Able to draw a flowchart using the standard symbols showing the logic flow to add,
subtract, divide, and multiply two numbers. Detect if the two entered numbers are valid
numerics, and any "division by zero".
The majority of students were able to master flowcharting and computer arithmetic. Logic
was as weak area, for example application of de Morgan’s law: not (A and B) iff not A or
not B. Many students replaced or by and on the right hand side of the equivalence.
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?
Most students are comfortable with flowcharts due to their visual nature. They are less at
home with logic and abstract thinking in general. We need to give this area more weight in
future iterations of the course. It would be helpful if logic were taught in introductory
college Math and at the high-school level
Make sure the students get the book (and read it) early in the semester, and turn in the
homework. The success rates in the course tied very closely with the turn in the
homework rates. We are not sure how to ensure students get the book and do the
homework. Financial problems caused most of the failures to get the books.
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?
Code void and value-returning functions with value and reference parameters and use
them in a program.
We succeeded in this with reaching our goal.
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 able to use value and reference parameters and differentiate their
behaviors. Reference parameters are especially important for CSCI majors since they relate
to pointers… a concept which students will need to master in CSCI 15.
Given that many students taking CSCI-7 are entering freshmen with no college experience,
and do not know how to go to college; and that many have financial problems that prevent
them from buying the textbook, success here was welcome.
6
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
Demonstrate steps involved in program development.
Target almost met. (58.9% vs 60%). We were one student short of goal here. With
relatively small sample sizes (total of 18 students completed the course) a change of one
or two would change the outcome to meet the goal. That said, many of the students went
through the a large part of the class without the textbook and several did not turn in most
of the assignments, so the overall poor results were not unexpected.
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?
As students write their own programs they gain an intuitive understanding of how
programming steps relate to each other. The key here is practice.
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?
Produce well-documented, user-friendly programs of short to medium length.
Fell short of target (50% vs target of 60%)
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?
Documentation relates to language and communication skills. Students with a strong
English background tend to produce well-documents code with greater facility. The fact
that target was not met is partially due to the large number of ESL students who major in
Computer Science.
Study skills and access to a textbook are primary skills needed for success in any Computer
Science course. Many entering freshmen come to Chabot with little idea of what college is
like, so they are unprepared for the demands of college courses. Usually, they pick up the
skills needed to program after a few semesters.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
7
1. How do your current scores match with your above target for student success in this course
level outcome?
Describe the major hardware components of a typical computer (e.g. main memory,
secondary storage, CPU, input and output peripheral devices) and what function or part
that each component performs when the computer system is functioning.
Target met.
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?
Hardware tends to be the aspect of Computer Science most familiar to students who take
CSCI 7. Students tend to be interested in technology from an early age and familiar with
concepts that relate to computer performance like random access memory and processor
speed.
8
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?
Shorter programming assignment but in greater number. More programming practice in
general to supplement and illustrate the concepts.
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?
CSCI 7 provides programming concepts and skills to prepare students for CSCI 14. Success
rates have increased in CSCI 14 since CSCI 7 was instituted as a prerequisite. Mathematics
55, 55L, 54, or 54L is a alternate prerequisite.
About 3 years ago, we moved from HTML and the JavaScript programming language to
Python as an easier development environment to teach programming concepts, and this
seems to have helped students understand the material of the course. However, this course
is still daunting for beginning college students.
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:______No actions currently planned._________________________________
9
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
CSCI 10
Spring 2015
One
One
100%
Fall 2015
Desmond Chun
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
Course-Level Outcome (CLO) 1:
Outcome: Recognize the functionally and ease of windows based user interface (IDE) for programs
written in Visual Basic.NET by selecting and understanding which of the proper or available objects
controls to embed on the Form and to code the proper event that each of those objects "detect"
when the program is executing. Discuss the advantages of a window based, event driven language
vs. an older "command line prompt language such as C or C++.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
Reinforce and introduce the concept that all languages may not be a “one size fits all, magic silver
bullet” solution. Microsoft VB and C# were designed for “rapid applications” development with
minimal, in depth programming expertise.
How do your current scores match with your above definition of success?
As per expected from previous courses. Currently, this course is taught only once per academic year,
and at night. Night students tend to be a “different” demographic and even operate at a different
motivational level than the average day, “full time” student
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
10
Visual Basic provides an alternative venue to reinforce the basic concepts presented in the other
courses (CSCI 14 through 20, 7, 19A). It has syntax, grammar differences plus many Windows
based capabilities not available or difficult if not impossible to implement in the other
programming languages. In a job environment, you will not see an exact duplicate of the college
lab or textbook, it is valuable for a novice programmer to see how basic concepts and capabilities
are implemented or improved under a different programming language and environment.
What course-level and programmatic strengths have the assessment reflections revealed?
Students if properly trained can be taught to “transition” to another language or environment
instead of being “insular” with only one programming language. Corporate America employers
will often have proprietary or different computing environments, applications or languages that
bear no obvious resemblance to the textbook or the college/university computing environment.
The ability to transition/adapt to that environment is in of itself a valuable “lesson” and
experience.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
None taken. Currently, this department is restricted to not more than 14-15 sections of which 2-3
are non major courses (CSCI 8), Computer Literacy. The primary objective is transferring Computer
Science majors to a four year institution which uses C++ as their “teaching” vehicle programming
language (Visual Basic is not widely taught at these institutions although Corporate employers
used this language).
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_None_________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome: Use of graphics, sound, mouse and timer based capabilities within a Visual Basic
application
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
Implementing a unique capability in one application/language vs. other languages. There is “no
one size fits all solution”. A business solution demand skills, insight or capabilities that may not be
11
“in the book”. Many of the products and services that we commonly use today were not verbatim
“in the book”. Students still have to utilize the same common concepts used in other languages to
implement a solution that may not be possible or very difficult in those other languages.
How do your current scores match with your above definition of success?
Students tend to do better if they have an affinity or preference “connection” to the assignment(s)
and tend to exceed minimum assignment standards or to utilize a different or “unconventional”
approach to solve that assignment.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Teaching “out of the book” as a base solution is one thing. Teaching students to develop
alternative solutions creates a higher individual probability of success on the job, the ultimate
objective for a degree seeker.
What course-level and programmatic strengths have the assessment reflections revealed?
Being “insular” in your outlook or view is probability detrimental to adapting to a changing
environment. Being aware of capabilities that one language or application can do vs. another may
create the motivation to “search” out how to do the same thing in the other languages.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
None taken
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
___None_______________________________________________________________________
_
Course-Level Outcome (CLO) 3:
Outcome: Using and concept of loops (i.e. for and while). When is a loop appropriate to the logic
and which particular type of loop is best to use in that situation.
12
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
Use of loops is common capability in any language, commonly use or proprietary (i.e. unique to
that one employer or organization). One instance of a common capability, only the syntax and
grammar of this language is different than that “other language”
How do your current scores match with your above definition of success?
Yes.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
None.
What course-level and programmatic strengths have the assessment reflections revealed?
Students that have taken at least one of the other programming courses retain and can adapt.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
None
What is the nature of the planned actions?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
_None_________________________________________________________________________
_
Course-Level Outcome (CLO) 4:
Outcome: N/A
13
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
75% of the class scored either 3 or 4
How do your current scores match with your above definition of success?
Target was met.
14
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
CSCI 14
Spring 2014
Three
Three
100%
Fall 2015
Mehl, Traugott, Chun
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: Code void and value-returning functions with
value and reference parameters and use them in a
program
Defined Target
Scores*
(CLO Goal)
60% score 3 or
better
Actual Scores**
(eLumen data)
60.8%
(CLO) 2: Demonstrate steps involved in program
development
60% score 3 or
better
78.3%
(CLO) 3: Produce well-documented, user-friendly
60% score 3 or
better
60.8%
60% score 3 or
better
69.6%
programs of short to medium length
(CLO) 4: Understand the mechanics under C++ of passing
argument values by values and by reference to a function.
Given the relevant code, the student will demonstrate
their knowledge of parameter passing by correctly
determining what would be output of that function.
 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?
15
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?
These are only for the sections I personally taught, but we exceeded target expectations.
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?
Success! CSCI-14 is a demanding class with high attrition, but the students who
persevere often do quite well. That shows in the success rates here.
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?
These are only for the sections I personally taught, but we exceeded target expectations.
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?
Success! CSCI-14 is a demanding class with high attrition, but the students who
persevere often do quite well. That shows in the success rates here.
16
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?
These results are only for the sections I personally taught, but we exceeded target
expectations.
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?
Success! CSCI-14 is a demanding class with high attrition, but the students who
persevere often do quite well. That shows in the success rates here.
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?
These results are only for the sections I personally taught, but we exceeded target
expectations.
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?
Success! CSCI-14 is a demanding class with high attrition, but the students who
persevere often do quite well. That shows in the success rates here.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
N/A
17
PART III: COURSE REFLECTIONS AND FUTURE PLANS
4. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
It's hard to argue with success. We are trying to improve overall success rates (C or better),
but the people who complete the class do seem to understand the basics of programming in
C++.
5. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
Keep doing what we are doing.
6. 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:_________________________________________________________________
18
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
CSCI 15
Spring 2014
One
One
100%
Fall 2015
Mehl, Traugott
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: define, design and use simple classes, including
at least one project that uses a class inheritance hierarchy
(CLO) 2: Manipulate arrays using pointer notation
(CLO) 3: manipulate objects in standard class libraries
such as strings, vectors and streams
(CLO) 4: use the new operator to implement a singly
linked list
Defined Target
Scores*
(CLO Goal)
60% score 3 or
better
Actual Scores**
(eLumen data)
67.7%
60% score 3 or
better
60% score 3 or
better
77.4%
60% score 3 or
better
71.0%
80.6%
 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?
19
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?
Exceeded expectations. Usually, those students who make it to CSCI-15 know the basics of
programming and how to go to college, and this is reflected in the higher success rates.
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?
Keep doing what we're doing.
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?
Exceeded expectations.
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?
Keep doing what we're doing.
20
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?
Exceeded expectations.
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?
Keep doing what we're doing.
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?
Exceeded expectations.
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?
Keep doing what we're doing.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
N/A
21
PART III: COURSE REFLECTIONS AND FUTURE PLANS
7. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
It's hard to argue with success. Since our students, as a whole, do well in CSCI-15, and our
transfer schools like our product, we see no real need to change our approach here.
8. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
Again, our students exceed expectations. We are doing well.
9. 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:_________________________________________________________________
22
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
CSCI 20
Spring 2012
1
1
100%
Fall 2014
Mehl, Traugott
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: Define a stack ADT and implement a stack ADT as
array (or vector) and as a linked list
Defined Target
Scores*
(CLO Goal)
60% score 3 or
better
Actual Scores**
(eLumen data)
100%
60% score 3 or
better
50%
(CLO) 3: Explain how recursion is implemented
60% score 3 or
better
90%
(CLO) 4: manipulate arrays using pointer notation
60% score 3 or
better
60% score 3 or
better
90%
(CLO) 2: design and code a complete program of 500 lines
or more
(CLO) 5: Write recursive methods
90%
 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
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?
It's hard to exceed everyone in the class meeting expectations…
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students who have survived CSCI-14 and CSCI-15 usually excel in CSCI-20. As a capstone
course, it shows skills as much as it teaches new ones.
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?
Here, we missed. A 500+ line program is a demanding task for a student (although it's
simple for a professional programmer), and several students, although they did write the
program, had numerous "bugs" – programming errors. Only 2 students actually failed to
produce a program that essentially worked.
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?
More time to complete the assignment might help, but the class had a month to write
this, and several in-class discussions about how to approach the problem. We need to
assign this for articulation to UC Berkeley, so we really can't drop this demanding
assignment. We can try to give more student support. A few of the students simply
waited too long to start and thus were unable to complete it in time.
24
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?
Success!
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?
Keep at it.
D. COURSE-LEVEL OUTCOME (CLO) 4:
9. How do your current scores match with your above target for student success in this course
level outcome?
Success!
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Keep doing what we're doing.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
11. How do your current scores match with your above target for student success in this course
level outcome?
Success!
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Keep doing what we're doing.
25
PART III: COURSE REFLECTIONS AND FUTURE PLANS
10. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We have good overall success rates in CSCI-20, and our target schools like our transfer
students. So I think we should keep doing what we're doing.
11. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
We have a strong transfer program in Computer Science overall. For the most part, keep
doing what we're doing.
12. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
26
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
CSCI 21
Fall 2014
1
1
100%
Fall 2015
Mehl, Traugott
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: Ability to write a simple interrupt handler.
Defined Target
Scores*
(CLO Goal)
60% score 3 or
better
(CLO) 2: Define the term interrupt
60% score 3 or
better
(CLO) 3: Define the term interrupt handler and discuss
60% score 3 or
better
how interrupts happen and how they are handled.
(CLO) 4: Demonstrate familiarity with the function of CPU
registers
60% score 3 or
better
Actual Scores**
(eLumen data)
96.6%
N/A – assessment
added after
course evaluated
96.6%
93.1%
 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
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
I. COURSE-LEVEL OUTCOME (CLO) 1:
9. How do your current scores match with your above target for student success in this course
level outcome?
Success!
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Keep at it. Students are doing well here.
J. COURSE-LEVEL OUTCOME (CLO) 2:
9. How do your current scores match with your above target for student success in this course
level outcome?
N/A – not assessed that term
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
28
C. COURSE-LEVEL OUTCOME (CLO) 3:
13. How do your current scores match with your above target for student success in this course
level outcome?
Success!
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Hard to argue with success…
D. COURSE-LEVEL OUTCOME (CLO) 4:
15. How do your current scores match with your above target for student success in this course
level outcome?
Success!
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
It's hard to argue with success… CSCI 21 students have generally taken most of the
other requirements for CSCI so they recognize and anticipate the demands of a secondyear computer science course.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
N/A
29
PART III: COURSE REFLECTIONS AND FUTURE PLANS
13. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
No changes suggested
14. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
We have a successful Computer Science transfer program, and CSCI 21 is a strong part of
it. No changes suggested.
15. 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:_________________________________________________________________
30
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: __CSCI__

PLO #1: Prepare students for for upper-division computer science courses at a 4-year
institution.
What questions or investigations arose as a result of these reflections or discussions?
Based on feedback from transfer students at Berkeley, CSUEB, Davis and UC Santa Cruz,
Chabot students are exceedingly well prepared for upper division work and have no
trouble completing the bachelor’s degree. Students often report that Chabot sophomorelevel courses were more demanding than the junior-level courses they are prerequisite to.
What program-level strengths have the assessment reflections revealed?
CSCI 14, 15, 20 and 21 give the student adequate preparation for upper division work.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
For success in industry, a wider variety of skills are needed that what current courses offer.
Computer technology has evolved at a rapid pace. We need to offer courses that reflect these
changes. Initiative Two (Mobile App course sequence) partially addresses this issue.
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, courses have been updated.
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, inactive courses have been deactivated.
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
31
Yes, other than CSCI 18A, CSCI 18B and CSCI 42, which were not offered due to cutbacks in FTEF
during the budget crisis. We anticipate offering these courses again in the near future.
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, CLO’s are up completed.
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, closing the loop forms have been completed.
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, PLOs have been developed.
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
Success in CSCI 14 is strongly correlated with success in CSCI 15. Likewise, CSCI 15 success is
predictive of CSCI 20 success.
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.

Students who take Math 20 prior to CSCI 15 and CSCI 20 tend to be more successful than those
who don’t. Similarly for students who take Math 8 prior to or concurrently with CSCI 20.

Institutional Research data indicates a strong correlation between having taken a mathematics
prerequisite and success in CSCI 14. We added Math 55 and CSCI 7 as prerequisites for CSCI 14.
It will still take a few more years of data and observation to confidently assess the impact of
these changes on student success and persistence.
32
Appendix E: Proposal for New and Ongoing Initiatives and Projects (Complete
for each initiative/project)
INITIATIVE ONE: Pilot Study: Wireless Display Technology in the Classroom
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?
Wireless display allows an instructor to send video from their mobile device directly to the projector
with minimal setup time. The instructor can freely walk around the room with their device without
being tethered to the computer desk. The technology also enables students to link their devices to
the screen, fostering a shared learning experience in the classroom.
Tablets with pen input offer the additional option of being used as a substitute for the white board.
The instructor can still be physically mobile as they would at the board while easily inserting digital
content into their lecture. For example one could annotate a Word Document or PowerPoint slide
without needing to switch from the white board to the projector. (Latency time is undetectable so
whatever is written on the tablet appears immediately on the screen.) A benefit to students is that all
written content can be saved as a PDF and posted on Blackboard or otherwise distributed to students.
Currently there are three main technologies for wireless display: IntelWiDi, Apple AirPlay and
Miracast. The technologies work respectively with Intel laptops/tablets, Apple devices and Android
tablets. All the technologies are fairly new, so only more recent devices are supported. All wireless
display technologies require an adaptor unit to serve an intermediary between the device and the
projector. The adaptor is a small box that connects to the projector via an HDMI cable and
communicates with the device via Wi-Fi. Thus, an instructor could potentially walk into a room, turn
on the projector and start displaying content within a minute. Students can link to the projector at the
discretion of the instructor.
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”)
Upon completion of the study, we will prepare a summary report, including student survey, to
evaluate the technology’s effectiveness in the classroom and make recommendations for future use.
In addition, we are eager to present our findings to other faculty and staff via live demonstrations the
classroom.
The study will be conducted in four classrooms (1812, 1813 and two other rooms TBD). The expenses
are $100 per classroom for each adaptor plus $1200 per instructor for purchase of a suitable device.
The total amount requested is therefore 4 x $100 + 4 x $1200 = $5200.
33
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).
Incorporation of new technology in the classroom to enhance instruction and promote shared
learning experiences among students.
What is your action plan to achieve your goal?
Target
Completion
Date
9/2016
Activity (brief description)
Purchase and install devices.
Required Budget
(Split out personnel, supplies,
other categories)
$5200
Develop curriculum to incorporate wireless display technology. 9/2016
N/A
Pilot technology in two Fall semester and two Spring semester 5/2017
courses, academic year 2016/2017.
N/A
Report on the technology’s benefits to instruction. Develop a
plan for wider adoption, if the technology is found to be of
value.
N/A
7/2017
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
34
INITIATIVE TWO: New Course Sequence in Mobile App Development
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, Equity, BSC, College Budget
Committee
Purpose: The project will require the support of additional and/or outside funding.
How does your project address the college's Strategic Plan goal, significantly improve student learning or
service, and/or address disproportionate impact?
This initiative will create a two-course Mobile App sequence within the CSCI curriculum. The courses
will draw on our current Community Ed. course in Android Development taught by Jonathan Traugott.
Topics will be expanded to include both Android and iPhone development along with associated
programming skills. The sequence will be paired with a certificate in Mobile Application Development.
Course description for our Community Education course: Android application development using the
App Inventor drag-and-drop interface. This course is primarily designed for non-programmers and
intermediate programmers unfamiliar with Android development. Modules cover Animation and
Games, Texting, Location Data, Shared Data, Web APIs and other topics. Students learn by coding or
modifying a series of apps each focusing on a few aspects of Android development. Java Android
Development.
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”)
Outcome will be measured by number of students successfully completing each course and number
of students completing the certificate. Student and instructor feedback will be used to improve
future iterations of the sequence.
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).
1) Incorporate new programming technologies into the curriculum.
2) Prepare students for current job market.
What is your action plan to achieve your goal?
Activity (brief description)
Training for three instructors via U.C. Berkeley Extension
course EL ENG X441.9 or the equivalent.
Target
Completion
Date
12/2016
Required Budget
5/2017
N/A
5/2017
$900 x 3 = $2700
(Split out personnel, supplies,
other categories)
$700 x 3 = $2100
http://extension.berkeley.edu/search/publicCourseSearchDetails.do?method=load&courseId=40967
Curriculum Development for new courses CSCI 27 and 28
(Beginning and Advanced Mobile App Development,
respectively).
Conference attendance for three instructors to Google I/O or
the equivalent.
CSCI 27 offered Fall 2017. CSCI 28 offered spring 2018. Require 6/2018
additional FETEF to support these new courses offering
35
0.25 FTEF
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: Current faculty are teaching near maximum overload. In order to
offer additional courses we will need to hire adjuncts. Adjuncts may cover existing sections e.g. of
CSCI 7 or CSCI 8 so tha full time faculty can teach new course sequence.
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:
INITIATIVE THREE: RESTORE SUSPENDED COURSES AND REPLACE UNIX SERVER
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, Equity, BSC, College Budget
Committee
Purpose: The project will require the support of additional and/or outside funding.
How does your project address the college's Strategic Plan goal, significantly improve student learning or
service, and/or address disproportionate impact?
We have not recently offered CSCI 42, CSCI 92, CSCI 18A or CSCI 18B due to budget cutbacks and low
enrollments following the dot com collapse. Enrollments have increased dramatically so the time is
ripe to reoffer these courses. Fall 2015 sections of CSCI 14 were oversubscribed, a positive sign of
increased interest in the major.
This initiative will bring back those courses as a regular part of the CSCI offerings. In order to offer
CSCI 42 and to continue offering CSCI 41 we will need a new UNIX server. Our current UNIX/Linux
server died during the Fall 2015 Semester (fortunately, not during an actual class which is taught
annually during Spring Semester). The current status of repair or replacement has not determined by
IT staff. Should it not be replaced, CSCI 41 can no longer be taught at this campus. CSCI 41 was
designed to prepare transferring students to be able to use the UNIX based computing environment
at the University of California, California State University or any other major four-year institution.
Therefore, we assign the highest priority to having a UNIX server in place as soon as possible.
We will require 0.5 additional FTEF in order to offer the courses listed above on a regular basis.
36
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”)
Currently students are underprepared for upper division because they lack adequate training in UNIX
and other programming courses normally offered at lower division. Providing a more robust set of
lower division courses will improve student success both at Chabot and at the student’s transfer
school. Measurable outcomes can be determined by student success data.
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).
1) Preparation for upper division courses.
2) Preparation for the current job market.
What is your action plan to achieve your goal?
Target
Completion
Date
12/2016
Activity (brief description)
Reoffer CSCI 42, CSCI 18A, CSCI 92 starting in fall 2016 or
spring of 2017.
Ensure that the UNIX server is replaced by fall 2016 in order to 8/2016
offer CSCI 41 and CSCI 42.
Required Budget
(Split out personnel, supplies,
other categories)
0.5 FTEF
Cost of server per IT
standard
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): Increased FTEF allocation
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain: Current faculty are teaching near maximum overload. In order to
offer additional courses we will need to hire adjuncts to teach those courses or to teach existing
courses so that regular faculty can teach the new courses.
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:
37
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
Veterans
X
X
X
X
X
X
X
American Indian or
Alaska Native
Asian
X
38
X
X
Black or African
American
Filipino
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Hispanic or Latino
Hawaiian or Pacific
Islander
White
X
X
X
X
2) COLLABORATIVE PARTNERS
In what ways does your project include collaboration between academic and student services and/or
with the community? (Equity proposals that partner to reach target populations are prioritized over
proposals that do not)
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.
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.
39
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)?
40
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):
☐
0
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
CHABOT COLLEGE
CRITERIA FOR FILLING CURRENT VACANCIES
OR
REQUESTING NEW FACULTY POSITIONS
Discipline ___________
Criteria 1.
Percent of full-time faculty in department.
Fall 2012 Spring 2013
Fall 2013
Spring 2014
Fall 2014
FTEF
(Contract)
FTEF
(Temporary)
# of Contract
Faculty
Name of Recently Retired Faculty (in last 3 yrs)
41
Date Retired
Criteria 2.
Semester end departmental enrollment pattern for last three years.
Fall 2012
Spring
2013
Fall 2013
Spring
2014
Fall 2014
Success Rate:
FTES:
Briefly describe how a new hire will impact your success/retention rates.
2b. Librarian and Counselor faculty ratio. Divide head count by the number of full
time faculty. For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012
Criteria 3.
Spring 2013
Fall 2013
Spring 2014
Fall 2014
Meets established class size.
Fall 2012
Spring 2013
Fall 2013 Spring 2014
WSCH
FTES:
WSCH/FTES
If there are any external factors that limit class sizes, please explain.
42
Fall 2014
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three
tier criteria. These include:
 Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
 Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
commitments outside the classroom to develop/implement initiatives that
support the strategic plan goal, and helps move an already successful initiative
forward.
 Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.)
43
Criteria 6.
Upon justification the college may be granted a faculty position to start a new
program or to enhance an existing one.
Is this a new program or is it designed to enhance an existing program? Please
explain.
Criteria 7.
CTE Program Impact.
Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate
# Awarded
2012-2012
2012-2013
2013-2014
AA requirement
GE transfer requirement
Declared major
Criteria 9.
Describe how courses and/or services in this discipline impact other
disciplines and programs. Be brief and specific. Use your program review to
complete this section.
44
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.
45
Appendix F1B: Reassign Time Request(s) [Acct. Category 1000]
Audience: Administrators
Purpose: Provide explanation and justification for work to be completed. (Note: positions require job
responsibility descriptions that are approved by the appropriate administrator(s).)
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years,
student success and retention data, and any other pertinent information. Data is available at
http://www.chabotcollege.edu/programreview/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 1000b tab and check the box below once they’ve been
added.
Total number of hours requested and the type of contact hour:
☐
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
46
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)
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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)
48
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
See new
course
initiative
CURRENT
FTEF
(2015-16)
3.25
ADDITIONAL
FTEF
NEEDED
0.75
CURRENT
SECTIONS
49
ADDITIONAL
SECTIONS
NEEDED
2
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors,
learning assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Please cite any evidence or data to support your
request. If this position is categorically funded, include and designate the funding source of new
categorically-funded position where continuation is contingent upon available funding.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions requested):
☒
4-5
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.
All CSCI courses have a lab component. Students frequently need more one-on-one help than the
instructor can provide. Student assistants will fill in to assist students writing and debugging
programs.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Course sections in which student assistants were available had higher success rates than sections
without a student assistant.
50
Appendix F5: Supplies Requests [Acct. Category 4000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation
of funds.
Instructions: In the area below, please list both your anticipated budgets and additional funding
requests for categories 4000. Do NOT include conferences and travel, which are submitted on Appendix
F6. Justify your request and explain in detail the need for any requested funds beyond those you
received this year. Please also look for opportunities to reduce spending, as funds are limited.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
☒
SUPPLIES tab (4000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
The usual supply budget is adequate for instructional supplies.
51
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:
Course training, travel, conference to acquire new skill set in the mobile app development
technology.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Mobile App is new technology where market demand is high. Offering courses in this area will
better prepare our students in this new trend.
52
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
Widi Mobile initiatives.
53
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?
54