Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: First Year
Program: Mathematics
Submitted on October 26, 2015
Contact: Cynthia Stubblebine
FINAL 9/24/15
Table of Contents
___ Year 1
Section 1: Who We Are
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
___ Year 3
Section 1: What Have We Accomplished?
Section 2: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New and Ongoing Initiatives and Projects
F1A: New Faculty Requests
F1B: Reassign Time Requests
F2A: Classified Staffing Requests
F2B: Student Assistant Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies Requests
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
YEAR ONE
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you
can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative.
b. Requests should be made for augmented/ additional resources (more than what you are already
receiving). If you have questions about what constitutes an “additional/augmented” request,
please talk with your administrator who can tell you what maintenance resources you are
already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a
master spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization
and discuss with their area at November division meetings.
1. Who We Are
Limit your narrative to no more than one page. Describe your program--your mission, vision,
responsibilities and the goals of your area. How does your area support the college? What impact do
you have on student learning? Describe the number and type of faculty in your area.
The Mathematics program serves all Chabot College students who plan on receiving AA/AS degree
and/or transfer to a four year institution, approximately 65% of our students. Our courses support
other disciplines on campus such as biology, chemistry, physics, computer science and business.
Our mission is to help our students develop critical thinking and problem solving skills via
mathematical concepts and practices. Our goals for our students can be stated best by listing our
expected outcomes for our students. Upon finishing a college level course, a Chabot College student
should be able to
1. analyze mathematical problems critically using a logical methodology (Critical Thinking);
2. communicate mathematical ideas, understand definitions, and interpret concepts
(Communication); and
3. increase confidence in understanding mathematical concepts, communicating ideas and
thinking analytically (Development of the Whole Person).
Our vision and responsibility is to teach with professionalism to help our students be successful and to
meet our student learning outcomes in each of their math courses in a reasonable amount of time.
The math program has 14 full-time instructors, 1 50% pre-retirement instructor and 31 part-time
instructors. Two of the instructors get release time for being members of the union and negotiating
team. Over the last three years our instructors have been members of, presented to or attended the
Facility Committee, Book Store committee, SLOAC, Basic Skills Committee, STEM Advisory Committee,
Curriculum Committee, Budget Committee, Faculty Senate, PBRC, Presidential Committee,
Professional Development Committee, hiring committees outside our discipline, Student Equity
Committee, tenure track evaluation committees, District Enrollment Management Committee, and
Faculty Prioritization committee. The math faculty have also participated in Hayward Promise
Neighborhood Grant, the Habits of Mind FIG, Mesa Program, CIN, California Acceleration Project
(CAP), FYE, Math Jams, and Bridge to Engineering. The math faculty work with the Learning
1
Connection Center, counselors and the Children’s Center faculty. We also offer the nation-wide
AMATYC test to our students and advise the Math Club.
The most impact we have had on student learning over the last few years, besides our dedicated
teaching, are the changes in our curriculum and the extra support we offer. We have restructured our
curriculum to contain pathways and introduced an “accelerated” pre-statistics course in hopes that
our students will be more successful in completing their math curriculum in a shorter period of time.
We have reviewed and revised the curriculum for our algebra sequence for the college-bound
students; we created a new algebra course for our non-calculus bound students to shorten the time to
get to a statistic’s course; we wrote our Math Concepts Course outline to make it more pertinent to
our liberal arts student; we are revising our curriculum to meet the C-ID descriptors; and we had input
into the creation of STEM 1 course. We have joined with our colleagues to enlarge the math lab to
become the STEM center, so students can get tutoring in the science areas. We have participated in
the creation of the MESA program. We have formed Math Jams with the help from FYE program, so
students could assess into a higher math course or be more successful in the course they assessed
into. Matt Davis offers hybrid courses to shorten the hours students need to be on campus. Adolph
Oliver is creating a mastery learning elementary algebra course. Many instructors now have Learning
Assistants in their courses to offer more in-class support. The MESA program and the Math Club offer
organized study workshops.
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?
With regard to our SLOs, we have changed our approach in assessing the SLOS. Originally, every
instructor assessed his or her course with their own assessment test and their own chosen time. We
found the data to be useless. Thanks to Rob Yest, we have a new process. We now have a common
assessment test for each course which the instructors give in the last week of the semester. We use
Scantron forms as an efficient way to grade the assessments and compile the data. To close the loop,
the math faculty meets once a month to discuss the results. From this we have made some changes
to our curriculum. Success rates for mathematics courses continues to average just over 50% during
fall and spring semesters with a spike over the summer, a trend that has remained consistent over the
last three years. The higher levels of success over summer is likely due to the fact that students
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enrolled in summer courses tend to be serious, more goal-oriented students. As with mathematics
courses throughout all levels of the education system, the success rates are significantly lower than
that of other subjects (50-55% for mathematics vs. 65—70% overall success rate for all courses.)
Success Rates for
2012-2015
80%
70%
60%
50%
2012-2013
40%
2013-2104
30%
2014-2015
20%
10%
0%
Fall
Spring
Summer
There was no significant difference in the success rates of males and females. However, significant
gaps persist in the success rates of African-American and Latino students. The disparity is particularly
pronounced for African-American students in courses that have in the past been labeled as
“bottleneck” courses for students in non-STEM majors. The overall success rates for beginning and
intermediate algebra (Math 65 and 55, respectively) have historically been lower than the overall
success rates for mathematics, ranging from 42-47% throughout the 2014-2015 academic year.
African-American students in those same course have experience lower success rates of 24-31% over
the same period.
Success Rates by Gender (2014-2015)
80%
60%
40%
Male
20%
Female
0%
Fall
Spring
Summer
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Success Rates by Ethnicity (2014-2015)
80%
60%
African American
40%
White
Asian American
20%
Latino
0%
Fall
Spring
Summer
On a positive note, the success rates for Math 53 have increased from by about 5% over its two years
of the existence course. Math 53: Applied Algebra and Data Analysis was introduced in 2013 to
provide non-STEM majors a shorter path to transfer. Though the success rates in Math 43 are higher
for students coming from Math 55 (77% for Math 55 versus 68% for Math 53), the fact that students
can complete the prerequisite for Math 43 in one semester instead of two reduces the overall
attrition of students on the statistics track. African-American students have also seen greater success
with this pathway (37-42%). Approximately 40% of the African-American students enrolled in Math 43
by Summer of 2015 are coming from the Math 53 pathway as opposed to Math 55.
Of students successfully completing a calculus track math course in fall 2013, around 70-80% enrolled
in the next course in the sequence by summer 2015. This percentage is lower for sequences involving
basic skills courses, particularly Math 103-Math 104 (66%) and Math 104-Math 65 (55%). The success
rates of students moving through Math104 to Math 65 and Math 55 is also lower than the success
rates of students on the calculus track. This is likely due to the fact that most calculus bound students
have more concrete career goals while many students in the basic skills courses have yet to decide on
a major.
Another point of interest is the success rates of Math 43 students coming from Math 53 as opposed to
the success rates of those coming from the Math 65/55 track. Of students who successfully completed
Math 53 in Fall 2013 and enrolled in Math 43 by Summer 2015, 68% were successful in passing Math
43. This is in contrast to the 77% success rate during the same period for students coming from Math
55. It should be noted however, that a direct comparison of these rates does not take into account the
fact that the real hurdle for students on the Math 65/55 track occurs during the transition from Math
65 to Math 55, where only 66% of students completing Math 65 in Fall 2013 were able to successfully
complete Math 55 by Summer 2015. The slightly higher success rates of these students are therefore
offset by the fact that the additional semester results in greater levels of attrition for non-STEM
students who ultimately need Math 43 to transfer.
Data from the HSUD shows that our students come to Chabot poorly prepared. To increase our
student success we would like to work with the school districts and with the families of our students
to improve student success.
4
The lack of funding for instructors and classes has impeded our student learning. Many students
could not get into classes they needed for their pathway or math requirements for transfer or
degrees. All our math courses were filled before new students could register for a math course. This
often led to students taking longer to time to achieve a degree or transfer as they had to take extra
semesters to finish their math sequence. Students who had to wait a semester or a year to enroll
into the next course in the sequence often lost their math skills and knowledge and did not perform as
well. The lack of classes also created bottlenecks for the science pathways. With the increase of
funding we hope to offer more classes and workshops. As we increase the basic skills classes and get
the students into the STEM pathway, we will need to increase the number of higher level classes. We
also want to introduce and continue classes that allow students to proceed through the pathways at a
faster pace, specifically Mth 53, the 20-1 math sequence, and the new Mth 100 A/B/C math jam
classes. The success rate of Mth 53 was mentioned above. The 20-1 math sequence started this
semester and we do not data for it yet. The data below shows promising results of the Math Jams
offered this last summer. 31 out of the 90 students participated assessed into a higher level math
course.
5
We would like to add workshops as support for our students in difficult classes. We would like to
continue to offer different approaches to teaching the courses such as hybrid and mastery learning to
help students with different learning styles.
We started to look into having our students who assess into Mth 103 to attend adult school. At that
time there was a movement at the state level to move the adult school to the community college, so
we discontinued our search. We plan to continue the discussion of how to help our Mth 103 students.
In the last three years we have adopted the EAP program as a different method for our students to
assess into our math courses. In the next few years we want to look at alternative assessment tools
to determine if they would be a better assessment tool for our students.
We would like to continue supporting our students outside the classroom by expanding the STEM
center, the MESA program, the STEM program, and Math club. Not only do these programs provide
support for our students to obtain their degrees and transfers, but they help students meet the
college wide learning goal of the development of the whole student. In the future we want to explore
other options of support with the Learning Connection, other tutoring groups on campus and FYE.
We have major changes to our basic skills curriculum in the last few years. We now plan to work on
the outlines for the pre- college level and college level math courses for the STEM pathway.
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Finally, we would like to work with other disciplines across campus to include math in their learning
communities and to include their disciplines into our STEM learning communities.
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.
Our goals:
1. If we receive release time for instructors, we would like to try some changes to our basic skills
program. One idea in the past is to offer modules of arithmetic and pre-algebra that students may
take based on a diagnostic test. This would allow students to focus on their weak areas rather than
take a semester course. We will look into changing the units of our basic skills courses to 0 units. We
will continue our discussion of what to do with Mth 103 students. We have talked about offering
topic workshops throughout the semester.
2. Review different ways to assess our students.
3. Increase the number of Math Jams and perhaps offer them during the winter break.
4. For the STEM Center increase in physical space, extend hours, open on Saturday, and have
personnel to oversee the area.
5. Continue with our Meeting of Mathematical Minds monthly meetings for discussing our student
learning outcomes and sharing ideas and pedagogy.
6. Continue our review of curriculum in terms of our pathways and C-ID course descriptors. The next
set of courses will be Mth 37, Mth 20 and Mth 1.
7. Offer mini-math conferences for our part-time faculty and local high school faculty.
8. Increase the number of students in the MESA and STEM programs.
9. Offer orientation programs for our incoming STEM students and their parents.
10. Offer more information to our students and the community through our website.
11. Offer more courses to remove bottlenecks that keep students from graduating or transferring.
12. Increase the number of tutors, learning assistants and instructional assistants.
13. Increase the number of full-time faculty so we will have time to work on these goals.
14. Get funding to reach these goals and sustain our programs.
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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
2015-16
Budget
Requested
2015-16
Budget
Received
2016-17
Budget
Requested
2016-17
Budget
Received
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
Was told that this Appendix was for the third year of program review.
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?
8
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.
Mth 122
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in
the next PR year.
x
Mth 103
X
Math 104
X
Math 65
X
Mth 55
X
Mth 54
X
Mth 53
X
Mth 53A
Not offered
Mth 53B
Not offered
Mth 41
Not offered
Mth 43
X
Mth 47
Not offered
9
Mth 31
Mth 33
X
X
Mth 37
X
Mth 20
X
Mth 25
See Engr 25
Mth 15
X
Mth 16
X
Mth1
X
Mth 2
X
Mth 3
X
Mth 4
X
Mth 6
X
Mth 8
X
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
MTH 122
Fall 2014
1
1
100%
Spring 2015
1 (bring up at a MMMM to increase
the number?)
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.
10
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1: (Critical Thinking) Analyze mathematical
Defined Target
Scores*
(CLO Goal)
70%
Actual Scores**
(eLumen data)
88.9%
problems critically using logical methodology.
 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?
In this course, ALEKS is used as the primary mode of instruction delivery. In ALEKS, students are
periodically given progress assessments on the topics that they have mastered since the last
assessment. All assessments are not previously announced and are taken on an honors system with no
time limit. For each assessment, we gather the percent of topics mastered that students demonstrated
that they retained through the assessment. We average the percent for all students’ assessments.
11
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
The above target was set at 70% because most instructors set a passing grade at 70%. The
actual results at 88.9% exceeded the target.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
The interesting question is that, if the assessment results are so good in ALEKS, why are
students grade so poor in math in general? I think the answer lies in the pace at which the
students learn. In ALEKS, students set the pace. For each topic, the material is provided for
students to study directly relevant to the topic at hand. There is no number of topics that
the students have to get through; they just have to put in the time. While some may say
that this does not make the student accountable for achievement, there’s little evidence
that students would try to cheat the system by not being productive while logged in. MTH
122 does not satisfy any prerequisites. Students choose to take this class to build their
skills because they recognize the need to. The only thing that student can get out of MTH
122 is the chance to reassess before the 6 months waiting period is up, and it seems very
unlikely that a student would pay $70 for ALEKS for 18 weeks for an opportunity to retake
the assessment early and not actually study.
The fact that students can retain well on “pop tests” in ALEKS on the topics they learned
when there is no time limit is an indication that perhaps theirs is a mismatch in the pace of
curriculum set up and what developmental math students can handle for long term
learning, not just learning for the test. Based on the student’s work pattern in ALEKS, it
appears that students often find it difficult to put in as much time as they know they need
to put in, for whatever reason, but for the work they were able to put in, the retention was
good. However, students don’t get that feedback in their regular math class via the benefit
of an online assessment system. By using ALEKS, students can achieve good retention
under ALEKS’s mastery learning format, where students have to get certain number of
questions correct in a row before the topic is considered mastered. A mastered topic not
answered correctly on the assessment test gets unlisted, and the student has to rework
that topic again. I think for developmental students, knowing that they have something to
show for the amount of time that they put in is a great motivator. Students know when
they don’t put in enough time for a class because of work or other issues, but the data
from ALEKS shows that they are capable of learning math skills when the topics are well
sequenced to be within the student’s zone of proximal development.
The situation working in ALEKS described above contrasts with how in a regular class most
students who fall behind are trying to keep up in class with the difficult material when they
haven’t mastered the skills needed to learn best but have no way of helping themselves
sort out what they really need to concentrate on first. These students are so focused on
the next assessment that the teacher will give that they don’t spend the solid amount of
12
time on the fundamentals needed for success. It seems that, to break the cycle of
developmental students’ focusing on short term learning goals, these students can benefit
from a mastery learning, open-entry-open-exit format in which they don’t have to start
from scratch when they repeat the course.
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?
None. This is the first time the course is assessed.
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
The student’s achievements on the progress assessments in ALEKS reveal that ALEKS is the
right product to help students focus on learning and not on grade. Having the assessment
managed by the computer, the students get a better understanding of their math skills
level and the quality of their learning. Students often don’t practice the best long-term
learning trajectory when the grade on their next quiz or test is on the line. Thus, MTH 122
should continue with the way it is if the goal is to help students prepare for their next
math course by helping them focus on long-term learning/retention.
3. What is the nature of the planned actions (please check all that apply)?
X – Curricular
X – Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: ___________________________________________________
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
13
Math 33
Fall 14
1
1
100%
Spring 15
Matt Davis, Christine Coreno,
Robert Yest, Dan Quigley, Anita
Wah, Miranda Brasleton, Kyle
Ishibashi
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
(CLO) 1: See Attachment
See Attachment
Actual Scores**
(data from
eLumen or your
own tracking)
See Attachment
(CLO) 2: See Attachment
See Attachment
See Attachment
(CLO) 3: See Attachment
See Attachment
See Attachment
(CLO) 4: See Attachment
See Attachment
See Attachment
 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
(or your own) data collected in this assessment cycle?
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PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in this course
level outcome?
See Attachment
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?
See Attachment
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?
See Attachment
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?
See Attachment
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?
See Attachment
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?
See Attachment
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?
See Attachment
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?
See Attachment
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
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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?
See Attachment
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?
See Attachment
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:_________________________________________________________________
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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: __Math AA, AS, AS-T____

PLO #1: Analyze mathematical problems critically using logical methodology.

PLO #2: Communicate mathematical ideas, understand definitions, and interpret concepts.

PLO #3: Increase confidence in understanding mathematical concepts, communicating ideas and
thinking analytically.
What questions or investigations arose as a result of these reflections or discussions?
See Attachment
What program-level strengths have the assessment reflections revealed?
See Attachment
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
See Attachment
Attachment
Student Learning Outcomes for the Math Subdivision
After one year since we adopted the new process, the Math Subdivision has continued meeting
to discuss student success—by sharing best practices for teaching math at various levels in a
series of robust discussions.
These monthly meetings are a resounding success. While success to many is only seen in
student success, we feel that the enthusiastic reaction to the shared ideas with commitment to
try to implement the suggestions in our classrooms is what we feel to be success. Validation of
student success will come later in our next assessment cycle.
We met throughout the academic year on the last Tuesday of each month. During this past
year, we discussed approximately 40% of the topics laid out documented in last Program
Review. Below is that list. The yellow highlights indicate those topics discussed.
17
Program Level



Multiple New Full Time Faculty Members – Robert Yest and Charlene Wieser presented
the case for 5 new hires. The math subdivision did get 2 new hires. THIS IS STILL AN
ISSUE. With new faculty members retiring, we are still struggling to backfill those
positions that we lost due to recent retirements.
Technology as a Tool for Instruction – Adolf Oliver presented his online program to help
students’ learning. It blends an ongoing assessment with material allowing for repeated
material addressing students’ weekness.
Placement Exam Revision
Curriculum





Math 36/37 into 20 Transitions
Math 20 to prepare for Math 1, 2, 3, 4, 6, and 8.
Converting Math 103/104 into Non-Credit
Using results to compare old 65/55 to new 65/55 sequence. – While not enough data is
available to sufficiently compare the two sequences. We did discuss the current issues.
The main one here is the new textbook. We analyzed the sequence of sections to try to
present the best approach to the topics. During this detailed discussion we developed a
suggested approach for 1) Functions: Domains, Ranges, Inverses, etc., 2) Variation, 3)
Graphing Equations from the Point Slope forms, 4) Exponential and Log functions, 5)
Rational Functions, and 6) Translations. What surprised us was how a simple discussion
of order of sections presented could lead to a robust discussion on how to prepare and
introduce the topic to the students in an effective way. For the discussion of functions
we also included how to build on the concept from the algebra sequence into 37
(Trigonometry) and 20 (Pre-Calculus).
Success in 53/43 vs. 65/55/43 compared to 53 vs. 65/55
Pathway Level





Definition of Functions (See Above)
Inverse Functions and their Domains and Ranges (See Above)
Polar Coordinates
Visualizing Topics
Interpretations / Applications
Course Level





Percents
Variation (See Above)
Pt-Slope Equations (See Above)
Taylor Series
Binomial Distribution
18
In addition to the Program Review’s list from last year, we included new topics that focus on
the student themselves:
Student Level


Learning/Study Skills – Matt Davis led a discussion to where we discussed many
different approaches to encourage students to improve their study skills. This includes
detailing the many different forms studying can take. We created a list of suggestions
from each of us to pass on to the student. This gives students suggestions beyond
simply doing homework. Also, we shared our incentives to motivate students to
improve on previous mistakes rather than dwell on them.
Critical Thinking – In March Doris Hanhan and Robert Yest participated in Chabot’s
discussion for measuring and assessing the College Wide Learning Goal, Critical Thinking.
Doris took the recommendations and led the healthy discussion on how to implement
the suggestions from that meeting. The broad scope of ideas offered a multi-faceted
approach, from types of questions to ask on a test, to how to approach a problem in
class, to using tests scoring as a tool to understand what why we ask those types of
questions getting students to analyze the material conceptually and away from the
problem itself.
Since last Program Review, two courses were assessed: Math 33 and Math 122. Math 122 was
assessed, and its Closing the Loop is included above.
Math 33 was surveyed in Fall 14 in the same manner as the other math courses. We discussed
33 in context of all our courses, and the results are included below. What we found was that
the issues to be addressed were in line and included in the list we determined last year.
It was brought up about prerequisites. Seeing that the target audience for 33 is Business
students and non-STEM GE students, we felt that Math 53 could serve as a prerequisite. Also
we would like to partner with our Business faculty to determine how best to market this course.
We will be investigating that in the future year.
Results for Student Learning Outcomes for Math 2014 including 33
Course
Survey
Ques #
37
37
37
37
37
37
10
4
8
6
5
7
# of Low
Total
Percent
Outliers Students
(**)
Type of Question
Graph a Polar Equation
Finding Areas of Plane Regions
* Domains & Ranges of Inverse Trig Fns
Solving Trigonometric Equations
Graphing Trigonometric Functions
* Finding Trig Function Values w/ Identities
19
53
36
32
24
22
22
100
100
100
100
100
100
53.00%
36.00%
32.00%
24.00%
22.00%
22.00%
37
37
37
37
20
20
20
20
20
20
20
20
20
20
1
1
1
1
1
1
1
1
1
1
2
2
2
2
2
2
2
2
2
2
3
3
3
3
3
3
3
3
1
9
3
2
10
5
3
7
4
6
1
8
9
2
1
6
10
7
9
5
2
8
4
3
5
2
8
9
7
1
4
10
6
3
9
10
5
4
8
6
1
7
Triangle Congruence Proofs
Law of Sines and Law of Cosines
Solving Triangles Using Right Trangle Thms
Angle Measures Using Basic Theorems
Converting Polar Equations
Polar Graphing
Right Triangle Geometry
* Range of 1-1 Functions
* Translations and Transformaitons
Polynomial Graphing
Log Equations
Sequences
Series
Polynomial Factoring
* Epsilon Delta
* Mean Value Theorem
Volumes
Concavity
* Riemann Sum
Implicit Differentiation
Continuity
Integral
Computation of Derivative
Definition of Derivative
Taylor Series
* Natural Logarithm (Calculus) Definition
Inverse Trigonometric Derivatives
Interval of Convergence
Polar Area
* Geometric Series Convergence
Trigonometric Integrals
Improper Integral
L'Hopital's Rule
Integration by Parts
Divergence Theorem
* Line Integral Applications
Optimization
* Gradient Properties
Green's Theorem
Volumes
3D Geometry
Spherical Integration
20
18
12
5
3
35
33
27
27
26
25
20
14
11
4
66
40
31
19
19
16
14
3
2
1
50
37
25
22
20
11
11
10
8
2
32
27
23
21
12
7
5
5
100
100
100
100
86
86
86
86
86
86
86
86
86
86
87
87
87
87
87
87
87
87
87
87
84
84
84
84
84
84
84
84
84
84
58
58
58
58
58
58
58
58
18.00%
12.00%
5.00%
3.00%
40.70%
38.37%
31.40%
31.40%
30.23%
29.07%
23.26%
16.28%
12.79%
4.65%
75.86%
45.98%
35.63%
21.84%
21.84%
18.39%
16.09%
3.45%
2.30%
1.15%
59.52%
44.05%
29.76%
26.19%
23.81%
13.10%
13.10%
11.90%
9.52%
2.38%
55.17%
46.55%
39.66%
36.21%
20.69%
12.07%
8.62%
8.62%
3
3
4
4
4
4
4
4
4
4
4
4
2
3
10
1
4
6
9
3
8
2
7
5
Tangent Vectors
Partial Derivatives
Laplace Transformations
* Existence and Uniqueness Theorem
Exact DE
* Definition of Fundamental Set
Power Series Solutions
First Order Linear DE
Higher Order Linear Differential Equaitons
Verifying Solutions
Variation of Parameters
IVP
3
3
16
15
12
8
7
3
3
1
1
0
58
58
25
25
25
25
25
25
25
25
25
25
5.17%
5.17%
64.00%
60.00%
48.00%
32.00%
28.00%
12.00%
12.00%
4.00%
4.00%
0.00%
6
6
6
6
6
6
6
6
6
6
8
8
8
8
8
8
8
8
8
8
103
103
103
103
103
103
103
103
103
103
9
5
8
10
7
6
1
4
2
3
4
6
7
3
10
9
2
5
8
1
3
10
8
7
9
1
5
6
2
4
Orthonormal Bases
Rank and Nullity of a Matrix
Linear Transformations
Eigenvectors and Eigenvalues
* Definition of Vector Spaces
Column Spaces
Gauss-Jordan Elimination Method
* Linear Independence
Inverse Matrices
Determinant
* Countability
Modular Arithmetic
* Proof by Contradiction
Sets
Counting Techniques
Discrete Probability
Symbolic Logic
Euclidean Algorithm
RSA Encription
Rules of Inference
Graphing Fractions
* Proportions
Simplification of Fractions
Percents
* Contrasting Different Measurments
Words to Decimal Conversion
Decimal Division
Rounding
Adding Fractions
Decimal Subrtraction
18
11
11
9
8
5
4
3
1
1
13
12
11
10
10
5
4
3
3
0
26
26
24
17
10
8
8
6
4
3
34
34
34
34
34
34
34
34
34
34
26
26
26
26
26
26
26
26
26
26
49
49
49
49
49
49
49
49
49
49
52.94%
32.35%
32.35%
26.47%
23.53%
14.71%
11.76%
8.82%
2.94%
2.94%
50.00%
46.15%
42.31%
38.46%
38.46%
19.23%
15.38%
11.54%
11.54%
0.00%
53.06%
53.06%
48.98%
34.69%
20.41%
16.33%
16.33%
12.24%
8.16%
6.12%
21
104
104
104
104
104
104
104
104
104
104
65
65
65
65
65
65
65
65
65
65
55
55
55
55
55
55
55
55
55
55
33
33
33
33
33
33
33
33
33
33
31
31
5
8
4
10
7
9
2
3
1
6
9
5
6
10
4
8
7
2
3
1
9
6
7
8
3
10
4
5
2
1
5
2
6
9
3
10
1
8
4
7
9
5
Application of Roots
Volume
Circular Computations
* Simplifying vs. Evaluating
Percents
* Interpretaion of Computations
Evaluating Expressions
Linear Equations
Order of Operations
Square Roots
Percents
Solving System of Equations
Equations of Lines from Points
* Vertical Slopes
Simplifying Rational Expressions
Graphing Lines
* Explain "Canceling"
Algebra of Polynomials
Factor Trinomials
Linear Equations
Logrithmic Functions
Exponential Applications
* Definition of Function
Exponential Graphing
Inverses
Rationalizing Denominators
Complex Numbers
Radical Equations
Absolute Value Inequalities
Quadratic Formula
Payments into an Account
Matrix Addition / Transposes
Probability
Discrete Random Variables
Gauss-Jordan Elimination Method
System of Linear Inequality
Matrix Multiplication
* Reduced Row Eshelon
Compound Interest
Application of Probability
Exponential Models
* Determining Domains
65
55
47
38
34
30
25
9
8
7
91
78
55
49
46
40
35
29
11
7
127
119
84
81
66
61
43
39
11
4
6
5
5
5
4
4
3
3
2
2
26
25
22
143
143
143
143
143
143
143
143
143
143
192
192
192
192
192
192
192
192
192
192
280
280
280
280
280
280
280
280
280
280
18
18
18
18
18
18
18
18
18
18
93
93
45.45%
38.46%
32.87%
26.57%
23.78%
20.98%
17.48%
6.29%
5.59%
4.90%
47.40%
40.63%
28.65%
25.52%
23.96%
20.83%
18.23%
15.10%
5.73%
3.65%
45.36%
42.50%
30.00%
28.93%
23.57%
21.79%
15.36%
13.93%
3.93%
1.43%
33.33%
27.78%
27.78%
27.78%
22.22%
22.22%
16.67%
16.67%
11.11%
11.11%
27.96%
26.88%
31
31
31
31
31
31
31
31
2
8
3
4
1
6
10
7
Binomial Expansion
* Quadratic Modeling
Logarithmic Equations
Graphing of Rational Functions
* Interpret Graphs
Geometric Series
Rational Inequalities
Rational Equations
23
23
22
22
20
18
18
6
93
93
93
93
93
93
93
93
24.73%
24.73%
23.66%
23.66%
21.51%
19.35%
19.35%
6.45%
15
15
15
15
15
15
15
15
15
15
16
16
16
16
16
16
16
16
16
16
54
54
54
54
54
54
54
54
54
54
53
53
53
53
7
8
5
10
4
9
1
6
2
3
8
9
10
7
2
4
6
1
3
5
10
3
5
8
6
4
1
2
7
9
10
4
1
3
Exponential Models
Using Derivatives To Sketch A Graph
Related Rates
* Intermediate Value Theorem
Differentiation Rules For Exp And Logs
* Continuity At A Point
Evaluate Limits
Cancavity And Inflection Points
Equations Of Tangent Lines
Find Derivatives Using Differentiation Rules
Continuous Random Variable Probabilities
Optimization Problems
Related Rates
Taylor Series Representation
Improper Integral
Double Intervals
Separable Differential Equations
Integration By Parts
Partial Derivatives
Differentiate A Trigonometric Functions
Variation
Applications of System of Equations
Rates
* Choosing an Appropriate Model
Exponential Models
Interpretation of Functional Models
* Interpret Linear Models
Equations for Parallel Lines
Exponential Equations
Quadratic Graphing
Variation
Empirical Rule for Normal Distributions
Geometry and Measurement
* Interpreting the Slope of a Line
25
18
16
15
11
11
9
5
3
2
4
4
4
3
2
1
1
0
0
0
33
26
20
14
13
8
7
5
5
5
46
38
32
21
46
46
46
46
46
46
46
46
46
46
6
6
6
6
6
6
6
6
6
6
59
59
59
59
59
59
59
59
59
59
97
97
97
97
54.35%
39.13%
34.78%
32.61%
23.91%
23.91%
19.57%
10.87%
6.52%
4.35%
66.67%
66.67%
66.67%
50.00%
33.33%
16.67%
16.67%
0.00%
0.00%
0.00%
55.93%
44.07%
33.90%
23.73%
22.03%
13.56%
11.86%
8.47%
8.47%
8.47%
47.42%
39.18%
32.99%
21.65%
23
53
53
53
53
53
53
5
9
6
7
8
2
Dimensional Analysis
Exponential Models
Linear Models for Real Situations
Function Notation
Scatterplots
Mean and Median
20
19
18
12
7
5
97
97
97
97
97
97
20.62%
19.59%
18.56%
12.37%
7.22%
5.15%
43
43
43
43
43
43
43
43
43
43
5
7
10
3
9
8
4
1
2
6
* Linear Regression
Binomial Distribution
Hypothesis Testing
* Interpreting Plots
Confidence Intervals
Normal Distribution
Using Box Plots
* Types of Studies
Finding Measures ofCcenter and Spread
Conditional Probability
146
106
96
94
91
61
52
45
42
34
357
357
357
357
357
357
357
357
357
357
40.90%
29.69%
26.89%
26.33%
25.49%
17.09%
14.57%
12.61%
11.76%
9.52%
24
Expected Grade
Course
37
20
1
2
3
4
6
8
33
31
15
16
54
53
43
55
65
103
104
# Students
96
85
87
80
56
24
32
26
18
91
45
6
59
90
343
275
186
47
137
A
19.8%
27.1%
18.4%
22.5%
37.5%
41.7%
59.4%
15.4%
16.7%
20.9%
20.0%
33.3%
6.8%
11.1%
31.8%
18.5%
10.8%
19.1%
19.0%
B
38.5%
27.1%
41.4%
38.8%
33.9%
33.3%
28.1%
57.7%
33.3%
41.8%
37.8%
33.3%
35.6%
31.1%
37.9%
34.2%
38.2%
42.6%
34.3%
25
C
32.3%
32.9%
29.9%
36.3%
26.8%
16.7%
9.4%
23.1%
27.8%
29.7%
35.6%
16.7%
44.1%
41.1%
25.7%
42.2%
43.0%
31.9%
34.3%
D
5.2%
9.4%
9.2%
1.3%
1.8%
8.3%
3.1%
3.8%
16.7%
5.5%
4.4%
0.0%
6.8%
11.1%
2.9%
4.0%
6.5%
0.0%
9.5%
F
4.2%
3.5%
1.1%
1.3%
0.0%
0.0%
0.0%
0.0%
5.6%
2.2%
2.2%
16.7%
6.8%
5.6%
1.7%
1.1%
1.6%
6.4%
2.9%
Confidence in Math
Course
37
20
1
2
3
4
6
8
33
31
15
16
54
53
43
55
65
103
104
# Students
95
84
87
83
56
25
33
26
18
93
46
6
59
93
348
275
185
47
134
Improved
71.6%
46.4%
66.7%
72.3%
69.6%
80.0%
75.8%
88.5%
72.2%
62.4%
78.3%
33.3%
62.7%
61.3%
74.4%
68.7%
68.6%
72.3%
67.9%
Same
18.9%
41.7%
24.1%
21.7%
23.2%
12.0%
21.2%
7.7%
16.7%
30.1%
17.4%
50.0%
28.8%
23.7%
18.7%
24.7%
23.2%
27.7%
23.9%
Worse
9.5%
11.9%
9.2%
6.0%
7.1%
8.0%
3.0%
3.8%
11.1%
7.5%
4.3%
16.7%
8.5%
15.1%
6.9%
6.5%
8.1%
0.0%
8.2%
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?
None, as no courses were assessed last cycle.
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?
We will be reviewing the assessments for our courses.
9. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
26
X Change to assessment methods
 Other:_________________________________________________________________
27
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? No, on instructor did
follow through with Mth 36 and Mth 37. Another instructor said he would do the update in
Spring 2016.
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? No, the workshops have not been offered. We are
hoping with more FTEF we can start offering them again.
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
28
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.
Project: MASTERY BASED ALGEBRA COURSE
How does your project address the college's Strategic Plan goal, significantly improve student learning or
service, and/or address disproportionate impact?
This project hopes to increase the success rates of our students in Mth 65 and the following courses
Mth 55 or Mth 54. Thus, shortening the time it takes students to meet their AA/AS math
requirement or transfer math requirement. This will also get our STEM and Allied Health students
into their pathways sooner.
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”)
The specific goal is to have our students be more successful in Mth 55 and Mth 54. We would have
Institutional Research do an analysis comparing the mastery learning approach to
lecture/discussion approach. There would be two comparisons. The first is comparing the success
rate in the Mth 65 courses and the second is comparing the success rate in the following Mth 55 or
Mth 54 course.
What learning or service area outcomes does your project address? Where in your program review are
these outcomes and the results of assessment discussed (note: if assessment was completed during a
different year, please indicate which year).
The project will address the SLO and PLO of the mathematics program. Specifically in the areas of
linear equations, rational expressions, polynomials and graphing. Prior results are available in the
above attachment for SLO and PLOs.
What is your action plan to achieve your goal?
Activity (brief description)
This project is to offer a mastery learning option to our
students in Mth 65. If successful, we would eventually like to
offer mastery learning to our students in Mth 55. Students
will receive individualized help from the instructor and
learning assistants. Students will take tests to show that they
have mastered the material and have retained their
knowledge throughout the course.
Target
Completion
Date
On going
Required Budget
(Split out personnel, supplies,
other categories)
Personnel: 4 Learning
assistants
Supplies: 6 printer
cartridges and 48 reams of
printer paper
Equipment: a four drawer
(locked) file cabinet,
classroom printer, and a
29
computer attached to
the printer
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)
X Other, explain The course will be taught using a different approach, so no
new classes or instructors are needed. Because of the individualized attention students will need, we
are asking for a learning assistant for each course.
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
X Require additional funding to continue and/or institutionalize the project
(obtained by/from): Lottery money
Will the proposed project require facility modifications, additional space, or program relocation?
X No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
X No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
X Yes, list potential funding sources: Equity funding, Basic Skills Funding and some
from lottery money
Project: MATH JAMS
How does your project address the college's Strategic Plan goal, significantly improve student learning or
service, and/or address disproportionate impact?
This project addresses the strategic plan goal by allowing students to reassess into a different math
course or increasing mathematical skills and knowledge to be more successful in the course they
assessed into.
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”)
The goal is to have students, who wish to reassess into a higher math course, be placed into a
higher level math course. The second goal is to have a higher percentage success rate.
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).
This project will address the problem of students who assess into a course lower than expected.
Assessments are mentioned in “Where are we now”.
30
What is your action plan to achieve your goal?
Target
Completion
Date
Offer 6 Math Jams (2-Mth 100A, 2-Mth 100B and 2-Mth 100C) Summer
in the summer.
2016
Activity (brief description)
Required Budget
(Split out personnel, supplies,
other categories)
Personnel: Instructors for 6
classes, 12 learning
assistants (2 for each
class), and 60 hours for
coordinator
Supplies: 144 access codes
to ALECKS PREP, Snacks,
Cooler, supplies for group
activities
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 Current math faculty will teach the math jams.
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
X Require additional funding to continue and/or institutionalize the project
(obtained by/from): Equity funding
Will the proposed project require facility modifications, additional space, or program relocation?
X No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
X No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
X Yes, list potential funding sources: Equity funding
Project: BASIC SKILLS PROGRAM
How does your project address the college's Strategic Plan goal, significantly improve student learning or
service, and/or address disproportionate impact?
This project addresses the issue of low success rates in our basic skills classes, especially for African
Americans and Latinos.
31
What is your specific goal and measurable outcome? (Note: Complete the Equity/BSI proposal in
Appendix E1 if you would like to request these funds and indicate “see Equity/BSI proposal for detail”)
Our goal is to have all success rates for basic skills classes increase and for the success rates among
various group be more consistent.
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).
This project will address the math basic skills area. Assessments are mentioned in “Where are we
now”.
What is your action plan to achieve your goal?
Activity (brief description)
1. Recruit a faculty leader to oversee the project.
2. Research other colleges’ basic skills program.
3. Create a recommendation report and report to Math
subdivision and Dean of Science and Math.
4. Visit high schools to explain our assessment process,
including EAP program, and the consequences of not doing
well. Promote Chabot math classes.
5. Offer math study skills workshops for students.
6. Offer peer-led, topic-oriented math workshops for
students.
7. Train basic skills tutors.
8. Review assessment process.
8. Oversee that the recommended changes to the basic skills
program that are approved by the math subdivision happen.
9. Find money to continue funding the program.
10. Write any reports required by funding sources.
11. Give progress of the program to the math subdivision.
Target
Completion
Date
March
2016
June 2016
Required Budget
On going
On going
Supplies:
(Split out personnel, supplies,
other categories)
Personnel:
1) 10 CAH per semester or
release time for math
September faculty
2016
February
2) Tutors for peer-led
2017
workshops
On going
January
2017
May 2017
May 2017
May 2017
May 2017
Supplies for group work
including manipulatives
and paper for handouts
Travel:
Need funding for travel
expenses to visit colleges.
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
32
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): Equity funds, basic skills funds or general funds
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain: We might need space to offer the workshops.
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: Equity, Basic Skills
33
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Project Name: Math Jam
Contact Name: Deonne Kunkel, the Math Department, or Tim Dave
Division/Discipline/Program/Office: Math and Science
Contact info: (email, campus phone, and cell phone) dkunkel@chabotcollege.edu OR
tdave@chabotcollege.edu
Check the student success indicator(s) your project will address
__ ACCESS: Enroll more of a population group to match their representation in community.
X COURSE COMPLETION: Increase success rates in identified courses.
_X ESL AND BASIC SKILLS COMPLETION:
Increase success rates in ESL or Basic Skills courses, and
Increase the completion of degree/transfer courses by ESL or Basic Skills students.
__DEGREE AND CERTIFICATE COMPLETION:
Increase percent of degrees/certificates among degree/certificate-seeking students.
X TRANSFER
Increase percent of transfers to 4-year colleges among transfer-directed students.
Check the type of project you are proposing
___ Curriculum/Program improvement __X__ Outreach
_X__ Direct student intervention
____ Instructional Support
___ Faculty development
____ Research and Evaluation
___Other:
__X__ Coordination and Planning
To determine whether your project can be funded by Equity funds:
1) Does your proposal address disproportionate impact for any of the following target student
populations marked with an “X”? Please highlight the “X” that corresponds with your target populations.
(Equity funds must address specific opportunity gaps identified below with an “X”)
GOALS
Goal A:
Goal B:
Goal C:
Goal D1:
Goal D2:
Goal E:
Access
Course
ESL/Basic
Degree
Cert
Transfer
Completion Skills
Completion Completion
/ Success
Success
Rates
Males
X
Foster Youth
Students with
disabilities
Low-income
X
X
X
X
34
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
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)
Math Jam collaborates with Puente and Daraja to recruit students and will collaborate with the
Veterans’ center as well. Thus far, Jams that partner are our most successful.
To determine how your project fits into your discipline’s or program’s planning:
1) Is your project mentioned in your area’s latest program review?
_X_ Yes
__ No
2) Does your immediate administrator support this project?
__ No _x_ Yes
3) How have you shared this proposal with others in the relevant area, discipline, or division? When did
this conversation take place and who was involved?
Yes. I visited Math at the time the original Jams were developed and collaborated with them via email
this second round as well as in person during STEM advisory meetings. We discussed revisions to the
budget and determined that that I would submit the proposal.
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
35
Students who participate in Math Jam will persist and succeed in Math courses at higher rates than
those who don’t, and will potentially test into higher math levels. Accelerating through Math will
support them to completion.
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
Math Jam is designed to support students through the Math sequence. Ample data indicates
that Math presents a significant barrier to completion at Chabot. The majority of our student test into
basic skills Math and those who test into the lowest level have only a 7% chance of meeting their
transfer requirements after six years of attendance at Chabot. African Americas are over-represented in
this group (See “Outcomes by Ethnicity” at
http://www.chabotcollege.edu/IR/StudentSuccess/EquityDatabyEthnicitySpring2014revised.pdf )
Equity data presented to the Equity committee verifies that African Americans, Latinos, and
Pacific Islanders assess into Basic Skills Math at higher rates than the college Average and both African
Americans and Pacific Islanders succeed at lower rates. (See “Student Groups Most Underrepresented
on Equity” at
http://www.chabotcollege.edu/IR/StudentSuccess/EquityIndicatorsByUnderrepresentedGroup_Fall2014
.pdf )
Math Jam was designed to address this issue by preparing students re-assess into higher levels
of Math and to be more successful in their Math classes at whatever level they assessed. Initial data
indicates that our pilot was most successful for the student populations it was designed to support. 102
students participated in eight sections of Math Jams. 22% of these students were African American and
42% were Latino. 2% were Pacific Islanders and only 6% were white, the lowest two demographics
represented. On average, 36% of students who reassessed tested into at least one level higher. African
Americans, who participated at higher rates than the college average for their demographic, tested into
a higher levels of Math at the rate of 45% and Latinos assessed into higher Math classes at a rate of 37%.
At the end of Fall semester 2015, we will examine success rates to see whether student who
participated in a Jam were as or more successful than peers who did not.
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.
Following the process established during the pilot, the Math Department will select a coordinator who
will draft marketing materials, manage logistics and work with the Math and Science dean to schedule
the Jams and find instructors. The work of scheduling the classes will be completed prior to the Summer
2016 course schedule deadline. Jams will be offered throughout the summer beginning in June.
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
If we enroll 200 students, twice as many as last year we will need the following:
8,000 for coordination (a $2,000 reduction from last year’s budget)
4,000 for food
2,000 for Learning Assistants at 9.50 per hour
7600 for ALEKS at $38 per person
36
Total: $21,600
EXPECTED OUTCOMES and EVALUATION
How will you know whether or not you have achieved your goal?
What measurable outcomes are you hoping to achieve for the student success indicator and target
population you chose?
How will you identify the students who are affected (are they part of a class, a program, or a service, or
will you need to track them individually)?
We will run success and demographic data on Math Jam participates and coordinate with the
Assessment Center to track how many students assess into higher levels of Math.
37
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Project Name: STEM Program Support Proposal
Contact Name: Donna Gibson
Division/Discipline/Program/Office: Science&Mathematics/Chemistry/STEM/2057
Contact info: dgibson@chabotcollege.edu/723-6895(office)/5103012676 (cell)
Check the student success indicator(s) your project will address
__ ACCESS: Enroll more of a population group to match their representation in community.
X_ COURSE COMPLETION: Increase success rates in identified courses.
__ ESL AND BASIC SKILLS COMPLETION:
Increase success rates in ESL or Basic Skills courses, and
Increase the completion of degree/transfer courses by ESL or Basic Skills students.
__DEGREE AND CERTIFICATE COMPLETION:
Increase percent of degrees/certificates among degree/certificate-seeking students.
X_TRANSFER
Increase percent of transfers to 4-year colleges among transfer-directed students.
Check the type of project you are proposing
X__ Curriculum/Program improvement X___ Outreach
___ Direct student intervention
X___ Instructional Support
X__ Faculty development
X___ 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: Course Goal C:
Goal D1:
Goal D2: Cert Goal E:
Access
Completion /
ESL/Basic
Degree
Completion
Transfer
Success Rates
Skills Success Completion
Males
X
Foster Youth
Students with
disabilities
Low-income
Veterans
X
X
X
X
X
X
American Indian or
Alaska Native
Asian
Black or African
American
Filipino
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Hispanic or Latino
X
38
X
Hawaiian or Pacific
Islander
White
X
X
X
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)
Our STEM Program is currently being developed and will be housed mainly within the STEM Center,
which operates in collaboration with the Learning Connection. Our proposal also strives to build
relationships between the STEM Center and Special Programs by including presentations to inform
students of the services and supports on campus for STEM majors. These presentations will utilize our
STEM Peer Advising Program that has grown from last year's STEM equity proposal funding. We also
plan to involve our STEM Student Clubs in outreach and in-reach and community events. In addition,
we are already working with general counseling and have set up a pilot for STEM students to be
screened by faculty and referred to appointments for development of full SEP’s by one of four
designated STEM Counselors. We are also working with the First Year Experience on campus and will
continue to work with the STEM cohort. Our STEM Program is also closely tied to our MESA and
startup TRiO STEM Programs as well as our NIH Bridge to Baccalaureate Program with UC Berkeley.
To determine how your project fits into your discipline’s or program’s planning:
1) Is your project mentioned in your area’s latest program review?
_X_ Yes
__ No
2) Does your immediate administrator support this project?
__ No _X_ Yes
3) How have you shared this proposal with others in the relevant area, discipline, or division? When did
this conversation take place and who was involved?
This proposal is submitted by the STEM Advisory Council which is an interdisciplinary work group that
includes faculty, staff and counseling. The SAC has been meeting since the Spring 2015 semester and
has been meeting weekly for the Fall 2015 semester to discuss needs and issues that arise with the
development and implementation of a successful and comprehensive STEM Program for Chabot
College. The proposal was also vetted through the Science and Math Division.
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
The major goal of this proposal is to increase the number of students from the populations
highlighted on the disproportionately impacted student grid above to transfer to 4 year institutions,
specifically in STEM majors.
39
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
Need:
It is difficult to details on actual transfer data, so we are going to provide the most complete picture
for need using the data that is available at this time. The most complete set of data is from Fall 2013.
Table 1 shows the breakdown of STEM majors on campus in Fall 2013 by ethnicity. The total number
of students who have self-declared an education goal of transfer in the STEM majors is 1368 with 904
(or 66.1%) representing the disproportionately impacted populations as provided on the initial
proposal grid under Goal E: Transfer. It is also important to note that enrollments have increased
since Fall 2013 and preliminary data for Fall 2015 shows the total number of STEM majors has
increased from 1368 to 1897. If the characteristic percentages stay similar, that would increase the
possible number of students served by this proposal from 904 to 1254 (66.1% of 1897).
Table 1: Fall 2013 Data on STEM Majors on Campus by Ethnicity
Ethnicity
% of all students # of students on
on campus
campus by
(n=13,512)
ethnicity
African American
Filipino
Latino
Pacific Islander
White
Total Possible Number of
Students Served by
Proposal
13%
8%
36%
2%
18%
# of students
in STEM
majors
1757
1081
4864
270
2432
% of STEM
majors by
ethnicity
111
111
440
22
220
6.3%
10.3%
9.0%
8.2%
9.0%
904
% of STEM
majors
(n=1368)
8.1%
8.1%
32.2%
1.6%
16.1%
66.1%
The data in Table 1 shows we have a large number of disproportionately impacted students who
potentially could be served by strengthening the supports for STEM majors on this campus to
ultimately increase the number of transfer students as listed as Goal E: Transfer.
This is where the lack of data makes it difficult. The actual data we need to know to discuss our
effectiveness as a program is how many of our students (broken down by ethnicity) are actually
transferring in STEM fields. Since we do not have that data, we are going to use the enrollment,
success and persistence data through our higher level STEM courses to show the need for additional
supports for students. What data we do have suggests students outcomes in the STEM fields shows
disproportionate success by ethnicity. Table 2 below highlights some of the disproportionate
outcomes using data from Fall 2012 through Summer 2015.
Course
Math 1
Math 20
Math 37
Phys 4A
Chem 1A
Chem 31
Total
Enrollment
1055
1155
1428
334
805
905
% Success
59.1%
57.5%
45.4%
72.8%
67.0%
68.0%
African American
Enrollment
54 (5.1%)
60 (5.2%)
114 (8.0%)
18 (5.4%)
47 (5.8%)
52 (5.7%)
40
% Success
Latino Enrollment
% Success
50.0%
45.0%
35.1%
44.4%
46.8%
50.0%
233 (22.1%)
298 (25.8%)
430 (30.1%)
65 (19.5%)
197 (24.5%)
257 (28.4%)
49.8%
48.7%
40.2%
63.1%
56.9%
64.6%
This data shows that the overall success rates for African American and Latino students is consistently
lower than the overall success rates, and in addition, notice the trend of decreasing percent
enrollment through the sequence of courses. This is especially shown in the decrease in % enrollment
in Latinos from Math 37 to Math 20 to Math 1 (30.1% -25.8% - 22.1%). Also, the lower enrollment
numbers of students in Physics 4A shows that we are losing students disproportionately through our
sequences (8.1% of STEM majors are African American, yet only 5.4% of students enrolled in Physics
4A are African American and 32.3% of STEM majors are Latino yet only 19.5% of students enrolled in
Physics 4A are Latino). We did run the numbers for the Chemistry 31 to Chemistry 1A sequence and
found that the enrollment continues to decrease for Latino students, but not for African American
students, and in contrast to the math sequence, where success rates increased as students moved
through the sequence, success rates in chemistry declined throughout the sequence. We only gave
representative data showing trends and chose to represent the Latino population because they are
the largest population disproportionately impacted in STEM majors and African American students
are disproportionately impacted in both transfer rates and in course completion/success rates.
The data presented is also not completely accurate since it is not unduplicated headcount data. This
means that the percentages shown are the highest possible and in fact, with students repeating
courses, the percentage of students making through the sequence is actually lower than shown in this
data.
Data from Fall 2013 through Summer 2015 show that the populations we are trying to reach are
already using the STEM Center, with approximately 69% of students using the STEM Center having
Transfer (with/without AA/AS) as their educational goal. Also, on average 74% of students using the
STEM Center are our targeted populations (19% African American, 8% Filipino, 34% Latino, 2% Pacific
Islander and 11% White). In addition, looking at a larger picture, 94% of students using the STEM
Center are low income students.
Our proposed solution to the issue of disproportionate impact on certain populations to succeed to
transfer in STEM majors is to offer many more services through our STEM Center. We believe that
improving engagement of and support to students who are both declared STEM majors and those
who are exploring STEM as an option will have a positive effect on transfer rates. (The focus of this
proposal is STEM, however the STEM Center also serves as a support center for students in basic skills
mathematics and those taking biology, chemistry and mathematics as part of the pre-Allied Health
(Health and Wellness ) pathway as well). We are requesting staff to run the center and to increase
the services offered. The additional services we would like to add include: formal supported study
groups for STEM courses, STEM speaker series, bootcamps in mathematics, chemistry and physics to
increase success in courses that show disproportionate success rates (Chem 1A, Physics 4A, Math 1).
We would also like to have staff for student support to better coordinate and tailor our tutoring
services and to be able to evaluate best practices and what interventions are successful at what doses
(Do students who study at the STEM Center for 5 hours/week show impact more than those at 1
hour/week? If so, how do we get students to come in more hours?). We need staff to implement and
help evaluate effectiveness to move forward and better serve our students. We would like to
organize a faculty inquiry group to look at equity within our science and math courses. In addition,
we would like to continue to support the STEM Peer Advising Program that was started out of last
year's equity proposal as a great way to do outreach and in-reach to effect the targeted populations.
Lastly, we would like to provide students with a STEM Speaker Series that would target impacted
populations to increase the sense of community and motivation for our students.
41
ACTIVITIES
Please list all the activities (A.1, A. 2, A.3, etc.) that you propose to do to reach your goal.
List activities by target date in chronological order.
Identify the responsible person/group for each activity, and who will be involved.
A1: Increase services offered at STEM Center (As soon as possible)
Hire a full time STEM Center Directo, Administrative Assistant, 1.5 full time
instructional assistants. This activity is in partnership with the Learning Connection and positions
will support not only the STEM Program but also students in Basic Skills level math courses
(details can be found in the proposal for basic skills mathematic support submitted directly by
the Learning Connections) and students in the Health and Wellness Pathway (supporting Math
53, 43 and Chem 30A, 30B).
Responsible Persons – STEM Advisory Council and Dean of Science and Mathematics
A2: Faculty Inquiry Group on Equity in STEM Program (Organize Fall 2015, Implement Spring 2016)
This activity serves to allow faculty in the classroom to explore equity issues and research
possible pedagogical solutions to achievement gaps in both mathematics and science courses as
described in the needs section. We will look to the National Equity Project for assistance in
starting this FIG. The FIG will meet monthly to discuss readings and/or discuss equity issues in the
STEM classes.
Responsible Persons – Donna Gibson (or other) and up to 10 Science/Math Faculty
A3: Classroom/Program Presentations (Fall 2015, Spring 2016 and ongoing)
STEM Peer Advisors to meet with various Special Programs and do class visits into Math 65, 55,
37, 20, Chem 31, 1A and Bio 6 and 4 to inform students of supports in place for STEM majors on
Campus. This activity is aimed at increasing both the overall number of students who use the
STEM Center but also at increasing the percentage of under-represented students using the
Center.
Responsible Persons – STEM Advisory Council, STEM Peer Advising Program and STEM Student
Clubs
A4: STEM Speaker Series (Spring 2016 and ongoing)
Organize a monthly speaker series targeting under-represented populations in STEM careers to
increase motivation and sense of community among STEM majors.
Responsible Persons - STEM Advisory Council but ultimately, the STEM Center Director
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
See attached spreadsheet
42
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)?
Overall Outcome – Data showing support of increasing numbers of successful STEM transfer students
will take several semesters (most likely a minimum of 2 years) to collect in a meaningful way.
Long Term Measureable Outcome: Increase the number of disproportionately impacted students who
are STEM majors successfully transfer to 4 year institutions.
As earlier indicators of impact of our proposal, short term measurable outcomes will be monitored and
are described below. Use of the STEM Center will be monitored by individual student identification
numbers when students log into the center. We will track not only how many students are using the
center, but for how many hours and have a breakdown by ethnicity. This data has been challenging to
verify, since we have not had staff in the center to ensure students are signing in and out. With correct
staffing, we hope to improve the quality of our data. Activities 1 and 3 and 4 play a part in increasing
the use of the STEM Center and on the ethnic breakdown of who is using it.
Measurable Outcome 1: Increase use of the STEM Center by targeted populations identified on
Proposal Grid by 3% by end of Fall 2016. Students will be tracked by log in information through SARs in
the Center.
Measurable Outcome 2: Increase use of the STEM Center by students who identified "Transfer" as
educational goal by 3% by end of Fall 2016. Students will be tracked by log in information through SARs
in the Center.
Measureable Outcome 3: Minimum of 150 students from targeted populations sign up for the STEM
Program by end of Spring 2016. Students will be tracked by asking them to sign up for the STEM
Program. We will be able to then track students using their student ID numbers.
Measureable Outcome 4: We will use course CRNs to track the success rates of students who enroll in a
FIG participant’s courses. We anticipate that FIG participants courses will have an 2% increase in
success rates for targeted populations by the end of Spring 2017.
Measureable Outcome 6: Minimum of 50 students from targeted populations attend the guest speaker
events. Students will be tracked by asking students to sign in during the event (hopefully by some
electronic device).
43
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Project Name: Basic Skills Program
Contact Name: Cynthia Stubblebine
Division/Discipline/Program/Office: Mathematics
Contact info: (email, campus phone, and cell phone) cstubblebine@chabotcollege.edu
Check the student success indicator(s) your project will address
__ ACCESS: Enroll more of a population group to match their representation in community.
_ COURSE COMPLETION: Increase success rates in identified courses.
_X_ ESL AND BASIC SKILLS COMPLETION:
Increase success rates in ESL or Basic Skills courses, and
Increase the completion of degree/transfer courses by ESL or Basic Skills students.
__ DEGREE AND CERTIFICATE COMPLETION:
Increase percent of degrees/certificates among degree/certificate-seeking students.
___TRANSFER
Increase percent of transfers to 4-year colleges among transfer-directed students.
Check the type of project you are proposing
_X__ Curriculum/Program improvement __X__ Outreach
_X__ Direct student intervention
__X__ Instructional Support
___ Faculty development
__X__ Research and Evaluation
___Other:
__X__ Coordination and Planning
To determine whether your project can be funded by Equity funds:
1) Does your proposal address disproportionate impact for any of the following target student
populations marked with an “X”? Please highlight the “X” that corresponds with your target populations.
(Equity funds must address specific opportunity gaps identified below with an “X”)
GOALS
Goal A:
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
American Indian or
Alaska Native
Asian
Black or African
American
X
X
X
44
X
X
X
X
X
X
Filipino
X
Hispanic or Latino
X
Hawaiian or Pacific
Islander
White
X
X
X
X
X
X
X
X
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)
The program will work with Learning Connection, local high schools, counseling, math subdivsion and
the STEM Center.
To determine how your project fits into your discipline’s or program’s planning:
1) Is your project mentioned in your area’s latest program review?
_X_ Yes
__ No
2) Does your immediate administrator support this project?
__ No _X_ Yes
3) How have you shared this proposal with others in the relevant area, discipline, or division? When did
this conversation take place and who was involved?
This idea was mentioned in a meeting with the President, the three Vice Presidents and the Dean of
Mathematics within the last week. I have spoken with some other faculty who support the idea. It
will be mentioned and discussed at the next math meeting this Thursday. Since these are ideas that
we have discussed over the years, I do not expect any objections.
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
Our goal is to have success rates for basic skills classes increase and for the success rates among the
various groups to be more consistent.
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
In the following graph you will see the success rates of our Mth 103, Mth 104, and Mth 65 for the time
period Fall 2014 – Summer 2015 compared to the success rates for the colleges face-to-face classes
during the same time period.
45
Success Rates Fall 20142015
80.00%
60.00%
40.00%
20.00%
0.00%
Mth 103
Mth 104
Mth 65
College
It is evident that the success rates in our basic skills classes are lower than the college’s success rates.
The next three graphs show the success rates of Mth 103, Mth 104, and Mth 65 based on
race/ethnicity. Be aware that some data samples were extremely small.
Success Rates in Mth 103
Fall 2014-Summer 2015
120%
100%
80%
60%
40%
20%
0%
Success Rates for Mth 104
Fall 2014-Summer 2015
120%
100%
80%
60%
40%
20%
0%
46
Success Rates of Mth 65
Fall 2014-Summer 2015
70%
60%
50%
40%
30%
20%
10%
0%
For some groups there is a large discrepancy between their success rates.
We will approach these problems with first doing research on what other colleges have done. We will
implement changes that we think will work for our students. Some ideas that we will be considering
will be changes in curriculum, changes in pedagogy, creating math modules, working with a diagnostic
tests, offering more specific workshops that focus on study skills, habits of mind, and basic math skills
and working with other areas on campus and at the local high schools. We have lots of ideas that we
have not had the time or funding to support.
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.
A.1 Research what other colleges have done. Faculty member with the release time.
A.2 Visit high schools to explain our assessment process, including the EAP program, and the
consequences of not doing well. Promote Chabot math classes. Faculty member with the release
time.
A.3 Offer math study skills workshops for students. Faculty member with the release time.
A.4 Offer peer-led, topic-oriented math workshops for students. Faculty member with the release
time.
A. 5 Make recommended changes to the basic skills program that are approved by the math
subdivision happen. Faculty member with the release time.
A.6 Get program approved by the college.
BUDGET
Provide a budget that shows how the funds will be spent to support the activities.
Personnel:
1) 10 CAH release time per semester for math faculty to create and oversee the program for the first
year and create and run math study-skills workshops; $45,500 based on 20 CAH at part-time scale of 8
plus 30% for benefits.
47
2) Tutors for peer-led workshops; $3100 based on 2 tutors each for the Mth 103, Mth 104 and Mth
65 workshops, tutor leading 2 hours of workshops per week with 1 hour for preparation per week for
17 weeks. Spring 2017 semester only.
Supplies:
1) Supplies for workshops: $500
Travel:
1) Travel expenses to visit other community colleges basic skills programs: $175 based on visiting 6
colleges with an average round trip distance of 50 miles.
Total cost: $49,275
EXPECTED OUTCOMES and EVALUATION
How will you know whether or not you have achieved your goal?
Our goal will be to have created a basic skills program. We will know that we have achieved this
goal if the program is accepted by the college.
What measurable outcomes are you hoping to achieve for the student success indicator and target
population you chose?
First measurable outcome: A 5% increase in success rates of the basic skills math courses.
Second measurable outcome: To see less difference among success rates of the different
race/ethnic groups.
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)?
The students will be in our basic skills classes Mth 103, Mth 104 and Mth 65.
48
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):
☒
3
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: Math
Criteria 1.
Percent of full-time faculty in department.
Fall 2013
Spring 2014
Fall 2014
Spring 2015
Fall 2
14.49 (53.0%)
11.28 (43.2%)
13.86 (49.7%)
12.55
(46.6%)
13.84
FTEF
12.83 (47.0%)
(Temporary)(B)
14.85 (56.8%)
14.05 (50.3%)
14.38
(55.4%)
16.00
# Full Time
12
11
12
13
FTEF
(Contract) (A)
13
Name of Recently Retired Faculty (in last 3 yrs)
Date Retired
Joe Berland
2011
49
Criteria 2.
Maurice Ngo
2012
Shige Kajiwara
2012
Milton Rube
2012
Marcia Kolb
2014
Indrani Chaurduri
2014
Anita Wah – 50% pre-retirement
May 2015
Semester end departmental enrollment pattern for last three years.
Success Rate:
FTES:
Fall 2013
Spring
2014
Fall 2014
Spring
2015
50%
54%
50%
53%
526.72
503.37
516.83
514.31
Fall 2015
575.44
Briefly describe how a new hire will impact your success/retention rates.
It is hard to discuss the impact to success and retention rates when accessibility to
the courses has been so greatly impacted.
Last year we were faced with the same situation that we are experiencing right
now, but this year it has only intensified. Luckily we learned from our unsustainable
stopgaps, and we were able to be very creative to address the 23 unstaffed sections
with 4 weeks prior to the start of the Fall semester. 13 sections had to be pushed
back to a late start course, despite exhaustive efforts to hire part-time faculty
during the summer. A few had to have a last minute change to when the class
could be taught, in day and/or times adversely affecting enrollment. Many
students had to drop because of time conflicts.
With new retirements in Math happening this past year, we are bound to
encounter similar situations. Hiring full-time faculty would provide us with
additional stable resources to avert cancelling class, which would definitely have a
positive impact on success and retention rates.
Accessibility is paramount. When a student is unable to get into a Math class, many
of them opt to attend another college all together. Proper staffing is critical to
attracting and keeping students at Chabot. Also, hiring full-time faculty will curb the
indirect downsizing caused by the recent numerous retirements. Currently, we have
47% full time instructors, which is significantly below the college-wide 55% of full
time instructors. For Math to meet that Chabot college-wide average of
55%, we would need an additional 5 new hires. That’s not even getting us
up to the state mandated 75%.
50
Math FTEF
Number of Revised Math Revised Math
Percentage
New Hires FTEF (FT&OL) FTEF (All)
(FT vs All)
1
2
3
4
5
14.85
15.85
16.85
17.85
18.85
30.07
31.07
32.07
33.07
34.07
Current Math Average:
47.60%
Current Chabot Average:
55.00%
49.4%
51.0%
52.5%
54.0%
55.3%
Considering that we are in a growth mode, managing the loss from retired full-time
faculty and “just getting by” is no longer an option. The efforts in obtaining
additional part-time faculty should be directed towards filling additional sections to
meet those demands, instead of trying to use them to backfill for the retirements.
In one of Carolyn Arnold’s reports, Enrollment Management Data, shows that our
courses have a 110% fill rate. This report shows that there is a high demand
for Math courses that is not being met on campus. We are nowhere near meeting
the demands of our students in our community. We need to have full-time faculty
to meet that demand and increase enrollment in the discipline, as well as the
college as a whole.
In addition, with a new boom in the Technological sector, hiring candidates for parttime instructors from our immediate area is becoming incredibly more difficult, as
industry offers full-time employment with benefits versus our offer of part-time.
This extends beyond core math but to all of the sciences—especially Math,
Engineering, Chemistry, Physics, and Biology. Not only is it difficult to find
candidates, but many do not pass our standards for instruction. Since the
beginning of the year, we have hired approximately 30% of the interviewees, as
many of the candidates do not possess a minimum of teaching ability. If we were to
“lower our minimum standards,” students would be in classrooms with inferior
instruction. Not only is this a disservice for the student in that semester, but it
would be compounded in subsequent classes when the student begins the next
semester without the necessary foundations to succeed.
But even beyond the basic headcount discussion, full-time faculty offer students
consistency. In addition to being on campus and accessible for a greater number of
hours, full-time faculty teach a variety of courses usually within a pathway. They
can guide students through the process semester over semester as the student
navigates our sequential courses. This guidance and mentorship extends beyond
51
one-to-one interaction, it also allows for the faculty to assist in initiatives outside
the classroom, e.g., MESA, Math Club, etc. to supplement the students’ learning.
Also a full-time faculty member can collaborate with our partners outside the Math
Subdivision, and even outside the Science and Math division to collaborate on
serving majors that have a strong math component. For example, we have our
Business/Applied Math pathway consisting of Math 33, 31, 15, and 16. Having a
liaison between Math and Business would allow for sharing of ideas on how to
improve the courses—including adjusting course curriculum through the curriculum
process—to better serve the student’s major’s need.
Furthermore, by bringing new faculty into the subdivision we will have more people
to work on interdisciplinary initiatives that will have a focus on student success and
retention.
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 2013
Spring 2014
Fall 2014 Spring 2015
Fall 2015
WSCH
16,061
15,376
15,786
15,711
17,600
FTES:
WSCH/FTES
Fill Rate
526.72
503.37
516.83
514.31
575.44
30.49
30.55
30.54
30.55
30.59
111%
588.33
106%
565.64
108%
583.51
110%
591.82
111%
WSCH/FTEF 587.84
If there are any external factors that limit class sizes, please explain.
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill
the gaps, if applicable.
52
Based on the Program Learning Outcome (PLO) / Course Learning Outcome
(CLO) discussions (detailed in Mathematics’ Program Review) we have
identified areas in need of staffing attention. While ALL levels of math have a
mixture of instruction from both full-time and part-time faculty, we identified
three pathways in critical need of additional faculty—Statistics (53 and 43),
Business/Applied Math (31, 33, 15, 16), and the Developmental/Math
Foundations (103, 104, 65, and 55). The CLO results indicate that students
are struggling with the foundational topics from our Developmental Courses
needed to be successful in later courses.
Having additional full-time instruction will allow for offering students
consistent access to as they navigate through their respective pathway. This
access is not just limited to classroom hours, but include office and STEM lab
hours. In addition, many of our students prefer to follow—from one class to
the next in the pathway—one instructor that works best with their learning
style.
Even our STEM pathway’s coverage is strained—albeit not as critical as the above
three. It may seem natural to “borrow” faculty from this pathway to assist in the
others, but that would essentially be just shifting the crisis of need between the
pathways. Our STEM pathway (37, 20, 1, 2, 3, 4, 6, 8) is the longest of any of our
pathways, and one of the longest on the campus. This pathway feeds our Physics,
Chemistry, Computer Science, and Engineering programs. The faculty members
who work in this pathway have cultivated a successful bond with
students—one that extends over several semesters. With the recent
retirements of Chaudhuri, Kajiwara, and Kolb, who did instruct within this
pathway in addition to Wah for statistics, backfilling has gone to other fulltime faculty and increasingly to part-time faculty—who might have taught in
any of the other three pathways.
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.)
53
We are not offering enough math courses, students are taking longer to
complete; this affects all three tiers. Not having sufficient math faculty and
math courses impacts not offering math to meet the needs of grants, programs,
and our students’ need for access to classes.
Over the past 6 years Math has lost 7 full-time instructors due to retirement,
from a total of 18 in 2009. We have only been able to hire 3 replacements. We
need to hire an additional 4 to match what we had in 2009, and that doesn’t even
address any growth demands or grant mandated math participation.
Also, if we had 4 new hires last year, instead of the 2 we did hire, we would
have been in essentially the same panic situation, as we hired two of the
alternates as part time faculty with a full time load.
In comparison, we offer approximately the same FTEF (Full time and Overload) as our
sister college LPC. It is interesting that LPC offers 0.4 FTEF in math MORE than
Chabot. Yet we as a campus are 40% larger!
FTEF (FT&OL)
FTEF All
Percentage
(FT vs All)
Total College
FTEF
Percent of
College
Math at Chabot
13.85
29.07
47.6%
282.47
10.3%
Math at LPC
13.46
29.47
45.7%
195.56
15.1%
% increase (Chabot /
LPC)
2.9%
-1.4%
4.3%
44.4%
-31.7%
If we cannot meet the demand of our students and the community, they will seek
another college to meet their academic goals; LPC, with their increased offerings,
makes a tempting choice as an alternative3
54
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
2012-2013
Criteria 9.
2013-2014
2014-2015
AA Degree
2
2
2
AS Degree
9
9
15
AS-T Degree
2
3
2
GE transfer requirement
YES
YES
YES
Declared major
65
82
70
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.
55
All students need to complete their math requirement. Majors in Engineering,
Physics, Chemistry, Computer Science, Electronic Systems Technology,
Industrial Technology, Business, Nursing have a transfer level math class—
calculus, trigonometry, statistics, etc.—required for their program, which often
must be satisfied before transfer or application to the program.
Our statistics course also serve psychology students to broaden the number of
campus to which they can apply. Although both MTH 43 and PSY 5 meet the
transfer-level math requirement, only MTH 43 articulates with the psychology
major’s quantitative requirement across many university, such as CPSLO,
CSUEB, SFSU, SJSU, UCB, UCD, UCLA, and UCSC. Of the eight
universities listed above, PSY 5 only satisfies the psychology major’s
quantitative requirement at SFSU, SJSU, and UCSC, according to ASSIST. So
many psychology students choose to take MTH 43 instead.
According to the most recent (Fall 2010) listing of top majors, Nursing (#1,
1737 students), Business/Marketing (#2, 1697), Psychology (#6, 509), and
Accounting (#7, 498) all require MTH 43 for either the program at Chabot or
for the four-year degree. The students in these four majors comprise more than
a quarter (28%) of the total students.
Furthermore, we are being asked to offer Math resources or sections to support
First Year Experience, Career Pathways Trust, TAAACT, Hayward Promised
Neighborhood, PACE, MESA, STEM Equity (proposal), Statistics Equity (proposal),
TRIO, HSN. We need have the resources to go with those requests.
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.
With 7 faculty members retiring from previous years and while hiring 3 full-time
instructors, our full-time resources have been stretched thin in many different ways.
We have been forced to “be creative” by using unsustainable workarounds to backfilling
for those losses.
We have been offering part-time employees a full load per the contract. This can only
be done twice in three years. Those that are willing to teach extra classes have been
scheduled this semester.
To simply maintain the Fall 2015 course load we will need to staff/backfill for: 1) losing
recently retired faculty members, 2) current part-time faculty contractually not being
allowed to take on an overload class, and 3) not offer math for any new initiatives.
Maintenance of offerings in Mathematics is not an option for a college in a growth
mode.
56
Fall 2015 started out quite bleak. In order to avoid some of the issues outlined in this
document, it is imperative that we hire new full-time Math Faculty.
57
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:
☒
20 CAH
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
At the suggestion of the President Susan Sperling I am requesting 10 CAH of release time per semester for a
math faculty member to create and oversee our basic skills program. The responsibilities of this position are
 Research community colleges basic skills programs
 Search for and write grants to support our basic skills program
 Report and make suggestions for changes to the math subdivision and dean of the Science-Math
Division
 Create and lead math study skills workshops.
 Create, schedule and supervise peer-led workshops.
 Oversee recommended changes to the basic skills math program
 Oversee the basic skills program, including tutoring and workshops
 Work in collaboration with the First Year Experience Program, the Learning Skills Program, Learning
Connection, MESA program, STEM program, STEM Advisory Committee, and the Director of the
STEM Center, and (hopefully) the General Education Math-Science Program.
 Be a liaison to do outreach to the local high schools
 Update basic skills curriculum
 Get approval for the program by the college.
Areas to be researched are curriculum, course units, who will teach the courses, presentation of courses
(lecture, computer programs, labs), tutoring, study sessions, etc.
Outreach to our local high schools would include informing juniors and counselors about our assessment
testing and the EAP Program and working with high-school faculty and districts to improve math
preparedness rates.
The purpose of this request is to increase our success rates, especially for groups who have extremely low
success rates, for our basic skills courses and shorten the time it takes our students to get their degree
and/or transfer.
58
Below is the data for our basic skills courses, Mth 103, Mth 104 and Mth 65.
59
60
61
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):
3.5
☒
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)
62
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:
Our math website is used by students and part-time math faculty. It is important for the website to
be updated in a timely manner as we change curriculum, textbooks, syllabi and coordinators. We
need to update faculty lists to include retired and add newly-hired faculty. We also need someone
to verify the links are still functioning. We would also like to include a page for the math club and a
link to the MESA web page and to the future STEM web page. The math faculty do not have time or
expertise to do these changes, and this is not part of our administrative assistant’s job description.
We need tutors for our STEM Center. Past data has shown that students who attend the STEM
Center have higher success rates than those who do not. We need to support our students by
providing them with tutors.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
This request would fall under the strategic planning goal of helping our students complete their
academic goal in a timely manner. The website would offer information for the students on study skills
for math classes, information about math, what math courses to take, information about the STEM
Center, Math club, the AMATYC exams and faculty office hours. Our students tutors help our students
be successful the first time taking the course, and thus helping the student reach their academic goal in
a reasonable amount of time.
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):
63
*1 hour per
week
☒
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
*We are planning that the same student assistant would be updating the websites for each
of the disciplines at one hour per week per discipline.
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
Mth 65
Mth 55
Mth 43
Mth 37
Mth 20
Mth 1
CURRENT
FTEF**
(2015-16)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
(2015-2016)
4.33
10.00
8.87
3.67
3.00
3.00
2.0
1.67
0.64
0.67
0.33
0.33
13
30
28
11
9
9
ADDITIONAL
SECTIONS
NEEDED
(2016-2017)
6
5
2
2
1
1
CURRENT
STUDENT #
SERVED*
(2015-2016)
523
1133
1045
429
287
317
ADDITIONAL
STUDENT #
SERVED*
210
175
70
70
35
35
* projections based on capacity of class
**does not include summer FTEF
Rationale:
As a general principle, the college needs to consider how the inability of students to get critical
bottleneck classes (not just in Math) may force them to seek those classes elsewhere. Insofar as
students leave, the effect is to lower WSCH/FTEF productivity rates college-wide, while preventing
the college from meeting FTES targets, or realizing its full FTES potential.
Some of the tightest bottlenecks college-wide are in Math; and those are largely in the area of
General Ed: courses like Math 65 (Algebra I), Math 55 (Algebra II) and Math 43 (Statistics). The
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Mathematics discipline is also a part of the Science Math Division, and as such serves several STEM
programs such as Engineering, Computer Science, Chemistry and Biology, which have shown a
sharp increase in demand in recent years. Math bottlenecks exist in this area as well, as students
have to wait a semester or more to take key courses such as Math 37 (Geometry/Trig), Math 20
(Pre-calculus) and Math 1 (Calculus I). As such, students are either slowed down in their progress, or
else they seek those courses elsewhere.
The request: To address the bottlenecks identified above, the Mathematics discipline has an urgent
need of at least two (2) additional Full-time Equivalent Faculty (FTEF) each Fall, and three (3)
additional FTEF each spring. Not including PACE sections (which typically offers between .667 and 1
FTEF worth of math each semester) the discipline had 29.07 FTEF on its class schedule in Fall ’15,
which would increase (minimally) to 31.07 by Fall ‘16. In Spring ’15, the discipline had 26.16 FTEF
which would increase to 29.16 FTEF by Spring ‘17.
It should be noted that over the last four semesters, Chabot Math has run well over a 100% fill-rate,
and is far-out-pacing the rest of the college in terms of productivity, as shown below.
Chart 1: Chabot Math compared with the college as a whole
CHABOT COLLEGE TOTALS
Spring 2014
Fall 2014
Spring 2015
Fall 2015
%
FILL
90%
91%
87%
91%
FTEF
268.79
275.88
278.39
285.32
FTES
4363.32
4385.23
4310.05
4467.51
WSCH/
FTEF
496.15
487.61
473.27
482.13
MATH ONLY (Including PACE)
% FILL
111%
106%
108%
110%
FTEF
26.14
27.91
26.93
29.84
FTES
503.97
516.94
514.31
574.77
WSCH/
FTEF
588.33
566.25
583.51
591.29
The main theme here is insufficiency. The chart suggests, in a powerful way, that the Chabot
College offerings in math are insufficient to meet the demand as it exists now—even considering
that the Fall schedule was increased from 27.91 FTEF in Fall ‘14 to 29.84 FTEF in Fall ’15, including
PACE. It should be noted that even though a fill-rate of 100% is based on a class size of 35, the
productivity outpaces the college by an average of close to 100 points, which in turn suggests that
our classes are bigger than might be advisable for promoting student success. At any rate, it is clear
that Math is one of the few areas in which Chabot College can add classes productively, as a means
of helping the college meet its FTES targets. This contention is further supported by the wait-list
data taken as of July 19, 2015, a month before the start of the Fall 2015 semester (Source: The
IZRXEN2 Enrollment Management Report), which shows that the supply of math sections is truly
and woefully inadequate:
Chart 2: Waitlist Data for Fall ’15 (as of July 19, 2015)
COURSE
Math 1 Calculus I
Math 6 Linear Alg.
No. of
No. of
Sections Sections
Offered
FULL
5
4
1
1
65
Total
Capacity
140
35
Total
Seats
Available
0
0
Total
students
Waitlisted
27
26
Math 20 Pre-calculus
Math 31 College Algebra
Math 37 Geom. Trigonometry
Math 43 Statistics
Math 55 Algebra II
Math 65 Algebra I
Math 104 Pre-algebra
4
6
6
15
17
7
7
3
5
6
14
15
7
7
105
210
210
525
595
245
245
0
3
0
2
15
0
0
39
26
45
173
158
230
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Incidentally, the tightest bottleneck on campus, hands down, is in Math 65, for which demand
outpaces the supply of seats available by close to 100%. That course alone needs minimally five or
six additional sections per year, just for starters.
For the courses listed above, in aggregate, the chart shows more than 800 students expressing a
desire to take a math class that was full. It should be noted, however, that the FTEF request above
seeks to accommodate but a small portion of this unmet demand— (case in point: the waitlisted
students shown could fill 23 sections, which would suggest a boost of 7.67 FTEF per term). Of
course, we recognize that it is uncertain that the 800 students shown here would translate to 800
enrollments on an ongoing basis, should the classes become available. Such uncertainty, however,
is not a good reason for the college to ignore the problem of chronic unmet demand. Ultimately, if
the college is to achieve its potential in FTES growth, it needs to start addressing the problem in a
meaningful and effective way.
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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):
☒
431 hours per
week
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.
Math Tutors: Data from the office of institutional research has shown that students have better persistence
and success rate when they regularly attend and use the STEM center. Currently, the STEM center is open 43
hours per week and with the growth of the STEM center, we need 2-3 tutors at any time. This leads to a
request of 100 hours per week for STEM center hours. We hope to extend the hours of the STEM center, so
the center can be open on Saturdays. If so we will need and additional 6 hours per week.
In the STEM center, tutors can generally only work with each individual student for 5 to 10 minutes at a time
and then they need to move on to the next student. The Learning Connection Center gives an opportunity for
students who need more in depth help to work with their tutor for 1 hour at a time. Data from the institutional
research has shown students have better persistence and success rate when they regularly attend and use
Learning Connection. It is common for there to be waitlists to get access to tutors in Learning Connection
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Center. So if we could up the number of tutoring hours available to 75 hours, this would be very helpful to
students.
Learning Assistants: It can be more difficult to find good tutors for our basic skill classes and statistics (Math
43), so we would like to implement more learning assistants for these courses. Learning assistants have more
academic support than tutors since they work one-on-one with a particular instructor and occasionally attend
the class they are tutoring for. Students are also more likely to visit the Learning Assistant for tutoring since
they are familiar with the LA from their class. Data from the office of institutional research has shown that
students ask more questions, participate more in small group discussions, meet more with study groups and
work harder than they expected in classes with learning assistants compared to classes without.
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We have over 50 total sections of Basic Skills (Math 103, 104, 53, 65, 55, 54) and Statistics (Math 43) and would
like an LA for 5 hours per week for each section. We would like 250 hours for Learning Assistants. Instructors
Christine Coreno, Adolph Oliver, and Cynthia Stubblebine have requested learning assistants for the coming
academic year.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Basic Skill courses and Statistics had several topics over 25% of students with a low outlier –
defined as a topic with a student score at least one unit below the student’s individual median
(there are many topics where over 25% of students don’t feel they know the topic from the
course). Tutoring will help students persist and be successful in these courses. We also used the
above data provided by Institutional Research Office, which surveyed the students to determine
the success of having tutoring and learning assistants.
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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 printer cartridges and paper will be needed to print out tests in our mastery approach to
Elementary Algebra classes. We hope this approach will allow certain group of students to have a
better comprehension of the material.
The supplies’ money are used for any manipulatives that an instructor will need for a class, such as
compasses for the blackboard, geoboards for blind students, etc. We also use the money for
markers and erasers or rags for the whiteboards. Occasionally we purchase videos for the
classroom. All of this is used to enhance student learning.
We will need supplies for our Math Jams. The most important request is the access codes to ALEKS
PREP. We would also like to have snacks and water available. We will need a cooler to keep drinks
cool. I am requesting $50 per class for supplies for group work.
We will need some money for the Basic skills workshops for handouts and manipulatives.
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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:
Many changes are happening across the state in community college and math education. One
way for the Math faculty to keep aware of these changes is for the faculty to go to conferences.
Since one of our main goals is to review our assessment policy, we should have funding for at
least one person to go to conferences on assessment. In the past most of the math faculty
would go to the CMC3 Conference in Monterey every year. This was a great way for us to share
ideas with our colleagues across northern California and learn the latest trends in math
education. However, with no pay increases and no staff development funding, very few faculty
attend the conference now. We need funding, especially for our new hires, to attend this
conference. 3CSN offers the Student Success Conference each year. This is where the math
faculty learns about state projects such as reading apprenticeship, California Acceleration
Project, and Habits of Mind project.
If we have the position for our basic skills program, then the person will need travel expenses to
visit some of the community colleges. This person should also attend conferences on
developmental mathematics.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
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By attending these conferences and reviewing basic skills programs at other colleges, we hope
to learn new pedagogies that will help our students learn.
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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
For our new mastery learning elementary algebra classes we will need a computer with
printer to print out test during class time.
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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): STEM Center
Building/Location:
Type of Request
_X__ 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.
We need more space for our growing STEM Center, which is currently housed in rooms 3902 and
3906. We do not have enough space to support the use of the biology models. We also need
space for the Center’s Director and Administrative Assistants offices and the required dedicated
space for the MESA programs. We also need space for study groups and study workshops offered
by the MESA program, STEM program and Math Club.
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
This request supports our STEM Center. This is a collaboration between the Math, Computer
Science, Chemistry, Biology, Physics and the Learning Connection.
Briefly describe how your request supports the Strategic Plan Goal?
Institutional Research data has shown that students who use of the STEM Center have higher
success rates than students who do not use the center: thus, allowing more students to get their
degrees and transfer in a shorter amount of time.
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