FINAL 9/24/15

Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet: a.
Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative. b.
Requests should be made for augmented/ additional resources (more than what you are already receiving). If you have questions about what constitutes an “additional/augmented” request, please talk with your administrator who can tell you what maintenance resources you are already receiving. c.
Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a master spreadsheet and prioritize for his or her entire area. d.
Submit resource requests on time so administrators can include requests in their prioritization and discuss with their area at November division meetings.
1. Who We Are
Limit your narrative to no more than one page. Describe your program--your mission, vision, responsibilities and the goals of your area. How does your area support the college? What impact do you have on student learning? Describe the number and type of faculty in your area.
2. Where We Are Now
Complete Appendices A (Budget History), B1, C (PLO's), and D (A few questions) prior to writing your narrative. You should also review your most recent success, equity, course sequence, and enrollment data at http://www.chabotcollege.edu/programreview/Data2015.asp.
Limit your narrative to two pages.
As you enter a new Program Review cycle, reflect on your achievements over the last few years. What did you want to accomplish? What are your Student Learning Outcomes (SLOs) and Service Area
Outcomes (SAOs), and what progress have you made toward achieving them? What are you most proud of?
Reflect on your curriculum as well as your success, retention, and enrollment data. What trends do you observe? Do you see differences based on gender and/or ethnicity? Between on-campus and online or hybrid online courses? Provide comparison points (college-wide averages, history within your program, statewide averages).
Discuss other important trends that will have a significant impact on your unit over the next three years.
Those could include technology, facilities, equipment, and student demand.
Describe how changes in resources provided to your area have impacted your achievements. What opportunities and challenges do your foresee in the next three years?
3. The Difference We Hope to Make
Review the Strategic Plan goal and key strategies at http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf
prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F1-8 (Resource Requests) as relevant to your needs to support your narrative. Limit your narrative here to one page and reference appendices where further detail can be found.
1


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.)
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet: a.
Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative. b.
Requests should be made for augmented/ additional resources (more than what you are already receiving). If you have questions about what constitutes an “additional/augmented” request, please talk with your administrator who can tell you what maintenance resources you are already receiving. c.
Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a master spreadsheet and prioritize for his or her entire area. d.
Submit resource requests on time so administrators can include requests in their prioritization and discuss with their area at November division meetings.
1. What Progress Have We Made?
Complete Appendices A (Budget History), B1, C (PLO's), and D (A few questions) prior to writing your narrative. You should also review your most recent success, equity, course sequence, and enrollment data at http://www.chabotcollege.edu/programreview/Data2015.asp.
Limit your narrative to two pages.
In year one, you established goals and action plans for program improvement. This section asks you to reflect on the progress you have made toward those goals. This analysis will be used to inform future budget decisions. In your narrative of two or less pages, address the following questions:
 What were your previous Program Review goals?
 Did you achieve those goals? Specifically describe your progress on the goals you set for student learning, program learning, and Strategic Plan achievement.
 What are you most proud of?
 What challenges did you face that may have prevented achieving your goals?
 Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, etc.) .
2. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf
prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F1-8 (Resources
Requested) to further detail your narrative. Limit your narrative here to one page and reference appendices where further detail can be found.

What initiatives or projects are or could be underway to support student learning outcomes, equity, and/or the College Strategic Plan Goal?
2

Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet: a.
Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative. b.
Requests should be made for augmented/ additional resources (more than what you are already receiving). If you have questions about what constitutes an “additional/augmented” request, please talk with your administrator who can tell you what maintenance resources you are already receiving. c.
Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a master spreadsheet and prioritize for his or her entire area. d. Submit resource requests on time so administrators can include requests in their prioritization and discuss with their area at November division meetings.
1. What Have We Accomplished?
Complete Appendices A (Budget History), B1, C (PLO's), and D (A few questions) prior to writing your narrative. You should also review your most recent success, equity, course sequence, and enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2015.asp
. Limit your narrative to two pages.
In year one, you established goals and action plans for program improvement. This section asks you to reflect on the progress you have made toward those goals. This analysis will be used to assess progress toward achievement of our Strategic Plan and to inform future budget decisions. In your narrative of two or less pages, address the following questions:
 What program improvement goals did you establish?
1. The Counseling Division’s goal is to continue to enhance the GNST offerings by the crosslisting of GNST courses with PSCN courses in order to explore students’ passions and areas of interests.
2. Drawing upon our knowledge of PSCN pedagogy and analysis of implementation and process , the Counseling Division will propose the creation of a First Year Experience (FYE)
Program for FY 14-15 to foster students’ goal clarification and attainment while deepening their connection to Chabot.
3. We will reach out to faculty in different disciplines to collaborate in the development of
GNST courses to further the multi-disciplinary spirit of GNST and continue to encourage faculty to present their GNST proposals to PSCN faculty.
4. We established the goal of clarifying the process of GNST course development.
5. We established the goal of providing more clear guidance and leadership for the GNST discipline.
6. We established the goal of investigating the purpose and accurate placement of GNST rubric in the College and what the actual TOP codes for GNST are.
7. We established the goal of creating CLOs for GNST courses as it had never been accomplished previously.
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 Did you achieve the goals you established for the three years? Specifically describe your progress on goals you set for student learning, program learning, equity, and Strategic Plan achievement.
1. After extensive discussion with PSCN faculty, we have decided that the cons outweigh the pros for cross listing GNST courses with PSCN courses.
2. We helped create components of the FYE Program and have worked closely with the coordinator to support the program’s growth.
3. We were able to collaborate with various faculty members to enhance GNST courses.
Through the process of GNST approval which started last semester and outlined above,
GNST/PSCN faculty have been able to closely collaborate with faculty on campus and provide valuable feedback to new GNST courses, such as the revision of GNST 5A and the creation of GNST 5B.
4. Over the past 2 years, the PSCN faculty have developed guidelines for how to develop courses that may fit in the GNST rubric and have disseminated this information to the college at large. If GNST courses are proposed via curricunet by Chabot Faculty, the PSCN faculty have monitored, supported and reviewed the process.
5. Over the past 2 years since the Counseling Division has incorporated GNST into our offerings, our PSCN Coordinator has also taken leadership for the GNST discipline as well.
6. Due to the multidisciplinary spirit of GNST courses offered at Chabot College, the PSCN faculty is exploring the option of placing GNST courses under specific divisions or creating a new interdisciplinary rubric that includes at least 3 disciplines including GNST/PSCN discipline.
7. We have created CLOs for all active GNST courses and are in the process of evaluating all courses offered during the 2015-16 academic year.


What best practices have you developed? Those could include pedagogical methods, strategies to address Basic Skills needs of our students, methods of working within your discipline, and more.
We are most proud of our collaboration with faculty across campus for the delivery of innovative and multidisciplinary curriculum.
 For the first time ever, the GNST discipline has begun assessment of its courses in Fall 15 and these Closing the Loops are included in this report. GNST will complete its full
Assessment cycle in Spring 16.
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 Over the past 2 years, the PSCN faculty have developed guidelines for how to develop courses that may fit in the GNST rubric and have disseminated this information to the college at large. If GNST courses are proposed via curricunet by Chabot Faculty, the PSCN faculty have monitored, supported and reviewed the process.
 Are these best practices replicable in other disciplines or areas? N/A
 What were your greatest challenges?
1) The initial challenge in year 1 was the significant number of PSCN faculty retirements during the spring 2014 semester. This loss made it extremely challenging for remaining
PSCN faculty to be more involved in the creation and revision of GNST courses due to increase workload.
2) An on-going challenge is maintaining effective and efficient communication channels and processes across multiple disciplines.


Were there institutional barriers to success? N/A
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, etc.) . N/A
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the development of future strategic initiatives for the college. In your narrative of one page or less, address the following questions. Please complete Appendices E (New and Ongoing Initiatives and Projects) and
F1-8 (Resources Requested) to support your narrative.

What goals do you have for future program improvement?
1) Courses go to specific divisions
2) Create a new interdisciplinary rubric that includes at least 3 disciplines and one counselor
3) Separate GNST FTEFs from PSCN FTEFs in the counseling division

What ideas do you have to achieve those goals?
1) Work with the Curriculum Committee to get feedback on the GNST rubric and the placement of courses in specific disciplines versus the creation of an interdisciplinary rubric.
2) Work with relevant Deans and CEMC to separate GNST FTEFs from PSCN FTEFs and consider asking the disciplines of origin to provide the FTEFs.

What must change about the institution to enable you to make greater progress in improving student learning and overall student success?

There needs to be a deeper understanding across faculty and administration on curriculum development, curriculum placement in disciplines and an understanding of how minimum
5

qualifications for teaching play a part in what the concerns are with the GNST rubric as it stands now. For example, GNST 31 – Women’s Spirituality, which in most academic settings would be classified in the Humanities section and at Chabot is being taught by English faculty.
FYI: Specific codes for courses that provide general studies:
Use one of the following six digit codes for courses in orientation, leadership, personal dynamics, study skills, and other subjects that contribute to the capacity of students to succeed in college.
4930.09 – Supervised Tutoring
4930.10 – Career Guidance and Orientation
4930.11 – Interpersonal Skills
4930.12 – Job Seeking/Changing Skills
4930.13 – Academic Guidance
4930.14 – Study Skills
4930.30 – Learning Skills, Disabled
4930.31 – Living Skills, Disabled
4930.32 – Learning Skills, Learning Disabled
4930.33 – Learning Skills, Speech Impaired
4930.60 – Elementary Education (Grades 1-8)
4930.62 – Secondary Education (Grades 9-12) and G.E.D.
4930.72 – Leadership Skills Development
4930.84 – English as a Second Language–Writing
4930.85 – English as a Second Language–Reading
4930.86 – English as a Second Language–Speaking/Listening
4930.87 – English as a Second Language–Integrated2
4930.90 – Citizenship (and ESL Civics)
6

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.
Note: There are no budget requests at this time.
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.
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?
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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.
GNST 5 Fall 15
This Year’s Program
Review
*CTL forms must be included with this PR.
Fall 2015 assessed and discussed
Last Year’s Program
Review
2-Years Prior
*Note: These courses must be assessed in the next PR year.
GNST 32 Fall 15
GNST 51 Fall 15
GNST 115 Fall 15
GNST 5 Spring 16
GNST 32 Spring 16
GNST 31 Spring 16
GNST 51 Spring 16
Fall 2015 assessed and discussed
Fall 2015 assessed and discussed
Assessment is in progress for Fall 15
Will assess and discuss in Spring 16
Will assess and discuss in Spring 16
Will assess and discuss in Spring 16
Will assess and discuss in Spring 16
8

GNST 115 Spring 16 Will assess and discuss in Spring 16
9

Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
GNST 5
Fall 15
3
3
Percentage of sections assessed
Semester held “Closing the Loop” discussion

100%
Fall 15
Faculty members involved in “Closing the Loop” discussion Panella , McFarland, deWit
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.
P ART I: C OURSE -L EVEL O UTCOMES – D ATA R ESULTS
C
N
ONSIDER
UMBER OF
(CLO) 1:
T HE C
CLO
OURSE -L EVEL O UTCOMES
S WILL DIFFER BY COURSE
I NDIVIDUALLY
 )
( THE Defined Target
Scores*
(CLO Goal)
75% score 4 or 5
50% score 5
Actual Scores**
(eLumen data)
83%
66%
(CLO) 2: 75% score 4 or 5
50% score 5
81%
57%
(CLO) 3: 75% score 4 or 5
50% score 5
81%
50%
(CLO) 4: 75% score 4 or 5
50% score 5
76%
52%
 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?
10

P ART II: C OURSE LEVEL O UTCOME R EFLECTIONS
A.
C
OURSE
-L
EVEL
O
UTCOME
(CLO) 1:
1.
How do your current scores match with your above target for student success in this course level outcome?
Students exceeded our expectations for both targets.
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?
We are gratified that that survey seems to indicate that students seem to really feel like they can “land’ in GNST 5 and begin to put down roots.
B.
C
OURSE
-L
EVEL
O
UTCOME
(CLO) 2:
1.
How do your current scores match with your above target for student success in this course level outcome?
Students exceeded our expectations for both targets.
2.
Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have?
Students report that the feel much less lonely and much more part of a larger group. This is also evidenced by how many of the GNST 5 students come to the Passion room even when it isn’t their class time.
11

C.
C OURSE -L EVEL O UTCOME (CLO) 3:
1.
How do your current scores match with your above target for student success in this course level outcome?
Students exceeded our expectations for the first target and matched it for the second 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?
We are seeing that the first step in success is to first feel like you belong. After that, the movement onto one’s path may take some time—as evidenced by some of the scores on
3rd and 4th CLO’s. This finding makes us think that it remains important for teachers of
GNST 5 to keep a space and opportunity available throughout the semester for individual students to share their emerging thoughts about “life path” because students arrive at that discussion space at different rates and times.
D.
C OURSE -L EVEL O UTCOME (CLO) 4:
1.
How do your current scores match with your above target for student success in this course level outcome?
Students exceeded our expectations for both targets.
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?
We are seeing that the first step in success is to first feel like you belong. After that, the movement onto one’s path may take some time—as evidenced by some of the scores on
3rd and 4th CLO’s. This finding makes us think that it remains important for teachers of
GNST 5 to keep a space and opportunity available throughout the semester for individual students to share their emerging thoughts about “life path” because students arrive at that discussion space at different rates and times.
E.
C
OURSE
-L
EVEL
O
UTCOME
(CLO) 5: A
DD IF NEEDED
.
12

P ART III: C OURSE R EFLECTIONS AND F UTURE P LANS
1.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
As this is a pilot, and as this is only our 3rd semester of offering the course, we had not before this time engaged in an assessment cycle for GNST 5.
2.
Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
We are seeing 3 strengths based on the assessment:
1.
GNST 5 is working well as a way for students to begin to develop meta-cognitive skills for engaging in investigation of one’s passions and interests.
2.
GNST 5 is meeting its goal of creating a space and culture that invites students to create educational communities.
3.
GNST 5 is far exceeding our goal of creating an ongoing arena for students to develop and implement ambitious community and college initiatives/projects/events.
Based on the surveys and reflections, we see that it is important for teachers and peer advisors who are working in GNST 5 to keep open lines of communication open with the more reticent members of the class. It may take them a while longer to begin to be able to express and share ideas about their goals and intended path.
3.
What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
13

Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
GNST 32
Spring 2015
1
1
Percentage of sections assessed
Semester held “Closing the Loop” discussion
100%
Fall 2015
Faculty members involved in “Closing the Loop” discussion Pedro Reynoso, Carmen Johnston,
Felicia Tripp
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.
P ART I: C OURSE -L EVEL O UTCOMES – D ATA R ESULTS
C
N
ONSIDER T
UMBER OF
HE C
CLO
OURSE -L EVEL O UTCOMES
S WILL DIFFER BY COURSE
I NDIVIDUALLY
 )
( THE
(CLO) 1:
Define and demonstrate the social justice value of alliance building
Defined Target
Scores*
(CLO Goal)
80% scored a
“3”
Actual Scores**
(eLumen data)
75% scored a “3”
(CLO) 2:
Scan and identify 2 specific needs of an organization or issue
(CLO) 3:
80% scored a
“3”
75% scored a “3”
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores : What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data collected in this assessment cycle?
14

PART II: C OURSE LEVEL O UTCOME R EFLECTIONS
C.
C
OURSE
-L
EVEL
O
UTCOME
(CLO) 1:
3.
How do your current scores match with your above target for student success in this course level outcome?
75% of students received a “3” on the assessment. We fell 5% below our target score.
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?
Though the majority of our students understand the importance of alliance building, we need to expose them more to the benefit of working together across differences. We will begin exposing them to organizations who diversity was a strength in helping them make changes in our society.
D.
C OURSE -L EVEL O UTCOME (CLO) 2:
3.
How do your current scores match with your above target for student success in this course level outcome?
75% of students received a “3” on the assessment. We fell 5% below our target score.
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?
Our students are able to quickly scan an organization and issue and identify the needs with some ease. Based on our discussions we need to give them more opportunities to practice this goal. By participating in campus wide decision making groups such as SSC,
CIN! students will get the chance to hone this skill.
15

C.
C OURSE -L EVEL O UTCOME (CLO) 3:
3.
How do your current scores match with your above target for student success in this course level outcome?
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?
D.
C OURSE -L EVEL O UTCOME (CLO) 4:
3.
How do your current scores match with your above target for student success in this course level outcome?
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?
E.
C
OURSE
-L
EVEL
O
UTCOME
(CLO) 5: A
DD IF NEEDED
.
16

P ART III: C OURSE R EFLECTIONS AND F UTURE P LANS
4.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We have made several changes to this course. First, we are in the process of having the course leveled so students can really strengthen their leadership skills. Second, the class has developed a powerful structure which involves students participating in committees to achieve the goals of the class and program. Finally, students have developed leadership values such as empathy and altruism, to be evaluated upon related to our course level outcomes.
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?
Our assessment has shown us that CIN! Students benefited from having a focused leadership class. Since the Fall, the class has tripled in size showing the need for social justice curriculum on our campus. Students want to develop the skills necessary to make change in their communities and the world. As a learning community we are seeking ways to not only strengthen this class but also expand as the need for social justice education seems to be growing on our campus!
6.
What is the nature of the planned actions (please check all that apply)?
 X Curricular
 X Pedagogical
 Resource based
 Change to CLO or rubric
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 Change to assessment methods
 Other:_________________________________________________________________
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
GNST 51
Fall 15
1
1
Percentage of sections assessed
Semester held “Closing the Loop” discussion
100%
Fall 15
Faculty members involved in “Closing the Loop” discussion Shoshanna Tenn and Felicia Tripp
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.
P ART I: C OURSE -L EVEL O UTCOMES – D ATA R ESULTS
C ONSIDER T HE C OURSE -L EVEL O UTCOMES I NDIVIDUALLY ( THE
N UMBER OF CLO S WILL DIFFER BY COURSE
 )
(CLO) 1: Student will be able to identify 2 opportunities for Chabot student voices to be heard within shared governance at CLPCCD
Defined Target
Scores*
(CLO Goal)
90% of the class will score either a 3 or 4.
Actual Scores**
(eLumen data)
100% of the class scored either a 3 or a 4.
(CLO) 2:
(CLO) 3:
 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
18

P ART II: C OURSE LEVEL O UTCOME R EFLECTIONS
E.
C
OURSE
-L
EVEL
O
UTCOME
(CLO) 1:
5.
How do your current scores match with your above target for student success in this course level outcome?
They exceeded the target.
6.
Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have?
The leadership class is effective in teaching students where they can make their voices heard and affect decision-making on campus.
F.
C OURSE -L EVEL O UTCOME (CLO) 2:
5.
How do your current scores match with your above target for student success in this course level outcome?
6.
Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have?
The leadership class is effective in teaching students where they can make their voices heard and affect decision-making on campus. The students are aware of the role of
Student Trustee, the role of Students on both College and District Shared Governance committees (including College Council, which directly advises the College President), and that they are also welcome to make public comments at the beginning of any Shared
Governance committee whether or not they are members of that committee.
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P ART III: C OURSE R EFLECTIONS AND F UTURE P LANS
7.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
No changes - not assessed previously
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?
There is no “Discipline” involved here. Rather, the class is taught by the Faculty member advising the Student Senate on Campus, whether that faculty member comes from a political science, English, or other academic background.
I have discussed the class with the previous instructor, former Faculty Advisor Sara Parker, and we are satisfied with the way the class helps bring students together and provides them a safe space to learn about leadership, ask questions, share vulnerabilities, discuss their goals and projects as student leaders, and practice leadership by leading a section of class each semester.
One possible action to take, however, would be to “level” the class sot that it can be repeated (GNST51A, B, C…)
9.
What is the nature of the planned actions (please check all that apply)?
 Curricular X
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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Considering your feedback, findings, and/or information that has arisen from the course level discussions, please reflect on each of your Program Level Outcomes.
This section in N/A – GNST Discipline does not have any degrees or certificate programs.
Program: ______
 PLO #1:
 PLO #2:
 PLO #3:
 PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
Program: _____
 PLO #1:
 PLO #2:
 PLO #3:
 PLO #4:
21

What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
22

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. The faculty have been notified of this requirement and this responsibility lays in the hands of the specific faculty that teach these courses.
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) No. Due to the cross-discipline nature of these courses, it would be the responsibility of the specific faculty who teach these courses.
3.
Have all of your courses been offered within the past five years? If no, why should those courses remain in our college catalog? Yes.
4.
Do all of your courses have the required number of CLOs completed, with corresponding rubrics? If no, identify the CLO work you still need to complete, and your timeline for completing that work this semester Yes.
5.
Have you assessed all of your courses and completed "closing the loop" forms for all of your courses within the past three years? If no, identify which courses still require this work, and your timeline for completing that work this semester. Assessment is in progress for the 2015-16 year.
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. N/A
7.
If you have course sequences, is success in the first course a good predictor of success in the subsequent course(s)? N/A
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. N/A
23

Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, Equity, BSC, College Budget
Committee
Purpose: The project will require the support of additional and/or outside funding.
How does your project address the college's Strategic Plan goal, significantly improve student learning or service, and/or address disproportionate impact?
What is your specific goal and measurable outcome? (Note: Complete the Equity/BSI proposal in
Appendix E1 if you would like to request these funds and indicate “see Equity/BSI proposal for detail”)
What learning or service area outcomes does your project address? Where in your program review are these outcomes and the results of assessment discussed (note: if assessment was completed during a different year, please indicate which year).
What is your action plan to achieve your goal?
Activity (brief description)
Target
Completion
Date
Required Budget
(Split out personnel, supplies, other categories)
How will you manage the personnel needs?
New Hires: Faculty # of positions Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
24

No Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No Yes, list potential funding sources:
Project Name:
Contact Name:
Division/Discipline/Program/Office:
Contact info: (email, campus phone, and cell phone)
Check the student success indicator(s) your project will address
__ ACCESS: Enroll more of a population group to match their representation in community.
__ COURSE COMPLETION: Increase success rates in identified courses.
__ ESL AND BASIC SKILLS COMPLETION:
Increase success rates in ESL or Basic Skills courses, and
Increase the completion of degree/transfer courses by ESL or Basic Skills students.
__DEGREE AND CERTIFICATE COMPLETION:
Increase percent of degrees/certificates among degree/certificate-seeking students.
__TRANSFER
Increase percent of transfers to 4-year colleges among transfer-directed students.
Check the type of project you are proposing
___ Curriculum/Program improvement ____ Outreach
___ Direct student intervention ____ Instructional Support
___ Faculty development
___Other:
____ Research and Evaluation
____ Coordination and Planning
To determine whether your project can be funded by Equity funds:
1) Does your proposal address disproportionate impact for any of the following target student populations marked with an “X”? Please highlight the “X” that corresponds with your target populations.
(Equity funds must address specific opportunity gaps identified below with an “X”)
GOALS Goal A:
Access
Goal B:
Course
Completion
/ Success
Rates
Goal C:
ESL/Basic
Skills
Success
Goal D1:
Degree
Completion
Goal D2:
Cert
Completion
Goal E:
Transfer
Males
X
Foster Youth
X X X
Students with disabilities
X X X
25

Low-income
Veterans
X
American Indian or
Alaska Native
Asian
X X X
Black or African
American
Filipino
X X X X X
X X X
Hispanic or Latino
X X X 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)
To determine how your project fits into your discipline’s or program’s planning:
1) Is your project mentioned in your area’s latest program review?
__ Yes __ No
2) Does your immediate administrator support this project?
__ No __ Yes
3) How have you shared this proposal with others in the relevant area, discipline, or division? When did this conversation take place and who was involved?
GOAL
What does your project hope to achieve overall?
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
26

ACTIVITIES
Please list all the activities (A.1, A. 2, A.3, etc.) that you propose to do to reach your goal.
List activities by target date in chronological order.
Identify the responsible person/group for each activity, and who will be involved.
BUDGET
Provide a budget that shows how the funds will be spent to support the activities .
EXPECTED OUTCOMES and EVALUATION
How will you know whether or not you have achieved your goal?
What measurable outcomes are you hoping to achieve for the student success indicator and target population you chose?
How will you identify the students who are affected (are they part of a class, a program, or a service, or will you need to track them individually)?
27

Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent three years, student success and retention data, and any other pertinent information. Data is available at: http://www.chabotcollege.edu/programreview/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. You can find the template for the spreadsheet here: http://www.chabotcollege.edu/prbc/academicprogramreview.asp
. Add your requests to your spreadsheet under the 1000a tab and check the box below once they’ve been added.
Total number of positions requested (please fill in number of positions requested):
☐ Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
Criteria 1. Percent of full-time faculty in department.
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014
FTEF
(Contract)
FTEF
(Temporary)
# of Contract
Faculty
Name of Recently Retired Faculty (in last 3 yrs) Date Retired
28

Criteria 2. Semester end departmental enrollment pattern for last three years.
Fall 2012 Spring
2013
Fall 2013 Spring
2014
Fall 2014
Success Rate:
FTES:
Briefly describe how a new hire will impact your success/retention rates.
2b. Librarian and Counselor faculty ratio. Divide head count by the number of full time faculty. For example, 8000 students divided by 3 full time faculty, 1:2666
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014
Criteria 3. Meets established class size.
Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014
WSCH
FTES:
WSCH/FTES
If there are any external factors that limit class sizes, please explain.
29

Criteria 4. Current instructional gaps and program service needs. List the courses to fill the gaps, if applicable.
Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three tier criteria. These include:

Tier 1: outside mandates (e.g. to ensure the licensure of the program.)

Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates pathways, alleviates bottlenecks, helps units where faculty have made large commitments outside the classroom to develop/implement initiatives that support the strategic plan goal, and helps move an already successful initiative forward.

Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by unmet/backlogged advising needs, bottlenecks in GE areas and basic skills, impacted majors in which students cannot begin or continue their pathway.)
30

Criteria 6. Upon justification the college may be granted a faculty position to start a new program or to enhance an existing one.
Is this a new program or is it designed to enhance an existing program? Please explain.
Criteria 7. CTE Program Impact.
Criteria 8. Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate # Awarded
2012-2012 2012-2013 2013-2014
AA requirement
GE transfer requirement
Declared major
Criteria 9. Describe how courses and/or services in this discipline impact other disciplines and programs. Be brief and specific. Use your program review to complete this section.
31

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.
32

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:
☒
(please check box to left)
Maintain 7 D- hours
Summary of hours requested completed in Program Review Resource Request Spreadsheet
33

This section in N/A.
Audience: Administrators, PRBC, Classified Prioritization Committee
Purpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent) classified professional positions (new, augmented and replacement positions). Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please complete a separate Classified Professionals Staffing Request form for each position requested and attach form(s) as an appendix to your Program Review.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet AND a separate Classified Professionals Staffing Request form must be completed for each position requested.
Add your requests to your spreadsheet under the 2000a tab and check the box below once they’ve been added.
Please click here to find the link to the Classified Professional Staffing Request form: http://www.chabotcollege.edu/prbc/APR/2016-17%20Classified%20Professionals%20Staffing%20Request%20Form.pdf
This is a fillable PDF. Please save the form, fill it out, then save again and check the box below once you’ve done so. Submit your Classified Professionals Staffing Request form(s) along with your Program
Review Narrative and Resource Request spreadsheet.
Total number of positions requested (please fill in number of positions requested):
☐ Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
☐ Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
34

This section is N/A.
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for student assistant positions. Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal, safety, mandates, and accreditation issues. Please cite any evidence or data to support your request. If these positions are categorically funded, include and designate the funding source of new categorically-funded positions where continuation is contingent upon available funding.
Rationale for proposed student assistant positions:
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service area outcomes (SAO’s) support this request?
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been added.
Total number of positions requested (please fill in number of positions requested) :
☐ Summary of positions requested completed in Resource Request Spreadsheet (please check box to left)
35

Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the
Faculty Contract.
Instructions: In the area below, please list your requested changes in course offerings (and corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze enrollment trends and other relevant data at http://www.chabotcollege.edu/ProgramReview/Data2015.asp
COURSE CURRENT
FTEF
(2015-16)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
36

Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been added.
Total number of positions requested (please fill in number of positions requested):
☐ Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning outcomes and alignment with the strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning support positions.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service area outcomes (SAO’s) support this request?
37

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?
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This section is N/A.
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. There should be a separate line item for each contract or service.
2. 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:
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service area outcomes (SAO’s) support this request?
39

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
40

Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Although some of the college's greatest needs involving new facilities cannot be met with the limited amount of funding left from Measure B, smaller pressing needs can be addressed. Projects that can be legally funded with bond dollars include the "repairing, constructing, acquiring, and equipping of classrooms, labs, sites and facilities." In addition to approving the funding of projects, the
FC participates in addressing space needs on campus, catalogs repair concerns, and documents larger facilities needs that might be included in future bond measures. Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one facilities project, please rank order your requests.
Brief Title of Request (Project Name):
Building/Location:
Type of Request
___ Space Need ___ Building Concern
___ Small Repair ___ Larger Facility Need
___ Large Repair ___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
What educational programs or institutional purposes does this request support and with whom are you collaborating?
Briefly describe how your request supports the Strategic Plan Goal?
41