Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: 3rd Year
Program: PSCN Instruction
Submitted on 10/26/15
Contact: Laura J. Alarcón,
Juztino Panella, and F. Tripp
FINAL 9/24/15
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Table of Contents
___ Year 1
Section 1: Who We Are
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
_X__ Year 3
Section 1: What Have We Accomplished?
Section 2: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New and Ongoing Initiatives and Projects
E1: New Equity 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 – Technology
2
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
3
YEAR ONE
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single Resource
Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you can
continue to access it and add requested resources from each appendix to it as appropriate. Once
completed, submit to your Dean/Area Manager with this finalized Program Review Narrative.
b. Requests should be made for augmented/ additional resources (more than what you are already
receiving). If you have questions about what constitutes an “additional/augmented” request, please
talk with your administrator who can tell you what maintenance resources you are already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a master
spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization and
discuss with their area at November division meetings.
1. Who We Are
Limit your narrative to no more than one page. Describe your program--your mission, vision, responsibilities
and the goals of your area. How does your area support the college? What impact do you have on student
learning? Describe the number and type of faculty in your area.
2. Where We Are Now
Complete Appendices A (Budget History), B1, C (PLO's), and D (A few questions) prior to writing your narrative.
You should also review your most recent success, equity, course sequence, and enrollment data at
http://www.chabotcollege.edu/programreview/Data2015.asp. Limit your narrative to two pages.
As you enter a new Program Review cycle, reflect on your achievements over the last few years. What did you
want to accomplish? What are your Student Learning Outcomes (SLOs) and Service Area Outcomes (SAOs), and
what progress have you made toward achieving them? What are you most proud of?
Reflect on your curriculum as well as your success, retention, and enrollment data. What trends do you
observe? Do you see differences based on gender and/or ethnicity? Between on-campus and online or hybrid
online courses? Provide comparison points (college-wide averages, history within your program, statewide
averages).
Discuss other important trends that will have a significant impact on your unit over the next three years. Those
could include technology, facilities, equipment, and student demand.
Describe how changes in resources provided to your area have impacted your achievements. What
opportunities and challenges do your foresee in the next three years?
3. The Difference We Hope to Make
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative. Please
complete Appendices E (New and Ongoing Initiatives and Projects) and F1-8 (Resource Requests) as relevant to
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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.)
YEAR TWO
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single Resource
Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you can
continue to access it and add requested resources from each appendix to it as appropriate. Once
completed, submit to your Dean/Area Manager with this finalized Program Review Narrative.
b. Requests should be made for augmented/ additional resources (more than what you are already
receiving). If you have questions about what constitutes an “additional/augmented” request, please
talk with your administrator who can tell you what maintenance resources you are already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a master
spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization and
discuss with their area at November division meetings.
1. What Progress Have We Made?
Complete Appendices A (Budget History), B1, C (PLO's), and D (A few questions) prior to writing your narrative.
You should also review your most recent success, equity, course sequence, and enrollment data at
http://www.chabotcollege.edu/programreview/Data2015.asp. Limit your narrative to two pages.
In year one, you established goals and action plans for program improvement. This section asks you to reflect
on the progress you have made toward those goals. This analysis will be used to inform future budget
decisions. In your narrative of two or less pages, address the following questions:
● What were your previous Program Review goals?
● Did you achieve those goals? Specifically describe your progress on the goals you set for student
learning, program learning, and Strategic Plan achievement.
● What are you most proud of?
● What challenges did you face that may have prevented achieving your goals?
● Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios, CLO/PLO
assessment results, external accreditation demands, etc.).
2. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative. Please
complete Appendices E (New and Ongoing Initiatives and Projects) and F1-8 (Resources Requested) to further
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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?
YEAR THREE
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single Resource
Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you can
continue to access it and add requested resources from each appendix to it as appropriate. Once
completed, submit to your Dean/Area Manager with this finalized Program Review Narrative. Need to
Request document via email
b. Requests should be made for augmented/ additional resources (more than what you are already
receiving). If you have questions about what constitutes an “additional/augmented” request, please
talk with your administrator who can tell you what maintenance resources you are already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a master
spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization and
discuss with their area at November division meetings.
1. What Have We Accomplished?
Complete Appendices A (Budget History), B1, C (PLO's), and D (A few questions) prior to writing your narrative.
You should also review your most recent success, equity, course sequence, and enrollment data at
http://www.chabotcollege.edu/ProgramReview/Data2015.asp. Limit your narrative to two pages.
In year one, you established goals and action plans for program improvement. This section asks you to reflect
on the progress you have made toward those goals. This analysis will be used to assess progress toward
achievement of our Strategic Plan and to inform future budget decisions. In your narrative of two or less pages,
address the following questions:
● What program improvement goals did you establish?
● Did you achieve the goals you established for the three years? Specifically describe your progress on
goals you set for student learning, program learning, equity, and Strategic Plan achievement.
● What best practices have you developed? Those could include pedagogical methods, strategies to
address Basic Skills needs of our students, methods of working within your discipline, and more.
● Are these best practices replicable in other disciplines or areas?
● What were your greatest challenges?
● Were there institutional barriers to success?
● Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios, CLO/PLO
assessment results, external accreditation demands, etc.).
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●
What program improvement goals did you establish? Did you achieve the goals you established for
the three years? Specifically describe your progress on goals you set for student learning, program
learning, equity, and Strategic Plan achievement.
Goals Established and Progress Made
●
Goals: PSCN Curriculum will make a number of improvements in the next three years to
improve student learning. First, the Counseling Division will increase the offerings of PSCN 10,
PSCN 15 PSCN 18 and PSCN 23 in order to assist students with completing their educational
goal in a reasonable time. Second, the Division would like to offer PSCN classes every
semester for the Human Services major so students do not have to wait one or two semesters
to take the classes (ex. PSCN 80) to complete the major. Third, the Division will create a First
Year Experience program. In order to achieve these goals, it is imperative more counselors are
hired in our division. Both the need and specific requests for more counselors are described in
this program review (PSCN Curriculum).
● Progress Made
● Sub-goal #1: Increase # of offerings to assist students with completing their
educational goal in a reasonable amount of time.
● Results: PSCN increased the number of sections of PSCN 10 (Career and
Educational Planning), PSCN 15 (College Study Skills), PSCN 18 (University
Transfer Planning), and PSCN 23 (College Readiness) while maintaining its
other courses in Summer 14, Fall 14 and Spring 15 to reach a total of 4.59
FTEF. This is a significant increase over our total 2013-14 FTEF of 3.86,
reflecting a growth of 0.73 FTEF during a time when we have fewer
instructors. We continued to increase the number of PSCN sections in 15-16
in these courses, with the additions of PSCN 13 (Multicultural Issues in
America) – an IGETC UC/CSU transferrable course and PSCN 36 (Women in
Transition) – meeting the re-emerging need of returning students. Our FTEF
in 15-16 for General Counseling increased to 7.667 FTEF. Please note that
during the 14-15 year, PSCN began to include PSCN Special Programs
courses as well.
● Sub-goal #2: Identify where hybrid/online courses can assist students in completing
their programs quickly.
● Results: We need to do more research on this during the 2015-16 year as we
just increased our # of online sections of PSCN 10 and 15 this term, while
maintaining PSCN 2 (Case Management) online. More Psychology
Counseling faculty has been approved to teach online classes.
● Sub-goal #3: Improve curriculum and resources through increased access and
collaboration.
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●
Results: Improved curriculum and resources through new hires with
different areas of expertise. In Fall 2014, hired 1 new general counselor with
experience in new student orientation and hired 1 new transfer counselor
to enhance transfer curriculum and services. In Spring 2015, hired 4 new
counselors with experience in mental health, probation and financial aid,
further expanding our curriculum and service areas of expertise, particularly
in the area of mental health. Created mentorship and training program for
new counselor instructors that was expanded to support 4 new hires in
Spring 2015.
● Sub-goal #4: Work closely with the Chabot Community and learning communities
to foster new transfer-oriented pathways for students.
● Results: Counselors provided info/training to the Chabot Community to help
students achieve their goals through acting as liaisons with different
divisions. We also provided ongoing 3SP info through PBRC and Faculty
Senate Meetings. Counselors refined the registration process through
enhancing the Early Decision Program by increasing the # of PSCN 25
sections and beginning them earlier in the term. Counselors provided
support in planning, coordination and implementation of FYE by
participating in the Presidential Task Force, co-designing the outreach and
registration process and teaching courses. In 2015-16, we offered more
sections of PSCN 15, 18, 20 and 23. Strengthened collaboration between FYE
and the social justice learning community of Change It Now! (CIN!) by
supporting the development of a student leadership course, increasing
programming that is career and pathway related and dedicating a FYE
support course to the community.
●
What best practices have you developed? Those could include pedagogical methods, strategies to
address Basic Skills needs of our students, methods of working within your discipline, and more. Are
these best practices replicable in other disciplines or areas?
PSCN is most proud of our efforts that support the College’s Strategic Plan.
● Strategic Plan #1 – Learn more about our students.
● PSCN curriculum and classes helps students and instructors learn more about
students by making self-awareness, academic and career exploration top priorities.
We completed assessment of our full array of PSCN Courses in 14-15 which has
helped us understand that our students have the following emerging needs: college
readiness, study skills, major/career exploration, educational planning, mental
health support and more up to date Human Services courses to prepare them for
entry/mid-level Social Service positions.
● Strategic Plan #2 – Provide info to everyone in Chabot community to help students achieve
their goals.
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●
PSCN curriculum increased the knowledge of students and faculty on transfer
pathways through courses, workshops and collaboration that focused on the AA-T
and AS-T degrees promoting transfer to the CSUs. PSCN courses, particularly PSCN
10, 15, 18, 20 and 23, helped students make Student Education Plans (SEPs),
reviewed transfer basics and explained the AA-T and AS-T degrees. Additionally,
counselors helped expand the knowledge of other division’s faculty and students
on transfer through the newly adapted Transfer Basics workshops which also focus
on transfer to CSU, UC and private universities. The use of PSCN classes in FYE (Fall
15 – PSCN 11, 20, 21 and 23; Spring 2016 – PSCN 10 and 15) helped students
identify and clarify educational and career goals by helping students research
majors and careers, create related SEPs and connecting them with potential
pathways and resources. By offering more sections of PSCN 10, 11, 12, 15, 18, 20,
21 and 23 in Fall 2015, we helped a greater percentage of the general student body
to clarify their educational and career goals so they can reach their goals at Chabot
in a reasonable time frame.
● Strategic Plan #3 – Help the undecided to define a goal.
● Undecided students need counseling support to guide them through major and
career exploration. PSCN curriculum, particularly PSCN 10, 15, 18, 20, 21 and 23
foster using the classroom as vehicles for counseling support. As a result,
counselor/instructors teach their students about major and career exploration and
student education planning. Simultaneously, counselor/instructors provide
counseling embedded within the classroom format, helping guide the undecided to
clarify their goals and fostering opportunities for “high touch” counseling. PSCN
Collaboration with FYE and CIN in 2013-14, 2014-15, 2015-16 targeted undecided
students. By hosting career panel events and offering PSCN 10 and 23, we provided
opportunities and resources to enhance major and career exploration for these
students. The offerings of PSCN 18, enhanced Transfer Workshops and expanded
access to University Representatives in 2014-15 and 2015-16 have helped students
understand the transfer process and set realistic goals for attaining AA-T/AS-T and
requirements for UCs.
● Strategic Plan #4: Get students onto their critical path quickly.
● The high persistence rates of PSCN 25 students through meeting 3SP components
and enrolling in their first semester of classes indicate the effectiveness of
increased efforts that helped students complete their SEPs sooner and establishing
a connection with Counseling services early in their academic journey.
● Strategic Plan #5: Help students monitor their progress along their pathway.
● PSCN professional development helped counselor/instructors and staff to enhance
their knowledge of 3SP requirements. In turn these efforts, allowed
counselor/instructors to better help students meet these new requirements,
improving students’ progress through matriculation and increasing their priority
registration, which also increases students’ access to classes they most need.
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●
What were your greatest challenges?
●
PSCN and the Counseling Division have faced numerous challenges that are on-going in the
2014-15 and 2015-16 years. These challenges define our priorities and in some cases, limit
our scope of practice significantly.
● The historic loss of counselors and staff in the last six years in combination with the
assumption of more job responsibilities by fewer people has defined our priorities. 5
retirements of full time counselors in spring 2014, the loss of 1 additional full time
counselor in summer 2014 and the loss of another full time counselor in fall 2015 have had
a significant impact on PSCN and the Counseling Division. These priorities include: hiring
more counselors/instructors and staff to support the college wide efforts of increasing
FTEF and courses offered by PSCN, preparing and supporting new counselor/instructors for
instruction, identifying specific courses to support the College Strategic Plan, and
collaboration with FYE, GNST (General Studies) and learning communities to most
effectively support new and undecided students.
● In this time of transition, we have lost counselors with over 30 years of instructional and
institutional knowledge, making it necessary for the current counselor/instructors and staff
to “play catch up” in a short amount of time while also having to serve a greater number of
students. More specifically, a small group of more “Chabot experienced” counselors and
staff have needed to stretch their bandwidth to train 6 new full time counselors, serve on
tenure committees, train new part time counselors and handle new initiatives
simultaneously.
● Given this transition, PSCN and the Counseling Division need to set specific priorities, to
utilize our efforts effectively and efficiently. Our present core priorities are instruction and
providing core counseling services. Other relevant priorities include:
● Efforts to update PSCN curriculum and promote PSCN courses and degrees have
decreased over the last three years because of our limited resources. As a result,
there is a greater need to revise and innovate PSCN curriculum to increase its
efforts in supporting students’ progress towards their educational goals, increase
human services content to better prepare students for social service positions and
to foster greater collaboration with learning communities, FYE, and transfer
pathways.
● Success data indicates there is a need to analyze balance of online, hybrid and face
to face classes and which formats effectively help support student success.
However, with limited resources, we have been unable to do this analysis and
related planning.
●
●
Were there institutional barriers to success?
There are numerous institutional barriers to success.
● Need for more relevant technology and greater computer access for students and
teachers
● Need for increased bandwidth to hire and train new counselors and handle current
projects
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●
●
●
Need to hire more part-time counselors
Need for more resources to support comprehensive training for all counseling faculty
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, etc.).
●
Analysis of PSCN success and demographic data indicates that more research on our
pedagogy, class format and timing of offerings (which courses to offer, how many sections
and in which semesters) is needed to better serve students. We believe the following
findings also support a need for a GIFTS Teacher Exchange about the value and purpose of
PSCN courses to students, faculty and staff.
● The number of Human Services Degrees and Certificates being awarded is on a
decline. In Spring 2014 a total of 10 degrees/certificates were awarded. Only 2
Human Services AA degrees were awarded in Spring 2015. However, there is a
growing demand in the community for Social and Human Service Workers.
According to California Labor Market Information, Social and Human Service
Assistants have a faster than average (21.4%) growth rate. In combination these
trends, support the need to update PSCN curriculum and raise public awareness of
PSCN Degrees, Certificates and Courses as viable career and major options for
Chabot students.
● Future program recommendations:
● Significant review and revision of PSCN Curriculum to help students
better meet the qualifications needed for entry and mid-level Human
Services positions
● More in depth PSCN instructional and pedagogical training and
professional development opportunities for PSCN instructors,
particularly training that allow instructors to identify best practices and
sharing of resources
● More in depth mental health professional development for all Counselor
Instructors to empower all faculty to be able to teacher more mental
health focused classes and work with personal counseling.
● Success rates for Fall 2012 through Spring 2015 went down although still above the
college average. Some contributing factors may be the significant loss of faculty and
transition to new faculty as well as a change in instructional methods. However,
this may also indicate a greater need to review and update our curriculum and
instructional methods. There may be an departmental need to create pedagogical
forums for PsCN instructors within the weekly schedule.
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●
Non success rates of PSCN courses in spring semesters (2012-2013) are slightly
higher (1-3%) than the college wide rates. Possibly related, the withdrawal rates in
the spring semesters of PSCN courses in (2011-13) also show a slight increase from
9% to 11%; however, these rates are still lower than the college wide rates (1415%). This is somewhat consistent with 2012-15 non-success data and may point to
the need to create additional support and instructional strategies for Spring
semesters. Specific possible strategies: 1) Requiring counseling appointments for all
students in PSCN classes, trying to utilize lulls in the counseling appointment
schedule; 2) Organize support meetings; 3) Organize study buddy
groups/accountability groups among students.
● In Spring 2013, the success rate of male students declined to 65% which is 3% lower
than the campus success rate for male students. Data from Spring 13, 14, and 15
indicate that we still need to monitor this trend.
● The general trend is a decline in success rates for African American and Latino
students during spring semesters (2011-2013). A significant change occurred in
spring 2012. Upon further reflection of (2012-2014) data, these success rates are
beginning increase. It’s possible the prior decline reflects are large number of
retirements and new faculty transition.
● The success rates of students in PSCN courses in face to face versus online formats
shows a varying trend. In Spring 2014, 65% of PSCN 10 students were successful
versus 57% in an face to face format. While only 39% of PSCN 15 students were
successful versus 52% in a face to face format. We will continue to monitor this
trend closely.
B. What’s Next? Start Here - Juztino
This section may serve as the foundation for your next Program Review cycle, and will inform the development
of future strategic initiatives for the college. In your narrative of one page or less, address the following
questions. Please complete Appendices E (New and Ongoing Initiatives and Projects) and F1-8 (Resources
Requested) to support your narrative.
●
What goals do you have for future program improvement? What ideas do you have to achieve those
goals?
1. PSCN general course modification
a. Increase sections of PSCN courses that foster students’ exploration of careers/majors,
transfer/aa planning and personal and strengths-based development to foster students’
meaningful goal attainment in a timely manner.
b. Offer key classes such as PSCN 1 and 13 at prime class times such as in the morning or
in the early evening.
c. Consider sequencing certain classes to provide students with the basic knowledge that
will be necessary to then take more in depth course work.
● i.e For 16-17 academic year consider:
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● Fall 2016: PSCN 1 and PSCN 13
● Spring 2017: PSCN 2 and 4
● Summer 2017: PSCN 13
d. Collaboration with LPC
● Shared Teaching Best Practices,
● Classroom Mgmt day with LPC
● Focus on in person and online
e. As a fundamental tool in certain PSCN classes, provide classroom sets of catalogs when
requested by facility.
2. Specific PSCN course changes
a. PSCN 10
i. Changes
● Need to change SLOs
● Include more Educational Planning in class (5 weeks) and curriculum
● Need to update and rebuild Reader for the class
ii. Best Practices
● Interviewing – Counselor role-plays the interviewee and students play
interviewer.
● MBTI – Work environment and types activity
● Strong Interest Inventory – Suggested majors section as a segue way into
educational planning and assist.org
● Educational Planning – spends 5 weeks on this and concludes unit with an
essay
● My Activities and Work Skills Handout
● Hiring Committee Simulation
b. PSCN 18
i. Best Practices
● Transfer Action Plan Activities
c. PSCN 25
i. Changes
● Change content/presentation and assess at end of 3 year cycle
● Coordinator will present proposed changes during Fall 2015
ii. Best Practices
● Keep current SLO which relates directly to Final Report
● Need for professional development
Increase and support professional development of counselors/instructors to better the holistic
needs of students showing increasing needs of career exploration and mental, emotional and
physical well-being support.
● Human Services re-evaluation
Re-evaluate and enhance Human services offerings to match current employment sector needs.
3. Curriculum content
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●
●
●
●
Review what we want Human Services to be
What are key features, gaps in curriculum
Eliminate redundant content across courses
Possible Future Course Ideas
o Drug and Alcohol
o Stress management
● Checking in with employability and Human services advisory committee
4. Research on classes
● Research which sessions in summer 15 had highest enrollment in PSCN courses
● Use the above data to inform selection of summer 16 courses
5. Technology needs
● We have need for technology requested in prior Program Reviews
o Electronic clickers
o Electronic pointers
6. Textbooks needs
1. Bring in vendors and show options
2. Discuss options among instructors
●
What must change about the institution to enable you to make greater progress in improving student
learning and overall student success?
1. Need for more faculty and classified professionals due to recent retirements and loose in staff over
the last 5 years. Increased time and resources for relevant professional development.
a. Need to establish formal trainings and processes for new hires
b. Need to pace out hiring of new counselors/instructors to match ability of current
counselors and staff to support new hires.
2. Increased time and resources for relevant professional development. For example, holding
meetings and events that allow instructors to share Best Practices and discuss curriculum changes
within the division and with our sister college.
3. Greater accessibility of technology. For example, many PSCN classes require access to computer
labs for students to do research on academic planning and transfer requirements. Currently, there
are not enough computer labs to accommodate these important needs.
Appendix A: Budget History and Impact
Note to the Dean: Please See our PSCN Resource Request Spreadsheet to understand our budgetary needs.
This was approved per prior discussion with the Interim Dean of Counseling.
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
14
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
Faculty Staffing (# of positions)
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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Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting (CLOClosing 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.
PSCN 1
PSCN 2
PSCN 4
PSCN 7
PSCN 10
PSCN 11
PSCN 12
PSCN 13
This Year’s Program
Review
*CTL forms must be
included with this PR.
Assessed and
discussed Spring 2015
Assessed and
discussed Spring 2015
Assessed and
discussed Spring 2015
Has not been offered
in the last 5 years so
cannot be assessed.
Assessed and
discussed Spring 2015
Assessed Fall 2014 and
Discussed Fall 2015
Assessed Spring 2015
and Discussed Fall
2015
Assessed Fall 2014 and
Discussed Spring 2015
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
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PSCN 15
PSCN 18
PSCN 20
PSCN 21
PSCN 22
PSCN 23
PSCN 25
PSCN 26
PSCN 28
PSCN 36
PSCN 80
PSCN 901
PSCN 902
PSCN 903
PSCN 904
Assessed Spring 2015
and discussed Spring
2015
Assessed Spring 2015
and discussed Spring
2015
Assessed Spring 2015
and discussed Fall 2015
Assessed Spring 2015
and discussed Fall 2015
Assessed Fall 2014 and
discussed Spring 2015
Assessed Spring 2015
and discussed Fall 2015
Assessed and discussed
Spring 2015
Assessed and discussed
Spring 2015
Has not been offered
in the last 5 years so
has not been assessed.
Has not been offered
in the last 3 years until
this Fall 2015. Will be
discussed and reported
on in next program
review cycle.
Assessed Spring 2015
and discussed Fall 2015
Assessed Spring 2015
and discussed Fall 2015
Assessed Spring 2015
and discussed Fall 2015
Assessed Spring 2015
and discussed Fall 2015
Assessed Spring 2015
and discussed Fall 2015
17
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 1 – SUMMARY DOCUMENT
Collective discussion comments enclosed within and are italicized.
Course PSCN 1
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
Spring 2015
One
One
100%
Fall 2015
Faculty: M. D’Aloisio, F. Tripp, J.
Panella, Emmanuel Lopez, Yetunde
Osikomaiya, Kathleen Allen, Jerome
Manos, Dara Greene, Frances Fon,
Laura Alarcon, Katie Messina, Sadie
Ashraf, Michael Lai
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.
1. Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections
assessed in eLumen.
2. Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
3. Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a
whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY
COURSE★)
(CLO) 1:
Assess cultural and socioeconomic barriers
(CLO) 2:
Design interventions to address socioeconomic
barriers
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
70% score 70% score a
a4
4
70% score 70% score a
a4
4
18
(CLO) 3:
Identify the primary helping goals of a counseling
case study
(CLO) 4:
Define and demonstrate the concept of empathy.
70% score 75% score a
a4
4
70% score 80%
a4
Score a 4
★If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data
collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
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?
This first SLO was challenging, requiring advanced critical thinking skills. I am content that a
majority of the students assessed within the target score
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?
For PSCN 1, more time must be dedicated to critically evaluating diverse case studies
that emphasize socio-economic challenges.
19
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?
Being that this is a challenging SLO, I was happy with the outcome.
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
This SLO is perhaps the most challenging, requiring analysis and application of
counseling skills and knowledge of human services. These are short answer
questions, so the student must entirely recall relevant information without the
assistance of examples or true and false/multiple choice questions.
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?
In this third SLO, students met or exceeded my expectation.
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?
20
I was very pleased that most students were able to demonstrate the skill of “establishing
rapport” with the helpee/client that was required as a part of this SLO.
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?
The scores exceeded my expectations and are consistent with this same SLO for Fall 2014.
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?
I dedicated more instructional time to achieving this fundamental SLO Empathy/compassion and most students demonstrated the ability to
communicate their understanding to the helpee/client.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
21
1. What changes were made to your course based on the previous assessment cycle, the prior Closing
the Loop reflections and other faculty discussions?
I dedicated more instructional time to evaluating human service case studies than the
previous semester and I related the case studies to their personal lives with the hope of
making the process more realistic and engaging, which I believe it did.
Observations and reflections from Faculty Discussion:
● Need to know more information on how and why the CLOs were challenging
● Results for CLO # 4 were higher the instructor emphasized teaching this outcomeinstructors need to think more about teaching to the CLO
● Have future CLOs reflect the most important aspects of the course
● The relationship between the Course Outline of Record and the CLO
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?
Overall, the PSCN courses support each other and help the student develop and refine
their skill set as they matriculate through the our courses. As a division we have identified
the importance of having a group discussion to re-evaluate our curriculum with the goal
that it meets the needs of our current students, providing them with the best opportunity
of meaningful employment in human services as well as to prepare them for transfer.
Observations and Reflections from Faculty Discussion:
● Open CLO #4 it up to skills, such as define and demonstrate 3 foundational skills
● Quantify CLOs more for this class in the future
● Meet up in the group to identify how we are teaching the course and how it fits in
to the bigger picture of PSCN
● Addressing strength base, such as Cultural Capital
● How are our core courses different than Psychology 1/Sociology 1
● May consider redesigning Human Services Degree (looking at new classes offered)
22
● Looking at levels of privilege and other language than majority or minority to
change CRO
● Support minority/majority language in the COR open it up to include…
3. What is the nature of the planned actions (please check all that apply)?
Curricular X
Pedagogical X
Resource based
Change to CLO or rubric X
Change to assessment methods
Other:_________________________________________________________________
23
24
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 2 Final Summary Document
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
PSCN 2
Spring 2015
1
1
100%
Fall 2015
L. Alarcón and F. 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.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE★)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
● Students will be able to identify the three
main steps or parts of case management
related to a human services environment.
95% (score 3 or
4)
96% scored 3 or 4
(CLO) 2:
● Students will write an acceptable Intake
Summary.
90% (score 3 or
4)
75% scored 3 or 4
80% (score 3 or
4)
100% scored 3 or
4
●
(CLO) 3:
Identify a minimum of 8 different community
service resources which could potentially be
used as a client referral for services.
25
★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?
26
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?
Scores were 1% above 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?
This CLO is appropriate for the class. This CLO addresses the minimum information that
the student should walk away with after taking the class.
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?
Scores were 15% below 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?
Students had difficulty writing an acceptable intake form. I asked students to re-do the
intake a couple of times. The intake topic was covered in lecture form. Providing a
sample of a completed intake form might help increase the success rate. Students
encountered difficulties when assessing disorders using DSM-4 while completing the
assessment.
27
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?
Scores were 20% above
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?
Nowadays, the use of the Blue book to identify services available in the county s a tool
that facilitates the referral process for all case managers. Looking up agencies is very
easy and does not require any specific training. Perhaps this CLO should be changed. Yes,
I agree this CLO might be changed. Possible suggested CLO – Students will be able to
identify 3 community resources that would be relevant referrals for a case study?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course level
outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
28
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
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?
--Change CLO 3
--Provide more examples of intake forms
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:_________________________________________________________________
29
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 4 Final Summary
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
PSCN 4
Spring 2015
1
1
100%
Spring 15 and Fall 15
F. 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.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE★)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
Student will be able to list examples of how time is
perceived between two or more ethnic/cultural
groups.
70% (score 3
and 4)
62% scored 3 or 4
70% (score 3
and 4)
50% scored 3 or 4
70% (score 3
and 4)
81% scored 3 or 4
(CLO) 2:
Student can assess the importance of privacy in three
or more ethnic/cultural groups.
(CLO) 3:
Students will be able to name two sources of
miscommunication between two of the ethnic groups
studied
(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?
30
31
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in this course level
outcome?
Scores were 8% below target.
4. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students have difficulty understanding the concept of time and how it shapes people’s
cultural world view. While I spent more time highlighting this concept this semester,
which I think is reflected in the increase of the results from the prior semester (56% to
62%), there is still a need to consider other innovative ways to teach time as a cultural
concept. There may also be a need to change this CLO given students’ consistent
difficulty understanding it. A related topic which may be relevant is understanding how
an individual’s cultural and immigration history affects their relations to others.
D. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in this course level
outcome?
The scores are 20% below the target.
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?
While students had difficulty understanding this CLO in Fall 15, they found it more
challenging this semester (it went from 62% to 50%). Of all 3 CLOs for this class, this is
the one that indicates that both students and the instructional methods do not
32
adequately teach this concept. In discussing this CLO with students, I think the following
may be helpful in the future:
Consider changing the CLO to focus more on its underlying themes of cultures being
more individualistic or collectivistic in approach or looking at cultural group disparities
versus strengths.
Spend more in depth time on each cultural group studied
Find more innovative and detailed ways to use the Communication textbook to support
teaching these concepts.
33
C. COURSE-LEVEL OUTCOME (CLO) 3:
3. How do your current scores match with your above target for student success in this course level
outcome?
The scores are 11% above the target.
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?
The success for the scores with this CLO may be due to the following:
Consistent analysis of miscommunication and cultural conflict among students in our
daily lives, current events and in 3 different culturally focused texts.
Inclusion of many group projects and group discussion activities where students needed
to identify these sources of conflicts.
D. COURSE-LEVEL OUTCOME (CLO) 4:
3. How do your current scores match with your above target for student success in this course level
outcome?
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. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
34
35
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?
Changes in the course between Fall 14 and Spring 15 include:
Covering less of the textbook (only chapters 1-6)
Allowing more class time for group interactive and expressive arts activities
Spending a bit more time on each cultural focus group
Elimination of the book report assignment
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?
Key areas to focus on moving forward are: further honing the CLOs to be more relevant to
students’ perspectives on multicultural communication, need to spend more time explaining key
concepts/themes across cultures including influence of cultural and immigration history,
cultures’ collectivistic and individualistic approaches and both positive and negative sources of
communication between cultures, need to spend more time going in depth on each cultural
group, re-shaping the approach to the main communication text to find which chapters best
support the key themes and concepts taught as we focus on each cultural group.
6. What is the nature of the planned actions (please check all that apply)?
36
Curricular X
Pedagogical X
Resource based
Change to CLO or rubric X
Change to assessment methods
Other:_________________________________________________________________
37
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 10 – SUMMARY DOCUMENT
See additional Closing the Loop Forms for Individual Course Results
Collective discussion comments enclosed within and are italicized.
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
PSCN 10: Career and Education
Planning
Spring 2015
4
4
100%
Fall 2015
Dara Greene, Emmanuel Lopez,
Michael Lai, 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.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE★)
(CLO) 1: THE COURSE HELPED ME IDENTIFY 3 FACTS ABOUT
MYSELF THAT CAN BE USED IN MY FUTURE CAREER AND
EDUCATION PLANNING
Defined Target
Scores*
(CLO Goal)
75% score of 3
(Dara- online)
75% (3 or 4
score on rubric)
(Felicia)
75% of students
will score either
3 or 4
Actual Scores**
(eLumen data)
50% (Dara-online)
100% (Felicia)
25/28 = 89%
(Mike)
38
(CLO) 2: THE COURSE HELPED ME IDENTIFY AND APPLY 3
CAREER AND PERSONAL CHARACTERISTICS THAT CAN BE USED IN
MY FUTURE CAREER AND EDUCATIONAL PLANNING
75% score of 3
(Dara-online)
75% (3 or 4
score on rubric)
(Felicia)
75% of students
will score either
3 or 4
50% (Dara-online)
93% (Felicia)
25/28 = 89%
(Mike)
(CLO) 3:
(CLO) 4:
★If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data
collected in this assessment cycle?
39
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
E. COURSE-LEVEL OUTCOME (CLO) 1:
5. How do your current scores match with your above target for student success in this course level
outcome?
The in-person sections exceed the target rate while the online sections fell short.
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?
Career development is one of the central themes of the course and that process can be
quite personal. An in-person class may find it easier to connect on a personal level and
apply course content. Students who took PSCN 10 online seem to struggle with
completing assignments and core assessments.
The MBTI and Strong Interests Inventory was the main assessments used but there were
also a series of activities and reflections. It worked well when students had the space
and time to process, interpret and apply the results to their education and career
planning. In one of our sections, it was helpful to have all the students complete the
MBTI and Strong at a computer lab so questions could be address immediately.
F. COURSE-LEVEL OUTCOME (CLO) 2:
5. How do your current scores match with your above target for student success in this course level
outcome?
Similar to CLO#1, the in-person sections exceed the target rate while the online sections
fell short.
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?
Both in-person PSCN 10 sections highlighted the importance of providing a space and
activity for students to apply career development topics to real life experiences.
Students seem to relate well to these opportunities. With that said, we can show how
that may be more difficult for students who are taking the course online.
When developing PSCN 10 lesson plans, it was very important to keep diverse learning
styles in mind and present content in multiple ways.
40
Combining assignments together to show relationships was helpful. For example, making
resumes, cover letters and interviews into one larger assignment helped show the
relationship between each item.
Career development and planning is central to the course but providing some space to
support education planning was also important. At times, there can be a struggle to
decide how much time to commit to each area.
41
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?
The PSCN 10 online sections created assignments more directly related to the textbook and
allowing for more journaling and self-discovery. Recorded lessons were also posted but is an area
that can be further developed.
There is greater emphasis is creating lessons that allow student to apply course content (especially
career related content, i.e. resume, interviews, etc.) to real work world situations.
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?
From the online section, the first course of action is to revise our CLO’s to reflect more accurately
what we are wanting our students to learn from the course. Secondly, I personally need to speak
to the CLO’s more directly throughout the course and help students identify the key take away
points from the class.
This was also reflected in our in-person PSCN 10 sections. Student found the CLO’s confusing and
hard to interpret and reply.
Students seem to connect well to the MBTI and Strong assessments while also appreciating
opportunities to apply career development strategies.
Career development can be a very person process and it is important to continue to explore how
we keep students continually engaged in an online format. It is also important to ensure students
are receiving consistent information across sections.
With “Education Planning” in the course title, we may need to look into integrating education
planning material and developing an assessment or CLO that speaks to education planning. The
other option is to change the course name.
With an ever changing labor market, the PSCN 10 course reader needs to be updated to handouts
and content that reflect today’s economy and work environment.
9. What is the nature of the planned actions (please check all that apply)?
X - Curricular
X - Pedagogical
Resource based
42
X - Change to CLO or rubric
X Change to assessment methods
Other:_________________________________________________________________
43
Appendix B: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 11 – SUMMARY DOCUMENT
See additional Closing the Loop Forms for Individual Course Results
Collective discussion comments enclosed within and are italicized.
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
PSCN 11
Fall 2014
1
1
100%
Fall 2015
Juztino Panella, Yetunde
Osikomaiya, Katie Messina
Form Instructions:
● Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program
Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment
Reporting Schedule.
● Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections
assessed in eLumen.
● Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
● Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a
whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE★)
(CLO) 1:
Identify one’s own dysfunctional behavior that
results in unhealthy communication
Defined Target
Scores*
(CLO Goal)
75% score 4 or
5
Actual Scores**
(eLumen data)
81%
(CLO) 2:
Recognize, define and employ the basic elemental
principles of a healthy relationship
75% score 4 or
5
90%
(CLO) 3:
DEFINE AND DEMONSTRATE INTERPERSONAL EMPATHY
75% score 4 or
5
72%
(CLO) 4:
IDENTIFY SEVERAL CONSTRUCTIVE METHODS FOR MANAGING
75% score 4 or
5
82%
44
ANGER AND OTHER EMOTIONS (WE ARE INCLUDING THIS IN THE
FALL 2015 REVIEW)
★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?
45
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
G. COURSE-LEVEL OUTCOME (CLO) 1:
7. How do your current scores match with your above target for student success in this course level
outcome?
Instructors agree:
Successfully meets target goal
8. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
There is a need to identify other creative approaches for experiential learning to target
this CLO
Instructors suggested using multi-modal experiential activities drawing from expressive
arts therapy, youth speak poetry, gestalt, drama therapy, theatre of the oppressed, and
narrative therapy.
There was a need to change the prior CLO from:
● Identify at least 6 effective communication elements and use them
appropriately in their efforts to function more effectively in his/her
interpersonal relationships
To better operationalize it for students to:
Identify one’s own dysfunctional behavior that results in unhealthy communication.
H. COURSE-LEVEL OUTCOME (CLO) 2:
7. How do your current scores match with your above target for student success in this course level
outcome?
Instructors agree:
Successfully meets target goal
8. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
46
Instructors agreed:
Students’ scores reflected their ability to apply course principles to their personal lives.
There is a need to identify other creative approaches for experiential learning to target
this CLO.
Instructors suggest multi-modal experiential activities drawing from expressive arts
therapy, youth speaks poetry, drama therapy/theatre of the oppressed, and narrative
therapies.
47
C. COURSE-LEVEL OUTCOME (CLO) 3:
5. How do your current scores match with your above target for student success in this course level
outcome?
Instructors agreed:
Scores did not meet target goal.
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?
Try giving more examples of interpersonal empathy throughout the semester.
Since students had difficulty understanding this concept, ask them to demonstrate it in
multiple ways (writing, discussion, role play). Have instructor model empathic listening and
response. The instructor must be possess a high level of group facilitation skills and be
competent in mental health group counseling.
D. COURSE-LEVEL OUTCOME (CLO) 4:
5. How do your current scores match with your above target for student success in this course level
outcome?
Instructors agreed:
Scores exceeded target goal
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?
Instructors supported the primary instructors need to:
Create a new CLO to reflect a strong emerging theme, how to manage anger and other
self-harming emotions.
Need to create teaching methods and more interventions for other instructors to
teaching anger management in PSCN 11, 12, 15 and 20.
48
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
49
PART III: COURSE REFLECTIONS AND FUTURE PLANS
10. What changes were made to your course based on the previous assessment cycle, the prior Closing
the Loop reflections and other faculty discussions?
Instructors agreed on new CLOs for PSCN 11 that better operationalize the topic of interpersonal
relationships for students.
Prior CLOs were:
Identify at least 6 effective communication elements and use them appropriately in their efforts to
function more effectively in his/her interpersonal relationships.
Recognize, define, and employ the basic principles of at least 4 (of 8) elements of a healthy
relationship
New Clos are:
Identify one’s own dysfunctional behavior that results in unhealthy communication
Recognize, define and employ the basic elemental principles of a healthy relationship
Define and demonstrate interpersonal empathy
Identify several constructive methods for managing anger
11. Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be
taken as a result of your reflections, discussions, and insights?
More creative teaching strategies are needed to teach in PSCN classes, in particular in PSCN 11
the concepts of interpersonal empathy and dysfunctional behavior.
There is a fundamental need for all of the PSCN instructors to meet and exchange teaching
strategies to improve our instruction.
There is a need to identify other creative approaches for experiential learning in this class.
Instructors suggest multi-modal experiential activities drawing from expressive arts therapy,
youth speaks poetry, drama therapy/theatre of the oppressed, and narrative therapies.
The instructor must be possess a high level of group facilitation skills and be competent in mental
health group counseling.
50
12. 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:_________________________________________________________________
51
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 12 Final Summary Document
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
PSCN 12 Self-Esteem
Spring 2015
One
One
100%
Fall 2015
Juztino Panella, Katie Messina,
Yetunde Osikomaiya
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.
4. Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections
assessed in eLumen.
5. Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
6. Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a
whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY
COURSE★)
(CLO) 1:
Students will be able to identify at least one life
circumstance that has impacted their self-esteem
(CLO) 2:
Identify origins of self-esteem
(CLO) 3: EXPLAIN TWO CONCRETE WAYS OR STEPS
THAT COULD HELP SOMEONE ELSE IMPROVE THEIR
SELF-ESTEEM
(CLO) 4: We would like to include a 4th CLO for the
future: Identify self-defeating behaviors that may have
negative impact on self-esteem.
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
70% score 85%
a4
70% score 60%
a4
70% score 80%
a4
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?
53
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in this course level
outcome?
Overall the students did very well
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?
Instructors Agree
This SLO needs to be updated to require an explanation of the life circumstances
impacting one’s self-esteem; or how or in what ways does this life circumstance impact
one’s self-esteem?
D. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in this course level
outcome?
Students scored poorly in this SLO.
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?
54
Instructors Agreed
This SLO was a course goal early in the semester. We discussed it at length, however we
never revisited it, so the question caught them off guard.
55
C. COURSE-LEVEL OUTCOME (CLO) 3:
3. How do your current scores match with your above target for student success in this course level
outcome?
I am satisfied with theses scores as this was an additional SLO
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?
Instructors Agreed
I was pleased most students could identify concrete ways to help someone else and
provide examples that were discussed in the class and/or related to the course text.
D. COURSE-LEVEL OUTCOME (CLO) 4:
3. How do your current scores match with your above target for student success in this course level
outcome?
Instructors Agreed –
We would like to include a 4th CLO for the future: Identify self-defeating behaviors
that may have negative impact on self-esteem.
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?
56
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
57
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?
Instructors Agreed
I used the course textbook more this semester than in the previous and applied the concepts to
group discussion and various course activities. We dedicated more time to meeting in small and
larger groups to discuss how concepts related to their personal lives.
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?
Instructors Agreed
There are many basic skill students in this class. In addition, many students struggle with from
severe traumatic life experiences and find this class beneficial in learning invaluable emotional and
social skills in order to move forward in life. As a division we need the critical importance of
instruction/facilitation plays in this class.
The instructor must be possess a high level of group facilitation skills and be competent in mental
health group counseling.
Finally, we would like to include a 4th CLO – Identify self defeating behaviors that may have
negative impact on self-esteem.
6. What is the nature of the planned actions (please check all that apply)?
Curricular
58
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
59
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 13 – SUMMARY DOCUMENT
See additional Closing the Loop Forms for Individual Course Results
Collective discussion comments enclosed within and are italicized.
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
PSCN 13 - Multicultural Issues in
Contemporary America
Fall 2014
1
1
100%
Spring 2015
L. Alarcon – F. Tripp – Yetunde
Osikomaiya – Juztino Panella
Form Instructions:
● Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program
Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment
Reporting Schedule.
● Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections
assessed in eLumen.
● Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
● Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a
whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE★)
●
(CLO) 1:
Identify Chabot College as a "minoritymajority" institution based on the ethnic
distribution of the college's population.
● (CLO) 2:
● Students will be able to compare and contrast
the contributions of differing cultures to
American culture.
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
75% score 3
70% scored 3
80% score 4
90% scored 4
60
●
(CLO) 3:
Identify 3 reasons the construct of a "model
minority" is a negative concept when applied
to any identified group.
75% score 3
70% scored 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?
61
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
I. COURSE-LEVEL OUTCOME (CLO) 1:
9. How do your current scores match with your above target for student success in this course level
outcome?
Instructors agreed:
The scores matched the target.
10. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Overall, CLO1 is relevant to the class. Discussions about this topic allowed for inductive
reasoning regarding shifting demographics in the USA.
Instructors raised related questions for understanding the emerging complexities of
being an emerging “minority-majority” institution:
We may want to have a deeper discussion around the language
"minority/majority". What does if feel like to be called a minority? Who really are
the "minorities" at Chabot? And if, as a department, we choose to embrace this
way of thinking (which of course is used on a state level), how does this CLO
account for the fact that Latinos will soon be the majority in California as described
in the following article.
http://www.huffingtonpost.com/2014/03/23/latino-populationcalifornia_n_5017038.html
J. COURSE-LEVEL OUTCOME (CLO) 2:
9. How do your current scores match with your above target for student success in this course level
outcome?
Instructors agreed:
The scores matched the target.
62
10. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
CLO2 is relevant to this class. This CLO makes it possible for students and faculty to
explore different ways to learn about contributions of differing cultures to
American culture.
Instructors suggested the need to operationalize American Culture and begin with a
discussion with students to define it:
What do we mean by "American Culture"? If we choose to use this term, then maybe as a
department we should come up with a working definition. Maybe we can begin by asking
our students what "American Culture" means to them.
63
C. COURSE-LEVEL OUTCOME (CLO) 3:
7. How do your current scores match with your above target for student success in this course level
outcome?
Instructors agreed:
The scores matched the target.
8. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Instructors agreed:
CLO3 is relevant to this class.
D. COURSE-LEVEL OUTCOME (CLO) 4:
7. How do your current scores match with your above target for student success in this course level
outcome?
8. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
64
PART III: COURSE REFLECTIONS AND FUTURE PLANS
13. What changes were made to your course based on the previous assessment cycle, the prior Closing
the Loop reflections and other faculty discussions?
None
14. Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might be
taken as a result of your reflections, discussions, and insights?
This course is essential for the degrees offered in the Psychology-Counseling discipline: AA and
AS Human Services and Multicultural Awareness Certificate. This course is UC and CSU
transferable.
A periodical review of CLOs is pivotal for the course relevance and ever changing curriculum.
Instructors suggested the following changes/additions for this course in the future:
Add an SLO which has students identify/understand the dynamics of having cultural minorities
within minorities such as Black immigrant populations from places such as the West Indies, Europe,
or Africa and how that influences our definition of multiculturalism.
Add an SLO which addresses privilege. I did not see any mention of this concept in the
course outline though I imagine this would be presented by each instructor in their own
ways. For example the privileges given to those who have white skin, are men,
are heterosexuals, are gender normative, have documented status, and are physically
abled, to name the major privileges. I could foresee a CLO at some point asking students to
have a basic understanding of the various forms of "privilege." Inclusively we might want
them to be able to demonstrate a knowledge of the differences between
discrimination, prejudice and racism experienced by those who are not privileged.
65
15. 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:_________________________________________________________________
66
C. COURSE-LEVEL OUTCOME (CLO) 3:
9. How do your current scores match with your above target for student success in this course level
outcome?
10. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
9. How do your current scores match with your above target for student success in this course level
outcome?
10. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
67
PART III: COURSE REFLECTIONS AND FUTURE PLANS
16. What changes were made to your course based on the previous assessment cycle, the prior Closing
the Loop reflections and other faculty discussions?
I spent more time on the various segments of higher education in California and noted the ones
that were private vs public.
17. 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?
Consider revising or removing CLO #1 if we determine this isn’t an essential CLO.
I agree with revising CLO#1 or removing CLO # 1. I believe it is important for students to familiarize
themselves with the UCs, CSU and privates, but the CLO does not clearly communicate it.
I also agree with keeping CLO#2 because the goal should be to create a plan to transfer and
research demonstrates written goals leads to higher goal completion.
18. 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:_________________________________________________________________
68
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 15 Summary Document
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
PSCN 15
Spring 2015
3
3
100%
Spring 2015
Emmanuel Lopez, Michael Lai and
Katie Messina
Form Instructions:
● Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program
Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment
Reporting Schedule.
● Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections
assessed in eLumen.
● Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
● Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a
whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE★)
(CLO) 1:
Student will identify a minimum of 3 study skill
techniques or strategies which can be used to
maintain or improve the stude3nt’s academic
success.
(CLO) 2:
Identify at least one database used for academic
research in the Chabot Library.
(CLO) 3:
Defined Target
Scores*
(CLO Goal)
70%
75% of the
students will
score either 3/4
70%
75% of the
students will
score either 3/4
Actual Scores**
(eLumen data)
87%
(scored 3 or 4)
11/13 = 85%
87%
(scored 3 or 4)
10/13 = 77%
69
(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?
70
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
K. COURSE-LEVEL OUTCOME (CLO) 1:
11. How do your current scores match with your above target for student success in this course level
outcome?
The actual score of 87% exceeded the defined target score of 70%.
The actual score of 85% exceeded the defined target score of 75%
12. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
All but 2 students achieved the desired outcomes.
Through discussions with the instructors the follow observations and suggestions were
made:
Students should practice the study strategies throughout the semester. The On Course
textbook has helped students stay on track and works well with the Course Level
Outcomes. Study Skill assignments and hands on practice helps students have a better
understanding of the materials and provides an opportunity for students to integrate
what they learned. Continuous application techniques would be helpful in class in order
to ensure they are properly learning these valuable skills and techniques.
L. COURSE-LEVEL OUTCOME (CLO) 2:
11. How do your current scores match with your above target for student success in this course level
outcome?
The actual score of 87% exceeded the defined target score of 70%.
The actual score of 77% exceeded the defined target score of 75%
12. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Through discussions with the instructors the follow observations and suggestions were
made:
71
The use of the library orientation was very helpful for students to learn a hands on
approach of the library databases. The teaching presentation was thorough and the quiz
helped students retain the information. In the future, more assignments should include
continued practice of research with research databases. Students need the practice and
a hands on approach to retain a useful skills such as researching on databases.
72
C. COURSE-LEVEL OUTCOME (CLO) 3:
11. How do your current scores match with your above target for student success in this course level
outcome?
N/A
12. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
N/A
D. COURSE-LEVEL OUTCOME (CLO) 4:
11. How do your current scores match with your above target for student success in this course level
outcome?
N/A
12. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
N/A
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
73
74
PART III: COURSE REFLECTIONS AND FUTURE PLANS
19. 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.
(Lai/Tripp)
There were several changes based on the prior assessment cycle:
1. There was a lot more attention paid to CLO#2. This resulted from my own enhanced
understanding of CLO#2 and research resources available at the Chabot College Library.
2. Student wanted more time to apply learned study skills to current academic courses. To meet
this, I used several class meeting during the semester for “Study hall” sessions where student
applied study skills to current classes. I was able to work with students in developing a
somewhat customized study skills plan and students support each other through group work
during this process.
20. 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?
Strengths of the course:
The overall strength of this course is the diversity of topics that are taught to support students’
overall success and well-being. These includes helping students with self-motivation, time
management, employing interdependence, gaining self-awareness, adapting lifelong learning,
and developing emotional intelligence. Aside from that varied subject matters, students
reported that various modalities in which the material were presented helped them to better
engage with the work. For example, when learning about ‘emotional intelligence’ the students
participated in Mindfulness Based Stress Reduction exercises; when studying ‘note-taking’ they
watched an inspiring Ted Talks Video; when working with ‘employing interdependence’ they
broke up into 5 different teams in which each team was responsible the success of all of its
members.
Possible actions and changes that may be beneficial in the future:
- Begin the course with teaching the section on interdependence to immediately create
support groups and build community.
- Emphasize the importance of note-taking and spend more time teaching and quizzing their
note-taking skills. Their overall ability in this area was remarkably low.
- Provide short easy quizzes each week to ensure students are reading the materials.
- Provide more multi-modal projects such as the creation of a Mandala, as suggested in Ch. 8
of our text “On Course.”
75
-
Continue with mindfulness exercises throughout the course. (I only did them in weeks in
which we worked with ‘emotional intelligence,’ ‘lifelong learning,’ and ‘gaining selfawareness.’) Given the level of stress that students experience, the majority reported that
having even a few moments of calm each class could be helpful.
(Lai/Tripp)
PSCN 15 students have a diverse range of needs and designing curriculum to meet those needs
can be challenging, however the component that keeps the class together is the shared support
and desire to do well academically.
There are so many factors that impact academic success, such as student development, college
study skills, and educational planning. CLO#1 and CLO#2 focuses on college study skills, but it is
equally important to spend significant class time on student development and even educational
planning to ensure we have a well rounded approach to college success.
With that said, it also very important to not overloading curriculum and have to rush through
important topics.
It may be worthwhile to consider change PSCN 15 from 2 units to 3 units to allow for more class
time. With more class time, it will be easier to address all factors that impact college success.
From my experience, It takes about 1 ½ hours to 2 hours per activity, so a 50 minute class can be
a challenge. Compared to last term PSCN 15 course, which was a short term/late start class, it
easier to address multiple topics because of more class meetings but the 50 mins per class
meeting felt rushed at times. In the future, it will be important to prioritize topics while also
addressing both college student skills and student identify development.
PSCN 15 student really appreciated the “Study Hall” sessions during the semester. We held two
session in the middle of the term and two more session at the end of the term. The idea was for
students to apply learned study skills for their mid term/assignments and final exam. The key
study skill was Organizing Study Materials. We spend significant time on this study skill because
Organizing Study Materials provides the student to utilize Reading skills, note taking skills,
memorizing skills, test taking skills and study skills. These study hall sessions helped reinforce the
message that multiple study skills are applied simultaneously.
Another message that was helpful was the CORE Learning system introduced in the On Course
text book. It helped provide students with a basic structure for obtaining and organizing
information (Main Idea, Secondary Ideas, and Supporting Details)
Lastly, the aspect PSCN 15 students appreciated most was to have the textbook on reserve in the
library. The activities and study skills plans can be completed by borrowing the text book on
reserve and I used this opportunity to challenge student to apply their active reading strategies.
It also served as good practice for future courses that may have textbooks on reserve.
Student performed quite well on the Final and I feel confident students were able to benefit from
this course.
76
21. 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:_________________________________________________________________
77
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 18 Final Summary Document
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
PSCN 18
Spring 2015
1
1
100 %
Fall 2015
Frances Fon, Emmanuel Lopez,
Dara Greene
Form Instructions:
● Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program
Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment
Reporting Schedule.
● Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections
assessed in eLumen.
● Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
● Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a
whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE★)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
75% of class will
identify the
three segments
57% of class
identified all three
segments of
public higher
education in
California
75% of class will
score either 3 or
4
75% of class
scored 3 or 4
(CLO) 1:
Identify the three different public segments of public
higher education in California.
(CLO) 2:
Develop and present a written transfer plan, student
education plan.
(CLO) 3:
(CLO) 4:
★If more CLOs are listed for the course, add another row to the table.
78
* 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?
79
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
M. COURSE-LEVEL OUTCOME (CLO) 1:
13. How do your current scores match with your above target for student success in this course level
outcome?
Actual score is 18% lower than target score.
14. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
While the score is lower than the target, this is a 9% improvement from last semester.
There were two lectures that lent itself to helping students learn about the segments of
higher education so I spent time highlighting the difference between public and private
institutions. We also explored the CSU, UC, in-state privates, and out-of-state public and
private institutions.
N. COURSE-LEVEL OUTCOME (CLO) 2:
13. How do your current scores match with your above target for student success in this course level
outcome?
Actual score is equal to target score.
14. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Student’s transfer action plan needed to incorporate items such as:
-intended major
-intended universities
-upcoming semester course schedule or multi-semester education plan depending on
where the student was at in their transfer planning
-action items as it relates to their own university transfer aspirations/goals/plan (e.g.
appointments or consults with university representatives, counselors, financial aid office;
utilization of resources and services such as the Transfer Center’s workshops, support
program field trips; incorporation of programs and deadlines such as financial aid
application, UC TAG, Chabot academic calendar)
80
Students who incorporated all four components into their plan received rubric score of 3
or 4.
Some students had difficulty attending class and therefore, couldn’t participate in in-class
activities. They also had trouble completing assignments. All of this contributed to scoring
lower than a 3 on their transfer action plan. I will continue to reach out but also recognize
that students who are present do successfully develop their own transfer action plan.
81
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 20 Final Summary Document
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
PSCN 20
Spring 2015
1
1
100%
Fall 2015
Katie Messina, Emmanuel Lopez,
Kathleen Allen
Form Instructions:
● Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program
Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment
Reporting Schedule.
● Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections
assessed in eLumen.
● Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
● Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a
whole.
Part I: Course-Level Outcomes – Data Results
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE★)
(CLO) 1: PSCN 20 - Students will be able to identify what level of GPA
would place a student on Academic Probation
(CLO) 2: PSCN 20 - Students will be able to identify four resources on
campus that will assist them in becoming successful students.
(CLO) 3:
(CLO) 4:
Defined Target
Scores*
(CLO Goal)
70%
Actual Scores**
(eLumen data)
78%
70%
74%
★If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data
collected in this assessment cycle?
Part II: Course- level Outcome Reflections
O. COURSE-LEVEL OUTCOME (CLO) 1:
82
15. How do your current scores match with your above target for student success in this course level
outcome
The actual score of 78% of students scoring 3 or 4 exceeded my target score of 70%.
1. 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 students are achieving the desired outcome. The GPA lectures are being understood
by students; they either get it or they do not.
Through discussion Instructors made the following observations and suggestions:
Lectures are effective in helping students understand the basics of GPA. Instructors also
use activities like reviewing a case scenario to calculate GPA, discussing the best ways to
raise GPA, academic renewal etc. It may be helpful to come up with additional
supplemental activities to deepen students’ understanding of GPA, beyond Academic
Probation. These activities may include: use online GPA calculators to calculate their own
GPA, use a transfer oriented tool like the UC Transfer Admissions Planner to calculate
their transfer vs. degree applicable GPA.
P. COURSE-LEVEL OUTCOME (CLO) 2:
15. How do your current scores match with your above target for student success in this course level
outcome?
The actual score of 74% of students scoring 3 or 4 exceeds my target score of 70%.
16. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
The students are achieving the desired outcome. They learned about the many resources
available for them on campus.
Through discussion Instructors made the following observations and suggestions:
As more instructors will be teaching this course in the future through special programs,
general counseling and FYE, it may be helpful to create an annotated list of key campus
resources to ensure consistency of content across instructors while still allowing for
freedom to emphasize specific resources. Instructors were curious about what are the
more effective methods to help students become aware of resources. In previous classes
these methods included: guest speakers from the campus resource, class visit to the
campus resource, student scavenger hunt to discover the resource, student research
83
projects and presentations to learn about the resources, activities involving webresearch of the resource.
C. COURSE-LEVEL OUTCOME (CLO) 3:
13. How do your current scores match with your above target for student success in this course level
outcome?
14. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
13. How do your current scores match with your above target for student success in this course level
outcome?
14. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
Part III: Course Reflections and Future Plans
22. What changes were made to your course based on the previous assessment cycle, the prior Closing
the Loop reflections and other faculty discussions?
None were made.
23. 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?
Through discussion Instructors made the following observations and suggestions:
84
It may be helpful to add supplemental instructional techniques to deepen students’ understanding of
GPA in regards to probation and transfer.
Identifying the most effective ways to expose students to different campus resources may further
enhance their learning. Instructors are interested in exploring all methods including guest speakers,
class visits, scavenger hunts, student projects/presentations on resources. Creating a list of common
point people for each campus resource would also be helpful and more efficient given that there will
be more sections of PSCN 20 in the future and that related courses: PSCN 10, 15, 18 may also want to
utilize this list of resources. Additionally, instructors agreed there is a need for training and meetings
to focus on PSCN Instructional pedagogy, strategies, lessons learned to support instructional
improvement in the future.
Additional ideas/suggestions included:
Providing CSU and/or UC Rep come in to talk about the transfer and/or admission process to bring a
unique approach to the classroom.
Bring the probation coordinator and financial aid member to talk about how probation affects their
registration and financial aid.
24. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
X Resource based
Change to CLO or rubric
Change to assessment methods
Other:_____
85
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 21 Final Summary
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
PSCN 21
SPRING 2015
1
1
100%
Fall 2015
Jerome Manos, Sandra Genera
Form Instructions:
● Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program
Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment
Reporting Schedule.
● Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections
assessed in eLumen.
● Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
● Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a
whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE★)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
● (CLO) 1:
Students will be able to identify what level of GPA
would place a student on Academic Probation
75%
78%
★If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data
collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
86
Q. COURSE-LEVEL OUTCOME (CLO) 1:
16. How do your current scores match with your above target for student success in this course level
outcome?
With CLO #1 my expected outcome DID exceed what I defined as my target goal.
15 out of 19 Students met the target goal for CLO #1.
17. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
I believe that the course, as designed and taught, was successful in achieving CLO #1. I
believe that my teaching style and pedagogy is effective with our diverse student
population at Chabot College. I also believe that I have, in this category, met and guided
growth in regards to academic preparation, and the understanding, especially for athletes,
what it means to stay academically eligible, and off of probation. In speaking with
colleagues about our curriculum, I believe that our assignments and exams were highly
effective in achieving a high level of student outcome for this CLO.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
25. What changes were made to your course based on the previous assessment cycle, the prior Closing
the Loop reflections and other faculty discussions?
This was my first time teaching the course online, so I did not have the opportunity to look at the
previous cycle. I did however, communicate throughout the semester with numerous colleagues
that have taught online courses before and we routinely shared our thoughts of what was working
and what was not, and bounced ideas off of each other often. Moving forward, my plan is to
continue to communicate with other faculty who have taught the class and share our reflections
and discuss what we all felt was effective.
26. 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?
I suppose my suggestion would be to allow for better use of on campus resources
(topic presenters (other counselors), computer lab, etc.). I would also evaluate/adjust certain
teaching strategies to meet the needs of online students and to be able to still use the interactive
phase of the course. This PSCN course was not blocked for student athletes so I had other students
in my class as well. I found was that dealing with athletes in PSCN 23 is an awesome advantage,
most of them were actually more likely to do the work than some of the other students. I could
use more kinetic style learning possibly than most other instructors.
27. What is the nature of the planned actions (please check all that apply)?
87
Curricular
X Pedagogical
X Resource based
Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
The main feedback that I got back on the PSCN 23 courses were the following:
●
●
Some of the course content is repetitive in other PSCN courses.
Limit workload in a 1 unit class.
88
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 22– SUMMARY DOCUMENT
See additional Closing the Loop Forms for Individual Course Results
Collective discussion comments enclosed within and are italicized.
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
PSCN 22
FALL 2014
1
1
100%
Spring 2015
SANDRA GENERA & KRISTIN LAND
& Emmanuel Lopez & Patricia
Molina & 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.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE★)
(CLO) 1:
Puente students will participate in the three
components of Puente.
(CLO) 2:
Puente students will produce examples of work from
their utilization of each component of Puente.
Defined Target
Scores*
(CLO Goal)
80%
Actual Scores**
(eLumen data)
75%
80%
75%
★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)
89
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data
collected in this assessment cycle?
90
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
R. COURSE-LEVEL OUTCOME (CLO) 1:
18. How do your current scores match with your above target for student success in this course level
outcome?
5% less of the Puente students participated in three components of Puente than targeted.
19. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Many Puente students are first year students who come to Chabot being underserved in
high school. In order for us to have a diverse Puente student group, we accept students
into the program who come from continuation high schools, charter schools, ESL programs
and general non-college tracked students. During their first semester at Chabot, they are
trying to figure out what it means to be a student in Puente and a student at Chabot.
Many students are also balancing working part time to full-time jobs and dealing with
unstable family dynamics. In my numbers, I am also counting three students who took a
“W” because they were in the program but needed to drop within the drop date.
S. COURSE-LEVEL OUTCOME (CLO) 2:
17. How do your current scores match with your above target for student success in this course level
outcome?
5% less of the Puente students participated in three components of Puente than targeted
18. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Many of the reasons that I received from students not completing their assignments were
that they procrastinated and in the end, decided not to do the work. They did participate
in the components and I saw them, but they chose not to write up a reflection on their
experience.
I will continue to offer this assignment.
91
92
PART III: COURSE REFLECTIONS AND FUTURE PLANS
28. What changes were made to your course based on the previous assessment cycle, the prior Closing
the Loop reflections and other faculty discussions?
In the PSCN 22 course reflections, Kristin Land and I felt that the three components are an essential
part of the Puente Project and we will keep all three components: Counseling, English, Mentoring.
We will review and adjust the one-on-one mentoring component to one semester versus two
semester participation and will provide mentoring experiences in a different mode. We also feel it
is important to bring back as many past Puente students as we can to provide as role models and
they can also provide motivation for current Puente students to succeed.
29. 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 assessments revealed that because of the population of students we are dealing with and the
diverse educational experience they are coming into the program with, they are doing better in
Puente than if they were not in Puente. I think the strong connection we build in the beginning as
a class and program, helps the students reach out to each other and it builds trust. It reminds us to
keep to our collaborated themes in English and the PSCN classes for Puente. The three components
in Puente are important and essential for the students success at Chabot.
Through group discussion instructors came up with the following comments, suggestions and
questions:
I think it is very impressive that 75% of the students complete the 3 components of Puente.
Possibly reaching out to the 25% to see if you can get a small response on why they stopped or
did not participate. A quick survey monkey may be interesting … of course responses may be
limited.
I strongly agree with the 3 components necessary for Puente Project and to keep them going. I
also like how you bring back former Puente Students to serve as role models and provide
motivation.
I think teaching about procrastination and looking for methods on how to avoid procrastination
may be helpful. Additionally, providing opportunities where students can work on group projects
to help motivate each other maybe helpful, peer to peer accountability (however, that can bring
on new challenges).
Another point I see that you have built is community, so I would think continue to add community
building events may be helpful.
The CLOs for PSCN 22 are very Puente specific because Puente has been the only ones that have
offered PSCN 22. Since it looks like more programs are interested in offering PSCN 22, maybe we
adjust the CLOs to be more general.
93
30. What is the nature of the planned actions (please check all that apply)?
X - Curricular
√ Pedagogical
Resource based
X - Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
94
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 23 Final Summary
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
PSCN 23
SPRING 2015
1
1
100%
Fall 2015
Felicia Tripp & Jerome Manos & Sadie Ashraf
Form Instructions:
● Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program
Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment
Reporting Schedule.
● Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections
assessed in eLumen.
● Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
● Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a
whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE★)
(CLO) 1:
Student will identify a minimum of 3 study skill
techniques or strategies which can be used to
maintain or improve the student's academic success.
(CLO) 2:
Identify and apply 3 career or personal characteristics
that can be used in their future educational planning.
(CLO) 3:
Students will be able to identify four resources on
campus that will assist them in becoming successful
students.
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
70% scored a 3
or 4
69% scored a 3 or
4
70% scored a 3
or 4
90% scored a 3 or
4
70% scored a 3
or 4
95% scored a 3 or
4
★If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data
collected in this assessment cycle?
95
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
T. COURSE-LEVEL OUTCOME (CLO) 1:
20. How do your current scores match with your above target for student success in this course level
outcome?
With CLO #1 my expected outcome DID NOT exceed what I defined as my target goal.
21. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Because of the assessment data gathered, and the actual results, it is evident that I need
to focus on this CLO as an area for improvement. Looking back on how I taught to this
particular CLO, I probably should have spent some more time covering this broad area.
Another factor that I believe to be a reason for a lower score is the fact that our classroomparticularly when covering a topic in my opinion that should have more of a hands on
touch-was not set up for student interaction with technology. In hindsight, using a
computer lab when covering CLO #2 may be a better option, rather than using a lecture
style pedagogy for this topic. We did however have the opportunity to use some valuable
resources such as Eureka.org, Assist.org, etc. I also feel that being this was the first time I
taught the class online, I believe it had a different outcome on the target goal. I may need
to reconsider how I frame these assignments to show competency in the future.
U. COURSE-LEVEL OUTCOME (CLO) 2:
19. How do your current scores match with your above target for student success in this course level
outcome?
With CLO #2 my expected outcome DID exceed what I defined as my target goal.
20. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
I believe that the course, as designed and taught, is successful in achieving CLO #2. I
believe that my teaching style and pedagogy is effective with our diverse student
population at Chabot College. I also believe that I have, in this category, met and guided
growth in regards to academic preparation. In speaking with colleagues about our
curriculum, I believe that our assignments, projects, and exams were highly effective in
achieving a high level of student outcome for this CLO.
96
C. COURSE-LEVEL OUTCOME (CLO) 3:
15. How do your current scores match with your above target for student success in this course level
outcome?
With CLO #3 my expected outcome DID exceeded what I defined as my target goal.
16. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
I believe that the course, as designed and taught, is successful in achieving CLO #3. I
believe that my teaching style and pedagogy is effective with our diverse student
population at Chabot College. I also believe that I have, in this category, met and guided
growth in regards to academic preparation. In speaking with colleagues about our
curriculum, I believe that our assignments, projects, and exams were highly effective in
achieving a high level of student outcome for this CLO.
97
PART III: COURSE REFLECTIONS AND FUTURE PLANS
31. What changes were made to your course based on the previous assessment cycle, the prior Closing
the Loop reflections and other faculty discussions?
This was my first time teaching the course online, so I did not have the opportunity to look at the
previous cycle. I did however, communicate throughout the semester with a colleague that also
was teaching the course. We routinely shared our thoughts of what was working and what was
not, and bounced ideas off of each other often. Moving forward, my plan is to continue to
communicate with other faculty who have taught the class and share our reflections and discuss
what we all felt was effective.
32. 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?
I suppose my suggestion would be to allow for better use of on campus resources
(topic presenters (other counselors), computer lab, etc.). I would also evaluate/adjust certain
teaching strategies to meet the needs of online students and to be able to still use the interactive
phase of the course. This PSCN course was not blocked for student athletes so I had other students
in my class as well. I found was that dealing with athletes in PSCN 23 is an awesome advantage,
most of them were actually more likely to do the work than some of the other students. I could
use more kinetic style learning possibly than most other instructors.
33. What is the nature of the planned actions (please check all that apply)?
Curricular
X Pedagogical
X Resource based
Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
The main feedback that I got back on the PSCN 23 courses were the following:
●
●
●
●
●
Some of the course content is repetitive in other PSCN courses.
Instructors feel that we are competing against ourselves when it comes to PSCN courses
because the content is similar.
Why would students take a 1 or 2 unit course with a heavy workload when students could
just take one 3 unit PSCN course that covers some of the same material.
We need to focus on the critical thinking aspect of PSCN 23.
We need to focus on emphasizing the fact that it is UC transferable.
98
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 25 – SUMMARY DOCUMENT
See additional Closing the Loop Forms for Individual Course Results
Collective discussion comments enclosed within and are italicized.
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
PSCN 25: Transition to College
Spring 2015
5
5
100%
Spring 2015
Katie Messina, Emmanuel Lopez,
Michael Lai, 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.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY
(THE NUMBER OF CLOS WILL DIFFER BY COURSE★)
(CLO) 1: STUDENTS WILL BE ABLE TO READ THEIR ENGLISH
ASSESSMENT AND MATH ASSESSMENT SCORES TO BE USED
FOR EDUCATIONAL PLANNING
(CLO) 2:
(CLO) 3:
Defined Target
Scores*
(CLO Goal)
90% of
students will
score either a
3 or 4
Actual Scores**
(eLumen data)
67 out of 67 , 100%
scored 3 or 4 (15
students per section,
8 students did not
attend or did not
submit scores)
★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?
99
100
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
V. COURSE-LEVEL OUTCOME (CLO) 1:
22. How do your current scores match with your above target for student success in this course level
outcome?
The Actual Scores (100%) exceed the Target Score (90%) for the CLO.
23. 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 projected target score was set at 90% because the course is designed to ensure
students are aware of their Math and English course placement and how to use it in their
first semester course planning. It was not a surprise that every student was able to read
their Math and English assessment and use it for educational planning.
The CLO is central for students and PSCN 25 effectively helps students learn their
placement and review what it means for planning purposes.
101
PART III: COURSE REFLECTIONS AND FUTURE PLANS
34. What changes were made to your course based on the previous assessment cycle, the prior Closing
the Loop reflections and other faculty discussions?
N/A
35. 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?
PSCN 25 does a solid job of meeting the course level outcome. The central goal of PSCN 25 is for
each student to understand their English and Math assessment results and course placement and
how that fits in with the rest of their first semester schedule and that should remain the same.
In addition to the above goal, PSCN 25 also provides a lot of general information. Even though
the general information, such as SSSP, priority reg, repeat rules, is important, it can some times
lead to information overload.
In discussion with various colleagues, here are some revision to PSCN 25 to consider:
-Provide more evening and weekend PSCN 25 because those are greatest in demand
-Remove the 1pm PSCN 25 because that time slot is least in demand
-Enhance power point presentation:
-consider decreasing the number of slides
-update general education activity
-revise order of the slides
-Use new technology such as tablets for students to review and create schedule
-Student may be assigned their CRN and ADD # ahead of time to allow for more instruction time.
At some time, we should consider an update the course description in curricunet to better reflect
what PSCN 25 actually covers. One component that needs to be added/revised is to clearly
communicate to students what basic AA/AS and transfer requirements are (such as major
requirements). That is not something that is clearly reviewed in PSCN 25 currently. All we go
over is General Education requirements so students are often left thinking that’s all they need to
complete for their AA or to transfer.
It might also be good to briefly review useful campus resources or at least have a list/brochures
included in their packet. Especially for things like tutoring services
102
36. What is the nature of the planned actions (please check all that apply)?
X - Curricular
X - Pedagogical
Resource based
X - Change to CLO or rubric
X Change to assessment methods
Other:_________________________________________________________________
103
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 26 Final Summary Document
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
PSCN 26
SPRING 2015
2
2
100%
SPRING 2015
Sandra Genera, Emmanuel Lopez,
Kristin Land
Form Instructions:
● Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program
Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment
Reporting Schedule.
● Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections
assessed in eLumen.
● Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
● Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a
whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE★)
(CLO) 1:
Students will be able to state one significant way in
which the Chicano Cultural experience can impact
the educational experience in college.
(CLO) 2:
Students will be able to describe how the Latino
Family supports their education.
(CLO) 3:
Student will be able to demonstrate how the Latino
Family supports their education through a
powerpoint presentation.
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
75%
78%
40/51
75%
69%
35/51
75%
61%
31/51
★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)
104
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data
collected in this assessment cycle?
105
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
W. COURSE-LEVEL OUTCOME (CLO) 1:
24. How do your current scores match with your above target for student success in this course level
outcome?
Students will be able to state one significant way in which the Chicano Cultural
experience can impact the educational experience in college.
25. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
This CLO needs to be clarified. What I was looking for was for students to identify one of
the Chicano Cultural experience they had in Puente, and how it impacted their
educational experience. Either by a guest speaker, attending a Puente event, or meeting
with their mentor.
X. COURSE-LEVEL OUTCOME (CLO) 2:
21. How do your current scores match with your above target for student success in this course level
outcome?
Students will be able to describe how the Latino Family supports their education.
22. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
This CLO also needs to be clarified. Because not all students feel supported by their
family. So maybe re-stating to something like, “Identity 1 way your
family/friends/Puente supports you in your education?”
106
C. COURSE-LEVEL OUTCOME (CLO) 3:
17. How do your current scores match with your above target for student success in this course level
outcome?
Student will be able to demonstrate how the Latino Family supports their
education through a powerpoint presentation.
18. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Again, re-stating this CLO to change out “family” to Puente.
This was done through reflection paper as well as presenting in class.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
37. What changes were made to your course based on the previous assessment cycle, the prior Closing
the Loop reflections and other faculty discussions?
This is the first time I have assessed these CLO’s. We had changed them from the last assessment
based on recommendations. These seem to work better, but just need to be tweaked in
vocabulary used.
38. 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?
That even though the students may not have passed the class, that they can still identity the CLO.
39. What is the nature of the planned actions (please check all that apply)?
Curricular
X Pedagogical
Resource based
X Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
107
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 36 Final Summary
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
PSCN 36
Fall 2015
1
1
100%
Fall 2015
Yetunde Osikomaiya, Emmanuel
Lopez, Dara Greene
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program
Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections
assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a
whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Student identifies three resources, and can explain
how the services which are offered by the different
resources apply to their lives or their education.
Defined Target
Scores*
(CLO Goal)
80%
(CLO) 2:
(CLO) 3:
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
Actual Scores**
(eLumen data)
90%
108
* 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?
109
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 current score exceeded the target score.
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 scores met my expectations. Students had multiple opportunities to learn the
information before being assessed. Using group activities has been most helpful to
students and will be used to present further topics.
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?
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?
110
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course level
outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course level
outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
111
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?
PSCN 36 was not offered during the previous assessment cycle.
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 assessment showed that students do find the information gained to be helpful to their
success. It is difficult to condense course lectures and materials into one hour. Students
especially find check in time useful but time constraints do not allow doing this activity at each
class session. Based on discussions, it would be best to have a longer class session to allow for
additional course content and more in depth discussions. As a result, the PSCN Faculty will
consider enhancing this course by modifying the curriculum to extend the course to 2 units.
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
 Resource based
X Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
112
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 80 Summary Document
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
PSCN 80
Spring 2015
1
1
100%
Spring 2015 and Fall 2015
F. Tripp, S. Ashraf, Frances Fon
Form Instructions:
● Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program
Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment
Reporting Schedule.
● Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections
assessed in eLumen.
● Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
● Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a
whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE★)
(CLO) 1:
Defined Target
Scores*
(CLO Goal)
75% score a 3
or 4
Actual Scores**
(eLumen data)
85% scored a 3 or
4
75% score a 3
or 4
85% scored a 3 or
4
Defines Volunteerism and understands the
concept of civic responsibility.
(CLO) 2:
Identify social issues which may influence the
service and/or the needs of the community.
(CLO) 3:
(CLO) 4:
★If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
113
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data
collected in this assessment cycle?
114
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
Y. COURSE-LEVEL OUTCOME (CLO) 1:
26. How do your current scores match with your above target for student success in this course level
outcome?
Current scores are 10% higher than the target.
27. 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 clearly understood what volunteerism means since we defined and described it
in class throughout the semester. More importantly, they did volunteer service all
semester long so they “lived out” the definition.
Students also understood Civic Responsibility, but found this concept to be a bit more
challenging. In the future, I would suggest increasing class discussions of this concept
and relate it to CLO#2 by asking students how we could make change around social
issues if more people saw it as their civic responsibility to help others.
Z. COURSE-LEVEL OUTCOME (CLO) 2:
23. How do your current scores match with your above target for student success in this course level
outcome?
Current scores are 10% higher than the target.
24. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
Students were able to identify social issues, including homelessness, poverty, mental
illness, lack of funding for community resources, as key issues that related directly to
their volunteer experiences. Based on student feedback, doing activities such as role
115
play case studies based on their service learning experiences and using theater
techniques such as tableaus to explore the social issues helped to bring these
connections to light.
116
C. COURSE-LEVEL OUTCOME (CLO) 3:
19. How do your current scores match with your above target for student success in this course level
outcome?
20. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
15. How do your current scores match with your above target for student success in this course level
outcome?
16. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
117
PART III: COURSE REFLECTIONS AND FUTURE PLANS
40. What changes were made to your course based on the previous assessment cycle, the prior Closing
the Loop reflections and other faculty discussions?
None.
41. 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?
Strengths:
Students gain self-awareness, human services skills and social justice knowledge from their
service learning experiences and the reflection done in class.
The importance of hands-on experience for directly teaching human services is essential to help
students apply the counseling and helping skills they are learning in PSCN courses.
Areas for growth and further development:
Need to find ways to increase the amount of discussion in class regarding key client interactions
and problems emerging at the service learning site. Many students suggested increasing the class
time from its current 50 min. to over an hour. This suggests both curricular and logistical changes
and consideration of increasing the class units to 3 instead of 2.
Key curricular topics to be addressed more fully: connecting service learning experiences to civic
responsibility, human services professional next steps (career steps/resume), becoming more
culturally sensitive.
Need to find consistent and innovative way to promote PSCN 80 earlier in human services
students’ course sequence so that they can plan in advance on the selection of their service
learning site. Many students felt the selection of their site was rushed and potentially negatively
affected their experience. Possibilities: Promote PSCN 80 in PSCN 1, 2, 4, and 13 in fall semesters
and do a mini-teach in (10 minutes), explaining the benefits of hands-on service learning
experience and teaching how to search for a site in advance!
Additional Comments from Faculty Group Discussion:
118
Felicia Tripp, Frances Fon and Sadie Ashraf reviewed and were in consultation with each other in updating
the course outline for PSCN 80. In closing the loop, Frances noted that the 10 minute mini-teach in is a
great way to get students thinking about possible sites when they do take PSCN 80. Sadie Ashraf
concurred with the idea of creating a human services resume and additionally having students
participate in an informational interview. Through our discussion we closed the loop.
42. What is the nature of the planned actions (please check all that apply)?
Curricular X
Pedagogical X
Resource based X
Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
119
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 901 Summary Document
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
PSCN 901
Spring 2015
1
1
100%
Fall 2015
Kathleen R. Allen, Shirley Pejman &
Linda Phan
Form Instructions:
● Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program
Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment
Reporting Schedule.
Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
● Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
● Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a
whole.
Part I: Course-Level Outcomes – Data Results
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE★)
(CLO) 1: A student will become comfortable
advocating for the academic accommodations
they are eligible to utilize based on their
disabilities with their instructors.
(CLO) 2:
A student will become comfortable
communicating their needs to persons
employed at state and community agencies.
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
80%
75%
80%
120
(CLO) 3: A student will obtain the skills to
effectively communicate with their family and
friends in an assertive manner.
75%
90%
(CLO) 4:
★If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data
collected in this assessment cycle?
Part II: Course- level Outcome Reflections
AA.
COURSE-LEVEL OUTCOME (CLO) 1:
28. How do your current scores match with your above target for student success
in this course level outcome? The actual score of 80% of students scoring 3 or
4 exceeds my target score of 75%.
29. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
It is evident that this course is developing the students confidence needed to achieve
their education goals by communicating their needs to instructors. . The students are
achieving the desired outcome. The students are feeling comfortable when
communicating with their instructors. Students are benefiting from the advice and
comments from their class peers.
BB.
COURSE-LEVEL OUTCOME (CLO) 2:
25. How do your current scores match with your above target for student success in this course level
outcome?
The actual score of 80% of students scoring 3 or 4 exceeds my target score of 75%.
26. 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 students are achieving the desired outcome. They achieve self confidence and
personal growth in a group setting; they learn greatly from their peers. As a result
121
students are using community resources that are available to assist them personally and
academically.
C. COURSE-LEVEL OUTCOME (CLO) 3:
21. How do your current scores match with your above target for student success in this course level
outcome?
The actual score of 90% of students scoring 3 or 4 far exceeds my target score of 75%.
22. 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 students are achieving the desired outcome. The students are feeling comfortable
when communicating with their Family and friends. Students are benefiting from the
advice and comments from their class peers. Learning to be assertive with family &
friends enhances their feeling of security & stability in relation to their family and
friends’ relationships.
D. COURSE-LEVEL OUTCOME (CLO) 4:
17. How do your current scores match with your above target for student success in this course level
outcome?
18. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
Part III: Course Reflections and Future Plans
43. What changes were made to your course based on the previous assessment cycle, the prior Closing
the Loop reflections and other faculty discussions?
122
44. 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?
45. What is the nature of the planned actions (please check all that apply)?
X Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:_____
123
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 902 summary document
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
PSCN 902
Spring 2015
1
1
100%
Fall 2015
Kathleen R. Allen, Shirley Pejman &
Linda Phan
Form Instructions:
● Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program
Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment
Reporting Schedule.
Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
● Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
● Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a
whole.
Part I: Course-Level Outcomes – Data Results
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE★)
(CLO) 1: A student will become comfortable
advocating for the academic accommodations
they are eligible to utilize based on their
disabilities with their instructors.
(CLO) 2:
A student will become comfortable
communicating their needs to persons
employed at state and community agencies.
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
82%
75%
82%
124
(CLO) 3: A student will obtain the skills to
effectively communicate with their family and
friends in an assertive manner.
75%
91%
(CLO) 4:
★If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data
collected in this assessment cycle?
Part II: Course- level Outcome Reflections
CC.
COURSE-LEVEL OUTCOME (CLO) 1:
30. How do your current scores match with your above target for student success
in this course level outcome? The actual score of 82% of students scoring 3 or
4 exceeded my target score of 75%.
31. 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 students are achieving the desired outcome. The students are feeling comfortable
when communicating with their instructors. Students are benefiting from the advice and
comments from their class peers. Thus they have an easier time requesting academic
accommodations.
DD.
COURSE-LEVEL OUTCOME (CLO) 2:
27. How do your current scores match with your above target for student success in this course level
outcome?
The actual score of 82% of students scoring 3 or 4 far exceeds my target score of 75%.
28. 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 students are achieving the desired outcome. They achieve self confidence and
personal growth in a group setting; they learn greatly from their peers. The course is
assisting the students with feeling comfortable when seeking services from community
agencies.
125
C. COURSE-LEVEL OUTCOME (CLO) 3:
23. How do your current scores match with your above target for student success in this course level
outcome?
The actual score of 91% of students scoring 3 or 4 far exceeded my target score of 75%.
24. 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 students are achieving the desired outcome. The students are feeling comfortable
when communicating with their Family and friends. Students are benefiting from the
advice and comments from their class peers. Many of these students are re-entry
students with family and children concerns. In the course they become more
comfortable communicating when dealing with situations presented by their extended
family that previously caused them stress; now they can handle it appropriately.
D. COURSE-LEVEL OUTCOME (CLO) 4:
19. How do your current scores match with your above target for student success in this course level
outcome?
20. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
Part III: Course Reflections and Future Plans
46. What changes were made to your course based on the previous assessment cycle, the prior Closing
the Loop reflections and other faculty discussions?
126
47. 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?
48. What is the nature of the planned actions (please check all that apply)?
X Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:_____
127
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 903 Summary Document
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
PSCN 903
Spring 2015
1
1
100%
Fall 2015
Ka6thleen R. Allen, Shirley Pejman
& linda Phan
Form Instructions:
● Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program
Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment
Reporting Schedule.
Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
● Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
● Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a
whole.
Part I: Course-Level Outcomes – Data Results
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE★)
(CLO) 1: A student will become comfortable
advocating for the academic accommodations
they are eligible to utilize based on their
disabilities with their instructors.
(CLO) 2:
A student will become comfortable
communicating their needs to persons
employed at state and community agencies.
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
73%
75%
73%
128
(CLO) 3: A student will obtain the skills to
effectively communicate with their family and
friends in an assertive manner.
75%
91%
(CLO) 4:
★If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data
collected in this assessment cycle?
Part II: Course- level Outcome Reflections
EE. COURSE-LEVEL OUTCOME (CLO) 1:
32. How do your current scores match with your above target for student success
in this course level outcome? The actual score of 73% of students scoring 3 or
4 barely met my target score of 75%.
33. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
73% of the students are achieving the desired outcome. These students are feeling
comfortable when communicating with their instructors. Students are benefiting from
the advice and comments from their class peers. Several students’ skill level was lower,
as a result it will take them longer to build their confidence. We do feel that the CLO
needs to be changed. We will experiment with developing strategies to benefit some of
the students more effectively.
FF. COURSE-LEVEL OUTCOME (CLO) 2:
29. How do your current scores match with your above target for student success in this course level
outcome?
The actual score of 73% of students scoring 3 or 4 barely met my target score of 75%.
30. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
73% of the students are achieving the desired outcome. They achieve self confidence
and personal growth in a group setting; they learn greatly from their peers. It will take
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the remaining students a longer time to meet this goal. The CLO does not need to be
changed; but different strategies need to be developed to support the students.
C. COURSE-LEVEL OUTCOME (CLO) 3:
25. How do your current scores match with your above target for student success in this course level
outcome?
The actual score of 91% of students scoring 3 or 4 far exceeded my target score of 75%.
26. 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 students are achieving the desired outcome. The students are feeling comfortable
when communicating with their Family and friends. Students are benefiting from the
advice and comments from their class peers. This CLO is definitely working well. The
students are becoming more assertive.
D. COURSE-LEVEL OUTCOME (CLO) 4:
21. How do your current scores match with your above target for student success in this course level
outcome?
22. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
Part III: Course Reflections and Future Plans
49. What changes were made to your course based on the previous assessment cycle, the prior Closing
the Loop reflections and other faculty discussions?
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50. 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?
51. What is the nature of the planned actions (please check all that apply)?
X Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:_____
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Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
PSCN 904 Summary Document
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
PSCN 904
Spring 2015
1
1
100%
Fall 2015
Kathleen R. Allen, Shirley Pejman &
Linda Phan
Form Instructions:
● Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program
Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment
Reporting Schedule.
Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
● Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
● Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a
whole.
Part I: Course-Level Outcomes – Data Results
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE★)
(CLO) 1: A student will become comfortable
advocating for the academic accommodations
they are eligible to utilize based on their
disabilities with their instructors.
(CLO) 2:
A student will become comfortable
communicating their needs to persons
employed at state and community agencies.
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
89%
75%
89%
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(CLO) 3: A student will obtain the skills to
effectively communicate with their family and
friends in an assertive manner.
75%
89%
(CLO) 4:
★If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data
collected in this assessment cycle?
Part II: Course- level Outcome Reflections
GG.
COURSE-LEVEL OUTCOME (CLO) 1:
34. How do your current scores match with your above target for student success
in this course level outcome? The actual score of 89% of students scoring 3 or
4 exceeded my target score of 75%.
35. 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 students are achieving the desired outcome. The students are feeling comfortable
when communicating with their instructors. Students are benefiting from the advice and
comments from their class peers. As a result they are requesting accommodations from
their instructors.
HH.
COURSE-LEVEL OUTCOME (CLO) 2:
31. How do your current scores match with your above target for student success in this course level
outcome?
The actual score of 89% of students scoring 3 or 4 far exceeds my target score of 75%.
32. 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 students are achieving the desired outcome. They achieve self confidence and
personal growth in a group setting; they learn greatly from their peers. Now they have
the confidence to request assistance from community agencies.
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C. COURSE-LEVEL OUTCOME (CLO) 3:
27. How do your current scores match with your above target for student success in this course level
outcome?
The actual score of 89% of students scoring 3 or 4 far exceeded my target score of 75%.
28. 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 students are achieving the desired outcome. The students are feeling comfortable
when communicating with their Family and friends. Students are benefiting from the
advice and comments from their class peers. This CLO is working well; the students’
family and friend relationships are more stable and healthy.
D. COURSE-LEVEL OUTCOME (CLO) 4:
23. How do your current scores match with your above target for student success in this course level
outcome?
24. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
Part III: Course Reflections and Future Plans
52. What changes were made to your course based on the previous assessment cycle, the prior Closing
the Loop reflections and other faculty discussions?
134
53. 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?
54. What is the nature of the planned actions (please check all that apply)?
X Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:_____
Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Note: This section reflects our PLO conclusions based on our completed assessments in
the 2014-15 academic year.
Program: ______AA Human Services
● PLO #1: Provide students an introduction to social and or psychological theory, multicultural theory and
psychological counseling skills needed to work as a service provider in a social service setting.
●
PLO #2: Be knowledgeable about multicultural theory: work with a diversity of service populations and
demonstrate cultural competency.
●
PLO #3:
●
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Students are showing high levels of achievement in their knowledge of psychological and multicultural
theories due to their review of multiple theories in multiple classes. However, students are challenged
when they apply theory related interventions particularly in multicultural case studies and intake
summaries. While they do role plays and case studies in class there is a greater need for more applied
practice in the classroom and in social services settings, particularly in real and relevant human services
internships.
What program-level strengths have the assessment reflections revealed?
135
Strengths revealed:
Our core PSCN courses, PSCN 1, 4, 13 and 2 reinforce students’ comprehension of psychological, social
and multicultural theories.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Actions planned:
1. Recommend that the PSCN Discipline enhance PSCN 80 and create additional
opportunities for students to gain access to internships in Human Services.
2. Recommend that the PSCN Discipline review its Human Services Curriculum in depth
and identify how to make existing courses and create new courses to make the entire
curriculum more relevant to the Human Services work sector, focusing on increasing the
employability of Chabot’s Human Services students.
3. Recommend that students get involved in related classes where they can practice counseling
skills such as PSCN 11 and 12 which will hone their self-esteem and interpersonal relations skills.
4. Research and include more counseling intervention exercises in both core and program optional
courses.
5. Revise and enhance PLOs to focus on key counseling skills gained in program.
6. Continue development of PLOs for AA GE in conjunction with shared disciplines.
Program: _____AS Human Services_____(Same as AA in Human Services with different GE Program)
● PLO #1: Provide students an introduction to social and or psychological theory, multicultural theory and
psychological counseling skills needed to work as a service provider in a social service setting.
●
● PLO #2: Be knowledgeable about multicultural theory: work with a diversity of service populations and
demonstrate cultural competency.
●
●
PLO #3:
●
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Students are showing high levels of achievement in their knowledge of psychological and multicultural
theories due to their review of multiple theories in multiple classes. However, students are challenged
when they apply theory related interventions particularly in multicultural case studies and intake
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summaries. While they do role plays and case studies in class there is a greater need for more applied
practice in the classroom and in social services settings, particularly in real and relevant human services
internships.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Our core PSCN courses, PSCN 1, 4, 13 and 2 reinforce students’ comprehension of psychological, social
and multicultural theories.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Actions planned:
1. Recommend that the PSCN Discipline enhance PSCN 80 and create additional
opportunities for students to gain access to internships in Human Services.
2. Recommend that the PSCN Discipline review its Human Services Curriculum in depth
and identify how to make existing courses and create new courses to make the entire
curriculum more relevant to the Human Services work sector, focusing on increasing the
employability of Chabot’s Human Services students.
3. Recommend that students get involved in related classes where they can practice counseling
skills such as PSCN 11 and 12 which will hone their self-esteem and interpersonal relations skills.
4. Research and include more counseling intervention exercises in both core and program optional
courses.
5. Revise and enhance PLOs to focus on key counseling skills gained in program.
6. Continue development of PLOs for AA GE in conjunction with shared disciplines.
Program: ______Liberal Arts AA_____________
● PLO #1:PLOS for this degree are currently under development in conjunction with PLOS for our AA and
AS GE patterns and the different disciplines involved.
● PLO #2:
● PLO #3:
● PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
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Explain:
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
What actions has your discipline determined might be taken to enhance the learning of students completing
your program?
Actions planned:
PROGRAM LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review.
Considering your feedback, findings, and/or information that have arisen from the course level discussions,
please reflect on each of your Program Level Outcomes.
Program: Elementary Teacher Education – AA-T
● PLO #1: PLOS for this degree are currently under development in conjunction with PLOS for our AA and
AS GE patterns and the different disciplines involved.
● PLO #2:
● PLO #3:
● PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
What actions has your discipline determined might be taken to enhance the learning of students completing
your program?
138
Actions planned:
PROGRAM LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review.
Considering your feedback, findings, and/or information that have arisen from the course level discussions,
please reflect on each of your Program Level Outcomes.
Program: ____California State University General Education Breadth Certificate of Achievement____________
● PLO #1: PLOS for this certificate are currently under development in conjunction with PLOS for our AA
and AS GE patterns and the different disciplines involved.
● PLO #2:
● PLO #3:
● PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
What actions has your discipline determined might be taken to enhance the learning of students completing
your program?
Actions planned:
PROGRAM LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review.
Considering your feedback, findings, and/or information that have arisen from the course level discussions,
please reflect on each of your Program Level Outcomes.
Program: ______Case Management For Human Services Certificate_______
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● PLO #1:Introduction to case management skills needed to work effectively in a human services
environment.
● PLO #2:Students develop multicultural awareness and cultural competency needed to work in a social
services setting along with computer literacy and medical terminology skills.
● PLO #3:
● PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
The following questions arose from faculty investigations and discussions:
1. What specific case management skills are most essential in the human services sector for
students?
2. How to effectively identify how students are designing interventions to address cultural and
socioeconomic barriers?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
The certificate’s core courses support students’ ability to assess cultural and socioeconomic barriers and
to gain the knowledge needed to name and identify social and psychological theories.
What actions has your discipline determined might be taken to enhance the learning of students completing
your program?
Actions planned:
1. Recommend that the PSCN Discipline review its Human Services Curriculum in depth
and identify how to make existing courses and create new courses to make the
entire curriculum more relevant to the Human Services work sector, focusing on
increasing the employability of Chabot’s Human Services students.
2. Recommend that students get involved in related classes where they can practice
counseling skills such as PSCN 11 and 12 which will hone their self-esteem and interpersonal
relations skills.
3. Research and include more counseling intervention exercises in both core and program
optional courses.
4. Hone the PLOs further to identify key skills within case management that are essential in the
human services sector.
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PROGRAM LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review.
Considering your feedback, findings, and/or information that have arisen from the course level discussions,
please reflect on each of your Program Level Outcomes.
Program: ____Intersegmental General Education Transfer Curriculum Certificate_________
● PLO #1: PLOS for this certificate are currently under development in conjunction with PLOS for our AA
and AS GE patterns and the different disciplines involved.
● PLO #2:
● PLO #3:
● PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
What actions has your discipline determined might be taken to enhance the learning of students completing
your program?
Actions planned:
PROGRAM LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review.
Considering your feedback, findings, and/or information that have arisen from the course level discussions,
please reflect on each of your Program Level Outcomes.
141
Program: ____Multicultural Awareness for the Service Provider______
● PLO #1:Provide students an introduction to multicultural theory and psychological counseling skills
needed to work as a service provider in a social service setting.
● PLO #2:Conduct a self assessment and self reflection component as part of the psychological counseling
skill set. Self assessment needs to be in relationship to the culturally diverse and world in which we
currently live and also to evaluate service providers’ internalized values which may affect their provision
of services in a non-judgmental process.
● PLO #3:
● PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain: Students learn an array of psychological counseling theories while also completing a series of
self-reflection essays to develop their self assessment skills. However, it’s challenging to observe
students’ skills for self assessment and reflection within the multicultural context. As a result, the
following questions have arose among faculty:
1. Should we have students conduct more multicultural experiments/experiences in the
community?
2. What other qualitative ways can we assess students multicultural awareness, knowledge and
skills?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Core PSCN courses, PSCN 1, 2, 4, 12 and 13, help develop students’ self reflection skills.
What actions has your discipline determined might be taken to enhance the learning of students completing
your program?
Actions planned:
1. Investigate the possibility of developing more multicultural educational experiences within
core classes.
2. Investigate more qualitative ways, including self reflective essays, to facilitate self
assessment skills within the counseling context
3. Need to further hone PLOs to narrow focus to components of self assessment and reflection
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4. Recommend that the PSCN Discipline enhance PSCN 80 and create additional
opportunities for students to gain access to multicultural educational experiences
and internships in Human Services.
5. Recommend that the PSCN Discipline review its Human Services Curriculum in depth
and identify how to make existing courses and create new courses to make the
entire curriculum more relevant to the Human Services work sector, focusing on
increasing the employability of Chabot’s Human Services students.
PROGRAM LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review.
Considering your feedback, findings, and/or information that have arisen from the course level discussions,
please reflect on each of your Program Level Outcomes.
Program: _____Multicultural Self Awareness Self Reflection Certificate______
● PLO #1:Opportunity to conduct self assessment and self reflection as a part of a personal development
plan.
● PLO #2: Self is analyzed in context of the community at large which is becoming more diverse and
multicultural. Hence a self assessment is made in relationship to the culturally diverse community and
world in which we live.
● PLO #3:
● PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
1. How to better facilitate students’ ability to set goals that foster development of the whole
person?
2. How to identify more ways to facilitate self-assessment skills within counseling and the
multicultural context?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
1. Classes support students’ ability to develop career and personal resources to support academic,
career and personal goals.
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2. Classes support students’ ability to identify resources and services that apply to their lives and
education.
What actions has your discipline determined might be taken to enhance the learning of students completing
your program?
Actions planned:
1. Investigate classroom interventions that will foster students’ abilities to identify positive and
negative patterns in communication.
2. Further hone PLOs to clearly specify key elements of self reflection.
3. Investigate more qualitative ways, including self reflective essays, to facilitate self
assessment skills within the counseling context
4. Recommend that the PSCN Discipline enhance PSCN 80 and create additional
opportunities for students to gain access to multicultural educational experiences
and internships in Human Services.
5. Recommend that the PSCN Discipline review its Human Services Curriculum in depth
and identify how to make existing courses and create new courses to make the
entire curriculum more relevant to the Human Services work sector, focusing on
increasing the employability of Chabot’s Human Services students.
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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? COR are being updated
during the fall of 2015. The last update was 2010.
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) These courses are currently under review during the 201516 curriculum cycle: PSCN 7, 28.
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, not all of our courses have been offered in the last 3-5 years, in
particular PSCN 7 and 28. These courses should remain because they allow for instructional flexibility to
support new programs such as FYE and new emerging academic pathways.
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, they do.
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, the majority of courses were assessed and reflected upon
during the 14-15 cycle. One course, PSCN 36 will be evaluated in Fall 15 because it was not offered in
the 14-15 cycle.
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, they have been assessed
through the related PSCN Human Services Courses. They will undergo more in depth review as we
conduct employment sector research regarding our human services degrees/certificates in the 2016-17
year.
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? We do not have course sequences.
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. Not relevant.
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Appendix E: Proposal for New and Ongoing Initiatives and Projects (Complete for
each initiative/project)
Project: PSCN Teaching Exchange & Training
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?
To address the college’s Strategic Plan goal and disproportionate impact, the Counseling Division will
hold a PSCN Teaching Exchange & Training to empower Counselor/Instructors with best practices in
teaching. By fostering the exchange and further development of PSCN teaching best practices,
Counselor/Instructors will be able to increase students’ understanding of educational planning and
foster greater persistence among Latino/a and African American students, whose persistence and
success rates have been on the decline since Spring 2012. Equally important, the PSCN Teaching
Exchange & Training will also foster Counselor/Instructors’ deeper understanding of the PSCN Human
Services curriculum empowering them to make the needed curriculum updates and innovations to
improve students’ preparedness for the Social Services work sector.
Project Goals Include:
● Hold PSCN Teaching Exchange & Training
● Identify PSCN Instructional Best Practices
● Document PSCN Instructional Best Practices
● Train Counselors/Instructors in Best Practices
Many Chabot College students feel undecided about majors, underprepared for college level course
work, and unfamiliar with Chabot College educational policies. Those are critical factors in their
educational planning process and goal attainment, however many students are unaware of the full
value of PSCN courses and how it supports each student’s individual educational goals.
During our program review, we noticed starting in Spring 2012, there was a decline in success rates for
African American and Latino students in PSCN courses. We will collaborate with special programs such
as Puente, Daraja and Striving Black Brothers to further examine this trend and develop curriculum and
and instructional best practices for incoming and current African American and Latino students.
Additionally, given the continuing decline of students receiving Human Services degrees and certificates
as opposed to the growth trend in this work sector, we will review and update our Human Services
curriculum and instructional best practices to better prepare our students for these significant career
opportunities.
The coordination of this PSCN Teaching Exchange & Training of PSCN courses will be under the purview
of general counselors whose tasks will also include the identification of instructional best practices,
documentation of these best practices and the implementation of the exchange and subsequent
trainings to ensure all Counselor/Instructors are knowledgeable and practiced in these strategies.
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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”)
Project Goals Include:
● Hold PSCN Teaching Exchange & Training
o Measurable Outcome: Counselor/Instructors identify 1 new teaching strategy they can
use
● Identify PSCN Instructional Best Practices
o Measurable Outcome: Counselor/Instructors identify 5 PSCN Instructional Best Practices
● Document PSCN Instructional Best Practices
o Measurable Outcome: Counselor/Instructors create a Best Practice Instructional Blog to
be shared with all Counselor/Instructors
● Train Counselors/Instructors in Best Practices
o Measurable Outcome: Counselor/Instructors identify 1 way they can implement their 1
new teaching strategy
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 helps address outcomes and data driven needs for PSCN instruction.
Sample of Related Outcomes:
PSCN 1 – Intro to PSCN in a Multicultural Environment – 3 units
● Assess cultural and socioeconomic barriers
● Design interventions to address socioeconomic barriers
● Identify the primary helping goals of a counseling case study
● Define and demonstrate the concept of empathy
2014-15 Assessment Results showed:
Overall, the PSCN courses support each other and help the student develop and refine their
skill set as they matriculate through the our courses. As a division we have identified the
importance of having a group discussion to re-evaluate our curriculum with the goal that it
meets the needs of our current students, providing them with the best opportunity of
meaningful employment in human services as well as to prepare them for transfer.
PSCN 10 – Career and Educational Planning – 2 units
● Identify 3 facts about themselves that can be used in their future career and educational
planning.
● Identify and apply 3 career or personal characteristics that can be used in their future
career and educational planning.
2014-15 Assessment Results showed:
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Students need more curriculum addressing student educational planning and up to date career
exploration curriculum/activities. Counselor/Instructors need to update to meet curriculum to
meet these needs and need to research a wider array of teaching strategies to meet diverse
student learning styles.
PSCN 15 – College Study Skills – 2 units
● Student will identify a minimum of 3 study skill techniques or strategies which can be
used to maintain or improve the student's academic success.
● Identify at least one database used for academic research in the Chabot College Library.
2014-15 Assessment Results showed:
Students should practice the study strategies throughout the semester. The On Course
textbook has helped students stay on track and works well with the Course Level Outcomes.
Study Skill assignments and hands on practice helps students have a better understanding of
the materials and provides an opportunity for students to integrate what they learned.
Continuous application techniques would be helpful in class in order to ensure they are
properly learning these valuable skills and techniques. Counselor/Instructors need more
training on how to best utilize On Course and to identify best practices on how to integrate
hands on practice of study skills into the course.
Sample of Data Driven Needs:
●
●
●
The number of Human Services Degrees and Certificates being awarded is on a decline.
In Spring 2014 a total of 10 degrees/certificates were awarded. Only 2 Human Services
AA degrees were awarded in Spring 2015. However, there is a growing demand in the
community for Social and Human Service Workers. According to California Labor Market
Information, Social and Human Service Assistants have a faster than average (21.4%)
growth rate. In combination these trends, support the need to update PSCN curriculum
and raise public awareness of PSCN Degrees, Certificates and Courses as viable career
and major options for Chabot students.
In Spring 2013, the success rate of male students declined to 65% which is 3% lower
than the campus success rate for male students. We will monitor this closely.
The general trend is a decline in success rates for African American and Latino students
during spring semesters (2011-2013). A significant change occurred in spring 2012. We
will investigate this trend and explore appropriate interventions.
What is your action plan to achieve your goal?
Activity (brief description)
Planning PSCN Teaching Exchange & Training
Target
Required Budget
Completion (Split out personnel, supplies,
other categories)
Date
Fall 2016
and ongoing
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st
Hold 1 PSCN Teaching Exchange & Training – will hold a total
of 3 trainings between Nov. 2016 – May 2017
Begin Blog with Instructional Best Practices
Assess effectiveness of trainings
Nov/Dec.
Catering = $2000 for all 3
2016
trainings
Dec. 2016 –
February
2017
May 2017
How will you manage the personnel needs? This project may be coordinated by the PSCN/GNST and Training
related coordinators.
☐ 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)
Yes☐ Require additional funding to continue and/or institutionalize the project
(obtained by/from):
will ask that it is built in to future PSCN Discipline yearly
budgets.
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?
X☐ No
☐ Yes, list potential funding sources:
149
Appendix E1: Equity and Basic Skills Initiative Fund Requests:
Ideas for this type of project?
Option 1: Research of how Human Services degrees/certificates can be targeted and
made more relevant for degree/certificate completion for specific target
populations?
10/6 sent to Laura to consider for 2nd phase of program.
Project Name:
Contact Name:
Division/Discipline/Program/Office:
Contact info: (email, campus phone, and cell phone)
Check the student success indicator(s) your project will address
__ ACCESS: Enroll more of a population group to match their representation in community.
__ COURSE COMPLETION: Increase success rates in identified courses.
__ ESL AND BASIC SKILLS COMPLETION:
Increase success rates in ESL or Basic Skills courses, and
Increase the completion of degree/transfer courses by ESL or Basic Skills students.
__DEGREE AND CERTIFICATE COMPLETION:
Increase percent of degrees/certificates among degree/certificate-seeking students.
__TRANSFER
Increase percent of transfers to 4-year colleges among transfer-directed students.
Check the type of project you are proposing
___ Curriculum/Program improvement ____ Outreach
___ Direct student intervention
____ Instructional Support
___ Faculty development
____ Research and Evaluation
___Other:
____ Coordination and Planning
To determine whether your project can be funded by Equity funds:
1) Does your proposal address disproportionate impact for any of the following target student populations
marked with an “X”? Please highlight the “X” that corresponds with your target populations. (Equity funds must
address specific opportunity gaps identified below with an “X”)
GOALS
Goal A:
Goal B:
Goal C:
Goal D1:
Goal D2:
Goal E:
Access
Course
ESL/Basic
Degree
Cert
Transfer
Completion Skills
Completion Completion
/ Success
Success
Rates
Males
X
Foster Youth
Students with
disabilities
Low-income
X
X
X
X
X
X
150
Veterans
X
American Indian or
Alaska Native
Asian
Black or African
American
Filipino
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Hispanic or Latino
Hawaiian or Pacific
Islander
White
X
X
X
X
X
2) COLLABORATIVE PARTNERS
In what ways does your project include collaboration between academic and student services and/or with the
community? (Equity proposals that partner to reach target populations are prioritized over proposals that do
not)
To determine how your project fits into your discipline’s or program’s planning:
1) Is your project mentioned in your area’s latest program review?
__ Yes __ No
2) Does your immediate administrator support this project?
__ No __ Yes
3) How have you shared this proposal with others in the relevant area, discipline, or division? When did this
conversation take place and who was involved?
PROJECT GOALS, ACTIVITIES, BUDGET, OUTCOMES, AND EVALUATION
GOAL
What does your project hope to achieve overall?
DOCUMENTING NEED AND SOLUTION
Please provide data to support the need for your project and the solution you propose.
ACTIVITIES
Please list all the activities (A.1, A. 2, A.3, etc.) that you propose to do to reach your goal.
151
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)?
152
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 _PSCN Instruction/General Counseling__________
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
The Counseling Division requests for this Faculty Prioritization cycle Fall/2015:
3 Full Time Counselor-Instructor Positions
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1 – Articulation Officer
1– General Counselor-Instructor – Assessment
1 – General Counselor-Instructor – First Year Experience
While we are grateful for the hiring of 4 General Counselor-Instructors during the 201415 academic year, we are still in need of 3 additional counselors to address critical
program and coordination needs in Articulation, Assessment and First Year Experience.
While we know that we have need for even more counselors than we are requesting at
this time, to be wise and reasonable we have reduced our request to these most essential
of positions. We recognize there is a great need for faculty throughout the college.
However, we respectfully request that you consider that a Counselor (faculty) position is
unique in that it requires a lengthy training, which includes phases of shadowing, over a
full semester because of the complexity of the requirements a new Counselor must learn.
We cannot afford to schedule students to work independently with Counselors who are
not fully vetted—our students must get accurate information. Whereas, the Counselor’s
teaching role requirements equates to the same type of training and mentoring all faculty
might require in any discipline. If the 3 Counselor-Instructor positions are approved,
our division remains far below the requirements for a college our size and the new SSSP
mandates which requires growth of the Counseling Division.
Note:
There is an ever-increasing request for “assigned Counselors” in the
various discipline divisions to work with specific co-hort groups or pathways and grants.
Please consider this, if a Counselor is assigned hours outside of the general student
appointment roster, it is in essence “reducing” the counseling faculty available to the
college students at large. The Counselor student ratio we are attempting to improve and
hence provide more counseling services, is again negatively skewed.
The approval of the above request will assist in our attempt to restore/rebuild the
Counseling Division by the number of Counselor/student hours which, of course, will
improve the Counselor-to- student ratio which is extremely out of alignment.
We are attempting to attract more students to come to Chabot, therefore, the college
must invest in the personnel resources required to provide the core services for getting
students started, counseled, and supported to reach their academic goal.
Name of Recently Retired Faculty (in last 3 yrs)
Date Retired
1.
2.
3.
4.
5.
6.
NOTE:
May 2014
May 2010
May 2014
“
Jane Church – retired…(Articulation Officer)…
Melva Garcia – retired…………………………..
Carey Harbin - -retired…………………………..
Naoma Mize – retired……………………………
Ernesto Victoria – retired………………………..
Lani Wilson – retired…………………………….
Counselors who resigned
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1. Becky Plaza – Aug. 2014
2. Michael D’Aloisio – Aug. 2015
Number of full-time faculty in discipline:
Currently there are 10 PSCN counselor/ instructors who
provide a total average of 200 student contact hours in an
academic year.
Counselor/Instructors have reassign time to coordinate essential
functions of the division such as probation, 3SP, articulation,
etc.
Criteria 2.
Semester end departmental enrollment pattern for last three years.
Success Rate:
Fall 2012
Spring
2013
Fall 2013
Spring
2014
Fall 2014
87%
71%
85%
72%
72%
FTES:
Briefly describe how a new hire will impact your success/retention rates.
A new hire in the Psychology-Counseling discipline will positively impact our success
and retention rates …
● Increase the % of counselor – student contact through the classroom which
results in more students receiving the benefits of both instruction and counseling
services simultaneously.
● Increases the ability to meet all of the Student Success and Support Program
mandates and core services for ALL students
● Increases the # of Student Education Plans (SEPs) written/completed (initial and
comprehensive) for individual students, who then better understand how to reach
their goals in an effective and timely manner
● Replace diverse team of instructors lost due to retirements and resignations
● Expand team of Counselor-Instructors to meet increasing need to offer more
Psychology Counseling student success related courses taught by Counselors.
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
Notes:
Fall 2012
Spring 2013
Fall 2013
Spring 2014
Fall 2014
1:958
1:958
1:1,583
1:1,583
1:1,645
155
It is critical to increase the number of counselors to provide better support to students and to meet state
mandates and recommended Counselor faculty-student rations.
● Also, Academic Senate for California Community Colleges recommends a counselor to student ratio is
1:370, which we acknowledge would be difficult to meet in these budget times, as it would require
Chabot to have the equivalent of 37 counselors on staff.
●
Criteria 3.
Meets established class size.
Fall 2012
Spring 2013
Fall 2013 Spring 2014
Fall 2014
WSCH
FTES:
WSCH/FTE
S
If there are any external factors that limit class sizes, please explain.
The Psychology-Counseling class size was reduced from 40 students to 30 students per
class. This change was made in order to foster Counseling Faculty’s efforts to provide
instruction and comprehensive counseling support to all the students in their classes.
Most students struggle with that very important culture shift from high school to
college or individuals returning to college. Counselors take a holistic approach to
managing our classes/courses which includes utilizing our keenly developed listening
skills and including multi-approaches to help bolster the students’ sense of well-being
along with their academic progress and achievement when possible. This, of course,
could include referrals or partnering with a colleague who may visit the class and
provide specific stress reduction techniques, for example.
In some ways, the PSCN courses serve as “group counseling” for students because :
--Counselors have the expertise to utilize their assessment and observation skills while
presenting the course content
--Students’ expectations are greater when their Teacher is also Counseling staff.
Counselors listen to their problems in a different way and offer assistance and/or
referrals
-Chabot students psycho-social needs are greatly increasing.
-We are increasing the number of Counseling faculty who have mental health/crisis
intervention training and expertise upon hire.
156
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill the gaps,
if applicable.
General Counseling and PSCN have an increasing number of program service needs:
●
SSSP is a state mandate we are required to follow. If we want to be fully
funded by the state in future years, we must hire additional counselors to
assist in the provision of core services for all of our students. We cannot
ignore this mandate, as 80% of future funding will depend on the provision of
these services. Additional counselors will allow us to better counsel undecided
students and assist them in defining their goals
● Students can receive appointments to develop their SEPs that set them on
their path faster.
● Counselors can have more time to teach students how to monitor their own
progress along their pathway, as we build and streamline pathways, and
communities in conjunction with other disciplines.
Psychology-Counseling (PSCN)
●
Criteria 5.
Need more instructors to teach all of our courses, particularly, student success
oriented classes. The classes are in demand to support FYE and the College’s Strategic
Plan. Courses: PSCN 10 (Career and Educational Planning), PSCN 15 (College Study
Skills), PSCN 20 (The College Experience), PSCN 18 (University Transfer Planning)
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.)
N/A
Criteria 6.
Upon justification the college may be granted a faculty position to start a new
program or to enhance an existing one.
157
Is this a new program or is it designed to enhance an existing program? Please explain.
N/A
Criteria 7.
CTE Program Impact.
Same as above in regards to positive impact by partnering with the CTE programs.
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.
Counseling services has the potential to impact every discipline because we assist
Chabot students in developing their education plan based on their academic goal.
Some disciplines work more directly than others in marketing their specific programs
and providing presentations to the Counseling division during the semester.
Presentations to the Counseling division meetings does assist Counselors in providing
added value comments about the discipline programs which in turn assists the
students. Additionally, Counselors readily provide the discipline programs with
information and strategies for marketing; they further provide vital student
comments or concerns, and help promote courses, especially new ones.
Additionally, the Counseling division has partnered with disciplines, or academic
programs. For example, FYE, where we significantly increased enrollment by adding
time and customized FYE information into the Psychology-Counseling 25 course
158
curriculum that all new incoming students must complete. As a result of the
partnership, students were counseled and placed in the FYE pathways courses in an
effective manner. An excellent partnership which we plan to continue!
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.
159
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:
☒
Maintain 7 D hours (combined
GNST and PSCN assignment)
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
160
Appendix F2A: Classified Staffing Request(s) [Acct. Category 2000]
This section is 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)
Appendix F2B: Student Assistant Requests [Acct. Category 2000]
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
161
and designate the funding source of new categorically-funded positions where continuation is
contingent upon available funding.
Rationale for proposed student assistant positions:
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions
requested):
☐
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
Appendix F3: FTEF Requests
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
Both the Strategic Plan Goal and the demands of the Student Success Task Force Initiative provide an overall
rationale for additional FTEF for PSCN Curriculum for the academic years of 2015, 2016 and 2017. The
increasing curriculum and service demands of the Student Success Task Force also require additional FTEF for
implementation of key strategies, particularly the First Year Experience program for Sum 16, Fall 16 and Spring
17. PSCN courses offer theoretical and applied theory for students to explore in their Freshman and Sophomore
years. These courses offer greater paths for students to discover what they want to do in their lives. The
Division’s classes help students identify educational/career goals and teach them how to pursue those goals in
a reasonable amount of time. As a result, PSCN Curriculum offers classes that will help meet the Strategic Plan
162
Goal and help address new matriculation, success and persistence guidelines as identified in the Student
Success Task Force Initiative and Financial Aid Guidelines.
Coordination of PSCN in 2014-15 expanded to also include PSCN Courses offered through Special Programs.
Please note with this expansion the overall FTEF numbers have increased because of the inclusion of additional
sections.
PSCN Curriculum is making the following additional FTEF requests (in addition to the FTEF we were granted in
2015-16):
Summer 2016 = .2 FTEF for 1 section of PSCN 13 (Multicultural Issues in Contemporary America)
Fall 2016 = .13 FTEF for 1 section of PSCN 10 (Career and Educational Planning) and .26 for 2 sections of
PSCN 15 (College Study Skills) and .13 FTEF for PSCN 36 (Women in Transition) – increasing to 2 units in
Fall 16.
Spring 2017 = .13 FTEF for PSCN 36 (Women in Transition) – increasing to 2 units in Fall 16.
We appreciate the granting of the additional FTEF listed above for the 2015-16 year. Because we have been
successful in filling these classes, (Spring 2016 yet to be determined), we will proceed with requesting
additional FTEF for the 2016-17 year (In addition to the FTEF we were granted in 2015-16). These new requests
are included in the chart below. (Please also see the PSCN Sum. Fall.Spring 2016-17 Projection document
attached.)
COURSE
PSCN 13
PSCN 10
PSCN 15
PSCN 36
CURRENT
FTEF
(2015-16)
ADDITIONAL
FTEF
NEEDED
0.2
0.13
0.26
0.13
CURRENT
SECTIONS
4
8
6
2
ADDITIONA
L SECTIONS
NEEDED
1
1
2
1
CURRENT
STUDENT #
SERVED
120
240
180
60
ADDITIONA
L STUDENT
# SERVED
30
30
60
30
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.
163
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)
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.
Many of the PSCN courses students learning outcomes directly align with the strategic plan goal.
By promoting the value and purpose of PSCN courses, students will start the courses with clear
expectations and hopefully develop a commitment to educational success. This sets the stage for
students in PSCN courses to meet the learning outcomes and that will lead to more students
achieving their educational goals in a reasonable amount of time.
Counselors/Instructors and coordinators will need the support of student assistants, classified
staff and media specialist to successfully make a shift in the perception of PSCN courses. The
goal is to change students’ view of PSCN courses from general elective to a necessary and
valuable course to take for every student freshmen or sophomore.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
The majority of our SLO results for PSCN courses show that 80% or more of students are
successful in learning our course content. Through review of the results and PSCN faculty
discussion, the SLO results from assessments of our PSCN Courses time and time again reveal
that more students wish they had known about our courses earlier in their college career to be
able to use the educational planning, career counseling and psychological-counseling content
presented in the courses.
Appendix F5: Supplies Requests [Acct. Category 4000]
This Appendix is N/A
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.
164
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?
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:
All conferences support professional development for PSCN instructors. They cover UC and CSU
transfer requirements, multicultural counseling and theory, higher education systems and
procedures, and mental health and well-being of at risk and underserved populations.
165
How do the assessments that you performed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Sample of Related Outcomes:
PSCN 1 – Intro to PSCN in a Multicultural Environment – 3 units
● Assess cultural and socioeconomic barriers
● Design interventions to address socioeconomic barriers
● Identify the primary helping goals of a counseling case study
● Define and demonstrate the concept of empathy
2014-15 Assessment Results showed:
Overall, the PSCN courses support each other and help the student develop and refine
their skill set as they matriculate through the our courses. As a division we have
identified the importance of having a group discussion to re-evaluate our curriculum with
the goal that it meets the needs of our current students, providing them with the best
opportunity of meaningful employment in human services as well as to prepare them for
transfer.
PSCN 10 – Career and Educational Planning – 2 units
● Identify 3 facts about themselves that can be used in their future career and
educational planning.
● Identify and apply 3 career or personal characteristics that can be used in their
future career and educational planning.
2014-15 Assessment Results showed:
Students need more curriculum addressing student educational planning and up to date
career exploration curriculum/activities. Counselor/Instructors need to update to meet
curriculum to meet these needs and need to research a wider array of teaching strategies
to meet diverse student learning styles.
PSCN 15 – College Study Skills – 2 units
● Student will identify a minimum of 3 study skill techniques or strategies which can
be used to maintain or improve the student's academic success.
● Identify at least one database used for academic research in the Chabot College
Library.
2014-15 Assessment Results showed:
Students should practice the study strategies throughout the semester. The On Course
textbook has helped students stay on track and works well with the Course Level
Outcomes. Study Skill assignments and hands on practice helps students have a better
understanding of the materials and provides an opportunity for students to integrate
what they learned. Continuous application techniques would be helpful in class in order
to ensure they are properly learning these valuable skills and techniques.
Counselor/Instructors need more training on how to best utilize On Course and to
identify best practices on how to integrate hands on practice of study skills into the
course.
166
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
167
Appendix F8: Facilities Requests
This section is N/A
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Although some of the college's greatest needs involving new facilities cannot be met with
the limited amount of funding left from Measure B, smaller pressing needs can be addressed. Projects
that can be legally funded with bond dollars include the "repairing, constructing, acquiring, and
equipping of classrooms, labs, sites and facilities." In addition to approving the funding of projects, the
FC participates in addressing space needs on campus, catalogs repair concerns, and documents larger
facilities needs that might be included in future bond measures. Do NOT use this form for equipment or
supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name):
Building/Location:
Type of Request
___ Space Need
___ Small Repair
___ Large Repair
___ Building Concern
___ Larger Facility Need
___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
Briefly describe how your request supports the Strategic Plan Goal?