Chabot College
Student Services
Program Review Report
2016-2017
Year THREE of
Program Review Cycle
Puente Project
Submitted on October
Contact: Sandra Genera & Kristin Land
FINAL 9/24/15
Table of Contents
_X__ Year 3
Section 1: What Have We Accomplished?
Section 2: What’s Next?
Required Appendices:
A: Budget History
B1: Student Learning Outcomes/Services Area Outcomes Assessment Schedule
C: Program Learning Outcomes
D: A Few Questions
E: New and Ongoing Initiatives and Projects
E1: Equity and BSI Fund Requests
F1A: New Faculty Requests
F1B: Reassign Time Requests
F2A: Classified Staffing Requests
F2B: Student Assistant Requests
F4: Academic Learning Support Requests
F5: Supplies Requests
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
X YEAR THREE
A. What Have We Accomplished?
This Program Review will show the progress made in Puente’s Goals & Plans for 2015-2016 in
Year Two of Program Review submitted October 2014. It is clear in reviewing our goals, that
much progress has been made and we owe it to the collaboration of aligning our goals and
plans with SSSP and Student Equity funding this year.
This is the fifth year that the Puente Project team of Sandra Genera, Counselor and Kristin
Land, English faculty will be working together as co-coordinators. We feel we have finally come
together in developing, planning and executing a “program” for Puente students to be on its way
in not only fulfilling Puente’s Mission of increasing the number of Latino students transferring to
4-year universities, increase the number of Latino students to receive Baccalaureate degrees,
and also return to their communities as leaders; the Puente Project is also committed in
addressing Chabot’s Strategic Plan Goal to “Increase the number of students that achieve their
educational goal within a reasonable time by clarifying pathways and providing more information
and support.”
Since this has been the first year in being supported with the staffing needs requested in
previous program reviews, we will now be able to look at planning to innovate and grow int he
following areas:
o
o
o
o
o
o
Data management & collection for on campus and state office needs
Addressing recruitment and retention needs for young Latino men
Expanded outreach from our feeder schools
Phase III follow-up for addressing transfer needs
Maintaining our Mentor Advisory Board
Enhancing career development.
The following are the Puente Goals, Plans and Analysis. These goals are on-going goals that
we have had the past two years and the Analysis is outlining what achievements and challenges
we have had towards the said goals.
Goal & Plan
Analysis (achievements /challenges)
Goal: Investigate how to
serve more students either
in Puente directly or
through suggested best
practices in new learning
communities.
The Puente Project is successfully serving more students than in
2009 because the team decided to integrate new Puente students
into the English 1A cohort each spring. These students are also
more engaged on campus and persisting at higher rates.
In spring and fall 2015, SSSP has funded part time counselors to
provide counseling hours in Puente. These part time counselors are
1
Plan: Remain with the HSI
grant development
able to outreach and schedule appointments and workshops geared
towards Phase III* students on campus.
Discussion will continue between English faculty and Special
Programs on what other entry points can be established within
Puente.
HSI Title V grant was not funded in October 2015, and so work will
continue towards development of a grant submission for upcoming
year.
*Phase III are students that have been coded/attributed as Puente
students who are no longer in the Puente sections of English and are
still on campus taking classes to reach their educational goal.
Goal: Partner with Puente
High School Programs and
the Promise Neighborhood
Grant.
Plan: we have attended
one meeting already and
have a second scheduled
for spring
The Puente coordinators have made great strides to increase
connections with neighboring high schools – including continuation
schools. For example, the Puente counselor organized campus tours
for seniors from Canyon Middle School and Mt. Eden in spring 2015
and has established strong connections with continuation school
counselors so that our cohorts represent the range of feeder schools
more fully.
The Puente Counselor has also been called on by many local
schools to provide workshops regarding higher education and
Chabot College opportunities, aligning with creating a college going
culture in our community. Some schools include: Impact Academy,
Mt. Eden HS, Hayward HS, Castro Valley HS, Logan HS, and
Conley-Caraballo HS. We have also been invited to many more, but
we don’t have the time or personnel to partake in all invitations.
The Puente Project has had a table with promotional materials at the
following community events:
 Annual Education Summit hosted by CSU East Bay
 Annual Hayward Mariachi Festival
 Community Día de los Muertos events
 Chabot College Raza Day
 Various College Nights at local high schools
 Chabot College Flea Market
The Puente Project coordinators have also further strengthened
partnerships with the HUSD Puente Projects in particular by cosponsoring an Annual Grape Juice & Cheese Mentor Event held
each April in City Hall. The event allowed our Puente Mentors to
meet Chabot & HUSD Puente students in a professional networking
setting.
We invited Puente high school students to participate as guests
whenever we hosted speakers.
2
Both Puente co-coordinators have been involved in the Hayward
Promise Neighborhood Grant and will continue to focus on
partnerships with local high schools.
Goal: More students to
complete ed goal.
Plan: Starting Phase I
Puente students with a
Math 122 (some) to
improve students’ ability to
reach educational goal in a
reasonable amount of time.
Chabot has done extensive work in promoting Passion and Purpose
through PSCN classes. Puente has participated in the kind of
curriculum that has indicated that students who participate in a
PSCN class that infused Passion and Purpose, they are more
inclined in completing their educational goal. In the piloting of
Chabot FYE program, Puente was advertised as a pathway to
welcome new incoming freshman.
Puente has called upon Phase III students to participate as volunteer
peer mentors. These students have in many ways shared their
advice and experiences with the new incoming freshmen in the
Puente PSCN classes and Puente Club. They have also established
various study groups.
In spring 2015, Puente partnered with Daraja to identify a math
instructor for math 53: Integrated Algebra, a new accelerated math
class geared towards the statistics pathway for Puente and Daraja
students. Completion of math success in summer 2015 for Puente
students was overwhelming.
Goal: Clean up our data –
both at Chabot and as
reported to the Puente
Statewide Office.
Plan: Code/attribute Puente
students through Banner.
Send Rick Luna at Puente
State Office updated rosters
– in progress.
Goal: Recruit new mentors
in the math and science
field.
Plan: Use Facebook to
reach out to Puente Alumni.
The coordinators have made some progress on this goal. To make
serious head way they need a Counselor Assistant I to assist with
record keeping so that the coordinators can focus on data collection
strategically. A key source of reporting for SSSP is through SARS. In
the fall of 2014, Puente began the process to assess how SARS
reporting will assist in making sure we are recording the proper
information.
Systems to track transfer rates for Puente students, GPA, UC
Eligibility, and civic-engagement/service learning outcomes more
accurately also need to be more fully developed. To achieve these
goals, we need to hire a Counselor Assistant II and an Adjunct
Counselor to focus on Phase III Puente students. Since Puente
students represent a microcosm of the campus, the more cohesively
Puente is able to collect and report data the more our data has the
potential to shed light on equity related issues that arise campus
wide. For example, some of the work with Rachel Ugale related to
coding/attributing Puente students can also be replicated for other
FYE student groups. We are in the middle of the hiring process of
the Counselor Assistant II position that will help with tracking starting
spring 2016.
Through a partnership with UPS, the Puente coordinators have
recruited more Latino mentors in the math and science field, though
additional mentors still need to be courted. We will focus on
fostering new working relationships in order to maintain our base of
business professionals. We are also working with local
organizations to increase our network of health care professionals.
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The Puente counselor assistant II will be able to spearhead and
coordinate outreach through our Facebook account.
Mentor development will be on-going and mentor training is a major
area we will focus on once we have additional Administrative
support.
Goal: analyze the benefits
of a Phase III English class
(i.e. English 4 or 7)
Plan: Work with HSI
planning grant to think
about best ways to serve
more underserved students
– this is one possibility and
more discussion needs to
be had.
Goal: Seek Grant funding
to supplement activities and
attract community.
Plan: Work with CLEA to
invite speakers
According to the most recent IR Data for the 2012-2013 Puente
cohort, Latino Puente students completed English 4/7 with a 94%
success rate as compared to an 81% success rate for non-learning
community Latino students 21 or younger. Therefore, the data
indicates that Puente 1A prepares students well for the next course,
regardless of it being a “Puente” class or not. Many of the Puente
students opt to enroll in Change It Now! English courses, which
seems to be a strong fit, while other students elect to enroll in
summer courses to speed their transition to a 4-year university. The
bottom line - Puente students succeed in English 4 or 7!
Since HSI Title V grant was not funded in October 2015, the Puente
Co-coordinators believe that it is still worth investigating a nonEnglish related Puente affiliate course for Phase III students who do
need additional support to remain connected and accessible to the
Puente Coordinators. Service Learning 85, Communication Studies
46: Argumentation & Debate and several other courses are under
current consideration.
The Puente coordinators have submitted proposals to SSCC and
Student Equity Committee to ensure that a wide range of prominent
Latino Speakers have shown up to campus. We are particularly
proud of the publicity work we have done to guarantee broad student
participation in the various events. For example, we had a showing
of the film A Place to Stand by Jimmy Santiago Baca in the Stage
One Theater where over 150 students, staff and faculty attended;
collaborated with Jane Wolford for Women’s History Month and
brought Mayda del Valle prolific spoken word artist in March 2015.
This list of speakers does not include the guests who speak at
Puente specific events. For example, for the PSCN 22 class, Dr.
Frank Garcia came to speak on his educational journey to over 50
Puente students. When students see professionals who reflect their
lived experiences and offer inspiring success stories, they feel
validated as scholars and persist in transfer related goals.
Goal: Addressing the
Whole Student in
collaboration with the Equity
FIG
-Bus passes
-Book vouchers
-Laptop loan program
-Print cards
-Flash drives
With grant funding from Puente mentors, we have built up a strong
lending library of English course texts. Since we began the library,
we have loaned one or more books to nearly 40% of our students,
with approximately 15% of students relying on us for nearly all of the
books. This small gesture improves student persistence in
challenging coursework and helps maintain the high standards which
ultimately result in 94% of English 1A successful Puente students
passing English 4/7. A Counselor Assistant II could help us ensure
4
-calculators
fewer books are borrowed and never returned by instituting a
stronger tracking and retrieval system.
The Puente Counseling and English instructors are particularly proud of their closely coordinated
curriculums because students in the 2012-2015 cohorts have self-reported an increased sense of
empowerment and love of learning on their final evaluations in the Puente PSCN & English
courses. This coordination takes time – as the team revises curriculum yearly. This integrated
approach to learning, however, provides students with rich opportunities to learn and demonstrates
that we are truly a family invested in each student’s development as a scholar and community
leader.
The following data indicates that the revised curriculum is working:
Data English Course Completion: Fall 2013-Summer 2015
 English 102 – Latino Puente students 21 or younger complete the course with a 82%
success rate as compared to a 58% course success rate for non-learning community Latino
students 21 or younger.
 English 102-English 1A – Latino Puente students completed English 1A with an 81%
success rate as compared to an 77% success rate for non-learning community Latino
students. Puente students complete English 1A at the college average.
 English 1A – English 4/7 – Latino Puente students 21 or younger completed English 4/7 with
a 93% success rate as compared to an 81% success rate for non-learning community
Latino students 21 or younger.
The data indicates that Puente English 1A prepares students for the next course.
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B. What’s Next?
Equity Related Needs on an Institutional Level
 Because the Puente Counselor is one of the few fluent Spanish speaking staff and
perhaps the most highly visible in the 700 building, she fields approximately 2 nonPuente student/family inquiries per week. Each inquiry lasts between 10 to 30 minutes
and many require significant follow up. Ultimately, these inquires take the Puente
counselor away from Puente related coordinating duties and direct Puente student
contact. Therefore, we urge the institution to invest in hiring 2-4 Spanish speaking faculty
and/or classified professionals who can be clearly visible/accessible in the700 building.
The professionals should be versed in: financial aid, academic counseling, student
support/mental health, and undocumented student needs.
 There is a need for continued communication with A&R/Financial aid regarding new laws
for undocumented students. Campus-wide training for faculty and classified
professionals to understand the new laws that impact AB540 and undocumented
students is also needed, though that training should also include a sensitivity component
for all faculty. E4FC, a group out of San Francisco State University, provides high quality
training at a reasonable price.
Puente Project Specific Equity Needs
 Continue with an adjunct counselor to work with a caseload of approximately 250 Phase
III students.
 The Puente adjunct counselor will provide a calendar of events & activities specific to the
Phase III students. Workshops, fieldtrips and continued organized and engaging
activities.
 Adjunct counselors will also augment the outreach and recruitment to our local Puente
high school and middle school programs.
 SARS training and implementation of effective reporting to fulfill the SSSP needs.
 Work with IR to develop data tracking systems related to civic engagement and service
learning outcomes, transfer rates, UC eligibility, GPA, etc.
 Institutional support to develop an electronic in-take form to use when recruiting Puente
students. This would reduce the data entry time for the coordinators and/ or Counselor
Assistant II. Ideally, this tool would be developed to aid with IR data input, too.
 Institutional support in the form of training and time to work more closely with the other
learning communities on campus (Change It Now!, Daraja, MESA and FYE). The
Learning Communities Consortium Conference that a group of faculty leads attended in
Spring 2013 provided a strong basis for collaborations that lasted through Fall 2013, but
have been difficult to maintain/sustain since then despite the LC leads best efforts.
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Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years
and the impacts of funds received and needs that were not met. This history of documented
need can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the
budget decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2015-16
Budget
Requested
1
$10,000
2015-16
Budget
Received
1
$10,000
2016-17
Budget
Requested
0
$10,000
2016-17
Budget
Received
1. How has your investment of the budget monies you did receive improved student learning? Which
service or learning outcome were supported? Have the anticipated positive impacts been realized?
By receiving the monies recommended by the Puente State office, the Puente Project at
Chabot College has been able to continue being the “flag ship” program it is expected to
being. To run the Puente Project’s counseling, mentoring, and student support components,
the Cooperative Agreement (formally known as the MOU) with the Puente State Office
recommends both clerical support and a supply budget of $10,000.
The allocated supply budgets provides a professional face to the Puente Project as we engage
the community in outreach efforts, recruit and train mentors, and connect students’ families
to Chabot’s services. The supply budget also supplements our student support initiatives and
mentoring components, including university or career fieldtrips, mentor training and
matching events, and a student/family orientation and end of year celebration. With this
budget, we host a wide array of events that improve students’ academic learning and
increase their engagement in campus life. These events increase Phase I, II, and III Puente
students’ persistence with their transfer related goals. Our calendar of events indicates the
range of activities that this budget allocation supports: new student orientation, mentor
training/mixers, career exploration days, family nights, awards ceremonies, etc.
The Puente State Office Cooperative Agreement mandates clerical support for all Puente
teams, but the Chabot Puente project has not received such support for several years, until
now and we hope to have the hiring process completed for the January 2016 CLPCCD BOT
agenda. The Cooperative Agreement also includes an in- Chabot contribution of 2 full-time
tenure tracked faculty with benefits and office space, which are now filled by Sandra Genera
7
as the Counselor/co-coordinator and Kristin Land as the English faculty/co-coordinator. In
order to keep the program “fresh” and up-to-date, it is important for there to be Counseling
and English faculty who are trained in the Puente model to create a rotation if needed.
2. What has been the impact of not receiving some of your requested funding? How has student
learning or service been impacted, or safety compromised, or enrollment or retention negatively
impacted?
Without a Counselor Assistant II, the counselor/co-coordinator has fewer counseling hours
available to work with students on a one-on-one basis. Both the Puente co-coordinators end
up spending significant time contacting students and mentors to remind them of
appointments, updating basic student information, preparing for and cleaning up after each
event, and processing other basic clerical needs. Some of the duties the co-coordinators
would pass along to a classified professional include: scheduling and following up on SARS
counseling appointments, phoning mentors or students to remind them of orientation events
or mixers; organizing student intake forms throughout the year to track applicants; updating
mentor-student information so our records are current; managing scholarship applications;
managing mentor applications, creating and organizing materials for events, and tracking
budget expenditures. With a Counselor Assistant II, the team would also be able to update
and maintain the Chabot Puente Project Website and maintain a social media presence.
By devoting time to clerical needs, the Puente coordinators have fewer hours to provide
direct student support and that negatively impacts student success. Although our English 1A
spring 2014 success rate was slightly higher than the college average, our team feels the
success rate would have been much higher had we not been so over-extended during the
2013-2014 academic year. We worry that without a Counselor Assistant II we will not be able
to maintain high outcomes for our students and a professional face.
With a Counselor Assistant II, we anticipate raising our one semester English 1A success rate
of 67% in English 1A by 10-15%. In doing so, ultimately we will decrease the years it takes
students to transfer to a 4-year institution, since success in a rigorous English 1A correlates so
strongly with success in other transfer courses. A one semester English 1A success rate also
aligns with the strategic plan goal of reducing bottlenecks so that more students can achieve
their educational goals in a timely manner.
With more time to devote directly to counseling/academic support needs, we also anticipate
reducing the number of Puente Project students who are on probation from and monitor
matriculation regulations due to SSSP requirements.
8
Appendix B1: Student Learning Outcomes and/or Service Area Outcomes
Assessment Reporting Schedule.
Service Area Outcomes: Special Programs and Puente Project
Audience:
Purpose:
Instructions:
How Measured
Documentation (Where
SLO/SAO
Results/Discussion
can assessments be found?
Provide link if possible)
SAO #1:
Chabot Special Programs
students will complete
SSSP Components:
Assessment,
Orientation, & SEP’s at
higher rates than Chabot
students not in Special
Programs.
IT has produced
a report that
Special
Programs are
using to follow
up with
students who
have been
coded in their
own programs.
In the last year, 90% of Puente
students have completed all
SSSP components compared to
all other Chabot students. After
Puente identifies which students
still need to complete one or
more of the components, and
we outreach to them, we have a
97% completion rate.
Each individual Special Program
is responsible to follow up with
students who are missing any of
the components. It is
inconsistent the amount of
detail each program has access
to and who does it in the
program. The Programs who
have Counselor Assistant
classified professionals tend to
be on top of their lists and the
reporting. Puente and Daraja
have not had this assistance and
have not been able to run these
reports in a consistent manner.
IT department has
assigned Liem Huynh to
be the point person to
run reports for Special
Programs. The report is
out of:
RYQPTAS
SAO #2:
Chabot Puente students
complete the transfer
level English course
sequence at higher rates
than Latino students
who are not in a learning
community.
The office of IR
has been
running this
report for the
past 10 years.
83% of Latino students not
in a learning community
succeeded in the English
transfer course sequence
and 93% of Latino students
in Puente succeed in the
English transfer sequence.
Assessments can be found at:
http://www.chabotcollege.edu/
programreview/Data2015.asp
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Appendix B1: Student Learning Outcomes and/or Service Area Outcomes
Assessment Reporting Schedule.
I.
Course-Level Student Learning Outcomes & Assessment Reporting (CLOClosing the Loop).
A. Check One of the Following:
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.
English 1A
This Year’s Program
Review
*CTL forms must be
included with this PR.
X
X
PSCN 20
X
X
10
2-Years Prior
*Note: These courses
must be assessed in
the next PR year.
X
English 102
PSCN 21
PSCN 22
Last Year’s Program
Review
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
PSCN 21
Fall 2014
2
2
100%
Fall 2014
Sandra Genera & 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 identify what level of GPA
would place a student on Academic Probation
Defined Target
Scores*
(CLO Goal)
80%
Actual Scores**
(eLumen data)
88%
 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?
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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?
There was above the target assessment of CLO 1 by 8%.
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?
In the PSCN 21, there is quite a bit of discussion and information shared on SSSP
requirements, staying in good standing and overall “learning the system” on being a
successful student at Chabot College.
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?
This is the first assessment cycle in using this updated CLO. It was important with the
changes in SSSP that knowing what the requirements are to be in good standing means for
the students. This also helps avoid being on probation. This CLO is also more in line with
the themes of the PSCN 21 course.
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 programmatic strengths are that the students are hearing this information in the class
and hearing it around campus as well. This is a consistent message going out to the
students.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
√ Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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Appendix B2: “Closing the Loop” Course-Level Assessment Reflections. Note: If
your service area does not offer courses, skip Appendix B2
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%
FALL 2014
SANDRA GENERA & 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:
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)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
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PART II: COURSE- LEVEL OUTCOME REFLECTIONS
B. COURSE-LEVEL OUTCOME (CLO) 1:
3. 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.
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?
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.
C. COURSE-LEVEL OUTCOME (CLO) 2:
1. 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
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?
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.
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PART III: COURSE REFLECTIONS AND FUTURE PLANS
4. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
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.
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?
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.
6. What is the nature of the planned actions (please check all that apply)?
 Curricular
√ Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
15
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: If your area assesses
Service Area Outcomes rather than PLO’s, skip this section. Some areas may use both PLO’s
and SAO’s dependent on the program.
PLO
PLO #1:
Puente Students will have a
written Student Education
Plan (SEP) necessary for
transfer to a 4-year college or
university and/or to complete
academic and career goals
PLO #2:
Puente students will be able to
identify resources, and cite at
least two ways how these
resources supports their
academic and life success at
Chabot.
PLO #3:
Puente students will engage in
a professional relationship
with a mentor.
PLO #4:
Puente students will
participate in service learning
activities, to grow their civic
engagement along with
community involvement, to
return to the community as
leaders and mentors.
How Measured
At the end of the semester
reviewed all Puente student’s
folders and confirmed
completion of SEP
Results/Discussion
100% of the Puente students
had completed a full SEP by
Sandra Genera, the Puente
Counselor, or by Mr. William
Reyes, Puente Counselor
Intern.
A Narrative style final was
given asking this question.
90% of the students were able
to identify two resources on
campus and reflect on how
these resources supports their
academic and life success at
Chabot.
A Narrative style final was
given asking this question.
85% of the Puente students
engaged in a professional
relationship with a mentor.
An activity form was collected
from each participant, that
reflected their service learning
activities.
90% of the Puente students
participated in service learning
activities to grow their civic
engagement along with
community involvement, to
return to the community as
16
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" answer. Write n/a if the
question does not apply to your area.
1.
Have all of your course outlines been updated within the past five years?
YES
2.
Have you deactivated all inactive courses? YES
3.
Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? YES
4.
Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? YES
5.
Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? YES
6.
Have you developed and assessed PLOs for all of your programs?
7.
If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?YES
YES
8. Does successful completion of College-level Math and/or English correlate positively with
success in your courses?
Yes for English (Puente English 1A is college English); PSCN 20, 22, 26 support student success
in college coursework generally – therefore, success in Math or English is not necessary for
success in the PSCN courses.
17
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support
of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both
internal and external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
N/A
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Activity (brief description)
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
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At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
19
(obtained by/from):
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
1. Number of new faculty requested in this discipline:
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
Faculty (1000)
Program/Unit
Division/Area
Rationale:
2. Statements about the alignment with the strategic plan and your student learning goals are required. Indicate here any information from
advisory committees or outside accreditation reviews that is pertinent to the proposal.
20
Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000]
Audience: Administrators, PRBC
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 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 this position is categorically funded,
include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested:
_____
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
Classified Professional Staff (2000)
Description
Program/Unit
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Postion
Description
Student Assistants (2000)
Program/Unit
PLEASE LIST IN RANK
ORDER
Division/Area
PLEASE LIST IN RANK
ORDER
Division/Area
2. Rationale for your proposal.
3. Statements about the alignment with the strategic plan and program review are required. Indicate here any information from
advisory committees or outside accreditation reviews that is pertinent to the proposal.
21
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
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
COURSE
CURRENT
FTEF
(2014-15)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
22
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
1. Number of positions requested:
6
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Learning Assistant
PU1 English 102 (fall 2015 - former Puente student)
2. Learning Assistant
PU2 English 102 (fall 2015- former Puente student)
3. Learning Assistant
PU1 English 1A (spring 2015; former Puente student)
4. Learning Assistant
PU2 English 1A (spring 2015; former Puente student)
5. Learning Assistant
PU1 English 1A (spring 2016; former Puente student)
6. Learning Assistant
PU2 English 1A (spring 2016; former Puente student)
3. 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.
In fall 2014, two learning connection trained LA’s began working in the Puente English 102 sections to motivate students to
improve their study skills and writing talents. The LA’s help students to locate the tutoring centers, to ask librarians for assistance,
to attend office hours, to seek out health related resources, and to study for their English course.
Without properly trained learning assistants in Fall 2013 and Spring 2014 in the Puente English 102-Puente English 1A yearlong
course sequence, only 67% of Puente students in English 1A earned a C or higher during the spring of 2014. While the Puente 1A
success rate remains slightly higher than the college average of 64% for Latino students who were not enrolled in a learning
community based English 1A during the spring of 2014, the Puente Project expects to produce significantly higher results than the
college average.
Our current request for 4 Learning Connection trained LAs is aimed at increasing the number of students who ultimately earn an A
or B in English 1A on the first attempt by meeting the rigorous research and reading demands of the course. Stronger English 1A
grades correlate with higher success in other transfer courses. We also anticipate that having learning assistants in English 1A will
increase the baseline 67% pass rate of the Spring 2014 English 1A cohorts by 10-15%. Peer to peer interactions are more likely to
foster stronger study habits which the coordinators have identified as the key factor of non-success for nearly half of the 21
students who did not pass English 1A in spring 2014. Our request aligns with the college’s strategic plan because success in a
rigorous 1A course correlates with increased success in other transfer level coursework and ultimately allows more students to
achieve their educational goals in a timely manner.
Over time, we would also like to track how LA’s impact overall student GPA’s to ensure more Puente students remain competitive
for transfer to a UC.
23
It is important that our Learning Assistants are former Puente students as the on-campus job is one way for the coordinators to
maintain close connections with Phase III Puente students. When our LA’s are Phase III Puente students, they also help the
English teacher link up with students from previous cohorts informally because they key tabs on other classmate’s who need
additional resources and help us remind peers of upcoming career/transfer related workshops or fieldtrips. Thus, learning
assistants can be an integral part of strengthening the outreach of Phase III supports.
Finally, when LA’s work outside of class time with Phase I and Phase II Puente students, the Puente English instructor has more
time to provide to direct transfer related supports to PHASE III Puente students. Typical Phase III requests include: assistance with
essays related to scholarships, internships, and UC applications, personalized letters of recommendation, one-on-one tutoring for
reading and writing assignments in transfer level course work, and personal attention/mentoring. Since Puente creates a family
like atmosphere, Puente students return regularly to both coordinators to share successes and request advice on a wide range of
topics.
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Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
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 current and requested budgets for categories 4000 and 5000 in priority order. Do NOT
include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any requested funds beyond
those you received this year. Please also look for opportunities to reduce spending, as funds are very limited.
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requeststhat would be nice to have and would bring additional benefit to the program.
needed totals in all
areas
Description
2014-15
Request
2015-16
Request
Requested
Received
Amount
Vendor
See Student Services
Budget Request (Supplies
– paper and copies for
intake and recruitment
materials, mentoring
outreach; event programs;
transportation costs to
$10,000
$10,000
$10,000
 Staples
 Golden
West
Travel
 BART
 Midwest
Global
Group
25
Divis
ion/
Unit
Pue
nte
Proj
ect,
Spec
ial
Prog
rams
Priority
#1
X
Priority
#2
Priority
#3
 Wicked
Wear tshirts
 Costco
 Mi Pueblo
 Smart &
Final
 Fresh and
Natural
 Tri-City
Engravers
college tours and career
days – BART or Bus)
2 mentor-student events;
2 student/family events
2 student only events;
2 career exploration
events
As outlined in
MOU/Contract Agreement
between Chabot College
and Puente Statewide
office at UCOP.
Puente student direct
Student Aid (Books &
supplies, calculators, food,
transportation)
$7,000
from
Equity
Active Dreamers work
group & training about
Undocumented Student
academic and nonacademic needs for staff &
faculty
$6,000
Requeste
d from
Equity
 Staples
 Golden
West
Travel
 BART
 Midwest
Global
Group
 Costco
 Mi Pueblo
 Smart &
Final
 Fresh and
Natural
Puen
te
Proj
ect,
Spec
ial
Prog
rams
x
Fresh &
Natural
Puen
te
Proj
ect,
Spec
ial
x
Events &
activities
26
Prog
rams
Contracts and Services Requests [Acct. Category 5000]
Instructions:
1. There should be a separate line item for each contract or service.
2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated
requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not received in
the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requeststhat would be nice to have and would bring additional
benefit to the program.
augmentations only
Description
Amount
Vendor
Division/Unit
27
Priority #1
Priority #2
Priority #3
Appendix F6: Conference and Travel Requests [Acct. Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for 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. Note
that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of need that could perhaps be
fulfilled on campus, and to establish a historical record of need. Your rationale should discuss student learning goals and/or connection to the
Strategic Plan goal.
Description
Amount
Vendor
Division/Dept
28
Priority Priority Priority
#1
#2
#3
Notes
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.
Instructions:
1. For each piece of equipment, there should be a separate line item for each piece and
an amount. Please note: Equipment requests are for equipment whose unit cost exceeds $200.
Items which are less expensive should be requested as supplies. Software licenses should also be
requested as supplies.
2.
For bulk items, list the unit cost and provide the total in the "Amount" column.
Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be
in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to
jeopardize the life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requeststhat would be
nice to have and would bring additional benefit to the program.
Description
Amount
Vendor
Division/Unit
29
Priority #1
Priority #2
Priority #3
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of reprioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet
capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match
if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined
that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many
smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing,
constructing, acquiring, and equipping of classrooms, labs, sites and facilities." 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): General Scheduling Process
Building/Location: Across Campus
Description of the facility project. Please be as specific as possible.
Improved process for scheduling facilities for events and activities year round. Particularly class
room and large group space.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
30