Chabot College
Program Review Report
Check one:
__X_ SLO Portion of Upcoming ’16-’17
Program Review
(Submitted May 2015 in Preparation for Oct 2015)
___ Revision to ’15-’16 Program Review
(Originally Submitted Oct 2014)
___ Revision to ’14-’15 Program Review
(Originally Submitted Oct 2013)
Submitted on
05-01-2015
Contact:
Adrian Huang
1
Appendix B: “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
ARCH 2A
Fall 2014
1
1
100%
Spring 2015
Adrian Huang, Paul Chu
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)
75%
80%
(CLO) 2:
Utilize orthographic, axonometric, oblique, and
linear perspective to present existing and
imagined form.
75%
80%
(CLO) 3:
Generate alternatives and develop solutions
to simple and defined two- and threedimensional design problems; Employ a
range of graphic languages composed of line
weights and/or values to represent on twodimensional surfaces an object’s properties
and spatial cues; incorporate people and
75%
80%
(CLO) 1:
Actual Scores**
(eLumen data)
Utilize a range of black and white media to draw
proportional freehand and constructed images;
produce industry standard hand lettering in a
variety of media; create clear visual hierarchies
of line weights, tones, and textures with a
variety of media.
2
trees into orthographic, axonometric,
oblique and linear perspective drawings.
(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
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?
On average, students achieved 80% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 80% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 80% success. This class has achieved student-learning
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?
3
This reflected the course materials and learning outcome would be continuing to offer.
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.
__________________________________________
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?
We will continue to request the additional resources necessary to offer this essential core
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?
4
Students with strong drafting skills will be able to work on projects that are more complex.
Students with more exposure to the training for a career in architecture will recognize the
value of the course contents in context of the foundation and preparation needed to pursue
advance design studies.
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
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
ARCH 2B
Fall 2014
1
1
100%
Spring 2015
Adrian Huang, Paul Chu
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.
5
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)
75%
85%
(CLO) 2:
Apply principles and theories underlying color
classification (i.e., value, hue, chroma, color wheel,
compliments, warm, cool, etc.); apply techniques for
creating and integrating entourage (people, trees,
vegetation, furnishings, cars. etc.) into linear
perspective, orthographic, axonometric and oblique
drawings;
75%
85%
(CLO) 3:
Utilize a variety of media to create color drawings
using theories of color composition; utilize a variety
of techniques for drawing a range of materials (i.e.,
wood, brick, glass, stone, concrete, shingles, etc.)
within orthographic, axonometric, oblique
drawings, and linear perspective; apply principles
and theories underlying the organization of
elements including pattern, hierarchy, and contrast.
75%
85%
(CLO) 1:
Develop shadows in orthographic, axonometric, and
oblique and linear perspective; create reflections in
orthographic, axonometric, oblique and linear
perspective.
Actual Scores**
(eLumen data)
(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
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?
On average, students achieved 85% success. This class has achieved student-learning
outcome.
6
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 85% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 85% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
7
E. COURSE-LEVEL OUTCOME (CLO)
5: ADD IF NEEDED.
__________________________________________
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?
We will continue to request the additional resources necessary to offer this essential core
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?
Students with strong drafting skills will be able to work on projects that are more complex.
Students with more exposure to the training for a career in architecture will recognize the
value of the course contents in context of the foundation and preparation needed to pursue
advance design studies.
8
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
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
ARCH 4A
Fall 2014
1
1
100%
Spring 2015
Adrian Huang, Paul Chu
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)
75%
90%
(CLO) 2:
Identify fundamental elements of residential
structural, electrical, mechanical, and plumbing
system and their application in construction
documents.
75%
90%
(CLO) 3:
75%
100%
(CLO) 1:
Use industry conventions to complete working
drawings for a residential wood frame structure.
Incorporate basic Uniform building Code
requirements to residential construction
9
Actual Scores**
(eLumen data)
drawings.
(CLO) 4:
Identify reprographic options and system in
computer-aided drafting standards as
prescribed by the AIA (American Institute of
architects).
75%
85%
 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?
On average, students achieved 90% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 90% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 100% success. This class has achieved student-learning
10
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 85% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
E. COURSE-LEVEL OUTCOME (CLO)
5: ADD IF NEEDED.
__________________________________________
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?
We will continue to request the additional resources necessary to offer this essential core
course.
11
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?
Students with strong drafting skills will be able to work on projects that are more complex.
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
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
ARCH 4B
Fall 2014
1
1
100%
Spring 2015
Adrian Huang, Paul Chu
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.
12
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)
75%
95%
(CLO) 2:
Identify and execute critical details for nonresidential buildings.
75%
85%
(CLO) 3:
75%
95%
75%
85%
(CLO) 1:
Actual Scores**
(eLumen data)
Use industry conventions to complete working
drawings for small masonry, steel, concrete, and
wood frame construction.
Demonstrate ability to use Uniform building
Code to non-residential projects.
(CLO) 4:
Use computer-aided drafting and internet
resources for compiling non-residential
construction documents.
 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?
On average, students achieved 95% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
13
On average, students achieved 85% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 95% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 85% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
E. COURSE-LEVEL OUTCOME (CLO)
5: ADD IF NEEDED.
__________________________________________
PART III: COURSE REFLECTIONS AND FUTURE PLANS
14
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We will continue to request the additional resources necessary to offer this essential core
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?
Students with strong drafting skills will be able to work on projects that are more complex.
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
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
ARCH 8A
Fall 2014
1
1
100%
Spring 2015
15
Faculty members involved in “Closing the Loop” discussion
Adrian Huang, Paul Chu
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)
75%
85%
(CLO) 2:
Use two and three dimensional composition
drawings and design elements to solve given
architectural problems.
75%
85%
(CLO) 3:
75%
90%
75%
80%
(CLO) 1:
Actual Scores**
(eLumen data)
Incorporate theory, fundamental principles and
techniques to design.
Express proposed design concepts graphically,
with study models, and verbally.
(CLO) 4:
Manipulate and apply digital images,
illustrations and 3-dimensional models to the
process of architectural design
 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:
16
1. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 85% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 85% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 90% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 80% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
17
E. COURSE-LEVEL OUTCOME (CLO)
5: ADD IF NEEDED.
__________________________________________
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?
We will continue to request the additional resources necessary to offer this essential core
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?
Students with clear design concept will be able to construct more complex models and
projects.
18
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
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
ARCH 8B
Spring 2014
1
1
100%
Spring 2015
Adrian Huang, Paul Chu
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)
75%
90%
(CLO) 2:
Manipulate architectural elements to define
form and space that support the communication
of intended meanings and concepts.
75%
90%
(CLO) 3:
75%
95%
(CLO) 1:
Actual Scores**
(eLumen data)
Use both traditional and digital graphic and
model building techniques to study design
strategies.
Identify site factors, cultural values and
anthropometric needs of occupants in
19
architectural design.
(CLO) 4:
Apply knowledge of structural potential and
limitations as a design factor.
75%
95%
 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?
On average, students achieved 90% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 90% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 95% success. This class has achieved student-learning
outcome.
20
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 95% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
E. COURSE-LEVEL OUTCOME (CLO)
5: ADD IF NEEDED.
__________________________________________
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?
We will continue to request the additional resources necessary to offer this essential core
course.
21
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?
Students with clear design concept will be able to construct more complex models and
projects.
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
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
ARCH 12
Spring 2014
1
1
100%
Spring 2015
Adrian Huang, Paul Chu
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.
22
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)
75%
85%
(CLO) 2:
Describe major structural systems using wood,
steel, masonry, and concrete.
75%
80%
(CLO) 3:
75%
85%
75%
90%
(CLO) 1:
Actual Scores**
(eLumen data)
Identify and explain the behavior, appearance,
and use of building materials.
Identify and evaluate various interior and exterior
finish systems.
(CLO) 4:
Understand how building materials are
categorized by building industries.
 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?
On average, students achieved 85% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
23
On average, students achieved 80% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 85% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 90% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
E. COURSE-LEVEL OUTCOME (CLO)
5: ADD IF NEEDED.
__________________________________________
24
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?
We will continue to request the additional resources necessary to offer this essential core
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?
Students who study with class lecture materials are making good progress of achieving
learning outcome. Will continue to bring more construction materials resource to class
lectures.
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
25
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
ARCH 14
Fall 2014
1
1
100%
Spring 2015
Adrian Huang, Keary Kensinger
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)
75%
90%
(CLO) 2:
Identify basic design movements in California
architecture; identify basic historic, cultural,
environmental, and technological influences which
have shaped California’s built environment;
75%
90%
(CLO) 3:
Identify the work and design principles of
California’s leading architects and urban designers;
explain planning fundamentals and how they affect
architecture and city design; use rudimentary
vocabulary of architecture, landscape architecture,
and city planning.
75%
90%
(CLO) 1:
Describe ways of seeing the environment for the
purpose of design; explain how architecture can
affect our lives; describe architectural design in the
community;
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
26
Actual Scores**
(eLumen data)
* 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?
On average, students achieved 90% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 95% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 90% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
27
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.
__________________________________________
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?
We will continue to request the additional resources necessary to offer this essential core
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?
Will continue to offer this class with more filed trips to enhance student learning.
28
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
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
ARCH 16
Spring 2014
1
1
100%
Spring 2015
Adrian Huang, Peter Wolfe
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:
Develop design approach methods to landscape
problems through site analysis and programming;
demonstrate an understanding of basic landscape
29
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
85%
design principles and theories; Develop design
coordination with other related professions so that an
awareness of team
(CLO) 2:
Develop design coordination with other related
professions so that an awareness of team designs on
projects is approached; explain the sequence of stages
in the design process from schematics/preliminaries
to master plan; working drawings and specifications;
75%
85%
(CLO) 3:
Explain the process of presentation drawings and
sketches using various medias in black-and-white and
color; identify the planting materials and irrigation.
75%
85%
(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
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?
On average, students achieved 85% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer. We
may take an overview look at influences in design such as art, literature, music, etc. as a
catalyst for ideas and as a reflection of current culture as well as address natural processes
and systems that contribute to landscape as a dynamic art and cultural form. It would be
great if we had more time to have a lecture overview on history of landscape architecture.
However due to the breadth the course covers over a limited amount of time, this topic is
briefly covered in assigned reading of the text.
B. COURSE-LEVEL OUTCOME (CLO) 2:
30
1. How do your current scores match with your above target for student success in this course
level outcome?
On average, students achieved 85% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer. The
class is taught in teams formed by the students. This has been an effective method in
having students learn collaboration skills.
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?
On average, students achieved 85% success. This class has achieved student-learning
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?
The technology is changing the design process and in our overall curriculum has already
reflected.
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)
31
5: ADD IF NEEDED.
__________________________________________
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?
We will continue to request the additional resources necessary to offer this essential core
course. We tooled the course to address more general design questions rather than
residential related design. Lighting lecture targeted lighting characteristics and techniques,
current issues and requirements in lighting, rather than specifically designing a lighting
scheme. One combined lecture on green building and accessibility was streamlined to
address primarily green building concepts and to just touch on accessibility and universal
design principles and where to find more information. Because of the breadth of the subject
matter and time constraints, unfortunately a lecture on history of landscape architecture
was not included. However, prescribed reading in the assigned text does cover some
background.
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?
Students with strong drafting skills will be able to work on projects that are more complex. It
would be beneficial to improve the resources that the library now contains on this subject
so that students have more reference resources available.
Such classics as:
Jane Jacobs’ “The Death and Life of Great American Cities”.
William H. Whyte’s “Social Life of Small Urban Spaces” available in print and as a film on CD
And more recent publications such as:
Jeff Speck’s “Walkable City”
Robert Perry’s “Landscape Plants for California Gardens”
Alan B. Jacobs’s, “Great Streets”
32
Judith Anger’s “Edible Cities”
Marina Alberti’s “Advances in Urban Ecology”
Would be welcomed additions to the library collections and create an opportunity to
broaden the knowledge and exposure of the class to the broader profession.
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
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
ARCH 33
Fall 2014
1
1
100%
Spring 2015
Adrian Huang, Paul Chu
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.
33


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)
75%
95%
(CLO) 2:
Create and modify objects by using 3-D software
tools.
75%
90%
(CLO) 3:
Specify views that communicate the form
and spatial qualities.
75%
85%
(CLO) 4:
Define and apply surface styles that
appropriatedly represent materials.
75%
90%
(CLO) 1:
Actual Scores**
(eLumen data)
Demonstrate the range of ways that 3-D
software can be used in architectural design and
presentations.
 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?
On average, students achieved 95% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
34
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?
On average, students achieved 90% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 85% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 90% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
E. COURSE-LEVEL OUTCOME (CLO)
35
5: ADD IF NEEDED.
__________________________________________
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?
No changes need. We will continue to request the additional resources necessary to offer
this essential core 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?
Students with strong drafting skills will be able to work on projects that are more complex.
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
36
Other
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
ARCH 68
Fall 2014
1
1
100%
Spring 2015
Adrian Huang, Paul Chu
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)
75%
100%
(CLO) 2:
Construct drawings using AutoCAD software
and justify external reference files and images to
drawings.
75%
90%
(CLO) 3:
75%
90%
75%
85%
(CLO) 1:
Actual Scores**
(eLumen data)
Identify hardware uses and limitations
appropriate to Computer-Aided Design Drafting
(CADD).
Focus on AIA (American Institute of Architects)
Standard Layer System.
(CLO) 4:
Select appropriate scale in multiple views and
plots.
 If more CLOs are listed for the course, add another row to the table.
37
* 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?
On average, students achieved 100% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 90% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 90% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
38
On average, students achieved 85% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
E. COURSE-LEVEL OUTCOME (CLO)
5: ADD IF NEEDED.
__________________________________________
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?
We will continue to request the additional resources necessary to offer this essential core
course. We will upgrade computer-aid design software per industrial standard.
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?
No changes will be needed. Students meets learning outcome.
39
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
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
ARCH 80
Fall 2014
1
1
100%
Spring 2015
Adrian Huang, Paul Chu
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:
Apply and refine skills learned in the classroom
to an architecture firm where those skills may
be demonstrated
40
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
100%
(CLO) 2:
Apply educational ability, level of maturity,
personality, behavior, attitudes toward a job,
interpersonal relationships, and identify areas
where changes may be required.
75%
90%
75%
(CLO) 3:
Develop understanding of career
opportunities, job requirements, employer
expectations, and promotional requirements
in an architecture company setting
90%
(CLO) 4:
Demonstrate enhanced management skills
through the establishment and achievement of
learning and performance goals related to
architecture occupations
85%
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?
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?
On average, students achieved 100% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 90% success. This class has achieved student-learning
outcome.
41
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 90% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
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?
On average, students achieved 85% success. This class has achieved student-learning
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 reflected the course materials and learning outcome would be continuing to offer.
E. COURSE-LEVEL OUTCOME (CLO)
5: ADD IF NEEDED.
__________________________________________
PART III: COURSE REFLECTIONS AND FUTURE PLANS
42
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We will continue to request the additional resources necessary to offer this essential core
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?
Students learned hands on experience with this Internship Program. Students achieved
course learning outcome.
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
43
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
INTD 56
Spring 2013
1
1
100%
Spring 2015
Adrian Huang, Debbie Norris
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)
75%
75%
(CLO) 2:
Explain varying compensation methods; state the
importance of public relations and publicity as ways
for building a clientele; and summarize networking
opportunities
75%
90%
(CLO) 3:
Draw furniture layouts and present ideas to a client;
create a plan for estimating and costing.
75%
90%
(CLO) 1:
Describe the basic business skills required of an
interior designer, including accounting, billing fees,
compensation, basic contracts and legal
responsibilities. Also describe a total design project
and the designer’s responsibilities to the client.
(CLO) 4:
44
Actual Scores**
(eLumen data)
 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?
On average, students achieved 75% success.
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 shown a good reflection of course outline. Students are strong recommended to
take English writing comprehensive class along with this course. We will continue to
request the additional resources necessary to offer this essential core course.
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?
On average, students achieved 90% success.
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 shown a good reflection of course outline. We will continue to request the
additional resources necessary to offer this essential core course.
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?
On average, students achieved 90% success.
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 shown a good reflection of course outline. We will continue to request the
additional resources necessary to offer this essential core course.
D. COURSE-LEVEL OUTCOME (CLO) 4:
45
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.
__________________________________________
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?
We will continue to request the additional resources necessary to offer this essential core
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?
Students with strong drafting skills will be able to work on projects that are more complex.
Students with more exposure to the training for a career in architecture will recognize the
46
value of the course contents in context of the foundation and preparation needed to pursue
advance design studies.
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
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
INTD 58
Fall 2014
1
1
100%
Spring 2015
Adrian Huang, Marilena Williams
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
47
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
75%
70%
(CLO) 2:
Design a lighting system for a residential and
commercial establishment using drafting equipment
and develop a lighting proposal for a client, including
landscape lighting.
75%
70%
(CLO) 3:
Read reflective ceiling plans including the use of
electrical symbols and lettering. Discuss Title 24 as it
applies to commercial residential lighting design.
75%
70%
(CLO) 1:
Evaluate existing commercial and residential lighting
installations and discuss how artificial and natural
light can be used to render color.
Actual Scores**
(eLumen data)
(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
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?
On average, students achieved 70% success. The lower rate of achievement was due to
lack of drafting skills. The Interior Design Program offers a variety of classes, none of which
gives the student a solid base in drafting that is necessary to their success. We positively
need to add a hand-drafting course.
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?
If we will offer a Hand Drafting class, students will develop the necessary drafting skills to
successfully complete any certification/degree offered by Chabot College. In addition,
completion of this new course would greatly enhance each student's ability to meet the
requirements of transfer to a four-year college. Students with strong drafting skills will be
48
able to work on projects that are more complex.
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?
On average, students achieved 70% success. The lower rate of achievement was due to
lack of drafting skills. The Interior Design Program offers a variety of classes, none of which
gives the student a solid base in drafting that is necessary to their success. We positively
need to add a hand-drafting course.
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?
If we will offer a Hand Drafting class, students will develop the necessary drafting skills to
successfully complete any certification/degree offered by Chabot College. In addition,
completion of this new course would greatly enhance each student's ability to meet the
requirements of transfer to a four-year college. Students with strong drafting skills will be
able to work on projects that are more complex.
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?
On average, students achieved 70% success. The lower rate of achievement was due to
lack of drafting skills. The Interior Design Program offers a variety of classes, none of which
gives the student a solid base in drafting that is necessary to their success. We positively
need to add a hand-drafting course.
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?
If we will offer a Hand Drafting class, students will develop the necessary drafting skills to
successfully complete any certification/degree offered by Chabot College. In addition,
completion of this new course would greatly enhance each student's ability to meet the
requirements of transfer to a four-year college. Students with strong drafting skills will be
able to work on projects that are more complex.
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?
49
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.
__________________________________________
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?
We will continue to request the additional resources necessary to offer this essential core
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?
Students with strong drafting skills will be able to work on projects that are more complex.
Students with more exposure to the training for a career in architecture will recognize the
value of the course contents in context of the foundation and preparation needed to pursue
advance design studies.
50
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
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
INTD 60
Fall 2014
1
1
100%
Spring 2015
Adrian Huang, Marilena Williams
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:
Describe trends in the design and manufacture of
furnishings and accessories for residential and
commercial interiors.
51
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
74%
(CLO) 2:
Explain the nature of the materials used in the
production of furnishings made of wood, textiles,
glass, ceramics, metal, plastics and composite
materials.
75%
74%
(CLO) 3:
Identify resources and suppliers, and their business
practices.
75%
74%
(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
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?
On average, students achieved 74% success. The lower rate of achievement was due to
lack of drafting skills. The Interior Design Program offers a variety of classes, none of which
gives the student a solid base in drafting that is necessary to their success. We positively
need to add a hand-drafting course.
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?
If we will offer a Hand Drafting class, students will develop the necessary drafting skills to
successfully complete any certification/degree offered by Chabot College. In addition,
completion of this new course would greatly enhance each student's ability to meet the
requirements of transfer to a four-year college. Students with strong drafting skills will be
able to work on projects that are more complex.
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?
52
On average, students achieved 74% success. The lower rate of achievement was due to
lack of drafting skills. The Interior Design Program offers a variety of classes, none of which
gives the student a solid base in drafting that is necessary to their success. We positively
need to add a hand-drafting course.
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?
If we will offer a Hand Drafting class, students will develop the necessary drafting skills to
successfully complete any certification/degree offered by Chabot College. In addition,
completion of this new course would greatly enhance each student's ability to meet the
requirements of transfer to a four-year college. Students with strong drafting skills will be
able to work on projects that are more complex.
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?
On average, students achieved 74% success. The lower rate of achievement was due to
lack of drafting skills. The Interior Design Program offers a variety of classes, none of which
gives the student a solid base in drafting that is necessary to their success. We positively
need to add a hand-drafting course.
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?
If we will offer a Hand Drafting class, students will develop the necessary drafting skills to
successfully complete any certification/degree offered by Chabot College. In addition,
completion of this new course would greatly enhance each student's ability to meet the
requirements of transfer to a four-year college. Students with strong drafting skills will be
able to work on projects that are more complex.
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?
53
E. COURSE-LEVEL OUTCOME (CLO)
5: ADD IF NEEDED.
__________________________________________
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?
We will continue to request the additional resources necessary to offer this essential core
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?
Students with strong drafting skills will be able to work on projects that are more complex.
Students with more exposure to the training for a career in architecture will recognize the
value of the course contents in context of the foundation and preparation needed to pursue
advance design studies.
54
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
Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: ______AA in Architecture __________________________________________
 PLO #1: Develop architectural and freehand skills

PLO #2: Identify and explain the behavior appearance and use building materials

PLO #3: Incorporate the basic Uniform Building Code requirements to construction drawings

PLO #4: Describe and apply knowledge of the structural systems using wood, steel, masonry, and
concrete
What questions or investigations arose as a result of these reflections or discussions?
Explain:
How much do students know about architecture career/major before enter the program?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Architecture faculties are willing to take on more tasks to help students’ successes.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
Plan on having more seminars, field/firm tours, university visits and one on one counseling.
55
Program: _____AS in Architecture___________________________________________
 PLO #1: Develop computer drafting skills

PLO #2: Develop advanced presentation skills

PLO #3: Apply the basic Uniform Building Code requirements to residential and commercial
drawings

PLO #4: Use wood, truss, steel, masonry, and concrete to apply to structural systems
What questions or investigations arose as a result of these reflections or discussions?
Explain:
How much do students know about architecture career/major before enter the program?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Architecture faculties are willing to take on more tasks to help students’ successes.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
Plan on having more seminars, field/firm tours, university visits and one on one counseling.
Certificate: __Certificate of achievement in Architecture Technology ____
 PLO #1: Develop architectural, freehand and digital presentation skills

PLO #2: Identify and explain the behavior appearance and use building materials and methods

PLO #3: Incorporate the basic Uniform Building Code requirements to construction drawings in
residential and commercial buildings

PLO #4: Apply structural systems using wood, steel, masonry, and concrete to building designs
What questions or investigations arose as a result of these reflections or discussions?
Explain:
56
How much do students know about architecture career/major before enter the program?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Architecture faculties are willing to take on more tasks to help students’ successes.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
Plan on having more seminars, field/firm tours, university visits and one on one counseling.
Program: ______AS in Interior Design __________________________________________
 PLO #1: Develop functional interior spaces.

PLO #2: Draw appropriate floor plans.

PLO #3: Demonstrates an understanding of professional practices.
What questions or investigations arose as a result of these reflections or discussions?
Explain:
How to enhance basic drafting skills and computer-aided design drafting?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Re-arranged classes sequences to flow students better. Re-arranged class time schedules.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
Need more FTEF and Hire more adjunct instructors to offer classes in new two-year class
sequences.
Certificate: ______Certificate of Achievement in Interior Design ____________
 PLO #1: Develop functional interior spaces.
57

PLO #2: Draw appropriate floor plans, elevations and sections.

PLO #3: Demonstrates an understanding of professional practices.

PLO #4: Apply lighting design and finishes.
What questions or investigations arose as a result of these reflections or discussions?
Explain:
How to enhance basic drafting skills and computer-aided design drafting?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Re-arranged class time schedules and add a drafting class.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
Need more FTEF and Hire more adjunct instructors to offer classes in new two-year class
sequences.
Certificate: ______Certificate of Achievement in Kitchen and Bath Design ____________
 PLO #1: Develop functional kitchen and bath spaces.

PLO #2: Draw appropriate floor plans, elevations and sections.

PLO #3: Demonstrates an understanding of professional practices and code requirements.

PLO #4: Apply lighting design and finishes.
What questions or investigations arose as a result of these reflections or discussions?
Explain:
How to enhance basic drafting skills and computer-aided design drafting?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Re-arranged class time schedules and add a drafting class. The drafting class should follow
NKBA drafting standard.
58
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
Need more FTEF and Hire more adjunct instructors to offer classes in new two-year class
sequences. Offer a drafting class.
59