Chabot College Academic Services Program Review Report

Chabot College

Academic Services

Program Review Report

2016 -2017

Year 1 of

Program Review Cycle

Economics

Submitted on Oct. 25, 2015

Contact: Ken Williams

FINAL 9/24/15

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

0

0

0

0

0

2015-16

Budget

Received

0

0

0

0

0

2016-17

Budget

Requested

0

0

0

0

0

2016-17

Budget

Received

0

0

0

0

0

1.

How has your investment of the budget monies you did receive improved student learning? When you requested the funding, you provided a rationale. In this section, assess if the anticipated positive impacts you projected have, in fact, been realized.

N/A

2.

What has been the impact of not receiving some of your requested funding? How has student learning been impacted, or safety compromised, or enrollment or retention negatively impacted?

N/A

5

Appendix B1: Student Learning Outcomes Assessment Reporting Schedule

I.

Course-Level Student Learning Outcomes & Assessment Reporting

(CLO-Closing the Loop).

A.

Check One of the Following:



No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be submitted with this Year’s Program Review. Note : All courses must be assessed once at least once every three years.



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.

Economics 1

This Year’s Program

Review

*CTL forms must be included with this PR.

Fall 2014

Last Year’s Program

Review

2-Years Prior

*Note: These courses must be assessed in the next PR year.

Economics 1

Economics 1

Economics 2

Economics 2

Economics 2

Spring 2015

Summer 2015

Fall 2014

Spring 2015

Summer 2015

6

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

Economics 2

Fall 2014

1

1

Percentage of sections assessed

Semester held “Closing the Loop” discussion



100%

Fall 2015

Faculty members involved in “Closing the Loop” discussion Ken 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.

7

P ART I: C OURSE -L EVEL O UTCOMES – D ATA R ESULTS

C ONSIDER T HE C OURSE -L EVEL O UTCOMES I NDIVIDUALLY ( THE

N UMBER OF CLO S WILL DIFFER BY COURSE



)

(CLO) 1:

Demonstrate a good understanding of the fundamental terms and concepts, beginning with definitions and culminating with the ability to interpret and apply quantitative information (e.g. formulas) and graphs to

"real world" economic issues, problems, and events.

Critical analysis, applying the above material, is the ultimate objective.

(CLO) 2:

Demonstrate an understanding of macroeconomics principles by answering both qualitative and quantitative problems presented to the students on a daily basis.

(CLO) 3:

Demonstrate an ability to evaluate and reframe the

Defined Target

Scores*

(CLO Goal)

70% of students will achieve scores of 2 or higher


70% of students will achieve

Actual Scores**

(eLumen data)

70%

70%

70% interaction that takes place among the major economic variables on the national level, such as inflation, overall employment, growth and international trade. scores of 2 or higher

 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?

8

P ART II: C OURSE LEVEL O UTCOME R EFLECTIONS

A.

C

OURSE

-L

EVEL

O

UTCOME

(CLO) 1:

1.

How do your current scores match with your above target for student success in this course level outcome?

Current scores have met my target goal of 70%

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?

It was unfortunate that I had a completely debilitating accident and I was unable to finish the semester. Furthermore, based upon my conversations with my students, there was no teaching after November 30, 2014, to the end of the semester.

B.

C OURSE -L EVEL O UTCOME (CLO) 2:

1.


Current scores are on my target goal of 70%

2.


I still believe that the daily testing and quizzing as practice for learning quantitative systems seems to be working well. I find that the students respond well to systems wherein they are shown how they can be successful. It is not enough to say, “you are wrong”, it is far more important to show them how to be right. Students are given algorithms and strategies on problem solving from which over time they become very proficient.


9

C.


1.


Current scores are on my target goal of 70%

2.


It is my observation that the vast majority of Chabot students come from middle-class working families. In comparison to the children of wealthy families, Chabot students find it challenging to embrace the idea of Macroeconomic phenomena, as they tend to think more about their job, their family, and their future. What is different since the last program review is that I have increased my discussion of national and international events even more. As a result, with the greatly expanded daily reading requirement, there appears to be a greater appreciation for and understanding of Macroeconomic topics. This appears to be very popular among students as I incorporate economic principles as a daily practice.


10

P ART III: C OURSE R EFLECTIONS AND F UTURE P LANS

1.

What changes were made to your course based on the previous assessment cycle, the prior

Closing the Loop reflections and other faculty discussions?

My thoughts since the last Program Review have not changed, that is to say the data gained from eLumen is far too “gross” an instrument. My daily quizzes and in class grading, is a far more refined tool for evaluating and monitoring classroom learning. All theories are tested and problems of understanding are remediated immediately, and continue unabated until all student questions are answered.

In my last submission, I proposed by way of summary, committing 15-20 minutes for each class session analyzing the financial news in the Wall Street Journal, and tying those topics to the academic theories students have been exposed to in the textbook. I have continued this practice, which has proved very popular, and appears to be yielding good results.

I am now looking more closely at the results of my pre-testing so that I can make teaching adjustments, as I deem necessary.

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?

As a result of what has to be a relatively high degree of success, as measured by a percentage of my students getting a C or better, and given my 37 years of teaching experience, I feel that I should continue on using the system that I have developed over the past several years. I will continue to modify my teaching based upon both the needs and interests of each class. Parenthetically, I have the wonderful opportunity to alter and adjust my lectures based on the continually evolving and changing patterns of our economic system.

Tutors would help students understand basic micro- and macroeconomic principles.

Historically, I have had a very difficult time to get students to tutor for Economics because the tutoring pay is low, compared to what they could earn in the free market.

3.

What is the nature of the planned actions (please check all that apply)?

 Curricular

X X Pedagogical

 Resource based

 Change to CLO or rubric

 Change to assessment methods

 Other: Tutor

11


Course






Faculty members involved in “Closing the Loop” discussion

Economics 2

Spring 2015

2

2

100%

Fall 2015

Ken Williams















CLO.





12






)

(CLO) 1:




(CLO) 2:


(CLO) 3:

Demonstrate an ability to evaluate and reframe the interaction that takes place among the major economic


Scores*

(CLO Goal)



70% of students will achieve scores of 2 or

Actual Scores**

(eLumen data)

74%

74%

74% variables on the national level, such as inflation, overall employment, growth and international trade. higher





13


C.

C

OURSE

-L

EVEL

O

UTCOME

(CLO) 1:

1. How do your current scores match with your above target for student success in this course level outcome?

Current scores exceeded my target goal by 4%.

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?

It appears that my emphasis on “office hours in the classroom”, i.e. face-to-face discussions with students is an improvement over the commonly used lecture format.

Students respond with vigor with passion. I really do believe that "education is not the filling of a pail, but is instead the lighting of a fire", which is what takes place daily in my current teaching format.

D.

C

OURSE

-L

EVEL

O

UTCOME

(CLO) 2:





14

C.





It is my observation that the vast majority of Chabot students come from middle-class working families. In comparison to the children of wealthy families, Chabot students find it challenging to embrace the idea of Macroeconomic phenomena, as they tend to think more about their job, their family, and their future. What is different since the last program review is that I have increased my discussion of national and international events even more. As a result, with the greatly expanded daily reading requirement, there appears to be a greater appreciation for and understanding of Macroeconomic topics. This appears to be very popular among students as I incorporate economic principles in daily practice.

15


1. What changes were made to your course based on the previous assessment cycle, the prior



In my last submission, I proposed by way of summary, committing 15-20 minutes each class session analyzing the financial news in the Wall Street Journal, and tying those topics to the academic theories students had been exposed to in the textbook. I have continued this practice, which has proved very popular, and appears to be yielding good results.


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?

As a result of what has to be a relatively high degree of success, as measured by a good percentage of my students getting a C or better, and given my 37 years of teaching experience, I feel that I should continue on using the system that I have developed over the past several years. I will continue to modify my teaching based upon both the needs and interests of each class. Parenthetically, I have the wonderful opportunity to alter and adjust my lectures based on the continually evolving and changing patterns of our economic system.

Tutors would help students understand basic micro- and macroeconomic principles.

Historically, I have had a very difficult time to get students to tutor for Economics because the tutoring pay is low, compared to what they could earn in the free market.

3. What is the nature of the planned actions (please check all that apply)?

 Curricular

XX Pedagogical

 Resource based


 Change to assessment method

 Other: Tutor

16


Course




Economics 2

Summer 2015

1

1





100%

Fall 2015
















CLO.



17






)

(CLO) 1:




(CLO) 2:


(CLO) 3:

Demonstrate an ability to evaluate and reframe the interaction that takes place among the major economic


Scores*

(CLO Goal)



70% of students will achieve scores of 2 or

Actual Scores**

(eLumen data)

86%

86%

86% variables on the national level, such as inflation, overall higher employment, growth and international trade.





18


E.

C

OURSE

-L

EVEL

O

UTCOME

(CLO) 1:




It appears that my emphasis on “office hours in the classroom”, i.e. face-to-face discussions with students is an improvement over the commonly used lecture format.

Students respond with vigor with passion. I really do believe that "education is not the filling of a pail, but is instead the lighting of a fire", which is what is taken place on a daily basis in my class.

F.






19

C.

C

OURSE

-L

EVEL

O

UTCOME

(CLO) 3:




It is my observation that the vast majority of Chabot students come from middle-class working families. In comparison to the children of wealthy families, Chabot students find it challenging to embrace the idea of Macroeconomic phenomena, as they tend to think more about their job, their family, and their future. What is different since the last program review is that I have increased my discussion of national and international events even more. As a result, with the greatly expanded daily reading requirement, there appears to be a greater appreciation for and understanding of Macroeconomic topics. This appears to be very popular among students as I incorporate economic principles in daily practice.

20





In my last submission, I proposed by way of summary, committing 15-20 minutes each class session analyzing the financial news in the Wall Street Journal, and tying those topics to the academic theories students had been exposed to in the textbook. I have continued this practice, which has proved very popular, and appears to be yielding good results.



As a result of what has to be a relatively high degree of success, as measured by a good percentage of my students getting a C or better, and given my 37 years of teaching experience, I feel that I should continue on using the system that I have developed over the past several years. I will continue to modify my teaching based upon both the needs and interests of each class. Parenthetically, I have the wonderful opportunity to alter and adjust my lectures based on the continually evolving and changing patterns of our economic system.

Tutors would help students in a non-threatening way to understand basic micro- and macroeconomic principles. Historically, I have had a very difficult time to get students to tutor for Economics because the tutoring pay is low, compared to what they could earn in the free market.


 Curricular

XX Pedagogical

 Resource based



 Other: Tutor

21


Course




Economics 1

Fall 2014

5

5





100%

Fall 2015
















CLO.



22






)


Scores*

(CLO Goal)

70% of students

Actual Scores**

(eLumen data)

(CLO)1:

Demonstrate an understanding of microeconomic principles by answering both qualitative and quantitative questions and problems presented to the students on daily basis will achieve scores of 2 or higher

74%

(CLO)2:

Demonstrate an ability to evaluate and reframe the interaction that takes place among households and firms in a modern economic setting


74%

70% of students 74%

(CLO)3:

Demonstrate an understanding of Pure Competition ,

Monopolistic Competition, Oligopoly, and Monopoly will achieve scores of 2 or higher





23


G.

C

OURSE

-L

EVEL

O

UTCOME

(CLO) 1:




Current scores exceed the target and are noticeably above Chabot’s overall success rate.

This is notable in that economics courses are qualitatively and quantitatively more rigorous than many of Chabot’s courses. Helped along by the CSU-imposed prerequisite of Math 55

(2nd year college algebra), students seem to realize that there is a substantial quantitative component within the study of economics. Students are more likely to take the course when ready to do so now, compared with over-optimism in this regard previously. They are thus more likely to succeed.

H.

C

OURSE

-L

EVEL

O

UTCOME

(CLO) 2:





This is notable in that economics courses are quantitative and more rigorous than many of

Chabot’s courses.

On a daily basis, begin each class with a series of questions that come directly from what is

"hot in the news". I make it a point to show how these popularized events are inextricably connected to the economic principles taught that week.

24

C.





Students are required to perform at a very high level of competency in the recreation of the multifunction graphical analysis of Pure Competition, Monopolistic Competition,

Oligopoly, and Monopoly. This program is very unpopular with most students until they develop a high degree of understanding. At this juncture many derive a high degree of satisfaction. With the help of Sujoy Sarkar, I have created a video illustrating how to do this very complex graphical analysis.

25




I have continued with I considered to be a great deal of success in the provision of a twoday-a-week class meeting. I am devoting 15-20 minutes each class meeting analyzing the major financial news in the Wall Street Journal each day and tying it directly to the topics we are currently covering in class. Preliminary surveys of the class show this is very popular with the students, tying the real world to the academic theories recently taught. In fact, it led directly to my discussion series, referred to as "The First Monday" lecture debate series held on the first Monday of each month. Three social science colleagues from other disciplines and I debate current issues utilizing the insights of our respective disciplines.

This is an extremely well attended event, in which students, faculty and community participate.


I have continued with the process of making daily evaluations of students’ progress based upon short quizzes I pass out each class meeting. This is a far superior instrument for making an instant decision on what the student needs to do at that moment for that particular class. I do plan to expand my contemporary analysis of news events into our textbook theory.

I do hope to propose an evaluation system that is a substantial improvement on eLumen in the near future.


 Curricular

XX Pedagogical

 Resource based



 Other: Tutor

26


Course




Economic 1

Spring 2015

4

4





100%

Fall 2015
















CLO.



27






)


Scores*

(CLO Goal)

70% of students

Actual Scores**

(eLumen data)

(CLO)1:


56%

(CLO)2:



56%

70% of students 56%

(CLO)3:







28


I.

C

OURSE

-L

EVEL

O

UTCOME

(CLO) 1:


Current grades are 14% under my target goal


Current scores are noticeably below Chabot’s overall success rate.

This result is a significant anomaly, which I believe, based upon the historical record may be because I was not the teacher of the record until March 1, 2015. Changing teaching methods and styles may have lead to this much lower result.

J.







29

C.







30




I have continued with I considered to be a great deal of success in the provision of a twoday-a-week class meeting. I am devoting 15-20 minutes analyzing the major financial news in the Wall Street Journal that day and tying it directly to the topics we are currently covering in class. Preliminary surveys of the class show this is very popular with the students, tying the real world to the academic theories that aim to explain it. In fact, it led directly to a discussion series, referred to as "The First Monday" lecture debate series held on the first Monday of each month. Three social science colleagues from other disciplines and I debate current issues with students utilizing the insights of our respective disciplines.



I have continued with the process of making daily evaluations of students’ progress based upon short quizzes I give out at the start of each class. This is a far superior instrument for making an instant decision on what the student needs to do at that moment for that particular class. I do plan to expand my contemporary analysis of news events into our textbook theory.



 Curricular

XX Pedagogical

 Resource based



 Other: Tutor

31


Course




Economics 1

Summer 2015

1

1





100%

Fall 2015
















CLO.



32






)


Scores*

(CLO Goal)

70% of students

Actual Scores**

(eLumen data)

(CLO)1:


88%

(CLO)2:



88%

70% of students 88%

(CLO)3:







33


K.

C

OURSE

-L

EVEL

O

UTCOME

(CLO) 1:





This is notable in that economics courses are qualitatively and quantitatively more rigorous than many of Chabot’s courses. Helped along by the CSU-imposed prerequisite of Math 55

(2nd year college algebra), students seem to realize that there is a substantial quantitative component within the study of economics. Students are more likely to take the course when ready to do so now, compared with over-optimism in this regard previously. They are thus more likely to succeed.

L.






This is notable in that economics courses are quantitative and more rigorous than many of

Chabot’s courses.

On a daily basis, begin each class with a series of questions that come directly from what is

"hot in the news". I make it a point to show how these popularized events are inextricably connected to the economic principles taught that week.

34

C.





Students are required to perform at a very high level of competency the recreation of the multifunction graphical analysis of Pure Competition, Monopolistic Competition, Oligopoly, and Monopoly. This program is very unpopular with most students until they develop a high degree of understanding. At this juncture many derive a high degree of satisfaction.

With the help of Sujoy Sarkar, I have created a video illustrating how to do this very complex graphical analysis.

35




I have continued with I considered to be a great deal of success in the provision of a twoday-a-week class meeting. I am devoting 15-20 minutes analyzing the major financial news in the Wall Street Journal that day and tying it directly to the topics we are currently covering in class. Preliminary surveys of the class show this is very popular with the students, tying the real world to the academic theories that aim to explain it. In fact, it led directly to a discussion series, referred to as "The First Monday" lecture debate series held on the first Monday of each month. Three social science colleagues from other disciplines and I debate current issues with students utilizing the insights of our respective disciplines.



I have continued with the process of making daily evaluations of students’ progress based upon short quizzes I give out at the start of each class. This is a far superior instrument for making an instant decision on what the student needs to do at that moment for that particular class. I do plan to expand my contemporary analysis of news events into our textbook theory.



 Curricular

XX Pedagogical

 Resource based



 Other: Tutor

36

Chabot College Academic Services Program Review Report

Chabot College

Academic Services

Program Review Report

2016 -2017

Year 1 of

Program Review Cycle

Economics

Submitted on Oct. 25, 2015

Contact: Ken Williams

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Chabot College Academic Services Program Review Report

Chabot College

Academic Services

Program Review Report

2016 -2017

Year 1 of

Program Review Cycle

Economics

Submitted on Oct. 25, 2015

Contact: Ken Williams

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