‐
1

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
American   Government
Spring   2014
10
3
*Note:   part   time   faculty   who   assessed   3   additional   courses   are   not   currently   teaching   at   Chabot   and   were   unable   to   participate   in   closing   the   loop   conversations.
33%
Fall   2014
Percentage   of   sections   assessed
Semester   held   “Closing   the   Loop”   discussion
Faculty   members   involved   in   “Closing   the   Loop”   discussion   Sara   Parker
Form   Instructions:

Complete   a   separate   Appendix   B2   form   for   each   Course ‐ Level   assessment   reported   in   this
Program   Review.
These   courses   should   be   listed   in   Appendix   B1:   Student   Learning   Outcomes
Assessment   Reporting   Schedule.

Part   I:   CLO   Data   Reporting .
For   each   CLO,   obtain   Class   Achievement   data   in   aggregate   for   all   sections   assessed   in   eLumen.

Part   II:   CLO   Reflections .
Based   on   student   success   reported   in   Part   I,   reflect   on   the   individual
CLO.

Part   III:    Course   Reflection.
In   reviewing   all   the   CLOs   and   your   findings,   reflect   on   the   course   as   a   whole.
P ART   I:    C OURSE ‐ L EVEL   O UTCOMES   –   D ATA   R ESULTS
C ONSIDER   T HE   C OURSE ‐ L EVEL   O UTCOMES   I NDIVIDUALLY   ( THE
N UMBER   OF   CLO S   WILL   DIFFER   BY   COURSE

)
Defined   Target
Scores*
(CLO   Goal)
(CLO)   1: Ability to take and persuasively support a political position with evidence and argumentation.
At   least   65%   of   the   class   scoring   a   3   or   4.
(CLO)   2: Understand of the origins, structure, and institutions of American Political system and the value
of this knowledge in sustaining American democracy.
At   least   65%   of   the   class   scoring   a   3   or   4.
(CLO) 3: Explain the principles and major provisions of United States and California Constitutions.
At   least   65%   of   the   class   scoring
a   3   or   4.
   If   more   CLOs   are   listed   for   the   course,   add   another   row   to   the   table.
Actual   Scores**
(eLumen   data)
Approximately
70%   of   the   class   scoring   a   3   or   4.
Approximately
75%   of   the   class   scoring   a   3   or   4.
Approximately
65%   of   the   class   scoring   a   3   or   4.
*   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?
2

P ART   II:   C OURSE ‐   LEVEL   O UTCOME   R EFLECTIONS
A.
C
OURSE
‐ L
EVEL
O
UTCOME
(CLO)
1:
1.
How   do   your   current   scores   match   with   your   above   target   for   student   success   in   this   course   level   outcome?
Students   are   very   successful   in   taking   a   political   position   but   have   more   difficulty   supporting   that   position   with   evidence   and   argumentation.
At   times,   opinion   and   conjecture   take   the   place   of   quality   information,   data,   and   reliable   evidence.
Still,   almost
2/3   of   students   across   3   sections   were   able   to   use   information   to   substantiate   their   position   on   an   issue.
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   improve   their   ability   to   incorporate   evidence   and   argumentation   (and   gain   confidence   in   doing   so)   when   they   practice!
Despite   large   class   sizes   in   introductory   sections,   students   need   to   be   regularly   asked   to   read   and   to   write.
This   can   and   should   take   place   in   multiple   ways   –   in   class   through   discussion,   smaller   formative   assessments,   as   well   as   on   in   class   exams   and   outside   of   class   with   assignments   and   projects.
B.
C OURSE ‐ L EVEL   O UTCOME   (CLO)   2:
1.
How   do   your   current   scores   match   with   your   above   target   for   student   success   in   this   course   level   outcome?
Students   do   well   on   this   learning   outcome.
Civic   responsibility   is   one   of   the   campus   wide   learning   goals   and   the   themes   of   social   justice,   engagement,   and   community   improvement   are   themes   that   run   throughout   many   courses   at   Chabot.
In   American   Government,   students   learn   more   about   the   historical   context   of   those   ideas   and   institutions   that   support   civic   participation.
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?
A   targeted   focus   to   make   the   course   relevant   to   students   through   contemporary   and   historical   connections   helps.
For   example,   the   use   of   a   current   events   assignment   and/or   the   incorporation   of   current   events   into   the   course   helps   students   both   follow   contemporary   American   political   developments,   and   illuminates   some   of   the   relationships   between   course   content   and   class   material.
Encouraging   students   to   attend   talks   and   seminars   on   campus   also   exposes   them   to   new   ideas   and   makes   the   material   more   “real.”
3

C.
C OURSE ‐ L EVEL   O UTCOME   (CLO)   3:
1.
How   do   your   current   scores   match   with   your   above   target   for   student   success   in   this   course   level   outcome?
Students   do   understand   the   federal   Constitution.
Successfully   comparing/contrasting   with   the   California   constitution   is   somewhat   more   difficult.
The   outcomes   are   on   par   with   the   goals   of   the   program   but,   nonetheless,   we   would   still   like   to   see   higher   results.
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?
Anecdotally,   there   appears   to   be   a   connection   between   election   years   and   student   interest   and   success   on   this   course ‐ learning   outcome.
This   makes   sense   because   there   is   more   focus   and   attention   on   both   California   and   national   political   issues   (elections).
During   these   semesters,   there   is   a   great   opportunity   to   capitalize   on   this   innate   interest.
During   other   semesters,   a   focus   on   local   political   issues   may   make   it   easier   for   students   to   make   sense   of   the   different   pieces   of   local/state/federal   political   systems.
4

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?
Since   the   previous   assessment   cycle,   I   have   made   four   changes   in   my   courses:   1)   I   have   increased   the   relative   importance   of   in ‐ class   participation.
This   has   increased   the   regular   daily   attendance   in   class   and   student   engagement.
2)   Incorporated   more   activity ‐ based   learning   that   is   tied   to   contemporary   political   debates   and   issues.
3)   Use   free   online   source   materials   instead   of   a   textbook   in   increase   student   ability   to   access   reading.
I   also   incorporate   a   mix   of   primary   sources,   government   resources,   academic   and   news   media   commentary   and   analysis.
2.
Based   on   the   current   assessment   and   reflections,   what   course ‐ level   and   programmatic   strengths   have   the   assessment   reflections   revealed?
What   actions   has   your   discipline   determined   might   be   taken   as   a   result   of   your   reflections,   discussions,   and   insights?
The   program   has   a   real   strength   in   engaging   students.
In   Spring   2014,   approximately   35%   of   students   attended   at   least   one   of   the   extracurricular   opportunities   presented   in   class.
American   Government   also   has   strong   retention,   with   many   students   who   start   the   course   remaining   and   attending   over   the   semester.
As   a   discipline   it   is   important   that   we   continue   to   make   American   Government   a   course   that   relates   to   students’   lives   –   for   all   students,   not   just   those   who   are   political   science   majors.
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:_________________________________________________________________
5

Appendix   B2:    “Closing   the   Loop”   Course ‐ Level   Assessment   Reflections.
Course
Semester   assessment   data   gathered
Number   of   sections   offered   in   the   semester
Law   and   Democracy
Fall   2013
1
Number   of   sections   assessed
Percentage   of   sections   assessed
1
100%
Semester   held   “Closing   the   Loop”   discussion   Fall   2014
Faculty   members   involved   in   “Closing   the   Loop”   discussion   Sara   Parker
Form   Instructions:

Complete   a   separate   Appendix   B2   form   for   each   Course ‐ Level   assessment   reported   in   this
Program   Review.
These   courses   should   be   listed   in   Appendix   B1:   Student   Learning   Outcomes
Assessment   Reporting   Schedule.

Part   I:   CLO   Data   Reporting .
For   each   CLO,   obtain   Class   Achievement   data   in   aggregate   for   all   sections   assessed   in   eLumen.

Part   II:   CLO   Reflections .
Based   on   student   success   reported   in   Part   I,   reflect   on   the   individual
CLO.

Part   III:    Course   Reflection.
In   reviewing   all   the   CLOs   and   your   findings,   reflect   on   the   course   as   a   whole.
P ART   I:    C OURSE ‐ L EVEL   O UTCOMES   –   D ATA   R ESULTS
C ONSIDER   T HE   C OURSE ‐ L EVEL   O UTCOMES   I NDIVIDUALLY   ( THE
N UMBER   OF   CLO S   WILL   DIFFER   BY   COURSE
 )
(CLO)   1: Analyze   the   cultural,   economic, environment   of   civil   rights   movements.
and   political
Defined   Target
Scores*
(CLO   Goal)
At   least   65%   of   the   class   scoring   a   3   or   4.
Actual   Scores**
(eLumen   data)
Approximately
65%   of   the   class   scoring   a   3   or   4.
(CLO)   2: debates.
Apply   legal   concepts   to   contemporary   political   At   least   65%   of   the   class   scoring   a   3   or   4.
(CLO)   3: Define   and   evaluate   three   basic   features   of
American   democratic   government:   representation,   citizenship,   participation.
At   least   65%   of   the   class   scoring   a   3   or   4.
   If   more   CLOs   are   listed   for   the   course,   add   another   row   to   the   table.
Approximately
80%   of   the   class   scoring   a   3   or   4.
Approximately
75%   of   the   class   scoring   a   3   or   4.
*   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?
6

P ART   II:   C OURSE ‐   LEVEL   O UTCOME   R EFLECTIONS
C.
C
OURSE
‐ L
EVEL
O
UTCOME
(CLO)
1:
3.
How   do   your   current   scores   match   with   your   above   target   for   student   success   in   this   course   level   outcome?
The   students   met   the   target   on   this   CLO   but   will   continue   to   work   on   ways   to   help   students   think   about   topics   from   multiple   angles.
4.
Reflection:    Based   on   the   data   gathered,   and   considering   your   teaching   experiences   and   your   discussions   with   other   faculty,   what   reflections   and   insights   do   you   have?
This   class   is   informally   known   as   a   “capstone”   course,   meaning   that   we   set   high   expectations   for   students.
It   is   important   that   students   are   able   to   do   more   than   merely   define   civil   rights   movements   but   also   to   put   it   in   a   context.
We   have   continuously   improved   the   set   of   readings   we   provide   the   students   and   incorporated   additional   structure,   reading,   writing,   and   annotation   support   into   the   course.
D.
C OURSE ‐ L EVEL   O UTCOME   (CLO)   2:
3.
How   do   your   current   scores   match   with   your   above   target   for   student   success   in   this   course   level   outcome?
The   class   exceeded   this   target.
4.
Reflection:    Based   on   the   data   gathered,   and   considering   your   teaching   experiences   and   your   discussions   with   other   faculty,   what   reflections   and   insights   do   you   have?
We   have   been   very   successful   at   developing   a   model   whereby   students   are   taught   how   to,   and   then   given   the   opportunity   to   practice   regularly,   applying   a   political   and   a   legal   lens   to   contemporary   issues.
This   is   one   of   the   first   topics   we   cover   in   class.
We   then   demonstrate   how   to   use   the   IRAC   technique   (Issue,   Rule,   Application,   Conclusion)   to   evaluate   and   assess   issue.
7

C.
C OURSE ‐ L EVEL   O UTCOME   (CLO)   3:
3.
How   do   your   current   scores   match   with   your   above   target   for   student   success   in   this   course   level   outcome?
Students   also   exceeded   the   target   on   this   CLO.
Students   are   able   to   go   beyond   the   definitions   and   to   really   demonstrate   their   familiarity   with   the   complexity   of   these   topics.
For   example,   students   are   able   to   speak   to   both   sides   of   issues;   are   able   to   demonstrate   how   the   way   we   think   about   these   concepts   have   changed   over   time;   and   how   seemingly   straightforward   concepts   (such   as   “representation”)   are   often   far   more   complicated   in   practice.
4.
Reflection:    Based   on   the   data   gathered,   and   considering   your   teaching   experiences   and   your   discussions   with   other   faculty,   what   reflections   and   insights   do   you   have?
This   course ‐ learning   outcome   is   very   relevant   to   students.
We   continue   to   try   to   find   ways   to   tap   into   that   natural   connection   in   class   and   through   extra ‐ curricular   opportunities.
This   year   we   were   able   to   do   this   very   successfully   with   the   60by50   campaign   that   strives   to   bring   attention   to   and   raise   our   campus ‐ voting   rate   to   60%   by   the   50 th   Anniversary   of   the
Voting   Rights   Act.
8

P ART   III:   C OURSE   R EFLECTIONS   AND   F UTURE   P LANS
4.
What   changes   were   made   to   your   course   based   on   the   previous   assessment   cycle,   the   prior
Closing   the   Loop   reflections   and   other   faculty   discussions?
Based   on   the   data   we   have   gathered   and   analyzed,   we   made   changes   in   the   assignment   structure   to   the   course.
We   ask   students   to   write   regularly   –   both   in   “think   pieces”   and   during   in ‐ class   essays.
These   opportunities   give   students   the   chance   to   practice   what   is   described   above   in   Part   II,   get   frequent   feedback,   and   improve   the   next   time.
It   also   challenges   students   to   be   able   to   articulate   their   ideas   under   different   circumstances   (such   as   brief   written   work,   longer   substantive   writing,   and   under   time   constraints).
We   have   updated   our   reading   every   semester   since   initially   offering   the   course.
The   updates   have   allowed   us   to:   a)   ensure   that   the   curriculum   is   contemporary   and   the   topics   are   current;   b)   make   improvements   based   on   our   assessment   of   what   articles,   chapters,   etc.
worked   well   and   which   ones   did   not.
5.
Based   on   the   current   assessment   and   reflections,   what   course ‐ level   and   programmatic   strengths   have   the   assessment   reflections   revealed?
What   actions   has   your   discipline   determined   might   be   taken   as   a   result   of   your   reflections,   discussions,   and   insights?
The   assessment   reveals   strength   in   critical   thinking   training.
Students   are   being   taught   how   to   think   and   express   their   ideas   based   on   close   analysis   of   text   and   through   regular   class   activities   and   discussions.
We   find   that   incorporating   an   opportunity   for   smaller   group   work   as   part   of   an   activity   or   guided   discussion   questions   every   class   allows   students   to   practice   this   analysis.
Therefore,   we   have   modified   our   teaching   practice   to   incorporate   this   kind   of   work   into   almost   every   lecture.
We   have   also   found   that   it   is   more   effective   to   cover   few   topics   more   deeply,   so   we   have   eliminated   two   broad   topics   from   our   syllabus,   but   incorporated   more   scholarship   and   perspectives   into   the   other   topics.
This   has   also   improved   students’   ability   to   make   connections   between   topics,   which   is   extremely   beneficial   in   helping   them   achieve   the
college   wide   goals   of   critical   thinking   and   communication.
In   this   team ‐ taught   course,   students   benefit   from   the   unique   attributes   and   styles   of   both   instructors.
Therefore   we   have   increased   the   degree   to   which   students   are   mixed   up   in   their
discussion   sections.
This   also   gives   the   instructors   the   opportunity   to   work   with   all   of   the   students   on   a   regular   basis,   not   just   those   who   are   in   their   assigned   section.
Lastly,   we   updated   the   CLOs   and   rubric   for   Law   and   Democracy   in   Fall   2014.
6.
What   is   the   nature   of   the   planned   actions   (please   check   all   that   apply)?
Curricular
 Pedagogical
 Resource   based
 Change   to   CLO   or   rubric
9

 Change   to   assessment   methods
 Other:   Instructor ‐ Student   engagement
10

Appendix   B2:    “Closing   the   Loop”   Course ‐ Level   Assessment   Reflections.
Course
Semester   assessment   data   gathered
Number   of   sections   offered   in   the   semester
Leadership   Lab
Spring   2014
1
Number   of   sections   assessed
Percentage   of   sections   assessed
1
100%
Semester   held   “Closing   the   Loop”   discussion   Fall   2014
Faculty   members   involved   in   “Closing   the   Loop”   discussion   Sara   Parker
Form   Instructions:

Complete   a   separate   Appendix   B2   form   for   each   Course ‐ Level   assessment   reported   in   this
Program   Review.
These   courses   should   be   listed   in   Appendix   B1:   Student   Learning   Outcomes
Assessment   Reporting   Schedule.

Part   I:   CLO   Data   Reporting .
For   each   CLO,   obtain   Class   Achievement   data   in   aggregate   for   all   sections   assessed   in   eLumen.

Part   II:   CLO   Reflections .
Based   on   student   success   reported   in   Part   I,   reflect   on   the   individual
CLO.

Part   III:    Course   Reflection.
In   reviewing   all   the   CLOs   and   your   findings,   reflect   on   the   course   as   a   whole.
P ART   I:    C OURSE ‐ L EVEL   O UTCOMES   –   D ATA   R ESULTS
C ONSIDER   T HE   C OURSE ‐ L EVEL   O UTCOMES   I NDIVIDUALLY   ( THE
N UMBER   OF   CLO S   WILL   DIFFER   BY   COURSE
 )
(CLO)   1: Able   to   articulate   personal   skills   and   values   and   to   make   decisions   and   act   in   congruence   with   personal   values.
(CLO)   2: Works   cooperatively   with   others;   seeks   the   involvement   of   others;   seeks   feedback   from   others.
Defined   Target
Scores*
(CLO   Goal)
At   least   65%   of   the   class   scoring   a   3   or   4.
At   least   65%   of   the   class   scoring   a   3   or   4.
Actual   Scores**
(eLumen   data)
100%   of   students   scoring   a   3   or   4.
100%   of   students   scoring   a   3   or   4.
(CLO)   3: Write   and   speak   effectively;   effectively   articulates   abstract   ideas.
At   least   65%   of   the   class   scoring   a   3   or   4.
   If   more   CLOs   are   listed   for   the   course,   add   another   row   to   the   table.
80%   of   students   scoring   a   3   or   4.
*   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?
11

P ART   II:   C OURSE ‐   LEVEL   O UTCOME   R EFLECTIONS
E.
C
OURSE
‐ L
EVEL
O
UTCOME
(CLO)
1:
5.
How   do   your   current   scores   match   with   your   above   target   for   student   success   in   this   course   level   outcome?
Students   participated   in   a   variety   of   evaluations   and   hands   on   activities   over   the   course   of   the   semester   to   practice   a   variety   of   leadership   skills.
Students   in   the   class   were   able   to
self ‐ evaluate   their   strengths   and   contribute   to   projects   that   matched   their   skill   set.
6.
Reflection:    Based   on   the   data   gathered,   and   considering   your   teaching   experiences   and   your   discussions   with   other   faculty,   what   reflections   and   insights   do   you   have?
The   experience   teaching   the   leadership   class   re ‐ affirmed   my   understanding   that   hands   on   learning   provides   great   teaching   opportunities.
The   more   that   skill ‐ based   learning   can   be   incorporated   into   a   classroom   setting,   the   better.
Furthermore,   taking   a   project   from   idea   to   reality   teaches   students   what   works   in   the   real   world.
F.
C
OURSE
‐ L
EVEL
O
UTCOME
(CLO)
2:
5.
How   do   your   current   scores   match   with   your   above   target   for   student   success   in   this   course   level   outcome?
None   of   the   activities   or   events   that   the   students   carried   out   were   done   solo.
All   of   them   required   multiple   contributors.
The   students   planned   together,   participated   together,   and   de ‐ briefed   together.
6.
Reflection:    Based   on   the   data   gathered,   and   considering   your   teaching   experiences   and   your   discussions   with   other   faculty,   what   reflections   and   insights   do   you   have?
One   of   the   challenges   that   students   regularly   faced   had   to   do   regarding   interpersonal   communication   and   unequal   distribution   of   workload.
Having   this   experience   was   valuable
for   future   endeavors   in   the   workplace.
I   would   recommend   anyone   teaching   this   class   spend   more   time   on   interpersonal   relationships,   how   to   build   strong   working   relationships,   and   effective   communication   techniques.
12

C.
C OURSE ‐ L EVEL   O UTCOME   (CLO)   3:
5.
How   do   your   current   scores   match   with   your   above   target   for   student   success   in   this   course   level   outcome?
A   small   number   of   students   continued   to   struggle   with   public   speaking   and   being   able   to   effectively   and   succinctly   state   and/or   defend   their   position.
6.
Reflection:    Based   on   the   data   gathered,   and   considering   your   teaching   experiences   and   your   discussions   with   other   faculty,   what   reflections   and   insights   do   you   have?
One   resource   that   could   help   address   this   issue   would   be   the   Communications   Lab.
The   leadership   class   would   be   well   served   by   taking   advantage   of   the   Lab   drop   in   hours.
Possibly   future   instructors   could   arrange   for   a   guest   lecture   or   session   by   a   communications   instructor   about   how   to   speak   effectively   in   front   of   an   audience   and   in   a
governmental   setting.
13

P ART   III:   C OURSE   R EFLECTIONS   AND   F UTURE   P LANS
7.
What   changes   were   made   to   your   course   based   on   the   previous   assessment   cycle,   the   prior
Closing   the   Loop   reflections   and   other   faculty   discussions?
I   taught   this   course   three   times.
Each   time,   the   curriculum   improved   significantly   and   the   academic   scaffolding   was   enhanced.
At   first   the   curriculum   was   essentially   all   practicum   but
I   realized   that   integrating   theory   and   practice   (and   readings   on   both)   would   provide   a   stronger   framework   for   their   practice.
8.
Based   on   the   current   assessment   and   reflections,   what   course ‐ level   and   programmatic   strengths   have   the   assessment   reflections   revealed?
What   actions   has   your   discipline   determined   might   be   taken   as   a   result   of   your   reflections,   discussions,   and   insights?
The   configuration   of   the   course   changed   as   a   result   of   my   experience   teaching   the   course.
The   amount   of   hours   spent   in   class   versus   “doing”   was   modified   for   the   incoming   instructor.
One   of   the   broad   takeaways   for   the   Political   Science   department   is   that   there   is   a   natural   relationship   between   Student   Government   and   our   program.
Many   students   who   are
Political   Science   majors   can   gain   great   experience   through   participating   in   student   government.
The   Leadership   Lab   course   will   now   be   offered   as   a   General   Studies   class   instead   of   a   political   science   course,   but   students   in   our   program   should   be   encouraged   to   take   it   if   interested   in   leadership.
9.
What   is   the   nature   of   the   planned   actions   (please   check   all   that   apply)?
 Curricular
 Pedagogical
Resource   based
Change   to   CLO   or   rubric
 Change   to   assessment   methods
Other:_________________________________________________________________
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Appendix   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:   Political   Science
 PLO   #1:Develop   analytical   capacities   so   that   students   are   able   to   analyze   complex   local,   domestic,   and   international   political   events.
 PLO   #2:Familiarize   students   with   the   issues   surrounding   the   exercise   of   political   power.
What   questions   or   investigations   arose   as   a   result   of   these   reflections   or   discussions?
Overall,   faculty   are   paying   close   attention   across   all   courses   to   the   importance   of   helping   students   connect   course   material   to   everyday   politics,   whether   local   (California   government),   national   (American   Government)   or   international   (Comparative   Politics   or   International
Relations).
What   program ‐ level   strengths   have   the   assessment   reflections   revealed?
Strengths   revealed: The   assessments   in   political   science   revealed   that   students   appreciate   and   perform   better   when   the   material   is   relevant   to   their   lives.
Their   analytical   capabilities   improve   when   they   are   asked   (and   practice)   relating   class   ideas   to   their   own   lives   and   the   world   around   them.
High   expectations   about   reading,   particularly   academic   level   peer   reviewed   journals   and   texts,   and   primary   sources   along   with   current   events   ensure   that   students   are   being   adequately   challenged.
What   actions   has   your   discipline   determined   might   be   taken   to   enhance   the   learning   of   students   completing   your   program?
Political   science   is   committed   to   enhancing   the   experience   both   of   majors   and   of   non ‐ majors   in   our   program.
Civic   engagement   among   college   students   generally   is   low   and   this   is   also   true   of
Chabot   students.
As   a   part   of   the   broader   program   goal   to   encourage   civic   engagement   on   the
Chabot   campus   and   beyond,   our   curriculum   asks   students   to   voice   and   express   their   opinions   regularly   and   to   learn   how   to   support   their   positions   with   evidence,   evaluate   ideas   from   multiple   perspectives,   and   to   gain   media   and   research   literacy   skills   and   communicate   their   positions   effectively.
One   of   our   new   initiatives   speaks   specifically   to   civic   engagement:   the
Law   and   Democracy   (Political   Science   and   Administration   of   Justice   partnership)   60by50   campaign   to   increase   student   voter   registration,   contribute   to   voter   education,   and   increase   voter   turnout.
Program:   International   Studies

PLO   #1:Develop   a   strong   comprehension   of   international   politics   and   U.S.
foreign   policy.

PLO   #2:Encourage   active   engagement   with   international   affairs   current   events.

PLO   #3:Ability   to   link   international   developments   to   national   politics   and   elections,   and   the   everyday   activities   of   individuals.
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What   questions   or   investigations   arose   as   a   result   of   these   reflections   or   discussions?
Explain:    The   international   studies   program   is   in   growth   mode.
As   increasing   numbers   of   students   express   an   interest   in   global   affairs,   the   program   must   be   ready   to   accommodate   that   demand   with   course   offerings   –   both   in   terms   of   number   and   in   terms   of   content.
Sara   Parker   will   be   a   Fulbright   Scholar   to   China   in   Spring   2015   and   expects   that   this   experience   will   bring   new   ideas   and   energy   into   the   program   upon   her   return.
Additionally,   her   sabbatical   proposal
(currently   under   review)   proposes   enrolling   in   graduate   courses   on   Latin   American   Law   and
Politics.
New   full   time   faculty   member   Jessica   Gallucci   brings   strong   global   experience   to   the   program,   as   well,   with   expertise   in   Italian   and   European   studies.
These   experiences   will   allow   a   greater   variety   of   courses   offered   under   the   “Selected   Topics   in   Comparative   Politics”   title   and   also   infuse   a   truly   global   perspective   into   all   political   science   courses.
What   program ‐ level   strengths   have   the   assessment   reflections   revealed?
Strengths   revealed:    The   interdisciplinary   nature   of   this   degree   is   one   of   its   main   strengths.
By   exposing   students   to   many   subjects   they   have   a   well ‐ rounded   experience   and   the   opportunity   to   take   courses   in   many   disciplines,   with   many   faculty   members.
What   actions   has   your   discipline   determined   might   be   taken   to   enhance   the   learning   of   students   completing   your   program?
Sara   has   engaged   in   several   conversations   with   Chabot   College   Foundation   Director   Maria
Ochoa   about   increasing   the   visibility   of   the   International   Studies   program   in   the   community,   linking   to   some   of   the   local   non ‐ profit   organizations   with   an   international   focus,   connecting   with   Hayward’s   Sister   City   in   China,   and   fundraising   to   support   future   growth   of   the
International   Studies   program.
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