Chabot College
Program Review Report
Check one:
___ SLO Portion of Upcoming ’16-’17
Program Review
(Submitted May 2015 in Preparation for Oct 2015)
__X_ Revision to ’15-’16 Program
Review
(Originally Submitted Oct 2014)
___ Revision to ’14-’15 Program Review
(Originally Submitted Oct 2013)
Submitted on
Contact: Dr. Christina Mendoza
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
SOCI 1
Fall 2014
12
5
41%
Spring 2015
Christina Mendoza
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Students are expected to compare, contrast and apply the
three major theoretical perspectives (functionalism,
conflict theory, symbolic interactionism) to social issues.
Defined Target
Scores*
(CLO Goal)
70 percent of
students scored
3 or 4
Actual Scores**
(eLumen data)
72 percent scored
3 or 4
(CLO) 2: Students are expected to understand how
society is stratified by social class, race, and gender.
70 percent of
students scored
3 or 4
72 percent scored
3 or 4
(CLO) 3: Students are expected to apply the sociological
70 percent of
students scored
3 or 4
90% percent
scored 3 or 4
imagination as the lens for explaining and understanding
human social interaction.
 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?
2
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
The current score is above the target of 70 percent.
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?
These three concepts are difficult for students to grasp. The student score is slightly above
the target, but we would like for this score to be higher. The assessment tool that was used
was an exam. After reflection, a better assessment for this CLO would be a short paper or
in-class assignment. These are hard concepts and students should be assessed when they
can take their time and think through the concepts in a writing assignment. Our
assessment shows that students had struggled the most with symbolic interactionism.
Perhaps this concept could be emphasized more through having students read and essay
and then applying the theory. Students performed much better on the concepts of
functionalism and conflict theory. Overall, we are pleased with the results.
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?
The current score is above the target of 70 percent.
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?
Although many students scored well on this concept, they could have scored better. The
concepts of race, class, and gender are woven throughout the course. Students seemed to
understand the concepts in the assessments. Students seemed to struggle more with the
concept of race as a social construction. This is a difficult concept and perhaps more class
time can be spent of having students understand the idea of race from this perspective.
Students scored very well on the topics of gender and social class. Overall, we are pleased
with the results.
3
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?
The current score is above the target of 70 percent.
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?
We are very pleased with the results of this assessment. Students scored very well on this
assessment. Throughout the semester, students learn to understand race as a social
construction and so we are pleased that students are leaving this class with a good
understanding of this concept.
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?
The students scored similarly on the assessments.
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 results of the assessment indicates that students are learning the core concepts in the
class. As a discipline, we should spend more time on the three theoretical perspectives.
Students seem to need more attention on these topics. They are often taught at the
beginning and again the end of the semester, but it would be good to continue to review the
concepts throughout the semester, especially the concept of symbolic interactionism.
Students are leaving the class with a good understanding of the sociological imagination and
we are very pleased. We plan to continue with the current structure and material of the
course.
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:_________________________________________________________________
4
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
SOCI 2
Fall 2014
1
1
100%
Spring 2015
Christina Mendoza
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)
70% score
either 3 or 4
Actual Scores**
(eLumen data)
75% scored either
(CLO) 1: Defend the sociological perspective (C. Wright
3 or 4
Mills) that there are no personal troubles, but rather social
forces affecting the individual.
70% score
75% scored either
(CLO) 2: Students should explain how each of the major
either 3 or 4
3 or 4
theoretical perspectives would examine/explain historical
and contemporary social problems.
70% score
75% scored either
(CLO) 3: Students should identify and analyze the major
either 3 or 4
3 or 4
social problems in the United States.
 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?
5
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in this course
level outcome?
The scores for this assessment is above the target range. Seventy-five percent of students
in the class scored either 3 or 4 on the assessment.
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?
Although the students scored well, the students could have scored better had the
assessment been taken at the end of the assessment, as part of the final exam. This CLO
was assessed as part of an exam close to the middle of the semester. The students had
learned the C.W. Mills concept early in the semester, but this can be a difficult concept for
some students to grasp. Conducting the assessment at the end of the semester would have
provided a better idea as to how well the students understood this theory. The assessment
was conducted as an essay part of the exam. Perhaps creating a short paper or part of a
project on the Sociological Imagination may provide students with a more concrete
understanding of how C.W. Mills’ idea can be understood in the social world. Overall, we
are pleased with the results.
D. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in this course
level outcome?
The scores for this assessment is above the target range. Seventy-five percent of students
in the class scored either 3 or 4 on the assessment.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
The students also scored well on this target. Like the previous CLO, these three theories
can also be difficult for students to both understand and apply. Throughout the semester,
different social problems are taught using these concepts as a theoretical lens to
understand society. The students did well on this assessment because it’s taught during
lecture and the textbook is also framed around these theories. The assessment was taken
in the middle of the semester, so perhaps waiting to the end of the semester may provide
a better understanding of how many students grasped these concepts. Overall, we are
pleased with the results.
6
C. COURSE-LEVEL OUTCOME (CLO) 3:
3. How do your current scores match with your above target for student success in this course
level outcome?
The scores for this assessment is above the target range. Seventy-five percent of students
in the class scored either 3 or 4 on the assessment.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
The students also did well on this assessment. This CLO was also assessed using an essay
exam. Students were asked to analyze a social problem that was provided and most
students were able the sociological lens to understand the problem. Overall, we are
pleased with the results.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
4. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
In the previous cycle, the assessment was of an online class and the face-to-face class and so
the assessment tool was different.
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?
6. The scores for this assessment is above the target range. Seventy-five percent of students in
the class scored either 3 or 4 on the assessment.
This assessment process shows that the CLOs for this class are important to what the
students should be learning in a class on Social Problems. Using essays for the assessment
provides a good understanding of students progress on the different concepts they should
be learning. Some semesters students in the class are required to write a long paper, this
would also be a good measure of their understating and application of theory. Overall, we
are pleased with the results and student learning in the class.
7. 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:_________________________________________________________________
7
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
SOCI 3
Fall 2014
1
1
100%
Spring 2015
Steven Ahmed and Christina
Mendoza
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Students are expected to present and defend the concept
of race as a social construction.
(CLO) 2: Students are expected to compare and contrast
the concepts of race and ethnicity, illustrating various
contemporary arguments on these as evolving concepts.
(CLO) 3: Students are expected to distinguish between
cultural assimilation (acculturation), structural assimilation
and pluralism across different cultural and racial minorities
groups in the United States.
Defined Target
Scores*
(CLO Goal)
70% scored
either 3 or 4
Actual Scores**
(eLumen data)
100% scored
either 3 or 4
70% scored
either 3 or 4
100% scored
either 3 or 4
70% scored
either 3 or 4
100% scored
either 3 or 4
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this
CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
8
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
E. COURSE-LEVEL OUTCOME (CLO) 1:
5. How do your current scores match with your above target for student success in this course
level outcome?
The scores above exceed the expectations we had regarding student performance on this
assessment. The students demonstrated a clear and objective comprehension of very
important sociological concepts and terms related to Cultural and Racial minority
experiences in the United States.
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?
Students were assessed on this outcome on an exam and they performed very well on this
assessment. The concept of race as a social construction can often be difficult to grasp. The
instructor spends the semester on this concept and at the end of the class, students had a
good understanding of the concept. Based on the student performance, we discussed that
we should continue with the current pedagogy and techniques in the classroom.
F. COURSE-LEVEL OUTCOME (CLO) 2:
5. How do your current scores match with your above target for student success in this course
level outcome?
The scores above exceed the expectations we had regarding student performance on this
assessment. The students demonstrated a clear and objective comprehension of very
important sociological concepts and terms related to Cultural and Racial minority
experiences in the United States.
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?
Students were assessed on this outcome on an exam and they performed very well on this
assessment. Throughout the course, students learn about different racial and ethnic
groups in the United States, so they were able to compare and contrast groups from the
material they learned during the semester. Based on the student performance, we
discussed that we should continue with the current pedagogy and techniques in the
classroom.
9
C. COURSE-LEVEL OUTCOME (CLO) 3:
5. How do your current scores match with your above target for student success in this course
level outcome?
The scores above exceed the expectations we had regarding student performance on this
assessment. The students demonstrated a clear and objective comprehension of very
important sociological concepts and terms related to Cultural and Racial minority
experiences in the United States.
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?
Students were assessed on this outcome on an exam and they performed very well on this
assessment. The concepts regarding assimilation and pluralism are important for a race
class and the students understood the differences and performed very well on the
assessment. Based on the student performance, we discussed that we should continue
with the current pedagogy and techniques in the classroom.
10
PART III: COURSE REFLECTIONS AND FUTURE PLANS
8. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
There have been few changes made. Students in the previous cycle also did well on the
assessment.
9. 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 SLOs for this course are important concepts that students in a SOCI 3 class learn
regarding race and ethnicity in the United States. The content and the learning
opportunities are appropriate for the outcomes that we are measuring. The course
materials prepared to students to perform well on these assessments, so we are pleased
with the structure of the course and the content students are learning. We plan to continue
with the current structure and material of the course.
10. 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:_________________________________________________________________
11