Chabot College Program Review Report 2014 ‐2015 Year One of Program Review Cycle PSCN Curriculum Submitted on 11/1/13 Contact: Laura J. Alarcón, Felicia Tripp and Lani Wilson Final Forms, 1/18/13
1 Appendix B2: “Closing the Loop” Course‐Level Assessment Reflections. Note: This section is N/A to PSCN Curriculum because we completed assessment in the 2011‐12 program review year. All Closing the Loop forms were submitted with the 2011‐12 program review. 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 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 Defined Target Scores* (CLO Goal) CONSIDER THE COURSE‐LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE) (CLO) 1: (CLO) 2: (CLO) 3: (CLO) 4: 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? 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? 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? 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? 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 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? 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? 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. 4 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? 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? 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 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 Human Services  PLO #1: Provide students an introduction to social and or psychological theory, multicultural theory and psychological counseling skills needed to work as a service provider in a social service setting. 
PLO #2: Be knowledgeable about multicultural theory: work with a diversity of service populations and demonstrate cultural competency.
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PLO #3: 
PLO #4: What questions or investigations arose as a result of these reflections or discussions? Students are showing high levels of achievement in their knowledge of psychological and multicultural theories due to their review of multiple theories in multiple classes. However, students are challenged when they apply theory related interventions. While they do role plays and case studies in class there is a greater need for more practice in the social services setting. What program‐level strengths have the assessment reflections revealed? Strengths revealed: Our core PSCN courses, PSCN 1, 4, 13 and 2 reinforce students’ comprehension of psychological, social and multicultural theories. What actions has your discipline determined might be taken to enhance the learning of students completing your program? Actions planned: 1. Recommend that students get involved in related classes where they can practice counseling skills such as PSCN 11 and 12 which will hone their self‐esteem and interpersonal relations skills. 2. Research and include more counseling intervention exercises in both core and program optional courses. 3. Revise and enhance PLOs to focus on key counseling skills gained in program. 4. Continue development of PLOs for AA GE in conjunction with shared disciplines. 6 Program: _____ AS Human Services_____(Same as AA in Human Services with different GE Program)  PLO #1: Provide students an introduction to social and or psychological theory, multicultural theory and psychological counseling skills needed to work as a service provider in a social service setting. 
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PLO #2: Be knowledgeable about multicultural theory: work with a diversity of service populations and demonstrate cultural competency. 
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PLO #3: 
PLO #4: What questions or investigations arose as a result of these reflections or discussions? Students are showing high levels of achievement in their knowledge of psychological and multicultural theories due to their review of multiple theories in multiple classes. However, students are challenged when they apply theory related interventions. While they do role plays and case studies in class there is a greater need for more practice in the social services setting. What program‐level strengths have the assessment reflections revealed? Strengths revealed: Our core PSCN courses, PSCN 1, 4, 13 and 2 reinforce students’ comprehension of psychological, social and multicultural theories. What actions has your discipline determined might be taken to enhance the learning of students completing your program? Actions planned: 1. Recommend that students get involved in related classes where they can practice counseling skills such as PSCN 11 and 12 which will hone their self‐esteem and interpersonal relations skills. 2. Research and include more counseling intervention exercises in both core and program optional courses. 3. Revise and enhance PLOs to focus on key counseling skills gained in program. 4. Continue development of PLOs for AA GE in conjunction with shared disciplines. Program: ______Liberal Arts AA_____________  PLO #1:PLOS for this degree are currently under development in conjunction with PLOS for our AA and AS GE patterns and the different disciplines involved. 7 
PLO #2: 
PLO #3: 
PLO #4: What questions or investigations arose as a result of these reflections or discussions? Explain: What program‐level strengths have the assessment reflections revealed? Strengths revealed: What actions has your discipline determined might be taken to enhance the learning of students completing your program? Actions planned: PROGRAM LEVEL ANALYSIS: Reflect on any modifications to recommendations and/or to activities from your last program review. Considering your feedback, findings, and/or information that have arisen from the course level discussions, please reflect on each of your Program Level Outcomes. Program: Liberal Studies – Elementary Teacher Preparation ‐ AA  PLO #1: PLOS for this degree are currently under development in conjunction with PLOS for our AA and AS GE patterns and the different disciplines involved. 
PLO #2: 
PLO #3: 
PLO #4: 8 What questions or investigations arose as a result of these reflections or discussions? Explain: What program‐level strengths have the assessment reflections revealed? Strengths revealed: What actions has your discipline determined might be taken to enhance the learning of students completing your program? Actions planned: PROGRAM LEVEL ANALYSIS: Reflect on any modifications to recommendations and/or to activities from your last program review. Considering your feedback, findings, and/or information that have arisen from the course level discussions, please reflect on each of your Program Level Outcomes. Program: ____California State University General Education Breadth Certificate of Achievement____________  PLO #1: PLOS for this certificate are currently under development in conjunction with PLOS for our AA and AS GE patterns and the different disciplines involved. 
PLO #2: 
PLO #3: 
PLO #4: What questions or investigations arose as a result of these reflections or discussions? Explain: What program‐level strengths have the assessment reflections revealed? Strengths revealed: 9 What actions has your discipline determined might be taken to enhance the learning of students completing your program? Actions planned: PROGRAM LEVEL ANALYSIS: Reflect on any modifications to recommendations and/or to activities from your last program review. Considering your feedback, findings, and/or information that have arisen from the course level discussions, please reflect on each of your Program Level Outcomes. Program: ______Case Management For Human Services Certificate_______  PLO #1:Introduction to case management skills needed to work effectively in a human services environment. 
PLO #2:Students develop multicultural awareness and cultural competency needed to work in a social services setting along with computer literacy and medical terminology skills. 
PLO #3: 
PLO #4: What questions or investigations arose as a result of these reflections or discussions? Explain: The following questions arose from faculty investigations and discussions: 1. What specific case management skills are most essential in the human services sector for students? 2. How to effectively identify how students are designing interventions to address cultural and socioeconomic barriers? What program‐level strengths have the assessment reflections revealed? Strengths revealed: The certificate’s core courses support students’ ability to assess cultural and socioeconomic barriers and to gain the knowledge needed to name and identify social and psychological theories. What actions has your discipline determined might be taken to enhance the learning of students completing your program? Actions planned: 1. Investigate more ways to facilitate and assess students’ ability to demonstrate empathy. 2. Hone the PLOs further to identify key skills within case management that are essential in the 10 human services sector. PROGRAM LEVEL ANALYSIS: Reflect on any modifications to recommendations and/or to activities from your last program review. Considering your feedback, findings, and/or information that have arisen from the course level discussions, please reflect on each of your Program Level Outcomes. Program: ____Intersegmental General Education Transfer Curriculum Certificate_________  PLO #1: PLOS for this certificate are currently under development in conjunction with PLOS for our AA and AS GE patterns and the different disciplines involved. 
PLO #2: 
PLO #3: 
PLO #4: What questions or investigations arose as a result of these reflections or discussions? Explain: What program‐level strengths have the assessment reflections revealed? Strengths revealed: What actions has your discipline determined might be taken to enhance the learning of students completing your program? Actions planned: PROGRAM LEVEL ANALYSIS: Reflect on any modifications to recommendations and/or to activities from your last program review. Considering your feedback, findings, and/or information that have arisen from the course level discussions, please reflect on each of your Program Level Outcomes. Program: ____Multicultural Awareness for the Service Provider______  PLO #1:Provide students an introduction to multicultural theory and psychological counseling skills needed to work as a service provider in a social service setting. 11 
PLO #2:Conduct a self assessment and self reflection component as part of the psychological counseling skill set. Self assessment needs to be in relationship to the culturally diverse and world in which we currently live and also to evaluate service providers’ internalized values which may affect their provision of services in a non‐judgmental process. 
PLO #3: 
PLO #4: What questions or investigations arose as a result of these reflections or discussions? Explain: Students learn an array of psychological counseling theories while also completing a series of self‐reflection essays to develop their self assessment skills. However, it’s challenging to observe students’ skills for self assessment and reflection within the multicultural context. As a result, the following questions have arose among faculty: 1. Should we have students conduct more multicultural experiments/experiences in the community? 2. What other qualitative ways can we assess students multicultural awareness, knowledge and skills? What program‐level strengths have the assessment reflections revealed? Strengths revealed: Core PSCN courses, PSCN 1, 2, 4, 12 and 13, help develop students’ self reflection skills. What actions has your discipline determined might be taken to enhance the learning of students completing your program? Actions planned: 1. Investigate the possibility of developing more multicultural educational experiences within core classes. 2. Investigate more qualitative ways, including self reflective essays, to facilitate self assessment skills within the counseling context 3. Need to further hone PLOs to narrow focus to components of self assessment and reflection PROGRAM LEVEL ANALYSIS: Reflect on any modifications to recommendations and/or to activities from your last program review. Considering your feedback, findings, and/or information that have arisen from the course level discussions, please reflect on each of your Program Level Outcomes. 12 Program: _____Multicultural Self Awareness Self Reflection Certificate______  PLO #1:Opportunity to conduct self assessment and self reflection as a part of a personal development plan. 
PLO #2: Self is analyzed in context of the community at large which is becoming more diverse and multicultural. Hence a self assessment is made in relationship to the culturally diverse community and world in which we live. 
PLO #3: 
PLO #4: What questions or investigations arose as a result of these reflections or discussions? Explain: 1. How to better facilitate students’ ability to set goals that foster development of the whole person? 2. How to identify more ways to facilitate self‐assessment skills within counseling and the multicultural context? What program‐level strengths have the assessment reflections revealed? Strengths revealed: 1. Classes support students’ ability to develop career and personal resources to support academic, career and personal goals. 2. Classes support students’ ability to identify resources and services that apply to their lives and education. What actions has your discipline determined might be taken to enhance the learning of students completing your program? Actions planned: 1. Investigate classroom interventions that will foster students’ abilities to identify positive and negative patterns in communication. 2. Further hone PLOs to clearly specify key elements of self reflection. 13