Chabot College Program Review Report Check one: _X_ SLO Portion of Upcoming ’16‐’17 Program Review (Submitted May 2015 in Preparation for Oct 2015) ___ Revision to ’15‐’16 Program Review (Originally Submitted Oct 2014) ___ Revision to ’14‐’15 Program Review (Originally Submitted Oct 2013) Submitted on 5/5/15 Contact: Nicholas Alexander 1 Appendix B: “Closing the Loop” Course‐Level Assessment Reflections. Course PHYS 11, 2A, 2B, 4A, 4B, 5 Semester assessment data gathered Fall 14 and Spring 15 Number of sections offered in the semester All Number of sections assessed All Percentage of sections assessed 100% Semester held “Closing the Loop” discussion Spring 15 Faculty members involved in “Closing the Loop” discussion All 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) See Write‐up Students shall be able to read, diagram and solve qualitatively below (CLO) 1: CRITICAL THINKING, COMMUNICATION :
and quantitatively key physics applications aided by correct
and efficient lab experiments using industry standard
equipment. (CLO) 2: CRITICAL THINKING, COMMUNICATION :
Students shall be able to effectively, efficiently, and correctly
run lab experiments using industry standard equipment.
(CLO) 3: COMMUNICATION: Demonstrates an
understanding of experimentation and real world
applications within the scientific method as well as a mastery
of physics lab experiments through the submission of a
complete lab report with all required elements present.
(CLO) 4: DEVELOPMENT OF THE WHOLE PERSON: See Write‐up below See Write‐up below See Write‐up below See Write‐up below See Write‐up See Write‐up below below Increase confidence in understanding qualitatively and quantitatively physical concepts, communicating ideas and thinking analytically See Write‐up (CLO) 5: CIVIC RESPONSIBILITY, GLOBAL AND CULTURAL INVOLVEMENT: Students should identify below the role and influence of ethics, morality and politics in the development and application of physics. 2 Actual Scores** (data from eLumen or your own tracking) See Write‐up below See Write‐up below  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 (or your own) data collected in this assessment cycle? 3 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? See Write‐up below 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? See Write‐up below 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? See Write‐up below 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? See Write‐up below 4 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? See Write‐up below 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? See Write‐up below 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? See Write‐up below 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? See Write‐up below E. COURSE‐LEVEL OUTCOME (CLO) 5: ADD IF NEEDED. 5 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? See Write‐up below 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? See Write‐up below 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:_________________________________________________________________ 6 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: _ Physics _  PLO #1: CRITICAL THINKING, COMMUNICATION : Students shall be able to read, diagram and
solve qualitatively and quantitatively key physics applications aided by correct and efficient lab
experiments using industry standard equipment.

PLO #2: CRITICAL THINKING, COMMUNICATION : Students shall be able to effectively,
efficiently, and correctly run lab experiments using industry standard equipment.

PLO #3: COMMUNICATION: Demonstrates an understanding of experimentation and real world
applications within the scientific method as well as a mastery of physics lab experiments through
the submission of a complete lab report with all required elements present.

PLO #4: DEVELOPMENT OF THE WHOLE PERSON: Increase confidence in understanding qualitatively and quantitatively physical concepts, communicating ideas and thinking analytically  PLO #5: CIVIC RESPONSIBILITY, GLOBAL AND CULTURAL INVOLVEMENT: Students should identify the role and influence of ethics, morality and politics in the development and application of physics. What questions or investigations arose as a result of these reflections or discussions? See Discussion Below What program‐level strengths have the assessment reflections revealed? See Discussion Below What actions has your discipline determined might be taken to enhance the learning of students completing your program? See Discussion Below 7 8 STUDENT LEARNING OUTCOMES RESULTS FOR PHYSICS As a discipline, we have adopted the structure that was developed by our Math peers to where we use an indirect survey for our students querying them on their understanding of the material. Students answered 10 questions on a scale of 1 (have no clue to solving the problem) to 5 (knowing exactly what to do). Their individual median score was calculated. Any question that scored one less than the median or lower was determined to be a low outlier. These outliers were tallied for each course. In addition we asked students if their confidence in the course improved as well as what they think their final grade will be. This process is detailed in the 15‐16 Program Review submitted by Mathematics. The results of this are provided below. We met as a division to go over the results. Like Math we took a multi‐layered approach to the analysis: course level, issues that span multiple courses, and physics as a whole. Courses (CLO Discussion): Our overall approach is to offer more discussions and projects for the identified topics—paired with lab exercises. Physics 11: Topics of focus: Momentum–Collisions, First Law of Thermodynamics, and Coulomb’s Law. These are followed by the topics of Energy Conservation and Temperature Definition. Physics 2A: Topic of focus: Transverse Waves Physics 2B: Topics of focus: AC Generator, Current, and Induced Electric Fields Physics 4A: Topics of focus: Rotational and Linear Dynamics, Energy Conservation, and Momentum Collisions 9 Physics 4B: Topics of focus: Resistance Joule Heating and Induction Generator Physics 5: The major issue in this class is addressing Climate Change. Students should identify the role and influence of ethics, morality and politics in the development and application of physics. A second area of focus would be with the Photoelectric Effect. Multiple Courses (PLO Discussion, Part 1): 4A, 4B, 4C, and 5 In the above‐mentioned interdisciplinary Photoelectric Effect area of Physics 5, students need to understand the connection to mechanical and electromagnetic waves—involving diagramming and solving qualitatively and quantitatively word problems. This suggests introducing a lab component into Physics 5 to enhance visualization; effectively this would continue the Physics 4 sequence to include Physics 4D—a lecture and lab Modern Physics just like what is taught at other institutions. 2B, 5 Climate Change – We saw a big outlier with Climate Change; Students should be able to identify the role and influence of ethics, morality and politics in the development and application of physics. That Climate Change result seemed surprising from advanced students who have essentially had the entire sequence and much time to think about social issues compared to the 2B students who scored higher on this question in terms of lower outlier status. Perhaps, though, 2B students have done more thinking about the ethics of science having chosen medicine, ripe with questions of morality and social responsibility. 2B, 4B Induction (AC) Generators appear be to a multi‐course problem, worthy of increased remediation given the importance of electric energy generation. 10 Discipline (PLO Discussion, part 2): Our larger outlier population, where students are having difficulty, tend to be at the more advanced levels of problem solving. This indicates we are building a good foundation at the more basic levels. 11 Physics Course Learning Outcome Results
11
Momentum‐Collisions
First Law Thermodynamics
Coulomb's Law
Energy Conservation
Temperature Defintion
Scientific Method
Electric Charge
1D Motion
Equilibrium
Newton’s 3rd Law
2A
Transverse Waves
Rotational Dynamics
Momentum Collisions
Fluid Statics
Linear Dynamics
Energy Conservation
Simple Harmonic Motion
Rotational Kinematics
Linear Kinematics
Gravity 2D Kinematics
2B
AC Generator
Current
Induced Electric Fields
Magnetic Field Wire
Climate Change Essay
Ohms Law Heating
Equivalent Resistance
Coulombs Law Force
Coulombs Law Field
Capacitance
Out of 18 students
q5
33.33%
q8
33.33%
q10
33.33%
q6
27.78%
q7
27.78%
q1
22.22%
q9
16.67%
q2
11.11%
q3
5.56%
q4
0.00%
Out of 43 students
q9
29.55%
q5
22.73%
q7
22.73%
q8
20.45%
q4
15.91%
q6
15.91%
q10
13.64%
q2
9.09%
q1
6.82%
q3
4.55%
Out of 41 students
q8
51.22%
q4
31.71%
q9
26.83%
q7
24.39%
q10
21.95%
q5
19.51%
q6
17.07%
q1
12.20%
q2
7.32%
q3
7.32%
4A
Out of 50 students
q6
42.00%
q5
32.00%
q7
32.00%
q8
26.00%
q2
24.00%
q10
20.00%
q4
14.00%
q1
8.00%
q9
8.00%
q3
4.00%
4B
Out of 30 students
Resistance Joule Heating
q5
43.33%
Induction Generator
q8
30.00%
Electric Field‐Integration
q2
23.33%
Lrc Circuit Resonance
q9
23.33%
Magnetic Field Wire
q7
20.00%
Experiment Purpose Hypothesis q10
16.67%
Potential Energy Conservation q3
13.33%
Gauss’ Law Conductor
q4
10.00%
Equivalent Resistance Network q6
6.67%
Coulomb’s Law‐Vector
q1
3.33%
5
Out of 7 students
Climate Change Essay
q10
57.14%
Photoelectric Effect
q3
28.57%
Relativity Dynamics
q2
14.29%
Quantum Energy States
q4
14.29%
Hydrogen Energy States
q5
14.29%
Compton Effect
q6
14.29%
Relativity Kinematics
q1
0.00%
Debroglie Wave Mechanics
q7
0.00%
Debroglie Relatvistic Mechanics q8
0.00%
q9
0.00%
Uncertainty Principle
Rotational Dynamics
Linear Dynamics
Energy Conservation
Momentum Collisions
Rotational Kinematics
Statics
Vectors 2D Kinematics
Linear Kinematics
Calculus Linear Kinematics
Angular Momentum
* – Percents represent percent of students having the
question as a low outlier (defined as a topic with a
student score at least one unit below the student's
individual median). The higher the percentage the
larger number of students viewed this as a topic in
need of more assistance when compared to the other
questions.
12 13