Chabot College Unit Plan, Part II
Program Review Summary & Unit Plan
Unit/Area: Learning Connection
Division/Area to Which You Report: Language Arts
Author(s) of this Unit Plan: Learning Connection Staff
Today’s Date: April 1, 2010
School Year Program Review Completed: NA
Audience: IPBC; Program Review Committee; Deans/Unit Administrators; Budget Committee
P urpose: To provide evidence of progress on from previous year and to provide input into planning for subsequent years.
I nstructions: If you have completed your unit plan last year, please update your timeline and answer the questions below. If you are updating/changing
your timeline, list the appropriate year in which revisions were made.
1A. Problem Statement: Summarize your original Program Review conclusions (or if this was done in last year’s unit plan, please update).
1B. Analysis: What was the basis for these new and/or continuing conclusions?
Over the past year, the Learning Connection staff and the Office of Institutional Research Staff have been analyzing data that the research
staff has provided. The goal is to create a data set that can be used to assess the efficacy of the various programs within the Learning
Connection umbrella. SARS track data, data from the Classweb and other data are being reviewed.
The Learning Connection Staff are also involved in the Building 100 renovation project that will change how the programs are housed and
in effect to fully institutionalize the Learning Connection service philosophy in the one stop center
Finally, the 2010-2011 unit plan pushes the Learning Connection programs forward and lays the foundation for the creation of a Program
Review for the now 5 year old institution.
2. Student Learning Outcomes Inventory
a. What percentage of courses in your discipline have Student Learning Outcomes developed? _____
b. How many Student Learning Outcomes are there on average per course? _____
c. What percentage of course SLOs in your discipline have been assessed? _____
d. What percentage of courses in your discipline have had the assessments reflected upon, or discussed with colleagues, or discussed with the
college at large? _____
e. Has your discipline determined any actions that might be taken as a result of this data, or insights?
Chabot College Unit Plan, Part II
3. List your accomplishments. How do they relate to your program review, unit planning and SLO work? Please cite any relevant data
elements (e.g., efficiency, persistence, FT/PT faculty ratios, SLO assessment results, external accreditation demands, etc.).
Accomplishments related to Faculty interaction:
- Established a Business instructor to act as a point person and facilitate communication with instructors and Learning Connection
staff regarding Business tutors.
- E-mailing Tutor Report forms to the student’s instructor and providing the tutor with instructor feedback.
- Students are referred to PATH as a resource for studying/tutoring purposes.
- Tutors are hired only by instructor recommendation
- ESL instructor office hours are now in PATH. This has increased ESL instructor availability to students in PATH and has made PATH
a well known resource for ESL students.
Accomplishments related to students receiving services:
- Increased efficiency with tracking tutoring appointments.
- Created a wait list for students who can’t be scheduled due to tutor availability and have successfully followed up with students on
the wait list by getting them scheduled.
- Improved communication with tutees – Call log, notes to tutees, and record keeping in a centralized location
- Revised Tutor Request form – Aspire, EOPS and DSRC documentation on Tutor Request form facilitates scheduling additional
appointments.
- Eliminated unnecessary paperwork from tutee folders.
- Evaluating student requests and responding to needs – implementation of business drop-in from student requests.
Accomplishments related to Tutors:
- Centralized hiring and payroll – including payroll log to track funding per location/activity, LA hours, training hours, etc.
- Improved accountability through “Employee Log-in” in SARS.
- Standardized forms for all tutors – Absence Request, Scheduling card, Update Contact Information, Add Hours, and Drop Hours.
- Maintain qualified tutors and recruit from instructor recommendation to improve the quality of the program.
- Build job skills – increasing accountability through absence/tardy tracking and providing clear guidelines in a revised version of the
Policies and Procedures.
Accomplishments related to Services provided:
- Shared drive for staff to access data and documents.
- Centralized database with all tutor information.
- WRAC website – handouts are located on the web for all students to access.
- Print log – for staff to efficiently track all print requests.
- All Learning Connection forms and handouts placed on LC letterhead.
- Analyzed SARS data to create drop-in schedule for times of highest use.
- Adjusted hours of operation to meet student needs with the current resource limitations.
Chabot College Unit Plan, Part II
4. List your new and continuing unit goals. Based upon what you accomplished, do you have any changes you are making to your goals or
timeline? Please make any revisions to the timeline on the next page.
Continuing goals (if you did not do a unit plan, skip to the next box):
- Meet more students’ needs through scheduled appointments and drop-in tutoring (ie eliminate the wait list)
Increase awareness of Learning Connection resources and how to access them (through faculty knowledge of the program as well as a
bigger website presence.
New goals:
Learning Connection: Promote hiring of a Dean for the Learning Connection (including the Library and other areas as needed by the College); Create a
Program review for the programs of the Learning Connection;
• Center for Teaching and Learning: Develop and launch CTL website (Web-based tool so FIG members can update own pages
Pages on best practices and learning theory); Research resources to establish CTL; Hold college-wide symposia where faculty/counselors share
the progress and results of their projects (First one held in February 2010); Conduct training for at least 50 faculty and counselors in learning
theory, curriculum design, effective pedagogy, and assessment; Document and publish on website – FIG projects; Work on Building 100 project.
5. Discuss how these goals support the college Strategic Plan goals and/or strategies.
Continuing goals (if you did not do a unit plan, skip to the next box):
New goals:
6. Solution: Cut and paste your previous timeline and update the “Accomplished?” column, if necessary. Detail the plan for accomplish
your goals. If you are making revisions to your activities or timeline, please indicate that in the “Revised?” column.
Unit Action Plan Timeline
Chabot College Unit Plan, Part II
No.
Timeline
Milestone Activity
Person(s)
Responsible
Accomplished?
Yes/No/
In Progress*
Revised?
Yes / No
If yes, list
revision year
Do you need
additional funds
to support this
activity?
Yes/No
If, yes, what
type?**
* Note: As you may be carrying over or planning new activities for this planning cycle, this column should list that all activities are “In Progress.”
** List types such as “equipment,” “supplies,” “staffing,” “contractual services,” etc…