Chabot College
Academic Program Review Report
Year Two of
Program Review Cycle
Astronomy
Submitted on 2/28/13
Scott Hildreth
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 1
Table of Contents
Section A: What Progress Have We Made? .............................. 3
Section B: What Changes Do We Suggest? ................................ 5
Required Appendices:
A: Budget History .........................................................................................7
B1: Course Learning Outcomes Assessment Schedule .................................9
B2: “Closing the Loop” Assessment Reflections ........................................10
C: Program Learning Outcomes..................................................................17
D: A Few Questions ...................................................................................19
E: New Initiatives ......................................................................................20
F3: FTEF Requests ......................................................................................22
F5: Supplies and Services Requests ............................................................23
F6: Conference/Travel Requests ................................................................24
F7: Technology and Other Equipment Requests ........................................25
F8: Facilities Requests ................................................................................26
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 2
A. What Progress Have We Made?
We had the following Program Goals for Year 1 of the Cycle for Astronomy:
0)
1)
2)
3)
4)
5)
6)
7)
Prepare for relocation of Astronomy lab to Building 1800 by start of Spring 2013.
Increase Planetarium Shows for the Public in Spring 2011 and Fall 2012
Astronomy Curriculum Update by Fall 2012
Start Astronomy PLO review by Spring 2013
Astronomy Lab Course Curriculum improvements by Fall 2013
Continued Student Success Research Regional/Statewide - ongoing
Textbook/Online system evaluation - ongoing
Fundraising for the planetarium – ongoing
We achieved the first three goals as projected, on time. We offered 5 public shows that were
well attended, and hosted two special events. We are discussing the Program-level outcomes at
every team meeting, and making good progress on the Astronomy Lab Course curriculum
improvement goal with our new series of labs based on the Solar Dynamics Observatory.
In our first year review, we also identified as crucial to the success of our overall program:
-
Finding a permanent location on campus for a small roof-top observatory; and
-
Arranging for laboratory technician support (in concert with physics) to help us
organize and maintain the lab courses.
We have not made progress on either of these program needs, and they remain two of our
most significant challenges in the upcoming year. In addition to these, the continued
requirements for faculty to maintain the planetarium equipment and classroom is a significant
challenge, involving a significant time commitment over and above existing collegial
participation.
Two areas that we are working very hard upon, and showing progress with, are:
-
Utilizing the new Chabot College Planetarium to its utmost, and tracking how it
plays a positive role in student success; and,
-
Demonstrating cross-campus leadership with technology in teaching, utilizing
new online resources and tools to engage students even more effectively.
We recognize that the new planetarium is more expensive, in terms of maintenance costs but
even more in terms of time required by faculty to maintain it – currently at least 5 hours a
week, with additional time required during component or system failures, and for maintenance.
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 3
To justify that cost, we are committed to use the facility in creative ways, and share it across
the campus whenever possible. We continue to ask whether using the planetarium compared
with traditional lecture halls seems to result in greater student success, and are happy to see in
just 3 years of continued use a positive trend in student success:
#
Success
%
Non-Success
#
%
Withdrawal
#
%
Total
#
Fall 2008Spring 2010
(taught in lecture halls,
while Bldg 1900 under
construction)
561
51%
243
22%
302
27%
561
973
55%
348
20%
445
25%
1,766
300
61%
96
20%
95
19%
491
Fall 2010 –
Spring 2011
(First full academic year
teaching in the
planetarium)
Fall 2011
Spring 2012
(Second full academic
year teaching in the
planetarium)
Chabot College
Campus - wide
66%
16%
17%
The data indicates both that our student success is increasing over the last two years, and that
we are retaining more students overall. These data include classes taught by four very different
faculty, each utilizing very different teaching strategies in their courses. The only common
denominator really is our planetarium, and how we are becoming more used to its capabilities
and power.
We are also pleased to continue our technical leadership across campus, using the experience
from the planetarium and its significant AV capabilities to guide colleagues and committees
with the planning for new buildings and support. We continue to look for opportunities to
share the facility with interested colleagues in the Fine Arts, Language Arts, and Social Sciences,
as well as using it for other sciences besides Astronomy.
To further expand our opportunities for school and public shows, we have also undertaken
fund-raising and outreach efforts spearheaded by Tim Dave, who created a crowd-funding site
for the planetarium, and an online event registration system to facilitate payment. We hope to
utilize both more in the coming years to further enhance the visibility, outreach, and impact of
the jewel of our Chabot College campus.
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 4
B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to
further detail your narrative. Limit your narrative to two pages, and be very specific about
what you hope to achieve, why, and how.
Given your experiences and student achievement results over the past year, what changes do
you suggest to your course/program improvement plan? What new initiatives might you begin to
support the achievement of our Strategic Plan goal? Do you have new ideas to improve student
learning? What are your specific, measurable goals? How will you achieve them? Would any of these
require collaboration with other disciplines or areas of the college? How will make that collaboration
occur?
“Increase the number of students that achieve their educational goal within a reasonable time by
clarifying pathways and providing more information and support.”
The Astronomy Program at Chabot is a critical component to the success of our College’s strategic goal,
as it offers our students a popular, efficient, and technologically sophisticated means of succeeding in
their degree and transfer plans. To be even more effective, we need:
-
A larger FTEF allocation, so that we can offer more students greater opportunity to fulfill their
GE science requirements, and directly impact the number of students achieving their goals.
-
Additional laboratory facilities, in the shape of roof-top access somewhere on campus to
house the small observatory and telescopes we already have, but cannot use effectively due to
campus light pollution and security constraints.
-
Restoration of faculty reassignment time to support the planetarium and astronomy lab.
When all faculty reassignment time was eliminated 3+ years ago, we lost the small (2 CAH)
token of time that historically had been granted to help with the required maintenance and
operations of the planetarium and astronomy lab. Astronomy and Physics have no laboratory
technician support (unlike the Biology and Chemistry subdivisions, and also unlike the
Astronomy and Physics subdivisions at Las Positas College). And during the same period that
the reassignment time was lost, our maintenance and operations workload has more than
doubled with the addition of a much more technically complex planetarium AV system,
lighting system, projection system, and two building renovation projects. Additional
reassignment time will also help us to offer more programs for the campus and public, further
supporting our College and Campus.
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 5
B. What Changes Do We Suggest? – page two
Our specific goals for the program during the next year of our program review cycle, and what we hope
to achieve, include:
-
Implement the new Solar Dynamics Observatory labs in Astronomy 30, and use the
results to transform other activities in the laboratory class to even more hands-on,
active student science. We already are in the process of sharing our progress to date,
with an accepted Poster Paper to be displayed at the 2013 LWS/SDO Science Workshop
"Exploring the Network of Solar Activity" March 3-8, 2013 in Cambridge, Maryland , and
hopefully a presentation at the 2013 Cosmos in the Classroom national meeting of the
Astronomical Society of the Pacific in July.
We hope this work will lead to continued curriculum improvements, generating even
more interest from Chabot’s students in taking the astronomy lecture courses as well as
the lab, and – if demand increases – leading the way towards expanding the program
with additional lab sections.
-
Continuing our work in evaluating the overall Astronomy program as it relates to the
needs of students seeking GE credit for their AA/AS degress, and/or fulfillment of their
CSU and UC transfer requirements. We plan to continue our sharing of curriculum and
approaches with other community colleges around the state, which began in 2011-2012
as part of the first year program review.
We expect that this work will lead to further curriculum enhancements and specifically,
gains in retention and success of students in our Astro 10/20 classes.
-
Continuing our efforts to offer Chabot students and the Community access to the
planetarium with public shows and lectures. We would like to offer at least (3) public
shows every term, and additional events as appropriate (like the 2012 Transit of Venus,
and Annular Solar Eclipse public viewing sessions). The costs of purchasing new shows
continues to be prohibitive (~ $6,000 – 8,000 per title), and we must continue to
develop our own shows with our limited staff and time to the best of our ability. We
also would like to extend the opportunity to use the planetarium for local elementary
and middle schools by acquiring and delivering low-cost school shows.
We expect that these shows will continue to brighten even more the image Chabot
College in the minds and hearts of our students and our community, leading to
continued interest in attending, continued commitment for retention, and continued
student satisfaction at choose Chabot for the educational needs.
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 6
Appendix A: Budget History and Impact
Category
Classified Staffing (# of positions)
Supplies & Services
2011-12
Budget
Requested
0
$1000
Supplies
2011-12
Budget
Received
0
$1000
Supplies
PMA for
Planetarium
& AV systems
covered under
original
BOND, and
was not
needed this
year
Technology/Equipment
Other
TOTAL
0
1000
0
1000
2012-13
Budget
Requested
0
$1000
Supplies
($800 for (2)
planetarium
lamps)
$6300
Spitz
Projector
PMA
$9970
Crestron AV
PMA
0
$1700
2012-13
Budget
Received
0
$1000
Supplies
(4) Additional
Planetarium
Lamps (from
Budget
Committee
(4) Additional
Planetarium
Lamps (from
Budget
Committee
$18,700
$18,700
$16,000
PMA’s
0
$1700
1. How has your investment of the budget monies you did receive improved student learning?
When you requested the funding, you provided a rationale. In this section, assess if the
anticipated positive impacts you projected have, in fact, been realized.
Astronomy Budget funds are used to maintain the planetarium and support the Astronomy Lab
program. We offered (4) lab sections serving GE students looking for science lab units required for
degree or transfer, and taught all lecture sections (14) in the planetarium, as well as using the facility for
physics lectures and discussions. Students continue to share anecdotally as well as through surveys that
learning in the planetarium definitely provides greater stimulation and enjoyment, and we believe that
translates to improved student learning.
With the funds received, we also were able to offer (5) low-cost public planetarium shows for our
community during 2012-13, and free community viewing of two major Astronomical events (2012
Annular Solar Eclipse, Transit of Venus). Bringing students and their families, as well as the community,
to Chabot also serves our college.
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 7
2. What has been the impact of not receiving some of your requested funding? How has student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
Chabot’s new digital planetarium and AV system are much more capable than our old analog system,
and with that capability we must face the increase in co-requisite costs for maintenance. Our old
system maintenance agreement for the projector alone was $3500/year (in 2008-2009); the new digital
projector system bill is almost twice as much, and the new digital AV system maintenance is an
incredible $10K a year (from a current vendor, which we hope to stop using in 2013-2014).
We were grateful to receive additional funds for the preventative maintenance agreements, with help
from the District (thanks to Jeannine Methe). Without those funds, we would not have had support for
the planetarium AV system repairs to two components, one of which was repaired twice and finally
replaced with a new unit. We made 6 service calls during the academic year, which required significant
time diagnosing problems and attempting to create alternatives.
Our planetarium’s (6) AV lamps rather unexpectedly reached their ~1000-hour lifetime threshold all at
once, and had to be replaced en-masse. At more than $800 per set of two, they proved to be much
more costly than anticipated even with a small discount through our PMA provider.
The consequences of not being able to receive supply funds for the planetarium and lab class include:
-
Restricting teaching modalities by eliminating dual-projector displays, and multiple-image
displays;
-
Restricting lab experiences for students;
-
Under-utilizing the planetarium facility, and not using it for lectures and public shows; and,
-
Requiring lectures to be offered in another venue, and utilizing the planetarium only for
teaching of constellations or viewing of special-purpose movies.
We believe the planetarium’s attraction for the student body and the community, and its ability to
support relatively large lectures (45+ students at census) generating high WSCH/FTEF values, should
continue to justify allocating budget for its maintenance and operations. Because the new digital
systems are more expensive, and we have expanded our data projection capability 3-fold, we do need
more funds for lamps and equipment over what had been allocated in years past. Not receiving those
funds will mean not being able to use the planetarium to its fullest for the benefit of our students, and
our community.
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 8
Appendix B1: Course Learning Outcomes Assessment Schedule
All courses must be assessed at least once every three years. Please complete this chart that
defines your assessment schedule.
All Astronomy Courses have the proper number of CLOs (3 for the lecture classes, 1 for the lab
class). All Astronomy Courses were reviewed in 2011-2012.
ASSESSMENT SCHEDULE:
Fall
Spring
2012
2013
Courses:
Astro 30
Lab
Astro
10/20
Lectures
Full
Assmt
Fall
2013
Spring
2014
Fall
2014
Discuss
Report
results
Results
(already
in
progress)
Full
Assmt
Spring
2015
Fall
2015
Full
Assmt
Spring
2016
Fall
2017
Discuss
results
Report
Results
Discuss
results
& report
We are participating in a NASA grant with Stanford University in the development of a new
astronomy 30 lab using real-time data from the Solar Dynamics Observatory, and as part of that
grant we are expanding our lab curriculum and evaluating it every term. We are using an
amended CLO assessment for the lab evaluation, and are reporting our results to Stanford and
NASA.
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 9
Appendix B2: “Closing the Loop” 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
Astronomy 20
Spring 2012
2
2
100%
Fall 2012
Timothy Dave, Shannon Lee, Scott
Hildreth
Form Instructions:
 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)
Demonstrate an understanding of the reasons for seasons
Defined Target
Scores*
(CLO Goal)
50% score 3 or 4
Actual Scores**
(eLumen data)
36%
Demonstrates understanding of Galileos' Discoveries and
why each was important in overthrowing the geocentric
model. List of possible answers includes seeing Venus'
50% score 3 or 4
40%
phase and size changes, seeing Jupiter's 4 moons revolve
around Jupiter, seeing Craters and Mountains on the
Moon, Sunspots, Saturn's oblong face, distant (and prior,
invisible) stars in the Milky Way.
Critical Thinking - Assignment ASTR 20 - Demonstrate
50% score 3 or 4
40%
understanding of HR diagram
Critical Thinking - Assignment ASTR 20 - Demonstrate gain
in understanding of key concepts in Astronomy 20 through 50% score 3 or 4
35%
completion of 28-question multiple choice survey quiz
given at least once during the term.
 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?
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 10
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?
We are below the target goal for students demonstrating an understanding of seasons,
based on this CLO and when it is assessed in the class.
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 use a variety of metrics to assess this CLO, including Mastering Astronomy scores
based on an initial homework assignment. Students may not yet understand the
concept at the time of this assessment. We could consider giving this assessment later
in the term, or using a different metric, including essays in a midterm. Not all faculty use
this method, so comparing results might not be effective or reasonable.
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?
We are below the target goal for students demonstrating an understanding of Galileo’s
work, based on this CLO and when it is assessed in the class.
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 use a variety of metrics to assess this CLO, including Mastering Astronomy scores
based on an initial homework assignment. Students may not yet understand the
concept at the time of this assessment. We could consider giving this assessment later
in the term, or using a different metric, including essays in a midterm. Not all faculty use
this method, so comparing results might not be effective or reasonable.
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 11
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?
We are below the target goal for students demonstrating an understanding of HR
diagrams, based on this CLO and when it is assessed in the class.
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 use a variety of metrics to assess this CLO, including Mastering Astronomy scores
based on an initial homework assignment. Students may not yet understand the
concept at the time of this assessment. We could consider giving this assessment later
in the term, or using a different metric, including essays in a midterm. Not all faculty use
this method, so comparing results might not be effective or reasonable.
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?
We are below the target goal for students demonstrating an overall understanding of the
key concepts in our class, based on this CLO and whether, how, and when it is assessed in
the class.
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 need to enable students to do this assessment both on paper and online to add more
data for the analysis. Currently it is deployed online only, at the end of the term, and we
are not getting 100% participation from students. We’ll give the assessment on paper,
and collect them for the final exam, in Spring, and see what happens.
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 12
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?
1) We continue to use new visual resources in the planetarium to help students both learn
the concepts and apply them to current events.
2) We changed CLO’s after the first few years of trying more complex assessments and
finding the eLumen system unworkable.
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?
We are continuing to discuss what online tool sets make the most sense, and the most
positive difference, with our students. We will continue to investigate how to use those
online systems to help us track student success. In particular, we are continuing to
investigate using newer online homework/lecture/discussion portals that offer combined
assessment and interaction beyond what Blackboard can do, and different from the current
system in use, Mastering Astronomy, supported by the publisher of our primary textbooks.
We still struggle significantly with the CLO process, the difficulty in data entry and
inconsistency with the various reporting tools published online. We would like to make
much more fluid changes to our CLOs, but those entries don’t always seem to populate the
online system.
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
X Resource based
X Change to CLO or rubric
X Change to assessment methods
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 13
Appendix B2: “Closing the Loop” 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
Astronomy 30 LAB
Spring 2012
2
2
100%
Fall 2012
Timothy Dave, Shannon Lee, Scott
Hildreth
Form Instructions:
 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)
50% score 3 or 4
Actual Scores**
(eLumen data)
Demonstrate an understanding of the difference between
66%
precision and accuracy through a lab report or capstone
survey
Demonstrate an understanding of the nature of angular
size and resolution with telescopes through a lab activity,
write-up, project, or hands-on demonstration using a
50% score 3 or 4
66%
telescope
 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?
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 14
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?
We are above the target goal for students demonstrating an understanding of precision
and accuracy, based on this CLO and when it is assessed in the class.
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 will continue to stress the difference between the two concepts, and illustrate that
difference in every lab.
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?
We are above the target goal for students demonstrating an understanding of angular size,
resolution with telescopes, based on this CLO and when it is assessed in the class.
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 will continue to find new ways to work on, and practice with, the concepts of angular
size, angular resolution, and construction of telescopes to maximize that resolution.
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 15
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?
1) We are adding a new lab activity based on the Solar Dynamics Observatory Data.
2) We changed CLO’s after the first few years of trying more complex assessments and
finding the eLumen system problematic.
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?
Students are getting the ideas presented, as we stress their application in multiple labs
across the curriculum rather than in just one particular exercise on one night. Our new SDO
lab has been field testing in both sections in Fall 2012, and with adjustments will be tried
again in Spring 2013. We will assess that new lab in the next round, as well as look at
changing or adding CLOs.
6. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
X Resource based
X Change to CLO or rubric
X Change to assessment methods
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 16
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: Astronomy Lecture Courses for GE Physical Science Students
(Note – this is not a program per se, because students typically take only one lecture course, not a
sequence of courses. We have chosen to look at the “Program” as more general goals for student
learning in either lecture course, over and above specific concept-related CLOs)

PLO #1:
Students will be able to explain key principles of astronomy using applicable vocabulary; including
employing the scientific method to organize, prioritize, and problem solve. Astronomy (10, 20)

PLO #2:
Students will explain how and where the human species fits into the immense, complex and everchanging universe. Astronomy (10, 20)
What questions or investigations arose as a result of these reflections or discussions?
We are investigating how to use multi-media resources and online course tools to address
these PLOs. One faculty member is “flipping” the classroom with extensive video clips made
available outside of lecture, delivered through a new online tool. One faculty member is
utilizing an online homework/media tool with lined YouTube clips to encourage student
application and extension.
What program-level strengths have the assessment reflections revealed?
The planetarium as a visual theater with immersive 3D capabilities is a resource that still needs
to be utilized even more.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned: We want to solicit more funds to enable purchase of 3D movies for the Spitz
projector that will benefit our students by offering immersive visual learning experiences. We
will also continue to investigate new online content delivery systems.
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 17
Program: Astronomy 30 Lab Course for GE Physical Science Students

PLO #1: Students will be able to explain key principles of observational and theoretical
astronomy using applicable vocabulary and relating them to hands-on laboratory activities;
including employing the scientific method to organize, prioritize, and problem solve.
What questions or investigations arose as a result of these reflections or discussions?
We want to give our students even greater opportunities to do real science with real data,
rather than just do pre-planned activities that represent the process of science.
What program-level strengths have the assessment reflections revealed?
We have connections with Stanford and NASA that are enabling the creation of new labs
utilizing real-time data and opportunities for students to create their own investigations.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
1) Continue to develop and publish the SDO lab activities.
2) Continue to investigate access and use of robotic telescopes.
3) Continue to push for a roof-top observatory location on campus so that students might do
actual data collection in the lab.
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 18
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years? If no, identify the
course outlines you will update in the next curriculum cycle. Ed Code requires all course
outlines to be updated every six years.
YES. (Revised course outlines were submitted in Fall 2012 for all 3 courses; they do not as yet
show up in the current curriculum list).
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
YES
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester.
YES (even though some of the campus reports seem to indicate otherwise, we have 4 CLO’s for
the 3-unit lecture classes, and 2 CLOS’s for the lab class.
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester.
YES – but some of that data doesn’t appear saved online by eLumen. We need to re-enter it
or submit it again.
5. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester.
YES
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
N/A but we continue to find that students taking the lab class alongside the lecture do better
in the lecture class by ½ of a grade.
7. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be.
YES – and especially so with English in our lecture classes.
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 19
Appendix E: Proposal for New Initiatives:
Learn About the Stars - and Science - at Chabot College!
Establishing grade-level appropriate planetarium shows for elementary and
middle-school students in the Chabot College Community.
Description: Fund the acquisition and delivery of 2-3 grade-level appropriate school shows for our fulldome planetarium that can be shown to students in grades 1-2, 3-5, and 6-9 from local schools in our
service area.
Background: Chabot College used to have the budget and reassignment time for faculty to develop and
delivery low-cost planetarium shows for local schools. Over time, that budget and time has been cut due
to necessity, leaving our planetarium less accessible to our community, and unable to help in the
development of interest in younger students in STEM disciplines. Developing grade-level specific shows,
and delivering them with quality, takes significant time, and acquisition of the full-dome features that
can be shown with our equipment is expensive. We cannot charge local schools for the costs of
developing those programs, and even charging a nominal fee per student ($2-5 each is typical), and
offering 1-2 shows a month, we could not recoup the costs over 10 years of shows.
How does your initiative address the college's Strategic Plan goal, or significantly improve student
learning?
We recognize that, in the short term, offering school shows to local students will not directly increase
the number of students looking to meet their educational goals at Chabot. Nevertheless, offering public
planetarium shows for local schools increases the positive impact we offer in the community, and in the
long term, can lead to future enrollment interest. Even more important, though, is the idea of opening
up our campus to young students in our community also plants a seed that can eventually grow into the
desire and confidence for those same students to attend college, perhaps at Chabot itself. With so
many of our students coming from households where they are the first family member to attend
college, it is clear that anything we can do to help our community come to understand and appreciate
what a community college can offer is important work.
On a much smaller scale, we recognize that offering shows also may give us the chance to recruit
selected students interested in “internships” as planetarium and science educators, assisting us in the
development and delivery of the content.
We recognize that the current limited budget climate may not support this initiative at this time, but
want to put out for consideration and reflection that – if funding might be found, through foundation
support or other educational grants – the Chabot College Planetarium can play a very important role in
attracting students and the community to our campus, and further demonstrating our value in that
community as an educational institutions for all.
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 20
What is your specific goal and measurable outcome?
Find the funds to purchase, and deliver, grade-level appropriate full-dome shows for grades 3-5, 6-9,
and then 1-2. Advertise the shows with local schools, and test their response.
What is your action plan to achieve your goal?
Activity (brief description)
Find funding for the first show
Develop initial show, advertise with local teachers in specific
grades, and deliver (~6 shows per term, 2 per month initially)
Recruit additional students interested in helping. Expand
adjunct faculty opportunities to lead the shows.
Find funding for additional shows
Create and deliver additional school shows
Target
Completion
Date
Spring
2013
Fall 2013 –
Spring
2014
Required Budget (Split out
personnel, supplies, other
categories)
~$8,000 for show costs
Spring
2014
Fall 2014Spring
2015
~$8,000 - $16,000
~$4,000 for personnel time
and materials costs
~$5000 for personnel time
How will you manage the personnel needs?
New Hires:
X Classified staff # of positions 1, part-time
Reassigning existing employee(s) to the project; employee(s) current workload will be:
X
Covered by overload or part-time employee(s)
At the end of the project period, the proposed project will:
X
Be completed (onetime only effort);
(Once purchased, the shows become the property of Chabot College, and can be reused for future years.)
Will the proposed project require facility modifications, additional space, or program relocation?
X No
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
X Possibly, if we can find funding partners
Do you know of any grant funding sources that would meet the needs of the proposed project?
X
Not at the present time.
Chabot College Astronomy Department Year Two Program Review – Spring 2013
Page 21
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .
We request an additional 1.20 FTEF for Astronomy for 2013-2014, allowing us to offer three
additional sections (3 units, 0.20 FTEF each) for each term.
This would allow for a full schedule of 8 lecture sections each term over the existing 5 lecture
sections. As our classes typically run at more than 100% fill rate, and generate more than 660
WSCH/FTEF, the additional FTEF would be a proven and highly efficient means for Chabot to achieve its
growth targets for the future. And since the Astronomy 10/20 courses help our GE students with their
degree and transfer plans, the additional sections are in complete support of our college’s single goal.
Rationale:
In prior years, we ran 7-8 lecture sections of Astronomy 10 and 20, with excellent fill rates and very high
WSCH/FTEF generation. Because of budget limitations and restrictions in FTEF, we began cutting
astronomy sections in 2009 so that we could continue to offer a complete program in Physics. We are
currently down to just 5 lecture sections per term, and just 1 in summer.
In response to the need for additional FTES for Spring 2013, we were able to add (3) sections of
Astronomy 10/20 lecture courses to complement the (5) sections already scheduled. All filled quickly,
demonstrating that there is demand for additional GE offerings in the physical sciences.
We wanted to maximize student access with the additional sections, and scheduled a late afternoon
MW class, an evening W class, and an online section. That all filled, and did not take away from
enrollment in the typical MW and TTh morning and early afternoon sections, further demonstrates that
GE students apparently need accessible options in terms of their schedules. If we do intend to increase
the number of students meeting their goals, we need to recognize that many of our students need
access to their required classes outside of the traditional times. To help them, we need a larger FTEF
allocation.
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Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of
funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000
and 5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix
M6. Justify your request and explain in detail any requested funds beyond those you received this year.
Please also look for opportunities to reduce spending, as funds are very limited.
Project or Items
Requested
Astronomy Program,
Lab & Planetarium
Supplies (Markers,
lightbulbs, measuring
tape, videos, lasers,
pointers, toner,
paper, software, etc.)
2012-13 Budget
Requested Received
$1000
1000
2013-14
Request
$1000
Rationale
The planetarium is not a typical
classroom; lighting and other
equipment is not supported by
standard campus classroom accounts.
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development
Committees in allocation of funds.
Instructions: Please list specific conferences/training programs, including specific information on the
name of the conference and location. Note that the Staff Development Committee currently has no
budget, so this data is primarily intended to identify areas of need that could perhaps be fulfilled on
campus, and to establish a historical record of need. Your rationale should discuss student learning goals
and/or connection to the Strategic Plan goal.
Conference/Training
Program
Astronomical Society of the
Pacific – Cosmos in the
Classroom ( San Jose, CA:
July 2013)
2013-14 Request
$300 for one
faculty member
Spitz Summer Institute,
(Chadds Ford, Pennsylvania:
August 2013)
$525 for 5-day
session, plus
travel
Rationale
Every 3 years, the ASP holds a national conference
about the teaching of astronomy for community
college and university faculty. Attended by well
over 200 faculty, the conferences offer chances to
learn and share with colleagues teaching
introductory astronomy lecture and lab classes
identical to those we offer at Chabot. Expected
topics include student learning outcomes,
increasing student success with online resources,
developing new science labs, and more – all topics
that are part of our program review goals.
Our planetarium projector and software control
systems were provided by Spitz, an international
leader in planetarium equipment. To full develop
our system, and take advantage of its capabilities
for public shows as well as for integrated
curriculum, we need training. The Spitz Institute
provides hands-on training for planetarium
professionals looking to create course material, and
learn how to utilize existing equipment to improve
student learning.
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Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please fill in the following as needed to justify your requests. If you're requesting classroom
technology, see http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the
brands/model numbers that are our current standards. If requesting multiple pieces of equipment,
please rank order those requests. Include shipping cost and taxes in your request.
Please note: Equipment requests are for equipment whose unit cost exceeds $200. Items which are
less expensive should be requested as supplies. Software licenses should also be requested as
supplies.
Project or Items
Requested
Planetarium Data
Projector Bulbs
2012-13 Budget
Requested Received
$1700
$1700
2013-14
Request
$1800
25
Rationale*
We found that the Panasonic Data
Projectors that had been installed had
lamp useful lives less than ½ of what
was anticipated because of how the
installer (Spinitar) and the contractor
had designed the system – so that
even if a projector lamp is not being
used, but the system is still powered
on, the lamp life is decreased. This
means that the (6) lamps supporting
the (3) data projectors must be
replaced more often. We also found
that less expensive non-OEM bulbs did
not work, and we were forced to
purchase new lamps. We received a
small discount from Spintar when they
were our maintenance contractor, but
we are not using them any longer, and
we’ll have to pay ~$800/pair for the
lamps. Purchasing an additional set of
4 lamps will give us the ability to back
up the current projectors, and if
necessary, go to a 2-projector system
(currently used in our pedagogy). If
one or two lamps fail now, we will
completely lose one data projector.
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities
Committee (FC) has begun the task of re-prioritizing Measure B Bond budgets to better align with current
needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement
needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two
to be used as match if and when the State again funds capital projects, and to fund smaller projects that
will directly assist our strategic goal. The FC has determined that although some of the college's greatest
needs involving new facilities cannot be met with this limited amount of funding, there are many smaller
pressing needs that could be addressed. The kinds of projects that can be legally funded with bond
dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities."
Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests. If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name): Building 2000 Student Learning Center
Building/Location: Building 2000 (currently rooms 2003/2005)
Description of the facility project. Please be as specific as possible.
If Building 2000 will not be torn down and replaced with another faculty office building, we would like
to use a portion of the available money to provide an attractive, open student learning space, mirroring
the very successful new spaces created in building 1800 with glass partitions and comfortable chairs
and tables. We propose that the interior wall presently opposite the Dean’s office be replaced with
glass, and the inside of the 2003/2005 area be carpeted, fitted with two large whiteboard walls (at the
East and West ends of the room, replacing the current chalkboards), equipped with a data projector
and instructor computer station, and furnished with chairs and tables similar to what are being used in
1800, along with a couch and easy chair arrangement.
What educational programs or institutional purposes does this equipment support?
The Science/Math division has emphasized the STEM pathway with all of our scheduling, curriculum,
and collegial work; creating an attractive study space for our STEM majors outside the Dean’s office
would further demonstrate our commitment to these students, encouraging their collaboration and
social interaction outside of class. We could use the space for club meetings, student presentations,
team meetings, subdivision meetings, and other special events, and remaining hours leave the room
available for students to use for studying.
This room would directly benefit all STEM majors, as well as our MESA program students, NIH Bridges
students, Engineering Club, Biology Club, Physics Club, and Math Club students, and our faculty.
26
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
We believe that providing our STEM students with locations where they can study and talk together
will lead to improved retention and student success, as well as increased student satisfaction with
Chabot as an institution that cares whether its students are successful.
We have seen in just a little over one month of use that the study areas in 1800 are tremendously
successful. We believe offering another similar space in 2000 will be equally successful, and attract
students in Biology and Math who might otherwise not visit building 1800’s facilities.
27