Chabot College
Academic Program Review Report
Year Two of
Program Review Cycle
Automotive Technology & BMW
Submitted February 2013
By
Jim Baum
Kurt Shadbolt
Mike Sherburne
Steven Small
Final Forms, 1/18/13
Table of Contents
Section A: What Progress Have We Made? .............................. 1
Section B: What Changes Do We Suggest? ................................ 2
Required Appendices:
A: Budget History .........................................................................................3
B1: Course Learning Outcomes Assessment Schedule .................................4
B2: “Closing the Loop” Assessment Reflections ..........................................5
C: Program Learning Outcomes....................................................................9
D: A Few Questions ...................................................................................11
E: New Initiatives ......................................................................................12
F1: New Faculty Requests ..........................................................................13
F2: Classified Staffing Requests ..................................................................14
F3: FTEF Requests ......................................................................................15
F4: Academic Learning Support Requests .................................................16
F5: Supplies and Services Requests ............................................................17
F6: Conference/Travel Requests ................................................................18
F7: Technology and Other Equipment Requests ........................................19
F8: Facilities Requests ................................................................................20
A. What Progress Have We Made?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence,
and enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2012.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:





What were your year one Program Review goals?
Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
What are you most proud of?
What challenges did you face that may have prevented achieving your goals?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
The Chabot College automotive program is one of the original class / program offerings since the
inception of the college. The program is an enduring example of one of the college’s missions to prepare
students for employment or to provide education for updating skills that provide improved employment
potential in today’s world market.
Students in the automotive program are some of the most successful students in the college as
measured by student success rates 80%+*, retention rates 90%+*, and placement rates 70+%~. Our
students also are comparable or higher in similar measured areas when compared to automotive
programs at local colleges, as evaluated by *CCCCO (2012) or ~Perkins Act (2009-2010) measures.
Students in today’s’ program are exposed current industry tools, equipment, and diagnostic processes
providing the necessary critical thinking skills to be successful as a technician in industry today. The
facilities mirror today’s automotive facilities and prepares students for real world experiences having
just completed a major facilities remodel. The program maintains National Automotive Technicians
Education Foundation (NATEF) programmatic accreditation, and all faculty and adjunct staff complies
with the necessary industry related certification, licensure, and annual update training.
In 2010 Chabot entered into an educational partnership with BMW of North America to provide
automotive students with a unique opportunity to participate in a manufacture supported training
program, one of only three in the United States. BMW also utilizes Chabot for other training including
technical, sales, and administrative on a facilities rental basis. This partnership has resulted in BMW
providing millions of dollars in vehicles, special tools, equipment, instructional materials, and faculty
training, and unrestricted revenue to the college and local business by the visiting out of town students.
The BMW program has already produced graduates who have been employed in local BMW dealerships,
current students who are employed part-time, and internship opportunities. In 2013, the facilities used
by the BMW program will undergo a remodel that will provide improved training opportunities for
students, and expanded revenue opportunities for the college when BMW utilizes the facilities for
increased industry related training.
The automotive program had the following goals that were focused on both improving our program and
the college as a whole.
1. Revise the automotive program curriculum:
In the Fall 2012 semester the discipline successfully implemented a large scale revision to our entire
program. These changes affected all courses, certificates, degrees, and will provide students with
improved learning opportunities and shorter completion times. Students have responded with positive
feedback regarding the changes, and the improvements to class availability. The changes will also
directly impact student learning outcomes having increased hands-on experiences, and providing
greater application focus. Implementation was the culmination of two years of review, revision, and
implementation of a foundation that will serve our program for years to come.
2. Support college efforts to implement an automated review process for student completion:
Currently, the college is still reviewing available programs to evaluate student success and award
applicable certificates and degrees. This is an area that needs greater attention as the benefit to
students and institution becomes more important in today’s educational and financial environment.
3. Hire Laboratory Support Staff:
For multiple years, the automotive program has requested a Laboratory Support position due to our
unique instructional environment. To date no funding has been allotted, and we were reduced in the
tool room position by 1 full time employee in the recent budget cuts that has resulted in increased
faculty workloads. This is a mission critical position due to the increasing safety concerns and vehicle
complexities.
4. Increase our outreach efforts to supporting high schools and Regional Occupational Programs:
Faculty continues to visit and present information to our supporting schools. We regularly communicate
educational and industry relevant materials, provide donations when possible, and participate on
program advisory committees. Our Spring 2013 program advisory committee meeting will be a joint
meeting with our supporting schools. These efforts are becoming more important as a new direction has
been dictated to the high schools to increase CTE opportunities.
5. Remodel of building 3400:
Building 3400 remodel bid was approved in February 2013, and construction is scheduled to begin in
March 2013. Anticipated completion is late Fall 2013, and will house the BMW program. Faculty will
begin the relocation of materials into building 1400 to maintain instruction without disruption.
6. Expand OEM contract training:
BMW has been utilizing Chabot College for a regional training location for technical, sales, and
administrative training. With the completion of the building 3400 remodel, BMW is scheduled to
increase their use of Chabot, thus providing increased unrestricted funding for the college.
Program Related Measurable:
Automotive:
Student Success (Overall):
Student Retention (Overall):
Female Student Success:
Female Student Retention:
Male Student Success:
Male Student Retention:
African -American Student Success:
African -American Student Retention:
Latino Student Success:
Latino Student Retention:
BMW:
BMW Student Success (Overall):
BMW Student Retention (Overall):
Female Student Success:
Female Student Retention:
Male Student Success:
Male Student Retention:
African -American Student Success:
African -American Student Retention:
Latino Student Success:
Latino Student Retention:
74%
86%
69%
70%
74%
87%
55%
75%
71.5%
86%
(F2010-Sp 2012) Chabot IR Data
(F2010-Sp 2012) Chabot IR Data
(2009-Sp 2012) Chabot IR Data
(2009-Sp 2012) Chabot IR Data
(2009-Sp 2012) Chabot IR Data
(2009-Sp 2012) Chabot IR Data
(2009-Sp 2012) Chabot IR Data
(2009-Sp 2012) Chabot IR Data
(2009-Sp 2012) Chabot IR Data
(2009-Sp 2012) Chabot IR Data
94%
94%
100%
100%
85%
93%
83%
100%
84.5%
92%
(F2010-Sp 2012) Chabot IR Data
(F2010-Sp 2012) Chabot IR Data
(F2010-Sp 2012) Chabot IR Data
(F2010-Sp 2012) Chabot IR Data
(F2010-Sp 2012) Chabot IR Data
(F2010-Sp 2012) Chabot IR Data
(F2010-Sp 2012) Chabot IR Data
(F2010-Sp 2012) Chabot IR Data
(F2010-Sp 2012) Chabot IR Data
(F2010-Sp 2012) Chabot IR Data
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?
Automotive and BMW Program Improvement Plans:
In reviewing CLO’s for the previous automotive program courses addressing identified areas of weakness
with the revised automotive curriculum / program, we the automotive faculty, feel that we have built a
solid foundation for the future of the automotive program here at Chabot. With that, we are not
standing still, and will continue to improve and evolve our program to maintain relevance to industry.
With the successful implementation of the revised automotive program in the Fall of 2012, we will be
performing the following items to continue with our ongoing, evaluation and improvement plans.
1. Review and revise CLO’s for all Automotive and BMW classes as necessary.
2. Review and revise all shop tasks for Automotive and BMW classes to ensure that they support the
theoretical and practical learning to meet NATEF and industry standards as necessary.
3. Review instructional materials including tools, equipment, and instructional aides to ensure that they
support the theoretical and practical learning to meet NATEF and industry standards.
4. Review instructional books and handouts to ensure that they support the theoretical and practical
learning to meet NATEF and industry standards.
5. Review available instructional books for potential revision (Removal of duplicate materials) and
establish custom text materials available from publishers if determined to be beneficial for the students.
6. Review and explore potential electronic textbooks, web supported instructional materials, and
determine potential benefit to students, as well as implementation issues.
7. Acquire identified vehicles, tools, equipment, and instructional aides, pending budget approval, to
provide sufficient learning experiences for students to meet / maintain NATEF and industry standards.
8. Review and revise instructional methods to increase student directed, applied learning techniques
whenever possible.
9. Ongoing review of scheduled courses to ensure availability and reduced completion times whenever
possible.
The automotive program will begin to explore the possibility of creating and implementing a hybriddelivered course(s). Early discussions with students has shown interest in this area, and based on
feedback, implementation would likely be in higher level courses. The automotive industry is one of the
earliest adopters of computer based training, and it has become common place for industry based
training and certification / licensure testing. Existing classes have adopted utilization of electronic
testing for homework and proctored electronic exams for midterms and finals. Increased utilization of
electronic materials and modalities is in alignment with today’s industry and supported by NATEF
accreditation. Currently, the BMW courses have already transitioned to fully electronic textbooks, and
students complete web-based training through BMW’s online university. Many faculty already
supplement lectures with manufacture web based materials.
The automotive program will begin to develop an Automotive Service Advisor certificate program. This
instructional area has been identified, and long requested, by our Program Advisory Committee as a
needed area of instruction. It is anticipated that this certificate will incorporate courses from other
discipline areas such as Business and CAS, along with automotive fundamentals and topic specific
instruction. Future meetings will take place with the other disciplines for their input and insight to any
classes that may be considered for inclusion in the certificate. This certificate will require additional FTEF
for our discipline as it would be a new class offering (Service Advisor) the other segments of the
certificate are existing classes.
The automotive discipline would like to begin discussions with the other CTE disciplines to develop
common goals in seeking working relationships with general education areas such as Math and English
to explore ways to provide an applied learning approach to meeting general education course
requirements. Numerous studies have shown students achieve greater success when learning takes
place in an applied environment. These discussions hopefully will also include the review of INDT 74 for
potential acceptance for basic math prerequisite learning. Another item would be to inquire into the
necessary course competencies to achieve approval for an automotive course to be considered for
meeting the Analytical Thinking requirement for an A.S. degree. We believe that the nature of our
instruction, and work in our industry (Duplicate the issue, diagnose the cause through applicable testing,
determine a course of action, perform repair, confirm repair) is by definition, the application of
Analytical Thinking.
In April 2014, the automotive discipline will be hosting the California Automotive Teachers (CAT) annual
spring conference. This event is attended by automotive instructors from all over California, publishers,
and tools and equipment vendors. The conference takes place over Friday and Saturday and includes
various meetings, presentations from the California Bureau of Automotive Repair, training sessions, and
a vendor showcase. Hosting this event will provide an opportunity to showcase our state of the art
facilities, our industry recognized programs, and provide recruitment opportunities for our automotive
and BMW programs. To host this event, we are requesting some funding to cover the upfront costs that
are reimbursed later by the CAT organization.
A majority of the students participating in the automotive program are career focused. These students
have already made the decisions on how they choose to focus their education in preparation for a high
demand, well paying, and economically resistant career with worldwide employment opportunities.
The automotive discipline believes that through continues and ongoing evaluation, oversight by our
program advisory committee, programmatic accreditation requirements (NATEF), and focus to maintain
industry relevance, these efforts will result in continued improvements in our students both in the
instructional and professional environments.
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2011-12
Budget
Requested
60000
82410
485359
627769
2011-12
Budget
Received
0
67075
104636
2012-13
Budget
Requested
60000
93891
536225
2012-13
Budget
Received
0
93432
242754
171711
690116
336186
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.
The automotive program budget is supported by the following: Faculty (General fund), all other
expenditures for tools, equipment, and supplies are provided through Measure B and Perkins funding.
There is NO operation budget provided by the college for our program.
The expenditures made over the last few years have been largely supported by Measure B for facility
improvements and new tools and equipment. Perkins funding has been utilized to provide operational
costs (consumables, instructional needs, and items not covered by Measure B).
The program has utilized the expenditures to maintain relevance with industry and to adhere to
programmatic accreditation (NATEF).
The student learning outcomes have been, and are directly impacted due to the items acquired, and by
those that have not been, as determined by our ability to perform various industry and programmatic
accreditation (NATEF) determined practical tasks and measures.
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?
Our inability to fund adequate amounts of industry relevant tools, equipment, supplies, and other
instructional impacting items has a direct impact on our ability to provide students with the varied
experiences and learning opportunities to better prepare them for industry. Students completing our
programs are expected to have obtained knowledge and experiences that are relevant to all vehicle
systems. We have been limited to the breadth and depth that we can provide to students to obtain that
experience.
Due to limited quantities of certain tools, equipment, and instructional aides, students can be exposed
to increased safety hazards due to larger group sizes. These larger group sizes also limit the personal
hands-on experiences for individual students and in some cases result in students leaving the program.
Our limited FTEF restricts our program in the number of course offerings which also impacts enrollment
and completion, which could be improved with sufficient offerings and equipment levels.
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.
ASSESSMENT SCHEDULE:
Spring
Fall
2013
2013
Courses:
Group 1:
ATEC 50
ATEC 2
ATEC 3
ATEC 4
BMW 10
Group 2:
ATEC 1
ATEC 5
ATEC 6b
ATEC 7
ATEC 8
BMW 20
Group 3:
ATEC 6a
ATEC 10
ATEC
90/91
BMW 40
BMW 30
Group 4:
ATEC 52
ATEC 63A
ATEC 63B
ATEC 80
ATEC
9936
ATEC
9937
ATEC
9938
Full
Assmt
Spring
2014
Fall
2014
Spring
2015
Fall
2015
Spring
2016
Fall
2016
Spring
2017
Discuss
results
Report
Results
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
Report
Results
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
ATEC 50
Spring 2011
3
2
66%
Spring 2012
Jim Baum & Kurt Shadbolt
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)
(CLO) 1:
Complete work order to include customer
information, vehicle identifying information,
customer concern, related service history, cause, and
correction.
Defined Target
Scores*
(CLO Goal)
75% 3 or better
Actual Scores**
(eLumen data)
87% scored 3 or
better
(CLO) 2:
Perform engine vacuum tests; determine
necessary action
75% 3 or better
68% scored 3 or
better
(CLO) 3:
75% 3 or better
69% scored 3 or
better
Perform cylinder leakage tests; determine
necessary action
(CLO) 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?
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?
87% scored 3 or better, exceeding our expectations
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?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
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?
68% scored 3 or better, students did not meet our expectations
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?
The ATEC 50 class is an introduction class. Vacuum testing is a higher level
skill set that is also covered in later areas. Students’ time and access to this
CLO is limited in this section.
Many of the entry level students are successful obtaining this skill set even
when its purpose and application is not fully realized
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?
69% scored 3 or better, students did not meet our expectations
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?
The ATEC 50 class is an introduction class. Cylinder leakage testing is a
higher level skill set that is also covered in later areas. Students’ time and
access to this CLO is limited in this section.
Many of the entry level students are successful obtaining this skill set even
when its purpose and application is not fully realized
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.
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 discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained to
real-world applications
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 increased focus on application of knowledge and skills obtained has seen a measureable
improvement in students’ practical abilities. The long term impact of this will be students
who complete courses / programs will have greater employability and success in their
chosen career.
The discipline implemented a revised curriculum in all automotive courses effective Fall
2012. It is our expectation that these changes will further overall student success not only at
Chabot, but more importantly in industry. These revisions have refocused each course to
meet the changing needs of industry, advisory committee recommendations and
programmatic accreditation.
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
 Resource based
X Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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
ATEC 52
Fall 2010
1
1
100%
Spring 2012
Steve Small, Kurt Shadbolt
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)
(CLO) 1:
Complete a resume
Defined Target
Scores*
(CLO Goal)
75%
3 or better
Actual Scores**
(eLumen data)
100% scored 3 or
better
(CLO) 2:
(CLO) 3:
(CLO) 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?
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?
100% scored 3 or better, exceeding our expectations
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?
Course provided adequate preparation and experience on this area of measure
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
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?
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?
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?
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?
D. COURSE-LEVEL OUTCOME (CLO) 4:
3. How do your current scores match with your above target for student success in this course
level outcome?
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?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
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?
The discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained
to real-world applications.
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?
The increased focus on application of knowledge and skills obtained has seen a measureable
improvement in students’ practical abilities. The long term impact of this will be students
who complete courses / programs will have greater employability and success in their
chosen career.
The discipline implemented a revised curriculum in all courses, except ATEC 52 effective Fall
2012. It is our expectation that these changes will further overall student success not only at
Chabot, but more importantly in industry. These revisions have refocused each course to
meet the changing needs of industry, advisory committee recommendations and
programmatic accreditation. ATEC 52 will undergo a revision cycle in the near future. Due to
ongoing FTEF reductions, this class has not been offered on a regular basis.
6. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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
ATEC60
Fall 2011
2
2
100
Spring 2012
Stephen Small & Mike Sherburne
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)
(CLO) 1:
Demonstrate the proper use of a digital multimeter
(DMM) during diagnosis of electrical circuit problems,
including: source voltage, voltage drop, current flow, and
resistance. Activities’ to show learning: 1. Proper settings
and use of DMM to measure resistance. 2. Proper settings
and use of DMM to measure voltage. 3. Proper settings
and use of DMM to measure current
(CLO) 2:
Students shall be able to analyze and diagnose an
automotive battery using appropriate electrical tools and
equipment
(CLO) 3:
STUDENTS SHALL BE ABLE TO ANALYZE AND DIAGNOSE AN AUTOMOTIVE
STARTING SYSTEM USING APPROPRIATE ELECTRICAL TOOLS AND
EQUIPMENT
Defined Target
Scores*
(CLO Goal)
75% 3 or better
25% 2 or better to
proceed in
program
Actual Scores**
(eLumen data)
58% 3 or better
23.7% 2 or better
75% 3 or better
25% 2 or better to
proceed in
program
85.3% of class
received a 3 or
higher
75% 3 or better
25% 2 or better to
proceed in
program
55.9% of class
received a 3 or
higher.
26.5% = 2
(CLO) 4:
STUDENTS SHALL BE ABLE TO ANALYZE AND DIAGNOSE AN AUTOMOTIVE
CHARGING SYSTEM USING APPROPRIATE ELECTRICAL TOOLS AND
EQUIPMENT
75% 3 or better
25% 2 or better to
proceed in
program
50% of class
received a 3 or
higher.
26.5% = 2
 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?
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?
58% received a 3 or higher / 23.7% received a 2: Students achievements did not meet
expectations.
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 sometimes have a difficult time understanding electrical theory.
This use of DMM is paramount to progressing in other more advanced classes. Without
this ability, they will have a have difficult time with DSO, GMM, and voltage & current
patterns
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?
85.3% of class received a 3 or higher, exceeding expectations
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?
For battery testing, we are exceeding industry expectations for this task
An appropriate level of theory and practical instruction has met our expectations for this
topic.
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?
55.9% received a 3 or higher / 26.5% received a 2: Students achievements did not meet
expectations
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?
For starting system testing, we are exceeding industry expectations for this task
An appropriate level of theory and practical instruction has met our expectations for this
topic.
D. COURSE-LEVEL OUTCOME (CLO) 4:
5. How do your current scores match with your above target for student success in this course
level outcome?
50% received a 3 or higher / 26.5% received a 2: Students achievements did not meet
expectations
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?
Indications are that we may need to spend more time on Charging systems diagnosis &
repair
Planned curriculum revisions being implemented in Fall 2013 will aide in addressing
these outcomes
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
7. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained to
real-world applications.
8. 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 increased focus on application of knowledge and skills obtained has seen a
measureable improvement in students’ practical abilities. The long term impact of this will
be students who complete courses / programs will have greater employability and success
in their chosen career.
The discipline implemented a revised curriculum in all courses effective Fall 2012. It is our
expectation that these changes will further overall student success not only at Chabot, but
more importantly in industry. These revisions have refocused each course to meet the
changing needs of industry, advisory committee recommendations and programmatic
accreditation.
9. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
 Resource based
X Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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
ATEC 61
Fall 2011
1
1
100
Spring 2012
Stephen Small & Kurt Shadbolt
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)
(CLO) 1:
Perform a compression test, determine necessary
action
Defined Target
Scores*
(CLO Goal)
75% need a 3 or
better
25 % need a 2
Actual Scores**
(eLumen data)
100% scored 3 or
better
(CLO) 2:
Perform a fuel pressure test on fuel injected vehicle
75% need a 3 or
better
25 % need a 2
94.5% scored 3 or
better
(CLO) 3:
PERFORM AN ENGINE VACUUM TEST
75% need a 3 or
better
25 % need a 2
94.5% scored 3 or
better
(CLO) 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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
G. COURSE-LEVEL OUTCOME (CLO) 1:
7. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences.
H. COURSE-LEVEL OUTCOME (CLO) 2:
7. How do your current scores match with your above target for student success in this course
level outcome?
94.5% scored 3 or better, exceeding our expectations
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
C. COURSE-LEVEL OUTCOME (CLO) 3:
7. How do your current scores match with your above target for student success in this course
level outcome?
94.5% scored 3 or better, exceeding our expectations
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
D. COURSE-LEVEL OUTCOME (CLO) 4:
7. How do your current scores match with your above target for student success in this course
level outcome?
8. 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.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
10. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained to
real-world applications.
11. 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 increased focus on application of knowledge and skills obtained has seen a measureable
improvement in students’ practical abilities. The long term impact of this will be students
who complete courses / programs will have greater employability and success in their
chosen career.
The discipline implemented a revised curriculum in all courses effective Fall 2012. It is our
expectation that these changes will further overall student success not only at Chabot, but
more importantly in industry. These revisions have refocused each course to meet the
changing needs of industry, advisory committee recommendations and programmatic
accreditation.
12. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
 Resource based
X Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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
ATEC 62
Spring 2012
1
1
100%
Spring 2012
Steve Small, Kurt Shadbolt
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)
(CLO) 1:
Check system for sealant
(CLO) 2:
Identify refrigerant types; select and connect proper
gauge set; record pressure readings
Defined Target
Scores*
(CLO Goal)
75%
3 or better
Actual Scores**
(eLumen data)
100% scored 3 or
better
75%
3 or better
96% scored 3 or
better
(CLO) 3:
(CLO) 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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
I. COURSE-LEVEL OUTCOME (CLO) 1:
9. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences.
J. COURSE-LEVEL OUTCOME (CLO) 2:
9. How do your current scores match with your above target for student success in this course
level outcome?
96% scored 3 or better, exceeding our expectations
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences.
C. COURSE-LEVEL OUTCOME (CLO) 3:
9. How do your current scores match with your above target for student success in this course
level outcome?
10. 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:
9. How do your current scores match with your above target for student success in this course
level outcome?
10. 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.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
13. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained to
real-world applications.
14. 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 increased focus on application of knowledge and skills obtained has seen a measureable
improvement in students’ practical abilities. The long term impact of this will be students
who complete courses / programs will have greater employability and success in their
chosen career.
The discipline implemented a revised curriculum in all courses effective Fall 2012. It is our
expectation that these changes will further overall student success not only at Chabot, but
more importantly in industry. These revisions have refocused each course to meet the
changing needs of industry, advisory committee recommendations and programmatic
accreditation.
15. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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
ATEC63A
Fall 2011
1
1
100
Spring 2012
Steve Small & Jerry Macauley
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)
(CLO) 1:
Demonstrate the proper usage of a straight edge to
measure cylinder head warpage
Defined Target
Scores*
(CLO Goal)
75% 3 or better
25% 2 or better
to proceed in
program
Actual Scores**
(eLumen data)
97% received a 3
or higher
3% received a 2
(CLO) 2:
Demonstrate the proper usage of an outside
micrometer to measure valve steam wear
75% 3 or better
25% 2 or better
to proceed in
program
60.6% received a
3 or higher
36.4% received a
2
(CLO) 3:
GRIND A VALVE AND VALVE SEAT FOR PROPER FIT
75% 3 or better
25% 2 or better
to proceed in
program
54.6% received a
3 or higher
42.4% received a
2
(CLO) 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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
K. COURSE-LEVEL OUTCOME (CLO) 1:
11. How do your current scores match with your above target for student success in this course
level outcome?
97% received a 3 or higher / 2% received a 2 exceeding our expectations
12. 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 presenting the course material in a manner that trains students to perform tasks
required as a technician in industry
We have purchased new & updated equipment to enhance the learning process. We are
considering options of combining the ATEC63A & ATEC63B into a single class and
presenting both in one semester or offering the two as short term classes in one
semester.
L. COURSE-LEVEL OUTCOME (CLO) 2:
11. How do your current scores match with your above target for student success in this course
level outcome?
60.6% received a 3 or higher / 36.4% received a 2: Students achievements did not meet
expectations
12. 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 focus more on the use of using a micrometer
Students need to be able to use the micrometer to make critical measurements and
decisions for acceptable tolerances in the repair of engines
Try to increase applied learning experiences
C. COURSE-LEVEL OUTCOME (CLO) 3:
11. How do your current scores match with your above target for student success in this course
level outcome?
54.6% received a 3 or higher / 42.4% received a 2: Students achievements did not meet
expectations
12. 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 need more time repetitive practice on this task to perfect the skill of grinding a
valve and seat for proper fit
Spend more production time with valve & seat grinding process
Obtain the additional tools and equipment to replace the missing / damaged materials
D. COURSE-LEVEL OUTCOME (CLO) 4:
11. How do your current scores match with your above target for student success in this course
level outcome?
12. 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.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
16. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained to
real-world applications.
17. 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 increased focus on application of knowledge and skills obtained has seen a
measureable improvement in students’ practical abilities. The long term impact of this will
be students who complete courses / programs will have greater employability and success
in their chosen career.
The discipline implemented a revised curriculum in all courses except ATEC 63A / 63B
effective Fall 2012. It is our expectation that these changes will further overall student
success not only at Chabot, but more importantly in industry. These revisions have
refocused each course to meet the changing needs of industry, advisory committee
recommendations and programmatic accreditation.
ATEC 63A / 63B is currently under review and will likely undergo a major revision before
being offered to students again in the future.
18. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
X Resource based
X Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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
ATEC63B
Spring 2011
1
1
100
Spring 2012
Stephen Small & Jerry Macualey
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)
(CLO) 1:
Measure crankshaft thrust using a dial indicator
(CLO) 2:
Measure block warpage using straight edge
(CLO) 3:
PROPERLY TORQUE MAIN BEARINGS CAPS USING A TORQUE
WRENCH AND/OR TORQUE ANGLE METER AS NECESSARY
(CLO) 4:
INSPECT AND MEASURE CAMSHAFT BEARINGS FOR WEAR,
DAMAGE, OUT-OF-ROUND, AND ALIGNMENT; DETERMINE
NECESSARY ACTION
Defined Target
Scores*
(CLO Goal)
75% 3 or better
25% 2 or better
to proceed in
program
Actual Scores**
(eLumen data)
76.2% received a
3 or higher
23.8% received a
2
75% 3 or better
25% 2 or better
to proceed in
program
75% 3 or better
25% 2 or better
to proceed in
program
99.9% received a
3 or higher
75% 3 or better
25% 2 or better
to proceed in
program
50% received a 3
or higher
50% received a 2
100% received a 3
or higher
 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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
M. COURSE-LEVEL OUTCOME (CLO) 1:
13. How do your current scores match with your above target for student success in this course
level outcome?
76.2% received a 3 or higher / 23.8% received a 2 meeting our expectations
14. 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 spend more time in this inspection and measurement process to ensure that
students are able to properly identify damaged or worn components
We need to put more emphasis on the importance of this task
N. COURSE-LEVEL OUTCOME (CLO) 2:
13. How do your current scores match with your above target for student success in this course
level outcome?
99.9% received a 3 or higher exceeding our expectations
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
C. COURSE-LEVEL OUTCOME (CLO) 3:
13. How do your current scores match with your above target for student success in this course
level outcome?
100% received a 3 or higher exceeding our expectations
14. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
D. COURSE-LEVEL OUTCOME (CLO) 4:
13. How do your current scores match with your above target for student success in this course
level outcome?
50% received a 3 or higher / 50% received a 2: Students achievements did not meet
expectations
14. 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 spend more time in this inspection and measurement process to ensure that
students are able to properly identify damaged or worn components
We need to put more emphasis on the importance of this task
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
19. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained to
real-world applications.
20. 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 increased focus on application of knowledge and skills obtained has seen a
measureable improvement in students’ practical abilities. The long term impact of this will
be students who complete courses / programs will have greater employability and success
in their chosen career.
The discipline implemented a revised curriculum in all courses except ATEC 63A / 63B
effective Fall 2012. It is our expectation that these changes will further overall student
success not only at Chabot, but more importantly in industry. These revisions have
refocused each course to meet the changing needs of industry, advisory committee
recommendations and programmatic accreditation.
ATEC 63A / 63B is currently under review and will likely undergo a major revision before
being offered to students again in the future.
21. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
 Resource based
X Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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
ATEC64A
Fall 2011
2
2
100
Spring 2012
Jim Baum & Ed Snider
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)
(CLO) 1:
Defined Target
Scores*
(CLO Goal)
75% 3 or better
Actual Scores**
(eLumen data)
25% scored 3 or
better
Measure differential ring and pinion back lash.
(CLO) 2:
Determine gear ratios for a manual transmission
75% 3 or better
95% scored 3 or
better
(CLO) 3:
75% 3 or better
36% scored 3 or
better
75% 3 or better
83% scored 3 or
better
Measure end play.
(CLO) 4:
Remove and reinstall transmission/transaxle
 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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
O. COURSE-LEVEL OUTCOME (CLO) 1:
15. How do your current scores match with your above target for student success in this course
level outcome?
25% received a 3 or higher student achievements did not meet expectations
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Additional time and experience is needed
P. COURSE-LEVEL OUTCOME (CLO) 2:
15. How do your current scores match with your above target for student success in this course
level outcome?
95% received a 3 or higher exceeding expectations
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
C. COURSE-LEVEL OUTCOME (CLO) 3:
15. How do your current scores match with your above target for student success in this course
level outcome?
36% received a 3 or higher student achievements did not meet expectations
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Additional time and experience is needed
D. COURSE-LEVEL OUTCOME (CLO) 4:
15. How do your current scores match with your above target for student success in this course
level outcome?
83% received a 3 or higher exceeding expectations
16. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
22. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained to
real-world applications
23. 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 increased focus on application of knowledge and skills obtained has seen a measureable
improvement in students’ practical abilities. The long term impact of this will be students
who complete courses / programs will have greater employability and success in their
chosen career.
The discipline implemented a revised curriculum in all automotive courses effective Fall
2012. It is our expectation that these changes will further overall student success not only at
Chabot, but more importantly in industry. These revisions have refocused each course to
meet the changing needs of industry, advisory committee recommendations and
programmatic accreditation.
24. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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
ATEC 64B
Spring 2012
2
2
100%
Spring 2012
Steve Small, Kurt Shadbolt
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
Defined Target
Scores*
(CLO Goal)
75%
3 or better
100% scored 3 or
better
(CLO) 2:
Measure end play, pre-load and determine
necessary action
75%
3 or better
100% scored 3 or
better
(CLO) 3:
PERFORM AIR PRESSURE LEAK TEST ON APPLICABLE CLUTCH
75%
3 or better
100% scored 3 or
better
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Service transmissions; perform visual inspection;
replace fluids and filters
Actual Scores**
(eLumen data)
PACKS IN AN AUTOMATIC TRANSMISSION
(CLO) 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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
Q. COURSE-LEVEL OUTCOME (CLO) 1:
17. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
18. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences.
R. COURSE-LEVEL OUTCOME (CLO) 2:
17. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
18. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences.
C. COURSE-LEVEL OUTCOME (CLO) 3:
17. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
18. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences.
D. COURSE-LEVEL OUTCOME (CLO) 4:
17. How do your current scores match with your above target for student success in this course
level outcome?
18. 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.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
25. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained to
real-world applications.
26. 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 increased focus on application of knowledge and skills obtained has seen a measureable
improvement in students’ practical abilities. The long term impact of this will be students
who complete courses / programs will have greater employability and success in their
chosen career.
The discipline implemented a revised curriculum in all courses effective Fall 2012. It is our
expectation that these changes will further overall student success not only at Chabot, but
more importantly in industry. These revisions have refocused each course to meet the
changing needs of industry, advisory committee recommendations and programmatic
accreditation.
27. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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
ATEC65
Fall 2011
2
2
100
Spring 2012
Jim Baum & Kurt Shadbolt
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)
(CLO) 1:
Defined Target
Scores*
(CLO Goal)
75% 3 or better
Actual Scores**
(eLumen data)
92% scored 3 or
better
Remove, bench bleed, and reinstall master cylinder.
(CLO) 2:
Able to machine a brake rotor with an on or off car
lathe.
75% 3 or better
93% scored 3 or
better
(CLO) 3:
75% 3 or better
83% scored 3 or
better
Able to machine a brake drum with a brake lathe.
(CLO) 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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
S. COURSE-LEVEL OUTCOME (CLO) 1:
19. How do your current scores match with your above target for student success in this course
level outcome?
92% scored 3 or better, exceeding our expectations
20. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
T. COURSE-LEVEL OUTCOME (CLO) 2:
19. How do your current scores match with your above target for student success in this course
level outcome?
93% scored 3 or better, exceeding our expectations
20. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
C. COURSE-LEVEL OUTCOME (CLO) 3:
19. How do your current scores match with your above target for student success in this course
level outcome?
83% scored 3 or better, exceeding our expectations
20. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
D. COURSE-LEVEL OUTCOME (CLO) 4:
19. How do your current scores match with your above target for student success in this course
level outcome?
20. 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.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
28. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained to
real-world applications
29. 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 increased focus on application of knowledge and skills obtained has seen a measureable
improvement in students’ practical abilities. The long term impact of this will be students
who complete courses / programs will have greater employability and success in their
chosen career.
The discipline implemented a revised curriculum in all automotive courses effective Fall
2012. It is our expectation that these changes will further overall student success not only at
Chabot, but more importantly in industry. These revisions have refocused each course to
meet the changing needs of industry, advisory committee recommendations and
programmatic accreditation.
30. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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
ATEC 66
Spring 2012
2
2
100%
Spring 2012
Steve Small, Kurt Shadbolt
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
Defined Target
Scores*
(CLO Goal)
75%
3 or better
100% scored 3 or
better
(CLO) 2:
Diagnose power steering gear (non-rack and pinion)
binding, uneven turning effort, looseness, hard
steering, noise, and fluid leakage concerns;
determine necessary action.
75%
3 or better
100% scored 3 or
better
(CLO) 3:
DISMOUNT AND MOUNT TIRE
75%
3 or better
96% scored 3 or
better
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Perform Dry park Test
Actual Scores**
(eLumen data)
(CLO) 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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
U. COURSE-LEVEL OUTCOME (CLO) 1:
21. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
22. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
V. COURSE-LEVEL OUTCOME (CLO) 2:
21. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
22. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
C. COURSE-LEVEL OUTCOME (CLO) 3:
21. How do your current scores match with your above target for student success in this course
level outcome?
96% scored 3 or better, exceeding our expectations
22. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
D. COURSE-LEVEL OUTCOME (CLO) 4:
21. How do your current scores match with your above target for student success in this course
level outcome?
22. 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.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
31. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained to
real-world applications.
32. 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 increased focus on application of knowledge and skills obtained has seen a measureable
improvement in students’ practical abilities. The long term impact of this will be students
who complete courses / programs will have greater employability and success in their
chosen career.
The discipline implemented a revised curriculum in all courses effective Fall 2012. It is our
expectation that these changes will further overall student success not only at Chabot, but
more importantly in industry. These revisions have refocused each course to meet the
changing needs of industry, advisory committee recommendations and programmatic
accreditation.
33. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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
ATEC68
Sp 10
1
1
100
Spring 2012
Stephen Small, Kurt Shadbolt
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
Defined Target
Scores*
(CLO Goal)
75% 3 or better
25% 2 or better
to proceed in
program
73.9% received a
3 or higher
26.1% received a
2
(CLO) 2:
Students shall be able to perform two (2)
Acceleration Simulation Mode (ASM) smog
inspections following accepted procedures as listed
in the Smog Check Inspection Procedures Manual
and the Smog Check Reference Guide
75% 3 or better
25% 2 or better
to proceed in
program
77.3% received a
3 or higher
22.8% received a
2 or less
(CLO) 3:
STUDENTS SHALL BE ABLE TO ANALYZE THE ON BOARD
DIAGNOSTIC II (OBDII) DIAGNOSTIC STATUS THROUGH
COMPUTER (PCM) AND SCAN TOOL DATA
75% 3 or better
25% 2 or better
to proceed in
program
72.7% received a
3 or higher
27.3% received a
2
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Student shall be able to test a Zirconia Oxygen
Sensor (O2S) with a Digital Storage Oscilloscope
(DSO) noting the minimum and maximum voltage
amplitude, the rise and fall time and determine if
the O2S is still serviceable or defective.
(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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
W. COURSE-LEVEL OUTCOME (CLO) 1:
23. How do your current scores match with your above target for student success in this course
level outcome?
73.9% received a 3 or higher / 26.1% received a 2: Students achievements did not meet
expectations
24. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This group of students were close to meeting expectations of both faculty and industry
Students are able to grasp the information and apply that to oxygen sensor testing
Try to increase applied learning experiences
X. COURSE-LEVEL OUTCOME (CLO) 2:
23. How do your current scores match with your above target for student success in this course
level outcome?
77.3% received a 3 or higher / 22.8% received a 2: Students achievements met
expectations
24. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
C. COURSE-LEVEL OUTCOME (CLO) 3:
23. How do your current scores match with your above target for student success in this course
level outcome?
72.7% received a 3 or higher / 27.3% received a 2: Students achievements did not meet
expectations
24. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This group of students were close to meeting expectations of both faculty and industry
Students are able to access and utilize the scan tools and data provided
Try to increase applied learning experiences
D. COURSE-LEVEL OUTCOME (CLO) 4:
23. How do your current scores match with your above target for student success in this course
level outcome?
24. 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.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
34. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained to
real-world applications.
35. 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 increased focus on application of knowledge and skills obtained has seen a
measureable improvement in students’ practical abilities. The long term impact of this will
be students who complete courses / programs will have greater employability and success
in their chosen career.
The discipline implemented a revised curriculum in all courses effective Fall 2012. It is our
expectation that these changes will further overall student success not only at Chabot, but
more importantly in industry. These revisions have refocused each course to meet the
changing needs of industry, advisory committee recommendations and programmatic
accreditation.
The ATEC 68 course has been replaced with ATEC 80 due to changes in the State of
California Smog technician requirements.
36. 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
X Other: This course has been replaced with ATEC 80
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
ATEC71
Spring 2011
1
1
100
Spring 2012
Stephen Small & Kurt Shadbolt
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
Defined Target
Scores*
(CLO Goal)
75% 3 or better
25% 2 or better
80% 3 or better
20% 2 or better
(CLO) 2:
Test and analyze ignition patterns
75% 3 or better
25% 2 or better
41.7% 3 or better
41.7% 2 or better
(CLO) 3:
REQUIRED SAFETY TEST AND POLLUTION PREVENTION IN THE
AUTOMOTIVE ENVIRONMENT.
100%
100%
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Electrically test for fuel injector voltage & amperage
patterns using a DSO
Actual Scores**
(eLumen data)
(CLO) 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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
Y. COURSE-LEVEL OUTCOME (CLO) 1:
25. How do your current scores match with your above target for student success in this course
level outcome?
80% of class received a 3 or higher / 20% received 2 or higher, exceeding expectations
26. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
Z. COURSE-LEVEL OUTCOME (CLO) 2:
25. How do your current scores match with your above target for student success in this course
level outcome?
41.7% received a 3 or higher / 41.7% received a 2: Students achievements did not meet
expectations
26. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Additional time and experience is needed performing electrical tests using DSO’s
Planned curriculum revisions being implemented in Fall 2013 will aide in addressing
these outcomes
C. COURSE-LEVEL OUTCOME (CLO) 3:
25. How do your current scores match with your above target for student success in this course
level outcome?
100% of class received 100%, meeting expectations
26. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
D. COURSE-LEVEL OUTCOME (CLO) 4:
25. How do your current scores match with your above target for student success in this course
level outcome?
26. 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.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
37. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained to
real-world applications
38. 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 increased focus on application of knowledge and skills obtained has seen a measureable
improvement in students’ practical abilities. The long term impact of this will be students
who complete courses / programs will have greater employability and success in their
chosen career.
The discipline implemented a revised curriculum in all courses effective Fall 2012. It is our
expectation that these changes will further overall student success not only at Chabot, but
more importantly in industry. These revisions have refocused each course to meet the
changing needs of industry, advisory committee recommendations and programmatic
accreditation
The ATEC 71 class has been removed from the program with the implementation of the new
courses effective Fall 2012. The contents of this course have been included and expanded in
the new program.
39. 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
X Other: This course has been removed from offerings
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
ATEC 90
Fall 2011
1
1
100
Spring 2012
Kurt Shadbolt & Steve Small
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)
(CLO) 1:
Defined Target
Scores*
(CLO Goal)
75% 3 or better
Actual Scores**
(eLumen data)
100% scored 3 or
better
Students will demonstrate the ability to collect the
appropriate service information, special tools and /
or equipment and perform a disconnection of the
hybrid vehicle high voltage system.
(CLO) 2:
Students will access HV battery data utilizing the
appropriate scan tool(s), and interpret the data
75% 3 or better
100% scored 3 or
better
(CLO) 3:
75% 3 or better
100% scored 3 or
better
Demonstrate the proper method(s) to perform a
glove check
(CLO) 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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
AA.
COURSE-LEVEL OUTCOME (CLO) 1:
27. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
28. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
BB.
COURSE-LEVEL OUTCOME (CLO) 2:
27. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
28. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
C. COURSE-LEVEL OUTCOME (CLO) 3:
27. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
28. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
D. COURSE-LEVEL OUTCOME (CLO) 4:
27. How do your current scores match with your above target for student success in this course
level outcome?
28. 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.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
40. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained to
real-world applications
41. 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 increased focus on application of knowledge and skills obtained has seen a measureable
improvement in students’ practical abilities. The long term impact of this will be students
who complete courses / programs will have greater employability and success in their
chosen career.
The discipline implemented a revised curriculum in all automotive courses, except ATEC 90
effective Fall 2012. It is our expectation that these changes will further overall student
success not only at Chabot, but more importantly in industry. These revisions have
refocused each course to meet the changing needs of industry, advisory committee
recommendations and programmatic accreditation.
42. 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:_________________________________________________________________
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
APAU9724
Fall 2011
1
1
100%
Fall 2012
Stephen Small & Robert Davis
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)
(CLO) 1:
Complete work order to include customer
information, vehicle identifying information,
customer concern, related service history, cause, and
correction.
(CLO) 2:
Perform engine vacuum tests; determine necessary
action
(CLO) 3:
PERFORM CYLINDER LEAKAGE TESTS; DETERMINE NECESSARY
Defined Target
Scores*
(CLO Goal)
75%
3 or better
Actual Scores**
(eLumen data)
100% scored 3 or
better
75%
3 or better
100% scored 3 or
better
75%
3 or better
100% scored 3 or
better
ACTION
(CLO) 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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
CC.
COURSE-LEVEL OUTCOME (CLO) 1:
29. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
30. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
DD.
COURSE-LEVEL OUTCOME (CLO) 2:
29. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
30. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
C. COURSE-LEVEL OUTCOME (CLO) 3:
29. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
30. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
D. COURSE-LEVEL OUTCOME (CLO) 4:
29. How do your current scores match with your above target for student success in this course
level outcome?
30. 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.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
43. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained to
real-world applications.
44. 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 increased focus on application of knowledge and skills obtained has seen a measureable
improvement in students’ practical abilities. The long term impact of this will be students
who complete courses / programs will have greater employability and success in their
chosen career.
The discipline implemented a revised curriculum in all courses effective Fall 2012. It is our
expectation that these changes will further overall student success not only at Chabot, but
more importantly in industry. These revisions have refocused each course to meet the
changing needs of industry, advisory committee recommendations and programmatic
accreditation.
45. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
 Resource based
X Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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
APAU9725
Fall 2011
1
1
100
Fall 2012
Stephen Small & Dave Vanbrasch
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)
(CLO) 1:
Demonstrate the proper use of a digital multimeter
(DMM) during diagnosis of electrical circuit
problems, including: source voltage, voltage drop,
current flow, and resistance. Activities’ to show
learning: 1. Proper settings and use of DMM to
measure resistance. 2. Proper settings and use of
DMM to measure voltage. 3. Proper settings and use
of DMM to measure current
Defined Target
Scores*
(CLO Goal)
75% 3 or better
25% 2 or better
to continue
onto next
course
Actual Scores**
(eLumen data)
100% scored 3 or
better
(CLO) 2:
Students shall be able to analyze and diagnose an
automotive battery using appropriate electrical tools
and equipment
75% 3 or better
25% 2 or better
to continue
onto next
course
100% scored 3 or
better
(CLO) 3:
STUDENTS SHALL BE ABLE TO ANALYZE AND DIAGNOSE AN
75% 3 or better
25% 2 or better
to continue
onto next
course
100% scored 3 or
better
AUTOMOTIVE STARTING SYSTEM USING APPROPRIATE ELECTRICAL
TOOLS AND EQUIPMENT
(CLO) 4:
STUDENTS SHALL BE ABLE TO ANALYZE AND DIAGNOSE AN
AUTOMOTIVE CHARGING SYSTEM USING APPROPRIATE
ELECTRICAL TOOLS AND EQUIPMENT
75% 3 or better
25% 2 or better
to continue
onto next
course
100% scored 3 or
better
 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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
EE. COURSE-LEVEL OUTCOME (CLO) 1:
31. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
32. 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 sometimes have a difficult time understanding electrical theory.
This use of DMM is paramount to progressing in other more advanced classes. Without
this ability, they will have a have difficult time with DSO, GMM, and voltage & current
patterns
FF. COURSE-LEVEL OUTCOME (CLO) 2:
31. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
32. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
For battery testing, we are exceeding industry expectations for this task
An appropriate level of theory and practical instruction has met our expectations for this
topic .
C. COURSE-LEVEL OUTCOME (CLO) 3:
31. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
32. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
For starting system testing, we are exceeding industry expectations for this task
An appropriate level of theory and practical instruction has met our expectations for this
topic.
D. COURSE-LEVEL OUTCOME (CLO) 4:
31. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
32. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
For charging system testing, we are exceeding industry expectations for this task.
An appropriate level of theory and practical instruction has met our expectations for this
topic .
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
46. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained to
real-world applications.
47. 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 increased focus on application of knowledge and skills obtained has seen a
measureable improvement in students’ practical abilities. The long term impact of this will
be students who complete courses / programs will have greater employability and success
in their chosen career.
The discipline implemented a revised curriculum in all courses effective Fall 2012. It is our
expectation that these changes will further overall student success not only at Chabot, but
more importantly in industry. These revisions have refocused each course to meet the
changing needs of industry, advisory committee recommendations and programmatic
accreditation.
48. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
 Resource based
X Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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
APAU 9727
Spring 2012
1
1
100%
Spring 2012
Steve Small, Kurt Shadbolt
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
Defined Target
Scores*
(CLO Goal)
75%
3 or better
100% scored 3 or
better
(CLO) 2:
Perform a fuel pressure test on fuel injected vehicle
75%
3 or better
100% scored 3 or
better
(CLO) 3:
PERFORM AND ENGINE VACUUM TEST
75%
3 or better
100% scored 3 or
better
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Perform a compression test, determine necessary
action
Actual Scores**
(eLumen data)
(CLO) 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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
GG.
COURSE-LEVEL OUTCOME (CLO) 1:
33. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
34. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences.
HH.
COURSE-LEVEL OUTCOME (CLO) 2:
33. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
34. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences.
C. COURSE-LEVEL OUTCOME (CLO) 3:
33. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
34. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences.
D. COURSE-LEVEL OUTCOME (CLO) 4:
33. How do your current scores match with your above target for student success in this course
level outcome?
34. 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.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
49. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained to
real-world applications.
50. 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 increased focus on application of knowledge and skills obtained has seen a measureable
improvement in students’ practical abilities. The long term impact of this will be students
who complete courses / programs will have greater employability and success in their
chosen career.
The discipline implemented a revised curriculum in all courses effective Fall 2012. It is our
expectation that these changes will further overall student success not only at Chabot, but
more importantly in industry. These revisions have refocused each course to meet the
changing needs of industry, advisory committee recommendations and programmatic
accreditation.
51. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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
BMW 10
Fall 2011
1
1
100
Spring 2012
Kurt Shadbolt & Mike
Sherburne
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)
(CLO) 1:
Defined Target
Scores*
(CLO Goal)
75% 3 or better
Actual Scores**
(eLumen data)
100% scored 3 or
better
Connects equipment to vehicle correctly
(CLO) 2:
Demonstrates the ability to perform a standard
scope and determine fault code
75% 3 or better
100% scored 3 or
better
(CLO) 3:
75% 3 or better
100% scored 3 or
better
75% 3 or better
No Score
Researches and obtains service bulletins relating
to fault code
(CLO) 4:
Inspection I: Position vehicle on hoist and safely
raise
 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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
II. COURSE-LEVEL OUTCOME (CLO) 1:
35. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
36. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
JJ. COURSE-LEVEL OUTCOME (CLO) 2:
35. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
36. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
C. COURSE-LEVEL OUTCOME (CLO) 3:
35. How do your current scores match with your above target for student success in this course
level outcome?
100% scored 3 or better, exceeding our expectations
36. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Course provided adequate preparation and experience on this area of measure.
Students show entry level knowledge and experience that will benefit them in industry.
This confirms that the cognitive and practical learning experiences are providing
adequate opportunity for students to develop necessary capabilities.
Continue with current delivery methods and try to increase applied learning experiences
D. COURSE-LEVEL OUTCOME (CLO) 4:
35. How do your current scores match with your above target for student success in this course
level outcome?
0% scored 3 or better, not meeting our expectations due to facility issues that prevented
students from completing this learning outcome.
36. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Due to facility limitations, students were unable to complete this area of measure. The
current facilities have been scheduled for remodel during the 2013 calendar year. The
remodel will allow students to complete this and other learning outcomes to a higher
level.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
52. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained to
real-world applications
53. 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 BMW instructional facilities are scheduled for remodel in calendar year 2013 and should
greatly improve all learning outcomes for BMW program students.
The increased focus on application of knowledge and skills obtained has seen a measureable
improvement in students’ practical abilities. The long term impact of this will be students
who complete courses / programs will have greater employability and success in their
chosen career.
The discipline implemented a revised curriculum in all automotive courses effective Fall
2012. It is our expectation that these changes will further overall student success not only at
Chabot, but more importantly in industry. These revisions have refocused each course to
meet the changing needs of industry, advisory committee recommendations and
programmatic accreditation.
54. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other: Facilities remodel
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
BMW 20
Spring 2011
1
1
100
Spring 2012
Kurt Shadbolt & Mike Sherburne
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)
(CLO) 1:
Given a vehicle with an EWS fault student will be
able to demonstrate the ability to properly diagnosis
the system, determine the cause and correction, and
write their recommendations for the service advisor
and/or customer to BMW standards and
manufacture specifications
(CLO) 2:
Given a vehicle with an electrical fault student will
be able to demonstrate the ability to properly
determine the cause and correction and write their
recommendations for the service advisor and/or
customer to BMW standards and manufacture
specifications
Defined Target
Scores*
(CLO Goal)
75% need a 3 or
better
75% need a 3 or
better
75% need a 3 or
(CLO) 3:
Given a vehicle that requires a starting and charging better
system inspection student will be able to
demonstrate the ability to properly test and inspect
the system, determine any needed repairs, and write
Actual Scores**
(eLumen data)
5.6% scored 3 or
above, 27.8%
scored 2, 55.6%
scored 1, and
11.1% scored 0
0% scored 3 or
above, 27.8%
scored 2, 61.1%
scored 1, and
11.1% scored 0
27.8% scored 3
or above, 33.3%
scored 2, 27.8%
scored 1, and
11.1% scored 0.
their recommendations for the service advisor
and/or customer to BMW standards and
manufacture specifications.
(CLO) 4:
GIVEN A VEHICLE THAT HAS A BUS FAILURE STUDENT WILL BE
ABLE TO DEMONSTRATE THE ABILITY TO PROPERLY TEST AND
INSPECT THE SYSTEM, DETERMINE ANY NEEDED REPAIRS,
SUCCESSFULLY REPAIR THE SYSTEM, AND WRITE THEIR FINDINGS
75% need a 3 or
better
0% scored 3 or
above, 22.2%
scored 2, 67.7%
scored 1, and
11.1% scored 0
FOR WARRANTY REIMBURSEMENT TO BMW STANDARDS AND
MANUFACTURE SPECIFICATIONS
 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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
KK.
COURSE-LEVEL OUTCOME (CLO) 1:
37. How do your current scores match with your above target for student success in this course
level outcome?
5.6% scored 3 or above, 27.8% scored 2, 55.6% scored 1, and 11.1% scored 0. The scores
did not match with the definition of success we had set for the CLO.
38. 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 curriculum covers the subject matter. Students will need more time working with
the system and diagnosing problems (bugs) in the system. This will require the instructor
to install problems/bugs in the vehicles so students can gain better skills in diagnosing
EWS faults. It should also be noted that this was the first time the course was offered
and time allotments will need to be adjusted. Students must also take responsibility in
this area and understand that the instruction in this course is aimed at developing a
student’s skill set so they will be successful in a car dealership environment
LL. COURSE-LEVEL OUTCOME (CLO) 2:
37. How do your current scores match with your above target for student success in this course
level outcome?
0% scored 3 or above, 27.8% scored 2, 61.1% scored 1, and 11.1% scored 0. The scores did
not match with the definition of success we had set for the CLO
38. 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 curriculum covers the subject matter. Students will need more time working with
the system and diagnosing problems (bugs) in the system. This will require the instructor
to install problems/bugs in the vehicles so students can gain better skills in diagnosing
electrical faults. It should also be noted that this was the first time the course was
offered and time allotments will need to be adjusted. Students must also take
responsibility in this area and understand that the instruction in this course is aimed at
developing a student’s skill set so they will be successful in a car dealership environment
C. COURSE-LEVEL OUTCOME (CLO) 3:
37. How do your current scores match with your above target for student success in this course
level outcome?
27.8% scored 3 or above, 33.3% scored 2, 27.8% scored 1, and 11.1% scored 0.
The scores did not match with the definition of success we had set for the CLO.
38. 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 curriculum covers the subject matter. Students will need more time
working with the system and diagnosing problems (bugs) in the system. This
will require the instructor to install problems/bugs in the vehicles so
students can gain better skills in diagnosing starting and charging system
faults. It should also be noted that this was the first time the course was
offered and time allotments will need to be adjusted. Students must also take
responsibility in this area and understand that the instruction in this course
is aimed at developing a student’s skill set so they will be successful in a new
car dealership environment.
D. COURSE-LEVEL OUTCOME (CLO) 4:
37. How do your current scores match with your above target for student success in this course
level outcome?
0% scored 3 or above, 22.2% scored 2, 67.7% scored 1, and 11.1% scored 0. The
scores did not match with the definition of success we had set for the CLO.
38. 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 curriculum covers the subject matter. Students will need more time
working with the system and diagnosing problems (bugs) in the system. This
will require the instructor to install problems/bugs in the vehicles so
students can gain better skills in diagnosing BUS system faults. It should also
be noted that this was the first time the course was offered and time
allotments will need to be adjusted. Students must also take responsibility in
this area and understand that the instruction in this course is aimed at
developing a student’s skill set so they will be successful in a new car
dealership environment
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
55. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained to
real-world applications.
56. 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 BMW instructional facilities are scheduled for remodel in calendar year 2013 and should
greatly improve all learning outcomes for BMW program students.
The increased focus on application of knowledge and skills obtained has seen a measureable
improvement in students’ practical abilities. The long term impact of this will be students
who complete courses / programs will have greater employability and success in their
chosen career.
The discipline implemented a revised curriculum in all automotive courses effective Fall
2012. It is our expectation that these changes will further overall student success not only at
Chabot, but more importantly in industry. These revisions have refocused each course to
meet the changing needs of industry, advisory committee recommendations and
programmatic accreditation.
57. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other: Facilities remodel
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
BMW 30
Fall 2011
1
1
100
Spring 2012
Kurt Shadbolt & Mike
Sherburne
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)
(CLO) 1:
Given a vehicle that requires suspension service
student will be able to demonstrate the ability to
properly preform the suspension service and write
their findings for warranty reimbursement to BMW
standards and manufacture specifications.
Defined Target
Scores*
(CLO Goal)
75% 3 or better
Actual Scores**
(eLumen data)
20% scored 3 or
above, 60%
scored 2, 20%
scored 1, and
0% scored 0.
(CLO) 2:
Given a vehicle that is out of alignment student
will be able to demonstrate the ability to
properly determine the cause and correction
and write their recommendations for the
service advisor and/or customer to BMW
standards and manufacture specifications.
75% 3 or better
20% scored 3
or above, 67%
scored 2, 13%
scored 1, and
0% scored 0.
(CLO) 3:
75% 3 or better
33% scored 3 or
above, 67.7%
scored 2, 0%
scored 1, and
Given a vehicle with a chassis fault code student
0% scored 0.
will be able to demonstrate the ability to
properly determine the cause and correction
and write their recommendations for the
service advisor and/or customer to BMW
standards and manufacture specifications.
75% 3 or better
(CLO) 4:
Given a vehicle that has a DSC fault student will
be able to demonstrate the ability to properly
diagnosis the fault and write their findings for
warranty reimbursement to BMW standards
and manufacture specifications.
13% scored 3
or above,
67.7% scored
2, 20% scored
1, and 0%
scored 0.
 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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
MM.
COURSE-LEVEL OUTCOME (CLO) 1:
39. How do your current scores match with your above target for student success in this course
level outcome?
20% scored 3 or above, 60% scored 2, 20% scored 1, and 0% scored 0. The scores
did not match with the definition of success we had set for the CLO.
40. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This was the first time the class was offered at Chabot and students were not
prepared for the level of understanding and practical skills required for this
class. The current facility limitations also played a part in the overall
outcome of the CLO. Having to move vehicles, equipment, and other
resources from the 3400 building to the 1400 building on a daily basis has
limited the amount of time and quality of the training offered.
NN.
COURSE-LEVEL OUTCOME (CLO) 2:
39. How do your current scores match with your above target for student success in this course
level outcome?
20% scored 3 or above, 67% scored 2, 13% scored 1, and 0% scored 0. The scores
did not match with the definition of success we had set for the CLO.
40. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This was the first time the class was offered at Chabot and students were not
prepared for the level of understanding and practical skills required for this
class. The current facility limitations also played a part in the overall
outcome of the CLO. Having to move vehicles, equipment, and other
resources from the 3400 building to the 1400 building on a daily basis has
limited the amount of time and quality of the training offered.
C. COURSE-LEVEL OUTCOME (CLO) 3:
39. How do your current scores match with your above target for student success in this course
level outcome?
33% scored 3 or above, 67.7% scored 2, 0% scored 1, and 0% scored 0. The scores
did not match with the definition of success we had set for the CLO.
40. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This was the first time the class was offered at Chabot and students were not
prepared for the level of understanding and practical skills required for this
class. The current facility limitations also played a part in the overall
outcome of the CLO. Having to move vehicles, equipment, and other
resources from the 3400 building to the 1400 building on a daily basis has
limited the amount of time and quality of the training offered.
D. COURSE-LEVEL OUTCOME (CLO) 4:
39. How do your current scores match with your above target for student success in this course
level outcome?
13% scored 3 or above, 67.7% scored 2, 20% scored 1, and 0% scored 0. The
scores did not match with the definition of success we had set for the CLO.
40. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
This was the first time the class was offered at Chabot and students were not
prepared for the level of understanding and practical skills required for this
class. The current facility limitations also played a part in the overall
outcome of the CLO. Having to move vehicles, equipment, and other
resources from the 3400 building to the 1400 building on a daily basis has
limited the amount of time and quality of the training offered.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
58. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained to
real-world applications
59. 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 BMW instructional facilities are scheduled for remodel in calendar year 2013 and should
greatly improve all learning outcomes for BMW program students.
The increased focus on application of knowledge and skills obtained has seen a measureable
improvement in students’ practical abilities. The long term impact of this will be students
who complete courses / programs will have greater employability and success in their
chosen career.
The discipline implemented a revised curriculum in all automotive courses effective Fall
2012. It is our expectation that these changes will further overall student success not only at
Chabot, but more importantly in industry. These revisions have refocused each course to
meet the changing needs of industry, advisory committee recommendations and
programmatic accreditation.
60. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other: Facilities remodel
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
BMW 40
Spring 2012
1
1
100%
Spring 2012
Kurt Shadbolt, Mike Sherburne
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
Defined Target
Scores*
(CLO Goal)
75%
3 or better
60% of students
scored 3 or better
(CLO) 2:
Given an engine with a mechanical failure student
will be able to demonstrate the ability to properly
determine the cause, correction, and repair
procedure then write their recommendations for the
service advisor and/or customer to BMW standards
and manufacture specifications
75%
3 or better
60% of students
scored 3 or better
(CLO) 3:
GIVEN A VEHICLE STUDENT WILL BE ABLE TO DEMONSTRATE THE
75%
3 or better
60% of students
scored 3 or better
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Given a vehicle with an engine fault code student
will be able to demonstrate the ability to properly
determine the cause and correction and write their
recommendations for the service advisor and/or
customer to BMW standards and manufacture
specifications
ABILITY TO PROPERLY DETERMINE THE ENGINE MANAGEMENT
DIAGNOSIS REQUEST (INPUTS) INCLUDING ADDITIVE AND
MULTIPLICATIVE ADAPTATION VALUES USING AN ISID AND
Actual Scores**
(eLumen data)
WRITE ESSAY OUTLINING THE ENGINE MANAGEMENT SYSTEM.
(CLO) 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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
OO.
COURSE-LEVEL OUTCOME (CLO) 1:
41. How do your current scores match with your above target for student success in this course
level outcome?
60% scored 3 or better, not meeting our expectations
42. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
60% of the students show entry level knowledge and experience that will benefit them in
industry. This confirms that the cognitive and practical learning experiences are
providing adequate opportunity for students to develop diagnostic capabilities
Students need additional time and experience on diagnostics. Diagnostics are the
advanced level technicians in industry; our goal is to provide initial experiences and
foundations to build from
Continue with current delivery methods and try to increase applied learning experiences
PP.
COURSE-LEVEL OUTCOME (CLO) 2:
41. How do your current scores match with your above target for student success in this course
level outcome?
60% scored 3 or better, not meeting our expectations
42. 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 need additional time and experience on diagnostics. Diagnostics are the
advanced level technicians in industry; our goal is to provide initial experiences and
foundations to build from. Students also need improved understanding and experience
with engine fundamentals.
C. COURSE-LEVEL OUTCOME (CLO) 3:
41. How do your current scores match with your above target for student success in this course
level outcome?
60% scored 3 or better, not meeting our expectations
42. 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 showed basic understanding of the relationships between fuel trim adaption’s
and various engine performance issues.
Students have begun to transition from understanding systems based operation, to
understanding the interaction, and cause / effect the systems have on each other.
Students have also begun to apply this knowledge to diagnostic methods
Continue with current delivery methods and try to increase applied learning experiences
D. COURSE-LEVEL OUTCOME (CLO) 4:
41. How do your current scores match with your above target for student success in this course
level outcome?
42. 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.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
61. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
The discipline has steadily worked towards increasing the application of learning in all
classes. It is paramount that students be able to apply the skills and knowledge obtained to
real-world applications.
62. 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 BMW instructional facilities are scheduled for remodel in calendar year 2013 and should
greatly improve all learning outcomes for BMW program students
The increased focus on application of knowledge and skills obtained has seen a measureable
improvement in students’ practical abilities. The long term impact of this will be students
who complete courses / programs will have greater employability and success in their
chosen career.
The discipline implemented a revised curriculum in all automotive courses effective Fall
2012. It is our expectation that these changes will further overall student success not only at
Chabot, but more importantly in industry. These revisions have refocused each course to
meet the changing needs of industry, advisory committee recommendations and
programmatic accreditation.
The new fundamental engines class (ATEC 1) implements Fall 2012, and should result in a
great improvement in students basic engine understanding and experience.
63. What is the nature of the planned actions (please check all that apply)?
X Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
X Other: Facilities remodel
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: _______Automotive (BMW) Associate in Science Degree

PLO #1: Students completing the Chabot Automotive Technology AS Degree with emphasis in
BMW Training will be able to demonstrate the expertise needed to perform vehicle maintenance,
service, diagnosis, and repair of current BMW vehicles, and the confidence to perform automotive
operations in a timely and professional manner with limited supervision. Students will also
demonstrate an ethical code conforming to the highest standards of the automotive industry.

PLO #2: Students completing the Chabot Automotive Technology AS Degree with emphasis in
BMW Training will meet the requirements of BMW of North America Level 3 training status.
What questions or investigations arose as a result of these reflections or discussions?
Explain:
How to increase student hands on experiences, while continuing to provide sufficient discussion on
advanced systems for student understanding.
The current facility is insufficient for instruction to meet all educational needs.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Overall the program and the courses that comprise it have adequately prepared graduates to meet
industry expectations for employment.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Actions planned:
Revised delivery modalities to increase lab experience
New facility remodel plans are already in the approval process
Program: _Automotive (Maintenance, Chassis, Drivetrain, Engine Machining, Engine
Performance)_Certificates and Associate in Science Degrees__________

PLO #1: Students completing the Chabot Automotive Technology AS Degree or Certificate Training
will be able to demonstrate the expertise needed to perform vehicle maintenance, service,
diagnosis, and repair of current vehicles. They will display the confidence to perform automotive
operations in a timely and professional manner with limited supervision. Students will also
demonstrate an ethical code conforming to the highest standards of the automotive industry.

PLO #2: Students completing the Chabot Automotive Technology AS Degree or Certificate Training
will be able to pass the Automotive Service Excellence (ASE) tests in the appropriate areas of
study.
What questions or investigations arose as a result of these reflections or discussions?
Explain:
 How to increase student hands on experiences, while continuing to provide sufficient discussion
on systems for student understanding and development of skills.
 Review of curriculum to meet accreditation and industry expectations to support regular review
cycle.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
 Overall the program and the courses that comprise it have adequately prepared graduates to
meet industry expectations for entry level employment.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Actions planned:
 Automotive program will be implementing a accreditation and industry derived curriculum in
the Fall 2012 semester.
 Ongoing equipment acquisitions to maintain industry relevance
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
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
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
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)? Yes
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. No, being a CTE area,
the main focus and objective of our classes is to prepare students to meet
the expectations of industry. Industry has a greater focus on obtained
knowledge and skills that can be applied to the job, but does require a
basic competence in math, reading, and writing.
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic
Plan. The project will require the support of additional and/or outside funding. The information you
provide will facilitate and focus the research and development process for finding both internal and
external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student
learning?
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Activity (brief description)
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category
1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty
and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years, student
success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .
1. Number of new faculty requested in this discipline: ___1__
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Automotive Faculty
Full time PM automotive instructor
2.
3. Rationale for your proposal. Please use the enrollment management data. Additional data that will
strengthen your rationale include FTES trends over the last 5 years, persistence, FT/PT faculty ratios,
CLO and PLO assessment results and external accreditation demands.
Additional automotive faculty is needed for the following reasons:
1) With the implementation of our revised automotive curriculum, some of our current adjuncts do not
poses the education, training, certification ,or experience necessary to successfully teach the course
materials.
2) Hybrid vehicle instruction is currently limited due to availability of qualified faculty.
3) Potential substitute for classes to reduce the burden on full time faculty to cover classes.
4) Chabot focused faculty that does not have a conflict with other employers needs
5) Automotive faculty routinely over sat classes to provide opportunities for students (Sp09-Sp12 67.56
FTES avg.)
6) Current staffing
Auto: 2 FT, 3 adjuncts
BMW: 2 FT (Also teaching in Auto)
7) Multiple assessments have proven the need for additional instructional time to improve learning and
application.
4. Statements about the alignment with the strategic plan and your student learning goals are
required. Indicate here any information from advisory committees or outside accreditation reviews
that is pertinent to the proposal.
The movement of the automotive industry over the past few years has been to move away from fossil
fuels and create “Greener” vehicles. One of the ways to accomplish this has been the movement to
Hybrid vehicles. It has be voiced through our advisory committees and community that good hybrid
training is hard to find, difficulty to afford and hard to schedule. Chabot college has started to fill that
void for our community and the industry that works in it. It has always been part of our strategic plan to
stay current with the industries trend and to provide needed training for our students so they may enter
an ever changing automotive industry. Having additional full time faculty provides us with the
opportunity to reduce time to completion for our students, and to improve our support of industry
update training.
Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct.
Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions (new, augmented and replacement
positions). Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, accreditation issues. Please cite
any evidence or data to support your request. If this position is categorically funded, include and
designate the funding source of new categorically-funded position where continuation is contingent
upon available funding.
1. Number of positions requested: ______
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3. Rationale for your proposal.
4. Statements about the alignment with the strategic plan and program review are required. Indicate
here any information from advisory committees or outside accreditation reviews that is pertinent to
the proposal.
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 .
The automotive program implemented a full program curriculum revision in the Fall 2012 semester.
In order to ensure that any career technical program remains current with the industry it must go
through regular review and revision.
The program revision at Chabot focused on evaluating the current courses for compliance with NATEF
accreditation, industry standards, and employer expectations.
The results of the revisions are:
• Many courses have new numbers to closer relate to the ASE certification areas
• New courses have been created
• Course content has been better aligned
• Course time (Units) has been better aligned to provide adequate instructional time
• Changes have been made to the Certificates and Degrees
• Ability to offer nearly all automotive courses every semester either in the morning, afternoon,
or evening sessions to allow for shorter completion times
To fully realize the benefit of the program revision; reducing the time necessary for students to
complete for morning, afternoon, and evening students, additional FTEF is requested to provide
additional classes primarily in the evening schedule that requires more than 4 semesters to complete
due to FTEF restrictions. An addition of 1.0 FTEF would result in evening only students having the
potential to complete their automotive studies in 2 years or less.
104
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors,
learning assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal . Please cite any evidence or data to support your
request. If this position is categorically funded, include and designate the funding source of new
categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested: ___2___
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Laboratory Assistant I
Laboratory Assistant
2.
3.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact
on student learning outcomes and alignment with the strategic plan goal. Indicate if this request is
for the same, more, or fewer academic learning support positions.
A dedicated laboratory assistant has been an ongoing request by the automotive faculty. Automotive
instruction requires a great deal of oversight and communication between faculty and student. Areas
that will benefit from additional laboratory support are: (A) Increased student safety (B) Reduced
maintenance and repair costs for tools, equipment, and instructional aides (C) Improved educational
outcomes.
Currently, faculty and adjuncts alike dedicate a great deal of personal time to the ongoing service,
repairs, and maintenance of vehicles, tools, and equipment. Staff also spends on average 30-60 minutes
of set up time for each laboratory day, as well as many lecture demonstrations.
When students are in the lab, safety is a main focus as we work in a high risk area as is the nature of the
industry. Class sizes of 25+ and only 1 instructor, places students at risk, increases potential damage to
vehicles, tools, and equipment.
Our industry based advisory committee has long recommended additional laboratory support to assist
with student learning and increased safety.
If funding is not available for this position at this time, partial funding is requested to employ a student
laboratory assistant to address some of the items listed above.
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.
2012-13 Budget
Requested
Received
2013-14
Request
Maintain supply
augmentation, VTEA
17,556
Yes
$17,732
Uniforms Services and Shop
Towels
Req #:
02001.25130.5504.090000
4,180
Yes
$4,222
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
$2,010
This cost must be maintained in
order to meet programmatic
accreditation
$3,350
This cost must be maintained in
order to meet programmatic
accreditation
$2,233
This cost must be maintained in
order to meet programmatic
accreditation
Project or Items Requested
College Training Vehicles and
Shop Supplies
Req #:
312152.25130.4320.094800
College Training Equipment
and Shop Suplies
Req #:
312152.25130.4320.094800
College Training Equipment
and Shop Supplies Req #:
312152.25130.4320.094800
College Training Equipment
and Shop Supplies
Req#:
312152.25130.4320.094800
College Training Equipment
and Shop Supplies Req #:
312152.25130.4320.094800
College Training Vehicles and
Shop Supplies
Req #:
312152.25130.4320.094800
1,980
3,300
2,200
Yes
Yes
Yes
Rationale
This cost must be maintained in
order to meet programmatic
accreditation
1,000
1,100
Yes
$1,015
Yes
$1,117
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
1,100
Yes
$1,117
106
2012-13 Budget
Project or Items Requested
Requested
Received
2013-14
Request
Yes
Tools and Supplies Req #:
312152.25130.4320.094800
College Training Vehicles and
Shop Supplies Req #:
312152.25130.4320.094800
College Training Vehicles and
Shop Supplies Req #:
312152.25130.4320.094800
College Training Equipment
and Shop Supplies Req
#:312152.25130.4320.094800
College Training Equipment
and Shop Supplies Req #:
312152.25130.4320.094800
College Training Vehicles and
Shop Supplies Req #:
312152.25130.4320.094800
College Training Vehicles and
Shop Supplies Req #:
312152.25130.4320.094800
1,650
1,100
1,100
3,000
1,000
1,000
3,850
Yes
Yes
Yes
Yes
Yes
Yes
$1,675
This cost must be maintained in
order to meet programmatic
accreditation
$1,117
This cost must be maintained in
order to meet programmatic
accreditation
$1,117
This cost must be maintained in
order to meet programmatic
accreditation
$3,045
This cost must be maintained in
order to meet programmatic
accreditation
$1,015
This cost must be maintained in
order to meet programmatic
accreditation
$1,015
This cost must be maintained in
order to meet programmatic
accreditation
$3,908
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
20,625
Yes
$20,831
11,000
Yes
$11,110
Includes all
of the
following
with an "*"
Yes
Includes
all of the
following
with an "*"
*
Yes
*
Maintain VTEA equipment
modification/repair funds
Engine Analyzer Scope
SIS emissions Analyzer
(smog machine)
107
Rationale
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
2012-13 Budget
Project or Items Requested
2 EIS emissions analyzers
(smog machine)
Requested
Received
2013-14
Request
Rationale
*
Yes
*
This cost must be maintained in
order to meet programmatic
accreditation
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
10 Vehicle Lifts 9000 Lbs
1 Vehicle Lift 12,000 Lbs
Mustang All Wheel Dyno
Tire Changer
Tire Changer
Wheel Balancer
Wheel Balancer
1 Brake lathe
On car brake Lathe
2 Brake lathes
1 Battery Charger +
3 Battery Chargers
Alignment rack
Alignment rack
Vacu Tec
EIS Dyno
EIS Dyno
12 Mastertech Scanners
108
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
2012-13 Budget
Project or Items Requested
Requested
Received
2013-14
Request
Rationale
accreditation
Snapon Scanner
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
*
Yes
*
6 VAT 40 Battery, chagrining,
& starting system analyzers
*
Yes
*
ESP Low Pressure Evap
Tester
*
Yes
*
Various other equipment not
listed
*
Yes
*
*
Yes
*
$1,320
Yes
$1,333
2 Modis Scanner
1 Versus Scanner
2 Tech II Scanner
Genisis Scanner
2 EVAP Diagnostic Tester
4 Vantage Pro DSO’s
2 D-TAC Battery, starting, &
chagrining system analyzers
6 R134 A/C machines
1 R12 A/C machine
1 Carbon clean FI cleaner
1 Coolant exchanger
Transmission Dyno
Alldata online service
Information subscription
109
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
This cost must be maintained in
order to meet programmatic
accreditation
2012-13 Budget
Project or Items Requested
Requested
Received
2013-14
Request
Rationale
Mitchell online service
Information subscription
Toyota Techstream
subscription
$1,540
No
$1,555
This cost must be maintained in
order to meet programmatic
accreditation - Are trying to only
use Aldata. Still in testing phase
$2,640
Yes
$2,666
This cost must be maintained in
order to meet programmatic
accreditation
110
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
CTI Up date Training
Classes
Travel for training seminars
for programmatic
accreditation
2013-14 Request
$1,667
$10,000
Rationale
In order to maintain programmatic accreditation all
part time and full time faculty must attend 20 hours of
technical up-date training per year
In order to maintain programmatic accreditation all
part time and full time faculty must attend 20 hours of
technical up-date training per year
111
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.
2012-13 Budget
Project or Items
Requested
XSONICCLEAN BT
FUEL INJ CL (2)
Requested
Received
$3,400.00
2013-14
Request
$3,451
No
Van Norman Model
FG-5000 Flywheel
Grinder, Manually
Operated, w/Std
Equipment.
Upgrades of existing
scan tools
student uniforms
Shipping for
Consulab Trainers
OPTIONAL HOSE
KIT F/SONIC C (2)
$14,124.14
$14,336
$4,358
$4,293.12
$1,200.00
$4,500.00
Yes
Yes
Yes
$1,600.00
$1,218
$4,568
$1,624
?
$5,698.00
$5,783
Yes
Kit #2 Electric
Transmission Testing
& Analysis
HD SERVICE CART BLUE (2)
$3,000.00
$3,045
No
$6,800.00
$6,902
No
$1,200.00
$1,218
No
EM-455 Cutaway GM
Hydromatic
Transmission
W/Diferential
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques.
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
No
nitrogen A/C unit
Marketing Funds
(posters, banners,
etc.)
Rationale
$11,926
$11,750.00
Yes
112
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
To create a professional environment
similar to industry.
Shipping cost for acquired equipment
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
To improve awareness and support
student pathways with local HS and
ROP programs.
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
To improve student learning and
experiences through interactive
instructional aides.
2012-13 Budget
Project or Items
Requested
EM-430 Cutaway
Rear Differential
EM-122TC ABS
Simulator w/Traction
Control
EM-122 ABS
Simulator
EM-1102 Cutaway
Continuously Variable
Transmission
EM-101 Stand Alone
A/C Training Bench
Electronic
Transmission TesterAll Test Pro
Computer repairs and
IT supplies
Requested
Received
2013-14
Request
$2,431
$2,395.00
Yes
$13,995.00
Yes
$14,205
$8,628
$8,500.00
No
$10,145
$9,995.00
No
$14,500.00
Yes
$14,718
$6,700.00
$6,801
No
$2,000.00
Yes
$2,030
Chairs, Classroom
$5,000.00
$5,075
No
Cement Floor
Cleaning Machine
$15,000.00
BAR 2012 Smog
Machines
$40,000.00
No
No
$30,450
3 Vantage Pro
$9,135
Yes
Alignment Rack
$35,000.00
$35,525
Yes
alignment machine
$28,500.00
$28,928
Yes
2 each Insulation
Gloves with Over
protectors Class 0
1000V AC Med and
Large (possibly will
need to be replaced
every 6 mo)
$500.00
To maintain instructional enviroment
Some rooms utilized have not been
remodeled for many years and are
detracting from the learning enviroment
$508
Consumable item due to expiration
dates, and to maintain safety
Yes
Canister Fuel
Injection Cleaner w/
Adapters (2)
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
Required for instruction of State of CA
smog instruction
To improve student learning and
experiences through interactive
instructional aides.
To improve student learning and
experiences through interactive
instructional aides.
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
No
$9,000.00
To improve student learning and
experiences through interactive
instructional aides.
To improve student learning and
experiences through interactive
instructional aides.
$40,600
$2,030
$30,000.00
To improve student learning and
experiences through interactive
instructional aides.
To maintain shop cleanliness and
safety
No
Automotive Training
Vehicles
To improve student learning and
experiences through interactive
instructional aides.
To improve student learning and
experiences through interactive
instructional aides.
$15,225
AV Instructional Aids
$2,000.00
Rationale
$1,600.00
$1,624
Yes
113
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
2012-13 Budget
Project or Items
Requested
Top Dead software
from ASE (10 lic)
Requested
Received
$500.00
2013-14
Request
$508
No
Fluke
pressure/vacuum
transducers (4)
134a AC Identifiers
(2)
$1,600.00
$1,624
Yes
$2,000.00
$2,030
Yes
EVAP Smoke Tester
$5,000.00
Vices WV500S
tire machine
Tables, Classroom
solvent tank
Shop Cabinets
Post Jack, Trans
Plastic Rivets
optical headlight
aimers
$2,400.00
$18,000.00
$10,000.00
$2,500.00
$40,000.00
$1,500.00
$275.00
oil drainers
Jack Stands
Heat Gun
Glue Gun
Clark floor cleaning
machine
$500.00
$300.00
$100.00
$300.00
$15,000.00
Chairs, Classroom
balancer
Alignment Rack
alignment machine
air reels
4 in ground lifts
2 Post Jacks
$8,000.00
$16,000.00
$35,000.00
$28,500.00
$3,000.00
$60,000.00
$1,500.00
Mic Sets From Matco,
Quote 004040
$2,000.00
$5,075
No
No
No
No
No
No
No
Yes
No
No
Yes
Yes
Yes
No
No
No
No
No
No
No
No
$2,436
$18,270
$10,150
$2,538
$40,600
$1,523
$279
$2,030
$508
$305
$102
$305
$15,225
$8,120
$16,240
$35,525
$40,000
$3,045
$60,900
$1,523
$832
2 - 1 Ton Chain
Hoists
$1,300
2- Rolling Hoist
Dollies
$600
HD Video Camera
and Cables
$550
5 - R134A A/C Gauge
Sets
2- R134/R1234yf
Leak Detectors
Refrigerant Identifier
$1,000
$900
$2,300
114
Rationale
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
For BMW facility remodel
For BMW facility remodel
For BMW facility remodel
For BMW facility remodel
For BMW facility remodel
For BMW facility remodel
For BMW facility remodel
For BMW
For BMW
For BMW
For BMW
For BMW
facility remodel
facility remodel
facility remodel
facility remodel
facility remodel
For BMW facility remodel
For BMW facility remodel
For BMW facility remodel
For BMW facility remodel
For BMW facility remodel
For BMW facility remodel
For BMW facility remodel
For BMW facility remodel
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
To improve instructional delivery
methods during demonstrations.
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
To retain relevance with changes in
industry for tools, equipment, and
2012-13 Budget
Project or Items
Requested
Requested
Received
2013-14
Request
2 - A/C Sealant
Detectors
$525
Hunter Alignment
Simulator
$1200
Hunter CodeLink
Simulator
California Automotive
Teachers Conference
Operational Funds
$400
$5000
Rationale
diagnostic techniques
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques
To improve student learning and
experiences through interactive
instructional aides.
To improve student learning and
experiences through interactive
instructional aides.
Necessary start up funding for
conference. Funds to be reimbursed by
CAT upon completion.
* Rationale should include discussion of impact on student learning, connection to our strategic plan
goal, impact on student enrollment, safety improvements, whether the equipment is new or
replacement, potential ongoing cost savings that the equipment may provide, ongoing costs of
equipment maintenance, associated training costs, and any other relevant information that you believe
the Budget Committee should consider.
115
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 1400 Information Center
Building/Location: Building 1400 Hall Way
Description of the facility project: Please be as specific as possible.
Priority 1
Installation of a TV monitor to provide program specific, and college general, information to students in
an up to date manner.
What educational programs or institutional purposes does this equipment support?
This information center will be utilized by the Automotive, BMW, Machine Tool, and Welding
programs.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
One of the biggest issues students have is accessing information relevant to their program area and
general college information. This live information center will be accessible to all students in a
commonly traveled area, and be updated by the disciplines as well as being connected to the college
information network. Some of the planned information is: Schedule updates, employment
opportunities, scholarship information, class / program information, industry related information, etc.
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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 1400 Laboratory Sink
Building/Location: Building 1400 / Room 1426
Description of the facility project. Please be as specific as possible.
Priority 2
Replacement of the sink installed in room 1426.
What educational programs or institutional purposes does this equipment support?
Automotive & BMW
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
Automotive service and repair can be a very dirty task. The sink that was installed, as per district
specifications, but against the recommendations of faculty, is extremely difficult for students to fully
wash in due to it being too shallow and motion controlled. Because of this, students are sometimes
reluctant to become as involved in projects because they cannot fully wash up prior to going to their
next class.
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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): Classroom Tables and Chairs
Building/Location: Building 1500 / 1600, rooms 1560, 1564, 1623, 1635
Description of the facility project: Please be as specific as possible.
Priority 3
Installation of college standard tables and chairs in classrooms: 1560, 1564, 1623, 1635
What educational programs or institutional purposes does this equipment support?
These rooms are utilized by the Automotive, BMW, Fire Technology, Machine Tool, Welding, and
various other programs.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
These classrooms have not received any updates for student learning environment. Some rooms still
utilize the single seat / table configuration. Other chairs and tables are mismatched, broken, or are not
ergonomically efficient for classroom learning. Existing materials have been acquired from other
buildings that were being remodeled, or are original.
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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): Outdoor Rack Enclosure
Building/Location: Building 1400 outside lift
Description of the facility project: Please be as specific as possible.
Priority 4
Installation of additional material (Hard or soft) to reduce exposure to inclement weather to be able to
better utilize the outdoor lift.
What educational programs or institutional purposes does this equipment support?
This information center will be utilized by the Automotive and BMW programs.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
Students in the transmission and engine classes regularly utilize the outdoor lift adjacent to their
classrooms to complete tasks, and faculty utilize it for instructional demonstrations. Due to poor design
of the existing roof structure, in rainy weather, it is not possible to remain dry when working in this
area, thus reducing its availability for students and faculty.
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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 1400 & Building 3400 External Paint
Building/Location: Building 1400 & 3400
Description of the facility project. Please be as specific as possible.
Priority 5
Paint the external building surfaces
What educational programs or institutional purposes does this equipment support?
Automotive, BMW, Machine Tool, and Welding programs.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
Building 1400 and 3400 have not received external paint updates for many years. Students currently
attending, or considering attending Chabot, see these structures as old and outdated based on the
external appearance of the buildings.
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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 1400 Curb Reduction
Building/Location: Building 1400 rear parking area
Description of the facility project. Please be as specific as possible.
Priority 6
Reduce the curb size at the base of the perimeter walls to improve vehicle parking, driveway clearance,
and reduce potential vehicle damage.
What educational programs or institutional purposes does this equipment support?
Automotive and BMW programs.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
The automotive and BMW programs retain a fleet of vehicles used for training. The rear lot area is used
to store the vehicles for instruction. Due to poor design, a large curb was installed at the base of the
perimeter wall, reducing available parking and causing difficulties with parking vehicles out of the way
enough for other cars to pass by. These parking issues reduce instructional time, and damage caused
by these curbs has a negative impact on our budget.
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