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Chabot CollegeAcademic Program Review Report

Year Three of Program Review Cycle

Final Summary Report

PACE

Submitted on 3/4/2013Mireille Giovanola

Final Forms, 1/18/13

Table of Contents

Section A: What Have We Accomplished? .................................1Section B: What’s Next?............................................................2

Required Appendices:

A: Budget History..........................................................................................3B1: Course Learning Outcomes Assessment Schedule..................................4B2: “Closing the Loop” Assessment Reflections ...........................................5C: Program Learning Outcomes.....................................................................9D: A Few Questions ....................................................................................11E: New Initiatives ........................................................................................12F1: New Faculty Requests...........................................................................13F2: Classified Staffing Requests...................................................................14F3: FTEF Requests........................................................................................15F4: Academic Learning Support Requests ..................................................16F5: Supplies and Services Requests.............................................................17F6: Conference/Travel Requests.................................................................18F7: Technology and Other Equipment Requests.........................................19F8: Facilities Requests.................................................................................20

A. What Have We Accomplished?

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 thttp://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 program improvement goals did you establish? Did you achieve the goals you established for the three years? Specifically describe your progress on goals you set for student learning, program learning, and Strategic Plan achievement.

Year 1 goal: Agreed upon PLOs that genuinely define the program.We proposed to have our CLOs assessed by the end of the three-year cycle, and to request

faculty and student feedback to facilitate the development of our curriculum on a yearly basis.o We have two PLOs, but have not been able to assess them. Our program is inter-disciplinary. PACE PLOs are not specific to any one discipline, but try to capture what we would like our students to get out of the program in general, while they pursue their educational and career goals. Also, all but two of our instructors are adjunct faculty members in the discipline they teach for PACE. PACE instructors met voluntarily once in fall 2011 to discuss the program.o We have assessed CLOs and provided Closing-the-loop forms (ANTH 1, COMM 30, PSY 33) as requested by other disciplines. o We have asked for students’ feedback informally by e-mail.

Year 2 goals:1. Revise PACE criteria, and post them on the PACE website.2. Revise the PACE Application Process, and post it on the PACE website.Goals 1 and 2 have been accomplished. See below “What best practice…”3. Assess the program’s effectiveness.4. Revise the PACE curriculum. These two goals are linked. We have made changes to the curriculum, but would welcome

our dean’s guidance on the best way to structure the program at this time. 5. Advocate for greater resources for our students. We have been requesting more funds for our counselor, as well as services for evening and

Saturday students (access to library and computers, tutoring and peer counseling hours), and space where evening and Saturday students can meet informally. Our requests have not been honored, due to lack of College funding.

What best practices have you developed? Those could include pedagogical methods, strategies to address Basic Skills needs of our students, methods of working within your discipline, and more.

1. Review of the PACE curriculum and development of a plan to streamline the program (starting in fall 2011 and ongoing).

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http://www.chabotcollege.edu/ProgramReview/Data2012.cfm

o We are reviewing our course offerings to maximize PACE enrollment.Starting in fall 2012, we stopped offering Math 104 through PACE because the course

was not cost effective. We thank Dean Vo-Kumamoto for facilitating enrollment of PACE students in a non-PACE Math 104 evening section in spring 2013.

o We are reviewing our ratio of evening/Saturday/online courses.We do not have data for PACE only, but according to the aggregate data on persistence

rates for online vs. traditional classes for fall 2012, face-to-face success rates are higher for History 7 and 8, Psychology 1, and Sociology 1, while online success rates are higher for Health 1, Humanities 65 (http://www.chabotcollege.edu/programreview/Data2012.cfm). PACE

students’ preference for different types of classes varies according to their schedule and computer literacy. We are also arguing that evening and Saturday face-to-face and hybrid classes are more likely to help students develop their own support system when very little support is available on campus at those times. In fall 2013, we will offer History 8 as a face-to-face class, in response to students’ requests.

2. Development of a streamlined PACE application (fall 2011).o The document explains the criteria for admittance to the program, and the pathways we offer. Students must submit an essay explaining why they think they qualify for the program, as well as all college transcripts.

Ref.: PACE Application at http://www.chabotcollege.edu/PACE/o Goals (Chabot College 2012-2015 Strategic Plan, specifically #3, 5, 6, and 7):

a. To help students focus on their academic goals.b. To help students identify past and possibly present hurdles to their academic

persistence and success.c. To make the best use of PACE counselor Julie Machado’s drastically reduced

contact hours.

3. Establishment of mandatory orientation meetings for first-time PACE students. Julie Machado conducts four to six meetings each semester, before and after the following semester’s enrollment period.

o Goals (Chabot College 2012-2015 Strategic Plan, specifically #1, 2, 3 and 4): a. To acquaint prospective students with the program.b. To encourage prospective students to meet other PACE students.c. To maximize PACE Counselor Julie Machado’s limited use of time

4. Collaboration with other divisions on the following (ongoing):o Course scheduling.o CLO assessment and Closing-the-Loop discussion (ANTH 1, COMM 30, PSY 33), as requested by other disciplines. o Curricular changes (elimination of MTH 104 and COMM 30 from the PACE curriculum).o Suggestions for new instructors. o Resolution of instructional and student issues/conflicts.

5. Dissemination of transfer information to our students (ongoing) byo Hosting representatives from our main transfer schools (CSUEB, St Mary’s, Holy Names) so students can meet with them.o Participating in College transfer fairs.o Sending e-news about transfer schools, deadlines, scholarships, and special events to our students.

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http://www.chabotcollege.edu/programreview/Data2012.cfm

Are these best practices replicable in other disciplines or areas? Yes.o Counseling proposes to introduce classes that offer joint counseling to a large group of

students with similar needs, in an effort to maximize their limited time. o The word “pathway” is recurrent in the Chabot College 2012-2015 Strategic Plan. If this is

truly important, then let us support programs such as PACE and others who already offer an integrated approach to learning.

What were your greatest challenges?1. Lack of funding for the PACE Counselor since July 1st, 2011.2. Loss of clerical help in 2011. 3. Little academic support and few or no services for evening and Saturday students.4. Difficulty filling classes with PACE students only.

According to Carolyn Arnold (e-mail of 2/26/2013), there were 1,196 PACE-flagged (Major Code 2) students in fall 2012. If the number is accurate (we are asking Admission and Records for additional information), we should have no problem filling all our classes with PACE students, even if all the students took only one PACE class per semester. Unfortunately, students admitted before spring 2012 were flagged PACE when they first took a PACE class because there was pressure to fill our classes. Many of these students take PACE classes sporadically, when it is convenient. We are in the process of identifying and un-flagging these students. From spring

2012, we have asked students to fill out an application and sign a pledge stating that they will take only or mostly PACE classes to satisfy their GE requirements. Most of these students do not honor their commitment. At this time, we simply do not have the means (time, data) to track every student, and the power to make sure that they stick to their commitment.

This has two unfortunate consequences: a. Because we cannot fill most PACE classes with PACE students only, we have to

open up classes to all students. This goes against the goals of the program, and makes it impossible for us to track PACE student persistence, success, and transfer rates.b. Due to lack of funding for the PACE counseling, we cannot afford to offer counseling to students who are flagged PACE, but who take mostly non-PACEclasses, or no PACE classes in a given semester.

5. Difficulty in tracking student progress through the program AND6. Lack of good data (persistence, success, transfer rates) for PACE students.

We still do not have pertinent data for PACE becausea. We have a mix of PACE and non-PACE students in many of our sections. b. Our

list of PACE students changes on a semester basis, as students havecompleted their GE requirements, as we accept new students, and as we un-flag the

students who do not take PACE classes. Julie Machado informs Admission and Records of the changes. Again, we simply do not have the time and means to keep track of our students. 7. There has been some confusion about program “ownership”. PACE is part of Social Science and thus under the supervision of the dean of Social Science. PACE courses are paid for by a Social Science/PACE fund. We work collaboratively with deans from other divisions and welcome their suggestions and help, but our primary concerns are our students’ needs and the integrity of the program, including the retention of well-liked instructors and courses that satisfy our pathways’

requirements.

Were there institutional barriers to success? Yes. The most important are:

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1. Lack of College funding for the PACE Counselor.2. Little to non-existent support for evening and Saturday students.3. Changes in the program mission forced on us by budgetary constraints.4. Lack of good data to address student persistence, success, and transfer rates, despite everyone’s efforts, especially Carolyn Arnold’s, and for reasons stated under (6) above.

Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios, CLO/PLO assessment results, external accreditation demands, etc.).

1. Most of these issues were addressed in various places above. 2. FT/PT faculty ratios for spring 2013:

The program offers 23 courses or sections (2 sections of English 1A) across 4 divisions (if we put together Social Sciences and SotA).

2 Full-time faculty members teaching 1 course each.15 Adjunct faculty members teaching a total of 21 courses or sections. Two of these faculty

members are full-time at Chabot, but not in the discipline they teach for PACE.

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B. What’s Next?

This section may serve as the foundation for your next Program Review cycle, and will inform the development of future strategic initiatives for the college. In your narrative of one page or less, address the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to further detail your narrative and to request resources.

What goals do you have for future program improvement? What ideas do you have to achieve those goals? What must change about the institution to enable you to make greater progress in improving student learning and overall student success?

1. Get College funding for the PACE counselor (immediate need).We are requesting financial support from the College, and are including a request for

funding in this report. We will run out of counseling hours before the end of this semester. In an effort to conserve hours, Julie Machado has both volunteered some of her time, and taken time off.

2. Redefine the program (mission, ownership). We will need guidance and assistance from our dean (and possibly the VP of Academic

Services and the President of the College) to tackle the following issues: o If PACE is to be offered at all, should we restrict the program to PACE students only, or should we open up classes to all students if they do not fill, as we have done in the past?

1. Opening up classes to all students helps students who do not qualify for the PACE program but can only take evening and Saturday classes to fulfill their requirements. It also would allow us to offer a greater range of courses.2. Restricting the program to PACE students would better serve our program goals and would allow us to have better data on PACE students’ persistence and success rates (as opposed to persistence and success rates in PACE classes). However, we would have to streamline the program and track whether our students are indeed enrolling in all-PACE classes to satisfy their GE requirements. At present, we do not have the time and data to do this.

o Who has jurisdiction over the PACE program?

3. Streamline the program if deemed necessary (see 2 above).

4. Keep lobbying for services and academic support for our students.Requests for facilities and tutors are included in this report.

What recommendations do you have to improve the Program Review process?1. Please try not to change the format every year. 2. Feedback would be much appreciated.

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Appendix A: Budget History and Impact

Audience: Budget Committee, PRBC, and AdministratorsPurpose: 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.

Category2011-12 Budget

Requested

2011-12 Budget

Received

2012-13 Budget

Requested

2012-13 Budget

ReceivedClassified Staffing (# of positions) Clerical help,

Part time (10 hrs/week)

0 Clerical helpPart time (10 hrs/week)

0

Supplies & Services $ 0 $ 0 $ 0 $ 0Technology/Equipment $ 0 $ 0 $ 0 $ 0Other: Monies for CounselorPeer advisingTutors

$ 05 hrs/wk5 hrs/wk

$ 000

15 hrs/wk5 hrs/wk5 hrs/wk

000

TOTAL ? $ 0 ? $ 0

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.

None of our requests were honored.

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?

2.1. PACE STUDENT POPULATION AND PROGRAM STAFF

According to Carolyn Arnold, there were 1,196 PACE-flagged (Major Code 2) students in fall 2012. According to our unofficial count, we currently serve between 350 and 400 active PACE students who are taking at least one PACE course every semester. This may be a conservative estimate. Most of our students are working adults who cannot attend day classes and need a flexible, non-traditional course schedule. The PACE program offers courses that allow our students to transfer, primarily to CSU, East Bay PACE Program, majoring in either Human Development or Liberal Studies. Our students depend on our course offerings to fulfill their transfer requirements. In addition, PACE has partnered with ECD, and provides general education courses for ECD majors. PACE has also partnered with ACOE (Alameda County Office of Education) Paraeducator Program, and provides all general education and lower division courses so students in this program can fulfill their transfer requirements to CSU, East Bay.

The PACE program staff currently consists of a PACE coordinator (Mireille Giovanola – 3CAHs/semester reassign time), a counselor (Julie Machado – 7-8 hours/week) and course instructors, most of whom are adjunct. Social Sciences Administrative Assistant Cheryl Sannebeck provides some clerical support.

2.2. PACE COUNSELING AND THE IMPACT OF NOT GETTING ADEQUATE FUNDING FOR OUR

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COUNSELOR:

PACE counselor Julie Machado does the following:

1. Reviews prospective PACE students’ applications with PACE coordinator.2. Evaluates new applicants’ transcripts for proper placement into classes.3. Conducts mandatory information meetings for prospective PACE students (4-6 meetings per semester).4. Meets with individual PACE students, and devises study plans for them (afternoon and evening hours).5. Maintains case files for individual T3 students (Paraeducator program, funded by ACOE).6. Responds to students’ e-mails.7. Meets on a regular basis with the PACE coordinator to discuss Program needs, criteria, staffing, scheduling, and specific PACE students, as needed.8. Regularly communicates with PACE students and faculty via newsletter.

According to Carolyn Arnold’s data (e-mail of 2/26/2013), there were 1,196 PACE-flagged (Major Code 2) students in fall 2012. Since July 1, 2011, we have not had adequate funding for the PACE counselor. We are requesting college funding for 15 hours of counseling per week. Basis for request: PR Yr One: A.I. Basic success and Equity; A.III. Course Review; A.IV. Budget Summary; C. Action Planning. PR Yr Two: IA/B.3). We simply cannot serve our students as well as we should, despite streamlining the application process and requesting new students to attend a mandatory meeting so they can learn more about the program and the services it offers. An ed plan requires ½ hour on the part of a counselor, and that is a best-case scenario. Many of our students are coming back to school after several years, and many have attended several schools in the past. All their transcripts must be evaluated for proper class placement. Also, we cannot keep good track of our students and make sure they follow their Ed plan and honor their commitment to take PACE classes to fulfill their GE requirements.

2.3. THE NEED FOR ADMINISTRATIVE/CLERICAL HELP

We need some type of clerical help. Basis for request: PR Yr 1: A.2. Basic Success and Equity.

The PACE coordinator and counselor positions are “part-time” positions. Without an administrative assistant, the tasks usually performed by this individual have become the responsibility of the program coordinator and counselor which essentially takes time away from working directly with students to answer phones, make appointments, explain the program to everyone who calls in or emails for information. However, I would like to note that this past year we have received help from Social Science Administrative Assistant Cheryl Sannebeck for the following: classroom scheduling, PAFs for counselor and instructors, and course schedule.

2.4. THE NEED FOR TUTORING/PEER ADVISING

As stated earlier, evening and Saturday students do not have access to the same academic and support services as other students. However, while we cannot say how access to library services and academic support would boost student persistence and success rates because we do not have the relevant data, it is fair to say that our students’ persistence and success rates would be expected to increase with increased access to these services

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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.

As stated elsewhere, PACE instructors assess CLOs within the context of the discipline they teach, and only if asked to do so. Only three PACE courses have been assessed: ANTH 1, COMM 30, and PSY 33. The schedule below reflects the assessment schedule we followed in the previous 3-year cycle. It does not include COMM 30 which has been retired.

ASSESSMENT SCHEDULE:

Spring 2013

Fall

2013

Spring 2014

Fall

2014

Spring 2015

Fall

2015

Spring 2016

Fall

2016

Spring 2017

Courses:

Group 1

ANTH 1

Full Assesst

Discuss, report results

Full Assesst

Group 2

PSY 33

Full Asst

Discuss, report results

Group 3:

Group 4:

This assessment schedule can be adjusted at any time if PACE instructors are asked by individual discipline leads to assess their course’s CLOs.

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Appendix B2: “Closing the Loop” Assessment Reflections

PLEASE NOTE: This course was assessed recently. Only one section of the course was offered. It is now no longer offered.

I am submitting the Closing-the-loop form that Janis Clark submitted and which contains the same type of information that is asked for here. Members of the Communication discipline are also supplying the information as part of their Program Review.

Course Communication 30

Semester assessment data gathered Spring 2012

Number of sections offered in the semester 1

Number of sections assessed 1

Percentage of sections assessed 100

Semester held “Closing the Loop” discussion Spring 2012

Faculty members involved in “Closing the Loop” discussion 1 (Janis Clark)

Course-Level Outcome (CLO) 1:

Outcome: Recognize, define and apply the principles of practical communication and communication theory.

In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example: 75% of the class scored either 3 or 4.)

90% of the class scored 3 or 4.

How do your current scores match with your above definition of success?

100% of the class scored 3 (19%) or 4 (81%).

Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have?

Students exceeded my expectations. There was no discussion with faculty teaching other sections of this course, because this is the only section of COMM 30 that is offered.

What course-level and programmatic strengths have the assessment reflections revealed?

Students are working at Community College level and above.

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Set clear goals and expect the best from your students.

What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?

Communication 30 is no longer offered in the Language Arts Division because it duplicates Communication 1. It will no longer be offered in PACE, beginning in fall 2012.

What is the nature of the planned actions?

X Curricular Pedagogical Resource based Change to CLO or rubric Change to assessment methods Other:


Outcome: Adopt an ethical perspective when presenting original ideas and/or incorporating the ideas of others




95.3% of the class scored 3 (14.3%) or 4 (81%). 4.8% of the class scored 2.


The class as a whole exceeded my expectations. There was no discussion with faculty teaching other sections of this course, because this is the only section of COMM 30 that is offered.


Students are working at Community College level and above.

Set clear goals and expect the best from your students. Mature students will rise to the challenge.

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Outcome: Listen to, evaluate, and respond to the ideas of others.




100% of the class scored 3 (19%) or 4 (81%).


Students did excellent work. There was no basis for comparison with other sections of Communication 30 because this is the only that is offered.


My students are mature professionals who understand how to listen, evaluate, and respond to the ideas of others. Emphasis on success is a key factor.




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Outcome: Understand the variety of value systems people use to communicate in daily life, business, and community activities.




95.3% of the class scored 3 (19%) or 4 (81%). 4.8% scored 2.


Students did excellent work. There was no basis for comparison with other sections of Communication 30 because this is the only that is offered.


This was an excellent group of students who are professionals and come to school at night. They are driven and focused. They pay attention and want to learn.





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PLEASE NOTE: This course was assessed recently. Only one section of the course was offered.

I am submitting the Closing-the-loop form that was submitted by the Psychology faculty, based on PACE instructor Ray Grimm’s answers and data. The form contains the same type of information that is asked for here. Members of the Psychology discipline are also supplying the information as part of their Program Review. The course was discussed at the discipline level by the full-time Psychology faculty memberts.

Course Psychology 33Semester assessment data gathered Spring 2012Number of sections offered in the semester 1Number of sections assessed 1Percentage of sections assessed 100%Semester held “Closing the Loop” discussion Spring 2012Faculty members involved in “Closing the Loop” discussion

Aldrian Estepa, Rani Nijjar, Andrew Pierson, based on Ray Grimm’s answers and data

Course-Level Outcome (CLO) 1:Outcome: Identify, compare, and contrast the key themes in adjustive behavior including sociocultural, biological, and cognitive-behavioral influences.

In the context of the course as a whole, what scores for your CLOs would indicate success for you? (Example: 75% of the class scored either 3 or 4.)80% of the students will score either 3 or 4.

How do your current scores match with your above definition of success?93.3% of the students scored either 3 or 4.

Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have?The students that have remained in the class are quite engaged with the material taught in the class. However, about a third of the students have dropped out of class, mostly for life-related situations (death in the family, change of job, etc.).

What course-level and programmatic strengths have the assessment reflections revealed?Students take the VIA strength-assessment test, and have to build on their strengths during the course of the semester. Most of the students report that they made significant changes in their life while learning the material. They have improved relationships with spouse or partner, and family members. They also have to contribute to their community.

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What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?We need to improve student access to class. Students need to be able to apply material to real-life setting.

What is the nature of the planned actions? Curricular Pedagogical Resource based Change to CLO or rubric Change to assessment methods Other:

Course-Level Outcome (CLO) 2:Outcome: Explain basic human nature and the development of human potentialities through maturation and learning in a physical and sociocultural environment.


How do your current scores match with your above definition of success?93.3% of students scored a 3 or 4.


What course-level and programmatic strengths have the assessment reflections revealed?Students take the VIA strength-assessment test, and have to build on their strengths during the course of the semester. Most of the students report that they made significant changes in their life while learning the material. They have improved relationships with spouse or partner, and family members. They also have to contribute to their community.What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?We need to improve student access to class. Students need to be able to apply material to real-life setting.

What is the nature of the planned actions?X Curricular PedagogicalX Resource based

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Change to CLO or rubric Change to assessment methods Other:

Course-Level Outcome (CLO) 3:Outcome: Identify the principles of personality dynamics and their relationship to the improvement of personal effectiveness.


How do your current scores match with your above definition of success?93.4% of students scored either 3 or 4.


What course-level and programmatic strengths have the assessment reflections revealed?Students take the VIA strength-assessment test, and have to build on their strengths during the course of the semester. Most of the students report that they made significant changes in their life while learning the material. They have improved relationships with spouse or partner, and family members. They also have to contribute to their community.

What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?We need to improve student access to class. Students need to be able to apply material to real-life setting.

What is the nature of the planned actions?X Curricular PedagogicalX Resource based Change to CLO or rubric Change to assessment methods Other:

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PLEASE NOTE: There was only one Anth 1 section taught in the PACE program. I am submitting the Closing-the-loop form that was submitted by the Anthropology faculty. The form contains the same type of information that is asked for here, and remarks about the success of PACE students are included in the form. The form will also be submitted as part of the Anthropology PR.

Course Anthropology 1

Semester assessment data gathered Fall 2011

Number of sections offered in the semester 9 (3 by FT; 6 by PT)

Number of sections assessed 5 (3 by FT; 2 by PT)

Percentage of sections assessed 55.56%

Semester held “Closing the Loop” discussion Spring 2012

Faculty members involved in “Closing the Loop” discussion Mireille Giovanola, Steve Gravely, Christina Milner-Rose


Outcome: Students will be able to explain the difference between and significance of scientific and non-scientific methodology and apply to their lives.


75% of the class scoring 2 or higher.


79% of the class scored 2 or higher.

(0=5.4%; 1=15.7%; 2=30.9%; 3=31.9%; 4=16.2%)


In this case, the results were better than expected, but they are not in the least satisfactory. Students have difficulty understanding what science is, have difficulty using critical thinking skills to solve problems, and have difficulty applying concepts learned in class to everyday life.

We think that students self-select into Anthropology 1. Many of them tell us that they are taking Anthropology 1 instead of Biology, because it is not really science, or because they feel are not good

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at science.


We all agree that this SLO is extremely important and are considering spending more time on critical thinking.


We need to spend more time developing critical thinking skills, and offer students additional resources. Ideally, we should have a prerequisite, but cannot at this time. We are thinking of strongly recommending that students be eligible for English 1A for this class.


Curricular Pedagogical Resource based Change to CLO or rubric Change to assessment methods Other:


Outcome: Students will be able to integrate knowledge of genetics and evolutionary processes to analyze diversity in modern human populations.




Overall, 76.8% scored 2 or higher.

(0=8.4%; 1=14.8%; 2=31.0%; 3=26.6%; 4=19.2%)


Students generally have difficulty with genetics. Usually, the day students, who tend to be younger and are exposed to some type of biology in high school, do better, on average, than the PACE students. Interestingly, this was not the case here.

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This is an important topic. See also below.


We use different media to present the topic of (molecular, Mendelian, population) genetics, such as presentations, in-class exercises, and short videos. We thought that perhaps resistance to the idea of evolution might make it more difficult for students to learn these concepts. One of us (Mireille Giovanola) did a small project to see whether this was in fact true. She found that of the 20 students who took part in the survey at the end of the semester, the great majority said they felt strongly about their religious beliefs. Out of these, only 2 said they felt that the idea of evolution had been forced on them. These 2 students also said that they had never been exposed to the idea of evolution before coming to Chabot. Admittedly, the sample was very small and should be expanded at some point, but based on this survey, we think that many students lack critical thinking skills, and that students who need a science class but are not interested in science may self-select into Anthropology 1. Students would greatly profit from tutorial help. We are considering formally recommending that students be eligible for English 1A when they take the class.




Outcome: Students will be able to interpret human anatomy and behavior in the context of non-human primate anatomy and behavior.




73.8% scored 2 or better.


This was such a disappointment! Usually, students enjoy the section on primates because they get

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to handle specimens, discuss primate behavior based on videos shown in class, go on a zoo trip, and apply their findings to human anatomy and behavior. They usually do well on this section of the course.

In this particular case, however, students were partially evaluated on the basis of a short essay. Students were asked to choose 2 out of 5 articles on primate behavior, extract the main idea, explain how such studies allow us to understand early human behavior better (according to the author/s of the article), and briefly critique the author/s conclusions. Several students either did not answer the essay question (perhaps because they did not read the articles), or did a very superficial job. Several could not extract the main idea or find the author’s/authors’ statement about human behavior, even though the articles were discussed in class.

It might be worthwhile to broaden the material that is being assessed.


We all feel that the CLO is valid as stated and assessed.


When asked, students will freely admit that they do not read the assigned reading for various reasons (they do not have money to buy the text (but all reading materials are on reserve in the library), are not interested, do not have the time, get discouraged by too many unfamiliar words, for example). One strategy would be to ask students to bring the articles to class, and use the “talking to the text” technique to get them to read, as well as identify parts that they find hard to understand. In this case, small-group discussion would also be helpful; in preparation for the test, so would tutorial help. However, these are band-aids. It is very hard to assign primary sources on unfamiliar topics when many students lack the necessary language and critical-thinking skills.




Outcome: Students will be able to evaluate comparatively the paleo-anthropological evidence for hominin/d evolution.

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59.3% of the class scored 2 or higher.

(0=24.2%; 16.7%; 2=34.3%; 3=19.2%; 4=5.6%)


Again, this was a disappointment. The fossil record of humans and their fossil relatives is one of the last topics of the semester and by then, we feel, students should have the necessary tools and enough practice to evaluate different ideas. However, this topic is also the hardest because students have to integrate most of the concepts they learned during the semester in order to evaluate competing hypotheses.

In this particular case again, students were partially evaluated on the basis of a short essay question. It was shocking to see that overall, almost half of the students did not perform satisfactorily, and that 24.2% of them scored 0, meaning that they either did not answer the question, or answered it incorrectly.


Students are expected to integrate more concepts and evaluate competing ideas more critically as the semester progresses.


This was the topic that required students to integrate different concepts and use sophisticated analysis. It seems that many students need more help/time leading up to this level. However, we are faced with the same problems that we encounter during the course of the semester.

(1) Many students do not read the assigned material for various reasons. We need to encourage to read (even if they do not buy the texts), not just with words, but with different techniques (reading to the text, small-group discussions, etc.).

(2) Many students do not have the proper reading or writing proficiency that is necessary to succeed in the class. There are unfortunately no pre-requisites for any of the Anthropology classes. We are thinking of including a language advisory for Anthropology, and possibly all Anthropology classes.

(3) Many students have poor critical thinking skills. Some are shocked to hear that in science, ideas are not necessarily equally valid! Good critical thinking in the field of study (Biological Anthropology) is one of the outcomes we hope for in this course. Techniques such as the ones described under (1)

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would probably also be useful here.



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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: PACE

PLO #1: The understanding of and appreciation for diversity

PLO #2: The ability to communicate effectively in both speech and writing

What questions or investigations arose as a result of these reflections or discussions?There is no such thing as a PACE degree.PACE is an inter-disciplinary program for working adults, and one of three learning communities at Chabot College. The program offers all but one of the GE requirements (PE) for several AA degrees, and offers the required GE courses for transfer. According to fall 2010 figures, about 61% of our students transfer to another institution, mostly to the PACE program at CSU East Bay, to major in either Human Development or Liberal Studies. In addition, PACE has partnered with ECD, and provides general education courses for ECD majors. PACE has also partnered with ACOE (Alameda County Office of Education) Paraeducator Program, and provides all general education and lower division courses so students in this program can fulfill their transfer requirements to CSU East Bay.

Although the PACE program has two PLOs, we simply have not been able to assess and discuss our courses as a group.1. Unfortunately, a broad discussion of PLOs involving the mostly adjunct PACE instructors has not occurred. We try to capture what we would like our students to get out of the program in general, while they pursue their educational and career goals.PACE instructors met voluntarily once in fall 2011.2. PACE PLOs have been mapped to selected CLOs, but CLOs and CLO rubrics were developed in the context of the respective disciplines, not by individual members of the PACE program.3. Likewise, assessments and discussions are conducted within the respective disciplines, not by individual members of the PACE program. So unless a PACE instructor is asked by his/her discipline to assess CLOs, he/she is not part of the general discussion about the discipline. This is complicated by the fact that 15 of 17 PACE instructors are adjunct faculty members.

It may be time to revise the PLOs for PACE.

What program-level strengths have the assessment reflections revealed?Strengths revealed:N/A.

What actions has your discipline determined might be taken to enhance the learning of students completing your program?Actions planned:N/A

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Program: ________________________________________________

PLO #1: PLO #2: PLO #3: PLO #4:

What questions or investigations arose as a result of these reflections or discussions?Explain:

What program-level strengths have the assessment reflections revealed?Strengths revealed:

What actions has your discipline determined might be taken to enhance the learning of students completing your program?Actions planned:

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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.No. The following course outlines should be updated: ARTH 1 (last updated in fall 2007), HUMN

65 (last updated in fall 2006). However, these outlines must be updated by members of the respective disciplines, not by individual PACE instructors.

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. CLOs and rubrics are established within the context of each discipline (i.e. Anthropology,

Math, etc.). PACE instructors do not make up their own CLOs and rubrics.

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. PACE instructors who were identified as needing to assess their PACE course/s by

SLOAC and members of their individual disciplines have done so and submitted a Closing-the-Loop form. Closing-the-loop forms were submitted for ANTH 1, COMM 30, and PSY 33, and are submitted with these disciplines’ program review.

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. Two PLOs have been developed, and mapped to selected CLOs. However PLOs have not been

assessed. PACE is not a degree, nor is it a major. Rather, the program offers GE courses for the completion of various AA degrees, and for transfer, mostly to CSUEB PACE program

6. If you have course sequences, is success in the first course a good predictor of success in the subsequent course(s)?Course sequences exist for Math and English. It is difficult to assess whether success in the first

course is a good predictor of success in subsequent courses, because we are given aggregate data, not data for PACE only.

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. Not necessarily. Many PACE students put off taking Math classes. However, successful completion of English courses ought to help students succeed in other classes. Again, data are shown as aggregates, so this is difficult to gauge for PACE only. I would argue that even if a student has not started or completed the Math and/or English sequence, successful completion of Anthropology 1, for example, is a predictor of success for future courses. The course requires students to develop critical reading and writing skills.

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Appendix E: Proposal for New Initiatives (Complete for each new initiative)

Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget CommitteePurpose: 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 Completion Date

Required Budget (Split out personnel, supplies, other 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:

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Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]

Audience: Faculty Prioritization Committee and AdministratorsPurpose: 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: Counselor, part-time (15 hours/week)

2. If you are requesting more than one position, please rank order the positions.Position Description

1.2.

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.

According to Carolyn Arnold’s data (e-mail of 2/26/2013), there were 1,196 PACE-flagged (Major Code 2) students in fall 2012. Since July 1, 2011, we have not had adequate funding for the PACE counselor. We are requesting college funding for 15 hours of counseling per week. Basis for request: PR Yr One: A.I. Basic success and Equity; A.III. Course Review; A.IV. Budget Summary; C. Action Planning. PR Yr Two: IA/B.3). We simply cannot serve our students as well as we should, despite streamlining the application process and requesting new students to attend a mandatory meeting so they can learn more about the program and the services it offers. An ed plan requires ½ hour on the part of a counselor, and that is a best-case scenario. Many of our students are coming back to school after several years, and many have attended several schools in the past. All their transcripts must be evaluated for proper class placement. Also, we cannot keep good track of our students and make sure they follow their Ed plan and honor their commitment to take PACE classes to fulfill all their GE requirements.

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.

More counseling hours would allow the PACE counselor to do the following for evening and Saturday PACE students:

1. Clarify our pathways and capacity of each pathway vs. student goals (Chabot College 2012-2015 Strategic Plan, possible initiative #1).2. In general, provide information to the Chabot community to help our students achieve their goals (possible initiative #2).3. Help the undecided to define a goal (possible initiative #3).4. Get students onto their “critical path” quickly (possible initiative #4).

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5. Help the PACE coordinator to arrange for PACE instructors to hold joint office hours (possible initiative #5) in a common space such as a dedicated space in the library (see attached facilities request).6. Help the PACE coordinator to assess scheduling patterns and work collaboratively with other divisions (possible initiative #6).7. Keep assessing which courses are better offered as online, hybrid, or face-to-face courses, based on student requests and success rates (possible initiative #6).8. Help the PACE coordinator streamline and strengthen pathways (possible initiative #7).9. Track students throughout their academic career at Chabot (with the help of Institutional Research and Admissions and Records).

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Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000]Audience: Administrators, PRBCPurpose: 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: ______


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.

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Appendix F3: FTEF Requests

Audience: Administrators, CEMC, PRBCPurpose: 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 .

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Appendix F4: Academic Learning Support Requests [Acct. Category 2000]

Audience: Administrators, PRBC, Learning ConnectionPurpose: 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


1. Math tutor Tutor for PACE and evening students in Math 65, 55 and 31

2. English tutor Writing tutor for PACE and other evening students

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.

1. To support learning communities.PACE is a learning community for adult students who have a traditional work schedule. PACE offers evening, Saturday, and online courses. Facilities and services such as the library, WASC, PATH, etc. are not available at those times.

2. To increase student persistence and success for evening students.Evening students currently have virtually no support. Saturday students have none. The majority of evening and Saturday classes have been and are taught by adjunct faculty, and so have been hit particularly hard when class offerings needed to be reduced due to budget constraints. This was followed by a reduction in services. Many students are applying to the PACE program because they badly need evening classes, and because they need some kind of support.One could argue that these students are entitled to such services: they are taxpayers and their tuition is the same as that of day students.

Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]

Audience: Administrators, Budget Committee, PRBCPurpose: 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 BudgetProject or Items Requested

Requested Received 2013-14 Request

Rationale

N/A $0 S0 $69.99 + tax 1 black toner cartridge HP CE 285Afor HP Laserjet 1200 series for PACE counselor’s printer. Source: frys.com

$14.58 + tax 2 reams of white paper (8.5” x 11”). Hammermill, 500/Ream. $7.29 each at staples.com.

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Appendix F6: Conference and Travel Requests [Acct. Category 5000]

Audience: Staff Development Committee, Administrators, Budget Committee, PRBCPurpose: 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

2013-14 Request Rationale

$0

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Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]

Audience: Budget Committee, Technology Committee, AdministratorsPurpose: 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 BudgetProject or Items Requested

Requested Received 2013-14 Request

Rationale*

$0 0 $0

* 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.

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http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf%20

Appendix F8: Facilities Requests

Audience: Facilities Committee, AdministratorsPurpose: 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): Study/Meeting space for PACE and evening and Saturday students

Building/Location: Library

Description of the facility project. Please be as specific as possible.A space with individual and communal worktables, as well as informal sitting arrangements open in the evening and on Saturday. There should also be access to computers and library services.

What educational programs or institutional purposes does this equipment support? 1. To support learning communities, and2. To increase student persistence and success for evening students.3. See also Chabot College 2012-2015 Strategic Plan, #7.

Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?

1. PACE is a learning community for adult students who have a traditional work schedule. PACE offers evening, Saturday, and online courses. It is very difficult for evening and Saturday students to meet and support each other if facilities and services (library, WASC, PATH, etc.) are not open or available at those times.2. Evening students currently have virtually no support. Saturday students have none. The majority of evening and Saturday classes have been and are taught by adjunct faculty, and so have been hit particularly hard when class offerings needed to be reduced. This was followed by a reduction in services. Many students are applying to the PACE program because they badly need evening classes, and because they need some type of support. One could argue that these students are entitled to such services: they are taxpayers and their tuition is the same as that of day students.

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Documents

Appendix E: Proposal for New Initiatives (Complete for ... Program Reviews... · Web viewThe word “pathway” is recurrent in the Chabot ... paleo -anthropological ... To recommend