appendix a: budget history and impact - chabot college program reviews/cin… · web viewin year...

Chabot CollegeAcademic Program Review Report

Year Two of Program Review Cycle

Change It Now! Learning Community

Submitted on Feb. 28, 2013Carmen Johnston, Pedro Reynoso, Felicia Tripp and Christine Warda

Final Forms, 1/18/13

Table of ContentsSection A: What Progress Have We Made? ...............................1Section B: What Changes Do We Suggest?.................................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 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?CIN Program Goals:

Provide an academically rigorous and engaging bridge from developmental courses to transfer level.

Provide students with a sense of agency by increasing their civic engagement Expand student’s “ literacies” through various experiences with technology and

research Introduce students to tools to help them navigate their world and make change Empower students through a community development model that helps them obtain

economic and political power for their communities Help students understand the role institutional structures and power play in their lives Expand students’ “ways of knowing” Provide learning experiences that are visceral, experiential, active and contextual

The year one program review goals for CIN! helped define the core values and strategies of the program. They included the following: provide an academically rigorous and engaging bridge from developmental courses to transfer level; provide students with a sense of agency by increasing their civic engagement; expand student’s “literacies” through various experiences with technology and research; introduce students to tools to help them navigate their world and make change; empower students through a community development model that helps them obtain economic and political power for their communities; help students understand the role institutional structures and power play in their lives; expand students’ “ways of knowing”; and provide learning experiences that are visceral, experiential, active and contextual.

Did you achieve those goals? Specifically describe your progress on the goals you set for student learning, program learning, and Strategic Plan achievement.

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

CIN! made progress on its goals in the areas of student learning, program learning and Strategic Plan achievement. Combined, positive growth in most of these areas fosters the development of CIN! as a program in its formative stages and supports its implementation of Chabot’s college goals and strategic initiatives. Being that this is the second year of CIN’s existence at Chabot, we cannot clearly identify trends, however by analyzing the current data we may be able to identify predictions for CIN’s success in the coming years.

CIN! provided an academically rigorous and engaging bridge from its developmental courses to transfer level, while also observing emerging needs in its communication classes. 79% of students successfully moved from Eng 102-1a between Fall 2011-Su 2012; with only 21% being non-successful. This is higher than the overall Chabot Eng 102-1a (across 2 years) progress rates which equal 71% success and 18% being non successful. In looking to the quantitative results, we see that after the first semester Communication Studies 1 course, CIN students persisted at a rate of 69%. This is lower than the COMM average of 82%. We might speculate that this class was recruited (mainly) on Gladiator Day and had a higher average of first semester students than other COMM 1 courses. In addition, the course was taken with ENG 102, a developmental English class. It is recommended that students have ENG 1A level to succeed in COMM 1, although it is not a prerequisite. In the future, I believe we can continue to offer these classes together; however, we must encourage or require students to utilize the lab spaces (WRAC and COMM Lab) more. Further, we can look at how Learning Assistants may be the key to support. As a whole CIN students persisted more than non-CIN students by 12%. When focusing on gender students continued to do well, with the largest gains being with female students, a 14% increase in comparison to non-CIN students. In the category of ethnicity again, CIN students had increases particularly for African-American, Asian, Latino and Pacific Islander students.

Provide students with a sense of agency by increasing their civic engagement. Students participated in array of activities to develop their own political power. The Student Advisory Board held a monthly “Come CIN with US” event to build community and awareness of political issues. This spring three students are acting as student assistants in the Comm 6 course where they also co-facilitate the class. One student, Salimah Shabazz, took on a leadership role at the Western States Communication Conference and presented for CIN! Students also participated in the March in March in Sacramento. The Student Advisory Board played a lead role in organizing the End of the Year event where students presented work from their classes. Additionally, in Comm 1 students worked as “reading partners” where they tutored elementary school students in Hayward.

Expand student’s “ literacies” through various experiences with technology and research. In Comm 6 students submitted work in various modes, such as scripts, scored diagrams, pictures, dance, embodied practice and sharing cultural information. In English students created blogs to share their writing with their peers and community members. Students also created research projects based in ethnography in Comm 1.

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Introduce students to tools to help them navigate their world and make change. With in the CIN community students are constantly building relationships and community. Students as previously mentioned used blogs. They participated in registration and transfer workshops, completed research projects, used Blackboard, and other support mechanisms. They were encouraged to overcome anxiety and practice their communication skills. In the future we would like to see CIN students involved in ASCC as senators, use other forms of mass media and formalize our Student Advisory Board as a campus club.

CIN! enhanced student learning through increasing their civic engagement, literacies in technology and research and their tool box to navigate the world and make change. Multiple program efforts targeted these areas including developing a Student Advisory Board and nurturing new leadership in the 2nd year, training 3 student assistants to support learning Comm 6, conducting student-led research projects with the support of Library faculty in English and Communication classes fostering community action, and participating in registration and transfer workshops.

Provide learning experiences that are visceral, experiential, active and contextual. The CIN gatherings consistently includes games and icebreakers to help students get to know each other. We have gone on field trips and utilize the Boalian method to explore issues such as power. Also there is an emphasis on peer support for students in crisis.

On the program level, CIN! has also increased its understanding of its student, curriculum and administrative needs. Hearing students’ desires to learn more about how to make change on campus and in their communities we facilitated students’ participation in the Wellstone trainings and designed participatory action research projects that promoted awareness of critical issues like gun violence. These efforts led CIN! faculty to incorporate more elements of community development, advocacy skills and anti-bias/oppression into its curriculum.

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What are you most proud of?

CIN! is most proud of creating and maintaining a new learning community that highly prioritizes social justice and student engagement. CIN! has identified its core values and program goals and made significant progress on each of these goals, including expansion of the program, as previously mentioned, in its second year. Because of our focus on social justice, CIN! faculty have invested significant time and training in learning and developing anti-bias/oppression curriculum and teaching approaches. CIN! faculty participated in four planning retreats per year, professional development sessions in diversity, expressive arts and teambuilding and have begun to share program lessons learned and teaching techniques through Flex Days on campus and at conferences such as Western States Communication Conference 2013. CIN! also strives to engage its students in multiple ways that foster community building, activism and leadership. Through CIN community gatherings, the Student Advisory Board and teambuilding activities in classes, CIN students have developed meaningful peer and faculty connections. These connections also empower students to do participatory research and activism on campus and in the community, such as with The Stop The Violence – Increase The Peace Project that involved surveying students on gun violence and staging a rally.

What challenges did you face that may have prevented achieving your goals?

One of our biggest challenge has been how to properly grow the program. By collecting data from our new classes we will be better able to determine a plan for growth. We will offer our new faculty a survey as well as have CIN students participate in a focus group.

In its 2nd and 3rd years, CIN! strives to strengthen its program through identifying and addressing its growth areas including enhanced evaluation, expansion of classes and faculty, and development of a certificate/degree . CIN! has begun to develop standardized survey and focus group tools in conjunction with the Student Advisory Board and Institutional Research with the hopes of specifying in greater detail program and student strengths and weaknesses. Because of first year surveys and student input, CIN plans to explore how to help students better meet transfer and career goals. CIN plans to hone and require its core program of classes (Eng 102, Comm 1, Eng 1a, Comm 6 and possibly Comm 46) while offering students a variety of affiliate classes through its elective offerings. To achieve this, CIN! faculty will need to navigate how to add faculty, refine its matriculation process and build its infrastructure to support these efforts. Additionally, CIN! will work towards creating a program certificate/degree that acknowledges students achievements in the program and promotes the attainment of AA and transfer goals.

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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?

Suggested changes to CIN’s program improvement plan fall under the following four categories: 1) Organizational Structure; 2) Program Assessment; 3) Funding Sources; and 4) Staying Visible.

Organizational Structure: CIN faculty plan to reassess the growth of the program in the past year in an effort to develop a core curriculum that best serves the academic needs of future CIN students. For example, next academic year (2013-14), CIN will offer a requisite of core classes (ENGL 102, ENGL 1A, COMM 1, and COMM 46), while continue to offer a variety of affiliate classes through its elective offerings (SOC 1, PSN, LIBS 1). Taken together, core classes and affiliate classes, these course offerings will establish the foundation of a program certificate/degree at Chabot College.

Program Assessment: As an effort of continual improvement, the CIN faculty is in the process of developing two assessment tools to gather input from current CIN students and affiliate faculty. The latter will be surveyed via Survey Monkey, an online survey site, while CIN students will participate in a series of focus groups. Once both assessment tools are administered, the results will be analyzed by the CIN faculty with the purpose of identifying future program improvements. The data collected will also be compiled and triangulated with data provided by Chabot’s office of Institutional Research.

Funding Sources: CIN faculty will continue to seek additional funding sources, especially with Title III funding expiring this spring semester (2013). Currently, CIN is preparing to apply to two grants (Student Achievement Grant & Learning and Leadership Grant) from The NEA Foundation. We also plan to work more closely with Chabot’s Grant Writer to help locate more outside funding opportunities. While at the same time, explore other avenues of institutional funding (Hayward Promise Neighborhood Grant, Title V, STEM). This will require working closely with colleagues and administrators involved in these grant projects.

Staying Visible: CIN considers this an ongoing goal. Staying visible on campus as well as outside of campus has been a constant goal since the program’s inception. We approach this goal in a variety of ways, for example: 1) working closely with other faculty to develop social justice curriculum and best teaching practices; 2) collaborating with fellow learning communities and clubs on campus; 3) presenting CIN research and findings at professional conferences; and 4) sponsoring and/or co-sponsoring social justice-themed event on campus. In addition to these “staying visible” efforts, CIN is proposing the following new initiatives for the next academic year: 1) building community partnerships with local non-profit organizations to create service learning opportunities for CIN students; 2)

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http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf%20

identifying a local university program that supports social justice initiatives to establish a relationship that may lead to co-sponsoring events (i.e., student conference) and /or funding opportunities.

What new initiatives might you begin to support the achievement of our Strategic Plan goal?

Chabot’s strategic plan goal: Increase the number of students that achieve their educational goal within a reasonable time by clarifying pathways and providing more information and support.”

The following three initiatives address Chabot’s Strategic Plan goal while at the same time support changes to CIN’s program improvement plan, specifically as it relates to Organizational Structure and Staying Visible efforts:

1) Develop a PSCN course for the CIN program to help students better meet transfer requirements and career goals. This class eventually can become a core class (i.e., COMM 1). In short, a PSCN offering supports CIN’s Organizational Structure.

2) Create a CIN Pathway that includes a AA-T or Certificate Program/Degree. This CIN Pathway would be part of Chabot’s newly proposed “Chabot New Pathway Model.” The inclusion of a pathway driven by a social justice thematic and curriculum reflects the culture on this campus as well as the social concerns of most of our students.

3) Develop a CIN Summer Bridge Program in collaboration with local high schools. This initiative would focus on pre-collegiate activities, particularly, the immersion of new CIN students to community college life, with a strong emphasis on transfer requirements and career goals. Such an initiative would also enhance CIN visibility both on campus and in the community since we would be working closely with nearby high schools in the area.

Do you have new ideas to improve student learning? CIN strives in the development and implementation of cutting edge, inquiry-based, student-centered teaching practices aimed at improving student learning. Since its inception, CIN has ventured into new ideas, pedagogies, and methods of teaching and learning in the classroom and outside the classroom. Some examples include:

- A contextualized learning approach by all CIN faculty- A social justice curriculum that follows an interdisciplinary approach- Co-teaching practices that emphasize body and movement- Research methods that encourage original research and value all sources of knowledge,

including “non-academic” sources (i.e., life history project)- The rigor of student leadership via CIN’s Student Advisory Board- The emphasis of service learning—learning beyond the classroom

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What are your specific, measurable goals? The following goals support CIN’s program improvement plan, particularly, as it relates to CIN’s Program Assessment, Funding Sources, and Staying Visible objectives.Staying Visible

1) Double the number of CIN sponsored events per semester. Events may include: lecture series, film series, CIN Workshops for students, CIN workshops for faculty, student-led demonstrations.

2) Increase the number of High Schools CIN outreaches to by 50%. Establishing new collaborations with more local high schools will not only increase our visibility in the community but it will also increase our recruitment figures.

3) Establish at least two partnerships with local non-profit organizations to create service learning opportunities for CIN students.

4) Build at least one relationship with a local university program that supports social justice initiatives that may lead to co-sponsoring events and funding opportunities.

Funding Sources1) Apply to at least two grants (i.e., Student Achievement Grant, Learning and Leadership

Grant) from The NEA Foundation.

2) Work closely with Chabot’s Grant Writer to identify at least two more outside funding sources.

3) Establish a working relationship with at least one institutional funding partner (i.e., Hayward Promise Neighborhood Grant, Title V, STEM)

Program Assessment1) Collect input from CIN affiliate faculty via survey.

2) Conduct focus groups amongst current CIN students.

3) Continue to analyze data provided by Chabot’s office of Institutional Research

How will you achieve them? The goals outlined above serve as guideposts on our journey in establishing a CIN program certificate/degree. In the coming academic year, funding will become priority number one as Title III monies are set to expire this spring semester (2013). As outlined above, this will require working closely with Chabot’s Grant Writer to identify outside funding. Currently, we are

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preparing to apply to two grants (Student Achievement Grant & Learning and Leadership Grant) from The NEA Foundation. In addition, CIN will explore other avenues of institutional funding (Hayward Promise Neighborhood Grant, Title V, STEM). Once more funding is secured we will be able to sustain “Staying Visible” initiatives like sponsoring more CIN events, developing a CIN Summer Bridge Program, offering reassigned time to establish a PSCN course as a core class, and fund the CIN Coordinator position.

Would any of these require collaboration with other disciplines or areas of the college? How will make that collaboration occur?CIN is inherently an interdisciplinary program, so you could say it’s in our DNA to collaborate with other disciplines or areas of the college. CIN will continue to seek opportunities to develop, support or advance social justice initiatives at Chabot College. If a CIN Pathway is incorporated into Chabot’s newly proposed “Chabot New Pathway Model” we will be well positioned to interact and collaborate with other disciplines and groups on campus. For example:

- Divisions: Language Arts, Counseling, Library, Social Sciences- Campus Wide Groups: PRBC, Staff Development, ASCC- Community Members: Local non-profit organizations, nearby Universities- Chabot Clubs: Students for Social Justice, Active Dreamers, Anthropology, etc.- Learning Communities: Daraja, Puente- Centers: Law and Democracy Center

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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. CIN Budget 2011-2012 (the project was funded through Title III)Item Cost TotalCoordinator (3.51 (Fall Eng 12) + 5.25 (Spring

102)= 8.71/30=.29 X$69,613$20, 187

Counselor $850/ per semester $1700Team Member Stipend $850/per semester/per member $3400Professional Development $400/ per semester $800Learning Assistant $9 hr/ 5rs a week/ 30 weeks $1350Duplication Costs $500 $500Field Trips $500 $500Speakers $300 $300Food (events) $600 $600

$29,337.77CIN Budget 2012-2013Item Cost TotalCIN Leadership Faculty $1000/per faculty/per semester $8000Teaching Faculty $300/per faculty/per semester $1200Conferences* $2450 $2450Duplication Costs $500 $500Food (events) $1650 $1650Materials $200 $200

$14, 000

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 budget monies we received have made a huge difference in improving the learning capacities of our CIN students. We have been able to plan activities to retain students, offer stipends to new faculty as we have extended the program and develop assessment tools. Learning assistants in the classroom, particularly English have strengthened student learning by providing tutoring and academic support during the semester. We have also used our budget money to enhance our team through professional development with the Morning Star organization. Having a strong team has made our programming more clear, concise and cohesive. The budget money received in 2011-2012, allowed us to build a strong infrastructure for the program. Monies received 2012-2013 gave us the opportunity to continue to grow the program. We were able to attend the Western States Communications Conference to begin spreading the word about CIN. In anticipation of losing Title III funds we reduced our budget by 50%,

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with the hope that a smaller budget would help the program become more cost efficient, thus allowing for institutionalization at the college.

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?

One of the biggest challenges this year has been not having release time for a coordinator. All CIN faculty are teaching full loads with many campus-wide responsibilities. This has made it challenging to properly coordinate our activities, build curriculum and enhance the program. There are many ways we’d like to expand the program and investigate more resources, but without the time to do so it feels impossible. Strengthening a program requires reflection on assessment, building relationships and deepening our capacity. Release time would help us recruit new students and focus more on our retention efforts.

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Appendix B1: Course Learning Outcomes Assessment ScheduleAll courses must be assessed at least once every three years. Please complete this chart that defines your assessment schedule.

Because CIN is an interdisciplinary program in its second year with limited data to review, the CLOs and insights gained through our future assessment cycles will be reflected in the discipline program reviews of Language Arts and Social Sciences. The preliminary success, persistence and demographic data of CIN in its first 1.5 years were analyzed earlier in the first section of this report. At present, we are working with the Institutional Research Office to capture data related to multiple definitions of success, progression through our English course sequence and program level outcomes.

75% of courses, which include Eng 102, Eng 1A and Comm 1, in CIN have CLO’s and rubrics as indicated in our discipline program reviews. CLOs for Comm 6 will be created in the 2012-13 academic year and will be assessed the next time the course is offered (presumably Spring 2014).

The assessment schedule below has been revised from our academic program review in year 1. Previously, we planned to conduct a full assessment of CIN! core classes in the 2012-2013 academic year. However, after further consultation with Institutional Research and SLOAC, CIN! has decided to conduct its full assessment in the 2013-14 academic year. This change brings multiple advantages: it allows CIN! ,as a new program, to further hone its curriculum and assessment methods; provides the opportunity to develop CLOs for our newest class, Comm 6, in our second year; and finally, permits CIN! to conduct full assessment in year 3 of our cycle which is SLOAC’s current recommendation for programs and divisions to streamline assessment and reflection since Elumen and other related support systems will be changing in the 2012-13 year.

For the purposes of this document, we will track normalized markers of success, in addition to, seeking students’ individual goals and helping them track their progress and success. Further, we will continue to engage with other educators who work guided by values and principles of social justice. This enables us to articulate and understand what others are doing and what they have found, in order to develop benchmarks and means of assessing social justice in the classroom. Finally, we will provide qualitative narrative and methodology, by conducting student-led focus groups in 2012-13 and 2013-14, to show that beyond these normalized quantitative markers, this learning community serves, not just the students who participate, but their school and their communities well.

ASSESSMENT SCHEDULE:Spring 2013

Fall2013

Spring 2014

Fall2014

Spring 2015

Fall2015

Spring 2016

Fall2016

Spring 2017

Courses: Comm 1, Eng 102,

Comm 6, Eng 1a, Comm 46

Group 1: Full Assmt

Discuss results;Report results

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Group 2:

Group 3:

Group 4:

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Appendix B2: “Closing the Loop” Assessment Reflections

As mentioned in Appendix B1, CIN! will conduct full assessment in the 2013-14 academic year. For the purposes of this document, we have listed the current CLOs for each of CIN’s core courses, but data will not be assessed until year 3 in our cycle.

Course Eng 102Semester assessment data gathered - future Fall 2013Number of sections offered in the semester 1Number of sections assessed 1Percentage of sections assessed 100%Semester held “Closing the Loop” discussion Spring 2014Faculty members involved in “Closing the Loop” discussion Carmen Johnston, Pedro Reynoso,

Felicia Tripp, Christy Warda

Course Comm 1Semester assessment data gathered Fall 2013Number of sections offered in the semester 1Number of sections assessed 1Percentage of sections assessed 100%Semester held “Closing the Loop” discussion Spring 2014Faculty members involved in “Closing the Loop” discussion Carmen Johnston, Pedro Reynoso,


Course Eng 1aSemester assessment data gathered Spring 2014Number of sections offered in the semester 1Number of sections assessed 1Percentage of sections assessed 100%Semester held “Closing the Loop” discussion Spring 2014Faculty members involved in “Closing the Loop” discussion Carmen Johnston, Pedro Reynoso,


Course Comm 6, Comm 46Semester assessment data gathered Spring 2014Number of sections offered in the semester 1Number of sections assessed 1Percentage of sections assessed 100%Semester held “Closing the Loop” discussion Spring 2014Faculty members involved in “Closing the Loop” discussion Carmen Johnston, Pedro Reynoso,


Form Instructions: Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all

sections assessed in eLumen.

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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

ENGLISH 102 CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE)

Defined Target Scores*

(CLO Goal)

Actual Scores** (eLumen data)

(CLO) 1:Student can organize a paper so that it is unified and coherent.

(CLO) 2:Student can respond to a topic, demonstrate critical thinking, comprehension and use of text to support ideas.

(CLO) 3:Student demonstrates sentence-level fluency and control of grammar.

(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?

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COMMUNICATION STUDIES 1 CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE)


(CLO Goal)


(CLO) 1:Recognize, define, and apply the principles of practical communication and communication theory

(CLO) 2:Listen to, evaluate, and respond appropriately to the ideas of others

(CLO) 3:Understand the variety of value systems people use in communications.

(CLO) 4:

ENGLISH 1A, & 7 CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE)


(CLO Goal)


(CLO) 1:Student can organize a paper so that it is unified and coherent.

(CLO) 2:Student can respond to a topic, demonstrate critical thinking, comprehension and use oftext to support ideas

(CLO) 3:Student demonstrates sentence-level fluency and control of grammar.

(CLO) 4:

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COMMUNICATION STUDIES 6 CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE)


(CLO Goal)


(CLO) 1:Recognize, define, and apply the principles of aesthetic communication and performance theory.

(CLO) 2:

Listen to, evaluate, and respond appropriately to the ideas and performances of others.

(CLO) 3:Appraise, analyze, and synthesize traditional and nontraditional texts for performance and production.

(CLO) 4:

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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?

n/a

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?

n/a

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?

n/a


n/a

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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?

n/a


n/a

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?

n/a


n/a

E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.

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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?

n/a

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?

n/a

3. What is the nature of the planned actions (please check all that apply)? Curricular Pedagogical Resource based Change to CLO or rubric Change to assessment methods Other:_________________________________________________________________

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Appendix C: Program Learning OutcomesConsidering your feedback, findings, and/or information that has arisen from the course level discussions, please reflect on each of your Program Level Outcomes.

To design our PLOs in our first program year, we held brainstorming sessions with the CIN Student Advisory Board and CIN Leadership Team. Now in our second program year, we will continue this on-going process to ensure that our PLOs reflect students’ needs and goals while also incorporating faculty desires. The PLOs below are listed with their related CWLGs and additional indicators to illustrate CIN program goals and values.

PLO #1: Students will understand and practice social justice in their communities.Aligned with CWLGs: Global and Cultural Involvement and Civic EngagementAwareness, knowledge and behaviors associated with PLO #1:

o Students will gain an understanding of anti-bias, anti-racist, multicultural, diverse perspectives

o Students will identify how they play a role within organizational structures, oppressions and community issues

o Students will demonstrate an understanding of organizational structures, institutions, and oppressions

o Students will gain an increased sense of agency through enacting, organizing, praxis related to their increased social justice awareness and knowledge

PLO #2: Students will demonstrate empathy in communication with others.Aligned with CWLGs: CommunicationAwareness, Knowledge and Behaviors associated with PLO #2:o Students will develop the abilities to express their own opinions, listen to alternative

perspectives and create new collaborative ideaso Students will increase their competencies related to multiple aspects of diversity (including

race, gender, socioeconomic status, etc.)o Students will increase their literacies through technology and researcho Students will utilize expressive arts to demonstrate their awareness of their own and others’

perspectives

What questions or investigations arose as a result of these reflections or discussions?Explain: N/A. Because this is our second program year, we have recently designed our PLOs in our first year. The PLOs will be researched through qualitative methods in our second year and fully assessed in our third year as described in our assessment schedule.

What program-level strengths have the assessment reflections revealed?Strengths revealed: N/A. Because this is our second program year, we have recently designed our PLOs in our first year. The PLOs will be researched through qualitative methods in our second year and fully assessed in our third year as described in our assessment schedule.

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What actions has your discipline determined might be taken to enhance the learning of students completing your program?Actions planned: N/A. Because this is our second program year, we have recently designed our PLOs in our first year. The PLOs will be researched through qualitative methods in our second year and fully assessed in our third year as described in our assessment schedule.

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. 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. N/A. We are a developmental-transfer level English program.

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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? The PSCN course within our program will help students achieve success in college by giving them more support to move through their Student Educational Plan.

What is your specific goal and measurable outcome? PSCN course, have a 100% completion rate of course and 80% rate of completion on additional CIN courses.

What is your action plan to achieve your goal?

Activity (brief description)Target Completion Date

Required Budget (Split out personnel, supplies, other categories)

Because this initiative depends on FTEF there’s not much we can do without budget approval.

FTEF

How will you manage the personnel needs?New Hires: Faculty # of positions Classified staff # of positions

X 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:X 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?XNo Yes, explain:

Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?XNo Yes, explain:

Do you know of any grant funding sources that would meet the needs of the proposed project?XNo Yes, list potential funding sources:

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How does your initiative address the college's Strategic Plan goal, or significantly improve student learning? A Certificate/AA-T in Social Justice Leadership will honor the work students have done in CIN. A sense of accomplishment and community will help students complete their studies. The AA-T will guarantee students transfer into the CSU system. Additionally because no other community college has a Certificate/AA-T in Social Justice Chabot will be seen as an innovator and students will be drawn to our campus!

What is your specific goal and measurable outcome? Certificate/AA-T in Social Justice Leadership. 30 students receive this documentation by 2016.




Research information in developing Certificate/AA-T. 4/1/13

Choose classes for program 5/1/13

Complete necessary paperwork, await approval 10/1/13

Prepare documentation to get Certificate/AA-T on the books 1/1/14

How will you manage the personnel needs?New Hires: Faculty # of positions Classified staff # of positions

X 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)

X Require additional funding to continue and/or institutionalize the project (obtained by/from):


Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?XNo Yes, explain:

Do you know of any grant funding sources that would meet the needs of the proposed project? Not yet

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How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?

This initiative would focus on pre-collegiate activities, particularly, the immersion of new CIN students to community college life, with a strong emphasis on transfer requirements and career goals. Such an initiative would also enhance CIN visibility both on campus and in the community since we would be working closely with nearby high schools in the area.

What is your specific goal and measurable outcome? Develop a CIN Summer Bridge Program in collaboration with local high schools to begin the summer of 2015.




Strengthened relationships with neighborhood high schools ongoing

Plan bridge program 2013-2014

Recruit student teachers 2013-2014

Look for funding ongoing

How will you manage the personnel needs?X New Hires: students Faculty # of positions Classified staff # of

positions X 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)

X Require additional funding to continue and/or institutionalize the project (obtained by/from):


Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?

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No X yes possibly Yes, explain:

Do you know of any grant funding sources that would meet the needs of the proposed project? Not yet

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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: __1__2. If you are requesting more than one position, please rank order the positions.

Position Description1. CIN Coordinator Coordinate activities and efforts of CIN program2.

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 the data, CIN has a high persistence rate in our coruses. 79% of students successfully moved from Eng 102-1a between Fall 2011-Su 2012; with only 21% being non-successful. Once students complete English 102 they go on to find success in their additional classes. In order to capitalize on the success of the English classes, coordination would be helpful in recruitment and retention strategies for the additional CIN classes. Often because recruitment happens later for our other classes, students are less prepared and subsequently have lower success rates. A CIN coordinator would allow us to focus on recruitment and increase our retention and persistence strategies

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.

As we all know, learning communities offer one of the best shots for students towards their success. The sense of community and case-management helps students feel connected and more directed towards their goals. CIN is a great model for student success because it is based purely on interest and a desire for community. With the college moving more towards a learning community model, it is imperative that learning communities are strengthened so they can offer best practice methods to other budding communities. Having a coordinator will help us develop these practices, increase recruitment and retention, and enhance programming in general. It is nearly impossible to complete all the programming tasks as full-time faculty with full loads and responsibilities.

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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: ______

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.

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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 .

In regards to FTEF, we would like to receive funding for College Study Skills Class (PSCN 15). Historically, all learning communities have had a PSCN 15 to offer support to their students. We have not had one, and we’d like to fully utilize the skills and talents of our team member, Felicia Tripp. We are lucky to have a dedicated counselor embedded in our program, however our students are not getting to benefit from her expertise because they do not have regular contact with her. Students enrolled in PSCN 15 get a well-rounded learning community experience because they have more instructors supporting their progress and offering encouragement. Moreover, valuable skills are offered in that class which enable student success. According to the data, PSCN 15 is highly productive class. In each of the face-to-face sections over the past three years, the class has been over-enrolled, at 100%-103% rate respectively. It is a one unit class that serves over forty students. If offered within the CIN program, the majority of our students enrolled Freshman year would be able to take the class, thus increasing their chance for success and a sense of community.

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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__

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

1. Learning Assistants To assist in the English and Communication Studies courses

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.

We would like to receive learning assistants for the CIN program in the English and Communication Studies courses. We have had much success when using them in our classrooms. For the English classes, students have met with the Learning Assistants outside of class to work on essays and further their understanding of the readings. Learning Assistants also have led writing workshops which the students have found beneficial. In the Communication Studies Courses learning assistants have planned workshops and assisted students in developing their projects. They have coached students on their speeches as well. The data around Learning Assistants shows more engagement in classes where they are present. Learning Assistants in the CIN program will definitely add to our success.

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

$ $

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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

Morningstar Training $1200 On campus facilitation and training of CIN faculty in social justice methods and communication. Sustainability of program and professional development to ensure longevity of faculty.

Host a social justice learning community conference

$1500 Host colleagues to develop social justice curriculum across the disciplines and best practices for this particular pathway

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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.

* 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): Change It Now Office

Building/Location: 100

Description of the facility project. Please be as specific as possible.The Change It Now office is a space for program meetings and events. Currently we are always scrambling for meeting space. It would be great for students to have a recognizable CIN space on campus.

What educational programs or institutional purposes does this equipment support? The CIN program is based in the Language Arts department. English and Communications Studies are the foundations for the program. Moreover the classes offered in the CIN program meet the majority of the classes students need for transfer. Having a space will help gel the program and create a sense of unity and pride.

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

Student success, retention and persistence is at the heart of the Strategic Plan Goal. These are aspects CIN has had success. The office will create community with students so they could offer encouragement. Also, one of our team members is a counselor, Felicia Tripp. Within our office space she could offer informal counseling support to help students meet their goals to move through their Student Educational Plans quickly and effectively. This office space would hold social justice lesson plans so other instructors interested in social justice could visit and receive professional development support. CIN is the only learning community developing curriculum to help students better understand the inequities of their experiences all while building community and offering support to help them overcome these oppressions. This space will only strengthen the work we are doing.

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appendix a: budget history and impact - chabot college program reviews/cin… · web viewin year...

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