Chabot College Political Science & International Studies Program Review Report Year 1 of Program Review Cycle.

Transcription

1 Chabot College Political Science & International Studies Program Review Report Year 1 of Program Review Cycle Political Science Submitted on October 24, 2014 Contacts: Jessica Gallucci, Sara Parker

2 Table of Contents Year 1 Section 1: Where We vebeen Section 2: Where We Are Now Section 3: The Difference We Hope to Make Required Appendices: A: Budget History B1: Course Learning Outcomes Assessment Schedule B2: Closing the Loop Assessment Reflections C: Program Learning Outcomes D: A Few Questions E: New Initiatives F1: New Faculty Requests F2: Classified Staffing Requests F3: FTEF Requests F4: Academic Learning Support Requests F5: Supplies and Services Requests F6: Conference/Travel Requests F7: Technology and Other Equipment Requests F8: Facilities

3 1. Where We ve Been The achievements of the Political Science program over the last three years have been substantial. The goals set forth in the last Program Review cycle were wide-ranging and included: modernizing the curriculum, developing an AA-T degree in Political science, revising the AA degree in International Studies, and subsequently increasing the numbers of majors and graduates with those degrees. Another toppriority was to improve student success rates in the Introduction to American Government course and to regularly evaluate student-learning outcomes. Increasing student successis closelyconnected to an ongoing programmatic goal of the Political Science Department to provide Political Science students (and Chabot students generally) withmyriadacademic enrichmentand support opportunities. With regard to curricular/graduation goals, we were extremely successful. There were zero International Studies degrees granted between 2006 and Since the revised degree became available, five International Studies AA degrees have been awarded. No Political Science AA existed at Chabot prior to The AA-T became availablein 2012 and in the following two years there were10 political science graduates. We expect this growth trend to continue. All courses in Political Science are evaluated on a three-year cycle. Some of the improvements that have been made as a result of these assessments include: updates to the Course Outlines of Record, the inclusion of more variety in assessment methods, the hiring of highly specialized part-time faculty, and an enhanced focus on writing and research through the Student Research Symposium project. The success rate for Introduction to American Government currently stands at 63%. The success rate three years prior was 55%. This twelve point difference is notable and may be attributed to the college s increased focus on Basic Skills. Those racial groups with the lowest levels of success are African-American, Hispanic, Filipino and Two or More races. It is striking, however, how much the levels of success change from semester, often ranging as much as fifteen percentage points. Every year political science has hosted and co-sponsored events and educational enrichment opportunities for political science majors, students, and the campus community to supplement their academic instruction. Many parallel projects led by or offered in collaboration with other disciplines or programs have served to support the above goals more broadly. For example, in and the Political Science program designed and offered a Leadership course to support the work of student government on campus. In 2013, Political Science contributed to Chabot ssuccessful application to participate in the California Community College Pathway to Law School program. Political Science has worked in collaboration with the Library to offer a Student Research Symposium since was the largest year to date; four faculty members from different disciplines committed to integrating a research component into their courses with library support. Students from all four classes presented their research on the theme of Institutions and Inequality to the campus community. A guest lecture by Sociologist Victor Rios closed the event. In Fall 2014, Political Science embarked on a coordinated effort to promote voter registration efforts. A Stop, Drop and Register Drill brought California Secretary of State Deborah Bowen and U.S. Congressperson Eric Swalwell to campus to support our efforts. 1

4 Increasing student voter registration and turnout is an ongoing goal for the Political Science program. New full time faculty member Jessica Gallucci has worked with a group of students from Campus Camp Wellstone on a voter registration, education and turnout campaign in support of Dr. Hanson s Vote 60by50 program. Those students registered 70 fellow students to vote and are working on developing voter education programming (posters on campus, a ballot party, etc.) in partnership with the Passion and Purpose program. The Political Science department has applied for and been the recipient of funds to support students inside and outside the classroom. The following summarizes these resources: Basic Skills/Title III Grant to support the Student Research Symposium (2011, 2012, 2014) Student Senate of Chabot College (SSCC) funding to support the annual Law and Democracy Lecture and Campus Camp Wellstone student activism training (2011, 2012, 2013, 2014) Faculty Inquiry Group (FIG) to evaluate the role of Civic Engagement as a College Wide Learning Goal (2012) SSCC funding to support a Political Science field trip to Sacramento (2012) Street Law Grant to support the Law and Democracy course (2013) Technology Equipment funding to purchase a mobile lab (classroom set of laptops) SSCC funding to support Political Science outreach event (2014) California Trust Pathways funding to support development of a Political Science Internship program (2014) (Pending) SSCC funding to support interdisciplinary field trip to Alcatraz (2014) The most important development in terms of resource allocationfor Political Science was the hiring of a new full time faculty member, Jessica Gallucci. The need for a second full time faculty member was well documented in the last program review cycle and grounded in the Chabot College strategic target to help all students achieve their educational goals. With a new full time faculty member, the Political Science program will be able to further develop the Political Science and International Studies majors, evaluate and improve our course offerings, establish career and community partnerships, provide students with outside of the classroom opportunities, and continue to engage in interdisciplinary collaborations. We will continueimproving our support for majors and non-majors through three broad goals: 1) create community and major-specific opportunities for political science and international studies students with the goal of increasing graduation and transfer rates; 2) continue touse evaluation methods and develop strategies to ensure studentsuccess across all political science courses; 3) provide relevant programming and opportunities to the entire student body with the goal of increasing civic engagement and promoting global citizenship. 2. Where We Are Now The Political Science program has been a program led by a sole faculty member for the past six years. The program has nevertheless grown tremendously over that period of time ad now offers 15 sections and an AA-T in Political Science and an AA in International Studies were 2

5 created. We have increased the number of students who take our courses across demographic groups. We currently offer a myriad of civic engagement opportunities for students as well as offer programming to students on areas and topics of interest throughout the year. Now that the program has grown in staffing, having added an additional full time faculty member, we are planning to increase community building with students and continue to strive to increase student participation in all of our programs, both curricular and co-curricular. Our curriculum is very innovative. We offer a wide range of Political Science courses each year, which is not the case at many community colleges throughout the state. Furthermore, we offer courses like Law and Democracy and Leadership Lab which deepen our breadth and set us apart from other colleges in the area. Political Science has stayed on target in assessing nearly all of our courses over our Closing the Loop three year cycle. We have had success in students meeting the defined SLO targets. In the three classes assessed, students were capable of meeting or exceeding our CLO defined targets in all instances. This is notable especially for the introductory American Government course, which attracts students from all possible demographic groups and levels of preparation for college-level work. Teachers in these classes have been able to meet and discuss strategies for achieving continued student success in this course and devise strategies to continue to promote student learning in this class. Students demonstrated high levels of success in attaining the CLOs for the Law and Democracy course, fulfilling the goal of having a departmental capstone course. Perhaps unsurprisingly, those highly active and motivated students participating in SSCC had very high levels of attainment of the learning targets in the Leadership Lab. It is difficult to make conclusive judgments both about the meaningfulness of the data trends in our department and about what may have caused the highly varying trends demonstrated semester-by-semester. The success rate for Introduction to American Government currently stands at 63%. The success rate three years prior was 55%. However, the success rate the semester immediately after that the rate was at 66%. It is not clear what this huge jump was attributable to. Our students have greater success, on average in our online courses, but, the data changes considerably from semester to semester so we would need additional data points and more teachers teaching online to begin to understand how the online format in itself may help or hinder student success and retention. Those racial groups with the lowest levels of success across course type are African-American, Hispanic, Filipino and Two or More races. It is striking, however, how much the levels of success change from semester to semester within these groups, often ranging as much as ten percentage points, then instantly shifting back down many points, and then back up again. The lack of equity across race and ethnicity is a very real issue and in a majority minority serving institution it is squarely our job to find ways to tackle the achievement gap. The data, however, varies widely from semester to semester and make it difficult to draw conclusions from the data alone. When one has no reliable patterns that can be discerned from the data, it is important to look at scholarship on these issues done with much larger data sets which can give us additional guidance on helping underrepresented students. There are many tried and tested 3

6 methods for increasing student success amongst underrepresented students that are diffuse throughout the literature (i.e. increasing student participation in the AAC&U s High Impact Practices like Internships, Diversity and Global Learning, Writing Intensive Courses and First Year Seminars proven to on average give students of color a level of success that exceeds that of white students when students of color participate in more than one). After instituting our Internship programs we would be interested in the possibility of offering a Writing Intensive Political Science course or a First-Year Seminar, for instance, in order to help to narrow the gap. George Kuh shigh Impact Educational Practices American Association of Colleges and Universities,

7 It is especially important that we make these inroads because of the importance of Political Science degrees in the future job markets our students will encounter. In 2008 Forbes magazine ranked the major in Political Science as the 9th most lucrative for recent graduates and in 2014 the magazine ranked the Master s degree in Political Science as the #8 overall best Master s degree for job placement with a mid-career salary of $93,800 and a projected 21% growth in employment for jobs associated with the degree. Political Science is furthermore the #1 undergraduate degree amongst students in US law schools and public administration Master s programs. A major in Political Science is also a common minimum qualification for city, county, state and federal jobs and civil service classifications. It is not surprising, then, that in 2011 the National Association of Colleges and Employers (NACE) ranked Political Science as the #1 most in demand liberal arts major by employers. Therefore, we must find innovative ways to increase student success in Political Science courses and interest in our discipline. It is also striking that we do not have more students enrolled in the POSC1 course. This course is one of the central courses to the CSU American Institutions requirement, and is in itself a required course for many undergraduate degrees and for anyone applying for a teacher s credential program in the state of California. Most community college students take POSC1 regardless of their major for this reason. While it is true that you can fulfill this requirement by taking two history courses, most students do not take this route and instead take this Political Science course along with one history course. It is important that more Chabot College students are informed of the centrality of POSC1 course in their pathway towards their bachelor s degree. 3. The Difference We Hope to Make The Political Science and International Studies department has developed a comprehensive plan to help achieve the Strategic Plan Goal. In the process we wish to increase student success and equity by providing programming that increases student engagement with students, faculty and the college experience in hopes of creating more of a Chabot college home for students the type of home that so many 4-year college students experience in their major departments. We also wish to increase student equity and success by continuously improving our pedagogy, curriculum and course offerings through the evaluation and closing the loop process. The longterm vision for Political Science and International Studies is defined by the following 3goals: I. Create community and major-specific opportunities for political science and international studies students with the goal of increasing graduation and transfer rates. 1. Direct faculty support and communication with Political Science and International Studies majors. This will include: a. Connecting students to transfer and career resources b. Providing ongoing information about opportunities c. Regular communication in the form of a blog/newsletter d. Maintaining an alumni network e. Opportunities for career development 5

8 2. Provide on campus and off campus extra curricular activities and programming including: a. On campus: events, speakers, deepen ongoing partnerships with Student Senate, Passion and Purpose, Change it Now! Community College Pathway to Law School, the Law and Democracy Program, the Great Debate, and grow the Student Research Symposium. b. Off campus: internship, volunteer and service learning opportunities. 3. Develop a strong transfer network with local four-year institutions, with a specific focus on California State University, East Bay Political Science and International Studies major programs. II. Continue to use evaluation methods and develop strategies to ensure student success across all political science courses. 1. Use the 3-year SLO evaluation cycle to continually self-assess Political Science courses. 2. Increase part-time participation in assessment activities and department activities. 3. Engage in professional development activities to improve instruction and content knowledge. 4. Develop an International Studies Advisory Board comprised of faculty from other disciplines (central to degree completion) who are interested in being actively involved in the development and promotion of the International Studies major. 5. Continue to evaluate departmental offerings to ensure that we have courses that respond to student demand and interests. 6. Collaborate with Counselors and other support services and learning communities on campus to increase student retention and success in all courses. 7. Create a Writing Intensive Political Science class that would allow students to learn disciplinary knowledge and hone writing skills in context. Additionally, create and offer a Political Science or International Studies First Year Seminar course. These practices have been proven by the AAC&U s LEAP Initiative to be high impact practices that leads to increased student equity and success. III. Provide relevant programming and opportunities to the entire student body with the goal of increasing civic engagement and promoting global citizenship. 1. Continue to grow the Student Research Symposium. 2. Engage in voter registration, education and outreach, and get out the vote activities. 3. Offer symposia, brown bag lunches, and guest speakers, on an ad hoc basis to respond to contemporary political and international issues. 4. Support and co-sponsor similar programming with Chabot and community programs/partners. 5. Continue to respond to student interest in civic engagement, club, and field trips, Model UN, study abroad opportunities by investigating their potential and moving forward when appropriate and feasible to do so. What are your specific, measurable goals? How will you achieve them? 6

9 Our specific, measurable goals can be encapsulated in two broad and mutually supportive categories: 1. Increased Student Participation in Political Science and International Studies Curricular Offerings (including increasing the number of students taking our courses, number of majors and number of graduates) 2. Increased Student Participation in Political Science and International Studies Co- Curricular Offerings (including creating Political Science internships, initiating Faculty/Student gatherings, increasing communication with students and alumni, working with students on political action on campus). Would any of these require collaboration with other disciplines or areas of the college? How will that collaboration occur? Yes! In particular, goal number 3 will necessitate collaboration with other disciplines and other areas of the College, including Student Services, the Office of Student Life, the Library, and many individual departments and programs on campus. The Political Science and International Studies program has a history of strong cooperation with programs across campus and looks forward to deepening existing relationships, as well as creating new ones. Political science intersects with every field of study and strongly believes that interdisciplinary collaboration and programming serves to help students make critical connections about the world. The ability to make those connections better prepares students to succeed academically and in their careers. 7

10 Appendix A: Budget History and Impact Audience: Budget Committee, PRBC,and Administrators Purpose: This analysis describes your history of budget requests from the previous two years and the impacts of funds received and needs that were not met. This history of documented need can both support your narrative in Section A and provide additional information for Budget Committee recommendations. Instructions: Please provide the requested information, and fully explain the impact of the budget decisions. Category Budget Requested Budget Received Budget Requested Budget Received Classified Staffing (# of positions) Supplies & Services Technology/Equipment 0 0 *Approx 35,000 *Approx 35,000 Other N/A N/A N/A N/A TOTAL ,000 35,000 *PLEASE NOTE: this technology request was for all of Social Sciences (9 programs), not just Political Science. 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. 2. The classroom set of computers has just arrived and has not, as of yet, been made available to faculty for use in their classrooms. Nonetheless, we anticipate the impact will be extremely positive. A number of faculty members designed new activities and modified their curricula in anticipation of the classroom set of laptops and look forward to trying out these new ideas. On the 10/16/14 Flex Day, a session will introduce faculty to the laptops as well as the clickers (received as part of the budge request) and provide an opportunity to share suggestions with one another for how this new technology can support teaching and student learning. 3. 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? N/A 8

11 Appendix B1: Student Learning Outcomes Assessment Reporting Schedule I. Course-Level Student Learning Outcomes & Assessment Reporting (CLO-Closing the Loop). A. Check One of the Following: No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be submitted with this Year s Program Review. Note: All courses must be assessed once at least once every three years. Yes, CLO-CTL were completed for one or more courses during the current Year s Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed this year and include in this Program Review. B. Calendar Instructions: List all courses considered in this program review and indicate which year each course Closing The Loop form was submitted in Program Review by marking submitted in the correct column. Course *List one course per line. Add more rows as needed. American Government (POSC 1) Selected Topics in Comparative Politics (POSC 10) CA, State and Local Gov t (POSC 12) Comparative Politics (POSC 20) Political Theory (POSC 25) International Relations (POSC 30) Law and Democracy (POSC 45) Leadership Lab (POSC 51) This Year s Program Review *CTL forms must be included with this PR. Submitted *Unable to submit due to course being taught by part-time faculty. Submitted Submitted Last Year s Program Review 2-Years Prior *Note: These courses must be assessed in the next PR year. Submitted Submitted Submitted Submitted 9

12 Appendix B2: Closing the Loop Course-Level Assessment Reflections. Course American Government Semester assessment data gathered Spring 2014 Number of sections offered in the semester 10 Number of sections assessed 3 *Note: part time faculty who assessed 3 additional courses are not currently teaching at Chabot and were unable to participate in closing the loop conversations. Percentage of sections assessed 33% Semester held Closing the Loop discussion Fall 2014 Faculty members involved in Closing the Loop discussion Sara Parker Form Instructions: Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment Reporting Schedule. Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in elumen. Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO. Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole. PART I: COURSE-LEVEL OUTCOMES DATA RESULTS CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE ) (CLO) 1:Ability to take and persuasively support a political position with evidence and argumentation. Defined Target Scores* (CLO Goal) At least 65% of the class scoring a 3 or 4. Actual Scores** (elumen data) Approximately 70% of the class scoring a 3 or 4. (CLO) 2:Understand of the origins, structure, and institutions of American Political system and the value of this knowledge in sustaining American democracy. At least 65% of the class scoring a 3 or 4. Approximately 75% of the class scoring a 3 or 4. (CLO) 3:Explain the principles and major provisions of United States and California Constitutions. 10 At least 65% of the class scoring a 3 or 4. Approximately 65% of the class scoring a 3 or 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?

13 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? Students are very successful in taking a political position but have more difficulty supporting that position with evidence and argumentation. At times, opinion and conjecture take the place of quality information, data, and reliable evidence. Still, almost 2/3 of students across 3 sections were able to use information to substantiate their position on an issue. 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? Students improve their ability to incorporate evidence and argumentation (and gain confidence in doing so) when they practice! Despite large class sizes in introductory sections, students need to be regularly asked to read and to write. This can and should take place in multiple ways in class through discussion, smaller formative assessments, as well as on in class exams and outside of class with assignments and projects. 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? Students do well on this learning outcome. Civic responsibility is one of the campus wide learning goals and the themes of social justice, engagement, and community improvement are themes that run throughout many courses at Chabot. In American Government, students learn more about the historical context of those ideas and institutions that support civic participation. 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? A targeted focus to make the course relevant to students through contemporary and historical connections helps. For example, the use of a current events assignment and/or the incorporation of current events into the course helps students both follow contemporary American political developments, and illuminates some of the relationships between course content and class material. Encouraging students to attend talks and seminars on campus also exposes them to new ideas and makes the material more real. 11

14 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? Students do understand the federal Constitution. Successfully comparing/contrasting with the California constitution is somewhat more difficult. The outcomes are on par with the goals of the program but, nonetheless, we would still like to see higher results. 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? Anecdotally, there appears to be a connection between election years and student interest and success on this course-learning outcome. This makes sense because there is more focus and attention on both California and national political issues (elections). During these semesters, there is a great opportunity to capitalize on this innate interest. During other semesters, a focus on local political issues may make it easier for students to make sense of the different pieces of local/state/federal political systems. 12

15 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? Since the previous assessment cycle, I have made four changes in my courses: 1) I have increased the relative importance of in-class participation. This has increased the regular daily attendance in class and student engagement. 2) Incorporated more activity-based learning that is tied to contemporary political debates and issues. 3) Use free online source materials instead of a textbook in increase student ability to access reading. I also incorporate a mix of primary sources, government resources, academic and news media commentary and analysis. 2. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? The program has a real strength in engaging students. In Spring 2014, approximately 35% of students attended at least one of the extracurricular opportunities presented in class. American Government also has strong retention, with many students who start the course remaining and attending over the semester. As a discipline it is important that we continue to make American Government a course that relates to students lives for all students, not just those who are political science majors. 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: 13

16 Appendix B2: Closing the Loop Course-Level Assessment Reflections. Course Law and Democracy Semester assessment data gathered Fall 2013 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held Closing the Loop discussion Fall 2014 Faculty members involved in Closing the Loop discussion Sara Parker Form Instructions: Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment Reporting Schedule. Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in elumen. Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO. Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole. PART I: COURSE-LEVEL OUTCOMES DATA RESULTS CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE ) (CLO) 1:Analyze the cultural, economic, and political environment of civil rights movements. (CLO) 2:Apply legal concepts to contemporary political debates. (CLO) 3:Define and evaluate three basic features of American democratic government: representation, citizenship, participation. Defined Target Scores* (CLO Goal) At least 65% of the class scoring a 3 or 4. At least 65% of the class scoring a 3 or 4. At least 65% of the class scoring a 3 or 4. Actual Scores** (elumen data) Approximately 65% of the class scoring a 3 or 4. Approximately 80% of the class scoring a 3 or 4. Approximately 75% of the class scoring a 3 or 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? 14

17 PART II: COURSE- LEVEL OUTCOME REFLECTIONS C. COURSE-LEVEL OUTCOME (CLO) 1: 3. How do your current scores match with your above target for student success in this course level outcome? The students met the target on this CLO but will continue to work on ways to help students think about topics from multiple angles. 4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? This class is informally known as a capstone course, meaning that we set high expectations for students. It is important that students are able to do more than merely define civil rights movements but also to put it in a context. We have continuously improved the set of readings we provide the students and incorporated additional structure, reading, writing, and annotation support into the course. D. COURSE-LEVEL OUTCOME (CLO) 2: 3. How do your current scores match with your above target for student success in this course level outcome? The class exceeded this target. 4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? We have been very successful at developing a model whereby students are taught how to, and then given the opportunity to practice regularly, applying a political and a legal lens to contemporary issues. This is one of the first topics we cover in class. We then demonstrate how to use the IRAC technique (Issue, Rule, Application, Conclusion) to evaluate and assess issue. 15

18 C. COURSE-LEVEL OUTCOME (CLO) 3: 3. How do your current scores match with your above target for student success in this course level outcome? Students also exceeded the target on this CLO. Students are able to go beyond the definitions and to really demonstrate their familiarity with the complexity of these topics. For example, students are able to speak to both sides of issues; are able to demonstrate how the way we think about these concepts have changed over time; and how seemingly straightforward concepts (such as representation ) are often far more complicated in practice. 4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? This course-learning outcome is very relevant to students. We continue to try to find ways to tap into that natural connection in class and through extra-curricular opportunities. This year we were able to do this very successfully with the 60by50 campaign that strives to bring attention to and raise our campus-voting rate to 60% by the 50 th Anniversary of the Voting Rights Act. 16

19 PART III: COURSE REFLECTIONS AND FUTURE PLANS 4. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? Based on the data we have gathered and analyzed, we made changes in the assignment structure to the course. We ask students to write regularly both in think pieces and during in-class essays. These opportunities give students the chance to practice what is described above in Part II, get frequent feedback, and improve the next time. It also challenges students to be able to articulate their ideas under different circumstances (such as brief written work, longer substantive writing, and under time constraints). We have updated our reading every semester since initially offering the course. The updates have allowed us to: a) ensure that the curriculum is contemporary and the topics are current; b) make improvements based on our assessment of what articles, chapters, etc. worked well and which ones did not. 5. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? The assessment reveals strength in critical thinking training. Students are being taught how to think and express their ideas based on close analysis of text and through regular class activities and discussions. We find that incorporating an opportunity for smaller group work as part of an activity or guided discussion questions every class allows students to practice this analysis. Therefore, we have modified our teaching practice to incorporate this kind of work into almost every lecture. We have also found that it is more effective to cover few topics more deeply, so we have eliminated two broad topics from our syllabus, but incorporated more scholarship and perspectives into the other topics. This has also improved students ability to make connections between topics, which is extremely beneficial in helping them achieve the college wide goals of critical thinking and communication. In this team-taught course, students benefit from the unique attributes and styles of both instructors. Therefore we have increased the degree to which students are mixed up in their discussion sections. This also gives the instructors the opportunity to work with all of the students on a regular basis, not just those who are in their assigned section. Lastly, we updated the CLOs and rubric for Law and Democracy in Fall What is the nature of the planned actions (please check all that apply)? Curricular Pedagogical Resource based Change to CLO or rubric 17

20 Change to assessment methods Other: Instructor-Student engagement 18

21 Appendix B2: Closing the Loop Course-Level Assessment Reflections. Course Leadership Lab Semester assessment data gathered Spring 2014 Number of sections offered in the semester 1 Number of sections assessed 1 Percentage of sections assessed 100% Semester held Closing the Loop discussion Fall 2014 Faculty members involved in Closing the Loop discussion Sara Parker Form Instructions: Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment Reporting Schedule. Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in elumen. Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO. Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole. PART I: COURSE-LEVEL OUTCOMES DATA RESULTS CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER BY COURSE ) (CLO) 1:Able to articulate personal skills and values and to make decisions and act in congruence with personal values. Defined Target Scores* (CLO Goal) At least 65% of the class scoring a 3 or 4. Actual Scores** (elumen data) 100% of students scoring a 3 or 4. (CLO) 2:Works cooperatively with others; seeks the involvement of others; seeks feedback from others. At least 65% of the class scoring a 3 or % of students scoring a 3 or 4. (CLO) 3:Write and speak effectively; effectively articulates abstract ideas. At least 65% of the class scoring a 3 or 4. 80% of students scoring a 3 or 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? 19

22 PART II: COURSE- LEVEL OUTCOME REFLECTIONS E. COURSE-LEVEL OUTCOME (CLO) 1: 5. How do your current scores match with your above target for student success in this course level outcome? Students participated in a variety of evaluations and hands on activities over the course of the semester to practice a variety of leadership skills. Students in the class were able to self-evaluate their strengths and contribute to projects that matched their skill set. 6. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? The experience teaching the leadership class re-affirmed my understanding that hands on learning provides great teaching opportunities. The more that skill-based learning can be incorporated into a classroom setting, the better. Furthermore, taking a project from idea to reality teaches students what works in the real world. F. COURSE-LEVEL OUTCOME (CLO) 2: 5. How do your current scores match with your above target for student success in this course level outcome? None of the activities or events that the students carried out were done solo. All of them required multiple contributors. The students planned together, participated together, and de-briefed together. 6. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? One of the challenges that students regularly faced had to do regarding interpersonal communication and unequal distribution of workload. Having this experience was valuable for future endeavors in the workplace. I would recommend anyone teaching this class spend more time on interpersonal relationships, how to build strong working relationships, and effective communication techniques. 20

23 C. COURSE-LEVEL OUTCOME (CLO) 3: 5. How do your current scores match with your above target for student success in this course level outcome? A small number of students continued to struggle with public speaking and being able to effectively and succinctly state and/or defend their position. 6. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? One resource that could help address this issue would be the Communications Lab. The leadership class would be well served by taking advantage of the Lab drop in hours. Possibly future instructors could arrange for a guest lecture or session by a communications instructor about how to speak effectively in front of an audience and in a governmental setting. 21

24 PART III: COURSE REFLECTIONS AND FUTURE PLANS 7. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions? I taught this course three times. Each time, the curriculum improved significantly and the academic scaffolding was enhanced. At first the curriculum was essentially all practicum but I realized that integrating theory and practice (and readings on both) would provide a stronger framework for their practice. 8. Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights? The configuration of the course changed as a result of my experience teaching the course. The amount of hours spent in class versus doing was modified for the incoming instructor. One of the broad takeaways for the Political Science department is that there is a natural relationship between Student Government and our program. Many students who are Political Science majors can gain great experience through participating in student government. The Leadership Lab course will now be offered as a General Studies class instead of a political science course, but students in our program should be encouraged to take it if interested in leadership. 9. 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: 22

25 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: Political Science PLO #1:Develop analytical capacities so that students are able to analyze complex local, domestic, and international political events. PLO #2:Familiarize students with the issues surrounding the exercise of political power. What questions or investigations arose as a result of these reflections or discussions? Overall, faculty are paying close attention across all courses to the importance of helping students connect course material to everyday politics, whether local (California government), national (American Government) or international (Comparative Politics or International Relations). What program-level strengths have the assessment reflections revealed? Strengths revealed:the assessments in political science revealed that students appreciate and perform better when the material is relevant to their lives. Their analytical capabilities improve when they are asked (and practice) relating class ideas to their own lives and the world around them. High expectations about reading, particularly academic level peer reviewed journals and texts, and primary sources along with current events ensure that students are being adequately challenged. What actions has your discipline determined might be taken to enhance the learning of students completing your program? Political science is committed to enhancing the experience both of majors and of non-majors in our program. Civic engagement among college students generally is low and this is also true of Chabot students. As a part of the broader program goal to encourage civic engagement on the Chabot campus and beyond, our curriculum asks students to voice and express their opinions regularly and to learn how to support their positions with evidence, evaluate ideas from multiple perspectives, and to gain media and research literacy skills and communicate their positions effectively. One of our new initiatives speaks specifically to civic engagement: the Law and Democracy (Political Science and Administration of Justice partnership) 60by50 campaign to increase student voter registration, contribute to voter education, and increase voter turnout. Program: International Studies PLO #1:Develop a strong comprehension of international politics and U.S. foreign policy. PLO #2:Encourage active engagement with international affairs current events. PLO #3:Ability to link international developments to national politics and elections, and the everyday activities of individuals. 23

26 What questions or investigations arose as a result of these reflections or discussions? Explain: The international studies program is in growth mode. As increasing numbers of students express an interest in global affairs, the program must be ready to accommodate that demand with course offerings both in terms of number and in terms of content. Sara Parker will be a Fulbright Scholar to China in Spring 2015 and expects that this experience will bring new ideas and energy into the program upon her return. Additionally, her sabbatical proposal (currently under review) proposes enrolling in graduate courses on Latin American Law and Politics. New full time faculty member Jessica Gallucci brings strong global experience to the program, as well, with expertise in Italian and European studies. These experiences will allow a greater variety of courses offered under the Selected Topics in Comparative Politics title and also infuse a truly global perspective into all political science courses. What program-level strengths have the assessment reflections revealed? Strengths revealed: The interdisciplinary nature of this degree is one of its main strengths. By exposing students to many subjects they have a well-rounded experience and the opportunity to take courses in many disciplines, with many faculty members. What actions has your discipline determined might be taken to enhance the learning of students completing your program? Sara has engaged in several conversations with Chabot College Foundation Director Maria Ochoa about increasing the visibility of the International Studies program in the community, linking to some of the local non-profit organizations with an international focus, connecting with Hayward s Sister City in China, and fundraising to support future growth of the International Studies program. 24

27 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? Yes. 2. Have you deactivated all inactive courses? (courses that haven t been taught in five years or won t be taught in three years should be deactivated) Yes. 3. Have all of your courses been offered within the past five years? If no, why should those courses remain in our college catalog? Yes. 4. 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. 5. 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. 6. 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. 7. If you have course sequences, is success in the first course a good predictor of success in the subsequent course(s)? N/A 8. Does successful completion of College-level Math and/or English correlate positively with success in your courses? If not, explain why you think this may be. Yes. 25

28 Appendix E: Proposal for New Initiatives Increased Student Participation in Political Science and International Studies Curricular Offerings Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee Purpose: A New Initiative is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both internal and external funding. How does your initiative address the college's Strategic Plan goal, or significantly improve student learning? Increase the number of students that achieve their educational goal within a reasonable time by clarifying pathways and providing more information and support. What is your specific goal and measurable outcome? - Increasing the number of students taking Political Science courses - Increase number of students declaring major/intending to major in Political Science & International Studies - Increase number of students transferring into Political Science/International Studies majors at 4-year colleges and universities - Increase number of students graduating with an AA-T in Political Science and an AA in International Studies What is your action plan to achieve your goal? Activity (brief description) Increasing understanding throughout the campus (amongst students, counselors, etc.) that the POSC1 course fulfills half of the CSU American Institutions Requirement Informing students about the potential of the Political Science major in the job market Encouraging transfer students to apply for the AA-T and AA degrees Creating closer linkages with CSUEB s Political Science and International Studies departments including student visits, etc. Target Completion Date Spring 2016 Fall 2015 Spring 2016 Fall 2015 How will you manage the personnel needs? New Hires: Faculty # of positions Classified staff # of positions Required Budget (Split out personnel, supplies, other categories) $ 250 parking passes for CSUEB 26