Chabot College Program Review Report Sociology Year One of Program Review Cycle

Transcription

1 Chabot College Program Review Report Sociology Year One of Program Review Cycle Submitted on October 24, 2014 Contact: Dr. Christina Mendoza

2 Table of Contents _X Year 1 Section 1: Where We ve Been Section 2: Where We Are Now Section 3: The Difference We Hope to Make Year 2 Section A: What Progress Have We Made? Section B: What Changes Do We Suggest? Year 3 Section A: What Have We Accomplished? Section B: What s Next? 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 _X_YEAR ONE 1. Where We ve Been - Complete Appendix A (Budget History) prior to writing your narrative. Limit your narrative to nomore than one page. As you enter a new Program Review cycle, reflect on your achievements overthelastfew years. What did you want to accomplish? Describe how changes in resources provided to your discipline or program have impacted your achievements. What are you most proud of, and what do you want to continue to improve? In the previous program cycle, the major goals we accomplished in Sociology were the creation of the AA-T degree in Sociology and the establishment of two new courses in Sociology (SOCI 5 and SOCI 6). We are pleased with the degree that students can now earn. The sociology AA-T degree was the second highest on the list distributed by Institutional Research documenting the increase in graduates between (4 degrees) and (15 degrees). Sociology has also offered both of the new courses that were proposed when the degree became available to students. Our goal was to also promote the new Sociology major to students and to build a connection with the Sociology department at CSU East Bay. When the degree was first available, we provided an information session for students about the new major where we invited a counselor was present to answer students questions. In Spring 2014, we teamed with the counseling department where we participated in a transfer degree information session for students interested in Sociology as a major. We also connected with the Sociology CSU department by inviting the Dean of Sociology, Patricia Jennings, to speak to sociology majors about the Bachelors degree in Sociology. She provided information about her department and about careers in sociology. We hope that by providing this connection with CSU East Bay, students become better acquainted with the requirements for a Bachelors degree and will transfer to a four year institution. Another goal we accomplished was to showcase student individual achievement and success in our courses. For three semesters, sociology students presented their end-ofthe-year research project at a poster session at Chabot College. Spring 2013 and Fall 2013, students in SOCI 2 participated in our Sociology Department Poster Session. Students shared their research to the campus in a lively and friendly environment. In the Spring 2014, students in SOCI 1 presented at our campus Research Symposium using posters. We were proud of our students achievements and students had the opportunity to show the campus what they learned and their deep knowledge of their research topics. Due to the vacancy in a college webmaster, we were not able to achieve the goal of updating the Sociology website. But now that the position is slated to be filled, we hope to do this in this next cycle. We are most proud of the establishment of the major and the offering of two new courses in Sociology. There appears to be a strong student interest in majoring in Sociology and we are glad that we are able to serve this student need. 1

4 2. Where We Are Now - Review success, equity, course sequence, and enrollment data from the past three years at Please complete Appendices B1 and B2 (CLO's), C (PLO's), and D (A few questions)before writing your narrative. Limit your narrative to twopages. After review of your success and retention data, your enrollment trends, your curriculum, and your CLO and PLO results, provide an overall reflection on your program. Consider the following questions in your narrative, and cite relevant data (e.g., efficiency,persistence, success, CLO/PLO assessment results, external accreditation demands, etc.): What are the trends in course success and retention rates (based on overall results and CLO assessments) in your program? Do you see differences based on gender and/or ethnicity? Between on-campus and online or hybrid online courses? Provide comparison points (college-wide averages, history within your program, statewide averages). 1. Success and persistence rates. Compared to campus In examining the overall Basic Success data of the discipline of Sociology, we are pleased to report that the student success rates have improved 3%, from 67% in Fall 2011 to 70% in Spring Compared to the college, our success rate is slightly higher than the Chabot College success rate (69%). The trend also shows a significant decline in the number of students who withdrew from our classes in the last three years (Fall 2011, 15%; Spring 2014, 11%). By course The course in sociology with the highest success rate is SOCI 5 (Research Methods). This course has only been offered twice and there was significant increase in the success rate from Spring 2013 (57%) to Spring 2014 (82%). We attribute the high success rates in this course to several reasons. This course is a specialized course that is specific to the sociology major. Although it is a GE course, many Sociology majors enroll in this course and these students often have taken sociology courses in the past. The course with the lowest success rates is SOCI 1 (Principles of Sociology). The success rates of this course in the last three years ranges from 64% to 69%. We attribute the lower success rate of this course primarily to the structure of the course. This course is a survey which covers ten to fifteen different topical areas in Sociology and for many students this course is the first time students learn how to view and understand the social world from a Sociological perspective. Even though this rate is low, it is the same as the success rates for course across Chabot College as a whole and the success rates have increased in the last 3 years. To improve the success rate of this class, our department plans to hold meetings where faculty can discuss pedagogy and best classroom practices. 2

5 Across Demographics In the comparative data on gender, we do not see any significant difference between the success rates of men and women. The success rates for men in Fall % and in Spring 2014 it was 70%. For women the pattern was similar where Fall 2011 showed 67% and Spring %. In regards to the success rates by racial and ethnic groups, the results varied by group. In the last three years, the success rates of almost all the racial and ethnic groups have increased. The African American category has increased significantly from 60% (Fall 2011) to 75% success in our courses in Spring The data indicate that Latinos/as are among the largest group enrolling in our classes. Their success rate also rose from 63% (Fall 2011) to 66% in Spring 2014 The White category has decreased from and 82% (Fall 2011) success rate to a 70% (Spring 2014) success rate. Among all the groups, Filipinos and Asian Americans show the highest success rates in our courses. Although Whites have lower success rates than Asians (78% in Spring 2014) and Filipinos (82% in Spring 2014), their success rates are slightly higher than African American and Latino/a Students (Spring 2014: Whites 70%, African American 66%,and Latino/a 66%). 2. Distance education vs. face-to-face courses. The online courses with the highest success rates are SOCI 5 (82% success rate, Spring 2014), SOCI 4 (80% success rate, Spring 2014), SOCI 2 (71% success rate, Spring 2014). SOCI 1 has the lowest success rate, which is 63% in Fall 2013 (most recent data available). We are pleased with the success rates of our online courses. Compared to the distance education success rates across the college, which is 63%, sociology classes are either at this rate or well above the rate. We plan to continue with our current pedagogy. 3. The Difference We Hope to Make - Review the Strategic Plan goal and key strategies at forpr.pdf prior to completing your narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resource Requests) to further detail your narrative. Limit your narrative to three pages, and be very specific about what you hope to achieve, why, and how.what initiatives are underway in your discipline or program, or could you begin,that would support the achievement of our Strategic Plan goal? Over the next three years, what improvements would you like to make to your program(s) to improve student learning? What are your specific, measurable goals? How will you achieve them? Would any of these require collaboration with other disciplines or areas of the college? How will that collaboration occur? Chabot is in the process of creating our next Educational Master Plan which will last between six and ten years (under discussion). Please include goals and vision for your program(s) and the college under the The Difference We Hope to Make section. Educational Master Plans are generally large enough in scope to be flexible. They are used in particular at the District Level to guide in facility and community planning.(program Review will not be the only way that we communicate our needs to the writing team) 3

6 Our Goals Our primary goal for this program review cycle is to continue to promote and support students who are interested in earning the AA-T degree in Sociology. This goal is aligned with the Chabot College Strategic Plan Goal. We hope to achieve this goal with the following: - We plan to make information about out AA-T degree available to students on the Sociology website. Currently, our website is outdated and to better serve students we hope to update the website with information about our degree, contact persons, and other important sociology related links for students interested in majoring in sociology. We hope to update our website once the College has employed a webmaster. - We plan to continue to connect with CSU East Bay Sociology department and provide students access to this information. In Spring 2014 we invited them to campus, we hope in the future to also be able to take our students to visit their department. Providing this connection to students may motivate students to finish their degrees here at Chabot and pursue a 4 year institution and higher. - We plan to once again work with CIN! and offer a SOCI 1 course as a CIN! course. Since CIN! students are interested in issues related to social justice issues, sociology is a good fit for many of these students in this pathway. By teaming with CIN!, we hope to support students who are interested social issues. - We also hope to collaborate with the Chabot Pathway to law school initiative by creating and offering SOCI 2 as a Service Learning course. This course would provide hands-on experience for students interested in pursuing careers related to serving communities and reaching out to the various social needs of communities in our area. Students who are considering law school and students who are sociology majors would have the opportunity to engage experiential learning and will gain important insight into the social needs of our communities. We hope to develop this class and work closely with a local community organization to provide students this opportunity. This course fits closely with our primary program goal and with Chabot College s strategic plan. It also offers our department the opportunity to work closely with Pre-law program. Improvements to student learning - Learning sociology involves learning theories that help explain how our society is structured. Students can then take these theories and apply them to real world circumstances. To better teach students about how to understand the functioning of social institutions, social structures, and social group, incorporating engaging and informative vides into lecture supports student learning. Students can then learn how to apply theory and learn more about a social issue. We have requested a selection of videos to use in our classrooms that will engage 4

7 students and that can be used to help students understand topics covered in class and to encourage classroom discussions. - We have ordered a set of classroom iclickers. We plan to use these clickers for both students and instructors to get a better sense of how well the students understand the material. These iclickers can be used for a quick classroom assessment, for in-class activities that involve group work, or to survey the class anonymously. Students have responded positively to the incorporation of iclickers in the classroom, therefore we plan to use them more on a regular basis to liven the classroom, encourage discussion, and improve student learning. 5

8 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 Classified Staffing (# of positions) 0 Supplies & Services Technology/Equipment Other TOTAL Budget Received Budget Requested Budget Received 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. We requested laptops to be used by students in the classrooms. This was a request that was aligned with different departments and the details of the request is located in the Political Science Program Review. 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? 6

9 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. X 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. SOCI 1 SOCI 2 SOCI 3 This Year s Program Review *CTL forms must be included with this PR. Data collected F14, CTL will occur S15 Data collected F14, CTL will occur S15 Data collected F14, CTL will occur S15 Last Year s Program Review not submitted not submitted not submitted 2-Years Prior *Note: These courses must be assessed in the next PR year. not submitted not submitted not submitted CTL complete not submitted not submitted SOCI 4 SOCI 5 CTL complete not submitted not submitted SOCI 6 CTL complete not submitted not submitted 7

10 Appendix B2: Closing the Loop Course-Level Assessment Reflections. Course SOCI 5 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 Dr. Susan Tong and Dr. Mendoza 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:. Navigate the U.S. Census and interpret census data (CLO) 2: Propose a relationship between two variables (CLO) 3: Identify the key components of an empirical study Defined Target Scores* (CLO Goal) Actual Scores** (elumen data) 70% 87% scored above the defined score 70% 70% scored above the defined score 70% 73% scored above the defined score (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? 8

11 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? The students did well on this CLO outcome. The students were able to navigate the census and interpret the data. 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? This is a good exercise that students were interested in and was to useful to them. They had the opportunity to see how data is collected and interpreted, which is a skill important in studying sociology. 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? The score was on target. 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? This is a fundamental skill required in sociology. These scores reflect the preliminary assessment of these variables. Later in the semester, students built upon this skill. Data analysis is necessary in upper division classes in sociology. In the future, to get a better idea as to how students perform on this assessment, we will single it out this learning outcome towards the end of the semester. 9

12 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? The scores for this outcome was slightly above target. 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? The students did well on this assessment. Analyzing an empirical study is a difficult task and students had to acquire many important skills to complete this assignment. We were pleased with the outcome. D. COURSE-LEVEL OUTCOME (CLO) 4: 1. How do your current scores match with your above target for student success in this course level outcome? 2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED. 10

13 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? This is the first time this class is assessed. 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 content and the learning opportunities are appropriate for the outcomes that we are measuring. The course materials prepared to students to perform well on these assessments, so we are pleased with the structure of the course and the content students are learning. We plan to continue with the current structure and material of the course. 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: 11

14 Appendix B2: Closing the Loop Course-Level Assessment Reflections. Course SOCI 4 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 Dr. Tong; Dr. Mendoza 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 family patterns using the three theoretical perspectives- functionalism, conflict, and symbolic interactionism (CLO) 2: Explain demographic trends that are impacting families in the United States. (CLO) 3: Use culture as a tool to analyze the variety of marriages and families Defined Target Scores* (CLO Goal) 70% 74% 70% 88% 70% 100% Actual Scores** (elumen data) (CLO) 4: If more CLOs are listed for the course, add another row to the table. * Defined Target Scores:What scores in elumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4) **Actual scores: What is the actual percent of students that meet defined target based on the elumen data collected in this assessment cycle? 12

15 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 scores were slightly above the set 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? The students were asked to explain each of these theories in regards to different types of family patterns. Being able to understand these concepts and use them is one of the more challenging skills students learn in this class. In the future, it would be useful to integrate these concepts throughout the semester. 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? Explain demographic trends that are impacting families in the United States. 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? Students scored very well on this learning outcome and we are pleased with the results. We plan to continue teaching demographics using similar techniques in the future. 13

16 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? The student scored above 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? This was based on a class discussion and everyone on the class was able to understand how culture related to family. The SLO is a good measure of an important course outcome. This concept is integrated throughout the course and at the end students had a good command of the concept. In the future we may want to require a higher level of analysis. D. COURSE-LEVEL OUTCOME (CLO) 4: 3. How do your current scores match with your above target for student success in this course level outcome? 4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED. 14

17 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? None, the students have scored well on these SLOs. 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 students in this class are learning key sociological concepts that they can carry with them to other sociology classes. We plan to continue with the current pedagogy. 6. 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: 15

18 Course SOCI 6 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 Faculty members involved in Closing the Loop discussion Dr. Christina Mendoza 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: Students will understand the social construction of gender (CLO) 2: Students will understand how institutions are gendered and shaped by gender (CLO) 3: Students will understand the social consequences to gender inequality Defined Target Scores* (CLO Goal) Actual Scores** (elumen data) 70% 82% scored above the defined score 70% 82% scored above the defined score 70% 80% scored above the defined score (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? 16

19 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? The scores matched well. Eighty-two percent of students scored above the 70% CLO goal. 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? Based on the data gathered, students grasped the concept of gender as a social construction. This SLO was examined using a paper on gender socialization and toys, where they had to visit a toy store, analyze the toys, and then apply the idea of gender as socially constructed. Students did well on this assignment. This concept is a core idea in this class and is taught throughout the semester. We plan to continue with the current pedagogy. 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? The scores matched well. Eighty-two percent of students scored above the 70% CLO goal. 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? This SLO is also taught throughout the semester. To measure this learning outcome, students wrote a short paper analyzing social institutions from a gendered lens. The students did well on this paper. We are pleased at the results. 17

20 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? The scores matched well. Eighty percent of students scored above the 70% CLO goal. 6. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what reflections and insights do you have? Students also did well on this SLO. Students wrote a short paper analyzing the gendered inequalities in households by conducting informal interviews and then applying what they learned to the topic of gender inequality. This concept is also taught throughout the semester, so students have a good understanding of gender inequality when writing this assignment. 18

21 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? This is the first time this course is assessed. 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? This assessment reveals that that students in the class are learning the key concepts in the study of the sociology of gender. For this assessment, we used three short papers to measure student learning. This approach was informative since we could how students communicated these ideas in their essays. In the future, we plan to continue with the current structure and material of the course. 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: 19

22 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: Sociology PLO #1: Compare and contrast social structures (such as families, race/ethnic groups, religions) using the sociological perspective. PLO #2: Use culture as a social construct to explain social phenomena. PLO #3: PLO #4: What questions or investigations arose as a result of these reflections or discussions? These PLOs continue to be relevant. In every sociology class, students learn how to understand social phenomena using the sociological perspectives. In assessing the CLOS, the CLOs are linked well to the PLOs in the discipline and reflect the major topics students should be learning in this course. What program-level strengths have the assessment reflections revealed? The assessments revealed that across our courses, students are learning the core concepts of Sociology. What actions has your discipline determined might be taken to enhance the learning of students completing your program? We are discussing sharing pedagogical techniques in the classroom to improve student understanding of societal structures. Our current approach in regards to content/pedagogy seem to be successful in enhancing student learning and success in the classroom. 20

23 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, this Fall (2014) we updated all the course outlines in Sociology so they can remain current. 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) No, we have not. We only have one course that has not been taught in 5 years, this is SOCI 10, Introduction to Asian American Studies. We would like to offer this class, but we have not found an instructor for this course. We plan to cross-list this course with Ethnic Studies, which will provide a larger pool of qualified applicants. 3. Have all of your courses been offered within the past five years? If no, why should those courses remain in our college catalog? No. The only course that has not been offered is SOCI 10, please see question #2 for more details. 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, they all do. 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. Four of the six sociology courses (SOCI 2, SOCI 4, SOCI 5, SOCI 6) have been assessed and CTL forms are complete. For two courses (SOCI 1 and SOCI 3), the data will be collected Fall 14 and the CTL forms will be completed Spring 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, PLOs have been developed and assessed. 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, students who have taken English 1A have a 78% success rate in Sociology 1. 21

24 Appendix E: Proposal for New Initiatives (Complete for each new initiative) Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee Purpose: A New Initiative is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both internal and external funding. How does your initiative address the college's Strategic Plan goal, or significantly improve student learning? What is your specific goal and measurable outcome? What is your action plan to achieve your goal? Activity (brief description) Target Completion Date Required Budget (Split out personnel, supplies, other categories) How will you manage the personnel needs? New Hires: Faculty # of positions Classified staff # of positions Reassigning existing employee(s) to the project; employee(s) current workload will be: Covered by overload or part-time employee(s) Covered by hiring temporary replacement(s) Other, explain 22

25 At the end of the project period, the proposed project will: Be completed (onetime only effort) Require additional funding to continue and/or institutionalize the project Will the proposed project require facility modifications, additional space, or program relocation? No Yes, explain: Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements? No Yes, explain: Do you know of any grant funding sources that would meet the needs of the proposed project? No Yes, list potential funding sources: (obtained by/from): 23

26 Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000] Audience: Faculty Prioritization Committeeand Administrators Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts Instructions: Please justify the need for your request. Discussanticipated improvements in student learning and contribution to the Strategic Plangoal. 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 1. Number of new faculty requested in this discipline: 1_ STAFFING REQUESTS (1000) FACULTY PLEASE LIST IN RANK ORDER Faculty (1000) Position Description Program/Unit Division/Area Instructor of Sociology Full-time faculty member Sociology Department Arts, Humanities, and Social Sciences Rationale for your proposal. Please use the enrollment management data. Data that will strengthen your rationale include FTES trends over the last 5 years,ft/pt faculty ratios,recent retirements in your division, total number of full time and part-time faculty in the division, total number of students served by your division, FTEF in your division, CLO and PLO assessment results and external accreditation demands. 24

27 For the last three and a half years, the Sociology department has only had one full-time instructor. Since SPRING 2012 there have been between 16 and 21 Sociology sections offered each FALL and SPRING semester. Yet there is only one fulltime instructor in Sociology. For the current semester (FALL 2014) fewer than 29% of Chabot s Sociology courses are being taught by a fulltime instructor. And, overall, during the past six SPRING and FALL semesters fewer than 30% of Chabot s Sociology courses have been taught by a fulltime instructor. SEMESTER TOTAL SECTIONS (3CAH each) # TAUGHT by FT FALL (6/21=28.6) SPRING FALL SPRING FALL SPRING TOTAL (31/105=.2952) ** Summer semesters are not included in these calculations 2. 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. See page 4 for details of the learning goals and the alignment with the strategic plan. 25

28 Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000] Audience: Administrators, PRBC Purpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent) classified professional positions(new, augmented and replacement positions).remember, student assistants are not to replace Classified Professional staff. Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal, safety, mandates, and 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: STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS PLEASE LIST IN RANK ORDER Classified Professional Staff (2000) Position Description Program/Unit Division/Area STAFFING REQUESTS (2000) STUDENT ASSISTANTS PLEASE LIST IN RANK ORDER Student Assistants (2000) Postion Description Program/Unit Division/Area 26

29 2. Rationale for your proposal. 3. 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. 27

30 Appendix F3: FTEF Requests Audience: Administrators, CEMC, PRBC Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty Contract. Instructions: In the area below, please list your requested changes in course offerings (and corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze enrollment trends and other relevant data athttp:// COURSE CURRENT FTEF ( ) ADDITIONAL FTEF NEEDED CURRENT SECTIONS ADDITIONAL SECTIONS NEEDED CURRENT STUDENT # SERVED ADDITIONAL STUDENT # SERVED SOCI SOCI Rationale: Sociology courses are overfull with long waiting lists across sections. Both these courses are American Cultures requirements and will easily fill. 28

31 Appendix F4: Academic Learning Support Requests [Acct. Category 2000] Audience: Administrators, PRBC, Learning Connection Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants, supplemental instruction, etc.). Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding. 1. Number of positions requested: 2. If you are requesting more than one position, please rank order the positions. Position Description 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. 29

32 Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000] Audience: Administrators, Budget Committee, PRBC Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds. Instructions: In the area below, please list both your current and requested budgets for categories 4000 and 5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any requested funds beyond those you received this year. Please also look for opportunities to reduce spending, as funds are very limited. Supplies Requests [Acct. Category 4000] Instructions: 1. There should be a separate line item for supplies needed and an amount. For items purchased in bulk, list the unit cost and provide the total in the "Amount" column. 2. Make sure you include the cost of tax and shipping for items purchased. Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local, state or federal regulations or those regulations of a accrediting body for a program. Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not received in the requested academic year. Priority 3: Are requests that are enhancements, non-critical resource requeststhat would be nice to have and would bring additional benefit to the prog needed totals in all areas Description Request Requested Received Request Amount The Peter's World Map **Monopoly Games (6) Amazon AHSS **iclicker set (1) 3, iclicker AHSS **rolling bag for clickers (1) staples AHSS **Large Wall Post it Notes (4) staples AHSS Vendor Divisio n/unit Priority #1 Priority #2 Priority #3 ODTmaps. com AHSS 1 30

33 **Small post-it notes (4 packs of staples AHSS **Videos various AHSS **These requests have been funded through the instructional supply mid-year request in September 2014 Contracts and Services Requests [Acct. Category 5000] Instructions: 1. There should be a separate line item for each contract or service. 2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.) Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local, state or federal regulations or those regulations of a accrediting body for a program. Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not received in the requested academic year. Priority 3: Are requests that are enhancements, non-critical resource requeststhat would be nice to have and would bring additional benefit to the program. augmentations only Description Amount Vendor Division/Unit Priority #1 Priority #2 Priority #3 31

34 Appendix F6: Conference and Travel Requests [ Acct. Category 5000] Audience: Staff Development Committee,Administrators, Budget Committee, PRBC Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development Committees in allocation of funds. Instructions:Please list specific conferences/training programs, including specific information on the name of the conference and location. Note that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of need that could perhaps be fulfilled on campus, and to establish a historical record of need. Your rationale should discuss student learning goals and/or connection to the Strategic Plan goal. Description Amount Vendor Division/Dept Priority #1 Priority #2 Priority #3 Notes American Sociological Association $750 AHSS/Sociology #1 This is the major sociology meeting where faculty and scholars and learn and share new sociological research. 32

35 Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000] Audience: Budget Committee, Technology Committee, Administrators Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee. Instructions: Please fill in the following as needed to justify your requests.if you're requesting classroom technology, see 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. Instructions: 1. For each piece of equipment, there should be a separate line item for each piece and an amount. 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. For bulk items, list the unit cost and provide the total in the "Amount" column. 2. Make sure you include the cost of tax and shipping for items purchased. Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local, state or federal regulations or those regulations of a accrediting body for a program. Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not received in the requested academic year. Priority 3: Are requests that are enhancements, non-critical resource requeststhat would be nice to have and would bring additional benefit to the program. Description Amount Vendor Division/Unit Priority #1 Priority #2 Priority #3 33

36 34

37 Appendix F8: Facilities Requests Audience: Facilities Committee, Administrators Purpose: To be read and responded to by Facilities Committee. Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of reprioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for equipment or supply requests. Instructions: Please fill in the following as needed to justify your requests.if requesting more than one facilities project, please rank order your requests. Brief Title of Request (Project Name): Building/Location: Description of the facility project. Please be as specific as possible. What educational programs or institutional purposes does this equipment support? Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning? 35