Chabot College
Student Services
Program Review Report
2015 -2016
Year 2 of
Program Review Cycle
Counseling
Submitted on
Contact: Laura J. Alarcón
Team: Katrin Field and Stacey Moore,
Table of Contents
___ Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
_
_X
_ 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
____ YEAR ONE
Note: Chabot is in the process of creating our next Educational Master Plan, to last six years.
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.
Please take this moment to reflect on your program’s larger term vision(s) and goals (6 years),
and to incorporate them into Program Review under the section “The Difference We Hope to
Make” as a separate paragraph or otherwise. The drafters of the Educational Master Plan will
be mining Program Review for contributions to the plan, with a commitment to read what
programs have submitted. IR has offered to work with programs to determine future market
trends to be incorporated into this year’s program review in relation to long-term goals. Please
contact Carolyn Arnold for support. We will have other avenues to communicate with the
Educational Master Plan Consultants. This is simply one avenue.
1. Who We Are
Limit your narrative to no more than one page.
Describe your unit--your mission, vision, responsibilities and the goals of your area. How does
your unit support other student services, administrative, and academic units? What impact do
you have on student learning? Describe the number and types of staff in your office, both now
and historically.
2. Where We Are Now
Complete Appendix A (Budget History) and Appendix B (Student Learning Outcomes/Service
Area Outcomes Inventory) prior to writing your narrative. Limit your narrative to no more than
two pages.
As you enter a new Program Review cycle, reflect on your achievements over the last few years.
What did you want to accomplish? What are your Student Learning Outcomes (SLOs) and
Service Area Outcomes (SAOs), and what progress have you made toward achieving them?
Describe how changes in resources provided to your office have impacted your achievements.
What are you most proud of, and what do you want to continue to improve?
Discuss important trends that will have a significant impact on your unit over the next three
years. Those could include technology, facilities, equipment, student demand. What
opportunities and challenges do your foresee in the next three years?
3. The Difference We Hope to Make
Review the Strategic Plan goal and key strategies at
narrative. Please complete Appendices E (New Initiatives) and F1-3 and 5-8 (Resource
Requests) as relevant to your needs 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 would you like to undertake to improve or strengthen your unit or to
address demand for your services?
•
What initiatives are underway in your area, or could you begin, that would support the
achievement of our new Strategic Plan goal and strategies and/or improve student
learning?
•
Identify specific, measurable goals and the resources needed to achieve them.
•
Over the next 6 years, what are your longer term vision(s) and goals? (Ed Master Plan)
____ YEAR TWO
Note: Chabot is in the process of creating our next Educational Master Plan, to last six years.
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.
Please take this moment to reflect on your program’s larger term vision(s) and goals (6 years),
and to incorporate them into Program Review under the section “What Changes Do We
Suggest” as a separate paragraph or otherwise. The drafters of the Educational Master Plan will
be mining Program Review for contributions to the plan, with a commitment to read what
programs have submitted. IR has offered to work with programs to determine future market
trends to be incorporated into this year’s program review in relation to long-term goals. Please
contact Carolyn Arnold for support. We will have other avenues to communicate with the
Educational Master Plan Consultants. This is simply one avenue.
A. What Progress Have We Made?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to writing your narrative. You should also
review your most recent success, equity, course sequence,
and enrollment data at
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:
•
What were your year one Program Review goals?
1. Improve Student Online Services (Room 709) by extending hours and staffing to meet student demand.
2. Expand Early Decision
3. Expand the promotion of registration awareness.
4. Establish full-time Mental Health Counselor to oversee Mental Health Services at Chabot. 5. Develop an online counseling program to meet Chabot’s online student demand.
6. Develop efficient staffing to assist the Chabot community in scheduling counseling appointments and to easily access information.
7. Counseling for Special Student Populations (Veterans, Athletes, etc.)
•
Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
The department experienced a severe loss of counselors due to retirement and voluntary
separation of one counselor. The department loss 6 counselors and we were able to hire 2
counselors over the summer. Therefore we were unable to meet most of our goals due to the
severe shortage of counselor/instructors.
The department hired a half time counselor assistant who helps with desk coverage especially
during the department extended hours (Wed and Thursday).
The development of online counseling started and is still in the works as one of the counselors
who provided online counseling took an administrator role and the other counselor might go
into a maternity leave next semester.
Early Decision has continued strong and the program was modified to maximize the delivery of
Math and English assessments on campus instead of at the high schools. Having students come
to campus for assessment, orientation and registration allowed classified professionals to
efficiently deliver services to students who were committed to attend Chabot.
•
What are you most proud of?
We are proud of the departments’ ability to do more with less given the severe shortage of
classified professionals and faculty that has hindered the faculty’s abilities to be more involved
on campus and other campus wide initiatives.
•
What challenges did you face that may have prevented achieving your goals?
Unable to hire more counselors in the summer negatively impacted our ability to be involved in
campus wide initiatives such as FYE and creation of pathways. It also negatively impacted our
ability to offer more PSCN classes and the delivery of online counseling.
•
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, SAO/PLO assessment results, external accreditation demands, etc.).
In 2010, the ACCJC recommended the counselor to student ratio to be 1 to 370 students
(source: http://www.asccc.org/resolutions/title-5-changes-include-counselor-student-ratio).
Given the retirements of 7 full time counselors and the new demands of the Student Success
and Support Program, which include providing student education plans for new and continuing
students, the Counseling Division does not have adequate staffing to address these needs in a
timely manner
(source:http://www.californiacommunitycolleges.cccco.edu/Portals/0/StudentSuccessTaskForc
e/SSTF_FinalReport_Web_010312.pdf). The Student Success and Support Program justifies the
need for more counselors, classified staffing and supplies/resources through its requirements
to provide educational planning for all students and the needs to utilize both technology in
educational planning and sustained interventions for students showing a lack of college
readiness which includes PSCN courses and learning communities
B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to
further detail your narrative. Limit your narrative to two pages, and be very specific about
what you hope to achieve, why, and how.
•
Given your experiences and student achievement results over the past year, what
changes do you suggest to your course/program improvement plan?
What: Improve Student Online Services (Room 709) by extending hours and staffing to meet student demand.
Why: Currently, Student Online Services (SOS) is staffed by just one classified professional. This means the SOS must close for lunch, as well as any time our staff member needs to attend meetings or is out sick. The SOS is essential to providing many student services. It acts as a resource for applying for financial aid, registering for classes, applying to the college, learning how to use Blackboard, overflow space for financial aid applications and assessment, issuing student IDs, learning how to use ClassWeb, job searches, and utilizing internet resources. When it’s closed, students lose access to these key services. Having the SOS opened throughout the school day ties directly into Strategic Goal #6, which emphasizes integration and streamlining student progress. Students having access to SOS services will be able to take care of multiple items in one place.
How: Hire an additional classified staff professional to work in the SOS. Purchase one student ID camera/printer combinations.
Goals: Increase the number of students utilizing Student Online Services. Increase the hours of operation of Student Online Services. Update and streamline the Student ID process.
Resources: Funding for a Staff Assistant 1 position. Funding for one student ID camera/printer combinations.
What: Expand Early Decision
Why: Chabot’s Early Decision (ED) program has consistently produced students who have higher success, persistence, and retention rates than the general student population. With the
implementation of the Student Success and Support Program, and its requirements for early student planning and mandatory matriculation, the ED program may need to be expanded. Plus, the program ties into Strategic Plan Strategies 3 and 4, which emphasize helping undecided students define goals and getting students on their “critical paths” quickly.
How: Expand and transform the Early Decision program to capture all new incoming students with no previous college experience. Additional classified staff and counseling faculty would be required. Goals: To increase the number of students completing the Early Decision process.
Resources: At a minimum, we would require one additional classified staff professional (Counselor
Assistant 2) to support the expanded program, and five additional Counselor/Instructor faculty. What: Expand the promotion of registration awareness.
Why: Chabot’s Registration Awareness Campaign encourages students to clear their holds and look up their date to register well in advance of Summer/Fall registration dates. Students who don’t register on their specified date handicap their ability to progress toward their education goal, as classes fill up quickly. This ties directly to Strategic Plan Strategy #5, which emphasizes student progress.
How: Continue to host Registration Awareness Week activities every Spring semester, as well as add additional promotions and marketing year-round.
Goals: To increase the number of students eligible to register on their earliest potential date to register, helping to insure forward progress toward educational goals, and meeting Student Success and Support Program requirements.
Resources: Minimum of $6000 to fund the marketing materials and student lunch.
What: Establish full-time Mental Health Counselor to oversee Mental Health Services at Chabot. Why: Currently, a general counselor is assigned at 75% to oversee Mental Health Services at Chabot. Creating a separate position specifically for Mental Health will not only free up an additional counselor for general counseling, but also address Chabot’s growing needs for mental health counseling. With the influx of student veterans and displaced workers, as well as the continuing needs of our student
population, an expansion of Mental Health Services is overdue. This ties into Strategic Plan Strategy #5, as it would free up additional hours for counselors to help students monitor their progress toward their educational goals, as well as supporting the mental wellness of our students.
How: Create full-time Mental Health Counselor/Coordinator position.
Goals: Increase the number of hours available for student appointments in counseling, both in mental health and general counseling.
Resources: Funding for one Counselor/Coordinator position.
What: Develop an online counseling program to meet Chabot’s online student demand. Why: Currently, 13% of our student population is online. Another 19% are evening students.
Developing an online counseling system would allow us to meet the needs of these students, providing them with an avenue to access counseling services from which they currently are excluded. This ties in with Strategic Plan Strategies 3, 4, 5, and 6.
How: Research online counseling options (previously conducted via sabbatical leave project), using the option that best fits the needs of our students.
Goals: Open online counseling service by Fall 2014.
Resources: Funding for an additional Counselor/Instructor faculty, as well as funding for updating the current secure online counseling platform.
What: Develop efficient staffing to assist the Chabot community in scheduling counseling appointments and to easily access information.
Why: With the loss of four classified staff positions over the past few years, counseling has made the difficult decision of not allowing students to schedule appointments over the phone. We also do not have a phone number where community members can call for information that is answered by a live person. We simply don’t have the staff to do so at this time. This has caused much frustration for students. This supports Strategic Plan Strategy 6, as phone access to the counseling office and phone appointment scheduling could streamline our processes and pathways for students.
How: Hire two additional Student Counselor Assistant – 1 classified staff professionals.
Goals: Counseling has the ability to schedule appointments and answer basic questions by phone by Fall 2014.
Resources: Funding for two Student Counselor Assistant – 2 positions. What: Counseling for Special Student Populations (Veterans, etc.)
Why: Student Veterans and Student Athletes face an ever-changing set of rules and regulations, and require full Student Educational Plans to remain eligible for their VA Benefits and athletic participation. For example, depending upon when a student athlete started college, what their NCAA qualifier status is, and where they want to transfer to after Chabot, there are 13 different sets of eligibility rules that could apply to them. We have over 500 Student Veterans on campus, and 450 Athletes, and each population needs its own dedicated counselor. Having counselors dedicated to serving each population will insure that these students get the educational planning required, while meeting current eligibility rules. Learning communities featuring PSCN courses tied to math, English, or other general education classes reserved specifically for these student groups could be created to better support our students. This supports Strategic Plan Strategies 3, 4, 5, 6, and 7.
How: Hire two additional Counselor/Instructor Faculty.
Goals: In collaboration with Veterans Services, and other academic disciplines, create specialized counseling programs, based out of Building 700, by Fall 2014.
Resources: Funding for two Counselor/Instructor positions. FTEF allocation to accommodate the additional PSCN support classes.
What: Establish full-time Assessment Coordinator/Counselor to oversee Assessment Services at Chabot. Why: Currently, the position of an assessment coordinator has been vacant for several years. The implementation of 3SP stresses the importance of staffing such a position to advert the changes ahead regarding assessment and how it fits in the matriculation process.
How: Create full-time Assessment Counselor/Coordinator position.
Goals: Increase the number of hours available for student appointments in counseling and work closely with the Assessment Center.
Resources: Funding for one Counselor/Coordinator position.
•
What new initiatives might you begin to support the achievement of our Strategic Plan
goal?
The hiring and training of new counselors and staff to better meet the demands of 3SP.
Close collaboration with FYE and other college wide initiatives.
To develop an online counseling system to accommodate the needs of our evening and online students, which make up about 32% of our student population combined. This is an imperative need as accreditation asks us to provide services for all students, regardless of whether they are evening, daytime, online, or in hybrid students.
At the moment counseling is severely impacted by both the Student Success and Support Program and its reworking of matriculation, as well as changes to financial aid eligibility. If current funding and staffing levels remain the same, counseling will be hard-pressed to accommodate the new mandates. Counseling will have to expand PSCN 25 offerings and probation interventions to
accommodate these mandates, as well. Cooperation of counseling, math, and English is imperative for the efficient implementation of the Student Success and Support Program. We will need to work together to streamline assessment procedures and other core services or face a loss of funding from the state.
We have the opportunity to continue to develop new and improved services for our students with the Student Success and Support Program, but face the challenge of development without
additional staff or resources, even though 80% of the college’s future funding will depend on providing these services. Another challenge is the constant-changing Student Success and Support Program guidelines and regulations. Many of the details are still being worked out, making it difficult to plan an exact response. Some great plans have been suggested, but finding the staff and financial resources to implement those plans remains a challenge.
•
What are your specific, measurable goals? How will you achieve them?
Goals: Increase the number of students utilizing Student Online Services. Increase the hours of operation of Student Online Services. Update and streamline the Student ID process.
How: Hire an additional classified staff professional to work in the SOS. Purchase one student ID camera/printer combinations.
Goals: To increase the number of students completing the Early Decision process.
How: Expand and transform the Early Decision program to capture all new incoming students with no previous college experience. Additional classified staff and counseling faculty would be required. Goals: To increase the number of students eligible to register on their earliest potential date to register, helping to insure forward progress toward educational goals, and meeting Student Success and Support Program requirements.
How: Continue to host Registration Awareness Week activities every Spring semester, as well as add additional promotions and marketing year-round.
Goals: Increase the number of hours available for student appointments in counseling, both in mental health and general counseling.
How: Create full-time Mental Health Counselor/Coordinator position. Goals: Open online counseling service by Fall 2014.
How: Research online counseling options (previously conducted via sabbatical leave project), using the option that best fits the needs of our students.
Goals: Counseling has the ability to schedule appointments and answer basic questions by phone by Fall 2014.
Resources: Funding for two Student Counselor Assistant – 2 positions.
Goals: In collaboration with Veterans Services, and other academic disciplines, create specialized counseling programs, based out of Building 700, by Fall 2014.
How: Hire two additional Counselor/Instructor Faculty.
Goals: Increase the number of hours available for student appointments in counseling and work closely with the Assessment Center.
How: Create full-time Assessment Counselor/Coordinator position.
•
Would any of these require collaboration with other disciplines or areas of the college?
How will make that collaboration occur?
Cooperation of Counseling, Math, and English is imperative for the efficient implementation of the Student Success and Support Program. We will need to work together to streamline assessment procedures and other core services or face a loss of funding from the state.
This will occur by hiring an Assessment Counselor Coordinator who could streamline the cooperation and communication with Math, English and Assessment Center.
•
Over the next 6 years, what are your longer term vision(s) and goals? (Ed Master Plan)
Assuming there are not retirement or separations in the next 6 yrs, our goal is to hire 12 additional counselors. Such a hiring is tie directly into Strategic Plan Strategies 3, 4, 5, 6, and 7, as well allowing to meet the mandates of the Student Success and Support Program. SSSP is a state mandate we are required to follow. If we want to be fully funded by the state in future years, we must hire additional counselors to assist in the provision of core services for all of our students. We cannot ignore this mandate, as 80% of future funding will depend on the provision of these services. Additional counselors will allow us to better help undecided students to define their goals, get students on their path faster, more closely help students monitor their progress along their pathway, streamline pathways, and build communities in conjunction with other disciplines. Also, Academic Senate for California Community Colleges recommends a counselor to student ratio is 1:370, which we acknowledge would be difficult to meet in these budget times, as it would require Chabot to have the equivalent of 37 counselors on staff. When you consider assign time and teaching responsibilities, we currently have an effective counselor to student ratio of approximately 1:1,583. Without assign and teaching time, that ratio is approximately 1:1,035.
___ YEAR THREE
Note: Chabot is in the process of creating our next Educational Master Plan, to last six years.
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.
Please take this moment to reflect on your program’s larger term vision(s) and goals (6 years),
and to incorporate them into Program Review under the section “What’s Next?” as a separate
paragraph or otherwise. The drafters of the Educational Master Plan will be mining Program
Review for contributions to the plan, with a commitment to read what programs have
submitted. IR has offered to work with programs to determine future market trends to be
incorporated into this year’s program review in relation to long-term goals. Please contact
Carolyn Arnold for support. We will have other avenues to communicate with the Educational
Master Plan Consultants. This is simply one avenue.
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to writing your narrative. You should also review your most recent success, equity, course sequence, and
enrollment data at
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:
•
What program improvement goals did you establish?
•
Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for student learning, program learning, and Strategic Plan
achievement.
•
What best practices have you developed? Those could include pedagogical methods,
strategies to address Basic Skills needs of our students, methods of working within your
discipline, and more.
•
Are these best practices replicable in other disciplines or areas?
•What were your greatest challenges?
•
Were there institutional barriers to success?
•
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, SAO/PLO assessment results, external accreditation demands, etc.).
•
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the development of future strategic initiatives for the college. In your narrative of one page or less, address the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to further detail your narrative and to request resources.
•
What goals do you have for future program improvement?
•
What ideas do you have to achieve those goals?
•
What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
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
2014-15
Budget
Requested
2014-15
Budget
Received
2015-16
Budget
Requested
2015-16
Budget
Received
Classified Staffing (# of positions)
4
Supplies & Services
$3,100
Technology/Equipment
$10,000
Other
$5,000
TOTAL
$18,100
1. How has your investment of the budget monies you did
We did not receive any additional monies last year.
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. 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? Not receiving the additional monies to replace faculty and classified professionals has severely impacted our ability to fully serve students. We have had to cut back and eliminate services, such as academic probation counseling appointments for Academic Probation One status students and not answering a main counseling phone line. We currently have the capacity to serve just one-third of our student population per semester.
Appendix B1: Student Learning Outcomes and/or Service Area Outcomes
Assessment Reporting Schedule. Note: If your service area does not offer
courses, skip the sections related to courses (B2, B3, and/or other sections related
to courses) and instead complete the Service Area Outcome section below.
Service Area Outcomes:
Audience: PRBC
Purpose:
Instructions:
ONGOING SLO/SAO
How Measured
Results/Discussion
SAO #1: Staff, Counselors, and
Student Assistants will indicate
satisfaction with work environment
on staff survey administered by
Institutional Research.
Survey Monkey We have not been able to conduct a
survey administered by Institutional
Research, however, we were able to
conduct survey monkey pre- and
post-surveys prior to our division
retreat last year, and satisfaction
rose slightly after the retreat.
SAO #2: Counseling Division
personnel will participate in
Division Meetings and Retreats and
propose solutions to policy and
procedural issues identified.
Tally of meeting
and retreat
attendance and
list of solutions
to
problems/issues
identified
Attendance has been consistent,
and a number of solutions have
been implemented, including a
streamlined appointment referral
slip, new process and forms for
academic probation, and new
process and forms for financial aid
educational planning.
SAO #3: Counseling Division
Committees, Coordinators, and
Administration will utilize student
data to inform decision-making on
policies, procedures, and curriculum
that affect student access,
retention, and success.
Track how SARS
and Banner
data is use to
inform
decision-making
Based on student usage data from
SARS, counseling has changed its
front desk and appointment
scheduling procedures. This has
maximized student access within
our limited resources, and reduced
our no show rate to just 13%.
SAO #4: Counseling Division will
utilize cross-functional teams to
improve service to students, such as
the Front Desk Committee, Dean’s
Advisory, International Students
Program Council, Matriculation
Review of
meeting
schedules and
and
membership –
does it reflect
Based on meeting discussions and
constituency feedback, new forms
and procedures were created, such
as a more precise prerequisite
override form, new Student
Advisory Committee, and new
technology initiative core groups,
such as Degree Audit and Web
Portal design teams, utilizing
Division Meetings to report back
and solicit input on
recommendations.
an ongoing
effort to ensure
services are
student-centered,
systems-oriented, and
contributing to
SLOs and
student success
form to maximize appointment
time, and new guidelines for
reviewing petitions to repeat
classes. Joint meetings with Las
Positas College Counseling have
been conducted, and
recommendations from those
meetings forwarded to
administrators.
SAO #5: The Counseling Division
will provide opportunities for
professional development through
input to the Dean’s Advisory and
Division Meeting agendas, as well
as supporting individual
professional development
opportunities for faculty and staff.
Professional
development
will be a
standing item
on the Division
and Dean’s
Advisory
agendas
While professional development has
not yet become a standing item on
the Division and Dean’s Advisory
agendas, staff have been able to
attend professional development
conferences, including the ACA
National Conference, Ensuring
Transfer Success, Veterans Services
Conferences, Athletic Counseling
Conferences, Eureka training, and all
flex day activities.
SAO #6: Develop cost-effective and
effectual services and processes to
implement Student Success and
Support Program mandates.
To be
determined
when plans for
implementation
have been
finalized.
Ongoing discussion: How will we be
able to meet the requirements of
the Student Success and Support
Program within our current
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.
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.
Note: All courses must be assessed once
at least once every three years.
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.
PSCN Course-Level Student Learning Outcomes are covered in the PSCN Academic Program
Review, so we’ve included our Service Area Outcomes here:
Course
*List one course per line. Add more rows as needed.
This Year’s Program Review *CTL forms must be included with this PR.
Last Year’s Program
Review 2-Years Prior *Note: These courses must be assessed in the next PR year.
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections. Note: If
your service area does not offer courses, skip Appendix B2
Course
Semester assessment data gathered
Number of sections offered in the semester Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
• Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program Review. These courses should be listed in
Form Instructions:
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen.
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule.
• 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.
C
ONSIDERT
HEC
OURSE-L
EVELO
UTCOMESI
NDIVIDUALLY(
THEN
UMBER OFCLO
S WILL DIFFER BY COURSE
)
P
ART
I:
C
OURSE
-L
EVEL
O
UTCOMES
–
D
ATA
R
ESULTS
Defined Target Scores* (CLO Goal)
Actual Scores** (eLumen data)
(CLO)
1:
(CLO)
2:
(CLO)
3:
(CLO)
4:
If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO? (Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data collected in this assessment cycle?
P
ART
II:
C
OURSE
-
LEVEL
O
UTCOME
R
EFLECTIONS
A.
C
OURSE-L
EVELO
UTCOME(CLO)
1:
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?
B.
C
OURSE-L
EVELO
UTCOME(CLO)
2:
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?
C.
C
OURSE-L
EVELO
UTCOME(CLO)
3:
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?
D.
C
OURSE-L
EVELO
UTCOME(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?
P
ART
III:
C
OURSE
R
EFLECTIONS AND
F
UTURE
P
LANS
1. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions?
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?
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
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. Note: If your area assesses
Service Area Outcomes rather than PLO’s, skip this section. Some areas may use both PLO’s
and SAO’s dependent on the program.
Program: ______
•PLO #1:
•
PLO #2:
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Program: _____
•PLO #1:
•
PLO #2:
•
PLO #3:
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
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" answer. Write n/a if the
question does not apply to your area.
1. Have all of your course outlines been updated within the past five years? N/A
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) N/A
3. Have all of your courses been offered within the past five years? If no, why should those courses remain in our college catalog? N/A
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 N/A
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. N/A
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. N/A
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. N/A
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
At the end of the project period, the proposed project will: Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project (obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation? No Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements? No Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project? No Yes, list potential funding sources:
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent three years, student success and retention data , and any other pertinent information. Data is available at
1. Number of new faculty requested in this discipline: ___
STAFFING REQUESTS (1000) FACULTY
PLEASE LIST IN RANK
ORDER
Faculty (1000)
Position Description Program/Unit Division/Area
1. Counselor
Instructor Assessment Coordinator/Counselor
2. Counselor Instructor
Student Success and Support Program Implementation, replaces previous retirement
3. Counselor Instructor
Student Success and Support Program Implementation, replaces previous retirement
4. Counselor Instructor
Student Success and Support Program Implementation, replaces previous retirement
5. Counselor Instructor
Student Success and Support Program Implementation, replaces previous retirement
6. Counselor Instructor
Student Success and Support Program Implementation, replaces previous retirement
7. Counselor Instructor
Student Success and Support Program Implementation, replaces previous retirement 8. Counselor
Instructor Online Counseling 9. Counselor
Instructor Mental Health Counseling 10. Counselor
Instructor Veterans Counselor
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.
The Student Success and Support Program requires mandatory services performed by counselors, such as orientation and Student Education Plans. Without additional counselors, we will be hard-pressed to meet the mandates, as well as student demand. Adding these additional counselors would allow us to have the capacity to serve all Chabot College students with at least a 30 minute appointment once a year, as well as maintain our current level of operations.
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.
It is an accreditation mandate that we provide counseling services to all students. Therefore it is imperative that we develop our online counseling services.
Assessment requirements and mandates are changing rapidly. The department needs an Assessment Counselor/Coordinator who could lead the efforts in this area and collaborate with Math and English department and the Assessment Center for the successful implementation of changes in this area.
These additional positions tie directly into Strategic Plan Strategies 3, 4, 5, 6, and 7, as well allowing to meet the mandates of the Student Success and Support Program. SSSP is a state mandate we are required to follow. If we want to be fully funded by the state in future years, we must hire additional counselors to assist in the provision of core services for all of our students. We cannot ignore this mandate, as 80% of future funding will depend on the provision of these services. Additional counselors will allow us to better help undecided students to define their goals, get students on their path faster, more closely help students monitor their progress along their pathway, streamline pathways, and build communities in conjunction with other disciplines. Also, Academic Senate for California Community Colleges recommends a counselor to student ratio is 1:370, which we acknowledge would be difficult to meet in these budget times, as it would require Chabot to have the equivalent of 37 counselors on staff.
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 ORDERClassified Professional Staff (2000)
Position Description Program/Unit Division/Area
1. Student Counselor Assistant - 1
Counseling Front Desk,
replaces previous retirement Counseling Student Services 2. Student Counselor
Assistant - 1
Counseling Front Desk, replaces previous
reassignment Counseling Student Services 3. Staff Assistant - 1
Additional staff member for
Student Online Services Counseling Student Services
4. Counselor Assistant - 2
Additional staff member to assist with Early Decision
expansion Counseling Student Services
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
PLEASE LIST IN RANK ORDERPostion Description Program/Unit Division/Area
2. Rationale for your proposal.
We have had to cut basic services, such as answering telephones and allowing appointment scheduling over the phone because we have lost so many staff members over the past three years. Hiring additional staff would allow us to reinstate some of these services. Student Online Services desperately needs an additional staff member or faces continued reduced hours. In order to expand Early Decision to meet Student Success and Support Program mandates, additional classified support is required. Without it, the program will stay at its current capacity, and we won’t be able to use it to meet Student Success and Support Program mandates.
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.
These additional positions tie directly into Strategic Plan Strategies 3, 4, 5, 6, and 7, as well allowing us to meet the mandates of the Student Success and Support Program. Additional classified professionals will allow us to get students connected to resources and on their paths faster, more closely help students monitor their progress along their pathway, streamline pathways, and build a sense of community.
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
COURSE CURRENT
FTEF (2014-15)
ADDITIONAL FTEF NEEDED
CURRENT
SECTIONS ADDITIONAL SECTIONS
NEEDED
CURRENT STUDENT #
SERVED
ADDITIONAL STUDENT #
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
1. 2. 3. 4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning outcomes and alignment with the strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning support positions.
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 critical requests 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 requests that would be nice to have and would bring additional benefit to the program.
needed totals in all areas
2014-15
Request 2015-16 Request
Description Requested Received Amount
Vend
or Division/Unit Priority #1 Priority #2 Priority #3
Student ID Cameras and Printers - Backup system is needed for current system
Yes No
$3000 Counseling x
Registration Awareness Marketing Materials – In support of SSSP
Mandates for priority registration
Yes No
3 Laser Pointers No $150 Counseling
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 critical requests 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 w ill 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 requests that would be nice to have and would bring additional
benefit to the program. augmentations only
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
Counseling Conferences $15,000 Varies Counseling X
To stay up-to-date on current transfer requirements, Student Success and Support Program mandates, and specialized counseling requirements (for Veterans, Athletes, etc.), counselors must attend conferences each semester. Currently, no funds exist to support conference attendance.
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
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 critical requests 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 w ill 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 requests that would be
nice to have and would bring additional benefit to the program.
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of re-prioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one facilities project, please rank order your requests.
Brief Title of Request (Project Name): Building/Location:
Description of the facility project. Please be as specific as possible.
What educational programs or institutional purposes does this equipment support?
