Chabot CollegeAcademic Program Review Report

Year One of Program Review Cycle

The Daraja Program

Submitted on April 14, 2013 Contact: Tom deWit and

Barbara WorthingtonFinal Forms, 1/18/13

Table of Contents

Section 1: Where We've Been....................................................1Section 2: Where We Are Now..................................................2Section 3: The Difference We Hope to Make..............................3

Required Appendices:

A: Budget History..........................................................................................4B1: Course Learning Outcomes Assessment Schedule..................................5B2: “Closing the Loop” Assessment Reflections............................................6C: Program Learning Outcomes.....................................................................9D: A Few Questions.....................................................................................12E: New Initiatives........................................................................................13F1: New Faculty Requests...........................................................................14F2: Classified Staffing Requests...................................................................15F3: FTEF Requests........................................................................................16F4: Academic Learning Support Requests...................................................17F5: Supplies and Services Requests.............................................................18F6: Conference/Travel Requests.................................................................19F7: Technology and Other Equipment Requests.........................................20F8: Facilities Requests.................................................................................21

1. Where We've Been

Complete Appendix A(Budget History) prior to writing your narrative. Limit your narrative to no more than one page.

As you enter a new Program Review cycle, reflect on your achievements over the last few 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?

Reflection:

To provide some context, the vast majority of our students are extremely underresourced and have been for all of their lives. Most of our students experience poverty, violence, unstable living conditions, exposure to drugs, close proximity to incarceration in their families (including many of our students have been incarcerated themselves), unreliable transportation, heavy burdens outside of school like caring for sick family members or younger siblings, childcare needs, and an incredibly powerful tidal wave of institutional racism and white privilege. Moreover, most of our students lack confidence, and are even traumatized, by prior educational experiences. There are very few staff or faculty on our campus that have any real or palpable sense of our students’ lives, and how incredible it is that they even make it to us with all their dreams and hopes. The stakes in Daraja are high, they couldn’t be higher; and we are seriously underresourced as a program to do our work with our community.

The Daraja Program remains strong since its inception 25 years ago. As a learning community, Daraja seeks to support and educate the whole person, and we have seen positive results thus far. Academically, the majority of our students have performed well, simply because our program challenges the notion that students of color cannot succeed. Daraja students function well as a community and learn early on the importance of supporting their peers. Students who are strong academically often provide unsolicited support for those who struggle with assignments in both the history and English classes. Because students are together for at least three semesters, they establish bonds and help eliminate the discomfort many students face when enrolled in mainstream classes. Daraja instructors strongly support collaborative learning and work hard to support our students’ efforts in this area. As a result, several Daraja students were awarded Language Arts Awards, ASCC Scholarships, and other academic campus scholarships for quality writing, dedication and persistence. Our community is especially pleased with the results as we see more students gaining the skills to qualify for scholarships and more importantly, possessing the confidence to view themselves as degree or transfer students worthy of competing for academic and financial support. We have seen strong leaders emerge from the Daraja community – poets, business professionals, and teachers-many of whom continue to support Daraja, which attests to the strength of our program.

One clear result of Daraja’s success as a viable community is our role as a strong model for similar programs statewide, particularly under the umbrella of the Umoja Community. Tom deWit is Co-director of the Umoja Community which has been recognized by all the significant constituents in the state as a strong Student Success Program. This model has been shared nationally, including programs focusing on students who are not African-American. Students regularly take on extensive leadership roles in the state-wide Umoja conference, and were hired by UC Berkeley to support research efforts

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for Basic Skills students at colleges around the state. Daraja’s curriculum and student work has been shared widely at conferences and initiatives across the nation.

The program has also benefitted from the support of our Daraja alumni who have been visible and consistent, acting as mentors, conference presenters, organizers for program celebrations, and speakers for Daraja community- building events.

Overall, many aspects of the Daraja Program have changed significantly the past few years, including many gains and losses as a community. When the program began in 1988, Daraja students benefitted from the support of community mentors, a supportive advisory board, a full-time coordinator, a half-time mentor coordinator and a psych counseling class to support each student’s academic and personal growth. These critical components helped to support the success and retention of African-American students-a primary goal for our program. During the 2009/2010 we continued to have two Language Arts faculty with release time (one in the fall and one in the spring), a Program Assistant position, and a Program Consultant who was also president of the Daraja Advisory Board. The program added a history component taught by a full-time Social Science faculty during the Spring, 2011 semester. During the 2010/2011 academic year the program met its goal to increase the number of students participating in Daraja from 39 students in Fall, 2010 to over 75 students in Fall 2011. To meet the demands of a larger community, the English component expanded to include one new English faculty with two basic skills classes taught in the fall and two classes in the spring with a link to History 21 during the spring semester. We also were able to designate an English 4 transfer class for Daraja students, a first for our program. This more robust academic program will continue into next year and we will add the feature of advising students to sign up for classes (ie. Math and Business) in cohorts so they can support each other in these settings.

As a community, we were inspired by the energy generated by more student participation; however, we are attempting to meet the needs of more students with less support and fewer resources. The program no longer has a mentoring component, which was a vital part of our program. We also lost the full-time Counselor/Instructor position, a real tragedy for our community. This loss has been particularly painful, coming at a time when we are encouraging more student participation and dedication to the community. During the Fall, 2012 semester, Daraja added a part-time Daraja Coordinator position, who can only serve one day per week, which provided much-needed support, but subsequently lost the Program Assistant position.

These losses might easily have compromised the integrity of the program, but we continue to experience significant success in key areas because of the dedication of the Daraja team and the zeal of our students. We are especially proud of our students’ desire to adapt to specific program expectations. Each student must sign an agreement to support program events, work towards academic excellence, and conduct themselves with a level of respect and show respect towards others in the community. We attempt to create a culture that invites open discourse and critical thought, and we appreciate our students’ willingness to support the program’s core beliefs. Our students are strong in this area. In return, the Daraja faculty and staff should be prepared to offer adequate levels of support to ensure that our students are able to reach their full potential.

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2. Where We Are Now

Review success, equity, course sequence, and enrollment data from the past three years at http://www.chabotcollege.edu/ProgramReview/Data2012.cfm. Please complete Appendices B1 and B2 (CLO's), C (PLO's), and D (A few questions) before writing your narrative. Limit your narrative to two pages.

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).

What changes are you seeing in enrollments in your courses and overall program, and what is driving those changes?

Describe how changes in investments--or lack thereof (funding, adding units to courses or adding supplemental instruction courses, adding or increasing student learning support, adding courses to sequences, classified staff, etc.) have impacted student learning in both specific courses, course sequences, and overall programs.

For PLOs, have you collaborated with colleagues in other disciplines to look at “whole programs” or "whole GE areas"? What insights have you gained from these collaborations?

* At the time this part of the narrative cannot be completed, as we have some questions for the IR office about the data. Dr. Arnold and the dean and the VP are aware of our need to better understand the data provided to us. We have not had the opportunity to do that yet, so we will submit an updated program review in the very near future which includes this data analysis. To be fair, the data does not make sense, perhaps it is only the headings on the data sets we were provided or perhaps one of our new sections was left out; we are not clear, but the raw numbers do not match our own. Also, Dr. Arnold is more than willing to meet, we just have not had the opportunity yet.

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3. The Difference We Hope to Make

Review the Strategic Plan goal and key strategies at http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior 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?

Reflection:

The Daraja Program’s core values are based on the assumption that students bring their own unique personalities and specific ways of learning to the classroom environment. As a result, Daraja promotes self-confidence and pride in each student’s cultural heritage, critical thinking, reading, and writing skills, and occupational research skills that are needed for college and future success. To maintain the integrity of our program and continue to effectively support our students, the Daraja team has agreed to engage in candid, purposeful discussions in the coming months to celebrate the program’s strengths and identify those areas in need of more support or positive change. We encourage our students to embrace the Sankofa principle, a West African ideal - for one to truly embrace the future, he or she must look back and learn from the past. It is with this spirit of hope and determination that we as a team will encourage our students and challenge ourselves to make a significant difference on the Chabot campus, in our individual communities and across the state. In the spirit of Sankofa, we looked back at key concerns from the past two years and identified additional issues to help strengthen our community.

English Language Learning Support

As a program, we are sensitive to the role of language in a college setting, particularly our students’ use of standard academic English and Black English. In too many cases, students in our community are able to adequately demonstrate strong critical thinking skills but are incapable of transferring their ideas to writing. While many in the academic community recognize the problem, the solution continues to be controversial, even within the African American community.

As Daraja instructors, we cannot assume each student enters our program with the ability to produce standard forms of English. Many attempt to compensate by producing what they perceive as academic English, which often affects clarity; therefore, we must first gain the trust of our students by respecting and validating the language they bring to the classroom, whether in standard forms or in the vernacular. We help them to develop a sense of pride and ownership by encouraging them to recognize the social and historical situations that influence their words. As English Instructors, however, we are responsible for teaching our students to produce standard forms of English to help prepare them for the academic and professional worlds. An honest discussion about the power of language has proven to be the most effective approach. Our students regularly examine texts related to language and discuss ways to meet

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the challenges of academic writing in order to strengthen their own voices. In our English classes at both the basic skills and transfer levels, students read works by black authors and others written in Standard English and the vernacular. In the coming year, we hope to establish clear, measurable solutions to help celebrate our students’ voices while preparing each to succeed academically. We also plan to work closely with the Chabot English Department to design workshops that support native speakers, similar to the ESL course recently piloted by the ESL Department. Laney College also provides learning support through the Writer’s Workshop which provides instruction for students using non-standard forms, another possible model. We will also consult with the Learning Connection and Chabot English Grammar instructors to identify students who performed well in Chabot’s grammar classes to use as tutors for our program.

Program Culture:

Daraja is entering its 25th year which is cause for celebration. For many reasons, the program has changed significantly. The overall composition of the program as well as the number of students we support has shifted dramatically in just three years. To maintain the quality and integrity of the program, the faculty and staff recognize the need to organize retreats to discuss program culture. Our retreats will focus on course content, course sequencing, and program goals. To best support our students, we welcome the opportunity to engage in valuable conversations to ensure that as a team, our goals are clear and consistent.

Student Support

This period of growth is undoubtedly exciting and much anticipated. Our students want to attend college and welcome our support, but as a program, we often struggle to fully meet the needs of a much larger community. After questioning several students, many cited transportation problems, lack of dependable daycare, or simply poor planning as possible reasons for missing school or arriving late for class. In past years, the Daraja counselor addressed these and other key “life” issues in the Psych/Counseling class, as well as during individual appointments. Several Daraja team meetings were devoted to devising strategies for improving student retention in the absence of a counselor. Instructors consistently encouraged each student to consider personal responsibility to themselves as well as the community which proved to be helpful for some students. Daraja Alumni and Learning Assistants also provided words of support and encouragement. Overall, the majority of the students experiencing challenges in this area showed significant improvement after the initial weeks of class. As a community, we are exploring ways to generate more funds, provide more counseling support, and continue to improve overall retention. By attempting to serve greater numbers of students with few resources and support systems, we risk compromising the integrity of the program. The Daraja team is committed and prepared to keep the program strong.

Psych Counseling Component:

Our current part-time coordinator, Kwame Thomas, describes his role and concerns as follows:

“The role of the counselor is dynamic in many ways. I serve as a mentor, advocate and educational/career advisor for my students. I also serve as co coordinator for the program as well. My goal and mission as a counselor is to make sure that everyone who comes into my office, to seek educational help, receives some sort of degree or certificate by the time they leave Chabot College. As a mentor, I believe it is important to build a strong rapport with our students. Daraja emphasizes the word “community” and “family.” These words are important to me as a counselor because while mentoring

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my students I break through surface barriers in order to get involved in our students personal lives so I can build a stronger relationship. Our students deal with many socioeconomic obstacles while in school. Many come from communities and neighborhoods that are very distracting and dangerous, so our Daraja classroom and my office can be a safe place for them to open up. Advocacy is very important especially to our new students who are entering our program right out of high school. As a counselor I feel it’s important to make sure our Daraja students are utilizing all services available to them on campus. From educational services such as tutoring, Math and English labs, and Transfer Center workshops. To specialize programs, such as Trio, EOPS/CARE/CALWORKS, and the DSRC. Majority of the students Daraja serve, qualify for at least one specialized program. Students who feel connected with specialized programs and services on campus typically do better in their classes because they have support and know how to navigate through the matriculation process. Establishing a goal for being in college is one of the key services counselors provide to students. Creating educational plans and tapping into our students creative talents, special skills and abilities are vital tools to help our students find a major. As a counselor I provide all of these tasks through a case management process. Students who are enrolled into our Daraja program have the luxury to work with me throughout each semester to update their SEP, and get questions answered regarding majors and transfer requirements. Once an Associate Degree or certificate is identified, we then look into transferring to a four year institution. It’s important to me that my students obtain an AA/AS or certificate before they transfer. Daraja has students within our program who did not graduate from high school. If for any reason one of these students needs to drop out of school and work after they transfer; the student will be more marketable with a degree or certificate from Chabot College on their resume. Again, the role of the Daraja counselor is dynamic in many ways. My counselor role within the Daraja program ultimately helps our students reach their educational goals faster. There is a strong need for a full time counselor position, especially as our numbers continue to grow each year. Hopefully that can be implemented soon so Daraja can continue to serve our community efficiently.”

Culturally Sensitive Curriculum

The Daraja courses align with Chabot English and History courses. We make a deliberate and very intentional effort, however, to develop courses with a specific emphasis on issues relevant to the African/African American experience. The History 20 and History 21 courses provide an historical context for key issues discussed in the Daraja English classes at both levels. We encourage our students to explore new ideas and re-examine their own assumptions about race and culture using a variety of written and visual texts. Of note, we also serve non-African American students and bring their histories and cultures into the classroom as well. We highly value the individual stories and cultures of each of our students—in fact, invoking and leveraging their stories is one of our core practices. The course descriptions are as follows:

History Component

African American History class has been a part of the Spring course programming of Daraja since the 2009-10 academic year. After initially offering History 21 (African American History sinceReconstruction), the program has shifted its offering to History 20(African American History up to Reconstruction). Daraja students in this class face a lecture-style course structure and larger groupsetting. In addition to the class content, student s are aided in the acquisition of such skills as note-taking, content synthesis and writing and exam-taking in a Social Science context.

In evaluating the particular needs of students in the History component, t is clear that more coordination support is needed to ensure that there is an easy transition from the Fall semester to the

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Spring semester. Ensuring that students are enrolled in the right section, for example, would be better facilitated by additional support dedicated to the program. Also, this support is also needed to serve and coordinate the varied counseling needs of the students in this program. A fall college skills class would be very valuable inequipping students with the discipline and strategies necessary to succeed. These types of support are vital for student retention and program maintenance.

English 102

English 102 offers you a chance to develop your comprehension, critical thinking and writing skills, so that you can be prepared for success in college English. This is an “accelerated” course, which means we will be moving pretty fast through the readings and assignments. It will be imperative that you check in with me when you are struggling. You will build your vocabulary through close readings and various writing assignments in response to the text. The skills you develop in this class will not only lead to success in college English, but in life! Critical thinking and good writing skills are important in every profession.

English 1A Section 1

English 1A is a college level English course. The main purpose of this class is to further your growth as a competent, and critical reader and writer. you will strengthen your analytical and composition skills through class discussion and the writing of several papers, including a research paper. This semester we will be looking at the different issues we face as African-Americans. From fighting for civil rights to understanding a mixed heritage identity, who we are as a culture and community is constantly evolving. Our journey will take us from the South, to the West to the East and around the globe to London and Brazil. As we delve into these issues we will also see our connections to Africa and all of our brothers and sisters of African descent.

We will continue to build upon the community we created in English 102. Through games and group discussions you will hopefully develop a bond with each other that will help you make it through the semester. English 1A is a lot more demanding than 102, the work will be rigorous, intense and we will have less class time. It is imperative that you all use each other as a resource to help you when I am not available. I hope that you all are able to see your own brilliance in each other and trust one another as we move forward. The group agreements and policies we have set still apply. Moreover, respecting each other is essential to our success, and we all must commit to sustaining a fun, creative, safe learning environment.

English 1A Section 2

English 1A is a transfer-level course that integrates active reading, writing, and critical thinking to help students develop the ability to read and write complex, college-level prose. Students will examine the rhetorical effectiveness of a range of texts, such as film, the Internet, and various written arguments . Each student will work collaborative and individually to advocate for a specific social issue relevant to the African-American community. This issue may be of local, national, or international concern. Remember that your presentation and research paper should move beyond a simple description of your cause. You should consider the complexities of the problem and invite your audience (our class) to think more critically about the social implications of your issue. In other words, there should be a “call to action using different genres, including at least two full-length written texts. We will closely examine key social issues that relate to human rights, power, protest, and activism- today and from past decades.

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English 4 Daraja

The purpose of this course is to articulate for ourselves the meaning of a long history of oppression and perseverance. The focus is on “articulation” as a phenomenon, a way of power and identity. What do we do with the past? How does the past become a future? If we are controlled by “our confusion far more than we understand”, then our response has to be to overcome confusion with articulation. In this course, we will take hold of all the texts you have encountered as a Daraja student as sources from which to articulate your future.

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Appendix A: Budget History and Impact

Audience: Budget Committee, PRBC,and AdministratorsPurpose: This analysis describes your history of budget requests from the previous two years and the impacts of funds received and needs that were not met. This history of documented need can both support your narrative in Section A and provide additional information for Budget Committee recommendations.Instructions: Please provide the requested information, and fully explain the impact of the budget decisions.

Category2011-12 Budget

Requested

2011-12 Budget

Received

2012-13 Budget

Requested

2012-13 Budget

ReceivedClassified Staffing (# of positions) 16000 16000 16000 0Supplies & Services 1000 1000 16000 0Technology/EquipmentOther 8000TOTAL 17000 17000 8000

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.

Our Admin asst in 11-12 did a ton of work for the program. She kept track of all the students and shared with the faculty. No doubt this impacted student success and retention.

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?

With only 8k and no admin assistant and a one-day per week counselor-coordinator, we are always scampering to keep up. We have used our two student assistants (one paid for through our 8k budget) to do all the legwork—student tracking, 25 Year celebration (a massive amount of work trying to locate alumni, arrange facilities, invites, decorations, catering, themes, etc.), family night, and participation in statewide Umoja events. Our students were the keynote at the Spring 13 Norcal Umoja Symposium and that was coordinated through the faculty and the two student assistants, with some help from the coordinator. We are most compromised in terms of maintaining a presence and timely follow up with our students and the myriad of issues they present.

Appendix A:

Budget info

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1. This year Daraja was awarded monies and the little that was given helped keep our program running. We specifically used the monies for office supplies, a family night, planning our End of the Year Graduation, and the hiring of a student assistant. This has improved student learning on many levels.

Our student assistant, who serves as a tutor, helps our Daraja students with essays and projects, while also taking care of office duties. Our students are very appreciative to have her as a tutor because they need help and our program focuses on support and community. This has kept our students from dropping our class and out of school.

Daraja was able to purchase food for our EOY graduation; unlike previous years, where we would ask for donations. Also, with the monies given we purchased decorations and gifts for our graduating class. This may not have much to do with learning, but presentation is important. We feel that our students should receive an award for their hard work and dedication to our program.

For the first time in about five years, Daraja hosted a family night. This event was a huge success for our program. Our students invited important individuals in their lives who support them in their education. Family night not only gave our students the opportunity to showcase what they have been working on for the semester, but gave their support system the ability to see why their student/child is in our program and why education is important to them.

2. Daraja did receive funds and we are very appreciative of that, however, the funds given are not enough to cover the operation costs to run a fully functioning program. Daraja is the least funded learning community on campus despite being on campus for 25 years and offering three class sections each semester (Fall- two English 102 classes and one English 4 class, Spring- two English 1A classes and one History 20 class).

Not being fully funded does have a negative impact on retention. Daraja needs a full time counselor and coordinator. We have a counselor who only works one day for our program. Students need support five days a week and we cannot provide that for them with our small budget. Until we hire a full time counselor/coordinator Daraja cannot effectively serve our students personal needs.

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AppendixB1: Course Learning Outcomes Assessment Schedule (Follow English Schedule)

All courses must be assessed at least once every three years. Please complete this chart that defines your assessment schedule.

ASSESSMENT SCHEDULE:Spring 2013

Fall2013

Spring 2014

Fall2014

Spring 2015

Fall2015

Spring 2016

Fall2016

Spring 2017

Courses:Group 1: Full

AssmtDiscuss results

Report Results

Full Assmt

Discuss results

Report Results

Group 2: Full Assmt

Discuss results & report

Group 3: Full Assmt

Discuss results

Report Results

Group 4: Full Assmt

Discuss results & report

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Appendix B2: “Closing the Loop” Assessment Reflections (English provided a link to the Elument /SLO website for Language Arts – Can we do the same?)

CourseSemester assessment data gatheredNumber of sections offered in the semesterNumber of sections assessedPercentage of sections assessedSemester held “Closing the Loop” discussionFaculty members involved in “Closing the Loop” discussion

Form Instructions: 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)

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?

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PART II: COURSE- LEVEL OUTCOME REFLECTIONS A. COURSE-LEVEL OUTCOME (CLO) 1:

1. How do your current scores match with your above target for student success in this course level outcome?

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. COURSE-LEVEL OUTCOME (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?

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C. COURSE-LEVEL OUTCOME (CLO) 3:1. How do your current scores match with your above target for student success in this course

level outcome?

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. 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.

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PART III: COURSE REFLECTIONS AND FUTURE PLANS

1. What changes were made to your course based on the previous assessment cycle, the prior Closing the Loop reflections and other faculty discussions?

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 Other:_________________________________________________________________

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AppendixC: 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: __Daraja______________________________________________ PLO #1

Provide wrap around services for students individually and programmatically

We are using every available resource to support our students personally and academically. We continue to work closely with EOPS, library staff, the Learning Connection, the Health Center, Counseling and Mental Health Services, the Student Disability Resource Center, and other entities across campus to fully support our students.

PLO #2:

Generate funds for basic program needs such as Program Orientation, Black History Month Celebration, Field Trips, End of the Year Celebration, materials needed for projects.

We have made significant progress in this area but will continue to seek funding for future activities. This past year, Daraja students, faculty, our Daraja Coordinator, and Student and Learning Assistants represented Chabot at regional and statewide conferences. Daraja Alumni were instrumental in the planning of our End-of-Year celebration, providing catering and gifts to the families and supporters of the Daraja community. We also enjoyed an evening of fun on Daraja family night. Both events provided an opportunity to showcase our students' academic and creative talents.

PLO #3:

Add a section of English 7 for Daraja students. Now that we have two classes who can go into one section, this would be a first and would pilot expanding the model to a third semester. It would be a great way to maintain support to Daraja students after their first year and to readily connect these students to the first year students.

We were thrilled to offer a second-level transfer course to our course sequence. Some students perform well after leaving the familiarity of the Daraja classes, but most welcome the opportunity to remain connected for another semester. Several act as tutors and mentors for students in the English 102 and English 1A classes.

PLO #4:

Clearly define Student Assistant and Learning Assistant positions. Establish stronger ties to the Daraja community

Our Learning Assistant and Student Assistant provide support well above what is required. Both are former Daraja students and manage to balance their own studies with the needs of the current Daraja students. They provide the expected assistance - help with papers, mentoring students, support for instructors-but both have supported

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the community in unexpected ways. The past two years, we have welcomed new students in the spring who were not part of the initial fall cohort. Both Assistants work hard to help the new students build relationships with existing students and connect to the community. Our students also attend conferences and encourage our students to attend as well. We hope to receive additional funds to continue to support both positions.

What questions or investigations arose as a result of these reflections or discussions?Explain:How can we as a community more effectively use the resources on campus to improve the overall physical, mental, and academic growth of our students? How can we help them stay connected?

What program-level strengths have the assessment reflections revealed?Strengths revealed:As a community, we have established strong bonds with our students. Often a simple conversation or phone call will encourage our students to return one more time.

What actions has your discipline determined might be taken to enhance the learning of students completing your program?Actions planned:Basic food and transportation needs assessed and addressedLanguage workshopsCommunication WorkshopsTechnology training/supportCampus speakers

Program: ________________________________________________ PLO #1:

PLO #2:

PLO #3:

PLO #4:

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

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

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

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Appendix D: A Few Questions

Please answer the following questions with "yes" or "no". For any questions answered "no", please provide an explanation. No explanation is required for "yes" answers :-)

1. Have all of your course outlines been updated within the past five years? If no, identify the course outlines you will update in the next curriculum cycle. Ed Code requires all course outlines to be updated every six years. Yes

2. Have all of your courses been offered within the past five years? If no, why should those courses remain in our college catalog? Yes

3. Do all of your courses have the required number of CLOs completed, with corresponding rubrics? If no, identify the CLO work you still need to complete, and your timeline for completing that work this semester. Yes

4. Have you assessed all of your courses and completed "closing the loop" forms for all of your courses within the past three years? If no, identify which courses still require this work, and your timeline for completing that work this semester. Yes

5. Have you developed and assessed PLOs for all of your programs? If no, identify programs which still require this work, and your timeline to complete that work this semester. Yes

6. If you have course sequences, is success in the first course a good predictor of success in the subsequent course(s)? Yes

7. Does successful completion of College-level Math and/or English correlate positively with success in your courses? If not, explain why you think this may be. Yes

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

Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget CommitteePurpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both internal and external funding.

How does your initiative address the college's Strategic Plan goal, or significantly improve student learning? 1. Provide more opportunities for staff and students to participate in local and statewide Umoja

events and other culturally based field trips and service activities.

Daraja students have played a key role at Umoja conferences as workshop presenters, organizers, and peer-led discussion leaders. The conferences promote personal and professional self-development with a specific emphasis on African-American history, social issues specific to the black community with an emphasis on critical thinking and civic responsibility. Participants also gain strong communication skills resulting from formal and informal discussions with peers and faculty. We also hope to expose our students to more African/African-American centered events, such as plays, museums, and community based events that promote greater self-esteem and a stronger cultural identity. For instance, in the fall, students were fully engaged in a community mapping project. They visited various agencies in their communities, collected key information, and presented group projects. With adequate funding, we hope to develop this project into full service-learning projects in the spring semester. By participating in these and other community events, our students will continue to gain skills that align with our College Wide Learning Goals, especially those critical areas related to developing the whole person and learning to be informed citizens.

2 Provide culturally sensitive learning support for students who struggle with writing challenges.

As a college, we can no longer ignore the challenges some students of color face when attempting to produce quality writing using standard academic English. Most students in the Daraja community are familiar with the conventions of standard English and manage to perform well, but a significant number students in our community bring language patterns from home, their individual forms of spoken English, informal language patterns from music, and other harder to identify models that are appropriate in some situations but problematic when attempting to write college-level prose. This request aligns with the College Wide Learning Goal which addresses our common purpose as a college to produce thoughtful speakers and writers. By offering culturally sensitive learning support, we hope to reduce and eventually eliminate the stigma some students face as a result of their language usage.

Occupy Study Space initiative

We are working out a full-scale “study culture” initiative for next year. This will aim to move the atmosphere up in EOPS from “kicking it” to “studying together”. We will utilize all the office hours and 115 sections from our instructors, as well as library spaces and librarian expertise to accomplish this. This will require all hands on deck to pull it off, meaning all the student assistants, faculty and staff of the Daraja Project will need to be active and attentive to this shift to a “study culture.” And it will take

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coordination with the staff in EOPS, Puente, the TRIO programs and the library. In order for this endeavour to take hold, we will have to make a very coordinated and concerted effort.

What is your specific goal and measurable outcome? 1. Attending conferences and culture-based field trips

To provide an opportunity for all students and staff to attend regional conferences and other events by providing funds for conference fees, meals, and transportation.

2. Writing Workshops/Learning Support for writers of Non-standard English

a. Collaborate with the English Department to design Writing Workshops for native speakers of English who use non-standard forms.

b. Collaborate with the Learning Connection to identify WRAC tutors who have completed English Grammar 107 and who have the expertise to support students who require culturally sensitive support for grammar/usage problems.

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? I can’t check the boxes below, they uncheck every time I move the cursor to a new spot. We need a full-time counselor coordinator.

New Hires: Faculty # of positions 1 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?

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No Yes, explain:      Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?

No Yes, explain:      Do you know of any grant funding sources that would meet the needs of the proposed project?

No Yes, list potential funding sources:

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

Audience: Faculty Prioritization Committee and AdministratorsPurpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent three years, student success and retention data , and any other pertinent information. Data is available at http://www.chabotcollege.edu/ProgramReview/Data2012.cfm.

1. Number of new faculty requested in this discipline: ____2. If you are requesting more than one position, please rank order the positions.

Position Description1. Full-time Counselor/Program Coordinator2.

3. Rationale for your proposal. Please use the enrollment management data. Additional data that will strengthen your rationale include FTES trends over the last 5 years, persistence, FT/PT faculty ratios, CLO and PLO assessment results and external accreditation demands.

We need a full time counselor-coordinator to help us work with the 100 plus students who are connected to Daraja each year, first year and second year students. This would enable us to address all the real time challenges of our students described in this document.

4. Statements about the alignment with the strategic plan and your student learning goals are required. Indicate here any information from advisory committees or outside accreditation reviews that is pertinent to the proposal.

We support the Equity goals of the college, including generously providing our time and expertise to the broader Equity goals and initiatives, including the HSI goals.

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Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000]Audience: Administrators, PRBCPurpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent) classified professional positions(new, augmented and replacement positions).Remember, student assistants are not to replace Classified Professional staff.Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal, safety, mandates, accreditation issues. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding.

1. Number of positions requested: ______

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

1.2.

3. Rationale for your proposal.

4. Statements about the alignment with the strategic plan and program review are required. Indicate here any information from advisory committees or outside accreditation reviews that is pertinent to the proposal.

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Appendix F3: FTEF Requests

Audience: Administrators, CEMC, PRBCPurpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty Contract.Instructions: In the area below, please list your requested changes in course offerings (and corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze enrollment trends and other relevant data athttp://www.chabotcollege.edu/ProgramReview/Data2012.cfm.

     We want to continue to request two sections of English 102 and one section of English 4 each Fall term, and two sections of English 1A and one section of History 22 each Spring. We would love to also include two sections of the Passion Project as it becomes implemented.

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

Audience: Administrators, PRBC, Learning ConnectionPurpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants, supplemental instruction, etc.).Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding.

1. Number of positions requested: ___4___

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

1. Learning asst2. Learning asst3. Learning asst4. Learning asst5.

3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning outcomes and alignment with the strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning support positions.

We requested four learning assistants for our five classes next year. They are all graduates of the Daraja Project who are receiving A’s in their courses. They will assist with tutoring and real time mentoring, nurturing, corralling, and loving of our students so we can keep a hold on them from day to day. They will also help our coordinator man/woman the office when he is not there.

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

Audience: Administrators, Budget Committee, PRBCPurpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds. Instructions: In the area below, please list both your current and requested budgets for categories 4000 and 5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any requested funds beyond those you received this year. Please also look for opportunities to reduce spending, as funds are very limited.

2012-13 BudgetProject or Items Requested

Requested Received 2013-14 Request

Rationale

$ $EOY 1000 Celebrate our program and student

achievementFamily night 500 Build community and connection at

beginning of yearOrientation 250 Welcome and ground students before

year starts, monies are materials and honorariums for alumni to come present

Field Trips 1000 CSUEB, SFSU, Berkeley RepUmoja Events 1500 Fall Conf at College of Alameda—

Chabot will play a major role at this conference and bring all of our students; Spring Symposium at American River College, all students attend

Book Funds 750 Just having the books is a major hurdle for our students

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

Audience: Staff Development Committee, Administrators, Budget Committee, PRBCPurpose: To request funding for conference attendance, and to guide the Budget and Staff Development Committees in allocation of funds. Instructions: Please list specific conferences/training programs, including specific information on the name of the conference and location. Note that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of need that could perhaps be fulfilled on campus, and to establish a historical record of need. Your rationale should discuss student learning goals and/or connection to the Strategic Plan goal.

Conference/Training Program

2013-14 Request Rationale

Umoja Summer Learning Institute

$ 2000 This is the bi-annual Umoja faculty training workshop which will be held in Los Angeles. It is an incredible week of training and networking in Umoja Practices and with Umoja colleagues. This absolutely translates to student success and transfer.

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

Audience: Budget Committee, Technology Committee, AdministratorsPurpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee.Instructions: Please fill in the following as needed to justify your requests. If you're requesting classroom technology, see http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers that are our current standards. If requesting multiple pieces of equipment, please rank order those requests. Include shipping cost and taxes in your request.

Please note: Equipment requests are for equipment whose unit cost exceeds $200. Items which are less expensive should be requested as supplies. Software licenses should also be requested as supplies.

2012-13 BudgetProject or Items Requested

Requested Received 2013-14 Request

Rationale*

$ $Mac laptop or IPAD 1000 We need a portable community laptop

or IPAD which we can share with all of our students and staff and bring on the road with us. We have many small hands doing lots of work and it is very challenging to coordinate

* Rationale should include discussion of impact on student learning, connection to our strategic plan goal, impact on student enrollment, safety improvements, whether the equipment is new or replacement, potential ongoing cost savings that the equipment may provide, ongoing costs of equipment maintenance, associated training costs, and any other relevant information that you believe the Budget Committee should consider.

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Appendix F8: Facilities Requests

Audience: Facilities Committee, AdministratorsPurpose: To be read and responded to by Facilities Committee.Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of re-prioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for equipment or supply requests.Instructions: Please fill in the following as needed to justify your requests. If requesting more than one facilities project, please rank order your requests.

Brief Title of Request (Project Name):      

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?     

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