Program Review Report

Chabot College Program Review Report 2014 -2015 Administration of Justice

Year Three of Program Review Cycle

Submitted on November 1, 2013 Contact: William Hanson

Final Forms, 1/18/13 Table of Contents

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 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 http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.

In year one, you established goals and action plans for program improvement. This section asks you to reflect on the progress you have made toward those goals. This analysis will be used by the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills committees as input to their priority-setting process. In your narrative of two or less pages, address the following questions:

I. Goals

In year one and two of the program review cycle, we set several goals that, if achieved, would enhance the educational experience for our students and the quality of our program. We have had some successes but still have some work to do in accomplishing all of the goals we set at year one.

A. TMC degree for Administration of Justice

During the first year, we outlined the curricula changes that were expected with the approval of the Associate in Science for Transfer degree for Administration of Justice. The AS-T degree proposal, which included three new courses, was submitted to the curriculum committee last month. The new degree was approved and available to students as of Fall 2013.

B. Improve Success Rates in ADMJ 50 for targeted populations

Although there is no required sequence in ADMJ, data suggests that ADMJ 50, Introduction to Administration of Justice is a gateway course. Students who perform well in this class tend to perform well in other courses in the curriculum. During the past two years, we have informally advised students to take ADMJ 50 as their first course. Beginning in Fall 2013, an advisory recommendation will be included in the course catalog and class schedule.

Nevertheless, we have enjoyed some success improving the success rate for this gateway course. In year one of this review cycle, the success rate in ADMJ 50 was 46%. In Spring 2012, the success rate was 60% for the first time since Spring 2008. Similarly, the success rate for African Americans in ADMJ 50 from Spring 2008 to Spring 2010 was 46%. The success rate in Spring 2012 was 53%. The success rate for Latinos during the same period increased from 55 to 59. In section II, Best Practices, we will suggest some reasons for this improvement.

Despite these modest gains, we still need to create our academic discipline support class. This supplemental learning class would be designed to accelerate the learning for our students who need to work on college readiness issues.

3 C. Complete PLOs and CLOs and conduct assessments of all courses

During the past two years, PLOs and CLOs for all courses have been developed or modified and assessed.

D. Create a Law and Democracy course and Lecture Series

During the Fall semester, 2011, we presented the first Law and Democracy Lecture with State Treasurer Bill Lockyer as the keynote speaker. In September 2012, Supervisor Richard Valle, a Chabot alumni, was the keynote speaker. This fall, on September 19, 2013, Tirien Steinbach, Executive Director of the East Bay Community Law Center was our keynote speaker. The lecture has been a great success.

In Fall 2012, the Law and Democracy course was offered for the first time. It was well-received by students. Our Law and Democracy program and course was also awarded a $5,000 grant from Street Law, Inc., a Maryland based organization providing law-related education to schools and communities.

As a requirement of the grant, we administered an end of course evaluation to students wherein 83% of the students rated the class “better than most” or the “best” as compared to other cases they had taken at Chabot.

E. Establish an Administration of Justice student club and learning community with adjunct faculty

During the 211-12 academic year, we formally established the Law & Justice Club. The Club is active and engaged in numerous volunteer activities. In the Fall 2012, we held our first ADMJ departmental meeting. It has been difficult to meet consistently given the work schedules of most of our adjuncts. Nevertheless, we are committed to meeting at least once a semester.

F. Establish the ADMJ Defense of Liberty Award

In 2012, the Administration of Justice program established the Defense of Liberty Award to honor those individuals who have demonstrated outstanding leadership in the field of law enforcement and service that improves the safety, security, and quality of life in the community.

Each year, we select two members of the Administration of Justice community whose leadership, work, and service exemplifies the role played by law and justice in defense of liberty and democracy. For 2012, we elected Chief Diane Urban of the Hayward Police Department and Chief Sandra Spagnoli of the San Leandro Police Department as our award recipients.

G. Establish a Center for Civic and Community Engagement

4 The proposed Chabot Center for Civic and Community Engagement (CCCCE) is designed to provide a physical and intellectual space for Chabot students, faculty, campus departments and community partners to share knowledge, skills, and resources for the benefit of student learning and community wellbeing. Currently, the Center is utilizing space in the 700 building and is home to the Law and Democracy program.

During the Spring 2014, we hope to convene a Faculty Inquiry Group (FIG) for the purpose of establishing an Advisory Board to help develop the Center’s mission and vision statement and to engage in fund development to support the Center’s operations and programs.

CCCCE will be a catalyst and gateway for community leaders to find the campus connections needed for partnerships/collaborations that will create the intellectual and social capital essential to the educational, social, and civic development of our communities.

Internally, CCCE will be a hub for academic and service learning programs such as the Law and Democracy Program, Change It Now and other programs aligned with the civic aspects of our mission. The Center will be a physical manifestation of Chabot’s commitment to the democratic purposes of our mission, deep and powerful experiential learning for our students, and the integration of the diverse and cultural context of the community in our teaching.

II. Best Practices

I am a believer in interdisciplinary education and using an interdisciplinary approach to develop critical thinking, writing, and analytical skills. In our program, we emphasize that ADMJ is an integral part of social sciences. There are few barriers to using interdisciplinary approach across the curriculum.

III. Challenges

Administration of Justice is the fourth largest major at Chabot. Our classes are in great demand and the data supports the need for another full-time faculty member. Part-time faculty members are a critical and important part of our program. They bring a tremendous amount of real-world experience to our students. However, the limits on their time impacts student advising as well as curriculum review and assessment. The full-time to faculty ratio in Administration of Justice for the past three years is: 40:60. This is well-below the statutory mandate of 75:25.

B. What’s Next?

5 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.

1. With our transition to a TMC (Associate in Science for Transfer) for Administration of Justice, we want to reconfigure our existing AA degree to focus on Pre-Law and to develop a Certificate Program in Security. See Appendix E.

Our AS-T degree has been approved and represents the best option for students seeking to transfer to prepare for careers in law enforcement and corrections. Consequently, our current AA degree has limited usefulness. However, rather than let the AA degree lie dormant or eliminate it, we will be proposing ways to reconfigure it to provide a pathway for students who do not want to transfer or students interested in in a legal career as a lawyer. To that end, we will be proposing two new initiatives: 1. a Pre-Law pathway, and 2. a Certificate Program in Corporate and Home Security. Creating these new pathways are consistent with our strategic plan goal to -“Increase the number of students that achieve their educational goal within a reasonable time by clarifying pathways and providing more information and support.

One of the primary goals of the pre-law pathway will be to prepare students for the rigorous academic curriculum they will encounter in college and law school by developing those skills particularly important for the study of law. The program will use an interdisciplinary approach emphasizing the development of critical thinking, writing, and analytical skills, all of which are part of our college-wide learning goals.

The State Bar Council on Access and Fairness has launched an initiative – Community College Pathway to Law School – that has identified a seven course pattern based on a defined set of success factors that make effective lawyers. Most of the courses needed for this program already exist in our curriculum but have not been organized as part of a coherent pathway leading to an educational objective. We will apply to participate in this initiative and expect to have the pathway in place by Fall, 2014.

2. Develop a Certificate Program in Home and Corporate Security

Many of our students are not seeking to transfer to a four year institution. Instead, they are trying to acquire an educational foundation that makes them competitive for public sector jobs in law enforcement. However, since September 11, 2001, the employment of security management and other personnel has experienced tremendous growth. Administration of Justice students interested in enhancing their career prospects will benefit from a curriculum that encompasses security issues within the private sector. Also, a curriculum in Corporate and Home Security would position Chabot to be a contract education provider for security companies and law enforcement agencies seeking to provide continuing education opportunities for their employees. We expect to have the program in place by Fall, 2015. See Appendiz E.

6 3. Continue to Grow the Chabot Center for Civic and Community Engagement. See Appendix E.

The Chabot Center for Civic & Community Engagement (CCCCE) provides a physical and intellectual space for Chabot students, faculty, campus departments and community partners to share knowledge, skills, and resources for the benefit of student learning and community wellbeing. CCCCE will be a catalyst and gateway for community leaders to find the campus connections needed for partnerships/collaborations that will create the intellectual and social capital essential to the educational, social, and civic development of our communities.

Internally, CCCCE will be a hub for academic and service learning programs such as the Law and Democracy Program, Change It Now and other programs aligned with the civic aspects of our mission. The Center will be a physical manifestation of Chabot’s commitment to the democratic purposes of our mission, deep and powerful experiential learning for our students, and the integration of the diverse and cultural context of the community in our teaching.

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.

2012-13 2012-13 2013-14 2013-14 Category Budget Budget Budget Budget Requested Received Requested Received Classified Staffing (# of positions) 0 0 0 0 Supplies & Services 0 0 0 0 Technology/Equipment 3,060 3,0601 0 0 Other 0 0 0 0 TOTAL

1. How has your investment of the budget monies you did receive improved student learning? When you requested the funding, you provided a rationale. In this section, assess if the anticipated positive impacts you projected have, in fact, been realized. The classroom clickers were used successfully in the Law & Democracy course which was taught for the first time in Fall 2012. They are a great tool to facilitate and encourage classroom participation.

1 Joint request with Political Science for clickers.

7 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? To develop and maintain a competitive program, faculty and students need opportunities to interact with individuals in the career field. Funds for field trips, faculty and student conferences, and membership in faculty and student associations would go a long way to ensuring that we can stay current with best practices in the field.

Appendix B1: Student Learning Outcomes Assessment Reporting Schedule

I. Course-Level Student Learning Outcomes & Assessment Reporting (CLO-Closing the Loop).

A. Check One of the Following: X No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be submitted with this Year’s Program Review. Note: All courses must be assessed once at least once every three years.

 Yes, CLO-CTL were completed for one or more courses during the current Year’s Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed this year and include in this Program Review.

B. Calendar Instructions:

List all courses considered in this program review and indicate which year each course Closing The Loop form was submitted in Program Review by marking submitted in the correct column.

Course This Year’s Program Last Year’s 2-Years Prior Review Program Review *List one course per *CTL forms must be *Note: These line. Add more rows included with this courses must be as needed. PR. assessed in the next PR year. New course. Will be ADMJ 45 assessed in the next PR year.

ADMJ 50 Submitted

ADMJ 54 Submitted

ADMJ 55 Submitted

ADMJ 59 Submitted

8 ADMJ 60 Submitted

ADMJ 61 Submitted

ADMJ 63 Submitted

ADMJ 70 Submitted

ADMJ 74 Submitted

ADMJ 79 Submitted

ADMJ 89 Submitted

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

Program: Administration of Justice

 PLO #1: Evaluate and analyze criminal justice issues and topics using knowledge of criminal justice institutions, terminology, theory and ethical issues in crime and justice.

 PLO #2: Understand the interdisciplinary nature of criminal justice and the varying perspectives of the liberal arts and sciences as related to law enforcement, courts, and corrections.

What questions or investigations arose as a result of these reflections or discussions? Explain: Administration of Justice is an interdisciplinary program in that it draws on various disciplines in the social sciences for its concepts, theories, and practices. This is particularly true for the introductory course in the program, ADMJ 50. The success rate for ADMJ 50 is approximately 56% which shows that some students are having difficulty. Our theory is that some students come to the course lacking basic skills, background knowledge of the criminal justice system, and knowledge of other disciplines (e.g., sociology, psychology, etc.) that inform the administration of justice. Also, we draw students with a variety of career goals (e.g., law enforcement, pre-law, corrections, probation & parole, and juvenile justice). We need to develop clear career and educational pathways for all students in the discipline.

What program-level strengths have the assessment reflections revealed? Strengths revealed: Administration of Justice is the fourth largest major at Chabot (735 – 2010). We draw students with a variety of career goals (e.g., law enforcement, pre-law, corrections, probation & parole, and juvenile justice). All of our courses are transferable to CSU and four of our courses satisfy the UC - IGETC requirements. Consequently, we attract

9 both students seeking careers in the administration of justice as well as those who have an intellectual interest in the field and choose our courses to satisfy graduation and/or transfer requirements. Having diverse students in our courses enhances the learning for all students.

What actions has your discipline determined might be taken to enhance the learning of students completing your program? Actions planned: We recently submitted our proposal for a new Associate in Science for Transfer degree (TMC) for Administration of Justice. In keeping with the goals and purposes of the TMC, the requirements of AS-T degree provide guidance to students regarding the courses required for transfer in addition to assuring them of their preparation for transfer and upper-division work. Most importantly, the completion of the AS-T degree gives students priority admission into an Administration of Justice/Criminal Justice program in the CSU system.

The new AS-T degree is an excellent example of a clear pathway for our students seeking to transfer and a career in law enforcement or corrections. However, we have a significant number of students who have an interest in practicing public law (e.g., District Attorney, Public Defender, etc.) but there is no clearly identified pathway beginning in community college. Upon approval of our AS-T degree, I will be submitting a proposal to modify our existing AA degree to focus on a pre-law curriculum. We are also submitting an application to be part of a State Bar Initiative: Community College Pathway to Law School. I will discuss the proposal in greater detail under “New Initiatives”.

10 Appendix D: A Few Questions

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

1. Have all of your course outlines been updated within the past five years?

Yes.

2. Have 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)?

Not Applicable. There is no required sequence of courses in Administration of Justice. However, beginning in Fall 2013, we will have recommended prerequisites for certain courses. Also, OIR continues to suggest that Introduction to Administration of Justice (ADMJ 50) is a gateway course to success in the curriculum. It provides an introduction to the essential themes and content of the courses required in the major.

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.

Students who enroll and successfully complete and English course have higher success rates in all of courses, particularly, ADMJ 50.

11 12 Appendix E: Proposal for New Initiatives – Grow the Chabot Civic and Community Engagement Center.

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? One of our college-wide learning goals is civic engagement. “In order to learn how to be citizens, students must act as citizens. Therefore, education must connect subject matter with the places where students live and the issues that affect us all.”2 Community colleges’ natural connection to their communities makes them uniquely suited to engage students in community-based learning strategies such as academically based service learning, civic education, environmental education, and work-based learning.

However, civic engagement must be part of the core work of the college if students, the campus, and the community are to receive the benefits that flow from an engaged campus. The Chabot Center for Civic and Community Engagement (CCCCE) will provide a physical and intellectual space for Chabot students, faculty, campus departments and community partners to share knowledge, skills, and resources for the benefit of student learning and community wellbeing. CCCCE will be a catalyst and gateway for community leaders to find the campus connections needed for partnerships and collaborations that will create the intellectual and social capital essential to the educational, social, and civic development of our communities.

Internally, CCCCE will be a hub for academic and service learning programs such as the Law and Democracy Program, Change It Now, Opportunity and Freedom and other programs aligned with the civic aspects of our mission. The Center will be a physical manifestation of Chabot’s commitment to the democratic purposes of our mission, deep and powerful experiential learning for our students, and the integration of the diverse and cultural context of the community in our teaching.

What is your specific goal and measurable outcome? To enhance the visibility and programming of the Civic and Community Engagement Center.

What is your action plan to achieve your goal? Target Required Budget (Split Activity (brief description) Completio out personnel, supplies,

2 Community-Based Learning: Engaging Students for Success and Citizenship, Coalition for Community Schools n Date other categories) Continue to offer Campus Camp Wellstone to Chabot Fall 2014 $5000 total Students each Fall. -$3000 training -$2000 food Continue to offer the Law and Democracy course and Fall 2014 $1500 total Lecture each Fall $750 PAC rental $750 Reception Create a Faculty Inquiry Group charged with developing a Spring $11000 total proposal for a campus-based Center for Civic and 2014 -$600 stipends for 10 Community Engagement and comprehensive plan to participants. institutionalize community engagement and service -$4500 reassigned time learning at Chabot College for Chair. $500 for food. Conduct an assessment of current community engagement Spring and service learning activities at Chabot College 2014 Facilitate a curriculum assessment to identify and expand Spring service learning options 2014 How will you manage the personnel needs? New Hires: Faculty # of positions Classified staff # of positions X Reassigning existing employee(s) to the project; employee(s) current workload will be: Covered by overload or part-time employee(s) X 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?

14 No X Yes, explain: Currently, the Center is using space in 700S but could better accomplished its mission with a larger, more centralized location on campus. Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements? No X Yes, explain: Community partners

Do you know of any grant funding sources that would meet the needs of the proposed project? No X Yes, list potential funding sources: We are identifying potential funding sources with the help of our grant writer, Yvonne Wu-Craig.

Appendix E: Proposal for New Initiatives – Create a Pre-Law Pathway and/or Associate in Arts (AA) – Pre-Law degree

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? Our new AS-T degree for Administration of Justice was approved for Fall 2013. Consequently, we have accomplished a key objective of the Strategic Plan – creating a clear pathway for students to timely and efficiently complete their course work, transfer and accomplish their educational goals. For students interested in law enforcement or corrections, this degree works well for those purposes. However, there are substantial numbers of students in Administration of Justice and other majors across the campus who have an interest in a legal career as a lawyer. For students interested in a legal career, there is no clearly identified pathway from community college.

The State Bar of California has invited each California Community College to submit a Letter of Interest for consideration to be among 20 selected colleges to participate in an innovative diversity outreach pipeline initiative: Community College Pathway to Law School. The Community College Pathway to Law School initiative is unprecedented in the country and in the legal profession. This initiative by the State Bar’s Council on Access & Fairness (COAF) will establish agreements with 20 selected community colleges and 4 law schools (and their respective undergraduate institutions) whereby the law schools would grant guaranteed admission or priority enrollment to community college students who meet certain requirements. The initiative would provide a clear pathway from community college to law school with support that includes mentoring, pre-law counseling, and LSAT prep to provide students with the best possible chance for success. Moreover, the initiative is consistent with our 2012-15 Strategic Plan Goal: “Increase the number of students that achieve their educational goal within a reasonable time by clarifying pathways and providing more information and support. The initiative does not require a particular major but requires the completion of 7 courses that are based on a defined set of “success factors” that help make effective lawyers. The intention of this initiative is to align criteria from the “success factors” with California Community College courses already approved in corresponding Intersegmental General Education Transfer Curriculum (IGETC) areas in order to prepare students for law school and the legal profession prior to transfer. With the approval of our AS-T degree, our AA degree in Administration of Justice, as it is currently configured, has limited usefulness for students. The AS-T degree is a better option since it provides priority admission. Rather than let the AA degree lie dormant or eliminate the degree, we will explore the possibility of creating a Pre-Law AA degree that aligns with the IGETC course pattern of the State Bar Community College Pathway to Law School Initiative and that includes other transferable courses aligned with law school success factors (super pathway)

One of the primary goals of this new AA will be to prepare students for the rigorous academic curriculum they will encounter in college and law school by developing those skills particularly important for the study of law. The program will use an interdisciplinary approach emphasizing the development of critical thinking, writing, and analytical skills, all of which are part of our college-wide learning goals. The AA degree program will expand on the course selection offered by the Community College Pathway Initiative. Most of the courses needed for this program already exist in our curriculum but have not been organized as part of a coherent pathway leading to an educational objective.

What is your specific goal and measurable outcome? Successful application to participate in the State Bar Pilot Initiative and Pre-Law AA by Fall 2015.

What is your action plan to achieve your goal? Target Required Budget (Split Activity (brief description) Completio out personnel, supplies, n Date other categories) Assemble a team prepare and submit a Letter of Interest Fall 2013

16 for the State Bar Community College Pathway to Law School Initiative. If our application is successful, begin enrolling students in Fall 2014 the Community College Pathway to Law School program. Research and develop a program description for a Pre- Spring Law Transfer option (AA) aligned with the IGETC course 2015 pattern. Submit AA Pre-Law Degree proposal to Curriculum Fall 2015 Committee for Approval How will you manage the personnel needs? New Hires: Faculty # of positions Classified staff # of positions X Reassigning existing employee(s) to the project; employee(s) current workload will be: Covered by overload or part-time employee(s) Covered by hiring temporary replacement(s) X Other, explain Should not impact current workloads of faculty involved in the project.

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? X No Yes, explain:

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

Do you know of any grant funding sources that would meet the needs of the proposed project? No X Yes, list potential funding sources: Will seek funding from local bar associations and private foundations. Appendix E: Proposal for New Initiatives – Create a Certificate Program in Security

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? Many of our students are not seeking to transfer to a four year institution. Instead, they are trying to acquire an educational foundation that makes them competitive for public sector jobs in law enforcement. However, since September 11, 2001, the employment of security management and other personnel has experienced tremendous growth. Administration of Justice students interested in enhancing their career prospects will benefit from a curriculum that encompasses security issues within the private sector. Also, a curriculum in Corporate and Home Security would position Chabot to be a contract education provider for security companies and law enforcement agencies seeking to provide continuing education opportunities for their employees. We expect to have the program in place by Fall 2015.

Also, the Certificate Program will provide opportunities to generate contract education revenues by providing training employees to existing security and law enforcement agencies. What is your specific goal and measurable outcome? Help students achieve their short-term employment/career goal.

What is your action plan to achieve your goal? Target Required Budget (Split Activity (brief description) Completio out personnel, supplies, n Date other categories) Research existing programs in Corporate and Home Spring Security 2014

18 Consult with industry leaders about their training and Spring personnel needs. 2014 Review existing archived courses that would be Spring appropriate for a Security Certificate Program and 2014 determine if any new courses would be needed. Develop and submit Certificate Program Proposal to Fall 2014 Curriculum Committee

How will you manage the personnel needs? New Hires: Faculty # of positions Classified staff # of positions X Reassigning existing employee(s) to the project; employee(s) current workload will be: Covered by overload or part-time employee(s) X 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 X Yes, explain: The program will require space for weapons and defensive tactics training.

Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements? No X Yes, explain: Industry partners and clients .

Do you know of any grant funding sources that would meet the needs of the proposed project? X No Yes, list potential funding sources: [Possibilities for contract education.] 20 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 http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.

1. Number of new faculty requested in this discipline: _1__

PLEASE LIST IN RANK STAFFING REQUESTS (1000) FACULTY ORDER

Faculty (1000) Position Description Program/Unit Division/Area Instructor Full-time ADMJ Social Sciences

Rationale for your proposal. Please use the enrollment management data. Data that will strengthen your rationale include FTES trends over the last 5 years, FT/PT faculty ratios, recent retirements in your division, total number of full time and part-time faculty in the division, total number of students served by your division, FTEF in your division, CLO and PLO assessment results and external accreditation demands.

Administration of Justice is the fourth largest major at Chabot. Of the top six majors at Chabot, Administration of Justice is the only discipline with a single full-time faculty member despite its status as a top five major. Also, four of our classes satisfy UC-IGETC requirements and attract many non-major students who utilize ADMJ courses to satisfy graduation and/or transfer requirements. Consequently, our course enrollments consistently exceed 100% capacity. These enrollment patterns, FTES trends, FT/PT faculty ratios and assessment data demonstrate the need for another full-time faculty member in Administration of Justice. Spring 2009 thru Fall 2012

 FT/PT faculty ratios = 40%/60%  WSCH/FTEF = 723.52  Average enrollment = 113%

Relevant Assessment Data

Data review (enrollment, student success) demonstrate the need for additional full-time faculty. Part-time faculty play an important role in the program. However, their limited involvement in the program limits our ability to advise our students as well as the quality of instruction. The full-time to part-time faculty ratio in Administration of Justice is 40:60. This is well-below the statutory mandate of 75:25.

As previously stated, ADMJ is the fourth largest major and the only one of the top six with only one full-time faculty member. The average enrollment for ADMJ classes is 113%. With the approval of our AS-T degree which gives priority admission to community college graduates, I expect that enrollment will continue to increase. An additional full-time faculty member needed to adequately address issues related to student success and to provide appropriate advising. Additionally, we will establish a new pre-law pathway that will attract new students to the program and our courses.

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.

Creating a new “Pre Law” Career Pathway in Administration of Justice With the approval of our new AS-T degree for Administration of Justice, I will be submitting a proposal to the Curriculum Committee to modify our existing AA degree to focus on a Pre-Law Curriculum. We have substantial numbers of students who have an interest in pursuing a legal career but there is no clearly identified pathway from community college. Creating this new “pathway” is in alignment with the Strategic Plan.

One of the primary goals of this new AA will be to prepare students seeking admission to law school for the rigorous academic curriculum by developing those skills particularly important for the study of law. The program will use an interdisciplinary approach

22 emphasizing the development of critical thinking, writing, and analytical skills, all of which are part of our college-wide learning goals.

The State Bar of California has invited each California Community College to submit a Letter of Interest for consideration to be among 20 selected colleges to participate in an innovative diversity outreach pipeline initiative: Community College Pathway to Law School. The Community College Pathway to Law School initiative is unprecedented in the country and in the legal profession. This initiative by the State Bar’s Council on Access & Fairness (COAF) will establish agreements with 20 selected community colleges and 4 law schools (and their respective undergraduate institutions) whereby the law schools would grant guaranteed admission or priority enrollment to community college students who meet certain requirements. The initiative would provide a clear pathway from community college to law school with support that includes mentoring, pre-law counseling, and LSAT prep to provide students with the best possible chance for success. Moreover, the initiative is consistent with our 2012-15 Strategic Plan Goal: “Increase the number of students that achieve their educational goal within a reasonable time by clarifying pathways and providing more information and support. With the new State Bar Initiative as a foundation, this new proposed pre-law AA degree will attract significant numbers of new students to Chabot. The program will benefit from significant marketing and public promotion from the State Bar Association. It is certain to increase our enrollment by attracting students, particular students of color and other diverse populations, with an interest in a legal career. This increase in enrollment will only exacerbate the need for an additional full-time faculty member. Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000] Audience: Administrators, PRBC Purpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent) classified professional positions (new, augmented and replacement positions). Remember, student assistants are not to replace Classified Professional staff. Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal, safety, mandates, and accreditation issues. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding.

1. Number of positions requested: _____

STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS PLEASE LIST IN RANK ORDER

Classified Professional Staff (2000) Position Description Program/Unit Division/Area

PLEASE LIST IN RANK STAFFING REQUESTS (2000) STUDENT ASSISTANTS ORDER

Student Assistants (2000) Postion Description Program/Unit Division/Area

2. Rationale for your proposal.

3. Statements about the alignment with the strategic plan and program review are required. Indicate here any information from advisory committees or outside accreditation reviews that is pertinent to the proposal. Appendix F3: FTEF Requests Audience: Administrators, CEMC, PRBC Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty Contract. Instructions: In the area below, please list your requested changes in course offerings (and corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze enrollment trends and other relevant data athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.

COURSE CURRENT ADDITIONAL CURRENT ADDITIONA CURRENT ADDITIONA FTEF FTEF SECTIONS L SECTIONS STUDENT # L STUDENT (2013- NEEDED NEEDED SERVED # SERVED 14)

ADMJ 40 .2 .2 1 1 44 44 ADMJ 50 1.6 8 0 352 ADMJ 54 .6 3 132 ADMJ 55 .2 .2 1 1 44 44 ADMJ 60 .6 .2 3 1 132 44 ADMJ 61 .6 3 132 ADMJ 63 .6 3 132 ADMJ 70 .6 3 132 ADMJ 74 .4 2 88 ADMJ79 0 .2 0 1 0 44 ADMJ 80 0 .4 0 2 0 88 ADMJ 85 0 .4 0 2 0 88 ADMJ 89 .4 0 2 88

Total additional FTEF = 1.6

With approval of the AS-T degree for Administration of Justice, we will have three new courses for which there will be high demand: Juvenile Procedures; Introduction to Forensics; and Criminal Court Procedures. We need to offer these courses if we are to remain a competitive program in the region. The new courses should be offered each semester. We also need to offer an additional section of ADMJ 60 (Criminal Law) - a required course for the major. Additionally, we want to add ADMJ 79 (Homicide Investigation) back in the rotation and add another section of ADMJ 55 (Intro to Corrections).

While these new courses will fill to capacity in their own right, they can also relieve some of the pent-up demand in our curriculum. Our average enrollment across all courses over the last 5 years is 113%. The new courses should be offered each semester.

Therefore, we are requesting an additional 1.6 FTEF each academic year.

26  New TMC courses = 1.0 FTEF  ADMJ 55, 60, and 79 = .6 FTEF

27 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

2. If you are requesting more than one position, please rank order the positions. Position Description 1. Learning Connection Tutors Tutors to support ADMJ 50, 60, and 61. 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. Student success date suggests that successful completion of ADMJ 50, 60, and 61 provide a foundation for success in other courses in the curriculum. Tutors will help students master the concepts and material needed for success in these courses.

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.

2013-14 2014- needed totals in all Request 15 areas Request Request Receiv V ed ed e n d o Priority Description Amount r Division/Unit #1 Priority #2 Priority #3 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 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. augmentations only

Pri orit y Description Amount Vendor Division/Unit Priority #1 #2 Priority #3 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.

Prio rity Priority Description Amount Division/Dept #1 #2 Priority #3 Notes

Attendance at one Airfare: $500 XX For the national disciplinary Hotel: $400 ability to teach conference per year Registration: current $300 academic Food: $100 material, work Total: $1,300.00 on collaborative projects, and further the democracy initiatives that I have helped to launch on campus. I am involved in state and national efforts to increase diversity in the legal profession and criminal justice field. Attendance at conferences where I can interact, present, and consult with other colleagues in the field will further this work.

Attendance at annual conferences in Law and Criminal Justice is one of the best ways to keep up with academic literature and research. These are the conferences that are important for me to attend on a semi-regular basis: 1. American Bar Association annual meeting held in late summer/early Fall at rotating locations. 2. Congressional Black Caucus annual gathering held in September in Washington D.C. 3. American Democracy Project and Democracy Commitment annual meeting held in June at rotating locations. 4. Academy of Criminal Justice Sciences annual meeting held in February/March at rotating locations. 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 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.

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 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.

Prio rity Description Amount Vendor Division/Unit Priority #1 #2 Priority #3 Chromebook laptops 50 Google Social Sciences X

There are very few computer labs on campus that can fit an entire social science class of students on an ad hoc basis. The lab in the 500 building can fit 44 students but has courses scheduled into it, eliminating entire blocks of time of availability.

One solution to this problem that is far more cost effective than building a new building and/or computer laboratory would be to purchase a social science set of Chromebooks for Education.

These Samsung laptops are a new computer from Google that come with built-in Google products, like Search, Gmail, and Docs. “They run Chrome OS, an operating system that has multiple layers of security, built-in cloud storage, and the most popular Google products for education built-in” (http://www.google.com/intl/en/chrome/education/).

There are many options for carts that hold, charge, and transport the Chromebooks. This cart can be easily wheeled into a classroom, turning it instantly into a computer lab. This would help facilitate innovative lesson plans, student collaboration on web or computer based assignments, provide real-time access to web-based information and activities, and give instructors the ability to configure quizzes and other kinds of classroom assessments through features that are included for free with the Chromebooks.

Because the entire class doesn’t have to go to a lab, this saves valuable class time. Faculty could check out one cart worth of laptops wheel them to class, and use them for part or all of the class time.

Imagine: -asking students to look up pertinent information in class -show students expectations for a course blackboard site and/or online discussion boards as well as where to find important Chabot College and course information -having students navigate the library website in search of an article for their research paper rather than showing them how at the front of the class -utilizing apps in class -giving students the opportunity to collaborate on a Powerpoint or other kind of presentation -letting students co-author a document by working on it at the same time/together -developing hands on activities such as: ask students to find their representative and send an email in class -have students take a quiz through the Chromebooks for education functions -share in-class work/documents with instructor in real time -use “class meet up” for in class twitter feeds (useful for in class debates)

The cost of this is $279 per Chromebook x 50 laptops = $13,950 + $1,761 for a storage/charging cart3 (free shipping) x 2 = $3,522. TOTAL = $17,472. 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): Center for Civic and Community Engagement

Building/Location: 100 Building, Ground Floor

Description of the facility project. Please be as specific as possible. This would be an office space located on the ground floor of the 100 building that will serve as the central office for a Center for Civic and Community Engagement. The Center will be a physical space that communicates Chabot’s commitment to the democratic purposes of our mission, deep and powerful experiential learning for

3 http://bretford.com/products/36-unit-netbook-carts/ our students, and the integration of the diverse and cultural context of the community in our teaching, to our students. The space will do the following: 1) Provide resources on all of the programs housed in the Center. 2) Create office space for staff to coordinate, support, and operate Center programs and activities. 3) Provide a meeting space for Center programs to collaborate across Chabot and with community partners. Hold a central collection of Civic Engagement resources for students, staff, faculty and community members.

What educational programs or institutional purposes does this equipment support? The Public Policy Institute of California (PPIC) has highlighted the national decline in civic engagement over the last two decades.4 The report notes sizable differences in participation associated with race/ethnicity and immigrant generation and language use. The authors of the report concluded that the dramatic racial and ethnic changes under way in California today may worsen rates of civic engagement thereby aggravating problems such as economic and educational inequality. Related research has identified a direct relationship between civic learning and civic activities such as voting, volunteer community service, and political action.5

Given the demographic shifts underway in California, that community college student population will be incredibly diverse. We know this will be the case at Chabot, a recognized Hispanic Serving Institution. While preparing them for success in the workplace, we can also help them become informed citizens capable of participating in the civic and political life of their communities. This next generation has the promise and potential to solve many of the problems plaguing our communities but only if they have the civic skills needed to do the job. Furthermore these skills can be incorporated into existing curricula in ways that enhance student engagement and provide them with hands on learning, both proven techniques for improving student success rates.

Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning? Internally, CCCCE will be a hub for programs aligned with the civic aspects of our mission. One of our college-wide learning goals is civic engagement. “In order to learn how to be citizens, students must act as citizens. Therefore, education must connect subject matter with the places where students live and the issues that affect us all.”6 Community colleges’ natural connection to their communities makes them uniquely suited to engage students in community-based learning strategies such as academically based service learning, civic education, environmental

4 The Ties That Bind: Changing Demographics and Civic Engagement in California (2004).

5 Intercollegiate Studies Institute American Civic Literacy Program “The Diverging Influences of the College Degree & Civic Learning on American Beliefs.” http://www.americancivicliteracy.org/

6 Community-Based Learning: Engaging Students for Success and Citizenship, Coalition for Community Schools education, and work-based learning.