Resource Request Forms
Revised 2/2/11
Unit Plan: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Unit: Administration of Justice
Division or Area to Which You Report: Social Science
Author(s) of this Unit Plan: William Hanson
Date: April 11, 2011
Audience: Faculty Prioritization Committee and Administration
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Be sure to include reference to Goals/Objectives from Part II, and Strategic Planning
Priorities. Please cite any evidence or data to support your request, including enrollment management data (EM Summary by Term) for the most
recent three years, student success data (EM Success report), and any other pertinent information. For EM data, go to http://help/EMC/ (from on
campus—college intranet). If you have not worked with EM data previously, seek assistance from your division dean or CEMC rep.
1. Number of new faculty requested in this discipline: _1_ [Please list staffing request(s) on your Resource Request
spreadsheet.]
2. Rationale for your proposal. Please use the enrollment management data from your attachments (see #4) to support
your rationale. Additional data that will strengthen your rationale include FTES trends over the last 5 years,
persistence, FT/PT faculty ratios, SLO assessment results and external accreditation demands.
FT/PT faculty ratios
 40% to 60% - from Spring 2008 thru Spring 2011
FTES Trends over the last three (3) years
 63.06 FTES (average per term from Spring 2008 thru Spring 2011)
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.
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Resource Request Forms
Revised 2/2/11
Data review (enrollment, student success) clearly shows the need for additional full-time faculty. 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, their
limited involvement in the program can impact student advising, curriculum review and assessment, and, ultimately, the quality of
instruction. The full-time to part-time faculty ratio in Administration of Justice for the past three years is: 40:60. This is well-below
the statutory mandate of 75:25.
In section 70 of AB 1725, the California Legislature found and declared that “[b]ecause the quality, quantity and composition of fulltime faculty have the most immediate and direct on the quality of instruction, overall reform cannot succeed without sufficient
numbers of full-time faculty.”
A recent report by the Office of Institutional Research indicated that Administration of Justice was the third largest major at Chabot
College. Average enrollment across all classes for the last three academic periods is 112%. Demand for Administration of Justice
classes is expected to continue. Yet, Administration of Justice has only one full-time faculty member. Additional full-time faculty is
needed to adequately address issues related to student success and to provide appropriate advising.
4. Attachments:
 EM Summary by Term report for the appropriate discipline or cluster of disciplines.
 EM Success report for the appropriate discipline or cluster of disciplines.
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Unit Plan: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000]
Unit: Administration of Justice
Division or Area to Which You Report: Social Science
Author(s) of this Unit Plan: William Hanson
Date: April 11, 2011
Audience: Administrative Staff
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) AND student assistants (tutors, learning assistants, lab assistants,
supplemental instruction, etc.).
Instructions: Please justify the need for your request. Be sure to include reference to Goals/Objectives from Part II, and Strategic Planning
Priorities. 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.
Justifications should include rationale for requesting the position. Rationale should include specific reference to, where
necessary and appropriate. [Reminder, student assistants are not to replace Classified Professional staff.] Please
list staffing request(s) on your Resource Request spreadsheet.
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Data from student learning and service area outcomes
Connection to program review
Relationship to institutional priorities
Impact on enrollment and revenue
Safety
Mandates
Workload distribution (impact on other’s work)
1. Rationale for your proposal. Please include the rationale from your program review and unit plan. Rationale should
include things such as student learning and service area data and outcomes, difficulty in serving students, health and
safety concerns and/or any other information that speaks to the criteria listed previously.
The success rate in ADMJ 50, Introduction to Administration of Justice, is approximately 15 percentage points below the discipline
success rate. Although we have no current data that explains the low success rate, one possible explanation may be the
interdisciplinary nature of the introductory course. Students, generally speaking, come to the course with limited background
knowledge about the organizational structure of the justice system. Regarding course content, legal, sociological, psychological,
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philosophical, and historical concepts are prominent in the course. Hence, critical reading and analysis and the ability to process
interdisciplinary themes and concepts are essential for student success.
The introductory course is a gateway course to success in curriculum. To support students having difficulty in the course, we will
request approximately 20 hours of tutoring support and two learning assistants. We will access demand and adjust accordingly in the
spring.
2. 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.
Academic support for students is consistent with the Chabot College strategic plan. In particular, Goal A(2)(b) – (Awareness and
Access) – Providing comprehensive support services for underrepresented college students; and Goal B(2)(a) – (Student Success) –
Increase success and persistence in key transfer pathways.
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Program Review: Enrollment Requests
Discipline: Administration of Justice
Division or Area to Which You Report: Social Science
Author(s): William Hanson
Date: April 11, 2011
Audience: Budget, Deans, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and CEMC in the allocation of FTEF to units.
Instructions: In the area below, please list your requested changes in course offerings (with reference to corresponding change in FTEF) and provide your
rationale for these changes. Be sure to analyze enrollment trends and other relevant data (http://help/EMC/). Please seek your dean’s assistance as needed.
Request: We are requesting an additional one (1) FTEF to: a) support three new courses to be added to the curriculum as part of
the proposed Associate of Science degree (Introduction to Forensics; Criminal Procedure; and Juvenile Justice); b) support two
new Academic Discipline Support courses; c) enable the piloting of a Law and Democracy capstone course jointly taught by Social
Science discipline faculty. See, Proposal for New Initiatives; and, d) support the unmet demand for Administration of Justice
courses.
Enrollment Trends: A recent report by the Office of Institutional Research (OIR) indicated that Administration of Justice is the
third largest major at Chabot. Demand for courses is high and each semester, enrollment is above capacity. Class enrollment
routinely closes with students remaining on the waiting list. During the last three years (Spring 2008 – Spring 2011), average
enrollment across all courses is 112%. Also, plans or underway to develop an Associate of Science (AS) degree for Administration
of Justice and a Transfer Model Curriculum (TMC) pursuant to Senate Bill 1440. Three new courses will be added to the
curriculum beginning in Fall 2012. Under the provisions of Senate Bill 1440, students completing the AS degree are guaranteed
admission in the California State University system. Increased student demand is expected.
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Program Review — Proposal for New Initiatives
Discipline: Administration of Justice
Division or Area to Which You Report: Social Science
Name of Person Completing this Form: William Hanson
Date: April 11, 2011
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 college goals. 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 outside funding.
Instructions: Please fill in the following information.
Educational Master Plan and/or Strategic Plan Goal/Objective Addressed:
College-wide Student Learning Goals of Global and Cultural Involvement, Civic Responsibility, Critical Thinking and Development
of the Whole Person.
Project Description:
Law and Democracy Lecture Series and development of a Capstone Course in Law and Democracy.
Background:
During the fall semester 2010, lead faculty in Political Science and Administration of Justice were engaged in conversations about
ways to revive the culture of civic engagement and service learning at Chabot. Encouraging civic engagement and responsibility is a
key part of program goals in both departments and including opportunities for civic engagement and service learning enhance student
learning and retention. A key outcome of these conversations is a proposal for a capstone course in Law and Democracy to be first
offered during the Fall semester, 2012.
Capstone Course:
Research around civic engagement conducted over the last decade identified one key lesson: civic engagement must be rooted in the
curriculum (teaching and learning) if it is to be sustainable across the curriculum and institution.
Leading up to the debut of the course in 2012, we are planning two separate surveys to gauge student (spring 2011) and faculty (fall
2011) interest and involvement with civic engagement and service learning. Also, we are planning an annual Law and Democracy
lecture series with the inaugural lecture scheduled for fall semester, 2011.
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Project Objective: (include goal & outcome from Part II of your Unit Plan for reference)
Goal: Administration of Justice PLO #2 - Help students to understand the inter-disciplinary nature of criminal justice.
One of our College-wide Learning Goals is civic responsibility. A recent report from the Public Policy Institute of California
(PPIC) highlighted the national decline in civic engagement over the last two decades.1 The report noted 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.
Because of the nation’s (and state) workforce needs, increasing numbers of students will be attending community colleges.
Given the demographic shifts underway in California, that student population will be incredibly diverse and may lack the civic skills
needed for effective engagement. 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.
Expected Project Outcome:
Outcome: Greater participation in civic and community affairs and the creation of a multi-disciplinary honors-type course to promote
issues of law and democracy.
We believe the associated public lecture series will help initiate a conversation between the campus and the broader community about
civic participation and responsibility; will energize students, staff, and faculty, and the curriculum development process for the Law
and Democracy course.
We also believe the course will be an excellent vehicle around which we can engage an interdisciplinary faculty in a discussion of
civic engagement and service learning. Given the curriculum approval process, we expect the course to be first offered in the Fall
semester, 2012.
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The Ties That Bind: Changing Demographics and Civic Engagement in California (2004).
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Activity Plan to Accomplish the Objective:
ACTIVITY ACTIVITY (simple description)
NO.
PERSON(S)
RESPONSIBLE
TIMELINE (OR TARGET
COMPLETION DATE)
1.
Speaker series including one speaker per semester in the academic year 201112.
William Hanson and
Sara Parker
Spring 2012
2.
Law and Democracy course approved by curriculum committee.
William Hanson and
Sara Parker
Spring 2012
3.
Offer pilot version of the course during academic year 2012-13
William Hanson
Spring 2013
Estimated Resource Requirements:
ACTIVITY BUDGET CATEGORY AND
NO.
ACCOUNT NUMBER
DESCRIPTION
COST
Use of Performing Arts Center for Speaker Series.
$1500.00 – academic
year, 2011-12.
Personnel (staffing and benefits for
professional experts, reassigned time,
classified personnel).*
Supplies
1.
Other
Use of on campus facilities
Total
Proposed personnel workload may be covered by:
New Hires:
Faculty # of positions
Classified staff
# of positions
Reassigning existing employee(s) to the project; employee(s)' current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
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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):
Ongoing
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
We are researching potential funding sources. Some possibilities are the Ford Foundation and the East Bay Community Foundation.
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Program Review: Request for Resources
Discipline: Administration of Justice
Division or Area to Which You Report: Social Science
Author(s): William Hanson
Date: April 11, 2011
Audience: Budget, Deans
Purpose: To be read and responded to by Budget Committee.
Instructions: Please fill in the following as needed to justify your requests. Text boxes below will expand as you type. To list the items you are requesting,
please complete the accompanying Excel spreadsheets for the items you are requesting in the 4000, 5000, and 6000 account categories, as needed, along
with the justification for these requests below.
Equipment Requests [Acct. Category 6000]
Please note: Equipment requests are for equipment whose unit cost is over $200
Brief Title of Request (Project Name):
Building/Location:
Request Amount (include tax and shipping):
Description of the specific equipment or materials requested:
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Educational Master Plan and the Strategic Plan Goals and support the goals and
outcomes detailed in your Unit Action Plan (Part II, Section 2)?
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Why is this equipment necessary?
Immediate health, safety, or security issues
Increases enrollment
Prevents further deterioration of facilities
Replaces deteriorated equipment or facilities
Shows cost advantage due to rising prices
Provides visibility for the Bond Program
Briefly describe how the above criteria are satisfied:
What is the consequence of not funding the equipment?
What alternative approaches have been considered to meet programmatic demands for this equipment?
How many students will be impacted by the purchase of this equipment?
Do students use this equipment?
yes
no
Is this equipment a replacement?
yes
no
Staffing requirements for new equipment (number of staff, are they available, training, etc.):
Number of Staff
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Are they available
Will training be required?
yes
no
At whose cost?
What are the estimated ongoing costs (for maintenance, etc.)?
Are there potential utility costs/savings?
Is this request CTE (Career Technical Education) Eligible?
yes
no
Supplies & Services Augmentation Requests [Acct. Category 4000 and 5000]
Note: Augmentations are rarely funded and are based upon available funding.
Definition of Augmentation: A request for additional funds for your current allocated budget (the funds you actually received), over and above the
current amount.
Brief Title of Request (Project Name):
Last year’s 4000 category budget
Last year’s 5000 category budget
Please state why you are requesting these funds in addition to your current allocated budget (the funds you actually received). Why were the funds
previously allocated insufficient?
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