Chabot College
Program Review Report
2014 -2015
Year Three of
Program Review Cycle
Dental Hygiene
Submitted on October 31, 2013
Contact: JoAnn Galliano MEd., RDH
Program Director
Final Forms, 1/18/13
Table of Contents
X_ Year 3
Section A: What Have We Accomplished?
Section B: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives
F1: New Faculty Requests
F2: Classified Staffing Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
Year Three
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:

What program improvement goals did you establish?
In year two of our Program Review we focused on increasing the visibility of the dental
hygiene program in the community and establishing Chabot College as a source for
continued competency course work. Both of these goals targeted our program goal of
raising an additional $14,000 to help offset the costs of our program. We are very
cognizant of the fact that we require a significant amount of general fund money to run
our program.
Thus far, we have created and offered the mandatory radiology certification coursed
required to be taken in California by all dental assistants. Three certification programs
have been done thus far, generating $8,000. The program has also entered into a
partnership with the National Children’s Oral Health Foundation (NCOHF) which has
given the program $500 to use toward our community outreach activities as well as
supplies (toothbrushes, stickers, fluoride varnish).
Also, the program has received a grant for $4,000 to review and pilot a community
health curriculum that has been designed for teaching dental and dental hygiene
students about public health dentistry/dental hygiene.
Finally, in year two, the program requested the funding needed to replace our outdated
dental software-DENTRIX- with DENTRIX Enterprise. The current version of DENTRIX no
longer allows us to input new students into the provider base. This poses a significant
problem for the program as each year, as a new class of student providers begin the
program. The program needs to be able to give the students a provider number to
enable the students to enter their patients into the DENTRIX data base and create a file
for them. Without this ability, the student cannot track patient care, and the program is
unable to document treatment services rendered or payments for treatment .
1
Upgrading the system will also allow the program to meet another goal-to be paperless.
HIPAA imposing requirements that all dental offices and clinics provide for electronic
storage of all patient files. The program will need to be in compliance. Working with
students, we need to have the updated software as soon as possible in order to make
the conversion to paperless patient records. Students will need to be trained to input
patient data electronically and the program will need to institute policies and
procedures to ensure proper oversight. This directly benefits the students as dental
offices are making this conversion as well. To be employable in offices that are using
computerized systems for inputting patient data electronically and maintaining patient
files, the students must have experience with computerized charting and electronic
storage of files.
The DH Program’s accreditation site visit in April of 2015. To meet the standards set by
our accrediting body, the program will be required to prove that the program is meeting
HIPAA requirements.
Money was not allocated for the conversion in the previous budget cycle so, the DH
Program is including the request again this year

Did you achieve the goals you established for the three years?
We have achieved only one of the three goals established in Year One. This goal was to
implement a digital radiology component to our program. The program was successfully
implemented and our students are now entering the workforce prepared to use digital
radiographic technology. The other goals are ongoing goals that we hope to meet over
time. The program had to function without one of the full time faculty members who
was on leave. Without this fulltime faculty member, the remaining 2 full time faculty
members had to take on the responsibilities of the faculty member on leave which
resulted in less time for focusing on our long term goals.
The program is currently seeking a full time replacement for the faculty member
previously on leave. The faculty member resigned in June of 2013.

Specifically describe your progress on goals you set for student learning, program
learning, and Strategic Plan achievement.
As stated above, one goal that we hope to expand on is our goal to increase the number
of courses that we provide to the dental community. We have been offering Laser
Certification Courses for our program graduates. We have been approached by the
instructor and asked if we would be willing to partner with him and UCSF and offer laser
certification courses for the dental hygiene community. The average profit/course
would be over $3000. This money could then be used to offset program costs.
2

What best practices have you developed? Those could include pedagogical methods,
strategies to address Basic Skills needs of our students, methods of working within your
discipline, and more.
The dental hygiene faculty continues to focus on incorporating ethics into all courses in
the dental hygiene program. We are focusing on learning goals that promote lifelong
learning. Much of what is taught in the program focuses on learning outcomes that
focus on foundational knowledge and integration. We are challenging ourselves to
develop learning outcomes that focus on learning how to learn, the human dimension
and caring. The faculty completed an 8 hour workshop on writing effective learning
centered course goals in February 2013 at the California Dental Hygiene Educators
Conference.
Faculty calibration on the evaluation of student learning goal competencies has been a
focus of our work this academic year. The core teaching faculty has begun to assemble
a Dental Hygiene Policy Manual for use by students and faculty for the clinical portion of
the program. We met in the summer for a 6 hour workshop focusing on writing policies
and procedures for clinic. A mandatory 4 hour meeting was held in August as part of
Convocation/College Day activities for all faculty. Focusing on consistent standards
promotes faculty calibration and is paramount to the student being successful.
An additional mandatory meeting has been set for February 7 th, 2014.

Are these best practices replicable in other disciplines or areas?
Focusing on developing learning outcomes that incorporate ethics would definitely be
replicable in other disciplines. Working toward calibration in measurement of student
learning outcomes also applies across the curriculum.

What were your greatest challenges?
At this point, the greatest challenges are twofold. One is funding to support our
initiatives. We will need funding to purchase the lasers needed to teach the laser
certification course. The other issue that we have found with doing continuing
education courses is the issue of payment for the instructors. The instructors, at this
point, need to be approved as professional experts and paid thru Human Resources.
The program is hoping that the Chabot College Foundation will be function soon, so that
we can establish a separate fund within the foundation for dental hygiene sponsored
fund raising courses. This was suggested in the past when the foundation existed.
Unfortunately, the foundation was eliminated before the program could offer the
courses.

Were there institutional barriers to success?
3
Yes, funding mechanisms for programs like ours that have the opportunity to increase
revenue by having continuing education courses.

Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.

What goals do you have for future program improvement?
One of our goals is to incorporate laser certification and training into our curriculum. It
is evidence based that Laser therapy post scaling and rootplaning as a means to disinfect
the pocket has proven to be beneficial. In addition, we would offer continuing
education courses in laser certification to train dental professionals in the dental
community. Last, this would be a source of generating revenue for our program.

What ideas do you have to achieve those goals?
We are requesting 3 diode laser units for our clinic. The two different units would offer
the students experience in different techniques in ablating granulation tissue. One unit
has a high power pulsating laser while the other unit provides a lower power continuous
delivery of energy. Both units has comparable prices. We selected two units of the
lower power continuous delivery of energy because it is more applicable to dental
hygiene. While the other unit can be used for dental hygiene as well, they can also be
used for dental procedures suitable for demonstration and continuing education
purposes.

What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
In order to make greater progress in improving student learning and overall student
success, we must be able to provide the current technology and training to the students.
Training the students to use the diode laser as an adjunctive therapy would enable students
to integrate the information and knowledge in the dental office. Since the college serves as
an educational leader and recognizes that learning is a lifelong journey, we need to provide
this opportunity to ensure student success, student marketability in the current job market,
and so members of the community can benefit. With the rapidly changing technology and
4
advancements in dentistry, we need to adapt to the evolving techniques and new
innovations. Skills in laser therapy have become a “general workforce skill” in dentistry and
will be in demand by private practice dentist employers.
Not funding the equipment would directly impact the student success in the dental hygiene
program. With the advancing technologies in dentistry, it is most crucial to prepare our
students for the job market. With the competitive workforce, it is imperative that our
students be prepared, trained, and marketable in the latest and technologies. These are the
students of the future and these are the students that will be looked upon for the most
current and up to date technology in the field. Without the of experience in working with
the current technology, students in the dental hygiene program at Chabot College would
not be as marketable as other candidates competing for the same job position.

What recommendations do you have to improve the Program Review process?
No recommendations at this time.
5
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2012-13
Budget
Requested
2012-13
Budget
Received
2013-14
Budget
Requested
2013-14
Budget
Received
41,125
7,539
41,125
7,539
51,483
30, 029
51,483
0
59,022
59,022
86,479
51.483
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.
Without the funding, we would not be able to have clinic. In order to have an accredited program, we
must have adequate clinical experiences to meet the accreditation standards. It should be noted that
the fees charged in the clinic provide enough revenue to offset the cost of the supplies.
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?
The lack of funding for the DENTRIX Conversion will pose a significant problem for the DH Program’s
clinical operation. Students need to be able to be providers in order to chart treatment, and track
requirements as well as payments. The inability to do this could lead to students not being able to track
patient requirements and the program to not being able to collect the correct amount of fees. With a
pending accreditation site visit and HIPAA changes requiring electronic storage of files and tracking
information, the program could be in danger of losing accreditation. In March of 2014, the program will
be out of compliance with our accreditation standards.
6
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:

No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once
at least once every three years.
X Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed this
year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
All course in the program
have CLO’s
This Year’s Program
Review
*CTL forms must be
included with this PR.
7
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
ALL CLO’S FOR THE DH PROGRAM AVAILABLE UPON REQUEST-ATTACHED TO THE
2012-13 PR
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?
8
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
The dental hygiene program has had an excellent success rate. For the past 9 years, the
students have all passed the national Dental Hygiene Board Exam, generally with an
average score that exceeds the national average. For the past 3 years, all of the graduates
have passed the clinical dental hygiene state exam.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
The faculty is continually updating and evaluating course content, evaluation and
assessment mechanisms as well as working to implement teaching strategies that promote
student success. Academically, the students are very successful in the individual courses.
Any attrition has been largely due to students facing life changes that necessitate
withdrawal from the program.
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?
The DH Program Faculty and Staff are continually updating curriculum, policies and
procedures and protocols. We are having monthly coordinator meetings, as well as
mandatory calibration meetings each semester. Seminar notes are disseminated every
week to clinical faculty to address student/faculty concerns as they pertain to clinic and
patient care.
We are in the process of putting all of our course level evaluation surveys on survey
monkey. This will allow us to track the data electronically and make course level revisions as
needed.
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?
9
Our success rate has been outstanding. The past three years, the students have had a 100%
pass rate on the clinical exam-the state average is 86%. For the past nine years, the
students have had a 100% pass rate on the National Exam. The faculty and staff work
continually to make changes based on student feedback and feedback from faculty
coordination meetings to make improvements.
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
X Resource based
 Change to CLO or rubric
X Change to assessment methods
 Other:_________________________________________________________________
10
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: Dental Hygiene: ALL PLO’S WERE SUBMITTED IN THE 2013-13 PR DOCUMENT

PLO #1:

PLO #2:

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
Clinically strong-very high student success rate.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Implementation of computerized surveys to assess SLO’s for each course in the curriculum and
for overall program development.
Program: _____
 PLO #1:

PLO #2:

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
11
What program-level strengths have the assessment reflections revealed?
The program has exhibited a very high level of success preparing students for both the clinical
and the didactic board exams. Students graduate prepared with the skills needed to meet the
requirements of the dental workforce.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Continual work calibrating, reviewing curriculum and assessing methods used to determine
student success.
12
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, Required by our accrediting body.
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, Required by our accrediting body
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
Yes, required to move to the next course.
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.
13
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support
of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both
internal and external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
1) The DENTRIX upgrade is essential for students and the program to be successful.
2) Teaching Continued Competency courses for the DH professional has long been a goal of the program. It is our hope
to establish the Chabot College clinical facility as a center for teaching excellence. This will bring recognition to the
college as well as provide revenue to help offset the costs of the program. The students also directly benefit as they
would be able to graduate laser certified. Having laser certification will give them an advantage in a competitive job
market.
What is your specific goal and measurable outcome?
1) Implement DENTRIX Enterprise by January 2014 and begin to move to electronic storage of patient records.
2) Offering our first laser certification course in the Fall of 2014
What is your action plan to achieve your goal?
Activity (brief description)
1. Funding to purchase DENTRIX upgrade
Begin training on electronic charting systems for DH 1
Make full conversion to paperless system
2. Funding to purchase lasers
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
12/13
30,029
Spring
2014
Spring
2015
Spring
2014
14
7,557.08
Offer laser certification class
Summer
2014
How will you manage the personnel needs? NONE for the Dentrix Conversion. For the laser courses, the course costs would cover paying for
instructors.
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
x Be completed (onetime only effort) (DENTRIX and Laser Purchase)
Require additional funding to continue and/or institutionalize the project
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: ITS will have to be involved in the DENTRIX Conversion
Do you know of any grant funding sources that would meet the needs of the proposed project?
x No
Yes, list potential funding sources:
15
(obtained by/from):
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
No Requests at this time. In the process of hiring a FT replacement for Nicole Papas who resigned in June 2013.
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: NA
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
Faculty (1000)
Program/Unit
Division/Area
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.
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.
16
Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000]
None at this time.
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
Position
Classified Professional Staff (2000)
Description
Program/Unit
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Student Assistants (2000)
17
PLEASE LIST IN RANK
ORDER
Division/Area
PLEASE LIST IN RANK
ORDER
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.
18
Appendix F3: FTEF Requests: None
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
FTEF
(2013-14)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
19
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]: None
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: NONE
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning outcomes and
alignment with the strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning support positions.
20
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.
Description
Open Purchase Order for Dental
Supplies
Amount Vendor
18,000.00 Henry Schein
21
Division/Unit
Priority #1
Dental Hygiene
X
Priority #2
Priority #3
Open Purchase Order for
Nitrous/Oxygen supplies (1,000.00 to be
given back to the general fund for
continuing education)
4,00.00 Air Gas NCN
Dental Hygiene
X
Open Purchase Order for Repairs/Parts
of Nitrous/Oxygen Units
1,000.00 Air Gas NCN
Dental Hygiene
X
4,500.00 Pact-One
Dental Hygiene
X
3,500.00 State of CA
4,000.00 West Dent
Dental Hygiene
Dental Hygiene
X
X
2,400.00 Adec
2,000.00 Burkhart Dental
Dental Hygiene
Dental Hygiene
X
X
1,200.00 State of CA
400.00 Professional Office
Dental Hygiene
Dental Hygiene
X
X
1,800.00 New Vendor to be used
Dental Hygiene
X
450.00
1,000.00
2,000.00
1,500.00
Dental Hygiene
Dental Hygiene
Dental Hygiene
Dental Hygiene
X
X
X
X
Open Purchase Order Support
Agreement
Open Purchase Order Annual
Accrediation Fee
Open Purchase Dental Supplies
Open Purchase Order Dental Repair
Parts
Open Purchase Order Clinic Repair
Open Purchase Order Certificate of
Registration X-ray
Open Purchase Order Chart Labels
Open Purchase Order Yearly Contract
Air Compressor
Open Purchse Order Continuing
Education Annual Registration
Open Purchase Order Dental Supplies
Open Purchase Annesthetics
Open Purchase Order X-ray Badges
State of CA
Dentsply International
Dentsply International
Radiation Detection Co
22
Open Purchase Order Coding Labels
Open Purchase Order Gowns/Masks
Open Purchase Order Osha Review
Open Purchase Order AED Medical
Open Purchase Order Office Yearly
Labels
Open Purchase Order Dental
Toothbrushes
Open Purchase Order Scantron Sheets
Open Purchase Order UCSFAnnual
Fee
150.00
3,000.00
350.00
400.00
GRAND TOTAL-------------------------------
56,450.00
Professional Office
Maytex Corporation
OSHA Review
AED Medical Corporation
Dental Hygiene
Dental Hygiene
Dental Hygiene
Dental Hygiene
X
X
X
X
150.00 Patterson Office
Dental Hygiene
X
1,000.00 Proctor&Gamble
150.00 Scantron Corp.
Dental Hygiene
Dental Hygiene
X
X
3,500.00 UCSF
Dental Hygiene
X
Contracts and Services Requests [Acct. Category 5000]
Instructions:
1. There should be a separate line item for each contract or service.
2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated
requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that 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
23
Description
Amount
Vendor
Division/Unit
Priority #1
Priority #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.
Description
Amount
Vendor
Priority Priority Priority
Division/Dept
#1
#2
#3
24
Notes
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.
2.
For bulk items, list the unit cost and provide the total in the "Amount" column.
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.
Description
Amount
Vendor
Division/Unit
DENTRIX Upgrade
(1) Picasso Lt. Wireless Unit
w/disposable tips
(2) SOL Diode Laser
w/disposable tips
30,029
Henry Schein
Dental Hygiene
2759.13
AMD Lasers
Den-Mat
Holdings, LLC
4797.95
25
Priority #1
Priority #2
X
X
X
Priority #3
26
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of reprioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet
capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match
if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined
that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many
smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing,
constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one facilities project, please rank order your
requests.
Brief Title of Request (Project Name): Building Signage
Building/Location:
Description of the facility project. Please be as specific as possible.
1500 community members/ year are seen in our clinical facility. They are seen by students who are providing comprehensive
oral hygiene care appointments. Countless hours have been lost when patients arrive late to the clinic due to being lost on
campus.
What educational programs or institutional purposes does this equipment support?
Dental Hygiene
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
In order to be successful, the students must have a required number of patient contact hours in the clinical setting. The lack of
adequate signage leads to patients being lost on campus and late to their appointments. Appointment times then become
shortened which causes the student to have less time to provide needed care. If they cannot complete the required cases, they will
not graduate from the program.
27