Chabot College
Program Review Report
2014 -2015
Year One of
Program Review Cycle
“You are in the same cycle as last year!”
Submitted on Nov.1,2013
Contact: Clayton Thiel
Final Forms, 1/18/13
Table of Contents
Divisions/Programs remain in the same cycle year for2013-2014
___ Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
___ Year 3
Section A: What Have We Accomplished?
Section B: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives
F1: New Faculty Requests
F2: Classified Staffing Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
____ YEAR ONE
1. Where We’ve Been - Complete Appendix A (Budget History) prior to writing your
narrative. Limit your narrative to nomore than one page. As you enter a new
Program Review cycle, reflect on your achievements overthelastfew years. What
did you want to accomplish? Describe how changes in resources provided to
your discipline or program have impacted your achievements. What are you most
proud of, and what do you want to continue to improve?
The Art area has undergone a devastating14% (disproportionate to the
rest of the college) course reduction in the past five years. We are
currently at 100% of Full time load for our four full time instructors and
one remaining adjunct instructor teaching Art 3 (figurer drawing) If any
additional FTEF is cut, contractual load obligations will not be able to be
met. Moreover, the reductions have made significant inroads to our
ability to serve our students, both G.E. and majors, creating specific
bottlenecks. We have fewer sections of Art 2A (beginning drawing),
which is the only fine art course meeting AA and AS degree elective
requirements, which is also the feeder course into all disciplines within
our unit, architecture, and digital media. Five years ago, we offered six
sections in the Fall and five sections in the Spring. Today, we offer
three sections per semester. We no longer offer ANY evening drawing
and painting, or sculpture classes. We cannot possibly maintain access
to G.E. students and support majors with so few sections. Moreover,
due to reductions in faculty, we are teaching multiple courses
concurrently, in order to offer the courses at all. While there are some
strengths to this approach, it has limits, which we have exceeded.
We designed a transfer degree for Studio Art to comply with the new
legislation from the state on transfer eligibility, SB1440. It was vetted
by the curriculum committee, Board of Trustees, and the Chancellor’s
office and then approved by the State so that now it is in the new
catalogue.
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The goal would be to have more full time faculty to replace the
instructors who have recently retired. We were five now we are two.
That will enable us to institute the new Studio Transfer Degree.
2. Where We Are Now - Review success, equity, course sequence, and enrollment
data from the past three years
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
Please complete Appendices B1 and B2 (CLO's), C (PLO's), and D (A few
questions)before writing your narrative. Limit your narrative to twopages.
After review of your success and retention data, your enrollment trends, your
curriculum, and your CLO and PLO results, provide an overall reflection on your
program. Consider the following questions in your narrative, and cite relevant data (e.g.,
efficiency,persistence, success, CLO/PLO assessment results, external accreditation
demands, etc.):
• What are the trends in course success and retention rates (based on overall
results and CLO assessments) in your program? Do you see differences based
on gender and/or ethnicity? Between on-campus and online or hybrid online
courses? Provide comparison points (college-wide averages, history within
your program, statewide averages).
1. Success and persistence rates.
2. Distance education vs. face-to-face courses.
2
We attribute the success rates in the beginning courses in our sequences as being
enhanced by the presence and mentorship of the intermediate and advanced
students as the classes are offered simultaneously. This is a trend in all our
disciplinary sequences – drawing, life drawing, painting, ceramics and sculpture.
The advanced students mentor the beginning students, the beginning students
achieve well and then some go into intermediate and then advanced, thus
continuing the cycle. This is a time-tested formula that works for our students.
However, there are limits to this mentoring: all students are entitled to focused,
course-specific instruction, particularly students in courses required for the major
or transfer.
The learning that takes place in our classrooms is authentic, builds community,
and expands all three levels of development -cognitive, psychomotor, and
affective - we offer a unique, inviting, and constructive environment in which
students develop along many levels. Additionally, the unit is committed to the
development of critical thinking, as reflected by our shared PLO on “Visual
Literacy through formal analysis of the elements and principles of design in all
artworks.” The achievement of this PLO is exceptional, with linked CLO
assessment scores showing 80% or more of students achieving a 3 (B) or higher.
We are teaching a generation of learners, many of whom have never taken an art
course before. We believe that there is a connection between successfully
completing an art course, with its critical thinking skills, and applying those skills
in other courses. We will seek data to confirm this as one of our program review
projects.
3. The Difference We Hope to Make - Review the Strategic Plan goal and key
strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SP forPR.pdf prior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resource
Requests) to further detail your narrative. Limit your narrative to three pages, and be
very specific about what you hope to achieve, why, and how.what initiatives are
underway in your discipline or program, or could you begin,that would support the
achievement of our Strategic Plan goal? Over the next three years, what improvements
would you like to make to your program(s) to improve student learning? What are
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your specific, measurable goals? How will you achieve them? Would any of these
require collaboration with other disciplines or areas of the college? How will that
collaboration occur?
The difference we want to make is to solve some of the obvious pathway
bottlenecks created by the reduction in the full time faculty.
____ YEAR TWO
A. What Progress Have We Made?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should alsoreview 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 were your year one Program Review goals?
Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
What are you most proud of?
What challenges did you face that may have prevented achieving your goals?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
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B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategiesat
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to
further detail your narrative. Limit your narrative to two pages, and be very specific about
what you hope to achieve, why, and how.
Given your experiences and student achievement results over the past year, what changes do
you suggest to your course/program improvement plan? What new initiatives might you begin to
support the achievement of our Strategic Plan goal? Do you have new ideas to improve student
learning? What are your specific, measurable goals? How will you achieve them? Would any of these
require collaboration with other disciplines or areas of the college? How will make that collaboration
occur?
5
___ 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?
Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for student learning, program learning, and Strategic Plan
achievement.
What best practices have you developed? Those could include pedagogical methods,
strategies to address Basic Skills needs of our students, methods of working within your
discipline, and more.
Are these best practices replicable in other disciplines or areas?
What were your greatest challenges?
Were there institutional barriers to success?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, 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.
We recently completed a TMC for our discipline. We have also been increasingly aware
of the data around student completion and success that shows that the longer students
are here, the less likely it is that they will complete. We also know anecdotally that
many of our student struggle with mathematics and English Composition. While our
new TMC is designed to help students complete their art courses in a reasonable
amount of time, we do not know much about how our students assess, begin, or
complete their math and English sequences. We don’t know whether there is anything
we could do, in terms of support or mentoring, that could improve the number of
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students who complete degrees or transfer in a reasonable amount of time. We would
need to work with Carolyn Arnold to identify and track studio art majors to determine
how they are doing. We then might want to meet with students and discuss what might
serve them best.
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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
Figure drawing model budget
TOTAL
2012-13
Budget
Requested
$1100
$6500
$7000.00
2012-13
Budget
Received
$500
$3640
$5500.00
2013-14
Budget
Requested
$1100
$7000.00
2013-14
Budget
Received
$500
$5500.00
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.
2. Replacing worn out equipment, such as electric kilns and grinders, has improved productivity
and safety in Ceramics and sculpture classes.
3.
4.
5. 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?
Success rates for Life Drawing have fallen, which we believe is attributable to decreased availability of
life drawing models.
Materials fund for Sculpture Classes
In the past, we charged a materials fee for each sculpture class, which enabled the discipline to maintain
an adequate supply of materials. These materials include abrasives, wax, plaster, sand, saw blades, etc.
We have been able to mitigate the loss by using materials purchased over previous semesters. Those
materials have now been exhausted. Students are increasingly hard pressed to complete projects in
sculpture classes, as we no longer have the materials needed to complete projects. Sculpture classes
have historically had a high rate of success, at 80% or higher for the past three years in Art 20 and Art
22, with success dipping by 2% in Art 20 and 35% in Art 22. This does not correspond with high CLO
scores in these classes. The drop in success for both classes corresponds with the loss of a materials fee
in the Fall of 2010. We need a $600 annual materials budget to keep these highly successful courses
going, which are proven to enhance the critical thinking skills of all college students who take them.
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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:
 WE DID NOT COMPLETE ANY CLOT0CTL forms. 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
*List one course per line.
Add more rows as
needed.
This Year’s Program
Review
*CTL forms must be
included with this PR.
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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
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
(CLO) 2:
(CLO) 3:
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
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PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
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C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
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PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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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: __Studio Art____


PLO #1:
PLO #2:

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Program: _____
 PLO #1:

PLO #2:

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
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What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
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Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years?
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?? No. In response to FTEF cuts, we have reduced our
offerings. We MUST restore Art 12A,B,C,D and Art 13 A,B,C,D so they can be offered every
semester because majors cannot complete their coursework without this sequence. Please note
that these courses are taught concurrently (Art 12 and 13 need 5 CAH per semester
With the approval of the new transfer AA (awaiting Curriculum and Board of Directors Approval,
the need to provide appropriate, focused instruction to majors within our courses, for example,
in ART 23 and ART 24, becomes critical.
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)?We have very few sequences, and in those courses that do, completing the
initial course successfully is a good predictor of success in the ensuing 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.. Students who are collegeready, are more likely to be successful as they have fewer barriers to completing classes
successfully, e.g., they know how to read a text or write a paper. This is particularly relevant to
ART 23, 2-D Foundations. We have also been increasingly aware of the data around
student completion and success that shows that the longer students are here, the
less likely it is that they will complete. We also know anecdotally that many of
our student struggle with mathematics and English Composition. While our new
TMC is designed to help students complete their art courses in a reasonable
amount of time, we do not know much about how our students assess, begin, or
complete their math and English sequences.
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Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support
of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both
internal and external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Activity (brief description)
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
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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
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:
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(obtained by/from):
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committeeand 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. Discussanticipated improvements in student learning and contribution to the Strategic
Plangoal. 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
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
FULL TIME ART
INSTRUCTOR
Generalist,
capable of
teaching across
focus areas
currently in
catalog as well
multiple courses
in the new Studio
Art Transfer
Degree
Faculty (1000)
Program/Unit
Division/Area
Studio Art
SOTA
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.
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NECESSITY FOR A FULL TIME ART INSTRUCTOR
In 1998, Chabot College6 full time Art Instructors. Through retirement attrition, we now have 3 instructors.Nevertheless, we have been able to function.
However, we do not function well. Specific problems include:
1. Organizational problems: fewer instructors to participate and support the college infrastructure (contractual requirement). The coordination of
program concerns, including assessment, curriculum, and program review fall on fewer shoulder.
2. Diminished class schedules: we lack the faculty to offer the scope and depth of our curriculum, both for majors and G.E. students.
3. Scheduling: with so few instructors, class scheduling and conflicts become normal. Instructors are teaching courses simultaneously (ART 12 and 13 or
ART 24 and ART 17). Moreover, students neither receive the attention they deserve, nor can they enroll in multiple art classes that they need.
A replacement Art Instructor is needed urgently,
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.
Art students need strong mentoring and coaching in the laboratory/studio. When multiple sections or courses are being taught simultaneously,
students cannot get the guidance they need. In addition, they have difficulty getting the depth and scope or classes they need to complete.
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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
Position
Classified Professional Staff (2000)
Description
Program/Unit
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Postion
Lab Tech
Description
Student Assistants (2000)
Program/Unit
Studio Art
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PLEASE LIST IN RANK
ORDER
Division/Area
PLEASE LIST IN RANK
ORDER
Division/Area
SOTA
2. Rationale for your proposal.
Having a Studio Art Lab Tech, would free up instructors to teach the fundamentals of the program. This would also be more cost effective. Than
paying a faculty salary to handle day to day functions of the lab and it’s equipment. Having a Lab Tech would also help the college as a whole.
Thus the photo lab would be open for community use, bringing more people into the college.
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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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
FTEF (201314)
Art 24 3D
Foundations
Art12 A,B,CandD
Art13 A,B,C,andD
0
ADDITIONAL FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
Cross-listed
1
6 per year
24per semester
Cross-listed
1
12per year
24 per semester
1. 5 CAH per semester, to offer one section of ART 12 and 13, in which all levels of both classes would be taught
concurrently. This is not ideal, but it will provide the most basic access for our students.
2. 5 CAH per year, to offer one section of ART 24, 3-D Foundations, to be taught standalone, so that majors can receive
the focused instruction they need.
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Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants,
supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of
new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested:
2. If you are requesting more than one position, please rank order the positions.
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.
Position
Description
1.
2.
3.
4.
LA
LA
LA
LA
Learning Assistant
Learning Assistant
Learning Assistant
Learning Assistant
1.
2.
3.
4.
4. Learning assistants have increased the speed at which Students acquire fundamental skills to successfully complete courses. This has
resulted in fewer students needing to repeat courses. It has also allowed for students to have greater access to individual attention.
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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 criticalrequests 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 requeststhat would be nice to have and would bring additional benefit to the program.
2013-14
2014-15
Request
needed totals in all areas Request
Requested Received
Description
Amount
$7000.00
$5500.
Figure drawing model
budget
$7000.
$600.
Materials for Sculpture
courses
Vend
or
0
$1000.
Division/Unit
Priority #1
SOTA
SOTA
x
x
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Priority #2
Priority #3
The Figure drawing classes requires, at each meeting, a live model. Such models need to be
professionals and reliable, which means that they are paid commensurately. When we are not
allocated sufficient funds to provide such models for each and every class, students do not
acquire the necessary skills because they have not had sufficient time, with a live model, to
practice their skills We have noted that our success rates for ART 3 have fallen since 2009, and
our success rates through the family (A, B, C, and D) are uneven. Additionally, CLO scores are
somewhat lower than for our other disciplines, at 50% or more attaining a 3 (B) or higher, as
opposed to 65% or 80%. We attribute this to the diminishing model budget. While the hourly
rate for professional models has increased each year, our budget has remained fixed at its 1998
level of $5,500.00 (15 years with no increase).
In the past, we charged a materials fee for each sculpture class, which enabled the discipline to
maintain an adequate supply of materials. These materials include abrasives, wax, plaster, sand,
saw blades, etc. We have been able to mitigate the loss by using materials purchased over
previous semesters. Those materials have now been exhausted. Students are increasingly hard
pressed to complete projects in sculpture classes, as we no longer have the materials needed to
complete projects. Sculpture classes have historically had a high rate of success, at 80% or
higher for the past three years in Art 20 and Art 22, with success dipping by 2% in Art 20 and
35% in Art 22. This does not correspond with high CLO scores in these classes. The drop in
success for both classes corresponds with the loss of a materials fee in the Fall of 2010. We
need a $1000. annual materials budget to keep these highly successful courses going, which are
proven to enhance the critical thinking skills of all college students who take them.
Contracts and Services Requests [Acct. Category 5000]
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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 criticalrequests 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 requeststhat would be nice to have and would bring additional
benefit to the program.
augmentations only
Description
Amount
Vendor
Division/Unit
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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
Division/Dept
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Priority Priority Priority
#1
#2
#3
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 criticalrequests 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 requeststhat would be
nice to have and would bring additional benefit to the program.
Description
Amount
Vendor
Division/Unit
Rooms1008 and 1012 need internet connection
$2000.
IT
SOTA
X
Pug mill
$5200.
Bailey ceramics
SOTA
X
14”Band saw
2 DOCUMENT CAMERAS [ELMO]WITH
PROJECTOR
$1000.
RikonPower Tools
SOTA
X
$2500.
ELMO
SOTA
X
BLOCKOUT WINDOW SHADES ROOM 901
$3000.
Briteinc.
SOTA
X
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Priority #1
Priority #2
Priority #3
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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/Location:
Description of the facility project. Please be as specific as possible.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
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