Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: 2
Program: ESYS/CNT
Submitted on October 23, 2015
Contact: Wayne Phillips
FINAL 9/24/15
Table of Contents
___ Year 2
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
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 and Ongoing Initiatives and Projects
F1A: New Faculty Requests
F1B: Reassign Time Requests
F2A: Classified Staffing Requests
F2B: Student Assistant Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies Requests
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
YEAR TWO
Resource Request Spreadsheet Directions:
In addition to completing the narrative portion of program review, add all your requests to a single
Resource Request Spreadsheet:
a. Follow the link to the spreadsheet provided in Appendix F1A, save the spreadsheet where you
can continue to access it and add requested resources from each appendix to it as appropriate.
Once completed, submit to your Dean/Area Manager with this finalized Program Review
Narrative.
b. Requests should be made for augmented/ additional resources (more than what you are already
receiving). If you have questions about what constitutes an “additional/augmented” request,
please talk with your administrator who can tell you what maintenance resources you are
already receiving.
c. Prioritize your requests using the criteria on the spreadsheet. Your Administrator will compile a
master spreadsheet and prioritize for his or her entire area.
d. Submit resource requests on time so administrators can include requests in their prioritization
and discuss with their area at November division meetings.
1. What Progress Have We Made?
Complete Appendices A (Budget History), B1, 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/Data2015.asp. Limit your narrative to two
pages.
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 to inform future
budget decisions. In your narrative of two or less pages, address the following questions:
 What were your previous Program Review goals?
Our plan was to expand the CNT program, leading to an A.S. Degree in Computer Networking
Technology, and continue to develop career pathways within the ESYS program

Did you achieve those goals? Specifically describe your progress on the goals you set for student
learning, program learning, and Strategic Plan achievement.
Instead of developing a CNT A.S. degree, we are working in tandem with the CAS discipline to revise
their program to incorporate the courses currently listed under the CNT rubric. The BART technician
training program will be funded by a DOT grant, starting in Summer ’16.

What are you most proud of?
The BART technician training will almost double the size of the ESYS program, and is a significant
affirmation of our value to the community. The new cooperative planning with the CAS discipline
should lead to an improved structure of offerings for our students, and will improve the utilization of
the specialized skills, knowledge, and certifications of the CAS, CNT, and ESYS faculty.

What challenges did you face that may have prevented achieving your goals?
The faculty retirement at LPC last year has left us without an enthusiastically willing partner to
continue the cooperative offerings of CNT courses. This made the plan to develop a CNT A.S. degree
program at Chabot unfeasible. Fortunately, the redirected focus of the CAS discipline has resulted in
mutually aligned goals and will ultimately provide students with career pathways that align with the
present and future workforce demands.
1
2. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative.
Please complete Appendices E (New and Ongoing Initiatives and Projects) and F1-8 (Resources
Requested) to further detail your narrative. Limit your narrative here to one page and reference
appendices where further detail can be found.
 What initiatives or projects are or could be underway to support student learning outcomes,
equity, and/or the College Strategic Plan Goal?
After over a year of planning, the BART technician training program will start next year. An
important aspect of this program is the inclusion of veterans, unemployed, and underserved
students in the cohort. The ESYS discipline is also a participant in the Advanced Manufacturing
Career Pathways project.
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 (furniture)
TOTAL
2015-16
Budget
Requested
1 student
2015-16
Budget
Received
1 student
$ 33,945
$ 8,500
$ 33,945
$ 13,000
$ 42,445
$ 46,945
2016-17
Budget
Requested
1 classified,
1 student
$ 38,550
2016-17
Budget
Received
$20,000
$53,945
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
The student lab assistant is a valuable benefit for the students. During lab activities, the lab assistant
works with the instructors to answer student questions, provide troubleshooting advice, and address
any issues with the lab equipment. Outside of class time, the student lab assistant helps to set up and
maintain the lab hardware and software.
The additional Dell server and Cisco networking modules for the Netlab+ system enabled us to
provide remote-access labs for multiple courses at Chabot and LPC.
2
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 lab classrooms in 1602 and 1616 are still using an assortment of chairs and stools that date back
almost 50 years. Comfort and potential safety issues are an ongoing concern. (Included, but not
funded, in last year’s Program Review facilities request.)
3
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.
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.
ESYS 50, 51, 52, 54, 55A,
55B, 56A, 56B, 57A, 57B,
58, 60, 61, 62
ESYS 63AB, CNT 83AB
(cross-listed courses)
ESYS 72ABCD,
CNT 82ABCD
(cross-listed courses)
CNT 62A, 62B, 67, 69,
7301, 7401, 7501, 7502,
7701, 84, 85
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
*Note: These courses
must be assessed in
the next PR year.
submitted
submitted
submitted
new classes
4
2-Years Prior
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: Electronic Systems Technology / AS Degree

PLO #1:
The program graduate will be able to specify, install, program, operate, troubleshoot, and modify
electronics systems.

PLO #2:
The program graduate will have effective oral and written communication skills.
What questions or investigations arose as a result of these reflections or discussions?
How do we motivate our students to address the communication and basic math skills with
the same vigor that they have for the hands-on electronic skills?
What program-level strengths have the assessment reflections revealed?
ESYS students excel at learning hands-on skills required in the electronics industry.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Incorporate more contextualized math and communication skills in the introductory courses.
Program: Electronic Systems Technology / Certificate of Achievement in Consumer Electronics
Technology

PLO #1:
The program graduate will be able to specify, install, program, operate, troubleshoot, and modify
consumer electronics systems.

PLO #2:
The program graduate will have effective oral and written communication skills.
What questions or investigations arose as a result of these reflections or discussions?
How do we motivate our students to address the communication and basic math skills with
the same vigor that they have for the hands-on electronic skills?
5
What program-level strengths have the assessment reflections revealed?
ESYS students excel at learning hands-on skills required in the electronics industry.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Incorporate more contextualized math and communication skills in the introductory courses.
Program: Electronic Systems Technology / Certificate of Achievement in Consumer Electronics
Technology

PLO #1:
The program graduate will be able to specify, install, program, operate, troubleshoot, and modify
electronics systems.

PLO #2:
The program graduate will have effective oral and written communication skills.
What questions or investigations arose as a result of these reflections or discussions?
How do we motivate our students to address the communication and basic math skills with
the same vigor that they have for the hands-on electronic skills?
What program-level strengths have the assessment reflections revealed?
ESYS students excel at learning hands-on skills required in the electronics industry.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Incorporate more contextualized math and communication skills in the introductory courses.
6
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. Write n/a if the
question does not apply to your area.
1. Have all of your course outlines been updated within the past five years? Yes
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five years or
won’t be taught in three years should be deactivated) Yes
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? Yes
4. 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
5. 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. New courses introduced last year will be
assessed next year.
6. 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
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? Success in subsequent courses is typically above 80%, but the trend has
been downward over the last two years, possibly reflecting a greater percentage of younger
students. This is likely related to the improving economy, as older working adults find
employment instead of taking our courses.
8. 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. Insufficient data to draw
conclusions. Working adult students typically are on the Certificate path, and will not take
Math or English courses, so we cannot evaluate the effect of taking these courses.
7
Appendix E: Proposal for New and Ongoing Initiatives and Projects (Complete
for each initiative/project)
#1 - BART Technician Training Program
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, Equity, BSC, College Budget
Committee
Purpose: The project will require the support of additional and/or outside funding.
How does your project address the college's Strategic Plan goal, significantly improve student learning or
service, and/or address disproportionate impact?
This project provides a pathway for BART employees and eligible underserved students to qualify
for electronic technician positions at BART and other regional transportation agencies.
What is your specific goal and measurable outcome? (Note: Complete the Equity/BSI proposal in
Appendix E1 if you would like to request these funds and indicate “see Equity/BSI proposal for detail”)
The goal is to train a starting cohort of 25 students through a 17-month, 31-unit course of study,
starting in Fall ’16. Additionally, a 6-week summer bridge is planned for Summer ’16 to boost
applied math, communication, and basic electronic skills.
What learning or service area outcomes does your project address? Where in your program review are
these outcomes and the results of assessment discussed (note: if assessment was completed during a
different year, please indicate which year).
Students will earn an Industrial Electronic Technology Certificate of Achievement. The additional
coursework will prepare students for entry-level technician positions at BART and other regional
transportation organizations.
What is your action plan to achieve your goal?
Required Budget
Submit course outlines for summer bridge program
Target
Completion
Date
10/13/15
Develop curriculum for summer bridge courses
6/1/16
$6,000 personnel
Deliver summer bridge courses (12 courses, 5 units total, 8week summer session)
Deliver courses (15 courses, 31 units total, 3 semesters plus
summer session)
8/11/16
$12,000 personnel,
12/21/17
38 CAH personnel,
$7,500 supplies
Activity (brief description)
(Split out personnel, supplies,
other categories)
none
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions 1
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)
8
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):Continuing funding from BART, DOT, or other sources
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: Collaborate with BART and local WIBs
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources: BART/DOT grant
#2 – Arduino Microcontroller Labs
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, Equity, BSC, College Budget
Committee
Purpose: The project will require the support of additional and/or outside funding.
How does your project address the college's Strategic Plan goal, significantly improve student learning or
service, and/or address disproportionate impact?
This project develops new lab activities and supporting curriculum to use Arduino microcontrollers
as the training platform for the ESYS 55A Microcontroller Systems class. The Arduino platform is a
low-cost, open-source platform with wide support and applied implementations. Switching to this
platform will provide the student with the foundation to explore thousands of low-cost real-world
applications beyond the scope of the course activities.
What is your specific goal and measurable outcome? (Note: Complete the Equity/BSI proposal in
Appendix E1 if you would like to request these funds and indicate “see Equity/BSI proposal for detail”)
The goal is to develop seven new lab activities, including procedure sheets and lab fixtures, and to
update the online lecture modules and final exam for the Arduino microcontroller.
What learning or service area outcomes does your project address? Where in your program review are
these outcomes and the results of assessment discussed (note: if assessment was completed during a
different year, please indicate which year).
The course-level outcomes for ESYS 55A require the student to describe and use test tools to
characterize the operation of a microcontroller system. Our assessment of outcomes last year
showed that 93% of students completing the course were able to achieve these outcomes. The
open-source Arduino will allow students to apply their skills and knowledge to real-world
applications of specific interest to the individual student, promoting exploration and discovery
beyond the scheduled limits of the course.
9
What is your action plan to achieve your goal?
Activity (brief description)
Develop outline for new lab activities and outcomes. Review
with ESYS instructors.
Develop seven Arduino lab activities that align with ESYS 55A
course outcomes. Provide 20 sets of lab fixtures.
Update ESYS 55A online lectures and final exam
Pilot updated course labs and lectures; revise as needed
Target
Completion
Date
9/1/16
Required Budget
(Split out personnel, supplies,
other categories)
12/9/16
$300 personnel, $100
supplies
$3,500 personnel, $4,050
supplies
$2,000 personnel
4/8/16
$500 personnel
12/9/16
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
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
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: Perkins
10
Appendix F1B: Reassign Time Request(s) [Acct. Category 1000]
Audience: Administrators
Purpose: Provide explanation and justification for work to be completed. (Note: positions require job
responsibility descriptions that are approved by the appropriate administrator(s).)
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/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 1000b tab and check the box below once they’ve been
added.
Total number of hours requested and the type of contact hour:
☐
6 CAH Fall ’16, 4 CAH Spring ‘17
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
11
Appendix F2A: Classified Staffing Request(s) [Acct. Category 2000]
Audience: Administrators, PRBC, Classified Prioritization Committee
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 complete a separate Classified Professionals Staffing Request form for each position
requested and attach form(s) as an appendix to your Program Review.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet AND a
separate Classified Professionals Staffing Request form must be completed for each position requested.
Add your requests to your spreadsheet under the 2000a tab and check the box below once they’ve
been added.
Please click here to find the link to the Classified Professional Staffing Request form:
http://www.chabotcollege.edu/prbc/APR/2016-17%20Classified%20Professionals%20Staffing%20Request%20Form.pdf
This is a fillable PDF. Please save the form, fill it out, then save again and check the box below once
you’ve done so. Submit your Classified Professionals Staffing Request form(s) along with your Program
Review Narrative and Resource Request spreadsheet.
Total number of positions requested (please fill in number of positions requested):
1
☐
Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
X
☐
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
X
12
Appendix F2B: Student Assistant Requests [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for student assistant 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 these positions are categorically funded, include
and designate the funding source of new categorically-funded positions where continuation is
contingent upon available funding.
Rationale for proposed student assistant positions:
The student assistant provides valuable hands-on support to students during their lab activities.
Funding for support of the BART/DOT-funded cohort is included in that grant.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Every ESYS course includes a hands-on proficiency-based outcome. Demonstration, troubleshooting
assistance, and review of proper procedures by the student assistant greatly increase the efficiency of
the lab hours, and helps to reinforce skills through peer support.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions requested):
☐
1
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left) X
13
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 at
http://www.chabotcollege.edu/ProgramReview/Data2015.asp
COURSE
INDT 74
ESYS 50
ESYS 51
ESYS 52
ESYS 54
ESYS 55A
ESYS 55B
ESYS 58
ESYS 60
ESYS 63A
ESYS 63B
CURRENT
FTEF
(2015-16)
6
3.75
2.5
2.5
1.25
1.25
1.25
2.5
1.25
2.5
2.5
ADDITIONAL
FTEF
NEEDED
3
2.5
2.5
2.5
2.5
2.5
2.5
2.5
2.5
2.5
2.5
CURRENT
SECTIONS
2
3
2
2
1
1
1
2
1
2
2
ADDITIONAL
SECTIONS
NEEDED
1
1
1
1
1
1
1
1
1
1
1
CURRENT
STUDENT #
SERVED
88
60
36
30
12
18
18
24
12
36
36
ADDITIONAL
STUDENT #
SERVED
25
25
25
25
25
25
25
25
25
25
25
Note: All current ESYS sections are linked courses – 2 courses running concurrently. All new sections are standalone sections for the BART/DOD-funded cohort.
14
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.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions requested):
☐
2
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left) X
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.
The first BART/DOT-funded cohort starts in June ’16. Integral to the learning plan is peer group
mentoring and lab activity assistance. The one assistant position currently filled is a critical
resource this year, especially with the only full-time instructor on sabbatical leave. In order to
provide the mandated support for the BART cohort and maintain the same level of support for
the existing evening program, one additional assistant is required.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Every ESYS course includes a hands-on proficiency-based outcome. Demonstration,
troubleshooting assistance, and review of proper procedures by the student assistant greatly
increase the efficiency of the lab hours, and helps to reinforce skills through peer support.
15
Appendix F5: Supplies Requests [Acct. Category 4000]
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 anticipated budgets and additional funding
requests for categories 4000. Do NOT include conferences and travel, which are submitted on Appendix
F6. Justify your request and explain in detail the need for any requested funds beyond those you
received this year. Please also look for opportunities to reduce spending, as funds are limited.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
☐
SUPPLIES tab (4000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Every ESYS course includes a hands-on proficiency-based outcome. Adequate supplies are critical
to providing a safe and productive lab environment where the students can master these skills.
Anticipated budget:
Continuing Supplies
Description
Amount
DreamSpark software subscription
500.00
NetLab+ support renewal
2,995.00
Printer Paper 4 cases @ $50
200.00
Toner cartridges 2 @ $225
450
Misc pens, markers, folders
200
Electronic components and tools
2,000.00
Printed circuit boards, 100 @ $10
1,000.00
Tools and electrical supplies
500
Electronic components and tools
500
Computer components
1,000.00
Lab Equipment Repair and Calibration
2,000.00
NI-academic software license
3,995.00
16
Automation Studio software support
3,185
PSoC trainer boards and components
4,000
Solder mask application tools and supplies
4,500
Soldering stations and hand tools
8,000
35,025.00
TOTAL
New Supply Request:
Description
Arduino Uno-R3
development boards
Arduino proto-shield
boards
Quantity
Unit
Price
Total
Amount
Tax
30
$24.95
$748.50
$74.85
90
$9.95
$895.50
$89.55
Cost of
Shipping
/Freight
10
11
TOTAL
Grand
Total
Amount
$833.35
$996.05
$1,829.40
Appendix F6: Contracts & Services, Conference & Travel Requests [Acct.
Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for contracts & services and 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. Your rationale should discuss student learning goals and/or
connection to the Strategic Plan goal.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
1.
2.
☐
There should be a separate line item for each contract or service.
Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
17
Rationale:
The Cisco Academy Conference provides workshops and seminars to keep instructors updated
with the continuously evolving content of multiple courses and emerging technologies.
Instructors in these disciplines need to continuously update skills and knowledge to remain
effective trainers.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Students are required to demonstrate current knowledge and effective hands-on skills in these
technical skill areas. Without the instructor update training provided by this conference,
instructors would be ill-prepared to teach and demonstrate.
18
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.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
☐
EQUIPMENT tab (6000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
Please follow the link here to make your request and summarize below
http://intranet.clpccd.cc.ca.us/technologyrequest/default.htm
No new requests for 2016-17
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Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Although some of the college's greatest needs involving new facilities cannot be met with
the limited amount of funding left from Measure B, smaller pressing needs can be addressed. Projects
that can be legally funded with bond dollars include the "repairing, constructing, acquiring, and
equipping of classrooms, labs, sites and facilities." In addition to approving the funding of projects, the
FC participates in addressing space needs on campus, catalogs repair concerns, and documents larger
facilities needs that might be included in future bond measures. 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): ESYS Lab Chairs and Stools
Building/Location: Building 1600, rooms 1602 and 1616
Type of Request
___ Space Need
___ Building Concern
___ Small Repair
___ Larger Facility Need
___ Large Repair
__X_ Other (grounds, signage…) Furniture
Description of the facility or grounds project. Please be as specific as possible.
Replace chairs and stools in lab classrooms 1602 and 1616 with adjustable-height stools and .
28 stools and 25 chairs in 1602
24 stools and 9 chairs in 1616
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
This supports the Electronics Systems Technology, Computer Networking Technology, and
Engineering programs.
Briefly describe how your request supports the Strategic Plan Goal?
The current chairs and stools are a mix of leftovers from other rooms. Most of the bench stools are
metal, with a flat wooden seat. Most of the chairs are very uncomfortable, and many have broken
height adjustment, adding to an uncomfortable work posture. Several chairs and stools are broken
or have been removed for safety concerns. ESYS labs are fours hours long, ENGR labs are three
hours, which makes it difficult to sit and concentrate for that length of time. The discomfort of the
students distracts them from making the most effective use of their lab time.
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Brief Title of Request (Project Name): ESYS Lab Space Floorplan Re-alignment
Building/Location: Bldg. 1600, rooms 1602, 1614, and 1616
Type of Request
__X_ Space Need
___ Building Concern
___ Small Repair
__X_ Larger Facility Need
___ Large Repair
__ _ Other (grounds, signage…) Furniture
Description of the facility or grounds project. Please be as specific as possible.
Remove interior walls between 1602, 1614, and 1616. Create storage space at each end, and open
class space in the middle, with 18 benches, supporting up to 3 students each, networking lab space
supporting 8 networking pods, a shop area for circuit board and sheet metal tools, and an open area
that can be arranged with tables and chairs for lecture, or moved to provide space for portable lab
stations, as used in ESYS 56A, 57A & B, and 62.
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
This supports the Electronics Systems Technology, Computer Networking Technology, and
Engineering programs.
Briefly describe how your request supports the Strategic Plan Goal?
The layout of the lab space in 1602 and 1616 is inefficient, outdated, and was hastily assembled to
accommodate the rapid re-launch of the ESYS program in 2009. A better-organized floor plan will
enhance student learning by providing an environment more conducive for performing the lab
activities.
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