Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle: 1
Program: Astronomy
Submitted on
Contact: Scott Hildreth
FINAL 11/2/15
Table of Contents
Year 1
Section 1: Who We Are……………….. ................................... Page 1
Section 2: Where We Are Now……… .............................Pages 1-3
Section 3: The Difference We Hope to Make……….. ........... Page 4
Required Appendices:
A: Budget History………….. ................................................................... Page 5
B1: Course Learning Outcomes Assessment Schedule…. ..................... Page 6
B2: “Closing the Loop” Assessment Reflections…… ........................ Pages 7-9
C: Program Learning Outcomes……… ................................................ Page 10
D: A Few Questions……….. ................................................................. Page 11
F1B: Reassign Time Requests………….. ................................................ Page 12
F2A: Classified Staffing Requests…………. ............................................ Page 13
F5: Supplies Requests…………. ............................................................ Page 14
F6: Services/Contracts and Conference/Travel Requests……. ............ Page 15
F7: Technology and Other Equipment Requests……… ....................... Page 16
YEAR ONE
1. Who We Are
The Astronomy program at Chabot College revolves around just 3 general education courses, and one
very special facility – the Planetarium. Academically, Astronomy offers our students two of the most
popular courses in the Natural Sciences that helps to fulfill graduation and transfer requirements to
every four-year school in our area. The Astronomy 10 (solar system) and Astronomy 20 (stars and
galaxies) lecture courses are taken by an average of 220 students/term from Fall 2012 through Spring
2015 (and even more in Fall 2015). Demand for these classes is always strong, and fill rates are routinely
at 100% or more. The Astronomy 30 lab course offers students one of the only 1-unit standalone lab
options to fulfill their transfer requirements. Overall, the program offers extremely high productivity
measured by a WSCH/FTEF ratio of 621+.
Our Astronomy Faculty numbers have ebbed and flowed over the different eras of Chabot’s service to
our community. When the College was created, we had one full-time faculty member teaching
Astronomy and Math, and by the 1970’s we had two full-time faculty paid for teaching both campus
courses and delivering school and community programs in astronomy as well. By the 1990’s we had
three full-time faculty in the program for a short time, and since that point, we’ve had two full-time
faculty sharing duties in Astronomy and Physics, supported by adjunct and emeritus faculty. In Fall
2015, we have just one full-time faculty member, and 5 adjuncts teaching a total of 8 lecture sections
and two labs.
In the magical space that is our Planetarium, we offer our students, and our community, the chance to
learn about astronomy, and about science. Of the 113 colleges in California’s Community College
System, only about 30 have planetariums on their campuses, and not all of those are used daily for
classes. We use our facility as much as possible for special events and campus tours, including New
Student and New Faculty Orientation days, Raza day, African American Awards Day, Hayward Leadership
Cohort, STEM Program Awards, Accreditation, CARE retired colleagues celebrations, M&O recognition,
and many more. We try to offer free community events in the planetarium every semester, sometimes
around special celestial events. We welcome student groups and parents, and use the outstanding AV
capabilities to show movies.
2. Where We Are Now
Our prior 3-year Program Review cycle had the following goals:
0)
1)
2)
3)
4)
5)
6)
7)
Prepare for relocation of Astronomy lab to Building 1800 by start of Spring 2013.
Increase Planetarium Shows for the Public
Astronomy Curriculum Update by Fall 2012
Start Astronomy PLO review by Spring 2013
Astronomy Lab Course Curriculum improvements by Fall 2013
Continued Student Success Research Regional/Statewide - ongoing
Textbook/Online system evaluation - ongoing
Fundraising for the planetarium – ongoing
1
We accomplished most of these goals, in various degrees, and can build on that success in the next
cycle. We’ve significantly increased the visibility of the program by developing short full-dome videos,
and one longer production “Stars of the Winter Skies” that premiered in 2015. We integrated an
entirely new lab about the Sun created by the team (Dave, Hildreth, Lee) through a NASA Public
Education & Outreach grant developed with Stanford University faculty which has been distributed by
NASA for use around the country.
Astronomy Course Learning Outcomes
One area that absolutely needs attention in the next cycle is reviewing and recharging our student and
program learning outcomes:
(CLO) 1: ASTR 10 - Demonstrate an understanding of the reasons for seasons
(CLO) 2: ASTR 10 - Demonstrate understanding of method of detecting extrasolar planets
(CLO) 3: ASTR 10 - Demonstrates Understanding of Galileos' Discoveries and why each was important in
overthrowing the geocentric model.
(CLO) 1: ASTR 20 - Demonstrate an understanding of the reasons for seasons
(CLO) 2: ASTR 20 - Demonstrates Understanding of Galileos' Discoveries and why each was important in
overthrowing the geocentric model.
(CLO) 3: ASTR 20 ‐ Demonstrate understanding of HR diagram
(CLO) 1: ASTR 30 - Demonstrate an understanding of the difference between precision and accuracy
through a lab report or capstone survey
(CLO) 2: ASTR 30 - Demonstrate an understanding of the nature of angular size and resolution with
telescopes through a lab activity, write‐up, project, or hands‐on demonstration using a telescope.
We expect to augment our CLOs to do an even better match to what is taught, including adding Kepler's
3 laws of planetary motion to CLO 3 for Astro 10, and adding star formation and death to CLO 3 for Astro
20. And we’ve begun examining how Chabot College’s CLOs compare with those of other community
colleges, assisted by our Adjunct Faculty team teaching elsewhere in addition to Chabot:







“Demonstrate understanding of distances and time scales in the solar system and the cosmos,
differentiate between astronomical science and other systems of thought, and understand basic concepts
of planetary science.” (Las Positas College)
“Demonstrate an understanding of the objects in the solar system and their behavior”
“Demonstrate an understanding for the reasons for seasons, key elements of constellation movements,
and moon phases.”
“Describe the major components of the solar system, the Milky Way Galaxy, and their interactions with
each other” (SJCC)
“The student will contrast the environment around them with other environments on different planets
and different star systems.” (Mission College)
“Students will be able to apply the scientific method to observations to understand how the universe is
structured.” (Mission College)
“Evaluate astronomical news items or theories concerning solar system astronomy based upon the
scientific method.” (De Anza College)
The reorganization of our new CLO group will be our key focus for the first year of our new Program
Review cycle, with evaluation during the second year and closing the loop the third year.
2
Astronomy Program Learning Outcomes
Our PLO’s address two different programs, because the bulk of our students (~80% per term) only take
one lecture class, and a smaller group (~20% per term) take a lecture and lab class while at Chabot.
Program 1: Astronomy Lecture Courses for GE Physical Science Students

PLO #1: Students will be able to explain key principles of astronomy using applicable
vocabulary; including employing the scientific method to organize, prioritize, and problem solve.
Astronomy (10, 20)

PLO #2: Students will explain how and where the human species fits into the immense, complex
and ever changing universe. Astronomy (10, 20)
Program 2: Astronomy 30 Lab Course for GE Physical Science Students also taking Astro 10 or 20:

PLO #1: Students will be able to explain key principles of observational and theoretical
astronomy using applicable vocabulary and relating them to hands‐on laboratory activities;
including employing the scientific method to organize, prioritize, and problem solve.
We plan to examine these in our first year of the new PR cycle, establishing new relevant PLOs, assessing
them, and closing the loop in years 2 and 3.
Astronomy Program Scheduling & Student Success Analysis
Enrollment continues to be strong in our daytime and online lecture classes, with average fill rates at
Census typically at or above 100% overall, even including summers (typically 75-80%) and online (lower
by census date). Because of the importance of Astronomy as one way to fulfill the GE Natural Science
degree or transfer requirements, we have strived to offer classes at a variety of times (morning,
afternoon, evening) and in a variety of delivery modes (one night per week, late start, and fully online).
Fill rates are typically lower for afternoon or summer classes, and predictably, the highest are daytime
TTh sections. We’ve learned from this data to never miss the chance to hold an Astronomy lecture
course at the “prime times” of Tuesday/Thursday at 9 AM, 10:30 AM, and 1:30 PM – which seem to be
the highest in demand. And offering at least one online section of Astronomy seems very popular, as
there are not many fully online offerings students may choose to fulfill their Natural Science lecture
course requirements.
Student success has averaged ~60% over past 4 years, still lower than the campus average of 69%, with
non-success and withdrawal around ~20% each. These data have not changed significantly since 2012.
There are no obvious trends by gender over past 4 years, but we still see a much higher success ratio for
for Asians/Caucasians/Mixed than students identified as Latino or Black:
Fall 2012 – Summer 2015 Success vs. Total Astro
153 asian
211
73%
75 black
165
45%
348 latino
795
44%
221 white
341
65%
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3. The Difference We Hope to Make
Looking forward, we see some significant opportunities and challenges that will shape the next 3-5 years
of the program, including:
1) While faculty have used a sophisticated online HW system (“Mastering Astronomy”) for years,
some of us are seeing a marked decrease in student utilization, and less of a correlation
between system use and student success. Is this trend a result of faculty not taking advantage
of what the system offers in terms of learning activities? Or that our students are changing in
their abilities? Or that the system is less attractive for students relying more and more on their
phones as a primary means of interaction with course materials?
2) While the Planetarium was upgraded significantly in 2009, the computers and video projection
capabilities are now becoming dated in comparison with more current high-definition
technologies. The primary production computer system dates from 2007, running a version of
an operating system now always 10 years old. Upgrading the equipment will require significant
one-time funds, and even more significant amounts of time to research, propose, order, install,
test, and implement. How can we help raise funds, and make the time available to keep the
facility capable of excellence in teaching and learning for the next 10 years?
3) We were fortunate to receive one-time funds in 2015 to purchase three new full-dome
planetarium shows, which will complement our lectures and offer the opportunity for additional
public shows. But offering these shows outside of normal school hours requires significant time
that is not currently compensated. Can we find creative ways to compensate full- and part-time
faculty for these programs, or possibly develop students into planetarium program delivery
staff?
4) With the expansion of the program, and the move of one of our full-time faculty to the role of
Dean of the division, we have to spend much more time recruiting, interview, evaluating, and
training adjunct faculty in the use of the planetarium facility and lab room. How will we
maintain the program quality, and continue to attract the necessary adjunct faculty colleagues
required to fill the available classes?
Our GOALS for the next 3-year cycle include:
1) Establish new CLOs for the lecture classes that reflect the current understanding about key
questions in our subject, that are assessable in a variety of ways to fit individual teaching styles,
and that are useful in determining student success.
2) Expand planetarium program offerings to the campus and public, investigating how program
development and delivery can be enabled and compensated.
3) Upgrade the planetarium projection technology to improve resolution of both the data and
planetarium systems.
4) Investigate usage of online systems, and how effective they are in helping our students succeed.
5) Improve the training and resources offered to adjunct colleagues so that they can take
advantage of the planetarium systems.
4
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)
2015-16
Budget
Requested
1
2015-16
Budget
Received
0
2016-17
Budget
Requested
1
2016-17
Budget
Received
(Request for part-time classified
Laboratory Technician in conjunction
with Physics)
Supplies & Services
Technology/Equipment
Other (Full-dome Planetarium
$1000
$5000
$17000
$1000
$2500
$17000
$1600
$132,000
$23,500
$20,500
$133,600
Programs for lecture courses and
community programs)
TOTAL
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
The supply money was required for laboratory equipment and planetarium supplies. We needed an
additional six data projector lamps for our (3) units, at $800 per pair, which are required to use the
planetarium as a lecture theater, and we were fortunate that one-time technology funds were
available. Because of that expense, we have investigated replacing those projectors with newer LED
systems that will save the college money over the future, as well as produce less heat and noise.
The biggest single improvement we hope to realize from last year’s supported budget is from the
addition of the three new planetarium full-dome programs, recently received and now being used in
lecture classes. We plan to use these features in public shows as well during 2016-2017.
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?
While we had budgeted for an additional solar telescope and sound mixing board, we weren’t able to
receive those units; each will help improve our students’ lab and lecture class experience, and overall,
the ability of the faculty to record narration for public programs. The largest single impact of not
receiving support for a laboratory technician is the challenge we face, along with physics, of
supporting our own labs, requiring significant time setting up, taking down, repairing, ordering,
stocking, and organizing what we use.
5
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.
Astronomy 10
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in
the next PR year.
Yes
Yes
Astronomy 20
Yes
Astronomy 30
6
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
Astronomy 10
Spring 2015
4
2
50%
Spring
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)
(CLO) 1: ASTR 10 - Demonstrate an understanding of the
reasons for seasons
(CLO) 2: ASTR 10 - Demonstrate understanding of method
of detecting extrasolar planets
Defined Target
Scores*
(CLO Goal)
75% of class
gets 50% or
greater on
essay question,
or equivalent
HW/In-class
assessment
75% of class get
3 or 4 on HW
activity
(Mastering
Astronomy or
in-class activity)
(CLO) 3: ASTR 10 - Demonstrates Understanding of
Galileos' Discoveries and why each was important in
overthrowing the geocentric model. List of possible
answers includes seeing Venus' phase and size changes,
seeing Jupiter's 4 moons revolve around Jupiter, seeing
Craters and Mountains on the Moon, Sunspots, Saturn's
oblong face, distant (and prior, invisible) stars in the Milky
Way.
7
75% of class
gets 50% or
greater on
essay question,
or equivalent
HW/In-class
assessment
Actual Results
90% of class
attempting essay
question did get
more than 50%
for both oncampus and
online sections
50% of class
obtained 3-4; 30%
of class did not do
the assessment.
85% of class
attempting essay
question did get
more than 50%
for both oncampus and
online sections
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?
We were on target.
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?
We need to change the assessments for this class to take better advantage of the
Mastering Astronomy capability to automatically score HW questions that pertain to
these success criteria.
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?
We did not have the right assessment vehicle chosen for the other course objective, and
not all of the class participated.
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?
We need to change the assessments for this class to take better advantage of the
Mastering Astronomy capability to automatically score HW questions that pertain to
these success criteria.
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?
We were on target.
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?
We need to change the assessments for this class to take better advantage of the
Mastering Astronomy capability to automatically score HW questions that pertain to
these success criteria.
8
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?
Even more emphasis was placed on preparing students to produce thorough answers to the
essay questions for Seasons and Galielo’s discoveries. More time in lecture was allocated
(and video clips created for the online class) to help students recognize the level of detail
that was expected. We began to use Mastering Astronomy’s ability to specific course
learning outcomes, but have not institutionalized this so that all faculty are doing the same
types of assessments. We began to link in more video clips (from YouTube and other
sources) to provide current students with visual reinforcement of key ideas
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?
Strengths:
YouTube simulations for seasons are very popular with students.
Actions Needed:
1) Better distribution of standardized assessments through Mastering Astronomy that
faculty can use (or adapt).
2) Consideration of an assessment about the process of science, given that this class is
taken as perhaps the ONLY physical science many students will undertake in their
collegiate career.
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
X Resource based
X Change to CLO or rubric
X Change to assessment methods
9
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 1: Astronomy Lecture Courses for GE Physical Science Students

PLO #1: Students will be able to explain key principles of astronomy using applicable
vocabulary; including employing the scientific method to organize, prioritize, and problem solve.
Astronomy (10, 20)

PLO #2: Students will explain how and where the human species fits into the immense, complex
and ever changing universe. Astronomy (10, 20)
Program 2: Astronomy 30 Lab Course for GE Physical Science Students also taking Astro 10 or 20:

PLO #1: Students will be able to explain key principles of observational and theoretical
astronomy using applicable vocabulary and relating them to hands‐on laboratory activities;
including employing the scientific method to organize, prioritize, and problem solve.
What questions or investigations arose as a result of these reflections or discussions?
Can we create a college wide assessment about the “Scientific Method” that might be shared
across all GE- level introductory science classes (including physical, biological, and social?)
What program-level strengths have the assessment reflections revealed?
Online learning systems are helping deliver even more captivating content to students, but
how we get them to take advantage of that is a question we need to explore
What actions has your discipline determined might be taken to enhance the learning of students completing your
program?
Using the online tools available within the existing course (e.g. Mastering Astronomy) could allow us to do a more
comprehensive job of assessment. Setting up these shared assessments will take time and effort on the part of faculty
10
Appendix D: A Few Questions
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.
Yes.
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)?
N/A
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.
Yes, and this is one area we are investigating actively, as to the need for an advisory
statement in the catalog description for some levels of math and/or English proficiency. We
are wondering whether student success might improve if such an advisory (“English 101
strongly recommended” or “Math 55 strongly recommended”) was added, and the potential
impact on enrollment given the large numbers of students in the course without those classes
yet completed. We will continue to investigate this in the cycle.
11
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:
☒
3 “F” hours/week
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
Chabot College is incredibly lucky to have a planetarium on campus to augment its academic program, and to
be used for recruitment, special events, community education, and more. But that facility does not run itself,
and the significant investment in technology requires constant attention. Unlike almost any other classroom
on campus, the Planetarium has 5 full-time computer systems in operation, 4 projectors, and a myriad of
connections that are prone to occasional, unexpected failure requiring time to diagnose and repair. Faculty
teaching most other disciplines expect to walk into a classroom, possibly turn on a single system, and start
teaching; faculty teaching in the planetarium need to arrive 20+ minutes early to class if the system is not
already on, and stay 10+ minutes after class at least to shut systems down.
Today maintaining the planetarium systems takes about 5 hours per week on average; developing even short
features can take 20-50 hours or more, and longer features closer to 100 hours. This time is currently not
compensated, and consequently we aren’t taking full advantage of the fantastic tool that we have.
Reassignment time will allow supporting development and delivery of astronomy programs for students and
community, something we cannot currently do. Reassignment time will also allow for much more effective
training and support of adjunct faculty colleagues using the facility.
12
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)
☒
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
The Astronomy Program supports the request for a part-time classified staff Laboratory Technician I
position already submitted under the Physics Program Review for 2016-2017 .
13
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?
Students in the lecture courses share that the planetarium is one of the best classrooms – if not
the best – on campus to inspire learning. The requested supplies include what is necessary to
support the planetarium’s multiple projectors and computers, as well as typical lab supplies used in
our Astronomy 30 course.
14
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)
Rationale:
The Spitz Summer Institute is offered for users of the Spitz SciDome planetarium
projector system, and would provide Chabot College Faculty with much greater skills in
developing and deploying teaching modules and full-dome programs. We’ve requested
funds to attend this conference in the past, but as it is only offered in Pennsylvania in the
summer at the Spitz factory, we’ve not been able to make that happen. We want to try
again for Summer 2016.
The services support requested include a one-time service call to Spinitar to assist in the
improvement of our planetarium’s 10-speaker computerized sound system, which has
lost some of its audio resolution over the 7 years since installation.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Both requests support our program learning outcomes, and support the college’s use of the
facility as a significant reflection of excellence in education and community outreach.
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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
We are requesting funds to:
1) Replace existing planetarium data projectors that require expensive lamps every year
with new LED laser projectors that are brighter, more energy efficient, quieter, and sharper.
2) Purchase lamps for existing data projectors, required while we wait for approval and
funding of the new Panasonic LED projectors listed above. We'll need the lamps anyway to
allow the projectors to be used elsewhere, so they are a necessary expense.
3) Upgrade 8-year-old planetarium production computers (2) with new hardware and
operating system. The program needs to be updated, and will not be supported if we do
not upgrade. We must send the systems to Spitz to do this work.
4) Add a solar filter telescope for lecture and lab class viewing of the Sun safely
5) Add improved audio production for dubbing planetarium programs and lectures
And
6) Plan for the upgrade of our central planetarium dome projector to HD-quality imagery,
which will require a new lens, projector, and data system.
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