Chabot College
Program Review Report
2014 -2015
Year Three of
Program Review Cycle
Architecture and Interior Design
Submitted on November 1, 2013
Contact: Adrian W. Huang
Final Forms, 1/18/13
Table of Contents
Section A: What Have We Accomplished? ................................ 1
Section B: What’s Next? ........................................................... 2
Required Appendices:
A: Budget History .........................................................................................3
B1: Course Learning Outcomes Assessment Schedule .................................4
B2: “Closing the Loop” Assessment Reflections ..........................................5
C: Program Learning Outcomes....................................................................9
D: A Few Questions ...................................................................................11
E: New Initiatives ......................................................................................12
F1: New Faculty Requests ..........................................................................13
F2: Classified Staffing Requests ..................................................................14
F3: FTEF Requests ......................................................................................15
F4: Academic Learning Support Requests .................................................16
F5: Supplies and Services Requests ............................................................17
F6: Conference/Travel Requests ................................................................18
F7: Technology and Other Equipment Requests ........................................19
F8: Facilities Requests ................................................................................20
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/Data2012.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.).
Since programs consolidated some of courses (classes offer concurrently) as a strategy, we were
able to successfully transfer students to their desired universities in budget crisis situation these
past years. As our goal, in ARCH and INTD programs, we successfully transferred more than 26
students to universities and 6 students obtained their AA in architecture and AS in Interior
Design in past years. Our students, in these two programs, have been admitted to CalPoly San
Luis Obispo, UC Berkeley, Arizona State University, California College of Arts, San Francisco State
University, UC Davis and San Jose State University. Passed semester (Spring 2013), there were 9
students out of 12 applicants who have been admitted to UC Berkeley Architecture program.
We are expecting more students to transfer to Calpoly San Luis Obispo (National ranked #3
architecture school) and UC Berkeley (national ranked #10) this year.
In ARCH and INTD, we establish a strong student club, learning assistants and study groups.
Please refer to http://www.chabotcollege.edu/arch/student.html for more info and activities.
Students are not afraid to ask questions. Students study together outside the classrooms. The
students club plays a nice bridge to help students’ success in different ways. As a program,
faculty takes students to visit universities, firm tours and participate in local organizations. We
visited CalPoly San Luis Obispo, UC Berkeley and California College of the Arts. We participated
in local Habitat for Humanity housing projects. We had professional firm tours such as HOK and
Huntsman Design group.
1
The challenge was the budget recession; ARCH and INTD adjusted some classes to remain the
best class sequence to students. We were able to make thru the financial crisis. After rearranged course offer sequences, ARCH and INTD programs are able to have better flow of
students with better learning outcome. There is only one full time and 4 adjunct faculties in the
entire ARCH and INTD programs. To be able to successfully offer classes and serve students with
better learning, these two programs will need at least two more adjunct faculties. I will address
this request in later appendices.
As far as the CLO and PLO, ARCH and INTD have successfully rates with 75% or more in student
learning assessments.
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.




What goals do you have for future program improvement?
What ideas do you have to achieve those goals?
What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
What recommendations do you have to improve the Program Review process?
There are four things In ARCH and INTD programs future goals. There are summer classes
needed for ARCH/INTD, offering architecture internship class (ARCH 80), re-arrange INTD classes
offering sequences for two years cycle and Certificate of Achievement in Architecture
Technology.
Due to Building Information Modeling computer lab and drafting studio classroom seats
availabilities, we can only serve limited students in regular semesters unlike large lecture
classes. There is only ONE session per course and some of classes are concurrently offered. It is
very important to offer additional basic ARCH/INTD classes in summer session. (Additional FTEF
will be addressed in later appendix.)
The curriculum committee has approved the architecture internship class (ARCH 80) but has not
offered this class due to the budget. It will need an additional 0.067 FTEF. As the budget
reduction reason, INTD was not able to offer classes in sequence; INTD faculties will re-arrange
the classes per course learning sequences and to meet the two years cycle.
Over this summer in July 2013, Architecture Certificate was successfully approved by the State
after long documentations and helped from Tom Clark, Dean of Applied Technology and
Business, and Kaaren Krueg, Executive Assistant to the Vice President. Now we have this
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certificate approved, ARCH will be able to serve more students who need to enhance
architecture knowledge. The ARCH 80 class is part of this Certificate, it becomes critical to offer
in a year planning. We will project to offer it by Fall 2014.
There are also needs to upgrade computers in computer lab (room 905) to suit the Computer-aid
design drafting software basic capacities. A better Graphic Card and 16GB Ram (memory) are
needed in these computers for better 3 Dimensional Graphic Renders.
Each discipline’s program review should be read and carefully considered. There are needs to
improve the program. It is also important to help minor (small) disciplines to grow by support
their basic needs.
3
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2012-13
Budget
Requested
0
0
AutoCAD
2014
2012-13
Budget
Received
0
0
AutoCAD
2014
N/A
N/A
2013-14
Budget
Requested
0
0
AutoCAD
2015
upgrade,
computer
upgrade in
computer
lab room
905 and a
laser cutter
is needed
for Design
Principle
classes
(ARCH 8A &
8B) in order
to make
precision
models.
N/A
2013-14
Budget
Received
0
0
0
N/A
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 requested budget was received to upgrade Computer-aided Drafting Design software (AutoCAD).
Students have up to date drafting software. AutoCAD 2014 has more power and less memory required
from computer lab. Students are able to design and utilize all new commands.
Yes, this upgrade has a very positive result. This year, we have 9 students out of 12 applicants been
admitted to UC Berkeley (ranked #10 Nationwide architecture school). Students are achieving the
4
learning goals by successfully completed their portfolio and projects with this upgraded software.
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?
If we have not upgraded computer aid design drafting software, students won’t be able to generate
their digital plans, designs and presentations. There will be no State of Art graphic; there will be no
acceptances from ranked universities due to the lack of digital portfolios. This year, our faculties decide
to move our design studio to BIM (Building Information Modeling) not only in the digital formats but
also in the precision of actual models. A laser Cutting becomes important tools for students.
Appendix B1: Course Learning Outcomes Assessment Schedule
All courses must be assessed at least once every three years. Please complete this chart that
defines your assessment schedule.
ASSESSMENT SCHEDULE:
Spring
2013
Fall
2013
Spring
2014
Fall
2014
Spring
2015
Fall
2015
Spring
2016
Fall
2016
Spring
2017
Courses:
Group 1:
Arch 2A
Arch 4A
Discuss
results
Report
Results
Arch 8B
Arch 12
Arch 33
Intd 58
Intd 50
Intd 60
Intd 72
Group 2:
Arch 2B
Arch 4B
Arch 8A
Discuss
results
& report
Intd 54
Intd 55
5
Discuss
results
Report
Results
Group 3:
Arch 16
Arch 68
Discuss
results
Report
Results
Arch 14
Discuss
results
& report
Intd 52
Intd 62
Intd 68
Group 4:
Arch 80
Intd 56
Intd 66
Intd 70
Appendix B2: “Closing the Loop” 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
ARCH 2A
Spring 2012
1
1
100%
Fall 2012
Paul Chu, Adrian Huang
Form Instructions:
 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:
75%
6
75%
DEVELOP ARCHITECTURAL AND FREEHAND DRAWING SKILLS.
(CLO) 2:
DESIGN AND COMMUNICATE SOLUTIONS TO
INTRODUCTORY ENVIRONMENTAL DESIGN PROBLEMS
THROUGH A VARIETY OF MEDIA FOR PRESENTATION.
75%
75%
75%
80%
(CLO) 3:
IDENTIFY ARCHITECTURAL DRAWING SYSTEMS AND
APPLY METHODOLOGY TO PRODUCE ORTHOGRAPHIC,
PARALINE OBLIQUE, AND PERSPECTIVE DRAWINGS.
(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?
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?
It met the expectation.
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?
Improve pre-requisite preparation and provide drafting board set-up in studio as means to
do work as intended.
Time commitment for more practice is key to improved outcome.
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?
7
Very good.
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?
Improve students’ awareness to assess workload for commitment to timely completion of
project deliverables as critical success factor.
8
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?
Very good.
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?
Basic drafting skills and knowledge of the drawing system conventions serve as a universal
language in communicating technical design drawing.
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
ID 68
Spring 2012
1
1
100%
Fall 2012
Barbara Daher, Adrian Huang
Form Instructions:
 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:
IDENTIFY HARDWARE USES AND LIMITATIONS
APPROPRIATE TO COMPUTER-AIDED DESIGN DRAFTING
(CADD).
9
75%
75%
(CLO) 2:
CONSTRUCT DRAWINGS USING AUTOCAD SOFTWARE AND
JUSTIFY EXTERNAL REFERENCE FILES AND IMAGES TO
DRAWINGS.
75%
80%
75%
85%
75%
85%
(CLO) 3:
FOCUS ON AIA (AMERICAN INSTITUTE OF ARCHITECTS)
STANDARD LAYER SYSTEM
(CLO) 4:
SELECT APPROPRIATE SCALE IN MULTIPLE VIEWS AND
PLOTS
 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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in this course
level outcome?
Good
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students should have basic drafting skills and relate to CAD.
D. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in this course
level outcome?
Very good.
10
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
More practices make it successfully.
C. COURSE-LEVEL OUTCOME (CLO) 3:
3. How do your current scores match with your above target for student success in this course
level outcome?
Very good.
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Students should use industrial drafting standards as well as AIA standards.
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?
Very good.
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?
Students should always apply scales to plans.
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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?
Our faculties agreed to open more lab/studio hours to students during other related class
labs. By this agreement, it will make computer lab and studio hours more flexible and
available to students.
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?
We have requested learning assistants in class lecture and lab hours. Students appreciated
the extra helps from learning assistants and extended lab hours. This action has reflected
on the reduction in dropping class and in increasing grades.
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:_____Keep the same
____________________________________________________________
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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: ______AA in Architecture __________________________________________
 PLO #1: Develop architectural and freehand skills

PLO #2: Identify and explain the behavior appearance and use building materials

PLO #3: Incorporate the basic Uniform Building Code requirements to construction drawings

PLO #4: Describe and apply knowledge of the structural systems using wood, steel, masonry, and
concrete
What questions or investigations arose as a result of these reflections or discussions?
Explain:
How much do students know about architecture career/major before enter the program?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Architecture faculties are willing to take on more tasks to help students’ successes.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
Plan on having more seminars, field/firm tours, university visits and one on one counseling.
Program: _____AS in Architecture___________________________________________
 PLO #1: Develop computer drafting skills

PLO #2: Develop advanced presentation skills

PLO #3: Apply the basic Uniform Building Code requirements to residential and commercial
drawings
13

PLO #4: Use wood, truss, steel, masonry, and concrete to apply to structural systems
What questions or investigations arose as a result of these reflections or discussions?
Explain:
How much do students know about architecture career/major before enter the program?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Architecture faculties are willing to take on more tasks to help students’ successes.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
Plan on having more seminars, field/firm tours, university visits and one on one counseling.
Program: ______AS in Interior Design __________________________________________
 PLO #1: Develop functional interior spaces.

PLO #2: Draw appropriate floor plans.

PLO #3: Demonstrates an understanding of professional practices.
What questions or investigations arose as a result of these reflections or discussions?
Explain:
How to enhance basic drafting skills and computer-aided design drafting?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Re-arranged classes sequences to flow students better.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
Need more FTEF and Hire more adjunct instructors to offer classes in new two year class
sequences.
Appendix D: A Few Questions
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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? If no, identify the
course outlines you will update in the next curriculum cycle. Ed Code requires all course
outlines to be updated every six years.
Yes.
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
Yes.
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester.
Yes.
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester.
Yes.
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)?
Yes.
7. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be.
Yes.
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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?
Summer classes for ARCH and INTD. Due to the computer lab software (AutoCAD licenses) and drafting
table limitations, these two programs are not able to meet “large lecture” qualification to offer classes
in Summer. These two programs become “pyramid” programs. We are not able to recruit more
students to reach to advanced classes. Some enhanced summer classes will be able to build up the basis
classes.
What is your specific goal and measurable outcome?
By offering Summer classes, we will be able to recruit in about 60 more students for the programs.
What is your action plan to achieve your goal?
Summer classes (INTD 68 & ARCH 12)
Target
Completion
Date
6/2014
Required Budget (Split out
personnel, supplies, other
categories)
0.666 FTEF
Fall class (ARCH 80)
8/2014
0.067 FTEF
Activity (brief description)
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): CTE
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:
16
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
17
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category
1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty
and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request,
including enrollment management data (EM Summary by Term) for the most recent three years, student
success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .
1. Number of new faculty requested in this discipline: _(1) ARCH & (0) INTD___
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. ARCH
Adjunct faculty
2.
3. Rationale for your proposal. Please use the enrollment management data. Additional data that will
strengthen your rationale include FTES trends over the last 5 years, persistence, FT/PT faculty ratios,
CLO and PLO assessment results and external accreditation demands.
For the ARCH new hired adjunct faculty is to release the load of faculty who teaches two cross-listed
classes while budget was an issue.
4. 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.
The goal is to help students to accomplish their transferring courses within two years period as well as
achieving certifications.
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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, 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: __2____
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
Classified Professional Staff (2000)
Description
Program/Unit
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Position
Student Assistants
Student Assistants (2000)
Description
Program/Unit
To help in large group
ARCH/9 units
of student populations
in the computer lab
PLEASE LIST IN
RANK ORDER
Division/Area
PLEASE LIST IN
RANK ORDER
Division/Area
SOTA/ARCH
2. Rationale for your proposal.
The learning assistants were hired thru learning connection last passed years. It has been successfully
help students who were slow learners and didn’t like to ask questions in class. Student Assistants are
always welcome to students as peer assistants.
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.
19
Architecture and Interior Design faculty advisory committee have always in needs of student assistants. The
student club would be a good example. Student club officers are part of advisory committee, created a blog,
facebook and club website to help students in the programs to find more resources. Students participated in
“habitat of humanity” to help to build a low-income housings. Course learning outcomes apply to hands-on
experiences. Student Assistant is the way to build up not only the program but also students’ motivation and
interests.
20
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/Data2012.cfm .
COURSE
CURRENT
FTEF (201314)
ADDITIONAL
FTEF NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
ARCH/ID 68
ARCH 80
0.333
0
0.333
0.067
1
0
1
1
24
0
24
24
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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: _1 _____
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Learning Assistants
To help in large group of student populations
in the computer lab
2.
3.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact
on student learning outcomes and alignment with the strategic plan goal. Indicate if this request is
for the same, more, or fewer academic learning support positions.
Learning Assistants were/are very helpful. They have been very successful assisted students in
Architecture classes. Students like to have peer assistants while they need help in lab/studio. Students
are not afraid to ask questions anymore.
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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 critical requests required to sustain a program (if not acquired, program may be
in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to
jeopardize the life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be
nice to have and would bring additional benefit to the program.
needed
2013-14
totals in all Request
areas
Description Requested Received
2014-15
Request
Amount
Vendor
Division/Unit Priority
#1
Priority
#2
Contracts and Services Requests [Acct. Category 5000]
Instructions:
1. There should be a separate line item for each contract or service.
2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
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Priority
#3
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril)
or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the
life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to
have and would bring additional benefit to the program.
augmentations only
Description
Amount
Vendor
Division/Unit Priority #1
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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 Priority #1
25
Priority #2 Priority #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.
For bulk items, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril)
or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the
life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to
have and would bring additional benefit to the program.
Description
Amount
Autodesk
$1,824.00
Education Master
Suite Renewal
iMac desktop
$2,182.91
(27”) 16GB 1600
MHz, 1TB ATA
Drive@7200rpm,
Magic Tackpad,
Apple Wireless
KeyBoard, 3.2
GHz Quad-core
Intel Core i5,
Turbo Boost up
to 3.6 GHz and
NVIDA GeForce
GT 7555M 1GB
Vendor
Studica
Division/Unit
SoTA
Priority #1
X
Apple.com
SoTA
X
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Priority #2
Priority #3
GDDR5
Universal Laser
Systems-VLS 2.3
16x12 work area
$17,041.49
dps
SoTA
X
* Rationale should include discussion of impact on student learning, connection to our strategic plan
goal, impact on student enrollment, safety improvements, whether the equipment is new or
replacement, potential ongoing cost savings that the equipment may provide, ongoing costs of
equipment maintenance, associated training costs, and any other relevant information that you believe
the Budget Committee should consider.
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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 re-prioritizing 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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