Resource Request Forms
Revised 2/2/11
Unit Plan: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Unit: Chemistry
Division or Area to Which You Report: Science & Math
Author(s) of this Unit Plan: Wayne Pitcher (contact), Laurie Dockter, Donna Gibson, Harjot Sawhney, Maggie Schumacher, and
Andy Wells
Date: 3/20/2011
Audience: Faculty Prioritization Committee and Administration
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Be sure to include reference to Goals/Objectives from Part II, and Strategic Planning
Priorities. Please cite any evidence or data to support your request, including enrollment management data (EM Summary by Term) for the most
recent three years, student success data (EM Success report), and any other pertinent information. For EM data, go to http://help/EMC/ (from on
campus—college intranet). If you have not worked with EM data previously, seek assistance from your division dean or CEMC rep.
1. Number of new faculty requested in this discipline: _none_ [Please list staffing request(s) on your Resource Request
spreadsheet.]
2. Rationale for your proposal. Please use the enrollment management data from your attachments (see #4) to support
your rationale. Additional data that will strengthen your rationale include FTES trends over the last 5 years,
persistence, FT/PT faculty ratios, SLO assessment results and external accreditation demands.
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.
4. Attachments:
 EM Summary by Term report for the appropriate discipline or cluster of disciplines.
 EM Success report for the appropriate discipline or cluster of disciplines.
Unit Plan: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000]
Unit: Chemistry
Division or Area to Which You Report: Science & Math
Author(s) of this Unit Plan: Wayne Pitcher (contact), Laurie Dockter, Donna Gibson, Harjot Sawhney, Maggie Schumacher, and
Andy Wells
Date: 3/20/2011
Audience: Administrative Staff
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) AND student assistants (tutors, learning assistants, lab assistants,
supplemental instruction, etc.).
Instructions: Please justify the need for your request. Be sure to include reference to Goals/Objectives from Part II, and Strategic Planning
Priorities. 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.
Justifications should include rationale for requesting the position. Rationale should include specific reference to, where
necessary and appropriate. [Reminder, student assistants are not to replace Classified Professional staff.] Please
list staffing request(s) on your Resource Request spreadsheet.
 Data from student learning and service area outcomes
 Connection to program review
 Relationship to institutional priorities
 Impact on enrollment and revenue
 Safety
 Mandates
 Workload distribution (impact on other’s work)
1. Rationale for your proposal. Please include the rationale from your program review and unit plan. Rationale should
include things such as student learning and service area data and outcomes, difficulty in serving students, health and
safety concerns and/or any other information that speaks to the criteria listed previously.
2. 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.
Program Review: Enrollment Requests
Unit: Chemistry
Division or Area to Which You Report: Science & Math
Author(s) of this Unit Plan: Wayne Pitcher (contact), Laurie Dockter, Donna Gibson, Harjot Sawhney, Maggie Schumacher, and
Andy Wells
Date: 3/20/2011
Audience: Budget, Deans, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and CEMC in the allocation of FTEF to units.
Instructions: In the area below, please list your requested changes in course offerings (with reference to corresponding change in FTEF) and provide your
rationale for these changes. Be sure to analyze enrollment trends and other relevant data (http://help/EMC/). Please seek your dean’s assistance as needed.
No additional FTEF are requested at this time. However, we are requesting that no further FTEF be eliminated from Chemistry. Analysis of our
success rates indicate that our current course offerings prepare students very well for success in future classes not just in chemistry, but also
in other sciences. Furthermore, our classes continually fill to capacity (and beyond) at all levels—we have established a “pipeline” of students
starting in Chem 31 and progressing through Chem 12B. Our present course offerings meet the needs of students; further reductions would
harm those students.
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Program Review — Proposal for New Initiatives
Unit: Chemistry
Division or Area to Which You Report: Science & Math
Author(s) of this Unit Plan: Wayne Pitcher (contact), Laurie Dockter, Donna Gibson, Harjot Sawhney, Maggie Schumacher, and
Andy Wells
Date: 3/20/2011
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 college goals. 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 outside funding.
Instructions: Please fill in the following information.
Educational Master Plan and/or Strategic Plan Goal/Objective Addressed:
Project Description:
Project Objective: (include goal & outcome from Part II of your Unit Plan for reference)
Expected Project Outcome:
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Activity Plan to Accomplish the Objective:
ACTIVITY ACTIVITY (simple description)
NO.
Estimated Resource Requirements:
ACTIVITY BUDGET CATEGORY AND
NO.
ACCOUNT NUMBER
PERSON(S)
RESPONSIBLE
DESCRIPTION
TIMELINE (OR TARGET
COMPLETION DATE)
COST
Personnel (staffing and benefits for
professional experts, reassigned time,
classified personnel).*
Supplies
Other
Total
Proposed personnel workload may be covered by:
New Hires:
Faculty # of positions
Classified staff
# of positions
Reassigning existing employee(s) to the project; employee(s)' current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
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At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project (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:
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Program Review: Request for Resources
Unit: Chemistry
Division or Area to Which You Report: Science & Math
Author(s) of this Unit Plan: Wayne Pitcher (contact), Laurie Dockter, Donna Gibson, Harjot Sawhney, Maggie Schumacher, and
Andy Wells
Date: 3/20/2011
Audience: Budget, Deans
Purpose: To be read and responded to by Budget Committee.
Instructions: Please fill in the following as needed to justify your requests. Text boxes below will expand as you type. To list the items you are requesting,
please complete the accompanying Excel spreadsheets for the items you are requesting in the 4000, 5000, and 6000 account categories, as needed, along
with the justification for these requests below.
Equipment Requests [Acct. Category 6000]
Please note: Equipment requests are for equipment whose unit cost is over $200
Brief Title of Request (Project Name): Spectrophotometers
Building/Location:3900
Request Amount (include tax and shipping):
item: 2 X $1900 =
tax:
shipping:
Total:
$3800
$370.50
$200
$4370.50
Description of the specific equipment or materials requested:
2 Thermo Scientific Genesys 20 Spectrophotometers
What educational programs or institutional purposes does this equipment support?
The spectrophotometers will be used in Chem 1A and 1B labs. They will supplement the eight current spectrophotometers,
enabling more students to perform experiments simultaneously. This will make our labs more efficient and effective, ultimately
helping student success.
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Briefly describe how your request relates specifically to meeting the Educational Master Plan and the Strategic Plan Goals and
support the goals and outcomes detailed in your Unit Action Plan (Part II, Section 2)?
Purchasing additional spectrophotometers directly impacts Strategic Plan Goals B (Student Success) and D5 (Provide up-to-date
technology). Again, supplementing the current spectrophotometers enable more students to perform experiments simultaneously,
which ultimately will increase student success in lab. Also, purchasing new spectrophotometers will help keep chemistry lab
equipment modern and up-to-date.
Why is this equipment necessary?
_____Immediate health, safety, or security issues
_____Increases enrollment
__X__Prevents further deterioration of facilities
_____Replaces deteriorated equipment or facilities
_____Shows cost advantage due to rising prices
_____Provides visibility for the Bond Program
Briefly describe how the above criteria are satisfied:
Purchasing additional spectrophotometers will help keep chemistry lab equipment modern and up-to-date. Maintaining modern
chemistry lab instrumentation keeps our facilities relevant in today’s increasingly technological world.
What is the consequence of not funding the equipment?
Not funding this equipment would result in lower efficiency and effectiveness in Chem 1A and 1B labs. By not funding this
equipment, students will not be able to perform as many spectrophotometry experiments and would have less chance to develop
skills using modern chemistry instrumentation.
What alternative approaches have been considered to meet programmatic demands for this equipment?
None.
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How many students will be impacted by the purchase of this equipment? __384 annually__
Do students use this equipment?
__X__yes
_____no
Is this equipment a replacement?
_____yes
__X__no
Staffing requirements for new equipment (number of staff, are they available, training, etc.): none
Will training be required?
_____yes
__X__no
At whose cost?
What are the estimated ongoing costs (for maintenance, etc.)?
Are there potential utility costs/savings?
Is this request CTE (Career Technical Education) Eligible? _____yes
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__X__no
Brief Title of Request (Project Name): Drying Oven
Building/Location:3900
Request Amount (include tax and shipping):
item:
tax:
shipping:
Total:
$2890
$282
$200
$3372
Description of the specific equipment or materials requested:
Gravity convection drying oven, 4.0 cubic feet interior volume
What educational programs or institutional purposes does this equipment support?
The drying oven will be used in the Chem 1B lab. It will supplement the current oven, which is filled to capacity for some
experiments.
Briefly describe how your request relates specifically to meeting the Educational Master Plan and the Strategic Plan Goals and
support the goals and outcomes detailed in your Unit Action Plan (Part II, Section 2)?
Purchasing an additional oven directly impacts Strategic Plan Goal B (Student Success). Supplementing the current oven will enable
certain experiments (such as the multi-day coordination compound lab) in more than one section simultaneously, which ultimately will
increase student success in lab.
Why is this equipment necessary?
_____Immediate health, safety, or security issues
_____Increases enrollment
__X__Prevents further deterioration of facilities
_____Replaces deteriorated equipment or facilities
_____Shows cost advantage due to rising prices
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_____Provides visibility for the Bond Program
Briefly describe how the above criteria are satisfied:
Purchasing an additional drying oven will help keep chemistry lab equipment modern and up-to-date. Maintaining modern chemistry
lab instrumentation keeps our facilities relevant in today’s increasingly technological world.
What is the consequence of not funding the equipment?
Not funding this equipment would result in lower efficiency and effectiveness in Chem 1B labs. By not funding this equipment, some
of the Chem 1B experiments could not be performed in multiple sections at the same time. This places additional demands on the
scheduling of labs—doing experiments based on equipment availability instead of pedagogy.
What alternative approaches have been considered to meet programmatic demands for this equipment?
None.
How many students will be impacted by the purchase of this equipment? __144 annually__
Do students use this equipment?
__X__yes
_____no
Is this equipment a replacement?
_____yes
__X__no
Staffing requirements for new equipment (number of staff, are they available, training, etc.): none
Will training be required?
_____yes
__X__no
At whose cost?
What are the estimated ongoing costs (for maintenance, etc.)?
Are there potential utility costs/savings?
Is this request CTE (Career Technical Education) Eligible? _____yes
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__X__no
Brief Title of Request (Project Name): Deionized Water System
Building/Location:3900
Request Amount (include tax and shipping):
item: 2 X $1200 = $2400
tax:
$234
Total:
$2634
Description of the specific equipment or materials requested:
2 Barnstead wall-mounted deionized (DI) water systems
What educational programs or institutional purposes does this equipment support?
The DI water systems will be used to generate very pure deionized water for Chem 1A and 1B labs. Several experiments (e.g.
titrations, conductivity measurements) are written with the use of DI water intended. Our current practice of using tap water
sometimes results in students obtaining anomalous results (tap water ion content is variable). Our students will be better served
by having true DI water available for experiments.
Briefly describe how your request relates specifically to meeting the Educational Master Plan and the Strategic Plan Goals and
support the goals and outcomes detailed in your Unit Action Plan (Part II, Section 2)?
Purchasing additional spectrophotometers directly impacts Strategic Plan Goals B (Student Success) and D5 (Provide up-to-date
technology). Again, obtaining new DI water systems will enable students to perform experiments under the intended conditions,
which ultimately will increase student success in lab. Also, purchasing new DI water systems will help keep chemistry lab equipment
modern and up-to-date.
Why is this equipment necessary?
_____Immediate health, safety, or security issues
_____Increases enrollment
__X__Prevents further deterioration of facilities
__X__Replaces deteriorated equipment or facilities
_____Shows cost advantage due to rising prices
_____Provides visibility for the Bond Program
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Briefly describe how the above criteria are satisfied:
Purchasing new DI water systems will help keep chemistry lab equipment modern and up-to-date. Maintaining modern chemistry lab
instrumentation keeps our facilities relevant in today’s increasingly technological world.
What is the consequence of not funding the equipment?
Not funding this equipment would result in lower efficiency and effectiveness in Chem 1A and 1B labs. By not funding this
equipment, students will not be able to perform experiments under the intended conditions, which could lead to a less comprehensive
understanding of certain chemical processes (reduced student learning).
What alternative approaches have been considered to meet programmatic demands for this equipment?
None. Our current practice of using the old DI water systems (which do not produce true DI water) or tap water have both led to
anomalous results in several titration, pH, and conductivity labs in Chem 1A and 1B. Although our instructors have used these
opportunities as “teachable moments” to illustrate that science doesn’t always “work,” students would be better served by having
true DI water available for these experiments.
How many students will be impacted by the purchase of this equipment? __384 annually__
Do students use this equipment?
__X__yes
Is this equipment a replacement?
___X__yes
_____no
____no
Staffing requirements for new equipment (number of staff, are they available, training, etc.): none
Will training be required?
_____yes
__X__no
At whose cost?
What are the estimated ongoing costs (for maintenance, etc.)?
Are there potential utility costs/savings?
Is this request CTE (Career Technical Education) Eligible? _____yes
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__X__no
Supplies & Services Augmentation Requests [Acct. Category 4000 and 5000]
Note: Augmentations are rarely funded and are based upon available funding.
Definition of Augmentation: A request for additional funds for your current allocated budget (the funds you actually received), over and above the
current amount.
Brief Title of Request (Project Name): Chemistry Funding Plan
Last year’s 4000 category budget $15,416
Last year’s 5000 category budget $4,027
Please state why you are requesting these funds in addition to your current allocated budget (the funds you actually received). Why were the funds
previously allocated insufficient?
We are requesting an increase in our category 4000 (supplies) budget to a total of $20,000. This increase is necessary for the following reasons:
 Any excess chemicals/supplies from previous years has been exhausted
 Our supplies budget has been supplemented in previous years—that supplement is no longer available
 We have had to transfer funds from other sources, such as funding for student lab assistants
We are



requesting an increase in our category 5000 (services) budget to a total of $9,000. This will consist of the following specific items:
Service Contract, Infrared Spectrometers: $6,000 (2 @ $3000 each) (top priority)
Maintenance of balances: $2,000
Adjunct faculty training in new systems/procedures: $1,000
The service contract for the IR spectrometers is of top priority. Without it our instrumentation will be unusable, and student learning will suffer.
The additional requested increase in category 5000 budget will enable our labs to run more efficiently and effectively, which will increase student
success. Training for adjunct faculty will result in a more uniform quality of teaching and also improve student success.
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