Resource Request Forms
Revised 2/2/11
Unit Plan: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Unit: Political Science
Division or Area to Which You Report: Social Science
Author(s) of this Unit Plan: Sara Parker
Date: March 11, 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: 1 [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.
FT/PT faculty ratios
 Spring 2004 - Fall 2009: 62% to 38%.
 Spring 2010: 50% to 50%
 Fall 2010: 45% to 55%
 Spring 2011: 42% to 58%.
FTES trends over the last 5 years
Enrollment capacity in American Government and across Political Science  WSCH/FTEF in Political Science as a discipline
 Spring 2004 – Fall 2009: 85% in Introduction to American Government; 82% all of Political Science  565
 Spring 2010: 111% in Introduction to American Government; 98% all of Political Science  715.5*
*I excluded from this calculation a class held at the off-campus San Leandro site.
 Fall 2010: 116.5% in Introduction to American Government; 107.9% all of Political Science  712.3
Resource Request Forms
Revised 2/2/11

Spring 2011: 119.4% in Introduction to American Government; 109.7% all of Political Science  718.4
Relevant Assessment Data/Outcomes
Political science has developed at least 3 SLOs in 100% of courses and has assessed 66% of courses offered in the discipline.
Assessment results show the following successes: (1) faculty are having success in engaging students with the material; (2) linking the
timing and content of courses with contemporary events, such as offering the California course to coincide with the Fall 2010
elections, leads to increased student awareness of current events and makes it possible to link theory and practice more directly; (3) a
majority of students in political science demonstrate competency or accomplishment on all SLOs assessed in the discipline. However,
there are things that can be improved upon and “closing the loop” on political science assessments has contributed to a number of
actionable items including:
o Evaluating the balance of contemporary events versus procedural information in the American and California Government
courses, as well as how to better link the two.
o Researching the possibility of making American Government a prerequisite for the CA course by continuing to monitor the
success rates of students in this course.
o Evaluating the relative balance of American vs. California content.
o Sharing best practices regarding assignments and assessments that seem to be working well
o Working to increase success rates in American Government courses (see first item on the Political Science Action Plan
Timeline).
With only one full-time faculty member, the assessment and program review processes are singularly driven and, therefore, less
collaborative than would be ideal. With additional full-time faculty, this process would be both more meaningful, and changes could
be implemented more consistently and universally.
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.
The goal to increase the diversity of courses offered in Political Science by increasing allotted FTEF is in keeping with College wide
strategic goals A4.c “Evaluate the accessibility of course offerings and provide new configurations as needed”; B3.b “Increase the
number of degrees awarded” and College wide Student Learning Goals of Global and Cultural Involvement, Civic Responsibility,
Critical Thinking and Development of the Whole Person. As a discipline, Political Science plays a pivotal role in supporting a
campus culture of engagement, political knowledge, critical thinking, and civic responsibility. American Government is further
recognized at the state level, by way of the California State University American Institutions graduation requirement, as a fundamental
part of a college education.
Resource Request Forms
Revised 2/2/11
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: Political Science
Division or Area to Which You Report: Social Science
Author(s) of this Unit Plan: Sara Parker
Date: March 11, 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.
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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.
Political Science re-initiated one-on-one support tutors through the PATH Learning Connection in Spring 2010. The tutor’s hours
were filled by about half way through the semester (approx. 6 hrs). For the next academic year, I will request enough tutors for 15
hours a week – to serve roughly 15 students. This still may not meet demand. There were 21 political science visits to the Learning
Connection in Spring 2010, the most recent semester in which data is available.
Tutoring is immensely helpful for the students that receive it. In Fall 2010, all regular tutees did well in their classes. There is ample
evidence to support the positive effect of tutoring on the success rates for Political Science. From Fall 2007 through Spring 2010,
students who received tutoring for POSC 1 successfully passed the course at a rate of 9 percentage points higher than students who did
not receive tutoring. Furthermore, tutor reports from the learning connection provide valuable feedback to instructors; they have
helped me better respond to student needs.
Political Science students have also taken advantage of the WRAC center, with 34 students visiting for political science related
support with writing during the academic year 2009-2010.
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.
Support for students in their academic classes is clearly aligned with the Chabot strategic plan goal of “Awareness and Access” to help
“find multiple ways to deliver instruction and services for all,” as well as the “Student Success” goal to “strengthen basic skills
development as a foundation for success,” “support programs and initiatives that increase the success for all students in our divers
community,” and to “access student learning outcomes to improve and expand instruction and services.”
Within the program level outcomes for political science, student support services align with the goal to help students, “Develop
analytical capacities so that students are able to analyze complex local, domestic, and international political events.”
Program Review: Enrollment Requests
Discipline: Political Science
Division or Area to Which You Report: Social Science
Author(s): Sara Parker
Date: March 11, 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.
Request: Additional .8 FTEF per year (4 courses) to support: a) the number of American Government courses to meet the demands
of the student body (particularly transfer students); b) maintain offerings in Political Science that help fulfill the AA degree; c)
enable the piloting of a Law and Democracy capstone course co-taught by Social Science discipline faculty (SEE: Proposal for
New Initiatives).
Political Science is a critical part of a well-rounded education and central to modern demands of democratic citizenship.
Overall enrollment trends: Classes in Political Science are above capacity. In Spring 2011, the enrollment in Introduction to
American Government is 119.4% and 109.7% across Political Science. Political science courses are 100% full before the start of
the semester. Over the last two years we have offered courses that had not been offered for many years including: California, State
and Local Politics and Political Theory. The Political Theory course was in high demand and will be offered once a year. The CA
course will be offered in alternate Fall semesters to coincide with election years and I believe this will consistently fill up. Online
courses in American government fill first during enrollment and there is demand for an additional American government course
online. However, an additional online course will not be added at the expense of a face-to-face course. The International Relations
course has filled every semester since Fall 2009. The demand for the course has grown and this semester (Spring 2011) I added a
second section in the evening.
Enrollment trends in American Government: The first course to fill is the Introduction to American Government course, which
helps fulfill the 6-unit CSU American Institutions Requirement as well as AA and transfer requirements. Especially for those
students who prefer not to take two history courses to fulfill the Institutions requirement, or who prefer to take a course that fulfills
all 3 aspects of the Institutions requirement, American Government is the only alternative.
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In Spring 2011 at census, American Government courses were serving 68 students above the class cap (or 19% above capacity) –
enough for almost two additional sections. For the last two years, about 80% of the courses offered have been American
Government sections and 20% have been other course offerings, allowing for about 8 American Government sections, 1
International Relations course, and 1 or 2 “other” courses. The other 5 political science courses (CA politics, Political Theory,
Comparative Politics, and Selected Topics, and Contemporary Issues) are offered in alternate semesters. At least 2 more American
Government courses would fill each semester.
As the mission of the Social Sciences division states, “The programs in this division are committed to fostering in students an
awareness of the importance of active civic engagement and responsibility, a value for diversity within the context of a rich and
complex society, and a broad understanding of the social science methods that enable informed citizens to make better choices.
This value for the diverse richness and continuity of human society greatly contributes to a productive, fulfilling career and life
experience.” The American Government course contributes to a thriving civil society generally and an informed and engaged
campus.
This program is currently awaiting state approval for a recently developed AA degree in Political Science. The AA degree requires
students to take 5 out of the 7 courses offered in political science. An informal survey of approximately 140 American Government
students in Spring 2010 found that: 30 students would be “highly likely” (19) or “somewhat likely” (11) to take Political Theory if
offered; 27 students would be “highly likely” (12) or “somewhat likely” (15) to take CA, State, and Local Politics if offered; 29
students would be “highly likely” (15) or “somewhat likely” (14) to take Contemporary Issues in American Politics so I believe
there is great demand not just for the American Government course, but for all of the courses offered by the discipline.
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Program Review — Proposal for New Initiatives
Discipline: Political Science
Division or Area to Which You Report: Social Science
Name of Person Completing this Form: Sara Parker
Date: March 11, 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:
College wide Student Learning Goals of Global and Cultural Involvement, Civic Responsibility, Critical Thinking and Development
of the Whole Person.
Project Description:
Law and Democracy Series and development of a Capstone Class.
Background:
During the fall semester 2010, lead faculty In Political Science and Administration of Justice have been engaged in conversations
about ways to revive the culture of civic engagement and service-learning at Chabot. Encouraging civic engagement and
responsibility is a key part of program goals in both departments and including opportunities for civic engagement and servicelearning enhance student learning and retention. A key outcome of these conversations is an idea for the development of a capstone
course in Law and Democracy.
Capstone Course:
Research around civic engagement conducted over the last decade identified one key lesson: civic engagement must be rooted in the
curriculum (teaching and learning) if it is to be spread across the institution.
Leading up the debut of the course in 2012, we are planning two separate surveys to gauge student (spring 2011) and faculty (fall
2011) interest and involvement in civic engagement and service-learning. We are also proposing an annual Law and Democracy
lecture series with the inaugural lecture scheduled for fall semester, 2011.
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Project Objective: (include goal & outcome from Part II of your Unit Plan for reference)
Goal: Political Science PLO #2 - Familiarize students with the issues surrounding the exercise of political power.
One of our College-wide Learning Goals is civic responsibility. A recent report from the Public Policy Institute of California (PPIC)
highlighted the national decline in civic engagement over the last two decades.1 The report noted sizable differences in participation
associated with race/ethnicity and immigrant generation and language use. The authors of the report concluded that the dramatic
racial and ethnic changes under way in California today may worsen rates of civic engagement thereby aggravating problems such as
economic and educational inequality.
Because of the nation’s (and state) workforce needs, increasing numbers of students will be attending community colleges. Given the
demographic shifts underway in California, that student population will be incredibly diverse and will lack the civic skills needed for
effective engagement. While preparing them for success in the workplace, we can also help them become informed citizens capable
of participating in the civic and political life of their communities. This next generation has the promise and potential to solve many
of the problems plaguing our communities but only if they have the civic skills needed to do the job.
Expected Project Outcome:
Outcome: Greater participation in on campus events and creation of a high demand honors type course to promote issues of law and
democracy.
We believe this public lecture series will help initiate a conversation among ourselves and the broader community about civic
participation and responsibility and will energize students, staff, faculty, and the curriculum development process for the Law and
Democracy course.
We believe the course would be an excellent vehicle around which we could engage an interdisciplinary faculty in a discussion of
civic engagement and service learning. Given the curriculum approval process, we expect the course to be first offered in the Fall
semester, 2012.
1
The Ties That Bind: Changing Demographics and Civic Engagement in California (2004).
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Activity Plan to Accomplish the Objective:
TIMELINE (OR TARGET
COMPLETION DATE)
ACTIVITY ACTIVITY (simple description)
NO.
PERSON(S)
RESPONSIBLE
1.
Speaker series including at least 1 speaker per semester in academic year 201112
Sara Parker and William Spring 2012
Hanson
2.
Law and Democracy course approved by curriculum committee
Sara Parker and William Spring 2012
Hanson
3.
Offer pilot version of the course during academic year 2012-13
Sara Parker and William Spring 2013
Hanson
Estimated Resource Requirements:
ACTIVITY BUDGET CATEGORY AND
NO.
ACCOUNT NUMBER
DESCRIPTION
COST
Use of on campus event center(s) for the speaker series.
Dependent upon
location and
availability.
Personnel (staffing and benefits for
professional experts, reassigned time,
classified personnel).*
Supplies
1.
Other
Use of on campus facilities.
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)
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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):
Ongoing
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: We are in the process of compiling this information.
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Program Review: Request for Resources
Discipline: Political Science
Division or Area to Which You Report: Social Science
Author(s): Sara Parker
Date: March 11, 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):
Building/Location:
Request Amount (include tax and shipping):
Description of the specific equipment or materials requested:
What educational programs or institutional purposes does this equipment support?
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)?
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Why is this equipment necessary?
Immediate health, safety, or security issues
Increases enrollment
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:
What is the consequence of not funding the equipment?
What alternative approaches have been considered to meet programmatic demands for this equipment?
How many students will be impacted by the purchase of this equipment?
Do students use this equipment?
yes
no
Is this equipment a replacement?
yes
no
Staffing requirements for new equipment (number of staff, are they available, training, etc.):
Number of Staff
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Are they available
Will training be required?
yes
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
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):
Last year’s 4000 category budget
Last year’s 5000 category budget
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?
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