Chabot College
Academic Program Review Report
Year Three of
Program Review Cycle
Final Summary Report
Medical Assisting
Submitted on 2/13/2013
Jane Vallely
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?
Year 1
1. Meet MAERB Annual report thresholds meeting deadlines
2. Increase the performance on the CMA-AAMA exam
Year 2
1. Increase non Kaiser clinical placements for Meda 73
2. Increase the responses to the graduate and employer survey
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.
Each year the medical program director submits an annual report and the program is
evaluated to see if the meet thresholds established by MAERB (Medical Assisting
Education Board). In 2009, 2010, 2011 we did not meet the threshold for the National
Credentialing Success Rate. There are several reasons for this: it is not a requirement
for graduation it is a certification and not licensure. Some students cannot afford the
$125 to take the exam. There is a review for the exam in Meda 71B and 70B, but
usually the ESL students do not do well on the exam. Some students are in Meda prior
to going into Nursing and do not see the need to take the exam
# of students who passed MORE THAN ONE of Exam Pass
Year of
Total Number Total Exam
the four qualifying exams, CMA (AAMA), RMA Rate All
Graduation of Graduates Passers
(AMT), NCMA (NCCT), CCMA (NHA)
Grads
2011
20
7
0
35%
2010
22
13
0
59.09%
2009
25
9
0
36%
Total
67
29
0
43.28%
Threshold
70%
1
In 2011 we did not meet Employer Survey Participation Rate >30%
The unemployment was high and the number of graduates obtaining a job was low.
Admission
Year
2011
2010
2009
2008
2007
Total
Thresholds
Number of Grads
Number of Grads
Total Number
Number of Grads
Employed as MA
Whose Employer Participation
of Positive
Whose Employers
or in Related
Returned
Percent
Placements
Were Sent Surveys
Field
Surveys
18
11
15
7
19
70
6
6
7
3
13
35
6
1
2
2
4
15
4
1
2
2
3
12
2012 the class size was 24 in Meda 73 and Kaiser cut back the availability of clinical
placements in ambulatory care. Students were not placed on time and many had
alternative site with varying experience and requirement increased travel
The process has become lengthy and cumbersome taking up to 3 months
2013 there are only 14 students in Meda 73 and placement was better and students
started on time.
2
66.67%
16.67%
28.57%
66.67%
23.08%
34.29%
30%





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.
Medical assisting is one of the few programs with no prerequisites that can be
completed in 2 semesters and the graduates are eligible for employment.
Supportive, and personalized, students get a great deal of 1:1 assistance to be
successful in the program
Monitoring, accountability and assessment, Medical Assisting is competency
based, students have to perform skills satisfactory standard to pass the class
Relevant learning, the program maintains its CAAHEP accreditation so that the
students who complete the program may become nationally certified (CMAAAMA) students in the second semester actual get to practice skills and theory at
a clinical site
High Standards and Expectations, professional behavior, there is a dress code
for labs and clinical areas. Punctuality and attendance is required
Are these best practices replicable in other disciplines or areas?
Maybe in other CTE programs
What were your greatest challenges?
 Working with an unknown population in the first semester
 Getting students to meet deadline for requirements or thinking deadlines
do not apply to them
 Students believing that the program is easy instead of understand in g that
the program is rigorous and competency based
 Students unprepared for college work, or lack the basic skills for
successfully entering the workforce example Student with ESL who have
passed all the ESL classes but do not have good oral language skills
 Inadequate financial resources, students that have not applied for financial
aid and cannot afford books, background check and drug screen, or direct
cost of education as well as rent , and transportation
 In the fall semester there are many students who sign up for the classes
and the faculty has to advise based on the student’s ability to meet the
objectives and complete the competencies. The class size is 20, the
classes have 25 places on the class web, and 30 are accepted there is
attrition in the first semester (especially in Meda 75) often leaving just 2024 for the second semester. This spring leaving 14 in the class

Were there institutional barriers to success?
The institution could support the program further by providing administrative
support. Nursing and Dental Hygiene have administrative assistants, medical
assisting has none. All the administrative work to maintain accreditation, place
students, brochure, website and record keeping is done by the program director.
3


As a CTE program advisory a committee is required by accreditation. It is difficult
to find representatives from all the communities of interest especially a
community member
A more formal support system for the allied health student such as academic and
personal counseling, ESL tutoring relevant to the student’s career goal as well as
content tutoring.
4
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?
1. With the Affordable Health Care Act there is a requirement for graduates to be
able to use the Electronic Health Record HER
Achievement of this goal

Chabot College Medical Assisting Program in conjunction with the Bay Area
Community College Consortium (BCCCC) is part of a pilot working with
CalHIPSO (The California Health Information Partnership and Services
Organization ) will host the server and software (NextGen & eMDs)
The faculty training will be March 1 and the pilot will begin March 15 this will involve
both the program coordinator and the adjunct instructor
2. In addition with the Affordable Health Care Act access to healthcare will require
more Medical Assistants and medical assistants in expanded roles
Achievement of this goal
The program director has been working with the California Health workforce initiative to
rewrite the California Medical Assisting Curriculum to include the expanded roles.
What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?

There need to be communication between student support services, language
arts, Career and Transfer center and the Learning Connection Labs and Centers
What recommendations do you have to improve the Program Review process?
It is remains a very cumbersome process with some concern about the information
getting through to the right people!
5
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.
2011-12
Budget
Requested
0
0
0
0
Supplies
Services
Technology/Equipment
Other Institutional fees
$3,072.90
$3,072.90
$3,072.90
$3,072.90
$1,450
$1,450
$1,450
$1,450
TOTAL
4522.9
4522.9
4522.9
4522.9
Category
Classified Staffing (# of positions)
2011-12
Budget
Received
2012-13
Budget
Requested
2012-13
Budget
Received
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 supplies are funded through Perkin’s funds; the supplies are needed in order for the
student to meet the skills competencies that are required for graduation.
Competencies were met because of receipt of the funds.
The institutional fees are required to maintain accreditation
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?
6
Not an issue as funds were received
7
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
Courses:
Health
51B
Health
51A
Group 1:
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
& report
Group 2:
Group 3:
Group 4:
Full
Assmt
Fall
2014
Spring
2015
Fall
2015
Spring
2016
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
& report
8
Fall
2016
Discuss
results
Spring
2017
Report
Results
Appendix B2: “Closing the Loop” Assessment Reflections
Course
Health 51A
Semester assessment data gathered
Number of sections offered in the semester
2
Number of sections assessed
1
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Jane Vallely
Course-Level Outcome (CLO) 1:
Outcome:
Describe the components of medical terms
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
A minimum of 70% of the students attained the level of accomplishment for this CLO
How do your current scores match with your above definition of success?
Student are generally successful
In Health 51A if they follow the text during lectures and apply themselves in terms of studying the
content of each chapter for exams.
9
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Many students enter the class seeking success but many have ESL, outside commitments and lack
study skills. These students then drop.(approximately 25% of initial enrollment)
What course-level and programmatic strengths have the assessment reflections revealed?
Reflecting on the scores most students achieve accomplishment and competent levels if they are
persistent
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The periodic assessments will remain the same. This is a large lecture so small group work is not
always possible. Connecting with each student and updating their progress is important so that
they can see the steps they need to take to be successful
What is the nature of the planned actions?
 Curricular
 Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
10
Course-Level Outcome (CLO) 2:
Outcome:
Build medical terms using word parts.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
A minimum of 70% of the students attained the level of accomplishment for this CLO
How do your current scores match with your above definition of success?
Student are generally successful
In Health 51A if they follow the text during lectures and apply themselves in terms of studying the
content of each chapter for exams.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Many students enter the class seeking success but many have ESL, outside commitments and lack
study skills. These students then drop.(approximately 25% of initial enrollment)
11
What course-level and programmatic strengths have the assessment reflections revealed?
Reflecting on the scores most students achieve accomplishment and competent levels if they are
persistent
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The periodic assessments will remain the same. This is a large lecture so small group work is not
always possible. Connecting with each student and updating their progress is important so that
they can see the steps they need to take to be successful
What is the nature of the planned actions?
 Curricular
 Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
12
Course-Level Outcome (CLO) 3:
Outcome:
Define a medical term, by dividing it into its elements.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
A minimum of 70% of the students attained the level of accomplishment for this CLO
How do your current scores match with your above definition of success?
Student are generally successful
In Health 51A if they follow the text during lectures and apply themselves in terms of studying the
content of each chapter for exams.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Many students enter the class seeking success but many have ESL, outside commitments and lack
study skills. These students then drop.(approximately 25% of initial enrollment)
13
What course-level and programmatic strengths have the assessment reflections revealed?
Reflecting on the scores most students achieve accomplishment and competent levels if they are
persistent
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The periodic assessments will remain the same. This is a large lecture so small group work is not
always possible. Connecting with each student and updating their progress is important so that
they can see the steps they need to take to be successful
What is the nature of the planned actions?
 Curricular
 Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
14
Course-Level Outcome (CLO) 4:
Outcome:
Spell and pronounce medical terms.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
A minimum of 70% of the students attained the level of accomplishment for this CLO
How do your current scores match with your above definition of success?
Student are generally successful
In Health 51A if they follow the text during lectures and apply themselves in terms of studying the
content of each chapter for exams.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Many students enter the class seeking success but many have ESL, outside commitments and lack
study skills. These students then drop.(approximately 25% of initial enrollment)
15
What course-level and programmatic strengths have the assessment reflections revealed?
Reflecting on the scores most students achieve accomplishment and competent levels if they are
persistent
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The periodic assessments will remain the same. This is a large lecture so small group work is not
always possible. Connecting with each student and updating their progress is important so that
they can see the steps they need to take to be successful
What is the nature of the planned actions?
 Curricular
 Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
Other: ___________________________________________________
16
Course
Health 51B
Semester assessment data gathered
Number of sections offered in the semester
1
Number of sections assessed
1
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Jane Vallely
Course-Level Outcome (CLO) 1:
Outcome:
identify the various mechanisms of disease
In the context of the course as a whole, what scores for your CLOs would indicate success for
you? (Example: 75% of the class scored either 3 or 4.)
76.9% of the students attained the level of accomplishment for this CLO
How do your current scores match with your above definition of success?
Student are generally successful in Health 51B if they have a strong foundation from the Basic
Medical Terminology (H51A)course
Based on the data gathered, and considering your teaching experiences and your discussions
with other faculty, what reflections and insights do you have?
17
Many students enter the class seeking success but have problems with understanding
concepts vs. memorization
What course-level and programmatic strengths have the assessment reflections revealed?
Reflecting on the scores most students achieve accomplishment and competent levels if
they are persistent
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The periodic assessments will remain the same. This is a large lecture so small group
work is not always possible. Connecting with each student and updating their progress is
important so that they can see the steps they need to take to be successful. Include case
histories for critical thinking and understanding concepts
What is the nature of the planned actions?
 Curricular
X Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: _______________________________________________________________________________
18
Course-Level Outcome (CLO) 2:
Outcome:
Students can identify the implications of disease and disability when homeostasis is not
maintained.
In the context of the course as a whole, what scores for your CLOs would indicate success for
you? (Example: 75% of the class scored either 3 or 4.)
76.9% of the students attained the level of accomplishment for this CLO
How do your current scores match with your above definition of success?
Student are generally successful in Health 51B if they have a strong foundation from the Basic
Medical Terminology (H51A)course
Based on the data gathered, and considering your teaching experiences and your discussions
with other faculty, what reflections and insights do you have?
Many students enter the class seeking success but have problems with understanding
concepts vs. memorization
What course-level and programmatic strengths have the assessment reflections revealed?
Reflecting on the scores most students achieve accomplishment and competent levels if
they are persistent
19
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The periodic assessments will remain the same. This is a large lecture so small group
work is not always possible. Connecting with each student and updating their progress is
important so that they can see the steps they need to take to be successful. Include case
histories for critical thinking and understanding concepts
What is the nature of the planned actions?
 Curricular
X Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: _______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome:
Compare body structure and function of the human body across the life span
In the context of the course as a whole, what scores for your CLOs would indicate success for
you? (Example: 75% of the class scored either 3 or 4.)
76.9% of the students attained the level of accomplishment for this CLO
20
How do your current scores match with your above definition of success?
Student are generally successful in Health 51B if they have a strong foundation from the Basic
Medical Terminology (H51A)course
Based on the data gathered, and considering your teaching experiences and your discussions
with other faculty, what reflections and insights do you have?
Many students enter the class seeking success but have problems with understanding
concepts vs. memorization
What course-level and programmatic strengths have the assessment reflections revealed?
Reflecting on the scores most students achieve accomplishment and competent levels if
they are persistent
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The periodic assessments will remain the same. This is a large lecture so small group
work is not always possible. Connecting with each student and updating their progress is
important so that they can see the steps they need to take to be successful. Include case
histories for critical thinking and understanding concepts
What is the nature of the planned actions?
21
 Curricular
X Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: _______________________________________________________________________________
Course-Level Outcome (CLO) 4:
Outcome:
Identify the pathogenesis, clinical manifestations and therapeutic modalities as they relate to
diseases of each body system. Include developmental, congenital, and childhood diseases and
disorders
In the context of the course as a whole, what scores for your CLOs would indicate success for
you? (Example: 75% of the class scored either 3 or 4.)
76.9% of the students attained the level of accomplishment for this CLO
How do your current scores match with your above definition of success?
Student are generally successful in Health 51B if they have a strong foundation from the Basic
Medical Terminology (H51A)course
22
Based on the data gathered, and considering your teaching experiences and your discussions
with other faculty, what reflections and insights do you have?
Many students enter the class seeking success but have problems with understanding
concepts vs. memorization
What course-level and programmatic strengths have the assessment reflections revealed?
Reflecting on the scores most students achieve accomplishment and competent levels if
they are persistent
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The periodic assessments will remain the same. This is a large lecture so small group
work is not always possible. Connecting with each student and updating their progress is
important so that they can see the steps they need to take to be successful. Include case
histories for critical thinking and understanding concepts
What is the nature of the planned actions?
 Curricular
X Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: _______________________________________________________________________________
23
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: Medical Assisting is a CAAHEP accredited program
Each year and annual report is due to MAERB to evaluate whether the program is
meeting the following thresholds
Outcome Assessment Thresholds
CAAHEP Accredited Medical Assisting Educational Programs
The Medical Assisting Education Review Board (MAERB) has established the following
thresholds for outcome assessment in medical assisting programs accredited by the
Commission on Accreditation of Allied Health Education Programs (CAAHEP). These
outcomes are mandated as part of the 2008 Standards and Guidelines for the
Accreditation of Educational Programs in Medical Assisting, Section IV.B. They are
monitored annually through the MAERB Annual Report
Outcome
Threshold
Example
Programmatic
<60%
If 100 students enter the
Retention/Attrition Rate
program during the 5-year
period, the attrition can be no
more than 40.
Positive Job Placement
>60%
If a program had 100
(includes work in medical
graduates in the 5-year
assisting or a related field,
period, at least 60 would
continuing in school or being
need to have a position in
in the military)
medical assisting or a related
field, be continuing their
education and/or be in the
military.
Graduate Satisfaction
>80%
If 30 graduates return
Success Rate
surveys during the 5-year
(Survey – CRB Instrument)
period, at least 24 of these
would need to give a
satisfactory rating on the
program.
Graduate Survey
>30%
If the program had 100
Participation Rate
graduates in the 5-year
period, at least 30 would
need to return the survey.
Employer Satisfaction
>80%
If a program received 20
Success Rate
employer satisfaction surveys
(Survey – MAERB
in the 5-year period, at least
Instrument)
16 would need to report
satisfaction with the
graduates of the program.
Employer Survey
>30%
If 40 employer surveys were
Participation Rate
sent to employers within the
5-year period, at least 12
would need to be returned.
24
National Credentialing
Success Rate
(CMA (AAMA), RMA (AMT)
NCMA (NCCT) – after
November 2010
CCMA (NHA) – after
February 2011
>70%
If a program has 100
graduates within the 5-year
reporting period, at least 70
of those 100 would need to
become credentialed as a
CMA (AAMA) or RMA (AMT).
25
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
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.
All the Meda course were updated fall 2010
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.
The only courses in the accredited program that have CLOs are Health 51A and
Health 51B
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 for Health 51A and Health 51B
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.
26
Medical Assisting students in the certificate program are not required to complete
College-level Math and/or English. They do have instruction in math to calculate
medication doses in Meda 75
27
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?
Introduce instruction and practice using the Electronic Health Record
What is your specific goal and measurable outcome?
Student to meet competency through a pilot program with no cost to student.
Meet accreditation requirements
What is your action plan to achieve your goal?
Target
Completion
Date
May 2013
Activity (brief description)
Begin Pilot EHR program through CalHIPSO
Required Budget (Split out
personnel, supplies, other
categories)
After pilot there will be a
cost to student
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:
x 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)
x 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
X yes, explain: The computer lab in room 2258 will need an upgrade of the server to
increase the speed of the computers
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
X No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
X No
Yes, list potential funding sources:
28
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: ____
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
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.
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.
29
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. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3. Rationale for your proposal.
4. 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.
30
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 .
31
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. Tutor for Meda students
Work with med students to assist with
comprehension of text used in didactic portion
of certificate program
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.
Attrition in the Meda 75 is high, student need help with research, and oral presentation of research data
32
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.
2012-13 Budget
Requested Received
Project or Items
Requested
Supplies
$3,072.90
$3,072.90
Institutional Fees
$1,450
$1,450
2013-14
Request
$3,072.90
33
Rationale
Perkins Funds usually used for this
MEDA meets criteria
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.
Conference/Training
Program
AAMA National Convention
Atlanta Georgia
2013-14 Request
$1,500X 2
Coordinator and
adjunct faculty
$3000
Rationale
This is part of professional development for
medical assisting Faculty and to assist in continuing
accreditation.
34
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.
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.
Project or Items
Requested
New server
2012-13 Budget
Requested Received
$o
2013-14
Request
$?
Rationale*
The server in room 2256 is very old
and very slow, it is hard to present
instruction on HER( electronic Health
record) The computers are really slow
although brand new
* 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.
35
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): Renovate the classrooms on the second floor 2200
Building/Location: 2200
Description of the facility project. Please be as specific as possible.
Classroom are tired and dirty need new furniture, paint etc
What educational programs or institutional purposes does this equipment support?
Lecture and computer lab for many classes especially in Health and Medical Assisting
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
Students learn better in a clean inviting classroom
36
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): Renovate the Library and first floor of building 100 for the learning
connection
Building/Location: 100
Description of the facility project. Please be as specific as possible.
The library is old and need renovation. The function space for orientation is small.
The first floor could be renovated to accommodate the learning connection services
What educational programs or institutional purposes does this equipment support?
This would be for the whole campus
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
Students will use the library if the space is welcoming and conducive to learning. Students will use tutorial and
other services if they are centrally located
37
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): update or relocate the Student Health Center
Building/Location: 100
Description of the facility project. Please be as specific as possible.
The health center needs a more practical space that will accommodate the students seeking services.
The current center is cramped especially the reception
What educational programs or institutional purposes does this equipment support?
All students
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
Maintains the physical and psychological wellbeing of the student body
38