Chabot College
Academic Program Review Report
Year Three of
Program Review Cycle
Final Summary Report
Kinesiology & Physical Education
Submitted on February 28, 2013
Ken Grace
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:
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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.).
Goals:
Create courses that tie nutritional education and health education with fitness.
We have achieved this goal by designing a course on the prevention of metabolic syndrome
and adult type II diabetes. This course is presently in curriculum committee. In conjunction
with this new course, we added course content to all beginning physical education that will
address adult type II diabetes and how to prevent it.
1.
Bring Baseball Field and Track Stadium up to current NCAA safety regulations.
Sad to say this has not happened. Both stadiums still lack internet service and have surface
problems that present safety hazards. These projects were not valued by Measure B funding.
Surplus funds seem to be untouchable and no process has been made available to apply for
those funds.
2.
Full Time Athletic Counselor
This did not happen.
3.
Increase athletic transportation budget to $60,000.00
Due to the state budget this did not happen.
4.
1
Increase fund raising effort for athletics
Did not happen. Hopefully with creation of a Chabot Foundation or a Chabot Athletic
Foundation this situation can begin to be addressed.
5.
Increase Instructional Assistant budget to $120,000.00
Due to budget this did not happen
6.
Event and Facility Coordinator
Did not happen
7.
2
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.
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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?
New Goals:
Continue to upgrade physical activity course curriculum to ensure all students are
presented information on the prevention of Adult Type II diabetes and Metabolic
Syndrome through activity and nutritional lifestyle changes.
Bring the athletic stadium up to code. The bleachers on both sides of the stadium
are now in disrepair. The concrete bases for the bleachers are over fifty years old
and are crumbling. The lighting system for the stadium is bad, making visibility on
the field poor and unsafe. The track surface needs to be redone and we need live
internet in the stadium press box.
Bring Comcast connection to building 4000.
Continue to advocate for internet access to all athletic facilities and the college.
Continue to develop our certificate programs. With the addition of the CPR and
First Aid for Coaches and Theory of Coaching Classes we can become a one stop
shop for the person who would like to coach at the high school level.
Create homogenous learning communities within intercollegiate athletics.
Bring the coaches athletic contract into the 21st century. The present athletic
coaching contract DOES NOT fully recognize the hours in the classroom, nor the
size of team and length of season involved. An intercollegiate athletic class is
scheduled to meet 10 hours per week, the equivalent of 7.5 CAH. However, years
ago the district, along with the Faculty Association, agreed to a lower CAH value
due to a stipend being included in coaching contract. Despite repeated attempts
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to get this situation fixed, BOTH THE DISTRICT AND THE FA have failed to rectify
this inequitable state of affairs. With a change in the contract, coaches will be
able to spend more time actually working one on one with their full time student
athletes on academic and personal problems.
4
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2011-12
Budget
Requested
0
2011-12
Budget
Received
0
2012-13
Budget
Requested
0
2012-13
Budget
Received
0
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.
We purchased Ipads for the fitness center and created a functional training plan that provides the
student with constant variety in learning new physical skills while improving both their anaerobic and
aerobic fitness. The student, and community, response to this high tech innovation has been
tremendous.
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?
Our Baseball stadium, Football/ Track stadium and Softball stadium, Tennis courts and Soccer Field, still
do not have internet access a clear violation of the CCCAA. We will be barred from hosting athletic
competition in the near future if we do not meet this requirement. We are out of compliance.
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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:
KINE
Group 2:
PEAC,
ADPE
Group 3:
ATHL
Group 4:
HEAG
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
& report
Full
Assmt
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
& report
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Discuss
results
Report
Results
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
PHED 18
Spring 2012
1
1
100%
Fall 2012
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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)
(CLO) 1: Demonstrate the ability to navigate
and assimilate health based internet sites
(CLO) 2: Identify the behaviors and attitudes
needed to obtain optimal physical and
psychological health.
Defined Target
Scores*
(CLO Goal)
50% score of or
better
Actual Scores**
(eLumen data)
54.7 scored a 4
45.3 scored a 3
50% score of or
better
60.4 scored a 4
37.7 scored a 3
 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) We are meeting our target goals
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle? 100%
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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?
Yes, we are right on target.
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Continue to update the course over time as new material in health and fitness come to
light.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
We are achieving success.
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?
Continue to create learning situations in the course that easily applicable to the
student’s life.
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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?
Kinesiology, Physical Education and Athletics spent the past year re-writing all of our
course outlines to come in line with the new title 5 mandates. Thanks to the tireless work
of the curriculum committee we are almost through that process. In re-writing our
courses we redefined our course work in five categories with five new rubrics. The new
rubrics are:
KINE = Kinesiology, HEAG = Healthy Aging, ADPE = Adaptive Physical Education, PEAC =
Physical Education Activity Courses and ATHL = Intercollegiate Athletics
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 will continue to refine and re-evaluate all of our coursework.
On the physical education activity side we as a division will make a concerted effort to
educate our students about adult type II diabetes and metabolic syndrome.
Due to the health risks presented by metabolic syndrome and adult diabetes, the present
student population at Chabot College is predicted to have a shorter lifespan then their
parents. The goal of Chabot Kinesiology and Physical Education is to be at the forefront in
the education and prevention of this deadly disease.
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
 Resource based
X Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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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:
Intercollegiate Athletics
PLO #1: Prepare for successful transfer to four year institutions and participate
in athletics.
This includes the ability to:
 Compete competitively on an athletic team.
 Create an athletic and academic resume.
 Screen, contact, and visit four‐year institutions to make a smart decision on placement.
 Communicate with current and future coaches as to goals and abilities.
 Be a successful, full time student.
PLO #2: Develop the ability to utilize critical thinking skills, evaluate, plan and
create success as a participant on an athletic team
This includes the ability to:
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Plan and implement an individual physical conditioning program prior to the sport
season in order to be prepared to begin participation.
Understand and apply knowledge in nutritional choices to enhance physical
participation in the sport.
Use motivational techniques to maximize the ability to improve in the sport.
Understand and plan a fitness program that includes: agility, balance, coordination,
power, reaction time, and speed.
Understand and implement safety, prevention and treatment of athletic injuries.
Scientifically assess supplement or performance enhancement substances for the
dangers that they may pose to the individual.
Demonstrate a commitment to the value of active participation and be able to design
team building exercises.
Implement and evaluate pre and post fitness testing methods that are current and
specific to sport.
Set personal goals, both short term and long term, and evaluate the success of meeting
those goals.
PLO #3: Relate to teammates, coaches and the competitive atmosphere in a
manner that enhances their participation as well as the team environment.
This includes the ability to:
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Personally evaluate themselves with regard to fitness, skill level, tactical knowledge
and overall impact as a participant on a sport team.
Be pro‐active and to implement critical thinking skills to the demands of
participation in sport.
Relate and function as a valuable member of a team.
Recognize situations that arise that could create conflict and develop problem
solving solutions.
Recognize the place of sport in their life and demonstrate a healthy outlook toward
participation.
Communicate effectively with others in meeting the goals of the team.
PLO #4: Become a responsible, productive citizen who represents the sport to
themselves and to the community in a productive manner.
This includes the ability to:
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Promote health and well being through participation in the sport.
Reach out to the community through clinics and coaching to promote the sport.
Represent the sport positively and as a good example to others.
Recognize and practice for improvement in all the technical aspects of the sport.
Recognize and practice for improvement in all the tactical aspects of the sport.
Recognize and practice for improvement in all the team aspects of the sport.
What questions or investigations arose as a result of these reflections or discussions?
Explain: We are very active within our community, hosting many age group and local school
athletic events. We need to expand our student athlete’s interactions within these events. This
will create greater visibility and a positive learning experience for all involved.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: We have a strong and positive influence in the lives of our full time student
athletes and the community. Coaches and athletic support staff are often the first people
approached when struggling young person asks for help whether it is emotional or academic.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned: Have an assigned academic athletic counselor housed in building 2600. This
would create greater access to correct academic guidance, student success and transfer.
Program: Kinesiology and Physical Education
PLO #1: Demonstrate an understanding of the process of determining the
validity of health and wellness information using the scientific method and
the relationship between scientific research and established knowledge.
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This includes the ability to:
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Recognize that information presented through established, reputable scientific
sources is the result of research from an accumulation of data that leads to generally
accepted conclusions.
Demonstrate critical thinking skills to apply decision‐making and goal setting skills
within the context of health and in so, apply a variety of credible, current, and
applicable information to make sound judgments decisions.
PLO #2: Utilize knowledge to design, develop, and implement an effective
personalized fitness program.
This includes the ability to:
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Evaluate pre and post fitness levels, using a variety of fitness testing methods.
Understand the concepts of health and fitness and apply them to creating a fitness
program.
Express the importance of lifelong participation in a fitness program as related to
overall health and well‐being.
Demonstrate self‐management skills, which enable them to make informed
decisions for healthy, active lifestyles.
Apply basic principles of emergency first aid care and prevention of injury.
Demonstrate comprehension of basic human development and the implications for
program
PLO #3: Understand biomechanical movement as applied to physical activity
to create efficiency of psychomotor skills and achieve maximum benefits in
that activity.
This includes the ability to:
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Name the basic components of musculature and skeletal structure and describe
their function.
Evaluate movement to make corrections and enhance the activity.
Apply concepts of fitness to training methods.
Demonstrate the movement skills and strategies for confident participation in
physical activity.
PLO #4. Understand motivational techniques and apply them to enable the
student to create lifestyle changes in fitness and health.
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This includes the ability to:
 Relate health and wellness to choices made in lifestyle.
 Recognize human habitual behavior and how to affect changes.
 Apply a variety of motivational techniques.
 Demonstrate interpersonal skills necessary for effective relationships and healthy,
active lifestyles.
 Exhibit attitudes and values that promote personal, family and community health,
and participation in physical activity.
 Recognize differences between people and design a motivational plan to suit those
differences.
PLO#5: As a Kinesiology and Physical Education major:
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Comprehend and articulate the history of physical education and sport and its
impact on today's world.
Identify and apply standards required by the physical education specialty area of
interest.
Demonstrate a level of proficiency necessary for demonstration of beginning level
skills in an activity of choice commonly included in a Kinesiology and Physical
Education program.
Demonstrate an understanding of the basic structure of the human body and how its
various systems respond and adjust to exercise and work.
Construct learning experiences for various age groups and purposes.
Articulate the differences between Kinesiology, Physical Education and Athletics as
well as the value of both.
Demonstrate an understanding of the major in relation to its potential for service to
the individual, community and society.
What questions or investigations arose as a result of these reflections or discussions?
Explain: We needed to revamp our “Introduction to Kinesiology” course to come in line with
our program learning outcomes. We also were lacking an Introductory course to CPR and First
Aid for Coaches. We also needed to re-write all of our course outlines
What program-level strengths have the assessment reflections revealed?
Strengths revealed: We are pretty solid in “introduction to Athletic Training” and our
“Introduction to Coaching” courses
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned: We re-wrote the course outline for Introduction to Kinesiology. And we
created a new course called “Introduction to First Aid and CPR for Coaches”
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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? YES
2. Have all of your courses been offered within the past five years? YES
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? 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.
5. Have you developed and assessed PLOs for all of your programs? 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? YES, English in the Kinesiology courses.
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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?
Gladiator Assessment Weekends for Full Time Intercollegiate Student Athletes.
“Increase the number of students that achieve their educational goal within a reasonable time by
clarifying pathways and providing more information and support.”
What is your specific goal and measurable outcome?
To fully matriculate a greater number full time student athletes to Chabot College. Once a student has
been assessed and given an SEP the odds are that student will register and stay at that college. Chabot
loses too many full time student athletes to other local colleges in the area because they provide this
service and we do not.
What is your action plan to achieve your goal?
Activity (brief description)
Provide full assessment ,counseling and create an SEP for
identified incoming freshman athlete on three Saturdays prior
to upcoming Fall
Target
Completion
Date
2014
Required Budget (Split out
personnel, supplies, other
categories)
Assessment personal,
counselor, coaches
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
X 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)
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?
X No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
X Yes, explain: There would have to be a buy in from the entire college, especially
English, Math and Counseling.
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Do you know of any grant funding sources that would meet the needs of the proposed project?
X No
Yes, list potential funding sources:
Learning Communities for Full Time Intercollegiate Student Athletes.
“Increase the number of students that achieve their educational goal within a reasonable time by
clarifying pathways and providing more information and support.” The stringent requirements for
athletic eligibility and transfer will be used to build pathway learning communities to support full
time continuing student athletes.
What is your specific goal and measurable outcome?
Individual full time student athlete success in Math, English and Health. Ultimately, a higher transfer
rate
What is your action plan to achieve your goal?
Activity (brief description)
Homogenously group full time student-athletes into English,
Math and Health courses. This would create a cohort or
connection to the college and the class.
Target
Completion
Date
2014
Required Budget (Split out
personnel, supplies, other
categories)
Cooperation of English,
math and health instructors
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
X 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): Each division would have to contribute some FTES
but the reward would be high productivity and student success.
Will the proposed project require facility modifications, additional space, or program relocation?
X No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
X Yes, explain: There would have to be a buy in from the entire college, especially
English, Math and Counseling.
Do you know of any grant funding sources that would meet the needs of the proposed project?
X No
Yes, list potential funding sources:
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To create a video: “A day in the life of a Chabot full time student athlete”
What is your specific goal and measurable outcome?
To create a video to educate the college and the community on the personal obstacles and sacrifices a
scholar athlete endures in order to be a full time transfer student and athlete at Chabot College . The
video will communicate the pathways to success through intercollegiate athletics. It will identify and
communicate the broad keys to student success through participation in intercollegiate athletics.
What is your action plan to achieve your goal?
Target
Completion
Date
2014
Activity (brief description)
Create a short video “The day in the life of full time
student/athlete at Chabot”
Required Budget (Split out
personnel, supplies, other
categories)
Create a short video “The
day in the life of full time
student/athlete at Chabot”
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
X 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:
X 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?
X No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
X Yes, explain: There would have to be a buy in from the entire college, we would
access to film crew and editing.
Do you know of any grant funding sources that would meet the needs of the proposed project?
X No
Yes, list potential funding sources:
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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: 3
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Head Track Coach/Instructor
2. Assistant Football Coach/Instructor
3. Athletic Counselor/Instructor/Coach
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.
1. Men’s and Women’s Intercollegiate Track and Field produced 9.96 FTES and a WSCH of 712.96 on
average from 2004-2012
2. Men’s Intercollegiate Football produced 22.00 FTES and 1819.84 WSCH on average from 2004-2012
*These students are also required to carry 12 units per semester while in attendance, 9.0 of those
units come from outside our division.
3. Classified Athletic Advisor position is currently unfilled and would more appropriately be filled with an
Academic Counselor for Athletes.
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.
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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. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Athletic Technician
Impending Retirement Replacement
2. Kinesiology Office Assistant
3. Student Assistants
Needed for event assistance
3. Rationale for your proposal.
With the retirement of Joe Gentiluomo, our athletic technician, at Chabot for the past thirty-five years
Intercollegiate Athletics will be short a VERY VALUABLE support staff member. This position is essential
in the maintenance and safe distribution of Chabot College athletic equipment. From 1995 until 2003
the office of Kinesiology and Physical Education had two office assistants. One assistant focused on
athletic business, while the other covered physical education and health related work. The office is now
staffed by one person. While she does a tremendous job, she has become overburdened with non-stop
work. Many times she eats her lunch at her desk in order to get caught up.
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.
19
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 .
20
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: ______
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
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.
21
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.
Project or Items
Requested
Athletic Training
Supplies
2012-13 Budget
Requested Received
$
5000
5000
2013-14
Request
$
15000
22
Rationale
In order to properly service our
students the present AT budget is too
low. For example, Sacramento City
College, with a very similar number of
athletic teams and students has a
supply budget of $20,000
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
2013-14 Request
Rationale
$
23
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
Daktronics
Message Board
Game Ready
Assorted Wraps
Deluxe Package
With Bag
Tecnica Gavilan
Therapy Tools
Theraband Combo
Package
Softball Backstop
Padding
Baseball Batting
Cage
Baseball Batting
Cage Netting
Baseball Batting
Cage Turf
Baseball Jugs
Pitching Machine
BaseballsRawlings R100s
Baseballs- Mark 1s
Baseball- Dynamic
Arm Resistant
Trainers
Baseball- Dynamic
Oscillating Bars
Baseball- Wrist
Weights
Baseball- EFS
Throw Mini
Resistant Bands
Baseball- Fat Gripz
2012-13 Budget
Requested
Received
Daktronics
2013-14
Request
0
250,000
Rationale*
Pedagogy – student enrollment
Safety Improvements
Dynatronics
0
2,684.00
Tecnica Gavilan
0
810.00
Safety Improvements
Dynatronics
0
238.47
Safety Improvements
Softball Sales
0
$3000
NCAA safety regulation
Bailey Fence
0
33,800
Safety Improvements
West Coast
Netting
0
4,220
Safety Improvements
On Deck Sports
0
12,000
Safety Improvements
Jugs Pitching
Machines
0
2500
Education and pedagogy
D3 Sports
0
4500
Education and pedagogy
0
0
4000
Pedagogy
Pedagogy
BSN Sports
Oates
Specialities
Oates
Specialities
Oates
Specialities
$300.00
0
$450.00
0
$950.00
0
Pedagogy
Pedagogy
Elite FTS
Elite FTS
Pedagogy
$1,500.00
0
$
3,800.00
24
Pedagogy
Baseball- Prowler 3
Pack
Wheeles Target
Stand Set
Round Target
Faces 48" Set
Round Target
Faces 36" Set
Solid Recurve Bow
Draw Wt 30-35lb
Fiberglass Target
Arrows Gross
Razor Recurve
Bows 30lb Left
Handed Set
Razor Recurve
Bows 30lb Right
Handed Set
3 Wireless
microphones &
Beltpacks
Rope package
5- Man Sled W/
Surge
Sport Pack for
Speed &
Conditioning
3 60” Led
Television
3- IPADS w/wi fi
64GB
4 – Digital
Camcorders
3 – Jobox Metal
storage containers
Athletic Therapy
Rehabilitation Kit
American Red
Cross AED Training
Multipack
AED Instructor’s
Package
Green Tennis
Machine
11 Picnic Tables for
Grand Court &
Stadium
UCS 21 Pole Vault
Landing Area
5 Brute Basic
Racks with
Hardwood Lift
platforms
Elite FTS
0
BSN Sports
0
BSN Sports
0
BSN Sports
0
BSN Sports
0
BSN Sports
0
Pedagogy
3,540.00
$
600
$
600.00
$
315.00
$
250.00
$
800.00
0
Pedagogy
Pedagogy
Pedagogy
Pedagogy
Pedagogy
Pedagogy
BSN Sports
1200
0
Pedagogy
BSN Sports
1200
Supreme Audio
1512
Power Systems
620
Pedagogy
Rodgers
Pedagogy
Pedagogy
4860
Pedagogy
D3 Athletic
1250
Best Buy
6000
Pedagogy
Best Buy
3000
Pedagogy
Best Buy
1000
Pedagogy
Arizona Tools
3000
Safety Improvements
Dynatronics
5000
Safety Improvements
Red Cross
700
Channing Bete
Company
3000
Pedagogy and Safety
reBounces
5000
Pedagogy
Webcoat
6600
UCS
29000
Pedagogy
Campus Climate
Safety Improvements
Pedagogy
Rogers
19000
25
9 Sets of Bumper
Plates and Collars
8 Stability Ball
Racks
Shoot A Way 8000
Series Gun
Backboard Lighting
Kit
Acu Spike Coach's
Box Trainer
Catch It Basket
Bungee Blocker
Coaches Training
Tower
Rogue Fitness
7560
Pedagogy
Power Systems
1400
Pedagogy
Shoot-A-Way
6715
Skills improvement pedagogy
Daktronics
2943
Acuspike.Com
2650
Catch It Basket
Allvolleyball.com
625
80
Allvolleyball.com
650
CCCAA mandated equipment for
basketball
Pedagogy
Pedagogy
Pedagogy
Pedagogy
* 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.
26
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): Javelin Runway
Building/Location: Athletic Field
Description of the facility project. Please be as specific as possible.
All weather javelin runway.
What educational programs or institutional purposes does this equipment support?
Athletic department. Currently we do not meet NCAA regulations.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
supporting the development of the whole person
Brief Title of Request (Project Name): Stadium Sitting
Building/Location: Athletic Stadium
Description of the facility project. Please be as specific as possible.
The current bleachers are over fifty years old and have become a safety hazard. They need to be
replaced from the ground up.
What educational programs or institutional purposes does this equipment support?
The entire college and community.
27
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
supporting the development of the whole person, building a safe and supportive campus
community
Brief Title of Request (Project Name): Stadium Lighting
Building/Location: Athletic Stadium
Description of the facility project. Please be as specific as possible.
The current lighting in the stadium is becoming a a safety hazard. The lights need to be upgraded to a
lower energy costs and increase visibility.
What educational programs or institutional purposes does this equipment support?
The entire college and community.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
supporting the development of the whole person, building a safe and supportive campus
community
Brief Title of Request (Project Name): Track Surface
Building/Location: Athletic Stadium
Description of the facility project. Please be as specific as possible.
The current surface of the track is over 10 years old. A track surface, with high usage has a life span of
eight years. The Chabot surface has worn through and needs to be replaced.
What educational programs or institutional purposes does this equipment support?
The entire college and community.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
supporting the development of the whole person, building a safe and supportive campus
community
28