Chabot College
Academic Program Review Report
Year Two of
Program Review Cycle
English Department
Submitted on 2/27/13
Contact: Shoshanna Tenn
Final Forms, 1/18/13
Table of Contents
Section A: What Progress Have We Made? ............................... 1
Section B: What Changes Do We Suggest? ................................ 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 Progress Have We Made?
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 alsoreview 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 were your year one Program Review goals?
Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
What are you most proud of?
What challenges did you face that may have prevented achieving your goals?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
Our year one goals did not focus on curriculum or course completion so much as on quality of
instruction, our relationships with our students, and maintaining consistent standards as faculty
members in a very large department. Specifically, one goal was the creation of a full-content English
department website, both to help students directly and for internal staff development purposes.
Another was to create an easy-to-read flow-chart to help our students choose the right
developmental English class for their skills and needs, and to also help counselors understand the
differences in our classes so that they can better support students. A third goal was to produce more
student-focused films around the Chabot experience (this goes far beyond English); a fourth was to
improve our hiring procedures for new adjunct faculty, and a fifth had to do with addressing the issue
of a lack of equity among our students, noting in particular that our African-American and Latino
students do not succeed in our classes at the same rate as other students, and that financial pressures
on these students appear to be particularly damaging to their chances of success.
To these purposes, we have made significant progress this year on ameliorating accurate student
placement (and self-placement) in our various Basic Skills courses, and on demystifying the English
course progression for Chabot students, faculty and staff. Getting into the right-level class is key for
students to complete their educational goals (our college-wide strategic goal). A group of English
instructors met with Carey Harbin in counseling and Katrin Field in the Assessment Center to discuss
areas of confusion and stumbling blocks for our students in determining the differences between the
English (Accuplacer) and ESL (CELSA) placement tests, between English’s two-semester (101A-B)
versus one-semester (102) Basic Skills tracks, where they can get support for English grammar skills or
learning differences. We designed new English and ESL course progression flow charts that clarified
all of these elements and are readily available in counseling, the English department, on posters
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around campus, and as an integral part of the newly expanded English department website. See
http://www.chabotcollege.edu/Counseling/assessment/documents/ESL_course_sequence_2012.pdf
English faculty Sean McFarland and Tom DeWit, working in tandem with student film-makers, have
also been successful in producing a series of movies to gain student perspectives on their education.
The movies were screened at various college-wide and district-wide events, and serve to prompt
further discussion about the issues raised in the movies. These issues then became part of a "buffet"
of choices that faculty could choose from to develop FIGS. The issues raised in these movies have also
helped to inform PRBC's work over the last year. Making Visible products were also created to raise
issues and inform the Chabot campus about The Learning Connection. Student co-inquirers continue
to play major roles in developing and informing issues to explore in service of making Chabot College
English stronger.
Partial list of movies created:

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



Kicking Assessment: investigating student perspectives around assessment.
Changing the Stakes: investigating student perspectives around counseling and student
services.
A Case For Connection: Scaling Community through Learning Support
Excerpts from ESL conversations: Student perspectives about the value of ESL and how it
serves as a bridge to English
Focusing the Lasers: Profiles of 6 student types
Tuning the Voice: the stories of 8 students during their first semester at Chabot
The Bridge to Engineering: profile of a cutting edge Engineering Program at Chabot College
The Passion Project: student perspectives about the role that discovering one's intellectual
passion plays in success and retention
Furthermore, we have achieved quite a lot of progress in pooling together resources for faculty, both
full-time and part-time. Kristin Land and Stephanie Zappa created and developed a website for
English faculty's use, and it houses many key resources including our Department Philosophy and
Teaching Practices document, sample syllabi and texts recommendations. This is in place, for now, of
much of the face-to-face time we would like to have among our full-time and part-time faculty. We
also conducted two workshops for adjuncts and other colleagues to show them all the features of the
website. Please see http://www.chabotcollege.edu/languagearts/english/ for more specifics.
We have had a few other exchanges in our "Teacher Tawk" meetings, held during college hour in the
third week of the month. Still, we need more time for staff development, mentoring, peer exchanges
and grade-norming sessions, in order to maintain a more cohesive program overall.
Regarding improving hiring, we are developing a new adjunct interview process to more closely mirror
the process we use to hire high quality full-time faculty.We are revising the interview questions to
better evaluate a candidate’s pedagogy and experience in keeping with English Department
philosophy, and these changes, based on last year’s Action Plan Timeline, should be in place by early
March 2013, so that the Dean of Language Arts can adopt them as part of the adjunct hiring process.
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One challenge we have recently faced is in providing an adequate number of course sections for our
students, and at the level that best matches their skills, needs, and motivations. With reduced FTEF in
comparison to years past, we have felt pressure to reduce our sections of 101A and 101B courses, in
particular, as well as our electives, which are already few in number and typically only offered once
per year. The good news is that from Fall‘11 – Spring ‘12, we have seen increases in success rates in
our classes as a whole, with a 68% average student success rate across English in Spring ‘12 being the
highest in 6 semesters. We noted particular improvement with African-American students who had a
57% success rate in English classes in Fall ’09, but a 62% success rate in Spring ‘12. The success rate of
our Latino students also rose from 63% in Fall ’09 to 67% in spring ‘12.
With an eye to our developmental classes(101A, 101B, and 102), we have noted that students who
pass 101A and then enroll in 1A within 3 semesters pass 1A at a rate of 77%, and we’re pleased with
that. However, only 42% of students who pass 101A do enroll in 1A within three semesters. This may
be a result of having fewer sections of 101B available than in years past; we need to maintain access
to this class for all who need it. The delay may also be a result of students taking “time off” from
English after one or two semesters to work on math, for example. Although this may be inevitable, we
may want to do more to try to counsel students to stay with English to help them achieve their
educational goals in a timely manner. It is interesting to note that of students who pass 101B, 82%
enroll in 1A within 3 semesters, and 80% of those students are successful in 1A. In contrast, 84% of
students who pass 102 enroll in 1A, and 76% are successful.
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B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategiesat
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to
further detail your narrative. Limit your narrative to two pages, and be very specific about
what you hope to achieve, why, and how.
Given your experiences and student achievement results over the past year, what changes do
you suggest to your course/program improvement plan? What new initiatives might you begin to
support the achievement of our Strategic Plan goal? Do you have new ideas to improve student
learning? What are your specific, measurable goals? How will you achieve them? Would any of these
require collaboration with other disciplines or areas of the college? How will make that collaboration
occur?
There is no doubt that over the last 7 years Chabot College has developed a strong and deep culture of
honoring, incorporating, and leveraging Student Voice and Making Visible products. Unfortunately, it
has often been a struggle to secure ongoing reliable financial support for this work. Faculty and
students doing this work often are essentially working for free. We strongly suggest that Chabot
continue to support this work by institutionalizing it; in particular: 1. Provisions should be made to
compensate faculty who have taken leadership roles in this work. 2. Provisions should be made to
support from 5 to 7 students doing this work. 3. College leadership should continue with plans to
integrate SV/MV work into larger Learning Connection initiatives. 4. The college should set aside a
budget category dedicated to technical and material support for this work.
We also feel strongly that the combination of retirements in the last few years (positions that were
not replaced) and the axing of reassigned time for English faculty coordination(f/t and p/t)has hurt
our department, along with the loss of stipends for adjunct faculty to attend trainings (as was the case
in years past). With fairly high turnover of adjunct faculty and the sheer numbers of courses taught by
adjunct faculty, we have concerns about the integrity and cohesiveness of our program – and often
problems surface too late. Because English curricula vary so dramatically among colleges, and because
our classes are bedrock (reading/writing/critical thinking) to so much of the college experience, we
need to be very careful that students in an English 1A class, for example, practice academic argument
and hone their critical thinking skills, as opposed to getting grammar review or learning to respond to
poetry. Developing better hiring practices, plus a comprehensive website, are steps in this direction,
but we also need more time – on flex days for example – to work together and teach each other.
Issues like “how should we handle plagiarism?” or “how can we best utilize new technology to
support students with the writing process from brainstorming to proofreading?” are best addressed
as a department.
Regarding the Strategic Plan goal of helping more of our students reach their educational goals in a
reasonable time, we believe improving placement is key, and we would like to continue working with
counselors on academic advising for our classes, and on improving mechanisms like the pre-requisite
course challenge (perhaps by implementing a computer-facilitated writing prompt based on texts).
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We also want to continue to support our learning communities (Daraja, Puente and CIN) and service
learning, as we see that students who are more connected to each other and to real, positive work in
the world, tend to stay more focused and in school.
We also still have a lot to learn about best ways to help our students address their non-academic
pressures (from health to work to finances to transportation to family obligations) which so often
derail them, and we hope upcoming FIGS will work on this issue, as well as related equity issues
regarding first generation college students, very low income students, and other at-risk populations.
In these FIGS, English faculty hope to work and learn more from our colleagues in other disciplines as
well.
We are also closely following the new ESL Friday workshop class, 1490, with a thought to how we
might adapt their model at some point to better help our native speakers who also have sentencelevel issues (grammar/syntax/punctuation/sentence structure) which impede them in achieving
success in classes that require writing, and thus hinder them from achieving their educational goals.
Deeper collaboration with ESL instructors and tutors may be in our future.
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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
N/A
HP Laser Jet
Printer (300)
2011-12
Budget
Received
N/A
HP Laser Jet
Printer (300)
Paper for
Printer (160)
Paper for
Printer (160)
Inspiration 9
program
(3,500
Inspiration 9
program
(3,500)
3,960
3,960
2012-13
Budget
Requested
N/A
2012-13
Budget
Received
N/A
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
Grant money was used to develop the new English Department website, which has helped us to
communicate with one another, as well as proven helpful in hiring, training, and evaluating new
faculty. Posted are our English Department Philosophy and Teaching Practices document, developed
in the fall of 2011, as well as faculty resources, including sample assignments, sample student papers,
and lists of texts and films used, at all levels of our curriculum. Facultywho utilize the site now have a
more clear idea of our program cohesion and this has been particularly useful to new faculty. This
enables us to better serve students and support their learning. (completed)
Title III $ supported the creation of several films: “Tuning the Voice” “Changing the Stakes” “Kicking
Assessment” and others. (completed/ See Narrative A)
Students using “inspiration 9” software in 354 and in WRAC computers have been able to work on
their pre-writing skills, including brainstorming and outlining. Faculty and students who use the
program find it useful and engaging.
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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?
Regarding Inspiration software, we received what we requested.
Despite the usefulness of the English Department website, we still are sorely lacking face to face time
between our English department full-timers and part-timers. Our program would be far better and
more cohesive if we could hold retreats and workshops as well as create real, active ways to work as
mentors and collaborate about teaching.
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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
Fall
2013
2013
Courses:
All of our
courses
Assess
Spring
2014
Fall
2014
Reflect
and
report
(close
loops)
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Spring
2015
Fall
2015
Spring
2016
Fall
2016
Spring
2017
Assess
Reflect
and
report
(close
loops)
Appendix B2: “Closing the Loop” Assessment Reflections
We completed all of our assessment in the 11/12 academic year and will not
assess again until fall 2013.
All of our “close the loop” forms and the answers to these questions can be
found at: http://www.chabotcollege.edu/prbc/2012programreview.cfm
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
All
Spring 11 and Fall 11
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
At least 60% of sections of each
course
Spring 12
More than 20
Form Instructions:
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
(CLO) 2:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
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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?
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?
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?
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?
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C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
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?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
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?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
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PART III: COURSE REFLECTIONS AND FUTURE PLANS
(NOTES HERE APPLY TO ALL COURSES ASSESSED FROM SPRING 11-FALL 11)
1. What changes were made to your courses based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Repeatability changes to Creative Writingand Service Learning courses have been sent to
Curriculum.
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
We have become better able to discuss our expectations of our students in various classes
among ourselves, and communicate these to students, based on the rubrics we developed
in conjunction with the SLO work.
We continue to develop our program and have discussions about our classes; creating the
English Dept. Website and revitalizing our “English Department Philosophy and Practice”
(see www.chabotcollege.edu/languagearts/english/philosophy.cfm) in a retreat has also
been a part of this – helping us recognize and reaffirm our core values.
We are working on improving our adjunct hiring process, and we do see a need for further
staff development opportunities to discuss our students, our teaching practices, how we
evaluate students, etc. – both f/t and p/t faculty (there are about 50 of us).
We are also working on developing an AA-T degree to help our students transfer more
easily as English majors. We recognize that we have many, many strong English students
who plan to transfer, and as seen by our literature and creative writing courses in
particular, they find a special “home” in these classes, yet there are very few sections of
them as compared to our composition and basic skills offerings. These same students
serve as tutors, are active in ASCC and clubs, and contribute greatly to our college in so
many ways. We want to make sure we don’t lose these students, and we are dedicated to
maintaining (and growing) the depth and breadth of our curriculum so as to at least be on
par with other Bay Area community colleges.
Finally, we are fairly satisfied with our success in our courses. We have reaffirmed our
support of both the 101A/B and 102 developmental pathways as viable and needed for
our students, and are working to maintain both options in our schedule per student need.
We have also reaffirmed our support of our elective courses (literature, creative writing
and technical writing support) and are, again, working hard to keep the classes accessible
to our students.
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We do have some questions about our online offerings; although initial demand is high,
student retention and success rates are not always on par with on-site offerings. We
recognize that access to these classes is important, but we are equally concerned about
success and equity (not all students are equally prepared or equipped to succeed in online courses; low-income and first generation college students may be even less likely to
succeed online than they are in face-to-face classes).
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
 Resource based
 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: ______English (developmental, composition sequence, AA degree and transfer___

PLO #1: Independently read and understand complex academic texts

PLO #2: Critically respond to the ideas and information in academic texts

PLO #3: N/A

PLO #4: N/A
What questions or investigations arose as a result of these reflections or discussions?
We continue to be interested in uses of both non-fiction and fiction texts in our Basic Skills
and transfer level courses. As a department we actively share the texts/ideas that we use in
order to enhance our ability as individuals to make complex texts accessible to our students,
while maintaining a high level of Program Coherence throughout our curriculum and Faculty.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: Our department offers a rich variety of texts (in genre, cultural contexts,
complexity of ideas, etc.) that help our students develop as critical thinkers and writers. We
also have articulated clear values around how to teach English, and we have a very dedicated,
passionate faculty that works hard to develop relationships with students, and not just
present curriculum or evaluate work.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Revise Adjunct Hiring Process—In Progress:
Given the number of adjunct faculty who teach our developmental and college composition courses, it
is critical that we hire, train, and evaluate teachers well. Recognizing the liabilities with the present
brevity of the adjunct interview session, a teaching demonstration and student paper evaluation are
being incorporated into the interview. We are also revising the interview questions to better evaluate
a candidate’s pedagogy and experience in keeping with English Department philosophy. These
changes should be in place by early March, 2013, so that Dean of Language Arts can adopt them as
part of the adjunct hiring process. The short of it: Better teaching will translate to enhanced learning.
On February 14th, the department also participated in a “grading/ essay response norming” workshop
to help us improve our abilities to effectively respond to students’ written work. We’d like to do these
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regularly, at all levels of our program (basic skills/ college level composition/ electives).
We are also working on developing an AA-T degree for English majors to aid them in transferring to 4year schools, and there is a continued interest in our department to re-think the assessment process
for placing Basic Skills students (FIG on “Kicking Assessment” to come).
Program: _____Creative Writing and Literature electives (Certificate, GE, and transfer)__
 PLO #1: Student produces a body of quality creative work.

PLO #2: Student forms a critical response to the creative writings of others.

PLO #3: N/A

PLO #4: N/A
What questions or investigations arose as a result of these reflections or discussions?
We are convinced that our Creative Writing and Literature courses are valuable to our
student body as they promote both the mission statement of our department and the
College. They also further develop critical thinking and communication skills, produce
community on our campus, and further both English majors and non-majors in their
educational goals, since the courses transfer as GE electives. As the landscape of our College
continues to change, we continue to investigate how we can articulate the value of these
courses while evolving our methods to reach our students’ needs.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: We use writing as an assessment for reading, analysis and critical
thinking. We see in these courses that a student’s enjoyment of the material and the complex
integration of reading and writing leads to improved understanding of not only literature, but
the society in which we live in, and leads students to observe more intently, ask better
questions, and read more critically into their own lives and the lives of others. The ability to
produce more effective and nuanced writing is another key product of our courses.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Our upcoming AA-T degree will help students maintain an academic focus as they continue
through our program and beyond to further studies. We are expanding our course selections,
which we hope to include more creative writing opportunities and world literature courses.
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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? If no, identify the
course outlines you will update in the next curriculum cycle. Ed Code requires all course
outlines to be updated every six years.YES
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?NO.We haven’t had the FTEF to offer all of the courses
we would like to, but with additional FTEF we would, increasing the breadth and depth of our
offerings.
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester.YES
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester.YES
5. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester.YES
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?YES
7. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be.N/A (we are English)
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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?
Take a new look at assessment (likely done through a college-wide FIG, TBD)
What is your specific goal and measurable outcome?
Improve our assessment mechanism, and/or our advising to students around assessment, and/or our
pre-requisite challenge mechanism, and/or enhance counselors’ abilities to determine placement
based on increased use of multiple measures.
What is your action plan to achieve your goal?
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Activity (brief description)
TBD by FIG on “Kicking Assessment” (this will go outside of
English)
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
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Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committeeand 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. Discussanticipated improvements in student
learning and contribution to the Strategic Plangoal. 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. f/t English
2. f/t English
3. f/t English
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.
Our current ratio in English is 20 full-time instructors to 28 part-time instructors. Moreover, many of
our p/t instructors have less than 2 years experience at our college. Turnover of adjunct faculty+ high
numbers of adjunct faculty (some of whom almost never have an opportunity to interact with fulltime faculty or interface with others across campus) = more instability = teaching suffers. We have
had several retirements over the last few years (Cindy Hicks, Susan Gill, Ceiny Carney, Dennis
Chowenhill, Linda Swanson…) and no new hires. Also, as we embrace being a Hispanic-serving
Institution, it would behoove us to seek out more faculty with background or experience relevant to
this growing demographic of our students.
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.
Full-time faculty are under much higher scrutiny in the hiring and tenure process than adjunct faculty;
we receive more mentoring and are much more engaged in the workings of the college than adjunct
faculty. Webuild relationships with faculty and staff in the library, PATH tutoring, financial aid,
counseling, athletics, and across disciplines. We know where to direct a student who needs tutoring or
has health problems; we know the phone numbers for media services and security by heart. All of this
can only improve our teaching and our ability to help students find their footing at Chabot and
prosper. Full-time faculty also are much more available to students; we have offices with our names
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on the door so students can find us, and we’re there five hours each week. The more continuity and
community we can provide our students, the better they will learn and the faster they will achieve
their educational goals.
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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: _none_____
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.
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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
athttp://www.chabotcollege.edu/ProgramReview/Data2012.cfm.
Fall 13-Spring 14 has already been determined. We appreciate the increased FTEF we have been allocated to
help the college reduce bottlenecks, achieve our funding base, and maintain or improve the depth and breadth
of our offerings.
We can use any additional FTEF available to ease bottlenecks in our area and support our high-productivity GE
transfer electives.
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Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors,
learning assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Please cite any evidence or data to support your
request. If this position is categorically funded, include and designate the funding source of new
categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested: ___20 LAs __(for roughly 5% of English classes in fall and spring)
and an additional 5 tutors.
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Learning Assistant
Learning Assistants support learning in and
out of the classroom
2. WRAC tutors
extending hours and doubling up tutors in
prime busy hours
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.
Students’ engagement in our classes will be positively impacted by having more learning assistants in
our classrooms. Learning assistants play a positive role in supplementing instruction by offering oneon-one attention to students, assisting in retention activities, and modeling proper student behavior.
In addition to receiving more learning assistants, our program would be better served by offering
more training to learning assistants. To explain, instructors who use learning assistants need more
time to embed our learning assistants in the curriculum and develop leadership opportunities within
the classroom for them.
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Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of
funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000
and 5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix
M6. Justify your request and explain in detail any requested funds beyond those you received this year.
Please also look for opportunities to reduce spending, as funds are very limited.
Project or Items
Requested
Erasers/white board
pens/chalk
More paper for 354
2012-13 Budget
Requested Received
N/A
N/A
2013-14
Request
$100
$160
$160
$160
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Rationale
It’s hard to teach when our pens dry
out and we can’t erase the board.
This would cover 20,000 sheets.
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
No request
2013-14 Request
Rationale
$
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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
Wireless
keyboards
(20)
Software: “Write
Out Loud”
2012-13 Budget
Requested Received
2013-14
Request
$69 per –
$1400 total
$3,800 for
90
computers
Rationale*
Student brainstorming/quotes etc.
could be typed, sent to Bb quickly, from
all over the room
“Write Out Loud” is a text-to-speech
program where students can upload
their essays and have their essays
read back to them through a
computer(with headphones) while
they revise and fix their errors. This
is a great program for students who
need help with editing and
proofreading.
* Rationale should include discussion of impact on student learning, connection to our strategic plan
goal, impact on student enrollment, safety improvements, whether the equipment is new or
replacement, potential ongoing cost savings that the equipment may provide, ongoing costs of
equipment maintenance, associated training costs, and any other relevant information that you believe
the Budget Committee should consider.
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Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities
Committee (FC) has begun the task of re-prioritizing Measure B Bond budgets to better align with current
needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement
needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two
to be used as match if and when the State again funds capital projects, and to fund smaller projects that
will directly assist our strategic goal. The FC has determined that although some of the college's greatest
needs involving new facilities cannot be met with this limited amount of funding, there are many smaller
pressing needs that could be addressed. The kinds of projects that can be legally funded with bond
dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities."
Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests.If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name): Additional Computer Lab and space for tutoring and group work
Building/Location: New library building (100)
Description of the facility project. Please be as specific as possible.
We desperately need more space for WRAC tutoring and study groups – with walls, please. The
current WRAC space is hard to find, and harder to use.
We also need another computer lab – with computers that work. Our elective courses max at 44 and
there are almost no facilities on campus where instructors can bring students in such courses to use
computers to write an in-class essay exam, for example, or do Web-based research.
What educational programs or institutional purposes does this equipment support?
All of our classes/ all of our students
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
Students will achieve their educational goals quicker if they are successful in their classes, and a
quality tutoring center and computer labs with available, working computers are essential to this
end.
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