Chabot College
Academic Program Review Report
Year Two of
Program Review Cycle
Mathematics Discipline
Submitted on February 28, 2013
Cynthia Stubblebine
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 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 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 goals from last year were to help students meet their educational math requirements in an efficient
manner by working with local high schools, by creating pathways for students, by redesigning our
courses, by increasing the number of workshops offered, by increasing the size of the math lab, and by
forming cohorts.
We are on our way to achieving these goals. With regards to creating pathways, we worked with
chemistry, biology, computer science and engineering disciplines to develop a schedule for students
who have STEM (Science, Technology, Engineering, and Math) majors over the winter break. We
created a schedule so that a student can complete his or her requirements in three years if he or she is
starting at Calculus 1. We also created one for two years, but that schedule would require the student
to take 18 – 21 units per semester. There is still more to be done as we need to determine how many
beginning classes to offer the first semester to guarantee full classes at the end of the program. We also
need to consider how many students will be starting the pathway each year. Our next goal is to create a
schedule for our STEM students coming to Chabot starting in a math class below Calculus 1. We also
created a schedule for our health science (Allied Health) students. The math discipline adjusted the time
slots for six sections of their Mth 43 to meet the needs of the health science students. We also
contacted the business area to determine when we should offer required math classes for business
students. We are working with the physics discipline to create a new physics sequence that will allow
students to take one less math course and one less physic course to meet their physics requirement for
the health sciences.
We met some challenges when creating these schedules that we have not been able to overcome yet.
There are not enough biology labs to offer more than one group of 48 students through the pathway,
which is not enough seats for all our incoming STEM students. We also have a backlog of students who
need these courses who have not been able to get them in the past. We need to offer more classes, so
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they can complete their AA/AS or transfer requirements.
Through the Hayward Promise Neighborhood grant Cynthia Stubblebine, the math liaison for the grant,
has met with math faculty of one high school and the principals of the two high schools. She is planning
a workshop for the high school faculty to discuss aligning math curriculum between the high schools and
Chabot College. She is in the process of educating the faculty about the Early Assessment Program in
hopes of getting approval to use the EAP exam as an assessment tool for math classes. Also through the
grant we will be using our MESA students to tutor high school students. Doris Hanhan is working with
faculty in the Early Childhood Department to develop a four day workshop to educate future preschool
teachers about important Math concepts. Their goals are to improve preschool teacher knowledge of
Math, reinforce Math concepts both at preschool and at home so that children build their Math skills
early on in their lives.
Our greatest achievement is our new “accelerated” math course, Intermediate Algebra and Data
Analysis, for our Liberal Arts majors. A liberal arts student who wishes to take our statistics course, Mth
43, to meet their general education math requirement for the CSUs can now use the pathway of Mth
104, Mth 53, and Mth 43 versus the old pathway of Mth 104, Mth 65, Mth 55 and Mth 43. The only
problem now is seeing if we can get Mth 53 approved for the AA/AS degree math proficiency as it does
not have the formal prerequisite requirement of an Elementary Algebra.
Last year we added a new associate degree to our program called Transfer Module Curriculum in
Mathematics. The students seeking TMC Math degree are required to complete some specific math
courses and the total number of units needed is only 60 units. The students with this degree are
assured of a place in math or math related majors in the California State University system.
We just formed three groups to review our calculus based pathway curriculum, one group for the basic
skills courses of Mth 65 and Mth 55, a second for the precalculus sequence and first semester of calculus
and the third group for all remaining higher level math courses.. A fourth committee is fine tuning our
Mth 103/Mth 104 sequence. We are forming a new pathway for elementary school teachers. We will
be proposing a new course called Number Systems in the fall of 2013 which will satisfy the general
education math requirement for the CSUs. We are still working with the business discipline to see if we
can meet their needs. From this collaboration one of our new initiatives is to collaborate with the
different disciplines offering statistics courses.
We have not been able to offer our workshops as we have not received any increase in FTEF for
workshops.
The Science- Math Division received a grant to form a MESA program. Due do Donna Gibson’s efforts
we have formed cohorts for a 100 of our STEM students. We have also doubled the area of the math lab
which will become our new Science/Math Student Center. We still need to find funding to have a
supervisor for this area. The lab will no longer be just a math lab, but a tutoring lab for science,
engineering and math students.
With the above changes we feel that we have made great strides to meet the strategic goal of “Increase
the number of students that achieve their educational goal within a reasonable time by clarifying
pathways and providing more information and support.”
There is one major block to meeting this goal and that is we do not offer enough general education
math courses. Our math courses form a bottleneck for students trying to get an AA/AS degree or to
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transfer to a four-year institution. If you look at the data of our sequence courses, you can see that
successful students are not taking the next course in the sequence. There are some explanations such
as students leaving the college, but the large percentages indicate that there are not enough classes for
the students to enroll. Jennifer Lange’s data shows that Mth 65, Mth 55, and Mth 43 are bottlenecks for
students meeting their educational goal. There are a couple of ways to ease the bottlenecks. One is to
offer more courses. Another is to get more students to pass the class the first time they take the class.
We are working on increasing our retention rate, but there is no easy solution when our basic skills
students do not have appropriate study skills, have not been successful in mathematics for many years,
and are required to master a year’s worth of high school mathematics in seventeen weeks. We are
trying several things such as changing their study habits, looking at their habits of mind and using
computer software to give students immediate feedback on their homework. We are also offering
different modes of teaching the class. It would help if we could again offer our Mth 65A/B and Mth
55A/B sequences for students who need more time to comprehend the material. A third approach is to
require some form of intervention when a student fails a course. For example, if a student fails the
class, he or she would have to take a study skills course on taking a math course before being able to
enroll in the course. This course could be offered over the breaks, so that students could repeat the
class the next semester. Another suggestion that has been put forth is that we should not give students
who withdraw from a class priority to register for the class over students who completed but failed the
course. Students who withdraw from the class should not be able to register for the class until after
grades have been submitted.
Students’ success rates were within a few percentage points between the different groups of gender,
race/ethnicity. The one exception was the group of African-Americans. Their success rates were
consistently lower than the other groups. A future goal for the math discipline is to look into forming a
math cohort for this group. Also noted was that the success rates for the basic skills courses ranged
from 30 to 49 percent whereas the range for the college level math courses was 60 to 79 percent.
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B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior 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?
Suggestions
1. Have the campus focus on students’ habits of mind. We need to have consistency across the campus
about teaching our students’ the importance of persistence, thinking interdependently, communicating
with clarity and precision, thinking about thinking, striving for accuracy, etc. Perhaps this can be done
by giving support to the Habits of Mind Faculty Inquiry Group and through staff development days.
Having positive habits of minds means that students will be more successful and meet their
educational goals sooner.
2. Find funding for more math instructors especially those who specialize in basic skills and
statistics. We need to improve our basic skills success rates. We need someone to take the
lead on this issue. We also need to replace the full-time math instructors that have retired.
There are not enough full-time faculty to meet the demands of the discipline such as choosing
textbooks, training adjunct faculty, revising or creating curriculum, maintaining the class
schedule, coordinating and running math meetings, being the advisor for the math club,
running the AMATYC contest, giving and grading the math proficiency exams, performing
evaluations of full and adjunct faculty, to name a few, plus be on campus-wide committees.
3. We need to allow new students a chance to get into our math courses. One way to
accomplish this is to not allow students who withdraw from a class to enroll in the class until
after grades are turned in. Another way is to have students who fail a class to take some
“intervention course” to improve their chances of success in the course. This “course” could be
taken over the breaks between semesters. This is something that needs to be brought forth to
the faculty senate.
4. There needs to be funding for release time for coordinators. There needs to be someone
who oversees the running of the discipline, be the contact person for students, publishers’
representatives, and the community, and acts as the liaison between the dean and the
discipline’s faculty. This position it too time consuming to do without some release time.
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5. We need more custodians. If we do not have the funding for more positions, then we need
to meet with the supervisor and discuss a priority list. It is more important to have the
blackboards and whiteboards cleaned daily so we can communicate with our students, than to
have our office waste baskets emptied every day. It is important that the restrooms get
thoroughly cleaned at least once a week. The mold growing around the sinks is not healthy. I
think that each division should meet with the supervisor to set a priority list as the divisions
may not have the same priorities. This could be done on a flex day or the supervisor could
come to the a division meeting. I want to make it clear that I am not saying our custodians are
not doing a good job. I am saying that if there is not enough personnel to do everything, then
we need to prioritize what is done based on our students’ needs and our health.
6. We would like to have at least 3 counselors for a nine hours each to create the SEPs for our
students majoring in the STEM courses during orientation. This would help us with our
planning of courses and would help students to get on the correct pathway of classes as they
enter Chabot. General counseling could be done by any counselor.
7. We need to devote a few of our flex days to meet with other disciplines, to meet with
counterparts at LPC, and to meet with high school teachers. There is not enough time to meet
with other disciplines during college hour and have a meaningful conversation. One topic of
conversation could be Habits of Mind. We need to meet with LPC to talk about assessment
tests, to find solutions on how to improve our low success rates, and to discuss curriculum. We
need to meet with the local high schools to align our curriculum and find out more about the
common core standards. The agendas need to be determined in advance and lead persons
need to be informed of the goals for the day and given time to prepare for the discussions.
8. As we gradually get more funding for classes, we need to have an unbiased presentation of
data, preferably presented in charts and graphs to the faculty on a flex day. The PRBC should
determine a priority list based on college goals for determining what classes should be added.
Next the data should be amassed and collated to determine what courses are needed based on
the priority list. These courses should be added to the schedule. Any remaining FTEF can be
distributed through the divisions to meet discipline goals. I think the PRBC is going in the
correct direction for our students. However, I did not see their goals being met when classes
were added to the schedule. With each division getting equal allotments of FTEF, we were not
able to offer more bottle neck classes. Disciplines were saying that they could fill their classes,
but the question is “Could they fill those classes if students didn’t have to find classes to fill fulltime loads while they wait for their bottleneck class?” We should be looking at the needs of
our students in terms of meeting their educational goals as a college first, then as a discipline.
Then based on enrollment management each discipline can be as diverse as they want.
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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
2011-12
Budget
Received
2012-13
Budget
Requested
921
1000
2012-13
Budget
Received
921
2000
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.
With the money we purchased an ELMO for our instructors to use in classrooms that have not been
updated to a smart classroom. The document reader allowed instructors to use visual aids to enhance
explanations to increase student’s comprehension. We also purchased some geoboards for our blind
students to use for graphing in our algebra classes.
We used the Basic Skills money to pay for our adjunct faculty to participate in our Math faculty inquiry
group meet where we discuss and share pedagogical problems and solutions. This group was formed as
a response to our CLO closing the loop discussion.
I am asking for extra money to pay for a retreat for our faculty. We use this time for updating faculty on
changes, for training, and for discussions of current issues in the discipline.
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?
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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
Courses:
Group 1:
All Math
courses
Fall
2013
s
Spring
2014
Fall
2014
Full
Assessment
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Spring
2015
Discuss
Results
Fall
2015
Spring
2016
Report
Results
Fall
2016
Spring
2017
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
All Courses
Fall 2011
Minimum met
Spring 2012
Entire Math Subdivision
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:
(CLO) 3:
(CLO) 4:
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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
COURSE-LEVEL OUTCOME (CLO) 1:
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How do your current scores match with your above target for student success in this course level
outcome?
See Part III
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
See Part III
COURSE-LEVEL OUTCOME (CLO) 2:
How do your current scores match with your above target for student success in this course level
outcome?
See Part III
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
See Part III
C. COURSE-LEVEL OUTCOME (CLO) 3:
How do your current scores match with your above target for student success in this course level
outcome?
See Part III
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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See Part III
D. COURSE-LEVEL OUTCOME (CLO) 4:
How do your current scores match with your above target for student success in this course level
outcome?
See Part III
Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
See Part III
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
What changes were made to your course based on the previous assessment cycle, the prior Closing the
Loop reflections and other faculty discussions?
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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?
As Statisticians and Mathematicians, we call into question the data gathered. We do not feel
that the results are meaningful, as the data is biased. One section’s assessment is
significantly different from another, despite trying to be consistent in how the questions are
offered. Also, the level of the students’ background is not addressed by these questions.
We do not support that our eLumen data can be used in a meaningful way. Our reflection
reveals that a better process must be found.
We feel that this process is in desperate need of revision. We have decided to have our
SLOAC representative investigate other institutions’ process to assess how they balance
unbiased data gathering with academic freedom in their quest to mine meaningful results. It
was in this discussion of the lack of consistency between sections that we started discussing
teaching styles and methods. This discussion we found rewarding.
We believe in the mission of the SLO process; that is to improve the success of our students
through the collaboration, discussion, and reflection of the faculty. While we review and
discuss the new process, we plan on meeting once a month to share best practices on
presenting new topics to students. We do feel that we have enough monthly topics to span
across multiple courses, meeting the spirit of the goal of the SLO process. In fact, we are
more confident that we will have richer discussions through this monthly discussion, than
from our triennial meeting.
We have met our monthly meetings to discuss various topics including Exponents,
Logarithms, Generalizations, Graphing Rational Functions, and Introducing Arithmetic. Both
adjunct and full time faculty have attended. These discussions have well received. Members
of the faculty have found that the ideas shared useful. Some have incorporated the new
ideas into their current courses to great success.
These discussions are very important to the health of the discipline. Not only are we sharing
ideas for teaching, we are engaging in conversations surrounding student success and the
root cause analysis to barriers to learning and understanding.
What is the nature of the planned actions (please check all that apply)?
Curricular
Pedagogical
Resource based
Change to CLO or rubric
X
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: ___Mathematics_____________________________________________
PLO #1:
PLO #2:
PLO #3:
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
See Part iii above
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
See Part iii above
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
See Part iii above
Program: ________________________________________________
PLO #1:
PLO #2:
PLO #3:
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PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
See Part iii above
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
See Part iii above
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
See Part iii above
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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. NO. We will be updating the course outlines for Mth 33,
Mth 36, Mth 37, Mth 43, Mth 55 and Mth 55B this year.
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, many of our workshop/lab classes have not been
offered because of the cutbacks. We would like keep them on record as we would like to start
offering them again as extra support for our students. Our Introductory Logic course has not
been offered, and it will be removed from the curriculum.
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. Yes
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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?
The MESA program provides support and a community for our STEM by providing counseling, classes,
tutoring, workshops and internships.
What is your specific goal and measurable outcome?
Our specific goal is to have more STEM students transfer to four-year institutions.
What is your action plan to achieve your goal?
Target
Completion
Date
On going
Activity (brief description)
Offer the MESA program at Chabot College
Required Budget (Split out
personnel, supplies, other
categories)
Matching Funds of $50,000.
Supervisor for Tutoring
center
Facilities improvement of
Science/Math Student
Center
Funds for field trips
Funds for counselors
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: Modification of the current Math Lab
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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 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: _4___
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Non calculus based math faculty
To teach and support non-calculus based math
Coordinator
courses at the basic skills and college level
2. Faculty to teach statistics
To teach statistics to meet the demand from
the Health Science students and business
disciplines
3. Faulty to replace retired faculty
To teach all mathematics courses
4. Faculty to replace retired faculty
To teach all mathematics courses
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.
Since our last hire we have lost an equivalent to four full-time faculty positions. All our transfer students
need to take a college level math course. We need a faculty member who can lead the division for the
liberal arts pathway. Not all mathematicians have a strong statistical background, so we would like to
add another faculty member to teach statistics. It is difficult to find adjunct faculty with a statistical
background.
Time frame
Average / Actual
Spring 2009 thru Spring 2012
Summer 2011 to Spring 2012
Summer 2012 to Spring 2013
Average
Actual
Actual
Full-time FTEF % to Part-time
FTEF %
53.5% to 46.5%
48.7% to 51.3%
45.6% to 54.4%
From the above chart you can see that over the last few years, our full-time to part-time ratio has
dropped considerably lower than the state requirement of 75 to 25. This is over a time period when we
have not hired as many adjuncts as we have offered fewer classes. As we start adding classes back to
the schedule, the ratio will be even more startling.
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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: __1____
2. If you are requesting more than one position, please rank order the positions.
Position
Description
We need someone to clean the chalk boards and
white boards daily. We also need someone to
1. CUSTODIAN I
keep the restrooms clean.
2.
3. Rationale for your proposal.
There are so few custodians that necessary cleaning is not getting done. We need to have our boards
cleaned every day. This is the main medium that the math faculty use to communicate to their
students. We need to have the restrooms cleaned thoroughly at least once a week. Having mold
growing around the sinks is not healthy.
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.
If students cannot read what is on the board, they are likely not to succeed in the course.
If our students get sick, they cannot learn and therefore will not succeed.
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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 at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .
Course
MTH 65
MTH 31
CAH
.33
.2
MTH 20
.33
MTH 40
.2
MTH 1
.33
MTH 104
MTH 3
Total
.25
.33
Rationale
Basic Skills course. Bottleneck course.
Bottleneck course needed by large percentage of all transfer
students. Increases student’s ability to transfer.
Bottleneck course. General education course and common math
entry point for students in STEM majors.
Transferrable GE math course. Increases breadth of math options for
transfer students who don’t require stats or calculus.
Increases student’s ability to complete their program so they can
transfer.
Basic Skills course
Increases student’s ability to complete their program so they can
transfer.
1.97
We are a discipline that serves many areas on campus including chemistry, biology, engineering,
architecture, physics, and business. If we do not offer the classes needed for these disciplines, then the
students are kept from continuing in their major until they fulfill the math prerequisite or requirement.
Three of our courses were targeted as bottleneck courses, Mth 43, Mth 55, and Mth 65. Students need
these courses to get their AA/AS degrees or to transfer
We need more FTEF to meet the needs of our new students plus classes for our current students who
have not been able to get the class in the past. We would like to go back to offering our students a
variety of options of math classes to meet their educational goals.
Not listed, but we would like in the future is more FTEF for workshops as a support for our students.
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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: _4 types of positions (24 tutors or 120 hours ____
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Math Lab Tutors (67 hours)
Drop in tutoring in Rm. 3906
2. PATH Center Tutors (57 hours)
1 on 1 and small groups in 2351.
3.Math/Science Student Center Supervisor
The person(s) in this position would supervise the
prefer two – three part-time employees to
Math/Science Student Center. This would
ease scheduling problems
involve being responsible for the daily operations
of the center, maintaining equipment and
computers, being responsible for tutors,
answering students’ questions, and creating
required reports for students, college
administration, and state organizations.
4. Counselor
The counselor would help with creating SEPs for
We need approximately 27 hours of time to
our STEM students as they enter Chabot.
create the SEPs for 100 students.
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.
Math Lab Tutors: Data from the office of institutional research has shown that students have better
persistence and success rate when they regularly attend and use the math lab. The math lab
traditionally has used 67 hours of student tutoring. Currently, we are working with several
understaffed time slots in the math lab. Also, we have recently been privileged to add back sections
of math classes that were cut from the schedule in recent years. This has increased the demand of
tutoring and even fully staffed hours in the math lab currently have a difficult time meeting all of the
students learning demands.
PATH Center Tutors: In the math lab, tutors can generally only work with each individual student for
5 to 10 minutes at a time and then they need to move on to the next student. The PATH center
gives an opportunity for students who need more in depth help to work with their tutor for 1 hour
at a time. Data from the office of institutional research has shown that students have better
persistence and success rate when they regularly attend and use the PATH Center. It is common for
there to be wait lists to get access to tutors in PATH. So, if we could up the number of tutoring
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hours available, this would be very helpful to our students. This is particularly true in the subject of
Statistics (MTH 43).
It would be more efficient to hire a supervisor position for the Science/Math Student Center
(formerly the math lab). This position would allow someone on the premises to take care of the
hiring, scheduling, training, and supervising of the tutors, to maintain the computers and printers,
and to answer students’ questions. Currently there is a faculty member who in charge of the lab,
but he or she is not on the premises. Many days can go by before the printer or computer gets fix.
Faculty sign up to work in the lab for a few hours a week. A lot of time is spent doing scheduling
every semester. We do not always have a faculty member in the lab during college hour, because of
other faculty commitments. If an instructor is ill, we cannot always find a replacement for the math
lab. This would also free up a full-time faculty member to work on other discipline matters.
If we are going to get our students on the correct pathway, we need to have a counselor fill out an
SEP plan before they register for classes. If they don’t get the correct classes, they can easily be
delayed a year in meeting their educational goal. Having a counselor(s) dedicated to our STEM
students on orientation day would get our students on the right path.
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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
Supplies
2012-13 Budget
Requested Received
$921
921
2013-14
Request
$921
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Rationale
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
CMC3 Conference
2013-14 Request
$2400
Student Success Conference
2000
3CSN meetings
$400
Rationale
Most of the math faculty use this conference as the
means to keep up-to-date on curriculum, pedagogy,
math textbooks, software learning systems,
assessment tests, and what is happening at the
state level with regards to mathematics and the
community colleges.
This conference presents how colleges are helping
their students to be successful. It is a great way to
learn about what is happening at other colleges and
to network.
This group is funded by the Chancellor’s office. Its
goal is to form a success network for community
colleges. Most events are free, but we need
traveling expenses. The advantage of attending
these meetings is that we can learn from other
colleges on how to help our students succeed.
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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
For four classrooms,
equipment and
installation costs to
enable two projector
classrooms to project
two different images.
2012-13 Budget
Requested Received
$
2013-14
Request
$
Rationale*
Teachers can use multiple modes of
instruction at one time. A teacher can
show a problem in the text, while
working the problem on the other
projector.
* 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): Office building painted and new furniture
Building/Location: 2000
Description of the facility project. Please be as specific as possible.
Paint the offices, molding and doors so they are color coordinated. To have new office furniture that
works.
What educational programs or institutional purposes does this equipment support?
It makes for a community that we can be proud of.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
Brief Title of Request (Project Name): Modify 3900 bottom floor
Building/Location: 3900
Description of the facility project. Please be as specific as possible.
To create two small meeting rooms for group tutoring and to combine the small lecture rooms to
create a usable large lecture room and update to smart classrooms.
What educational programs or institutional purposes does this equipment support?
We need to modify the bottom floor of building 3900 to meet the requirements for the MESA grant.
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Also more and more students are using the math lab, so we need more space for them. We want to
create small meeting rooms for group tutoring and/or for study groups. When the building was built
the required class size was much smaller. These rooms are not being used, so combining them would
make a more useable space. The rooms need to be made into smart classrooms, so teachers can have
available the equipment they need to teach.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
By making this modification, we could offer better support for our students and a better teaching
environment.
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