Chabot College
Academic Program Review
Report
Year One of
Program Review Cycle
ANTHROPOLOGY
Submitted on 3/11/2013
Mireille Giovanola
Final Forms, 1/18/13
Table of Contents
Section 1: Where We've Been ...................................1
Section 2: Where We Are Now ..................................2
Section 3: The Difference We Hope to Make .............3
Required Appendices:
A: Budget History ..................................................................... 4
B1: Course Learning Outcomes Assessment Schedule .............. 5
B2: “Closing the Loop” Assessment Reflections ........................ 6
C: Program Learning Outcomes ............................................... 9
D: A Few Questions ............................................................... 12
E: New Initiatives ................................................................... 13
F1: New Faculty Requests....................................................... 14
F2: Classified Staffing Requests .............................................. 15
F3: FTEF Requests ................................................................... 16
F4: Academic Learning Support Requests .............................. 17
F5: Supplies and Services Requests ........................................ 18
F6: Conference/Travel Requests ............................................. 19
F7: Technology and Other Equipment Requests ..................... 20
F8: Facilities Requests ............................................................ 21
1. Where We’ve Been
Complete Appendix A (Budget History) prior to writing your narrative. Limit your narrative to no
more than one page. As you enter a new Program Review cycle, reflect on your achievements over
the last few years. What did you want to accomplish? Describe how changes in resources
provided to your discipline or program have impacted your achievements. What are you most
proud of, and what do you want to continue to improve?
Program Goal #1: Move into a new lab space.
Our new lab space facilitates student team learning, offers good storage space for our
growing specimen collection, and easy access for lab and lecture course instruction.
Program Goal #2: Fully equip the Anthropology lab.
We have acquired an impressive collection of quality specimens that supports the use
of different teaching modalities, and encourages hands-on, cooperative learning.
We will request measuring instruments and new specimens for 2013-14.
Program Goal #3: Increase class offerings.
o
Anthropology 7 (Introduction to Globalization: An Anthropological Perspective)
exposes students to the challenges of increased globalization. The course was first
offered in spring 2011, and then in spring 2012. It satisfies CSU/GE: D1 and IGETC:
Area 4A, and is an elective for the proposed AA and AA-T degrees in Anthropology.
Unfortunately, due to budget constraints, the course could not be offered in
spring 2013. We plan to offer it again in spring 2014.
o
In spring 2011, we proposed the addition of two courses: Anthropology 4
(Language and Culture) and Anthropology 13 (Forensic Anthropology) in
anticipation of our Anthropology AA-degree. Anthropology 13 was first offered in
fall 2012, and will be offered in fall 2013. Unfortunately, we have not been able to
offer Anthropology 4 due to budget cuts.
o
Due to budget cuts, we have not been able to offer Anthropology 8 (Native
American Cultures) since spring 2009.
Program Goal #4: Review and update course outlines. Proposal of new outlines.
Course outlines were updated for fall 2009 (ANTH 1, 1L, 5), fall 2010 (ANTH 2, 3, 7, 8,
12), fall 2011 (ANTH 4, 13), fall 2013 (ANTH 2, in preparation for the AA-T degree).
Program Goal #5: Hire a full-time tenure-track faculty member.
A new faculty member was hired in fall 2010. We need another full-time instructor
to replace the full-time faculty member who retired in June 2011.
Program Goal #7: Development of an AA degree in Anthropology.
An AA degree in Anthropology was proposed and accepted by the Curriculum
Committee (fall 2011) and the Board of Trustees (spring 2012). Though in the 20122014 Chabot College catalog, the degree is still awaiting state approval. We would
like to see the degree approved as soon as possible.
In collaboration with Geography: development of an Environmental Studies
AA degree. The program is still awaiting state approval. We would like to see the
degree approved as soon as possible.
CLOs: We have developed CLOs and rubrics for all active courses, have assessed all CLOs,
and discussed the results for each course. We have developed and discussed PLOs.
CLOs need to be revised for ANTH 2 and developed for ANTH 13.
Revival of the Anthropology Club: Club officers organize events/talks that promote a
better understanding of anthropological issues, social justice, cross-cultural exchanges.
Continued collaboration with local high schools.
1
2. Where We Are Now
Review success, equity, course sequence, and enrollment data from the past three years at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm. Please complete Appendices B1 and B2
(CLO's), C (PLO's), and D (A few questions)before writing your narrative. Limit your narrative to two
pages.
After review of your success and retention data, your enrollment trends, your curriculum,
and your CLO and PLO results, provide an overall reflection on your program. Consider
the following questions in your narrative, and cite relevant data (e.g., efficiency,
persistence, success, CLO/PLO assessment results, external accreditation demands, etc.):
•
What are the trends in course success and retention rates (based on overall
results and CLO assessments) in your program? Do you see differences based
on gender and/or ethnicity? Between on-campus and online or hybrid online
courses? Provide comparison points (college-wide averages, history within
your program, statewide averages).
1. Success and persistence rates.
o From fall 2009 through spring 2011, overall success rates for Anthropology
held within 2 percentage points (67-69%). Rates jumped to 72% in fall 2011 and
fell to 63% in spring 2012. During the same period, overall persistence rates
also held within 2 percentage points (82-84%), except in spring and fall 2011
where rates rose to 86 and 88% respectively.
o There are differences based on gender. Between fall 2009 and spring 2012, there
were a greater number of females. The average success rate for both males and
females was 69%, while the average persistence rate for both males and
females was 85%. Below are the success and persistence rates for males and
females. While persistence rates for the two groups are very similar, the success
rates for females are higher on average.
Fall 2009-Spring 2012 Total Number
Females
2252
Males
1999
o
Success Rates
66-76%
59-70%
Persistence Rates
82-87%
80-90%
There are differences based on ethnicity. Below are the success and persistence
rates between fall 2009 and spring 2012 for different ethnic groups.
Fall 2009-Spring 2012
Total Number
Success Rates
Persistence Rates
Latinos
Whites
Asians
African-Americans
Filipinos
Pacific Islanders
Native Americans
1182
826
735
585
440
139
23
58-68%
73-78%
68-72%
49-63%
59-81%
36-71%
33-100%
79-88%
83-93%
82-89%
70-90%
80-89%
60-93%
67-100%
The wide range in the success rates for Pacific Islanders and Native Americans can be
attributed to low sample sizes. The differences in persistence rates are not as striking
as the differences in success rates. The range for African-Americans was 78-90% if the
2
low number in fall 2010 is disregarded. Again, rates varied widely for Pacific Islanders
and Native Americans because of small sample size.
o It is difficult to make a good comparison between Anthropology data (given for
fall 2009 through spring 2012) and College data (given for fall 2008 through
spring 2011).
1. The slight differences between our overall success (68%) and the college
success (66%) rates, and our persistence (85%) and the college persistence rates
(83%) are not statistically significant, especially given the different time frames.
2. College success rates were the same for males and females (66%). This is the
low range for females’ success rates in Anthropology. College persistence rates
are also the same for males and females (83%). This is at the low range for both
males and females in Anthropology.
o
I could not find Anthropology data on the State Chancellor’s website.
We current ly have two discipl ine-specific t utors whose services are underut il i zed. We mus t re tain these tu tors for 2013-2014 and must le t s tudents
know that tu t or ing support is available. We will again request learning
assistants.
2. Distance education vs. face-to-face courses.
o
At this time, we only offer one section of Anthropology 1 in hybrid format. In
general, the success rates of distance education (online and hybrid) do not
necessarily compare favorably with the success rates of face-to-face courses. In
the case of Anthropology 1, success rates are comparable for the face-to-face and
hybrid sections, but the withdrawal rate is much higher in the hybrid section
(20% vs. 14%).
We do not plan on offering addit ional dist ance educat ion sec tions at this t i me.
3. Courses that satisfy the Life science requirement.
Anthropology 1 success rate for fall 2012 falls within the range for other courses
(Anatomy 1, Biology 10, 50, Environmental Science 10, 11): 69% vs. 65-71%.
Our Anthropology 1L and 13 success rates are higher: 87% and 75%.
•
What changes are you seeing in enrollments in your courses and overall
program, and what is driving those changes?
o Due to budget constraints, we have been asked to reduce breadth of offerings.
Anthropology 5 and 7 were eliminated from the spring 2013 schedule.
o At the same time, we added a section of Anthropology 1 in spring 2013. The
course satisfies the Life science requirement, and was identified as a bottleneck.
We offer a disproport ionate a m ount of Anthropology 1 sec tions co mpared to
other Anthropology courses We should discuss class offerings with the
discipline leads whose courses also sat isfy the Life science requirement.
•
Describe how changes in investments--or lack thereof (funding, adding units
to courses or adding supplemental instruction courses, adding or increasing
student learning support, adding courses to sequences, classified staff, etc.)
have impacted student learning in specific courses, course sequences, and
overall programs. N/A.
•
For PLOs, have you collaborated with colleagues in other disciplines to look
at “whole programs” or "whole GE areas"? Not yet.
3
3. The Difference We Hope to Make
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 (Resource Requests) to further detail your
narrative. Limit your narrative to three pages, and be very specific about what you hope to achieve,
why, and how.
What initiatives are underway in your discipline or program, or could you begin, that would
support the achievement of our Strategic Plan goal? Over the next three years, what
improvements would you like to make to your program(s) 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 that collaboration occur?
GOALS FOR THIS 3-YEAR CYCLE:
1. Hire a full-time tenure-track faculty member.
A new faculty member was hired in fall 2010. We need another full-time instructor
to replace the faculty member who retired in June 2011.
2. Approval of the AA degree in Anthropology.
An AA degree in Anthropology was proposed and accepted by the Curriculum
Committee (fall 2011) and the Board of Trustees (spring 2012). Though in the 20122014 Chabot College catalog, the degree is still awaiting state approval. We would
like to see the degree approved as soon as possible.
3. Submission of an AA-T degree in Anthropology.
The outline for Anthropology 2 has already been revised, as required by the
Anthropology TMC. We are currently working on the Anthropology AA-T degree.
4. Increase class offerings in Anthropology 1 and 1L.
Anthropology 1 (Biological/Physical Anthropology) and 1L (Biological/Physical
Anthropology Laboratory) have been identified as bottlenecks. These courses, along
with Anthropology 13 (Forensic Anthropology), satisfy the Life science requirement.
1. We are already accepting students over the caps (44/ANTH 1, 25/ANTH 1L).
2. In fall 2012, we substituted one section of Anthropology 1 for Anthropology
13. We hope that this class will fill in fall 2013.
3. The lab sections are especially impacted. Additional sections for both ANTH 1 and
1L should be added, but we should also discuss the offerings that satisfy the Life
science requirements with discipline leads from Math/Science.
Anthropology 1
Anthro 1 PACE
Anthropology 1L
Anthropology 13
Summer 2012 fill rates
116% (1 section)
Not offered
140% (1 section)
Not offered
Fall 2012 fill rates
114% (6 sections)
98% (1 section)
112% (3 sections)
80% (1 section, first
time offering)
4
Spring 2013 fill rates
111% (7 sections)
102% (1 section)
124% (3 sections)
Not offered
5. Preserve breadth of class offerings.
Our intent is to offer our Anthropology majors a variety of Anthropology courses in
preparation for their specialization in one of the Anthropology subfields. We also aim
to attract non-majors whose knowledge of various anthropological issues would be
an asset in their chosen field and career.
o
Anthropology 3 (Social an Cultural Anthropology) is a core course in both the
proposed Anthropology AA and AA-T degrees. It is also an elective for several
existing or proposed programs or degrees (Geography AA and AA-T, Psychology,
Social Science AA, Sociology AA-T).
o
Anthropology 2 (Introduction to Archeology) is a core course in both the
proposed Anthropology AA and AA-T degrees. It is currently offered once a year.
o
Anthropology 5 (Cultures of the U.S in Global Perspective) has been offered every
semester, but was canceled for spring 2013. In addition to being an elective for the
proposed Anthropology AA and AA-T degrees and the Ethnic Studies degree, the
course satisfies the American Cultures requirement. We plan to offer it every
semester, though should advertise it better
o
Anthropology 7 (Introduction to Globalization: An Anthropological Perspective)
exposes students to the challenges of increased globalization. The course has only
been offered twice, in spring 2011 and 2012. It satisfies CSU/GE: D1 and IGETC:
Area 4A, and is an elective in the proposed AA and AA-T degrees in Anthropology.
Unfortunately, due to budget constraints, the course could not be offered in spring
m2013. We plan to offer it again in spring 2014.
o
In spring 2011, we proposed the addition of two courses: Anthropology 4
(Language and Culture) and Anthropology 13 (Forensic Anthropology) in
anticipation of our Anthropology AA-degree. Anthropology 13 was first offered in
fall 2012, and will be offered in fall 2013. Unfortunately, we have not been able to
offer Anthropology 4 due to budget cuts. Anthropology 13 satisfies the Life science
requirement. The course will be offered every fall, pending further review.
Anthropology 4 will be an elective in both the AA and AA-T Anthropology degrees.
We would like to offer the course when the degrees are state-approved.
o
Due to budget cuts, we have not been able to offer Anthropology 8 (Native
American Cultures) since spring 2009. Like all Anthropology courses,
Anthropology 8 satisfies the SCU-GE requirement for Social Sciences.
We are looking into the possibility of shifting FTEF to offer Anthropology 8
and Anthropology 4. These courses are electives in the proposed AA and
anticipated AA-T Anthropology degrees.
5. Discuss course offerings that satisfy the Life science requirement with
discipline leads from Math/Science (see 4 above).
6. Request additional equipment for the Anthropology lab.
We need measuring instruments to replace and complement the ones we have been
using for several years (Anthropology 1L and 13). We also need specimens with
various types of trauma (Anthropology 13 and 1L), and fossil replicas to keep up with
new fossil discoveries (Anthropology 1, 1L, and 2).
5
7. Request for outdoor space for recovery of forensic remains, and archeological
excavation.
We need outdoor space so that Anthropology 13 students can practice mapping and
recovery of (fake) human remains. The same exercise in the lab was made difficult by
the cramped conditions. Such a space could also be used by Anthropology 2 students
to practice excavation techniques, especially now that we have switched to a more
theoretical type of course in preparation for the Anthropology AA-T degree.
8. Revision of course outlines.
We will revise course outlines as needed.
9. Approval of the Environmental Studies Program.
We assisted Don Plondke in the development of the program. The program core
courses include both Geography and Anthropology courses. It is still awaiting state
approval. We would like to see the degree approved as soon as possible.
10. CLOs and PLOs:
We need to develop CLOs and rubrics for Anthropology 13, and revise the CLOs and
rubrics for Anthropology 2. We should also develop CLOs and rubrics for Anthropology
4 and 8. We will assess existing CLOs and discuss results as established in our
Assessment schedule. PLOs must be discussed in the context of Anthropology and more
broadly as well.
11. Continued support for the Anthropology Club
12. Continued collaboration with local high schools.
We will keep offering Anthropology 1 and/or Anthropology 3 at local high schools, if
given the opportunity.
6
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.
Instruc t ions: Please provide the requested information, and fully explain the impact of the
budget decisions.
Category
2011-12 Budget
Requested
2011-12
Budget
Received
Full-time Faculty (Acct Cat 1000)
Classified Staffing (# of positions)
(Acct Cat 2000), including Student
Assistants
Supplies & Services
Technology/Equipment (Acct Cat
6000)
1 FT
3 Learning
Assistants
0
0
$0
$600 (laptop)
$2,000 (movable
shelves for 503)
$24,871 (lab
specimens: 21,271
+ S/H + tax:
3,600)
Shelves
(Cost?)
$14,088.07
(specimens)
Peer Tutors
TOTAL
4
$27,471.00
(incl tax & S/H)
2
$14,088.07
plus shelves
2012-13
Budget
Requested
1 FT
3 Learning
Assistants
$0
$28,236.67
(specimens
& measuring
instruments)
4
$28,236.67
(incl tax &
S.H)
2012-13
Budget
Received
0
0
$3,409.96
(specimens)
2
$3,409.96
Note: The requested amounts are based on PR 2010 Resource request for 201112, and on PR 2011 Resource request for 2012-13. The amounts for Budget
received match the receipts for the materials received.
1. How has your investment of the budget monies you did receive improved student
learning? When you requested the funding, you provided a rationale. In this section,
assess if the anticipated positive impacts you projected have, in fact, been realized.
We have been requesting specimens with the intent to increase student access to handson learning, to encourage collaborative work and group discussion, and to facilitate the
development of analytical and critical thinking skills.
In March 2011, we submitted a large request for 2011-2012, in anticipation of a new
class that we wanted to offer (Anthropology 13) and the development of our AA degree.
We also needed to replace damaged specimens (our classes are over-enrolled, and there
is a significant amount of wear and tear), and wanted to keep up with new fossil
discoveries. In March 2012, we requested additional specimens to complement our small
collection of forensic specimens for 2012-2013.
Our specimens are used in Anthropology 1, 1L, 2 and now 13, but primarily in
7
Anthropology 1L (3 sections every semester; cap of 25, but sections are over 100%
enrolled), and Anthropology 13 (first offered in fall 2012; cap of 44). Success and
persistence rates for both courses are higher than those of the other Anthropology
courses. Anthropology 1L success rates are consistently above 80% and its persistence
rates are consistently above 90%. Anthropology 13 success rate was 75%, and persistence
rate was 91%. After taking our courses, students can identify individual human bones,
determine age and sex, identify pathologies and, in the case of Anthropology 1L, they
can correlate dental and bone morphology with function, and identify different primates
and fossil humans. Students also state that they enjoy the activities and learn from them
(sources: institutional surveys and student surveys of instructors).
Lab and Forensic Anthropology students will be recruited to assist with a
lecture/workshop on forensic anthropology on April 9th, 2013 presented by Mireille
Giovanola and Nancy Casqueiro. Lab specimens will be used in the hands-on workshop.
The event is part of the Spring 2013 Public Lecture Series spearheaded by Kathy Kelley to
thank the district attendance area’s taxpayers for their support of Proposition 30.
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?
We requested approval of funds for the purchase of measuring instruments in 2011, with
a follow-up request in 2012. We have not received any funds to replace instruments that
are in disrepair, and to acquire new ones that are needed in Anthropology 13. At this
point, there are not enough working instruments for the students enrolled in our lab
classes and Anthropology 13. Also, students in Anthropology 13 do not have the
instruments needed to calculate stature and other important demographic markers.
8
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:
Group 1:
Assess
ANTH 13
Group 2:
ANTH 1L
Group 3:
Spring
2014
Fall
2014
Spring
2015
Fall
2015
Evaluate
&
Discuss
Results
Assess
Evaluate
&
Discuss
Results
Assess
ANTH 1
ANTH 3
ANTH 12
Group 4:
Evaluate
&
Discuss
Results
Assess
ANTH 2
ANTH 5
ANTH 7
9
Evaluate
&
Discuss
Results
Spring
2016
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
ANTHROPOLOGY 7
Spring 2012
1
1
100%
Fall 2012
1 (Kip Waldo and Mireille
Giovanola)
Form Instructions:
• Part I: CLO Da ta Reporting. For each CLO, obtain Class Achievement data in
aggregate for all sections assessed in eLumen.
• Part II: CLO Reflec t ions. Based on student success reported in Part I, reflect on
the individual CLO.
• Part III: Course Reflec ti on. In reviewing all the CLOs and your findings, reflect
on the course as a whole.
P ART I: C OU RSE -L E V EL O UTCOM E S – D ATA R ESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES
INDIVIDUALLY (THE NUMBER OF CLOS WILL DIFFER
BY COURSE )
(CLO) 1: Critically analyze the process of
Defined Target
Scores*
(CLO Goal)
80% of the
class scored
either 3 or 4
80% of the
class scored
either 3 or 4
Actual Scores**
(eLumen data)
67% of the
class scored
either 3 or 4
70% of the
class scored
either 3 or 4
globalization and its effects upon cultures around
the world
(CLO) 2: The student will be able to critically
analyze a society's physical environment,
including its geopolitical locale, valued resources,
essential resources for the population, including
agricultural potential, availability of water,
population pressures on the environment and
level of degradation.
80% of the
70% of the
(CLO) 3: The student will be able to critically
class scored
analyze the impact of globalization on a particular class scored
either 3 or 4
either 3 or 4
nation state or peoples, with particular focus on
their place in the global context, the forces
impacting the development of the economy, the
political and social consequences on the
population and the impact on the environment.
 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?
10
P ART I I : C OU RSE - L E VE L O UTCOM E R EFLE CTIONS
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?
Students did not do as well as expected.
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?
There has to be an initial engagement and involvement. Unfortunately this
section did not have a typical assortment of students. It was “split” students
who took the class with some familiarity of the subject matter or with
expectations engaged fully and succeeded. Others, who did not, were left
behind quickly and there were a significant number of crises which caused
people to disappear. That said, there has to be another pathway for the
initially less engaged students to allow them to help shape the experience.
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?
Students did not do as well as expected.
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?
As the class moved on, some students’ attendance deteriorated and they were
not able or didn’t feel like reengaging. A “modular approach” was utilized
anticipating the ebbs and flows of students’ engagement, but active
engagement in research – access to computer labs and immediate discussion
of students’ findings could lead to more successful participation. Assistance
with research methods, one library orientation was not enough for students
unfamiliar with research-based assignments.
11
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?
Students did not do as well as expected.
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?
This was also a matter of engagement and, in some cases, preparation. The
subject matter is highly complex and for some students was not of great
enough interest to involve them in the kind of exploration required. Again,
early engagement and inter-class reliance might serve as a motivation.
Assistance with research methods, one library orientation was not enough for
students unfamiliar with research-based assignments.
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.
12
P ART I I I : C OU RSE R EFLE CTIONS AND F UTURE P LANS
1. What changes were made to your course based on the previous assessment
cycle, the prior Closing the Loop reflections and other faculty discussions?
Course was first offered in spring 2011, i.e., during this cycle, and in spring
2012.
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?
1. For those students who were “engaged”, the majority of whom transferred
to universities, there was a real value. Setting up groups – connecting students
early on might be beneficial. Students did work in groups throughout the
semester, which did prove valuable. But early connections might have
increased engagement.
2. For those students who were interested in tackling the questions of
globalization and had some anthropological background, the approach
“worked”. For others more resources need to be made available. A Learning
Assistant would have been of great use. The next class offered will have one or
two more guest speakers.
3. Create more of a “mix” of research and problem solving – in-class and
outside of class. In-class global “games or exercises might help establish
frameworks that less-prepared students might be able to utilize.
4. Recruit students who are somewhat engaged or interested in this specific
topic and utilize their motivations within the framework of the class, rather
than leaving it to “chance” enrollments. This would provide a classroom
environment which could encourage students to get involved early on. Setting
up small group discussions and then analyzing the obstacles could assist in
this. Early engagement exercises with group work and clear expectations of
major project involvement.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
X Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:____________________________________________________________
13
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: ANTHROPOLOGY
•
PLO #1: Analyze human biological and cultural adaptations. In this context,
evaluate the different factors that have affected, and are affecting humans
biologically and culturally.
•
PLO #2: Analyze the factors that cause modern human biological and cultural
diversity, and demonstrate an appreciation for, and sensitivity to human biological
and cultural diversity.
•
•
PLO #3:
PLO #4:
What questions or investigations arose as a result of these reflections or
discussions?
Explain: As a group, we have the following concerns:
1. Many students do not read the assigned material for various reasons.
What can we do to get them to read?
2. Many students do not have the proper reading or writing proficiency that is necessary
to succeed in the class.
What can we do to remedy the problem?
3. Students have difficulty understanding what science is, have difficulty using critical
thinking skills to solve problems, and have difficulty applying concepts learned in class to
everyday life. Even when they do understand what science is and they can solve
problems, students have trouble formulating a cogent argument.
How can we help students develop critical thinking skills?
What program-level strengths have the assessment reflections revealed?
Strengths revealed: We all agree that
1. Our CLOs reflect what we think students should have learned when they complete our
courses.
2. Our assessment methods show the areas where we need to work with students.
3. Students learn much better when a variety of delivery methods are used. We strive to
use different media to present the material in class.
14
What actions has your discipline determined might be taken to enhance the
learning of students completing your program?
Actions planned:
1. We need to encourage students to read (even if they do not buy the texts), not just
with words, but also with different techniques (reading to the text, small-group
discussions, etc.), such as the ones that are learned in Reading Apprenticeship. One of us
(Mireille Giovanola) has attended a Reading Apprenticeship FIG in Fall 2011 and Spring
2012, and is trying out these techniques in class.
2. There are unfortunately no pre-requisites for any of the Anthropology classes. We are
thinking of including a language advisory for all Anthropology classes. For example, we
would recommend that students be eligible for English 1A to take any of the
Anthropology courses. This advisory has been introduced in the revised Anthropology 2
outline.
3. Techniques such as the ones described under (1) would probably be useful here.
Recommending that students be eligible for English 1A would help as well. We can also
devise in-class exercises that will strengthen analytical skills.
Program: ________________________________________________
• PLO #1:
• PLO #2:
• PLO #3:
• PLO #4:
What questions or investigations arose as a result of these reflections or
discussions?
Explain:
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
What actions has your discipline determined might be taken to enhance the
learning of students completing your program?
Actions planned:
15
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?
o
Anthropology 8 was last offered in spring 2009. It is an elective in the
proposed Anthropology AA-degree, and will be an elective in the AA-T degree.
o
Anthropology 4 (proposed for fall 2012) has never been offered, due to
budget constraints. It is an elective in the proposed Anthropology AA-degree,
and will be an elective in the AA-T degree.
3. 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. No.
o
We have no CLOs or rubrics for Anthropology 13 (first offered in fall 2012).
We will develop CLOs and rubrics this semester, and assess CLOs in fall 2013.
o
We must revise the CLOs and rubrics for Anthropology 2 because its outline
has been revised, in preparation for the development of the Anthropology
AA-T degree.
o
We have no CLOs and rubrics for either Anthropology 4 or 8.
o
We are utilizing the closing-the-loop form in this document for
Anthropology 7. All other closing-the-loop forms were submitted
before September 30th, 2012 and are attached to this document in a
zip file.
4. 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.
We have developed two PLOs for our program, and have mapped PLOs to CLOs.
We have discussed our PLOs. Note: Even though our AA-degree appears in the
Chabot College 2012-2014 Catalog, the degree has not yet been approved by the
State Chancellor’s office.
5. If you have course sequences, is success in the first course a good predictor
of success in the subsequent course(s)?
We do not have course sequences, except in the case of Anthropology 1L for
which Anthropology 1 is a pre- or co-requisite. Success in Anthropology 1 ought to
be a good predictor of success in Anthropology 1L, but I have no data to support
16
this. In general, both persistence and success rates are much higher in the lab,
whether students take the lab concurrently with or subsequently to the lecture
course.
6. 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.
o
We have no English or Math pre-requisites for any of our Anthropology
courses. According to the data on Fall 2011 Success Rates in Social Science
Courses By Highest Successful English Course (previous semester), students
who successfully completed English 1A/7 had the highest success rates in
ANTH 1, 12, and 3.
o
However, students who had no English preparation were just as successful as
the students who had successfully completed English 1A/7 in ANTH 1L, and
just as, or more successful than students who had successfully completed
English 102/101A/101B in ANTH 1, 1L, 12, and 3.
o
We are now thinking of introducing the following advisory for all our
Anthropology courses: Eligibility for English 1A strongly recommended.”
17
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?
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Activity (brief description)
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:
18
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category
1000]
A u d i e nc e : Faculty Prioritization Committee and Administrators
Pur p o s e : Providing explanation and justification for new and replacement positions for full-time
faculty and adjuncts
I nstr ucti o ns : 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: 1 full-time, tenure-track
instructor.
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3. Rationale for your proposal. Please use the enrollment management data. Additional
data that will strengthen your rationale include FTES trends over the last 5 years,
persistence, FT/PT faculty ratios, CLO and PLO assessment results and external
accreditation demands.
There is only one full-time faculty member left since the retirement of the other
full-time faculty in June 2011. The full-time faculty member is required to coordinate
Anthropology sections each semester, and is generally responsible for all curricular and
administrative duties. Her responsibilities will increase, when the AA-degree is stateapproved, and the AA-T degree is finalized.
Average enrollment rate, FTEs, and WSCH/FTEF for Spring 2009 through Fall
2012*:
% Enrollment at Census
FTES
WSCH/FTEF
100%
59.40
620.12
*Source: Division/Subject/Course Summary by Term – Actual. Chabot College Spring
2009 thru Fall 2012.
Note: The averages for spring 2009 through fall 2012 are not accurate because the
number of sections recorded for spring 2009 for ANTH 1, 1L, 2, 3, 5, and 8 is incorrect.
Therefore, the average number of sections offered (16) for spring 2009-fall 2012 is
incorrect. Also, fall 2011 values were not included, and summer 2012 values were not
recorded.
19
Average Persistence and success rates for Fall 2009 through Spring 2012*:
Average success rate
Average persistence rate
Anthropology
68%
85%
Anthropology 1
69%
85%
Anthropology 1L
87%
94%
Anthropology 2
60%
84%
Anthropology 3
62%
80%
Anthropology 5
62%
82%
Anthropology 7
57%
82%
Anthropology 12
57%
81%
* Sources: Chabot College ANTH Overall, and Chabot College ANTH Courses.
Note: PACE Anthropology is not included in these calculations.
FT/PT Ratios1 :
Fall 2011
Spring 2012
Fall 2012
Spring 2013
2
2
2
# Sections
16
15
15
142, 3
FT/PT Ratios
25%/75%
27%/73%
20%/80%
29%/71%
1
The values were computed by Mireille Giovanola.
2
The Anthropology 1 section taught as part of the PACE program is not included here.
3
The off-campus Anthropology 3 section offered at a high school is not included here.
While several adjunct faculty have been actively involved in extra-classroom program
initiatives, they are not able to fulfill the roles of full-time faculty in meeting the
program’s goals and objectives. They are often not as available to students as full-time
faculty simply because they are not on campus as much.
Our students need more support. Due to an increased interest in the discipline last year, a
number of students have formed an active anthropology club. The current full-time
faculty member is the Club advisor
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.
The current lack of full-time faculty severely hampers our functioning as a discipline,
especially since we have proposed an AA degree that still awaits state approval, and will
develop an AA-T degree in 2013. Having only one full-time faculty limits our
programmatic development and participation in many of the college efforts such as
development of CLOs, adjunct faculty mentoring and evaluation, curriculum planning
and development as well as representing our discipline and division on college-wide
committees. The demands placed on the full-time faculty also limits her participation in
outside workshops and conferences, and the time to explore alternate sources of funding
for various projects that would support student persistence and success.
20
The addition of a full-time faculty would satisfy the following:
1. Integrate and streamline pathways (Strategic goal #6).
2. Create opportunities for pathway teams to collaborate (Strategic goal #2).
3. Development of a mentoring program (Strategic goal #3).
4. Build pathway-learning communities to support students (Strategic goal #7).
5. Secure funding to support various proposals that support student persistence and
success (Strategic goal #8).
21
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.
Instruc t ions: Please justify the need for your request. Discuss anticipated improvements in
student learning and contribution to the Strategic Plan goal, safety, mandates, accreditation
issues. Please cite any evidence or data to support your request. If this position is categorically
funded, include and designate the funding source of new categorically-funded position where
continuation is contingent upon available funding.
1. Number of positions requested: ______
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3. Rationale for your proposal.
4. Statements about the alignment with the strategic plan and program review are
required. Indicate here any information from advisory committees or outside
accreditation reviews that is pertinent to the proposal.
22
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.
Instruc t ions: 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 .
(1) Addition of one Anthropology 1 section in fall and one in spring (0.20 FTEF
per semester).
Rationale: Anthropology 1 is identified as a bottleneck. It satisfies the Life
science requirement.
(2) Addition of one Anthropology 1L section in fall, and one section in spring
(0.15 FTEF per semester).
Rationale: Anthropology 1L is identified as a bottleneck. It satisfies the Life
science requirement.
(3) Restoration of Anthropology 7 in spring 2014 (0.20 FTEF).
Rationale: Anthropology 7 was cut from the spring 2013 schedule. This course
will be an elective in both the AA and AA-T degree in Anthropology. We would
like to offer it once a year.
(4) Restoration of Anthropology 5 in spring 2014 (0.20 FTEF).
Rationale: Anthropology 5 was cut from the spring 2013 schedule. This course
satisfies the American Cultures requirement, is an elective for the Ethnic Studies
program, and will be an elective for the Anthropology AA and AA-T degrees.
(5) An additional 0.20 FTEF either in spring or fall, so we can alternate
Anthropology 8 and 4. Both courses will be electives for the Anthropology AA
and AA-T degrees.
(6) Addition of one Anthropology 1 section (0.20 FTEF) in the summer.
Rationale: Our summer section is over-enrolled.
23
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.).
Instruc t ions: Please justify the need for your request. Discuss anticipated improvements in
student learning and contribution to the Strategic Plan goal. Please cite any evidence or data to
support your request. If this position is categorically funded, include and designate the funding
source of new categorically-funded position where continuation is contingent upon available
funding.
1. Number of positions requested: 2 Tutors
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Tutor
We are requesting someone who is able to tutor
our students in a variety of Anthropology
courses, but especially Anthropology 1, 1L, 2
and 3.
2. Tutor
See above.
3. Learning Assistant
We are requesting the help of a learning
assistant, especially for Anthropology 1, 3, and
7. Anthropology 1 and 3 are high-enrolled
courses, and some of our students would benefit
from more individualized attention.
Anthropology 7 tackles difficult issues.
4. Learning Assistant
See above.
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.
Average Persistence and success rates for Fall 2009 through Spring 2012*:
Average success rate
Average persistence rate
Anthropology
68%
85%
Anthropology 1
69%
85%
Anthropology 1L
87%
94%
Anthropology 2
60%
84%
Anthropology 3
62%
80%
Anthropology 5
62%
82%
Anthropology 7
57%
82%
Anthropology 12
57%
81%
* Sources: Chabot College ANTH Overall, and Chabot College ANTH Courses.
Note: PACE Anthropology is not included in these calculations.
We already have 2 tutors, but they are under-utilized at present. Some of our students
would greatly benefit from these tutors’ assistance. We would like to retain the two
positions that have been allocated to us, but must do a better job of letting our
students know that our tutors can help them individually, or can lead smallgroup discussions.
We have a number of students who would benefit from more individualized in the
classroom. We are requesting two learning assistants, specifically for Anthropology 1, 3,
and 7.
Whether more efficient use of our tutors and the addition of learning assistants will help
our students persist and succeed at higher rates in our courses can only be seen after the
fact.
25
Appendix F5: Supplies & Services Requests [Acct. Category 4000
and 5000]
A u d i e nc e : Administrators, Budget Committee, PRBC
Pur p o s e : To request funding for supplies and service, and to guide the Budget Committee in
allocation of funds.
I nstr ucti o ns : 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
Sliding calipers
Sears.com:
00940892000 Skill
Tech 5 in Caliper
Unit price: $9.99
Large anthropometers
MedSourceusa.com
01290
Unit price: $140.00
Osteometric Boards.
Carolina Biological
#249800
Unit price: $139.95
Meter, collapsible,
with 20 cm segments
Forestry-suppliers.com
53155
Unit price; $134.95
2012-13 Budget
Requested Received
2013-14
Request
30
$299.70
+ tax
Rationale
25
0
20
small
0
25
$2,800 + tax
2
0
2
$279.90
+ tax
1
0
3
$404.85
+ tax
To practice excavation and recovery
techniques (Anthro 2, 13).
We will use the instruments to devise
grids for mapping.
Archaeology Sifting
Screens
Forestry-suppliers.com
53697
Unit price: $132.00
2
0
2
$264 + tax
Archeological Plumb
Bob
Forestry-suppliers.com
53173
Unit price: $12.95
Archeological Brush
Forestry-suppliers.com
53180
Unit Price: $5.95
Shovel
Forestry-suppliers.com
69105
Unit Price: $54.50
0
0
10
$129.50
+ tax
To practice excavation and recovery
techniques (Anthro 2, 13)
Screens are needed for small
object/bone recovery in archeological
excavations.
To practice excavation and recovery
techniques (Anthro 2, 13)
To aid in the placement of a grid
system in archeological excavation.
0
0
10
$59.50
+ tax
0
0
2
$109 + tax
26
We need to replace our sliding
calipers (Anthropology 1L), and need
additional calipers for Anthropology
13 (cap: 44 students).
We need to replace our spreading
calipers (Anthropology 1L) and need
additional calipers for Anthropology
13 (cap: 44 students).
Osteometric boards are used to
measure long bones and calculate
stature.
For the recovery of forensic and
archeological specimens.
To aid in archeological excavation.
Marshalltown Trowels
Forestry-Suppliers.com
53727
Unit Price: $13.35
Human sternum,
pathology
BoneClones.com
FO-114
1
0
10
$133.50
+ tax
To aid in archeological excavation
1
0
1
$65 + tax
Specimen is needed for Anthropology
13 and 1L
Human Left Temporal
Bone, Auditory
Exostosis
BoneClones.com
KOH-445
Human Female, Blunt
Force Trauma
BoneClones.com
FM-540-SET
Human Left Femur,
Osteosarcoma
BoneClones.com
KOH-444
Homo habilis OH-8
Foot
BoneClones.com
KO-242
Australopithecus
afarensis A.L. 129 1a +
1b Knee Joint
BoneClones.com
KO-392-KJ
Homo erectus KNMER 1481 Knee Joint
BoneClones.com
KO-211-KJ
Human Knee Joint,
Disarticulated
BoneClones.com
KO-336-KJ
0
0
1
$170 + tax
Specimen is needed for Anthropology
13 and 1L
0
0
1
$160 + tax
We need additional forensic
specimens for Anthropology 13 and
1L
0
0
1
$150 + tax
We need additional forensic
specimens for Anthropology 13 and
1L
1
0
1
$162 + tax
To demonstrate bipedal adaptations
(Anthropology 1 and 1L)
0
0
1
$150 + tax
To demonstrate bipedal adaptations
0
0
1
$161 + tax
To demonstrate bipedal adaptations
0
0
1
$60 + tax
To demonstrate bipedal adaptations
Chimpanzee Knee
Joint
BoneClones.com
SC-003-KJ
0
0
1
$125 + tax
To demonstrate bipedal adaptations
Set of 4th Metatarsals
from Human, AL 333160 A. afarensis,
Chimpanzee and
Gorilla
BoneClones.com
0
0
1
$84 + tax
To demonstrate bipedal adaptations
27
KO-390-4MT-SET
Human Adult Remote
Hip Fracture
BonesClones.com
FO-109
0
0
1
$89 + tax
Taste Paper
0
0
$20.00
Digital Calipers
Sears.com:
00917634000
Unit Price: $34.99
Xenon Safety Glasses
Forestry-suppliers.com
23277
Unit Price: $2.50
10
0
10
$349.90
+ tax
30
0
30
$75 + tax
28
We need additional forensic
specimens for Anthropology 13
To be used in Anthropology 1 and 1L
for work on Mendelian genetics
Students should be able to use analog,
as well as digital calipers.
Needed for flint-knapping
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.
Instruc t ions: Please list specific conferences/training programs, including specific information
on the name of the conference and location. Note that the Staff Development Committee
currently has no budget, so this data is primarily intended to identify areas of need that could
perhaps be fulfilled on campus, and to establish a historical record of need. Your rationale should
discuss student learning goals and/or connection to the Strategic Plan goal.
Conference/Training Program
2013-14 Request
Rationale
29
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.
Instruc t ions: 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
Human Male Skull with
Machete Wounds
BoneClones.com
BC-185
Human Skull Blunt
Force Trauma, Eye
Orbit
BonrClones.com
BCM-805
Human Female Skull,
Syphilis
BondClones.com
BCH-808
Human Vertebral
Column, Ankylosing
Spondylitis
BoneClones.com
KOH-441
Human Female Skull,
Meningioma
BoneClones.com
BCH-809
Human Innominate and
Sacrum, Tuberculosis
BoneClones.com
KOH-442
Human Femur, Tibia
and Fibula, Rickets
BoneClones.com
KOH-443
2012-13 Budget
Requested Received
2013-14
Request
1
$375 + tax
Rationale*
0
0
0
0
1
$290 + tax
We need additional forensic
specimens for Anthropology 13 and
1L
0
0
1
$379 + tax
We need additional forensic
specimens for Anthropology 13 and
1L
0
0
1
$260 + tax
We need additional forensic
specimens for Anthropology 13 and
1L
0
0
1
$379 + tax
We need additional forensic
specimens for Anthropology 13 and
1L
0
0
1
$265 + tax
We need additional forensic
specimens for Anthropology 13 and
1L
0
0
1
$220 + tax
We need additional forensic
specimens for Anthropology 13 and
1L
30
We need additional forensic
specimens for Anthropology 13 and
1L
Homo heidelbergensis
Bodo Skull (Without
Jaw)
BoneClones.com
BH-041
Homo sapiens idaltu
BOU-VP-16/1 Herto
Skull BH-045
Roman Gladiator
Human Skull
BoneClones.com
BC-198
Human Female Skull
with Multiple Gunshot
Wounds
BoneClones.com
BC-202
Human Healed Trauma
Skull
BoneClones.com
BC-303
$295.00
Human Female
Achondroplasia
Dwarf Skull
Bone Clones.com
BC-279
Masculinazed Skull of
European female
BonceClones.com
BC-197
0
0
1
$245+ tax
To complement our fossil collection,
For use in Anthropology 1 and 1L
0
0
1
$349 + tax
To complement our fossil collection,
for use in Anthropology 1 and 1L
0
0
1
$375 + tax
We need additional forensic
specimens for Anthropology 13 and
1L
0
0
1
$295 + tax
We need additional forensic
specimens for Anthropology 13 and
1L
0
0
1
$295 + tax
We need additional forensic
specimens for Anthropology 13 and
1L
1
0
1
$380 + tax
To complement our specimen
collection on human diversity:
Anthropology 1L and 13.
1
0
1
$295 + tax
To complement our collection for sex
determination: Anthropology 1L and
13.
* 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.
31
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.
Instruc t ions: 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): Open outdoor space somewhere on campus,
large enough where we can bury specimens and practice excavating techniques
(ANTH 13 and 2).
Building/Location: Outdoors, close to 400 if possible.
Description of the facility project. Please be as specific as possible.
Anthropology 13 students need a space to practice the proper mapping and recovery of
(fake) human remains, and conduct decomposition studies.
Anthropology 2 students need a space to practice archeological excavation skills.
What educational programs or institutional purposes does this equipment support?
Students will be required to work in groups. They will apply critical thinking skills to
fieldwork, and will present their conclusions to the whole class.
The project
o supports different learning modalities,
o encourages collaboration that fosters learning,
o provides and environment conducive to intellectual curiosity and innovation
o cultivates critical thinking,
The project also supports two College-wide Learning Goals: Critical Thinking and
Communication.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal
and to enhancing student learning?
We hope to increase student persistence and success In Anthropology 2 and 13.
Students use a hands-on, collaborative approach to learning in Anthropology 1L, and
their persistence (94%) and success (87%) rates are very high.
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