Chabot College
Academic Program Review Report
Year Three of
Program Review Cycle
Final Summary Report
Fine Art
Submitted on March 12, 2013
Clayton Thiel
Final Forms, 1/18/13
Table of Contents
Section A: What Have We Accomplished? ................................ 1
Section B: What’s Next? ........................................................... 2
Required Appendices:
A: Budget History .........................................................................................3
B1: Course Learning Outcomes Assessment Schedule .................................4
B2: “Closing the Loop” Assessment Reflections ..........................................5
C: Program Learning Outcomes....................................................................9
D: A Few Questions ...................................................................................11
E: New Initiatives ......................................................................................12
F1: New Faculty Requests ..........................................................................13
F2: Classified Staffing Requests ..................................................................14
F3: FTEF Requests ......................................................................................15
F4: Academic Learning Support Requests .................................................16
F5: Supplies and Services Requests ............................................................17
F6: Conference/Travel Requests ................................................................18
F7: Technology and Other Equipment Requests ........................................19
F8: Facilities Requests ................................................................................20
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence, and
enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2012.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:

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What program improvement goals did you establish?
Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for student learning, program learning, and Strategic Plan
achievement.
What best practices have you developed? Those could include pedagogical methods,
strategies to address Basic Skills needs of our students, methods of working within your
discipline, and more.
Are these best practices replicable in other disciplines or areas?
What were your greatest challenges?
Were there institutional barriers to success?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
We attribute our consistently high success rates, SLO scores, and enrollment, to well-designed course
sequences, in which advanced students mentor by example the beginning students, thus raising their
achievement levels. Some beginning students then progress to be intermediate and advanced students,
thus continuing the cycle. Thus, our classrooms operate efficiently and well even as they are beyond
capacity, and students with very different skill levels and course content are taught concurrently.
The learning that takes place in our classrooms is authentic, builds community, and expands all three
levels of development -cognitive, psychomotor, and affective - we offer a unique, inviting, and
constructive environment in which students develop along many levels. Additionally, the unit is
committed to the development of critical thinking, as reflected by our shared PLO on “Visual Literacy
through formal analysis of the elements and principles of design in all artworks.” The achievement of
this PLO is exceptional, with linked CLO assessment scores showing 80% or more of students achieving a
3 (B) or higher.
We are teaching a generation of learners, many of whom have never have never taken an art course
before. We believe that there is a connection between successfully completing an art course, with its
critical thinking skills, and applying those skills in other courses. We will seek data to confirm this as one
of our program review projects.
1
Current learning theory maintains many of today’s learners are visual learners. We use visual learning
as a cognitive mode, which is then reinterpreted in other modes: 2 and 3 dimensional artworks, verbal
explanation, and written communication. In the article “Applying the Science of Learning to the
classroom and Beyond,” Diane Halpern and Milton Hakel outline how the reinterpretation of knowledge
from one mode to another assists in long-term memory recovery. We also draw from our scaffolded
assignments, multiple chances for recovery (quizzes, papers, exams, discussion, oral group critiques)
field independent and field dependent projects to assist in recovery. We embrace outcomes assessment
naturally, as our disciplines have always understood the necessity for prompt, clear feedback, also
known as formative assessment. We use assignment rubrics and class discussions to assist in our
students’ learning and empower them as learners.
We attribute the success rates in the beginning courses in our sequences as being enhanced by the
presence and mentorship of the intermediate and advanced students as the classes are offered
simultaneously. This is a trend in all our disciplinary sequences – drawing, life drawing, painting,
ceramics and sculpture. The advanced students mentor the beginning students, the beginning students
achieve well and then some go into intermediate and then advanced, thus continuing the cycle. This is a
time-tested formula that works for our students. However, there are limits to this mentoring: all
students are entitled to focused, course-specific instruction, particularly students in courses required for
the major or transfer.
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B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.
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What goals do you have for future program improvement?
What ideas do you have to achieve those goals?
What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
What recommendations do you have to improve the Program Review process?
With the new legislation from the state on transfer eligibility, SB1440, we are awaiting Curriculum
Committee and Board approval of the Studio Art AAT (AA degree transfer), drawing on our existing
courses and adding only those courses required by the TMC.
The Art area has undergone a devastating14% (disproportionate to the rest of the college) course
reduction in the past five years. We are currently at 100% of Full time load for our four full time
instructors and one remaining adjunct instructor teaching Art 3 (figurer drawing) If any additional FTEF is
cut, contractual load obligations will not be able to be met. Moreover, the reductions have made
significant inroads to our ability to serve our students, both G.E. and majors, creating specific
bottlenecks. We have fewer sections of Art 2A (beginning drawing), which is the only fine art course
meeting AA and AS degree elective requirements, which is also the feeder course into all disciplines
within our unit, architecture, and digital media. Five years ago, we offered six sections in the Fall and
five sections in the Spring : today, we offer three sections per semester. We no longer offer ANY
evening drawing and painting, or sculpture classes. We cannot possibly maintain access to G.E. students
and support majors with so few sections. Moreover, due to reductions in faculty, we are teaching
multiple courses concurrently, in order to offer the courses at all. While there are some strengths to
this approach, it has limits, which we have exceeded. We need to separate oil and acrylic paintings and
the 3-D foundations course from sculpture to provide students with course-specific instruction.
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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
Figure drawing model budget
TOTAL
2011-12
Budget
Requested
$1100
$6500
$7000.00
2011-12
Budget
Received
$500
$3640
$5500.00
2012-13
Budget
Requested
2012-13
Budget
Received
$1100
$500
$7000.00
$5500.00
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.
Replacing worn out equipment, such as electric kilns and grinders, has improved productivity and safety
in Ceramics and sculpture classes.
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?
Success rates for Life Drawing have fallen, which we believe is attributable to decreased availability of
life drawing models.
Materials fund for Sculpture Classes
In the past, we charged a materials fee for each sculpture class, which enabled the discipline to maintain
an adequate supply of materials. These materials include abrasives, wax, plaster, sand, saw blades, etc.
We have been able to mitigate the loss by using materials purchased over previous semesters. Those
materials have now been exhausted. Students are increasingly hard pressed to complete projects in
sculpture classes, as we no longer have the materials needed to complete projects. Sculpture classes
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have historically had a high rate of success, at 80% or higher for the past three years in Art 20 and Art
22, with success dipping by 2% in Art 20 and 35% in Art 22. This does not correspond with high CLO
scores in these classes. The drop in success for both classes corresponds with the loss of a materials fee
in the Fall of 2010. We need a $600 annual materials budget to keep these highly successful courses
going, which are proven to enhance the critical thinking skills of all college students who take them.
5
Appendix B1: Course Learning Outcomes Assessment Schedule
In the past, we charged a materials fee for each sculpture class, which enabled the discipline to maintain
an adequate supply of materials. These materials include abrasives, wax, plaster, sand, saw blades, etc.
We have been able to mitigate the loss by using materials purchased over previous semesters. Those
materials have now been exhausted. Students are increasingly hard pressed to complete projects in
sculpture classes, as we no longer have the materials needed to complete projects. Sculpture classes
have historically had a high rate of success, at 80% or higher for the past three years in Art 20 and Art
22, with success dipping by 2% in Art 20 and 35% in Art 22. This does not correspond with high CLO
scores in these classes. The drop in success for both classes corresponds with the loss of a materials fee
in the Fall of 2010. We need a $600 annual materials budget to keep these highly successful courses
going, which are proven to enhance the critical thinking skills of all college students who take them.
All courses must be assessed at least once every three years. Please complete this chart that
defines your assessment schedule.
ASSESSMENT SCHEDULE:
Spring
2013
Fall
2013
Spring
2014
Fall
2014
Spring
2015
Fall
2015
Spring
2016
Fall
2016
Courses:
All
courses on
schedule
Full
Assmt
Discuss
results
Report
Results
*ART2A, B, ART3A, B, C, D, ART12A, B, C, D, ART13A, B, C, D, ART16 A, B, C, D, ART17, ART18,
ART20, ART23, ART24, ART7A, B, C, D
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Spring
2017
Appendix B2: “Closing the Loop” Assessment Reflections
These were all submitted during the Fall 2012.
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
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?
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PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
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C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
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PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
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?
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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Appendix C: Program Learning Outcomes
These forms were all submitted in Fall 2012.
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: ________________________________________________
 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:
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:
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:
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Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years? If no, identify the
course outlines you will update in the next curriculum cycle. Ed Code requires all course
outlines to be updated every six years. YES
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? No. In response to FTEF cuts, we have reduced our
offerings. We MUST restore Art 12A,B,C,D and Art 13 A,B,C,D so they can be offered every
semester because majors cannot complete their coursework without this sequence. Please note
that these courses are taught concurrently (Art 12 and 13 need 5 CAH per semester
With the approval of the new transfer AA (awaiting Curriculum and Board of Directors Approval,
the need to provide appropriate, focused instruction to majors within our courses, for example,
in ART 23 and ART 24, becomes critical.
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)? We have very few sequences, and in those courses that do, completing
the initial course successfully is a good predictor of success in the ensuing course.
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. Students who are collegeready, are more likely to be successful as they have fewer barriers to completing classes
successfully, e.g., they know how to read a text or write a paper. This is particularly relevant to
ART 23, 2-D Foundations.
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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?
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:
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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: ____
2. If you are requesting more than one position, please rank order the positions.
Position
Description
Generalist, capable of teaching across focus
1. FULL TIME ART INSTRUCTOR
areas currently in catalog as well multiple
courses in the new Studio Art Transfer Degree
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.
NECESSITY FOR A FULL TIME ART INSTRUCTOR
In 1998, Chabot College 6 full time Art Instructors. Through retirement attrition, we now have 3 instructors.
Nevertheless, we have been able to function. However, we do not function well. Specific problems include:
1.
2.
3.
Organizational problems: fewer instructors to participate and support the college infrastructure
(contractual requirement). The coordination of program concerns, including assessment, curriculum, and
program review fall on fewer shoulder.
Diminished class schedules: we lack the faculty to offer the scope and depth of our curriculum, both for
majors and G.E. students.
Scheduling: with so few instructors, class scheduling and conflicts become normal. Instructors are
teaching courses simultaneously (ART 12 and 13 or ART 24 and ART 17). Moreover, students neither
receive the attention they deserve, nor can they enroll in multiple art classes that they need.
A replacement Art Instructor is needed urgently,
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.
Art students need strong mentoring and coaching in the laboratory/studio. When multiple sections or
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courses are being taught simultaneously, students cannot get the guidance they need. In addition, they
have difficulty getting the depth and scope or classes they need to complete.
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Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct.
Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions (new, augmented and replacement
positions). Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, accreditation issues. Please cite
any evidence or data to support your request. If this position is categorically funded, include and
designate the funding source of new categorically-funded position where continuation is contingent
upon available funding.
1. Number of positions requested: ______
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3. Rationale for your proposal.
4. Statements about the alignment with the strategic plan and program review are required. Indicate
here any information from advisory committees or outside accreditation reviews that is pertinent to
the proposal.
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Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .
1. 5 CAH per semester, to offer one section of ART 12 and 13, in which all levels of both classes
would be taught concurrently. This is not ideal, but it will provide the most basic access for our
students.
2. 5 CAH per year, to offer one section of ART 24, 3-D Foundations, to be taught standalone, so that
majors can receive the focused instruction they need.
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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: ______
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact
on student learning outcomes and alignment with the strategic plan goal. Indicate if this request is
for the same, more, or fewer academic learning support positions.
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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
2012-13 Budget
Requested Received
Figure drawing
model budget
$7000.00
Materials for
Sculpture coarses
$600
$5500.
2013-14
Request
$7000.
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Rationale
This class requires, at each meeting, a
live model. Such models need to be
professionals and reliable, which means
that they are paid commensurately.
When we are not allocated sufficient
funds to provide such models for each
and every class, students do not acquire
the necessary skills because they have
not had sufficient time, with a live
model, to practice their skills We have
noted that our success rates for ART 3
have fallen since 2009, and our success
rates through the family (A, B, C, and D)
are uneven. Additionally, CLO scores
are somewhat lower than for our other
disciplines, at 50% or more attaining a 3
(B) or higher, as opposed to 65% or
80%. We attribute this to the
diminishing model budget. While the
hourly rate for professional models has
increased each year, our budget has
remained fixed at its 1998 level of
$5,500.00 (15 years with no increase).
In the past, we charged a materials fee
for each sculpture class, which enabled
the discipline to maintain an adequate
supply of materials. These materials
include abrasives, wax, plaster, sand,
saw blades, etc. We have been able to
mitigate the loss by using materials
purchased over previous semesters.
Those materials have now been
exhausted. Students are increasingly
hard pressed to complete projects in
sculpture classes, as we no longer have
the materials needed to complete
projects. Sculpture classes have
historically had a high rate of success, at
80% or higher for the past three years in
Art 20 and Art 22, with success dipping
by 2% in Art 20 and 35% in Art 22. This
does not correspond with high CLO
scores in these classes. The drop in
success for both classes corresponds
with the loss of a materials fee in the
Fall of 2010. We need a $600 annual
materials budget to keep these highly
successful courses going, which are
proven to enhance the critical thinking
skills of all college students who take
them.
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Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development
Committees in allocation of funds.
Instructions: Please list specific conferences/training programs, including specific information on the
name of the conference and location. Note that the Staff Development Committee currently has no
budget, so this data is primarily intended to identify areas of need that could perhaps be fulfilled on
campus, and to establish a historical record of need. Your rationale should discuss student learning goals
and/or connection to the Strategic Plan goal.
Conference/Training
Program
2013-14 Request
Rationale
$
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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
18”band saw
2012-13 Budget
Requested Received
$
2013-14
Request
$1700.
Rationale*
The existing band saw is estimated to
be over 35 years old. The mount that
the blade tracks is worn out and falls
off. It is underpowered and too small
(will not accommodate large projects).
A replacement will improve
productivity ad safety.
* 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):
Building/Location:
Description of the facility project. Please be as specific as possible.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
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