Chabot College
Academic Program Review Report
Year Two of
Program Review Cycle
GEOGRAPHY
Submitted on March 4, 2013
Don Plondke
Final Forms, 1/18/13
Table of Contents
Section A: What Progress Have We Made? .............................. 1
Section B: What Changes Do We Suggest? ................................ 2
Required Appendices:
A: Budget History .........................................................................................3
B1: Course Learning Outcomes Assessment Schedule .................................4
B2: “Closing the Loop” Assessment Reflections ..........................................5
C: Program Learning Outcomes....................................................................9
D: A Few Questions ...................................................................................11
E: New Initiatives ......................................................................................12
F1: New Faculty Requests ..........................................................................13
F2: Classified Staffing Requests ..................................................................14
F3: FTEF Requests ......................................................................................15
F4: Academic Learning Support Requests .................................................16
F5: Supplies and Services Requests ............................................................17
F6: Conference/Travel Requests ................................................................18
F7: Technology and Other Equipment Requests ........................................19
F8: Facilities Requests ................................................................................20
A. What Progress Have We Made?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence,
and enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2012.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:





What were your year one Program Review goals?
Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
What are you most proud of?
What challenges did you face that may have prevented achieving your goals?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
Program goals listed in Program Review Year One for Geography:
PLOs and/or Program
Goal(s)
Timeline
Support
Needed to
Accomplish
These
Activities*
Activity
Outcome(s) Expected
Person(s)
Responsible
1. reinstate paid
Instructional Assistant
staff position
Fall, 2012
request
funding for
part-time
Instruction
Assistant/Lab
Systems
Adminstrator
Administration,
District HR
rehire of Brian Beard,
Instructional Assistant
Plondke, Soc
Sci dean, Pres.,
HR
2. improve student
learning of essential
geographic concepts
ongoing
implement
Reading
Apprenticeship
pedagogical
techniques in
selected
courses
Reading
Apprenticeship
Faculty Inquiry
Group (FIG)
PLO 1: identify the set of
improved skills in
observing the world, and
in analyzing problems in
space
Plondke and
other
interested
faculty
3. Upgrade GIS/GPS
software and innovate
new modules for
teaching GIS
academic years
2012-2014
Request
funding for
new full-time
faculty hire for
Geography to
Faculty
Prioritization
Committee
new full-time Geography
Instructor hire
Plondke, Soc.
Sci. dean
1
teach GIS
courses and
promote new
enrollment in
GIS program
4. Maintain enrollment
in GEOG 1
ongoing
recruit new
adjunct faculty
to teach
Geography 1
new adjunct faculty
5."close-the-loop" on all
offered GEOG courses
calendar year
2012
compilation
and analysis of
CLO
assessment
data
adjunct faculty
cooperation
new CLO assessment
plan
Plondke
6. Develop a joint
Geography/Anthropology
AA degree program
2012-2013
research and
collaboration
toward
developing
course
sequences and
program
rationale
college and
university
models
new program proposal
for
Geography/Anthropology
AA
Plondke,
Giovanola
7. increase student
access to GEOG 1
Fall, 2013
effective date?
develop COOL
proposal for
online delivery
of GEOG 1
"COOL"
committee
GEOG 1, Intro to Physical
Geography ONLINE
Plondke
8. develop a new GEOG
water resources course
Fall, 2014
effective date?
research alts.
for course
content
online
resources, Flex
activity
new GEOG course in
Water Resources
Plondke,
Younessi
9. facilitate transfer
pathways for GEOG
students
prob. calendar
yr 2013
Develop GEOG
AA-T degree
program
Geography TMC
from state C-ID
program
new AA-T program
proposal for GEOG
Plondke
Progress toward achieving Program Review goals
1. reinstate paid Instructional Assistant staff position.
This continues to be our highest priority goal. Appendix F2 describes in detail the need
and rationale for reinstatement of funding for this critical position in order to maintain
those portions of our program that rely heavily on computer-based resources for
delivery of course content and interactive student learning. The Instructional Assistant/
Computer Lab Systems Administrator role is essential particularly to our computer labbased courses, GEOG 1L (Introduction to Physical Geography Laboratory) and GEOG 20,
GEOG 21, and GEOG 22 (Geographic Information Systems course sequence).
2
2. improve student learning of essential geographic concepts
Over the last three academic years, Don Plondke has been implementing teaching
strategies and student engagement techniques of the Reading Apprenticeship program,
attempting to elevate students’ interest in, and ability to extract information from,
geography texts. Reading Apprenticeship strategies in pedagogy provide a means of
monitoring more closely and assessing students’ understanding of key concepts and
common difficulties they encounter in reading geography’s texts and literature.
Assessment of the techniques used toward improving students’ metacognitive
awareness of how they approach reading geography is planned to continue in GEOG 2
(Cultural Geography) and may be appropriate for experiment in other Geography
courses.
Progress toward the goal of improved learning of geographic concepts is, for the
discipline’s programs as a whole, measured by examining trends in success rates across
the Geography curriculum.
GEOG 1 and GEOG 1L success rates
100
90
80
70
60
GEOG 1
50
GEOG 1L
40
30
20
10
0
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
Success rates in GEOG 1 (Intro to Physical Geography) are consistent, ranging between
65-75% between Fall 2009 and Spring 2012. Enrollment trends and student success
3
rates in Geography have shown an upward trend over the last three academic years (see
charts below). Generally, success rates in GEOG 1 are lower by 5-10 percentage points
than rates for the other Geography courses. This is partly attributable to the students’
sets of analytical skills that are challenged in a natural science course (GEOG 1) vis à vis
those on the social science side of geography. Very large class sizes for GEOG 1 and
inconsistent attendance by large proportions of students in these classes also contribute
to lower success rates. Success rates in Physical Geography Laboratory (GEOG 1L) and
Geographic Information Systems (GEOG 20) are consistently very high. In GEOG 1L
particularly, success rates exceed 85% every semester. This consistency likely is due to
the pedagogical method of course delivery. Student performance depends upon
completion of weekly exercises that apply principles of physical geography to map
reading, spatial analysis problems, and observation of the environment. Students who
persist in weekly completion of the sequence of exercises are almost invariably
successful in the course. The same approach and scenario for student success applies to
our courses in Geographic Information Systems (chart emmediately below):
GEOG 20 (GIS) success rate (%)
88
86
84
82
80
78
GEOG 20 (GIS)
76
74
72
70
68
Fall 10
Spr 11
Fall 11
The next graph below shows success rate trends in GEOG 2, GEOG 5, and GEOG 12. It
can be seen in the graph that success rates in GEOG 5 (World Regional Geography)
dropped somewhat in the Spring semesters (Spring 2011 and Spring 2012) when the
course if offered online rather than in the classroom. In the classroom setting, there is
more opportunity for reinforcing essential concepts in regional geography and
emphasizing major attributes of world regions, including interactive mapping exercises
whereby the instructor can give more immediate feedback. Success rates in GEOG 2
(Cultural Geography) have been on the rise since Fall 2010, from 63% up to 88% and
87%, respectively, in Fall of 2011 and Spring of 2012. Hopefully, the implementation of
4
some techniques from the Reading Apprenticeship program are contributing to
improved student engagement with the textbook and helping students focus more on
essential concepts in geography.
success rates: GEOG 2, GEOG 5, GEOG 12
100
90
80
70
60
GEOG 2
NO CLASS
50
GEOG 5
40
GEOG 12
30
20
10
0
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
For GEOG 8 (Introduction to Weather and Climate), we have a sample size of only three
semesters offered between Spring 2009 and Spring 2011. Revealed in the graph below is
a slight downward trend in GEOG 8 success.
GEOG 8 success rates
80
70
60
50
40
GEOG 8
30
20
10
0
Spr 10
Spr 11
Spr 12
5
The chart directly above shows that Geography's overall success rates are consistently
higher by an average of +5.4 percentage points compared to the college's as a whole,
for the semesters between Fall 2008 and Fall 2010. Overall student success rates for
Geography have risen from 68% in Spring 2009 to 76% in Fall of 2011.
The chart below depicts "efficiency" rates for Geography over the six semesters from
Fall 2009 to Spring 2012, as measured by WSCH/FTEF. GEOG 1 generated the highest
total WSCH/FTEF ratio (848) over the 3 academic year period, 2009-2012. The lowest
ratio was 596, for GEOG 1L. The lower ratio for Physical Geography Lab course was
affected by the enrollment cap of 25 until Fall, 2011 when we raised the cap to 44 and
allowed higher enrollments for the daytime GEOG 1L sections.
For all Geography courses from Fall, 2009 through Spring 2012, WSCH/FTEF was 764.
6
3. Upgrade GIS/GPS software and innovate new modules for teaching GIS
Our ability to reach this goal, to update GIS software and innovate new learning
modules for GIS, depends on acquisition of three categories of resources: 1) reinstatement of the paid Instructional Assistant/Systems Administrator for our computer
laboratory; 2) funding for purchase of up-to-date ArcGIS software licenses; and 3) hiring
a new full-time Geography faculty member to share the load and maintain the balance
of courses across our Geography A.A. and GIS Certificate programs. In Appendices F1
and F2 we reiterate our rationale for requesting the new Geography faculty hire and for
reinstating the classified staff position for our GIS/Physical Geography Laboratory.
Using current resources, we have innovated new learning resources in our GIS courses
during the last three academic years, mostly through development of new or revised
interactive GIS exercises.
7
4. Maintain enrollment in GEOG 1
We have succeeded in maintaining high enrollments in sections of our primary course,
GEOG 1 (Introduction to Physical Geography) that consistently produces the highest
WSCH/FTEF ratios for our discipline and services hundreds of students each semester in
fulfilling their GE requirement in the Natural Sciences.
Enrollments increased 45% in GEOG 1 from Fall, 2009 to Spring, 2011, but then showed
a decline in the 2011-2012 academic year. The decline reflects the smaller class sizes
that adjunct instructors have rightfully maintained in comparison to overload numbers
enrolled by full-time instructors in previous years. Ms. Desre Anderes, who retired at the
end of Spring, 2011, was always willing to accomodate many more students per section
of GEOG 1 than the cap of 44. Not all instructors are equally inclined to take on
overload classes. Enrollments in Geography courses other than GEOG 1 have remained
high, hovering around 45-55 students per class.
The approximately 21% drop in total enrollments in all Geography courses between the
two academic years of 2010-2011 and 2011-2012 (see chart below) likely reflects the
general decline collegewide in enrollments due to cuts to classes necessitated by the
economic downturn over this period. For all of Chabot College, total enrollments
dropped by about 10% betwen Fall 2010 and Fall 2011, from 43,799 to 39,446.
Particularly for GEOG 1, Geography has been successful in recruiting adjunct faculty
toward maintaining our full class schedule and continuing to recruit students to fill our
classes. We are grateful for the dedication and contributions of our adjunct faculty:
Matt De Verdi, Maryam Younessi, Jane Dignon, and Myron Gershenson.
8
5."close-the-loop" on all offered GEOG courses
At the end of Year One in our program review cycle, Geography completed evaluation
of, and reflection on, learning outcomes assessment for all our offered Geography
courses. By August, 2012 all "closing-the-loop" forms were submitted to the SLOA
Committee, marking completion of the 3-year course learning outcomes assessment
cycle that extended from Fall 2009 to Spring 2012.
9
6. Develop a joint Geography/Anthropology AA degree program
This program goal/initiative has been tabled for now, in light of the curriculum emphasis
on Transfer Model Curricula (TMC) and other priorities.
7. Increase student access to GEOG 1
GEOG 1 (Introduction to Physical Geography) historically is our course in highest
demand. Anticipating that the trend will continue and demand for GEOG 1 will increase
steadily, development of the course as a hybrid or fully online course would likely assure
long-term access and high enrollments.
8. develop a new GEOG water resources course
Research in environmental science in recent years has brought to the forefront the issue
of water supply sustainability as energy production escalates worldwide in response to
the globalization of technologies and economic development. The energy-water nexus
appears to be an increasingly important issue in environmental sustainability. The study
of water resources is integral to programs in all the environmental sciences. Our
adjunct instructor, Maryam Younessi, has a strong background and interest in water
resources and has suggested that we develop a transferable water resources course in
the Geography program. Over the period of the next year or two, we hope to compile
examples of college course outlines focusing on water issues that will aid in our
development of a new course proposal for our curriculum.
9. facilitate transfer pathways for GEOG students
As a consequence of California SB 1440, the C-ID/AA-T statewide initiative organized by
the State Chancellor's Office and CSU resulted in development of a Transfer Model
Curriculum (TMC) for Geography. On November 29, 2012, Geography submitted a
program proposal for the AA-T degree to the Chabot Curriculum Committee and, as of
this writing, the program is in the college and district approval process. The purpose of
this new degree program is to open another pathway for students who may plan to
transfer to a California State University campus to complete requirements for a
baccalaureate degree within a 4-year, 120 semester hours framework.
10
B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to
further detail your narrative. Limit your narrative to two pages, and be very specific about
what you hope to achieve, why, and how.
Given your experiences and student achievement results over the past year, what changes do
you suggest to your course/program improvement plan? What new initiatives might you begin to
support the achievement of our Strategic Plan goal? Do you have new ideas to improve student
learning? What are your specific, measurable goals? How will you achieve them? Would any of these
require collaboration with other disciplines or areas of the college? How will make that collaboration
occur?
I. Revisions/adjustments to program plan described in Section A.
STUDENT LEARNING OUTCOMES
For our new student learning outcomes assessment cycle, Geography faculty will collaborate to
revise and communicate our course-level outcomes assessment schedule to improve each
faculty member's planning and preparation for those upcoming semesters when assessment
data must be acquired in one or more of their classes. Reflection on our program-level
outcomes and their realistic assessment has motivated us to revise these outcome statements
at an appropriate point.
IMPROVING ACCESS AND CLARIFYING PATHWAYS
In support of Geography's program proposal for a new AA-T degree, some of our course
outlines are under review and will be modified to assure matching with C-ID course descriptors
that are included in the Transfer Model Curriculum (TMC) initiative.
We would like to shorten the timeline for developing a proposal for hybrid or fully online
delivery of GEOG 1 (Introduction to Physical Geography). An online course would likely increase
student access to the course and total enrollment, and alleviate potential bottlenecks in
Geography's and other discipline's program pathways.
The program plan to increase student access and facilitate transfer pathways, stated in our Year
One program review, needs to be explicitly extended to include improved access to Geography
courses that are part of our GIS program. So that we can offer, in a timely way for a student's 2year pathway, the full suite of courses that are part of our Geography AA, AA-T, and GIS
Certificate programs, we are requesting a minimum additional allocation of 0.3 FTEF for
academic year 2013-2014 (see Appendix F3).
IMPROVING STUDENT LEARNING OF ESSENTIAL GEOGRAPHIC CONCEPTS
The effort to improve student learning of essential geographic concepts can be broadened by
introducing and evaluating Reading Apprenticeship (RA) strategies in more Geography courses.
11
Specifically, experimenting with RA techniques is planned for extension into GEOG 5 (World
Regional Geography) and GEOG 8 (Introduction to Weather and Climate) during the 2013-2014
academic year. Another strategy is to more actively recruit Geography peer tutors and study
group leaders in collaboration with The Learning Connection.
II. New initiatives proposed in support of Strategic Plan Goal
TEACHING AND LEARNING: CLIMATE STUDIES
In an effort to intensify student interest in the urgent world issue of climate change and global
warming, Geography would like to apply for participation in a new nationwide course
implementation effort sponsored by the American Meteorological Society (AMS), Second
Nature, and the National Science Foundation. As a Hispanic Serving Institution (HSI), Chabot
qualifies to participate in this project, designed to introduce sustainability-focused curricula.
The name of the program is the AMS Climate Studies Diversity Project. Through participation
in a 5-day climate science and course implementation workshop in May, 2013, a Chabot
Geography faculty member can acquire training in climate science pedagogy, and in course
implementation and management in a collegial community impacted by diversity issues. The
training will enable us to deliver the AMS Climate Studies course for a least one semester at
Chabot with all the specialized course materials provided by AMS.
PRELIMINARY DESIGN OF A PHYSICAL GEOGRAPHY LABORATORY FACILITY
Over a longer time horizon than this program review cycle, Geography would like to propose a
new campus facilities project to design and construct a physical geography laboratory equipped
with instrumentation and supplies to support teaching and learning of Earth's natural processes
in a controlled modeling environment. We envision a dedicated laboratory space for students
to conduct experiments, testing, and modeling of biogeochemical processes. This laboratory
would also be used effectively for teaching in the Environmental Studies and Environmental
Sciences programs. Collaboration with interested faculty in the Science and Mathematics
Division would be essential in the design phase of this project. While we do have an up-to-date
and well-equipped and maintained computer laboratory for Geography and other disciplines in
the Social Sciences (Room 507), we lack laboratory space and supplies necessary to
demonstrate natural processes and provide students with hands-on training in scientific
laboratory techniques that are integral to research in physical geography. The proposed lab
would likely be designed to include:
(1) water and natural gas outlets, sinks, microscopes, and storage space
(2) soils analysis equipment to perform mechanical and chemical experiments, including items
such as drying ovens, refrigerator, graduated cylinders, centrifuges, scales, particle-size
analysis sieves, flasks, thermometers, etc.
(3) laboratory space for biodegradable and recyclable materials testing, and water quality
testing
(4) seismographic equipment and weather station instrumentation
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III. New goals for the Geography program and strategies for achievement
INTEGRATING TECHNOLOGICAL TOOLS IN GEOGRAPHY
Geographic Information Systems (GIS) and Global Positioning Systems (GPS) are revolutionizing
the world of mapping and analyzing problems in geographic space. This is also true for remote
sensing technologies, particularly satellite-borne imaging, that have vastly increased our
capacity to monitor Earth's environments and environmental change. GIS, GPS, and remote
sensing are the core technologies of interactive mapping and imaging on the internet.
Knowledge of the capabilities of these technological tools infuses our students with highly
marketable skills, or at least greater awareness of the scientific value of the instruments. In our
continuing effort to increase exposure of our students to today’s technologies, we plan to
incorporate more illustrations of remote sensing, GIS, and GPS applications into course content.
One staff development effort that could move us toward realization of this goal is to make
application to the Integrated Geospatial Education and Technology Training (iGETT) program
that is administered by the National Council for Geographic Education. An upcoming training
program for community college GIS instructors is planned for February 2014-July 2015,
including two summer institute sessions of 9 and 6 days, respectively. Our full-time Geography
Instructor, Don Plondke, hopes to apply for acceptance into this training program for educators.
LEARNING ASSISTANTS
In our Year One program review, we expressed some frustration with our experience over 3
years of participation in the Peer Tutoring and Learning Assistant program offered by The
Learning Connection, and questioned the cost effectiveness, in both time and money, of the
Peer Tutoring that we implemented to support some of our Physical Geography classes.
However, at this time, we wholeheartedly support the restructuring of the tutoring and
Learning Assistant program that Ms. Deonne Kunkel and The Learning Connection have
instigated. Two peer tutors for Geography are currently serving in the PATH center, and
Geography plans to apply for mutiple Peer Tutors/Learning Assistants for the next academic
year (see Appendix F4). Clearly, there is a groundswell of support for design and construction of
new study group facilities on campus, and the need for new funding and additional allocation of
space for tutoring and small-group interactive learning.
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
13
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2011-12
Budget
Requested
1
$1242.28
$78.66
2011-12
Budget
Received
0
$0
$0
2012-13
Budget
Requested
1
$1242.28
$0
2012-13
Budget
Received
0
$0
$0
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
N/A
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?
The lack of funding for laser and jetink printer cartridges has impacted learning in the Social Sciences
Computer Laboratory that is used not only by Geography, but by other disciplines as well. The impact is
shortages in instructional materials, particularly exercises and course content handouts that are
essential to student learning. Physical Geography Laboratory and Geographic Information System classes
need black-and-white and color printing capability to illustrate essential concepts.
The laboratory also has a customized installation of ArcGIS software that must be maintained and
periodically updated to insure continued operation for classes. Our request for the ArcPAD GPS-GIS
“Teaching and Research Lab Kit Maintenance” in 2011 was not awarded, so this purchase software
becomes unsupportable and eventually unusable.
Even more critical is our need to re-instate the classified staff position of Systems Administrator /
Instructional Assistant for the Geography program and the Social Sciences Laboratory. The urgent need
for restoration of funding for this position has been reiterated, now, year-after-year in our discipline and
division’s program review. Student success and completion of degree and certificate programs is
negatively impacted by our neglect of this staff position. See Appendix F2 for a full description of this
position. Student learning in the laboratory that has a 45-student workstation capacity is dependent on
hardware, software, and networking monitoring and maintenance performed by this staff member.
14
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:
GEOG 1
Group 2:
GEOG 1L
GEOG 5
GEOG 20
or 21
Group 3:
GEOG 8
Group 4:
GEOG 12
Full
Assmt
Spring
2014
Discuss
results
Report
Results
Full
Assmt
Discuss
results
& report
Full
Assmt
Fall
2014
Spring
2015
Fall
2015
Spring
2016
GEOG 2 Full
assmt
Assmt
GEOG
10
assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
& report
15
Fall
2016
Spring
2017
Discuss
results
Report
Results
Appendix B2: “Closing the Loop” Assessment Reflections
N/A. Geography completed "Closing the Loop" assessment reflections for all courses in the
assessment cycle that ended with Spring 2012. These were included in the Year One Program
Review and Action Planning report submitted in March, 2012 or in the Fall 2012 Addendum –
SLO Update submitted in August, 2012.
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Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: ____Geography A.A.___________________________
 PLO #1: identify the set of improved skills in observing the world, and in analyzing
problems in space

PLO #2: interpret maps and mapped data utilizing basic map elements, including scales,
common coordinate systems, and map symbols

PLO #3:

PLO #4:
NOTE: The following discussions in Appendix C are restatements from Geography’s Fall 2012
Addendum –SLO Update.
What questions or investigations arose as a result of these reflections or discussions?
Explain: Frequent use of maps and remotely sensed images is the best approach to improving student
skills in observing the world and analyzing relationships between landscape features.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: The exercise-based approach to teaching the application of physical geography
concepts in lab-based courses using contemporary technologies (internet, remote sensing, GIS) has been
largely successful in achieving high rates of student success in the course. The students' engagement
with satellite imagery, maps, and animated tutorials on student workstations develops their
observational skills. It is most helpful when students work with each other in the interpretation of
mapped information.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned: Means to improve students' level of comprehension of the text and willingness to
refer to it are needed. Instructor is implementing Reading Apprenticeship strategies to help students
gain insight into ways that they read texts. Also, different textbooks have be adopted semester-tosemester since this assessment data was collected to discern influence of the text on learning outcomes.
More classroom time in some courses is being allocated to interactive engagement with geography
texts.
17
Program: ___ Certificate of Achievement in Geographic Information Systems (GIS)____
 PLO #1: identify the set of improved skills in observing the world, and in analyzing problems in
space

PLO #2: interpret maps and mapped data utilizing basic map elements, including scales,
common coordinate systems, and map symbols

PLO #3: demonstrate competency in techniques of spatial overlay of themes, design and
production of map layouts, graphical presentation of spatially distributed data, and analysis of
geocoded database information
 PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain: Experience in the classroom has revealed that GIS students progress in their development of
skill in manipulating GIS software tools and map features. The sequence of GIS exercises is designed to
provide for this development process. However, communication with students has indicated that they
frequently do not develop a satisfactory level of understanding and familiarity with the terminology and
definitions of GIS components. While the exercises give students practice in using the functional tools
and data types of GIS, the "hands-on" pedagogical strategy does not necessarily assure students' grasp
of definitions and the vocabulary of GIS.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: The exercise-based approach to developing skills in GIS software usage appears to
be producing high rates of student success.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned: Students could be provided with additional supplemental reading in GIS and
handouts to reinforce the meaning of key terminology and clarify the appropriate uses of GIS
components. We need to retain our Instructional Assistant position to provide real-time software and
hardware support and support student use of instructional resources. We need to keep advocating for a
new full-time Geography faculty position in Geographic Information Systems.
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Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years? If no, identify the
course outlines you will update in the next curriculum cycle. Ed Code requires all course
outlines to be updated every six years.
No. update GEOG 2, GEOG 12, 21, 22, 95, 96
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. But, GEOG 3 is an elective option in our AA program. GEOG 22, 95, and 96 are
required courses for the Certificate of Achievement in GIS program. They should
remain in the catalog. They have not yet been offered due to lack of FTEF and very
small student demand.
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, for all courses that are active
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. See Appendix C.
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
N/A
7. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be.
Yes.
19
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?
This initiative would promise to improve student learning of issues related to climate change and
provide new learning resources for studying contemporary issues about human influences, in a
diversifying society, on atmospheric process.
What is your specific goal and measurable outcome?
Participate as a faculty member in the American Meteorological Society's (AMS) Climate Studies
Diversity Project, that has a major objective "to promote diversity on a changing planet."
The measurable outcome would be successful implementation of The AMS Climate Studies course at
Chabot. Chabot would join a select group of Minority-Serving-Institutions (MSI), with a sustained
offering of an AMS-designed course, introducing thousands of MSI students to the geosciences. The
participating faculty member would also have the opportunity to present a paper describing Chabot's
implementation experience at the 2014 AMS Annual Meeting.
What is your action plan to achieve your goal?
Target
Completion
Date
Complete application to participate in the AMS Climate Studies 3/10/13
Course Implementation Workshop. Obtain institutional
approval (VP's signature) to acquire course license
Attend 5-day AMS Climate Studies Course Implementation
5/24/13
Workshop in Washington, DC, May 19-24, 2013
Activity (brief description)
Implement the introductory climate science course, AMS
Climate Studies, at Chabot and articulate it for GE transfer
Fall, 2014
Required Budget (Split out
personnel, supplies, other
categories)
$0
$0-the program finances
the participant's
attendance
$0
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 personnel adjustments not foreseen for this initiative
20
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): grant funding likely for subsequent academic years
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:
National Council for Geographic Education
National Academy of Sciences
Second Nature—Education for Sustainability
21
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: _1__
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Full-time Instructor of Geography
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.
The Geography Program at Chabot now includes the offering of a Certificate of Completion in
Geographic Information Systems (GIS) that includes a sequence of 5 courses (GEOG 20, 21, 22,
95, and 96). To date, we have been able realistically to offer only once 1 of the more advanced
courses (GEOG 21, Spring 2010) and cannot recruit interested and qualified students for the
certificate program. Geographic Information Systems technology and teaching is a laborintensive effort involving acquisition and licensing of software, installation and maintenance of
the multi-modular software, and PC networking in the Social Sciences Laboratory. In the newly
renovated building 500, months of work and ongoing maintenance will be required to update,
install, test, and implement current versions of ArcGIS software in the new laboratory facility
that will support GIS and geography lab courses. In addition, GIS course development beyond
the already-documented course outlines will require many hours of intensive work by GISqualified faculty. Because Desre Anderes has retired, and Don Plondke, the current full-time
Geography faculty member, is maintaining full loads and often overloads of Geography classes
aside from GIS courses, new faculty involvement is essential to enable this well-developed but
not yet implemented program in GIS education to make progress. Geography is not adequately
staffed to support the expanded program that exists in our catalog but cannot be realistically
implemented. Anticipated approval of our new Geography AA-T degree program likely will
attract more geography students. In order to attain a balance of course offerings that enable
student completion of either program in our discipline over a reasonable time period,
Geography needs another full-time faculty member.
22
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.
Geography requests approval and funding of one new full-time Geography faculty position.
Recruitment for this position should be specifically directed to qualified geography instructors
with significant experience in GIS/remote sensing technologies and education. GIS and
remotely sensed imaging are the primary methodological tools today in the geosciences.
College graduates with skills and experience using GIS and remote sensing techniques have an
advantage in the highly competitive job market. Government, business, and education have
high demand for qualified GIS analysts. The use of GIS technologies extends far beyond the field
of geography to include all the science, social science, and business management disciplines.
But we also need a new full-time faculty member simply to continue offering the full set of
courses need by our degree- or certificate-seeking students in our Geography programs.
Instructional staffing for our Geography course offerings is critical to any effort to streamline
student pathways that include Geography courses. Among the highest priority initiatives in the
2012-2015 Strategic Plan are: "determine the capacity of each pathway" and "identify
bottlenecks to completion". The loss of one full-time position due to retirement has restricted
further our ability of offer all the required courses across our curriculum needed for a student
to reach a measurable educational goal (a degree of certificate, or both). A new full-time faculty
member broadens the areas of expertise and brings a new set of experiences in the field of
study, allowing more student access to information and mentoring (2012-2015 Strategic Plan).
The new faculty member would share in delivery of our core courses and the GIS program,
collaborate in, and bring fresh ideas to, the program planning process, and innovate new
teaching strategies. We could then clear potential bottlenecks and accelerate students'
progress, produce more Chabot graduates with marketable skills, and enable Geography to
assist other Chabot units both academic and administrative.
23
Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct.
Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions (new, augmented and replacement
positions). Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, accreditation issues. Please cite
any evidence or data to support your request. If this position is categorically funded, include and
designate the funding source of new categorically-funded position where continuation is contingent
upon available funding.
1. Number of positions requested: __1___
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Instructional Assistant
2.
3. Rationale for your proposal.
Geography’s Instructional Assistant has been, and continues to be, essential in fulfilling our
discipline's continuing goal to “evaluate and support the use of technology in courses based
on relevancy to the workplace” (see Unit Plan Update, Part 2, March 2008). Our courses
that include a major computer lab component (GEOG 1L, 19, 20, 21, and 22) require highly
skilled technical support and maintenance of a multi-tiered architecture of software and
hardware for teaching and learning of Geographic Information System (GIS) technologies.
Our new computer laboratory for Social Science (room 507) has nearly doubled in the
number of desktop workstations available for student use. Frequent version updates and
service-pack installations for our software require a continuing and, in fact, growing need
for expertise and system administration to assure operational quality of the lab. Use of the
lab resources is expanding, not only for Geography courses, but for other Social Science
disciplines and cross-division programs that can benefit from use of our lab. Our one parttime Classified Staff Instructional Assistant and Systems Administrator has growing
responsibilities for assuring the operational quality and up-to-date maintenance of the lab’s
software and hardware.
Geography requests reinstatement of funding for our current Instructional
Assistant/Systems Administrator (for Mr. Brian Beard), at the level of 50% of full-time or
20 hours per week. In the academic year of 2010-2011, he was limited to a total of 400
hours for the year (or about 12 hours per week). In the last 2 academic years of 2011-2012
and 2012-2013, he has not been paid, as District HR has disallowed submitted PAR's due to
budget cuts. We request that his allotment of hours for academic year 2013-2014 be
reinstated to provide for his employment of about 720 total hours (or about 20 hours per
week over 36 weeks). At present, his unfunded status disables our ability to meet the needs
24
for maintenance of the computer laboratory that supports instruction for a growing number
of students enrolled in Geography’s and other discipline’s computer-based courses.
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.
This request is directly aligned with the strategies of Chabot’s 2012-2015 Strategic Plan which
seeks to provide more support in helping students achieve their educational goal. Desktop
Geographic Information Systems (GIS) technologies and internet-based tutorial modules are
critical components in delivering instruction about applications of the constantly changing
technological tools in geography. This classified staff position for instructional and technical
support also relates to Chabot’s strategies "to offer instruction more efficiently" and "make our
classes more productive."
GIS, GPS, and remote sensing technologies that we integrate into our learning outcomes and
methods of instruction offer many skill sets that prepare our students for jobs in every sector of
the modern economy.
Below is a supplemental statement of the roles and responsibilities of our Instructional
Assistant/Systems Administrator for the Social Sciences Division Laboratory (room 507).
Supplemental Statement for the 2013-2014 Academic Year
Geography Classified Staffing Request(s) [Acct. Category 2000]
The Instructional Assistant/Systems Administrator in the Social Sciences Division
Laboratory acts as:
Professionally trained systems administrator qualified to install, maintain, update, and
trouble-shoot all modules of the multi-tiered ArcGIS system architecture;
Geographic Information Systems (GIS) project leader who communicates frequently with
technical support personnel at Environmental Systems Research Institute, Inc. (ESRI—
the leading world manufacturer of GIS software, headquartered in Redlands, CA) and
ESRI’s higher education specialists who work with our staff member to assure the
performance quality of GIS software and hardware and solve system problems in a costeffective and timely manner (inoperable GIS software in an instructional environment is
useless);
GIS Instructional Assistant, trained in effective use of the software components, who can
answer student’s questions, communicate easily with novice PC and GIS users, and
offer tips for productive use of the tools, especially those pertaining to the GIS user
interface;
25
The Instructional Assistant in the Social Science Lab for several disciplines, interacting
directly with students to facilitate their access to tutorial modules, application programs,
and to assure appropriate classroom use of these resources;
Lab Network Administrator who assures the compatibility of a diverse set of PC-based
tutorials, GIS software and databases, and digital image processing programs, and who
rearranges file directory structures to efficiently service data cataloging needs for several
classes with different goals in using computer applications;
Quality assurance liaison with Chabot’s Information Technology staff, monitoring
network interfaces, assuring compliance with security procedures and policies, and
overseeing the upkeep and upgrading of all systems and educational applications
software.
Overview of the Social Sciences Computer Laboratory Environment:
Instructors using the laboratory, though usually very familiar with the functionality of
specific software designed for student learning, do not have a comprehensive view of
system configuration and program module interactions that the Lab Systems
Administrator has. Instructors must devote their attention to the students’ understanding
of the content of tutorials, exercises, and learning modules, and to help students in
acquiring useful sets of skills. The Instructional Assistant/Systems Administrator’s role is
to assure consistent quality of operation of hardware and software, and to trouble-shoot
network and system problems that inevitably emerge in a complex computing
environment.
26
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 .
To support 1) the GIS Certificate of Proficiency program (see college catalog), and 2) the
upgrading of student access to our GIS courses at Chabot (see IMPROVING ACCESS AND
CLARIFYING PATHWAYS in Section B, above), Geography needs the ability to offer more than
one GIS course per semester. For example, we would like to accommodate both introductorylevel GIS students enrolling in GEOG 20 and more advanced GIS students who have completed
GEOG 20 (or equivalent) and wish to enroll in GEOG 21, the 2 nd level GIS applications course.
Our current academic year FTEF allocation allows us to offer our annual range of courses that
consistently reach or surpass enrollment expectations and support our “core” courses students
need for GE requirements fulfillment and the Geography A.A. program (including GEOG 1, 1L, 2,
5, 8, and 12). However, we currently have insufficient allocation to allow simultaneous offering
of more than one GIS course (GEOG 20, 21, 22, 95, 96) without sacrificing one or more sections
of “core” courses.
Geography requests an additional academic year allocation of a minimum of 0.3 FTEF to enable
offering of at least one additional GIS applications course (GEOG 21, 22) and both GIS work
experience courses, which a student must take concurrently (GEOG 95 and 96), without
sacrificing our “core” course offerings that consistently have shown high enrollments.
As an example, for Spring Semester 2014, we anticipate a proposed schedule that would
include:
GEOG 20
3 units (0.2 FTEF)
GEOG 22
3 units (0.2 FTEF)
GEOG 95/96 1-3 units (0.1-0.15 FTEF)
GEOG 22 and GEOG 95/96 would be first-time course offerings.
GEOG 20 is scheduled also for Fall Semester 2013.
27
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors,
learning assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal . Please cite any evidence or data to support your
request. If this position is categorically funded, include and designate the funding source of new
categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested: __4___
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Peer Tutor
tutor for Physical Geography (GEOG 1)
2. Peer Tutor
tutor for Physical Geography (GEOG 1)
3. Learning Assistant
LA for GEOG 1 (1 section) & study grp leader
4. Learning Assistant
LA for GEOG 1 (1 section) & study grp leader
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.
This request is for an increase in learning support positions in Geography.
1. Geography has utilized in 3 previous academic years the resources of The Learning Connection,
particularly PATH, employing peer tutors to assist in improvement of student success rates
through supplemental tutoring of students in basic geographic concepts.
2. We request 2 student Learning Assistants (LA) who will attend GEOG 1 classes regularly to
augment our instructional classroom resources as experienced peers of our students. The LAs
will work with small student groups on in-class exercises; assist students in taking lecture notes
and modeling good note-taking practices, observe/identify students struggling with concepts,
answer questions, and use supplemental means of instruction outside of class to clarify or
exemplify concepts. LAs can model and encourage meaningful questions on course content and
can keep a "metacognitive log" of the learning process.They can also serve as study group
leaders, according to the guidelines in the recent initiative by The Learning Connection.
3. In the last 3-4 semesters, we have coordinated with Institutional Research (IR) in the tabulation of
student surveys about their engagement with learning resources, with and without PATH tutoring
help. The participation of LAs in-class will enable collection of new data toward ascertaining a
comparative level of active classroom student engagement when an LA is present and not
present.
4. Learning Assistants can aid in the realization of our Student Learning Outcomes (SLOs) in GEOG
1: to Improve skills in observing the physical environment; to explain methods of synthesizing
concepts, observations, and data toward describing physical processes; and to visualize realworld examples of processes operating in the physical environment.
5. In addition, we request 2 Peer Tutors for Geography who will provide supplemental instruction
and guidance to students in Geography course via regularly scheduled tutoring sessions in the
PATH Center.
28
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
2 HP LaserJet 42A
black print
cartridges - 2 @
$138
3 HP Laser toner
cartridges Q7551A
unit cost: $144
4 HP 78 Tricolor
InkJet print
cartridges - 4 @ $40
2 Twin-Pack HP 45
Black InkJet print
cartridges - 2 @ $64
2012-13 Budget
Requested Received
$276
$0
2013-14
Request
$276
$432
$0
$432
"
$160
$0
$160
"
$128
$0
$120
"
29
Rationale
printing physical geography lab and GIS
course exercises and other
instructional material
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
$
30
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
2012-13 Budget
Requested Received
$
2013-14
Request
Rationale*
$
* 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.
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): New facilities/spaces for study groups and tutoring
Building/Location: Bldg 100, most probably
Description of the facility project. Please be as specific as possible.
The Learning Connection is leading the college-wide advocacy for redesigned large spaces for
use by organized study groups and tutoring programs. Geography joins in this advocacy.
What educational programs or institutional purposes does this equipment support?
New study group and tutoring facilities would support our Geography program's goal to improve
student learning of essential geographic concepts. The college's Strategic Plan calls for the building of
new infrastructure for our pathways programs.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
Geography is requesting academic learning support through funding and training of Learning
Assistants and Peer Tutors (see Appendix F4). As tutoring sessions and study groups are
formally organized for many courses across the college's divisions, there is a growing need for
designated spaces where students can meet and comfortably interact with Learning
Assistants, Study Group Leaders, Instructors, and fellow students.
This facilities request aligns with the 2012-2015 Strategic Plan initiative to: "build pathway
learning communities to support students." Enlarged, modernized spaces will support
strategies to "leverage peer mentoring" and enable "faculty/counselor teams to hold
informational meetings and joint office hours."
32