Chabot College
Academic Program Review Report
Year One of
Program Review Cycle
PSCN Curriculum
Submitted on 2/28/2013
Laura J. Alarcón, Felicia Tripp,
and Lani Wilson
Final Forms, 1/18/13
1
Table of Contents
Section 1: Where We've Been................................................... 1
Section 2: Where We Are Now ................................................. 2
Section 3: The Difference We Hope to Make ........................... 3
Required Appendices:
A: Budget History .........................................................................................4
B1: Course Learning Outcomes Assessment Schedule .................................5
B2: “Closing the Loop” Assessment Reflections ...........................................6
C: Program Learning Outcomes....................................................................9
D: A Few Questions ....................................................................................12
E: New Initiatives .......................................................................................13
F1: New Faculty Requests ..........................................................................14
F2: Classified Staffing Requests ..................................................................15
F3: FTEF Requests ......................................................................................16
F4: Academic Learning Support Requests ..................................................17
F5: Supplies and Services Requests ............................................................18
F6: Conference/Travel Requests ................................................................19
F7: Technology and Other Equipment Requests ........................................20
F8: Facilities Requests ................................................................................21
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1. Where We've Been
Complete Appendix A (Budget History) prior to writing your narrative. Limit your narrative to no more than one page.
As you enter a new Program Review cycle, reflect on your achievements over the last few years. What did you want to
accomplish? Describe how changes in resources provided to your discipline or program have impacted your
achievements. What are you most proud of, and what do you want to continue to improve?
The academic discipline, PSCN Curriculum (PSCN) of the Psychology-Counseling Division, continuously aims to
make an impact in the following three ways: enhance its counseling academic pedagogy, implement its
pedagogy to achieve goals of the College Strategic Plan and analyze its implementation of process and tools
used. In the last three years, PSCN maintained its degree and certificate programs while navigating significant
course and faculty reductions. Within this context of limited resources, PSCN has made a positive impact in all
three ways, while learning how the discipline, in the future, can increase the reach, quality and effectiveness
of its impact.
Over the last three years, PSCN set expectations that prioritized the integrity and delivery of its degree and
certificate programs. PSCN intended to do the following: hold an annual instruction retreat to hone curriculum
through sharing of best practices and resources; maintain PSCN courses to support students pursuing its
programs while staying within the 3.2 FTEF allocation allowed; and analyze data on majors, degrees awarded,
learning outcomes and enrollment to assess its impact.
The achievements of PSCN reflect the discipline’s resilience in the face of reductions, its need to prioritize
further and the challenges of striving to meet all goals. PSCN has lost 5.3% in its faculty rate in the last 3 years
and navigated a reduction of over 37% in FTEF, the largest % reduction to any division on campus. Despite
these changes, to enhance its curriculum pedagogy, PSCN updated course outlines for PSCN 10, 21, 26 and 36
through the Curriculum Committee. However, PSCN had to delay its annual instruction retreat until the 201314 academic year since course scheduling and implementation took precedence with such limited resources.
During the last three years, PSCN succeeded in maintaining a viable PSCN curriculum, which includes Human
Services degrees, the 27th largest major on campus, while staying within the 4.2-3.1 FTEF allocation set by
Enrollment Management. Analysis of PSCN implementation and tools used revealed further accomplishments.
PSCN support courses (PSCN 25 Transition To College) fostered students’ successful matriculation. For
example, the persistence rate of new students who received PSCN 25 from Fall 2010 to Spring 2011 was 76%
vs. 60% for those who did not receive this course. Showcasing its dedication to ongoing evaluation and
improvement, PSCN completed 100% of its assessment and reflection on its courses including development of
course level outcomes and closing the loop discussions, while also beginning to refine its program level
outcomes. Review of data on majors and degrees shows that PSCN’s Liberal Arts degree is the #1 degree
awarded in the last 12 years. PSCN has also begun to implement a student satisfaction survey to identify
emerging student and curriculum needs.
PSCN Curriculum has navigated significant reductions in resources; however, real challenges have emerged. As
previously mentioned, in the last three years our FTEF has decreased from 4.2 to 3.1. This constrains our
ability to provide enough PSCN courses to support students pursuing our Human Services degrees and
certificates (such as PSCN 1,2, 4, and 13), as well as PSCN courses that facilitate students’ career exploration,
educational goal identification and study skills (such as PSCN 10, 15, 20). Additionally, the loss of counseling
faculty and staff (through not replacing retired counselors, those on sabbatical/family leave or those who have
moved on from the department or College), is reflected in the decline in our faculty rate from 15.27 to 9.97 in
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the last three years. Because of having fewer counselors, PSCN Curriculum does not have the bandwidth to
address the following emerging challenges which the College has identified as essential to meeting students’
needs in the immediate future given the impact of statewide cuts in funding and the Student Success Task
Force Initiative. As a result, PSCN has a limited ability, because of too little time and financial resources, to
collaborate with other academic divisions on how to use PSCN curriculum to further students’ educational
goal identification, attainment and improvement in study skills. This lack of counselors also restricts our ability
to enhance the PSCN website which has the potential to promote our Human Services degrees and
certificates, increase students’ awareness of PSCN courses to support identification of their educational goals,
offer academic and career planning tools and increase access and understanding of general counseling
services. Since counselors must currently focus on providing the most core services and teach only those
classes critical to maintaining the PSCN program, their time to develop additional online and hybrid courses
has also been constrained, again limiting students’ access to PSCN curriculum.
PSCN wants to continue to improve its curriculum, offerings and resources through increased access and
collaboration. PSCN plans to increase the number of PSCN courses offered, in particular classes such as PSCN
25, 10 and 15 which directly support the College’s Strategic Plan Goal and meet Student Success Task Force
Initiative requirements. In conjunction with these efforts, we intend to lead initiatives with other academic
divisions to pilot and examine how PSCN curriculum can be integrated into their disciplines. We will continue
to analyze the impact of our curriculum through collection of enrollment data, evaluation of course level and
program level outcomes and review of student satisfaction survey responses. In regards to relevant resources,
PSCN plans to enhance the Counseling website to provide additional resources for students’ attaining their
educational goals and to allow faculty to improve their pedagogical skills (i.e. through attending conferences,
consultation and bringing speakers). Finally, we will continue to research and develop an online/hybrid
counseling curriculum and services that will bring the College in alignment with Title V and Accreditation
requirements.
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2. Where We Are Now
Review success, equity, course sequence, and enrollment data from the past three years at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm. Please complete Appendices B1 and B2 (CLO's),
C (PLO's), and D (A few questions)before writing your narrative. Limit your narrative to two pages.
After review of your success and retention data, your enrollment trends, your curriculum, and your CLO and PLO results,
provide an overall reflection on your program. Consider the following questions in your narrative, and cite relevant data
(e.g., efficiency, persistence, success, CLO/PLO assessment results, external accreditation demands, etc.):



What are the trends in course success and retention rates (based on overall results and CLO assessments) in
your program? Do you see differences based on gender and/or ethnicity? Between on-campus and online or
hybrid online courses? Provide comparison points (college-wide averages, history within your program,
statewide averages).
What changes are you seeing in enrollments in your courses and overall program, and what is driving those
changes?
Describe how changes in investments--or lack thereof (funding, adding units to courses or adding supplemental
instruction courses, adding or increasing student learning support, adding courses to sequences, classified staff,
etc.) have impacted student learning in both specific courses, course sequences, and overall programs.
For PLOs, have you collaborated with colleagues in other disciplines to look at “whole programs” or "whole GE
areas"? What insights have you gained from these collaborations?
After reviewing the relevant data for PSCN Curriculum, we have identified significant questions and trends
that will inform the difference we hope to make in the future. In contemplating the definition of “success” as
given (Credit, Pass, A, B, C in a class), it was resolved that there needs to be a more specific definition of this
concept. If success is limited to a single grade in one course without attention paid to the course of a student’s
college career, it is a snapshot and not a true reflection of the student’s progress or academic recidivism.
Additionally, the data reported by the OIR was from one fall* semester and two spring semesters. It would
make the simple analysis more trustworthy if we were comparing the same semesters.
The overarching trend of success within our PSCN courses is 79% compared to the overall college success and
retention rate of 66%. There are several possible reasons for this and one stands out among others. This 13%
differential between the College and PSCN success rate is because students are being taught by Counseling
Professionals whose first priority is to the “whole” student as opposed to the student within an academic
discipline. Even within the theoretical courses of PSCN 1, 4 and 13 (only PSCN 4 and 13 are part of the both the
CSU and IGETC patterns) that are part of General Education patterns for transfer, the emphasis is skewed
toward subject area excellence within the context of a service discipline, Applied Psychology. Therefore,
students may be more likely to remain and persevere since the inherent focus is on development of the
person within a theoretical classroom framework.
From 2009-2012 students in PSCN courses have greater success in the fall* as opposed to spring semester and
the average non-success (No Credit, Not Pass, D, F, Incomplete) rate is 12% in PSCN classes to the 16% for the
entire college. The average withdrawal rate is 9% for PSCN courses to 17% for the entire college. These are
simple percentages and primitive statistics yet they are noteworthy, especially the withdrawal difference of
eight (8) percentage points. Thus, during this time period students in the entire college withdrew at almost
TWICE the percentage points as in PSCN classes.
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Interethnic achievement rates revealed interesting trends. The first being that across all ethnicities the
withdrawal rate is considerably lower than the college rate. Comparing the success rates in PSCN courses to
college wide success rates reveals that students succeed at higher rates in our courses: Asian/85.33% to
74.5%; Native American/78.33% to 64.33%; Latino/64.5% to 80.66%; Whites/ 81% to 73.67%; AfricanAmerican/70.3% to 52%; Filipino/81.66% to 68.83%; Pacific Islander/79.66% to 60.5%.
There is a striking difference of 18% success of African-American students in our classes versus college wide
and deserves future study at the college level. Clearly, Chabot HAS NOT achieved success with AfricanAmerican students in the general college student population and PSCN has a paradigm of greater success that
deserves both recognition and codification. Latino students succeed at greater rates than African-Americans,
even with ESL as part of some students’ college career. What within the institution continues poor progress
within the African-American student body in a multiethnic environment like the Bay Area? The greater
question is… it a concern for Chabot?
Success rates between men and women are less inflammatory but still interesting. Within PSCN courses, the
withdrawal rate for women (9.8%) is higher by 10% to men (8.83%) over the same three year period and PSCN
success was virtually the same (78% to 79%). However, the differences are striking compared to the college:
Women succeed at 66.33% and men 66.55% and they withdraw at 17.67% and 17.33%. College wide the
withdrawal rate is almost double for men and women compared to PSCN classes. Of concern to us, is the
higher withdrawal rate for women in both PSCN and college wide courses. We want to explore what are the
factors that contribute to this because national research shows that women are both more highly enrolled and
more likely to graduate than men. This requires future examination.
PSCN 10 and PSCN 15 are the only classes that were evaluated F2F (face-to-face) vs. DE (distance educationonline/hybrid) per semester from 2009 to 2012. It would be more helpful for our review if we could look at
data for any PSCN course taught online, regardless of whether they were simultaneous F2F or DE each
semester.
We took the initiative to survey our PSCN classes in the fall 2012. 78% of the 84 PsCn students said they would
prefer F2F classes compared to 19% for hybrid and 2% for online. We offer at least ¼ of all classes online only
every semester. If we offered more hybrid courses, would that increase success rates and/or demand in our
classes? That is a question of interest. We also need to address the issue of what “enhanced vs. hybrid” is
because there is no standard definition in the field itself. The trend is that students are more successful in F2F
than in online classes from 2009 to 2012 for both our classes and college wide. For example in PSCN 10, F2F
success was 60% and online was 57% Interestingly, the withdrawal rates are more compelling: in PSCN 10 F2F
withdrawal was 16% but online withdrawal was 30%, almost double the rate.
It would be difficult to discern the significance of non-success rates in this category because we only have data
from one fall and two spring semesters. The data needs to be consistent across semesters or else we cannot a
valid conclusion. It could be that spring is longer and fall is more heavily enrolled but it is difficult to tell when
we don’t have consistent data. The withdrawal rates are variable although higher in DE classes. At some point
in the future we would like to follow the same Instructor every semester for a more consistent answer to the
withdrawal variability as well as the need for the same data each semester reviewed.
We are seeing a greater demand for our classes. Our enrollment data trend is that the majority of our classes
have a 97% to 105% enrollment to capacity ratio. The exceptions to this are PSCN 13 (online at 75%), PSCN 2
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(online at 85%), PSCN 18 (short-term, late start at 72%), and PSCN 80 (50%). Students who manage to get at
least 12 units often take PSCN classes because it assures them of more units and seem less demanding if they
are fewer than the standard 3, 4, 5 unit classes. The state budget problems and reduction in FTEFs then
boomerang and affects the WSCH. Regardless of how our students matriculate into our classes, our students
tend to “stick” in our classes and therefore the retention (retention is used as the converse to withdrawal)
rate is higher, especially for F2F classes.
The recent emphasis on pathway development by non-Counseling Faculty points to the need to “beef up” the
PSCN Curriculum instead of creating PSCN like courses in other disciplines. Given the data success, nonsuccess, and withdrawal rates in above mentioned sections, it could be suggested that PSCN courses provide
the supportive, investigative communities noted as necessary in the research literature of first-year college
experience. PSCN Faculty already have a functioning knowledge of the interpersonal and intellectual skills
necessary for success in any learning community, especially ones that are both applied and theoretical. These
constructs are part of the curricular focus of all PSCN courses. Counseling Professionals are ready and able to
work with all disciplines in the enhancement of curriculum. Rather than reinforcing the academic versus
student services deficit model, Counseling will lead the SSTF imperatives by forging a synergy of Applied
Counseling and academic discipline pedagogy to create the supportive, anchoring communities that engender
freshman success. Therefore, the reduction in the overall Counseling Program has diminished our ability to
expand our curriculum and be able to work across disciplines campus wide and support Faculty.
To address PLO discussions in our degrees and in GE areas, we began discussions through the SLOAC and
Curriculum Committees. Because the Curriculum Chair is housed in our division, we have specific insight into
which criteria (and practices) is/are best suited to guide future PLO development. We have collaborated and
created our PLOs for our Human Services degrees and certificates. We have already revised them based on
our survey and discussions of our PLOS vis-à-vis the “closing the loop” discussions. Work on PLOs for our
Liberal Arts Degree is in its infancy and we await SLOAC guidance on further review. Our insights are that we
should continue revising our PLOs for our Human Services degrees and certificates.
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3. The Difference We Hope to Make
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf prior to completing your narrative. Please
complete Appendices E (New Initiatives) and F1-8 (Resource Requests) to further detail your narrative. Limit
your narrative to three pages, and be very specific about what you hope to achieve, why, and how.
What initiatives are underway in your discipline or program, or could you begin, that would support the achievement of
our Strategic Plan goal? Over the next three years, what improvements would you like to make to your program(s) to
improve student learning? What are your specific, measurable goals? How will you achieve them? Would any of these
require collaboration with other disciplines or areas of the college? How will that collaboration occur?
Our goal is to continue to enhance our PSCN courses in order to explore students’ passion and areas of
interests. Therefore, it is natural for the Division to take the lead in this endeavor. PSCN courses offer
theoretical and applied theory for students to explore in their Freshman and Sophomore years. These courses
offer greater paths to discover what they want to do in their lives. PSCN 10 specifically helps students to
identify majors, pursue a variety of career paths and develop valuable career exploration, research and
planning skills. PSCN 80 creates community partnerships by placing Human Services students in community
agencies for skill development and other PSCN classes use service learning options in the community as well.
PSCN courses also strengthen basic skills development, provide academic challenge and form a cornerstone in
the foundation for college success. They also support programs and initiatives that increase the success for all
students in our diverse community. PSCN 15 acculturates students for higher education by teaching time
management skills, study habits and college success strategies. The Human Services degree is in the top third
of majors attained at Chabot and it supports transfer majors like Psychology, Sociology, Social Work and Social
Welfare. Overall, PSCN courses support the Strategic Plan Goal of increasing the number of students that
achieve their educational goal (with particular focus in PSCN 15 and PSCN 25) within a reasonable time (PSCN
10) by clarifying pathway and providing more information (all PSCN classes).
In the area of Counseling, academic pedagogy and analysis of implementation process and tools used the
Counseling Division will propose the creation of GNST FTEF FY 13-14 (e.g. first year experience; GNST 15 & 20 - based on PSCN 15 & 20). These courses will increase the number of students that achieve their educational
goal within a reasonable time and the courses will also help identify and better support different types of
students (laser, seeker, etc). The coordination of these courses will be under a purview of a general counselor
whose tasks will also include the collection of data on additional populations including veterans and those readmitted after 1st or 2nd dismissal, in order to tailor PSCN workshops and/or classes.
It is the Counseling Division’s intent to assist in the goal of refining the registration process to help students
gain more clarity on student goals. To this effect the Counseling Division will enhance the Early Decision
Program (EDP) and PSCN 25 offerings. EDP and PSCN 25 communicate to students the importance of
assessment tests and help students identify goals before students enroll at Chabot and/or gain access to
support courses and workshops to progress quicker towards their educational/vocational/personal goals.
In the area of analysis of implementation process and tool use, it is the Counseling Division’s main goal to get
to know the students that we are serving to better, and as a result, adjust our curriculum and class offerings.
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To this end, we will continue to administer PSCN Student Survey (first administration of survey Dec. 2012;
second administration in May 2013).
Counselors will provide information/training to everyone in the Chabot community to help our students
achieve their goals. During Flex Days, counselors will lead at least one session for Faculty/Staff on the
Matriculation Process and best resources for students.
In the 2013 -2014 academic year, the Counseling Division will offer more PSCN 10 and PSCN 15 classes in order
to help students find their passion, what careers may be possible with that passion, and then what educational
goals can lead to those careers. Also, the offerings of these classes will help the undecided to define a goal, get
students onto their “critical path” quickly and accelerate our progress on the AA-T/AS-T degrees by ensuring
that students understand these new transfer degrees.
In order to strengthen the synergy between non-counseling faculty and the Counseling Division, counselors
will use classrooms as vehicles for counseling support. Some collaboration models already exist such as
Nursing, Fire Technology and learning communities such as Change It Now (CIN).
PSCN Curriculum will make a number of improvements in the next three years to improve student learning.
First, the Counseling Division will increase the offerings of PSCN 10, PSCN 15 and PSCN 18 in order to assist
students with completing their educational goal in a reasonable time. Also, the Division would like to offer
PSCN classes every semester for the Human Services major so students do not have to wait one or two
semesters to take the classes (ex. PSCN 80) to complete the major. In order to achieve this goal, it is
imperative more counselors are hired in our division.
Second, the Counseling Division will continue to identify where PSCN online and/or hybrid courses can assist
our students to complete programs more quickly. Currently PSCN 2 and 13 are offered online to help students
fulfill major requirements for PSCN degrees and certificates. Also, the offering of PSCN 15 online helps
students fulfill an elective towards PSCN degrees and certificates.
Third, the Counseling Division will continue to work closely with learning communities in order to foster new
transfer-oriented pathways for students. Such efforts are already on their way as counselors collaborate with
new learning communities such as CIN and MESA.
What are your specific, measurable goals? How will you achieve them? Would of these require collaboration
with other disciplines or areas of the college? How will that collaboration occur?
PSCN has identified a variety of specific and measurable goals. We will offer PSCN courses that have not been
offered in the last three years such as PSCN 18. We will increase the offerings of PSCN courses in both
semesters so students will be able to attain their Human Services degree in a reasonable time. We will
assist a minimum of 200 Freshman achieve their educational goal in a reasonable amount of time by taking
the lead in the offering and implementation of GNST FTEF (e.g. first year experience; GNST 15 & 20 -- based
on PSCN 15 & 20). In order to achieve the specific and measurable goals above it is imperative that the
Division is allowed to hire more full-time counselors.
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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
Faculty Staffing (# of positions)
Classified Staff
Student Assistants
Supplies & Services
2011-12
Budget
Requested
Replacement
of 3 full time
counselors.
Counselors
that deliver
one-one
counseling
and teach
PSCN classes
Media
Specialist to
assist with
updating and
enhancing the
PSCN website
3 Student
Assistants
requested to
assist PSCN
Coordinator
and
Instructors
$2,200
Supplies and
Brochures for
PSCN
Instruction
10
2011-12
Budget
Received
Zero.
Zero.
2012-13
Budget
Received
Zero new
Counselors
were
budgeted in
2012-2013,
however a
Counselor
was
transferred
from Special
Programs to
Counseling;
effect was
loss of
Counselor in
Special
Programs
Zero.
Zero.
Zero.
Zero.
$1,082*
For
counseling
services at
PSCN
$3,100* For
counseling
services as
well as PSCN
instruction
$3,100*
For
counseling
services as
well as PSCN
Zero
Counselors
were
budgeted,
but one
Counselor/Inst
ructor
transferred to
Chabot
Counseling
from LPC
2012-13
Budget
Requested
1-On-line
Counselor
Coordinator =
$40,000
instruction
Technology/Equipment
Other
TOTAL
Server =
$10,000
Software =
$7,500
3 FTEF +
$2,200
$1,082*
$57,000
instruction
Zero
equipment/so
ftware
funding was
provided by
Budget
Committee
for this
Accreditationrequired
service.
Needs
consideration
in 2013-2014.
$3,100*
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.
Counseling received the bare minimum in supplies, no equipment for online counseling which is required by
Accreditation, and a Counselor/Instructor transferred from Special Programs did not result in any additional
services to Chabot College students as there was not any net increase in counseling curriculum/services, only
location and sub-population served. The supply monies received provided students with important transfer,
degree and certificate handouts and classroom instructional materials to aid learning, though at an
inadequate level. For example, Counseling has completed depleted all brochures and marketing materials, and
subsists on G.E. sheets production and online resources that students have to re-access independently after
leaving classrooms/counseling offices, even if the student does not have internet access other than limited
computers and building hours on campus.
2. What has been the impact of not receiving some of your requested funding? How has student learning been
impacted, or safety compromised, or enrollment or retention negatively impacted?
We are at risk of Accreditation warning for not having an online counseling platform/technology to meet the
needs of 20% of our students who take only online courses. We are also jeopardizing the information
resources for students who do not have internet at home through diminished computer lab access on campus
where the material that is no longer being printed is provided. Institutionally, new student persistence rates
(Fall to Spring) reached an all-time low (since 2001) from Fall 2011 to Spring 2012 of 63%, indicating how
severely reduced resources have affected our core mission of supporting student persistence and success.
Additionally, Chicano/Latino students and African American student persistence suffered with the severely
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reduced resources to counseling and Matriculation with 61% and 54% persistence rates respectively.
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Appendix B1: Course Learning Outcomes Assessment Schedule
All courses must be assessed at least once every three years. Please complete this chart that defines your
assessment schedule.
The assessment schedule below has been revised from our student services program review in year 3. PSCN has decided
to conduct its full assessment in the 2014-15 academic year. This change brings multiple advantages: it allows PSCN ,
which has just completed it 3 year assessment cycle in 2011-12, to further hone its curriculum and assessment methods;
provides the opportunity to refine CLOs for our PSCN courses in year 1 and 2; and finally, permits PSCN to conduct full
assessment in year 3 of our cycle which is SLOAC’s current recommendation for programs and divisions to streamline
assessment and reflection since Elumen and other related support systems will be changing in the 2012-14 years. In
2013-14, we will continue assessment efforts in multiple ways. We plan to further revise our CLOs to reflect critical
thinking, a College Wide Learning Goal, in the PSCN curriculum, particularly in courses PSCN 1, 2, 4 and 13. We will also
refine our PLOs and work with other academic disciplines through SLOAC to create PLOs for the Liberal Arts, Liberal
Studies and AA/AS GE Areas.
ASSESSMENT SCHEDULE:
Spring
Fall
2013
2013
Courses:
Group 1:
Spring
2014
Fall
2014
PSCN 1,
2, 4, 10,
11, 13,
15, 36
Full
Assmt
Spring
2015
PSCN 1,
2, 4, 10,
12, 13,
15, 36,
80
Full
Assmt
Discuss
&
Report
Results
Group 2:
Group 3:
Group 4:
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Fall
2015
Spring
2016
Fall
2016
Spring
2017
Appendix B2: “Closing the Loop” Assessment Reflections
NOTE: This section is N/A to PSCN Curriculum because we completed assessment in the 2011-12 program
review year. All Closing the loop forms were submitted with the 2011-12 program review.
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
Defined Target
Scores*
(CLO Goal)
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
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.
16
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:_________________________________________________________________
17
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: ____ AA Human Services____________________________________________________
 PLO #1: Provide students an introduction to social and or psychological theory, multicultural theory and
psychological counseling skills needed to work as a service provider in a social service setting.

PLO #2: Be knowledgeable about multicultural theory: work with a diversity of service populations and
demonstrate cultural competency.

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain: Students are showing high levels of achievement in their knowledge of psychological and
multicultural theories due to their review of multiple theories in multiple classes. However, students are
challenged when they apply theory related interventions. While they do role plays and case studies in class
there is a greater need for more practice in the social services setting.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Our core PSCN courses, PSCN 1, 4, 13 and 2 reinforce students’ comprehension of psychological, social and
multicultural theories.
What actions has your discipline determined might be taken to enhance the learning of students completing
your program?
Actions planned:
Actions planned:
1. Recommend that students get involved in related classes where they can practice counseling skills
such as PSCN 11 and 12 which will hone their self-esteem and interpersonal relations skills.
2. Research and include more counseling intervention exercises in both core and program optional
courses.
3. Revise and enhance PLOs to focus on key counseling skills gained in program.
4. Continue development of PLOs for AA GE in conjunction with shared disciplines.
18
Program: __ AS Human Services_____(Same as AA in Human Services with different GE
Program)______________________________________________
 PLO #1: Provide students an introduction to social and or psychological theory, multicultural theory and
psychological counseling skills needed to work as a service provider in a social service setting.


PLO #2: Be knowledgeable about multicultural theory: work with a diversity of service populations and
demonstrate cultural competency.


PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
: Students are showing high levels of achievement in their knowledge of psychological and multicultural
theories due to their review of multiple theories in multiple classes. However, students are challenged when
they apply theory related interventions. While they do role plays and case studies in class there is a greater
need for more practice in the social services setting.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Our core PSCN courses, PSCN 1, 4, 13 and 2 reinforce students’ comprehension of psychological, social and
multicultural theories.
What actions has your discipline determined might be taken to enhance the learning of students completing
your program?
Actions planned:
1. Recommend that students get involved in related classes where they can practice counseling skills
such as PSCN 11 and 12 which will hone their self-esteem and interpersonal relations skills.
2. Research and include more counseling intervention exercises in both core and program optional
courses.
3. Revise and enhance PLOs to focus on key counseling skills gained in program.
4. Continue development of PLOs for AA GE in conjunction with shared disciplines.
19
Program: ______Liberal Arts AA_____________
 PLO #1:PLOS for this degree are currently under development in conjunction with PLOS for our AA and AS GE
patterns and the different disciplines involved.

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 LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review. Considering your
feedback, findings, and/or information that have arisen from the course level discussions, please reflect on each of your
Program Level Outcomes.
Program: Liberal Studies – Elementary Teacher Preparation - AA
 PLO #1: PLOS for this degree are currently under development in conjunction with PLOS for our AA and AS GE
patterns and the different disciplines involved.

PLO #2:
20

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 LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review. Considering your
feedback, findings, and/or information that have arisen from the course level discussions, please reflect on each of your
Program Level Outcomes.
Program: ____California State University General Education Breadth Certificate of Achievement____________
 PLO #1: PLOS for this certificate are currently under development in conjunction with PLOS for our AA and AS GE
patterns and the different disciplines involved.

PLO #2:

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
21
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 LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review. Considering your
feedback, findings, and/or information that have arisen from the course level discussions, please reflect on each of your
Program Level Outcomes.
Program: ______Case Management For Human Services Certificate_______
 PLO #1:Introduction to case management skills needed to work effectively in a human services environment.

PLO #2:Students develop multicultural awareness and cultural competency needed to work in a social services
setting along with computer literacy and medical terminology skills.

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
The following questions arose from faculty investigations and discussions:
1. What specific case management skills are most essential in the human services sector for students?
2. How to effectively identify how students are designing interventions to address cultural and
socioeconomic barriers?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
The certificate’s core courses support students’ ability to assess cultural and socioeconomic barriers and to
gain the knowledge needed to name and identify social and psychological theories.
22
What actions has your discipline determined might be taken to enhance the learning of students completing your
program?
Actions planned:
1. Investigate more ways to facilitate and assess students’ ability to demonstrate empathy.
2. Hone the PLOs further to identify key skills within case management that are essential in the human
services sector.
PROGRAM LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review. Considering your
feedback, findings, and/or information that have arisen from the course level discussions, please reflect on each of your
Program Level Outcomes.
Program: ____Intersegmental General Education Transfer Curriculum Certificate_________
 PLO #1: PLOS for this certificate are currently under development in conjunction with PLOS for our AA and AS GE
patterns and the different disciplines involved.

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 LEVEL ANALYSIS:
23
Reflect on any modifications to recommendations and/or to activities from your last program review. Considering your
feedback, findings, and/or information that have arisen from the course level discussions, please reflect on each of your
Program Level Outcomes.
Program: ____Multicultural Awareness for the Service Provider______
 PLO #1:Provide students an introduction to multicultural theory and psychological counseling skills needed to
work as a service provider in a social service setting.

PLO #2:Conduct a self assessment and self reflection component as part of the psychological counseling skill set.
Self assessment needs to be in relationship to the culturally diverse and world in which we currently live and also
to evaluate service providers’ internalized values which may affect their provision of services in a non-judgmental
process.

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain: Students learn an array of psychological counseling theories while also completing a series of selfreflection essays to develop their self assessment skills. However, it’s challenging to observe students’ skills
for self assessment and reflection within the multicultural context. As a result, the following questions have
arose among faculty:
1. Should we have students conduct more multicultural experiments/experiences in the community?
2. What other qualitative ways can we assess students multicultural awareness, knowledge and skills?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Core PSCN courses, PSCN 1, 2, 4, 12 and 13, help develop students’ self reflection skills.
What actions has your discipline determined might be taken to enhance the learning of students completing your
program?
Actions planned:
1. Investigate the possibility of developing more multicultural educational experiences within core
classes.
2. Investigate more qualitative ways, including self reflective essays, to facilitate self assessment skills
within the counseling context
3. Need to further hone PLOs to narrow focus to components of self assessment and reflection
PROGRAM LEVEL ANALYSIS:
24
Reflect on any modifications to recommendations and/or to activities from your last program review. Considering your
feedback, findings, and/or information that have arisen from the course level discussions, please reflect on each of your
Program Level Outcomes.
Program: _____Multicultural Self Awareness Self Reflection Certificate______
 PLO #1:Opportunity to conduct self assessment and self reflection as a part of a personal development plan.

PLO #2: Self is analyzed in context of the community at large which is becoming more diverse and multicultural.
Hence a self assessment is made in relationship to the culturally diverse community and world in which we live.

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
1. How to better facilitate students’ ability to set goals that foster development of the whole person?
2. How to identify more ways to facilitate self-assessment skills within counseling and the multicultural
context?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
1. Classes support students’ ability to develop career and personal resources to support academic,
career and personal goals.
2. Classes support students’ ability to identify resources and services that apply to their lives and
education.
What actions has your discipline determined might be taken to enhance the learning of students completing your
program?
Actions planned:
1. Investigate classroom interventions that will foster students’ abilities to identify positive and
negative patterns in communication.
2. Further hone PLOs to clearly specify key elements of self reflection.
25
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, PSCN Curriculum has updated most of its course outlines. To enhance its curriculum pedagogy in recent
years, PSCN updated course outlines for PSCN 10, 21, 26 and 36 through the Curriculum Committee. In 201314, PSCN has begun work on updating its Liberal Arts and Liberal Studies degrees with the Curriculum
Committee.
2. Have all of your courses been offered within the past five years? If no, why should those courses remain in our
college catalog?
Yes, all PSCN courses listed in the Catalog have been offered sometime between 2008-2013.
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.
We have developed PLOs for all of our programs and are in the process of refining them in the 2013-14 year.
Our next step after refinement will be to specify our PLO assessment process and time; we are also awaiting
further guidance from SLOAC and Curriculum in this area.
6. If you have course sequences, is success in the first course a good predictor of success in the subsequent
course(s)?
Not applicable, we do not have course sequences.
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.
We need to research this question further. It may actually be the reverse: successful completion of PSCN
courses may correlate with successful completion of college-level math and/or English courses.
26
Appendix E: Proposal for New Initiatives (Complete for each new
initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic
Plan. The project will require the support of additional and/or outside funding. The information you
provide will facilitate and focus the research and development process for finding both internal and
external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student
learning?
The Counseling Division will propose the creation of GNST FTEF FY 13-14 (e.g. first year
experience; GNST 15 & 20 -- based on PSCN 15 & 20). These courses will increase the number of
students that achieve their educational goal within a reasonable time and the courses will also
help identify and better support different types of students (laser, seeker, etc). The
coordination of these courses will be under a purview of a general counselor whose tasks will
also include the collection of data on additional populations including veterans and those readmitted after 1st or 2nd dismissal, in order to tailor PSCN workshops and/or classes.
What is your specific goal and measurable outcome?
We will assist a minimum of 200 Freshman achieve their educational goal in a reasonable
amount of time by taking the lead in the offering and implementation of GNST FTEF (e.g. first
year experience; GNST 15 & 20 -- based on PSCN 15 & 20). In order to achieve the specific and
measurable goals above it is imperative that the Division is allowed to hire more full-time
counselors.
What is your action plan to achieve your goal?
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Dec 2013
Activity (brief description)
Create GNST FTEF Curriculum & Program

Collaborate with other Academic Disciplines with
curriculum and model design
Run Pilot GNST FTEF Program

Run 2 mini pilots with 100 first year students
Evaluate effectiveness of Program
Jan – May
2014;
Aug-Dec
2014
Jan-Dec
2014
How will you manage the personnel needs?
See Appendix F1 – We will need to hire more full-time counselors.
27
At the end of the project period, the proposed project will:
Have a GNST FTEF curriculum and model to offer the College to address the needs of the
Strategic Plan Goal and the Student Success Act Initiative demands.
Will the proposed project require facility modifications, additional space, or program relocation?
NO.
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
It will involve collaborative partners within the College.
Do you know of any grant funding sources that would meet the needs of the proposed project?
We are in the process of researching possible funding sources.
28
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__
2. If you are requesting more than one position, please rank order the positions.
Position
1. Counselor
2. Counselor
Description
In charge of transfer center, transfer
workshops and teaching PSCN 18
Counseling and PSCN teaching
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.
Rationale is based on the loss of 3 full time counselors due to retirement and other circumstances; none
of the three were replaced. Also, two counselors have full time coordination duties that preclude their
ability to see students one-on-one. Moreover, one counselor have taken one year sabbatical sfrom Fall
2012 to Spring 2013 and one counselor has taken a one semester sabbatical in Fall 2012. The Division
anticipates at least two retirements in the next couple of years.
Analysis of data (from EMC) from Fall 2007 to Spring 2011 indicates that FTEF trends show an increase in
fill rates and persistence. The following are some of the specific PSCN findings: PSCN Discipline Success
rates showed higher success rate every term between Fall 2008 to Spring 2011 compared to overall
Chabot College Success rates. One example of this is in Fall 2010 the college success rate was .68 where
as the PSCN discipline success rate was .86
(source: http://www.chabotcollege.edu/ProgramReview/Data%283a%29.cfm)
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.
PSCN courses offer theoretical and applied theory for students to explore in their Freshman and
29
Sophomore years. These courses offer greater paths for students to discover what they want to do in
their lives. The Division’s classes help students identify educational/career goals and teach them how to
pursue those goals in a reasonable amount of time. As a result, PSCN Curriculum offers classes that will
help meet the Strategic Plan Goal and help address new matriculation, success and persistence
guidelines as identified in the Student Success Task Force Initiative and Financial Aid Guidelines.
30
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___
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Counselor Assistant
Classified Staff that can assist the Transfer
2. Student Assistant
counselor and help with the smooth running of
Career and Transfer Center which is currently
staff by peer advisors. Thus facilitating the
assignment of release time to the counselor to
teach College Success and transfer courses.
Full time Student Assistant that can help the
PSCN and GNST coordinators with all the tasks
associated with their duties.
3. Rationale for your proposal.
To ensure the success of GNST FYE program’s goal to explore students’ passion and clarify
career pathways, the Counseling Division will hire a Student Assistant for PSCN instructors and
the PSCN Coordinator. This Student Assistant is needed in order to further support instruction,
data collection, research and planning efforts regarding curriculum issues.
In order to be in compliance with title V, the college must offer transfer services to students
Therefore the hiring of a classified staff is vital for the smooth running of the transfer center.
The classified staff will assist the Transfer counselor, thus facilitating the assignment of release
time to the counselor to teach College Success and transfer 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.
31
PSCN courses offer theoretical and applied theory for students to explore in their Freshman and
Sophomore years. These courses offer greater paths for students to discover what they want to do in
their lives. The Division’s classes help students identify educational/career goals and teach them how to
pursue those goals in a reasonable amount of time. As a result, PSCN Curriculum offers classes that will
help meet the Strategic Plan Goal and help address new matriculation, success and persistence
guidelines as identified in the Student Success Task Force Initiative and Financial Aid Guidelines.
Ultimately, Counselor and Student Assistants are needed to assist with coordination tasks to ensure
Counselors have release time to teach and oversee Transfer functions which are required by Title V.
32
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 .
Both the Strategic Plan Goal and the demands of the Student Success Task Force Initiative provide an
overall rationale for additional FTEF for PSCN Curriculum for Sum 13, Fall 13 and Spring 14. PSCN courses
offer theoretical and applied theory for students to explore in their Freshman and Sophomore years.
These courses offer greater paths for students to discover what they want to do in their lives. The
Division’s classes help students identify educational/career goals and teach them how to pursue those
goals in a reasonable amount of time. As a result, PSCN Curriculum offers classes that will help meet the
Strategic Plan Goal and help address new matriculation, success and persistence guidelines as identified
in the Student Success Task Force Initiative and Financial Aid Guidelines.
As a result, PSCN Curriculum is making the following additional FTEF requests (in addition to the FTEF we
were granted in 2012-13):
Summer 2013 = .13 FTEF for 1 section of PSCN 10 (Career and Educational Planning)
Fall 2013 = .26 FTEF for 1 section of PSCN 10 (Career and Educational Planning) and 1 section of PSCN
(College Study Skills)
Spring 2014 = .26 FTEF for 1 section of PSCN 10 (Career and Educational Planning) and 1 section of PSCN
(College Study Skills)
33
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___
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Student Assistant
Assist PSCN instructors and the PSCN
Coordinator to further support instruction,
data collection, research and planning efforts
regarding curriculum issues
2. Media Specialist
Update the PSCN website and in particular
create space on the PSCN website for sharing
instructional materials and resources with
instructor access only.
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.
Student Assistant for PSCN instructors and the PSCN Coordinator to further support instruction,
data collection, research and planning efforts regarding curriculum issues
In order to increase online access and to update the PSCN website and in particular create
space on the PSCN website for sharing instructional materials and resources with instructor
access only.
34
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
Brochures, Copies,
Instructional
materials
2012-13 Budget
Requested
Received
$3,100*
For
counseling
services as
well as
PSCN
instruction
2013-14
Request
$3,100*
$4,500
For
counseling
services as
well as
PSCN
instruction
Rationale
The supply monies received
provided students with important
transfer, degree and certificate
handouts and classroom
instructional materials to aid
learning, though at an inadequate
level. As a result, we are
requesting more monies to
support more instructional
materials as we will be offering
more PSCN courses in 13-14.
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
35
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
NACADA-National Advising
Association
$2000
NCORE-National
Conference on Race and
Ethnicity
$2000
Rationale
Annual national conference for
counselors/instructors (Dr. L. Wilson was the
California Two-Year Commission Chair for one
year)
The best national conference on ethnicity and
race in higher education in the country; truly
necessary for diverse Counseling Faculty
36
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
Document Reader
Portable Scanners
Counseling
Server
$
2013-14
Request
$500
$10,000
Zero
$400
$10,000
Counseling
Software
$7,500
Zero
$7,500
Rationale*
Need for colloquia in 751
Research for teaching, conferences
Need to provide online counseling
services and instructional related
resources to meet Accreditation
standard since 20% of College’s
students take only online courses
Need to provide online counseling
services and instructional related
resources to meet Accreditation
standard since 20% of College’s
students take only online courses
* 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
37
equipment maintenance, associated training costs, and any other relevant information that you believe
the Budget Committee should consider.
38
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.
We support the request for additional and/or new facilities by the Learning Connection and the Library
as we believe these efforts will further the success of all College students.
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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