Chabot College
Student Services Program Review
Report
Year One of
Program Review Cycle
Counseling
Submitted on February 28, 2013
Contact Person/Preparer: Becky Plaza
Team: Stefanie Cutley, Katrin Field, Carey Harbin, Naoma Mize,
Patricia Molina, Stacey Moore, Becky Plaza
Final Forms, 1/19/13
Table of Contents
Section 1: Who We Are ............................................................ 1
Section 2: Where We Are Now ................................................. 2
Section 3: The Difference We Hope to Make ............................. 3
Required Appendices:
A: Budget History .........................................................................................4
B: Student Learning and Service Area Outcomes Inventory .........................5
E: New Initiatives .........................................................................................6
F2 F1: New Faculty Requests ........................................................................7
F2: Classified Staffing Requests ....................................................................8
F3: FTEF Requests ........................................................................................9
F5: Supplies and Services Requests ............................................................10
F6: Conference/Travel Requests ................................................................11
F7: Technology and Other Equipment Requests ........................................12
F8: Facilities Requests ................................................................................13
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1. Who We Are
Our mission is to provide essential support services to a diverse student population by offering an array
of programs, classes, and counseling services. Our vision is to provide these services to all Chabot
College students. Our vision has been severely limited in the past few years, as we work with continued
funding and staff availability limitations. Our vision will become more focused over the next two years,
as we implement the specific mandates of the Student Success Act (without additional funding from the
state as of this writing).
Here are some Chabot College Counseling responsibilities and ways we support other college units:
 Student Academic Plans – Abbreviated (3 semester) educational plans for Financial Aid
 Student Education Plans – For the general student population, as well as Veterans, Athletes,
Early Childhood Development students, and per the Student Success Act
 Increasing persistence and retention through matriculation
 Collaboration with Admissions and Records
 Student Online Services
 Archiving of historical documents
 Division liaisons – working with other academic units to share information
 Cooperative agreements with MESA/STEM, Hispanic Serving Institution grant, Title III grants,
Nursing, Mental Health
 Data collection and distribution (usage reports)
 Appointment management system
 Meeting Title V requirements through probation processes
 Consulted with departments on new degrees and class scheduling
 Created instructional materials
 Development of marketing materials
 Creating and updating athletic counseling guide
 Registration awareness
 Career and transfer counseling – major exploration, transfer workshops, job search help, etc.
We directly impact student learning through our matriculation work, such as the Early Decision program,
which has proven persistence and retention benefits. We teach our PSCN curriculum, conduct
workshops on a variety of subjects, and work one-on-one with students in individual counseling
appointments. Additionally, Student Online Services acts as a resource for applying for financial aid,
registering for classes, applying to the college, learning how to use Blackboard, overflow space for
financial aid applications and assessment, issuing student IDs, learning how to use ClassWeb, job
searches, and utilizing internet resources. Student Online Services is not equipped to assist student with
homework, and such students are referred to the library and/or Tutoring Center.
We currently have 13 full-time counselors, however, two are pre-retirement (one at 66% and one at
70%), one assigned to mental health almost full-time, one assigned to articulation and curriculum at
100%, one on sabbatical leave, one on family leave, and one at 85% reduction. Every counselor also has
teaching responsibilities and additional assigned professional responsibilities, such as career and
transfer center and PSCN curriculum coordination (at 36% assign) and matriculation (36% assign),
further reducing the number of counseling hours available. We’ve lost three counselors in the 11-12
school year alone due to retirement, transfer, and separation, and none of those positions have been
replaced. In the mid-90’s, prior to the substantial budget cuts we’ve experienced over the past decade,
we had 19 full-time general counselors, plus extensive adjunct counseling hours to supplement our fulltime teaching and assigned professional responsibilities. We currently have 4 full-time classified staff
members, three in general counseling, and one in student online services. Due to budget cuts and
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retirements, we have lost four classified staff positions over the past three years, none of which have
been replaced.
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2. Where We Are Now
Over the past few years, counseling has endured in spite of the severe cuts to our program and staff.
We started with a long list of potential accomplishments, but have had to pull back and focus on those
most critical to efficient service and student success. We cut to the core of what our division and our
students needed to be successful. We are very proud to have made a science of doing more with less,
but look forward to having more support in the future, as we implement the Student Success Act. We
have not completed the full assessment of work environment satisfaction which we hoped to conduct,
but we did administer pre- and post-surveys prior to our division retreat last year, which showed a slight
increase in satisfaction after the retreat. We have worked hard to participate internally in division
meetings and retreats to increase our internal communication, improve policies and procedures, and
streamline our operations. We continually looked at student data to drive our planning and decision–
making, and utilized cross-functional teams to gain input on improving our services to students. We also
continued to participate in professional development activities. These remain ongoing SAOs that
counseling will continue to work on over the next three years. We’ve also added an SAO to address the
Student Success Act mandates. This will continue to evolve as the regulations and guidelines associated
with the act continue to evolve at the state level.
Counseling has faced a number of economic and staffing hardships over the past three years. Even with
our hardships, we have maintained a comprehensive set of counseling services and classes. What’s left
of our team has approached front desk counseling with a joie de vivre in order to maintain access to
information. With our new priority appointment system, front desk screening, and strict policies on
tardiness and missed appointments, we have been able to reduce our no show rate to just 13%.
Students must come in person to make an appointment. We only book four weeks in advance, closing
our book once those appointments fill, and then reopening it again two weeks later. We no longer
answer phones in counseling because we do not have the staffing to do so. From the community’s
perspective, these strict scheduling guidelines are difficult and upsetting. However, these austerity
measures have been effective. We’ve lost the majority of our evening counseling hours, Christmas
break counseling, spring break counseling, and summer counseling hours. Add to these cutbacks the
added pressure of new requirements for Financial Aid Students, Veterans, Student Athletes, and Student
Success Act educational planning, and one gets the idea of just how stretched the counseling
department currently is.
Because of a lack of funding and staffing, we redesigned our Early Decision program this year. We no
longer test at the high schools, and limit our high school visits to one introductory visit that promotes
the program. Students then apply and schedule an assessment appointment. Once assessed, they
schedule themselves in special Early Decision PSCN 25 class to receive group counseling. Just one week
into the scheduling, we have filled half of our available slots.
We had hoped to develop an online counseling system to accommodate the needs of our evening and
online students, which make up about 32% of our student population combined. Unfortunately, with
the limited resources available, we have not been able to implement online counseling services, other
than answering student emails. We currently have a counselor working on other options for online
counseling during her sabbatical leave, and hope to develop this system in the near future, especially as
accreditation asks us to provide services for all students, regardless of whether they are evening,
daytime, online, or in hybrid students.
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Over the next three years, counseling is going to be severely impacted by the both the Student Success
Act and its reworking of matriculation, as well as changes to financial aid eligibility. If current funding
and staffing levels remain the same, counseling will be hard-pressed to accommodate the new
mandates. Counseling is also facing five possible retirements in the next three years, and a lack of
facility space and staffing in both Student Online Services and Assessment, given Student Success Act
mandates. Counseling will have to expand PSCN 25 offerings and probation interventions to
accommodate these mandates, as well. Cooperation of counseling, math, and English is imperative for
the efficient implementation of the Student Success Act. We will need to work together to streamline
assessment procedures and matriculation.
We have the opportunity to continue to develop new and improved services for our students with the
Student Success Act, but face the challenge of development without the luxury of additional staff or
resources. Another challenge is the constant-changing Student Success Act guidelines and regulations.
Many of the details are still being worked out, making it difficult to plan an exact response. Also, some
great plans have been suggested, but finding the staff and financial resources to implement those plans
remains a challenge.
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3. The Difference We Hope to Make
What: Improve Student Online Services (Room 709) by extending hours and staffing to meet student
demand.
Why: Currently, Student Online Services (SOS) is staffed by just one classified professional. This means
the SOS must close for lunch, as well as any time our staff member needs to attend meetings or is out
sick. The SOS is essential to providing many student services. It acts as a resource for applying for
financial aid, registering for classes, applying to the college, learning how to use Blackboard, overflow
space for financial aid applications and assessment, issuing student IDs, learning how to use ClassWeb,
job searches, and utilizing internet resources. When it’s closed, students lose access to these key
services. Having the SOS opened throughout the school day ties directly into Strategic Goal #6, which
emphasizes integration and streamlining student progress. Students having access to SOS services will
be able to take care of multiple items in one place.
How: Hire an additional classified staff professional to work in the SOS. Purchase two student ID
camera/printer combinations.
Goals: Increase the number of students utilizing Student Online Services. Increase the hours of
operation of Student Online Services. Update and streamline the Student ID process.
Resources: Funding for a Staff Assistant 1 position. Funding for two student ID camera/printer
combinations.
What: Expand Early Decision
Why: Chabot’s Early Decision (ED) program has consistently produced students who have higher
success, persistence, and retention rates than the general student population. With the
implementation of the Student Success Act, and its requirements for early student planning and
mandatory matriculation, the ED program may need to be expanded. Plus, the program ties into
Strategic Plan Strategies 3 and 4, which emphasize helping undecided students define goals and getting
students on their “critical paths” quickly.
How: Expand and transform the Early Decision program to capture all new incoming students with no
previous college experience. Additional classified staff and counseling faculty would be required.
Goals: To increase the number of students completing the Early Decision process.
Resources: Specific resource requests depend upon final Student Success Act guidelines from the state.
At a minimum, we would require one additional classified staff professional (Counselor Assistant 1) to
support the expanded program, and five additional Counselor/Instructor faculty.
What: Continue to promote registration awareness.
Why: Chabot’s Registration Awareness Campaign encourages students to clear their holds and look up
their date to register well in advance of Summer/Fall registration dates. Students who don’t register on
their specified date handicap their ability to progress toward their education goal, as classes fill up
quickly. This ties directly to Strategic Plan Strategy #5, which emphasizes student progress.
How: Continue to host Registration Awareness Week activities every Spring semester.
Goals: To increase the number of students registering on their date to register, helping to insure
forward progress toward educational goals.
Resources: Minimum of $600 to fund the marketing materials and student lunch.
What: Establish full-time Mental Health Counselor to oversee Mental Health Services at Chabot.
Why: Currently, a general counselor is assigned at 75% to oversee Mental Health Services at Chabot.
Creating a separate position specifically for Mental Health will not only free up an additional counselor
for general counseling, but also address Chabot’s growing needs for mental health counseling. With the
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influx of student veterans and displaced workers, as well as the continuing needs of our student
population, an expansion of Mental Health Services is overdue. This ties into Strategic Plan Strategy #5,
as it would free up additional hours for counselors to help students monitor their progress toward their
educational goals, as well as supporting the mental wellness of our students.
How: Create full-time Mental Health Counselor/Coordinator position.
Goals: Increase the number of hours available for student appointments in counseling, both in mental
health and general counseling.
Resources: Funding for one Counselor/Instructor position.
What: Develop an online counseling program to meet Chabot’s online student demand.
Why: Currently, 13% of our student population is online. Another 19% are evening students.
Developing an online counseling system would allow us to meet the needs of these students, providing
them with an avenue to access counseling services from which they currently are excluded. This ties in
with Strategic Plan Strategies 3, 4, 5, and 6.
How: Research online counseling options (currently being conducted via sabbatical leave project),
implementing the option that best fits the needs of our students.
Goals: Open online counseling service by Fall 2014.
Resources: Funding for an additional Counselor/Instructor faculty, as well as funding for purchasing and
developing a secure online counseling platform (cost to be determined after research is finalized).
What: Develop efficient staffing to assist the Chabot community in scheduling counseling appointments
and to easily access information.
Why: With the loss of four classified staff positions over the past few years, counseling has made the
difficult decision of not allowing students to schedule appointments over the phone. We also do not
have a phone number where community members can call for information that is answered by a live
person. We simply don’t have the staff to do so at this time. This has caused much frustration for
students. This supports Strategic Plan Strategy 6, as phone access to the counseling office and phone
appointment scheduling could streamline our processes and pathways for students.
How: Hire two additional Student Counselor Assistant – 1 classified staff professionals.
Goals: Counseling has the ability to schedule appointments and answer basic questions by phone by Fall
2014.
Resources: Funding for two Student Counselor Assistant – 1 positions.
What: Counseling for Special Student Populations (Veterans, Athletes, etc.)
Why: Student Veterans and Student Athletes face an ever-changing set of rules and regulations, and
require full Student Educational Plans to remain eligible for their VA Benefits and athletic participation.
For example, depending upon when a student athlete started college, what their NCAA qualifier status
is, and where they want to transfer to after Chabot, there are 13 different sets of eligibility rules that
could apply to them. We have over 500 Student Veterans on campus, and 450 Athletes, and each
population needs its own dedicated counselor. Having counselors dedicated to serving each population
will insure that these students get the educational planning required, while meeting current eligibility
rules. Learning communities featuring PSCN courses tied to math, English, or other general education
classes reserved specifically for these student groups could be created to better support our students.
This supports Strategic Plan Strategies 3, 4, 5, 6, and 7.
How: Hire two additional Counselor/Instructor Faculty.
Goals: In collaboration with Veterans Services, Athletics, and other academic disciplines, create
specialized counseling programs, based out of Building 700, by Fall 2014.
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Resources: Funding for two Counselor/Instructor positions. FTEF allocation to accommodate the
additional PSCN support classes.
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Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years
and the impacts of funds received and needs that were not met. This history of documented
need can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the
budget decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2011-12
Budget
Requested
4
$9,475
$12,405
$41,400
$63,280
2011-12
Budget
Received
0
$5,782
$1,485
$0
$7,267
2012-13
Budget
Requested
5
$0
$20,000
$530,000
$626,000
2012-13
Budget
Received
0
$5,400
$1,485
$0
$6,885
1. How has your investment of the budget monies you did receive improved your Service Area
Outcomes? When you requested the funding, you provided a rationale. In this section, assess if the
anticipated positive impacts you projected have, in fact, been realized.
We did not receive any additional monies last year.
2. What has been the impact of not receiving some of your requested funding? How has your ability to
serve the college and our students been impacted, or safety compromised?
Not receiving the additional monies to replace faculty and classified professionals has severely impacted
our ability to fully serve students. We have had to cut back and eliminate services, such as academic
probation counseling appointments for Academic Probation One status students and not answering a
main counseling phone line. We currently have the capacity to serve just one-third of our student
population per semester.
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Appendix B: Student Learning and Service Area Outcomes Inventory
ONGOING SLO/SAO
How Measured
SAO #1: Staff, Counselors, and
Student Assistants will indicate
satisfaction with work environment
on staff survey administered by
Institutional Research.
Survey Monkey
SAO #4: Counseling Division will
utilize cross-functional teams to
improve service to students, such as
the Front Desk Committee, Dean’s
Advisory, International Students
Program Council, Matriculation
Advisory Committee, and new
technology initiative core groups,
such as Degree Audit and Web
Portal design teams, utilizing
Division Meetings to report back
and solicit input on
recommendations.
Review of
meeting
schedules and
and
membership –
does it reflect
an ongoing
effort to ensure
services are
studentcentered,
systemsoriented, and
contributing to
SLOs and
student success
Results/Discussion
We have not been able to conduct a
survey administered by Institutional
Research, however, we were able to
conduct survey monkey pre- and
post-surveys prior to our division
retreat last year, and satisfaction
rose slightly after the retreat.
SAO #2: Counseling Division
Tally of meeting
Attendance has been consistent,
personnel will participate in
and retreat
and a number of solutions have
Division Meetings and Retreats and attendance and
been implemented, including a
propose solutions to policy and
list of solutions
streamlined appointment referral
procedural issues identified.
to
slip, new process and forms for
problems/issues
academic probation, and new
identified
process and forms for financial aid
educational planning.
SAO #3: Counseling Division
Track how SARS
Based on student usage data from
Committees, Coordinators, and
and Banner
SARS, counseling has changed its
Administration will utilize student
data is use to
front desk and appointment
data to inform decision-making on
inform decisionscheduling procedures. This has
policies, procedures, and curriculum
making
maximized student access within
that affect student access,
our limited resources, and reduced
retention, and success.
our no show rate to just 13%.
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Based on meeting discussions and
constituency feedback, new forms
and procedures were created, such
as a more precise prerequisite
override form, new Student
Education Plan Readiness screening
form to maximize appointment
time, and new guidelines for
reviewing petitions to repeat
classes. Joint meetings with Las
Positas College Counseling have
been conducted, and
recommendations from those
meetings forwarded to
administrators.
SAO #5: The Counseling Division
will provide opportunities for
professional development through
input to the Dean’s Advisory and
Division Meeting agendas, as well
as supporting individual
professional development
opportunities for faculty and staff.
Professional
development
will be a
standing item
on the Division
and Dean’s
Advisory
agendas
While professional development has
not yet become a standing item on
the Division and Dean’s Advisory
agendas, staff have been able to
attend professional development
conferences, including the ACA
National Conference, Ensuring
Transfer Success, Veterans Services
Conferences, Athletic Counseling
Conferences, Eureka training, and all
flex day activities.
NEW SLO/SAO
How Measured
Results/Discussion
SAO #6: Develop cost-effective and
effectual services and processes to
implement Student Success Act
mandates.
To be
determined
when
regulations
associated with
the act have
been finalized.
Ongoing discussion: How will we be
able to meet the requirements of
the Student Success Act within our
current resources?
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Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic
Plan. The project will require the support of additional and/or outside funding. The information you
provide will facilitate and focus the research and development process for finding both internal and
external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student
learning?
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Activity (brief description)
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
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Appendix F1: Full-Time Faculty or Counselors/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/counselors 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 or counselors requested in this discipline: __8__
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Counselor/Instructor
Student Success Act Implementation,
replaces previous retirement
2. Counselor/Instructor
Student Success Act Implementation,
replaces previous retirement
3. Counselor/Instructor
Student Success Act Implementation,
replaces previous separation
4. Counselor/Instructor
Student Success Act Implementation,
replaces previous reassignment
5. Counselor/Instructor
Student Success Act Implementation
6. Counselor/Instructor
Student Success Act Implementation
7. Counselor/Instructor
Online Counseling
8. Counselor/Instructor
Mental Health Counseling
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 Student Success Act requires mandatory services performed by counselors, such as orientation and
Student Education Plans. Without additional counselors, we will be hard-pressed to meet the mandates,
as well as student demand. Adding these additional counselors would allow us to have the capacity to
serve all Chabot College students with at least a 30 minute appointment once a year, as well as maintain
our current level of operations.
4. Statements about the alignment with the strategic plan and your student learning and service area
goals are required. Indicate here any information from advisory committees or outside accreditation
reviews that is pertinent to the proposal.
These additional positions tie directly into Strategic Plan Strategies 3, 4, 5, 6, and 7, as well allowing to
meet the mandates of the Student Success Act. Additional counselors will allow us to better help
undecided students to define their goals, get students on their path faster, more closely help students
monitor their progress along their pathway, streamline pathways, and build communities in conjunction
with other disciplines. Also, Academic Senate for California Community Colleges recommends a
counselor to student ratio is 1:370, which we acknowledge would be difficult to meet in these budget
times, as it would require Chabot to have the equivalent of 37 counselors on staff. When you consider
assign time and teaching responsibilities, we currently have an effective counselor to student ratio of
1:1,583. Without assign and teaching time, that ratio is 1:1,035.
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Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct.
Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions (new, augmented and replacement
positions). Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, accreditation issues. Please cite
any evidence or data to support your request. If this position is categorically funded, include and
designate the funding source of new categorically-funded position where continuation is contingent
upon available funding.
1. Number of positions requested: __4___
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Student Counselor Assistant – 1
Counseling Front Desk, replaces previous
retirement
2. Student Counselor Assistant – 1
Counseling Front Desk, replaces previous
reassignment
3. Staff Assistant – 1
Additional staff member for Student Online
Services
4. Counselor Assistant – 1
Additional staff member to assist with Early
Decision expansion
3. Rationale for your proposal.
We have had to cut basic services, such as answering telephones and allowing appointment scheduling
over the phone because we have lost so many staff members over the past three years. Hiring
additional staff would allow us to reinstate some of these services. Student Online Services desperately
needs an additional staff member or faces continued reduced hours. In order to expand Early Decision
to meet Student Success Act mandates, additional classified support is required. Without it, the
program will stay at its current capacity, and we won’t be able to use it to meet Student Success Act
mandates.
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.
These additional positions tie directly into Strategic Plan Strategies 3, 4, 5, 6, and 7, as well allowing us
to meet the mandates of the Student Success Act. Additional classified professionals will allow us to get
students connected to resources and on their paths faster, more closely help students monitor their
progress along their pathway, streamline pathways, and build a sense of community.
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Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .
In order to implement additional PSCN support classes that tie to classes in other disciplines, we would need
additional FTEF. A number of initiatives are being discussed around campus, but, at this time, there have been no
decisions as to which or how many of these courses would be required, so we are unable to request a specific FTEF
at this time. That number will depend on the outcomes of the discussions currently occurring around campus.
Rather than spending valuable time and resources developing new courses, it makes good business sense to utilize
the PSCN courses already on the books to address the idea of support or college success courses. Our courses are
already designed to do just that, and the members of our disciplined are specifically trained to teach this
curriculum, requiring no additional training.
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Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of
funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000
and 5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix
M6. Justify your request and explain in detail any requested funds beyond those you received this year.
Please also look for opportunities to reduce spending, as funds are very limited.
Project or Items
Requested
Student ID Cameras
and Printers
Registration
Awareness
Marketing Materials
2012-13 Budget
Requested Received
No
No
2013-14
Request
$ 2500
No
No
$600
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Rationale
Backup system is needed for current
system.
With priority registration becoming
more restricted and the SSA mandate
to inform students Spring 13 of Fall 14
changes, it is critical that we continue
to conduct this program.
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
Counseling Conferences
2013-14 Request
$5,000
Rationale
To stay up-to-date on current transfer
requirements, Student Success Act mandates, and
specialized counseling requirements (for Veterans,
Athletes, etc.), counselors must attend conferences
each semester. Currently, no funds exist to support
conference attendance.
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Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please fill in the following as needed to justify your requests. If you're requesting classroom
technology, see http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the
brands/model numbers that are our current standards. If requesting multiple pieces of equipment,
please rank order those requests. Include shipping cost and taxes in your request.
Please note: Equipment requests are for equipment whose unit cost exceeds $200. Items which are
less expensive should be requested as supplies. Software licenses should also be requested as
supplies.
Project or Items
Requested
Online Counseling
Platform
2012-13 Budget
Requested Received
Yes
No
2013-14
Request
Costs will vary
depending on
which
counseling
platform is
implemented.
A minimum of
$10,000 would
be required for
equipment and
training, and
this number
could be more.
We will have
more
information in
Fall 2013, once
we receive the
online
counseling
sabbatical
report.
Rationale*
Currently, 13% of our student
population is online. Another 19%
are evening students. Developing an
online counseling system would
allow us to meet the needs of these
students, providing them with an
avenue to access counseling services
from which they currently are
excluded. This ties in with Strategic
Plan Strategies 3, 4, 5, and 6, as it
not only streamlines services for
these students, but also helps them
access services that help them
define their goals, get on their
pathways earlier, and learn how to
monitor their progress.
* Rationale should include discussion of impact on student learning, connection to our strategic plan
goal, impact on student enrollment, safety improvements, whether the equipment is new or
replacement, potential ongoing cost savings that the equipment may provide, ongoing costs of
equipment maintenance, associated training costs, and any other relevant information that you believe
the Budget Committee should consider.
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Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities
Committee (FC) has begun the task of re-prioritizing Measure B Bond budgets to better align with current
needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement
needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two
to be used as match if and when the State again funds capital projects, and to fund smaller projects that
will directly assist our strategic goal. The FC has determined that although some of the college's greatest
needs involving new facilities cannot be met with this limited amount of funding, there are many smaller
pressing needs that could be addressed. The kinds of projects that can be legally funded with bond
dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities."
Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests. If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name):
Building/Location:
Description of the facility project. Please be as specific as possible.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to
enhancing student learning?
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