Chabot College
Student Services Program Review
Report
Year One of
Program Review Cycle
Career and Transfer Center
Submitted on March 13, 2013
Ernesto Victoria/Dara Greene
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
Limit your narrative to no more than one page.
Describe your unit--your mission, vision, responsibilities and the goals of your area. How does
your unit support other student services, administrative, and academic units? What impact do
you have on student learning? Describe the number and types of staff in your office, both now
and historically.
Our unit is the Career and Transfer Center located in Building 700, Room 761. Our mission is to
offer a physical space for students to gather in order to access Career and Transfer Information,
plus workshops on transfer and career information and other various events throughout the
year. We have approximately 20 computers for Chabot students to use, linked to a pay card
printing system. We host university reps on campus who meet individually with students in one
of the CTC offices or who table in the lobby of Building 700. Additionally, we host a Transfer
Day every fall and a Transfer Night in the spring semester. In past years we have also hosted a
Career Faire in the Gymnasium which saw over 50 employers and 1,000 attendees. Every
spring semester the CTC hosts a Transfer Ceremony to celebrate the accomplishments of
students who have been admitted to universities of the following year as many transfer
students are not eligible to attend the graduation ceremony at Chabot since they have not
earned degrees or certificates before transferring. In the past we have offered 4-6 field trips to
neighboring universities at no cost or minimal cost to the students. While the overall goal of
the Career and Transfer Center is to raise transfer awareness, transfer rates and offer career
and employment services, we hope to increase our overall transfer rates and our employment
opportunities by more outreach to our current students, as well as to the community that we
serve.
The CTC is an integral component of the campus at large since one of the defining missions of
the California Community College system is to assist students in meeting their transfer goals.
This is also in alignment with the new Strategic Plan. The CTC has historically partnered with
Special Programs in order offer university visits as a combined unit. The conference center
located in the CTC is used by many other campus entities for meetings. We provide transfer
workshops that are available to ALL students on campus.
The CTC supports student learning by providing resources, such as the computer lab, for
students to use for researching homework projects, transfer information, developing their
resumes, etc. In addition, the workshops in the CTC support student learning in a broad sense
of how to reach their transfer goals, apply to universities and write personal statements.
Currently the CTC has no more Chabot full-time Classified Professional staffing since the
departure of the Career and Transfer Specialist in August 2012. We have Chabot students who
are hired as peer advisors staffing the front desk of the CTC and keeping center operating
during business hours. Our Transfer Directors have 15 hours of coordination a week to oversee
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some of the basic functioning of the services provided. Historically since 2007 we had 1 fulltime Classified Professional overseeing the all the activities in the center. Previous to 2007 the
CTC has 1 full-time Classified Professional plus 2 part-time Classified Professionals overseeing
the day to day operations of the center, which at the time was a stand-alone Transfer Center
separate from the Career Center. Since that time, with the exception of the 3-year FIPSE grant
period, the staffing has been cut down to almost nothing over the past year and is an area of
concern for the Counseling Division and Student Services as a whole.
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2. Where We Are Now
Complete Appendix A (Budget History) and Appendix B (Student Learning Outcomes/Service
Area Outcomes Inventory) prior to writing your narrative. Limit your narrative to no more than
two pages.
As you enter a new Program Review cycle, reflect on your achievements over the last few years.
What did you want to accomplish? What are your Student Learning Outcomes (SLOs) and
Service Area Outcomes (SAOs), and what progress have you made toward achieving them?
Describe how changes in resources provided to your office have impacted your achievements.
What are you most proud of, and what do you want to continue to improve?
Discuss important trends that will have a significant impact on your unit over the next three
years. Those could include technology, facilities, equipment, student demand. What
opportunities and challenges do your foresee in the next three years?
Over the past few years our CTC goals were to maintain a comparable level of service for our
students in the face of budget and staffing cuts. While the CTC has many ideas for growth,
including front desk counseling for specific transfer questions, increasing the number of career
and transfer workshops offered, updated technology and other equipment and a stronger
online presence, these goals are difficult to accomplish in light of the current budget situation.
What we were able to offer was the “usual” annual events, workshops and university rep visits.
After reviewing data pulled from our SARS tracking system, one of the things that we are proud
of is the many ways students use the resources in the center. Our 2011-2012 data from SARS
shows that we had over 13,000 student contacts in the center. Some of the reasons student s
visits the center are to access Class-web, career information, job search, Eureka, resume
writing, the Zone, transfer information, ASSIST.org, University catalogs, meet with a university
rep, and Blackboard. As you can see by the sheer number of student contacts the CTC is a
central service where information can be disseminated, which is in alignment with the goals of
the strategic plan in increasing student success, “Increase the number of students that achieve
their educational goal within a reasonable time by clarifying pathways and providing more
information and support.”
The largest impact on the 2012-13 academic year has been the loss of a 100% Career and
Transfer Center Specialist. Due to this reduction in staffing the CTC is considering cancelling the
annual University Transfer Night event and scaling back the University Transfer Celebration.
The only professional, non-student staffing in the center is held by a Counseling faculty
Coordinator who is give 8 hours a week release time to oversee transfer activities.
We are most proud of the number of contacts (student activity) in the center and the hands-on
help given by our peer advisors. Students are regularly given assistance with all types of
questions regarding online access to services plus resources and events hosted by the CTC.
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Some of the challenges we foresee in the next three years are the limited funding and staffing
in the center. We are requesting a full-time Classified Professional replacement for the Career
and Transfer Specialist position that was vacated in August 2012. One of the opportunities we
see arising in the next three years is the CTC potentially becoming the hub for information
regarding pathways to transfer. Chabot has begun to emphasize the creation of Pathways to
integrate the various services offered at Chabot and we can picture the CTC as centralized
location for dissemination of information regarding Pathways. The potential for student
demand increasing over the next three years is high as local community colleges may lose
accreditation and we would see an influx of students from those closed colleges.
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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 F1-3 and 5-8 (Resource
Requests) as relevant to your needs 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 would you like to undertake to improve or strengthen your unit or to address
demand for your services? What initiatives are underway in your area, or could you begin, that
would support the achievement of our new Strategic Plan goal and strategies and/or improve
student learning? Identify specific, measurable goals and the resources needed to achieve
them.
We presently offer workshops on a variety of topics to assist students in successfully
completing their goals of transferring to a four year university, or in acquiring an AA/AS degree,
a Certificate or Career/Job Exploration. Some of the workshops are Transfer Basics, Applying to
a CSU/UC. Writing a Personal Statement, Resume Writing, etc.
One initiative to enhance student learning, is to increase the number of students attending
these workshops. We hope to achieve this goal, by improving the marketing of these
workshops to the campus community, via flyers, electronic boards, classroom visits and
advertising in the campus newspaper and on our CTC website. The workshop evaluation data
from fall 2012 is summarized into the following learning themes:
Attendance & Evaluation Themes from Transfer Workshops – Fall 2012
Attendance Summary Statistics
 Total # workshops: 26
 Total Attended: 190 students
 Average Attendance per workshop: 7 students
The following is a list of the most common themes from the student evaluations of the Fall
2012 Transfer Workshops.
Lessons Learned & Suggestions- Overall
 Need to increase promotion of workshops
o Promote to general student population in new ways by…
 Send info to basic skills and golden four transfer class teachers
 Post info on transfer center events calendar earlier in semester
 Post on display boards around campus (electronic and real)
 Collaborate with ASCC and Student Clubs to promote workshops
o Continue promotion to special programs
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Workshop: TAG General Info
Suggestions
 Include more info on Tag review process
 Include more info on steps after hitting submit button
 More info on how to start the general CSU/UC application process
Workshop: UC TAG Online Help
What I learned
 Students want details on their specific majors and tag
 Students find the UC Transfer Admission Planner very helpful to calculate UC GPA
Suggestions
 Refer to assist.org and tag websites earlier in workshop to show students major specific
info
 Include more info on Tag review process
 Include more info on steps after hitting submit button
Workshop: Transfer Basics
What I learned
 Students found most useful
o Explanation of transfer pie (60 units = major + GE + electives)
o Information on AA-T/AS-T degrees
Suggestions
 Increase information on AA-T/AS-T in workshop
Workshop: Eureka
What I learned
 While a small # of students attended the Eureka workshops, they learned a lot about
possible careers and majors
Suggestions
 Need to promote Eureka workshops further
o Consider sending Flyer on Eureka workshops to Basic Skills Classes to help
students identify majors/careers earlier on in educational path
Workshop: Major Exploration
What I learned
 Students found most useful.
o Eureka
o Assist.org
Suggestions
 More info about specific majors
 Longer than 1 hour
 More info on assist.org
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Workshop: CSU Application Lab
What I learned
 Students have great difficulty calculating their CSU transfer GPA
 Helpful to create sample CSU application and use this as main presentation tool for
students
Suggestions
 More info on application fee waivers
 Give students more practice with calculating CSU transfer GPA
 Make power point more elaborate and use as supporting handout to actual sample CSU
application
 Discuss meaning of impacted campuses and local priority admissions more
 Explain AA-T/AS-T portion of CSU application
Workshop: UC Application Lab
What I learned
 Students have great difficulty calculating their UC transfer GPA
 Helpful to create sample UC application and use this as main presentation tool for
students
Suggestions
 More info on application fee waivers
 Give students more practice with calculating UC transfer GPA
 Make power points more elaborate and use as supporting handout to actual sample UC
application
Workshop: 11/27 and 11/29 Day Long CSU/UC Application Lab
What I learned
 Need to plan events further in advance
o Recruit more counselors in advance
o Ask if event can be financially supported
o Continue coordination of event with Transfer Council, ValJean and Peer Advisors
o Need special promotion campaign (flyers, emails etc) to further support event
Suggestions
 Ask counselors to sign up for event at beginning of semester
 Ask ASCC to promote event in key transfer level English and Math classes
Workshop: Scholarship Search
What I learned
 Need to check with Financial Aid to see if they will maintain their scholarship website
going forward
 Students need more explanation about financial aid in general
Suggestions
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



Don’t spend time signing up for Fast Web
o Pre-create fast web account and show students what it is like to use a search
engine to look for scholarships
Have more scholarship search workshops
Discuss different kinds of aid: grants, loans etc
Info on scholarships for international students
A second initiative is to update and improve the CTC website. Our society continues to rely and
search more and more, for information on the internet and our students are even more reliant
on technology. Having a vibrant and updated website where students can clearly see what
resources we offer through the CTC will help students to be more successful in reaching their
educational goals.
We feel that both of these initiatives are reliant on increased staffing of the CTC.
The ideal number of staff to make these initiatives happen is two; a Transfer Center
Counselor/Coordinator to oversee the overall functioning of the CTC and Transfer Center
Specialist to assist the Coordinator. The scope and demand of the required duties need the
attention of two individuals, especially in planning and coordinating transfer activities on
campus, attending Transfer Coordinator Regional Meetings and administrative over sight;
Some of those duties need the attention of a Counselor and others can be conducted by the
Specialist.
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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 (Transfer Counselor)
TOTAL
2011-12
Budget
Requested
2011-12
Budget
Received
0
$2,140
0
0
$2,140
100,000
2012-13
Budget
Requested
0
100,000
2012-13
Budget
Received
0
$1,915
0
0
$1,915
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.
The CTC did not receive any funding above and beyond what had already been allocated in
previous years. In fact, the CTC suffered a loss of the one full-time Classified Professional who
staffed the center and that position was not replaced for the 2012-2013 academic 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?
The impact of not receiving funding as requested as been a reduction in CTC open hours and a
reduction in services offered. The field trips to university campuses were eliminated, along
with the Job Faire and Transfer Night will be eliminated in Spring 2013.
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Appendix B: Student Learning and Service Area Outcomes Inventory
Audience: PRBC and Administrators
Purpose: This analysis enables us to track progress on key learning and student service goals,
and to meet our accreditation standards.
Instructions: Please provide the requested information, noting ongoing SLOs/SAOs as well as
any new goals.
SLO/SAO
How
Measured
Results/Discussion
SLO #1: Students who attend CTC
transfer workshops will be able to
describe how the CSU and UC transfer
requirements differ and the
importance of planning for lower
division major requirements as well as
general education
Workshop
Evaluations
SAO #1: Rates of Students successfully
transferring who attended Transfer
workshop in CTC
Transfer
Need to send W#’s to IR by end of
Rates of
Spring 2013 to compare persistence
Students
and success rates of users to non-users
who
attended
Workshops
Data
The numbers of students using the
collected
Career & Transfer Center has steadily
from SARS increased since 2010 when we moved
Grid and
into the new CSSC building. More state
SARS Trak
mandates for transfer rate
in the CTC
accountability as a measure of
institutional effectiveness support the
need for more resources in this area.
SAO #2: Numbers of students who use
Career/Transfer Center and its relative
services: workshops, university
representatives, Peer Advisor
assistance, use of computers, field
trips, and special events
SAO #3:
SAO #4:
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Workshop evaluations summarized by
themes including what students
learned and suggested for
improvement
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
Completio out personnel, supplies,
n Date
other 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
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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: __1__
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Counselor
One FTEF Transfer Center Coordinator to
oversee the center and supervision of the
Peer Advisors.
2.
3. Rationale for your proposal. Please use the enrollment management data. Additional data
that will strengthen your rationale include FTES trends over the last 5 years, persistence,
FT/PT faculty ratios, CLO and PLO assessment results and external accreditation demands.
We currently have four full time Counselors sharing the different duties in the Career Transfer
Center, in addition to their regular responsibilities. Given the current enrollment of students at
our college (13,500, as of Fall 2012) and the fact that more than 50% of our students transfer to
four year universities, it seems rather important to have a full time Counselor overseeing the
Transfer Center, which would strengthen and increase the effectiveness of providing the best
possible supportive services to our students. Evaluative data from the FIPSE grant inquiry
project revealed the CTC as a “persistence hub” for students with up to a 14% increase in
persistence of users versus non-users of the CTC, as well as a “diversity portal” in that nearly
30% of the users identified as African American. Having this supporting data proves the CTC is a
worthwhile investment in both student persistence and equity increases.
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.
The vast majority of our students come to Chabot to achieve an educational goal. Although
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19% of our students are undecided upon registration, of those that have declared a goal,
almost two-thirds hope to transfer, about 30% want to earn an Associate’s Degree or a
certificate, and the remainder are here for personal development. The CTC serves a vital role in
assisting those students to attain their respective educational goal by providing a variety of
services, and as the FIPSE grant inquiry project revealed, students who use the CTC persist at a
significantly higher rate than those who do not (up to 14% higher persistence rates), directly
supporting the new one Strategic Plan Goal of reducing time to completion. Therefore, it is
important that the center be properly staffed to make sure we are fully serving our students in
completing their educational goal.
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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: __1____
2. If you are requesting more than one position, please rank the order of positions.
Position
Description
1. Career and Transfer Specialist
100% (replacement of previous position
which was vacated in August 2012.) Current
job description on file at HR.
2.
3. Rationale for your proposal.
Currently the CTC does not have a dedicated staff member to oversee the day-to-day
operations or to supervise the student workers. Front desk staff is being composed entirely of
student peer advisors. Need a trained specialist to run the center, expand access to
information, organize transfer events and coordinate university representative visits among
other duties and responsibilities.
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.
We believe replacing the position of Career and Transfer Specialist in the CTC is in alignment
with the following mandates of the strategic plan:
The 2012-15 Strategic Plan Goal
The PRBC has committed to a single goal for our Strategic Plan. That goal is to:
“Increase the number of students that achieve their educational goal within a reasonable time
by clarifying pathways and providing more information and support.”
Achieving this goal requires two fundamental shifts. First, as a college, we need to focus more
on student progress along educational pathways. While student retention and success in
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individual courses and semester-to-semester persistence remain critically important, the
ultimate achievement of educational goals is most important. Second, we need to act more in
unison and less as individual parts (faculty vs. counseling vs. financial aid vs. A&R). We need to
bring information and services to the students.
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Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide
Deans and CEMC in the allocation of FTEF to disciplines. For more information, see Article 29
(CEMC) of the Faculty Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data at
http://www.chabotcollege.edu/ProgramReview/Data2012.cfm .
1 FTEF for Transfer Counseling/Coordination is requested. The position will be about 75% noninstructional faculty conducing not-for-credit workshops, coordinating transfer services and
direct counseling in the CTC, and 25% instructional teaching PSCN courses such as the one unit
Transfer Planning course and Career & Education Planning. This position directly supports the
Strategic Plan Goal, and would help the college meet basic Education Code requirements to
have a staffed Transfer Center that provides transfer counseling services and instruction.
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Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in
allocation of funds.
Instructions: In the area below, please list both your current and requested budgets for
categories 4000 and 5000 in priority order. Do NOT include conferences and travel, which are
submitted on Appendix M6. Justify your request and explain in detail any requested funds
beyond those you received this year. Please also look for opportunities to reduce spending, as
funds are very limited.
Project or Items
Requested
2012-13 Budget
Requested Received
$2,500
Certificates
Certificate folders
Certificate Seals
Printer Paper
Staples
Paper clips
Pens
Pencils
folders
$1,915
2013-14
Request
$
$100
$200
$50
$3200
$10
$10
$40
$20
$100
= $3,730
Total
Requested
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Rationale
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
ETS
2013-14 Request
$120 x 3 = $360
CSU Fall Conference
$80 x 2 = $160
UC Fall Conference
$80 x 2 = $160
Transfer Center Directors
Meetings
$500
Rationale
Ensuring Transfer Success Conference
Registration & Travel to stay current on
transfer success
CSU Counselors Conference to stay current on
transfer programs in CSU
UC Counselor Conference to stay current on
transfer programs in UC
Travel to meetings
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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
2012-13 Budget
Requested Received
$
Document Camera
2013-14
Request
$
$800.00
Rationale*
Useful for presentations and
workshops held in CTC conference
room for reviewing documents in
real-time to enhance relevance for
students as information is shared.
* Rationale should include discussion of impact on student learning, connection to our strategic
plan goal, the 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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