Chabot College
Program Review Report
2014 -2015
Year 2 of
Program Review Cycle
Submitted on November 1, 2013
Contact:
Kurt Shadbolt
Final Forms, 1/18/13
Table of Contents
Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives
F1: New Faculty Requests
F2: Classified Staffing Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
A. What Progress Have We Made?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence,
and enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:





What were your year one Program Review goals?
Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
What are you most proud of?
What challenges did you face that may have prevented achieving your goals?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
1
The Chabot College automotive program is one of the original class / program
offerings since the inception of the college. The program is an enduring example
of one of the college’s missions to prepare students for employment or to provide
education for updating skills that provide improved employment potential in
today’s world market.
Students in the automotive program are some of the most successful students in
the college as measured by student success rates 83.48%*, retention rates
90.99%*, and placement rates 81.03%~. Our students also are comparable or
higher in similar measured areas when compared to automotive programs at local
colleges, as evaluated by *CCCCO (2012) or ~Perkins Act (2010-2011) measures.
Students in today’s’ program are exposed current industry tools, equipment, and
diagnostic processes providing the necessary critical thinking skills to be
successful as a technician in industry today. The facilities mirror today’s
automotive facilities and prepares students for real world experiences having just
completed a major facilities remodel. The program maintains National
Automotive Technicians Education Foundation (NATEF) programmatic
accreditation, and all faculty and adjunct staff complies with the necessary
industry related certification, licensure, and annual update training.
In 2010 Chabot entered into an educational partnership with BMW of North
America to provide automotive students with a unique opportunity to participate
in a manufacture supported training program, one of only three in the United
States. BMW also utilizes Chabot for other training including technical, sales, and
administrative on a rental basis. This partnership has resulted in BMW providing
millions of dollars in vehicles, special tools, equipment, instructional materials,
faculty training, and unrestricted revenue to the college and local business by the
visiting out of town students. The BMW program has already produced graduates
who have been employed in local BMW dealerships, current students who are
employed part-time, and internship opportunities. In 2013, the facilities used by
the BMW program completed a remodel that has improved training opportunities
for students allowing them to successfully meet student learning outcomes, and
expanded revenue opportunities for the college when BMW utilizes the facilities
for increased industry related training.
The automotive program had the following goals that were focused on both
improving our program and the college as a whole.
1. Revise the automotive program curriculum:
2
In the Fall 2012 semester the discipline successfully implemented a large scale
revision to our entire program. These changes affected all courses, certificates,
degrees, and will provide students with improved learning opportunities and
shorter completion times. Students have responded with positive feedback
regarding the changes, and the improvements to class availability. The changes
will also directly impact student learning outcomes having increased hands-on
experiences, and providing greater application focus. Implementation was the
culmination of two years of review, revision, and implementation of a foundation
that will serve our program for years to come.
2. Support college efforts to immediately implement an automated review
process for student completion (Degree Works, software is already owned, but
not implemented):
Currently, the college is still reviewing available program, Degree Works, to
evaluate student success and award applicable certificates and degrees. This is an
area that needs immediate attention as the benefit to students and institution
becomes more important in today’s educational and financial environment.
3. Hire Laboratory Support Staff:
For multiple years, the automotive program has requested a Laboratory Support
position due to our unique instructional environment. To date no funding has
been allotted, and we were reduced in the tool room position by 1 full time
employee in the recent budget cuts that has resulted in increased faculty
workloads. This is a mission critical position due to the increasing safety concerns
and vehicle complexities.
4. Increase our outreach efforts to supporting high schools and Regional
Occupational Programs:
Faculty continues to visit and present information to our supporting schools. We
regularly communicate educational and industry relevant materials, provide
donations when possible, and participate on program advisory committees. Our
Spring 2013 program advisory committee meeting was a joint meeting with our
supporting schools, focusing on “Pathway” discussions. These efforts are
becoming more important as a new direction has been dictated to the high
schools to increase CTE opportunities.
5. Remodel of building 3400:
Building 3400 remodel was completed and classes began with the start of the fall
semester 2013. The facility now replicates a BMW dealership environment
designed and equipped to BMW standards. This new facility can now also allow
for continues and ongoing update instruction for BMW technicians, providing a
revenue source for the college.
6. Expand OEM contract training:
3
BMW has been utilizing Chabot College for a regional training location for
technical, sales, and administrative training. With the completion of the building
3400 remodel, BMW is scheduled to increase their use of Chabot, thus providing
increased unrestricted funding for the college.
Program Related Measurable:
Automotive:
Student Success (Overall):
74% (F2009-Sp 2012) Chabot IR Data
Student Retention (Overall):
86% (F2010-Sp 2012) Chabot IR Data
Female Student Success:
60% (F2009-Sp 2012) Chabot IR Data
Female Student Retention:
71% (F2009-Sp 2012) Chabot IR Data
Male Student Success:
74% (F2009-Sp 2012) Chabot IR Data
Male Student Retention:
87% (F2009-Sp 2012) Chabot IR Data
African -American Student Success: 55% (F2009-Sp 2012) Chabot IR Data
African -American Student Retention: 75% (F2009-Sp 2012) Chabot IR Data
Latino Student Success:
71.5% (F2009-Sp 2012) Chabot IR Data
Latino Student Retention:
86% (F2009-Sp 2012) Chabot IR Data
BMW:
BMW Student Success (Overall):
84% (F2010-Sp 2012) Chabot IR Data
BMW Student Retention (Overall): 93% (F2010-Sp 2012) Chabot IR Data
Female Student Success:
100% (F2010-Sp 2012) Chabot IR Data
Female Student Retention:
100% (F2010-Sp 2012) Chabot IR Data
Male Student Success:
85% (F2010-Sp 2012) Chabot IR Data
Male Student Retention:
93% (F2010-Sp 2012) Chabot IR Data
African -American Student Success: 83% (Sp2011-Sp 2012) Chabot IR Data
African -American Student Retention: 100% (F2010-Sp 2012) Chabot IR Data
Latino Student Success:
84.5% (F2010-Sp 2012) Chabot IR Data
Latino Student Retention:
94% (F2010-Sp 2012) Chabot IR Data
4
B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to
further detail your narrative. Limit your narrative to two pages, and be very specific about
what you hope to achieve, why, and how.
Given your experiences and student achievement results over the past year, what changes do
you suggest to your course/program improvement plan? What new initiatives might you begin to
support the achievement of our Strategic Plan goal? Do you have new ideas to improve student
learning? What are your specific, measurable goals? How will you achieve them? Would any of these
require collaboration with other disciplines or areas of the college? How will make that collaboration
occur?
5
Automotive and BMW Program Improvement Plans:
In reviewing CLO’s for the previous automotive program courses addressing
identified areas of weakness with the revised automotive curriculum / program,
we the automotive faculty, feel that we have built a solid foundation for the
future of the automotive program here at Chabot. With that, we are not standing
still, and will continue to improve and evolve our program to maintain relevance
to industry.
With the successful implementation of the revised automotive program in the Fall
of 2012, we will be performing the following items to continue with our ongoing,
evaluation and improvement plans.
1. Review and revise CLO’s for all Automotive and BMW classes as necessary.
2. Review and revise all shop tasks for Automotive and BMW classes to ensure
that they support the theoretical and practical learning to meet NATEF and
industry standards as necessary.
3. Review instructional materials including tools, equipment, and instructional
aides to ensure that they support the theoretical and practical learning to meet
NATEF and industry standards.
4. Review instructional books and handouts to ensure that they support the
theoretical and practical learning to meet NATEF and industry standards.
5. Review available instructional books for potential revision (Removal of
duplicate materials) and establish custom text materials available from publishers
if determined to be beneficial for the students.
6. Review and explore potential electronic textbooks, web supported instructional
materials, and determine potential benefit to students, as well as implementation
issues.
7. Acquire identified vehicles, tools, equipment, and instructional aides, pending
budget approval, to provide sufficient learning experiences for students to meet /
maintain NATEF and industry standards.
6
8. Review and revise instructional methods to increase student directed, applied
learning techniques whenever possible.
9. Ongoing review of scheduled courses to ensure availability and reduced
completion times whenever possible.
10. Expand program professional memberships (ATRA, CAT, NACAT, other
industry related).
11. Look to expand industry partnerships to benefit the program and students.
12. Investigate and implement outside certification opportunities for students to
increase their employability in industry.
The automotive program will begin to explore the possibility of creating and
implementing a hybrid-delivered course(s). Early discussions with students has
shown interest in this area, and based on feedback, implementation would likely
be in higher level courses. The automotive industry is one of the earliest adopters
of computer based training, and it has become common place for industry based
training and certification / licensure testing. Existing classes have adopted
utilization of electronic testing for homework and proctored electronic exams for
midterms and finals. Increased utilization of electronic materials and modalities is
in alignment with today’s industry and supported by NATEF accreditation.
Currently, the BMW courses have already transitioned to fully electronic
textbooks, and students complete web-based training through BMW’s online
university. Many faculty already supplement lectures with manufacture web
based materials.
The automotive program has submitted for approval an Automotive Service
Advisor certificate program. This instructional area has been identified, and long
requested, by our Program Advisory Committee as a needed area of instruction.
This certificate will incorporate courses from other discipline areas such as
Business and CAS, along with automotive fundamentals and topic specific
instruction. This certificate will require additional FTEF for our discipline, or be
cycled in the offerings schedule, as it would be a new class offering (Service
Advisor) the other segments of the certificate are existing classes.
7
The automotive discipline would like to begin discussions with the other CTE
disciplines to develop common goals in seeking working relationships with
general education areas such as Math and English to explore ways to provide an
applied learning approach to meeting general education course requirements.
Numerous studies have shown students achieve greater success when learning
takes place in an applied environment. These discussions hopefully will also
include the review of INDT 74 for potential acceptance for basic math prerequisite
learning. Another item would be to inquire into the necessary course
competencies to achieve approval for an automotive course to be considered for
meeting the Analytical Thinking requirement for an A.S. degree. We believe that
the nature of our instruction, and work in our industry (Duplicate the issue,
diagnose the cause through applicable testing, determine a course of action,
perform repair, confirm repair) is by definition, the application of Analytical
Thinking.
In April 2014, the automotive discipline will be hosting the California Automotive
Teachers (CAT) annual spring conference. This event is attended by automotive
instructors from all over California, publishers, and tools and equipment vendors.
The conference takes place over Friday and Saturday and includes various
meetings, presentations from the California Bureau of Automotive Repair,
training sessions, and a vendor showcase. Hosting this event will provide an
opportunity to showcase our state of the art facilities, our industry recognized
programs, and provide recruitment opportunities for our automotive and BMW
programs. To host this event, we are requesting some funding to cover the
upfront costs that are reimbursed later by the CAT organization.
A majority of the students participating in the automotive program are career
focused. These students have already made the decisions on how they choose to
focus their education in preparation for a high demand, well paying, and
economically resistant career with worldwide employment opportunities.
The automotive discipline believes that through continues and ongoing
evaluation, oversight by our program advisory committee, programmatic
accreditation requirements (NATEF), and focus to maintain industry relevance,
8
these efforts will result in continued improvements in our students both in the
instructional and professional environments.
9
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
2012-13
Budget
Requested
60000
82410
485359
627769
2012-13
Budget
Received
0
67075
104636
2013-14
Budget
Requested
60000
93891
536225
2013-14
Budget
Received
0
93432
242754
171711
690116
336186
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.
The automotive program budget is supported by the following: Faculty (General fund), all other
expenditures for tools, equipment, and supplies are provided through Measure B and Perkins funding.
There is NO operation budget provided by the college for our program.
The expenditures made over the last few years have been largely supported by Measure B for facility
improvements and new tools and equipment. Perkins funding has been utilized to provide operational
costs (consumables, instructional needs, and items not covered by Measure B).
The program has utilized the expenditures to maintain relevance with industry and to adhere to
continuously changing programmatic accreditation (NATEF), that mirrors industry expectations.
The student learning outcomes have been, and are directly impacted due to the items acquired, and by
those that have not been, as determined by our ability to perform various industry and programmatic
accreditation (NATEF) determined practical tasks and measures.
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?
Our inability to fund adequate amounts of industry relevant tools, equipment, supplies, and other
instructional impacting items has a direct impact on our ability to provide students with the varied
experiences and learning opportunities to better prepare them for industry. Students completing our
programs are expected to have obtained knowledge and experiences that are relevant to all vehicle
systems. We have been limited to the breadth and depth that we can provide to students to obtain that
experience.
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Due to limited quantities of certain tools, equipment, and instructional aides, students can be exposed
to increased safety hazards due to larger group sizes. These larger group sizes also limit the personal
hands-on experiences for individual students and in some cases result in students leaving the program.
Our limited FTEF restricts our program in the number of course offerings which also impacts enrollment
and completion, which could be improved with sufficient offerings and equipment levels.
A loss of, or large reduction in, the funding from Perkins (Measure B sunset has already been factored)
will have a catastrophic impact on the future continuation of the automotive program. Other sources of
sustainable funding needs to be identified and pursued.
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Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:
X No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once at
least once every three years.

Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
This Year’s Program
Review
*CTL forms must be
included with this PR.
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Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
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?
Yes
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? Yes
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester. Yes
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester. Yes
5. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester. Yes
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? Yes
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. No, being a CTE area,
the main focus and objective of our classes is to prepare students to meet
the expectations of industry. Industry has a greater focus on obtained
knowledge and skills that can be applied to the job, but does require a
basic competence in math, reading, and writing that is focused on the
industry we serve.
8.
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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?
Activity (brief description)
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
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
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:
15
(obtained by/from):
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/Data2013.cfm.
1. Number of new faculty requested in this discipline: _1__
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
1. Automotive
Faculty
Description
Full time
automotive
instructor,
evenings
Faculty (1000)
Program/Unit
Division/Area
Automotive
Applied Technology and Business
Rationale for your proposal. Please use the enrollment management data. Data that will strengthen your rationale include FTES trends over
the last 5 years, FT/PT faculty ratios, recent retirements in your division, total number of full time and part-time faculty in the division, total
number of students served by your division, FTEF in your division, CLO and PLO assessment results and external accreditation demands.
Additional automotive faculty is needed for the following reasons:
1) With the implementation of our revised automotive curriculum, some of our current adjuncts do not poses the education, training,
certification ,or experience necessary to successfully teach the course materials.
2) Hybrid vehicle instruction is currently limited due to availability of qualified faculty.
3) Potential substitute for classes to reduce the burden on full time faculty to cover classes.
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4) Chabot focused faculty that does not have a conflict with other employers needs
5) Automotive faculty routinely over sat classes to provide opportunities for students (Sp09-Sp12 67.56 FTES avg.)
6) Current staffing
Auto: 2 FT, 3 adjuncts
BMW: 2 FT (Also teaching in Auto, tenure track) FTEF 12.57 2013-2014
7) Multiple assessments have proven the need for additional instructional time to improve learning, application, and safety.
2. 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.
The movement of the automotive industry over the past few years has been to move away from fossil fuels and create “Greener” vehicles. One
of the ways to accomplish this has been the movement to Hybrid vehicles. It has be voiced through our advisory committees and community
that good hybrid training is hard to find, difficult to afford and hard to schedule. Chabot college has started to fill that void for our community
and the industry that works in it. It has always been part of our strategic plan to stay current with the industries trend and to provide needed
training for our students so they may enter an ever changing automotive industry. Having additional full time faculty provides us with the
opportunity to reduce time to completion for our students, and to improve our support of industry update training.
17
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, and 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: _____
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
Classified Professional Staff (2000)
Description
Program/Unit
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Postion
Student Laboratory Assistant
Student Assistants (2000)
Description
Program/Unit
Support faculty in lab
Automotive
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PLEASE LIST IN RANK
ORDER
Division/Area
PLEASE LIST IN RANK
ORDER
Division/Area
Applied Tech
2. Rationale for your proposal.
A dedicated laboratory assistant has been an ongoing request by the automotive faculty. Automotive instruction requires a great deal of
oversight and communication between faculty and student. Areas that will benefit from additional laboratory support are: (A) Increased student
safety (B) Reduced maintenance and repair costs for tools, equipment, and instructional aides (C) Improved educational outcomes (D) Free up
faculty to provide additional learning opportunities (Example, Tutoring sessions) (E) Increase faculty outreach to our support HS / ROP programs.
Currently, faculty and adjuncts alike dedicate a great deal of personal time to the ongoing service, repairs, and maintenance of vehicles, tools,
and equipment. Staff also spends on average 30-60 minutes of set up time for each laboratory day, as well as many lecture demonstrations.
When students are in the lab, safety is a main focus as we work in a high risk area as is the nature of the industry. Class sizes of 25+ and only 1
instructor, places students at risk, increases potential damage to vehicles, tools, and equipment.
Our industry based advisory committee has long recommended additional laboratory support to assist with student learning and increased
safety.
If funding is not available for this position at this time, partial funding is requested to employ a student laboratory assistant to address some of
the items listed above.
3. 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.
See above
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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
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
COURSE
Various
ATEC
CURRENT
FTEF
(2013-14)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
12.57
1.0
17
3-4
347 avg per
term
sp09-sp12
75-100
The automotive program implemented a full program curriculum revision in the Fall 2012 semester.
In order to ensure that any career technical program remains current with the industry it must go
through regular review and revision.
The program revision at Chabot focused on evaluating the current courses for compliance with NATEF
accreditation, industry standards, and employer expectations.
The results of the revisions are:
• Many courses have new numbers to closer relate to the ASE certification areas
• New courses have been created
• Course content has been better aligned
• Course time (Units) has been better aligned to provide adequate instructional time
• Changes have been made to the Certificates and Degrees
• Ability to offer nearly all automotive courses every semester either in the morning, afternoon,
or evening sessions to allow for shorter completion times
To fully realize the benefit of the program revision; reducing the time necessary for students to
complete for morning, afternoon, and evening students, additional FTEF is requested to provide
additional classes primarily in the evening schedule that requires more than 4 semesters to complete
due to FTEF restrictions. An addition of 1.0 FTEF would result in evening only students having the
potential to complete their automotive studies in 2 years or less.
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Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants,
supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of
new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested: 2
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Laboratory Assistant I
Laboratory Assistant
2. Laboratory Assistant I
Laboratory Assistant
3.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning outcomes and
alignment with the strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning support positions.
A dedicated laboratory assistant has been an ongoing request by the automotive faculty. Automotive instruction requires a great deal of
oversight and communication between faculty and student. Areas that will benefit from additional laboratory support are: (A) Increased student
safety (B) Reduced maintenance and repair costs for tools, equipment, and instructional aides (C) Improved educational outcomes (D) Free up
faculty to provide additional learning opportunities (Example, Tutoring sessions) (E) Increase faculty outreach to our support HS / ROP programs.
Currently, faculty and adjuncts alike dedicate a great deal of personal time to the ongoing service, repairs, and maintenance of vehicles, tools,
and equipment. Staff also spends on average 30-60 minutes of set up time for each laboratory day, as well as many lecture demonstrations.
When students are in the lab, safety is a main focus as we work in a high risk area as is the nature of the industry. Class sizes of 25+ and only 1
instructor, places students at risk, increases potential damage to vehicles, tools, and equipment.
Our industry based advisory committee has long recommended additional laboratory support to assist with student learning and increased
safety.
If funding is not available for this position at this time, partial funding is requested to employ a student laboratory assistant to address some of
the items listed above.
21
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.
Supplies Requests [Acct. Category 4000]
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional benefit to the program.
needed totals in all areas
Description
VETA supply augmentation:
Chemicals, fluids, hardware, etc
VETA vehicle parts, tool
maintenance / repair /
replacement
VTEA equipment maintenance, /
repair / replacement
2013-14
Request
Request
ed
2014-15
Request
Received
Amount
Vendor
Division/Unit
Applied
Tech / Auto
Priority
#1
Yes
$17,556
Yes
$19,702
Multiple
$23,380
Yes
$25,718
Multiple
Applied
Tech / Auto
Yes
$20,625
Yes
$23,145
Multiple
Applied
Tech / Auto
Yes
22
Priority
#2
Priority
#3
Diagnostic and information
services subscriptions
$6680
Yes
$7348
Professional Institutional
Memberships: IATN, CAT,
NACAT, ATRA
0
No
$3050
AllData
Mitchell /
Shop Key
Toyota
IATN
CAT
NACAT
ATRA
Applied
Tech / Auto
Yes
Applied
Tech / Auto
Yes
Contracts and Services Requests [Acct. Category 5000]
Instructions:
1. There should be a separate line item for each contract or service.
2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated
requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not received in
the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional
benefit to the program.
augmentations only
Description
Uniforms Services and Shop Towels
Amount
$4645
Vendor
Division/Unit
Applied Tech / Auto
Ameripride
23
Priority #1
Yes
Priority #2
Priority #3
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.
Description
Amount
Vendor
Priority Priority Priority
Division/Dept
#1
#2
#3
Training Classes
$1,852
CTI
Applied Tech
/ Auto
Training seminar/
conferences, programmatic
accreditation requirements,
details not finalized. ($2500
per FT Faculty)
$10,000
Various
Applied Tech
/ Auto
24
Yes
Yes
Notes
In order to maintain programmatic
accreditation all part time and full
time faculty must attend 20 hours
of technical up-date training per
year. Students are also provided
opportunities to attend industry
provided instruction beyond our
normal curriculum
In order to maintain
programmatic accreditation all
part time and full time faculty
must attend 20 hours of
technical up-date training per
year. Many of the most critical
industry training opportunities
and seminars require travel and
expenses.
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.
Instructions:
1. For each piece of equipment, there should be a separate line item for each piece and
an amount. 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.
2.
For bulk items, list the unit cost and provide the total in the "Amount" column.
Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be
in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to
jeopardize the life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be
nice to have and would bring additional benefit to the program.
Description
Computer repairs and IT supplies as
necessary to maintain instruction
AV Instructional Aids as necessary to
maintain instruction
HD Video Camera and Cables: To
improve instructional delivery methods
during demonstrations. All classes
42”+ LED HD TV: To provide large
group, in lab, demonstrations, used in
conjunction with cameras and
Amount
Vendor
Division/Unit
2030
TBD
Applied Tech / Auto
Yes
2030
TBD
Applied Tech / Auto
Yes
1000
TBD
Applied Tech / Auto
Yes
1500
TBD
Applied Tech / Auto
Yes
25
Priority #1
Priority #2
Priority #3
diagnostic equipment *All Classes
TV stand and cables: To provide large
group, in lab, demonstrations, used in
conjunction with cameras and
diagnostic equipment *All Classes
Software updates to existing scan
tools: To retain relevance with
changes in industry for tools,
equipment, and diagnostic techniques.
All classes
Student uniforms: To create a
professional environment similar to
industry. Shirts sold to students
Marketing funds (posters, banners,
etc.): To improve awareness and
support student pathways with local HS
and ROP programs
BAR 2012 Smog Machines: Required
for instruction of State of CA smog
instruction and ATEC 8 / 10
High Voltage Service Gloves with Over
protectors Class 0 1000V AC:
Consumable item due to expiration
dates, and to maintain safety. ATEC
90/91
Top Dead software from ASE (10
licenses): To retain relevance with
changes in industry for tools,
equipment, and diagnostic techniques.
All classes
California Automotive Teachers
Conference Operational Funds
Snap On Tools: NC3 Certification
materials: To provide students with
industry relevant and recognized third
party certification on: Scan tools, multi
meters, and torque devices. All
Classes
(10) Low amp clamps: To retain
relevance with changes in industry for
tools, equipment, and diagnostic
techniques. All classes
(10) High amp clamps: To retain
relevance with changes in industry for
tools, equipment, and diagnostic
1000
TBD
Applied Tech / Auto
Yes
4358
Snap On
Applied Tech / Auto
Yes
1218
TBD
Applied Tech / Auto
Yes
3045
TBD
Applied Tech / Auto
Yes
40,000
TBD
Applied Tech / Auto
Yes
500
TBD
Applied Tech / Auto
Yes
500
Applied Tech / Auto
5000
Snap On
Loan-Repaid after
conference we are
hosting
80,000
Snap On
Applied Tech / Auto
1500
AES Wave
Applied Tech / Auto
Yes
1500
AES Wave
Applied Tech / Auto
Yes
Applied Tech / Auto
26
Yes
Yes
Yes
techniques. All classes
(2) Master Fuel Pressure Sets: To
retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques. All classes
CIS fuel injection pressure gauge
set:To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques. All classes
Motor Guard Magna Sticher MS2500:
To retain relevance with changes in
industry for tools, equipment, and
diagnostic techniques. All classes
PCS3136 Parts Cleaner: To retain
relevance with changes in industry for
tools, equipment, and diagnostic
techniques, and reduce energy costs.
All classes
1500
MATCO
Applied Tech / Auto
Yes
1,000
TBD
Applied Tech / Auto
Yes
800
MATCO
Applied Tech / Auto
Yes
52,000
JRI Cleaning
Systems
Applied Tech / Auto
Yes
27
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 reprioritizing 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 1400 Laboratory Sink
Building/Location: Building 1400 / Room 1426
Description of the facility project. Please be as specific as possible.
Priority 1
Replacement of the sink installed in room 1426.
What educational programs or institutional purposes does this equipment support?
Automotive
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
Automotive service and repair can be a very dirty task. The sink that was installed, as per district specifications, but against the
recommendations of faculty, is extremely difficult for students to fully wash in due to it being too shallow and motion controlled.
Because of this, students are sometimes reluctant to become as involved in projects because they cannot fully wash up prior to
going to their next class.
28
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 reprioritizing 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): Classroom Tables and Chairs
Building/Location: Building 1500 / 1600, rooms 1560, 1564, 1623, 1635
Description of the facility project: Please be as specific as possible.
Priority 2
Installation of college standard tables and chairs in classrooms: 1560, 1564, 1623, 1635
What educational programs or institutional purposes does this equipment support?
These rooms are utilized by the Automotive, BMW, Fire Technology, Machine Tool, Welding, and various other programs.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
These classrooms have not received any updates for student learning environment. Some rooms still utilize the single seat / table
configuration. Other chairs and tables are mismatched, broken, or are not ergonomically efficient for classroom learning. Existing
materials have been acquired from other buildings that were being remodeled, or are original.
29
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 reprioritizing 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): Outdoor Rack Enclosure
Building/Location: Building 1400 outside lift
Description of the facility project: Please be as specific as possible.
Priority 3
Installation of additional material (Hard or soft) to reduce exposure to inclement weather to be able to better utilize the
outdoor lift.
What educational programs or institutional purposes does this equipment support?
This will be utilized by the Automotive and BMW programs.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
Students in the transmission and engine classes regularly utilize the outdoor lift adjacent to their classrooms to complete tasks, and
faculty utilize it for instructional demonstrations. Due to poor design of the existing roof structure, in rainy weather, it is not
possible to remain dry when working in this area, thus reducing its availability for students and faculty.
30
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 reprioritizing 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 1400 External Paint
Building/Location: Building 1400
Description of the facility project. Please be as specific as possible.
Priority 4
Paint the external building surfaces
What educational programs or institutional purposes does this equipment support?
Automotive, Machine Tool, and Welding programs.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
Building 1400 has not received external paint updates for many years. Students currently attending, or considering attending
Chabot, see these structures as old and outdated based on the external appearance of the buildings.
31
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of reprioritizing 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 1400 Curb Reduction
Building/Location: Building 1400 rear parking area
Description of the facility project. Please be as specific as possible.
Priority 5
Reduce the curb size at the base of the perimeter walls to improve vehicle parking, driveway clearance, and reduce potential
vehicle damage.
What educational programs or institutional purposes does this equipment support?
Automotive
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
The automotive program retains a fleet of vehicles used for training. The rear lot area is used to store the vehicles for instruction.
Due to poor design, a large curb was installed at the base of the perimeter wall, reducing available parking and causing difficulties
with parking vehicles out of the way enough for other cars to pass by. These parking issues reduce instructional time, and damage
caused by these curbs has a negative impact on our budget.
32