Chabot College
Program Review Report
2014 -2015
Year One of
Program Review Cycle
Submitted on 11/01/2013
Contact: Mary Dermody
Final Forms, 1/18/13
Table of Contents
___Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
___ Year 3
Section A: What Have We Accomplished?
Section B: What’s Next?
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
1. Where We’ve Been - Complete Appendix A (Budget History) prior to writing your
narrative. Limit your narrative to nomore than one page. As you enter a new Program
Review cycle, reflect on your achievements overthelastfew years. What did you want to
accomplish? Describe how changes in resources provided to your discipline or program
have impacted your achievements. What are you most proud of, and what do you want
to continue to improve?

Courses offered in the Computer Applications Systems discipline provide students with
transferable computer classes as well as entry level job skills. We offer associate degrees as well
as certificates of completion and certificates of achievement. Computer Applications Systems is
an important and necessary discipline for anyone who is looking for employment in Office
Administration, Virtual Office Technology, Software Applications, Entrepreneurship, or Business
Administration. In the future we would like to offer more classes that meet the growing needs
of employment changes in these fields. We would like to offer students the opportunity to work
with programs and equipment that will simulate environments where they might find
employment. Every career today requires computer literacy and applications. If we received
funding for additional staffing to teach more classes and funding to upgrade computers and
classrooms, we will be able to help students with their occupational goals.

We are most proud of our continued student enrollment and success rates and the ability to
teach so many classes with limited staffing.
2. Where We Are Now - Review success, equity, course sequence, and enrollment
data from the past three years
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
Please complete Appendices B1 and B2 (CLO's), C (PLO's), and D (A few
questions)before writing your narrative. Limit your narrative to twopages.
After review of your success and retention data, your enrollment trends, your
curriculum, and your CLO and PLO results, provide an overall reflection on your
program. Consider the following questions in your narrative, and cite relevant data (e.g.,
efficiency,persistence, success, CLO/PLO assessment results, external accreditation
demands, etc.):
• What are the trends in course success and retention rates (based on overall
results and CLO assessments) in your program? Do you see differences based
on gender and/or ethnicity? Between on-campus and online or hybrid online
courses? Provide comparison points (college-wide averages, history within
your program, statewide averages).
1. Success and persistence rates.
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2. Distance education vs. face-to-face courses.
Our success rates have been slightly down from spring 2012, but our non-success rates have been the
lowest they have been since fall 2010. Much of this is based upon the fact that the instructors are taking
larger and larger classes in order to meet student demand. This year we have had over 1,000 students
enroll in CAS with only one-full time instructor and seven adjunct instructors.
If we were able to add another full-time faculty, more classes could be offered and the administrative work
load could be shared. With another full-time person, the CAS program would be able to grow
Chabot College Program Review Data 1: http://www.chabotcollege.edu/ProgramReview/Data2013.asp
We also have many more females enrolled in CAS than ever before. More women are hoping to enter the
administrative and computer applications fields or find jobs using the technology they learned
Chabot College Program Review Data 2: http://www.chabotcollege.edu/ProgramReview/Data2013.asp
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Our online classes vs. face-to face have were also very successful in spring 2013
Chabot College Program Review Data 3: http://www.chabotcollege.edu/ProgramReview/Data2013.asp
3. The Difference We Hope to Make - Review the Strategic Plan goal and key
strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SP forPR.pdf prior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resource
Requests) to further detail your narrative. Limit your narrative to three pages, and be
very specific about what you hope to achieve, why, and how.what initiatives are
underway in your discipline or program, or could you begin,that would support the
achievement of our Strategic Plan goal? Over the next three years, what improvements
would you like to make to your program(s) to improve student learning? What are
your specific, measurable goals? How will you achieve them? Would any of these
require collaboration with other disciplines or areas of the college? How will that
collaboration occur?

As mentioned above, we would like to grow the department and offer more classes in
Administrative and Virtual Office Technologies as well as offer a program/certificate in Virtual
Office Technology. We would not only have students take CAS courses, but as part of the
certificatewe would have students take a class in Entrepreneurship so they could look at the
possibility of opening their own Virtual Office Assistant

We would like to offer more day, evening and hybrid classes

Most of our students are enrolled in our programs to get a certificate or degree where they can
develop employment skills or to transfer to another program where they can major in a
Technology or Business based degree. According to the Bureau of Labor Statistics 1, general
office workers in the Bay Area earn approximately $18.47 per hour

From Bureau of Labor Statistics: “Overall employment of secretaries and administrative
assistants is expected to grow 12 percent from 2010 to 2020, about as fast as the average for all
occupations.”

We would like to be able to offer the array of certificates and degrees that our sister college, Las
Positas College offers (see attached list of Las Positas class offerings).

In order to meet the needs of the local employment community we would need to re-start our
advisory board to get their advice on what skills are needed for future employment. Previously
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our advisory board consisted of members from administrative and business community. This
year we are working with the Business Department and will be participating in their Advisory
Board to get new ideas and discuss employment needs that CAS could fill.

Our specific and measurable goals would be; increased enrollment, increase the number of
students receiving CAS certificates and degrees, increase enrollment of under enrolled
populations, working with the business and technology community to place CAS students in
internships and to stay up to date with changing hardware and software technology.

Collaboration with the Business Department, Entrepreneurship, and ESYS would all be beneficial
to increase our understanding of skills that are needed for students working in these fields or
are interested in transferring into these fields.

We would work with the Chabot Office of Institutional Research to track student’s success and
transfer rates.

We would like to be able to offer a program/certificate in Virtual Assisting. We would plan on
work with the Entrepreneur department and have our students take classes in order to be able
to set up and operate their own businesses.
____ YEAR TWO
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 alsoreview 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.).
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B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategiesat
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?
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___ YEAR THREE
A. What Have We Accomplished?
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 program improvement goals did you establish?
Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for student learning, program learning, and Strategic Plan
achievement.
What best practices have you developed? Those could include pedagogical methods,
strategies to address Basic Skills needs of our students, methods of working within your
discipline, and more.
Are these best practices replicable in other disciplines or areas?
What were your greatest challenges?
Were there institutional barriers to success?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.




What goals do you have for future program improvement?
What ideas do you have to achieve those goals?
What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
What recommendations do you have to improve the Program Review process?
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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
2012-13
Budget
Requested
2(Learning
Assistants)
$1480
$51,000
0
$52,480
2012-13
Budget
Received
2(Learning
Assistants)
0
0
0
0
2013-14
Budget
Requested
2(Learning
Assistants)
2013-14
Budget
Received
2(Learning
Assistants)
$51,000
0
$51,000
0
0
0
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
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?
By not receiving any money for technology, students have been working with old and/or outdated
equipment and software. Many of the CAS students do not go on to get advanced degrees and are
enrolled in CAS so they can enter the workforce. When students apply for jobs they often have
outdated skills and are being asked to work with equipment that they have not used before.
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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.
Spring
2013
Courses:
Group 1:
Group 2:
CAS 50
CAS 72A
Group 3:
CAS 72B
CAS 72G
CAS 88A
CAS 88B
CAS 55
Group 4:
CAS 54A
CAS 54B
CAS 58
CAS 72D
CAS 72E
Full
Assmt
Fall
2013
Spring
2014
Discuss
results
Report
Results
Full
Assmt
Discuss
results
&
report
Full
Assmt
Fall
2014
Spring
2015
Fall
2015
Spring
2016
Full
Assmt
Discuss
results
Report
Results
Full
Assmt
Discuss
results
&
report
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Fall
2016
Spring
2017
Discuss
results
Report
Results
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
(CLO) 2:
(CLO) 3:
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
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PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
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C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
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PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
We initially had problems using MYIT Lab and SAM, but students have become familiar with
these programs and we are using this software extensively in many of our CAS classes.
MyIT lab allows students to access labs, videos and interactive projects thus increasing their
knowledge of the subject. Students are also able to upload and send their assignments in to
MyIT lab and receive feedback on their work. SAM allows us to offer all of our 1 unit CAS
classes online which allows more students access to these classes.
We learned from our reflections that even though we are operating with only one full time
instructor and seven adjuncts, the CAS discipline continues to grow. Without such limited
staffing resources, we could add new classes and a wider array of degrees and certificates.
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
We would like to continue using programs like MyIT lab and SAM that allow the students
access to labs and other resources. We will investigate other software and programs that
also allow students to increase their hardware and software skills. We would also like to
upgrade our existing classes to reflect technology upgrades and new office skills and
procedures.
We have added new classes to Curricunet as we try to expand our technology and virtual
assistant program offerings.
Classes that we have added are:
CAS 56 Web Apps, Collaboration and Cloud Computing
Classes that have been modified are:
CAS 55 Office Integration-This class has been modified to include more technology, such
as Skype and other online office collaboration applications.
CAS 54A Excel Level 1, CAS 55B, Excel Level 2 and CAS 50-These classes have been
modified so student will have the option to take them as Pass/Fail grades. Many of our
students are coming back to school to refresh or update their office skills and do not
need to receive a letter grade.
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3. What is the nature of the planned actions (please check all that apply)?
X Curricular
X Pedagogical
X Resource based
X Change to CLO or rubric
X Change to assessment methods
X Other:_We will need more FTEF in order to teach new
classes._______________________________________________________________
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Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program:
CAS Admin Assistant (AS)
 PLO #1: Demonstrate knowledge of office application software and be able to apply the
appropriate software to solve problems.

PLO #2:Students are able to organize, communicate and function in a business and
office environment. Use appropriate business terminology and English skills

PLO #3:Proficiency in Microsoft Office Applications.

PLO #4: Proficiency in keyboarding
What questions or investigations arose as a result of these reflections or discussions?
We were trying to decide if we should use a software simulation and grading package for the CAS
classes. We chose to use MyIT lab by Pearson publishing. The startup was slow and a little confusing at
first but students and faculty seem to be fairly well adjusted to the software now. Also, we were able to
negotiate a financial package that students can reuse their access code for the software for one
academic year. This saves students $75.00 and allows them to take as many MyIT lab classes as they
want during the academic year and not have to buy new access.
Many of the CAS courses have incorporated the Microsoft Office lab simulation environments from the
textbook publishers to support lab activities in class and online. Although this places an additional
financial load on the students, the overall reaction from the students is positive. Instant grading, online
help, and detailed analysis of student work allow the student to better assess his/her progress, and the
automated grading frees more time for instructors to support classes which are typically at or over full
enrollment.
Continue training of full-time and adjunct faculty on Office simulation environments to improve the
student experience in the courses.
Fill the full-time instructor position left by the retirement of Judy O’Toole
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Students and faculty quickly learned to use the MyIT software programs in the CAS 50 and the Microsoft
Office classes and they have now become an integral part of student success.
We have also been using a software program in our one-unit CAS classes. This program called SAM,
produced by Cengage Publishing, has allowed us to offer all of our CAS 72 classes online. We also
negotiated a financial agreement with Cengage that as long as a student is enrolled at Chabot and is
taking and class with a SAM component, they do not have to buy an access code. This allows the
student to save a great deal of money and in some cases, students do not even need to buy a book; they
can take the class using only SAM software.
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What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
Follow up internships, work study programs and up to date hardware and software would be very
helpful for students. We also need to develop newer classes that utilize more up to date technology.
Program: CAS Admin Assistant Certificate
 PLO #1:Demonstrate knowledge of office application software and be able to apply the
appropriate software to solve problems.Proficiency in Microsoft Office Applications.

PLO #2:: Students are able to organize, communicate and function in a business and office
environment

PLO #3:Proficiency in keyboarding

PLO #4:Use appropriate business terminology and English skills
What questions or investigations arose as a result of these reflections or discussions?
Most of the CAS classes have been full and students are asking for more classes and sections
(especially an evening class). Due to economic constraints, we have not been able to offer
classes in these formats.
What program-level strengths have the assessment reflections revealed?
Strengths Students having a CAS Administrative Assistant Certificate have often said that it has
helped them when they apply for jobs. They feel confident that they can use the software that
their employers need in the office environment.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
The continued reduction in FTEF does not permit CAS to introduce the new courses to support the
emerging trends in the industry. Computer applications are continually updated and new applications
are released, so students seek courses to update skills and learn new applications. This results in high
demand for our existing courses, which provides insufficient flexibility in schedule planning to introduce
any of the new courses.
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Program:
CAS Business Graphics
 PLO #1Demonstrate skill and comprehension in respective subject areas as indicated by
course outcomes.

PLO #2: Demonstrate the ability to think critically and apply knowledge of business
graphics skills.

PLO #3: Develop knowledge of business graphics and web page design

PLO #4: Develop knowledge of technological changes and select a current solution for a
given problem.
What questions or investigations arose as a result of these reflections or discussions?
Explain: We have not awarded many Business Graphics Certificates within the past three years.
We lost funding and head count for the Desktop Publishing classes and had to try to find
another way for students to fulfill the graphics requirement. We need to offer the classes
necessary for students to succeed in the Desktop Publishing and/or Web Design field. Many
office positions call for employees to be somewhat knowledgeable in these programs.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: Students are still very interested in receiving this certificate.
Actions planned:
We hope to add more faculty and equipment in order to offer these classes. Presently, we have
students taking classes in Digital Media to try to fulfill these requirements.
Program:
CAS Office Tech Certificate
 PLO #1:Recognize and apply appropriate information and hardware technology to achieve
organizational goals

PLO #2: Demonstrate the ability to think critically and analyze problems.

PLO #3: Demonstrate the ability to choose appropriate hardware and software and apply
information and technology to achieve organizational goals. Demonstrate the ability to keyboard
proficiently.

PLO #4: Demonstrate the ability to communicate effectively in an office environment.
What questions or investigations arose as a result of these reflections or discussions?
Explain: We need to offer a wider array of classes that teach new technology (Google Docs,
Office of the Future, etc.). We need to look at and evaluate our mix of day, weekend/evening,
hybrid online and online courses.
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What program-level strengths have the assessment reflections revealed?
Strengths revealed: Students like the program and are doing well in the classes. They enjoy the
option of taking classes online or in a face-to-face environment.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned: With additional headcount, new equipment and upgraded technology, we will
be able offer more relevant and exciting classes.
Program:
CAS Office Tech (Proficiency)
 PLO #1:Recognize and apply appropriate information and hardware technology to achieve
organizational goals

PLO #2: Students are able to organize, communicate and function in a business and office
environment. Demonstrate the ability to think critically and analyze problems.

PLO #3: Proficiency in Microsoft Office Applications.
What questions or investigations arose as a result of these reflections or discussions?
Explain: Computer and office technology is constantly changing. We need to keep up to date
with hardware and software changes so we can offer our students relevant classes. Full-time as
well as adjunct faculty need to keep exploring new software and taking classes in order to keep
our own skills up to date.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: As a discipline, we have been able to keep most of our classes filled and our
course offerings interesting and exciting. Many students have come back to us and have told us
that they were hired for a position because of the skills they learned in CAS.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned: Stay up-to-date with hardware and software training. Work more closely
with members of the technology community so we can offer classes that will help students get
jobs.
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Program:
CAS Software Specialist (AA)
 PLO #1:.Recognize and apply appropriate information and hardware technology to
achieve organizational goals
 PLO #2:.Demonstrate and apply appropriate software applications to achieve
organizational goals.
 PLO #3:Understand basic hardware and software functions of a computer. Develop
knowledge of technology applicable to the field, and a proficiency in appropriate
software.
 PLO #4: Demonstrate knowledge of technology applicable to the field, and a proficiency in
appropriate software.
What questions or investigations arose as a result of these reflections or discussions?
Explain: Computer and office technology is constantly changing. We need to keep up to date
with hardware and software changes so we can offer our students relevant classes. Full-time as
well as adjunct faculty need to keep exploring new software and taking classes in order to keep
our own skills up to date
What program-level strengths have the assessment reflections revealed?
Strengths revealed:As a discipline, we have been able to keep most of our classes filled and our
course offerings interesting and exciting. Many students have come back to us and have told us
that they were hired for a position because of the skills they learned in CAS.
Actions planned: Stay up-to-date with hardware and software training. Work more closely with
members of the technology community so we can offer classes that will help students get jobs.
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?NO
CAS 60 and CAS 61 no longer exist with the closing of Spectrum-should not remain in catalog.
CAS 82 and 84 are in the archived listings but should be offered as active classes since students
have to take classes in Digital Media to make up for those units.
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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 semesterYES
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.YES
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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?
Increase the number of business certificates and degrees we award and increase student success rates.
What is your action plan to achieve your goal?
Activity (brief description)
Offer a certificate in Virtual Office Technology
Offer a certificate in Medical Administrative Assistant
Offer a Certificate of Achievement Business Workforce
Proficiency
Target
Required Budget (Split out personnel, supplies, other categories)
Completion
Date
2014
Faculty, computers with conferencing abilities (Go To Meeting,
Skype, etc.). Scanners, printers.
2015
Same as above
2015
Same as above
How will you manage the personnel needs?
X New Hires:
X Faculty # of positions 2
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)
X 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? Possible Perkins Grant/Funding
No
x Yes, explain: Update of facilities and equipment in Bldg 1600.
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
X Yes, list potential funding sources:
Possible Perkins Grant Funding
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Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committeeand 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. Discussanticipated improvements in student learning and contribution to the Strategic
Plangoal. 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: _2__
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
Faculty (1000)
Program/Unit
Full-Time Faculty
Full-Time Faculty
CAS Instructor
CAS Instructor
CAS
CAS
Division/Area
Applied Business and Technology
Applied Business and Technology

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.
Since the retirement of Judy O’Toole two years ago, there is only one full-time faculty for CAS, With an average of 5.75
FTEF for CAS, over half of the courses are taught by adjuncts. CAS courses are in high demand for GE, CAS degree and
certificates, and degrees and certificates from other disciplines. Computer applications are revised frequently, and the
workload to maintain the courses is beyond what should be reasonably expected from one full-time faculty.
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.
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“Overall employment of secretaries and administrative assistants is expected to grow 12 percent from 2010 to 2020, about as fast as the average
for all occupations. Among specialties, medical secretaries are the only occupation that is expected to have much-faster-than-average
employment growth. This is driven by the rapid growth of the healthcare industry. Overall, the majority of job openings will result from the need
to replace workers who leave these occupations.”(Occupational Outlook Handbook-Bureau of Labor Statistics)
“The job outlook for this field is changing and growing rapidly in terms of technology and demographics. Above average employment growth will
be seen mostly in the healthcare and social assistance industry. The need for assistance in the legal fields will be second in terms of growth.
Employment of secretaries and administrative assistants is expected to increase by 11 percent, which is about as fast as the average for all
occupations, between 2008 and 2018 (www.bls.gov). Another reflection of demographic change will be the retirement of baby boomers, which
will leave thousands of jobs available to newer graduates of administrative skills programs and office system technologies. “ (The Administrative
Assistant of the Future)
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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, 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: 3_____
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
Classified Professional Staff (2000)
Description
Program/Unit
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Position
1. Learning Assistant (2
sections need LAs)
2. Learning Assistant
Description
Student Assistants (2000)
Program/Unit
CAS 50
CAS
CAS 88A
CAS
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PLEASE LIST IN RANK
ORDER
Division/Area
PLEASE LIST IN RANK
ORDER
Division/Area
Applied Business and
Technology
Applied Business and
Technology
2. Rationale for your proposal.
CAS has no full-time classified staff support. Learning assistants are valuable assets for improving student success.
The increased efficiency in the lab resulting from a lab assistant will help the students by facilitating the set-up and clean-up of the lab
area, and by freeing up instructor time to allow additional direct interaction with the students.
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.
We have not met with our advisory committee since Judy O’Toole left in 2010. We are hoping to re-establish the Advisory Board when
we have additional faculty to help coordinate, arrange and follow up on meetings.
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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
CAS 56
CURRENT
FTEF
(2013-14)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT # SERVED
0
.03
.1
0
1
0
50
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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: 3
2. If you are requesting more than one position, please rank order the positions.
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.
Position
1. Tutor
2. Tutor
3. Tutor
4.
Description
For CAS 58-Access
For CAS 50
For CAS 88A-Word
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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.
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 criticalrequests 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 requeststhat would be nice to have and would bring additional benefit to the program.
2013-14
2014-15
Request
needed totals in all areas Request
Requested Received Amount
Description
Office Supplies, Toner for
$3000
printers, paper, binders,
bulbs for projectors
Vendo
r
Division/Unit
Priority
#1
X
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Priority #2
Priority #3
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 criticalrequests 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 requeststhat would be nice to have and would bring additional
benefit to the program.
augmentations only
Description
Amount
Vendor
Division/Unit
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Priority #1
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
Association for the
Advancement of Computing in
Education
Amount
$3500.00
Vendor
Priority Priority Priority
Division/Dept
#1
#2
#3
CAS
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X
Notes
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 criticalrequests 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 an 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 requeststhat would be
nice to have and would bring additional benefit to the program.
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Description
Equipment (includes new computers,
digital cameras, scanners, printers,
upgraded hard drives, DVD burners)
Windows 8 software upgrade
Office 2013
Desk Top Publishing Software
Classroom Management Software
Amount
Vendor
Division/Unit
$35,500
$10,000
(approx.)
Varied
CAS
X
Microsoft
CAS
X
Microsoft
CAS
X
Adobe
CAS
X
$10,000
(approx.)
$5000
(approx.)
$2000
(approx.)
Priority #1
Priority #2
X
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Priority #3
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): Upgrade to Building 1600
Building/Location: 1600
Description of the facility project. Please be as specific as possible.
I would like to request that the classrooms and labs in this building be upgraded to industry and technology standards.
Furniture, chairs and desks are broken, stained and often unusable. We need to upgrade the LCD and/or overhead projectors
and audio equipment. Bulbs burn out quickly in the projectors we have and they are expensive to replace. The only audio
equipment we have is the two standard speakers that are attached to the instructor’s computer. This will allow the students to
see interactive lessons and instructional video much better. Right now, students in the back of the room cannot see or hear the
lessons.
I would like to request that software be installed on the instructor’s computer and the student’s computer that would allow the
instructor to see what students are working on at their computer. This way the instructor can help several students at one time.
This software would allow:
 Instructors to see all student screens live on the instructor’s computer
 Instructors can view any desktop live in full screen mode
 Chat with students and share files
 Broadcast instructor’s screen to students
 Perform hands-on annotation of student screens
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It would be beneficial to student learning if we have desks that had computers that could be raised and lowered. This would
allow the desks to serve two functions.
Upgrade the network in Bldg. 1600 so that students can easily access wireless and Ethernet connections.
What educational programs or institutional purposes does this equipment support?
This equipment would support more student interactivity and increase their use of technology. These upgrades would give
students better access to network and internet connectivity and would increase interactivity between instructor and students.
This type of software promotes interactive learning with broadcasting and sharing features. The built-in chat allows teachers
and students to have one-on-one conversations without disrupting the rest of the class.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
The Chabot Strategic Plan 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.”
Providing students with a learning environment that is more pleasant to be in with up to date equipment that works and Students
would be more engaged and excited to learn. Providing students with learning, skills, equipment and technology that they might
have to use in their careers is a main goal of CAS.
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We would like to be able to offer these classes and certificates and programs offered at Las Positas College
This is from the catalog---Spring Semester 2013
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36
37
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