Chabot College
Program Review Report
2014 -2015
Year 1 of
Program Review Cycle
Entrepreneurship
Submitted on 10/14/13
Contact: Jan Novak
Table of Contents
Divisions/Programs remain in the same cycle year for2013-2014
_X_ 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
Chabot’s Entrepreneurship program was founded to provide direction and inspiration to potential
entrepreneurs. We currently offer four Entrepreneurship courses; one newer course (ENTR-40) is
developed and in the catalog and required for our degree, but we have not received the funding to offer
this course yet. Our somewhat unique approach to building our overall program was to collaborate with
CTE programs across the college to develop discipline-specific Entrepreneurship certificate programs
that combined the technical skills learned in core CTE courses with the business and entrepreneurship
skills learned in our new courses to enable students to launch new businesses. To date, we have
developed these collaborative certificates with Computer Applications, Real Estate, Early Childhood
development, Electronic Systems, Automotive Technology, Music Recording Technology, and
Kinesiology. In addition, we have a general Entrepreneurship certificate and A.S. degree program. Two
of our courses fulfill GE requirements for the Associates degree, which also makes them attractive
options for students with an entrepreneurial inclination.
The program was launched in Fall 2010 just as budget cuts began to seriously reduce the size and scope
of the college’s class schedule. Through aggressive pursuit of both grants and private donations, we
have raised roughly $50,000 to support development of our program, including events such as the
Extreme Entrepreneurship Tour and a Business Pitch competition, and—importantly—an adequate
schedule of classes to enable students to complete certificate programs in one academic year. Over the
past two years, we have been able to offer an additional section of our Introduction to Entrepreneurship
course that has been funded through these grants and donations. Just this month, through the efforts
of Miguel Colon, we secured external funding from the Alameda County Small Business Development
Center to offer a new experimental course to help prepare students for our upcoming Business Pitch
Competition and to further develop their communication skills. We have collaborated with the Eden
Area ROP to articulate their business program with our ENTR-1 course and to successfully offer a section
of ENTR-20, Marketing for Entrepreneurs, through the ROP for local high school students last Fall. While
we are proud of our efforts to cobble together funds to offer a decent schedule of classes, at this point,
the college needs to begin to fully fund our schedule.
All of our Entrepreneurship courses are taught by adjunct faculty. While this enables us to have
passionate faculty who are working entrepreneurs and talented instructors, it's not an ideal situation
given the administrative workload of any program at the college--and particularly for one where we are
constantly searching for external funding. We have struggled to complete PLOs as a result.
We are proud of our curriculum work and our collaboration across the college, and believe it's important
to offer this additional pathway to self-employment as an option for our students.
Update: We have, to date, raised almost $100,000 in external funding to support class offerings and our
Business Pitch Competition. In May 2013, we awarded almost $10,000 in prizes to our top three
contestants.
1
2. Where We Are Now
When considering the data, we are both encouraged and discouraged. Encouraged in that 149 students
had successfully completed one or more entrepreneurship classes.Discouraged that a greater number
didn’t. The reasons for their failure are many, but start with Chabot's lack of training for new adjunct
faculty--in this particular case on how to drop students from the class. While this would not have
increased the overall success rate, it would have reduced the failure rate. Our instructors also give
students every possible opportunity to make up missing work when they’ve fallen behind. When they
don’t, it tends to be too late for them to drop, and they fail.
The content of our courses, particularly the later courses in the sequence, is somewhat difficult for some
students to grasp and we have been experimenting with class format. What started as online classes
has evolved into Hybrid classes and on campus classes. The spring 2012 ENTR 1 face-to-face class had a
46% success rate, which was the highest of all ENTR 1 classes. The fall 2012 face-to-face class (not
counted in this review) had a 56% success rate an 11% failure rate.
The new class formats have also allowed us to reach different types of students. Whereas the online,
hybrid and evening classes reach older students (25-60) with jobs and families, the on campus day
classes reach traditional students ranging in age from 18-24. The objectives of these two groups are
very different. While the failure rate is higher among the older busier students, they tend to be more
interested in pursuing an entrepreneurial venture. The traditional student is focused on gathering units
and gaining information for a possible future venture and is less inclined to drop a class.
It is no surprise then that the students progressing through the program are the older students taking
the online, hybrid and evening classes. As of the spring 2013 semester there are 10-12 students actively
seeking one of the Entrepreneurship certificates. There are also at least 15-20 current and past students
actively pursuing an entrepreneurial venture.
The area where we’d like to see the most improvement is the online, hybrid and evening classes. Over
the next few semesters, we plan to experiment further with class format and flow, with the hope of
improving retention and success rates.
As there are no prerequisites for three of our four classes, all of the entrepreneurship class tend to be
full. As a result, the majority of students taking the classes enter seeking units or general information,
not the knowledge to start and entrepreneur venture. That said, these same students tend to be some
of the most promising entrepreneurs. This was apparent at the first Business Pitch competition where
the majority of students competing were “students seeking units.” The winner of the competition was
an online student, but 2nd place went to a 19-year old psychology student. 3rd place went to a disabled
veteran at Chabot for retraining.
2
3. The Difference We Hope to Make
The Entrepreneurship program’s goals fully support the college’s 2012-2015 Strategic Plan Goal in
several ways. First, the program provides a new pathway to self-employment for students overall, and
particularly in our many vocational programs, with very little investment of FTEF. Second, two of the
courses have been designed to both meet certificate requirements and to fulfill AA/AS GE requirements,
so they may encourage more of our vocational students to earn degrees.
To better help students to achieve their educational goals, the program has been experimenting with
class format (online, hybrid, on-campus). We have also created two new courses designed to further
support our students. ENTR-40 will serve as a business incubator for students completing ENTR-30, The
Business Plan. ENTR 40-has yet to be funded and offered to students. ENTR-9901, Making The Pitch, is
a one-unit class designed to help students learn a critical element of being an entrepreneur, effective
communication. ENTR-9901 is being offered as an experimental course in Spring 2013.
Success in the entrepreneurship program will be measured in three ways: First, the number of students
successfully passing the classes. The goal is to have 75% of students pass. Second, by the number of
students earning an entrepreneurship certificate. The goal is 10 per year. Third, by the number of
students starting a new entrepreneurial venture. The goal is five new ventures per year.
Achieving these goals will require deeper collaboration with the disciplines that have already partnered
with the entrepreneurship program, and the development of new vocational entrepreneurship
certificates. We also must be able to offer enough classes to enable all of our students--not just those
ready and willing to learn online--to complete in a reasonable time. That requires us to fund one
additional section of ENTR-1 each term (including summer), to fund a section of ENTR-20 each
Fall, to fund offering a required course (ENTR-40) at least once per year, and--if it is successful--to
continue to offer ENTR-9901.
Update: We continue to adjust our curriculum to better meet student needs. In this Fall’s Curriculum
cycle, we have proposed the following changes:
 Eliminate ENTR-10, and fold the key elements of this course into other courses to streamline the
curriculum.
 Expand ENTR-20 to a 3-unit course to accommodate the elimination of ENTR-10
 Add a new 1-unit course, the Art of the Pitch, to enable students not in the Entrepreneurship
program (including high school students and community members) to participate in the Business
Pitch Competition.
 Develop a new ENTR-5 course, The Entrepreneurial Mindset. We are submitting this course for
UC transfer, IGETC, and CSU GE-Breadth. Our goal is to make exposure to entrepreneurship
possible for all of our transfer students as part of their general education preparation.
3
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC,and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2011-12
Budget
Requested
10,750
9,000
+FTEF
$19,750
2011-12
Budget
Received
~4,000?
0
~4,000?
2012-13
Budget
Requested
7,500
8,500
+FTEF
$16,000
2012-13
Budget
Received
2,381
0
$2,381
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.
Attending the National Association of Community College Entrepreneurship conference has stimulated
the development of best-in-class curriculum for our college. Funding of our Entrepreneurship Advisory
Board has enabled us to receive feedback to focus further work on developing an "entrepreneurial
mindset" as a top goal for our students--as this will serve them in any career--and to have actual
development of entrepreneurial ventures as a secondary goal.
2. What has been the impact of not receiving some of your requested funding? How has student
learning been impacted, or safety compromised, or enrollment or retention negatively impacted?
We have not been able to offer an adequate schedule of Entrepreneurship courses. Although we've
been able to cobble together external funding to offer a day section of ENTR-1 each semester, that
funding is disappearing. We also need to be able to offer a hybrid or fully on-campus section of ENTR20, Marketing for Entrepreneurs, to enable students that aren't good candidates for fully online courses
to successfully complete the program in a reasonable time.
4
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.
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
ENTR-1
Submitted
ENTR-10
Submitted
ENTR-20
Submitted
ENTR-30
Submitted
ENTR-40
Course being offered for the first time this semester
5
Appendix C: Program Learning Outcomes
Programs have not yet been assessed, but PLO’s have been developed since the last Program
Review submission. Those PLO’s are listed here.
Program: Entrepreneurship Certificate




PLO #1: Students can identify and evaluate new business opportunities.
PLO #2: Students can prepare high quality marketing and business plans for a new
venture.
PLO #3: Students effectively “pitch” their new business idea to potential investors and
partners, both orally and in writing.
PLO #4: Students are prepared for the challenges faced by entrepreneurs.
Program: Administrative Assistant Entrepreneur Certificate



PLO #1: Students are competent in all core Microsoft Office programs.
PLO #2: Students can prepare a basic business plan with a core value proposition for an
entrepreneurial venture.
PLO #3: Students are prepared for the challenges faced by entrepreneurs.
Program: Consumer Technology Entrepreneur Certificate





PLO #1: Students can install, configure and troubleshoot home technology systems.
PLO #2: Students are proficient in configuring, troubleshooting, and updating personal
computer systems.
PLO #3: Students can prepare a basic business plan with a core value proposition for an
entrepreneurial venture.
PLO #4: Students can prepare high quality marketing plans for a new venture.
PLO #5: Students are prepared for the challenges faced by entrepreneurs.
Program: Information Technology Support Certificate





PLO #1: Students are proficient in configuring, troubleshooting, and monitoring
computer networks.
PLO #2: Students are proficient in configuring, troubleshooting, and updating personal
computer systems.
PLO #3: Students can prepare a basic business plan with a core value proposition for an
entrepreneurial venture.
PLO #4: Students can prepare high quality marketing plans for a new venture.
PLO #5: Students are prepared for the challenges faced by entrepreneurs.
6
Program: Automotive Technology Entrepreneur Certificate




PLO #1: Students are familiar with the fundamentals of automotive technology.
PLO #2: Students articulate a core value proposition for an entrepreneurial venture.
PLO #3: Students can prepare a high quality business plan for a new venture.
PLO #4: Students are prepared for the challenges faced by entrepreneurs.
Program: Music Industry Entrepreneur Certificate





PLO #1: Students are prepared for the challenges of self-employment in the music
industry.
PLO #2: Students articulate a core value proposition for an entrepreneurial venture.
PLO #3: Students can prepare a high quality business plan for a new venture.
PLO #4: Students effectively navigate the unique legal issues of the music business.
PLO #5: Students are competent in the fundamentals of music recording.
Program: Real Estate Entrepreneur Certificate



PLO #1: Students are prepared for the challenges of self-employment or business
ownership in the real estate industry.
PLO #2: Students can prepare a basic business plan with a core value proposition for an
entrepreneurial venture.
PLO #3: Students are prepared for the real estate licensing exam, and to be an effective
realtor.
Program: Personal Fitness Training Entrepreneur Certificate




PLO #1: Students are qualified personal trainers providing individualized training
programs.
PLO #2: Students can prepare a basic business plan with a core value proposition for an
entrepreneurial venture.
PLO #3: Students can prepare high quality marketing plans for a new venture.
PLO #4: Students are prepared for the challenges of self-employment in the personal
fitness training industry.
7
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. ENTR-40 requires one additional CLO, which will be
completed this semester. The class will also be assessed this semester.
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. All courses have been assessed the
“closing the loop” forms completed with the exception of ENTR-40, which is being offered for
the first time this semester. It will be assessed this semester.
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. PLOs have been
developed in the past month for all programs with the exception of Family Child Care
Entrepreneur. Programs are still very new, and we hope to assess them next Fall.
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.
8
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
9
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:
10
(obtained by/from):
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/Data2012.cfm.
1. Number of new faculty requested in this discipline: 1
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Entrepreneurship/Business Instructor
75% Entrepreneurship/25% Business
2.
3. Rationale for your proposal. Please use the enrollment management data. Additional data that will strengthen your rationale include FTES
trends over the last 5 years,persistence,FT/PT faculty ratios,CLO and PLO assessment results and external accreditation demands.
For a new program, Entrepreneurship is remarkably productive, and productivity is likely to continue to improve as courses are improved with
experience. Average productivity for the past three semesters is 650 WSCH/FTEF. ALL courses in this program are taught by adjunct faculty, and
that creates significant issues with completing required administrative work and collaborating across the college. An instructor hired to teach
Entrepreneurship and Business would help to institutionalize and continue to build this program.
4. Statements about the alignment with the strategic plan and your student learning goals are required. Indicate here any information from
advisory committees or outside accreditation reviews that is pertinent to the proposal.
Our advisory board is urging us to create a new course on "The Entrepreneurial Mindset" or "The Psychology of Success" that would meet CSU
GE Breadth and possibly IGETC standards. This course would not only be of great benefit to Entrepreneurship students, but would also be of
great interest and benefit to students across the disciplines. This, and other curriculum work to improve student success, require the focus of a
full-time instructor. Our Entrepreneurship students would also benefit from improved access to faculty on-campus. And, as a program with
significant connections to vocational programs across the college, the program would benefit from more opportunity for collaboration.
11
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: None
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
Classified Professional Staff (2000)
Description
Program/Unit
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Postion
Description
Student Assistants (2000)
Program/Unit
12
PLEASE LIST IN RANK
ORDER
Division/Area
PLEASE LIST IN RANK
ORDER
Division/Area
2. Rationale for your proposal.
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.
13
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
ENTR-1
ENTR-20
ENTR-30
ENTR-40
ENTR-5
ENTR-15
ENTR-16
CURRENT
FTEF
(2013-14)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
.8
.27
.2
0
0
0
0
.2
0
0
.4
.4
.07
.07
4
2
1
0*
0**
0*
0*
1
0
0
2
2
1
1
176
88
30
0
0
0
0
44
88
25
25
*Currently funded by grants.
** New course for Fall 2014.
Entrepreneurship is still a fairly young program, and we have struggled to offer enough classes to make it viable.
We’ve been able to put together an adequate schedule only by raising external funds to offer classes. Grants are
funding four classes this academic year, but those are one-year grants. The college needs to fund our full offering
next year. We are also requesting funding for one additional section of ENTR-1 so we can add a fully online section
to the schedule (in addition to our day section and the evening hybrid online) to improve student access, and two
sections of ENTR-5, a new GE Entrepreneurship offering. All of these additional sections should be highly
productive.
14
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: None.
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
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.
15
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
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
Description
Amount
Entrepreneurship Advisory
Board - materials and
meals
Food and marketing
materials for Business
Pitch competition
Marketing materials brochures and posters
Materials for campus-wide
Entrepreneurship event
TOTAL
Vendor
Division/Unit
Priority #1
X (required
for all CTE
programs)
X
Priority #2
$500
$500
$500
Misc
Applied
Tech & Bus
$500
$500
$500
Misc
Applied
Tech & Bus
$500
$500
$500
Misc
Applied
Tech & Bus
X
$1000
$881
$1000
Misc
Applied
Tech & Bus
X
$2500
$2381
$2500
16
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
NACCE Conference – 2 attendees
$2,500
Misc.
Applied Tech & Bus
17
Priority #1
Priority #2
X
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
2014 NACCE Conference—
location not yet announced, 2
participants
Amount
$2,500
Vendor
Misc.
Priority Priority Priority
Division/Dept
#1
#2
#3
Applied
Tech & Bus
18
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 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.
Description
Amount
Vendor
Division/Unit
No requests
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Priority #1
Priority #2
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): Building 1600 Remodel
Building/Location: 1600
Description of the facility project. Please be as specific as possible.
Supporting the requests of Business and CAS to remodel classrooms on the upper level of Building 1600, which is where the
Entrepreneurship classroom is housed.
What educational programs or institutional purposes does this equipment support?
We need classrooms with modern technology and furniture that enables greater student-to-student collaboration to effectively
teach these courses.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
Entrepreneurship is all about networking and collaborating, and using technology to build a business on the cheap using emerging
online tools. Our current classroom is very, very dated and makes collaboration and technology demonstration challenging.
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