Chabot College
Program Review Report
2014 -2015
Year Two of
Program Review Cycle
“You are in the same cycle as last year!”
Submitted on Nov. 1, 2013
Contact: Carmen Johnston, Pedro
Reynoso, Felicia Tripp, & christine
warda
Final Forms, 1/18/13
Table of Contents
Year Two:
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:

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

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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.).
What were your year one Program Review goals?
CIN Program Goals:
 Provide an academically rigorous and engaging bridge from developmental courses to
transfer level.
 Provide students with a sense of agency by increasing their civic engagement
 Expand student’s “ literacies” through various experiences with technology and
research
 Introduce students to tools to help them navigate their world and make change
 Empower students through a community development model that helps them obtain
economic and political power for their communities
 Help students understand the role institutional structures and power play in their lives
 Expand students’ “ways of knowing”
 Provide learning experiences that are visceral, experiential, active and contextual
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The year one program review goals for CIN! helped define the core values and strategies of the
program. They included the following: provide an academically rigorous and engaging bridge
from developmental courses to transfer level; provide students with a sense of agency by
increasing their civic engagement; expand student’s “literacies” through various experiences
with technology and research; introduce students to tools to help them navigate their world
and make change; empower students through a community development model that helps
them obtain economic and political power for their communities; help students understand the
role institutional structures and power play in their lives; expand students’ “ways of knowing”;
and provide learning experiences that are visceral, experiential, active and contextual.
Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
CIN! made progress on its goals in the areas of student learning, program learning and Strategic
Plan achievement. Combined, positive growth in most of these areas fosters the development
of CIN! as a program in its formative stages and supports its implementation of Chabot’s college
goals and strategic initiatives. Being that this is the second year of CIN’s existence at Chabot, we
cannot clearly identify trends, however by analyzing the current data we may be able to
identify predictions for CIN’s success in the coming years.
CIN! provided an academically rigorous and engaging bridge from its developmental courses to
transfer level, while also observing emerging needs in its communication classes. 79% of
students successfully moved from Eng 102-1a between Fall 2011-Su 2012; with only 21% being
non-successful. This is higher than the overall Chabot Eng 102-1a (across 2 years) progress rates
which equal 71% success and 18% being non successful. In looking to the quantitative results,
we see that after the first semester Communication Studies 1 course, CIN students persisted at
a rate of 69%. This is lower than the COMM average of 82%. We might speculate that this class
was recruited (mainly) on Gladiator Day and had a higher average of first semester students
than other COMM 1 courses. In addition, the course was taken with ENG 102, a developmental
English class. It is recommended that students have ENG 1A level to succeed in COMM 1,
although it is not a prerequisite. In the future, I believe we can continue to offer these classes
together; however, we must encourage or require students to utilize the lab spaces (WRAC and
COMM Lab) more. Further, we can look at how Learning Assistants may be the key to support.
As a whole CIN students persisted more than non-CIN students by 12%. When focusing on
gender students continued to do well, with the largest gains being with female students, a 14%
increase in comparison to non-CIN students. In the category of ethnicity again, CIN students
had increases particularly for African-American, Asian, Latino and Pacific Islander students.
Provide students with a sense of agency by increasing their civic engagement. Students
participated in array of activities to develop their own political power. The Student Advisory
Board held a monthly “Come CIN with US” event to build community and awareness of political
issues. This spring three students are acting as student assistants in the Comm 6 course where
they also co-facilitate the class. One student, Salimah Shabazz, took on a leadership role at the
Western States Communication Conference and presented for CIN! Students also participated
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in the March in March in Sacramento. The Student Advisory Board played a lead role in
organizing the End of the Year event where students presented work from their classes.
Additionally, in COMM 1 students worked as “reading partners” where they tutored elementary
school students in Hayward.
Expand student’s “literacies” through various experiences with technology and research. In
COMM 6, students submitted work in various modes, such as scripts, scored diagrams, pictures,
dance, embodied practice and sharing cultural information. In English, students created blogs
to share their writing with their peers and community members. Students also created research
projects based in ethnography in COMM 1.
Introduce students to tools to help them navigate their world and make change. Within the CIN
community students are constantly building relationships and community. Students as
previously mentioned used blogs. They participated in registration and transfer workshops,
completed research projects, used Blackboard, and other support mechanisms. They were
encouraged to overcome anxiety and practice their communication skills. In the future we
would like to see CIN students involved in ASCC as senators, use other forms of mass media and
formalize our Student Advisory Board as a campus club.
CIN! enhanced student learning through increasing their civic engagement, literacies in
technology and research and their tool box to navigate the world and make change. Multiple
program efforts targeted these areas including developing a Student Advisory Board and
nurturing new leadership in the 2nd year, training 3 student assistants to support learning
Comm 6, conducting student-led research projects with the support of Library faculty in English
and Communication classes fostering community action, and participating in registration and
transfer workshops.
Provide learning experiences that are visceral, experiential, active and contextual. The CIN
gatherings consistently include games and icebreakers to help students get to know each other.
We have gone on field trips and utilize the Boalian method to explore issues such as power.
Also there is an emphasis on peer support for students in crisis.
On the program level, CIN! has also increased its understanding of its student, curriculum and
administrative needs. Hearing students’ desires to learn more about how to make change on
campus and in their communities we facilitated students’ participation in the Wellstone
trainings and designed participatory action research projects that promoted awareness of
critical issues like gun violence. These efforts led CIN! faculty to incorporate more elements of
community development, advocacy skills and anti-bias/oppression into its curriculum.
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What are you most proud of?
CIN! is most proud of creating and maintaining a new learning community that highly prioritizes
social justice and student engagement. CIN! has identified its core values and program goals
and made significant progress on each of these goals, including expansion of the program, as
previously mentioned, in its second year. Because of our focus on social justice, CIN! faculty
have invested significant time and training in learning and developing anti-bias/oppression
curriculum and teaching approaches. CIN! faculty participated in four planning retreats per
year, professional development sessions in diversity, expressive arts and teambuilding and have
begun to share program lessons learned and teaching techniques through Flex Days on campus
and at conferences such as Western States Communication Conference 2013. CIN! also strives
to engage its students in multiple ways that foster community building, activism and leadership.
Through CIN community gatherings, the Student Advisory Board and teambuilding activities in
classes, CIN students have developed meaningful peer and faculty connections. These
connections also empower students to do participatory research and activism on campus and in
the community, such as with The Stop The Violence – Increase The Peace Project that involved
surveying students on gun violence and staging a rally.
What challenges did you face that may have prevented achieving your goals?
One of our biggest challenges has been how to properly grow the program. By collecting data
from our new classes we will be better able to determine a plan for growth. We will offer our
new faculty a survey as well as have CIN students participate in a focus group.
In its 2nd and 3rd years, CIN! strives to strengthen its program through identifying and
addressing its growth areas including enhanced evaluation, expansion of classes and faculty,
and development of a certificate/degree . CIN! has begun to develop standardized survey and
focus group tools in conjunction with the Student Advisory Board and Institutional Research
with the hopes of specifying in greater detail program and student strengths and weaknesses.
Because of first year surveys and student input, CIN plans to explore how to help students
better meet transfer and career goals. CIN plans to hone and require its core program of classes
(Eng 102, COMM 1, Eng 1a, COMM 6 and COMM 46) while offering students a variety of
affiliate classes through its elective offerings. To achieve this, CIN! faculty will need to navigate
how to add faculty, refine its matriculation process and build its infrastructure to support these
efforts. Additionally, CIN! will work towards creating a program certificate/degree that
acknowledges students achievements in the program and promotes the attainment of AA and
transfer goals.
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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?
Given your experiences and student achievement results over the past year, what changes do
you suggest to your course/program improvement plan?
Suggested changes to CIN’s program improvement plan fall under the following four categories:
1) Organizational Structure; 2) Program Assessment; 3) Funding Sources; and 4) Staying Visible.
Organizational Structure: CIN faculty plan to reassess the growth of the program in the past year in an
effort to develop a core curriculum that best serves the academic needs of future CIN students. For
example, next academic year (2013-14), CIN will offer a requisite of core classes (ENGL 102, ENGL 1A,
COMM 1, and COMM 46), while continue to offer a variety of affiliate classes through its elective
offerings (SOC 1, PSN, LIBS 1). Taken together, core classes and affiliate classes, these course offerings
will establish the foundation of a program certificate/degree at Chabot College.
Program Assessment: As an effort of continual improvement, the CIN faculty is in the process of
developing two assessment tools to gather input from current CIN students and affiliate faculty. The
latter will be surveyed via Survey Monkey, an online survey site, while CIN students will participate in a
series of focus groups. Once both assessment tools are administered, the results will be analyzed by the
CIN faculty with the purpose of identifying future program improvements. The data collected will also be
compiled and triangulated with data provided by Chabot’s office of Institutional Research.
Funding Sources: CIN faculty will continue to seek additional funding sources, especially with Title III
funding expiring this spring semester (2013). Currently, CIN is preparing to apply to two grants (Student
Achievement Grant & Learning and Leadership Grant) from The NEA Foundation. We also plan to work
more closely with Chabot’s Grant Writer to help locate more outside funding opportunities. While at the
same time, explore other avenues of institutional funding (Hayward Promise Neighborhood Grant, Title
V, STEM). This will require working closely with colleagues and administrators involved in these grant
projects.
Staying Visible: CIN considers this an ongoing goal. Staying visible on campus as well as outside of
campus has been a constant goal since the program’s inception. We approach this goal in a variety of
ways, for example: 1) working closely with other faculty to develop social justice curriculum and best
teaching practices; 2) collaborating with fellow learning communities and clubs on campus; 3)
presenting CIN research and findings at professional conferences; and 4) sponsoring and/or co5
sponsoring social justice-themed event on campus. In addition to these “staying visible” efforts, CIN is
proposing the following new initiatives for the next academic year: 1) building community partnerships
with local non-profit organizations to create service learning opportunities for CIN students; 2)
identifying a local university program that supports social justice initiatives to establish a relationship
that may lead to co-sponsoring events (i.e., student conference) and /or funding opportunities.
What new initiatives might you begin to support the achievement of our Strategic Plan goal?
Chabot’s strategic plan goal:
Increase the number of students that achieve their educational goal within a reasonable
time by clarifying pathways and providing more information and support.”
The following four initiatives address Chabot’s Strategic Plan goal while at the same time support
changes to CIN’s program improvement plan, specifically as it relates to Organizational Structure and
Staying Visible efforts:
1) Identify PSCN courses for the CIN program to help students better meet transfer requirements
and career goals. These classes eventually will become core classes (i.e., COMM 1). We plan to
offer PSCN 20 – College Experience – 2 units – for 1st or 2nd semester CIN students. PSCN 20 will
provide students with an introduction on how to navigate higher education, how to do
educational planning to support their academic and career goals and offer community building
to foster a support system within the community. Additionally, we plan to offer PSCN 18 –
Transfer Planning – 1 unit for 3rd semester CIN students. PSCN 18 will give students guidance on
how to achieve their long term academic and career goals as they prepare to exit CIN while also
deepening the community building efforts that started in PSCN 20. In short, PSCN offerings
support CIN’s Organizational Structure.
2) Create a CIN Pathway that includes a AA-T or Certificate Program/Degree. This CIN Pathway
would be part of Chabot’s newly proposed “Chabot New Pathway Model.” The inclusion of a
pathway driven by a social justice thematic and curriculum reflects the culture on this campus,
as well as the social concerns of most of our students.
3) Develop a CIN Summer Bridge Program in collaboration with local high schools. This initiative
would focus on pre-collegiate activities, particularly, the immersion of new CIN students to
community college life, with a strong emphasis on transfer requirements and career goals. Such
an initiative would also enhance CIN visibility both on campus and in the community since we
would be working closely with nearby high schools in the area.
4) Institute an annual CIN! Workshop Series that showcases local leaders from community
organizations engaged in social justice work. This annual event would reflect students’ interests
in social issues, both locally and globally, and offer service learning opportunities, paid
internships, as well as employment connections.
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Do you have new ideas to improve student learning?
CIN strives in the development and implementation of cutting edge, inquiry-based, studentcentered teaching practices aimed at improving student learning. Since its inception, CIN has
ventured into new ideas, pedagogies, and methods of teaching and learning in the classroom
and outside the classroom. Some examples include:
- A contextualized learning approach by all CIN faculty
- A social justice curriculum that follows an interdisciplinary approach
- Co-teaching practices that emphasize body and movement
- Research methods that encourage original research and value all sources of knowledge,
including “non-academic” sources (i.e., life history project)
- The rigor of student leadership via CIN’s Student Advisory Board
- The emphasis of service learning—learning beyond the classroom
What are your specific, measurable goals?
The following goals support CIN’s program improvement plan, particularly, as it relates to CIN’s
Program Assessment, Funding Sources, and Staying Visible objectives.
Staying Visible
1) Double the number of CIN sponsored events per semester. Events may include: lecture
series, film series, CIN Workshops for students, CIN workshops for faculty, student-led
demonstrations.
2) Increase the number of High Schools CIN outreaches to by 50%. Establishing new
collaborations with more local high schools will not only increase our visibility in the
community but it will also increase our recruitment figures.
3) Establish at least two partnerships with local non-profit organizations to create service
learning opportunities for CIN students.
4) Build at least one relationship with a local university program that supports social justice
initiatives that may lead to co-sponsoring events and funding opportunities.
Funding Sources
1) Apply to at least two grants (i.e., Student Achievement Grant, Learning and Leadership
Grant) from The NEA Foundation.
2) Work closely with Chabot’s Grant Writer to identify at least two more outside funding
sources.
3) Establish a working relationship with at least one institutional funding partner (i.e.,
Hayward Promise Neighborhood Grant, Title V, STEM)
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Program Assessment
1) Collect input from CIN affiliate faculty via survey.
2) Conduct focus groups amongst current CIN students.
3) Continue to analyze data provided by Chabot’s office of Institutional Research
How will you achieve them?
The goals outlined above serve as guideposts on our journey in establishing a CIN program
certificate/degree. In the coming academic year, funding will become priority number one as
Title III monies are set to expire in 2013-14. As outlined above, this will require working closely
with Chabot’s Grant Writer to identify outside funding. Currently, we are preparing to apply to
two grants (Student Achievement Grant & Learning and Leadership Grant) from The NEA
Foundation. In addition, CIN will explore other avenues of institutional funding (Hayward
Promise Neighborhood Grant, Title V, STEM). Once more funding is secured we will be able to
sustain “Staying Visible” initiatives like sponsoring more CIN events, developing a CIN Summer
Bridge Program, offering reassigned time to establish a PSCN course as a core class, and fund
the CIN Coordinator position along with a Student Assistant Position
Would any of these require collaboration with other disciplines or areas of the college? How
will make that collaboration occur?
CIN is inherently an interdisciplinary program, so you could say it’s in our DNA to collaborate
with other disciplines or areas of the college. CIN will continue to seek opportunities to
develop, support or advance social justice initiatives at Chabot College. If a CIN Pathway is
incorporated into Chabot’s newly proposed “Chabot New Pathway Model” we will be well
positioned to interact and collaborate with other disciplines and groups on campus. For
example:
- Divisions: Language Arts, Counseling, Library, Social Sciences
- Campus Wide Groups: PRBC, Staff Development, ASCC
- Community Members: Local non-profit organizations, nearby Universities
- Chabot Clubs: Students for Social Justice, Active Dreamers, Anthropology, etc.
- Learning Communities: Daraja, Puente
- Centers: Law and Democracy Center
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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
n/a
4800.00
n/a
9200.00
2012-13
Budget
Received
n/a
4800.00
N/a
9200.00
2013-14
Budget
Requested
n/a
1000.00
n/a
7000.00
2013-14
Budget
Received
N/a
1000.00
n/a
7000.00
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 financial support CIN has received has been provided by the Title III grant. Since its inception CIN
has functioned as a “FIG” within Title III. The first year we received funding for a coordinator. As the
years progressed we have used the Title III funds to offer stipends to faculty leading the project,
teachers teaching within the CIN community and this year we will offer stipends to our student leaders.
All of the money for CIN has been used to build community within our student population. Events and
field trips definitely help our students stay enthused about the program thus affecting their retention
within our classes. The funding has also allowed CIN faculty to meet and plan, receive professional
development and enhance our team. These efforts allow us to better serve our students as we continue
to develop innovative and relevant curriculum. One of the biggest impacts of our program is the sense
of community students feel with each other. They rely on each other and look to each other for
guidance in navigating their academic careers.
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 program has greatly been impacted by the lack of funding for coordination. The faculty leads on this
project are pulled in so many different directions making it difficult for us to meet and plan for the CIN
community. Being that this is an interdisciplinary project, it is discouraging to have such limited meeting
time. Lack of coordination also weakens our program offerings. We have not been able to set up many
events and field trips as we would have liked. We have been unable to track our students as efficiently
as we could if we had a coordinator and/or program assistant. Coordination support definitely is
necessary if CIN is going to continue to grow.
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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:

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.
x 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.
COMM 1
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.
Fall 2014
Fall 2013
ENG 102
Spring 2013
COMM 6
Spring 2014
ENG 1A
COMM 46
Spring 2014
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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
COMM 6
Spring 2013
1
1
100%
Fall 2013
cw, Jason Ames, Felicia Tripp
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)
(CLO) 1: Recognize, define, and apply the principles of
Defined Target
Scores*
(CLO Goal)
75% - 3 or 4
aesthetic communication and performance theory.
(CLO) 2: Listen to, evaluate, and respond appropriately to 75% - 3 or 4
the ideas and performances of others.
(CLO) 3: Appraise, analyze, and synthesize traditional and
nontraditional texts for performance and production.
75% - 3 or 4
Actual Scores**
(eLumen data)
100% - 3 or 4
2 – Not Scored
100% - 3 or 4
2 – Not Scored
100% - 3 or 4
2 – Not Scored
(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?
Above Target
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?
Continue to find innovative and creative ways to teach theoretical concepts.
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?
Above Target
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?
Continue to model and offer opportunities for students to develop empathic and
respectful listening strategies and performances.
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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?
Above Target
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?
Continue to model and offer examples of non-traditional text performances.
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?
More opportunities for co-teaching with Felicia Tripp. More assignments focusing on
developing theoretical understanding.
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?
Concerns on retention. Only 14 of students (out of 25) completed the course. With a larger
class size, there may be different struggles for maintaining target and above target scores.
Develop strategies for tutors in COMM lab to assist COMM 6 students and their unique
assignments.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
xPedagogical
 Resource based
 Change to CLO or rubric
xChange to assessment methods
 Other:_________________________________________________________________
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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: __CIN____

PLO #1: Students will understand and practice social justice in their communities.
Aligned with CWLGs: Global and Cultural Involvement and Civic Engagement
Awareness, knowledge and behaviors associated with PLO #1:
o Students will gain an understanding of anti-bias, anti-racist, multicultural, diverse
perspectives
o Students will identify how they play a role within organizational structures,
oppressions and community issues
o Students will demonstrate an understanding of organizational structures, institutions,
and oppressions
 Students will gain an increased sense of agency through enacting, organizing, praxis
related to their increased social justice awareness and knowledge

PLO #2: Students will demonstrate empathy in communication with others.
Aligned with CWLGs: Communication
Awareness, Knowledge and Behaviors associated with PLO #2:
o Students will develop the abilities to express their own opinions, listen to alternative
perspectives and create new collaborative ideas
o Students will increase their competencies related to multiple aspects of diversity
(including race, gender, socioeconomic status, etc.)
o Students will increase their literacies through technology and research
o Students will utilize expressive arts to demonstrate their awareness of their own and
others’ perspectives

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
N/A. Because this is our second program year, we have recently designed our PLOs in our first year. The
PLOs will be researched through qualitative methods in our second year and fully assessed in our third
year as described in our assessment schedule.
What program-level strengths have the assessment reflections revealed?
N/A. Because this is our second program year, we have recently designed our PLOs in our first year. The
PLOs will be researched through qualitative methods in our second year and fully assessed in our third
year as described in our assessment schedule.
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What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
N/A. Because this is our second program year, we have recently designed our PLOs in our first year. The
PLOs will be researched through qualitative methods in our second year and fully assessed in our third
year as described in our assessment schedule.
Program: _____
 PLO #1:

PLO #2:

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
16
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.
N/A. We are a
developmental-transfer level English program.
17
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?
The PSCN courses within our program, PSCN 20 and 18, will help students achieve success in college by giving them more support to move
through their Student Educational Plan.
What is your specific goal and measurable outcome?
The PSCN courses, PSCN 20 and 18, have a 100% completion rate of course and 80% rate of completion on additional CIN courses.
What is your action plan to achieve your goal?
Activity (brief description)
Because this initiative depends on FTEF there’s not much we
can do without budget approval.
Customize PSCN 20 and 18 curriculum to meet CIN’s needs.
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
FTEF
Spr 14
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
18
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
A Certificate/AA-T in Social Justice Leadership will honor the work students have done in CIN. A sense of accomplishment and community will
help students complete their studies. The AA-T will guarantee students transfer into the CSU system. Additionally because no other community
college has a Certificate/AA-T in Social Justice Chabot will be seen as an innovator and students will be drawn to our campus!
What is your specific goal and measurable outcome?
Certificate/AA-T in Social Justice Leadership. 30 students receive this documentation by 2016.
What is your action plan to achieve your goal?
Research information in developing Certificate/AA-T.
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
4/1/13
Choose classes for program
5/1/13
Complete necessary paperwork, await approval
10/1/13
Prepare documentation to get Certificate/AA-T on the books
1/1/14
Activity (brief description)
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
19
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
This initiative would focus on pre-collegiate activities, particularly, the immersion of new CIN students to community college life, with a
strong emphasis on transfer requirements and career goals. Such an initiative would also enhance CIN visibility both on campus and in
the community since we would be working closely with nearby high schools in the area.
What is your specific goal and measurable outcome?
Develop a CIN Summer Bridge Program in collaboration with local high schools to begin the summer of 2015.
What is your action plan to achieve your goal?
Strengthened relationships with neighborhood high schools
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Ongoing
Plan bridge program
2013-2014
Activity (brief description)
20
Recruit student teachers
2013-2014
Look for funding
Ongoing
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain: possibly
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
This initiative would reflect students’ interests in social issues, both locally and globally, and offer service learning opportunities, paid
internships, as well as employment connections. In addition, it supports the college’s vision and mission, particularly as it relates to 1)
Community and Diversity and 2) Individual and Collective Responsibility
What is your specific goal and measurable outcome?
Institute an annual CIN! Workshop Series that showcases local leaders from community organizations engaged in social justice work.
21
What is your action plan to achieve your goal?
Recruit local leaders from local community organizations
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Fall 2013
Plan CIN! Workshop Series
Ongoing
Engage campus community (students, faculty and staff)
Spring
2014
Activity (brief description)
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources: Title V
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
We believe Public Sphere Pedagogy helps students understand how their class work translates to community participation and engagement.
It gives meaning to work done inside the classroom. In addition, it is modeled after Chico State’s First Year Experience program, which seeks
22
to create a stronger level of confidence and persistence in participating students.
What is your specific goal and measurable outcome?
Participate and support the Hayward Great Debate for students in Fall 2014.
What is your action plan to achieve your goal?
Activity (brief description)
Coordinate with Communication Studies and the Law &
Democracy Project
Coordinate with the City and Community Partners
Target
Completion
Date
Dec 2014
Required Budget (Split out
personnel, supplies, other
categories)
3 CAH
Dec 2014
3 CAH
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
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: Community Partners and Faculty collaboration
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
23
(obtained by/from):
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
The GNST 9 class to be offered Spring 2014, will allow us to address the glaring budget deficiencies in CIN, by putting our students to work!
Students who are on our Student Advisory Board and other interested CIN student leaders will have a class that meets twice a week for an hour
to work on CIN projects. The class will serve as practicum of sorts allowing CIN leaders to further develop their leadership and organizational
skills.
What is your specific goal and measurable outcome?
GNST 9 class offered Spring 2014 to 12-15 CIN students.
What is your action plan to achieve your goal?
Complete colloquium form
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
9/1/13
Register students for class
11/13
Begin class
Jan 2014
Activity (brief description)
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
24
(obtained by/from):
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:
25
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: _0__
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
CIN Coordinator
The CIN
coordinator
organizes the
works of the
CIN program .
Faculty (1000)
Program/Unit
Division/Area
Language Arts, Student Services
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.
At this time, the CIN program serves close to one hundred students within our core classes (Eng 102, COMM 1, Eng 7). In order to continue
supporting students to success we, like many other programs, need help. We are the only learning community without a full-time coordinator or
program assistant. All of our funding has been grant based and yet to be institutionalized within Chabot. As we develop new initiatives to garner
26
student success, CIN should be seen as a model and thus funded appropriately. It would be disheartening for the program to wither because of
lack of institutional support. Having a coordinator and program assistant would allow us to better track our students. Meaning we would be able
to contact quickly when they are absent or getting off track. We could also bring more resources to the program if we had someone to
coordinate those services. According to the data, CIN has a high persistence rate in our courses. 79% of students successfully moved from Eng
102-1a between Fall 2011-Su 2012; with only 21% being non-successful. Once students complete English 102 they go on to find success in their
additional classes. In order to capitalize on the success of the English classes, coordination would be helpful in recruitment and retention
strategies for the additional CIN classes. Often because recruitment happens later for our other classes, students are less prepared and
subsequently have lower success rates. A CIN coordinator would allow us to focus on recruitment and increase our retention and persistence
strategies.
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 CIN program seeks to help students move through there required classes quickly, but with community and intention. Students are equipped
with social justice knowledge and practices to see them through the tough road ahead. They build relationships that are naturally nurtured into
study groups and become cohorts as they enter non-CIN classes. By offering classes like COMM 1, English 1A we are thoughtfully helping Chabot
students meet their academic goals of transferring to a four-year college. As many groups have stated the learning community model has
remarkable affects on student success and engagement. Because of our intentional curriculum and powerful teaching methods, CIN students
graduate from the program ready to face new challenges. As we all know, learning communities offer one of the best shots for students towards
their success. The sense of community and case-management helps students feel connected and more directed towards their goals. CIN is a
great model for student success because it is based purely on interest and a desire for community. With the college moving more towards a
learning community model, it is imperative that learning communities are strengthened so they can offer best practice methods to other
budding communities. Having a coordinator will help us develop these practices, increase recruitment and retention, and enhance programming
in general. It is nearly impossible to complete all the programming tasks as full-time faculty with full loads and responsibilities.
27
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: ___1__
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
PLEASE LIST IN RANK
ORDER
Position
Classified Professional Staff (2000)
Description
Program/Unit
Division/Area
Program Assistant
Assists in the work of
coordinating the program
Student Services
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Postion
Description
Student Assistants (2000)
Program/Unit
28
PLEASE LIST IN RANK
ORDER
Division/Area
2. Rationale for your proposal.
It would be disheartening for the program to wither because of lack of institutional support. Having a coordinator and/or program assistant
would allow us to better track our students. Meaning we would be able to contact quickly when they are absent or getting off track. We could
also bring more resources to the program if we had someone to coordinate those services.
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.
The CIN program seeks to help students move through there required classes quickly, but with community and intention. Students are equipped
with social justice knowledge and practices to see them through the tough road ahead. They build relationships that are naturally nurtured into
study groups and become cohorts as they enter non-CIN classes. By offering classes like COMM 1, English 1A we are thoughtfully helping Chabot
students meet their academic goals of transferring to a four-year college. As many groups have stated the learning community model has
remarkable affects on student success and engagement. As we all know, learning communities offer one of the best shots for students towards
their success. The sense of community and case-management helps students feel connected and more directed towards their goals. CIN is a
great model for student success because it is based purely on interest and a desire for community. With the college moving more towards a
learning community model, it is imperative that learning communities are strengthened so they can offer best practice methods to other
budding communities. Having a program assistant will help us develop these practices, increase recruitment and retention, and enhance
programming in general. It is nearly impossible to complete all the programming tasks as full-time faculty with full loads and responsibilities.
29
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
CURRENT
FTEF
(2013-14)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
30
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
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. Learning Assistants
To assist in the English and Communication Studies courses
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.
We would like to receive learning assistants for the CIN program in the English and Communication Studies courses. We have had much success
when using them in our classrooms. For the English classes, students have met with the Learning Assistants outside of class to work on essays
and further their understanding of the readings. Learning Assistants also have led writing workshops which the students have found beneficial.
In the Communication Studies Courses learning assistants have planned workshops and assisted students in developing their projects. They have
coached students on their speeches as well. The data around Learning Assistants shows more engagement in classes where they are present.
Learning Assistants in the CIN program will definitely add to our success.
31
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.
2013-14
2014-15
Request
needed totals in all areas Request
Requested Received
Description
Amount
Vend
or
32
Division/Unit
Priority #1
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 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
Amount
Vendor
Division/Unit
33
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
Amount
Vendor
Priority Priority Priority
Division/Dept
#1
#2
#3
34
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 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
Amount
Vendor
Division/Unit
35
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): CIN! Office
Building/Location: Building 100
Description of the facility project. Please be as specific as possible.
The Change It Now office is a space for program meetings and events. Currently we are always scrambling for meeting space. It
would be great for students to have a recognizable CIN space on campus.
What educational programs or institutional purposes does this equipment support?
The CIN program is based in the Language Arts department. English and Communications Studies are the foundations for the
program. Moreover the classes offered in the CIN program meet the majority of the classes students need for transfer. Having a
space will help gel the program and create a sense of unity and pride.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
Student success, retention and persistence is at the heart of the Strategic Plan Goal. These are aspects CIN has had success. The
office will create community with students so they could offer encouragement. Also, one of our team members is a counselor,
Felicia Tripp. Within our office space she could offer informal counseling support to help students meet their goals to move through
their Student Educational Plans quickly and effectively. This office space would hold social justice lesson plans so other instructors
interested in social justice could visit and receive professional development support. CIN is the only learning community developing
curriculum to help students better understand the inequities of their experiences all while building community and offering support
to help them overcome these oppressions. This space will only strengthen the work we are doing.
36