Chabot College
Program Review Report
2014 -2015
Year Three of
Program Review Cycle
Submitted on: Nov. 1, 2013
Contact:
Kim Morrison, Jim Matthews, Norman
Buchwald, Debbie Buti, Pedro Reynoso
Final Forms, 1/18/13
Table of Contents
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
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence, and
enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:
 What program improvement goals did you establish?
1. Increase Library Open hours. YES. Library hours have been restored. We are now
open until 8pm, Monday-Thursday.
2. Explore concepts and limitations on providing more online services to students:
Webpage redesigned; Increase internet speed for wireless and desktop; Provide
wireless printing. YES. EXCEPT WIRELESS PRINTING.
3. Make the library a more inviting place: More study table areas have been set up.
Outdoor balcony picnic tables have been added, Leather chairs and sofas
purchased and placed throughout the library, Quiet study room added, new stack
signage, book trucks and new book stands, new vacuum cleaner also purchased.
YES. Purchased and replaced old Audiovisual Equipment (T.V. dvd, vcr components,
and head phones).
4. Work with more departments on providing library information competency skills to
students. NO. Larger class sizes result in fewer requests since we cannot
accommodate large classes in Rm. 119. Secondly, faculty reported less class time
available for library instruction. However, class visits and library orientations in
WRAC 354 have increased.
5. Develop new instruments for measuring information competency skills across the
disciplines. Yes. We have created a library orientation survey to assess information
competency. Assessment cycle will commence in fall 2013.
6. Expand the Library Instruction Room. Remodel the library for efficiency: Work with
architects continues as we await to see if the Building #100 Remodel Project will be
fully funded. YES. Remodel project pending Facilities and District approval.
7. Update Collection development budget. YES. The book and AV budgets have
remained the same this year. The library has the funding from the state for a statewide database (EBSCOHost). However, all material budgets are currently funded by
the District Bond. The bond runs out in July 2014. We have purchased or
subscribed to over 80,000 volumes of Ebooks. In addition, increased database
funding has allowed us to renew our current subscriptions, enhance our future
catalog (StackMap), include a video streaming database (Films on Demand), and
subscribe to a Dental Hygiene Database. These funds need to be renewed each
year in order to continue all our online subscriptions.
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8.
Provide more computer work stations for students to use throughout the library:
This is an ongoing issue which may be addressed in the Building #100 Remodel
Project. YES. We have acquired Two laptops for Laptop Lending Program.
Increase reliability of the online catalog. YES. We have upgraded to Symphony 3.4.
Purchased OCLC updates. Replaced old equipment (i.e., inventory wand)
Increase usage of online services: wireless printing. NO. But we established an
online reservation system for study rooms. Increased the Use of Library Guides
used by students.
Offer at least 2 sections of library skills courses: No new sections have been
approved. NO.
Get stable funding for current and new electronic resources. YES, the state wide
database purchase is a five-year program. However, all other funds are in the
District Bond. See #7.
Migration from SirsiDynix Integrated Library System to OCLC WorldShare in order
to create an easier and more precise method of searching in our library catalog.
YES. New ILS (OCLC WorldShare) projected to roll-out in Spring 2014.
Continue to find ways to streamline and cut budgets in ways to lessen the impact
on students. Increase computer access via laptops, more computers in lab. Provide
wireless printing. Provide a laptop loaner program. SEE #1, SEE #2, SEE #8, SEE #10
Use collected data to help improve student access. YES. Based on Student Survey
data, we instituted a Silent Study Room, Group Study Spaces, online reservation
system for study rooms, created a mobile interface. Purchased electronic counters
for each door entrance of the library.
9.
10.
11.
12.
13.
14.
15.
Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for student learning, program learning, and Strategic Plan
achievement.
SEE ABOVE Goals for Status.

What best practices have you developed? Those could include pedagogical methods,
strategies to address Basic Skills needs of our students, methods of working within
your discipline, and more.

Are these best practices replicable in other disciplines or areas?
 Library Guides
 NoodleBib
 MLA and APA Handout
 SearchPath
 Library Events
 Film Screenings
 Day of the Dead
 Book Displays
 Weekly Story-Time
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










Lectures
Author Readings
Student and Faculty Art Displays
Faculty Consultations
Faculty-Student Interaction
Chat/IE
Reference Desk
Phone Reference
Drop-in sessions
Library Orientations
Reference Computers

What were your greatest challenges? Library reduced hours, inadequate teaching
space, not enough student computers, no student computers for presentation practice.
No budget outside of the District Bond for materials, not enough study space, lack of
faculty office space, lack of faculty interaction spaces, lack of discussion on information
competencies and critical thinking skills campus wide. Inadequate Classified staff.

Were there institutional barriers to success? No resolution to library building issues,
reduction in classified staffing resulting in loss of library open hours and services, lack of
planning to replace money lost when the bond ends, lack of administrator support and
leadership, lack of “place” on campus.
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B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.
What goals do you have for future program improvement?
1. Migrating from SirsiDynix Integrated Library System to another system, possibly OCLC
WorldShare or comparable in order to create a easier and more precise method of searching
in our library catalog.
2. Hire for empty classified position
3. Increase student assistant funding
4. Increase adjunct librarian hours
5. Increase number of loaner laptops
6. Increase loaner equipment for students i.e. voice recorders and mics, Flip cameras, Go-Pro
cameras with stands.
7. Wireless printing
8. Work with more departments on providing library information competency skills to students.
9. Expand the Library Instruction Room. Remodel the library for efficiency: Work with the
architect continues as we wait to see if the project will be funded.
10. Get stable funding for current and new electronic resources: No new funding sources have
been identified.
11. Provide more work stations for students: This is a ongoing issue which may be addressed in
the remodel project.
12. Find funding for a Library Dean that has an MLIS
secure funding to improve story-time room for the Chabot early childhood program
13. Remodel the library for efficiency (Circulation and Reference areas) Re-design Reading
areas. Re-design Periodical and Audio-Visual Areas. Augment Power capabilities for student
electronics. Request new painting, furniture and carpets. Renovate staff work areas
14. Increase usage of online services, 24 hour consortium chat reference
15. Lessen budget impacts on students
16. Expand library outreach, marketing, exhibits, and book displays in collaboration with other
college divisions, institutions and libraries
17. Establish library outreach and services to satellite campuses, and Hayward Public Library (Ie.
San Leandro)
18. Lock down computer program for student computers in lab to prevent viruses, and
changing of programs
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19. Software in room 119 that can turn on and off computers at one time
20.New sound system and speakers in room 119-Library teaching classroom
21. Need document camera for visuals in 119.
22. Need modern technology equipment in 119, similar to those in the standard SMART
classrooms.
23. Funding for video-streaming service
24. New library furniture in Library Instruction Room.
 What ideas do you have to achieve those goals?
Increased funding to library
Dedicated Library Dean with an MLIS
Hire to fill vacant classified positions
Increasing student assistant budget

What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
Value the Chabot Library as the center for learning on our campus.
More instructor-librarian collaboration
Provide the necessary funding to increase student success, and access to the library
Support a Library Dean position with an MLS degree

What recommendations do you have to improve the Program Review process?
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Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
2012-13
Budget
Requested
$244,046.30
Classified Staffing (# of
(5)
positions)
Supplies & Services
$3,000.00
Technology/Equipment
$54,000.00
Other
$41,000.00*
TOTAL
$342,046.30
*Library subscriptions and audio visual materials.
2012-13
Budget
Received
$200,375.00
(4)
$3,000.00
$54,000.00
$41,000.00*
$298,375.00
2013-14
Budget
Requested
$246,966.00
(5)
$3,000.00
$67,000.00
$41,000.00*
$357,966.00
2013-14
Budget
Received
$246,966.00
(5)
$3,000.00
$67,000.00
$41,000.00*
$357,966.00
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.
Library Databases: we have broadened access to research materials; and continue to provide interdisciplinary materials to students and faculty
Library Periodical Subscriptions: we are encouraging exploration of current topics using a browsing
journal collection (i.e., magazines, newspapers)
Library Audio-Visual Materials: we support the audio-visual needs of classroom instructors and for
student research needs
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?
Reduced library open hours
Students have less access to research materials in the library ; less access to computers; course reserves;
less access to study areas; less access to professional librarian expertise; fewer orientations can be
offered; particularly, to evening and Saturday classes.
Inadequate Teaching Classroom: cannot accommodate larger classes; Internet speed
Out of date Reference and Circulation computers
Inadequate Reference desk/Circulation area
Inadequate computer and overhead projector on cart for oversized orientations
Students unable to Wireless print via Goprint
Building lacks ADA compliance
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Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:


X No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to
be submitted with this Year’s Program Review. Note: All courses must be assessed
once at least once every three years.
Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
LIBS 1
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
*Note: These courses
must be assessed in the
next PR year.
Submitted
Submitted
LIBS2
ASSESSMENT SCHEDULE:
Courses:
Spring 2013
Library
Orientations
Library Skills 1
Library Skills 2
2-Years Prior
Implement &
Adjust
Fall 2013
Assess
Spring 2014
Reflect
Reflect
Reflect
Assess
Reflect
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Fall 2014
Implement
& Adjust
Assess
Spring 2015
Implement
& Adjust
Reflect
Implement
& Adjust
Assess
Fall 2015
Assess
Implement
& Adjust
Reflect
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
LIBS 1 and LIBS 2
Yes
2
2
100%
Spring 2012
Kim Morrison and Pedro Reynoso
Form Instructions:
 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
LIBS 1
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Develop and implement a search strategy.
(CLO) 2:
Distinguish between popular and scholarly sources.
Defined Target
Scores*
(CLO Goal)
100%
Actual Scores**
(eLumen data)
65%
100%
55%
LIBS 2
Defined Target
Scores*
(CLO Goal)
100%
Actual Scores**
(eLumen data)
(CLO) 2:
Evaluation of information and its sources
100%
75%
(CLO) 3:
DRAW REFERENCES TO ONES PERSONAL LIFE FROM MATERIALS
100%
85%
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Create an annotated bibliography
PRESENTED IN CLASS
 If more CLOs are listed for the course, add another row to the table.
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75%
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:LIBS 1
1. How do your current scores match with your above target for student success in this course
level outcome?
35% below the 100% 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?
The importance of presenting this concept as part of a library research continuum or
process:
1. Understanding the research assignment
2. Developing a research topic
3. Searching for information
4. Choosing your sources
5. Citing your sources
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?
45% below the 100% 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?
Although this is a running theme throughout the course supported by handouts outlining
the differences between popular and scholarly sources, most students are still at a
developing stage in developing an understanding of the nuances of information.
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COURSE-LEVEL OUTCOME (CLO) 1:LIBS 2
3. How do your current scores match with your above target for student success in this course
level outcome?
25% below the target of 100%
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Spending more time in creating a practice citation. Also going through the MLA Handout.
C. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in this course
level outcome?
25% below the target of 100%
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Spend more time on what constitutes plagiarism. What it is? And And its implications?
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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?
15% below target of 100%
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?
Laying down grounds rules to make the environment safe for students to talk in class.
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?
LIBS 1: Create new assignments that reinforce the differences between popular and
scholarly sources, particularly in terms when to use academic sources over popular and vice
versa.
LIBS 2: Give tangible examples of plagiarism.
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?
LIBS 1: The importance of this critical information competency in a community college
setting; and thus, the continual emphasis in accomplishing this CLO.
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LIBS 2: When teaching information literacy we are also teaching how information is in our
lives i.e. perception, creation, who owns it etc. and the various ways of knowing and
various types of knowledge. Various ways of transferring knowledge.
3. What is the nature of the planned actions (please check all that apply)?
X Curricular
X




Pedagogical
Resource based
Change to CLO or rubric
Change 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: Library
 PLO #1: Formulate and apply research strategies to locate appropriate information to
achieve, educational, professional and personal objectives.

PLO #2: Develop a lifelong ethic of learning.
The two PLOs above reflect the library’s Core Values. We, the library, believe:
• in facilitating access to information by providing multiple access points that support diverse
student needs
• in teaching students, faculty, classified professionals, and administrators how to find,
evaluate, and ethically use information in their respective academic, professional and personal
lives
• in operating at a high level of professionalism and service
• in creating a safe and welcoming environment where all students want to come
• in fostering lifetime relationships with libraries
PLO Assessment Cycle
Assessment Tool
Assess
Reflect
Implement & Adjust
Assess
Library Student Survey
Library Faculty Survey
Library Orientation Survey
Library Programming Survey
Spring 2013
Spring 2013
Spring 2013
Spring 2013
Fall 2013
Fall 2013
Fall 2013
Fall 2013
Spring 2014
Spring 2014
Spring 2014
Spring 2014
Fall 2014
Fall 2014
Fall 2014
Fall 2014
The assessment cycle above shows the different assessment tools used by the library to collect
relevant data, which in turn, informs and guides the library’s planning actions. This evidencebased process helps facilitate the allocation of institutional funding for the sustainability of
resources and services at Chabot College Library. The library evaluates resources and services
to ensure that identified student needs are met through the appropriate allocation of funds. In
short, the library’s outcomes assessment process serves as the basis for improving student
success.
To this end, the library will conduct its annual Library Student Survey this spring semester
(2014). The data collected will then be analyzed and considered for reflection, and ultimately
used for the design of new services and resources that meet students’ library and information
needs. Case in point, the 2012 Library Student Survey revealed a need for more silent study
space at the library. Such valuable student input resulted in the creation of a Silent Study Room,
which has been well received by students.
13
Most recently, a Library Faculty Survey was conducted this spring semester (2013). The aim of
the survey was two-fold: 1) to gather faculty input on a potential new library building, and 2) to
measure the level of satisfaction of library resources and services accessed by Chabot faculty.
The data from the survey will be analyzed this semester with the eventual goal of implementing
new and/or improved resources and services by spring 2014. Similarly, Library Programming
and Library Orientations will follow the same assessment cycle.
What questions or investigations arose as a result of these reflections or discussions?
Explain:
The same reoccurring need continues to dominate the discussion, the need for a Library
Instruction Room that is able to accommodate large classes. Our current space (Rm. 119) is
limited to 24 computer terminals, a capacity that does not meet the needs of today’s
community college courses. Although the use of the WRAC Lab (354), which fits 45 students
comfortably, as well as the increase of computers in 119 by using laptops from the Library’s
Laptop Lending Program, have served as temporary solutions, the library does not consider
them as permanent alternatives to a traditional Library Orientation space; thus the need for the
expansion of Rm. 119 or the creation of a 21st century Library Instruction Room as part of a new
library building.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Data from the 2012 Library Student Surveyconfirmed what librarians have known all along, the
value of the library as a meeting space, as a place of collaboration and learning, as a dynamic
environment with technology and information at its core; put simply, students need and value a
library setting.
As discussed earlier, the 2012 Library Student Survey revealed a need for more silent study
space at the library. The student input resulted in the creation of a Silent Study Room, which
has been well received by students.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
Continue to push for a new library building that meets the needs of today’s community college
student, while at the same time, supporting program-level strengths in the near future and in
years to come.
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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? If no, identify the
course outlines you will update in the next curriculum cycle. Ed Code requires all course
outlines to be updated every six 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.N/A
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?N/A
7. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be.No
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Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support
of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both
internal and external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
New Library Building: a new building would support the pedagogical goals of the college. This includes the research needs, the need for students
to study individually and in groups on campus; the need for students to access librarian expertise; the need to support students technologically.
What is your specific goal and measurable outcome?
A new or remodeled library building that supports the learning and instructional needs of students in the 21st century.
What is your action plan to achieve your goal?
Activity (brief description)
Engage the college in campus-wide discussion
Lobby the district for funding
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Spring
2013
Fall 2013
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)
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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:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
17
(obtained by/from):
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent three
years, student success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
1. Number of new faculty requested in this discipline: ___
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
Faculty (1000)
Program/Unit
Division/Area
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.
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.
18
19
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
Position
Full-time, Library Tech I
Classified Professional Staff (2000)
Description
Program/Unit
Circulation, General Library
Duties
Library
PLEASE LIST IN RANK
ORDER
Division/Area
Language Arts
PLEASE LIST IN RANK
ORDER
20
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Postion
Student Assistants
Student Assistants (2000)
Description
Program/Unit
Student assistants needed to
assist classified staff in
helping students at the
circulation and audio-visual
desks, shelve books, and
help to maintain the library.
Requesting $10,000 (571
student hrs/semester).
Library
Division/Area
Language Arts
2. Rationale for your proposal.
1. Full-time, Library Tech I: This position would enable the library to support general library services in circulation, in technical processing,
and the audio-visual services area. The library/learning connection recently hired 1 full-time Library Technician I position to be split
between the two areas (20 hours in each). This position replaces 1 20-hour classified staff position that was vacant because of a
resignation. The library now needs to replace 1 full-time Library Technician position that was also lost because of a resignation.
3. Statements about the alignment with the strategic plan and program review are required. Indicate here any information from advisory
committees or outside accreditation reviews that is pertinent to the proposal.
See Library Goal #1, #2, #9, #15,
21
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
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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. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Library Dean
MLIS degree;
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.
A Library Dean with an MLIS will be more in tune with the unique nature of the library. An MLIS Dean would be able to bring the Chabot College
Library up to speed and into the 21st Century.
23
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
24
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
25
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.
Conference Description
Amount
Vendor
Division/Unit
Priority
#1
Priority
#2
Internet Librarian
$
600.00
Information Today, Inc.
Language Arts/Library
California Conference on
Library Instruction
$
180.00
California Conference on
Library Instruction
Language Arts/Library
x
Creativity & Sustainability
CARL
$
300.00
CA Academic & Research
Libraries
Language Arts/Library
x
$
1,000.00
OCLC, Inc.
Language Arts/Library
$
500.00
Action Research Network of
the Americas
Language Arts/Library
x
$
2,000.00
The Community Colleges of
Allegheny County
Language Arts/Library
x
$
300.00
Faculty Association of CA
Community Colleges
Language Arts/Library
x
OCLC Seminars
Invention & Reinventing of
Knowledge: Action Research
Across the Americas
Leadership Development
Institute for African American
Midlevel Administrators in
Community Colleges
Diversity Conference;
Strategies for Change
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x
x
Priority
#3
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.
27
Project or Items
Requested
Databases
2013-14 Budget
Requested Received
$67,000
$67,000
2014-15
Request
$68,000
Periodicals
21,000
21,000
21,000
Audio-Visual
Materials
20,000
20,000
20,000
Rationale*
Priority #1
In general the databases are the basic
online resources for students to
support their research for courses.
The1K increase is due to current
inflationary costs associated with
database subscriptions.
X
Many of our periodicals are due to
accreditation requirements, support
faculty and student research, along
with our browsing section
Closed captioned DVD’s of
educational, documentaries,
independent films, movies, and other
educational programs.
X
X
NetSupport School
$1100
This software would have the student
computers be “slaved” to follow what
the instructor is demonstrating. Once
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X
Priority #2
Priority #3
the demonstration is done and it is
time for hands-on, the computers
would be freed for students to do
research. Heighten concentration and
address more learning styles.
HP Laptops for
Student Check Out
MacBooks for
Student Check Out
Funding
for 2
laptops
Funding
for 2
Macbooks
& 2 Ipads
Funding
for 2
laptops
Funding
for 2
Macbooks
& 2 Ipads
$15,000.00
X
$15,000.00
X
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Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of 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): Rm 119 Renovation (Library Instruction Room)
Building/Location:
Description of the facility project. Please be as specific as possible.
Remove wall between Rm 119 and 121. Re-wire room to current computer classroom specifications. This is part of the Building
#100 Remodel Project pending approval from the Facilities Committee and District at large.
What educational programs or institutional purposes does this equipment support?
This project would support library orientations, Library Skills courses, and other instruction-related activities.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
See Goal #3, #4, #6, #8, #11
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