Final Forms, 1/18/13

Section A: What Have We Accomplished? ................................ 1
Section B: What’s Next? ........................................................... 2
Required Appendices:
A: Budget History ......................................................................................... 3
B1: Course Learning Outcomes Assessment Schedule ................................. 4
B2: “Closing the Loop” Assessment Reflections .......................................... 5
C: Program Learning Outcomes .................................................................... 9
D: A Few Questions ................................................................................... 11
E: New Initiatives ...................................................................................... 12
F1: New Faculty Requests .......................................................................... 13
F2: Classified Staffing Requests .................................................................. 14
F3: FTEF Requests ...................................................................................... 15
F4: Academic Learning Support Requests ................................................. 16
F5: Supplies and Services Requests ............................................................ 17
F6: Conference/Travel Requests ................................................................ 18
F7: Technology and Other Equipment Requests ........................................ 19
F8: Facilities Requests ................................................................................ 20

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/Data2012.cfm
.
In year one, you established goals and action plans for program improvement. This section asks you to reflect on the progress you have made toward those goals. This analysis will be used by the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills committees as input to their priority-setting process. In your narrative of two or less pages, address the following questions:


What program improvement goals did you establish?
Did you achieve the goals you established for the three years? Specifically describe your




 progress on goals you set for student learning, program learning, and Strategic Plan achievement.
What best practices have you developed? Those could include pedagogical methods, strategies to address Basic Skills needs of our students, methods of working within your discipline, and more.
Are these best practices replicable in other disciplines or areas?
What were your greatest challenges?
Were there institutional barriers to success?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios, CLO/PLO assessment results, external accreditation demands, etc.).
We had the following Program Goals for Year 1 of the Cycle for Physics:
1.
Design, Build, and Move to New Physics Labs (Building 1800)
2.
Install upgraded Physics laptop computers, and maintain computer carts, to provide students with required lab/discussion resources, simulations, data acquisition tools, analysis software, and group/homework tools.
3.
Prepare curriculum proposal for realignment of Physics 4ABC to four-semester sequence
4.
CLO/PLO completion and review
5.
Examine Physics 18 preparation for students entering Physics 2A/4A
6.
Examine Physics 22A/22B results vs. creation of specific calculus-lite Physics sequence.
7.
Maintain Physics labs
8.
Reestablish Physical Science 15
We were able to achieve Goals 1-7. Coal 8 has remained elusive due to FTEF limitations. But we will continue to pursue it because Physical Science 15 as a course offering, can be tied to
CSUEB’s Environmental Studies 1000 course, which is a pre-requisite for science teachers.
1

We are pleased that we have our new facilities in Building 1800. What sets this effort apart is the innovation of the labs (ie. Configurable to any arrangement from lecture to lab experiment mode) and tutorial center as a place for student to gather, talk and study. Placement of this room between labs, with windows between, lends itself collaborative group efforts between each space. The recognition that the “learning space” is every bit an essential tool (as for instance the textbook) to foster greater learning is a first for Chabot. We continue to look for opportunities to share the facility with interested colleagues. The glass wall and wall-to-floor whiteboard had garnered continual praise from students and faculty alike, as a place that is inviting and “pulls you in” as a space for collaboration and study.
The greatest challenges to our efforts of the last few years are those that are largely out of our hands, namely the economic state of California and the Community College system. However, three fronts of concern that are within our ability to effect a change and are being addressed: a) Using our innovative building and facilities in the most efficient and productive manner. b) Establishing even greater collaboration, partnership and idea exchange between ourselves and our immediate administration and working that into achievable goals for furthering STEM development within the Math Science division. c) Rearranging our curriculum to better serve the greatest number of our students in ways which increases their learning, information retention, and facilitates efficient articulation through our academic system. d) A continued effort to lobby for and search for funding to help supplement funds most likely need for equipment and instructional aides. e) A continued effort to establish a center of Science and Engineering Excellence, with multiple financial sponsors such as that established at Contra Costa College.
Just to take a moment to readdress a difference of opinion that we the Physics faculty still think is critical to future students success, is that of Physics 5. The proposal to replace Physics 5 with
Physics 4D was cancelled by the Dean just before it was to be submitted, on the basis that it required Physics 4C as a pre-requisite. (Currently Physics 5 can be taken by students who have completed 4B as well as those who have completed 4C.) The Dean’s rationale for stopping the proposal was that it would require Chabot students to take more than two years to complete their necessary courses before transferring to a four-year institution like UC Berkeley.
The full-time faculty disagreed with this decision. We believe that making Physics 4C a prerequisite to Modern Physics is necessary, as the concepts of waves and thermodynamics brought out in Physics 4C are essential to understanding concepts in Modern Physics. Las
Positas faculty shared their belief in the proposal creation process that making their 8C a prerequisite to their 8D class was the proper approach as well.
2

As a result of the decision to pull back the Physics 5 to 4D change, Chabot is left with its current plan of offering Physics 5, along with Physics 4C, only in Spring, to be taken simultaneously by students who might need both to transfer. We don’t have sufficient FTEF allocation to offer more sections of either course.
As the discussion about Physics 5 and 4D took place, and at the request of the Dean, we were asked whether Chabot could change its curriculum from its current four-semester model to a three-semester model, so that transfer could be accelerated for students who were able to do so. We compared the physics programs for many of the local community colleges (including
LPC, Ohlone, CSM, CCSF, DVC, and Contra Costa) as well as for the local four-year schools (San
Jose State, UC Berkeley, Davis, Cal Poly) that seem to be the most popular transfer institutions.
We also added a new course sequence Physics 3A-B , replacing our current algebra/ trig based program for life science majors who now take Physics 2A-B. More of this is discussed in the next section. This change includes new pathways for architecture and life science students transferring to 4 year universities requiring physics with calculus . Calculus is required by the majority of our life science students so the change optimizes usage of that prerequisite. The change is part of a new physics sequence for life science majors---3A and 3B--- that will reduce the number of transferable courses by two, one in math (with the elimination of Math 3 as a prerequisite to the study of 3B's offering of electromagnetic waves, optics, relativity and quantum physics ) and one in Physics (since students will no longer have to take Physics 4A, B and C to see the full spectrum of topics with calculus offered in 3AB over the course of only 2 semesters.) While we widen the pathway by adding calculus, a mathematical area required required by on average over 98 % of our life science students, we do not close off entry to qualified students who have not completed calculus.
3

4

This section may serve as the foundation for your next Program Review cycle, and will inform the development of future strategic initiatives for the college. In your narrative of one page or less, address the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to further detail your narrative and to request resources.

What goals do you have for future program improvement?

What ideas do you have to achieve those goals?
 What must change about the institution to enable you to make greater progress in improving student learning and overall student success?
 What recommendations do you have to improve the Program Review process? a.) We are considering adding a new intermediate 1-year physics sequence, to be called Physics
3AB, replacing 2AB, that includes calculus but offers our students the option of taking Math
15/16 rather than requiring the more rigorous Math 1-2-3 sequence.
The course would be designed primarily for students in the biological sciences that desire to transfer to universities, and who need a year of physics, but do not need the complete engineering-level sequence of Physics 4ABC (with their pre-requisite math courses). There are of course some majors in biochem and pre-med, and some four-year schools, where the more rigorous sequence of math and physics might still be required.
The proposed Physics 3AB courses would match those offered already at UC Davis, at UC
Berkeley, and many other schools. However, we will not have the FTEF to offer this sequence
*as well as* keep the existing Algebra-based Physics 2AB. If the proposal does move forward successfully, we would eliminate that sequence from our catalog by 2015. b. We are considering swapping the content order of Physics 4B with that of Physics 4C. This effort would bring the presentation of content more in line with when particular subject are covered in the Math courses so that students would have a firm foundation established in Math before that knowledge would be needed and required to be applied in a Physics class. c. We are in the process of re-establishing a Physics major, subsequently working with Jane
Church with regard to curriculum requirements and articulation.
According to the attached sheets we also have tasks related to increasing the number of African
American students in Physics. While our success rate is higher than the overall college rate for
African Americans, we can do more to increase the number of these student enrolled, which is lower than Latino students. On a positive note, our success rate statistics for women, who enroll in significant numbers, remain higher that the college average.
5

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
2011-12
Budget
Requested
2011-12
Budget
Received
2012-13
Budget
Requested
2012-13
Budget
Received
Classified Staffing (# of positions)
Supplies & Services
1 0 1 0
Technology/Equipment
Other
TOTAL
8,947
From Bond for
Equipment
Physics 4C
$1,800 supplies
0
0
10,747
8,947
1,800 supplies
0
0
10,747
0
1,800 supplies
0
0
1,800
0
1,800 supplies
0
0
1,800
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.
Because funds purchased equipment for Physics 5 which we are looking to realigned to include a lab , we are pursuing this effort and have been using equipment in Physics 5 classes offered this semester as as demonstration and lab curriculum creation.
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?
So far, inquiries and surveys of students have not shown a indication of negative impact.
6

All courses must be assessed at least once every three years. Please complete this chart that defines your assessment schedule.
ASSESSMENT SCHEDULE:
Group 3:
Group 4:
Courses:
Group 1: Full
Assmt
Group 2:
Spring
2013
Fall
2013
Discuss results
Full
Assmt
Spring
2014
Report
Results
Discuss results
& report
Full
Assmt
Fall
2014
Discuss results
Report
Results
Full
Assmt
Spring
2015
Fall
2015
Spring
2016
Full
Assmt
Fall
2016
Spring
2017
Discuss results
Report
Results
Discuss results
& report
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Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Physics 4C
Spring 2012
2
2
Percentage of sections assessed
Semester held “Closing the Loop” discussion
100%
Fall 2012
Faculty members involved in “Closing the Loop” discussion Timothy Dave, Nicholas Alexander,
Shannon Lee, Scott Hildreth
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.
P
I: C
-L
O
– D
R
C
N
ONSIDER T
UMBER OF
HE C
CLO
OURSE -L EVEL O UTCOMES
S WILL DIFFER BY COURSE
I NDIVIDUALLY

)
( THE
Defined Target
Scores*
Actual Scores**
(eLumen data)
(CLO Goal)
50% score 3 or 4 75% score 3 or 4 (CLO) 1:
Demonstrate knowledge of applied physics through research papers, projects, labs and/or assignments
(CLO) 2:
An ability to identify, formulate, and solve applied
50% score 3 or 4 75% score 3 or 4 physics problems.
 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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P
II: C
-
O
R
A.
C OURSE -L EVEL O UTCOME (CLO) 1:
1.
How do your current scores match with your above target for student success in this course level outcome?
We are above the target goal for students demonstrating an understanding of precision and accuracy, based on this CLO and when it is assessed in the class.
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?
We will continue to stress the the need for students to demonstrate knowledge of applied physics through research papers, projects, labs and/or assignments
B.
C
OURSE
-L
EVEL
O
UTCOME
(CLO) 2:
1.
How do your current scores match with your above target for student success in this course level outcome?
We are above the target goal for students demonstrating an understanding of precision and accuracy, based on this CLO and when it is assessed in the class.
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?
We will continue to stress the need for students to identify, formulate and solve applied physics problems.
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P
III: C
R
F
P
1.
What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
1. Physics education researchers determined that the traditional lecture-based physics course where students sit and passively absorb information is not an effective way for students to learn. A lot of students can repeat the laws of physics and even solve complex problems, but many are doing it through rote memorization. Most students who complete a standard physics class never understand what the laws of physics mean, or how to apply them to real-world situations. As an effort to determine effective modalities using a
“flipped classroom” have been instituted in one two Physics sections as an opening study.
The tenets that drive The Flipped Classroom Model are:
• The learners need to be personally connected to the topic. Student engagement is the key to learning. This is more likely to occur through engaging experiential activities.
• Informal learning today is connected, instantaneous, and personalized. Students should have similar experiences in their more formal learning environments.
• Almost all content-related knowledge can be found online through videos, podcasts, and online interactives, and is more often better conveyed through these media than by classroom teachers.
• Learning institutions are no longer the gatekeepers to information. Anyone with connections to the internet has access to high level, credible content.
• Lectures in any form, face-to-face, videos, transcribed, or podcasts, should support learning not drive it nor be central to it.
2. We modified CLO’s to make more workable with the eLumen system.
2.
Based on the current assessment and reflections, what course-level and programmatic strengths have the assessment reflections revealed? What actions has your discipline determined might be taken as a result of your reflections, discussions, and insights?
We are in the process of assessment of a “flipped classroom environment”. And when coupled with our physical learning environment in the form of building 1800 with our physics tutorial center and reconfigurable labs, we are encouraged like Dr.Eric Mazur,
Professor of Physics at Harvard…” “I think the answer to this challenge is to rethink the nature of the college course, to consider it as a different kind of animal these days….A
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course can be a communication across time about a discrete topic, with a different temporal existence than the old doing-the-homework-for-the-lecture routine. Students now tap into a course through different media; they may download materials via its website, and even access a faculty member’s interests and bio. It’s a different kind of communication between faculty and students. “
3.
What is the nature of the planned actions (please check all that apply)?
 X curricular
 Pedagogical
 X Resource based
 X Change to CLO or rubric
 X Change to assessment methods
 Other:_________________________________________________________________
Future Plans:
As it stands our current Physics 2A/2B, does not meet the needs of schools like
UCB for our Bio/life science majors. They require a general physics course that is higher than Physics 2A/B but lower than 4A/4B/4C. But since they only articulate as series, our
Bio/Life science students are required to do 3 classes when they really need only 2.
This is an issue for Architecture students as well with the need to cross over between the two series, 2A/2B vs 4A/B/C. The 2A/2B is actually limiting our student choices OR creating additional courses for them to take on their path to transfer.
Therefore we have created a new curriculum and have submitted it to the curriculum for approval, for a replacement course Physics 3A and #B. This new curriculum if approved and articulated will offer our students a more comparable path to completing the required physics courses (physics 8A/8B at UCB) for transfer in bio/life science.
Hopefully for architecture it will require one path for physics completion to all of your schools so that students do not have to manage switching between the Physics 2A/B
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path and physics 4A to complete their required courses....hopefully they will just have to do Physics 3A or Physics 3A/B.
Please note that we will not offer these courses unless they are articulated with all of the schools and make the pathway easier for the students.
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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: _Physics though at the moment there is no major. However, an effort is proceeding forward to restore the Physics Major at Chabot College.

PLO #1:
Students will cultivate the ability to apply knowledge of physics to current real-world applications. (Physics 4ABC)
[More specifically as an outcome: Demonstrate knowledge of applied physics through research papers, projects, labs and/or assignments.
 PLO #2:
Students will cultivate the ability to identify, formulate, and solve applied physics problems.
(Physics 2AB)
[More specifically as an outcome: Demonstrate an ability to identify, formulate, and solve applied physics problems.
What questions or investigations arose as a result of these reflections or discussions?
We are investigating how to use multi-media resources and online course tools to address these PLOs. One faculty member is “flipping” the classroom with extensive video clips made available outside of lecture, delivered through a new online tool. One faculty member is utilizing an online homework/media tool with lined YouTube clips to encourage student application and extension.
What program-level strengths have the assessment reflections revealed?
Now that we have two innovative and almost fully functional technology enabled learning environments in the form of our labs and student tutorial center in building 1800, it now remains to exploit this critical tools to enhance the learning process in Physics and Astronomy.
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
To initiate greater Collaborative learning—students working during class in small groups with shared laptop computers and provide Media-rich visualizations and simulations delivered via laptops, iPads and the Internet
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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.
YES
6.
If you have course sequences, is success in the first course a good predictor of success in the subsequent course(s)?
We are working with other subject areas within the Math-Science division to determine this.
7.
Does successful completion of College-level Math and/or English correlate positively with success in your courses? If not, explain why you think this may be.
YES
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Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic
Plan. The project will require the support of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both internal and external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Activity (brief description)
Target
Completion
Date
Required Budget (Split out personnel, supplies, other categories)
How will you manage the personnel needs?
New Hires: Faculty # of positions Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
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:
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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/Data2012.cfm
.
1.
Number of new faculty requested in this discipline: ____
2.
If you are requesting more than one position, please rank order the positions.
Position
1.
Description
2.
3.
Rationale for your proposal. Please use the enrollment management data. Additional data that will strengthen your rationale include FTES trends over the last 5 years, persistence, FT/PT faculty ratios,
CLO and PLO assessment results and external accreditation demands.
4.
Statements about the alignment with the strategic plan and your student learning goals are required. Indicate here any information from advisory committees or outside accreditation reviews that is pertinent to the proposal.
16

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, 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: ______
2.
If you are requesting more than one position, please rank order the positions.
Position
1.
Lab Technician
2.
3.
Rationale for your proposal.
Description to support Astronomy & Physics labs
Physics and Astronomy is still in need of a Laboratory Technician to assist with the set-up and take-down of astronomy & physics labs, and with the organization, upkeep, and repair of lab stockroom equipment and supplies. This position has been requested consistently in every unit plan Physics and Astronomy have submitted in the past 10 years, and we still are without help. Our colleagues in Astronomy and
Physics at Las Positas have help. Our colleagues in Biology and Chemistry have help. Why is Chabot’s
Astronomy & Physics program the only lab science serving students who are transferring to four-year schools without help?
It has been acknowledged that the workload for typical physics lab classes is worth the increased lab load factor, which we have petitioned for and received. While this indicator is a confirmation of the workload (ie. Grading lab reports) it does not fully appreciate the considerable time required in both set up and tear down of lab experiments, nor does it truly realize the amount of time devoted to maintenance of lab equipment and repair of said equipment by the teaching faculty.
Simply put the learning experience attained in the lab environment is not realized if there are no labs that are available because the instructor has not the time to fully set them up and prepare a adequate lesson plan to exploit the fullest measure of educational value within a Physics experiment. Assistance is needed in the form of additional personnel to aid in this process, which may take several hours. Likewise assistance is needed in maintenance and repair of equipment. Ultimately the greatest benefactors of this added help are the students who will be able to perform lab experiments that might not been available because the limited time of his or her instructor.
Laboratory technician assistance relates to our overall program goals of improving student success, and increasing the number of transfer students heading to four-year schools. Specifically, lab tech support will enable: a) Improving student success, as faculty currently devote as much as 2 hours a week in set-up and
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take down of equipment per lab. That time could be spent with students, and improving curriculum relevance as well as completing student and course learning outcome studies. b) Accelerating introduction of new pedagogy proven to help students learn. New computer-based data acquisition labs are available, showing great promise to help our students develop necessary skills in scientific critical thinking, experimentation, and data analysis. These are some of the most difficult to set up, requiring as many as 10 different components per lab station to be arranged, connected, and tested. c) Improve program efficiency with limited budget funds, by helping in the repair of broken equipment, rather than leaving it to be discarded because no one has time to get it fixed.
4.
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.
18

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 at http://www.chabotcollege.edu/ProgramReview/Data2012.cfm
.
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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.
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.
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• NO REQUEST
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.
Project or Items
Requested
2012-13 Budget
Requested Received 2013-14
Request
Rationale
$ $
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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/Training
Program
2013-14 Request Rationale
$466.00 American Association of
Physics Teachers – New
Physics and Astronomy
Faculty Workshop. June 17-
20, 2014
+1/2 of travel costs
Since 1996, the American Association of Physics
Teachers has sponsored workshops designed to help new faculty understand how to become more effective educators.
Data suggest that this inadequate attention to teaching, especially in introductory science and math courses, is responsible for driving students away from undergraduate majors in science, mathematics and engineering.
To improve the quality of physics teaching on a national scale, AAPT created the New Faculty
Workshop. Each workshop presents a small
AAPT Workshops total
$500.00
$1500.00
$1500.00
3966.00 number of techniques that have proven to be
effective in a variety of environments. These tactics can be implemented with minimal time and
effort.
Home institutions are expected to cover one half of the travel expenses for participants to get to the two conferences. This includes airfare and meals on travel days. Scholarships will be available for participants whose home institution cannot use funds for out-of-state travel.
Experienced Faculty Training. To improve the quality of physics teaching on a national scale, AAPT created the Experienced Faculty Workshop where new ideas could be exchanged with experienced faculty
Home institutions are expected to cover one half of the travel expenses for participants to get to the two conferences. This includes airfare and meals on travel days. Scholarships will be available for participants whose home institution cannot use funds for out-of-state travel.
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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.
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.
Project or Items
Requested
Purchase of iPads
Purchased – Phase !
2012-13 Budget
Requested Received
$3595.00
2013-14
Request
$$0.00
Rationale*
Phase II –
Equipment Sensors to work with iPads
LabQ2 Adapter $329.00
Project Description: iPad Learning
Initiative (iPad)
Project Objective: iPad objective is to find, create, and implement new techniques in both physics and astronomy classroom and labs instruction using the iPad learning device. Our goal is to increase access to current electronic learning materials . The expected outcome of this initiative is to facilitate greater understanding physical phenomenon across the whole of the
Physics curriculum. Also, to provide
Increased access to current and relevant course material (E-Books, online sites) thus providing increased learning.
This phase is a continuation of the iPad Initiative above. We are now equipping our Astro/Physics labs with the sensors and instrumentation that interface with the iPads. This phase is the terminal phase of the Initiative which has received widespread student approval and has significantly aided in instruction.
Sparklink Air
Rotary Motion
Sensor
Sparkvue Software
Force Sensor
$299.00
$995.00
$299.00
$550.00
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Airlink 2
Motion Sensor
Tax and Shipping
SubTotal…..
General Equipment for Lab
Oscilliscopes (6 digital scopes
Shipping
Tax
Subtotal
GRAND TOTAL
$795.00
$400.00
$550.00
$4217.00
$2836.00
$85.15
$255.24
$3176.39
$7393.39
* Rationale should include discussion of impact on student learning, connection to our strategic plan goal, impact on student enrollment, safety improvements, whether the equipment is new or replacement, potential ongoing cost savings that the equipment may provide, ongoing costs of equipment maintenance, associated training costs, and any other relevant information that you believe the Budget Committee should consider.
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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 re-prioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities."
Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests.
If requesting more than one facilities project, please rank order your requests.
Brief Title of Request (Project Name):
Building/Location:
Description of the facility project. Please be as specific as possible.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
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