Chabot College
Program Review Report
2014 -2015
Administration of Justice
Year Three of
Program Review Cycle
Submitted on November 1, 2013
Contact: William Hanson
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:
I.
Goals
In year one and two of the program review cycle, we set several goals that, if achieved,
would enhance the educational experience for our students and the quality of our
program. We have had some successes but still have some work to do in accomplishing
all of the goals we set at year one.
A. TMC degree for Administration of Justice
During the first year, we outlined the curricula changes that were expected with the
approval of the Associate in Science for Transfer degree for Administration of Justice.
The AS-T degree proposal, which included three new courses, was submitted to the
curriculum committee last month. The new degree was approved and available to
students as of Fall 2013.
B. Improve Success Rates in ADMJ 50 for targeted populations
Although there is no required sequence in ADMJ, data suggests that ADMJ 50, Introduction to
Administration of Justice is a gateway course. Students who perform well in this class tend to
perform well in other courses in the curriculum. During the past two years, we have informally
advised students to take ADMJ 50 as their first course. Beginning in Fall 2013, an advisory
recommendation will be included in the course catalog and class schedule.
Nevertheless, we have enjoyed some success improving the success rate for this gateway
course. In year one of this review cycle, the success rate in ADMJ 50 was 46%. In Spring 2012,
the success rate was 60% for the first time since Spring 2008. Similarly, the success rate for
African Americans in ADMJ 50 from Spring 2008 to Spring 2010 was 46%. The success rate in
Spring 2012 was 53%. The success rate for Latinos during the same period increased from 55 to
59. In section II, Best Practices, we will suggest some reasons for this improvement.
Despite these modest gains, we still need to create our academic discipline support class. This
supplemental learning class would be designed to accelerate the learning for our students who
need to work on college readiness issues.
1
C. Complete PLOs and CLOs and conduct assessments of all courses
During the past two years, PLOs and CLOs for all courses have been developed or
modified and assessed.
D. Create a Law and Democracy course and Lecture Series
During the Fall semester, 2011, we presented the first Law and Democracy Lecture with
State Treasurer Bill Lockyer as the keynote speaker. In September 2012, Supervisor
Richard Valle, a Chabot alumni, was the keynote speaker. This fall, on September 19,
2013, Tirien Steinbach, Executive Director of the East Bay Community Law Center was
our keynote speaker. The lecture has been a great success.
In Fall 2012, the Law and Democracy course was offered for the first time. It was wellreceived by students. Our Law and Democracy program and course was also awarded a
$5,000 grant from Street Law, Inc., a Maryland based organization providing law-related
education to schools and communities.
As a requirement of the grant, we administered an end of course evaluation to students
wherein 83% of the students rated the class “better than most” or the “best” as
compared to other cases they had taken at Chabot.
E. Establish an Administration of Justice student club and learning community with
adjunct faculty
During the 211-12 academic year, we formally established the Law & Justice Club. The
Club is active and engaged in numerous volunteer activities. In the Fall 2012, we held
our first ADMJ departmental meeting. It has been difficult to meet consistently given
the work schedules of most of our adjuncts. Nevertheless, we are committed to
meeting at least once a semester.
F. Establish the ADMJ Defense of Liberty Award
In 2012, the Administration of Justice program established the Defense of Liberty Award to
honor those individuals who have demonstrated outstanding leadership in the field of
law enforcement and service that improves the safety, security, and quality of life in the
community.
Each year, we select two members of the Administration of Justice community whose
leadership, work, and service exemplifies the role played by law and justice in defense
of liberty and democracy. For 2012, we elected Chief Diane Urban of the Hayward
Police Department and Chief Sandra Spagnoli of the San Leandro Police Department as
our award recipients.
2
G. Establish a Center for Civic and Community Engagement
The proposed Chabot Center for Civic and Community Engagement (CCCCE) is designed
to provide a physical and intellectual space for Chabot students, faculty, campus
departments and community partners to share knowledge, skills, and resources for the
benefit of student learning and community wellbeing. Currently, the Center is utilizing
space in the 700 building and is home to the Law and Democracy program.
During the Spring 2014, we hope to convene a Faculty Inquiry Group (FIG) for the
purpose of establishing an Advisory Board to help develop the Center’s mission and
vision statement and to engage in fund development to support the Center’s operations
and programs.
CCCCE will be a catalyst and gateway for community leaders to find the campus
connections needed for partnerships/collaborations that will create the intellectual and
social capital essential to the educational, social, and civic development of our
communities.
Internally, CCCE will be a hub for academic and service learning programs such as the
Law and Democracy Program, Change It Now and other programs aligned with the civic
aspects of our mission. The Center will be a physical manifestation of Chabot’s
commitment to the democratic purposes of our mission, deep and powerful experiential
learning for our students, and the integration of the diverse and cultural context of the
community in our teaching.
II.
Best Practices
I am a believer in interdisciplinary education and using an interdisciplinary approach to
develop critical thinking, writing, and analytical skills. In our program, we emphasize
that ADMJ is an integral part of social sciences. There are few barriers to using
interdisciplinary approach across the curriculum.
III.
Challenges
Administration of Justice is the fourth largest major at Chabot. Our classes are in great
demand and the data supports the need for another full-time faculty member. Parttime faculty members are a critical and important part of our program. They bring a
tremendous amount of real-world experience to our students. However, the limits on
their time impacts student advising as well as curriculum review and assessment. The
full-time to faculty ratio in Administration of Justice for the past three years is: 40:60.
This is well-below the statutory mandate of 75:25.
3
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.
1. With our transition to a TMC (Associate in Science for Transfer) for Administration of Justice, we want
to reconfigure our existing AA degree to focus on Pre-Law and to develop a Certificate Program in
Security. See Appendix E.
Our AS-T degree has been approved and represents the best option for students seeking to transfer to
prepare for careers in law enforcement and corrections. Consequently, our current AA degree has
limited usefulness. However, rather than let the AA degree lie dormant or eliminate it, we will be
proposing ways to reconfigure it to provide a pathway for students who do not want to transfer or
students interested in in a legal career as a lawyer.
To that end, we will be proposing two new
initiatives: 1. a Pre-Law pathway, and 2. a Certificate Program in Corporate and Home Security.
Creating these new pathways are consistent with our strategic plan goal to -“Increase the number of
students that achieve their educational goal within a reasonable time by clarifying pathways and
providing more information and support.
One of the primary goals of the pre-law pathway will be to prepare students for the rigorous academic
curriculum they will encounter in college and law school by developing those skills particularly important
for the study of law. The program will use an interdisciplinary approach emphasizing the development
of critical thinking, writing, and analytical skills, all of which are part of our college-wide learning goals.
The State Bar Council on Access and Fairness has launched an initiative – Community College Pathway to
Law School – that has identified a seven course pattern based on a defined set of success factors that
make effective lawyers. Most of the courses needed for this program already exist in our curriculum but
have not been organized as part of a coherent pathway leading to an educational objective. We will
apply to participate in this initiative and expect to have the pathway in place by Fall, 2014.
2. Develop a Certificate Program in Home and Corporate Security
Many of our students are not seeking to transfer to a four year institution. Instead, they are trying to
acquire an educational foundation that makes them competitive for public sector jobs in law
enforcement. However, since September 11, 2001, the employment of security management and other
personnel has experienced tremendous growth. Administration of Justice students interested in
enhancing their career prospects will benefit from a curriculum that encompasses security issues within
the private sector. Also, a curriculum in Corporate and Home Security would position Chabot to be a
contract education provider for security companies and law enforcement agencies seeking to provide
continuing education opportunities for their employees. We expect to have the program in place by
Fall, 2015. See Appendiz E.
3. Continue to Grow the Chabot Center for Civic and Community Engagement. See Appendix E.
The Chabot Center for Civic & Community Engagement (CCCCE) provides a physical and intellectual
space for Chabot students, faculty, campus departments and community partners to share knowledge,
4
skills, and resources for the benefit of student learning and community wellbeing. CCCCE will be a
catalyst and gateway for community leaders to find the campus connections needed for
partnerships/collaborations that will create the intellectual and social capital essential to the
educational, social, and civic development of our communities.
Internally, CCCCE will be a hub for academic and service learning programs such as the Law and
Democracy Program, Change It Now and other programs aligned with the civic aspects of our mission.
The Center will be a physical manifestation of Chabot’s commitment to the democratic purposes of our
mission, deep and powerful experiential learning for our students, and the integration of the diverse and
cultural context of the community in our teaching.
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
0
0
3,060
0
2012-13
Budget
Received
0
0
3,0601
0
2013-14
Budget
Requested
0
0
0
0
2013-14
Budget
Received
0
0
0
0
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
The classroom clickers were used successfully in the Law & Democracy course which was taught for the
first time in Fall 2012. They are a great tool to facilitate and encourage classroom participation.
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?
To develop and maintain a competitive program, faculty and students need opportunities to interact
with individuals in the career field. Funds for field trips, faculty and student conferences, and
membership in faculty and student associations would go a long way to ensuring that we can stay
current with best practices in the field.
1
Joint request with Political Science for clickers.
5
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:
X
No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once at
least once every three years.

Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
*Note: These courses
must be assessed in the
next PR year.
New course. Will be
assessed in the next PR
year.
ADMJ 45
ADMJ 50
Submitted
ADMJ 54
Submitted
ADMJ 55
Submitted
ADMJ 59
Submitted
ADMJ 60
Submitted
ADMJ 61
Submitted
ADMJ 63
Submitted
ADMJ 70
Submitted
ADMJ 74
Submitted
6
2-Years Prior
ADMJ 79
Submitted
ADMJ 89
Submitted
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: Administration of Justice

PLO #1: Evaluate and analyze criminal justice issues and topics using knowledge of
criminal justice institutions, terminology, theory and ethical issues in crime and justice.

PLO #2: Understand the interdisciplinary nature of criminal justice and the varying
perspectives of the liberal arts and sciences as related to law enforcement, courts, and
corrections.
What questions or investigations arose as a result of these reflections or discussions?
Explain: Administration of Justice is an interdisciplinary program in that it draws on various
disciplines in the social sciences for its concepts, theories, and practices. This is particularly true
for the introductory course in the program, ADMJ 50. The success rate for ADMJ 50 is
approximately 56% which shows that some students are having difficulty. Our theory is that
some students come to the course lacking basic skills, background knowledge of the criminal
justice system, and knowledge of other disciplines (e.g., sociology, psychology, etc.) that inform
the administration of justice. Also, we draw students with a variety of career goals (e.g., law
enforcement, pre-law, corrections, probation & parole, and juvenile justice). We need to
develop clear career and educational pathways for all students in the discipline.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: Administration of Justice is the fourth largest major at Chabot (735 –
2010). We draw students with a variety of career goals (e.g., law enforcement, pre-law,
corrections, probation & parole, and juvenile justice). All of our courses are transferable to CSU
and four of our courses satisfy the UC - IGETC requirements. Consequently, we attract both
students seeking careers in the administration of justice as well as those who have an
intellectual interest in the field and choose our courses to satisfy graduation and/or transfer
requirements. Having diverse students in our courses enhances the learning for all students.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned: We recently submitted our proposal for a new Associate in Science for
Transfer degree (TMC) for Administration of Justice. In keeping with the goals and purposes of
7
the TMC, the requirements of AS-T degree provide guidance to students regarding the courses
required for transfer in addition to assuring them of their preparation for transfer and upperdivision work. Most importantly, the completion of the AS-T degree gives students priority
admission into an Administration of Justice/Criminal Justice program in the CSU system.
The new AS-T degree is an excellent example of a clear pathway for our students seeking to
transfer and a career in law enforcement or corrections. However, we have a significant
number of students who have an interest in practicing public law (e.g., District Attorney, Public
Defender, etc.) but there is no clearly identified pathway beginning in community college.
Upon approval of our AS-T degree, I will be submitting a proposal to modify our existing AA
degree to focus on a pre-law curriculum. We are also submitting an application to be part of a
State Bar Initiative: Community College Pathway to Law School. I will discuss the proposal in
greater detail under “New Initiatives”.
8
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)?
Not Applicable. There is no required sequence of courses in Administration of Justice. However,
beginning in Fall 2013, we will have recommended prerequisites for certain courses. Also, OIR
continues to suggest that Introduction to Administration of Justice (ADMJ 50) is a gateway
course to success in the curriculum. It provides an introduction to the essential themes and
content of the courses required in the major.
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.
Students who enroll and successfully complete and English course have higher success rates in all
of courses, particularly, ADMJ 50.
9
Appendix E: Proposal for New Initiatives – Grow the Chabot Civic and Community Engagement Center.
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?
One of our college-wide learning goals is civic engagement. “In order to learn how to be citizens, students must act as
citizens. Therefore, education must connect subject matter with the places where students live and the issues that affect us all.”2
Community colleges’ natural connection to their communities makes them uniquely suited to engage students in community-based
learning strategies such as academically based service learning, civic education, environmental education, and work-based learning.
However, civic engagement must be part of the core work of the college if students, the campus, and the community are to
receive the benefits that flow from an engaged campus. The Chabot Center for Civic and Community Engagement (CCCCE) will
provide a physical and intellectual space for Chabot students, faculty, campus departments and community partners to share
knowledge, skills, and resources for the benefit of student learning and community wellbeing. CCCCE will be a catalyst and gateway
for community leaders to find the campus connections needed for partnerships and collaborations that will create the intellectual and
social capital essential to the educational, social, and civic development of our communities.
Internally, CCCCE will be a hub for academic and service learning programs such as the Law and Democracy Program, Change It
Now, Opportunity and Freedom and other programs aligned with the civic aspects of our mission. The Center will be a physical
manifestation of Chabot’s commitment to the democratic purposes of our mission, deep and powerful experiential learning for our
students, and the integration of the diverse and cultural context of the community in our teaching.
What is your specific goal and measurable outcome?
To enhance the visibility and programming of the Civic and Community Engagement Center.
2
Community-Based Learning: Engaging Students for Success and Citizenship, Coalition for Community Schools
10
What is your action plan to achieve your goal?
Activity (brief description)
Continue to offer Campus Camp Wellstone to Chabot
Students each Fall.
Continue to offer the Law and Democracy course and
Lecture each Fall
Target
Completion
Date
Fall 2014
Fall 2014
Create a Faculty Inquiry Group charged with developing a Spring
2014
proposal for a campus-based Center for Civic and
Community Engagement and comprehensive plan to
institutionalize community engagement and service
learning at Chabot College
Conduct an assessment of current community engagement
and service learning activities at Chabot College
Facilitate a curriculum assessment to identify and expand
service learning options
Required Budget (Split out
personnel, supplies, other
categories)
$5000 total
-$3000 training
-$2000 food
$1500 total
$750 PAC rental
$750 Reception
$11000 total
-$600 stipends for 10
participants.
-$4500 reassigned time for
Chair.
$500 for food.
Spring
2014
Spring
2014
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
X Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
X 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?
11
(obtained by/from):
No
X Yes, explain: Currently, the Center is using space in 700S but could better accomplished its mission with a larger,
more centralized location on campus.
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
X Yes, explain: Community partners
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
X Yes, list potential funding sources: We are identifying potential funding sources with the help of our grant writer,
Yvonne Wu-Craig.
Appendix E: Proposal for New Initiatives – Create a Pre-Law Pathway and/or Associate in Arts (AA) – Pre-Law
degree
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?
Our new AS-T degree for Administration of Justice was approved for Fall 2013. Consequently, we have accomplished a key objective
of the Strategic Plan – creating a clear pathway for students to timely and efficiently complete their course work, transfer and
accomplish their educational goals. For students interested in law enforcement or corrections, this degree works well for those
purposes. However, there are substantial numbers of students in Administration of Justice and other majors across the campus who
have an interest in a legal career as a lawyer. For students interested in a legal career, there is no clearly identified pathway from
community college.
The State Bar of California has invited each California Community College to submit a Letter of Interest for consideration to be
among 20 selected colleges to participate in an innovative diversity outreach pipeline initiative: Community College Pathway to Law
School. The Community College Pathway to Law School initiative is unprecedented in the country and in the legal profession. This
initiative by the State Bar’s Council on Access & Fairness (COAF) will establish agreements with 20 selected community colleges
and 4 law schools (and their respective undergraduate institutions) whereby the law schools would grant guaranteed admission or
priority enrollment to community college students who meet certain requirements.
12
The initiative would provide a clear pathway from community college to law school with support that includes mentoring, pre-law
counseling, and LSAT prep to provide students with the best possible chance for success. Moreover, the initiative is consistent with
our 2012-15 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 initiative does not require a particular major but requires the completion of 7 courses that are based on a defined set of “success
factors” that help make effective lawyers. The intention of this initiative is to align criteria from the “success factors” with California
Community College courses already approved in corresponding Intersegmental General Education Transfer Curriculum (IGETC)
areas in order to prepare students for law school and the legal profession prior to transfer.
With the approval of our AS-T degree, our AA degree in Administration of Justice, as it is currently configured, has limited usefulness
for students. The AS-T degree is a better option since it provides priority admission. Rather than let the AA degree lie dormant or
eliminate the degree, we will explore the possibility of creating a Pre-Law AA degree that aligns with the IGETC course pattern of the
State Bar Community College Pathway to Law School Initiative and that includes other transferable courses aligned with law school
success factors (super pathway)
One of the primary goals of this new AA will be to prepare students for the rigorous academic curriculum they will encounter in
college and law school by developing those skills particularly important for the study of law. The program will use an
interdisciplinary approach emphasizing the development of critical thinking, writing, and analytical skills, all of which are part of our
college-wide learning goals. The AA degree program will expand on the course selection offered by the Community College Pathway
Initiative. Most of the courses needed for this program already exist in our curriculum but have not been organized as part of a
coherent pathway leading to an educational objective.
What is your specific goal and measurable outcome?
Successful application to participate in the State Bar Pilot Initiative and Pre-Law AA by Fall 2015.
What is your action plan to achieve your goal?
Activity (brief description)
Assemble a team prepare and submit a Letter of Interest
for the State Bar Community College Pathway to Law
School Initiative.
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Fall 2013
13
If our application is successful, begin enrolling students in
the Community College Pathway to Law School program.
Research and develop a program description for a PreLaw Transfer option (AA) aligned with the IGETC course
pattern.
Submit AA Pre-Law Degree proposal to Curriculum
Committee for Approval
Fall 2014
Spring
2015
Fall 2015
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
X 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)
X Other, explain Should not impact current workloads of faculty involved in the project.
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?
X No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
X Yes, explain: Community Partners
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
X Yes, list potential funding sources: Will seek funding from local bar associations and private foundations.
14
Appendix E: Proposal for New Initiatives – Create a Certificate Program in Security
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?
Many of our students are not seeking to transfer to a four year institution. Instead, they are trying to acquire an educational foundation
that makes them competitive for public sector jobs in law enforcement. However, since September 11, 2001, the employment of
security management and other personnel has experienced tremendous growth. Administration of Justice students interested in
enhancing their career prospects will benefit from a curriculum that encompasses security issues within the private sector. Also, a
curriculum in Corporate and Home Security would position Chabot to be a contract education provider for security companies and law
enforcement agencies seeking to provide continuing education opportunities for their employees. We expect to have the program in
place by Fall 2015.
Also, the Certificate Program will provide opportunities to generate contract education revenues by providing training employees to
existing security and law enforcement agencies.
What is your specific goal and measurable outcome?
Help students achieve their short-term employment/career goal.
What is your action plan to achieve your goal?
Activity (brief description)
Research existing programs in Corporate and Home
Security
Consult with industry leaders about their training and
personnel needs.
Review existing archived courses that would be
appropriate for a Security Certificate Program and
determine if any new courses would be needed.
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Spring
2014
Spring
2014
Spring
2014
15
Develop and submit Certificate Program Proposal to
Curriculum Committee
Fall 2014
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
X Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
X 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
X Yes, explain: The program will require space for weapons and
defensive tactics training.
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
X Yes, explain: Industry partners and clients.
Do you know of any grant funding sources that would meet the needs of the proposed project?
X No
Yes, list potential funding sources: [Possibilities for contract education.]
16
(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: _1__
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
Faculty (1000)
Program/Unit
Division/Area
Instructor
Full-time
ADMJ
Social Sciences
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.
Administration of Justice is the fourth largest major at Chabot. Of the top six majors at Chabot, Administration of Justice is the only
discipline with a single full-time faculty member despite its status as a top five major. Also, four of our classes satisfy UC-IGETC
requirements and attract many non-major students who utilize ADMJ courses to satisfy graduation and/or transfer requirements.
Consequently, our course enrollments consistently exceed 100% capacity. These enrollment patterns, FTES trends, FT/PT faculty
ratios and assessment data demonstrate the need for another full-time faculty member in Administration of Justice.
17
Spring 2009 thru Fall 2012



FT/PT faculty ratios = 40%/60%
WSCH/FTEF = 723.52
Average enrollment = 113%
Relevant Assessment Data
Data review (enrollment, student success) demonstrate the need for additional full-time faculty. Part-time faculty play an important
role in the program. However, their limited involvement in the program limits our ability to advise our students as well as the quality
of instruction. The full-time to part-time faculty ratio in Administration of Justice is 40:60. This is well-below the statutory mandate
of 75:25.
As previously stated, ADMJ is the fourth largest major and the only one of the top six with only one full-time faculty member. The
average enrollment for ADMJ classes is 113%. With the approval of our AS-T degree which gives priority admission to community
college graduates, I expect that enrollment will continue to increase. An additional full-time faculty member needed to adequately
address issues related to student success and to provide appropriate advising. Additionally, we will establish a new pre-law pathway
that will attract new students to the program and our courses.
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.
Creating a new “Pre Law” Career Pathway in Administration of Justice
With the approval of our new AS-T degree for Administration of Justice, I will be submitting a proposal to the Curriculum Committee
to modify our existing AA degree to focus on a Pre-Law Curriculum. We have substantial numbers of students who have an interest
in pursuing a legal career but there is no clearly identified pathway from community college. Creating this new “pathway” is in
alignment with the Strategic Plan.
One of the primary goals of this new AA will be to prepare students seeking admission to law school for the rigorous academic
curriculum by developing those skills particularly important for the study of law. The program will use an interdisciplinary approach
emphasizing the development of critical thinking, writing, and analytical skills, all of which are part of our college-wide learning
18
goals.
The State Bar of California has invited each California Community College to submit a Letter of Interest for consideration to be
among 20 selected colleges to participate in an innovative diversity outreach pipeline initiative: Community College Pathway to Law
School. The Community College Pathway to Law School initiative is unprecedented in the country and in the legal profession. This
initiative by the State Bar’s Council on Access & Fairness (COAF) will establish agreements with 20 selected community colleges
and 4 law schools (and their respective undergraduate institutions) whereby the law schools would grant guaranteed admission or
priority enrollment to community college students who meet certain requirements.
The initiative would provide a clear pathway from community college to law school with support that includes mentoring, pre-law
counseling, and LSAT prep to provide students with the best possible chance for success. Moreover, the initiative is consistent with
our 2012-15 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.
With the new State Bar Initiative as a foundation, this new proposed pre-law AA degree will attract significant numbers of new
students to Chabot. The program will benefit from significant marketing and public promotion from the State Bar Association. It is
certain to increase our enrollment by attracting students, particular students of color and other diverse populations, with an interest in a
legal career. This increase in enrollment will only exacerbate the need for an additional full-time faculty member.
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: _____
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
Classified Professional Staff (2000)
Description
Program/Unit
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Postion
Description
Student Assistants (2000)
Program/Unit
20
PLEASE LIST IN RANK
ORDER
Division/Area
PLEASE LIST IN RANK
ORDER
Division/Area
2. Rationale for your proposal.
3. Statements about the alignment with the strategic plan and program review are required. Indicate here any information from advisory
committees or outside accreditation reviews that is pertinent to the proposal.
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
ADMJ 40
ADMJ 50
ADMJ 54
ADMJ 55
ADMJ 60
ADMJ 61
ADMJ 63
ADMJ 70
ADMJ 74
ADMJ79
ADMJ 80
ADMJ 85
ADMJ 89
CURRENT
FTEF
(2013-14)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
.2
1.6
.6
.2
.6
.6
.6
.6
.4
0
0
0
.4
.2
1
8
3
1
3
3
3
3
2
0
0
0
2
1
0
44
352
132
44
132
132
132
132
88
0
0
0
88
44
.2
.2
.2
.4
.4
0
1
1
1
2
2
44
44
44
88
88
Total additional FTEF = 1.6
With approval of the AS-T degree for Administration of Justice, we will have three new courses for which
there will be high demand: Juvenile Procedures; Introduction to Forensics; and Criminal Court
Procedures. We need to offer these courses if we are to remain a competitive program in the region.
The new courses should be offered each semester. We also need to offer an additional section of ADMJ
60 (Criminal Law) - a required course for the major. Additionally, we want to add ADMJ 79 (Homicide
Investigation) back in the rotation and add another section of ADMJ 55 (Intro to Corrections).
While these new courses will fill to capacity in their own right, they can also relieve some of the pent-up
demand in our curriculum. Our average enrollment across all courses over the last 5 years is 113%. The
new courses should be offered each semester.
Therefore, we are requesting an additional 1.6 FTEF each academic year.


New TMC courses = 1.0 FTEF
ADMJ 55, 60, and 79 = .6 FTEF
22
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 Connection Tutors
Tutors to support ADMJ 50, 60, and 61.
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.
Student success date suggests that successful completion of ADMJ 50, 60, and 61 provide a foundation for success in other courses in
the curriculum. Tutors will help students master the concepts and material needed for success in these courses.
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.
Description
Attendance at one national
disciplinary conference per year
Amount
Airfare: $500
Hotel: $400
Registration: $300
Food: $100
Total: $1,300.00
Vendor
Priority Priority Priority
Division/Dept
#1
#2
#3
N/A
XX
Notes
For the ability to teach current
academic material, work on
collaborative projects, and
further the democracy initiatives
that I have helped to launch on
campus. I am involved in state
and national efforts to increase
diversity in the legal profession
and criminal justice field.
Attendance at conferences
where I can interact, present,
and consult with other
colleagues in the field will further
this work.
Attendance at annual conferences in Law and Criminal Justice is one of the best ways to keep up with academic literature and research. These
are the conferences that are important for me to attend on a semi-regular basis:
1. American Bar Association annual meeting held in late summer/early Fall at rotating locations.
2. Congressional Black Caucus annual gathering held in September in Washington D.C.
3. American Democracy Project and Democracy Commitment annual meeting held in June at rotating locations.
4. Academy of Criminal Justice Sciences annual meeting held in February/March at rotating locations.
26
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
Chromebook laptops
50
Google
Social Sciences
27
Priority #1
Priority #2
X
Priority #3
There are very few computer labs on campus that can fit an entire social science class of students on an ad hoc basis. The lab in the 500 building
can fit 44 students but has courses scheduled into it, eliminating entire blocks of time of availability.
One solution to this problem that is far more cost effective than building a new building and/or computer laboratory would be to purchase a
social science set of Chromebooks for Education.
These Samsung laptops are a new computer from Google that come with built-in Google products, like Search, Gmail, and Docs. “They run
Chrome OS, an operating system that has multiple layers of security, built-in cloud storage, and the most popular Google products for education
built-in” (http://www.google.com/intl/en/chrome/education/).
There are many options for carts that hold, charge, and transport the Chromebooks. This cart can be easily wheeled into a classroom, turning it
instantly into a computer lab. This would help facilitate innovative lesson plans, student collaboration on web or computer based assignments,
provide real-time access to web-based information and activities, and give instructors the ability to configure quizzes and other kinds of
classroom assessments through features that are included for free with the Chromebooks.
Because the entire class doesn’t have to go to a lab, this saves valuable class time. Faculty could check out one cart worth of laptops wheel them
to class, and use them for part or all of the class time.
Imagine:
-asking students to look up pertinent information in class
-show students expectations for a course blackboard site and/or online discussion boards as well as where to find important Chabot College and
course information
-having students navigate the library website in search of an article for their research paper rather than showing them how at the front of the
class
-utilizing apps in class
-giving students the opportunity to collaborate on a Powerpoint or other kind of presentation
-letting students co-author a document by working on it at the same time/together
-developing hands on activities such as: ask students to find their representative and send an email in class
-have students take a quiz through the Chromebooks for education functions
-share in-class work/documents with instructor in real time
-use “class meet up” for in class twitter feeds (useful for in class debates)
The cost of this is $279 per Chromebook x 50 laptops = $13,950 + $1,761 for a storage/charging cart3 (free shipping) x 2 = $3,522.
TOTAL = $17,472.
3
http://bretford.com/products/36-unit-netbook-carts/
28
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): Center for Civic and Community Engagement
Building/Location: 100 Building, Ground Floor
Description of the facility project. Please be as specific as possible.
This would be an office space located on the ground floor of the 100 building that will serve as the central office for a Center for
Civic and Community Engagement. The Center will be a physical space that communicates Chabot’s commitment to the
democratic purposes of our mission, deep and powerful experiential learning for our students, and the integration of the
diverse and cultural context of the community in our teaching, to our students. The space will do the following:
1) Provide resources on all of the programs housed in the Center.
2) Create office space for staff to coordinate, support, and operate Center programs and activities.
3) Provide a meeting space for Center programs to collaborate across Chabot and with community partners.
Hold a central collection of Civic Engagement resources for students, staff, faculty and community members.
What educational programs or institutional purposes does this equipment support?
The Public Policy Institute of California (PPIC) has highlighted the national decline in civic engagement over the last two
decades.4 The report notes sizable differences in participation associated with race/ethnicity and immigrant generation and
language use. The authors of the report concluded that the dramatic racial and ethnic changes under way in California today
may worsen rates of civic engagement thereby aggravating problems such as economic and educational inequality. Related
4
The Ties That Bind: Changing Demographics and Civic Engagement in California (2004).
29
research has identified a direct relationship between civic learning and civic activities such as voting, volunteer community
service, and political action.5
Given the demographic shifts underway in California, that community college student population will be incredibly diverse. We
know this will be the case at Chabot, a recognized Hispanic Serving Institution. While preparing them for success in the
workplace, we can also help them become informed citizens capable of participating in the civic and political life of their
communities. This next generation has the promise and potential to solve many of the problems plaguing our communities but
only if they have the civic skills needed to do the job. Furthermore these skills can be incorporated into existing curricula in
ways that enhance student engagement and provide them with hands on learning, both proven techniques for improving
student success rates.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
Internally, CCCCE will be a hub for programs aligned with the civic aspects of our mission. One of our college-wide learning goals is
civic engagement. “In order to learn how to be citizens, students must act as citizens. Therefore, education must connect subject
matter with the places where students live and the issues that affect us all.”6 Community colleges’ natural connection to their
communities makes them uniquely suited to engage students in community-based learning strategies such as academically based
service learning, civic education, environmental education, and work-based learning.
However, civic engagement must be part of the core work of the college if students, the campus, and the community are to receive
the benefits that flow from an engaged campus. The Chabot Center for Civic and Community Engagement (CCCCE) will provide a
physical and intellectual space for Chabot students, faculty, campus departments and community partners to share knowledge,
skills, and resources for the benefit of student learning and community wellbeing. CCCCE will be a catalyst and gateway for
community leaders to find the campus connections needed for partnerships and collaborations that will create the intellectual and
social capital essential to the educational, social, and civic development of our communities.
5
Intercollegiate Studies Institute American Civic Literacy Program “The Diverging Influences of the College Degree & Civic Learning on American Beliefs.”
http://www.americancivicliteracy.org/
6
Community-Based Learning: Engaging Students for Success and Citizenship, Coalition for Community Schools
30