Chabot College
Program Review Report
2014 -2015
Year 1 of
Program Review Cycle
ANTHROPOLOGY
Submitted on 11/2/2013
Contact: Mireille Giovanola
Final Forms, 1/18/13
Table of Contents
X Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
___ Year 3
Section A: What Have We Accomplished?
Section B: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives
F1: New Faculty Requests
F2: Classified Staffing Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
YEAR ONE - ANTHROPOLOGY
1. Where We’ve Been - Complete Appendix A (Budget History) prior to writing your narrative. Limit your
narrative to no more than one page. As you enter a new Program Review cycle, reflect on your
achievements over the last few years. What did you want to accomplish? Describe how changes in
resources provided to your discipline or program have impacted your achievements. What are you most
proud of, and what do you want to continue to improve?
Program Goal #1: Move into a new lab space.
Our new lab space facilitates student team learning, offers good storage space for our
growing specimen collection, and easy access for lab and lecture course instruction.
Program Goal #2: Fully equip the Anthropology lab.
 We have acquired an impressive collection of quality specimens that supports the use of
different teaching modalities and encourages hands-on, cooperative learning.
 We will continue to request additional measuring instruments and specimens as needed.
Program Goal #3: Diversify and increase class offerings, as needed for the Anthropology
AA and AA-T degrees.
 Anthropology 7 (Introduction to Globalization: An Anthropological Perspective) exposes
students to the challenges of increased globalization. The course was first offered in
spring 2011, and then in spring 2012. It is on schedule for spring 2014.
 In spring 2011, we proposed the addition of two courses: Anthropology (Language and
Culture) and Anthropology 13 (Forensic Anthropology) in anticipation of our
Anthropology degrees. Anthropology 13 was first offered in fall 2012, and is taught in
fall 2013. We plan to offer it every fall. Unfortunately, we have not yet been able to offer
Anthropology 4 due to budgetary constraints. We plan to offer it as part of the AA and
AA-T degrees.
 Due to budget cuts, we have not been able to offer Anthropology 8 (Native American
Cultures) since spring 2009. This is another course that we should offer as part of our
Anthropology degrees.
Program Goal #4: Review and update course outlines.
Course outlines were updated for fall 2009 (ANTH 1, 1L, 5), fall 2010 (ANTH 2, 3, 7, 8,
12), fall 2011 (ANTH 4, 13), fall 2013 (ANTH 2, in preparation for the AA-T degree).
Program Goal #5: Hire a full-time tenure-track faculty member.
A new faculty member was hired in fall 2010. We need another full-time instructor to
replace the full-time faculty member who retired in June 2011.
Program Goal #7: Development of an AA degree in Anthropology.
 The AA degree in Anthropology was approved in early May 2013 and is part of the 20122014 Chabot College catalog.
 The AA degree in Environmental Studies developed in collaboration with Geography’s
Don Plondke was approved in early May 2013 and is part of the 2012-2014 Chabot
College catalog.
SLOs.
 We have developed CLOs and rubrics for all active courses, have assessed all CLOs,
and submitted Closing-the-Loop forms for each course, except ANTH 13.
 ANTH 13 CLOs are being assessed this semester. ANTH 2 CLOs are being revised.
Revival of the Anthropology Club: Club officers have organized events/talks that promote a
better understanding of anthropological issues and social justice.
1
Continued collaboration with local high schools: Anthropology instructors have been teaching
ANTH 1 and ANTH 3 at various local high schools for Chabot College credit.
2. Where We Are Now - Review success, equity, course sequence, and enrollment data from the past
three years at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
Please complete Appendices B1 and B2 (CLO's), C (PLO's), and D (A few questions) before writing your
narrative. Limit your narrative to two pages.
After review of your success and retention data, your enrollment trends, your curriculum, and your CLO
and PLO results, provide an overall reflection on your program. Consider the following questions in your
narrative, and cite relevant data (e.g., efficiency, persistence, success, CLO/PLO assessment results,
external accreditation demands, etc.):
• What are the trends in course success and retention rates (based on overall results and CLO
assessments) in your program? Do you see differences based on gender and/or ethnicity? Between oncampus and online or hybrid online courses? Provide comparison points (college-wide averages, history
within your program, statewide averages).
1. SUCCESS AND PERSISTENCE RATES IN ANTHROPOLOGY
1.1. Success and persistence rates by sex.
A more detailed comparison of success and persistence rates by sex, from fall 2009 to spring
2012, was provided in the Program Review submitted in March of 2013. The tables with spring
2013 data are added for comparison. No data were available for fall 2013.
Anthropology
Fall 2009-Spring 2012
Females
Males
Total Number
2252
1999
Anthropology – Chabot comparison
Spring 2013
Total Number
Anthropology
Females
324
Males
328
Chabot College
Females
19,388
Males
17,325



Success Rates
66-76%
59-70%
Persistence Rates
82-87%
80-90%
Success Rates
Persistence Rates
69%
59%
85%
78%
69%
68%
85%
85%
In spring 2013 (and for the first time, according to fall 2009-spring 2013 data), males
outnumbered females in Anthropology classes. Females continued to outnumber males at
Chabot during the same period.
Overall in Anthropology, females continued to have higher success rates than males. In
spring 2013, their success rates were comparable to Chabot success rates for both females
and males. By contrast, the spring 2013 male success rates in Anthropology were the
same as the spring 2012 rates, when rates fell below 60% for the first time during the fall
2009-spring 2013 period.
In spring 2013, females persisted at higher rates than males in Anthropology courses.
Their persistence rates were comparable to Chabot persistence rates for both females and
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males. By contrast, the spring 2013 male persistence rates dropped below the fall 2009spring 2012 ranges, when male and female persistence had been comparable.
1.2. Success and persistence rates by ethnicity.
A more detailed comparison of success and persistence rates by ethnicity, from fall 2009 to
spring 2012, was provided in the Program Review submitted in March of 2013. The tables with
spring 2013 data are added for comparison. No data were available for fall 2013.
Anthropology
Fall 2009-Spring 2012 Total Number
Latinos
1182
Whites
826
Asians
735
African-Americans
585
Filipinos
440
Pacific Islanders
139
Native Americans
23
Anthropology-Chabot comparison
Spring 2013
Total Number
Latinos
Anthropology
203
Chabot
11,888
Whites
Anthropology
106
Chabot
6,301
Asians
Anthropology
106
Chabot
6,246
African-Americans
Anthropology
82
Chabot
5,718
Filipinos
Anthropology
78
Chabot
3,362
Pacific Islanders
Anthropology
17
Chabot
832
Native Americans
Anthropology
0
Chabot
149

Success Rates
58-68%
73-78%
68-72%
49-63%
59-81%
36-71%
33-100%
Persistence Rates
79-88%
83-93%
82-89%
70-90%
80-89%
60-93%
67-100%
Success Rates
Persistence Rates
58%
66%
77%
85%
75%
76%
87%
88%
66%
77%
81%
88%
57%
55%
79%
79%
72%
72%
83%
86%
71%
63%
88%
84%
N/A
70%
N/A
83%
In spring 2013, Whites, Filipinos, and Pacific Islanders had the highest success and
persistence rates. These rates were comparable to spring 2013 Chabot rates, though
Anthropology success rates were higher than Chabot rates for Pacific Islanders.
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
In spring 2013, Latinos, Asian, and African Americans had the lowest success and
persistence rates in Anthropology. African Americans’ success and persistence rates were
similar to Chabot’s. However, Latinos’ and Asians’ success and persistence rates were
much lower in Anthropology than at Chabot overall, falling at or below the fall 2009spring 2012 success and persistence ranges in Anthropology.
The lower persistence and success rates for African American students, and the lower
persistence and success rates (relative to earlier semesters) for Latinos and Asians are
worrisome. We must be pro-active, and refer students who need additional help to the
tutoring center, and/or encourage them to form study groups. Also, we will include a
language advisory when we revise the course outlines.
2. CHABOT ANTHROPOLOGY PERSISTENCE AND SUCCESS RATES vs. STATE
According to spring 2013 data from the State Chancellor’s Office, retention rates in
Anthropology were 87.69% statewide (vs. 82% at Chabot), while success rates were 69.01% (vs.
64% at Chabot).
3. ENROLLMENT TRENDS




According to fall 2010-spring 2013 data, enrollment in Anthropology courses was at an
all-time high in fall 2010 (756 students) when we offered 18 Anthropology
courses/sections. Enrollment in spring 2013 was almost at all-time low (656 vs. 653
students in spring 2012) when we offered 16 sections.
As always, enrollment for Anthropology courses in general exceeds 100%. This is due to
over-enrollment in Anthropology 1 and 1L. These courses satisfy the Life science
requirement and have been identified as bottlenecks.
Compared to spring 2012, the 2013 spring schedule will include a greater breadth of
courses necessary for the AA and AA-T degrees in Anthropology. However, our schedule
still includes a disproportionate amount of Anthropology 1 sections.
According to IR data, Anthropology majors number around 30. So most of the
Anthropology 1 (and 1L) sections are offered to satisfy college demand.
4. DISTANCE EDUCATION VS. FACE-TO-FACE COURSES
At this time, we only offer one section of Anthropology 1 in hybrid format. Until spring 2013,
success rates were comparable for the face-to-face and the hybrid courses. In spring 2013, both
persistence and success rates were much higher for the hybrid course.
We plan to offer a hybrid section of Anthropology 1 every semester.
4
3. The Difference We Hope to Make - Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SP for PR.pdf prior to completing your narrative. Please
complete Appendices E (New Initiatives) and F1-8 (Resource Requests) to further detail your narrative.
Limit your narrative to three pages, and be very specific about what you hope to achieve, why, and how.
what initiatives are underway in your discipline or program, or could you begin, that would support the
achievement of our Strategic Plan goal? Over the next three years, what improvements would you like to
make to your program(s) to improve student learning? What are your specific, measurable goals? How
will you achieve them? Would any of these require collaboration with other disciplines or areas of the
college? How will that collaboration occur?
GOALS FOR THE UPCOMING 3-YEAR CYCLE:
1. Inform students about the approved AA degree and the proposed AA-T degree in
Anthropology, and the approved AA degree in Environmental Studies.
We will work with the Counseling division, and possibly with colleagues from the
Social Sciences to let students know about our degrees’ requirements.
2. Hire a full-time tenure-track faculty member in Anthropology.
A new faculty member was hired in fall 2010. We need another full-time instructor to
replace the faculty member who retired in June 2011.
3. Evaluate all Anthropology instructors, and hire new ones as needed.
Evaluation of all part-time faculty members will be completed in spring 2014. One
instructor was hired in fall 2013 to teach Anthropology 3 and 7.
4. Preserve and augment the breadth and number of course offerings.
We need to offer the core Anthropology courses (1, 1L, 2, 3), as well as electives in
Anthropology (4, 5, 7, 8, 12, 13) to satisfy the requirements of the Anthropology degrees.
5. Discuss course offerings that satisfy the Life science requirements with discipline leads
from Science/Math.
Anthropology 1 and 1L are bottlenecks, but we would like to see a better balance
between these classes and other Anthropology courses.
6. Request additional equipment for the Anthropology lab.
We need to augment our collection of primates and keep up with new fossil discoveries.
7. Secure outdoor space to practice excavation and recovery methods.
Anthropology 13 (Forensic Anthropology) students need a space to practice mapping and
recovery of (fake) human remains and associated materials. Anthropology 2
(Archeology) students would also use the to practice excavation techniques, especially
now that the course has become a methods course, in preparation for the AA-T degree.
8. Revise course outlines: will be done during the upcoming 3-year cycle. A language
advisory will be included.
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9. CLOs and PLOs: All courses will have to be assessed.
10. Continued support for the Anthropology Club and Anthropology students.
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.
Supplies & Services
2012-13
Budget
Requested
3 Learning
Assistants
$0
Technology/Equipment
$28,236.67
$3,409.96
$5,763.21
Faculty
TOTAL
1 FT
$28,236.67
0
$3,409.96
1 FT
$12,046.21
Category
Classified Staffing (# of positions)
2012-13
Budget
Received
0
$0
2013-14
Budget
Requested
2 Learning
Assistants
$6,283 +
tax
2013-14
Budget
Received
0
Rec’d or
will receive
(total may
be lower)
Rec’d or
will receive
0
$12,046.21
(total may
be lower)
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.
We have been requesting specimens with the intent to increase student access to hands-on
learning, to encourage collaborative work and group discussion, and to facilitate the development
of students’ analytical and critical thinking skills.
In spring 2013, we submitted a large request that included forensic specimens to be used in
Anthropology 13, fossil specimens to be used in Anthropology 1, 1L, and 2, and measuring
instruments to be used in Anthropology 1L and 13. We received what we asked for in terms of
equipment and supplies, and are very grateful. We are finally able to replace the measuring
instruments that were falling apart. These instruments are used to calculate stature and other
important demographic markers. We have a much more varied collection of forensic specimens
that are now being used to acquaint Anthropology 13 and Anthropology 1L students with
different types of traumas. Finally, we will use the fossil specimens we received in Anthropology
1 and 1L to document different human adaptations.
6
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?
N/A
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.
Anthropology 1
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
Anthropology 1L
Anthropology 2
X
CtL submitted in F12
X
CtL submitted in S12
X
CtL submitted in F12
X
CtL submitted in S13
X
CtL submitted in S12
Anthropology 3
Anthropology 5
Anthropology 7
Anthropology 12
7
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
X
Will be assessed in F14
X
Will be assessed in S14
Will be assessed in S14
Will be assessed in F14
Will be assessed in F14
Will be assessed in S15
Will be assessed in F14
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: ANTHROPOLOGY AA

PLO #1: Analyze human biological and cultural adaptations. In this context, evaluate the
different factors that have affected and are affecting humans biologically and culturally.

PLO #2: Analyze the factors that cause modern human biological and cultural diversity,
and demonstrate an appreciation for, and sensitivity to human biological and cultural
diversity.
What questions or investigations arose as a result of these reflections or discussions?
As a group, we have the following concerns:
1. Many students do not read the assigned material for various reasons.
2. Many students do not have the proper reading or writing proficiency that is necessary to
succeed in class.
3. Students have difficulty understanding what science is, have difficulty using critical
thinking skills to solve problems and applying concepts learned in class to everyday life.
Even when they do understand what science is, some students have trouble formulating a
cogent argument to support an idea.
What program-level strengths have the assessment reflections revealed?
We all agree that
1. Our CLOs reflect what we think students should have learned when they complete our
courses.
2. Our assessment methods show the areas where we need to work with students.
3. Students learn much better when a variety of delivery methods are used. We strive to use
different media to present the material in class.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
1. We need to encourage students to read (even if they do not buy the texts), not just with
words but also with different techniques (reading to the text, reading and discussing text
in pairs, small-group discussions, etc.) One of us (Mireille Giovanola) attended a Reading
Apprenticeship FIG in fall 2011 and spring 2012 and has embedded these techniques in
class.
2. There are unfortunately no pre-requisites for any of the Anthropology classes. As we
review the course outlines, we will include the recommendation that students be eligible
for English 1A to take any Anthropology course.
3. We should include more exercises that help students develop analytical skills.
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Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years? 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? No.


Anthropology 8 was last offered in spring 2009. It is an elective for both the
Anthropology AA degree (approved for fall 2013) and the AA-T degree
(proposed for fall 2014).
Anthropology 4 (approved for fall 2012) has never been offered, due to budget
constraints. It is an elective for both Anthropology AA and AA-T degrees.
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. No.


CLOs and rubrics are being developed for Anthropology 2.
CLOs and rubrics for Anthropology 4 and 8 will be developed when these courses
are on schedule.
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. No.
 Anthropology 4 and 8 have not been taught within the last 3-year cycle.
 Anthropology 13 is being assessed this semester (fall 2013).
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.
We have discussed and developed two PLOs for our AA degree, and have mapped CLOs
to PLOs. However, we have not been able to assess our PLOs.
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
We do not have course sequences, except in the case of Anthropology 1L for which
Anthropology 1 is a pre- or corequisite. We have no data supporting the idea that success
in Anthropology 1 is a good predictor of success in 1L, though one would expect so.
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.



Anthropology courses do not have English or Math pre-requisites.
According to fall 2011 data, students who successfully completed English 1A/7
had the highest success rates in Anthropology 1, 12, and 3, but were no more
successful in Anthropology 1L than students who had no preparation. The
students with no English preparation were just as, or more successful in
Anthropology 1, 1L, and 3 than students who had successfully completed English
102/101A/101B.
We will recommend that students be eligible for English 1A in Anthropology.
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Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support
of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both
internal and external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Activity (brief description)
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
10
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
11
(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 full-time, tenure-track instructor.
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
Faculty (1000)
Program/Unit
Faculty
FT
Anthropology
Division/Area
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.
There is only one full-time faculty member since the retirement of the other full-time faculty member in June 2011.
The full-time faculty member is required to coordinate Anthropology sections each semester, and is generally responsible for all
curricular and administrative duties. Her responsibilities will increase when the AA and AA-T Anthropology degrees are fully
implemented.
Average enrollment rate, FTEs, and WSCH/FTEF for fall 2010 through summer 2013*:
% Enrollment at Census
FTES
WSCH/FTEF
105%
46.81
648.80
*Source: Division/Subject/Course/Section Summary by Term – Actual. Chabot College Fall 2010 thru Summer 2013.
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FT/PT Ratios*:
Fall 2011
Spring 2012
Fall 2012
Spring 2013
16
15
15
14
# Sections
25%/75%
27%/73%
20%/80%
29%/71%
FT/PT Ratios
*Values were computed by Mireille Giovanola.
The Anthropology 1 section taught as part of the PACE program is not included here.
Off-campus sections offered at high schools are not included here.
Fall 2013
17
18%/82%
While several adjunct faculty have been actively involved in extra-classroom program initiatives, they are not able to fulfill the roles
of full-time faculty in meeting the program’s goals and objectives. They are often not as available to students as full-time faculty
simply because they are not on campus as much. Our students need more support overall, and Anthropology majors need strong
mentoring.
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.
Having only one full-time faculty limits our programmatic development and participation in many of the college efforts, such as
development of CLOs, adjunct faculty mentoring and evaluation, curriculum planning and development, as well as representing our
discipline and division on college-wide committees. The demands placed on the full-time faculty also limits her participation in offcampus workshops and conferences, and the time to explore alternate sources of funding for various projects that would support
student persistence and success, as well as various program needs.
The addition of a full-time faculty would help
 Integrate and streamline pathways (Strategic goal #6).
 Create opportunities for pathway teams to collaborate (Strategic goal #2).
 Develop a mentoring program (Strategic goal # 3).
 Build pathway-learning communities to support students (Strategic goal #7).
 Secure funding to support various proposals that support student persistence and success (Strategic goal #8).
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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
14
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.
15
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
COURSE
CURRENT
FTEF
(2013-14)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
Anthro 1
0.20/spring
1/spring
382
44+
Anthro 1L
0.15/spring
1/spring
100
25+
Anthro 4
Anthro 8
0.20/spring
0.20/fall
F13: 8
S14: 8
F13: 4
S14: 3
N/A
N/A
1/spring
1/fall
44
44
Anthropology 1 and 1L are identified as bottleneck. They satisfy the Life science requirement.
Anthropology 4 and 8 are electives in the AA and AA-T Anthropology degrees. We could offer
one in fall, and the other in spring.
16
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: 4
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Tutor
Someone who is able to tutor our students in a variety of
Anthropology courses, but especially the core courses (1, 1L, 2, 3)
2. Tutor
See above.
3. Learning Assistant
Specifically for Anthropology 1 and 3, where our students would
benefic from more individualized attention.
4. Learning Assistant
See above.
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.
Some of our students, specifically our African-American, Latino, and Asian students, would greatly benefit from tutorial assistance,
either individually or in groups. These students had the lowest persistence and success rates of all Anthropology students.
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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
18
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
19
Priority #1
Priority #2
Priority #3
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development Committees in allocation of funds.
Instructions:Please list specific conferences/training programs, including specific information on the name of the conference and location. Note
that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of need that could perhaps be
fulfilled on campus, and to establish a historical record of need. Your rationale should discuss student learning goals and/or connection to the
Strategic Plan goal.
Description
Amount
Vendor
Division/Dept
20
Priority Priority Priority
#1
#2
#3
Notes
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee.
Instructions: Please fill in the following as needed to justify your requests .If you're requesting classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers that are our current standards.
If requesting multiple pieces of equipment, please rank order those requests. Include shipping cost and taxes in your request.
Instructions:
1. For each piece of equipment, there should be a separate line item for each piece and
an amount. Please note: Equipment requests are for equipment whose unit cost exceeds $200.
Items which are less expensive should be requested as supplies. Software licenses should also be
requested as supplies.
2.
For bulk items, list the unit cost and provide the total in the "Amount" column.
Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be
in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to
jeopardize the life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be
nice to have and would bring additional benefit to the program.
Description
Amount
Chromebooks for Education
Unit price: $279
Cart for Chromebooks
Unit price: $2,000
44
$12,276
2
$4,000
Vendor
Division/Unit
Samsung
Social Sciences/Gen.
X
Samsung
Social Sciences/Gen
X
For Rationale, please see Program Review 2014-2015; Political Science.
Appendix F8: Facilities Requests
21
Priority #1
Priority #2
Priority #3
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): Open outdoor space somewhere on campus, large enough so that we can bury specimens and
practice excavation and recovery techniques (Anthropology 13 and 2).
Building/Location: Outdoors, close to 400 would be nice.
Description of the facility project. Please be as specific as possible.
Anthropology 13 students need a space to practice the proper mapping and recovery of (fake) human remains, and
conduct decomposition studies.
Anthropology 2 students need a space to practice archeological excavation skills.
What educational programs or institutional purposes does this equipment support?
Students will be required to work in groups. They will apply critical thinking skills to fieldwork, and will present their
conclusions to the whole class.
The project
 Supports different learning modalities,
 Encourages collaboration that fosters learning,
 Provides an environment that is conducive to intellectual curiosity and innovation,
 Cultivates critical thinking.

The project also supports two College-wide Learning Goals: Critical Thinking and Communication.
22
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
Anthropology 2 and 13 are very technical courses. We hope to increase student persistence and success in both.
Students use a hands-on, collaborative approach to learning in Anthropology 1L, and their persistence and success rates are
consistently very high.
23