Chabot College
Program Review Report
2014 -2015
GEOGRAPHY
Year 2 of
Program Review Cycle
“You are in the same cycle as last year!”
Submitted on Nov. 1, 2013
Contact: Don Plondke
Final Forms, 1/18/13
Table of Contents
Divisions/Programs remain in the same cycle year for 2013-2014
___ 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 TWO
A. What Progress Have We Made?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence,
and enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:





What were your year one Program Review goals?
Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
What are you most proud of?
What challenges did you face that may have prevented achieving your goals?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
Progress toward achieving Program Review goals
1. reinstate paid Instructional Assistant staff position.
This continues to be our highest priority goal. Appendix F2 describes in detail the need
and rationale for reinstatement of funding for this critical position in order to maintain
those portions of our program that rely heavily on computer-based resources for
delivery of course content and interactive student learning. The Instructional Assistant/
Computer Lab Systems Administrator role is essential particularly to our computer labbased courses, GEOG 1L (Introduction to Physical Geography Laboratory) and GEOG 20,
GEOG 21, and GEOG 22 (Geographic Information Systems course sequence).
2. improve student learning of essential geographic concepts
Over the last three academic years, Don Plondke has been implementing teaching
strategies and student engagement techniques of the Reading Apprenticeship program,
attempting to elevate students’ interest in, and ability to extract information from,
geography texts. Reading Apprenticeship strategies in pedagogy provide a means for
monitoring more closely and assessing students’ understanding of key concepts and
common difficulties they encounter in reading geography’s texts and literature.
Assessment of the techniques used toward improving students’ metacognitive
1
awareness of how they approach reading geography is planned to continue in GEOG 2
(Cultural Geography), is now actively used in GEOG 3 (Economic Geography), and may
be appropriate for experiment in other Geography courses.
Progress toward the goal of improved learning of geographic concepts is, for the
discipline’s programs as a whole, measured by examining trends in success rates across
the Geography curriculum.
GEOG 1 and GEOG 1L success rates
100
90
80
70
60
GEOG 1
50
GEOG 1L
40
30
20
10
0
Fall 10
Spr 11
Fall 11
Spr 12
Fall 12
Spr 13
Success rates in GEOG 1 (Intro to Physical Geography) are consistent, ranging between
65-75% between Fall 2010 and Spring 2013. Student success rates in Geography have
shown an upward trend over the last three academic years (see charts below).
Generally, success rates in GEOG 1 are lower by 5-10 percentage points than rates for
the other Geography courses. This is partly attributable to the students’ sets of
analytical skills that are challenged in a natural science course (GEOG 1) vis à vis those
on the social science side of geography. Very large class sizes for GEOG 1 and
inconsistent attendance by large proportions of students in these classes also contribute
to lower success rates. Success rates in Physical Geography Laboratory (GEOG 1L) and
Geographic Information Systems (GEOG 20) are consistently very high. In GEOG 1L
particularly, success rates have exceed 90% every semester since Spring, 2011. This
consistency likely is due to the pedagogical method of course delivery. Student
performance depends solely upon completion of weekly exercises that apply principles
2
of physical geography to map reading, spatial analysis problems, and observation of the
environment. Students who persist in weekly completion of the sequence of exercises
are almost invariably successful in the course. The same approach and scenario for
student success applies to our courses in Geographic Information Systems (chart
immediately below):
GEOG 20 success rates
100
90
80
70
60
50
40
30
20
10
0
Non-success
Success
no class
Fall 10
Spr 11
Fall 11
Spr 12
Fall 12
The next graph shows success rate trends in GEOG 2, GEOG 5, and GEOG 12. It can be
seen in the graph that success rates in GEOG 5 (World Regional Geography) dropped
somewhat in the spring semesters when the course is offered online rather than in the
classroom. In the classroom setting, there is more opportunity for reinforcing essential
concepts in regional geography and emphasizing major attributes of world regions,
including interactive mapping exercises whereby the instructor can give more
immediate feedback. Success rates in GEOG 2 (Cultural Geography) have increased since
Fall 2010, from 63% up to 88% and 85%, respectively, in Fall of 2011 and Spring of 2013.
Hopefully, the implementation of some techniques from the Reading Apprenticeship
program are contributing to improved student engagement with the texts and helping
students focus more on essential concepts in geography.
3
success rates: GEOG 2, GEOG 5, GEOG 12
100
90
80
70
60
NO CLASS
50
GEOG 2
GEOG 5
40
GEOG 12
30
20
10
0
Fall 10
Spr 11
Fall 11
Spr 12
Fall 12
Spr 13
For GEOG 8 (Introduction to Weather and Climate), we have a sample size of four
semesters offered between Spring 2009 and Spring 2013. Revealed in the graph below is
a slight downward trend between Spring 2009 and Spring 2011, but a marked
improvement in GEOG 8 success in Spring 2013.
GEOG 8 success rate
90
80
70
60
50
GEOG 8
40
30
20
10
0
Spr 09
Spr 10
Spr 11
4
Spr 13
90
80
70
60
50
Geography success
40
Collegewide success
30
20
10
0
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Fall
2011
Fall
2012
The chart directly above shows that Geography's overall success rates are consistently
higher by an average of +6.0 percentage points compared to the college's as a whole,
using the available fall semester data between 2007 and 2012. Overall student success
rates for Geography have risen from 65% in Fall 2007 to 80% in Fall of 2012.
The chart below depicts "efficiency" rates for Geography over the six semesters from
Fall 2010 to Spring 2013, as measured by WSCH/FTEF. GEOG 1 generated the highest
total WSCH/FTEF ratio (838) over this period. The lowest ratio was 480, for GEOG 20.
The relatively low ratio for the Introduction to GIS course reflects the fact that this is a
specialized software training course designed to develop the student’s skill set in map
production and spatial analysis. Until Fall 2012, enrollments in GEOG 20 have always
been lower than those for the lecture-based Geography courses. For GEOG 1L,
WSCH/FTEF was affected by the enrollment cap of 25 per section until Fall 2011 when
the cap was raised to 44 and allowed higher enrollments for the daytime GEOG 1L
sections.
For all Geography courses from Fall, 2010 through Spring 2013, cumulative WSCH/FTEF
was 769.
5
1000
900
Geography WSCH/FTEF Fall 2010-Spring 2013
876
847
800
743
720
741
671
700
600
500
400
300
200
100
0
Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
The chart below shows WSCH/FTEF by course over the 6 semester period, Fall 2010 –
Spring 2013.
WSCH/FTEF by course, Fall '10 - Spr '13
660
GEOG 8
480
GEOG 20
835
GEOG 12
705
GEOG 5
755
GEOG 2
644
GEOG 1L
GEOG 1
838
0
200
400
600
800
6
1000
3. Upgrade GIS/GPS software and innovate new modules for teaching GIS
Our ability to reach this goal, to update GIS software and innovate new learning modules for
GIS, depends on acquisition of three categories of resources: 1) re-instatement of the paid
Instructional Assistant/Systems Administrator for our computer laboratory; 2) funding for
purchase of up-to-date ArcGIS software licenses; and 3) hiring a new full-time Geography
faculty member to share the load and maintain the balance of courses across our Geography
A.A. and GIS Certificate programs. In Appendices F1 and F2 we reiterate our rationale for
requesting the new Geography faculty hire and for reinstating the classified staff position for
our GIS/Physical Geography Laboratory.
Using current resources, we have innovated new learning resources in our GIS courses during
the last three academic years, mostly through development of new or revised interactive GIS
exercises.
4. Maintain enrollment in Geography 1
We have succeeded in maintaining high enrollments in sections of our primary course, GEOG 1
(Introduction to Physical Geography) that consistently produces the highest WSCH/FTEF ratios
for our discipline and services hundreds of students each semester in fulfilling their GE
requirement in the Natural Sciences.
GEOG 1 enrollments
500
461
463
398
400
344
301
323
Fall 2012
Spring
2013
300
200
100
0
Fall 2010
Spring
2011
Fall 2011
Spring
2012
Enrollments increased 45% in GEOG 1 from Fall, 2009 to Spring, 2011, but then showed a
decline in the 2011-2012 academic year, and a small continuing slide in 2012-2013. The decline
reflects the smaller class sizes that adjunct instructors have rightfully maintained in comparison
to overload numbers enrolled by full-time instructors in previous years. Ms. Desre Anderes,
who retired at the end of Spring 2011, was always willing to accommodate many more students
per section of GEOG 1 than the cap of 44. Not all instructors are equally inclined to take on
overload classes. Also, beginning in Fall 2012, the number of sections of GEOG 1 dropped from
7 to 6 due to enrollment management decisions. Enrollments in Geography courses other than
GEOG 1 (GEOG 1L, GEOG 2, GEOG 5, GEOG 12) have remained high, hovering around 45-55
students per class (see charts below).
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The overall 21% drop in total enrollments in all Geography courses from Fall 2010 to Spring
2013 (see chart below) likely reflects the general decline college-wide in enrollments due to
cuts to classes necessitated by the economic downturn over this period. For all of Chabot
College, total enrollments dropped by about 16.5% between Fall 2010 and Fall 2013, from
43,799 to 36,583.
Particularly for GEOG 1, Geography has been successful in recruiting adjunct faculty toward
maintaining our full class schedule and continuing to recruit students to fill our classes. We are
grateful for the dedication and contributions of our adjunct faculty: Matt De Verdi, Maryam
Younessi, Jane Dignon, and the late Myron Gershenson.
All Geography enrollments 2010-2013
900
783
800
706
700
600
570
600
531
559
500
400
300
200
100
0
Fall 2010
Spring 2011
Fall 2011
Spring 2012
8
Fall 2012
Spring 2013
90
Geography enrollments by course
Fall '10-Spring '13
80
70
60
50
GEOG 1L
GEOG 2
40
GEOG 12
30
20
10
0
Fall 2010
Spring 2011
Fall 2011
Fall 2012
Spring 2013
GEOG 5 enrollment
60
53
51
50
Spring 2012
47
45
39
40
30
Cut
by
EMC
20
10
0
0
Fall 2010
Spring 2011
Fall 2011
Spring 2012
Fall 2012
Spring 2013
5."close-the-loop" on all offered GEOG courses
At the end of Year One in our program review cycle, Geography completed evaluation of, and
reflection on, learning outcomes assessment for all our offered Geography courses. By August,
2012 all "closing-the-loop" forms were submitted to the SLOA Committee, marking completion
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of the 3-year course learning outcomes assessment cycle that extended from Fall 2009 to
Spring 2012.
6. Develop a joint Geography/Anthropology AA degree program
This program goal/initiative has been tabled for now, in light of the curriculum emphasis on
Transfer Model Curricula (TMC) and other priorities.
7. Increase student access to GEOG 1
GEOG 1 (Introduction to Physical Geography) historically is our course in highest demand.
Anticipating that the trend will continue and demand for GEOG 1 will increase steadily,
development of the course as a hybrid or fully online course would likely assure long-term
access and high enrollments. We would also like to restore one section of GEOG 1 that was cut
by EMC in Fall 2012 (see Appendix F3).
8. develop a new GEOG water resources course
Research in environmental science in recent years has brought to the forefront the issue of
water supply sustainability as energy production escalates worldwide in response to the
globalization of technologies and economic development. The energy-water nexus appears to
be an increasingly important issue in environmental sustainability. The study of water resources
is integral to programs in all the environmental sciences. Our adjunct instructor, Maryam
Younessi, has a strong background and interest in water resources and has suggested that we
develop a transferable water resources course in the Geography program. Over the period of
the next year or two, we hope to compile examples of college course outlines focusing on water
issues that will aid in our development of a new course proposal for our curriculum.
9. facilitate transfer pathways for GEOG students
As a consequence of California SB 1440, the C-ID/AA-T statewide initiative organized by the
State Chancellor's Office and CSU resulted in development of a Transfer Model Curriculum
(TMC) for Geography. In July, 2013, Geography’s program proposal for the A.A.-T was approved
by the State Chancellor’s office. The purpose of this new degree program is to open another
pathway for students who may plan to transfer to a California State University campus to
complete requirements for a baccalaureate degree within a 4-year, 120 semester hours
framework.
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B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to
further detail your narrative. Limit your narrative to two pages, and be very specific about
what you hope to achieve, why, and how.
Given your experiences and student achievement results over the past year, what changes do
you suggest to your course/program improvement plan? What new initiatives might you begin to
support the achievement of our Strategic Plan goal? Do you have new ideas to improve student
learning? What are your specific, measurable goals? How will you achieve them? Would any of these
require collaboration with other disciplines or areas of the college? How will make that collaboration
occur?
I. Revisions/adjustments to program plan described in Section A.
STUDENT LEARNING OUTCOMES
For our new student learning outcomes assessment cycle, Geography faculty will collaborate to
revise and communicate our course-level outcomes assessment schedule to improve each
faculty member's planning and preparation for those upcoming semesters when assessment
data must be acquired in one or more of their classes. Reflection on our program-level
outcomes and their realistic assessment has motivated us to revise these outcome statements
at an appropriate point.
IMPROVING ACCESS AND CLARIFYING PATHWAYS
We would like to shorten the timeline for developing a proposal for hybrid or fully online
delivery of GEOG 1 (Introduction to Physical Geography). An online course would likely increase
student access to the course and total enrollment, and alleviate potential bottlenecks in
Geography's and other discipline's program pathways.
The program plan to increase student access and facilitate transfer pathways, stated in our Year
One program review, needs to be explicitly extended to include improved access to Geography
courses that are part of our GIS program. So that we can offer, in a timely way for a student's 2year pathway, the full suite of courses that are part of our Geography AA, AA-T, and GIS
Certificate programs, we are requesting a minimum additional allocation of 0.3 FTEF for
academic year 2013-2014 (see Appendix F3).
IMPROVING STUDENT LEARNING OF ESSENTIAL GEOGRAPHIC CONCEPTS
The effort to improve student learning of essential geographic concepts can be broadened by
introducing and evaluating Reading Apprenticeship (RA) strategies in more Geography courses.
Specifically, experimenting with RA techniques is planned for extension into GEOG 5 (World
Regional Geography) and GEOG 8 (Introduction to Weather and Climate) during the 2013-2014
11
academic year. Another strategy is to more actively recruit Geography peer tutors and study
group leaders in collaboration with The Learning Connection.
II. New initiatives proposed in support of Strategic Plan Goal
TEACHING AND LEARNING: CLIMATE STUDIES
In an effort to intensify student interest in the urgent world issue of climate change and global
warming, Chabot Geography applied, and was accepted, for participation in a new nationwide
course implementation effort sponsored by the American Meteorological Society (AMS),
Second Nature, and the National Science Foundation. As a Hispanic Serving Institution (HSI),
Chabot qualifies to participate in this project, designed to introduce sustainability-focused
curricula. The name of the program is the AMS Climate Studies Diversity Project. Through
participation in a 5-day climate science and course implementation workshop in May, 2013,
Chabot Geography faculty member Don Plondke acquired training in climate science pedagogy,
and in course implementation and management in a collegial community impacted by diversity
issues. The training will enable us to deliver the AMS Climate Studies course for a least one
semester at Chabot with all the specialized course materials provided by AMS.
PRELIMINARY DESIGN OF A PHYSICAL GEOGRAPHY LABORATORY FACILITY
Over a longer time horizon than this program review cycle, Geography would like to propose a
new campus facilities project to design and construct a physical geography laboratory equipped
with instrumentation and supplies to support teaching and learning of Earth's natural processes
in a controlled modeling environment. We envision a dedicated laboratory space for students
to conduct experiments, testing, and modeling of biogeochemical processes. This laboratory
would also be used effectively for teaching in the Environmental Studies and Environmental
Sciences programs. Collaboration with interested faculty in the Science and Mathematics
Division would be essential in the design phase of this project. While we do have an up-to-date
and well-equipped and maintained computer laboratory for Geography and other disciplines in
the Social Sciences (Room 507), we lack laboratory space and supplies necessary to
demonstrate natural processes and provide students with hands-on training in scientific
laboratory techniques that are integral to research in physical geography. The proposed lab
would likely be designed to include:
(1) water and natural gas outlets, sinks, microscopes, and storage space
(2) soils analysis equipment to perform mechanical and chemical experiments, including items
such as drying ovens, refrigerator, graduated cylinders, centrifuges, scales, particle-size
analysis sieves, flasks, thermometers, etc.
(3) laboratory space for biodegradable and recyclable materials testing, and water quality
testing
(4) seismographic equipment and weather station instrumentation
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III. New goals for the Geography program and strategies for achievement
INTEGRATING TECHNOLOGICAL TOOLS IN GEOGRAPHY
Geographic Information Systems (GIS) and Global Positioning Systems (GPS) are revolutionizing
the world of mapping and analyzing problems in geographic space. This is also true for remote
sensing technologies, particularly satellite-borne imaging, that have vastly increased our
capacity to monitor Earth's environments and environmental change. GIS, GPS, and remote
sensing are the core technologies of interactive mapping and imaging on the internet.
Knowledge of the capabilities of these technological tools infuses our students with highly
marketable skills, or at least greater awareness of the scientific value of the instruments. In our
continuing effort to increase exposure of our students to today’s technologies, we plan to
incorporate more illustrations of remote sensing, GIS, and GPS applications into course content.
One staff development effort that could move us toward realization of this goal is to make
application to the Integrated Geospatial Education and Technology Training (iGETT) program
that is administered by the National Council for Geographic Education. An upcoming training
program for community college GIS instructors is planned for February 2014-July 2015,
including two summer institute sessions of 9 and 6 days, respectively. Our full-time Geography
Instructor, Don Plondke, hopes to apply for acceptance into this training program for educators.
LEARNING ASSISTANTS
In our Year One program review, we expressed some frustration with our experience over 3
years of participation in the Peer Tutoring and Learning Assistant program offered by The
Learning Connection, and questioned the cost effectiveness, in both time and money, of the
Peer Tutoring that we implemented to support some of our Physical Geography classes.
However, at this time, we wholeheartedly support the restructuring of the tutoring and
Learning Assistant program that Ms. Deonne Kunkel and The Learning Connection have
instigated. Geography plans to apply for mutiple Peer Tutors/Learning Assistants for the next
academic year (see Appendix F4). Clearly, there is a groundswell of support for design and
construction of new study group facilities on campus, and the need for new funding and
additional allocation of space for tutoring and small-group interactive learning.
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Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2012-13
Budget
Requested
1
$1242.28
$78.66
2012-13
Budget
Received
0
$0
$0
2013-14
Budget
Requested
1
$988
$0
2013-14
Budget
Received
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.
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?
The immediate impact of not receiving funding for essential printer supplies has been that, in order to
avoid discontinuing printing of critical exercises and handouts, the instructor and computer laboratory
administrator have purchased laser and jetink cartrridges out of their own pocket. Many map and image
interpretation and production exercises used for Geography labs and GIS must be produced in color, and
inkjet cartridges require replacement regularly.
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Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:
X No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to
be submitted with this Year’s Program Review. Note: All courses must be assessed
once at least once every three years.

Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
GEOG 1
This Year’s Program
Review
*CTL forms must be
included with this PR.
GEOG 1L
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
submitted
submitted
GEOG 2
submitted
GEOG 5
submitted
GEOG 8
submitted
GEOG 10
submitted
GEOG 12
submitted
GEOG 19
submitted
GEOG 20
submitted
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Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
N/A (see Appendix B1)
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: ___Geography A.A.______

PLO #1: identify the set of improved skills in observing the world, and in analyzing
problems in space

PLO #2: interpret maps and mapped data utilizing basic map elements, including
scales, common coordinate systems, and map symbols

PLO #3:

PLO #4:
NOTE: The following discussions in Appendix C are restatements from Geography’s Fall 2012
Addendum –SLO Update.
What questions or investigations arose as a result of these reflections or discussions?
Frequent use of maps and remotely sensed images is the best approach to improving student skills in
observing the world and analyzing relationships between landscape features.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: The exercise-based approach to teaching the application of physical geography
concepts in lab-based courses using contemporary technologies (internet, remote sensing, GIS) has been
largely successful in achieving high rates of student success in the course. The students' engagement
with satellite imagery, maps, and animated tutorials on student workstations develops their
observational skills. It is most helpful when students work with each other in the interpretation of
mapped information.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Means to improve students' level of comprehension of the text and willingness to refer to it are needed.
Instructor is implementing Reading Apprenticeship strategies to help students gain insight into ways that
they read texts. Also, different textbooks have been adopted semester-to-semester since this
assessment data was collected to discern influence of the text on learning outcomes. More classroom
time in some courses is being allocated to interactive engagement with geography texts.
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Program: ___ Certificate of Achievement in Geographic Information Systems (GIS)

PLO #1: identify the set of improved skills in observing the world, and in analyzing problems
in space

PLO #2: interpret maps and mapped data utilizing basic map elements, including scales,
common coordinate systems, and symbology

PLO #3: document courses that have prepared the student for transfer to a campus of the
California State University system as a junior-year level Geography major

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Experience in the classroom has revealed that GIS students progress in their development of skill in
manipulating GIS software tools and map features. The sequence of GIS exercises is designed to provide
for this development process. However, communication with students has indicated that they
frequently do not develop a satisfactory level of understanding and familiarity with the terminology and
definitions of GIS components. While the exercises give students practice in using the functional tools
and data types of GIS, the "hands-on" pedagogical strategy does not necessarily assure students' grasp
of definitions and the vocabulary of GIS.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: The exercise-based approach to developing skills in GIS software usage appears to
be producing high rates of student success.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Students could be provided with additional supplemental reading in GIS and handouts to reinforce the
meaning of key terminology and clarify the appropriate uses of GIS components. We need to retain our
Instructional Assistant position to provide real-time software and hardware support and support student
use of instructional resources. We need to keep advocating for a new full-time Geography faculty
position needed to continue and extend our Geographic Information Systems program.
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Program: ___ Geography A.A.-T._______
 PLO #1: identify the set of improved skills in observing the world, and in analyzing problems
in space

PLO #2: interpret maps and mapped data utilizing basic map elements, including scales,
common coordinate systems, and map symbols

PLO #3: demonstrate competency in techniques of spatial overlay of themes, design and
production of map layouts, graphical presentation of spatially distributed data, and analysis
of geocoded database information

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Frequent use of maps and remotely sensed images is the best approach to improving student skills in
observing the world and analyzing relationships between landscape features.
What program-level strengths have the assessment reflections revealed?
The exercise-based approach to teaching the application of physical geography concepts in lab-based
courses using contemporary technologies (internet, remote sensing, GIS) has been largely successful in
achieving high rates of student success in the course. The students' engagement with satellite imagery,
maps, and animated tutorials on student workstations develops their observational skills. It is most
helpful when students work with each other in the interpretation of mapped information.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Means to improve students' level of comprehension of the text and willingness to refer to it are needed.
Instructor is implementing Reading Apprenticeship strategies to help students gain insight into ways that
they read texts. Also, different textbooks have been adopted semester-to-semester since this
assessment data was collected to discern influence of the text on learning outcomes. More classroom
time in some courses is being allocated to interactive engagement with geography texts.
18
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?
No. need to update GEOG 21, 22, 95, 96
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. GEOG 22, 95, and 96 are required courses only for the Certificate of Achievement
in GIS program. They should remain in the catalog. They have not yet been offered due
to lack of FTEF and very small student demand.
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.
No. The only course that has not been assessed is GEOG 3—Economic Geography—
which has been offered this semester (Fall, 2013) for the first time in many years. It
will be assessed this semester and “closing the loop” will be planned for 2014.
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. See Appendix C.
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
N/A
7. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be.
Yes.
19
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?
This initiative would promise to improve student learning of issues related to climate change and human adjustment, and provide new, cuttingedge learning resources for studying contemporary issues about human influences, in a diversifying society, on atmospheric process.
What is your specific goal and measurable outcome?
Participate as a faculty member in the American Meteorological Society's (AMS) Climate Studies Diversity Project that has a major objective "to
promote diversity on a changing planet."
The measurable outcome would be successful implementation of The AMS Climate Studies course at Chabot. Chabot would join a select group of
Minority-Serving-Institutions (MSI), with a sustained offering of an AMS-designed course, introducing thousands of MSI students to the
geosciences. The participating faculty member will be presenting a paper/poster describing Chabot's implementation experience at the 2014
AMS Annual Meeting in Atlanta, GA.
What is your action plan to achieve your goal?
Activity (brief description)
Attend 5-day AMS Climate Studies Course Implementation
Workshop in Washington, DC, May 19-24, 2013
Obtain institutional approval to acquire course license for
academic year 2013-2014
Pilot the course content of AMS Climate Studies within the
structure of GEOG 8, Spring 2014
Implement the introductory climate science course, AMS
Climate Studies, at Chabot and articulate it for GE transfer
Target
Completion
Date
5/24/13
Required Budget (Split out
personnel, supplies, other
categories)
$0-the program finances
the participant's
Completed attendance
8/13
$0 in first year
Completed
5/14
$0
Fall, 2014
20
$149 course license fee for
academic year 2014-2015
How will you manage the personnel needs? For computer and laboratory support for this course’s implementation, we will need a half-time
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions 0.5
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain: Coordination with the AMS Climate Studies Project, Washington, DC
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
21
(obtained by/from): college
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: _2_
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
1. Full-time
Instructor of
Geography
2. Adjunct
Instructor of
Geography
Description
Faculty (1000)
Program/Unit
Qualified teacher
across the full
GEOG
curriculum
Teacher for
Geog of Calif.
And GIS courses
GEOG AA-T, GEOG
AA, Certificate of
Achievement in GIS
GEOG AA-T, GEOG
AA, Certificate of
Achievement in GIS
Division/Area
Social Sciences/Geography
Social Sciences/Geography
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.
The Geography Program at Chabot now encompasses 6 different courses that must be offered regularly (every semester or every
other semester) in order to enable completion of an A.A. or A.A.-T. degree in a two-year pathway. Geography is not adequately
staffed to support the expanded programs that exist in our catalog but cannot be realistically implemented. The approval of our new
22
Geography AA-T degree program likely will attract more geography students. In order to attain a balance of course offerings that
enable student completion of a program in our discipline over a reasonable time period, Geography needs another full-time faculty
member. Former full-time Instructor Desre Anderes retired in 2011, and Don Plondke, the only current full-time Geography faculty
member, is maintaining full loads and often overloads of Geography classes, involving 5 “preps” most semesters.
Each semester, Geography generates WSCH/FTEF values between 600 and 850. Overall WSCH/FTEF for the last 3 academic years has
been 769 for Geography. Since 2010, our full-time/part-time ratio has dropped from 2/3 to 1/3 and FTEF allocation has dropped as
low as 2.15 (Fall 2012) when we had 531 Geography enrollments with a resulting WSCH/FTEF of 720.
One of our 3 Geography programs at Chabot is the Certificate of Proficiency in Geographic Information Systems (GIS). This program
is a sequence of 5 courses (GEOG 20, 21, 22, 95, and 96). To date, we have been able realistically to offer only the introductory
course on a regular basis. We have lacked the faculty and monetary resources to offer the second-level course (GEOG 21) more than
twice in the last 5 years. Our resource limitations prevent us from actively recruiting interested and qualified students for the
certificate program. Geographic Information Systems technology and teaching is a labor-intensive effort involving acquisition and
licensing of software, installation and maintenance of the multi-modular software, and PC networking in the Social Sciences
Laboratory. In the newly renovated building 500, months of work and ongoing maintenance will be required to update, install, test,
and implement current versions of ArcGIS software in the new laboratory facility that will support GIS and geography lab courses.
Adding to our urgent need for more Geography faculty is the state’s approval this year of our new Environmental Studies A.A.
degree program. To promote and administer the program in the Social Sciences Division, more FTEF allocation will be needed to
offer the core (GEOG 1) and elective Geography course components of the Environmental Studies degree. Growth in the
interdisciplinary program will depend on close collaboration with other Social Science faculty, active student recruitment, and
development of new curricula.
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.
Geography requests approval and funding of one new full-time Geography faculty position. Recruitment for this position should be
specifically directed to qualified geography instructors with significant experience in GIS/remote sensing technologies and
education. GIS and remotely sensed imaging are the primary methodological tools today in the geosciences. College graduates with
skills and experience using GIS and remote sensing techniques have an advantage in the highly competitive job market. Government,
business, and education have high demand for qualified GIS analysts. The use of GIS technologies extends far beyond the field of
23
geography to include all the science, social science, and business management disciplines. But we also need a new full-time faculty
member simply to continue offering the full set of courses need by our degree- or certificate-seeking students in our Geography
programs. Instructional staffing for our Geography course offerings is critical to any effort to streamline student pathways that
include Geography courses. Among the highest priority initiatives in the 2012-2015 Strategic Plan are: "determine the capacity of
each pathway" and "identify bottlenecks to completion". The loss of one full-time position due to retirement has restricted further
our ability of offer all the required courses across our curriculum needed for a student to reach a measurable educational goal (a
degree of certificate, or both). A new full-time faculty member broadens the areas of expertise and brings a new set of experiences
in the field of study, allowing more student access to information and mentoring (2012-2015 Strategic Plan). The new faculty
member would share in delivery of our core courses and the GIS program, collaborate in, and bring fresh ideas to, the program
planning process, and innovate new teaching strategies. We could then clear potential bottlenecks and accelerate students'
progress, produce more Chabot graduates with marketable skills, and enable Geography to assist other Chabot units both academic
and administrative.
We also request approval and funding of at least one new adjunct Geography faculty position. Tragically, last spring we lost our
longtime adjunct instructor, Myron Gershenson, who faithfully taught our popular Geography of California (GEOG 12) course for
many years. Without more adjunct faculty, we cannot offer the full set of courses to support students who seek to complete
programs in a two-year timeframe. 6-7 sections of GEOG 1 can be filled every semester. GEOG 1 operated at a WSCH/FTEF level of
838 over the last 3 academic years. A prospective new adjunct faculty member should be qualified to teach GIS courses to prevent
collapse of the certificate program. Simultaneously, we need someone who can teach across the Geography curriculum so that we
can regularly offer GEOG 3, GEOG 10, and GEOG 12 that are elective courses in our A.A. and A.A.-T. programs.
24
Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent) classified
professional positions (new, augmented and replacement positions). Remember, student assistants are not to replace Classified Professional
staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal, safety, mandates, and accreditation issues. Please cite any evidence or data to support your request. If this position is categorically funded,
include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested: __1__
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
1. Instructional
Assistant
Classified Professional Staff (2000)
Description
Program/Unit
Systems administrator for the
computer laboratory in
Geography A.A.
support of instructional
Geography A.A.-T.
hardware and software for
Certificate of Proficiency
GEOG 1L, 20, 21, 22
In GIS
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Student Assistants (2000)
25
PLEASE LIST IN RANK
ORDER
Division/Area
Social Sciences/ Geography
PLEASE LIST IN RANK
ORDER
Postion
Description
Program/Unit
Division/Area
2. Rationale for your proposal.
Geography’s Instructional Assistant has been, and continues to be, essential in fulfilling our discipline's continuing goal to “evaluate
and support the use of technology in courses based on relevancy to the workplace” (see Unit Plan Update, Part 2, March 2008). Our
courses that include a major computer lab component (GEOG 1L, 19, 20, 21, and 22) require highly skilled technical support and
maintenance of a multi-tiered architecture of software and hardware for teaching and learning of Geographic Information System
(GIS) technologies. Our new computer laboratory for Social Science (room 507) has nearly doubled in the number of desktop
workstations available for student use. Frequent version updates and service-pack installations for our software require a continuing
and, in fact, growing need for expertise and system administration to assure operational quality of the lab. Use of the lab resources
is expanding, not only for Geography courses, but for other Social Science disciplines and cross-division programs that can benefit
from use of our lab. Our one part-time Classified Staff Instructional Assistant and Systems Administrator has growing responsibilities
for assuring the operational quality and up-to-date maintenance of the lab’s software and hardware.
Geography requests reinstatement of funding for our current Instructional Assistant/Systems Administrator (for Mr. Brian Beard),
at the level of 50% of full-time or 20 hours per week. In the academic year of 2010-2011, he was limited to a total of 400 hours for
the year (or about 12 hours per week). In the last 2 academic years of 2011-2012 and 2012-2013, he has not been paid, as District
HR has disallowed submitted PAR's due to budget cuts. We request that his allotment of hours for academic year 2013-2014 be
reinstated to provide for his employment of about 720 total hours (or about 20 hours per week over 36 weeks). At present, his
unfunded status disables our ability to meet the needs for maintenance of the computer laboratory that supports instruction for a
growing number of students enrolled in Geography’s and other discipline’s computer-based courses.
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.
This request is directly aligned with the strategies of Chabot’s 2012-2015 Strategic Plan which seeks to provide more support in
helping students achieve their educational goal. Desktop Geographic Information Systems (GIS) technologies and internet-based
tutorial modules are critical components in delivering instruction about applications of the constantly changing technological tools in
geography. This classified staff position for instructional and technical support also relates to Chabot’s strategies "to offer instruction
26
more efficiently" and "make our classes more productive."
GIS, GPS, and remote sensing technologies that we integrate into our learning outcomes and methods of instruction offer many skill
sets that prepare our students for jobs in every sector of the modern economy.
Below is a supplemental statement of the roles and responsibilities of our Instructional Assistant/Systems Administrator for the
Social Sciences Division Laboratory (room 507).
Supplemental Statement for the 2014-2015 Academic Year
Geography Classified Staffing Request(s) [Acct. Category 2000]
The Instructional Assistant/Systems Administrator in the Social Sciences Division Laboratory acts as:
Professionally trained systems administrator qualified to install, maintain, update, and trouble-shoot all modules of the multitiered ArcGIS system architecture;
Geographic Information Systems (GIS) project leader who communicates frequently with technical support personnel at
Environmental Systems Research Institute, Inc. (ESRI—the leading world manufacturer of GIS software, headquartered in
Redlands, CA) and ESRI’s higher education specialists who work with our staff member to assure the performance quality of
GIS software and hardware and solve system problems in a cost-effective and timely manner (inoperable GIS software in an
instructional environment is useless);
GIS Instructional Assistant, trained in effective use of the software components, who can answer student’s questions,
communicate easily with novice PC and GIS users, and offer tips for productive use of the tools, especially those pertaining to
the GIS user interface;
The Instructional Assistant in the Social Science Lab for several disciplines, interacting directly with students to facilitate their
access to tutorial modules, application programs, and to assure appropriate classroom use of these resources;
Lab Network Administrator who assures the compatibility of a diverse set of PC-based tutorials, GIS software and databases,
and digital image processing programs, and who rearranges file directory structures to efficiently service data cataloging
needs for several classes with different goals in using computer applications;
27
Quality assurance liaison with Chabot’s Information Technology staff, monitoring network interfaces, assuring compliance
with security procedures and policies, and overseeing the upkeep and upgrading of all systems and educational applications
software.
Overview of the Social Sciences Computer Laboratory Environment:
Instructors using the laboratory, though usually very familiar with the functionality of specific software designed for student
learning, do not have a comprehensive view of system configuration and program module interactions that the Lab Systems
Administrator has. Instructors must devote their attention to the students’ understanding of the content of tutorials, exercises,
and learning modules, and to help students in acquiring useful sets of skills. The Instructional Assistant/Systems
Administrator’s role is to assure consistent quality of operation of hardware and software, and to trouble-shoot network and
system problems that inevitably emerge in a complex computing environment.
28
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
a) GEOG 1
2.6 / yr
0.2 / yr
1–fall
605
44
b) GEOG 12
c) GEOG 1L
0.2 / yr
0.45 / yr
0.2 / yr
0.15 / yr
1-spring
1-fall
37
131
44
44
d) GEOG 20
GEOG 22
GEOG 95/96
0.2 / yr
0
0
0.2 / yr
0.2 / yr
0.15 / yr
6–fall
7-spring
1-fall
1–fall;
2-spring
1-fall
1-spring
41 (fall ’12)
44
To support: 1) coverage of all Geography course offerings necessary to enable student
completion of requirements for our A.A. and A.A.-T degree programs; 2) the GIS Certificate of
Proficiency program (see college catalog), and 3) the upgrading of student access to our GIS
courses at Chabot (see IMPROVING ACCESS AND CLARIFYING PATHWAYS in Section B, above),
Geography needs the FTEF allocation to restore one additional section per year of GEOG 1, 1L,
and 12 that were cut for various reasons since 2011. We also need the ability, in some
semesters, to schedule more than one GIS course to run concurrently. For example, we would
like to accommodate both introductory-level GIS students enrolling in GEOG 20 and more
advanced GIS students who have completed GEOG 20 (or equivalent) and wish to enroll in
GEOG 21, the 2nd level GIS applications course. Our current academic year FTEF allocation
barely allows us to offer our annual range of courses that consistently reach or surpass
enrollment expectations and support our “core” courses that students need for GE
requirements fulfillment and for the Geography A.A. program (including GEOG 1, 1L, 2, 5, 8, and
12). However, we currently have insufficient allocation to allow simultaneous offering of more
than one GIS course (GEOG 20, 21, 22, 95, 96) without sacrificing one or more sections of
“core” courses.
Geography requests 0.75 new FTEF allocation (as indicated by course in the table above) to:
a) restore 1 section of GEOG 1 that was cut by EMC in 2012. This section can be easily filled, as
GEOG 1 is always in high demand primarily because it fulfills the GE natural science
29
requirement; b) allow offering of GEOG 12 that was functionally lost by the untimely death of
instructor Myron Gershenson; c) restore a second fall section of GEOG 1L that was dropped in
Fall, 2011. The The lack of seats available in the fall semester (only 44 available at present) is a
significant bottleneck for students seeking the lab component for GE transfer; d) enable
offering the popular Introduction to GIS (GEOG 20) course each semester instead of only once
per year.
Geography also requests an additional academic year allocation of a minimum of 0.3 FTEF to
enable offering of at least one additional GIS applications course (GEOG 21, 22) and both GIS
work experience courses, which a student must take concurrently (GEOG 95 and 96), without
sacrificing our “core” course offerings that consistently have shown high enrollments.
As an example, for Spring Semester 2015, we anticipate a proposed schedule that would
include:
GEOG 20
3 units (0.2 FTEF)
GEOG 22
3 units (0.2 FTEF)
GEOG 95/96 1-3 units (0.1-0.15 FTEF)
GEOG 22 and GEOG 95/96 would be first-time course offerings.
GEOG 20 is scheduled also for Fall Semester 2014.
30
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants,
supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of
new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested:
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Learning Assistant
LA for GEOG 1 (1 section) and study grp leader
2. Peer Tutor
tutor for Physical Geography (GEOG 1)
3. Peer Tutor
tutor for Physical Geography (GEOG 1)
4. Learning Assistant
LA for GEOG 8 and study grp leader-Climate Studies
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.
This request is for an increase in learning support positions in Geography.
1. Geography has utilized in 3 previous academic years the resources of The Learning Connection, particularly PATH, employing peer tutors
to assist in improvement of student success rates through supplemental tutoring of students in basic geographic concepts.
2. We request 2 student Learning Assistants (LA), one (1) who will attend GEOG 1 classes regularly to augment our instructional
classroom resources as experienced peers of our students. The LA will work with small student groups on in-class exercises; assist
students in taking lecture notes and modeling good note-taking practices, observe/identify students struggling with concepts, answer
questions, and use supplemental means of instruction outside of class to clarify or exemplify concepts. An LA can model and encourage
meaningful questions on course content and can keep a "metacognitive log" of the learning process. He or she can also serve as study
group leaders, according to the guidelines in the recent initiative by The Learning Connection. A second Learning Assistant is requested
for GEOG 8, taught in spring semesters. In Spring 2014, we are implementing a set of new learning modules for GEOG 8 (Introduction to
Weather and Climate) adapted from the Climate Studies project of the American Meteorological Society (described in section B-II, above).
This approach to GEOG 8 will be an initial experimental implementation to integrate high-technology internet resources of NASA and
NOAA, as well as learning resources developed by AMS and a new textbook. Students in future offerings of GEOG 8 (i.e. Spring 2015)
would benefit from a peer leader (request #4.) who can assist in accessing and explaining the applicability of these resources inside and
outside of class.
3. In the last 3-4 semesters, we have coordinated with Institutional Research (IR) in the tabulation of student surveys about their
31
engagement with learning resources, with and without PATH tutoring help. The participation of LAs in-class will enable collection of new
data toward ascertaining a comparative level of active classroom student engagement when an LA is present and not present.
4. Learning Assistants can aid in the realization of our Student Learning Outcomes (SLOs) in GEOG 1: to Improve skills in observing the
physical environment; to explain methods of synthesizing concepts, observations, and data toward describing physical processes; and to
visualize real-world examples of processes operating in the physical environment.
In addition, we request 2 Peer Tutors for Geography who will provide supplemental instruction and guidance to students in Geography course via
regularly scheduled tutoring sessions in the PATH Center.
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.
32
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.
*HP prices quoted online 10-26-13
2013-14
needed totals in all areas Request
Requested
Description
2 HP LaserJet 42A black
$276
print cartridges - 2 @ $170
2 HP Laser toner cartridges $432
Q7551A unit cost: $147
$160
4 HP 78 Tricolor InkJet
print cartridges - 4 @ $42
$120
2 Twin-Pack HP 45 Black
InkJet print cartridges - 2
@ $64
2014-15
Request
Received
Amount
Vend
or
Division/Unit
$340
HP*
Soc
Sci/Geog
X
$294
HP*
Soc
Sci/Geog
X
$168
HP*
Soc
Sci/Geog
X
$128
HP*
Soc
Sci/Geog
X
$0
$0
$0
Priority #1
Priority #2
Priority #3
$0
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
33
Description
Amount
Vendor
Division/Unit
34
Priority #1
Priority #2
Priority #3
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development Committees in allocation of funds.
Instructions:Please list specific conferences/training programs, including specific information on the name of the conference and location. Note
that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of need that could perhaps be
fulfilled on campus, and to establish a historical record of need. Your rationale should discuss student learning goals and/or connection to the
Strategic Plan goal.
Description
Amount
Vendor
Priority Priority Priority
Division/Dept
#1
#2
#3
35
Notes
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee.
Instructions: Please fill in the following as needed to justify your requests .If you're requesting classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers that are our current standards.
If requesting multiple pieces of equipment, please rank order those requests. Include shipping cost and taxes in your request.
Instructions:
1. For each piece of equipment, there should be a separate line item for each piece and
an amount. Please note: Equipment requests are for equipment whose unit cost exceeds $200.
Items which are less expensive should be requested as supplies. Software licenses should also be
requested as supplies.
2.
For bulk items, list the unit cost and provide the total in the "Amount" column.
Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be
in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to
jeopardize the life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be
nice to have and would bring additional benefit to the program.
Description
Amount
Vendor
Division/Unit
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Priority #1
Priority #2
Priority #3
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of reprioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet
capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match
if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined
that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many
smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing,
constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one facilities project, please rank order your
requests.
Brief Title of Request (Project Name): New facilities/spaces for study groups and tutoring
Building/Location: Building 100, most probably
Description of the facility project. Please be as specific as possible.
The Learning Connection is leading the college-wide advocacy for redesigned large spaces for use by organized study groups and
tutoring programs. Geography joins in this advocacy.
What educational programs or institutional purposes does this equipment support?
New study group and tutoring facilities would support our Geography program's goal to improve student learning of essential
geographic concepts. The college's Strategic Plan calls for the building of new infrastructure for our pathways programs.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
Geography is requesting academic learning support through funding and training of Learning Assistants and Peer Tutors (see
Appendix F4). As tutoring sessions and study groups are formally organized for many courses across the college's divisions, there is
a growing need for designated spaces where students can meet and comfortably interact with Learning Assistants, Study Group
Leaders, Instructors, and fellow students.
This facilities request aligns with the 2012-2015 Strategic Plan initiative to: "build pathway learning communities to support
students." Enlarged, modernized spaces will support strategies to "leverage peer mentoring" and enable "faculty/counselor teams
to hold informational meetings and joint office hours."
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