Chabot College
Program Review Report
2014 -2015
Year 3 of
Program Review Cycle
“You are in the same cycle as last year!”
Submitted on 11-1-2013
Contact: Mireille Giovanola
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?
_X__ 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
PACE PROGRAM REVIEW - YEAR THREE
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence, and
enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:
What program improvement goals did you establish?
Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for student learning, program learning, and Strategic Plan
achievement.
YEAR 1 GOAL: Agreed upon PLOs that genuinely define the program.
We proposed to have our CLOs assessed by the end of the three-year cycle, and to request
faculty and student feedback to facilitate the development of our curriculum on a yearly basis.
 We have two PLOs, but have not been able to assess them.
Our program is inter-disciplinary. PACE PLOs are not specific to any one discipline, but
try to capture what we would like our students to get out of the program in general while
they pursue their educational and career goals. Also, in the past three years, all but two
of our instructors were adjunct faculty members in the discipline they teach for PACE.
 PACE instructors met voluntarily once in fall 2011 to discuss the program.
 We have assessed CLOs and provided Closing-the-loop forms (ANTH 1, COMM 30,
PSY 33) as requested by other disciplines.
 We have asked for students’ feedback informally by e-mail.
YEAR 2 GOALS:
1. Revise PACE criteria, and post them on the PACE website.
This has been accomplished. See below “What best practice…”
2. Revise the PACE Application Process, and post it on the PACE website.
This has also been accomplished. See below “What best practice…”
3. Assess the program’s effectiveness, and
4. Revise the PACE curriculum.

We have made, and are making changes to the curriculum to align our offerings with
offerings in Math and Communication Studies. In spring 2014, Math 43 will replace Math
31. Starting in fall 2014, Math 53 will be offered in lieu of Math 65 and 55). We are no
longer offering Communication Studies 30.
1



We are working with other disciplines, notably English, to ensure that we do not offer the
same courses at the same times.
We are in the process of right sizing the program so it is more cost effective.
 Starting in fall 2012, we stopped offering Math 104 through PACE. We thank Dean
Vo-Kumamoto for facilitating enrollment of PACE students in a non-PACE Math 104
evening section in spring 2013.
 In spring 2014, we will not offer Psychology 12 and 33.
 Starting in fall 2014, we will alternate offerings for course sections that do not fill
wholly or mostly with PACE students.
We have replaced the on-campus Art History 1 section with an online section of
Religious Studies 50 to offer our students greater scheduling flexibility. RELS 50 and
ARTH 1 satisfy the same requirements.
5. Advocate for greater resources for our students.
We have been requesting more funds for our counselor, as well as services for evening and
Saturday students (access to library and computers, tutoring and peer counseling hours),
and space where evening and Saturday students can meet informally. Although most of our
requests have not been honored due to lack of college funding, we welcome the fact that the
library is now open later on Thursday.
What best practices have you developed? Those could include pedagogical methods,
strategies to address Basic Skills needs of our students, methods of working within your
discipline, and more.
1. Review of the PACE curriculum and development of a plan to streamline the program
(starting in fall 2011 and ongoing).

We are reviewing our course offerings to streamline the program and make it
more cost effective (this was also addressed above).
The rightsizing is/will be based on the number of PACE students that enroll in PACE
classes by the time we open the classes to all students, rather than by the number of
students flagged PACE for two reasons:
1. We simply do not have an accurate count of true PACE students, and have not
been able to get the name of students flagged PACE to check their current PACE
status. We know that there is a disconnect between the number of students we
have on our list, and the number given to us by BANNER.
2. We cannot force PACE students to enroll in PACE classes for all their GE
requirements, despite their signing an agreement to do so, and despite regular email reminders from the PACE counselor and class visits from the PACE
coordinator.

We are reviewing our ratio of evening/Saturday/online courses.
We do not have data for PACE only, but according to the aggregate data on persistence
rates for online vs. traditional classes for spring 2012, face-to-face success rates were
higher for History 7 and 8, Psychology 1, and Sociology 1, while online success rates
were higher for Health 1 and Humanities 65. In fall 2013, face-to-face success rates
were higher for English 1A and 4, Health 1, Humanities 65, Psychology 1, Sociology 1,
and Religious Studies 50, while online success rates were higher for Anthropology 1,
English 7, History 7, 8, 12, and Health 4.
2
PACE students’ preference for different types of classes varies according to their
schedule and computer literacy. We are also arguing that evening and Saturday face-toface and hybrid classes are more likely to help students develop their own support
system when very little support is available on campus at those times. In fall 2013, we
decided to offer History 8 as a face-to-face class in response to students’ requests. We
are in the process of assessing whether we should alternate offering the class online
and face to face. In spring 2014, we will offer an online section of Religious Studies 50 to
replace the face-to-face Art History 1.
2. Development of a streamlined PACE application (fall 2011; ongoing revision).
The document explains the criteria for admittance to the program, and the pathways we offer.
Students must submit an essay explaining why they think they qualify for the program, as
well as all college transcripts. Ref.: PACE Application at http://www.chabotcollege.edu/PACE/
Goals (Chabot College 2012-2015 Strategic Plan, specifically #3, 5, 6, and 7):
 To help students focus on their academic goals.
 To help students identify past and possibly present hurdles to their academic
persistence and success.
 To make the best use of PACE counselor Julie Machado’s drastically reduced contact
hours.
3. Establishment of mandatory orientation meetings for first-time PACE students.
PACE counselor Julie Machado conducts four to six meetings each semester, before and
during the following semester’s registration period.
Goals (Chabot College 2012-2015 Strategic Plan, specifically #1, 2, 3 and 4):
 To acquaint prospective students with the program.
 To encourage prospective students to meet other PACE students.
 To maximize PACE Counselor Julie Machado’s limited contact hours.
4. Collaboration with other divisions (ongoing). This has also been addressed above.





Course offering and scheduling, especially with the Science and Math, and Language
Arts divisions.
Curricular changes such as the elimination of MTH 104 and COMM 30 from the PACE
Curriculum, and the addition of RELS 50.
CLO assessment and Closing-the-Loop discussion (ANTH 1, COMM 30, PSY 33), as
requested by other disciplines.
Requests for recommendation for new instructors.
Resolution of instructional and student issues/conflicts.
5. Dissemination of transfer information to our students (ongoing) by



Hosting representatives from our main transfer schools (CSUEB, St Mary’s, Holy
Names) so students can meet with them.
Participating in College transfer fairs.
Sending e-news about transfer schools, deadlines, scholarships, and special events
to our students.
3
Are these best practices replicable in other disciplines or areas?
Yes!


Counselors schedule classes that offer joint counseling to a large group of students with
similar needs, in an effort to maximize their limited time.
The word “pathway” is recurrent in the Chabot College 2012-2015 Strategic Plan. If
pathways are truly seen as helping students persist and succeed in college, then let us
support programs such as PACE and others who already offer an integrated approach to
learning.
What were your greatest challenges?

Lack of funding for the PACE Counselor since July 1st, 2011.

Loss of clerical help in 2011.

Little academic support and few or no services for evening and Saturday students.

Difficulty filling classes with PACE students only.
According to Carolyn Arnold (e-mail of 2/26/2013), there were 1,196 PACE-flagged
(Major Code 2) students in fall 2012. If the number is accurate (we have been asking
Admission and Records for additional information), we should have no problem filling our
classes with PACE students, even if all the students took only one PACE class per
semester. Unfortunately, students admitted before spring 2012 were flagged PACE
when they first took a PACE class because there was pressure to fill our classes. Many
of these students take PACE classes sporadically, when it is convenient. We are in the
process of identifying and un-flagging these students. From spring 2012, we have asked
students to fill out an application and sign a pledge stating that they will take only or
mostly PACE classes to satisfy their GE requirements. Most of these students do not
honor their commitment. At this time, we simply do not have the means (time, data) to
track every student, and the power to make sure that they stick to their commitment.
This has two unfortunate consequences:
1. Because we cannot fill most PACE classes with PACE students only, we have to open
up classes to all students. This goes against the goals of the program and makes it
impossible for us to track PACE student persistence, success, and transfer rates.
2. Due to lack of funding for the PACE counselor, we cannot afford to offer counseling to
students who are flagged PACE, but who take mostly non-PACE classes, or no PACE
classes in a given semester.


Difficulty in tracking student progress through the program and
Lack of good data (persistence, success, transfer rates) for PACE students.
We still do not have pertinent data for PACE because
1. We have a mix of PACE and non-PACE students in many of our sections.
2. Our list of PACE students changes on a semester basis, as students have
completed their GE requirements, as we accept new students, and as we un-flag the
students who do not take PACE classes. Julie Machado informs Admission and
Records of the changes. Again, we simply do not have the time and means to keep
track of all the students flagged PACE.
4

There has been some confusion about program “ownership”. PACE has been and is still
part of Social Science and thus under the supervision of the dean of Social Sciences.
PACE courses are paid for by a Social Sciences/PACE fund. We work collaboratively
with deans from other divisions and welcome their suggestions and help, but our primary
concerns are our students’ needs and the integrity of the program, including the
retention of well-liked instructors and courses that satisfy our pathways’ requirements.
Were there institutional barriers to success?
Yes. The most important are:
 Lack of College funding for the PACE Counselor.
 Lack of good data to address student persistence, success, and transfer rates, despite
everyone’s efforts, especially Carolyn Arnold’s, and for reasons already stated above
(Best Practices #1 and Challenges, various).
 Little to non-existent support for evening and Saturday students.
 Changes in the program mission forced on us by budgetary constraints.
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, etc.).


Most of these issues were addressed in various places above. We unfortunately do not
have data on PACE students’ persistence and success.
FT/PT faculty ratios:
Spring 2013: The program offered 23 courses or sections (2 sections of English 1A)
across 4 divisions (if we put together Social Sciences and SotA).
3 Full-time faculty members taught 1 course each in their discipline.
15 Adjunct faculty members taught a total of 21 courses or sections. Two of
these faculty members are full-time at Chabot, but not in the discipline they teach
for PACE.
Fall 2013: The program is offering 20 courses or sections (2 sections of English 1A)
across 4 divisions.
3 Full-time faculty members are teaching 1 course each in their discipline.
12 Adjunct faculty members are teaching a total of 17 courses or sections. Two
of these faculty members are full-time at Chabot, but not in the discipline they
teach for PACE.
5
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.
What goals do you have for future program improvement?
What ideas do you have to achieve those goals?
What must change about the institution to enable you to make greater progress in improving
student learning and overall student success?
What recommendations do you have to improve the Program Review process?
1. Obtain College funding for the PACE counselor (immediate need).
We are requesting financial support from the College, and are including a request for funding
in this report. In an effort to conserve money, Julie Machado has both volunteered some of
her time, and taken time off. Other sources of funding (grants, for example) are also
considered.
2. Redefine and streamline the program
We are balancing the need to preserve the model of a PACE community with the need to fill
classes. To do so, we are evaluating class offerings based on actual enrollment figures by
the time we open PACE classes to all students. We have already started to right size the
program.
3. Keep up with state-mandated changes in student matriculation, progress, and transfer.
4. Keep lobbying for services and academic support for our students.
Requests for facilities and tutors are included in this report.
What recommendations do you have to improve the Program Review process?
1. Please try not to change the format every year. Cut and paste was not particularly easy. I had
and especially hard time with the formatting of the tables in the appendices.
2. Feedback is always appreciated. Thank you.
6
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
Others: Funding for
PACE Counselor
Peer advising
Evening tutors (Math and English)
TOTAL
2012-13
2012-13
Budget
Budget
Requested
Received
Clerical help, 0
Part time
(10 hrs/wk)
$0
$0
$0
$0
2013-14
Budget
Requested
Clerical help,
Part time
(10 hrs/wk)
$93.00
$0
$0
5 hrs/wk
5 hrs/wk
15 hrs/wk
5 hrs/wk
5 hrs/wk
$0
0
0
2013-14
Budget
Received
0
$0
$0
$0
0
0
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
None of our requests were honored.
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?
2.1. PACE STUDENT POPULATION AND PROGRAM STAFF
According to Carolyn Arnold, there were 1,196 PACE-flagged (Major Code 2) students in fall
2012. According to our unofficial count, we currently serve between 350 and 400 active PACE
students who are taking at least one PACE course every semester. This may be a conservative
estimate.
Most of our students are working adults who cannot attend day classes and need a flexible,
non-traditional course schedule. The PACE program offers courses that allow our students to
transfer, primarily to CSU, East Bay PACE Program, and majoring in either Human
Development or Liberal Studies. Our students depend on our course offerings to fulfill their
transfer requirements. In addition, PACE has partnered with ECD, and provides general
education courses for ECD majors. PACE has also partnered with ACOE (Alameda County
Office of Education) Paraeducator Program, and provides all general education and lower
division courses so students in this program can fulfill their transfer requirements to CSU, East
Bay.
7
The PACE program staff currently consists of a PACE coordinator (Mireille Giovanola –
3CAHs/semester reassign time), a counselor (Julie Machado – 7-8 hours/week) and
course instructors, most of whom are adjunct. Social Sciences Administrative Assistant
Cheryl Sannebeck provides some clerical support.
2.2. PACE COUNSELING AND THE IMPACT OF NOT GETTING ADEQUATE FUNDING
FOR OUR COUNSELOR:
PACE counselor Julie Machado does the following:








Reviews prospective PACE students’ applications with the PACE coordinator.
Evaluates new applicants’ transcripts for proper placement into classes.
Conducts mandatory information meetings for prospective PACE students (4-6
meetings per semester).
Meets with individual PACE students, and devises study plans for them (afternoon and
evening hours).
Maintains case files for T3 students (Paraeducator program, funded by ACOE).
Responds to students’ e-mails.
Meets on a regular basis with the PACE coordinator to discuss Program needs, criteria,
staffing, scheduling, and specific PACE students, as needed.
Regularly communicates with PACE students and faculty via newsletter.
According to Carolyn Arnold’s data (e-mail of 2/26/2013), there were 1,196 PACE-flagged
(Major Code 2) students in fall 2012. Since July 1, 2011, we have not had adequate funding for
the PACE counselor. We are requesting funding for 15 hours of counseling per week.
We simply cannot serve our students as well as we should, despite streamlining the
application process and requesting new students to attend a mandatory orientation
meeting so they can learn more about the program and the services it offers. An Ed plan
requires ½ hour on the part of a counselor, and that is a best-case scenario. Many of our
students are coming back to school after several years, and many have attended several
schools in the past. All their transcripts must be evaluated for proper class placement. Also, we
cannot keep good track of our students and make sure they follow their Ed plan and honor their
commitment to take PACE classes to fulfill their GE requirements.
2.3. THE NEED FOR ADMINISTRATIVE/CLERICAL HELP.
There was clerical help until 2011.
The PACE coordinator and counselor positions are “part-time” positions. Without an
administrative assistant, the tasks usually performed by this individual have become the
responsibility of the program coordinator and counselor which essentially takes time away from
working directly with students to answer phones, make appointments, explain the program to
everyone who calls in or emails for information. However, I would like to note that we have
received help from Social Science Administrative Assistant Cheryl Sannebeck for the following:
classroom scheduling, PAFs for counselor and instructors, and course schedule.
2.4. THE NEED FOR TUTORING/PEER ADVISING
As stated earlier, evening and Saturday students do not have access to the same academic
and support services as other students. While we cannot say how access to library services
and academic support would boost student persistence and success rates because we do not
have the relevant data, it is fair to say that our students’ persistence and success rates would be
expected to increase with increased access to these services.
8
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.
As stated elsewhere, PACE instructors assess CLOs within the context of the discipline
they teach, and only if asked to do so. Only three PACE courses have been assessed:
ANTH 1, COMM 30, and PSY 33. COMM 30 is no longer offered at Chabot College.
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
*Note: These courses
must be assessed in the
next PR year.
Assessed in F11
CtL submitted in S12
Note: CLOs will be
assessed in S14
Assessed in S12
CtL submitted in S13
Note: class is no
longer offered.
Assessed in S12
CtL submitted in S13
Note: CLOs will be
assessed in F14
Communication 30
Psychology 33
9
2-Years Prior
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: PACE
 PLO #1: The understanding of and appreciation for diversity.
 PLO #2: The ability to communicate effectively in both speech and writing.
What questions or investigations arose as a result of these reflections or discussions?

There is no such thing as a “PACE” degree.
PACE is an inter-disciplinary program for working adults, and one of three learning communities
at Chabot College. The program offers all but one of the GE requirements (PE) for several AA
degrees, and offers the required GE courses for transfer. According to fall 2010 figures, about
61% of our students transfer to another institution, mostly to the PACE program at CSU East
Bay, to major in either Human Development or Liberal Studies.
In addition, PACE has partnered with ECD, and provides general education courses for
ECD majors. PACE has also partnered with ACOE (Alameda County Office of Education)
Paraeducator Program, and provides all general education and lower division courses so
students in this program can fulfill their transfer requirements to CSU East Bay.

Although the PACE program has two PLOs, we simply have not been able to
assess and discuss our courses as a group for the following reasons:
1, Most PACE instructors are part-timers and have vastly different schedules. PACE
instructors met voluntarily once in fall 2011 to discuss program goals. Unfortunately, a broad
discussion of PLOs has not occurred. Informal meetings and discussion, and
communications via e-mail to discuss concerns are very common, however.
2. PACE PLOs have been mapped to selected CLOs, but CLOs and CLO rubrics were
developed in the context of the respective disciplines, not by individual members of the
PACE program.
3. Likewise, assessments and discussions are conducted within the respective disciplines,
not by individual members of the PACE program. So, unless a PACE instructor is asked by
his/her discipline to assess CLOs, he/she is not part of the general assessment discussion.
This is complicated by the fact that 15 of 17 PACE instructors are adjunct faculty members.

We are in the process of considering whether PACE PLOs should be revised.
What program-level strengths have the assessment reflections revealed?
N/A
What actions has your discipline demined might be taken to enhance the learning of students
completing your program?
Reinforce the idea of community and provide support to evening and Saturday students. This
will require the help of the College, and allocation of College resources to the program.
10
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, although Health 4 should be updated soon, as the current outline dates to Fall 2008.
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? Yes.
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester.
Yes. CLOs and rubrics are established within the context of each discipline (i.e., Anthropology,
Math, etc.). PACE instructors do not make up their own CLOs and rubrics.
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester. Yes.
5. Have you developed and assessed PLOs for all of your programs? If no, identify programs
which still require this work, and your timeline to complete that work this semester. Yes.
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
Course sequences exist for Math and English. It is difficult to assess whether success in the first
course is a good predictor of success in subsequent courses, though we would suspect so,
because we only have access to aggregate data, not data for PACE courses only.
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.
Not necessarily. Many PACE students put off taking Math classes, yet successfully complete
other classes. However, successful completion of English courses ought to help students succeed
in other classes. Again, data are shown as aggregates, so this is difficult to gauge correlation for
PACE courses only. I would argue that even if a student has not started or completed the Math
and/or English sequence, successful completion of Anthropology, for example, is a predictor
of success for future courses because the course helps students to develop critical reading and
writing skills.
11
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
12
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:
13
(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: COUNSELOR, part time (15 hours a week)
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
Faculty (1000)
Program/Unit
Division/Area
Rationale for your proposal. Please use the enrollment management data. Data that will strengthen your rationale include FTES trends over
the last 5 years, FT/PT faculty ratios, recent retirements in your division, total number of full time and part-time faculty in the division, total
number of students served by your division, FTEF in your division, CLO and PLO assessment results and external accreditation demands.
According to Carolyn Arnold’s data (e-mail of 2/26/2013), there were 1,196 PACE-flagged (Major Code 2) students in fall 2012. Since
July 1, 2011, we have not had adequate funding for the PACE counselor. We are requesting college funding for 15 hours of
counseling per week.
We simply cannot serve our students as well as we should, despite streamlining the application process and requesting new students
to attend a mandatory meeting so they can learn more about the program and the services it offers. An Ed plan requires ½ hour
on the part of a counselor, and that is a best-case scenario. Many of our students are coming back to school after several years, and
many have attended several schools in the past. All their transcripts must be evaluated for proper class placement. Also, we cannot
14
keep good track of our students and make sure they follow their Ed plan and honor their commitment to take PACE classes to fulfill
all their GE requirements.
Basis for request: PR Yr One: A.I. Basic success and Equity; A.III. Course Review; A.IV. Budget Summary; C. Action Planning. PR
Yr Two: IA/B.3).
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.
More counseling hours would allow the PACE counselor to do the following for evening and Saturday PACE students:









Clarify our pathways and capacity of each pathway vs. student goals (Chabot College 2012-2015 Strategic Plan, possible
initiative #1).
In general, provide information to the Chabot community to help our students achieve their goals (possible initiative #2).
Help the undecided to define a goal (possible initiative #3).
Get students onto their “critical path” quickly (possible initiative #4).
Help the PACE coordinator to arrange for PACE instructors to hold joint office hours (possible initiative #5) in a common
space such as a dedicated space in the library (see attached facilities request).
Help the PACE coordinator to assess scheduling patterns and work collaboratively with other divisions (possible initiative #6).
Keep assessing which courses are better offered as online, hybrid, or face-to-face courses, based on student requests and
success rates (possible initiative #6).
Help the PACE coordinator streamline and strengthen pathways (possible initiative #7).
Track students throughout their academic career at Chabot (with the help of Institutional Research and Admissions and
Records).
15
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: CLERICAL HELP, part time (10 hours per week).
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
16
PLEASE LIST IN RANK
ORDER
Division/Area
PLEASE LIST IN RANK
ORDER
Division/Area
2. Rationale for your proposal.
The PACE coordinator and counselor positions are “part-time” positions. Without an administrative assistant, the tasks usually
performed by this individual have become the responsibility of the program coordinator and counselor which essentially takes time
away from working directly with students to answer phones, make appointments, explain the program to everyone who calls in or
emails for information. However, I would like to note that this past year we have received help from Social Science Administrative
Assistant Cheryl Sannebeck for the following: classroom scheduling, PAFs for counselor and instructors, and course schedule.
Basis for request: PR Yr 1: A.2. Basic Success and Equity.
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.
Clerical help would allow us to do the following:


In general, provide prospective applicants with information about the PACE program.
Relieve the PACE counselor and coordinator of clerical duties, so they can focus on the following:
1. Help the undecided to define a goal (possible initiative #3).
2. Get students onto their “critical path” quickly (possible initiative #4).
3. Assess scheduling patterns and work collaboratively with other divisions (possible initiative #6).
4. Track students throughout their academic career at Chabot (with the help of Institutional Research and
Admissions and Records).
17
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
18
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants,
supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of
new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested: 2
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Math tutor or peer advisor (5 hours per week)
For PACE and evening students in Math 65, 66, and 43
2. English tutor or peer advisor (5 hours per week)
Writing tutor or peer advisor for PACE and evening students
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.
We anticipate that a Math tutor/peer advisor and an English tutor/peer advisor would help

Support learning communities.
1.
2.

PACE is a learning community for adult students who have a traditional work schedule.
PACE offers evening, Saturday, and online courses. Facilities and services such as the library, WASC, PATH, etc.
are not available at those times.
Increase student persistence and success for evening students.
Evening students currently have virtually no support. Saturday students have none. The majority of evening and Saturday
classes have been and are taught by adjunct faculty and so have been hit particularly hard when class offerings needed
to be reduced due to budget constraints. This was followed by a reduction in services. Many students are applying to the
PACE program because they badly need evening classes, and because they need some kind of support. While we
cannot say how access to library services and academic support would boost student persistence and success rates
because we do not have the relevant data, it is fair to say that our students’ persistence and success rates would be
expected to increase with increased access to these services. Also, one could argue that these students are entitled to
such services: they are taxpayers and their tuition is the same as that of day students.
19
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.
needed totals in all areas
Description
2013-14
2014-15
Request
Request
Requested Received Amount
Black toner cartridge HP
CE 285A for HP Laserjet
1200 series for PACE
counselor’s printer.
Unit price: $69.99 + tax
1
0
$77.00
Vendor
frys.com
Division/Unit
SocSci/
PACE
2 Reams of white paper
(8.5 x 11”). Hammermill.
500/Ream.
Unit price: $7.29 + tax
2
0
$16.00
staples.com
Soc Sci/
PACE
20
Priority #1
Priority #2
Not crucial,
but we are
running out
of ink to print
confidential
students’
records
To print
confidential
Records
Priority #3
Contracts and Services Requests [Acct. Category 5000]
Introductions:
1.
2.
There should be a separate line item for each contract or service.
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
21
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
22
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
Vendor
Division/Unit
23
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): Study/Meeting space for PACE, evening, and Saturday students.
Building/Location: Library.
Description of the facility project. Please be as specific as possible.
A space with individual and communal worktables, as well as informal sitting arrangement, open in the evening and
on Saturday. There should be access to computers and library services.
What educational programs or institutional purposes does this equipment support?


Support learning communities
Increase student persistence and success for evening and Saturday students.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
PACE is a learning community for adult students who have a traditional work schedule. PACE offers evening, Saturday,
and online courses. It is VERY difficult for evening and Saturday students to meet and support each other if facilities and
services (library, WASC, PATH, etc.) are not open or available at those times.
Evening students currently have virtually no support. Saturday students have none. Many students are applying to the
PACE program because they need evening classes and some type of support.
See Chabot College 2012-2015 Strategic Plan, #7.
24