Chabot College
Administrative Services Program Review
Report
2014 -2015
Year One of
Program Review Cycle
Online Learning
Submitted on 11/1/2013
Minta Winsor & Lisa Ulibarri
Final Forms, 1/18/13
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Table of Contents
Online Learning Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
Online Learning Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
Online Learning Year 3
Section A: What Have We Accomplished?
Section B: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule N/A
B2: “Closing the Loop” Assessment Reflections N/A
C: Program Learning Outcomes N/A
D: A Few Questions N/A
E: New Initiatives
F1: New Faculty Requests N/A
F2: Classified Staffing Requests
F3: FTEF Requests N/A
F4: Academic Learning Support Requests N/A
F5: Supplies and Services Requests
F6: Conference/Travel Requests N/A
F7: Technology and Other Equipment Requests
F8: Facilities N/A
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Online Learning: YEAR ONE
1. Where We’ve Been - Limit your narrative to no more than one page. What did you want to accomplish? Describe how
changes in resources provided to your discipline or program have impacted your achievements. What are you most proud of,
and what do you want to continue to improve?
Online Learning is essential to the academic progress of Chabot students. Online Learning offers a way to
meet the changing needs of the students in the community, by providing flexible learning options and access
to education. The Online Learning staff provide students, faculty, and staff support for online teaching and
learning needs including Blackboard and related tools used for teaching online. We foster the development
of quality online and hybrid courses, as well as encouraging the use of online learning technology in
face-to-face classes.
Notable accomplishments include:
○ Online Learning has continued to be in high demand from students and steadily represents
approximately 15% of our overall sections at the college each semester.
○ We release a monthly newsletter for Chabot College faculty teaching with Blackboard and/or teaching a
hybrid/online courses called the Online Learning Link as a means to provide updates, tips, and resources.
○ We have served the online learning needs of Faculty and students despite limited staffing. During the
2012-2013 academic year, we received and resolved 618 Online Learning Student Support requests, and
813 Faculty Support requests.
○ We also started a program using Student Assistants (some Federal Work Study) to serve in an on-campus
position in Student Online Services to provide in-person peer guidance to all Chabot students taking
online/hybrid courses.
○ We also worked directly with the Faculty Association on a new MOU, along with the preparation, training,
and Student Response to Instruction Survey for Evaluation of online and hybrid courses/faculty.
○ We partner with the COOL on a number of projects including fulfilling state and federal requirements,
online services throughout campus, and Flex Day workshops.
○ We work collaboratively with the Las Positas DE Coordinator and the faculty chairs of the Chabot COOL
and LPC’s DE Committee, holding monthly group meetings via teleconference. We also participate in
statewide webinars and conference calls with other DE Coordinators on DE regulations and changing
federal guidelines.
While we had hoped to make more progress on various projects including online student resources, online
support services, as well as daily support demands, we’ve had to prioritize needs. Over the past few years,
staffing for Online Learning has been drastically reduced with only two positions currently existing: the
Distance Education Coordinator (Minta Winsor) and the Instructional Designer (Lisa Ulibarri). We are
responsible for providing all aspects of support for online learning (Students) and online teaching (Faculty)
needs throughout the campus. Furthermore, the reduction from 12-month to 11-month service from the
Distance Education Coordinator made years ago (due to budget cuts at the time) has been detrimental to the
services we can provide. As there are only two staff members to serve online learning needs, employing the
Distance Education Coordinator as an 11-month employee does not make sense. For one month during each
summer, we are reduced to one staff person to provide assistance to faculty and students using online
learning, which comes at a difficult time of year as summer classes are fast-paced and many depend on
online learning methods. During this month, we also fall behind on critical annual needs for the program,
which forces us to work on them during the Fall semesters when our focus should be on other matters such as
system upgrades, faculty and student resources.
In 2010, upon the loss of our dedicated Online Learning Student Support position, support for online
students was moved to the responsibilities of the Distance Education Coordinator and Instructional Designer.
While providing effective and timely support to students is priority number one and continues to be of the
utmost quality, the lack of this filled position has greatly impacted the program overall. There are two
positions that would aid in the effort to adequately support the needs of online students. One position is a
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re-hire of the Online Learning Student Support Classified position. Another position, that stemmed from
budget cuts, is the Online Learning Student Assistant. Originally a Federal Work Study student, this student
position is that of a peer advisor or guide for online students. While FWS was helpful in the pilot of this
project, our needs have since morphed into that which is best served by a consistent, non-FWS-dependent
student assistant position.
In addition to these replacement positions, online learning has been greatly impacted by the loss of the
College Webmaster position. We strive to ensure that our students can access information, resources, and
education through methods conducive to their needs. They not only depend on the ability to take classes
online, but also to access college information online. Since the Webmaster was laid-off in 2011, Chabot’s
web-presence has declined and is now out-of-date and confusing for students. Furthermore, there are
several web-based projects that are on-hold or cannot be initiated until the college has a Webmaster. While
online students are not the only demographic to benefit from the work of a College Webmaster, the lack of
this position has greatly impacted their access to college information and resources.
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2. Where We Are Now -.Limit your narrative to two pages. After review of your success and retention data, provide an
overall reflection on your program.
During the 2012-2013 year, Chabot College Distance Education courses consisted of fully online courses as
well as a blend of hybrid courses (online courses with a varied number of required meetings). These
instructor-led courses function through the assistance of technology, primarily through the Blackboard
Learning Management System, as well as several other supplementary and supportive technologies. With
the passage of Prop 30, Chabot College was able to restore many of the classes that were previously cut from
the schedule. As a result, we saw a slight rise in the number of online courses from the Fall 2012 to the Spring
2013 semesters due to the ability to add online courses without impacting classroom scheduling.
In Fall 2012, Chabot offered 55 hybrid courses and 96 online courses. In Spring 2013, Chabot offered 55 hybrid
courses and 111 online courses. The increase of online classes for the spring term, vs. hybrid, can most-likely
be attributed to the last-minute addition of sections to the Spring 2013 schedule. Online & hybrid learning
remains a prominent segment of Chabot College, with approximately 15% of of all course offerings offered at
the college, currently being taught in online or hybrid format.
We are dedicated to providing support for online & hybrid students place the highest priority on providing
comprehensive and prompt assistance, available to any student with internet access at any given time. As
providing a high level of appropriate, helpful, and timely support to students is of utmost priority, most
requests are typically answered within a matter of hours. During the Fall 2012, over 316 support requests
were submitted by students to Online Learning Student Support by way of an interactive online help form.
For Spring 2013 over 300 support requests were received. Such requests include getting assistance with
logging into Blackboard, technical issues, as well as instructional support for using Blackboard to complete
assignments and tests.
Using the value of peer-to-peer support, we have found that assistance to online/hybrid students is often
best met by other experienced online students. Therefore, we also employ a Student Assistant who serves as
an Online Learning Assistant. The Online Learning Assistant is an experienced online student and provides
in-person peer guidance to all Chabot students taking online/hybrid courses. Students have the option to sit
down with the experienced online student where they can receive an orientation to online learning or
assistance with logging into Blackboard, navigating the course menu (specific to each course), accessing or
modifying their email account for Blackboard, using major Blackboard tools, as well as tips for succeeding in
an online course. While the majority of support needs are address online through the Help Form, the intent
for this student-assistant position is to provide students an on-campus place to seek advice and coaching for
online learning. This is especially intended to assist online/hybrid students with getting started and learning
how to succeed in their online and hybrid classes. We’ve had very positive feedback from students, most
remarking that having an experienced peer available to help with online learning questions is an invaluable
resource.
In addition to the Online Learning website, the online Help Form, and the Online Learning Assistant available
on-campus, we also directly email students enrolled in online or hybrid courses an introductory list of startup
resources at the beginning of the term by way of the SARS Call communication system. This “Getting Started”
email sent to students also includes information on how to get help with online learning needs and
on-campus assistance availability. The email also contains a link to the Online Learning Orientation which is
available on-demand via the Online Learning website to best meet the needs (and schedule) of online
students. This Online Learning Orientation also includes information for getting starting in an online/hybrid
class, using Blackboard, as well as tips for succeeding in an online/hybrid class. In addition to the Online
Learning Orientation, many support resources including success tips, guides, along with methods for
requesting assistance can be found on the Online Learning website, located at
http://www.chabotcollege.edu/online/.
Throughout the year, faculty express interest in integrating web-based instructional technologies, especially
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the Blackboard Learning Management System, into their classroom setting as well as developing an online or
hybrid course, and therefore submit requests for information, training, and assistance. These inquiries have
generally come from the use of our online help form or direct email, which provides a convenient method
for instructors to seek assistance at any time.
In Spring 2013, 205 Chabot instructors (both full-time and part-time) used Blackboard for their courses, which
represents 46% of all faculty at the college. And while we provide faculty training on utilizing online methods
for online or hybrid courses, we also assist faculty in providing quality online instruction for any Chabot
course. Each semester, we see growth in the use of Blackboard for non-DE courses.
In addition to faculty using Blackboard for the first time, we also receive support requests from all faculty
using Blackboard. Over the course of the 2012 - 2013 year, we received 813 support requests from faculty
ranging from technical support issues to instructional assistance such as providing the basic steps for content
building. During the Fall 2012 semester, 433 support requests were received and resolved. In Spring 2013,
approximately 380 support requests were received and resolved. In our responses to faculty, we strive to
provide them with information that they can reference for future need. Therefore, we take pride in
providing clear, detailed instructions which often include screenshots or links to other resources.
Faculty Support Requests Received/Resolved:
Fall 2012 - 433
Spring 2013 - 380
New Blackboard Faculty for 2012-2013 year:
Fall 2012 - 11
Spring 2013 - 12
Institutional Research: Satisfaction Survey of Chabot Faculty/Staff:
92% Satisfaction rate of those that used “Online Teaching/Blackboard Support”
As a supplement to learning management systems, Chabot faculty also utilize a number of
Blackboard-integrated and web-based programs. While the most-widely used are the Respondus test
converter/publisher and the SafeAssign plagiarism prevention service, instructors are also using EduStream
(a California Community College funded streaming server and library of closed-captioned videos) and
YouTube to integrate video into their course sites. CCC Confer is also integrated with Blackboard through a
tool called Blackboard Collaborate, which makes it easier for faculty to initiate a session within a content
area. Blackboard Collaborate also allows students to easily access a CCC Confer session within their course
sites. We have also worked with the Committee On Online Learning, and several other innovative online
instructors to explore the use of free Google Apps. Google Apps have been used in the form of Google Docs
for sharing and collaborative needs, Google sites for faculty websites, and GChat/GTalk for live
communication with students. And as Zonemail (a Gmail provided Chabot-Las Positas email system), also
boasts the Google Apps, it has become increasingly convenient for students and instructors to utilize these
free tools for classroom needs. We look forward to exploring the use of Google Apps for more widespread
campus purposes.
Over the 2012-2013 academic year, we have also continued the release of the Online Learning Link, a monthly
newsletter for Chabot College faculty about Online Learning at the college. Sent to all faculty, the newsletter
has not only provided an efficient means of sharing information with faculty, but it has also served as a great
way to focus resources on faculty need. We assess the support requests received each month to determine
common topics or themes in the needs of faculty. These specific needs, while also addressed immediately in
response to a support request, are also addressed The Online Learning Link articles and tips. We’ve found that
faculty respond well to this type of informal guidance and enjoy the learning new methods with each edition
of the newsletter. All published editions of the newsletter can be found at the following link:
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http://www.chabotcollege.edu/cws/newsletter/default_conv.asp .
The prominence of online and hybrid courses also reinforces the need to ensure quality instruction.
Therefore, each semester we work with the Faculty Association (FA), evaluators, and the faculty being
evaluated to help ensure that evaluations of online/hybrid courses are conducted as dictated in August 2012
in the MOU: Evaluation of Distance Education Instructional Faculty (available at
http://www.clpccd.org/HR/documents/FAMOUArticle10F.3.kEvaluationofDistanceEducationInstructionalFacu
lty_000.pdf). As the evaluation of DE courses requires the implementation of the Student Response to
instruction Survey as well as access to the evaluated courses in Blackboard, we worked closely with the LPC
Distance Education Coordinator to assist the Faculty Association with both the creation of this MOU and the
training of evaluators in this process.
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3. The Difference We Hope to Make - Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SP for PR.pdf prior to completing your narrative. Please complete
Appendices E (New Initiatives) and F1-8 (Resource Requests) to further detail your narrative. Limit your narrative to three pages,
and be very specific about what you hope to achieve, why, and how. What initiatives are underway in your discipline or
program, or could you begin, that would support the achievement of our Strategic Plan goal? Over the next three years, what
improvements would you like to make to your program(s) to improve student learning? What are your specific, measurable
goals? How will you achieve them? Would any of these require collaboration with other disciplines or areas of the college?
How will that collaboration occur?
We will continue to strive to improve access to and support for courses and resources for distance education
students and faculty. Our plans and initiatives are directly in-sync with the Strategic Plan goal of “Increase
the number of students that achieve their educational goal within a reasonable time by clarifying pathways
and providing more information and support” (Chabot College Strategic Plan). Continued improvement is
planned in several areas including updating and clarifying information presented to online students,
providing online access to essential student resources in the effort to meet the rules, regulations, and
guidelines set forth by the Department of Education and State authorities, and supporting the growth of
mobile devices used for online learning.
Initiative 1: Clarify the information provided to online students
While we continuously try to provide clear and adequate information to our online students, we’ve noticed
that we could improve the clarity of the course information. From the viewpoint of a student, the details for
each one of the online and hybrid courses in CLASS-Web (section labeling, schedule notes, technical
requirements, etc.) appear inconsistent. We hope to determine consistent labels for each type of section as
well as some consistency of schedule notes. We have and will continue to work with the COOL as
representatives of the online learning faculty, and determine campus standards. We will need to
communicate the necessary definitions to deans, faculty, staff, and anyone involved with scheduling. We will
continue to work with both Las Positas College DE program and District ITS to provide improved methods of
communication with our online students.
Also related to this need for clarity of course information is the need to determine to what extent coding can
be changed to meet state requirements while improving the search capabilities for courses in Banner and
CLASS-Web. This will also verify the accuracy of information sent to the state chancellor's office regarding
distance education courses. Currently, there is no one singular, guaranteed method for obtaining a
completely accurate list and we have worked with Institutional Research to produce a list of online and
hybrid courses that we cannot be certain includes all courses accurately. We hope that by clarifying the
section types and course information it will lend to an overall clarity of course types at the college.
Initiative 2: State Policies & Accreditation Requirements
There are several state and federal issues currently impacting or having the potential to impact Distance
Education at Chabot College, many of which are already addressed by current policies and practices and/or
are currently being addressed by way of accreditation requirements. Current Statewide and Federal issues
relating to DE include:
●
●
●
●
●
Online Instructional Materials Fee and Open Educational Resources
State Authorization
Last Day of Attendance
Student Authentication
Regular Effective Contact
While obtaining the most recent updates by way of monthly webinars as provided by the Dean of Academic
Affairs of the state Chancellor’s Office, we will continue to work collaboratively with Las Positas College’s
(LPC’s) online learning support staff, LPC’s Distance Education Committee, the Committee On Online
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Learning (COOL), and ITS to meet the regulations, standards, and guidelines. As part of working
collaboratively, we hold monthly calls with the Las Positas DE Coordinator and the faculty co-chairs of both
the Chabot COOL and LPC’s DE Committee. These calls cover a variety of topics including any Learning
Management System needs, state regulations, new policies, and any district-wide issues concerning online
learning.
In August of 2012, the Accrediting Commission for Community and Junior Colleges (ACCJC) released its latest
edition of the Substantive Change Manual, which included several more accreditation requirements for
Distance Education. Just a few of the requirements include demonstrating evidence of the inclusion of
Distance Education in college/district policies in terms of quality and integrity, regular effective contact,
authentication, and student readiness. A more comprehensive guide to accreditation requirements for DE
can be found in the Guide to Evaluating Distance Education and Correspondence Education, also published by
the ACCJC.
Two of the ACCJC DE guidelines state that we must have:
1. Evidence that the board has taken the quality of the institution’s DE into consideration in the
development of the relevant policies
2. Examples of board statements on DE program quality and integrity.
As district-wide policies impact both Chabot and LPC, Chabot’s COOL and LPC’s Distance Education committee
worked collaboratively in producing draft policies for DE, put forward as “Distance Education Quality,” and
“Distance Education - Authentication and Verification of Student Identity.” Both drafts on DE are currently
being reviewed by the appropriate groups and will ultimately be reviewed by the Board of Trustees.
In attempt to meet the requirements of addressing student readiness and ensuring that that students are
made aware of college and district regulations related to authentication & academic honesty, Chabot’s COOL
and LPC’s DE Committee worked collaboratively with District ITS to create a new page in CLASS-Web specific
to DE. Upon enrollment into an online or hybrid course each semester, a student would be presented with a
page titled “Student Acknowledgement of Requirements for Online & Hybrid Courses” and be asked to
acknowledge a list of statements referencing computer readiness & course expectations, student
authentication, as well as the District’s Student Conduct and Due Process policy. Upon final approval by both
committees, we hope to have this project implemented in time for the Spring 2014 registration period. As
new information is presented, we will continue to work with our Chabot colleagues and LPC’s DE Committee
to ensure that we meet accreditation mandates for DE.
Initiative 3: Equal access to services
Along with services provided directly through Online Learning, we also keep pulse on the campus-wide
needs of online students. The Student Learning Programs and Services section of Accreditation Standard II,
states that each institution “assures equitable access to all of its students by providing appropriate,
comprehensive, and reliable services to students regardless of service location or delivery method.” We will
strive to make progress in offering students college services in an online environment to provide convenient
access to student resources.
Two main needs for online students at Chabot are online access to tutoring and counseling services. Despite
a pilot to explore possible methods for online tutoring, students can use an online appointment scheduling
system but are limited an on-campus appointment. As far as online counseling, a counselor assigned to
research, develop, and implement online counseling services is working collaboratively with the Distance
Education Coordinator as well as IT support staff to research and assess possible methods for providing
online counseling within the allotted resources. We hope to continue exploring cost-effective methods for
online tutoring and online counseling needs and work collaboratively with those areas in the effort to offer
these essential services.
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As online learning at Chabot is reshaped and developed, we are continually faced with the pressing need to
provide access to college services to our online learners.
Initiative 4: Mobile learning
A frequent topic in both the Committee On Online Learning and the Technology Committee is the increasing
number of students and faculty using mobile devices (iPhones/iPads, Kindles, other smart phones and
tablets) for online learning and teaching. The Blackboard Mobile Learn App is a mobile device application
which provides students and instructors with limited access to their Blackboard courses and content using
their smart phone, iPod, or iPad. Blackboard Mobile Learn provides easy access to Announcements, grades,
Discussion Board, Blogs, and Journals. Depending on the course design, students may even be able to view
content such as PowerPoint presentations, multimedia files, and PDFs posted by their instructor. As of
August 2012, as many as 320 faculty and students are accessing their online/hybrid courses by way of the
Blackboard Mobile App. And while this App is student-centered, faculty are also making use of this mobile
capability and enjoy the convenience of engaging with students in a more convenient method.
The popularity of this mobile app has encouraged both the Committee On Online Learning and the
Technology Committee to discuss the need for optimizing other web-based campus resources for mobile
viewing. While our focus is online learning needs, we also realize the importance of providing
mobile-friendly access to college information such as the college homepage and essential student pages.
Through these initiatives, there are a number of projects that are planned for the 2013-2014 year (and
beyond) to benefit online learners. We plan to clarify online & hybrid course information within the course
schedule, along with providing clear definitions of an online and a hybrid course. In this effort, there are also
several campus policies that we would like to make more clear for online learners. We also strive to ensure
that equivalent services are available to online students. This effort takes the cooperation of the entire
campus as it involves students service areas such as Counseling, Tutoring, and Admissions & Records. It is
through continued research, dedication, innovation and a creative thinking that we can continue to fully
support the changing dynamics of online learning.
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Online Learning: 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.).
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?
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Online Learning: 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.
What best practices have you developed? Those could include pedagogical methods, strategies
to address Basic Skills needs of our students, methods of working within your discipline, and
more.
Are these best practices replicable in other disciplines or areas?
What were your greatest challenges?
Were there institutional barriers to success?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty ratios,
CLO/PLO assessment results, external accreditation demands, etc.).
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?
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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
0
0
0
0
0
2012-13
Budget
Received
0
0
0
0
0
2013-14
Budget
Requested
0
0
$596.00
0
$596.00
2013-14
Budget
Received
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.
While we have not received an increased budget for 2013-2014, we have instead been focusing on
our ability to utilize free or provided technology to improve online learning. We are also advocating
for instructors to make use of such free or provided technology for their class needs.
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?
Our only requested funding for 2013-2014, which was not received, was intended to update software
licenses for media software Camtasia and Snagit and to purchase two flash drives for data storage.
There has not been a detrimental impact to student learning or other factors.
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Appendix B1: Student Learning Outcomes Assessment Reporting Schedule [N/A]
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:
€ No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once at
least once every three years.
€ Yes, CLO-CTL were completed for one or more courses during the current Year’s Program
Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed this year and
include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing The
Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in
the next PR year.
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Appendix B2: “Closing the Loop” Course-Level Assessment Reflections. [N/A]
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop”
discussion
Form Instructions:
● Complete a separate Appendix B2 form for each Course-Level assessment reported in this Program
Review. These courses should be listed in Appendix B1: Student Learning Outcomes Assessment
Reporting Schedule.
● Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections
assessed in eLumen.
● Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
● Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a
whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
Defined Target
Scores*
(CLO Goal)
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE )
Actual Scores**
(eLumen data)
(CLO) 1:
(CLO) 2:
(CLO) 3:
(CLO) 4:
If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores: What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen data
collected in this assessment cycle?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course level
outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
15
B. COURSE-LEVEL OUTCOME (CLO) 2:
● How do your current scores match with your above target for student success in this course level
outcome?
● Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course level
outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course level
outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and your
discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
2. Based on the current assessment and reflections, what course-level and programmatic strengths
have the assessment reflections revealed? What actions has your discipline determined might
be taken as a result of your reflections, discussions, and insights?
3. What is the nature of the planned actions (please check all that apply)?
Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other:_________________________________________________________________
16
Appendix C: Program Learning Outcomes [N/A]
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: ______
●
PLO #1:
●
PLO #2:
●
PLO #3:
●
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Program: _____
● PLO #1:
●
PLO #2:
●
PLO #3:
●
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
17
Appendix D: A Few Questions [N/A]
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?
2. Have all of your courses been offered within the past five years? If no, why should those courses
remain in our college catalog?
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
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.
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.
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
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.
18
Appendix E: Proposal for New Initiatives: New Initiative #1
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?
Clarifying the information about our online and hybrid courses will allow students to make the best decision for
their educational paths. What is your specific goal and measurable outcome?
Improve the clarity of the information provided to online students. What is your action plan to achieve your goal?
Target
Completion
Date
Work to come up with a standard section designation and
Spring
schedule notes for online and hybrid classes. Collaborate
2014 (for
with committees, deans, and VP to get this standard
use for Fall
implemented college-wide.
2014)
Work with ITS to clarify the CLASS-Web search for DE courses Fall 2014
to assist students in finding courses that meet their schedule (for use for
needs.
Spring
2015)
Look into how to clarify the Banner coding for DE courses in Fall 2014
the effort to accurately label courses as “DE” to fit college
(for use for
needs, while still reporting the correct courses to the state.
Spring
2015)
Activity (brief description)
Required Budget (Split out
personnel, supplies, other
categories)
0
0
0
How will you manage the personnel needs?
▢ New Hires:
▢ Faculty # of positions ▢ Classified staff # of positions X Reassigning existing employee(s) to the project; employee(s) current workload will be:
▢ Covered by overload or part-time employee(s)
▢ Covered by hiring temporary replacement(s)
X Other, explain Assumed into their regular duties At the end of the project period, the proposed project will:
X Be completed (one-time only effort)
▢ Require additional funding to continue and/or institutionalize the project
(obtained by/from): Will the proposed project require facility modifications, additional space, or program relocation?
X No
▢ Yes, explain: Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
X No
▢ Yes, explain: Do you know of any grant funding sources that would meet the needs of the proposed project?
X No
▢ Yes, list potential funding sources:
19
Appendix E: Proposal for New Initiatives: New Initiative #2
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?
Incorporating Distance Education into board policies as well as providing additional information during the
registration process addresses the Strategic Plan Goal of providing more information to students.
What is your specific goal and measurable outcome?
To meet ACCJC accreditation requirements & DE guidelines & regulations.
What is your action plan to achieve your goal?
Work with LPC & ITS to incorporate student
acknowledgement of computer proficiency
recommendations, authentic identity, student conduct
policies, etc. during the registration process for
online/hybrid courses in CLASS-Web.
Work with LPC & approving groups to incorporate Distance
Education into applicable board policies or develop new
policies to meet ACCJC accreditation requirements for
authentication & program quality.
Target
Completion
Date
Fall 2013
(to be in
use for
Spring
2014)
Fall 2013
(Depends
on various
groups)
Activity (brief description)
Required Budget (Split out
personnel, supplies, other
categories)
0
0
How will you manage the personnel needs?
▢ New Hires:
▢ Faculty # of positions ▢ Classified staff # of positions X Reassigning existing employee(s) to the project; employee(s) current workload will be:
▢ Covered by overload or part-time employee(s)
▢ Covered by hiring temporary replacement(s)
X Other, explain Assumed into their regular duties At the end of the project period, the proposed project will:
X Be completed (one-time only effort)
▢ Require additional funding to continue and/or institutionalize the project
(obtained by/from): Will the proposed project require facility modifications, additional space, or program relocation?
X No
▢ Yes, explain: Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
X No
▢ Yes, explain: Do you know of any grant funding sources that would meet the needs of the proposed project?
X No
▢ Yes, list potential funding sources:
20
Appendix E: Proposal for New Initiatives: New Initiative #3
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?
Providing online access to college resources directly helps students meet their educational goals in a
timely manner.
What is your specific goal and measurable outcome?
Provide options to involved campus areas to be able to offer access to college resources to online
students. Two main areas we’d like to ensure provide online access are tutoring and counseling.
What is your action plan to achieve your goal?
Activity (brief description)
Research and initiate technology that would work for both
online tutoring and counseling
Work with Tutoring to get online access offered in some
form.
Work with Counseling to get a pilot for online access to a
counseling session.
Target
Completion
Date
Fall 2013
Spring
2014
Spring
2014
Required Budget (Split out
personnel, supplies, other
categories)
0 (We hope to make use of
free tools, but this is
dependent on faculty
choice).
0
0
How will you manage the personnel needs?
▢ New Hires:
▢ Faculty # of positions ▢ Classified staff # of positions X Reassigning existing employee(s) to the project; employee(s) current workload will be:
▢ Covered by overload or part-time employee(s)
▢ Covered by hiring temporary replacement(s)
X Other, explain A counselor is already assigned to the project At the end of the project period, the proposed project will:
▢ Be completed (one-time only effort)
X Require additional funding to continue and/or institutionalize the project
(obtained by/from): Counseling Will the proposed project require facility modifications, additional space, or program relocation?
X No
▢ Yes, explain: Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
X No
▢ Yes, explain: Do you know of any grant funding sources that would meet the needs of the proposed project?
X No
▢ Yes, list potential funding sources:
21
Appendix E: Proposal for New Initiatives: New Initiative #4
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?
Providing accessibility to courses directly impacts a student’s ability to complete their educational goals.
We’d like to work with the technology that students already have to allow access to coursework, materials,
and college resources through mobile devices.
What is your specific goal and measurable outcome?
Work to meet the needs of the increasingly mobile-device dependent students and faculty. What is your action plan to achieve your goal?
Target
Completion
Date
Assess the current use of mobile devices by online students Spring
and for what purposes (Bb, college website, CLASS-Web, etc) 2014
Research and implement methods to help make online and
Spring
hybrid courses mobile-friendly (not necessarily just Bb).
2014
Work with the Technology Committee on ensuring that
Fall
college resources are mobile-friendly (homepage, student
2013-Sprin
pages).
g 2015
(pending a
Webmaste
r hire)
Activity (brief description)
Required Budget (Split out
personnel, supplies, other
categories)
0
0
0
How will you manage the personnel needs?
X New Hires: ▢ Faculty # of positions XClassified staff # of positions College Webmaster
X Reassigning existing employee(s) to the project; employee(s) current workload will be:
▢ Covered by overload or part-time employee(s)
▢ Covered by hiring temporary replacement(s)
X Other, explain work with current staff and committees as part of reg. duties
At the end of the project period, the proposed project will:
▢ Be completed (onetime only effort)
X Require additional funding to continue and/or institutionalize the project
(obtained by/from): Webmaster position will need funding Will the proposed project require facility modifications, additional space, or program relocation?
X No
▢ Yes, explain: Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
X No
▢ Yes, explain: Do you know of any grant funding sources that would meet the needs of the proposed project?
X No
▢ Yes, list potential funding sources:
22
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
[N/A]
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: ___
STAFFING REQUESTS (1000)
FACULTY
PLEASE LIST IN RANK ORDER
Faculty (1000)
Position
Description
Program/Unit
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.
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.
23
Divisi
on/A
rea
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: Three Classified and one Student Assistant
STAFFING REQUESTS
(2000) CLASSIFIED
PROFESSIONALS
Classified Professional Staff
(2000)
Position
PLEASE LIST IN RANK ORDER
Online Learning Student
Support (Instructional
Assistant II)
Description
Move Distance Education
Coordinator from 11-month
employee to 12-month
employee.
Re-hire the position of College
Webmaster. The loss of this
position has had detrimental
impact on our program and
online students.
Provides support to the
20,000+ students enrolled in
the online, hybrid, or
web-enhanced courses and
the online learning program.
STAFFING REQUESTS
(2000) STUDENT
ASSISTANTS
PLEASE LIST IN RANK ORDER
Student Assistants (2000)
Postion
Description
Program/Unit
Online Learning Student
Assistant
Provides guidance and advice
to online students in-person
(non-tech support)
Online Learning
Distance Education
Coordinator (from 11-month
to 12-month employee)
College Webmaster (even if
not under Online Learning)
24
Program/Unit
Division/Area
Online Learning
Applied Technology
& Business
Online Learning/
College-wide
Applied Technology
& Business
(College-wide)
Online Learning
Applied Technology
& Business
Division/Area
Applied Technology
& Business
(currently funded
through this
division)
2. Rationale for your proposal.
The reduction from 12-month to 11-month service from the Distance Education Coordinator made years ago (due to
budget cuts at the time) has been detrimental to the services we can provide. As there are only two staff members
to serve online learning needs, employing the Distance Education Coordinator as an 11-month employee does not
make sense. For one month during each summer, we are reduced to one staff person to provide assistance to faculty
and students using online learning, which comes at a difficult time of year as summer classes are fast-paced and
many depend on online learning methods. During this month, we also fall behind on critical annual needs for the
program, which forces us to work on them during the Fall semesters when our focus should be on other matters such
as system upgrades, faculty and student resources.
In 2010, upon the loss of our dedicated Online Learning Student Support Staff position, support for online students
was moved to the responsibilities of the Distance Education Coordinator and Instructional Designer. While providing
effective and timely support to students is priority number one and continues to be of the utmost quality, the lack
of this filled position has greatly impacted the program overall. There are two positions that would aid in the effort
to adequately support the needs of online students. One position is a re-hire of the Online Learning Student
Support Classified position. Another position, that stemmed from budget cuts, is the Online Learning Student
Assistant. Originally a Federal Work Study student, this student position is that of a peer advisor or guide for online
students. While FWS was helpful in the pilot of this project, our needs have since morphed into that which is best
served by a consistent, non-FWS-dependent student assistant position.
In addition to these replacement positions, online learning has been greatly impacted by the loss of the College
Webmaster position. We strive to ensure that our students can access information, resources, and education
through methods conducive to their needs. They not only depend on the ability to take classes online, but also to
access college information online. Since the Webmaster was laid-off in 2011, Chabot’s web-presence has declined
and is now out-of-date and confusing for students. While online students are not the only demographic to benefit
from the resource of a College Webmaster, the lack of this position has greatly impacted their access to college
information.
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.
Strategic Plan goal
“Increase the number of students that achieve their educational goal within a reasonable time by clarifying pathways
and providing more information and support.”
25
Appendix F3: FTEF Requests [N/A]
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
26
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
Appendix F4: Academic Learning Support Requests [Acct. Category 2000] [N/A]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning
assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning
and contribution to the Strategic Plan goal. Please cite any evidence or data to support your request. If this
position is categorically funded, include and designate the funding source of new categorically-funded position
where continuation is contingent upon available funding.
1. Number of positions requested:
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on
student learning outcomes and alignment with the strategic plan goal. Indicate if this request is for the
same, more, or fewer academic learning support positions.
27
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
2013-14
Request
Requeste
d
2014-15
Request
Rece
ived
Description
Camtasia/SnagIt upgrade
license
(2) Kingston 64GB
DataTraveler 101 G2 USB
2.0 USB Flash Drives
Amount
$398 plus
tax (2
licenses
@ $199
each)
$198
(2 @ $99
each)
0
Vendor
$398 plus
tax (2
licenses @
$199 each)
TechSmith
0
$198
(2 @ $99
each)
campus
standard
Division/Unit
Applied Tech
& Business/
Online
Learning
Applied Tech
& Business/
Online
Learning
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.)
28
Priority
#1
Priority
#2
Pri
orit
y
#3
X
X
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requireme
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 i
academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional be
augmentations only
Description
Amount
Vendor
29
Division/Unit
Priority #1
Prio
Appendix F6: Conference and Travel Requests [ Acct. Category 5000] [N/A]
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
30
Division/De
pt
Priorit
y #1
Priorit
y #2
Priorit
y #3
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.
For bulk items, 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.
Description
iPad mini 16G (wifi-only)
(cheapest available iPad)
to assist students and
faculty with mobile
learning needs (300+
Blackboard mobile App
users, as well as those
accessing Blackboard
through browser on
mobile device).
Amount
Vendor
Division/Unit
$329
campus
standar
d
Applied Technology &
Business/ Online Learning
31
Prio
rity
#1
Prior
ity #2
X
Priority #3
Appendix F8: Facilities Requests [N/A]
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities
Committee (FC) has begun the task of re-prioritizing Measure B Bond budgets to better align with current
needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement needs on
the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as
match if and when the State again funds capital projects, and to fund smaller projects that will directly assist
our strategic goal. The FC has determined that although some of the college's greatest needs involving new
facilities cannot be met with this limited amount of funding, there are many smaller pressing needs that could
be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing,
constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for
equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one facilities
project, please rank order your requests.
Brief Title of Request (Project Name):
Building/Location:
Description of the facility project. Please be as specific as possible.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing
student learning?
32