Chabot College
Student Services
Program Review Report
2014 -2015
Year One of
Program Review Cycle
Counseling
Submitted on November 1, 2013
Contact: Becky Plaza
Team: Stefanie Cutley, Katrin Field, Carey Harbin, Naoma Mize,
Patricia Molina, Stacey Moore, Becky Plaza
Final Forms, 1/18/13
Table of Contents
__X_ Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
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
_X___ YEAR ONE
1. Who We Are
Our mission is to provide essential support services to a diverse student population by offering an array
of programs, classes, and counseling services. Our vision is to provide these services to all Chabot
College students. Our vision has been severely limited in the past few years, as we work with continued
funding and staff availability limitations. Our vision will become more focused over the next two years,
as we implement the specific mandates of the Student Success and Support Program with limited
restoration funds.
Here are some Chabot College Counseling responsibilities and ways we support other college units:
 Student Academic Plans – Abbreviated (3 semester) educational plans for Financial Aid
 Student Education Plans – For the general student population, as well as Veterans, Athletes,
Early Childhood Development students, and per the Student Success and Support Program
 Increasing persistence and retention through Student Success and Support Program (formerly
matriculation)
 Collaboration with Admissions and Records
 Student Online Services
 Archiving of historical documents
 Division liaisons – working with other academic units to share information
 Cooperative agreements with MESA/STEM, Hispanic Serving Institution grant, Title III grants,
Nursing, Mental Health, and Hayward Promise Neighborhood
 Data collection and distribution (usage reports)
 Appointment management system
 Meeting Title V requirements through probation processes
 Consulted with departments on new transfer degrees and class scheduling
 Created instructional materials
 Development of marketing materials
 Creating and updating athletic counseling guide
 Registration awareness
 Career and transfer counseling – major exploration, transfer workshops, job search help, etc.
We directly impact student learning through our Student Success and Support Program work, such as
the Early Decision program, which has proven persistence and retention benefits. We teach our PSCN
curriculum, conduct workshops on a variety of subjects, and work one-on-one with students in
individual counseling appointments. Additionally, Student Online Services acts as a resource for
applying for financial aid, registering for classes, applying to the college, learning how to use Blackboard,
overflow space for financial aid applications and assessment, issuing student IDs, learning how to use
ClassWeb, job searches, and utilizing internet resources. Student Online Services is not equipped to
assist student with homework, and such students are referred to the library and/or Tutoring Center.
We currently have 13 full-time counselors, however, two are pre-retirement (one at 66% and one at
70%), one assigned to mental health almost full-time, one assigned to articulation and curriculum at
100%, one on sabbatical leave, one on family leave, and one at 85% reduction. Every counselor also has
teaching responsibilities and additional assigned professional responsibilities, such as career and
transfer center and PSCN curriculum coordination (at 36% assign) and Student Success and Support
Program (36% assign), further reducing the number of counseling hours available. We’ve lost three
counselors in the 11-12 school year alone due to retirement, transfer, and separation, and none of those
positions have been replaced. In the mid-90’s, prior to the substantial budget cuts we’ve experienced
over the past decade, we had 19 full-time general counselors, plus extensive adjunct counseling hours to
1
supplement our full-time teaching and assigned professional responsibilities. We currently have 4 fulltime classified staff members, three in general counseling, and one in student online services. Due to
budget cuts and retirements, we have lost four classified staff positions over the past three years, none
of which have been replaced.
2. Where We Are Now
Over the past few years, counseling has endured in spite of the severe cuts to our program and staff.
We started with a long list of potential accomplishments, but have had to pull back and focus on those
most critical to efficient service and student success. We cut to the core of what our division and our
students needed to be successful. We are very proud to have made a science of doing more with less,
but look forward to having more support in the future, as we implement the Student Success and
Support Program, which calls for more extensive interventions and services if the college is to receive
full funding from the state.
We have not completed the full assessment of work environment satisfaction which we hoped to
conduct, but we did administer pre- and post-surveys prior to our division retreat last year, which
showed a slight increase in satisfaction after the retreat. We have worked hard to participate internally
in division meetings and retreats to increase our internal communication, improve policies and
procedures, and streamline our operations. We continually looked at student data to drive our planning
and decision–making, and utilized cross-functional teams to gain input on improving our services to
students. We also continued to participate in professional development activities. These remain
ongoing SAOs that counseling will continue to work on over the next three years. We’ve also added an
SAO to address the Student Success and Support Program mandates. This will be critical to implement
in order to maintain Chabot’s state funding.
Counseling has faced a number of economic and staffing hardships over the past three years. Even with
our hardships, we have maintained a comprehensive set of counseling services and classes. What’s left
of our team has approached front desk counseling with a joie de vivre in order to maintain access to
information. With our new priority appointment system, front desk screening, and strict policies on
tardiness and missed appointments, we have been able to reduce our no show rate to just 13%.
Students must come in person to make an appointment. We only book four weeks in advance, closing
our book once those appointments fill, and then reopening it again two weeks later. We no longer
answer phones in counseling because we do not have the staffing to do so. From the community’s
perspective, these strict scheduling guidelines are difficult and upsetting. However, these austerity
measures have been effective. We’ve lost the majority of our evening counseling hours, Christmas
break counseling, spring break counseling, and summer counseling hours. Add to these cutbacks the
added pressure of new requirements for Financial Aid Students, Veterans, Student Athletes, and Student
Success and Support Program educational planning, and one gets the idea of just how stretched the
counseling department currently is.
Because of a lack of funding and staffing, we redesigned our Early Decision program this year. We no
longer tested at the high schools, and limited our high school visits to one introductory visit that
promoted the program. Students then applied and scheduled an assessment appointment. Once
assessed, they scheduled themselves in special Early Decision PSCN 25 class to receive group counseling.
Just one week into the scheduling, we filled half of our available slots, and had a very successful
program.
We had hoped to develop an online counseling system to accommodate the needs of our evening and
online students, which make up about 32% of our student population combined. Unfortunately, with
2
the limited resources available, we have not been able to implement online counseling services, other
than answering student emails. We had a counselor working on other options for online counseling
during her sabbatical leave, and hope to develop this system in the near future, especially as
accreditation asks us to provide services for all students, regardless of whether they are evening,
daytime, online, or in hybrid students.
Over the next three years, counseling is going to be severely impacted by the both the Student Success
and Support Program and its reworking of matriculation, as well as changes to financial aid eligibility. If
current funding and staffing levels remain the same, counseling will be hard-pressed to accommodate
the new mandates. Counseling is also facing three-five retirements in this year, and a lack of facility
space and staffing in both Student Online Services and Assessment, given Student Success and
Support program mandates. Counseling will have to expand PSCN 25 offerings and probation
interventions to accommodate these mandates, as well. Cooperation of counseling, math, and English is
imperative for the efficient implementation of the Student Success and Support Program. We will need
to work together to streamline assessment procedures and other core services or face a loss of funding
from the state.
We have the opportunity to continue to develop new and improved services for our students with the
Student Success and Support Program, but face the challenge of development without the luxury of
additional staff or resources, even though 80% of the college’s future funding will depend on providing
these services. Another challenge is the constant-changing Student Success and Support Program
guidelines and regulations. Many of the details are still being worked out, making it difficult to plan an
exact response. Some great plans have been suggested, but finding the staff and financial resources to
implement those plans remains a challenge.
3. The Difference We Hope to Make
What: Improve Student Online Services (Room 709) by extending hours and staffing to meet student
demand.
Why: Currently, Student Online Services (SOS) is staffed by just one classified professional. This means
the SOS must close for lunch, as well as any time our staff member needs to attend meetings or is out
sick. The SOS is essential to providing many student services. It acts as a resource for applying for
financial aid, registering for classes, applying to the college, learning how to use Blackboard, overflow
space for financial aid applications and assessment, issuing student IDs, learning how to use ClassWeb,
job searches, and utilizing internet resources. When it’s closed, students lose access to these key
services. Having the SOS opened throughout the school day ties directly into Strategic Goal #6, which
emphasizes integration and streamlining student progress. Students having access to SOS services will
be able to take care of multiple items in one place.
How: Hire an additional classified staff professional to work in the SOS. Purchase one student ID
camera/printer combinations.
Goals: Increase the number of students utilizing Student Online Services. Increase the hours of
operation of Student Online Services. Update and streamline the Student ID process.
Resources: Funding for a Staff Assistant 1 position. Funding for one student ID camera/printer
combinations.
What: Expand Early Decision
Why: Chabot’s Early Decision (ED) program has consistently produced students who have higher
success, persistence, and retention rates than the general student population. With the
implementation of the Student Success and Support Program, and its requirements for early student
planning and mandatory matriculation, the ED program may need to be expanded. Plus, the program
3
ties into Strategic Plan Strategies 3 and 4, which emphasize helping undecided students define goals and
getting students on their “critical paths” quickly.
How: Expand and transform the Early Decision program to capture all new incoming students with no
previous college experience. Additional classified staff and counseling faculty would be required.
Goals: To increase the number of students completing the Early Decision process.
Resources: At a minimum, we would require one additional classified staff professional (Counselor
Assistant 1) to support the expanded program, and five additional Counselor/Instructor faculty.
What: Expand the promotion of registration awareness.
Why: Chabot’s Registration Awareness Campaign encourages students to clear their holds and look up
their date to register well in advance of Summer/Fall registration dates. Students who don’t register on
their specified date handicap their ability to progress toward their education goal, as classes fill up
quickly. This ties directly to Strategic Plan Strategy #5, which emphasizes student progress.
How: Continue to host Registration Awareness Week activities every Spring semester, as well as add
additional promotions and marketing year-round.
Goals: To increase the number of students eligible to register on their earliest potential date to register,
helping to insure forward progress toward educational goals, and meeting Student Success and Support
Program requirements.
Resources: Minimum of $6000 to fund the marketing materials and student lunch.
What: Establish full-time Mental Health Counselor to oversee Mental Health Services at Chabot.
Why: Currently, a general counselor is assigned at 75% to oversee Mental Health Services at Chabot.
Creating a separate position specifically for Mental Health will not only free up an additional counselor
for general counseling, but also address Chabot’s growing needs for mental health counseling. With the
influx of student veterans and displaced workers, as well as the continuing needs of our student
population, an expansion of Mental Health Services is overdue. This ties into Strategic Plan Strategy #5,
as it would free up additional hours for counselors to help students monitor their progress toward their
educational goals, as well as supporting the mental wellness of our students.
How: Create full-time Mental Health Counselor/Coordinator position.
Goals: Increase the number of hours available for student appointments in counseling, both in mental
health and general counseling.
Resources: Funding for one Counselor/Coordinator position.
What: Develop an online counseling program to meet Chabot’s online student demand.
Why: Currently, 13% of our student population is online. Another 19% are evening students.
Developing an online counseling system would allow us to meet the needs of these students, providing
them with an avenue to access counseling services from which they currently are excluded. This ties in
with Strategic Plan Strategies 3, 4, 5, and 6.
How: Research online counseling options (previously conducted via sabbatical leave project), using the
option that best fits the needs of our students.
Goals: Open online counseling service by Fall 2014.
Resources: Funding for an additional Counselor/Instructor faculty, as well as funding for purchasing and
developing a secure online counseling platform.
What: Develop efficient staffing to assist the Chabot community in scheduling counseling appointments
and to easily access information.
Why: With the loss of four classified staff positions over the past few years, counseling has made the
difficult decision of not allowing students to schedule appointments over the phone. We also do not
have a phone number where community members can call for information that is answered by a live
person. We simply don’t have the staff to do so at this time. This has caused much frustration for
4
students. This supports Strategic Plan Strategy 6, as phone access to the counseling office and phone
appointment scheduling could streamline our processes and pathways for students.
How: Hire two additional Student Counselor Assistant – 1 classified staff professionals.
Goals: Counseling has the ability to schedule appointments and answer basic questions by phone by Fall
2014.
Resources: Funding for two Student Counselor Assistant – 1 positions.
What: Counseling for Special Student Populations (Veterans, Athletes, etc.)
Why: Student Veterans and Student Athletes face an ever-changing set of rules and regulations, and
require full Student Educational Plans to remain eligible for their VA Benefits and athletic participation.
For example, depending upon when a student athlete started college, what their NCAA qualifier status
is, and where they want to transfer to after Chabot, there are 13 different sets of eligibility rules that
could apply to them. We have over 500 Student Veterans on campus, and 450 Athletes, and each
population needs its own dedicated counselor. Having counselors dedicated to serving each population
will insure that these students get the educational planning required, while meeting current eligibility
rules. Learning communities featuring PSCN courses tied to math, English, or other general education
classes reserved specifically for these student groups could be created to better support our students.
This supports Strategic Plan Strategies 3, 4, 5, 6, and 7.
How: Hire two additional Counselor/Instructor Faculty.
Goals: In collaboration with Veterans Services, Athletics, and other academic disciplines, create
specialized counseling programs, based out of Building 700, by Fall 2014.
Resources: Funding for two Counselor/Instructor positions. FTEF allocation to accommodate the
additional PSCN support classes.
5
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
5
$0
$20,000
$530,000
$626,000
2012-13
Budget
Received
0
$5,400
$1,485
$0
$6,885
2013-14
Budget
Requested
4
$3,100
$10,000
$5,000
$18,100
2013-14
Budget
Received
.5
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
We did not receive any additional monies last year.
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?
Not receiving the additional monies to replace faculty and classified professionals has severely impacted
our ability to fully serve students. We have had to cut back and eliminate services, such as academic
probation counseling appointments for Academic Probation One status students and not answering a
main counseling phone line. We currently have the capacity to serve just one-third of our student
population per semester.
6
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A.
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.
PSCN Course-Level Student Learning Outcomes are covered in the PSCN Academic Program
Review, so we’ve included our Service Area Outcomes here:
ONGOING SLO/SAO
How Measured
SAO #1: Staff, Counselors, and
Student Assistants will indicate
satisfaction with work environment
on staff survey administered by
Institutional Research.
Survey Monkey
SAO #2: Counseling Division
personnel will participate in
Division Meetings and Retreats and
propose solutions to policy and
procedural issues identified.
SAO #3: Counseling Division
Committees, Coordinators, and
Administration will utilize student
data to inform decision-making on
policies, procedures, and curriculum
that affect student access,
retention, and success.
SAO #4: Counseling Division will
utilize cross-functional teams to
improve service to students, such as
the Front Desk Committee, Dean’s
Results/Discussion
We have not been able to conduct a
survey administered by Institutional
Research, however, we were able to
conduct survey monkey pre- and
post-surveys prior to our division
retreat last year, and satisfaction
rose slightly after the retreat.
Tally of meeting
Attendance has been consistent,
and retreat
and a number of solutions have
attendance and
been implemented, including a
list of solutions
streamlined appointment referral
to
slip, new process and forms for
problems/issues
academic probation, and new
identified
process and forms for financial aid
educational planning.
Track how SARS
Based on student usage data from
and Banner
SARS, counseling has changed its
data is use to
front desk and appointment
inform decisionscheduling procedures. This has
making
maximized student access within
our limited resources, and reduced
our no show rate to just 13%.
Review of
meeting
schedules and
and
7
Based on meeting discussions and
constituency feedback, new forms
and procedures were created, such
as a more precise prerequisite
Advisory, International Students
Program Council, Matriculation
Advisory Committee, and new
technology initiative core groups,
such as Degree Audit and Web
Portal design teams, utilizing
Division Meetings to report back
and solicit input on
recommendations.
override form, new Student
Education Plan Readiness screening
form to maximize appointment
time, and new guidelines for
reviewing petitions to repeat
classes. Joint meetings with Las
Positas College Counseling have
been conducted, and
recommendations from those
meetings forwarded to
administrators.
SAO #5: The Counseling Division
will provide opportunities for
professional development through
input to the Dean’s Advisory and
Division Meeting agendas, as well
as supporting individual
professional development
opportunities for faculty and staff.
membership –
does it reflect
an ongoing
effort to ensure
services are
studentcentered,
systemsoriented, and
contributing to
SLOs and
student success
Professional
development
will be a
standing item
on the Division
and Dean’s
Advisory
agendas
NEW SLO/SAO
How Measured
Results/Discussion
SAO #6: Develop cost-effective and
effectual services and processes to
implement Student Success and
Support Program mandates.
To be
determined
when plans for
implementation
have been
finalized.
Ongoing discussion: How will we be
able to meet the requirements of
the Student Success and Support
Program within our current
resources?
8
While professional development has
not yet become a standing item on
the Division and Dean’s Advisory
agendas, staff have been able to
attend professional development
conferences, including the ACA
National Conference, Ensuring
Transfer Success, Veterans Services
Conferences, Athletic Counseling
Conferences, Eureka training, and all
flex day activities.
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
9
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:
10
(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: ___
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
1. Counselor
Instructor
2. Counselor
Instructor
3. Counselor
Instructor
Description
Student Success
and Support
Program
Implementation,
replaces previous
retirement
Student Success
and Support
Program
Implementation,
replaces previous
retirement
Student Success
and Support
Program
Implementation,
replaces previous
retirement
Faculty (1000)
Program/Unit
Division/Area
Counseling
Student Services
Counseling
Student Services
Counseling
Student Services
11
4. Counselor
Instructor
5. Counselor
Instructor
6. Counselor
Instructor
7. Counselor
Instructor
8. Counselor
Instructor
Student Success
and Support
Program
Implementation,
replaces previous
retirement
Student Success
and Support
Program
Implementation
Student Success
and Support
Program
Implementation
Online
Counseling
Mental Health
Counseling
Counseling
Student Services
Counseling
Student Services
Counseling
Student Services
Counseling
Student Services
Counseling
Student Services
Rationale for your proposal. Please use the enrollment management data. Data that will strengthen your rationale include FTES trends over
the last 5 years, FT/PT faculty ratios, recent retirements in your division, total number of full time and part-time faculty in the division, total
number of students served by your division, FTEF in your division, CLO and PLO assessment results and external accreditation demands.
The Student Success and Support Program requires mandatory services performed by counselors, such as orientation and Student Education
Plans. Without additional counselors, we will be hard-pressed to meet the mandates, as well as student demand. Adding these additional
counselors would allow us to have the capacity to serve all Chabot College students with at least a 30 minute appointment once a year, as well
as maintain our current level of operations.
12
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.
These additional positions tie directly into Strategic Plan Strategies 3, 4, 5, 6, and 7, as well allowing to meet the mandates of the Student
Success and Support Program. SSSP is a state mandate we are required to follow. If we want to be fully funded by the state in future years,
we must hire additional counselors to assist in the provision of core services for all of our students. We cannot ignore this mandate, as 80%
of future funding will depend on the provision of these services. Additional counselors will allow us to better help undecided students to
define their goals, get students on their path faster, more closely help students monitor their progress along their pathway, streamline
pathways, and build communities in conjunction with other disciplines. Also, Academic Senate for California Community Colleges recommends a
counselor to student ratio is 1:370, which we acknowledge would be difficult to meet in these budget times, as it would require Chabot to have
the equivalent of 37 counselors on staff. When you consider assign time and teaching responsibilities, we currently have an effective counselor
to student ratio of 1:1,583. Without assign and teaching time, that ratio is 1:1,035.
13
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: _4___
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
3. Staff Assistant - 1
Classified Professional Staff (2000)
Description
Program/Unit
Counseling Front Desk,
replaces previous retirement Counseling
Counseling Front Desk,
replaces previous
reassignment
Counseling
Additional staff member for
Student Online Services
Counseling
4. Counselor Assistant - 1
Additional staff member to
assist with Early Decision
expansion
Position
1. Student Counselor
Assistant - 1
2. Student Counselor
Assistant - 1
Counseling
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Student Assistants (2000)
14
PLEASE LIST IN RANK
ORDER
Division/Area
Student Services
Student Services
Student Services
Student Services
PLEASE LIST IN RANK
ORDER
Postion
Description
Program/Unit
Division/Area
2. Rationale for your proposal.
We have had to cut basic services, such as answering telephones and allowing appointment scheduling over the phone because we have lost so
many staff members over the past three years. Hiring additional staff would allow us to reinstate some of these services. Student Online
Services desperately needs an additional staff member or faces continued reduced hours. In order to expand Early Decision to meet Student
Success and Support Program mandates, additional classified support is required. Without it, the program will stay at its current capacity, and
we won’t be able to use it to meet Student Success and Support Program mandates.
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.
These additional positions tie directly into Strategic Plan Strategies 3, 4, 5, 6, and 7, as well allowing us to meet the mandates of the Student
Success and Support Program. Additional classified professionals will allow us to get students connected to resources and on their paths faster,
more closely help students monitor their progress along their pathway, streamline pathways, and build a sense of community.
15
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
COURSE
CURRENT
FTEF
(2013-14)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
In order to implement additional PSCN support classes that tie to classes in other disciplines,
we would need additional FTEF. A number of initiatives are being discussed around campus,
but, at this time, there have been no decisions as to which or how many of these courses
would be required, so we are unable to request a specific FTEF at this time. That number will
depend on the outcomes of the discussions currently occurring around campus. Rather than
spending valuable time and resources developing new courses, it makes good business sense
to utilize the PSCN courses already on the books to address the idea of support or college
success courses. Our courses are already designed to do just that, and the members of our
discipline are specifically trained to teach this curriculum, requiring no additional training.
We also can partner with faculty from other disciplines to pair our PSCN classes with their
classes.
16
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants,
supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of
new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested:
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.
17
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000 and 5000 in priority order. Do NOT
include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any requested funds beyond
those you received this year. Please also look for opportunities to reduce spending, as funds are very limited.
Supplies Requests [Acct. Category 4000]
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional benefit to the program.
2013-14
2014-15
Request
needed totals in all areas Request
Requested Received
Description
Amount
Yes
No
Student ID Cameras and
Printers - Backup system is
needed for current system
$3000
Yes
No
Registration Awareness
Marketing Materials – In
support of SSSP
Mandates for priority
registration
$6000
Vend
or
Division/Unit
Priority #1
Counseling
Counseling
18
Priority #2
x
x
Priority #3
Contracts and Services Requests [Acct. Category 5000]
Instructions:
1. There should be a separate line item for each contract or service.
2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated
requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not received in
the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional
benefit to the program.
augmentations only
Description
Amount
Vendor
Division/Unit
19
Priority #1
Priority #2
Priority #3
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development Committees in allocation of funds.
Instructions:Please list specific conferences/training programs, including specific information on the name of the conference and location. Note
that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of need that could perhaps be
fulfilled on campus, and to establish a historical record of need. Your rationale should discuss student learning goals and/or connection to the
Strategic Plan goal.
Description
Counseling Conferences
Amount
$5,000
Vendor
Varies
Priority Priority Priority
Division/Dept
#1
#2
#3
Counseling
20
x
Notes
To stay up-to-date on current
transfer requirements, Student
Success and Support Program
mandates, and specialized
counseling requirements (for
Veterans, Athletes, etc.),
counselors must attend
conferences each semester.
Currently, no funds exist to
support conference attendance.
21
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
Online Counseling Platform - Currently,
Costs will
vary
depending on
which
counseling
platform is
13%
of our student population is online.
Another 19% are evening students.
Developing an online counseling
system would allow us to meet the
needs of these students, providing
Vendor
Division/Unit
Counseling
22
Priority #1
x
Priority #2
Priority #3
them with an avenue to access
counseling services from which they
currently are excluded. This ties in with
Strategic Plan Strategies 3, 4, 5, and 6,
as it not only streamlines services for
these students, but also helps them
access services that help them define
their goals, get on their pathways
earlier, and learn how to monitor their
progress.
implemented.
A minimum
of $10,000
would be
required for
equipment
and training,
and this
number could
be more. We
will have
more
information
in Fall 2013,
once we
receive the
online
counseling
sabbatical
report.
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
23
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?
24