“You are in the same cycle as last year!”
Final Forms, 1/18/13

1. Who We Are
Limit your narrative to no more than one page.
Describe your unit--your mission, vision, responsibilities and the goals of your area. How does your unit support other student services, administrative, and academic units? What impact do you have on student learning? Describe the number and types of staff in your office, both now and historically.
General Studies (GST) discipline was originated by Carey Harbin in General Counseling in 1989.
Prior to 2008 GNST was not housed under a specific discipline. In 2013 General Studies was placed in the discipline under the auspices of the Dean of Counseling. General Studies 20,
“Introduction to the College Environment,” was the first course offered under the rubric of
GNST. GNST was cross-listed with Psychology-Counseling (PSCN) 20. It was designed as a multidisciplinary course based on a mentor/teacher relationship that would enable faculty from other disciplines to teach PSCN 20. Review of catalog history shows the additions and deletions of General Studies courses over the years and below is a brief summary of when GNST courses were first listed or deleted from the catalog:
Catalog Year
1989
1991
1994-96
2000
2001
2002
2003
General Studies 20 originated
General Studies 10 originated
General Studies 25 originated
General Studies 11 and 30 originated
General Studies 31 and 115 originated
General Studies 39 originated
General Studies 115 was cross references with English 115
2005 (ad) General Studies 116 originated
2006
2008
General Studies 20 and 25 were deleted
General Studies in listed in the catalog under Language Arts
2009(ad)
2010
General Studies 1 and 66 originated
General Studies 30 and 39 are deleted
Presently, the current 2012-2014 catalog offers the following General Studies courses: GNST 1
(Introduction to Online Learning), GNST 10 (Faculty-Assistant Experience for Potential
Teachers), GNST 11 (Exploring Education), GNST 31 (Women’s Spirituality: An Examination of
Ancient and Emerging Traditions), GNST 66 (Life Skills for the Adolescent), GNST 115 (Faculty-
Student Tutorial: Writing and Reading Across the Curriculum) and GNST 116 (Gateway to
Success Program—Faculty-Student Tutorial).
History allows us to support housing General Studies in Psychology Counseling where it originated. In October of 2013 Counseling Faculty met to create a discipline description:
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“General Studies courses are designed to contribute to the capacity for students to succeed in college. Courses in orientation, leadership, personal dynamics, study skills and topics that contribute to the success of the students in college.” This description was based on consultation with the Las Positas College’s Counseling Division as well as review of the State of
California Taxonomy of Program (TOP) Codes. Further development of cross-listed GNST and
PSCN courses, clarification of minimum qualifications to teach GNST courses, and development of SLOs and PLOs for GNST courses are in progress.
2. Where We Are Now
Complete Appendix A (Budget History) and Appendix B (Student Learning Outcomes/Service
Area Outcomes Inventory) prior to writing your narrative. Limit your narrative to no more than two pages.
As you enter a new Program Review cycle, reflect on your achievements over the last few years.
What did you want to accomplish? What are your Student Learning Outcomes (SLOs) and
Service Area Outcomes (SAOs), and what progress have you made toward achieving them?
Describe how changes in resources provided to your office have impacted your achievements.
What are you most proud of, and what do you want to continue to improve?
Discuss important trends that will have a significant impact on your unit over the next three years. Those could include technology, facilities, equipment, student’s demand. What opportunities and challenges do your foresee in the next three years?
The multidisciplinary spirit of GNST is reflected in the current variety of subjects taught. Data shows that GNST cross-listed with the English department (ENGL 116 and 115) have a high rate of success and low withdrawal rates. These classes provide support for all students in writing and reading across the disciplines. Also, GNST 1 shows a high rate of success limited withdrawal and it also supports students’ success with an emphasis on time management.
In late spring semester of 2013 General Studies (GNST) was placed in the Counseling Division under the auspices of the Dean of Counseling. This is the first program review generated by the
Counseling Division regarding General Studies. Therefore, work on SLOs and PLOs for GNST is in its infancy and we await SLOAC guidance for a more comprehensive program review.
As mentioned above, General Studies is housed in the Counseling Division and is one of the curricula offered within the discipline of Psychology-Counseling. a) Given the specific training that Counseling Faculty minimally earn in order to be hired as
California Community College Counseling Faculty Professionals, all curricula proposed as
General Studies must meet the academic standards set for Psychology-Counseling courses. The application of psychological principles to the success of students in academic settings and life is the purview of Counselors in the Psychology-Counseling
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discipline. There are specific, national, standardized competencies established for
Master’s Level Counseling Professionals (see page 6 in “The Role of Counseling Faculty
and Delivery of Counseling Services in the California Community Colleges,” The
Academic senate for California Community Colleges, Adopted Spring 2012). b) Therefore, because Psychology-Counseling Faculty are discipline experts of General
Studies curriculum, non-Counseling Faculty who wish to teach General Studies classes will be trained per the specific attributes of the course proposed. i) Example: If a non-Counseling Faculty desires to teach a class that will enhance learning in their specific disciplines such as History, Business, Biology, they will successfully participate in the Psychology-Counseling Study Skills training. Within that training, they will synthesize study skills curriculum with elements of their discipline. ii) The abovementioned model is applicable to all classes submitted to the Counseling
Division for approval as General Studies. iii) The process of submitting a class for consideration as a General Studies class is outlined as follows:
 Faculty sponsoring new GNST courses present the content to all PSCN Faculty in order to encourage conversations and collaboration.
 The presentation of new courses to PSCN faculty is done before the course is introduced in CurricUNET.
 After the course is introduced in CurricUNET all PSCN faculty can make comments or suggestions for curriculum committee consideration.
 This process avoids repetition of curriculum, redundancy of student learning objectives already identified in PSCN courses, and educates Faculty from other disciplines about PSCN courses offered at Chabot .
Currently, Counseling faculty are taking an active role in reaching out to other disciplines to further collaborate in the development of AA-T/AS-T degrees and career path informational sessions. Other multi-disciplinary initiatives that aim to support the college’s strategic plan by helping undecided students move onto their “critical path” were developed apart from the
Counseling Division. Counselors have been asked to participate and there is ongoing discussion regarding the overlap of these “initiatives” with the Psychology-Counseling discipline and longstanding professional practice. The recent emphasis on pathway development points to the need to create more GNST courses that support students across the disciplines. The Counseling
Division will move to cross list GNST courses with certain PSCN courses that it currently offers.
PSCN Faculty have a working knowledge of the interpersonal, intellectual, and applicable skills necessary for success in any learning community, especially ones that are both applied and theoretical.
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However, the reduction in the overall Counseling Faculty will impact our ability to expand our curriculum, work across disciplines campus-wide, and support emerging learning communities.
3. The Difference We Hope to Make
Review the Strategic Plan goal and key strategies at http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf
prior to completing your narrative. Please complete Appendices E (New Initiatives) and F1-3 and 5-8 (Resource
Requests) as relevant to your needs 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 would you like to undertake to improve or strengthen your unit or to address demand for your services? What initiatives are underway in your area, or could you begin, that would support the achievement of our new Strategic Plan goal and strategies and/or improve student learning? Identify specific, measurable goals and the resources needed to achieve them.
The Counseling Division’s goal is to continue to enhance the GNST offerings by the cross-listing of GNST courses with PSCN courses in order to explore students’ passions and areas of interests. PSCN courses already offer theoretical and applied theory for students to explore in their first and second years in college. These courses offer greater paths for discovering what they want to do in their lives. PSCN 10 specifically helps students to identify majors, pursue a variety of career paths and develop valuable career exploration, research and planning skills.
Overall, the cross-listing of GNST with PSCN courses with particular focus on GNST 15/PSCN 15,
GNST 20/PSCN 20, GNST25/PSCN 25 and GNST 10/PSCN 10 support the Strategic Plan Goal of increasing the number of students that achieve their educational goals by clarifying pathways and providing students with academic and personal tools to persist semester after semester.
Drawing upon our knowledge of PSCN pedagogy and analysis of implementation and process, the Counseling Division will propose the creation of a First Year Experience (FYE) Program for FY
14-15 to foster students’ goal clarification and attainment while deepening their connection to
Chabot. These courses will increase the number of students that achieve their educational goals more efficiently and also help identify and better support the unique heterogeneous California
Community College student. This initiative will include a request for FTEF for FY 14-15 based upon the course enrollments of GNST 23, 20 and 10 (PSCN 23, 20 and 10) that will be offered in conjunction with other courses such as English, Math. The coordination of these courses will be under the purview of General Counseling Faculty whose tasks will also include the collection of data from these courses to better serve students’ diverse interest and academic level
Counseling Faculty will initiate the process of cross-listing GNST courses with PSCN. The
Counseling Division will increase the offerings of GNST and PSCN courses that help students achieve the required number of units for transfer and associates degree. We will reach out to faculty in different disciplines to collaborate in the development of GNST courses to further the multi-disciplinary spirit of GNST and continue to encourage faculty to present their GNST
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proposals to PSCN faculty.
As the Counseling Division assumes leadership in the development and implementation of the
First Year Experience program, the offering of GNST courses under the leadership of PSCN
Faculty will assist a minimum of 120 students each semester in achieving their educational goal in a reasonable timeframe. In order to achieve the specific and measurable goals above it is imperative that the college hires more full-time Counselors.
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.).
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6

Review the Strategic Plan goal and key strategies at http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdf
prior 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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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.).
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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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.
NOTE: No budget was found for GNST. The budget below shows PSCN instruction needs that have and will impact the creation and delivery of GNST courses
Category
2011-12 Budget Requested 2011-12
Budget
Received
2012-13
Budget
Requested
2012-13
Budget
Received
Faculty Staffing (# of positions)
Classified Staff
Replacement of 3 full time counselors. Counselors that deliver one-one counseling and teach GNST/PSCN classes
Zero
Counselors were budgeted, but one
Counselor/Inst ructor transferred to
Chabot
Counseling from LPC
Zero.
1-On-line
Counselor
Coordinator =
$40,000
Zero.
Zero new
Counselors were budgeted in
2012-2013, however a
Counselor was transferred from Special
Programs to
Counseling
Zero.
Student Assistants
Supplies & Services
Technology/Equipment
Media Specialist to assist with updating and enhancing the GNST/PSCN website
3 Student Assistants requested to assist
GNST/PSCN Coordinator and
Instructors
$2,200 Supplies and
Brochures for GNST/PSCN
Instruction
Zero.
$1,082*
For counseling services at
GNST/PSCN instruction
Zero.
$3,100* For counseling services as well as
GNST/PSCN instruction
Server =
$10,000
Software =
$7,500
Zero.
$3,100*
For counseling services as well as
GNST/PSCN instruction
Zero equipment/ software funding was
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Other
TOTAL 3 FTEF + $2,200 $1,082* $57,000 provided by
Budget
Committee for this
Accreditationrequired service.
Needs consideration in 2013-2014.
$3,100*
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.
No history
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?
No history
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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.
GNST 1
GNST 4
GNST 10
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.
GNST 11
GNST 115*
GNST 29
GNST 31
GNST 4912/13/14/15/18*
GNST 9
GNST 9901*
* Cross-listed with English –see their PR
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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.
P
I: C
-L
O
– D
R
C
N
ONSIDER T
UMBER OF
HE C
CLO
OURSE -L EVEL O UTCOMES
S WILL DIFFER BY COURSE
I NDIVIDUALLY
 )
( THE Defined Target
Scores*
(CLO Goal)
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?
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P
II: C
-
O
R
A.
C
OURSE
-L
EVEL
O
UTCOME
(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?
B.
C
OURSE
-L
EVEL
O
UTCOME
(CLO) 2:
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?
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C.
C OURSE -L EVEL O UTCOME (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.
C OURSE -L EVEL O UTCOME (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.
C
OURSE
-L
EVEL
O
UTCOME
(CLO) 5: A
DD IF NEEDED
.
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P
III: C
R
F
P
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:_________________________________________________________________
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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?
16

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

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? DATA NO AVAILABLE
2.
Have all of your courses been offered within the past five years? If no, why should those courses remain in our college catalog? YES
3.
Do all of your courses have the required number of CLOs completed, with corresponding rubrics? If no, identify the CLO work you still need to complete, and your timeline for completing that work this semester DATA NO AVAILABLE
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. DATA NO AVAILABLE
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.
DATA NO
AVAILABLE
6.
If you have course sequences, is success in the first course a good predictor of success in the subsequent course(s)? No course sequences offered
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. DATA NO AVAILABLE
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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?
The Counseling Division will propose the creation of a First Year Experience (FYE) Program for FY 14-15 to foster students’ goal clarification and attainment while deepening their connection to Chabot. These courses will increase the number of students that achieve their educational goal within a reasonable time and also help identify and better support different types of students (laser, seeker, etc). By considering academic, career and personal needs, the program will help students meet new Student Success and
Support Program requirements through the completion of Student Educational Plans (SEPs) which create a road map for students to reach their goals and increase their priority registration which aids in their future ability to get the classes they need. This initiative will include a request for FTEF for FY 14-15 and be based upon the courses of GNST 23, 20 and 10 (and their cross-listed counterparts
PSCN 23, 20 and 10) that will be offered in conjunction with other disciplines’ courses such as English, Math etc.. Each of these GNST courses supports students’ progress towards their goals in different ways while allowing for programmatic flexibility. These courses can be tailored to reflect the various themes and topics of the other disciplines’ classes with which they are paired. GNST 23/PSCN
23 – College Readiness is a UC and CSU transferrable course in which students develop critical thinking, problem-solving and selfexploration skills that support their adjustment to college. GNST20/PSCN 20 – The College Experience is a CSU GE AREA E course that emphasizes self-assessment of individual interests, values, needs and abilities to promote progress towards academic and career goals. GNST 10/PSCN 10 – Career and Educational Planning is a CSU GE Area E course that helps students identify and hone their academic and career goals through career exploration, assessment, research and planning. Because all of these courses are
AA/AS degree applicable and CSU or UC transferrable they will also help students in meeting both associates and transfer degree goals and requirements. The coordination of these courses will be under the purview of general counselors whose tasks will also include the collection of data on additional populations including veterans and those re-admitted after 1 st or 2 nd dismissal, in order to tailor GNST classes. This pilot initiative will utilize an open cohort model where students are encouraged to enroll in all of the classes in the program (GNST/PSCN, English, etc), but have the option to pursue only the classes that most fit their needs. As we evaluate the program’s impact, we will examine this feature in particular to assess its viability for scaling the model up in the future and its long-term sustainability.
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What is your specific goal and measurable outcome?
We will assist a minimum of 120 students each semester in achieving their educational goal in a reasonable amount of time by taking the lead in the offering and implementation of the First Year Experience Program.
In order to achieve the specific and measurable goals above it is imperative that the Division is allowed to hire more full-time counselors.
What is your action plan to achieve your goal?
Activity (brief description)
Target
Completion
Date
Required Budget (Split out personnel, supplies, other categories)
May 2014 See Appendices Update/Modify PSCN/GNST FTEF Curriculum & Program including the submission of GNST courses to the curriculum committee.
Collaborate with other Academic Disciplines with curriculum and model design.
Implement Program
Collaborate with other Academic Disciplines with curriculum and model design
Aug 2014 –
May 2015
See Appendices
Evaluate effectiveness of Program Aug 2014 –
May 2015
How will you manage the personnel needs?
X New Hires: X Faculty # of positions 2 X Classified staff # of positions 1
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project (obtained by/from): Student Success and
Support Program and additional funding resources (currently being researched)
Will the proposed project require facility modifications, additional space, or program relocation?
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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:
21

Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent three years, student success and retention data , and any other pertinent information. Data is available at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm
.
1.
Number of new faculty requested in this discipline: _2__
Position
1.Counselor
Description
In charge of transfer center, transfer workshops and teaching
GNST/PSCN
Counseling and
GNST/PSCN teaching
Faculty (1000)
Program/Unit Division/Area
1.Counselor
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.
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Rationale is based on the loss of 3 full time counselors due to retirement and other circumstances; none of the three were replaced. Also, counselors have full time coordination duties that preclude their ability to see students one-on-one and teach classes. The Division anticipates at least two retirements in the next couple of years.
Analysis of data (from EMC) from Fall 2010 to Spring 2013 show that GNST classes that offer student support across the disciplines such as GNST
115 and GNST 1 show a high success rate comparable to PSCN 10, PSCN 15, PSCN 20 and PSCN 23. This highlighs the importance of offering these courses while continuing to honor the multi-disciplinary GNST core.
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.
GNST courses that will be cross-listed with PSCN courses offer theoretical and applied theory for students to explore in their Freshman and
Sophomore years. These courses offer greater paths for students to discover what they want to do in their lives. The Counseling Division’s classes help students identify educational/career goals and teach them how to pursue those goals in a reasonable amount of time. As a result,
GNST/PSCN Curriculum offers classes that will help meet the Strategic Plan Goal and help address new matriculation, success and persistence guidelines as identified in the Student Success Task Force Initiative and Financial Aid Guidelines.
23

Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent) classified professional positions (new, augmented and replacement positions). Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan goal, safety, mandates, and accreditation issues. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding.
1.
Number of positions requested: ___1__
PLEASE LIST IN RANK
ORDER
Position
Counselor Assistant
Student Assistant
Description
Classified Professional Staff (2000)
Program/Unit
Full-time classified Staff that can assist the Transfer counselor and help with the smooth running of Career and Transfer Center which is currently staffed by peer advisors. This would facilitate the assignment of reassigned time for a counselor to teach
GNST courses.
Full-time Student Assistant that can help the GNST/PSCN coordinators with all the tasks associated with their duties.
Division/Area
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PLEASE LIST IN RANK
ORDER
Student Assistants (2000)
Postion Description
Full time Student Assistant that can help the PSCN and
GNST coordinators with all the tasks associated with their duties.
Program/Unit Division/Area
Student Assistant
2.
Rationale for your proposal.
To ensure the success of GNST FYE program’s goal to explore students’ passion and clarify career pathways, the Counseling Division will hire a Student Assistant for GNST/PSCN Coordinator. This Student Assistant is needed in order to further support instruction, data collection, research and planning efforts regarding curriculum issues.
In order to be in compliance with title V, the college must offer transfer services to students. Therefore the hiring of a classified staff is vital for the smooth running of the transfer center. The classified staff will assist the Transfer Counselor, thus facilitating the assignment of reassigned time to the counselor to teach GNST/PSCN courses.
3.
Statements about the alignment with the strategic plan and program review are required. Indicate here any information from advisory committees or outside accreditation reviews that is pertinent to the proposal.
GNST/PSCN courses offer theoretical and applied theory for students to explore in their Freshman and Sophomore years. These courses offer greater paths for students to discover what they want to do in their lives. The Division’s classes help students identify educational/career goals and teach them how to pursue those goals in a reasonable amount of time. As a result, GNST/PSCN Curriculum offers classes that will help meet the Strategic Plan Goal and help address new matriculation, success and persistence guidelines as identified in the Student Success Task Force
Initiative and Financial Aid Guidelines. GNST classes offered in conjunction with PSCN faculty and faculty from other disciplines will further
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faculty collaboration to help students achieve their educational goals in a reasonable time. Ultimately, Counselors and Student Assistants are needed to assist with coordination tasks to ensure Counselors have reassigned time to teach and oversee transfer functions which are required by Title V.
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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 at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm
.
Both the Strategic Plan Goal and the demands of the Student Success Task Force Initiative provide an overall rationale for additional FTEF for GNST/PSCN Curriculum for Sum 14, Fall 14 and Spring 14.
GNST/PSCN courses offer theoretical and applied theory for students to explore in their Freshman and
Sophomore years. These courses offer greater paths for students to discover what they want to do in their lives. The Division’s classes help students identify educational/career goals and teach them how to pursue those goals in a reasonable amount of time. As a result, GNST/PSCN Curriculum offers classes that will help meet the Strategic Plan Goal and help address new matriculation, success and persistence guidelines as identified in the Student Success Task Force Initiative and Financial Aid Guidelines.
As a result, GNST/PSCN Curriculum is making the following additional FTEF requests (in addition to the
FTEF we were granted in 2012-13):
Summer 2014 = .13 FTEF for 1 section of GNST/PSCN 10 (Career and Educational Planning)
Fall 2014 = .26 FTEF for 1 section of GNST/PSCN 10 (Career and Educational Planning) and 1 section of
PSCN 15 (College Study Skills)
Spring 2014 = .26 FTEF for 1 section of GNST/PSCN 10 (Career and Educational Planning) and 1 section of
GNST/PSCN 15 (College Study Skills)
COURSE CURRENT
FTEF
(2013-14)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
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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
1.
Student Assistant
Description
Assist GNST/PSCN instructors and the PSCN Coordinator to further support instruction, data collection, research and planning efforts regarding curriculum issues
2.
Media Specialist Update the GNST/PSCN website and in particular create space on the GNST/PSCN website for sharing instructional materials and resources with instructor access only.
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.
Student Assistant for GNST/PSCN instructors and the GNST/PSCN Coordinator to further support instruction, data collection, research and planning efforts regarding curriculum issues
In order to increase online access and to update the GNST/PSCN website and in particular create space on the GNST/PSCN website for sharing instructional materials and resources with instructor access only.
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Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000 and 5000 in priority order. Do NOT include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any requested funds beyond those you received this year. Please also look for opportunities to reduce spending, as funds are very limited.
Supplies Requests [Acct. Category 4000]
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional benefit to the program.
needed totals in all areas
Description
2013-14
Request
Requested Received
2014-15
Request
Amount
Vend or Division/Unit Priority #1 Priority #2 Priority #3
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Brochures, Copies,
Instructional materials
Stipend for guest speakers
$4,500
$500
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 the requested academic year.
but are not so critical as to jeopardize the life of a program if not received in
Priority 3: Are requests that are benefit to the program.
enhancements, non-critical resource requests that would be nice to have and would bring additional augmentations only
Description Amount Vendor Division/Unit Priority #1 Priority #2 Priority #3
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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
NACADA-National Advising
Association Conference
NCORE-National Conference on Race and Ethnicity
International Conference on
Critical Thinking and
Educational Reform-
Annual Conference on the
Amount
$2000
$2000
$1000
$1000
Vendor Division/Dept
Priority
#1
Priority
#2
Priority
#3 Notes
Annual national conference for counselors/instructors (Dr.
L. Wilson was the California
Two-Year Commission Chair for one year)
The best national conference on ethnicity and race in higher education in the country; truly necessary for diverse
Counseling Faculty
This conference provides a unique opportunity for
PSCN/GNST faculty to build on their ability to substantively foster critical thinking in the classroom specially in the realm of students ‘emotional intelligence
The Annual Conference on The
First-Year Experience provides an ongoing forum where higher
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First Year Experience education professionals can share experiences, concerns, and accomplishments related to supporting student learning, development, and success in the first college year.
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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 nice to have and would bring additional benefit to the program.
that would be
Description Amount Vendor Division/Unit Priority #1 Priority #2 Priority #3
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Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of reprioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one facilities project, please rank order your requests.
Brief Title of Request (Project Name):
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?
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