Chabot College
Program Review Report
2014 -2015
Year One of
Program Review Cycle
PSCN Curriculum
Submitted on 11/1/13
Contact: Laura J. Alarcón, Felicia Tripp
and Lani Wilson
Final Forms, 1/18/13
Table of Contents
Divisions/Programs remain in the same cycle year for 2013-2014
__X_ Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
___ Year 3
Section A: What Have We Accomplished?
Section B: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives
F1: New Faculty Requests
F2: Classified Staffing Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
__Y__ YEAR ONE
1. Where We’ve Been - Complete Appendix A (Budget History) prior to writing your
narrative. Limit your narrative to no more than one page. As you enter a new Program
Review cycle, reflect on your achievements over the last few years. What did you want
to accomplish? Describe how changes in resources provided to your discipline or
program have impacted your achievements. What are you most proud of, and what do
you want to continue to improve?
The academic discipline, PSCN Curriculum (PSCN) of the Psychology-Counseling Division,
continuously aims to make an impact in the following three ways: enhance its counseling
academic pedagogy, implement its pedagogy to achieve goals of the College Strategic Plan and
analyze its implementation of process and tools used. In the last three years, PSCN maintained
its degree and certificate programs while navigating significant course and faculty reductions.
Within this context of limited resources, PSCN has made a positive impact in all three ways,
while learning how the discipline, in the future, can increase the reach, quality and
effectiveness of its impact.
Over the last three years, PSCN set expectations that prioritized the integrity and delivery of its
degree and certificate programs. PSCN intended to do the following: hold an annual instruction
retreat to hone curriculum through sharing of best practices and resources; maintain PSCN
courses to support students pursuing its programs while staying within the 3.2 FTEF allocation
allowed; and analyze data on majors, degrees awarded, learning outcomes and enrollment to
assess its impact.
The achievements of PSCN reflect the discipline’s resilience in the face of reductions, its need to
prioritize further and the challenges of striving to meet all goals. PSCN has lost 5.3% in its
faculty rate in the last 3 years and navigated a reduction of over 37% in FTEF, the largest %
reduction to any division on campus. Despite these changes, to enhance its curriculum
pedagogy, PSCN updated course outlines for PSCN 10, 21, 26 and 36 through the Curriculum
Committee. However, PSCN had to delay its annual instruction retreat until the 2013-14
academic year since course scheduling and implementation took precedence with such limited
resources. During the last three years, PSCN succeeded in maintaining a viable PSCN curriculum,
which includes Human Services degrees, the 27th largest major on campus, while staying within
the 4.2-3.1 FTEF allocation set by Enrollment Management. Analysis of PSCN implementation
and tools used revealed further accomplishments. PSCN support courses (PSCN 25 Transition To
College) fostered students’ successful matriculation. For example, the persistence rate of new
students who received PSCN 25 from Fall 2010 to Spring 2011 was 76% vs. 60% for those who
did not receive this course. Showcasing its dedication to ongoing evaluation and improvement,
PSCN completed 100% of its assessment and reflection on its courses including development of
course level outcomes and closing the loop discussions, while also beginning to refine its
program level outcomes. Review of data on majors and degrees shows that PSCN’s Liberal Arts
degree is the #1 degree awarded in the last 12 years. PSCN has also begun to implement a
student satisfaction survey to identify emerging student and curriculum needs.
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PSCN Curriculum has navigated significant reductions in resources; however, real challenges
have emerged. As previously mentioned, in the last three years our FTEF has decreased from
4.2 to 3.1. This constrains our ability to provide enough PSCN courses to support students
pursuing our Human Services degrees and certificates (such as PSCN 1,2, 4, and 13), as well as
PSCN courses that facilitate students’ career exploration, educational goal identification and
study skills (such as PSCN 10, 15, 20, and the recently modified PSCN 23 which is now also UC
transferable). Additionally, the loss of counseling faculty and staff (through not replacing retired
counselors, those on sabbatical/family leave or those who have moved on from the department
or College), is reflected in the decline in our faculty rate from 15.27 to 9.97 in the last three
years. Because of having fewer counselors, PSCN Curriculum does not have the bandwidth to
address the following emerging challenges which the College has identified as essential to
meeting students’ needs in the immediate future given the impact of statewide cuts in funding
and the Student Success Task Force Initiative. As a result, PSCN has a limited ability, because of
too little time and financial resources, to collaborate with other academic divisions on how to
use PSCN curriculum to further students’ educational goal identification, attainment and
improvement in study skills. This lack of counselors also restricts our ability to enhance the
PSCN website which has the potential to promote our Human Services degrees and certificates,
increase students’ awareness of PSCN courses to support identification of their educational
goals, offer academic and career planning tools and increase access and understanding of
general counseling services. Since counselors must currently focus on providing the most core
services and teach only those classes critical to maintaining the PSCN program, their time to
develop additional online and hybrid courses has also been constrained, again limiting students’
access to PSCN curriculum.
PSCN wants to continue to improve its curriculum, offerings and resources through increased
access and collaboration. PSCN plans to increase the number of PSCN courses offered, in
particular classes such as PSCN 25, 10, 15 and 23 (see Appendix E for further description of
these courses within the context of a proposal for a First Year Experience Program) which
directly support the College’s Strategic Plan Goal and meet Student Success Task Force Initiative
requirements. In conjunction with these efforts, we intend to lead initiatives with other
academic divisions to pilot and examine how PSCN curriculum can be integrated into their
disciplines. We will continue to analyze the impact of our curriculum through collection of
enrollment data, evaluation of course level and program level outcomes and review of student
satisfaction survey responses. In regards to relevant resources, PSCN plans to enhance the
Counseling website to provide additional resources for students’ attaining their educational
goals and to allow faculty to improve their pedagogical skills (i.e. through attending
conferences, consultation and bringing speakers). Finally, we will continue to research and
develop an online/hybrid counseling curriculum and services that will bring the College in
alignment with Title V and Accreditation requirements.
2
2. Where We Are Now - Review success, equity, course sequence, and enrollment
data from the past three years at
http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
Please complete Appendices B1 and B2 (CLO's), C (PLO's), and D (A few
questions)before writing your narrative. Limit your narrative to two pages.
After review of your success and retention data, your enrollment trends, your
curriculum, and your CLO and PLO results, provide an overall reflection on your
program. Consider the following questions in your narrative, and cite relevant data (e.g.,
efficiency, persistence, success, CLO/PLO assessment results, external accreditation
demands, etc.):
• What are the trends in course success and retention rates (based on overall
results and CLO assessments) in your program? Do you see differences based
on gender and/or ethnicity? Between on-campus and online or hybrid online
courses? Provide comparison points (college-wide averages, history within
your program, statewide averages).
1. Success and persistence rates.
2. Distance education vs. face-to-face courses.
After reviewing the relevant data for PSCN Curriculum, we have identified significant questions
and trends that will inform the difference we hope to make in the future. In contemplating the
definition of “success” as given (Credit, Pass, A, B, C in a class), it was resolved that there needs
to be a more specific definition of this concept. If success is limited to a single grade in one
course without attention paid to the course of a student’s college career, it is a snapshot and
not a true reflection of the student’s progress or academic recidivism. Additionally, the data
reported by the OIR was from one fall* semester and two spring semesters. It would make the
simple analysis more trustworthy if we were comparing the same semesters.
The overarching trend of success within our PSCN courses is 79% compared to the overall
college success and retention rate of 66%. There are several possible reasons for this and one
stands out among others. This 13% differential between the College and PSCN success rate is
because students are being taught by Counseling Professionals whose first priority is to the
“whole” student as opposed to the student within an academic discipline. Even within the
theoretical courses of PSCN 1, 4 and 13 (only PSCN 4 and 13 are part of the both the CSU and
IGETC patterns) that are part of General Education patterns for transfer, the emphasis is
skewed toward subject area excellence within the context of a service discipline, Applied
Psychology. Therefore, students may be more likely to remain and persevere since the inherent
focus is on development of the person within a theoretical classroom framework.
From 2009-2012 students in PSCN courses have greater success in the fall* as opposed to spring
semester and the average non-success (No Credit, Not Pass, D, F, Incomplete) rate is 12% in
PSCN classes to the 16% for the entire college. The average withdrawal rate is 9% for PSCN
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courses to 17% for the entire college. These are simple percentages and primitive statistics yet
they are noteworthy, especially the withdrawal difference of eight (8) percentage points. Thus,
during this time period students in the entire college withdrew at almost TWICE the percentage
points as in PSCN classes.
Interethnic achievement rates revealed interesting trends. The first being that across all
ethnicities the withdrawal rate is considerably lower than the college rate. Comparing the
success rates in PSCN courses to college wide success rates reveals that students succeed at
higher rates in our courses: Asian/85.33% to 74.5%; Native American/78.33% to 64.33%;
Latino/64.5% to 80.66%; Whites/ 81% to 73.67%; African-American/70.3% to 52%;
Filipino/81.66% to 68.83%; Pacific Islander/79.66% to 60.5%.
There is a striking difference of 18% success of African-American students in our classes versus
college wide and deserves future study at the college level. Clearly, Chabot HAS NOT achieved
success with African-American students in the general college student population and PSCN has
a paradigm of greater success that deserves both recognition and codification. Latino students
succeed at greater rates than African-Americans, even with ESL as part of some students’
college career. What within the institution continues poor progress within the African-American
student body in a multiethnic environment like the Bay Area? The greater question is… it a
concern for Chabot?
Success rates between men and women are less inflammatory but still interesting. Within PSCN
courses, the withdrawal rate for women (9.8%) is higher by 10% to men (8.83%) over the same
three year period and PSCN success was virtually the same (78% to 79%). However, the
differences are striking compared to the college: Women succeed at 66.33% and men 66.55%
and they withdraw at 17.67% and 17.33%. College wide the withdrawal rate is almost double
for men and women compared to PSCN classes. Of concern to us, is the higher withdrawal rate
for women in both PSCN and college wide courses. We want to explore what are the factors
that contribute to this because national research shows that women are both more highly
enrolled and more likely to graduate than men. This requires future examination.
PSCN 10 and PSCN 15 are the only classes that were evaluated F2F (face-to-face) vs. DE
(distance education-online/hybrid) per semester from 2009 to 2012. It would be more helpful
for our review if we could look at data for any PSCN course taught online, regardless of whether
they were simultaneous F2F or DE each semester.
We took the initiative to survey our PSCN classes in the fall 2012. 78% of the 84 PSCN students
said they would prefer F2F classes compared to 19% for hybrid and 2% for online. We offer at
least ¼ of all classes online only every semester. If we offered more hybrid courses, would that
increase success rates and/or demand in our classes? That is a question of interest. We also
need to address the issue of what “enhanced vs. hybrid” is because there is no standard
definition in the field itself. The trend is that students are more successful in F2F than in online
classes from 2009 to 2012 for both our classes and college wide. For example in PSCN 10, F2F
success was 60% and online was 57% Interestingly, the withdrawal rates are more compelling:
in PSCN 10 F2F withdrawal was 16% but online withdrawal was 30%, almost double the rate.
4
It would be difficult to discern the significance of non-success rates in this category because we
only have data from one fall and two spring semesters. The data needs to be consistent across
semesters or else we cannot draw a valid conclusion. It could be that spring is longer and fall is
more heavily enrolled but it is difficult to tell when we don’t have consistent data. The
withdrawal rates are variable although higher in DE classes. At some point in the future we
would like to follow the same Instructor every semester for a more consistent answer to the
withdrawal variability as well as the need for the same data each semester reviewed.
We are seeing a greater demand for our classes. Our enrollment data trend is that the majority
of our classes have a 97% to 105% enrollment to capacity ratio. The exceptions to this are PSCN
13 (online at 75%), PSCN 2 (online at 85%), PSCN 18 (short-term, late start at 72%), and PSCN 80
(50%). Students who manage to get at least 12 units often take PSCN classes because it assures
them of more units and seem less demanding if they are fewer than the standard 3, 4, 5 unit
classes. The state budget problems and reduction in FTEFs then boomerang and affects the
WSCH. Regardless of how our students matriculate into our classes, our students tend to “stick”
in our classes and therefore the retention (retention is used as the converse to withdrawal) rate
is higher, especially for F2F classes.
The recent emphasis on pathway development by non-Counseling Faculty points to the need to
“beef up” the PSCN Curriculum instead of creating PSCN like courses in other disciplines. Given
the data success, non-success, and withdrawal rates in above mentioned sections, it could be
suggested that PSCN courses provide the supportive, investigative communities noted as
necessary in the research literature of first-year college experience. PSCN Faculty already have
a functioning knowledge of the interpersonal and intellectual skills necessary for success in any
learning community, especially ones that are both applied and theoretical. These constructs are
part of the curricular focus of all PSCN courses. Counseling Professionals are ready and able to
work with all disciplines in the enhancement of curriculum. Rather than reinforcing the
academic versus student services deficit model, Counseling will lead the SSTF imperatives by
forging a synergy of Applied Counseling and academic discipline pedagogy to create the
supportive, anchoring communities that engender freshman success. Therefore, the reduction
in the overall Counseling Program has diminished our ability to expand our curriculum and be
able to work across disciplines campus wide and support Faculty.
To address PLO discussions in our degrees and in GE areas, we began discussions through the
SLOAC and Curriculum Committees. Because the Curriculum Chair is housed in our division, we
have specific insight into which criteria (and practices) is/are best suited to guide future PLO
development. We have collaborated and created our PLOs for our Human Services degrees and
certificates. We have already revised them based on our survey and discussions of our PLOS visà-vis the “closing the loop” discussions. Work on PLOs for our Liberal Arts Degree is in its
infancy and we await SLOAC guidance on further review. Our insights are that we should
continue revising our PLOs for our Human Services degrees and certificates.
5
3. The Difference We Hope to Make - Review the Strategic Plan goal and key
strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SP for PR.pdf prior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resource
Requests) to further detail your narrative. Limit your narrative to three pages, and be
very specific about what you hope to achieve, why, and how. what initiatives are
underway in your discipline or program, or could you begin, that would support the
achievement of our Strategic Plan goal? Over the next three years, what improvements
would you like to make to your program(s) to improve student learning? What are
your specific, measurable goals? How will you achieve them? Would any of these
require collaboration with other disciplines or areas of the college? How will that
collaboration occur?
Our goal is to continue to enhance our PSCN courses in order to explore students’ passion and
areas of interests. Therefore, it is natural for the Division to take the lead in this endeavor.
PSCN courses offer theoretical and applied theory for students to explore in their first and
second years in college. These courses offer greater paths to discover 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. PSCN 80 creates
community partnerships by placing Human Services and other related disciplines’ (i.e.
Psychology and Sociology) students in community agencies for skill development. Other PSCN
classes also use service learning options to enhance students’ understanding and experience of
professional helping.
PSCN courses also strengthen basic skills development, provide academic challenge and form a
cornerstone in the foundation for college success. They also support programs and initiatives
that increase the success for all students in our diverse community. PSCN 15, 20 and 23
acculturate students for higher education by teaching time management skills, study habits and
college success strategies. The Human Services degree is in the top third of majors attained at
Chabot and it supports transfer majors like Psychology, Sociology, Social Work and Social
Welfare. Overall, PSCN courses support the Strategic Plan Goal of increasing the number of
students that achieve their educational goal (with particular focus in PSCN 15, 20, 23 and PSCN
25) within a reasonable time (PSCN 10) by clarifying pathway and providing more information
(all PSCN classes).
Drawing upon our knowledge of PSCN academic 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 goal within a reasonable time and also help identify and better support different
types of students (laser, seeker, etc). This initiative will include a request for FTEF for FY 14-15
and be based upon the courses of PSCN 23, 20 and 10 (and their cross listed counterparts
(GNST 20 and 10) that will be offered in conjunction with other disciplines’ courses such as
English, Math etc. The coordination of these courses will be under the purview of general
6
counselors whose tasks will also include the collection of data on additional populations
including veterans and those re-admitted after 1st or 2nd dismissal, in order to tailor PSCN
classes.
It is the Counseling Division’s intent to assist in the goal of refining the registration process to
help students gain more clarity on student goals. To this effect the Counseling Division will
enhance the Early Decision Program (EDP) and PSCN 25 offerings. EDP and PSCN 25
communicate to students the importance of assessment tests and help students identify goals
before students enroll at Chabot and/or gain access to support courses and workshops to
progress quicker towards their educational/vocational/personal goals.
In the area of analysis of implementation process and tool use, it is the Counseling Division’s
main goal to get to know the students that we are serving to better, and as a result, adjust our
curriculum and class offerings. To this end, we will continue to administer PSCN Student Survey
(first administration of survey Dec. 2012; second administration in May 2013).
Counselors will provide information/training to everyone in the Chabot community to help our
students achieve their goals. During Flex Days, counselors will lead at least one session for
Faculty/Staff on the Matriculation Process and best resources for students.
In the 2013 -2014 academic year, the Counseling Division will offer more PSCN 10 and PSCN 15
classes in order to help students find their passion, what careers may be possible with that
passion, and then what educational goals can lead to those careers. Also, the offerings of these
classes will help the undecided to define a goal, get students onto their “critical path” quickly
and accelerate our progress on the AA-T/AS-T degrees by ensuring that students understand
these new transfer degrees.
In order to strengthen the synergy between non-counseling faculty and the Counseling Division,
counselors will use classrooms as vehicles for counseling support. Some collaboration models
already exist such as Nursing, Fire Technology and learning communities such as Change It Now
(CIN).
PSCN Curriculum will make a number of improvements in the next three years to improve
student learning. First, the Counseling Division will increase the offerings of PSCN 10, PSCN 15
PSCN 18 and PSCN 23 in order to assist students with completing their educational goal in a
reasonable time. Also, the Division would like to offer PSCN classes every semester for the
Human Services major so students do not have to wait one or two semesters to take the classes
(ex. PSCN 80) to complete the major. Third, as previously mentioned, the Division will create a
First Year Experience program. In order to achieve these goals, it is imperative more counselors
are hired in our division. Both the need and specific requests for more counselors are described
in this program review (PSCN Curriculum), and in our sister program reviews of Counseling
Services, Matriculation, Transfer and General Studies Curriculum.
Second, the Counseling Division will continue to identify where PSCN online and/or hybrid
courses can assist our students to complete programs more quickly. Currently PSCN 2 and 13
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are offered online to help students fulfill major requirements for PSCN degrees and certificates.
Also, the offering of PSCN 15 online helps students fulfill an elective towards PSCN degrees and
certificates.
Third, the Counseling Division will continue to work closely with learning communities in order
to foster new transfer-oriented pathways for students. Such efforts are already on their way as
counselors collaborate with new learning communities such as CIN and MESA.
What are your specific, measurable goals? How will you achieve them? Would of these
require collaboration with other disciplines or areas of the college? How will that collaboration
occur?
PSCN has identified a variety of specific and measurable goals. We will offer PSCN courses that
have not been offered in the last three years such as PSCN 18 and PSCN 23. We will increase
the offerings of PSCN courses in both semesters so students will be able to attain their Human
Services degree in a reasonable time. We will assist a minimum of 120 students in achieving
their educational goal in a reasonable amount of time by taking the lead in the offering and
implementation of a 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.
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____ YEAR TWO
A. What Progress Have We Made?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence,
and enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:





What were your year one Program Review goals?
Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
What are you most proud of?
What challenges did you face that may have prevented achieving your goals?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
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B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to
further detail your narrative. Limit your narrative to two pages, and be very specific about
what you hope to achieve, why, and how.
Given your experiences and student achievement results over the past year, what changes do
you suggest to your course/program improvement plan? What new initiatives might you begin to
support the achievement of our Strategic Plan goal? Do you have new ideas to improve student
learning? What are your specific, measurable goals? How will you achieve them? Would any of these
require collaboration with other disciplines or areas of the college? How will make that collaboration
occur?
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___ YEAR THREE
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence, and
enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:







What program improvement goals did you establish?
Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for student learning, program learning, and Strategic Plan
achievement.
What best practices have you developed? Those could include pedagogical methods,
strategies to address Basic Skills needs of our students, methods of working within your
discipline, and more.
Are these best practices replicable in other disciplines or areas?
What were your greatest challenges?
Were there institutional barriers to success?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.




What goals do you have for future program improvement?
What ideas do you have to achieve those goals?
What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
What recommendations do you have to improve the Program Review process?
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Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Faculty Staffing (# of
positions)
Classified Staffing (# of
positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2012-13
Budget
Requested
1-On-line
Counselor
Coordinator
= $40,000
Zero
2012-13 Budget
Received
Zero new
Counselors were
budgeted in 20122013, however a
Counselor was
transferred from
Special Programs to
Counseling; effect
was loss of
Counselor in Special
Programs
Zero
2013-14
Budget
Requested
$150,000
of FT
Counseling
Faculty
Unpaid
Leave of
Absence
Adjunct
backfill
2013-14
Budget
Received
$33,000
allocation
for Adjunct
Counselor
backfill on
1.5 FTE
unpaid
leaves
Zero
Zero
$3,100
$2,600
$3,100* For
counseling
services as
well as PSCN
instruction
Server =
$10,000
Software =
$7,500
$3,100*
For counseling
services as well as
PSCN instruction
Zero
Zero
equipment/software
funding was
provided by Budget
Committee for this
Accreditationrequired service.
Needs consideration
in 2013-2014.
Zero
$57,000
$3,100*
$35,600
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$153,100
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.
Counseling received the bare minimum in supplies, no equipment for online counseling which is
required by Accreditation, and a Counselor/Instructor transferred from Special Programs did
not result in any additional services to Chabot College students as there was not any net
increase in counseling curriculum/services, only location and sub-population served. The supply
monies received provided students with important transfer, degree and certificate handouts
and classroom instructional materials to aid learning, though at an inadequate level. For
example, Counseling has completed depleted all brochures and marketing materials, and
subsists on G.E. sheets production and online resources that students have to re-access
independently after leaving classrooms/counseling offices, even if the student does not have
internet access other than limited computers and building hours on campus.
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?
We are at risk of Accreditation warning for not having an online counseling
platform/technology to meet the needs of 20% of our students who take only online courses.
We are also jeopardizing the information resources for students who do not have internet at
home through diminished computer lab access on campus where the material that is no longer
being printed is provided. Institutionally, new student persistence rates (Fall to Spring) reached
an all-time low (since 2001) from Fall 2011 to Spring 2012 of 63%, indicating how severely
reduced resources have affected our core mission of supporting student persistence and
success. Additionally, Chicano/Latino students and African American student persistence
suffered with the severely reduced resources to counseling and Matriculation with 61% and
54% persistence rates respectively.
13
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:
X No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once at
least once every three years.

Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
PSCN 1
This Year’s Program
Review
*CTL forms must be
included with this PR.
NOTE FOR ALL PSCN
COURSES: We
completed assessment
for all PSCN classes in
the 2011-12 program
review year. All closing
the loop forms were
submitted in the 201112 program review.
PSCN 2
PSCN 4
PSCN 7
PSCN 10
PSCN 11
PSCN 12
PSCN 13
14
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
NOTE FOR ALL PSCN
COURSES: We will
complete assessment
for all PSCN courses
again in Fall 2014Spring 2015.
PSCN 15
PSCN 18
PSCN 20
PSCN 21
PSCN 22
PSCN 23
PSCN 25
PSCN 26
PSCN 28
PSCN 36
PSCN 80
15
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Note: This section is N/A to PSCN Curriculum because we completed assessment
in the 2011-12 program review year. All Closing the Loop forms were submitted
with the 2011-12 program review.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Form Instructions:
 Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
 Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
 Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
 Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
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?
16
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
B. COURSE-LEVEL OUTCOME (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?
17
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
D. COURSE-LEVEL OUTCOME (CLO) 4:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
18
PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
2. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
19
Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: ______ AA Human Services

PLO #1: Provide students an introduction to social and or psychological theory, multicultural
theory and psychological counseling skills needed to work as a service provider in a social service
setting.

PLO #2: Be knowledgeable about multicultural theory: work with a diversity of service
populations and demonstrate cultural competency.

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Students are showing high levels of achievement in their knowledge of psychological and multicultural
theories due to their review of multiple theories in multiple classes. However, students are challenged
when they apply theory related interventions. While they do role plays and case studies in class there is
a greater need for more practice in the social services setting.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Our core PSCN courses, PSCN 1, 4, 13 and 2 reinforce students’ comprehension of psychological, social
and multicultural theories.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
1. Recommend that students get involved in related classes where they can practice counseling
skills such as PSCN 11 and 12 which will hone their self-esteem and interpersonal relations skills.
2. Research and include more counseling intervention exercises in both core and program optional
courses.
3. Revise and enhance PLOs to focus on key counseling skills gained in program.
4. Continue development of PLOs for AA GE in conjunction with shared disciplines.
20
Program: _____ AS Human Services_____(Same as AA in Human Services with different GE Program)
 PLO #1: Provide students an introduction to social and or psychological theory, multicultural
theory and psychological counseling skills needed to work as a service provider in a social service
setting.


PLO #2: Be knowledgeable about multicultural theory: work with a diversity of service
populations and demonstrate cultural competency.


PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Students are showing high levels of achievement in their knowledge of psychological and multicultural
theories due to their review of multiple theories in multiple classes. However, students are challenged
when they apply theory related interventions. While they do role plays and case studies in class there is
a greater need for more practice in the social services setting.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Our core PSCN courses, PSCN 1, 4, 13 and 2 reinforce students’ comprehension of psychological, social
and multicultural theories.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
1. Recommend that students get involved in related classes where they can practice counseling
skills such as PSCN 11 and 12 which will hone their self-esteem and interpersonal relations skills.
2. Research and include more counseling intervention exercises in both core and program optional
courses.
3. Revise and enhance PLOs to focus on key counseling skills gained in program.
4. Continue development of PLOs for AA GE in conjunction with shared disciplines.
Program: ______Liberal Arts AA_____________
 PLO #1:PLOS for this degree are currently under development in conjunction with PLOS for our AA
and AS GE patterns and the different disciplines involved.
21

PLO #2:

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Actions planned:
PROGRAM LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review.
Considering your feedback, findings, and/or information that have arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: Liberal Studies – Elementary Teacher Preparation - AA
 PLO #1: PLOS for this degree are currently under development in conjunction with PLOS for our
AA and AS GE patterns and the different disciplines involved.

PLO #2:

PLO #3:

PLO #4:
22
What questions or investigations arose as a result of these reflections or discussions?
Explain:
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Actions planned:
PROGRAM LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review.
Considering your feedback, findings, and/or information that have arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: ____California State University General Education Breadth Certificate of
Achievement____________
 PLO #1: PLOS for this certificate are currently under development in conjunction with PLOS for our
AA and AS GE patterns and the different disciplines involved.

PLO #2:

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
23
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Actions planned:
PROGRAM LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review.
Considering your feedback, findings, and/or information that have arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: ______Case Management For Human Services Certificate_______
 PLO #1:Introduction to case management skills needed to work effectively in a human services
environment.

PLO #2:Students develop multicultural awareness and cultural competency needed to work in a
social services setting along with computer literacy and medical terminology skills.

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
The following questions arose from faculty investigations and discussions:
1. What specific case management skills are most essential in the human services sector for
students?
2. How to effectively identify how students are designing interventions to address cultural and
socioeconomic barriers?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
The certificate’s core courses support students’ ability to assess cultural and socioeconomic barriers and
to gain the knowledge needed to name and identify social and psychological theories.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Actions planned:
1. Investigate more ways to facilitate and assess students’ ability to demonstrate empathy.
2. Hone the PLOs further to identify key skills within case management that are essential in the
24
human services sector.
PROGRAM LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review.
Considering your feedback, findings, and/or information that have arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: ____Intersegmental General Education Transfer Curriculum Certificate_________
 PLO #1: PLOS for this certificate are currently under development in conjunction with PLOS for our
AA and AS GE patterns and the different disciplines involved.

PLO #2:

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Actions planned:
PROGRAM LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review.
Considering your feedback, findings, and/or information that have arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: ____Multicultural Awareness for the Service Provider______
 PLO #1:Provide students an introduction to multicultural theory and psychological counseling
skills needed to work as a service provider in a social service setting.
25

PLO #2:Conduct a self assessment and self reflection component as part of the psychological
counseling skill set. Self assessment needs to be in relationship to the culturally diverse and world
in which we currently live and also to evaluate service providers’ internalized values which may
affect their provision of services in a non-judgmental process.

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain: Students learn an array of psychological counseling theories while also completing a series of
self-reflection essays to develop their self assessment skills. However, it’s challenging to observe
students’ skills for self assessment and reflection within the multicultural context. As a result, the
following questions have arose among faculty:
1. Should we have students conduct more multicultural experiments/experiences in the
community?
2. What other qualitative ways can we assess students multicultural awareness, knowledge and
skills?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Core PSCN courses, PSCN 1, 2, 4, 12 and 13, help develop students’ self reflection skills.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Actions planned:
1. Investigate the possibility of developing more multicultural educational experiences within core
classes.
2. Investigate more qualitative ways, including self reflective essays, to facilitate self assessment
skills within the counseling context
3. Need to further hone PLOs to narrow focus to components of self assessment and reflection
PROGRAM LEVEL ANALYSIS:
Reflect on any modifications to recommendations and/or to activities from your last program review.
Considering your feedback, findings, and/or information that have arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
26
Program: _____Multicultural Self Awareness Self Reflection Certificate______
 PLO #1:Opportunity to conduct self assessment and self reflection as a part of a personal
development plan.

PLO #2: Self is analyzed in context of the community at large which is becoming more diverse and
multicultural. Hence a self assessment is made in relationship to the culturally diverse community
and world in which we live.

PLO #3:

PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
Explain:
1. How to better facilitate students’ ability to set goals that foster development of the whole
person?
2. How to identify more ways to facilitate self-assessment skills within counseling and the
multicultural context?
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
1. Classes support students’ ability to develop career and personal resources to support academic,
career and personal goals.
2. Classes support students’ ability to identify resources and services that apply to their lives and
education.
What actions has your discipline determined might be taken to enhance the learning of students
completing your program?
Actions planned:
1. Investigate classroom interventions that will foster students’ abilities to identify positive and
negative patterns in communication.
2. Further hone PLOs to clearly specify key elements of self reflection.
27
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years?
Yes, PSCN Curriculum has updated most of its course outlines. To enhance its curriculum
pedagogy in recent years, PSCN updated course outlines for PSCN 10, 21, 26 and 36 through
the Curriculum Committee. In 2013-14, PSCN has begun work on updating its Liberal Arts
and Liberal Studies degrees with the Curriculum Committee.
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, all PSCN courses listed in the Catalog have been offered sometime between 2008-2013.
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester
Yes.
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester.
Yes.
5. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester.
We have developed PLOs for all of our programs and are in the process of refining them in
the 2013-14 year. Our next step after refinement will be to specify our PLO assessment
process and time; we are also awaiting further guidance from SLOAC and Curriculum in this
area.
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
Not applicable, we do not have course sequences.
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.
We need to research this question further. It may actually be the reverse: successful
completion of PSCN courses may correlate with successful completion of college-level math
and/or English courses.
28
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?
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 additional FTEF for FY 14-15 (yet to be specified after divisional budget discussions) and be based upon the
courses of PSCN 23, 20 and 10 (and their cross listed counterparts (GNST 20 and 10) that will be offered in conjunction with other
disciplines’ courses such as English, Math etc.. Each of these PSCN 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 they are paired with. PSCN 23 – College Readiness is a UC and CSU transferrable course in which
students develop critical thinking, problem solving and self-exploration skills that support their adjustment to college. 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. 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 transferable 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 1st or 2nd dismissal, in order to tailor PSCN classes. This pilot initiative will utilize an open cohort model where students are
encouraged to enroll in all of the classes in the program (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.
29
What is your specific goal and measurable outcome?
We will assist a minimum of 120 students 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)
Update/Modify PSCN/ GNST FTEF Curriculum & Program
Target
Completion
Date
May 2014
Required Budget (Split out
personnel, supplies, other
categories)
See Appendices
Aug 2014May 2015
See Appendices
Collaborate with other Academic Disciplines with
curriculum and model design
Implement Program
Collaborate with other Academic Disciplines with
curriculum and model design
Evaluate effectiveness of Program
Aug 2014May 2015
See Appendix F1 – We will need to hire more full-time counselors.
How will you manage the personnel needs?
X New Hires:
X
Faculty # of positions 2 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
30
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
X
Require additional funding to continue and/or institutionalize the project
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?
No
Yes, explain:
NO
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
It will involve collaborative partners within the College.
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
We are in the process of researching possible funding sources.
31
(obtained
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: _4__
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
1. Counselor
2. Counselor
3. Counselor
4. Counselor
Description
Faculty (1000)
Program/Unit
Division/Area
In charge of
transfer center,
transfer
workshops and
teaching PSCN
Counseling and
PSCN teaching
Counseling and
teaching – First
Year Experience
Counseling and
teaching – First
Year Experience
General Counseling
General Counseling
General Counseling
General Counseling
32
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.
Rationale is based on the loss of 3 full time counselors due to retirement and other circumstances; none of the three were replaced. Also, two
counselors have full time coordination duties that preclude their ability to see students one-on-one. Moreover, one counselor has taken one
year sabbatical from Fall 2012 to Spring 2013 and one counselor has taken a one semester sabbatical in Fall 2012. The Division anticipates at
least two to four retirements in the next couple of years.
Analysis of data (from EMC) from Fall 2007 to Spring 2011 indicates that FTEF trends show an increase in fill rates and persistence. The following
are some of the specific PSCN findings: PSCN Discipline Success rates showed higher success rate every term between Fall 2008 to Spring 2011
compared to overall Chabot College Success rates. One example of this is in Fall 2010 the college success rate was .68 where as the PSCN
discipline success rate was .86
(source: http://www.chabotcollege.edu/ProgramReview/Data%283a%29.cfm)
5. 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.
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, 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.
33
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: __3___
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
1. Counselor Assistant
2. Counselor Assistant
Classified Professional Staff (2000)
Description
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 staff by peer
advisors. Thus facilitating the
assignment of release time
to the counselor to teach
College Success and transfer
courses.
Full time Classified Staff that
can assist with
implementation of the First
Year Experience Program and
General Counseling Services.
PLEASE LIST IN RANK
ORDER
Division/Area
General Counseling
General Counseling
34
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Position
1. Student Assistant
Description
Student Assistants (2000)
Program/Unit
Full time Student Assistant
that can help the PSCN and
GNST coordinators with all
the tasks associated with
their duties.
PLEASE LIST IN RANK
ORDER
Division/Area
General Counseling
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 PSCN instructors and the 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. Additionally, the College must meet
Student Success Act and Program requirements which includes helping students complete matriculation and student education
planning. Therefore the hiring of 2 classified staff members is vital for the smooth running of the transfer center and implementation
of the First Year Experience Program which will help address Student Success Act requirements for new students. The classified staff
will assist the Transfer counselor and First Year Experience counselors, thus facilitating the assignment of release time to the
counselor to teach College Success and transfer courses.
35
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.
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, 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. Ultimately, Counselor and Student Assistants are needed to assist with coordination tasks to ensure
Counselors have release time to teach and oversee Transfer functions which are required by Title V.
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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.
Both the Strategic Plan Goal and the demands of the Student Success Task Force Initiative provide an
overall rationale for additional FTEF for PSCN Curriculum for the academic years of 2013, 2014 and 2015.
The increasing curriculum and service demands of the Student Success Task Force also require additional
FTEF for implementation of key strategies, particularly the First Year Experience program for Sum 14,
Fall 14 and Spring 15. 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, 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, PSCN Curriculum is making the following additional FTEF requests (in addition to the FTEF we
were granted in 2012-13):
Summer 2013 = .13 FTEF for 1 section of PSCN 10 (Career and Educational Planning)
Fall 2013 = .26 FTEF for 1 section of PSCN 10 (Career and Educational Planning) and 1 section of
PSCN 15 (College Study Skills)
Spring 2014 = .26 FTEF for 1 section of PSCN 10 (Career and Educational Planning) and 1 section
of PSCN 15 (College Study Skills)
We appreciate the granting of the additional FTEF listed above for the 2013-14 year. Because we have
been successful in filling these classes, (Spring 2014 yet to be determined), we will proceed with
requesting additional FTEF for the 2014-15 year (In addition to the FTEF we were granted in 2013-14).
These new requests are included in the chart below.
COURSE
PSCN 23
PSCN 20
PSCN 10
CURRENT
FTEF
(2013-14)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
0.2
0.26
0.39
0
0
3
1
2
3
0
0
120
40
80
120
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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. Student Assistant
Assist PSCN instructors and the PSCN Coordinator to further
support instruction, data collection, research and planning
efforts regarding curriculum issues.
2. Media Specialist
Update the PSCN website and in particular create space on the
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 PSCN instructors and the 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 PSCN website and in particular create space on the PSCN website for sharing
instructional materials and resources with instructor access only.
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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
Vendor
Division/Unit
Priorit
y #1
Brochures, Copies,
Instructional materials
In
house
General
Counseling
#1
$4,500
$2,600
$4,500
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Priority #2
Priority #3
Rationale: The supply monies received provided students with important transfer, degree and certificate handouts and classroom
instructional materials to aid learning, though at an inadequate level. As a result, we are requesting more monies to support more
instructional materials as we will be offering more PSCN courses in 13-14.
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
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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.
Notes: Please see Additional request for Conferences and Travel in our sister Program Reviews: Counseling Services, Matriculation, General
Studies and Transfer.
Description
Amount
NACADA-National Advising
Association Conference
$2000
NCORE-National Conference
on Race and Ethnicity
$2000
Vendor
Division/Dept
Priority Priority Priority
#1
#2
#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
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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
Document Reader
Notes: Need for colloquia in 751
Portable Scanners
Notes: Research for teaching,
conferences
Counseling
Amount
Vendor
Division/Unit
$500
Priority #1
General Counseling
$400
$10,000
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Priority #3
Priority 2
General Counseling
General Counseling
Priority #2
Priority 3
Priority 1
Server
Notes: Need to provide online
counseling services and
instructional related resources to
meet Accreditation standard since
20% of College’s students take only
online courses
Counseling Software
Notes: Need to provide online
counseling services and
instructional related resources to
meet Accreditation standard since
20% of College’s students take only
online courses
$7,500
General Counseling
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Priority 1
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of reprioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet
capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match
if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined
that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many
smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing,
constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one facilities project, please rank order your
requests.
Brief Title of Request (Project Name):
Building/Location:
Description of the facility project. Please be as specific as possible.
We support the request for additional and/or new facilities by the Learning Connection and the Library as we believe these
efforts will further the success of all College students.
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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