Chabot College
Student Services
Program Review Report
2014 -2015
Year One of 2013
Program Review Cycle
STUDENT SERVICES MENTAL HEALTH &
WELLNESS PROGRAM
Submitted on November 4, 2013
Contact: ValJeán Dale, L.M.F.T., L.P.C.C.
Final Forms, 1/18/13
Table of Contents
Divisions/Programs remain in the same cycle year for 2013-2014
___ Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
___ 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
____ YEAR ONE
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.
Mission: The mission and primary goal is to provide mental health services that promote the mental, emotional,
and developmental well-being of the student campus community. The primary components of the program are:
individual counseling, crisis intervention and emergency response, as well as consultation and training for faculty
and staff. Psychosocial stressors create insurmountable barriers for students. Removing barriers to learning
would improve student academic outcomes and retention; the health and mental health services provided in the
Student Health Center offices assists in removing barriers to their well-being and academic success in college.
Students cannot learn effectively if they are struggling with mental health problems, such as depression, grief,
stress, PTSD, and/or feel overwhelmed by academic, social, or family pressures. Life demands and other personal
issues, such as homelessness, victims of abuse and bullying, and more, can negatively impact a students’ progress.
It is important to recognize that mental health is not simply the absence of mental illness; it also means having the
skills necessary to cope with life’s challenges. Students, families, schools, and society at large benefit when
students learn social-emotional skills, emotional regulation, life-coping skill and receive information that may assist
in identifying and preventing mental health problems in the future. Recent research studies have revealed that
two thirds of school districts reported that the need for mental health services is steadily increasing over the last
few years.
It is important to note that the Mental Health Counseling Services should be viewed as an integral part of the
retention programs. More often than not, sufficient coping strategies = persistence + retention. An interpersonal
issue or crisis, many times, causes our students to drop classes or drop out of school completely. They sometimes
catastrophize and leap to unrealistic conclusions and actions. We perform ongoing written service evaluations
whereby students can provide anonymous feedback about their experience and make suggestions (every 4 to 6
weeks). The evaluations are also utilized as a quality assurance measure, and most importantly as a training and
development tool. The MH Clinical Supervisor use the Mental Health Services Survey/Evaluations (and MH Intern
Counselors’ evaluations) for ongoing training, advisement, and program evaluation. Many students have
communicated to us that without the Mental Health Counselors’ interventions, providing coping strategies, and
advisement, they believed they would not have been able to remain in school.
General Program Components
Mental Health Care Services
 Crisis management and Intervention
 Short-term mental health counseling
 Crisis assessment and screening
 Community Services Referrals
 Faculty/staff Training such as At-Risk Suicide Prevention/Dealing with a Distressed Student
 Campus educational events
 Campus Emergency Response and Planning in collaboration with Campus Security
 Assist Campus Security with mental health crisis.
Historically the staff has change. Initially, the Mental Health Clinical supervisor function was a contractor hired by
Valley Care Medical, the hospital Chabot contracts with for the health services staff. Up to 3 Mental Health
masters-level MFT Clinical Interns were hired to provide direct counseling services to students. After 4 years,
Chabot administration negotiated to eliminate the supervisor contractor position,that I held, and instead asked if I
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would be interested in providing the supervision as part of tenured faculty load. For the last 3 years my assigned
faculty load includes from 75% - 85% to the Mental Health Clinical Supervisor and Mental Health Program role.
Note, supervising MFT Clinical Interns is required by the state of California and must be provided by a licensed
clinician with specific clinical supervisory training. The staff now includes: .MH Clinical Supervisor/Program Dir.,
a-.50 FTE Mental Health Licensed Counselor, and a MFT Intern Counselor. Requests have been made to increase
the number of MFT Interns in order to increase the counseling appointment availability for students.
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 demand. What
opportunities and challenges do your foresee in the next three years?
Research and trends show that the mental health challenges that students experience continues to
increase annually. Therefore, it is imperative that Chabot address the need and requirement to expand
the mental health counseling services as a top priority. At present, it is merely an afterthought unless or
until the NEWS media reports a another student- involved shooting causing a crisis on a college campus.
One request was awarded, the .50 FTE Licensed MFT Counselor which has been helpful; the hours have
been reduced to 16-hours per week versus 18, however. The 2 hours per week represent a loss of
potentially 8 hours, or 8+ students, per month which is a critical reduction of service since we are
critically understaffed. Unfortunately, other important requests in regards to increased personnel,
technology, facilities, nor equipment were awarded. Yet, the student health fees have increased during
this period with a promise that mental health services availability would also increase. We cannot
increase MH counseling services without an additional office and more MFT counselor Interns. MFT
Counselor Interns are extremely inexpensive, while they are highly trained and very effective. (I have
requested to increase the $500 per month stipend to $700 per month--which is still less than $12/hr.
pay, for the MFT Clinical Interns. Student assistants and student peer advisors make nearly $9+ without
the knowledge and responsibility, masters degrees, nor clinical training. What message are we
communicating in regards to value and importance of a holistically healthy campus community with
this wage inequity fact? Students are paying for and deserve to have more availability of services that
can be delivered with an increase in Mental Health Interns as well as an expansion on time (i.e., evening
students also pay health fees, however, most evenings the health center is closed. Therefore, Mental
Health Counseling is not available.) At a minimum, the health center should be open until 7:00 p.m.
Monday—Thursday, which was the schedule before the most recent cuts.
We are most proud of the quality of the program and how well it has been received by the students
utilizing the services. Faculty and administration has also recognized our contributions to the campus as
well. A written survey (anonymous) evaluation is provided to each student utilizing the services
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whereby they are asked to rate their experience. The newly formed Mental Health Services Advisory,
comprised of faculty, classified professionals, hopefully students will attend, will provide important
advice in regards to the program. Feedback from the campus at large is always invited.
3. The Difference We Hope to Make
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 F1-3 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.
Without being redundant by repeating already mentioned initiatives, I will list various initiatives that are
planned and underway.
Inclusion in New Faculty Orientations annually
Inclusion in the "FLEX DAY" programs -- I have requested through my Dean and have not been included
Inclusion in the Convocation program plans annually
Increase Group Counseling opportunities (requires more MH Interns)
Kognito Suicide Prevention Gatekeeper Training for: Faculty -- Div.Meeting Presentations -- Sp/Fall 2013
Kognito Suicide Prevention Gatekeeper Training for: Staff - Sp/Fall 2013
Kognito Suicide Prevention Gatekeeper Training for: Peers/Students/ASCC - Sp/Fall 2013
Kognito Suicide Prevention Gatekeeper Training for: Veterans
Mental Health First Aid Training Presentations -- Spring 2014
Veteran Events participation -- ongoing
SHC Health Fair Participation -- ongoing
Develop Bi-monthly speakers forum with related subjects Fall 2013
Student Health 101 Web-based Magazine Presentations/Outreach- collaborate with ASCC -- Sp/Fall 2013-15
(If the 2 year license/contract is approved in March/April 2013)
Active Minds Club -- assist in forming the club and attract a faculty advisor - Fall 2013
Mental Health Services Advisory -- Bi-Monthly meetings
Increased events such as the Moving Through Loss and Grief Event - 2nd Annual event March 26, 2013
Design and develop a computer-based Anger Management program for utilization for all students,
and as an intervention required for students who are referred for “probation” because of conduct
relevant behavioral and conduct issues.
Identify and provide additional “stress reduction” workshops; the level of stress our students
experience is high, even outside of the “FINAL EXAM” periods and could use alternative coping
methods.
In terms of completion goals, it is dependent on the personnel available to increase the outreach
potential. I have provided the ideal timing for the initiatives. Presently, the Mental Health Counselor
Interns priority is serving students with counseling services, one-to-one or class presentation. My role
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as Clinical Supervisor and Program Director includes the development of programs, implementation and
rollout which includes classroom presentations. One of the Academic Counselors has actively
participated in development and assisted with the special events, such as the grief event mentioned
above.
____ 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.
ESTIMATES WERE PROVIDED. DEAN OF COUNSELING IN CHARGE OF BUDGET DETAIL
2012-13
2012-13
2013-14
2013-14
Category
Budget
Budget
Budget
Budget
Requested
Received
Requested
Received
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other – IMFT INTERN STIPEND
10,000.00
5,000.00
14,000.00
5,000.00
.50 FTE MH Counselor (
licensed)
TOTAL
37,696.00
37,696.00
42,696.00
37,696.00
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.
A .50 FTE Counselor was requested, which, in essence, took the place of one Non-licensed Mental
Health MFT Internship stipend slot. Given the fact that the types of issues our students present can be
better served with a Licensed MFT/Counselor, who is an adjunct counselor who was previously an MFT
Intern with Chabot, allows for immediate response (part time) for crisis intervention in the health center
at a more experienced level. General crisis support, faculty consultation, referrals, MFT MH Intern
Supervision and training, et.al. is provided by the MH Clinical Supervisor who is located in Building 700,
and responds to Health Center crisis and requests as well.
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?
Mental Health Counseling is a profession that has very stringent guidelines and laws in regards to
consumer protection, safety, quality of services, office space, licensed supervision of Counselor Interns,
marketing of services, record keeping, and more. The more information and training we can provide to
the students and campus, overall, the potential for emergency/crisis situations is reduced. With more
dedicated staff, more programs and services can be provided.
Our Mental Health& Wellness Services Program is an integral partner with the Chabot Student Health
Center where health services are provided to our students on campus. While the Health Center Director
is in charge of the health program; my role and function is the Mental Health Clinical Supervisor and
Program Director for the mental health program and services provided on campus.
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The Mental Health counseling office is located within the Health Center and allows for immediate triage
services when needed. It is an extremely successful partnership maintained over the past 6+ years. The
Health Center Director's program reviews over the last few years has requested and indicated the need
for an expanded workspace in order to serve the increasing student demands. Our request is in concert
with the SHC requests, however, specifically we will require an additional office as well as a one-way
mirror installed for supervisory observation/training purposes. Two offices, side by side would allow for
installation of the mirror. Without it, listening to cassette tapings of (1-hr. each) of counseling sessions
is the only method I am left with for supervisory evaluation and training.
An additional office, dedicated to Mental Health Counseling, was requested. It is required in order to
increase appointment service hours for Mental Health Counseling. Two Counselors are presently
sharing the one office that is now available in the Health Center and there are no available office hours
for another Counselor presently. Further, the Health Center has reduced the number of hours open in
the evening, which further reduces the possibility to add an additional Mental Health Intern in the
present limited office space situation. Confidentiality is mandated for mental health counseling by law.
(The front-desk counseling model, which has been extremely successful for academic counseling, since
the budget cuts, is strictly prohibited for mental health services.)
Presently there are approximately 14,000 students. The negative impact of not receiving requests for
additional office and an additional MFT Mental Health Intern is as follows:
Given the huge ratio of students who need mental health counseling service, the 21 hours per week for
direct student contact, between the two part-time Counselors, is prohibitive and restrictive. Students
who are paying rising "health fees" are not receiving the benefit of service.
Contact hours (at 1 hour per student in the Health Center) is as follows:
.50 FTE Mental Health Counselor
16 hrs. per week (3 hrs week admin = 13 students avail.
MFT Mental Health Intern
10 hrs. per week (2 hrs week admin = 8 students avail
Total:
21
Record keeping, treatment planning, and case management/progress notes are also a requirement,
therefore, there are hours per week used for that purpose.
Group Counseling allows for multiple students to be served within an 1.5 hour period. However, most
students prefer, and receive one-to-one counseling. With the restrictions described above, the services
have been severely restricted.
he
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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:
xNo 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.
N/A
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.
Mental Health & Wellness Program counseling services is an area that does not lend itself to the same
student learning outcome (SLO) evaluation processes. It is not based on a "group" learning goal because
psychotherapy is "individualized" and developed singularly with each student. This challenge is one that
is experienced with Community College Colleagues in like position and roles and we are in agreement
that it is a "misfit" for the specific services provided. However, we have developed the following SLO's
as a participant in this process. I would like to note, however, that an evaluative survey is provided to
each student who receives Counseling services. It is completed during the 4th session, of six, is
submitted in an envelope to the Health Center Front desk staff with no identification (therefore
anonymous) with only the Counselor's identifier on the envelope. The surveys are evaluated for general
student satisfaction and quality of service information on a quarterly basis.
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Services and Counselor interaction is rated on a survey rating, 1 to 5 (best/high); the average is 4.9 with
the least positive comment stated is (“not enough sessions,” or “6 sessions is not enough” and students
are asking for more) even though they are informed in the beginning of service that it will be short-term.
The information is further utilized as part of training and evaluation of MFT Interns for feedback and
training purposes. SLO 1a, 2a, and 3a is listed below:
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Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
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)
(CLO) 1:
Defined Target
Scores*
(CLO Goal)
N/A no classes
Actual Scores**
(eLumen data)
N/A no classes
N/A no classes
N/A no classes
N/A no classes
N/A/ no classes
Students will be able to identify “life issues” and the facts
and feelings related to education, that interfere with
academic and personal success; student learns to use
functional coping mechanisms to help them to succeed.
(CLO) 2:
Students will be able to identify “life issues” that interfer with
academic and personal success and learns to use
functional coping mechanism to help them to succeed.
(CLO) 3: Students anger identified as an uncontrollable
response to emotional conflicts; states lack of impulse
control.
(CLO) 4:
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 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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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?
Individual Mental Health Counseling Appointment Services SLOs do not translate to the
listed criteria for general courses.
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?
Individual Mental Health Counseling Appointment Services SLOs do not translate to the
listed criteria for general courses.
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?
Individual Mental Health Counseling Appointment Services SLOs do not translate to the
listed criteria for general courses.
.
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?
Individual Mental Health Counseling Appointment Services SLOs do not translate to the
listed criteria for general courses.
.
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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?
n/a
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?
n/a
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?
n/a
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?
n/a
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
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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?
n/a
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?
n/a
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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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: ______

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?
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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?
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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?
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester.
5. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester.
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
7. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be.
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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?
Physical and mental health is required in order for a student to arrive on campus. If a student is physically or mentally ill, it will negative impact
the potential that they will arrive on campus and persist. While it is not explicitly referred to in the Strategic Plan in any substantive manner, it is
a prevailing truth. Building and promoting a health campus is the ultimate goal, in partnership with the Student Health Center.
What is your specific goal and measurable outcome?
Our program goal is to continue to enhance service offerings, increase hours of Mental Health Counseling hours available for students, and
increase campus outreach & information modes.
What is your action plan to achieve your goal?
Target
Completion
Date
Kognito At-Risk Suicide Prevention Gatekeeper Trainings On-going
Required Budget (Split out
personnel, supplies, other
categories)
Paid by Chancellors Office
Student Health 101 web-based Health Magazine
$3500 year license/2 year
eval period per requested
Additional Mental Health
Intern
Activity (brief description)
Ongoing
Monthly - Coping with Life Challenges workshops
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
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Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
Other: additional IMFT Intern $700.00 mo.
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
Will the proposed project require facility modifications, additional space, or program relocation?
No
x Yes, explain:
Need an additional office for mental health counseling
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?
x No
Yes, list potential funding sources:
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(obtained by/from):
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent three
years, student success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
1. Number of new faculty requested in this discipline: ___
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
Faculty (1000)
Program/Unit
IMFT (Mental
Health Intern)
Registered
MFT Intern for
mental health
counsing
Mental Health
Program
Division/Area
Student Health Center
Rationale for your proposal. Please use the enrollment management data. Data that will strengthen your rationale include FTES trends over
the last 5 years, FT/PT faculty ratios, recent retirements in your division, total number of full time and part-time faculty in the division, total
number of students served by your division, FTEF in your division, CLO and PLO assessment results and external accreditation demands.
The Mental Health & Wellness Program serves the entire campus student-body. Presently we are attempting to serve a campus of 14,000+
students with a part time staff providing counseling services, which totals 27 hours per week (4 hours of which requires administrative and
progress notations). Mental Health appointments are no less than 50 minutes each-- at a minimum. Therefore, approximately 23 students can
be served weekly for the mental health counseling hour (excluding crisis intervention students) in total. The trend for community college mental
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health services on campuses is a minimum of 4 Mental Health interns, a .50 FTE Licensed MFT, and the full-time Faculty/Mental Health Clinical
Supervisor-Program Coordinator to serve a college this size.
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.
The ratio of students to be served and the number/hours of available Mental Health Counseling provides hard evidence that more staff is
needed.
A newly formed Mental Health Advisory board met for the first time Fall, 2012. we are scheduled to meet again in late March. The committee
agrees that more available mental health counseling hours would be beneficial. There are times when we have a wait list of students that can
not been seen; referrals are provided. Crisis counseling and intervention services are provided immediately, therefore, students "in crisis" are
seen and assessed/evaluated immediately.
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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: _____
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
Classified Professional Staff (2000)
Description
Program/Unit
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Postion
Description
Student Assistants (2000)
Program/Unit
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PLEASE LIST IN RANK
ORDER
Division/Area
PLEASE LIST IN RANK
ORDER
Division/Area
2. Rationale for your proposal.
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.
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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.
COURSE
CURRENT
FTEF
(2013-14)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
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ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants,
supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of
new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested:
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning outcomes and
alignment with the strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning support positions.
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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
Vend
or
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Division/Unit
Priority #1
Priority #2
Priority #3
Contracts and Services Requests [Acct. Category 5000]
Instructions:
1. There should be a separate line item for each contract or service.
2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated
requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not received in
the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional
benefit to the program.
augmentations only
Description
Amount
Vendor
Division/Unit
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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.
Description
California Association Marriage
& Family Therapist Annual
Conference
Amount
Vendor
Priority Priority Priority
Division/Dept
#1
#2
#3
$2000.00
Notes
Shared annual conference
attendance for Program
Coordinator or staff members
x
Mental Health Specific
specialization and crisis
intervention workshops
PTSD, suicidality, Anxiety,
Veteran specific issues, etc.
$700.00
x
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Represents budget for Program
coordinator and/or staff
members to attend various
workshops offered to strengthen
knowledge and skills to provide
services for the respective
mental health disorders.
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee.
Instructions: Please fill in the following as needed to justify your requests .If you're requesting classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers that are our current standards.
If requesting multiple pieces of equipment, please rank order those requests. Include shipping cost and taxes in your request.
Instructions:
1. For each piece of equipment, there should be a separate line item for each piece and
an amount. Please note: Equipment requests are for equipment whose unit cost exceeds $200.
Items which are less expensive should be requested as supplies. Software licenses should also be
requested as supplies.
2.
For bulk items, list the unit cost and provide the total in the "Amount" column.
Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be
in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to
jeopardize the life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be
nice to have and would bring additional benefit to the program.
Description
Amount
One-Way Mirror
Installed between 2 contiguous offices
Video system installed
estimated
$400
Estimated
$1800.00
Vendor
Division/Unit
Mental Health & Wellness
Priority #1
x
x
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Priority #2
Priority #3
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of reprioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet
capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match
if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined
that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many
smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing,
constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one facilities project, please rank order your
requests.
Brief Title of Request (Project Name):
Building/Location:
Description of the facility project. Please be as specific as possible.
If the Student Health Center moves to 700 building, Mental Health & Wellness requires 2 offices dedicated to Mental Health
Counseling, located side by side, and a one-way mirror needs to be installed between them. The Mental Health Counseling
Clinical Supervisor will observe (live) Interns session/appointments with students clients for training purposes. When not
evaluating through one-way mirror, the second office will be utilized full time by an additional counselor or used for small group
counseling meetings.
What educational programs or institutional purposes does this equipment support?
Mental Health & Wellness Counseling services . The unlicensed Mental Health Interns are required by the state of California to
have official supervision by a CA Licensed Mental Health Clinician. Interns provide counseling to serve all student, in all
programs. For quality training and safety purposes, the Clinical Supervisor provides required support and training to Interns.
For the purposes of an enhancement from the cassette tapes-recorded sessions whereby the Clinical Supervisor listens to them
presently, the one-way mirror and visual electronic equipment requested would be beneficial. Further, the quality and level of
training and development will be enhanced by the supervisor's ability to observe the entire interaction in real-time
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
A healthy campus includes all students, faculty, administration, and classified professionals. While counseling services are not provided on
anyone except students, who pay health fees, consultation is provided to all areas on the campus.
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