Chabot College
Program Review Report
2015 -2016
Year One of
Program Review Cycle
Pathway Programs
th
Submitted on October 24 2014
Contact: Deonne Kunkel
Table of Contents
___ 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. 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?
In 2012 lead by the Planning, Review, and Budget Council, Chabot’s study of student
success generated the college’s strategic plan goal to “increase the number of students that
achieve their educational goal within a reasonable time by clarifying pathways and providing
more information and support.” Meeting this goal requires collaboration between support
programs that have traditionally been siloed—student services, academic services, and
instruction coordinate across disciplines and areas to develop pathways and support students
to success.
To assist the college in the challenging work of alignment, in 2013 the president of the
college formed a Presidential Task Force with the objective to “coordinate initiatives designed
to create an infrastructure and environment that directly supports students to move from entry
to engagement to achievement, aligning services, learning support, academics, and community
to function in an integrated and intentional manner.” From this work, Chabot’s Pathway
programs and First Year Experience (FYE) programs were born.
Each of our students deserve the right to an education and future. In its first year, First
Year Experience Pathways harness the collective creativity and will of the campus to coordinate
with one another and create the educational paths our students need.
2. Where We Are Now - Review success, equity, course sequence, and enrollment data from
the past three years at
http://www.chabotcollege.edu/ProgramReview/Data2014.asp
In contrast to other programs, First Year Experience and Pathways examine student
success data from a holistic perspective, looking at who has access to our campus and who
doesn’t, how long it takes a student to graduate, where they need support, who needs more
support, and where students go when they leave. From this examination, we tailor programs to
student and community needs, aligning and advocating for programs that increase success and
smoothing the disjointed path students travel to obtain an education. Our examination of
Chabot data and programs reveals the following:
• Student who complete basic skill with their first year are more than twice
as likely to transfer within six years
• Students who participate in a Learning Community are more likely to
transfer and persist*
• Students who avail themselves of academic support succeed at higher
rates than those who do not*
1
•
•
•
•
•
•
•
•
Students who complete SSSP requirements (assessment, orientation, ed
plans) transfer at higher rates than those who do not*
85% percentage of students test into basic skills
Only 36% of FT basic skills transfer students transfer in 6 yrs (“Fall 2006
New Students in Ed Goal Groups: Percent Becoming Transfer Ready in 2,
4, and 6 years”)
Only 12% of PT basic skills students are able to transfer in 6 yrs (“Fall
2006 New Students in Ed Goal Groups: Percent Becoming Transfer Ready
in 2, 4, and 6 years”)
In terms of success and persistence compared to other colleges in the
area, Chabot is 4th out of 15 for persistence and 9th out of 15 for
completion. Students persist at Chabot at 72.1% and succeed at 44.6%
(Student Success Scorecard Chabot Compared to Local Colleges).
Students who want to stay are not completing .
**The number of students who complete Math basic skills sequence is
low
***Achievement gaps persists for African American, Pacific Islander and
Latino students
Students seek academic and students support services on a first come
first service basis, leaving most underserved
*Programs and Interventions that work: http://www.chabotcollege.edu/IR/StudentSuccess/ProgramsthatworkSummary.pdf
**http://www.chabotcollege.edu/IR/StudentSuccess/StuEdGoalGrpsProgressFirstFallMay2014.pdf
***http://www.chabotcollege.edu/IR/StudentSuccess/EquityDatabyEthnicitySpring2014revised.pdf
Compared to the majority of student on campus, students who participate in a learning
community persist and succeed at higher rates. For instance, students in Puente and Daraja succeed at
higher rates in English 1A and student in CIN succeed in higher rates in 102. For EOPS, Daraja, Puente,
and CIN students, persistence is higher
(http://www.chabotcollege.edu/IR/StudentSuccess/ProgramsthatworkSummary.pdf). Programs such as
these incorporate a number of High-Impact Educational practices, identified by the AAC&U and other
research organizations as practices that increase deep learning, success, and persistence. High-Impact
practices include First-Year Seminars and Experience, Learning Communities, writing-Intensive courses,
collaborative assignments, service learning and community-based learning, undergraduate research,
capstone courses and projects (“High Impact Practices: What they are, Who Has Access to Them, and
Why They Matter,” AAC&U, https://www.aacu.org/sites/default/files/files/hip_tables.pdf). Other
programs and courses across campus similarly incorporate high-impact practices, for instance, MESA,
Service Learning, Psychology-counseling courses, Law and Democracy Research Symposium, The Great
Debate, Passion and Purpose, and Early Decision enhance learning.
Our challenge as a college is to scale and align existing programs to target students who are in
most need. We have programs. They are not well aligned or easy to navigate.
First Year Experience and Pathway development on campus works to organize, align, and scale
Chabot’s High-Impact Practices, bringing together Student and Academic support service to foster
community and provide the support students need from the start of their time at Chabot to the end:
High School outreach, Assessment, orientation, early completion of basic skills, collaborative learning
and community or service based learning, and career and transfer, etc...
2
Initial data indicates that our current pilots support students in need.
•
•
•
•
•
•
•
40% of FYE students are Latino (44% new student, 36% total students)
8% African American (12% new student)
5% of FYE students are Pacific Islanders (up from a 2% new student campus
average)
71% of FYE students are male versus a %52 percent college average
Only 7% of FYE students are white (down from a 13% new student campus
average)
Twice the number of FYE students are two or more races than the campus new
student average
76% of FYE students are Basic Skills and none of them are Early Decision.
The program offers High Impact components needed to assist basic skills students to
completion, including
• In-person orientation
• Educational Planning
• Embedded Math support
• Peer Mentoring
• Basic skills course completion by the end of the first year
• Contextualized English
Of note is FYE’s focus on Basic Skills completion. Chabot and national data confirms that
students who do not complete basic skills in their first year do not persist or succeed at the rates of
those who either test into college level course and/or complete basic skills courses within their first
year. 85% of Chabot students test into basic skills. After two years, 88% of students who test into college
English have enrolled in an English 1A, while only 48% of FT and 18% of PT basic skills students have
enrolled (not completed) 1A.
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.
We plan to revolutionize education on our campus, from not only the student
perspective, but faculty and staff. We start with our commitment to one another, regardless of
our area of expertise, our individual strengths and weakness, concerns and life experiences, our
culture and identity. We are committed to each other. Likewise, we commit ourselves to our
students, to understanding their contexts, including the poverty they endure, the discrimination
they face, and their capacity to learn and advocate for themselves and their communities. Not
a one of them can be left behind. Our aim is not to create a boutique program for a select few
3
students who already do well, but increase success for the majority , most of who are
vulnerable students.
Building on basic components, we plan to scale up to include student who are still
exploring a major and add additional major-related Pathways, including Health, Digital Media,
and Public Service as well as build pathways and communities for students still exploring their
majors
For this, we need support in terms of space, staffing, and professional development.
Every penny spent thus far has been useful and many remain committed with out funds, yet to
reach all students and scale the work funding must align with the work of alignment. Our
requests, made below, reflect the needs of areas across campus, with particular attention to
campus gaps that prevent scaling up.
Space:
• Passion and Purpose needs a permanent classrooms that will allow them
to grow and provide a welcome mat for students to develop a sense of
belief and belonging without crowding other areas
• Student center to house pilot programs related to community
engagement and outreach programs: Law and Democracy, The Center
for Civic Engagement, Change it Now!, Latinos with Purpose, Making
Visible, Pathway Coaches, etc….all need centralized space to better align
and reach students. As is, they remain dislocated in pockets
• Centralized tutoring space for study groups and Pathways programs
Staffing:
• To scale up to support Pathways and the development of study groups,
The Learning Connection needs staffing in the Math and Science Lab.
Math support is a tremendous area of student need that Pathways
address in coordination with the LC and Math department.
• The Dean of Pathways and Learning Resources, currently a position
funded by grants, needs an administrative assistant who will be available
to all faculty who are planning and running pathways out of their areas.
• Equity Coordinator
Faculty:
• Reassign time for Pathway leads not covered by grants
The work includes but is not limited to the following:
• Writing outcomes
• Assessing the program, including outcomes
• Connecting to K-12
• Developing internship programs
• Collaborating with student services to revise and/or scale an introductory
support course
• Continuing to develop our Pathway Coach program, which includes
writing curriculum for the training course
• Coordinating with Financial Aid to offer workshops to potential students
• Advising students to place in support programs
• Assessment – multiple measures
4
•
Scaling in-person orientations
Educational Master Plan: Chabot’s Pathway and FYE programs described above is the central
initiative under development to achieve the long term vision for the college, as articulated in
our Strategic Goal Plan “to increase the number of students who complete their educational
goal by clarifying pathway and providing information and support.”
The work of alignment is consistently supported by the President. We are working to develop
and institutional structure of alignment and for this need campus and district support (see
narratives above and requests below).
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other: FYE Coordinator
2013-14
2013-14
Budget
Budget
Requested
Received
NA
500 for
500 for
orientation
orientation
through SSSP through
SSSP
NA
20 hours per 20 hours per
week
week
Other: stipends for faculty planning 2,000
retreats
Other: Pathway Coach Coordinator
TOTAL
2,000
2014-15
Budget
Requested
2014-15
Budget
Received
3.75 CAH
for Fall and
Spring
2,000
3.75 CAH
for Fall and
Spring
none
2 CAH
2 CAH
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.
This is a new program building off requests made in other area program reviews for years. The reassign
time and planning funds lead to the creation of the entire program
5
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?
Faculty involved in planning and teaching have not recieved adequate professional development.
6
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:
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.
na
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
na
na
7
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
na
Appendix C: Service Area 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: ______
•
SAO #1: Students in our programs will persist and succeed at higher rates than those
who do not participate in a Pathway or Learning Community
•
SAO #2: Students in our program will have completed SSSP requirements (Assessment,
Orientation, Education Plann, and )and financial aid applications at higher rates than
those who do not participate in a Pathway or Learning Community
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
pilot
What program-level strengths have the assessment reflections revealed?
pilot
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
pilot
Program: _____
• PLO #1:
•
PLO #2:
•
PLO #3:
8
•
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?
9
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? NA
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five years or
won’t be taught in three years should be deactivated) NA
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? NA
4. 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 NA
5. 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. NA
6. Have you developed and assessed SAOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester.
Pilot SAO’s written, not time to assess y
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? NA
8. 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. Yes
10
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?
Out entire program is a new initiative under development. See narrative above and Equity Proposal here:
Pathway and First Year Experience Equity Proposal
Background:
Internal data verifies that students at Chabot who participate in a learning community persist and succeed at higher rates than those
who do not. For instance, students in Puente and Daraja succeed at higher rates in English 1A and student in CIN succeed in higher rates in 102.
For EOPS, Daraja, Puente, and CIN students, persistence is higher
(http://www.chabotcollege.edu/IR/StudentSuccess/ProgramsthatworkSummary.pdf). Programs such as these incorporate a number of HighImpact Educational practices, identified by the AAC&U and other research organizations as practices that increase deep learning, success, and
persistence. High-Impact practices include First-Year Seminars and Experience, Learning Communities, writing-Intensive courses, collaborative
assignments, service learning and community-based learning, undergraduate research, capstone courses and projects (“High Impact Practices:
What they are, Who Has Access to Them, and Why They Matter,” AAC&U, https://www.aacu.org/sites/default/files/files/hip_tables.pdf). Other
programs and courses across campus similarly incorporate high-impact practices, for instance, MESA, Service Learning, Psychology-counseling
courses, Law and Democracy Research Symposium, The Great Debate, Passion and Purpose, and Early Decision enhance learning.
Our challenge as a college is to scale and align existing programs to target students who are in most need. We have programs. They are
not well aligned or easy to navigate.
First Year Experience and Pathway development on campus works to organize, align, and scale Chabot’s High-Impact Practices, bringing
together Student and Academic support service to foster community and provide the support students need from the start of their time at
Chabot to the end: High School outreach, Assessment, orientation, early completion of basic skills, collaborative learning and community or
service based learning, and career and transfer, etc...
Initial data indicates that our current pilots support students in need.
•
•
•
40% of FYE students are Latino (44% new student, 36% total students)
8% African American (12% new student)
5% of FYE students are Pacific Islanders (up from a 2% new student campus average)
11
•
•
•
•
71% of FYE students are male versus a %52 percent college average
Only 7% of FYE students are white (down from a 13% new student campus average)
Twice the number of FYE students are two or more races than the campus new student average
76% of FYE students are Basic Skills and none of them are Early Decision.
Of note is FYE’s focus on Basic Skills completion. Chabot and national data confirms that students who do not complete basic skills in
their first year do not persist or succeed at the rates of those who either test into college level course and/or complete basic skills courses within
their first year. 85% of Chabot students test into basic skills. After two years, 88% of students who test into college English have enrolled in an
English 1A, while only 48% of FT and 18% of PT basic skills students have enrolled (not completed) 1A.
GOALS AND ACTIVITIES
A.
STUDENT SUCCESS INDICATOR FOR ACCESS
“Compare the percentage of each population group that is enrolled to the percentage of each group in the adult population within the
community serve”
GOAL A. Increase the number of low-income, Pacific Islander, African American and male students who complete the Student
Success and Support Program (Orientation, Assessment and Student Education Planning), financial aid application (FAFSA) and
enroll at Chabot College by early June.
ACTIVITY A.1 (Please include the target date in chronological order and identify the responsible person/group for each activity)
Enhance Early Decision Program Outreach to High School Students, especially African American, Pacific Islander and low-income students. (High
School Outreach Counselor working with FYE coordinator, Spring and Summer 2015)
EXPECTED OUTCOME A.1.1
Increase access to target population.
ACTIVITY A.2
Market the First Year Experience program to low-income, African American, Pacific Islander and male students for students who do not enroll in
the Early Decision program (“Wave 2”) to increase SSSP participation, enrollment and financial aid applications by early June. (High School
12
Outreach Counselor working with FYE coordinator, Spring and Summer 2015)
 Develop FYE Video to be used in High School College Events and Outreach Activities (parent nights, college/career fairs,
Educational Talent Search workshops, Hayward Promise Neighborhood Events and Activities)
STUDENT SUCCESS INDICATOR FOR COURSE COMPLETION
“Ratio of the number of credit courses that students by population group actually complete by the end of the term compared to the
number of courses in which students in that group are enrolled on the census day of the term”
GOAL B. Increase the number of low-income, Pacific Islander, African American and male students who complete the Basic Skills
course sequence in English and Math, and persist to Degree applicable course work by the second year of enrollment at Chabot
College.
ACTIVITY B.1 (Please include the target date in chronological order and identify the responsible person/group for each activity)
Hire Math Lab Faculty Coordinator for Spring 2015 semester and provide over-time for Learning Connection Staff to recruit & hire diverse tutors
– (Learning Connection Coordinator, by Fall 2016)
ACTIVITY B.2 (Please include the target date in chronological order and identify the responsible person/group for each activity)
Increase Math Tutoring support for students in Beginning & Intermediate Algebra, and Statistics Courses for Spring 2015 semester to provide
academic support for to low-income, African American, Pacific Islander and male students in Math sequence (Learning Connection Coordinator,
Math Lab Coodinator).
ACTIVITY B.3 (Please include the target date in chronological order and identify the responsible person/group for each activity)
Provide Student Success Workshops marketed directly to low-income, African American, Pacific Islander and male students in the First Year
Experience program, collecting data on participants, and tracking course completion rates (FYE Coordinator, Spring 2015)
ACTIVITY B.4 (Please include the target date in chronological order and identify the responsible person/group for each activity)
Re-establish Early Alert system to track progress of students and make referrals to student and academic support services – (Student Followup/Probation Counselor Coordinator--funded by SSSP).
EXPECTED OUTCOME B.1.1
Increase success and persistence in Math
13
GOALS AND ACTIVITIES
C.
STUDENT SUCCESS INDICATOR FOR ESL AND BASIC SKILLS COMPLETION
“Ratio of the number of students by population group who complete a degree-applicable course after having completed the
final ESL or basic skills course to the number of those students who complete such a final course”
GOAL C. Increase the number of Math Jam workshop series for – Math Faculty and FYE Coordinator
ACTIVITY C.1(Please include the target date in chronological order and identify the responsible person/group for each activity)
Offer Math Jam or equivalent program to prepare students for their assessment.
 Design the Math Jam Curriculum
 Schedule Summer Pre-FYE Math Jam workshops
 Outreach to low-income, African American, Pacific Islander, Latino and male students to participate in summer Math Jam
workshops
EXPECTED OUTCOME C.1.1
Increase the number of low-income, African American, Pacific Islander, Latino and male students who test into Math at a higher
level.
GOALS AND ACTIVITIES
D.
STUDENT SUCCESS INDICATOR FOR DEGREE AND CERTIFICATE COMPLETION
“Ratio of the number of students by population group who receive a degree or certificate to the
number of students in that group with the same informed matriculation goal”
GOAL D. Increase persistence of low-income, African American, Pacific Islander, Latino and male students from first to second
year.
14
ACTIVITY D.1 (Please include the target date in chronological order and identify the responsible person/group for each activity)
Hire Student Equity Coordinator to monitor the progress of first year low-income, African American, Pacific Islander, Latino and male students,
and facilitate 2nd year enrollment and financial aid applications. (Equity Coordinator, Spring and Summer 2015)
ACTIVITY D.2 (Please include the target date in chronological order and identify the responsible person/group for each activity)
Organize and increase learning community and academic/career pathways opportunities for 2nd year low-income, African American, Pacific
Islander, Latino and male students. (Equity Coordinator, FYE Coordinator collaborating with Pathway Leads and Counseling, Summer 2015)
EXPECTED OUTCOME C.1.1
Increase success and persistence to completion for low-income, African American, Pacific Islander, Latino and male students from
first to second year.
Budget Approximations
Math Jam Coordinator (3
CAH)
Math Lab Coordinator ( 3
CAH)
Equity Coordinator
Pathway Administrative
Assistant II
Faculty Stipends
Food for Student Events
High School Outreach
Counselor
FYE Counselor Coordinator
(7.5 CAH)
$7,500.00
$7,500.00
$50,000.00
$55,000.00
$10,000.00
$4,000.00
$54,000.00
$20,000.00
15
Professional Development
(conferences, Planning
meetings, Speakers)
$20,000.00
Supplies for orientations and
events
$
$2,000.00
225,000.00
What is your specific goal and measurable outcome?
See SAO’s above
What is your action plan to achieve your goal?
Activity (brief description)
Build Health Pathway : K-12, FYE, Industry
Build Public Service Pathway(s): Law and Democracy, CIN, CTE
Firetech
Build Pathway for students still exploring, likely interested in
Liberal Arts
Build Digital Media Pathway
Required Budget (Split out
Target
Completion personnel, supplies, other
categories)
Date
Admin Assistant, Dean, Prof
Development, Faculty
Stipends
Admin Assistant, Dean, Prof
Development, Faculty
Stipends
Admin Assistant, Dean, Prof
Development, Faculty
Stipends
Admin Assistant, Dean, Prof
Development, Faculty
Stipends
How will you manage the personnel needs?
x
New Hires:
x
Faculty # of positions
x Classified staff # of positions 1
x
Reassigning existing employee(s) to the project; employee(s) current workload will be:
16
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
x
Require additional funding to continue and/or institutionalize the project
by/from):Growth funds, Equity
Will the proposed project require facility modifications, additional space, or program relocation?
No
x
Yes, explain: passion and purpose class, community engagement center
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
x
No Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
x
Yes, list potential funding sources: CPT cover faculty development for some of the pathways
17
(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: ___
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Faculty (1000)
Program/Unit
Position
Description
Pathway Leads ,. 25
FTEF each, 1 FTEF
total
Math Jam
Coordinator .5 FTEF
Public Service,
Counseling,
Digital Media,
Health and Bio,
Business,
Exploring/Liberal
Arts
Academic Services
Assessment
preparation
Academic Services
Division/Area
Business, Math and Science, Arts,
Humanities &Social Science, English, Math
Math and Science
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.
18
See narratives above. Students are not completing the Math Sequence. To support the campus, Math faculty need institutionalized support.
2. Statements about the alignment with the strategic plan and your student learning goals are required. Indicate here any information from
advisory committees or outside accreditation reviews that is pertinent to the proposal.
These coordinator positions are designed the pathways highlighted in the strategic plan goal “to increase the number of students who complete
their educational goal in a reasonable amount of time by clarifying Pathways and providing information and support.”
19
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: __1___
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
Administrative Assistant II
Classified Professional Staff (2000)
Description
Program/Unit
Admin Assistant for the
Pathway and Learning
Academic Services/Pathway
Resources Dean
and Learning Resources
PLEASE LIST IN RANK ORDER
Division/Area
Academic Services
Justification for Position: We are designing Pathways and FYE to serve ALL transfer bound and
potentially CTE students who are not in special programs. This is a tremendous undertaking that will
require a minimum of one administrative assistant II to assist all the pathway leads and the dean once
he or she is hired. The dean will manage the LC, Library, and Pathways. These areas, in particular LC
staff, are already overworked in comparison to the number of students they attempt to serve. The
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program requires processing paperwork, managing budget, organizing events, building and
maintaining websites, and handling databases of students to track who has applied to which Pathway,
who needs to be called, which students need support, etc… In addition, FYE and Pathways places
additional burdens on the LC to hire and process paperwork for additional tutors and students
leaders. It will not be possible to build and maintain the program without assistance, in particular as
the population is large. This is a position to serve the entire college, not just one division, to assist in
cross-disciplinary collaboration and support. The person will be available to not only assist the dean
(or VP until the dean is hired) but faculty leads building pathways in their areas. The current
administrative assistants in Divisions are not able to provide staff support for Pathway development
(not in Job description and already overworked). Rather than each Pathway/Interest community
hiring its own assistant, it’s better to centralize. (Many of the programs under the Pathway umbrella
are requesting staff support.)
Funding Source: General Funds.
Reporting Structure: Dean of Learning Resources and Pathways, under the LC umbrella. Till the dean
is hired, VP of Academic Services (currently oversees these programs)
Consequence for not funding: We will not be able to build and run the program or scale up to serve
all students not in a special program, and we will not be able to institutionalize the work of faculty and
staff.
Who is currently doing the work: ad hoc, with faculty coordinator unable to support the work as
needed
Campus Impact:
Chabot’s Pathway and FYE programs described above is the central initiative under
development to achieve the long term vision for the college, as articulated in our Strategic
Goal Plan “to increase the number of students who complete their educational goal by
clarifying pathway and providing information and support.”
The work of alignment is consistently supported by the President. We are working to develop
an institutionalized structure to achieve our goal to provide community and support to all
students. If Chabot is truly committed to its Strategic Plan Goal, this position is at the
foundation.
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STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Position
Description
Student Assistants (2000)
Program/Unit
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.
Vehicle to drive strategic goal
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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
(2014-15)
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. Pathway Coaches for additional pathways
Liberal arts, Health, Law and Democracy, Digital Media
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.
See narrative sections
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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.
needed totals in all areas
Description
2014-15
2015-16
Request
Request
Requested Received
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
Professional Development for
faculty in counseling and
academics services
Amount
Vendor
Priority Priority Priority
Division/Dept
#1
#2
#3
10,000
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Notes
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee.
Instructions: Please fill in the following as needed to justify your requests .If you're requesting classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers that are our current standards.
If requesting multiple pieces of equipment, please rank order those requests. Include shipping cost and taxes in your request.
Instructions:
1. For each piece of equipment, there should be a separate line item for each piece and an amount. Please
note: Equipment requests are for equipment whose unit cost exceeds $200. Items which are less
expensive should be requested as supplies. Software licenses should also be requested as supplies.
For bulk items, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to
meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a
program if not received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and
would bring additional benefit to the program.
Description
Amount
Vendor
Division/Unit
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Priority #1
Priority #2
Priority #3
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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.
Space for Passion and Purpose courses – home base course for incoming students to develop a sense of community on campus
What educational programs or institutional purposes does this equipment support?
All students
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
Persistence, community
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