Chabot College
Administrative Services Program Review
Report
2015 -2016
Year Two of
Program Review Cycle
Online Learning
Submitted on 10/24/14
Contact: Minta Winsor & Lisa Ulibarri
Final Forms, 9/29/14
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Table of Contents
Online Learning Year 1 (2014-15)
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
Online Learning Year 2 (2015-16)
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
Online Learning Year 3 (2016­17) 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 - N/A
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
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Online Learning YEAR ONE
Note: Chabot is in the process of creating our next Educational Master Plan, to last six years. Educational
Master Plans are generally large enough in scope to be flexible. They are used in particular at the District
Level to guide in facility and community planning.
Please take this moment to reflect on your program’s larger term vision(s) and goals (6 years), and to
incorporate them into Program Review under the section “The Difference We Hope to Make” as a
separate paragraph or otherwise. The drafters of the Educational Master Plan will be mining Program
Review for contributions to the plan, with a commitment to read what programs have submitted. IR has
offered to work with programs to determine future market trends to be incorporated into this year’s
program review in relation to long-term goals. Please contact Carolyn Arnold for support. We will have
other avenues to communicate with the Educational Master Plan Consultants. This is simply one avenue.
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.
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
you foresee in the next three years?
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.
● Over the next 6 years, what are your longer term vision(s) and goals? (Ed Master Plan)
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Online Learning YEAR TWO
Note: Chabot is in the process of creating our next Educational Master Plan, to last six years. Educational Master Plans are generally large
enough in scope to be flexible. They are used in particular at the District Level to guide in facility and community planning.
Please take this moment to reflect on your program’s larger term vision(s) and goals (6 years), and to incorporate them into Program Review
under the section “What Changes Do We Suggest” as a separate paragraph or otherwise. The drafters of the Educational Master Plan will be
mining Program Review for contributions to the plan, with a commitment to read what programs have submitted. IR has offered to work with
programs to determine future market trends to be incorporated into this year’s program review in relation to long-term goals. Please contact
Carolyn Arnold for support. We will have other avenues to communicate with the Educational Master Plan Consultants. This is simply one
avenue.
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/Data2014.asp
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,
SAO/PLO assessment results, external accreditation demands, etc.).
Our goals/ initiatives from Year One include:
Initiative 1: Clarify the information provided to online students
From the viewpoint of a student, the details for each one of the online and hybrid courses in CLASS-Web (section
labeling, schedule notes, technical requirements, etc.) appear inconsistent. We hope to determine consistent
labels and campus standards for each type of section as well as some consistency of schedule notes. Also related
to this need for clarity of course information is the need to determine to what extent coding can be changed to
meet state requirements while improving the search capabilities for courses in Banner and CLASS-Web. This will
also verify the accuracy of information sent to the state chancellor's office regarding distance education courses.
Initiative 2: State Policies & Accreditation Requirements
There are several state and federal issues currently impacting or having the potential to impact Distance
Education at Chabot College, many of which are already addressed by current policies and practices and/or are
currently being addressed by way of accreditation requirements:
●
●
●
●
●
Online Instructional Materials Fee and Open Educational Resources
State Authorization
Last Day of Attendance
Student Authentication
Regular Effective Contact
Initiative 3: Equal access to services
The Student Learning Programs and Services section of Accreditation Standard II, states that each institution
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“assures equitable access to all of its students by providing appropriate, comprehensive, and reliable services to
students regardless of service location or delivery method.” We will strive to make progress in offering students
college services in an online environment to provide convenient access to student resources. Two main needs for
online students at Chabot are online access to tutoring and counseling services.
Initiative 4: Mobile learning
A frequent topic in both the Committee On Online Learning and the Technology Committee is the increasing
number of students and faculty using mobile devices (iPhones/iPads, Kindles, other smart phones and tablets)
for online learning and teaching. The Blackboard Mobile Learn App is a mobile device application which provides
students and instructors with limited access to their Blackboard courses and content using their smart phone,
iPod, or iPad. The popularity of this mobile app has encouraged both the Committee On Online Learning and the
Technology Committee to discuss the need for optimizing other web-based campus resources for mobile
viewing. While our focus is online learning needs, we also realize the importance of providing mobile-friendly
access to college information such as the college homepage and essential student pages.
Progress on Year One goals:
Initiative 1: Clarify the information provided to online students
Within the Committee On Online Learning (COOL), we have continuously discussed this topic and have made
some initial strides in the clarification of information. The two co-chairs of the COOL attended a Deans meeting
and informed the administrators of suggested course notes. While the course notes were presented as
suggestions, we hope that they will be implemented for all Online/Hybrid courses within the next year. The
COOL is also working to come up with campus-wide section numbers for online and hybrid courses. The
committee hopes to have the campus standard section numbers implemented for Fall 2015.
Initiative 2: State Policies & Accreditation Requirements
As district-wide policies impact both Chabot and LPC, Chabot’s COOL and LPC’s Distance Education committee
worked collaboratively in producing board approved policies for DE, put forward as “Distance Education Quality,”
and “Distance Education - Authentication and Verification of Student Identity.”
A new page in CLASS-Web was implemented for Spring 2014 registration to meet the requirements of addressing
student readiness and ensuring that that students are made aware of college and district regulations related to
authentication & academic honesty. Upon enrollment into an online or hybrid course each semester, a student
will be presented with a page titled “Student Acknowledgement of Requirements for Online & Hybrid Courses”
and be asked to acknowledge a list of statements referencing computer readiness & course expectations,
student authentication, as well as the District’s Student Conduct and Due Process policy.
Initiative 3: Equal access to services
Thanks to the initial efforts by counselor Sadie Ashraf, as well as the District ITS support staff and countless
others, Chabot’s counseling department implemented an Online Counseling pilot in Spring 2014. The pilot
included a new website as well as the implementation of the SARS eAdvising module, which provides students a
password-protected system for communicating one-on-one with counselors. The new service was included in
emails sent out to all students who enroll in online & hybrid courses.
While online counseling services play a key role in increasing access to online services to students, one major
need that remains is access to online tutoring services. While there was a pilot to explore possible methods for
online tutoring, it remains unavailable to students. We hope to explore cost-effective methods for online
tutoring and online learning needs and work collaboratively with those areas in the effort to offer these essential
services. As online learning at Chabot is reshaped and developed, we are continually faced with the pressing
need to provide access to college services to our online learners.
Initiative 4: Mobile learning
The Blackboard mobile app is still widely in use by students and faculty for courses that utilize Blackboard. In
addition to the Blackboard App, the district implemented a new Banner App called Elucian Go. While this app is
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not focused for online students, it does help students gain access to CLASS-Web information on their mobile
devices. Online Learning hopes to aid in making more websites mobile-friendly.
Accomplishments:
● Online & hybrid learning remains a prominent segment of Chabot College, with approximately 15% of of
all course offerings offered at the college, currently being taught in online or hybrid format.
● The number of courses using Blackboard has continued to increase in recent years. For Spring 2014,
instructors requested the setup of 769 Spring 2014 Blackboard course sites, a 26% increase when
compared Spring 2013 (611 sites in Spring 2013). Moreover, for Spring 2014, Blackboard course sites
accounted for 62%, a 10% increase as compared to the previous spring (52%) of all course sections
offered at the college.
● Typically during any given semester, over 300 support requests are submitted by students to Online
Learning Student Support by way of an interactive online help form. As providing a high level of
appropriate, helpful, and timely support to students is of utmost priority, most requests are typically
answered within a matter of hours.
● During Spring 2014, 250, or 56% of all Chabot instructors (both full-time and part-time) used Blackboard
for their courses, a 10% increase when compared to Spring 2013 (205 instructors).
● Over the course of the 2013 - 2014 year, we received and resolved 786 support requests from faculty
ranging from technical support issues to instructional assistance such as providing the basic steps for
content building.
● The above accomplishments were achieved with only two staff members and one student assistant.
Challenges:
One of the main challenges we face in achieving our various goals is the lack of institutional support to
these efforts. Online Learning is not widely supported by the college, and therefore, it can be difficult to
make college-wide changes. However, Online Learning represents a large segment of the courses offered
at Chabot and therefore greatly impacts our students.
Online Learning continues to operate with reduced staffing, with only two staff positions supporting
faculty, student, institutional, and learning management system needs. We lost the staff position that
provides Online Learning Student Support in 2010. While we’d like to see this position reinstated in the
future, effective guidance on the role of this position at the college is needed before we can make that
determination.
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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.pdf prior to completing your narrative.
Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to further detail your
narrative. Limit your narrative to two pages, and be very specific about what you hope to achieve, why,
and how.
● Given your experiences and student achievement results over the past year, what changes do you
suggest to your course/program improvement plan?
● What new initiatives might you begin to support the achievement of our Strategic Plan goal? Do
you have new ideas to improve student learning?
● What are your specific, measurable goals? How will you achieve them?
● Would any of these require collaboration with other disciplines or areas of the college? How will
make that collaboration occur?
● Over the next 6 years, what are your longer term vision(s) and goals? (Ed Master Plan)
Online Learning by nature supports the Strategic Plan goal of “Increase the number of students that
achieve their educational goal within a reasonable time by clarifying pathways and providing more
information and support.” By offering students the chance to take classes in online or hybrid form, we can
provide them with the best access to education. Students taking online classes often remark that the
online class fit their schedule best, lending to them making additional progress towards their degrees.
One suggestion for improving the online/hybrid program is for disciplines to review their online/hybrid
course offerings, not just in terms of enrollment management, but as essential components to helping
students achieve their educational goals. Students who rely on the flexibility of online offerings to earn an
AA or AS degree, a certificate, or transfer to a university, may face an extended time for achieving their
goals due to class schedule conflicts when an online or hybrid sections are not available.
In addition to the previous initiatives that we continue to make progress on, some new goals of our
program are to encourage the use of free technology and provide effective support for online students.
While we try to make use of free technology as much as possible, we are sometimes hindered due to the
lack of rights on our computers. Therefore, this goal may require collaboration with District ITS and
Computer Support. Another new goal that stems from our Service Area Outcome is to provide effective
support for online students. This goal can be measured through our Online Learning Student Support help
requests and by the Online Learning Student Assistant. While we are mainly responsible for both these
endeavors, the location of the Online Learning Student Assistant may require cooperation from the staff
in the Online Services lab.
Some longer term goals include having a stronger Web presence and making current web-pages
mobile-friendly. We hope that with the upcoming hiring of a Webmaster, this goal can be achieved
through existing resources. We also strive to ensure quality online and hybrid courses. The prominence of
online and hybrid courses also reinforces the need to ensure quality instruction. The Online Course
Approval Process is discussed at length in the Committee On Online Learning (COOL) meetings as the
committee is responsible for reviewing both proposals and course demonstrations to ensure quality of
our online classes. While this kind of involvement in the process is very time-consuming for each member
of the COOL, along with the Online Learning staff, it ensures that we maintain a high-standard for our
online classes and meet the learning needs of our students. Quality online courses also help to improve
retention and success rates in online courses. This is another aspect of the long-term goal of improving
the quality of online and hybrid courses.
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Online Learning YEAR THREE
Note: Chabot is in the process of creating our next Educational Master Plan, to last six years. Educational
Master Plans are generally large enough in scope to be flexible. They are used in particular at the District
Level to guide in facility and community planning.
Please take this moment to reflect on your program’s larger term vision(s) and goals (6 years), and to
incorporate them into Program Review under the section “What’s Next” as a separate paragraph or
otherwise. The drafters of the Educational Master Plan will be mining Program Review for contributions
to the plan, with a commitment to read what programs have submitted. IR has offered to work with
programs to determine future market trends to be incorporated into this year’s program review in
relation to long-term goals. Please contact Carolyn Arnold for support. We will have other avenues to
communicate with the Educational Master Plan Consultants. This is simply one avenue.
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/Data2014.asp
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,
SAO/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?
● Over the next 6 years, what are your longer term vision(s) and goals? (Ed Master Plan)
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Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and the impacts of
funds received and needs that were not met. This history of documented need can both support your narrative
in Section A and provide additional information for Budget Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2014-15
2014-15
2015-16
2015-16
Budget Requested Budget Received
Budget Requested Budget
Received
0
0
$10,000.00
(1:Student Asst.)
0
0
0
$596.00
$0
$596.00
0
0
0
$10,596.00
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.
While we have not received an increased budget for 2013-14 or 2014-15, we have instead been
focusing on our ability to utilize free or provided technology to improve online learning. We are also
advocating for instructors to make use of such free or provided technology for their class needs.
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?
Our only requested funding for 2013-2014 or 2014-15, which was not received, was intended to
update software licenses for media software Camtasia and Snagit and to purchase two flash drives
for data storage. There has not been a detrimental impact to student learning or other factors.
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Appendix B: Service Area Outcomes Assessment Reporting Schedule. Note: If your area
provides a service to students, Service Areas Outcomes need to be written and assessed.
Example: “The Learning Connection will maintain a supportive environment that enhances
student learning.” OR “The Learning Connection will provide efficient front desk support to a
diverse student body.” OR “The Learning Connection will provide effective academic support
to students with diverse learning needs.” Please consider your primary role or function in
relation to serving the campus.
If your area does not interact with students directly, please consider writing Service Area
and/or Program Area Outcomes.
Service Area Outcomes:
Audience: Online Students
Purpose: To improve Online Learning Support
Instructions:
PLO/SAO
How Measured
When Measured
Results/Discussion
SAO /PLO#1:
Online Learning will
provide effective
support for Blackboard
and online learning
needs.
SAO/PLO #2:
Online Support
Requests and
in-person contacts
from the Online
Learning Student
Assistant.
Each semester
through online
record of support
requests.
How to assess the
in-person support
provided by the
Online Learning
Student Assistant.
SAO/PLO #3:
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Please answer the following questions with "yes" or "no". For any questions answered "no", please provide an
explanation. No explanation is required for "yes" answer. Write n/a if the question does not apply to your
area.
1. Have all of your course outlines been updated within the past five years? N/A
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) N/A
3. Have all of your courses been offered within the past five years? If no, why should those courses remain in
our college catalog? N/A
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.
N/A
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. N/A
6. 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. N/A
7. If you have course sequences, is success in the first course a good predictor of success in the subsequent
course(s)? N/A
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. N/A
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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?
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Target Completion
Required Budget (Split out
Date
personnel, supplies, other
categories)
Activity (brief description)
How will you manage the personnel needs?
▢ New Hires:
▢ Faculty # of positions ▢Classified staff # of positions ▢ Reassigning existing employee(s) to the project; employee(s) current workload will be:
▢ Covered by overload or part-time employee(s)
▢ Covered by hiring temporary replacement(s)
▢ Other, explain At the end of the project period, the proposed project will:
▢ Be completed (onetime only effort)
▢ Require additional funding to continue and/or institutionalize the project
(obtained by/from): Will the proposed project require facility modifications, additional space, or program relocation?
▢ No
▢ Yes, explain: Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
▢ No
▢ Yes, explain: Do you know of any grant funding sources that would meet the needs of the proposed project?
▢ No
▢ Yes, list potential funding sources:
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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: _0__
STAFFING REQUESTS (1000)
FACULTY Faculty (1000) Position Description Program/Unit (For Committee On
Online Learning):
Re-Assign time/
stipend for COOL
Chair or co-chairs
Stipends to pay experienced online
faculty to mentor
new online faculty:
4 hours per instructor,
Online Learning:
per semester at the F-Hour
Committee On
(non-instructional) rate
Online Learning
x 10 per year.
Re-assign time or stipend for the
chair/co-chairs of the COOL:
5 hours per week
each Fall/Spring semester at the Online Learning:
F-Hour (non-instructional)
Committee On
Online Learning
rate.
(For Committee On
Online Learning):
Stipends for
Faculty Mentors
PLEASE
LIST IN RANK ORDER Division/Area Applied
Technology
and Business
1 2 Applied
Technology
and Business
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.
As proven in the past, the mentoring of new online faculty is essential to the quality of our online courses. This mentoring
program was done in previous years and proved to be beneficial to the new online faculty as well as the online learning
program as a whole.
The COOL Chair/co-chairs are responsible for facilitating the Online Course Approval Process, along with the regular
responsibilities of a committee chair.
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.
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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.
When requesting classified professionals through the program review process, please include the following: ∙ Job title. Is this a new position? ∙ Justification for position, including any relevant data and/or legal mandates ∙ Funding source (e.g., grant or general funded) ∙ Is the work currently being done by other employees ∙ To whom would this person report ∙ What is the consequence of not funding this position ∙ How will the campus community (students, staff, faculty and community) be positively impacted by filling this position 1. Number of positions requested: __1 Student Assistant__
STAFFING REQUESTS
(2000) CLASSIFIED PROFESSIONALS Classified Professional Staff
(2000) Description Position ­ none STAFFING REQUESTS
(2000) STUDENT ASSISTANTS Student Assistants (2000)
Postion Description Online Learning
Student Assistant PLEASE LIST IN
RANK ORDER
Program/Unit ­ Division/Area
­ Division/Area
Program/Unit Applied
Technology &
Online Learning Business Provides guidance and advice
to online students in-person
(non-tech support) 2. Rationale for your proposal.
Originally a Federal Work Study student, this student position is that of a peer advisor or guide for online students.
While FWS was helpful in the pilot of this project, our needs have since morphed into that which is best served by
a consistent, non-FWS-dependent student assistant position.
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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Strategic Plan goal
“Increase the number of students that achieve their educational goal within a reasonable time by
clarifying pathways and providing more information and support.”
This also aligns with our Service Area Outcome.
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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
ADDITIONAL FTEF CURRENT
(2014-15)
NEEDED
SECTIONS
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ADDITIONALCURRENT STUDENT #ADDITIONAL
SECTIONS
SERVED STUDENT # SERVED
NEEDED
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, non­critical resource
requests that would be nice to have and would bring additional benefit to
the program. 2014-15
Request Requested Description Camtasia/SnagIt
upgrade license (2) Kingston 64GB
DataTraveler 101 G2
USB 2.0 USB Flash Drives 2015-16
Request Received
Amount $398 plus tax 0 (2 licenses
@ $199 each) 0 $198
(2 @
$99 each) Vendor Division/Unit $398 plus tax
(2 licenses
@ $199 each) TechSmith Priority
Priority
Priority
#1 #2 #3 Applied Tech & Business/
Online Learning X $198
Applied Tech & Business/
(2 @ $99 each) campus standard Online Learning X 19
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 t
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 o
in the requested academic year. Priority 3: Are requests that are enhancements, non­critical resource requests that would be nice to have a
benefit to the program. augmentations only Description Amount Vendor Division/Unit 20
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
Amount Vendor Division/Dept
(for the Committee
$100
@One Applied Technology
On Online Learning)
x 10
& Business:
Payment to cover fees
per year
Online Learning:
for @One Introduction
Committee On
to Online Teaching course
Online Learning
for new online faculty.
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Priority
Priority
Priority
NoNotes:
#1 #2 #3
X
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, non­critical resource requests that would be nice to have
and would bring additional benefit to the program. Description Amount Vendor Division/Unit Priority Priority Priority
#1 #2 #3 2 - iPad Air 16G (wifi-only)
to assist students and faculty with
mobile learning needs
(300+ Blackboard mobile App users,
as well as those accessing Blackboard
through browser on mobile device). $399 x 2
=$798.00
Campus standard Applied Technology & Business/
Online Learning X 2 ­ PC Laptops ( to assist with troubleshooting student and faculty needs). ? Campus standard Applied Technology & Business/
Online Learning X 22
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 re-prioritizing Measure B Bond budgets to better align with current needs. The FC has identified
approximately $18M in budgets to be used to meet capital improvement needs on the Chabot College campus.
Discussion in the FC includes holding some funds for a year or two to be used as match if and when the State again
funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined
that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of
funding, there are many smaller pressing needs that could be addressed. The kinds of projects that can be legally
funded with bond dollars include the "repairing, constructing, acquiring, equipping of classrooms, labs, sites and
facilities." Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one facilities
project, please rank order your requests.
Brief Title of Request (Project Name):
Building/Location:
Description of the facility project. Please be as specific as possible.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student
learning?
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