Mass Communications Program Review
2015-2016
Chabot College
Program Review Report
2015 -2016
Year 1
Year One of
Program Review Cycle
Mass Communications
Submitted on 10/24/14
Contact: Chad Mark Glen &
Larry Leach
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Mass Communications Program Review
Table of Contents
MCOM Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
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
2015-2016
Year 1
Mass Communications Program Review
Y E A R O NE
2015-2016
Year 1
WHAT DID YOU WANT TO ACCOMPLISH?
As we enter the new Program Review Cycle, many of the goals set for the program in the
areas of curriculum, resources and improving outcomes during the last few years have
been realized. These goals have led to an improved experience for students who are
matriculating through the program or taking Mass Communications courses out of interest
of the discipline.
Some of the successes over the past few years have included development and updating of
SLO’s for each of the courses in the program and updating of course outlines as needed to
remain in compliance with the course outline update cycle.
Legislative changes from SB1440 required development of new curriculum for Mass
Communications program courses and experiences that would otherwise be limited in
providing adequate learning experiences due to the elimination of repeatability. The
department has developed a new transfer model curriculum and degree (AA-T) in
Journalism and also modified existing degrees to increase the skills and preparation of
students looking to enter the workforce upon completion of their program at Chabot
College. Upon state approval of the Journalism AA-T degree, three students graduated
receiving the degree in the first year of offering it with several others only a class or two
away from completing it. Upon final state approval, which has been delayed due to top code
issues, the RTVE (Radio, Television & Electronic Media) transfer degree can be developed
and made available to students in the Mass Communications department.
DESCRIBE HOW CHANGES IN RESOURCES PROVIDED TO YOUR
DISCIPLINE OR PROGRAM HAVE IMPACTED YOUR ACHIEVEMENTS.
Changes in the industry have required attention to the resources available for students to
learn the needed skills to successfully pursue careers and higher education in the field of
Mass Communications.
The department, working in conjunction with the television studio on campus has been
able to update the instructional production environment available for student use. With
upgrades to both the studio floor and control room equipment, the TV studio currently
provides an environment that is well equipped to provide students with the necessary
instruction to move forward with the skills needed for success.
Additional equipment gained through funding from the college budget monies has allowed
for the expansion of curriculum to encompass a greater variety of lessons and individual
projects. These added experiences are essential in developing a broad range of
broadcasting, production and journalism skills for students across all areas of the Mass
Communications department.
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Mass Communications Program Review
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WHAT ARE YOU MOST PROUD OF, AND WHAT DO YOU WANT TO
CONTINUE TO IMPROVE?
There are many areas of pride for the Mass Communications department, but one area that
is very reassuring is the number of students who are gaining work and intern experience at
media companies in the bay area. Several students have landed opportunities to work or
intern at major radio and broadcast stations. These successes are a testament to the
preparation and skills students in the Mass Communications program receive throughout
their program.
One area that has been a work in progress and still being developed is building of
awareness of different areas of the Mass Communications program among the local high
school environments. Continued efforts of conducting outreach to local high schools and/or
middle schools that provide students with exposure to the media industries is a way to
continue growing the program here at Chabot College.
WHERE WE ARE NOW - REVIEW SUCCESS, EQUITY, COURSE SEQUENCE,
AND ENROLLMENT DATA FROM THE PAST THREE YEARS AT
EXPLAIN:
SUCCESS IS DEFINED AS RECEIVING A GRADE OF A, B, C OR CR (CREDIT)
IN A COURSE.
The MCOM success rate average for the six semesters between Fall 2011 and Spring 2014
(which is the latest data available) is 76.8% with a low of 74% in Fall 2012 and a high of
79% in Fall 2011. Our success rate has remained consistent with only a 5% variation.
The MCOM success rate Fall 2011 and Spring 2014 is approximately 8% above the college
average of 69% (recorded from Fall 10 to Spring 13). Although the data comparison covers
a slightly different 6-semester period, the Mass Communications success rate is
consistently above the college average.
MCOM 15, Publications – Editorial Leadership and Production with an average success rate
of (71% F-10 to Sp-13) has the highest average success rates of the MCOM Journalism
courses from Fall 2010 to Spring 2013. Changes to curriculum due to the elimination of
repeatability resulted in a restructuring of the courses effective fall 2013. Success rates of
the updated curriculum will be incorporated into subsequent program reviews.
MCOM 58, 59 and 68, all with an average success rate above 90%(F-10 to Sp-13) have the
highest average success rates of the MCOM Radio and TV broadcasting courses from Fall
2010 to Spring 2013. Students currently enrolled in or recently completing the programs
have gained employment or internships at major bay area broadcast companies.
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Mass Communications Program Review
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Year 1
Based upon a review of class size and success data, there does not appear to be a
correlation between the class size and the success rates in our MCOM (Journalism) courses
NON-SUCCESS IS DEFINED AS A LETTER GRADE OF D, F, NC (NO CREDIT)
OR I (INCOMPLETE).
The overall MCOM non-success rate average for the six semesters between fall 2011 and
spring 2014 is 12.6% with a low of 9% and a high of 16%. Our non-success rate has
remained relatively consistent with only a 7% variation.
The MCOM average semester non-success rate compared to the college non-success rate
(college figures are between Fall 10 & Spring 2013) is 3.4% below the college average of
16%
The lowest success rate from Fall 10 to Spring 13 is in MCOM 3 (now MCOM 25) Magazine
and Newspaper Feature Writing, with a 61% average success rate. MCOM 3 was last offered
during the fall 2010 semester and has not had opportunity to improve on the success rates
since then.
A potential factor leading to lower success rates in some of the MCOM Journalism courses
may be due to a lack of prerequisites required to enroll (especially in the area of English
placement) and the level of writing required for success. This course is often taken by first
semester students, who may be not be adequately prepared for the writing curriculum
incorporated into the courses. Possible methods to effectively improve the success rate of
this course are being evaluated.
EQUITY
The MCOM male success rate average for the six semesters between Fall 2011 and Spring
2014 is 77% with a low of 74% and a high of 79%.
The MCOM male success rate is 9% higher than the college average of 68% (College data
covers fall 2010 to spring 2013). The college male success rate has a 3% variation
compared to the MCOM variation of 5%.
The MCOM female success rate average for the six semesters between fall 2011 and spring
2014 is the same as males also at 77% with a low of 71% and a high of 83%. Our female
success rate over the last three semesters of data fall 2011 and spring 2014 shows that
gender differences do not show a direct correlation to success rates for students in MCOM
coursework.
The MCOM female success rate is 8% higher than the college female success rate average of
69% (College data covers fall 2010 to spring 2013). The college female success rate has
remained consistent with a 1% variation respectively. While MCOM has fluctuated 12%
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Mass Communications Program Review
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Some of the success rate percentages by ethnicity may be misleading because of the actual
number of students represented by the percentage. For example if there was only one
Native American enrolled in a course and they passed, it would be 100% success rate,
which would look more successful than it actually was.
The highest MCOM success rates are Filipino with 86% followed by Asian with
approximately 85.2%.
The lowest MCOM success rates among groups with 20 or more students enrolled are
African Americans with 72.6%
The MCOM success rates have fluctuated by approximately 20% across all ethnic groups
except Hispanic, who have been the most consistent with a success rate that varies by only
6%.
MCOM’s success rates are higher than the college average across all identified ethnic
groups.
There was no identifiable pattern between the MCOM Success rates and the college success
rates by ethnicity.
RETENTION
The MCOM withdrawal rate average for the six semesters between fall 2011 and spring
2014 is 9.8% with a low of 7% and a high of 13%. Our withdrawal rate has remained
relatively consistent with a 6% variation.
The college withdrawal rate (College data covers Fall 2010 to Spring 2011) is 16%.
The MCOM average semester withdrawal rate is 6% below the college.
In spring 2013 we only had a 7% withdrawal compared to the college’s 15% rate.
THE DIFFERENCE WE HOPE TO MAKE
What initiatives are underway in your discipline or program, or could you begin, that
would support the achievement of our Strategic Plan goal?
The Mass Communications department has recently made changes to the degree offerings
available to students in the program. These changes include a Journalism AA-T transfer
degree that allows students a streamlined pathway to transfer to four year schools,
especially CSU’s with whom the transfer curriculum was develop. There is a RTVE AA-T
transfer degree pending state approval that will allow students interested in broadcasting,
film and electronic media a pathway to transfer four year schools especially CSU’s that have
matching programs and majors.
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Mass Communications Program Review
2015-2016
Year 1
Currently there is an effort to improve the resources, tools and learning environment
available to students in the program. There have been requests for equipment needed to
help students practice skills needed in journalism, photojournalism and radio. Major
changes made to the TV studio with the hiring of committed and knowledgeable studio
personnel. The TV production studio is being upgraded to offer students a state of the art
production facility in which they will learn current industry standards and the skills to
prepare them for transfer, internships and jobs.
With the development of new curriculum, there may be opportunities to work with local
school districts to create articulation agreements. Students who attend high schools with
appropriate curriculum may have the opportunity to gain college credit by participating in
journalism or broadcasting programs prior to enrollment at Chabot. If articulation
agreements such as these materialize, students will enter Chabot with some college credits
already completed and thus closer to their academic goals from the beginning. This may
also result in higher motivation and stronger focus and commitment to being successful in
reaching their end goals.
Educating students on the different options available in the program is also a key factor in
helping them reach their goals in a timely manner. Providing workshops, and/or discussion
in meetings or classes will help students clarify some of the questions they may have in
completing the specific Mass Communications program they are interested in.
Counselors are in place to assist students in developing their educational plans, general
education and graduation requirement, but discipline faculty can often provide discipline
specific requirements to help prevent students from taking classes that will delay the
completion of their academic goals.
Over the next three years, what improvements would you like to make to your
program(s) to improve student learning?
Over the next three years, continued refinement and facility upgrades will allow us to
improve student learning. Technology changes in Mass Communications industries need to
be matched by educational institutions in order to keep students abreast of the skills
needed to be successful. If educational environments fall behind in providing students with
the skills the industry needs, it will result in students and graduates who are ill prepared to
be competitive in the work environment.
All three areas of the Mass Communications department over the next three years will
continuously monitor the resource and equipment needs of the different programs offered
and refine the curriculum to provide students with the best possible training and
knowledge in radio and TV broadcasting as well as journalism.
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Mass Communications Program Review
2015-2016
Year 1
Over the next 6 years, what are your longer term vision(s) and goals? (Ed Master
Plan)
Over the next 6 years, the Mass Communications program at Chabot College would like to
be well known as a quality training environment for students interested in broadcasting,
journalism and media studies. As students complete the programs at Chabot, transfer
and/or gain internships or employment, the quality of education and knowledge will reflect
the program and ultimately factor into opportunities for future students.
The development of relationships with Bay Area broadcast stations and news organizations
will also result in internships, jobs and other opportunities for students to gain experience.
One of the long term visions is to have students who complete their program in Mass
Communications gain professional opportunities and in turn provide insight to current
students on what to expect as they start seeking experience with professional
organizations.
What are your specific, measurable goals? How will you achieve them?
The faculty members are currently reviewing the specific measurable goals for the Mass
Communications department. The objective is to refine the elements that will best benefit
the students and the program as a whole in order to accurately gauge the effectiveness of
the entire program towards student success.
Would any of these require collaboration with other disciplines or areas of the
college? How will that collaboration occur?
Mass Communications is a very diverse discipline and there are potential collaborations
that can exist numerous departments. The identification of the final measurable goals for
the department will determine if thee collaborations are required to measure the defined
goals.
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Mass Communications Program Review
Appendix A: Budget History and Impact
2015-2016
Year 1
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
Budget
Requested
2014-15
Budget
Received
$2,577
$14,200
$0
$14,200
$16,777
$14,200
2015-16
Budget
Requested
$35,910
$62,777
$1,378
$100,065
2015-16
Budget
Received
$0 N/A
$0 N/A
$0 N/A
$0 N/A
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.
The equipment acquired with the budget monies have been vital to improving student learning in Mass
Communications courses.
The goals in acquiring video cameras and support equipment for the television production courses were
to improve and diversity the academic environment for television and video production. The equipment
has allowed curriculum to diversify in order to provide an experience that will develop and build skills
that correlate with the industry work environments that exist today. Students have actively utilized the
equipment to gather and edit video projects that are incorporated into studio productions allowing for
multifaceted productions. These class and outside activities will prepare them for continued education
upon transferring or increase their ability to compete for entry level production positions upon
graduation.
Additional equipment was purchased for use by students in the journalism area of the department.
Photography/Video cameras and lenses have aided students working on the student publication when
gathering images and content to complete the weekly assignments. Photojournalism students are able
to gain experience capturing compelling and high quality visuals in a wider variety of environments
beyond those previously accessible without the additional equipment. Ability to diversify their
photographic experiences allow them to build stronger portfolios of work that will assist in gaining entry
to upper division academic programs in photography or landing entry level or intern positions in photo
or video journalism.
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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?
The Mass Communications department has not received consistent funding for the student publication,
which is published by students in the department for a number of years. Lack of funding makes it
difficult to plan well for the future when the finances are unknown. Ideas have to be limited or cut, the
ability for students to explore a variety of new ideas as far as coverage, distribution, new media and
experimenting with new journalistic methods is reduced when funding is inconsistent or non-existents.
The journalism area of the Mass Communications department needs to have a consistent, recurring
budget allocation that can be relied on year after year in order to develop a quality publication and
provide students with the necessary training to be competitive in the changing journalism landscape.
The current trend in journalism employment across all platforms is in content development. Sustained
funding will ensure that the department has the resources and ability to help students develop the
needed skills to be successful.
Other areas of the department including television and radio have requested funding through bond
monies.When not received, there are often challenges in sustaining a smooth flow through the lessons
and curriculum that is planned. For examples, cameras and no microphones or tripods. With only a part
of the equipment the chances of successfully completing the objectives diminish greatly. Having a
consistent source of funding for new or replacement equipment will allow the department to stay
abreast of changes in technologies and acquire the resources needed to prepare students for continued
education or to be competitive in seeking internships or employment opportunities.
Students enrolled in and majoring in radio broadcasting have not had enough computers, current
versions of production software, equipment repaired, or newer equipment purchased. This equipment
that is needed to allow students to complete assignments and produce shows that are broadcast over
the air. When funding is not received, it is not possible to have timely replacement of equipment that
has reached the end of its life cycle.
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Mass Communications Program Review
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Year 1
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
Spring
2014
Courses:
Group 1:
MCOM 40
MCOM 41
MCOM 42
Group 2:
MCOM 20
MCOM 21
MCOM 22
MCOM 23
MCOM 24
MCOM 26
MCOM 43
MCOM 44
MCOM 50
Group 3:
MCOM 58
MCOM
59MCOM
60
MCOM 61
*MCOM 62
*If Offered
Group 4:
MCOM 56
MCOM 68
MCOM 69
Fall
2014
Spring
2015
Fall
2015
Report
Results
Discuss
Results
Report
Results
Full
Discuss
Results
Report
Results
Full
Discuss
Results
Assessment
Assessment
Report
Results
9
Spring 2016
Fall
2016
Spring
2017
Fall
2017
Spring
2018
Full
Assessment
Discuss
Results
Report
Results
Full
Assessment
Discuss
Results
Report
Results
Full
Assessment
Discuss
Results
Report
Results
Full
Assessment
Discuss
Results
Mass Communications Program Review
I.
2015-2016
Year 1
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:
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.
This Year’s Program
Review
*CTL forms must be
included with this PR.
MCOM 20 (Old MCOM 1)
Submitted
Last Year’s Program
Review
MCOM 25 (Old MCOM 3)
Submitted
MCOM 14 (Now Inactive)
Submitted
MCOM 15 (Now Inactive)
Submitted
MCOM 21
Submitted
MCOM 22
Submitted
MCOM 26
Submitted
MCOM 40
MCOM 41
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
Submitted
Submitted
MCOM 42
Submitted
MCOM 43
Submitted
MCOM 50
Submitted
MCOM 58
Submitted
MCOM 59
Submitted
MCOM 60
Submitted
MCOM 61
Submitted
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Mass Communications Program Review
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Year 1
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
MCOM 41
Spring 2013
1
1
100
Fall 2014
Larry Leach
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
(CLO) 1:
Defined Target
Scores*
(CLO Goal)
75
81
(CLO) 2:
75
84
(CLO) 3:
75
89
(CLO) 4:
70
78
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Students will be able to describe/explain major careers in
Mass Communications
Students will be able to identify the five clauses of the first
amendment and summarize the purpose of each
Students will be able to identify the 8 forms of Mass Media
in society and give a specific distributed example of each.
Actual Scores**
(eLumen data)
Students will be able to define media convergence, give
multiple examples and explain it's impact on society and
media careers
 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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Mass Communications Program Review
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
2015-2016
Year 1
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?
81% of the class was able to achieve 3 or 4 when attempting to describe/explain major
careers in Mass Communications. This exceeds the target score of 75%
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?
More exercises, discussion and examples of media careers would help increase awareness
of the variety of careers and their duties
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?
84% of the class was able to achieve 3 or 4 when attempting to identify the five clauses of
the first amendment and summarize the purpose of each. This exceeds the target score of
75%
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?
Understanding of the five clauses is largely due to the repetition used throughout the
semester requiring students to be able to recall and understand the purpose of the
clauses. Also inclusion on the mid term exam as well as the final exam requires students to
study the clauses regularly throughout the semester.
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?
89% of the class was able to achieve 3 or 4 when attempting to identify the 8 forms of
Mass Media in society and give a specific distributed example of each. This exceeds the
target score of 75%
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
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Mass Communications Program Review
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The instructional methods and exercises used to help students learn and retain the forms
of Mass Media in society are effective.
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?
78% of the class was able to achieve 3 or 4 when attempting to identify the 8 forms of
Mass Media in society and give a specific distributed example of each. This exceeds the
target score of 70%
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?
Increasing the amount of discussion about convergence and the use of more current
examples will help more students to understand based on their own media experiences.
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?
The information needed to be successful in the CLO’s is reviewed regularly throughout the
course. The CLO’s are assessed during the mid term and the final exam. By assessing the
CLO’s at the mid term it allows for adjustments for the remainder of the semester in order
maximize the success rates during the final assessment during the final exam.
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?
The assessments show that the regular review of information needed to achieve high levels
of success when assessing the student learning outcomes is effective. Also the multiple
assessments, once at the semester mid-term and again during the final exam allow for
needed adjustments with a specific group of students in order to help them learn and retain
the knowledge necessary for high success rates.
3. What is the nature of the planned actions (please check all that apply)?
o Curricular
o Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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Mass Communications Program Review
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
2015-2016
MCOM 20
Fall 2013
1
1
100
Fall 2014
Larry Leach
Year 1
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
Defined Target
Scores*
(CLO Goal)
(CLO) 1:Students will be able to evaluate a list of 10 75%
news story facts and write an appropriate lead sentence
within 30 minutes incorporating the 5 W's of Journalism
(CLO) 2:Students will be able to show understanding of 75%
basic
AP
writing
style
including
(punctuation,
abbreviations, job titles, states, numerals, percentages,
dates, capitals, proper names, etc)
(CLO) 3:Students will be able to identify, explain and 75%
provide an example of the traditional elements/values
of news judgment
(CLO) 4:Given a list of traditional news values (timelines, 75%
conflict/action, consequence, proximity, sex/humor,
human interest, novelty/uniqueness, prominence,
demographics) students shall create a list of 18
potential news stories for the college and community,
listing two possible stories per news value category, to
be presented orally for discussion
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER OF
CLOS WILL DIFFER BY COURSE)
Actual Scores**
(eLumen data)
80%
87%
80%
87%
 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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Mass Communications Program Review
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
2015-2016
Year 1
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?
The assessment showed that 80% of the students were able to achieve a score of 3 or 4 for
this CLO. This exceeds the target score of 75%
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?
There was an emphasis on lead writing during the course of the semester and regular in
class exercises that required students to understand what a lead was and how to write
one. This helped many to do well but should be incorporated more to improve success
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?
The assessment showed that 87% of the students were able to achieve a score of 3 or 4 for
this CLO. This exceeds the target score of 70%
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?
Although AP style was covered regularly and the success rate was achieved, more in class
exercises and additional variety in the method of presentation would likely increase the
success rate in future course offerings.
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?
The assessment showed that 80% of the students were able to achieve a score of 3 or 4 for
this CLO. This exceeds the target score of 75%
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?
The data shows that students were not quite as strong at recalling the categories of news
production as they were at identifying examples of each category when the category is
provided to them.
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Mass Communications Program Review
D. COURSE-LEVEL OUTCOME (CLO) 4:
2015-2016
Year 1
1. How do your current scores match with your above target for student success in this course
level outcome?
87% of the class was able to achieve 3 or 4 when attempting to list news stories related to
the traditional news values. This exceeds the target score of 75%
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?
Based on the results of this assessment, a majority of the students showed understanding
of the different types of news stories and were able to provide examples of topics that
would fit each category.
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?
In addition to the regular review of important course content, adding more exercises
throughout the semester has helped student to build their skills and knowledge through
repetition in order to retain information.
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?
The assessment reflections show that the regular exercises used in class to review course
content and the methods of instruction used including lecture, assignments and in class
activities were able to help students achieve success for the above listed CLO
3. What is the nature of the planned actions (please check all that apply)?
o Curricular
o Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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Mass Communications Program Review
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
2015-2016
MCOM 21
Fall 2013
1
1
100
Fall 2014
Larry Leach
Year 1
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:All students will show knowledge of
basic newspaper layout and design by
developing pages for the school newspaper
(CLO) 2:Students will develop a portfolio with at
least 12 items of work representing their
contribution and skill development in one
major area of the student publication
(CLO) 3: Students show understanding of
components and processes needed for a
successful publication.
Actual Scores**
(eLumen data)
Defined Target
Scores*
(CLO Goal)
75%
100%
75%
80%
75%
100%
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
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Mass Communications Program Review
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
2015-2016
Year 1
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?
The assessment showed that 100% of the students were able to achieve a score of 3 or 4
for this CLO. This exceeds the target score of 80%
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?
By requiring all students to complete page layouts weekly throughout the semester and
incorporating it into the graded curriculum, students gain knowledge of layout and design
and improve throughout the semester. The requirement will continue to remain in place in
order to maximize future success with this outcome.
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?
The assessment showed that 80% of the students were able to achieve a score of 3 or 4 for
this CLO. This exceeds the target score of 75%
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?
Students are required to have content published in order to be successful in the course. As
a major portion of the grade for the semester a majority of the students put in the require
effort each week in order to get an assignment and complete it in order to build the
required portfolio of published work for the semester.
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?
The assessment showed that 100% of the students were able to achieve a score of 3 or 4
for this CLO. This exceeds the target score of 80%
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?
Students are required to attend the weekly meetings where they learn the variety of
component incorporated into the student publication and the process in which work is
submitted by staff in order to be reviewed for publication. This knowledge is reinforced as
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2015-2016
Year 1
students learn to develop a variety of content and follow the process for each publication.
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?
In order to increase the development of semester portfolios more pre planned instructor
reviews of the portfolio will occur during the course of the semester. Students will also be
required to keep a log of work completed in order to ensure portfolio contains appropriate
content.
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?
The frequency of publication allows students to gain regular knowledge of the production
process and the opportunity to have content published for their portfolio. As a regular
weekly assignment all students are required to develop a page layout using design software.
This weekly requirement increases the ability of students to develop a basic page layout.
3. What is the nature of the planned actions (please check all that apply)?
o Curricular
o Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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Mass Communications Program Review
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
2015-2016
MCOM 22
Fall 2013
1
1
100
Fall 2014
Larry Leach
Year 1
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:Students will show knowledge of intermediate
newspaper layout and design by developing pages for the
school newspaper that include elements such as text
wraps, background colors, image cutouts and font variety
in addition to the basic elements learned in MCOM 21.
(CLO) 2:Students will develop a portfolio with at least 15
items of work representing their contribution and skill
development with at least 6 items in two major area of
the student publication.
(CLO) 3: Students will be able to participate in the
development of components and decision making for the
processes needed for a successful publication.
Actual Scores**
(eLumen data)
Defined Target
Scores*
(CLO Goal)
80%
100%
80%
100%
80%
100%
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
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Mass Communications Program Review
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
2015-2016
Year 1
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?
The assessment showed that 100% of the students were able to achieve a score of 3 or 4
for this CLO. This exceeds the target score of 80%
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?
Experience gained by completing the first level newspaper production course contribute to
students being successful in exhibiting intermediate skills in page layout and design.
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?
The assessment showed that 100% of the students were able to achieve a score of 3 or 4
for this CLO. This exceeds the target score of 80%
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?
Experience gained by completing the first level newspaper production course contributed to
students ability to develop portfolio content in two major areas of the student publication.
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?
The assessment showed that 100% of the students were able to achieve a score of 3 or 4
for this CLO. This exceeds the target score of 80%
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?
Experience gained by completing the first level newspaper production course contributed
to student being successful in participating inthe development of components and decision
making for the processes needed for a successful publication.
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Mass Communications Program Review
PART III: COURSE REFLECTIONS AND FUTURE PLANS
2015-2016
Year 1
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Students in the MCOM 22 class need to develop a larger portfolio of work that includes at
least two major areas of publication. In order to increase the development of semester
portfolios more pre planned instructor reviews of the portfolio will occur during the course
of the semester. Students will also be required to keep a log of work completed in order to
ensure portfolio contains appropriate content.
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?
Student in the MCOM 22 classhave had previous design experience in basic page layout, so
required weekly page layouts are required to incorporate additional creative elements
such as text wraps, colored boxes, font manipulations, etc. These requirements allow
students to be successful at developing more complex page layouts for the publication.
3. What is the nature of the planned actions (please check all that apply)?
o Curricular
o Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
Other:_________________________________________________________________
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Mass Communications Program Review
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
2015-2016
Year 1
MCOM 26
Fall 2013
1
1
100
Fall 2014
Larry Leach
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE NUMBER
OF CLOS WILL DIFFER BY COURSE)
Defined Target
Scores*
(CLO Goal)
75%
Actual Scores**
(eLumen data)
(CLO) 1:Students will be able to cover a news event and
capture compelling event images and provide
corresponding caption written using appropriate AP Style
caption format.
75%
(CLO) 2:Students will apply the first of three acceptable
87.5%
75%
87.5%
alterations to a photograph, as defined by the Associated Press
(AP), which is cropping the photo using Photoshop, to add
creativity to the page, and bring impact to the photo’s meaning.
(CLO) 3: students will create a photo story essay using a
variety of lenses and focal lengths that captures the three basic
types of photojournalism images, as defined by the Associated
Press (AP): 1.) The overall shot, which captures the scope of
the scene. 2.) The medium-long shot, which comprises about
90 percent of all photos taken, 3.) the close-up photo, a
detailed image of a small but important item
87.5%
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
• Defined Target Scores:What scores in eLumen from your students would indicate success for
this CLO? (Example: 75% of the class scored either 3 or 4)
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Mass Communications Program Review
2015-2016
Year 1
**Actual scores: What is the actual percent of students that meet defined target based on the
eLumen data collected in this assessment cycle?
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?
The assessment showed that 87.5% of the students were able to achieve a score of 3 or 4
for this CLO. This exceeds the target score of 75%
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?
Photojournalism students are required to cover events weekly for the student publication
and provide captions in order to be considered for being published. The recurring
assignments allow for regular feedback on work in order to improve performance
throughout semester.
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?
The assessment showed that 87.5% of the students were able to achieve a score of 3 or 4
for this CLO. This exceeds the target score of 75%
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?
Students are required to complete a variety of assignments during the semester in order to
practice the basic function of Photoshop in order to adjust or modify images. Assignments
require cropping in to provide publishable useable images. Regular cropping requirements
allow for regular feedback in order to improve focus and clarity of image message.
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?
The assessment showed that 87.5% of the students were able to achieve a score of 3 or 4
for this CLO. This exceeds the target score of 75%
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?
As photojournalists for the student publication, weekly assignments allow students the
opportunity to take a variety of photos at each event/activity covered. Capturing variety
lends itself to having the appropriate photos needed to develop a quality photo essay.
Continuing to provide students with the tools and resources to successfully engage in
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Mass Communications Program Review
2015-2016
photojournalism will ensure strong success rates in the future.
Year 1
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?
This was the first assessment cycle for the modified beginning photojournalism course.
Elements that were incorporated into the curriculum to improve the success rates on CLO’s
include weekly class assignments (in addition to assignments for the student publication). A
photo essay assignment is required in order to prepare for the photo essay CLO’s and review
of photo captions based on appropriate AP style and coverage of newsworthy events.
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?
All of the students enrolled in the course except for one were able to achieve success in the
different learning outcomes. Future assessments will allow for additional reflection on
needed adjustments in order to maintain strong success rates.
3. What is the nature of the planned actions (please check all that apply)?
o Curricular
o Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
Other:_________________________________________________________________
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Mass Communications Program Review
Appendix C: Program Learning Outcomes
2015-2016
Year 1
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: Mass Communications (Journalism)
• PLO #1: Students will be able to apply knowledge and understanding of the Internet, including
•
•
•
various databases in order to independently conduct the research they need to produce credible
and well constructed content for publication.
PLO #2: Students will gain knowledge of a broad range of equipment, software, trends,
changes and tools needed to be successful in the journalism field.
PLO #3: Students gain critical understanding of journalism practices, including facts, standards,
conventions, and principles, including critical understanding of internal and external forces
affecting their operation.
PLO #4: Students will be able to apply the separate skills of a journalist—writing and editing
stories; taking and editing photographs; creating and editing graphics; recording and editing
audio; as well as shooting and editing videos—in order to produce interactive media content.
What questions or investigations arose as a result of these reflections or discussions?
Explain:The PLOs have not been assessed yet.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:The PLOs have not been assessed yet.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:The PLOs have not been assessed yet.
Program: Mass Communications (TV Broadcasting)
• PLO #1: Understanding and development of the different types of productions created for
television
• PLO #2: Use the current technology of television to develop and produce broadcast
content.
What questions or investigations arose as a result of these reflections or discussions?
Explain:The PLOs have not been assessed yet.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
The PLOs have not been assessed yet.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned:
The PLOs have not been assessed yet.
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Mass Communications Program Review
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Year 1
Appendix D: A Few Questions (Re: MCOM Journalism & Broadcast Courses)
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? If no, identify the
course outlines you will update in the next curriculum cycle. Ed Code requires all course
outlines to be updated every six years.
YES - The two courses that had old outlines (MCOM 14/15) have been revised to develop
new courses that are being reviewed during the current review cycle and will show
updated pending approval.
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
No, MCOM 62 & 63 do not show as being offered in the past five years. MCOM 25 (old
MCOM 3) has not been offered in four years. These courses would provide excellent
opportunities for students to gain additional skills and knowledge that will prepare them
for continued education and jobs in media. However, the lack of additional faculty
(adjunct) make it impossible to cover all of the courses in the program regularly and
those that provide the fastest completion of degrees are the ones being offered.
3. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester.
Yes
4. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester.
Yes
5. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester.
Yes, however the PLO’s have been revised to align better with the intended purpose of
assessing students skills after completing a sequence of courses. The goal is to have the
new PLO’s assessed during the 2014-2015 academic year.
6. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
Yes
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.
Yes, especially college level English, as good writing and communication skills are key to
being successful in all areas of Mass Communications.
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Mass Communications Program Review
2015-2016
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Year 1
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?
Activity (brief description)
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
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
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Mass Communications Program Review
2015-2016
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
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:
29
Year 1
(obtained by/from):
Mass Communications Program Review
2015-2016
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Year 1
Audience: Faculty Prioritization Committeeand 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. Discussanticipated improvements in student learning and contribution to the Strategic
Plangoal. 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: ___
STAFFING REQUESTS (1000) FACULTY
PLEASE LIST IN RANK ORDER
Faculty (1000)
Position
Coordinator Reassigned Time
Adjunct Faculty
Description
0.667 FTEF per semester
Program/Unit
MCOM Radio Broadcasting
Division/Area
AHSS/Mass Communications
MCOM Journalism/Broadcasting
AHSS/Mass Communications
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.
Coordinator Reassigned Time
We need to bring parity and equity to the radio advisor. We are unable to adequately serve our students because they are being denied
adequate access to the radio station studios and inadequate training time. The allocation of 0.667 FTEF (For coordinator and/or adjunct) will
permit the radio advisor to spend more time at the radio station allowing greater access and instruction, which helps our students reach their
academic and degree attainment goals.
There is a lack of parity and equity between the compensation for the newspaper advisor and the radio advisor. Although the newspaper
advisor receives compensation, the radio advisor does not. We need to find a way to provide some form of compensation to the radio faculty
advisor who is burned out. What was referred to as release or reassigned time for the radio advisor was eliminated. Since that time the
enrollment has dramatically increased in radio, but not newspaper. The radio station operates 24 hours a day 365 days a year and the
newspaper which is published weekly, went from a weekly print edition to only being printed two times a month.
The radio station has a Federal Communications Commission (FCC) license with regulations that must be followed in order prevent being
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Mass Communications Program Review
2015-2016
Year 1
fined and in order for the license to be renewed. The newspaper has no such responsibility or governmental oversight. There are more
studios and equipment in the radio station and over 100 students the radio advisor must oversee as opposed to about 25 students involved in
publishing the newspaper. All of this impedes the MCOM radio program from reaching its potential and achieving many of our goals.
Adjunct Faculty
There are more Mass Communications courses than can be offered by the current faculty members each semester. There are several courses
that are offered only every few years or only one semester per year. These courses impact other areas of the program. For example, there is
only one newswriting class offered each year and feature writing has not been offered since fall 2010, which limits the opportunity to recruit
strong writers for the student publication. Many colleges offer news writing each semester many offer multiple sections each semester.
Additional newswriting courses provides a structured learning environment where students can gain the needed skills to contribute successfully
to the student publication both print and online and also improve the overall quality and accuracy of the content developed for the
publications. Writing for broadcast has recently been added back into the class rotation as a spring only course. Although there is an effort to
not overlap courses between the two existing faculty members, there is the potential for time conflicts that can break up the course sequences
in the broadcasting courses. This disruption in the sequence of courses can be detrimental to the progress made in developing knowledge and
skill by moving from the first level course to the second level course in consecutive semesters.
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.
Larry Leach is a part of a regional advisory board for Bay Area Community Colleges that included community college journalism faculty from
several Bay Area colleges, working professionals and four-year colleges. One of the trends in the media industry is moving towards content
development. Additional faculty, which would allow more courses to be offered regularly, will provide students with more instruction, lessons
and assignments to develop these skills. Chabot college has some of the best Mass Communications resources available to community college
students in the state including a state of the art TV production studio, an over the air radio station and a student publication that is distributed
both in print and online. The course offerings are such that great synergy can exist throughout the different areas of the department if courses
that work together are offered more frequently.
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Year 1
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
PLEASE LIST IN RANK
ORDER
Classified Professional Staff (2000)
Position
Radio Station
Instructional
Assistant
Description
Serves as Chief Operator and provides specialized services in AM/FM radio
communications under FCC authorization and supervision; Maintains public
files per FCC Rules and Regulations; Oversees daily operation of KCRH-FM and
students and Production; Supervises radio station student staff; assists
students in use of radio equipment ;Assists students in the functioning of radio
departments ;Reports all unsafe or irregular conditions to appropriate
supervisory personnel; Develops student on-air radio programming; Sets
student on-air and show production schedules; Maintains radio, and Mass
Communications Department Websites; Develops Radio replacement, capital
outlay, and programming budgets; Installs, maintains, and updates Radio
equipment ;Coordinates student remote productions and broadcasts ;Secures
and maintains underwriting; Insures proper and safe use of all designated
learning and laboratory equipment and performs routine operating checks and
preventative maintenance on such equipment; Maintains inventory records
and database, and the security of all designated equipment, supplies, and
documents; Prices, orders, distributes and accounts for all designated supplies,
equipment and materials in accordance with established procedures;
Maintains up-to-date knowledge in radio field Provides learning assistance to
32
Program/Unit
Mass
Communications
Radio Station
Division/Area
AHSS/Mass
Communication
s
Mass Communications Program Review
2015-2016
students individually or in groups in understanding and assimilating material
presented by the certificated instructor in a variety of educational settings;
Tutors students; Proctors and corrects written and performance assignments,
checks points and examinations; Gives oral quizzes; Explains cause of errors in
oral and written work; Grades individual student projects under supervision of
the instructor; Schedules students and maintains a variety of records
concerning student course progress including test files, attendance and
enrollment cards; Develops and revises materials as directed by certificated
staff; Participates in regular conferences with instructional staff to exchange
information on in-progress assignments and to receive assignments; Assists
with the assignment and supervision of student and non-student hourly
assistants and maintain student assignment schedules.
Year 1
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Student Assistants (2000)
Position
Mass
Communications
Radio Student
Assistant
Description
●Assist KCRH-FM radio Lab students and production;
●Provides learning
assistance to students individually or in groups in understanding and assimilating
material presented by the certificated instructor in a variety of educational
settings; ●Tutors students; ●Proctors and corrects written and performance
assignments, ●checks points and examination s; ●Gives oral quizzes; ●Explains
cause of errors in oral and written work;
●Grades individual student projects
under supervision of the instructor; ●Schedules students and maintains a variety
of records concerning student course progress including test files, attendance
and enrollment cards;
●Develops and revises materials as directed by
certificated staff; ●Participates in regular meetings with instructional staff to
exchange information on in-progress assignments and to receive assignments;
●Assists with the assignment and supervision of student and non-student hourly
assistants and maintain student assignment schedules;●Assists students in use
of radio equipment; ●Assists students in the functioning of radio departments;
●Reports all unsafe or irregular conditions to appropriate supervisory personnel;
●Assists students in developing on-air radio programming; ●Sets student on -air
33
Program/Unit
Mass
Communications
Radio Station
Division/Area
AHSS/Mass
Communications
Mass Communications Program Review
2015-2016
and show production schedules;●Maintains radio, and Department Website;
●Helps develop Radio replacement, capital outlay, and programming budgets;
●Assists coordination of student remote productions and broadcasts; ●Insures
proper and safe use of all designated learning and laboratory equipment;
●Maintains inventory records and database, and the security of all designated
equipment, supplies, and documents;●Assists with supplies, equipment and
materials in accordance with established procedures.
Year 1
2. Rationale for your proposal.
There was a full-time Classified Radio Station position for decades. When the person in that position left for a job in commercial radio, filling
the vacant position was put on hold. It ended up being indefinitely vacant. The majority of MCOM classes involve hands-on experience and
training requiring the use of the radio labs. In order to keep the labs open for student access and use, a full-time student assistant and lab
support is needed. Our Instructional Assistant position was eliminated by the division dean Reinstatement of this much needed support is vital
to the survival of the MCOM program and the three AA degrees we offer. The only reason the radio station has remained available since this
loss is because Instructional Assistants, have generously volunteered their time and services. When the time comes that we no longer have
students donating their unpaid time, the courses associated with the radio station will be in jeopardy of being cancelled and possibly eliminated
thus endangering the sustained viability of our Broadcasting AA degree.
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.
The above request aligns with item 6. c. of the 2012-2015 Strategic Plan in that there is a programmatic bottleneck. Students are not able to
gain access to the radio station to do their studio labs because of the lack of staffing. This position would be the solution to this problem and
increase the number of students that achieve their educational goal within a reasonable time by providing more access and support
34
Mass Communications Program Review
Appendix F3: FTEF Requests
2015-2016
Year 1
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.
Request:
An increase of 0.667 FTEF per semester.
Rationale:
Coordinator
We need to bring parity and equity to the radio advisor. We are unable to adequately serve our students because they are
being denied adequate access to the radio station studios and inadequate training time. The allocation of 0.667 FTEF (For
coordinator and/or adjunct) will permit the radio advisor to spend more time at the radio station allowing greater access
and instruction, which helps our students reach their academic and degree attainment goals.
There is a lack of parity and equity between the compensation for the newspaper advisor and the radio advisor. Although
the newspaper advisor receives compensation, the radio advisor does not. We need to find a way to provide some form of
compensation to the radio faculty advisor who is burned out. What was referred to as release or reassigned time for the
radio advisor was eliminated. Since that time the enrollment has dramatically increased in radio, but not newspaper. The
radio station operates 24 hours a day 365 days a year and the newspaper, which is published weekly went from a weekly
print edition to only being printed two times a month.
The radio station has a Federal Communications Commission (FCC) license with regulations that must be followed in order
prevent being fined and in order for the license to be renewed. The newspaper has no such responsibility or governmental
oversight. There are more studios and equipment in the radio station and over 100 students the radio advisor must oversee
as opposed to about 25 students involved in publishing the newspaper. All of this impedes the MCOM radio program from
reaching its potential and achieving many of our goals.
Adjunct Faculty
There are more Mass Communications courses than can be offered by the current faculty members each semester. There are
several courses that are offered only every few years or only one semester per year. These courses impact other areas of the
program. For example, there is only one newswriting class offered each year and feature writing has not been offered since fall
2010, which limits the opportunity to recruit strong writers for the student publication. Many colleges offer news writing each
semester many offer multiple sections each semester. Additional newswriting courses provides a structured learning
environment where students can gain the needed skills to contribute successfully to the student publication both print and
online and also improve the overall quality and accuracy of the content developed for the publications. Writing for broadcast
has recently been added back into the class rotation as a spring only course. Although there is an effort to not overlap courses
between the two existing faculty members, there is the potential for time conflicts that can break up the course sequences in
the broadcasting courses. This disruption in the sequence of courses can be detrimental to the progress made in developing
knowledge and skill by moving from the first level course to the second level course in consecutive semesters.
ADDITIONAL
CURRENT
ADDITIONAL
CURRENT FTEF ADDITIONAL FTEF
CURRENT
COURSE
SECTIONS
STUDENT #
STUDENT #
(2014-15)
NEEDED
SECTIONS
NEEDED
SERVED
SERVED
Please See
0.667
Above
35
Mass Communications Program Review
2015-2016
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Year 1
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. Radio Station
●Assist KCRH-FM radio Lab students and production; ●Provides learning assistance to students individually or in
Instructional
groups in understanding and assimilating material presented by the certificated instructor in a variety of
Assistant
educational settings; ●Tutors students; ●Proctors and corrects written and performance assignments, ●checks
points and examinations; ●Gives oral quizzes; ●Explains cause of errors in oral and written work; ●Grades
individual student projects under supervision of the instructor; ●Schedules students and maintains a variety of
records concerning student course progress including test files, attendance and enrollment cards; ●Develops
and revises materials as directed by certificated staff; ●Participates in regular meetings with instructional staff
to exchange information on in-progress assignments and to receive assignments; ●Assists with the assignment
and supervision of student and non-student hourly assistants and maintain student assignment schedules;
●Assists students in use of radio equipment; ●Assists students in the functioning of radio departments;
●Reports all unsafe or irregular conditions to appropriate supervisory personnel; ●Assists students in developing
on-air radio programming; ●Sets student on-air and show production schedules; ●Maintains radio, and
Department Website; ●Helps develop Radio replacement, capital outlay, and programming budgets; ●Assists
coordination of student remote productions and broadcasts; ●Insures proper and safe use of all designated
learning and laboratory equipment; ●Maintains inventory records and database, and the security of all
designated equipment, supplies, and documents; ●Assists with supplies, equipment and materials in accordance
with established procedures.
36
Mass Communications Program Review
2015-2016
Year 1
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.
There was a full-time Classified Radio Station position for decades. When the person in that position left for a job in commercial
radio, filling the vacant position was put on hold. It ended up being indefinitely vacant. The majority of MCOM classes involve
hands-on experience and training requiring the use of the radio labs. In order to keep the labs open for student access and use, a
full-time student assistant and lab support is needed. Our Instructional Assistant position was eliminated by the division dean
Reinstatement of this much needed support is vital to the survival of the MCOM program and the three AA degrees we offer. The
only reason the radio station has remained available since this loss is because Instructional Assistants, have generously volunteered
their time and services. When the time comes that we no longer have students donating their unpaid time, the courses associated
with the radio station will be in jeopardy of being cancelled and possibly eliminated thus endangering the sustained viability of our
Broadcasting AA degree.
37
Mass Communications Program Review
2015-2016
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Year 1
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 criticalrequests 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 requeststhat would be nice to have and would bring additional benefit to the program.
Needed totals in all
areas
Description
Annual Funding for the
development, printing and
distribution of the student
publication
2014-15
Request
Requested Received
$16,000
Webcaster license
SESAC Music License
$126
2015-16
Request
Amount
Vendor
Division/Unit
Priority #1
$16,000
Folger Graphics,
Hayward, CA
AHSS/
Mass
MCOM/Journalis
m
X
0
$600
soundexchange.com
0
$130
SESAC.com
38
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
X
X
Priority #2
Priority #3
ASCAP License
Mass Communications Program Review
$297
BMI Music License
0
$300
ASCAP.com
0
$250
BMI.com
Shoutcast Server Room
$650
0
$400
Shouthost.com
Intercollegiate
Broadcasting System (IBS)
$125
0
$125
IBS
CMJ New Music Report
$207
0
$210
CMJ.com
California Broadcasters
Association dues
$100
0
$100
Yourcba.com
Photo Sharing
$50
0
$50
Shutterfly.com
Video Sharing
$85
0
$60
Vimeo.com
Video Slide Shows
$85
0
$80
Slidshowpro.com
Web Hosting
$85
0
$85
Godaddy.com
Web Domain
$158
0
$160
Godaddy.com
Pro Tools 11 Software (2
PC & 1 Mac at $1000 ea.)
$699
0
$3,000
Avid
Voxpro 5 Software Bundle
$2,250
audionlabs.com
Logitech HD Webcam
C930e
$160
Amazon.com
HD Webcam (3 at $80 ea.)
$240
Amazon.com
Studio Pegboard Organizer
$143
0
$145
Staples.com
Laminator
$85
0
$85
Staples.com
Laminating Sheets
$32
0
$35
Staples.com
ID Lanyards
$192
0
$195
Lanyardstore.com
39
2015-2016
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Year 1
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Portable Table
Mass Communications Program Review
$185
Globalindustrial.com
Label Maker
$80
Amzon.com
Label Maker Tape
$30
Amzon.com
2015-2016
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
Year 1
X
X
X
X
AA Program Brochures
$160
0
$160
Colorfxweb.com
3 Radio Station Banners
$275
0
$275
Bannersonthecheap.
com
$68
0
$70
Staples.com
$98
0
$100
Staples.com
AHSS/MCOM/
Radio
$1200
Staples.com
AHSS/MCOM/
Radio
$950
Zzsounds.com
AHSS/MCOM/
Radio
$360
GuitarCenter.com
AHSS/MCOM/
Radio
X
$500
Fladhead.com
AHSS/MCOM/
Radio
X
$340
Vistaprint.com
$200
QualityLogoProducts.
com
$400
Customink.com
$400
Customink.com
HP Laser Jet 2100 Ink
Cartridges
HP LaserJet Pro M1536Ink
Cartridge
Office Chairs
(8 at $150 ea.)
Swivel Mount Studio Arm
Microphone Stand
(6 at $150 ea.)
Floor Mic Stand
3 at $120 ea.)
KCRH Logo Fathead
(4 at $125ea)
KCRH Vehicle Magnet
(4 at $85ea)
KCRH Promotional Items
KCRH Logo Caps
(50 at $8 ea.)
KCRH Logo Shirts
(50 at $8 ea.)
$200
0
Promo Logo Wristbands
$100
0
$150
Wrist-band.com
Promo Logo Circle Stickers
$120
0
$130
Stickermule.com
40
X
X
X
X
X
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
AHSS/MCOM/
Radio
X
X
X
X
X
X
Mass Communications Program Review
2.
2015-2016
Year 1
Instructions:
1. There should be a separate line item for each contract or service.
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 w ill 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 enhancem ents, non-critical resource requests that would be nice to have and would bring additional
benefit to the program.
augm entations only
Description
NexGen Software Subscription
and Support Services
Zetta Radio Automation
software and Support Services
Equipment Service Contract
Amount
Vendor
Division/Unit
Priority #1
$1,000
RCS Sound Software
AHSS/MCOM/Radio
X
$3,500
RCS Sound Software
AHSS/MCOM/Radio
X
$1,200
Broadcast Technical
Services
AHSS/MCOM/Radio
X
41
Priority #2
Priority #3
Mass Communications Program Review
2015-2016
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Year 1
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
42
Priority Priority Priority
#1
#2
#3
Notes
Mass Communications Program Review
2015-2016
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Year 1
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 criticalrequests 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 w ill 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 enhancem ents, non-critical resource requests that would be
nice to have and would bring additional benefit to the program.
43
Mass Communications Program Review
2015-2016
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Description
Amount
Vendor
$2200
B&H Photo
$1600
B&H Photo
$1849
B&H Photo
Canon EF 16-35mm f/2.8L II USM Lens
$1849
B&H Photo
Canon EF 70-200mm f/2.8L IS II USM Lens
$2449
B&H Photo
$450
B&H Photo
$900
B&H Photo
$300
B&H Photo
$480
B&H Photo
$7500
B&H Photo
$1600
B&H Photo
Sony Digital Flash Voice Recorder
$225
Amazon
Canon VIXIA HF G20 HD Camcorder
$1000
Amazon
2 x Canon EF 24-70mm f/4L IS USM Lens
Canon EOS 60D Digital SLR Camera with 18200mm Lens & Basic Accessory Kit
Canon EOS 7D SLR Digital Camera with 28135mm f/3.5-5.6 IS USM Lens
8 x Sony ICD-PX333 Digital Flash Voice
Recorder
4 x Tamron AF18-200mm F/3.5-6.3 XR Di-II LD
Aspherical (IF) MACRO
14 x Pearstone Onyx 1040 Digital
Camera/Camcorder Shoulder Bag
18 x Sony F-V420 - Cardioid Handheld
Dynamic Vocal Microphone
8 x Canon 32GB VIXIA HF G20 Full HD
Camcorder
Canon EOS 60D Digital SLR Camera with 18200mm Lens & Basic Accessory Kit
44
Division/Unit
AHSSMass Comm/Journalism
AHSSMass Comm/Journalism
AHSSMass Comm/Journalism
AHSSMass Comm/Journalism
AHSSMass Comm/Journalism
AHSSMass Comm/Journalism
AHSSMass Comm/Journalism
AHSSMass Comm/TV
AHSSMass Comm/TV
AHSSMass Comm/TV
AHSSMass Comm/Radio
AHSSMass Comm/Radio
AHSSMass Comm/Radio
Year 1
Priority #1
X
X
X
X
X
X
X
X
X
X
X
X
X
Priority #2
Priority #3
Mass Communications Program Review
2015-2016
Year 1
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000] Continued
500-1000W FM Stereo Transmitter
$12050
Bdcast.com
FM Transmitter Antenna
$7150
Bdcast.com
Audio Mixer Console
$5150
Zzsounds.com
Telephone Hybrid
$2150
B&H Photo
Remote Cellular Interface
$525
Bswusa.com
Signal Caster
$475
Signalcaster.c
om
Studio Workstation
$3650
Omnirax.com
KCRH Logo Canopy
(2 at $450 ea.)
$900
Banneraholic.
com
Yamaha EF2000iS Portable Generator
$1200
Amazon
Pioneer CDJ-2000 Nexus
(2 at $2200 ea.)
JBL Control 30 - Black
(4 at $681)
PC Laptops
(2 ea.)
Standard Office/Lab Computer package
(4 ea.)
$4400
$2725
ProAudioStar.
com
Sweetwater
.com
?
ITS
?
ITS
45
AHSSMass Comm/Radio
AHSSMass Comm/Radio
AHSSMass Comm/Radio
AHSSMass Comm/Radio
AHSSMass Comm/Radio
AHSSMass Comm/Radio
AHSSMass Comm/Radio
AHSSMass Comm/Radio
AHSSMass Comm/Radio
AHSSMass Comm/Radio
AHSSMass Comm/Radio
AHSSMass Comm/Radio
AHSSMass Comm/Radio
X
X
X
X
X
X
X
X
X
X
X
X
X
Mass Communications Program Review
Appendix F8: Facilities Requests
2015-2016
Year 1
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):1. Radio Station (Mass Communications Studi o labs) Renovation
2. Convert Previous Campus Safety Dispatch Office to KCRH On-Air Studio
Building/Location: 1. Building 100,Room 132
2. Building 2300, Room 2302
Description of the facility project. Please be as specific as possible.
1. The radio stationMass Communications studio labs need to be renovated. The studios are in need of being updated, sound
proofed, HVAC improved, equipment replaced, electrical load redistribution, etc. Needed NOW is new carpeting and paint.
Internet capabilities need to be added to the DJ Studio, room 132E.
2.Convert Previous Campus Safety Dispatch Office in Building 2300 into the KCRH 89.9 FM Radio Station On-Air Studio.
46
Mass Communications Program Review
Appendix F8: Facilities Requests Continued
2015-2016
Year 1
What educational programs or institutional purposes does this equipment support?
These projects support the Mass Communications Department and are needed for the four AA degrees we offer. These
projects will allow for greater student access to the courses needed for the MCOM degrees and General Education
requirements. The lack of space reduces the number of students we can serve and creates a bottleneck for students trying to
complete the program, earn their degree and transfer to four year institutions.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
As stated above, these projects will increase class and lab capacity and accessibility to required AA and GE courses and helps our
students achieve their educational goals in a timely manner with a clear pathway to achieving their MCOM AA degree goals by
providing the needed lab facilities and space.
“Increase the number of students that achieve their educational goal within a reasonable time by clarifying pathways and
providing more information and support.”
47