Chabot College
Program Review Report
2015 -2016
Music
(MUSA, MUSL, MUSP)
Year 3 of
Program Review Cycle
Submitted on 10/23/14
Contact: Tim Harris/Jon Palacio
Final Forms, 1/18/13
Table of Contents
___ Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
_X_ Year 3
Section A: What Have We Accomplished?
Section B: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives
F1: New Faculty Requests
F2: Classified Staffing Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
X_ YEAR THREE
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence, and
enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
We feel strongly that the music area can serve as an exemplar for our district, college and the
Chabot community at-large as one of the most successful and recognized community college music
programs in the state. This is due in large part to our comprehensive course offerings, outstanding
faculty, wonderful students, and support form the Chabot administration and district. We regularly
produce a WSCH/FTEF of 600 and have done so with 3 full-time and 17 adjunct faculty members.
The data clearly illustrates the importance and need of our applied music program and the strength
of our performing ensembles. As discussed last year in our program review, we have aligned our
curriculum to meet the new requirements of SB-1440, developed and AA-T degree, and remodeled
building 1200 to reflect the trends and industry standards of the 21st Century music
program/musician. Budget support will be needed to meet the unique curricular needs of a music
program and in being fiscally responsible with the maintenance of our instrument and sheet music
inventory.
One of our goals the past three years and been to improve the success rates and retention in our
Harmony & Musicianship sequence (MUSA 2A/B/C/D). With a full-time faculty member, Eric
Schultz, coordinating the theory area and teaching the majority of the courses we saw some of the
highest success rates in recent years. With Eric not teaching these courses due to him serving as
SOTA Dean, success rates have dropped. Dr. Schultz will return to teaching these courses next year.
Some of the best practices we have developed include regular meetings of discipline faculty,
meeting with our music majors once a year as a group, clear understanding of CAH allotments and
WSCH/FTEF ramifications, and establishing a mentorship and one-on-one instruction in our applied
lesson program.
Some of our greatest challenges in the future will be the new repeatability guidelines. Many of our
students enter the major at a pre-college level. It can take them a year to gain the skills required to
function in an ensemble setting and perform effectively on their instrument. We plan to develop a
basic skills program within the major to serve these students. To do this will require an additional
allotment of .40-.60 FTEF a semester as we need to increase the CAH of MUSL 6 to match the C-ID
descriptor and need to offer MUSL 28, Musical Structure and Songwriting, at 2.5 CAH.
The greatest barriers to our success at this time are resources. We need a music department
coordinator, a student assistant, classified professional help, additional CAH to meets to needs of
our students/program, and a budget that supports the unique needs of a music program. Student
1
success rates and CLO date clearly illustrates that our African-American and Latino students need
this support with non-success rates varying from 20-45% compared to 90-100% success rates with
our White and Asian students.
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.
What goals do you have for future program improvement?
What ideas do you have to achieve those goals?
What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
What recommendations do you have to improve the Program Review process?
As discussed in the previous section, our greatest challenges in the future will be the new
repeatability guidelines. We need to develop some non-credit ensemble courses for our life long
learner students and poeple coming back for job training. Many of our students enter the major at a
pre-college level. It can take them a year to gain the skills required to function in an ensemble
setting and perform effectively on their instrument. We plan to develop a basic skills program
within the major to serve these students. We will be revising MUSL 6 to align with C-ID descriptors
and would like to offer a MUSL 28, Musical Structure and Songwriting course at 2.5 CAH to our nontraditional students. To do this will require an additional allotment of .40 FTEF a semester.
We also see the need for better coordination with the counseling area. We would like to see a
counselor assigned to the music area with has a clear understanding of the courses, what is
required of the major and our AA, AA-T and certificates. Many of our students are in need of excess
unit cards, class over lap cards and need counseling in the GE area and in filing a degree plan.
We are also in need of developing a strategy to deal with studio hours, SARS tracking, instrument
checkout and inventory, applied lessons loads and lab monitoring. With the loss classified support
and reassigned time for a music coordinator, a large hole has been left in the program. In the music
area he have specialized lab spaces and equipment needs that need to be addressed and
supervised. We are in dire need of reassigned time for a music department coordinator (3 CAH) to
facilitate lab hour supervision, tracking of SARS data, coordinating applied lessons loads and
publicity/outreach to local schools and the community for concerts and festivals.
We wish to become accredited with NASM (National Associate of Schools of Music). This is a multiyear process with costs. We have discussed this with Dean Walter as she is in full support. This is
very important to the music area and will need the support of the college and district.
2
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2014-15
Budget
Requested
2
11,500
24,200
2014-15
Budget
Received
0
11,500
19,850
35,700
31,350
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.
Supplies and services play a critical role in the music area. We have over $500,000 in musical
instruments and equipment and must maintain and service this equipment in a fiscally responsible
manner. This includes instrument repair, piano tuning, instrument maintenance, instrument
replacement when repairs become too costly, purchasing of sheet music for ensembles, etc. In many
cases if we were unable to supply instruments to students, they would not be able to enroll in our
courses as we are not allowed to charge a use fee and we cannot expect a student to purchase a
$15,000 instrument when they can barely pay their tuition. Our purchases and funding is very visible in
the community with our outreach and concerts. We have set our program and students up for success
with 21st century technologies needed in the work place.
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?
One of the main impacts to students has been the lack of open specialized music labs with the classified
staffing position not being funded. This is a slippery slope with the accounting of studio TBA hours
required in many of our courses. In some cases with expensive instruments, if funding requests for
instruments are not fulfilled we will be forced to turn a student away, which creates an access issue for
students. The sharing of instruments creates and issues with OSHA and is not feasible. We have looking
into renting instruments and sheet music but in the long run we have found this to not be fiscally
responsible.
3
Music Program Review Year 3 2014/2015
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting
(CLO-Closing the Loop).
A. Check One of the Following:
√
No CLO-CTL forms were completed during this PR year. No Appendix B2 needs
to be submitted with this Year’s Program Review. Note: All courses must be assessed
once at least once every three years.
Yes, CLO-CTL were completed for one or more courses during the current Year’s
Program Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed
this year and include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing
The Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
MUSL Courses
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
X
X
MUSP Courses
X
MUSA Courses
4
Music Program Review Year 3 2014/2015
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
MUSA 11/11A/11B
Spring 2014
1
1
100
Fall 2014
All applied faculty during juries
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:
Develop recognition and construction of chords
and altered chords. Demonstrate standard and
substitute chord changes.
Defined Target
Scores*
(CLO Goal)
80% score a 3 or
4.
Actual Scores**
(eLumen data)
85 % of the
course scored a 3
or 4.
(CLO) 2:
 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)
5
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?
This really depended on the background of the student as the majority of MUSA courses
can be repeated. We also saw a higher success rate with students concurrently enrolled in
a MUSA 40 course.
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 need for fundamental courses in woodwind, brass, percussion, keyboard, and voice
pedagogy. We will work on this for next year’s program review. Many of our students
not able to pass an audition into a MUSA 40 course need to be able to take 1-2 semester
of a basic skills music course. We also need an increase in the music budget to maintain
instruments. Most of our students do no own their own instrument and use Chabot
equipment. We need to continue to maintain our currently inventory and buy new
instruments to replace outdated equipment.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
2. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
6
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?
Since the previous assessment cycle, we have made the following changes:
1) SARS tracking for open lab and practice.
2) Greater student access to practice room
3) Purchase of professional quality instruments to aid student success
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 need to develop non credit ensembles, offer the song writing course, develop applied
pedagogy course for students not prepared to take MUSA 40 and the dire need for a
coordinator to track and implement these needs.
We continue to have the need for equipment for our students as the cost of professional
quality instruments is a major barrier for many of them and limits their growth using a
beginning quality instrument.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular X
 Pedagogical
 Resource based X
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
7
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
MUSA 20A
Fall 2014
1
1
100
Fall 2014
All applied faculty during juries
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:
Student will be able to perform scales, solo
literature, and sight-reading demonstrating
appropriate musical skills/ability in accordance
with the assessed skill level
Defined Target
Scores*
(CLO Goal)
80% score a 3 or
4.
Actual Scores**
(eLumen data)
70 % of the
course scored a 3
or 4.
(CLO) 2:
 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)
8
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in this course
level outcome?
This really depended on the background of the student entering the course. We also saw a
higher success rate with students when took MUSL 6 prior to course enrollment.
4. 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 need for fundamental courses in woodwind, brass, percussion, keyboard, and voice
pedagogy. We will work on this for next year’s program review.
D. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in this course
level outcome?
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
9
PART III: COURSE REFLECTIONS AND FUTURE PLANS
4. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Since the previous assessment cycle, we have made the following changes:
1) SARS tracking for open lab and practice.
2) Greater student access to practice room
3) Purchase of professional quality instruments to aid student success
5. 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 need to develop non credit ensembles, offer the song writing course, develop applied
pedagogy course for students not prepared to take MUSA 40 and the dire need for a
coordinator to track and implement these needs.
We continue to have the need for equipment for our students as the cost of professional
quality instruments is a major barrier for many of them and limits their growth using a
beginning quality instrument.
6. What is the nature of the planned actions (please check all that apply)?
 Curricular X
 Pedagogical
 Resource based X
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
10
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
MUSA 20B
SPRING 2014
1
1
100
Fall 2014
All applied faculty during juries
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:
Student will be able to perform scales, solo
literature, and sight-reading demonstrating
appropriate musical skills/ability in accordance
with the assessed skill level
Defined Target
Scores*
(CLO Goal)
80% score a 3 or
4.
Actual Scores**
(eLumen data)
85 % of the
course scored a 3
or 4.
(CLO) 2:
 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)
11
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
E. COURSE-LEVEL OUTCOME (CLO) 1:
5. How do your current scores match with your above target for student success in this course
level outcome?
Students are very successful when the complete MUSL 20A with the grade of an A or B and
with continued practice and instruction.
6. 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 need to be able to repeat applied music courses or have the ability to enroll in
level course (e.g. A,B,C,D).
F. COURSE-LEVEL OUTCOME (CLO) 2:
5. How do your current scores match with your above target for student success in this course
level outcome?
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
12
PART III: COURSE REFLECTIONS AND FUTURE PLANS
7. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Since the previous assessment cycle, we have made the following changes:
1) SARS tracking for open lab and practice.
2) Greater student access to practice room
3) Purchase of professional quality instruments to aid student success
8. 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 need to develop non credit ensembles, offer the song writing course, develop applied
pedagogy course for students not prepared to take MUSA 40 and the dire need for a
coordinator to track and implement these needs.
We continue to have the need for equipment for our students as the cost of professional
quality instruments is a major barrier for many of them and limits their growth using a
beginning quality instrument.
9. What is the nature of the planned actions (please check all that apply)?
 Curricular X
 Pedagogical
 Resource based X
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
13
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
MUSA 11/11A/11B
Spring 2014
1
1
100
Fall 2014
All applied faculty during juries
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:
Develop recognition and construction of chords
and altered chords. Demonstrate standard and
substitute chord changes.
Defined Target
Scores*
(CLO Goal)
80% score a 3 or
4.
Actual Scores**
(eLumen data)
85 % of the
course scored a 3
or 4.
(CLO) 2:
 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)
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
G. COURSE-LEVEL OUTCOME (CLO) 1:
14
7. How do your current scores match with your above target for student success in this course
level outcome?
This really depended on the background of the student as the majority of MUSA courses
can be repeated. We also saw a higher success rate with students concurrently enrolled in
a MUSA 40 course.
8. 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 need for fundamental courses in woodwind, brass, percussion, keyboard, and voice
pedagogy. We will work on this for next year’s program review. Many of our students
not able to pass an audition into a MUSA 40 course need to be able to take 1-2 semester
of a basic skills music course. We also need an increase in the music budget to maintain
instruments. Most of our students do no own their own instrument and use Chabot
equipment. We need to continue to maintain our currently inventory and buy new
instruments to replace outdated equipment.
H. COURSE-LEVEL OUTCOME (CLO) 2:
7. How do your current scores match with your above target for student success in this course
level outcome?
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
15
PART III: COURSE REFLECTIONS AND FUTURE PLANS
10. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Since the previous assessment cycle, we have made the following changes:
1) SARS tracking for open lab and practice.
2) Greater student access to practice room
3) Purchase of professional quality instruments to aid student success
11. 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 need to develop non credit ensembles, offer the song writing course, develop applied
pedagogy course for students not prepared to take MUSA 40 and the dire need for a
coordinator to track and implement these needs.
We continue to have the need for equipment for our students as the cost of professional
quality instruments is a major barrier for many of them and limits their growth using a
beginning quality instrument.
12. What is the nature of the planned actions (please check all that apply)?
 Curricular X
 Pedagogical
 Resource based X
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
16
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
MUSA 23a/b
SPRING 2014
2(cross listed)
2
100
Fall 2014
All applied faculty during juries
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:
Student will be able to perform scales, solo
literature, and sight-reading demonstrating
appropriate musical skills/ability in accordance
with the assessed skill level
Defined Target
Scores*
(CLO Goal)
80% score a 3 or
4.
Actual Scores**
(eLumen data)
78 % of the
course scored a 3
or 4.
(CLO) 2:
 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)
17
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
I. COURSE-LEVEL OUTCOME (CLO) 1:
9. How do your current scores match with your above target for student success in this course
level outcome?
Students are very successful when they have a background in music or have previously
taken a basic music skills course or theory. One of the major issues we found in the voice
course is students not being able to read music before enrolling in the A course.
10. 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 need to be able to repeat applied music courses or have the ability to enroll in
level course (e.g. A,B,C,D). Also the need for voice students to enroll concurrently in a
MUSL 6 course.
J. COURSE-LEVEL OUTCOME (CLO) 2:
9. How do your current scores match with your above target for student success in this course
level outcome?
10. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
18
PART III: COURSE REFLECTIONS AND FUTURE PLANS
13. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Since the previous assessment cycle, we have made the following changes:
1) SARS tracking for open lab and practice.
2) Greater student access to practice room
3) Purchase of professional quality instruments to aid student success
14. 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 need to develop non credit ensembles, offer the song writing course, develop applied
pedagogy course for students not prepared to take MUSA 40 and the dire need for a
coordinator to track and implement these needs.
We continue to have the need for equipment for our students as the cost of professional
quality instruments is a major barrier for many of them and limits their growth using a
beginning quality instrument.
15. What is the nature of the planned actions (please check all that apply)?
 Curricular X
 Pedagogical
 Resource based X
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
19
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
MUSA 40
SPRING 2014
16
16
100
Fall 2014
All applied faculty during juries
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:
Student will be able to perform scales, solo
literature, and sight-reading demonstrating
appropriate musical skills/ability in accordance
with the assessed skill level
Defined Target
Scores*
(CLO Goal)
80% score a 3 or
4.
Actual Scores**
(eLumen data)
87 % of the
course scored a 3
or 4.
(CLO) 2:
 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)
20
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
K. COURSE-LEVEL OUTCOME (CLO) 1:
11. How do your current scores match with your above target for student success in this course
level outcome?
Students are very successful in applied lessons when they have a background in music (JHS
and HS instruction) and are concurrently enrolled in an ensemble. Students need to
audition and place into this course so success rates are much higher than the typical MUSA
course.
12. 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 need to be able to repeat applied music courses or have the ability to enroll in
level course (e.g. A,B,C,D) and for transfer to 4-year institutions. The course can be
repeated 4 times and we see success and level 1 and 2. Where most are lacking success is
in level 3. Discussions are ongoing.
L. COURSE-LEVEL OUTCOME (CLO) 2:
11. How do your current scores match with your above target for student success in this course
level outcome?
12. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
21
PART III: COURSE REFLECTIONS AND FUTURE PLANS
16. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Since the previous assessment cycle, we have made the following changes:
1) SARS tracking for open lab and practice.
2) Greater student access to practice room
3) Purchase of professional quality instruments to aid student success
4) Starting NASM accreditation.
17. 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 need to develop non credit ensembles, offer the song writing course, develop applied
pedagogy course for students not prepared to take MUSA 40 and the dire need for a
coordinator to track and implement these needs.
We continue to have the need for equipment for our students as the cost of professional
quality instruments is a major barrier for many of them and limits their growth using a
beginning quality instrument.
18. What is the nature of the planned actions (please check all that apply)?
 Curricular X
 Pedagogical
 Resource based X
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
22
Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: _MUSIC (AA) and (AA-T)_______________________________________________
PLO #1: “Global and Cultural Involvement”
Examine music as a form of expression that reflects personal creativity as well as social,
historical, political, religious and cultural changes and influences.
PLO #2: “Development of the Whole Person”
Examine and discuss music in relationship to other forms of human expression, including
art, architecture, philosophy, religion, and politics.
PLO #3: “Communication”
Student will be proficient in communication technologies for the purposes of research,
composition, listening, performance, recording, and cross-discipline collaboration.
What questions or investigations arose as a result of these reflections or discussions?
Explain: As mentioned above, the importance of applied music courses and the expansion for
basic skills course.
What program-level strengths have the assessment reflections revealed?
Strengths revealed: The quality of our applied music instruction and our comprehensive
ensemble course offerings. We need to develop non-credit ensemble courses to serve student
needs. We also need to fund and support guest artists and conductors for out students success.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned: To clearly set goals and benchmarks for applied music study in our
department handbook and to get as many students as possible participating and enrolled in
applied music courses. We have also started the process of hiring a student assistant. A major
part of the process will involve the funding of our requested budget, supplies and resources.
23
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years? 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
2. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? These courses were removed.
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
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
24
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support
of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both
internal and external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
5a, 5c, Building pathways,
What is your specific goal and measurable outcome?
This is raising the lower success rate of CLO #3 and the artistry of our students.
What is your action plan to achieve your goal?
Activity (brief description)
Guest Artist Concerts
Target
Completion
Date
2015/16 yr
Required Budget (Split out
personnel, supplies, other
categories)
13,000
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
X 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)
X Other, explain Professional experts
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
X Require additional funding to continue and/or institutionalize the project
Will the proposed project require facility modifications, additional space, or program relocation?
X
No
Yes, explain:
25
(obtained by/from):
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
X Yes, explain: Professional Experts
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
26
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent three
years, student success and retention data, and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
1. Number of new faculty requested in this discipline: ___
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
Faculty (1000)
Program/Unit
Music Faculty
Coordinator at 3
CAH or .20 FTEF
Coordinate
Applied Lesson
program and
concert
publicity/box
office.
Music
Division/Area
AHSS
Rationale for your proposal. Please use the enrollment management data. Data that will strengthen your rationale include FTES trends over
the last 5 years, FT/PT faculty ratios, recent retirements in your division, total number of full time and part-time faculty in the division, total
number of students served by your division, FTEF in your division, CLO and PLO assessment results and external accreditation demands.
The Music Department is requesting a Music Coordinator position starting the Spring 2015 semester. In a ten year period, the Music Department
has grown from 6 faculty members to over 20, 4 ensembles to 11, 8 concerts a year to over 30, no applied lessons to lessons on every
instrument, and WSCH/FTEF from the 400’s to approaching 600. As you can imagine, this has created an enormous amount of paper work and
27
extra time to coordinate curriculum, loads, lessons, concerts, facilities, spreadsheets, instrument checkout and inventory, work orders, media
services requests, purchase orders and requisitions, co-curricular accounts, studio hours, recruitment, community activities, etc.
We propose the coordinator position to be 3 units of reassigned time per semester.
Music Coordinator duties:
 Department Course Offering Spreadsheet and Adjunct Loads
 Unit Plan and Program Review
 Capital Outlay Requests and Requisitions
 Media Services Requests
 Departmental Budget
 Applies lesson loads and room usage
 Scholarships
 Faculty Recital
 Chamber Music Concerts
 Coordinate 1200 facilities and PAC usage
 Piano tunings and maintenance
 Coordinate Concurrent enrollment registration and ensemble concerts
 Tracking of SARS tba hours and compliance
The Music Coordinator position will play an important and integral role in our departments continued growth and improvements. This position
was funded at 4 CAH in 2007 and reduced to 3 CAH with cuts in 2009. It was eliminated in 2011 due to budget cuts.
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.
This position is dire in the tracking of SLO’s, CLO’s and PLO’s as the majority of the applied lessons courses are taught by 17 adjuncts.
The lessons need to be scheduled and loads changed with our division scheduler (Angela). Catherine Powell and Dean Carla Walter
are in full support of this dire need In the music area. Much of this work is currently being done by faculty working beyond the scope
of the contract and assigned job duties. If TBA hours are not tracked and accounted for properly with SARS, and log sheets if audited
we could loose courses or be made to repay apportionment.
28
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: __2___
PLEASE LIST IN
RANK ORDER
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Classified Professional Staff (2000)
Position
SOTA Outreach
Specialist
Description
http://today/DistrictOffice/HumanResources/JobDescriptions/New
JobDesc09/Outreach%20Specialist.pdf
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
29
Program/Unit
Division/Area
SOTA
AHSS
PLEASE LIST IN
RANK ORDER
Student Assistants (2000)
Position
Music Student Assistant
Description
This student assistant position would be in charge of music
library duties and set-up for ensemble rehearsals. The student
would also help with SARS tracking, concert and box office
scheduling, equipment checkout and specialized music
laboratories.
Program/Unit
Division/Area
Music
AHSS
2. Rationale for your proposal.
The music student assistant is need to comply with studio hour course requirements and to support our fully Apple Mac labs, SARS tracking of
TBA hours and check out of equipment with Catherine Powell being moved from building 1100 to 400. This assistant will report to the Music
Coordinator (if funded), full-time music faculty, and Catherine Powell.
The SOTA Outreach Specialist position is needed in SOTA. See Theater Arts Program Review for further detail regarding this position.
3. Statements about the alignment with the strategic plan and program review are required. Indicate here any information from advisory
committees or outside accreditation reviews that is pertinent to the proposal.
The music area really needs the student assistant position to comply with all studio hour course requirements to be in full compliance if an audit were to occur.
Our sheet music libraries must be maintained to ensure we are in copyright compliance with ASCAP and BMI.
30
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
COURSE
CURRENT
FTEF
(2014-15)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
MUSL 6
(Fall and
Spring)
.33 per
semester
.07 to go to
.40 per
semester
2
0
40
MUSL 28
(Spring)
MUSL 3
(Fall)
0
.33
0
1
0
To comply
with C-ID
requiring
the course
to be 3 units
for transfer
30
.20
.20
1
1 for F15
50
MUSL 8
(Summer)
0
.40
0 for
summer
0
Music
Coordinator
0
.20 per
semester, .40
for the year
Funding
pulled 5
years ago
1 at large
lecture of
100 (6 CAH)
3 CAH of
reassigned
time per
semester
31
174 music
majors and
over 700 GE
students
50
WSCH/FTEF
of 750 per
course
100
WSCH/FTEF
of 1000
We will
support
these
students
and 17
adjunct
faculty
members
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors, learning assistants, lab assistants,
supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. Please cite any evidence or data to support your request. If this position is categorically funded, include and designate the funding source of
new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested:
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Music Student Assistant
See Appendix F2
2. #2380 Professional Expert Jazz Guest Artist
3. #2380 Professional Expert Guest Conductor
4.
$10,000 Guest artist for jazz concert (4 per year $2500 per concert)
$3,000 (1-2 per year)
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning outcomes and
alignment with the strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning support positions.
See Appendix F2 regarding the student assistant request. Professional experts have not been funded for many
years in the music area. This is part of our plan curriculum wise and needs to be funded by the institution. This is
common at all 4 year colleges and many 2 year schools.
32
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000 and 5000 in priority order. Do NOT
include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any requested funds beyond
those you received this year. Please also look for opportunities to reduce spending, as funds are very limited.
Supplies Requests [Acct. Category 4000]
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional benefit to the program.
needed totals in all areas
Description
Sheet Music
2014-15
Request
2015-16
Request
Requested
Received
3,500
3,500
Amount
$5,000
2,500
Instrument Repair
Percussion Repair
2,500
1,500
$5,000
1,500
$1,500
Vendor
Division/Unit
Priority #1
JW Pepper
Best
Repair
California
Percussion
SOTA/Music
X
SOTA/Music
X
SOTA/Music
X
33
Priority #2
Priority #3
Piano Repair/Tuning
$4,100
4,100
$5,000
Rob
Mitchell
SOTA/Music
X
Instrument Replacement
0
0
$10,000
TBD (bid)
SOTA/Music
X
Contracts and Services Requests [Acct. Category 5000]
Instructions:
1. There should be a separate line item for each contract or service.
2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated
requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not received in
the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional
benefit to the program.
augmentations only
Description
Accompanist (could possibly
also come from Acct 2000)
Piano Tuning/Repair
Amount
Vendor
Division/Unit
$5,000
$5000
TBD
Rob Mitchell
SOTA/Music
SOTA/Music
Priority #1
Priority #2
Priority #3
X
X
This area is critical especially for the choir and when all music students present their end of the semester juries.
Accompaniment to juries are required by the AA-T degree and NASM; this is not optional. This has not been
funded the past two years and is a critical need. Accompanist hours break down to approx 80 hours of
rehearsals/class time (for all MUSP and MUSA courses) and 20 hours for juries accompaniment. Please note that
34
juries and accompanists are require in the AA-T degree (applied music and ensemble courses) and with NASM
accreditation.
We need to maintain our pianos. We tune them every semester and before every concert. We have not had any
maintenance work done on the pianos the past 8 years with budget cuts. With this neglect, repair work must be
done on them ASAP before damage occurs that can not be fixed. We currently have a cracked leg on a $25,000
piano and another $25,000 piano that has a broken string and sound board that will not hold pitchy. Please
understand to replace a concert grand piano (which we own 7 of them) can run from $25,000 to over $100,000
per piano. It would be fiscally irresponsible to not fund this increase.
35
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development Committees in allocation of funds.
Instructions: Please list specific conferences/training programs, including specific information on the name of the conference and location. Note
that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of need that could perhaps be
fulfilled on campus, and to establish a historical record of need. Your rationale should discuss student learning goals and/or connection to the
Strategic Plan goal.
Description
California Music Educators
Conference
Amount
Vendor
Division/Dept
Priority Priority Priority
#1
#2
#3
SOTA/Music
X
$1000
36
Notes
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee.
Instructions: Please fill in the following as needed to justify your requests .If you're requesting classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers that are our current standards.
If requesting multiple pieces of equipment, please rank order those requests. Include shipping cost and taxes in your request.
Instructions:
1. For each piece of equipment, there should be a separate line item for each piece and
an amount. Please note: Equipment requests are for equipment whose unit cost exceeds $200.
Items which are less expensive should be requested as supplies. Software licenses should also be
requested as supplies.
2.
For bulk items, list the unit cost and provide the total in the "Amount" column.
Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be
in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to
jeopardize the life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be
nice to have and would bring additional benefit to the program.
Description
Amount
Vendor
Division/Unit
Drum heads
Yamaha or Pearl 4 piece maple drum set with all
hardware and throne. 20” BD, 10” tom, 12” tom,
14” free-standing floor tom.
Set of Zildjian HH Cymbals (20” ride, 16-18”
crash, 14” Hi-hats)
$1000
California Percussion
SOTA/Music
X
SOTA/Music
X
$1100
California Percussion
or Sweetwater
California Percussion
or Sweetwater
SOTA/Music
X
Set of percussion mallets
$1000
California Percussion
SOTA/Music
X
$2250
37
Priority #1
Priority #2
Priority #3
Set of Jazz Saxophone Mouthpieces with cap and
ligature. 2 alto, 2 tenor, 1 baritone
$1250
Buffet E-12 France Clarinet
$1750
Gemeinhardt Intermediate Flute
$1200
Ingram & Brauns
Musik Shoppe
Ingram & Brauns
Musik Shoppe
Ingram & Brauns
Musik Shoppe
2 Microsoft Surface Pro Tablets w/keyboard
Fender Deluxe ’65 Reverb Amp
Item ID: 65DeluxeRVWR
2 portable SARS tracking laptops for tracking
concert attendance in the Buffington Center with
cart and all cables
$600ea.
SOTA/Music
X
SOTA/Music
X
SOTA/Music
X
District Vendor
SOTA/Music
X
$1200
Sweetwater
SOTA/Music
X
$1000ea
District Standard
SOTA/Music
X
8” Sabian Bronze Triangle
$50
California Percussion
SOTA/Music
X
3 Black Swamp Triangle Clips
$55 ea.
California Percussion
SOTA/Music
X
2 Apple Lightning AV adapters
$50 ea.
Apple Store
SOTA/Music
X
2 Apple Thunderbolt adapters
3 Auralex B244 Sound Panel 4’x4’x2”, color
sandstone with beveled edge. Mounting hardware
included.
2 Auralex B224 Sound Panel 2’x4’x2”, color
sandstone with beveled edge. Mounting hardware
included.
2 Auralex B222 Sound Panel 2’x2’x2”, color
sandstone with beveled edge. Mounting hardware
included.
Gallien-Krueger 112MBX Bass Guitar Cabinet
100 watt
$30 ea.
Apple Store
SOTA/Music
X
$220 ea.
Sweetwater
SOTA/Music
X
$120 ea.
Sweetwater
SOTA/Music
X
$100 ea.
Sweetwater
SOTA/Music
X
$299
Musicians Friend
SOTA/Music
X
Traps Drums
$699
Guitar Center
SOTA/Music
X
38
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of reprioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet
capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match
if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined
that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many
smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing,
constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one facilities project, please rank order your
requests.
Brief Title of Request (Project Name): Fix existing problems with building 1200 remodel.
Building/Location: 1200
Description of the facility project. Please be as specific as possible.
We have some major sound bleed issues when building 1200 was remodeled. Doug Horner brought in acoustical engineer
Charles Salter to develop a plan to address these issue. Money has not been paid to West Bay Builders due to these issues. We
would like for these issues to be fixed ASAP and for funds not to be diverted to other projects that were allotted to this remodel.
The facilities committee toured the building last year and the district and college are aware of the issues.
What educational programs or institutional purposes does this equipment support?
The entire college.
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
This is not a new project but completing the work that was scheduled to happen and fix work that was not completed properly.
39