Chabot College
Program Review Report
2015 -2016
Year ONE of
Program Review Cycle
Music Recording & Technology
Submitted on 10/24/14
Contact: Eric Schultz
Table of Contents
___ Year 1
Section 1: Where We’ve Been
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
___ Year 3
Section A: What Have We Accomplished?
Section B: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives
F1: New Faculty Requests
F2: Classified Staffing Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
Music Recording & Technology
Program Review 2015/2016
____ YEAR ONE
1. Where We’ve Been - Complete Appendix A (Budget History) prior to writing your narrative.
Limit your narrative to nomore than one page. As you enter a new Program Review cycle,
reflect on your achievements overthelastfew years. What did you want to accomplish? Describe
how changes in resources provided to your discipline or program have impacted your
achievements. What are you most proud of, and what do you want to continue to improve?
2. Where We Are Now - Review success, equity, course sequence, and enrollment data from
the past three years at
http://www.chabotcollege.edu/ProgramReview/Data2014.asp
Please complete Appendices B1 and B2 (CLO's), C (PLO's), and D (A few questions)before writing
your narrative. Limit your narrative to twopages.
After review of your success and retention data, your enrollment trends, your curriculum, and
your CLO and PLO results, provide an overall reflection on your program. Consider the following
questions in your narrative, and cite relevant data (e.g., efficiency,persistence, success,
CLO/PLO assessment results, external accreditation demands, etc.):
• What are the trends in course success and retention rates (based on overall
results and CLO assessments) in your program? Do you see differences based
on gender and/or ethnicity? Between on-campus and online or hybrid online
courses? Provide comparison points (college-wide averages, history within
your program, statewide averages).
1. Success and persistence rates.
2. Distance education vs. face-to-face courses.
3. The Difference We Hope to Make - Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SP forPR.pdf prior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resource Requests) to
further detail your narrative. Limit your narrative to three pages, and be very specific about
what you hope to achieve, why, and how.
Note: Chabot is in the process of creating our next Educational Master Plan, to last six years.
Educational Master Plans are generally large enough in scope to be flexible. They are used in
particular at the District Level to guide in facility and community planning.
Please take this moment to reflect on your program’s larger term vision(s) and goals (6 years),
and to incorporate them into Program Review under the section below as a separate paragraph
Music Recording & Technology
Program Review 2015/2016
or otherwise. The drafters of the Educational Master Plan will be mining Program Review for
contributions to the plan, with a commitment to read what programs have submitted. IR has
offered to work with programs to determine future market trends to be incorporated into this
year’s program review in relation to long-term goals. Please contact Carolyn Arnold for support.
We will have other avenues to communicate with the Educational Master Plan Consultants. This
is simply one avenue.
•
•
•
•
•
What initiatives are underway in your discipline or program, or could you begin,that
would support the achievement of our Strategic Plan goal?
Over the next three years, what improvements would you like to make to your
program(s) to improve student learning?
Over the next 6 years, what are your longer term vision(s) and goals? (Ed Master Plan)
What areyour specific, measurable goals? How will you achieve them?
Would any of these require collaboration with other disciplines or areas of the college?
How will that collaboration occur?
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Program Review 2015/2016
Music Recording & Technology, Year One Narratives
I. Where We’ve Been
The Music Recording & Technology Department at Chabot College is coming out of an awkward
period of massive change and substantial instability—a sort of adolescence of the program. The
primary cause of this lack of foundation is the professional flux of the sole full-time faculty,
yours truly.
In 2009, I was hired to create a commercial music program at the college, largely from scratch.
After introducing the curriculum in the Fall of 2010, and then overhauling it almost immediately
in the Fall of 2011, I was functioning as interim dean of the (now) AHSS division by the Fall of
2012. I did not return to the faculty until January, 2014. During those three semesters, the
discipline was taught entirely by two part-time instructors. While I did my best as dean to
continue to oversee the MURT program that I had started, my administrative duties yielded a
largely distracted and sloppy job of doing so. Institutionally speaking, the program has had a
lack of consistent, fully-present leadership since its inception.
Further, between 2011-2013, our pedagogy was substantially hindered by not having a proper
home. We taught MURT classes out of the Digital Media Lab while our new facility was being
built in Building 1200. We moved into our new home, a beautiful-looking but acousticallychallenged 2300-square foot recording studio and computer lab in the middle of the Spring
semester, 2012.
In short, this program, which was created in the Fall of 2010, is really only now in its second full
semester of having a permanent home and a dedicated full-time faculty member to steer the
ship.
Nonetheless, we have enjoyed some bright spots while we look to continually improve:
• To date, we have placed six students into internships at Fantasy Studios in Berkeley,
probably the second-most important recording studio in the Bay Area (behind Skywalker
Studios). We are enjoying a good working relationship with Fantasy and look to continue
partnering with them.
• In 2012, we brought on Michael Rosen, a Grammy-award winning recording engineer as
part-time faculty. He has been teaching all of our recording and mixing classes almost
exclusively, and our students are truly getting an outstanding education as a result of his
professional expertise and strong commitment to constantly improving his own
pedagogical effectiveness.
• While the new recording studio and technology lab are acoustically flawed, they have
been an enormous upgrade for us, and weenjoy one of the better educational facilities of
its kind in the entire state. Although have enjoyed budgetary support in terms of
equipment, we feel that we are one more substantial equipment request away from
“getting there” with the overall state of our recording lab.
• The biggest next step for the MURT program will be the approval of an A.S. degree and
Certificate program. Our applications for these are headed to Sacramento this semester.
• Looking ahead, we would very much like to see the creation of ongoing, sustainable
annual budgets for software upgrades and professional development to ensure that our
students are receiving top-shelf instruction on the most up-to-date industry standard
software tools.
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Program Review 2015/2016
II. Where We Are Now
In a general sense, the MURT program is currently in the best shape it has ever been in. Facultywise, the full-time anchor is back and focused on the program, and the two adjunct instructors
are set up to teach the courses at which they excel the most. Our recording studio and
technology lab are both in the best shape they’ve been insofar as most of the hardware and
software are dialed in for students to use effectively. Our enrollment numbers were very strong
this semester; despite a campus-wide downturn, all of our lab courses were maxed out at census.
Pedagogically, with the return of a full-time lead faculty, there is a great deal more cohesion and
integration in what is being taught across the curriculum. At the halfway point of this semester, I
can say that our students are farther along and more engaged than they ever have been in the
history of the program. All told, this should be the best year yet in the MURT discipline; all of
the parts are now coming together to form a cohesive whole.
A look at the data reveals, more than anything, the negative impacts that the loss of a full-time
faculty lead has on “student success”. During the semesters in which the full-time lead faculty
was out of the classroom and working as an administrator, “success numbers” declined across
the board. Overall “student success” went down from 63% to 50% in the first semester without a
lead faculty (Fall 2012). Those numbers stayed around 50% until Spring 2014, the first semester
that the lead faculty was back full-time in the classroom. At this point, student success jumped
back up to 69%, which is right where the numbers were at during the semesters in which the
full-timer was in the classroom.
What does this all say? In a word, a program without a full-time lead faculty suffers from a lack
of leadership. This is borne out by many nuanced factors that a program without leadership has
to overcome. Without a full-time lead, curricular cohesion suffers from a lack of pedagogical
vision. Complex, multi-course curricula such as the MURT program works best when there is
attention to both the local, course-by-course pedagogy as well as a broad, program-wide
educational perspective. A lack of this wider perspective yields a student experience that can feel
much more piecemeal than several parts of a cohesive whole.
Without a full-time lead, there is no one around to organize meetings among faculty or students,
which are important in that they open channels of communication and create community. The
students in the program don’t feel as if they are part of a program, which, in my opinion,
significantly erodes a student’s intrinsic motivation to succeed.
Not having a full-time lead means that there is no one around to “putter” in the facility, making
sure that all of the little details are taken care of and that the technology is running smoothly
and effectively. This can lead to a facility that, while functional, has many small broken parts. A
student who has to deal with the annoyance of a non-functional piece of equipment day after day
starts to feel that if the school doesn’t care enough to fix the simple problem, then the school
doesn’t care about them. It cheapens the experience, and in doing so diminishes a student’s
intrinsic motivation to succeed.
In the case of MURT, the lack of a full-time lead meant that part-time faculty were sometimes
teaching out of their area of specialty, thus weakening instruction. A full-time lead can—and
should—offer discipline-specific insight into the strengths and weaknesses of part-time faculty.
This insight can—and should—be used in the decision-making process of staffing classes to try
and create the best possible matchups for both students and faculty to succeed.
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Program Review 2015/2016
Finally, a look at the data on “student success” suggests, alarmingly, that the lack of a full-time
faculty in this area may have also led to an equity issue. “Student success” rates for Hispanic
students fell significantly (from 73% to 49%) starting in the Fall of 2012, the first semester
without a full-time lead. Upon the return of the full-time lead in Spring 2014, the “success” rates
for Hispanic students jumped dramatically back up from 53% up to 71%. A similar, but far less
extreme trend happened with African-American students during that time.
Why is this? While there are many possible explanations for this, I believe that the biggest factor
has to do with the difference between the part-time faculty and the full-timer in contextual
understanding of the student body at Chabot. (It bears saying at this point that all three MURT
faculty members are white males from middle-class backgrounds).
It is no secret that the typical Chabot student is less academically prepared than students at
other schools. Public schools in our service area typically have among the worst standardized
test scores in the Bay Area. As such, our students come to us underprepared not only in specific
subject skills (writing, reading, math), but also are underprepared for the academic rigors of
being a student at a college institution (study habits, attendance, deadline-making, time
management, etc.).
The full-timer in MURT spends the entirety of his professional time on campus at Chabot, and is
familiar with this aspect of our student body. The full-timer has been in countless meetings,
formal and informal discussions with his colleagues about this topic, discussing the “why” and
“how” of teaching our student body, and has invested much thought into those issues specific to
our diverse campus.
Our part-time faculty members are on campus only to teach their specific classes. The rest of the
time, they are, appropriately, working in the very fast-paced, project-oriented, professionally
intense world of commercial music production. They have not had the experience of being in
daily or weekly discussions about how best to teach and reach our diverse student body. Their
expectations of what our students are ready for academically are based more on their own
student experience, and don’t always line up with the preparation that our students have had.
Not having the voice of the full-timer in frequent, discipline-specific pedagogical discussions,
has, in my opinion, led to a mis-calibration by our part-timers in terms of where our students
are academically. This is borne out in the lowered rates of “student success”, and amplified in
the “success” rates of our most underserved student populations. Having the full-timer back in
the mix will, I hope, lead to a better understanding of our student body and improve teaching
strategies that will lead to higher success rates.
Music Recording & Technology
Program Review 2015/2016
III. The Difference We Hope To Make
A. Initiatives Already Underway
The Pathway:
The “strategic plan” of our college is to “increase the number of students that achieve their
educational goal within a reasonable time by clarifying pathways and providing more
information and support”. This applies to MURT in several ways.
First, the pathway must be not only clarified, but officially established. At this moment, there is
no official MURT degree or certificate program. We have graduated students up until now by
using the Individual Occupational Major option, but this has always been intended to be a
bridge to an eventual degree and certificate. The A.S. and Certificate of Achievement in Music
Industry & Technology was approved by the curriculum committee back in 2011. However, the
application to the State Chancellor’s office for these programs has not been submitted. Those
applications are now 90% complete, and the goal is to have them sent off to the State
Chancellor’s office for approval before the end of the Fall 2014 semester. Barring any unforeseen
obstacles, we hope that by the time students return from summer for the Fall 2015 semester
there will be a clear A.S. and Certificate program in the college catalog. Until then, we will
continue to employ the I.O.M. option for students whose timelines are ahead of those of the
institution.
One of important facets of clarifying this pathway is to offer the courses within the program in a
logical way that allows students to complete it efficiently. The ongoing degree/certificate course
requirements and offering schedule will, once fully established, look like this:
Course
Title
MURT 21
Audio Recording I
3
Fall (two sections)
MURT 22A
Electronic Music Production I
3
Fall (two sections)
MURT 22B
Electronic Music Production II
3
Spring (one section)
MURT 23
Audio Recording II
3
Spring (one section)
MURT 24
Advanced Mixing Techniques
3
Spring (one section)
MURT 25
Live Sound Reinforcement
1
Spring (one section)
MURT 26
Music Business & the Law
3
Spring (one section)
MURT 28
Music Industry Career Development
3
Fall (one section)
MUSL 8
History of Rock & Popular Music
3
Both + Summer (two large-lecture sections)
MUSL 6
Basic Music Skills
2
Both (two sections)
MUSL 28
Musical Structure & Songwriting
2
Spring (one section)
Total
Units
Semester
29
Much of this work has already been done and 90% of the schedule is currently in place. Only one
class on the above grid needs to be added to the schedule to make it complete. MUSL 28,
Musical Structure & Songwriting, has not yet been offered at the college due to budget
restraints. We are asking in this Program Review cycle that the course be added to the Spring
2016 schedule so that, when the degree program becomes official, the course will be offered and
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Program Review 2015/2016
ready to go. Once in place, our curriculum will be complete, and offered in an efficient and
logical way so that a student can successfully complete all of these courses (essentially the
Certificate of Completion) within a two semester period.
Facilities & Equipment:
The most significant initiative in establishing the MURT discipline at Chabot College as a viable,
successful pathway has been the building and implementation of a proper facility. As has been
previously stated, we moved into our 2300-square foot Music Technology Lab & Recording
Studio in the 1200 Building in the Spring of 2012. Although there are some serious design flaws
(specifically, acoustics & AV) the facility is a point of pride on the campus and one of the best
educational facilities of its kind in the region and the state.
We have done well to outfit this facility with industry-standard hardware and software up to this
point. However, one last significant budget request needs to be made this cycle to finish the job.
From the beginning, my plan has been to outfit the new facility with appropriate, professional
equipment in stages. The logic behind this was to allow for changes and to accommodate the
unexpected. We are now mostly settled in to the facility and have a few semesters under our belt.
We know what we need in terms of software & equipment to get us to where we need to be in
terms of setting up this complex facility. Those needs are included in the equipment &
technology requests in this program review document. If achieved, we will be able to move from
“building” mode to “update & upkeep” mode (far less costly) in our facility.
B. New Initiatives (3-year plan)
Student Access to the Studio & Lab:
Once we have our recording studio & technology lab properly outfitted, the best way to not only
attract and keep students in our program but give them the best shot at success is to give them
as much access as possible to the facilities. Music technology training is largely hands-on; as
such, the more access students have to hands-on learning, the better off they will be.
Presently, each of the tech-heavy courses in MURT has a two-hour per week requirement for
TBA lab time. Each course that requires that time (4 sections in the Fall, four sections in the
Spring) has tied to it a two-hour block of open lab time, staffed by a MURT faculty member.
Students thus have 8 hours of open lab per week to take advantage of to meet their TBA
requirements.
I would like to give students even more supervised access to our facilities, beyond just the TBA
requirements that are part of the classes. Specifically, this initiative is to give students 20 hours
per week of access to the lab and studios beyond the class requirements, supervised by a parttime classified professional with training specific to this discipline.
If students are able to use our facilities to produce & record their own projects, supervised by an
expert in the field, there will be numerous positive effects, consistent with the goals of the
strategic plan: 1) Increased access to facilities and equipment will improve student success
within the curriculum, thus reducing repeat coursework due to failure and withdrawal, this
improving completion time; 2) Increased access to the facilities will generate more collaborative
student projects, which will not only increase the students’ skill bases, but foster a larger sense
of community & belonging which will increase success and retention; 3) Increased access to the
facilities & equipment will provide a higher degree of hands-on experience, thus improving the
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Program Review 2015/2016
student’s equipment-specific skills and enhancing their job preparedness; 4) Increased access to
facilities and equipment will lead to more student-driven music projects, thus increasing the
public profile of our program and attracting more potential students with deep interest in this
field.
For the above reasons, we are asking in this cycle for a 20-hour per week classified professional
to staff open lab and studio time in our facility beyond the time already established by our
course offerings. We feel that this would dramatically improve student success and retention
rates, and significantly enhance the overall quality of our education, leading to more highly
trained and employable graduates.
Sustainable Institutional Support for Equipment, Software Upgrades & Professional
Development:
Presently, there is no ongoing (rollover) budget for the MURT discipline to pay for equipment
maintenance, software updates or professional development. If this continues, it will obstruct
our program from being able to offer a quality, professional training to our students.
Changes and improvements to commercial music technology occur rapidly and often
dramatically. New technologies, developments in audio equipment and advancements in
software happen every year in the music industry. In order to be able to provide an effective,
competitive education in this industry, our program needs to have the ability to keep up with
those changes.
We are asking for a sustainable, ongoing, rollover budget commitment from the college in these
areas. Specifically, we’d like to see an annual commitment of $4000 in equipment & supplies,
$4000 to help keep our software up to date, $1000 in repairs & professional service, and $1000
in professional development.
Our students need access to the most up-to-date industry-standard software and top-shelf
instruction from the faculty that teaches it. An ongoing financial commitment from the college
will be invaluable in helping us maintain our excellent facilities and ensure consistency and
accuracy in our instruction.
Industry Partnerships:
As previously mentioned, we have already been cultivating a solid relationship with Fantasy
Studios, one of the most important audio recording facilities in the Bay Area, and certainly the
most established, well-known studio in the East Bay. We have created the beginning of a
pipeline of students who leave our program and become interns at Fantasy, and so far it has
been a win-win-win for everyone involved.
We would like to expand and develop these kinds of relationships with other professional
entities throughout the region. Establishing these partnerships will be a boon for our students,
giving them access to and a connection with the industry leaders in our region. Further, it will
keep the faculty at Chabot in touch with the professional standards and opportunities in the
related industries beyond just music recording—video game audio, audio for film & TV, concert
promotion, artist management and music in advertising to name a few.
Our goal is in three years to have established relationships with professional entities in the
following sub-industries. These relationships may include face-to-face networking, internships,
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Program Review 2015/2016
site visits, guest lectures, and will hopefully lead to increased professional opportunities for our
graduates.
•
•
•
•
•
•
•
Music recording
Video game music & sound
Audio for TV/Radio/Film
Concert Promotion
Artist Management
Voice over recording & production
Music in Advertising (jingles)
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Program Review 2015/2016
C. Long-term Initiatives (6-year)
Curriculum Development:
At present, our MURT curriculum is designed to give students who come through the program a
quality education in the biggest areas of the commercial music industry in a very short time.
Music recording & production, music business, and live concert sound are all aspects of industry
training covered by our program. Insofar as designing an all-in-one package that covers a lot in a
small amount of courses, I believe we are doing an excellent job in the way that the curriculum is
set up.
That said, a long-term goal worthy of pursuing would be to expand our curriculum (and thus our
program) to cover even more important industry topics. In particular, I would like to see our
program grow into offering viable instruction in sound design and video game music. These are
aspects of music production that are admittedly under-covered in our current curriculum. Our
region, along with Los Angeles & New York, has the advantage of being an epicenter for this
kind of work, especially in the video game industry. We are perhaps doing a disservice to our
students in overlooking this important area for career opportunity.
In six years, I believe that it is important that we fully explore the possibilities in offering this
kind of instruction, and, if appropriate, expand our current curriculum to cover this potentially
valuable educational opportunity for our students.
For-Profit Booking of Our Recording Studio:
Combining educational training and professional service to the outside public is a tricky
proposition. Finding the balance between meeting the professional obligations to a paying client
while also meeting the pedagogical needs of developing students is a very fine line to walk. To be
honest, I am not certain that it is even possible to do while maintaining both professional and
educational integrity. My strongly held view is that we are an educational institution, and that
our first and most important obligation is to the development (both professional and personal)
of our students.
That said, the idea of offering professional recording services out of our facility, manned by
supervised, advanced recording students, has many potential benefits. Our students would get
supervised training working in a professional capacity for paying customers, an experience for
which there is no real substitute. We would be supplying our community with a valuable, more
affordable professional service. And, if managed correctly, we could, eventually, make enough
profit to be a highly self-sustaining program.
This notion is, at present, just a notion; a proposition that needs much more research and
thought before reaching a conclusion. However, in six years, this notion should be fully vetted
and acted upon, even if that action is one that ultimately maintains the status quo.
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Program Review 2015/2016
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
2013-14
Budget
Requested
1
2013-14
Budget
Received
0
38,000
38,000
2014-15
Budget
Requested
0
2014-15
Budget
Received
0
26,000
23,000
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 received monies in terms of Equipment (6000) has impacted student learning greatly in that it has
helped to setup our new recording studio and technology lab. Without these funds, students would not
have access to several industry-standard, highly necessary pieces of equipment. Getting students handson access to this level of equipment better prepares them for vocational success once they leave the
college.
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?
Two-part answer here:
1) While most of our equipment (6000) requests have been met, we are still one substantial year’s
worth of requests away from “getting there” with the equipment in our new facility. We are
making the last big push for 6000 requests this year. Once “there” we will move decidedly from
“building” mode to “maintaining & updating” mode, which promises to be much less costly.
2) Outside of our 6000 Equipment requests, we still have substantial needs in terms of staffing,
ongoing software maintenance, and professional development. With our new facility, we need
to do our best to provide students with as much access as possible to hands-on experience with
the highly complex and proprietary equipment. Not having a dedicated classified professional to
oversee the facility outside the bounds of regular class time diminishes student access, lowering
student success by limiting access to student mastery of skills on the hardware and software.
Beyond this, we would like to see an ongoing, sustainable annual budget that both helps us to
fund software upgrades as well as to provide professional development for our faculty. This will
help to ensure that our students are getting top-shelf instruction on the most up-to-date
industry-standard hardware & software, which we cannot honestly say we are doing at present.
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Program Review 2015/2016
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.
MURT 21
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
MURT 22A
X
MURT 22B
X
MURT 23
X
MURT 24
X
MURT 25
X
MURT 26
X
MURT 28
X
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Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 2:
(CLO) 3:
(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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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?
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?
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?
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C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
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?
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?
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?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
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PART III: COURSE REFLECTIONS AND FUTURE PLANS
1. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
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?
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: --Program Level Outcomes currently in development-• PLO #1:
•
PLO #2:
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Program: _____
• PLO #1:
•
PLO #2:
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
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What program-level strengths have the assessment reflections revealed?
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
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Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years? YES
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five years or
won’t be taught in three years should be deactivated) YES
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
a. NO – One course, MURT28 Musical Structures & Songwriting has not been offered due
to budgetary restraints. This course was created in 2011 and has, at this time, never
been offered. However, via consultation with our new dean, we are looking forward to
offering the course for the first time in the Spring of 2016.
4. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester - YES
5. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester. - YES
6. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester.
a. NO – the PLO’s for the MURT Program are in the end stages of development as we get
ready to send off our application for an AS degree & Certificate this semester.
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? YES
8. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? If not, explain why you think this may be. - + Unknown.
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Appendix E: Proposal for New Initiatives (Complete for each new initiative)
MURT INITIATIVE 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?
Creation an official A.S. Degree & Certificate of Completion program establishes the pathway for MURT students.
What is your specific goal and measurable outcome?
Application for the A.S. and Certificate programs in Music Industry & Technology will be sent to the State Chancellor before the end of this
semester. Measurable outcome will be approval, inclusion in the college catalog, and offering of the only un-offered class, MUSL28.
What is your action plan to achieve your goal?
Activity (brief description)
Complete application and send to state chancellor
Continue current course offerings, add 1 section of MUSL 28
for Spring 2016
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
1/1/2015
1/1/2016
3 CAH in spring 2016
semester (ongoing)
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:
x
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
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At the end of the project period, the proposed project will:
x
Be completed (onetime only effort)
x
Require additional funding to continue and/or institutionalize the project (obtained by/from):cemc
Will the proposed project require facility modifications, additional space, or program relocation?
NO
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
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MURT INITIATIVE 2
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?
This year’s round of requests finally complete the equipping of our new facility be adding important gear, replacing outdated, malfunctioning
gear, and ending the reliance of the program on instructor’s personal equipment. It will take us from the “building” stage of our facility to a
far less costly “update & upkeep” stage. Providing students with up-to-date equipment will not only enhance the quality of their instruction,
but will increase persistence and student success by allowing hands-on access to industry-standard gear, maximizing student interest in the
subject matter and increasing intrinsic motivation to succeed.
What is your specific goal and measurable outcome?
Complete the establishment of Recording Studio & Technology Lab facility with one final big ask of Instructional Equipment during this PR
cycle.
What is your action plan to achieve your goal?
Activity (brief description)
Make request of all required equipment to budget committee
Target
Completion
Date
7/1/15
Required Budget (Split out
personnel, supplies, other
categories)
Approx $45,000 in one-time 6000
equipment purchases
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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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:
14
(obtained by/from):
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MURT INITIATIVE 3
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?
If students are able to use our facilities to produce & record music projects, supervised by an expert in the field, there will be numerous
positive effects, consistent with the goals of the strategic plan: 1) Increased access to facilities and equipment will improve student success
within the curriculum, thus reducing repeat coursework due to failure and withdrawal, this improving completion time; 2) Increased access to
the facilities will generate more collaborative student projects, which will not only increase the students’ skill bases, but foster a larger sense
of community & belonging which will increase success and retention; 3) Increased access to the facilities & equipment will provide a higher
degree of hands-on experience, thus improving the student’s equipment-specific skills and enhancing their job preparedness; 4) Increased
access to facilities and equipment will lead to more student-driven music projects, thus increasing the public profile of our program and
attracting more potential students with deep interest in this field.
What is your specific goal and measurable outcome?
Add 20 hours per week of supervised open lab/studio time beyond the scope of the TBA requirements of the course curriculum.
What is your action plan to achieve your goal?
Activity (brief description)
Hire a 20-hour per week classified professional to supervise
the recording studio and technology lab outside of class time.
Target
Completion
Date
8/1/15
15
Required Budget (Split out
personnel, supplies, other
categories)
Hiring of a part-time, level
37 Instructional Computer
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How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
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:
16
(obtained by/from):
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MURT INITIATIVE 4
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?
Establishing ongoing, annual institutional support for equipment purchase & maintenance, software upgrades and professional development
substantially improves student learning by providing them with the most up-to-date, industry standard hardware & software, supporting the
maintenance & upkeep of that equipment, and ensuring that faculty instruction reflects a fully trained and informed professional
perspective.
What is your specific goal and measurable outcome?
Establish an annual, sustainable, rollover budget for the MURT area which addresses our ongoing needs: equipment purchase & upkeep,
software updates and professional development for faculty on up-to-date software.
What is your action plan to achieve your goal?
Activity (brief description)
Establishment of sustainable, rollover budgets for MURT area
Target
Required Budget (Split out personnel, supplies, other categories)
Completion
Date
7/1/15
$4000 annually in equipment & supplies;
$4000 annually in software updates;
$1000 annually in equipment maintenance and professional
specialists;
$1000 annually in professional development for faculty
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
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Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
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:
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(obtained by/from):
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MURT INITIATIVE 5
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?
Establishing partnerships with industry entities in the commercial music field will clarify pathways by providing specific, face-to-face
information and possibly experience for our students. Student persistence will increase as a result of getting a better glimpse of the reality of
their professional opportunities. Student learning will be improved through exposure to real-world industry professionals & experiences.
What is your specific goal and measurable outcome?
Our goal is in three years to have established relationships with professional entities in the following sub-industries.:Music Recording, Video
Game Music & Sound; Audio for TV/Radio/Film; Concert Promotion; Artist Management; Voice-over Recording; Music in Advertising.
These relationships may include face-to-face networking, internships, site visits, guest lectures, and will hopefully lead to increased
professional opportunities for our graduates.
What is your action plan to achieve your goal?
Activity (brief description)
Lead faculty works one-on-one with industry professionals in
the region to cultivate partnerships.
Target
Completion
Date
8/1/17
Required Budget (Split out
personnel, supplies, other
categories)
Possible reassign time for
faculty to coordinate
internships & professional
experiences
How will you manage the personnel needs?
New Hires:
Faculty # of positions
Classified staff # of positions
Reassigning existing employee(s) to the project; employee(s) current workload will be:
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Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain:reassign time
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(perhaps)(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:Cooperative agreements with off-campus industry entities
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
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Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization 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: ___
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
Faculty (1000)
Program/Unit
Division/Area
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.
2. Statements about the alignment with the strategic plan and your student learning goals are required. Indicate here any information from
advisory committees or outside accreditation reviews that is pertinent to the proposal.
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Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent) classified
professional positions(new, augmented and replacement positions).Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal, safety, mandates, and accreditation issues. Please cite any evidence or data to support your request. If this position is categorically funded,
include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested: _1____
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
Instructional Computer
Laboratory Specialist (20hours per week)
Classified Professional Staff (2000)
Description
Program/Unit
Supervise & oversee
technology lab & recording
studio during open studio
hours; assist students with
audio recording & music
production projects; basic
maintenance of equipment in
studio/lab; meet with MURT
faculty regarding specific
pedagogical approaches to
Music Recording &
equipment usage & operation Technology
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
22
PLEASE LIST IN RANK
ORDER
Division/Area
AHSS
PLEASE LIST IN RANK
Music Recording & Technology
Program Review 2015/2016
ORDER
Postion
Music Technology Lab Student
Assistant (Work Study)
Student Assistants (2000)
Description
Program/Unit
Assist in overseeing of music
technology lab and recording
studio during open lab hours,
assist students with coursespecific projects, help clean
& maintain audio equipment, Music Recording &
other duties as assigned.
Technology
Division/Area
AHSS
2. Rationale for your proposal.
Music technology training is largely hands-on; as such, the more access students have to hands-on learning, the better off they will be.
Specifically, this initiative is to give students 20 hours per week of access to the lab and studios beyond the class requirements, supervised by a part-time
classified professional with training specific to this discipline.
If students are able to use our facilities to produce & record their own projects, supervised by an expert in the field, there will be numerous positive effects,
consistent with the goals of the strategic plan: 1) Increased access to facilities and equipment will improve student success within the curriculum, thus
reducing repeat coursework due to failure and withdrawal, this improving completion time; 2) Increased access to the facilities will generate more
collaborative student projects, which will not only increase the students’ skill bases, but foster a larger sense of community & belonging which will increase
success and retention; 3) Increased access to the facilities & equipment will provide a higher degree of hands-on experience, thus improving the student’s
equipment-specific skills and enhancing their job preparedness; 4) Increased access to facilities and equipment will lead to more student-driven music
projects, thus increasing the public profile of our program and attracting more potential students with deep interest in this field.
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.
In unofficial conversation with members of our MURT advisory committee (comprised of commercial music industry professionals) it has come up
numerous times that there is no better instruction for music industry students than supervised, repeatable, hands-on training with industry-specific
proprietary equipment. This request seeks to provide access for students to receive as much hands-on training as possible.
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Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
COURSE
MUSL 28
CURRENT
FTEF
(2014-15)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
0
3
0
1
0
30
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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. Learning Assistant, Audio Recording
Assist instructor in answering of student questions during Audio
Recording & Mixing classes and lab time ; assist students with
project-specific support
2. Learning Assistant, Electronic Music
Assist instructor in answering of student questions during
Electronic Music classes and lab time; assist students with projectspecific support
3.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning outcomes and
alignment with the strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning support positions.
In the Audio Recording, Mixing & Electronic Music classes, instructors very often are not able to provide the one-on-one assistance with
technical questions from students as is required. There are between 20-24 students, each working individually on projects, and only one
instructor to “make the rounds” and assist students with their situationally specific issues. Having a Learning Assistant in these course to help the
instructor will essentially double student access to one-one-one support, which is the most effective and important aspect of technical mastery
of the required skills.
Further, the students who are Learning Assistants will gain extremely valuable experience explaining and exploring multiple scenarios and
problems inside the proprietary software. The experience gained by doing this will have a hugely positive effect on the LA’s own mastery of the
technology; the best way to learn anything is by having to teach it.
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Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000 and 5000 in priority order. Do NOT
include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any requested funds beyond
those you received this year. Please also look for opportunities to reduce spending, as funds are very limited.
Supplies Requests [Acct. Category 4000]
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are 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.
2014-15
2015-16
Request
needed totals in all areas Request
Requested Received
Description
Amount
Vend
or
26
Division/Unit
Priority #1
Priority #2
Priority #3
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Program Review 2015/2016
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 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.
augm entations only
Description
Instrument Maintenance, guitars &
basses
Maintenance & upkeep of mixing
console, preamps, cable connectivity &
microphones
Maintenance $ upkeep of keyboard
instruments, including piano tuning
Amount
$400
$400
$400
Vendor
Will seek best/most
qualified offer
Division/Unit
Will seek best/most
qualified offer
Will seek best/most
qualified offer
27
Priority #1
MURT
X
MURT
X
MURT
X
Priority #2
Priority #3
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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
Audio Engineering Society 139th
International Convention, New
York City, October 29-Nov 1,
2015
Amount
$1,000
Vendor
Priority Priority Priority
Division/Dept
#1
#2
#3
Aes.org
AHSS/MURT
X
AES Dues (annual)
$300 Aes.org
AHSS/MURT
X
Lynda.com annual subscription
$750 Lynda.com
AHSS/MURT
X
28
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Program Review 2015/2016
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 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.
Description
Amount
Vendor
Division/Unit
Included with attached spreadheet
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Priority #1
Priority #2
Priority #3
Music Recording & Technology
Program Review 2015/2016
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of reprioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet
capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match
if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined
that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many
smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing,
constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests.If requesting more than one facilities project, please rank order your
requests.
Brief Title of Request (Project Name):
Building/Location:
Description of the facility project. Please be as specific as possible.
Remedy for unsatisfactory AV in MURT Lab & Recording Studio , as spec’d by consultant w/ Greg Horne in Sept. 2014.
Remedy for sound bleed and acoustical issues in Recording Studio.
What educational programs or institutional purposes does this equipment support?
MURT
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
This is not an addition to enhance our facility, rather a remedy to extreme problems left behind in the construction of our new
facility, opened in 2012. This is a well-known and ongoing issue.
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