Chabot College
Program Review Report
2015 -2016
Year One
Program Review Cycle
PHOTOGRAPHY
Submitted on October 24, 2014
Aaron Deetz
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
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New Initiatives
F1: New Faculty Requests
F2: Classified Staffing Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies and Services Requests
F6: Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
YEAR ONE – Section 1
1. Where We’ve Been - Complete Appendix A (Budget History) prior to writing your narrative.
Limit your narrative to no more than one page. As you enter a new Program Review cycle,
reflect on your achievements over the last few years. What did you want to accomplish?
Describe how changes in resources provided to your discipline or program have impacted your
achievements. What are you most proud of, and what do you want to continue to improve?
2014/2015 marks a sea change for the photography program at Chabot College. A new
full-time faculty member was hired to take over the program. For a number of years the
photography program at the college survived under the direction of dedicated adjunct
instructors, but without full-time faculty direction vital areas of the department were
neglected. With the direction and support of a full-time faculty member the program will
the begin the process of assessing and revising current course-level student learning
outcomes to increase student success rates.
In addition, 2014/2015 saw a dramatic increase in the funding level for both instructional
supplies and instructional equipment for the photography program. Equipment that had
fallen into disrepair will be replaced or upgraded, and new equipment will be added to
the department to facilitate student achievement. Previous lack of supplies became
detrimental to students achieving appropriate learning outcomes for the courses they
were enrolled in. Now that the program has an appropriate supply budget courses can
be taught utilizing best practices for a contemporary photography program, as well as
meet industry standards.
With the addition of new faculty along with an increased budget allotment the
photography program will be able to focus on increasing student success rates. Fall
2011 – Spring 2014 saw an average success rate of 69%. This means that almost a third
of all students in the program were either failed to reach a minimum level of success or
withdrew from the program. That is an unacceptable number for any program.
Increasing the student success rate for the photography program will be one of the
primary goals for the current program review cycle.
YEAR ONE – Section 2
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 two pages.
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.):
1
• 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.
Student success rates based on gender are statistically similar, however female
students have a slightly higher success rates than male students. Student success rates
based on ethnicity are also statistically similar, however there is an outlier among
African American students with a success rate of 40%. Compared to the overall success
rate of 69% throughout the program.
To increase the success rate for all students, but especially for minority, disadvantaged,
and non traditional students it is important for the program to hire a laboratory
technician. The presence of a laboratory technician will increase access to the
darkroom and digital lab by providing additional lab hours outside of class time.
Furthermore, they laboratory technician will support the strategic plan of the college by
providing additional support and guidance to help students achieve their educational
goals within a reasonable time.
2. Distance education vs. face-to-face courses.
Currently there are no distance education or online courses in the photography
program.
YEAR ONE – Section 3
3. The Difference We Hope to Make - Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SP for PR.pdf prior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resource Requests) to
further detail your narrative. Limit your narrative to three pages, and be very specific about
what you hope to achieve, why, and how.
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
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
2
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?
April 26, 2015 is Worldwide Pinhole Day. The photography program proposes a
one day initiative to offer a pinhole workshop to students, faculty, and staff. As
part of the workshop attendees will build a pinhole camera, photograph around
the campus, and upload the images to the Worldwide Pinhole Day online gallery.
The Worldwide Pinhole Day initiative will increase the exposure of the
photography program throughout the campus. As per the college’s strategic
plan the initiative will, “Provide information/training to everyone in the Chabot
community to help our students achieve their goals.
•
Over the next three years, what improvements would you like to make to your
program(s) to improve student learning?
Staffing is a critical priority for the photography program. Hiring a full-time
laboratory technician as well as increasing FTEF’s to hire additional adjunct
instructors to increase the amount of introductory PHOT 50 courses to be offered.
In addition, secure reliable annual funding to provide the supplies and
equipment essential for student success.
•
Over the next 6 years, what are your longer term vision(s) and goals? (Ed Master Plan)
•
What are your specific, measurable goals? How will you achieve them?
•
Would any of these require collaboration with other disciplines or areas of the college?
How will that collaboration occur?
Initiate community outreach to local high schools and art communities through
service learning projects. Increase the photography programs exposure on
campus. Build a photography pathway learning community to support student
success.
Update curriculum to bring the photography program into the 21st century. All
courses will be assessed; course outlines, SLO’s, CLO’s, PLO’s. Courses that are no
longer relevant to student success will be deactivated. New courses in digital
technologies will be initiated.
As part of the Worldwide Pinhole Day initiative Diane Zuliani and the Art History
program work in collaboration with the photography program to promote and
execute the workshop.
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Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and
the impacts of funds received and needs that were not met. This history of documented need
can both support your narrative in Section A and provide additional information for Budget
Committee recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget
decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2013-14
Budget
Requested
1
$15,665
$51,328
0
$66,993
2013-14
Budget
Received
0
$1,200
$9,000
0
$10,200
2014-15
Budget
Requested
2
$15,686
$55,116
$1,000
$70,507
2014-15
Budget
Received
0
$15,676
$44,651
0
$60,327
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 supply and equipment budgets received for 2014/2015 were a tremendous asset for
the photography program. For the first in a number of years equipment upgrades were
made to all areas of the program; digital, darkroom, and studio. Equipment that had
fallen into disrepair will be able to be repaired or replaced. New and essential
equipment required to achieve Course Level Outcomes has been purchased.
Additionally we were able to provide the necessary supplies that are critical to student
success in the arts.
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?
3.
The photography program has gone through a number of lean years, as is the case for
many programs at Chabot. Without a reliable operating budget much of the equipment
had fallen into disrepair and is in need of being repaired or replaced. Additionally,
without the necessary supplies an undue burden was placed on the students to provide
materials in order to complete their courses—materials that should be supplied by the
college. Finally, without an appropriate FTEF allotment and staffing the photography
program saw a dramatic reduction in course offerings and open lab hours. This had an
adverse effect on student success and retention.
4
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I. Course-Level Student Learning Outcomes & Assessment Reporting (CLOClosing the Loop).
Check One of the Following:
A.
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.
PHOT 64A
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
Submitted Below
PHOT 50
*Note: These courses
must be assessed in the
next PR year.
n/a
PHOT 60
n/a
PHOT 61
n/a
PHOT 62
n/a
PHOT 66
n/a
PHOT 69
n/a
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2-Years Prior
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
PHOT 64A
Fall 2014
1
1
100%
Spring 2014
David Hertz & Tom Lothian
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:
Be able to define light in terms of quality,
color, and temperature.
Defined Target
Scores*
(CLO Goal)
70 percent of
students score a
2, 3 or 4 (meet
the CL0).
(CLO) 2:
Be able to read and measure light using
incident and reflective light meters.
70 percent of
students score a
2, 3 or 4 (meet
the CLO).
(CLO) 3:
Technical mastery using lighting equipment;
Speedlight flash, tungsten hot lights, and
strobe lights.
70 percent of
students score a
2, 3 or 4 (meet
the CLO).
(CLO) 4:
Technical mastery of specific lighting
techniques; reflect, bounce, diffuse, fill, and
shade.
70 percent of
students score a
2, 3 or 4 (meet
the CLO).
 If more CLOs are listed for the course, add another row to the table.
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Actual Scores**
(eLumen data)
Based on midsemester student
progress, 90% of
students met the
target goal.
Based on midsemester student
progress, 100% of
students met the
target goal.
Based on midsemester student
progress, 85% of
students met the
target goal.
Based on midsemester student
progress, 75% of
students met the
target goal.
* 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?
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?
Scores far exceed target outcomes for student success.
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?
CLO and assessment target appropriate.
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?
Scores far exceed target outcomes for student success.
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?
CLO and assessment target are appropriate. However the program lacks
necessary equipment (Incident Light Meters) to fully judge student outcomes
for measuring light.
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?
Scores exceed target outcomes for student success.
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?
CLO and assessment target are appropriate. However the program lacks
necessary equipment (Power Pack Strobe Lights) to fully judge student
outcomes for technical mastery of lighting equipment.
7
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?
Scores met target outcomes for student success.
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?
CLO and assessment target are appropriate.
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?
Being a new faculty hire for Fall 2014 I did not participate in previous
assessment cycles. The prior Closing the Loop reflections and faculty
discussions were unavailable.
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?
Although 100% of the students surpassed the target for success for CLO 2 (Be
able to read and measure light using incident and reflective light meters) this
isn’t an accurate percentage. The program lacks incident light meters to
properly teach students how to read light. Students were forced to share a
single light meter provided by the instructor for the duration of the course. Part
of the program equipment request will include light meters and a power pack
strobe kit to ensure students have the necessary tools to complete the course
level outcomes.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
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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: PHOTOGRAPHY
•
PLO #1:
Demonstrate technical competency in the operation of a camera.
•
PLO #2:
Demonstrate technical competency making a photographic print.
•
PLO #3:
Effectively communicate a unique vision through personal artistic
expression and conceptual meaning.
•
PLO #4:
Ability to discuss photography in terms of technical merit, aesthetic value,
and conceptual meaning.
What questions or investigations arose as a result of these reflections or discussions?
Fall 2014 is the first semester the PLO’s have been implemented. The PLO’s have not been
assessed yet.
What program-level strengths have the assessment reflections revealed?
Fall 2014 is the first semester the PLO’s have been implemented. The PLO’s have not been
assessed yet.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Fall 2014 is the first semester the PLO’s have been implemented. The PLO’s have not been
assessed yet.
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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? No. There has
been no full-time faculty member to update course outlines. All course outlines
are currently being assessed.
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) 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) No. There has been no full-time faculty member to deactivate
inactive courses. All inactive courses are currently being assessed.
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? No. The program has been running with limited
FTEF’s and no full-time faculty. All courses are currently being assessed.
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. No. There has been no full-time faculty member
to develop CLO’s and corresponding rubrics. All CLO’s and corresponding rubrics
will be assessed. PHOT50, PHOT60, PHOT64A, and PHOT66 will be completed by
the end of fall semester 2014.
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. All courses have been
assessed in the past three years. However, there has been no full-time faculty
member to complete ‘closing the loop’ forms. Currently researching prior course
assessment for PHOT50, PHOT60, PHOT61, PHOT62, PHOTO66, and PHOT69 in order
to complete ‘closing the loop’ forms.
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. Yes. PLO’s for
Photography have been developed, but not assessed. PLO’s will be assessed by
the end of fall semester 2014.
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. YES.
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Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support
of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both
internal and external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
The workshop will provide information/training to everyone in the Chabot community to help our students achieve their
goals. It will improve student learning by demystifying camera technology by breaking it down to it’s most basic
elements—a light tight box with a lens to focus light. And will increase the exposure of the photography program campus
wide.
What is your specific goal and measurable outcome?
Each participant will build a handmade pinhole camera to create photographic imagery. Photos will be taken across
campus and uploaded on to the Worldwide Pinhole Day website. The measureable outcomes are building a successful
camera, taking a successful photograph, and participating in the online exhibition.
What is your action plan to achieve your goal?
Target
Completion
Date
Worldwide Pinhole Day Workshop. Meet in studio 902 4/26/15
for a brief information session/lecture on pinhole
photography. Work in the 902 studio to build
cameras. Spend the afternoon photographing the
Chabot campus with the pinhole cameras and finish
the day by uploading images to the online gallery.
Activity (brief description)
Required Budget (Split out
personnel, supplies, other
categories)
$500 — Supplies.
How will you manage the personnel needs?
New Hires:
Faculty # of positions 2
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)
11
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:
12
(obtained by/from):
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: 1
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
Faculty (1000)
Program/Unit
Adjunct
Instructor
Photography
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 current FTEF for the photography program is not adequate to serve the needs of the students. Currently there is not
enough FTEF’s to offer the courses required for students to finish the program in an appropriate time period (2 years).
Students currently enrolled in the program have had their graduation delayed waiting for specific classes to be offered.
Additionally, more PHOT 50 courses need to be offered as we beging to build the program back to where it has been
historically.
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.
In order to support the strategic plan of the college an increase in FTEF’s is required to provide access to courses students
need to achieve their academic goals in a reasonable time frame.
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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
Lab Technician
Classified Professional Staff (2000)
Description
Program/Unit
Darkroom & Digital Lab
Photography
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Postion
Description
Student Assistants (2000)
Program/Unit
PLEASE LIST IN RANK
ORDER
Division/Area
AHSS
PLEASE LIST IN RANK
ORDER
Division/Area
2. Rationale for your proposal.
A lab technician would be a tremendous asset to the photography program. Currently the program is unable to offer
open lab hours for students to work outside of class time. Open lab hours are essential for student academic and artistic
growth in a photography program. Currently the program has been experimenting with having a full-time faculty member
come in for open lab hours every other Friday and the student response has been overwhelming. However this model is
unsustainable. A lab technician is required to ensure that students have an adequate amount of lab time to finish the
course work.
14
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.
As per the college’s strategic plan, a lab technician would help students achieve their educational goals by providing
support and opportunities through additional access to open darkroom and lab hours. Furthermore, through providing
additional lab hours the photography program will increase access for non-traditional and disadvantaged students.
15
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
PHOT 50
CURRENT
FTEF
(2014-15)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
1.66
.66
5
2
115
46
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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: 3
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Learning Assistant
Darkroom
2. Learning Assistant
Darkroom
3. Learning Assistant
Digital Lab
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.
Learning assistants have increased the speed at which students acquire fundamental skills to successfully complete
courses. This has resulted in fewer students needing to repeat courses. It has also allowed for students to have greater
access to individual attention.
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Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000 and 5000 in priority order. Do NOT
include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any requested funds beyond
those you received this year. Please also look for opportunities to reduce spending, as funds are very limited.
Supplies Requests [Acct. Category 4000]
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional benefit to the program.
2014-15
needed totals in all areas Request
Request
ed
Description
Lauder Formula 872
12
Paper Developer
Concentrate (5
Gallon) x 12 Units
Lauder Formula 874
12
Dual Rapid Fixer (5
Gallon) x 12 Units
Receive
d
12
12
2015-16 Request
Amount
Vendor
Division/Unit
Priority
#1
12 @ $140 + 9% tax
= $1831
Looking
Glass
AHSS/
Photography
Critical
Request
12 @ $129 + 9% tax
= $1687
Looking
Glass
AHSS/
Photography
Critical
Request
18
Priority
#2
Priority
#3
Acetic Acid 1 Liter
Units at $15.00 each
Heico Perma Wash, 1
gallon
Selenium Toner $27.00
per unit
Enlarger Bulbs 150
Watt
Spotting Pens
Epson Pro 7900 Ink Set,
700ml
Kodak Stop Bath, 1 ltr
Kodak Photo Flo, 16 oz
Raw Chemicals for
hand mixing
developers, toners,
and emulsions.
Adox Rodinal Film
Developer
Bamboo Print Tongs
Developing Trays, Set
of 3
Darkroom Graduates
Seamless Background
Paper, 107” x 12 yds
Epson Premium Glossy
250 Inkjet Paper, 24” x
100’
Epson Stylus Photo
R2000 Ink Set
10
10
8
8
3
3
5
5
2
2
4
4
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
10 @ $15 + 9% tax
= $164
5 @ $60 + 9% tax =
$327
6 @ $27 + 9% tax =
$177
10 @ $5 + 9% tax =
$55
6 @ $33 + 9% tax =
$216
Looking
Glass
Looking
Glass
Looking
Glass
Looking
Glass
Looking
Glass
3 @ $2335 = $7005
8 @ $25 + 9% tax =
$218
8 @ $11 + 9% tax =
$96
B&H
Looking
Glass
Looking
Glass
$600
10 @ $18 + 9% tax
= $196
Photo
Formular
y
Looking
Glass
20 @ $7 = $140
B&H
8 @ $25 = $200
B&H
10 @ $19 = $190
8 @ $60 + 9% tax =
$523
B&H
Looking
Glass
5 @ $88 = $440
B&H
12 @ $143 = $1716
B&H
19
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
Critical
Request
Critical
Request
Critical
Request
Critical
Request
Critical
Request
Critical
Request
Critical
Request
Critical
Request
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
Critical
Request
Critiical
Request
Critical
Request
Critical
Request
Critical
Request
Critical
Request
AHSS/
Photography
AHSS/
Photography
Critical
Request
Critical
Request
Pictorico Transparency
Film, 13x19
0
0
5 @ $52 = $260
B&H
AHSS/
Photography
Critical
Request
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 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
Figure Model
Amount
$500
Vendor
Division/Unit
--
AHSS/Photography
20
Priority #1
Critical
Request
Priority #2
Priority #3
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development Committees in allocation of funds.
Instructions:Please list specific conferences/training programs, including specific information on the name of the conference and location. Note
that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of need that could perhaps be
fulfilled on campus, and to establish a historical record of need. Your rationale should discuss student learning goals and/or connection to the
Strategic Plan goal.
Description
Amount
Vendor
Priority Priority Priority
Division/Dept
#1
#2
#3
21
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 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
Epson Stylus Photo R2000 Inkjet
Printer
Epson Perfection V700 Photo
Scanner
Toyo-View 4x5 45CF Field
Camera
Amount
Vendor
4 @ $700 = $2800
B&H
2 @ $630 = $1260
B&H
2 @ 985 = $1970
B&H
Division/Unit
AHSS/
Photography
AHSS/
Photography
AHSS/
Photoraphy
22
Priority #1
Critical
Request
Critical
Request
Critical
Request
Priority
#2
Priority
#3
Toyo View 45CX 4x5 View
Camera
Schneider 120mm f/5.6 ApoSymmar L Lens, for 4x5 cameras.
B&H
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
PHotography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
Critical
Request
Critical
Request
Critical
Request
Critical
Request
Critical
Request
Critical
Request
Critical
Reqeust
Critical
Request
Critical
Request
Critical
Request
Critical
Request
Critical
Request
Critical
Request
Critical
Request
Critical
Request
Critical
Request
Critical
Request
B&H
AHSS/
Critical
2 @ 787 = $1574
B&H
4 @ 1025 = $4100
B&H
Toyo View 4x5 Lensboard
Norman D24R Pack, 4-IL2500
Head/Reflector Kit
Norman LS224-1 Compact Stand
(9.4')
4 @ $70 = $280
B&H
$4500
B&H
4 @ $70 = $280
B&H
Norman Umbrella
4 @ $70 = $280
B&H
Norman Light Case
Sekonic L-308S Flashmate Digital Incident Light Meter
Nikon D7100 DSLR Camera with
18-140mm VR DX Lens
B+W 67mm UV Haze MRC 010M
Filter
Nikon FM10 35mm SLR Camera
with 35-70mm Lens
Hoya 52mm alpha MC UV Filter
$170
B&H
6 @ $233 = $1398
4 @ $1700 =
$6800
B&H
4 @ $40 = $160
B&H
6 @ $320 = $1920
B&H
6 @ $13 = $78
B&H
6 @ $250 = $1500
2 @ $1200 =
$2400
B&H
Lowel Rifa eX Big Triple Soft Kit
$2060
B&H
Lowel Basically 3 Kit
Arkay 150 Dual-Dri Table Top
Drum Dryer for Fiber Prints
$930
B&H
$2615
Doran Vaccuum Action Roll Film
4 @ $45 = $180
Manfrotto MT190X3-3W Tripod w/
Pan-Tilt Head
Nikon SB-910 AF Speedlight TwoFlash Wireless Kit
B&H
B&H
23
Washer
Photography
Request
Cachet EcoWash 16x20 Print
Washer
Omega LPL 4550XLG 4x5 Black &
White Diffusion Enlarger
$875
4 @ $4070 =
$16,280
B&H
Beseler 16x20 Enlarging Easel
2 @ $540 = $1080
B&H
Beseler 11x14 Enlarging Easel
4 @ $243 = $972
Rolling Racker with 25 shelves for $735 + $105 Ship
drying screens 15” – 46”
+ 9% tax = $920
B&H
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
AHSS/
Photography
Critical
Request
Critical
Request
Critical
Request
Critical
Request
Critical
Request
B&H
Dick Blick
24
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.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
25