Chabot College
Program Review Report
2015 -2016
Year One of
Program Review Cycle
Psychology
Submitted on Oct. 24th, 2014
Contact:
Aldrian Estepa, Rani Nijjar, and Andrew Pierson
Table of Contents
_X__ 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
_X__ 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?
The Item Analysis Forms that were received help with CLO assessment. Having brain models,
charts, videos and posters help with crucial instruction in the Brain and Behavior course (PSY 4).
The Psychology discipline serves an essential role in serving transfer students to CSU, UC and
other colleges and universities. Our psychology course offerings are included in the G.E. and
other core transfer requirements. The Psychology faculty developed a specific psychology
transfer major that complies with the recently legislated SB 1440 Psychology Associate Transfer
Degree (AA-T). The AA-T is modeled after the psychology transfer model curriculum developed
by the CCC and CSU. The Psychology discipline has developed and refinedthe following
offerings: Statistics for the Social and Behavioral Sciences, Introduction to Biopsychology and a
Research Methods course. Many of the core courses in the AA-T count for the degree and
other transfer requirements.
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.
1
Review of Success and Equity Data
We have a high success rate in all of our Psychology courses and all of our Psychology courses have
average success rates at the Chabot College average (69%).
As a result of our previous Program Review research project, we have integrated BASIC
SKILLS/COLLEGE SUCCESS SKILLS into many of our PSY 1 courses. The data we collected during a
previous Program Review suggest that by integrating BASIC SKILLS/COLLEGE SUCCESS SKILLS into our
PSY 1 courses, students are more likely to report that the PSY 1 courses include content and
assignments that are relevant to college success.
Gender: With regard to gender, a review of student success rates for psychology courses offered
during the previous six semesters shows an average (unweighted) success rate of 69% for women and
69% for men. These findings are equivalent to the college success rates.
Ethnicity: Based on the Spring 2014 data, students from groups that have been historically
underrepresented in college succeed at the same levels (within 3%) in their psychology courses
compared to the average success rates of their other courses. A review of student success rates by
race/ethnicity for psychology courses shows equivalent average success rates (within 3%)for ALL
groups except White students; average psychology course success rates for White students is 8%
lower than the college success rate (68% vs. 76%).
Face to Face vs. Online Success rates: An examination of our data for online and F2F courses shows
considerable difference in success rate, non-success rate, and withdrawal rate. Our F2F success rate is
significantly higher than our online courses. Some of this difference is accounted for by the
withdrawal rate of the online courses, which is almost three times higher than the F2F rate. We plan
to investigate more ways to innovate in our courses and possibly increase student persistence.
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
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.
2
•
•
•
•
•
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?
Our number one goal for the upcoming 3 to 6 years is to guide and support students
through the Psychology AA-T pathway, which is directly tied to the Strategic Plan. This is
also tied directly to the demand for individuals pursuing a psychology degree.
According to Princeton Review, Psychology is the second most popular major
nationwide. Not surprisingly, by degrees conferred, Psychology is among the most
popular majors at our local CSU. And at UC-Davis, Psychology is the most popular
degree by a wide margin accounting for a full 10% of the annual degrees conferred.(3)
Further support for the Psychology discipline can be found in labor data and statistics.
Consider the following:
“[T]he U.S. Department of Labor predicts that jobs in the field of psychology will grow
about 12 percent over the next 10 years . . .”
“Several psychology subfields, particularly industrial-organizational (I/O) psychology,
geropsychology and neuropsychology, are poised for major growth.” (1)
“More than 2 million people in the United States sustain a brain injury each year,
according to the Centers for Disease Control and Prevention, fueling demand for
neuropsychologists, who evaluate and treat victims of stroke, dementia and traumatic
brain injuries. A greater appreciation for the brain basis of developmental, learning and
behavior disorders has also contributed to increasing demand for
neuropsychologists.”(1)
“Improvements in imaging technologies and assessment techniques have also driven
demand for neuropsychology . . . fMRI images, for example, must be decoded by
psychologists with an advanced understanding of brain anatomy and function. "It's not
just a matter now of finding areas of disease or damage, but it's looking at the brain more
holistically"(1)
“In the coming decade, neuropsychologists will increasingly work on teams with
geneticists to examine how DNA is expressed through brain function, anatomy, and the
unfolding of Alzheimer's disease and other disorders.”(1)
“These new jobs, however, aren't reserved for psychologists with doctoral degrees;
many may go to people with master's degrees in psychology or related fields.”(1)
“As a result of the growing respect and influence I/O [industrial/organizational]
psychologists have garnered in the global business world, psychologists now head
human resource departments at major companies”(1)
“By 2050, the number of Americans 65 years and older is expected to double, and among
those 85 and older, the number may triple, according to the U.S. Census Bureau. That's
3
why the need for geropsychologists — who specialize in helping people deal with the
mental and physical changes of aging — continues to grow.”(1)
"The demand for mental health services is expected to rise as large cohorts of middleaged individuals — who tend to be more accepting of mental health services than the
current generation of older people — move into old age,"(1)
“Students earning degrees in psychology will learn the skills employers are seeking,
providing them with an advantage over graduates from other majors. These skills, often
referred to as "soft skills," in conjunction with quantitative skills developed by
conducting research . . .”(2)
(1) The American Psychological Association at:
http://www.apa.org/gradpsych/2011/03/cover-sunny.aspx (retrieved 3/10/2011)
(2)From: http://www.psychologycareercenter.org/about.html (retrieved 3/10/2011)
(3)http://facts.ucdavis.edu/largest_undergraduate_majors_by_degrees_conferred.lasso
GOALS:
Goal #1: Guide and support students through the Psychology AA-T pathway.
Goal #2: Develop materials and resources for outreach and support of Psychology AA-T
pathway.
Goal #3: Increase enrollment in courses leading to Psychology AA-T.
Goal #4: Develop web page to inform and attract students to Psychology offerings.
Goal #5: Continue to offer supplemental instruction and tutoring to support student success.
A. What Progress Have We Made?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should alsoreview your most recent success, equity, course sequence,
and enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:
•
•
•
•
•
What were your year one Program Review goals?
Did you achieve those goals? Specifically describe your progress on the goals you set for
student learning, program learning, and Strategic Plan achievement.
What are you most proud of?
What challenges did you face that may have prevented achieving your goals?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.)
4
B. What Changes Do We Suggest?
Review the Strategic Plan goal and key strategiesat
http://www.chabotcollege.edu/prbc/StrategicPlan/SPforPR.pdfprior to completing your
narrative. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested) to
further detail your narrative. Limit your narrative to two pages, and be very specific about
what you hope to achieve, why, and how.
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
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.
Given your experiences and student achievement results over the past year:
•
•
•
•
•
what changes do you suggest to your course/program improvement plan?
What new initiatives might you begin to support the achievement of our Strategic Plan
goal?
Do you have new ideas to improve student learning?
What are your specific, measurable goals? How will you achieve them? Would any of
these require collaboration with other disciplines or areas of the college? How will
make that collaboration occur?
What is your longer term vision(s) or goals? (Educational Master Plan)
5
___ YEAR THREE
A. What Have We Accomplished?
Complete Appendices A (Budget History), B1 and B2 (CLO's), C (PLO's), and D (A few questions) prior to
writing your narrative. You should also review your most recent success, equity, course sequence, and
enrollment data at http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
In year one, you established goals and action plans for program improvement. This section asks
you to reflect on the progress you have made toward those goals. This analysis will be used by
the PRBC and Budget Committee to assess progress toward achievement of our Strategic Plan
and to inform future budget decisions. It will also be used by the SLOAC and Basic Skills
committees as input to their priority-setting process. In your narrative of two or less pages,
address the following questions:
•
•
•
•
•
•
•
What program improvement goals did you establish?
Did you achieve the goals you established for the three years? Specifically describe your
progress on goals you set for student learning, program learning, and Strategic Plan
achievement.
What best practices have you developed? Those could include pedagogical methods,
strategies to address Basic Skills needs of our students, methods of working within your
discipline, and more.
Are these best practices replicable in other disciplines or areas?
What were your greatest challenges?
Were there institutional barriers to success?
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
B. What’s Next?
This section may serve as the foundation for your next Program Review cycle, and will inform the
development of future strategic initiatives for the college. In your narrative of one page or less, address
the following questions. Please complete Appendices E (New Initiatives) and F1-8 (Resources Requested)
to further detail your narrative and to request resources.
Note: Chabot is in the process of creating our next Educational Master Plan, to last six years.
Educational Master Plans are generally large enough in scope to be flexible. They are used in
particular at the District Level to guide in facility and community planning.
Please take this moment to reflect on your program’s larger term vision(s) and goals (6 years),
and to incorporate them into Program Review under the section “The Difference We Hope to
Make” as a separate paragraph or otherwise. The drafters of the Educational Master Plan will
be mining Program Review for contributions to the plan, with a commitment to read what
6
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 goals do you have for future program improvement?
What ideas do you have to achieve those goals?
What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
What are your longer term vision(s) and goals for your program? (Educational Master
Plan)
7
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
0
0
0
0
0
0
0
0
2013-14
Budget
Received
2014-15
Budget
Requested
0
69.50
1450.00
2014-15
Budget
Received
0
69.50
1450.00
1519.50
1519.50
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.
Having brain models, charts, and posters help with crucial instruction in the Brain and Behavior course
(PSY 4).
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?
N/A
8
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.
PSY 1
This Year’s Program
Review
*CTL forms must be
included with this PR.
Spring 2014
PSY 2
(Spring 2015)
PSY 3
Spring 2014
PSY 4
Spring 2014
PSY 5
Spring 2014
PSY 6
(Spring 2015)
PSY 8
(Spring 2015)
PSY 12
(Spring 2015)
PSY 33
(Spring 2015)
9
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
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
PSY 1 General Psychology
SPRING 2014
23
14
61%
FALL 2014
Aldrian Estepa, Rani Nijjar, Andrew
Pierson
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)
(14 SECTIONS OF PSY 1, SPRING 14)
(CLO) 1: Identify, compare, and contrast the key
theoretical perspectives in psychology including
sociocultural, biological, and cognitive-behavioral
perspectives.
(CLO) 2: Demonstrate an understanding of how the
scientific method serves as a foundation for understanding
the study of behavior and mental processes.
(CLO) 3:
Demonstrate an understanding of the biological basis of
behavior and mental processes.
Defined Target
Scores*
(CLO Goal)
(Scale of 0-4)
70% of students
will score 2 or
higher
Actual Scores**
(eLumen data)
70% of students
will score 2 or
higher
81%
70% of students
will score 2 or
higher
84%
83%
 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?
10
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
The demonstrated student scores across 14 sections exceed our target by 13%.
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?
Identify, compare, and contrast the key theoretical perspectives in psychology including
sociocultural, biological, and cognitive-behavioral perspectives. The demonstrated student
scores reflect data collected over 14 sections during SPRING 2014. Assessments included
focused forced choice assessments as well as graded written exercises. Based on our
discussions and observations we believe students are learning this material in a way that
allows for connections and deep understanding.
B. COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course
level outcome?
The demonstrated student scores across 14 sections exceed our target by 11%.
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?
Demonstrate an understanding of how the scientific method serves as a foundation for
understanding the study of behavior and mental processes. We assessed knowledge of
the scientific method using multiple methods across the 14 sections. This includes both
tradition content focused assessment as well as project based assessments. Our
cumulative data suggest that students are able to demonstrate content knowledge and
application ability.
11
C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course
level outcome?
The demonstrated student scores across 14 sections exceed our target by 14%.
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?
Demonstrate an understanding of the biological basis of behavior and mental processes.
The data we collected assessing our students’ understanding of biological basis reflects
both forced choice content assessment as well as project based assessment. We have
used case studies and vignettes to both teach and assess. Our data suggest that students
are gaining reasonably broad as well as reasonably deep understanding of this material.
Recent resource availability has allowed us to improve student access to brain models and
allow for more hands on in-class work.
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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?
Based on our previous discussion we increased our use of case study based in-class
discussions which allow students to practice applying what they have learned. We believe
that this has increased the depth of understanding for most students. In most classes, the
case study approach is accomplished through structured in-class group activities. In
addition, we have made efforts to integrate the key perspectives across several different
topic areas within the course. We believe that the repetition, as well as the increased
additional sub-topic connections, allow for deeper and fuller understanding. We have
made an effort to increase the amount of project based learning in the classroom including
an increase in small group projects and small group presentations.
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?
A strong majority of students are able to demonstrate an understanding of our course level
outcomes both interms of content knowledge and application knowledge. We are pleased
with this. Throughout our discussion we have continued to move in the direction of
increasing project based learning—we believe we will continue in that direction. In
discussion, our psychology faculty often end up arguing for the increased use of in-class
small group application type exercises. Additionally, we have increased our use of in-class
structured short reading exercises which focus on reading apprentice style analysis of texts.
3. What is the nature of the planned actions (please check all that apply)?
XX Curricular
XX Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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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
PSY 3: Social Psychology
Spring 2014
1
1
100%
Fall 2014
Aldrian Estepa, Rani Nijjar, and
Andrew Pierson
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: Demonstrates an understanding of conformity
and obedience.
(CLO) 2: Demonstrates an understanding of roles and
social identity.
(CLO) 3: Demonstrates an understanding of theories of
prejudice and discrimination.
Defined Target
Scores*
(CLO Goal)
70% of students
will score 2 or
higher
Actual Scores**
(eLumen data)
70% of students
will score 2 or
higher
90.4%
70% of students
will score 2 or
higher
90.4%
(CLO) 4:
 If more CLOs are listed for the course, add another row to the table.
14
90.4%
* 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?
15
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
C. COURSE-LEVEL OUTCOME (CLO) 1:
3. How do your current scores match with your above target for student success in this course
level outcome?
The student scores go above the desired outcome of 70% by 20% (90.4%).
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on our CLO data, our students are doing well in the course.
We believe we are on the right trajectory regarding teaching our course. Conformity and
obedience (social influence) are discussed very extensively throughout most of the
chapters of the text. In addition, there are several group activities that have been added
(roleplaying, analysis of advertising) that most likely improved retention of these ideas.
D. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in this course
level outcome?
The student scores go above the desired outcome of 70% by 20% (90.4%).
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on our CLO data, our students are doing well in the course.
Social identity and roles are discussed in at least 3 distinct chapters in the book. A few new
exercises have been added since last cycle (roleplaying, reflective journaling) that could
have contributing to the learning of said material.
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C. COURSE-LEVEL OUTCOME (CLO) 3:
3. How do your current scores match with your above target for student success in this course
level outcome?
The student scores go above the desired outcome of 70% by 20% (90.4%).
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Prejudice and discrimination are topics that have a significant coverage in both the text
and class beyond what is discussed in the book (which is one chapter). These topics are
incorporated in discussions on social cognition and person perception. Therefore, the
students are exposed to the various theories on multiple occasions.
Based on our CLO data, our students are doing well in the course.
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
4. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
New exercises, case studies, and interactive projects were added to this course to increase
student success after the previous assessment cycle.
5. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
The current assessment demonstrates that the injection of new activities may have had an
effect on the number of students deemed successful.
We will continue to improve the course by adding more interactive elements and projects in
an effort to maintain this level of success.
6. What is the nature of the planned actions (please check all that apply)?
 Curricular
X Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
18
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
BRAIN, MIND AND BEHAVIOR
Spring 2014
1
1
100%
Spring 2014
Aldrian Estepa, Rani Nijjar, Andrew
Pierson
Form Instructions:
• Complete a separate Appendix B2 form for each Course-Level assessment reported in this
Program Review. These courses should be listed in Appendix B1: Student Learning Outcomes
Assessment Reporting Schedule.
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all
sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual
CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as
a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
(CLO) 1:
Demonstrates an understanding of the basic
structures and functions of the nervous system
Defined Target
Scores*
(CLO Goal)
70% of students
will score 2 or
higher.
(CLO) 2:
Demonstrates an understanding of neural conduction
and synaptic transmission within the nervous system
70% of students
will score 2 or
higher.
(CLO) 3:
Demonstrates an understanding of various brainbehavior relationships of the nervous system
70% of students
will score 2 or
higher.
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 4:
Actual Scores**
(eLumen data)
75% of students
successfully
accomplished.
63% of students
successfully
accomplished.37%
of students
developing
understanding.
70% of students
successfully
accomplished.
 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?
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
19
E. COURSE-LEVEL OUTCOME (CLO) 1:
5. How do your current scores match with your above target for student success in this course
level outcome?
Students successfully met desired target outcome at 75%.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
The content of neuroanatomy, neurochemistry and neuropharmacology occur in the early
part of the course. Learning names of brain structures and connecting structures with
functions are difficult concepts for students to grasp. Assessment of CLO 1,Demonstrate
an understanding of the basic structures and functions of the nervous systemwas
conducted early in the semester through class discussion, group assignment and quiz.
Achievement of 75% is a good solid competency level. The same assessment if conducted
towards the end of the semester we would predict over 85% for this course learning
outcome, however the goal is to help students acquire this foundation of knowledge
earlier so they can begin to apply it to later sections of the course.
F. COURSE-LEVEL OUTCOME (CLO) 2:
5. How do your current scores match with your above target for student success in this course
level outcome?
63% of students successfully accomplishedtarget outcome.
37 % of students developing understanding of CLO 2.
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
CLO 2 – understanding communication at the cellular level is complex. We expect that
most students will struggle with this course content as they develop understanding.
What we learn from the assessment scores is to build more scaffolding learning in the
lesson plan. Scaffolding can include multimedia resources, activities, application of
knowledge through examples and case studies of behaviors and disorders. In the
classroom discussions students demonstrate a good understanding, however labeling
diagrams and describing the details of electrical and chemical communication of the brain
is difficult for most students.
Along with providing more scaffolding learning of this content, perhaps using varied
assessments may help capture true student learning. This assessment was part of an exam
which creates additional anxiety.
Also, approaching the CLO from a different perspective might be better. For example
rather than merely understanding the mechanics of neural conduction and synaptic
20
transmission, an understanding of how the brain communicates and its relationship
tobehavior and psychological functioning might help students anchor and appreciate more
of the details at the cellular level.
21
C. COURSE-LEVEL OUTCOME (CLO) 3:
5. How do your current scores match with your above target for student success in this course
level outcome?
The student scores met desired target outcome of 70%
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Through research papers, short essays and class presentations, students consistently
demonstrated their knowledge of connecting neuroanatomy, neurochemistry,
neuropharmacology, neurophysiology and neuropathology. Student scores by end of the
course show they had a good understanding of the brain-behavior relationship.
D. COURSE-LEVEL OUTCOME (CLO) 4:
3. How do your current scores match with your above target for student success in this course
level outcome?
4. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
22
PART III: COURSE REFLECTIONS AND FUTURE PLANS
7. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Brain, Mind and Behavior is a new psychology course.
8. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
Brain, Mind and Behavior is one of the core courses in the PSY AA-T. In order to understand
behavior, an understanding of the underlying processes is key. It is a course that challenges
students but by the completion of the course and as shown by course level outcome three,
students demonstrate successful understanding of various brain-behavior relationships.
Within the content modules, especially those that are more difficult to grasp, we can
provide more scaffolding learning by including the use of online virtual interactive brain
activities and the use of anatomical brain models.
9. What is the nature of the planned actions (please check all that apply)?
 Curricular
xPedagogical
xResource based
xChange to CLO or rubric
xChange to assessment methods
 Other:_________________________________________________________________
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
23
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
PSY 5: Intro Stats for Social Sciences
Spring 2014
1
1
100%
Fall 2014
April Garcia, Andrew Pierson
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
Actual Scores**
Defined Target
(eLumen data)
Scores*
(CLO Goal)
(Scale of 0 to 4)
70% of students
72%
(CLO) 1:
will
score
2
or
Demonstrates an understanding of hypothesis testing.
higher
92%
70% of students
(CLO) 2:
will
score
2
or
Demonstrates an understanding of descriptive statistics.
higher
70% of students
91%
(CLO) 3:
will score 2 or
Demonstrates an understanding of inferential statistics.
higher
83%
70% of students
(CLO) 4:
will
score
2
or
Demonstrates an understanding of data analysis.
higher
 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?
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
24
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
G. COURSE-LEVEL OUTCOME (CLO) 1:
7. How do your current scores match with your above target for student success in this course
level outcome?
The student scores go above the desired outcome of 70% by 2% (72%).
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on our CLO data, our students are doing well in the course.
We believe we are on the right trajectory regarding teaching our course. It is
recommended to spend more time on this concept more in future course offerings.
H. COURSE-LEVEL OUTCOME (CLO) 2:
7. How do your current scores match with your above target for student success in this course
level outcome?
The student scores go above the desired outcome of 70% by 22% (92%).
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on our CLO data, our students are doing well in the course.
We believe we are on the right trajectory regarding teaching our course. Descriptive
statistics are covered for the majority of the course. Students complete exercises in various
descriptive statistical procedures and are able to discriminate among the various
procedures.
25
C. COURSE-LEVEL OUTCOME (CLO) 3:
7. How do your current scores match with your above target for student success in this course
level outcome?
The student scores go above the desired outcome of 70% by 21% (91%).
8. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on our CLO data, our students are doing well in the course.
We believe we are on the right trajectory regarding teaching our course. Inferential
statistics are discussed very extensively throughout most of the chapters of the text. In
addition, every assignment and exam requires that the students demonstrate knowledge
of inferential statistics.This most likely improved retention of these ideas.
D. COURSE-LEVEL OUTCOME (CLO) 4:
5. How do your current scores match with your above target for student success in this course
level outcome?
The student scores go above the desired outcome of 70% by 13% (83%).
6. Reflection: Based on the data gathered, and considering your teaching experiences and
your discussions with other faculty, what reflections and insights do you have?
Based on our CLO data, our students are doing well in the course.
Students have an opportunity to run statistical analyses using web based statistical
software. They also have the opportunity to interpret statistical output. The majority of the
course is spent on data analysis in various scenarios.
E. COURSE-LEVEL OUTCOME (CLO) 5: ADD IF NEEDED.
26
PART III: COURSE REFLECTIONS AND FUTURE PLANS
10. What changes were made to your course based on the previous assessment cycle, the prior
Closing the Loop reflections and other faculty discussions?
Not applicable. This was the first time that Psych 5 was offered at Chabot College.
11. Based on the current assessment and reflections, what course-level and programmatic
strengths have the assessment reflections revealed? What actions has your discipline
determined might be taken as a result of your reflections, discussions, and insights?
The exercises and instruction for descriptive statistics, inferential statistics, and data analysis
seem to be sufficient. More time could be spent on understanding hypothesis testing.
We will continue to improve the course by adding more interactive elements and projects in
an effort to maintain this level of success.
12. 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:_________________________________________________________________
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: ___PSYCHOLOGY___
27
PLO #1: Demonstrate familiarity with the major concepts, theoretical perspectives, empirical
•
findings, and historical trends in psychology.
PLO #2: Respect and use critical and creative thinking, skeptical inquiry, and, when possible, the
•
scientific approach to solve problems related to behavior and mental processes.
•
PLO #3:
•
PLO #4:
What questions or investigations arose as a result of these reflections or discussions?
We have wondered about how to develop a major field pathway within the Psychology
discipline. We have wondered about including sequenced courses with the major or
pathway. We have questioned what kinds of pedagogical modifications might increase
student engagement and increase depth of learning and understanding.
What program-level strengths have the assessment reflections revealed?
We have developed a Psychology Program leading to an AA-T degree. This program includes
sequenced courses, including a Statistics for the Social and Behavioral Sciences and Research
Methodology. We have worked to address depth of understanding across the major concepts
within our curriculum; we have accomplished this by including more project based learning,
more in-class Reading Apprenticeship style activities, and including more small group
projects.
We have also been able to purchase some excellent brain models, videos, charts, and other
instructional supplies that allow for more hands-on learning.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
We plan to continue to work on increasing depth of understanding by including more project
based learning, more small group work, and more in-class structured Reading apprentice
style reading. In addition, we plan to continue to expand the range of hand on materials to
enhance student learning.
Program: _____
• PLO #1:
•
PLO #2:
28
•
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?
29
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?
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)
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
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
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.
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.
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
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.
30
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support
of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both
internal and external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
What is your specific goal and measurable outcome?
What is your action plan to achieve your goal?
Activity (brief description)
Required Budget (Split out
Target
Completion personnel, supplies, other
categories)
Date
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
31
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:
32
(obtained by/from):
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.
33
34
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: _____
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
Classified Professional Staff (2000)
Description
Program/Unit
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Postion
Description
Student Assistants (2000)
Program/Unit
35
PLEASE LIST IN RANK
ORDER
Division/Area
PLEASE LIST IN RANK
ORDER
Division/Area
2. Rationale for your proposal.
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.
36
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
COURSE
CURRENT
FTEF
(2014-15)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
37
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
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. Tutor
2. Tutor
3. Learning Assistant
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.
Requesting tutors and learning assistants to help support supplemental individual and group learning outside the classroom. This support will
help students persist and succeed in core psychology courses within the Psychology AA-T degree pathway. Courses such as, PSY 1 General
Psychology, PSY 5 Statistics for Social and Behavioral Sciences, PSY 4 Brain, Mind and Behavior and PSY 2 Research Methodology. For the first
time, psychology has sequence courses and therefore it is crucial that students succeed in one course before they move onto the next
sequenced course.
Data from the Learning Connection show that students who are concurrently enrolled in a Psychology class and in the PSY Lab GNST115 (facultystudent tutoring) show better persistence and outcome, see Learning Connection website.
38
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
Six standard Brain models for
PSY 4 Brain Anatomical Model
Parts Professional (LFA#2102,
Model size: 61/3 x61/3x61/2
6x545=$3270
(plus tax,
shipping)
Vendor
Lake Forest
Anatomicals
www.lakefor
estanatomic
als.com
39
Divisio
n/Unit
Priorit
y #1
Psy
AHSS
x
Priority
#2
Priority
#3
Two brain models with Arteries on
Base of Head, 8 parts
(C25(1000229)
2x414=$828
3B Scientific
www.a3bs.c
om
Psy
AHSS
X
Contracts and Services Requests [Acct. Category 5000]
Instructions:
1. There should be a separate line item for each contract or service.
2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
Priority 1: Are 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
Amount
Vendor
Division/Unit
40
Priority #1
Priority #2
Priority #3
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee,Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development Committees in allocation of funds.
Instructions:Please list specific conferences/training programs, including specific information on the name of the conference and location. Note
that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of need that could perhaps be
fulfilled on campus, and to establish a historical record of need. Your rationale should discuss student learning goals and/or connection to the
Strategic Plan goal.
Description
Amount
Vendor
Priority Priority Priority
Division/Dept
#1
#2
#3
41
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 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
42
Priority #1
Priority #2
Priority #3
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?
43