Chabot College
Program Review Report
2015 -2016
Year Three of
Program Review Cycle
Health Discipline
Submitted on October 23, 2014
Contact: Begoña Cirera Perez
Table of Contents
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
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.
1) What program improvement goals did you establish?
• Although we do not have a established “health” or “nutrition” program, the Health
discipline includes the following offerings at the moment: Health 1, 4, 8 and Nutrition 1.
Overall, we increased success and retention rates of African-Americans, Pacific
Islanders, Latinos and Native Americans in our classes.
• We decreased the number of withdrawal rates in our courses, specifically Nutrition 1
withdrawal rates, by emphasizing the importance of basic math and basic chemistry
knowledge before the NGR date of the semester, and before first-day enrollments
occur.
• We constantly ensure that faculty, and courses are up to date with current health and
nutrition information. Health and nutritional sciences are dynamic and new findings are
constantly discovered. As a result, we need to stay current in order for our students to
learn the most current, reliable information on these fields. Our textbooks are updated
every 2 to 3 years (depending on the course).
• Balanced our offerings of on-campus day, on-campus evening, onlinecourses.
2) 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.
• Goal 1 – Achieved: Continued to increase success and retention rates of AfricanAmericans, Pacific Islanders, Latinos and Native Americans in our classes.
• Goal 2 – Achieved: Decrease the number of withdrawal rates in our courses, specifically
Nutrition 1 withdrawal rates, by emphasizing the importance of basic math skills as well
as basic chemistry knowledge before enrolling in the course. For Nutrition: slight change
on W rates (21 to 19 percent in past 3 years), however non-success rates have increased
by three percent. Health 1 has increased its Non-success rate by four percent, but has
lowered their W rates also by four percent. Health 4’s Non-success rates remained
unchanged, however, the Withdrawal rates decreased seven percent. Health 8’s Nonsuccess rates remained unchanged, but Withdrawal rates decreased four percent.
Overall, there have been no changes on rates of success, non-success and withdrawal
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•
•
for all discipline courses combined since the beginning of the cycle (Y-1) program
review. The percentages are also at par with those of Chabot College students.
Goal 3 – Achieved: We update our textbooks and consequently our teaching materials
to stay up-to-date with changes in the health fields.
Goal 4 – Achieved: With what we have been given (or rather taken away), yes! Our
discipline continues to reinvent itself by trying new approaches to serve a larger
population, regardless of the constant cuts that our discipline faces.
3) 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.
• The success rates of our students are higher than those of Chabot’s overall success
rates, regardless of ethnicity.
• The success rates of our minority students are significantly higher than those of
Chabot’s minority students’ rates (see table “Success rates by ethnicity” above.
• Our Withdrawals rates for Health 4 and 8 have decreased, while our Non-Success rates
have remained the same.
• Chabot and LPC have worked jointly to bring significant changes to Nutrition 1, while
keeping the doors open for all students who wish to enroll, and bringing success rates to
what they used to be before curriculum changes occurred (F ‘09).
• Even though our faculty has to read and grade weekly essays, discussion boards, and
papers, we have managed to keep our classes highly productive, with at least 44
students per class. This is helpful to the entire campus when we need to bring in more
students, and our faculty manages to instruct sometimes twice as many students as
other classes, with similar success and withdrawal rates as the rest of the campus.
• Our discipline, regardless of budgetary cuts and not adding much cost on our district in
terms of staff, supplies, services and equipment, still has a tremendous impact on the
amount of students that we serve overall in this college. Our faculty commits
themselves to serving more students than what they are compensated for to allow for
our campus to offer lower productivity classes. I would like to one more mention that
the data summarizing Capacity, Census, and WSCH is misleading, and actually hurts our
discipline, while it may help others. When looking at class “Capacity”, our courses are
considered “full” with 44 students (Health 1, 4, 8, Nutrition 1). HOWEVER, to ease the
enrollment process of students, these numbers are often changed on CLASSWEB to a
Capacity of “55”, “75”, or even “100”. This is where the data, the way that it is
presented, is misleading, and unfair: if the “Capacity” of a Health 1 class is set to “75”,
and the Census is “75”, for example, the “%” capacity and “WSCH/FTEF” columns reflect
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misleading numbers, not favoring our discipline. ALL Capacity should be set to 44 for this
discipline, and across campus, to avoid misleading information and interpretation of data.
4) What were your greatest challenges?
•
•
•
•
•
Since the retirement of our F/T faculty member, Jeanine Paz, and constant budgetary cuts
occurring to our division, the Health discipline has been facing major constraints to continue to
keep the doors open to as many students as necessary. Although Ms. Paz’s position was fulfilled
by another F/T faculty member, this replacement is not F/T for teaching health courses, as J. Paz
used to, so although in the “books” it looks as if we have had a F/T replacement for the
retirement of J. Paz, in reality, we have a F/T faculty that teaches health courses in a P/T
capacity.
Not having student tutors for our classes, especially Nutrition 1.
Not having more faculty to teach Nutrition 1 (even in Adjunct capacity, as requested), and still
keeping students, rather than losing them to other institutions.
Not having library orientation for our classes. Due to the fact that our campus does not have a
large lecture room (at least 75 students, which is a common number for our courses) equipped
to have library orientations, our students cannot be accommodated. This causes faculty to take
time from their own subject lecture to teach students how to do simple research and
bibliographies (for example).
Not having sufficient counselors for students. A lot of our students drop classes for an array of
personal and financial issues. Counselors could prevent some of our students from dropping
classes. Hopefully with the new two counseling hires this semester (F’14) we see a difference in
these numbers.
5) Were there institutional barriers to success?
•
•
•
•
Yes. Few counselors, no student tutors or support for students, especially in the harder
subject of Nutrition 1.
Campus not having a large lecture room (for at least 75 students) where to carry out
library orientations. THIS would make a HUGE difference. The majority of our students
do not know how to research, and how to make appropriate use of our library and the
wonderful librarians as a source of information for their academic career. Library
orientations for our courses would be a wonderful addition, but our librarians cannot
take 75+ students at a time.
Cite relevant data in your narrative (e.g., efficiency, persistence, success, FT/PT faculty
ratios, CLO/PLO assessment results, external accreditation demands, etc.).
It would be beneficial to have large lecture rooms (such as 2611) where there is mobility
of desks and chairs so that students can work in groups with more ease. Changing
teaching methods and strategies can only benefit students, but it is impossible with
classrooms that have stationary desks and chairs.
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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.
1) What goals do you have for future program improvement?
• Since the bulk of our barriers are institutional, it is hard to synthesize goals, especially
since a “program” for health does not exist (as mentioned, we have random classes in
health and nutrition, but no Health program per se). We would like to offer more
classes, especially for Health 1 and Nutrition 1, but without the trained faculty, it is not
possible to do.
• Most of our improvement that we can change (non-institutional barriers) we
continuously do so to improve our student success and retention. This includes offering
sections at different times during day/evening and platforms, face-to-face, hybrid and
online.
2) What ideas do you have to achieve those goals?
• Continue to ask for faculty hires, especially for Nutrition 1.
3) What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
• Hiring Committee and Prioritation, something we have very little control over, since
Basic Skills courses take precedent. Additionally, review section A-5 (institutional
barriers).
4) What are your longer term vision(s) and goals for your program? (Educational Master
Plan).
• I would love to see more faculty teaching Nutrition 1, and would like other Nutrition
Science courses offered. I have curriculum developed for other courses, but since I am
the sole faculty member qualified to teach such courses, bringing more nutrition
courses to play would be fruitless since we do not have extra faculty to simply offer
sufficient Nutrition 1 courses. I would love to see a Nutrition Program (Transfer A.S.), as
well as Nutrition Technician, both of which I have previous experience in the field. As
the new bond for Career Pathways begins, Health and Nutrition courses (and programs)
would be very helpful, and in the next 6 years, I would love to see at least two programs
developed for Nutrition and Health.
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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
N/A
$700
N/A
2013-14
Budget
Received
N/A
$0
N/A
2014-15
Budget
Requested
N/A
$700
N/A
2014-15
Budget
Received
N/A
$0
N/A
$700
$0
$700
$0
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.
N/A
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?
This is only a speculation, but I believe that visual aids can help some students (all have different ways of
learning) to understand important concepts, rather than have to memorize topics. Helping a student
understand a topic through, the touching of a visual aid, for example, could make the difference
between that student succeeding in the course, by peaking their interest, or dropping the course.
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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.
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.
HEALTH 1
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
X
HEALTH 4
X
HEALTH 8
X
NUTRITION 1
X
6
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
Health 1/Nutrition 1
Fall 2013/Spring 2014
11/4
3/2
50%/25%
Fall 2014
None
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:Student will differentiate between
Defined Target
Scores*
(CLO Goal)
>75%
85%
(CLO) 2:Student will implement a constructive
>75%
95%
(CLO) 3:Student will be able to identify and describe
>75%
90%
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Actual Scores**
(eLumen data)
behaviors that enhance health and those that
are detrimental to health.
health behavior change.
the six dimensions of health and well being.
 If more CLOs are listed for the course, add another row to the table.
* Defined Target Scores:What scores in eLumen from your students would indicate success for this CLO?
(Example: 75% of the class scored either 3 or 4)
**Actual scores: What is the actual percent of students that meet defined target based on the eLumen
data collected in this assessment cycle?
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PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A. COURSE-LEVEL OUTCOME (CLO) 1:
1. How do your current scores match with your above target for student success in this course
level outcome?
Scores are above target.
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?
We are above target on our student success, and it is well reflected in the data.
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?
Above target.
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?
Our behavior change assignment has brought about real, tangible positive health changes
to our students. These changes are long lasting and are the type of change that cannot be
replaced with money, or degrees. We are proud of our collective work which has help us
develop an easy, hands-on approach that tackle many of our students’ detrimental health
behaviors slowly and efficiently.
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?
Above target.
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?
This CLO is an eye-opener for students, since it teaches them that health is not merely the
absence of disease (physical health), but a combination of physical, mental, spiritual,
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environmental, social, and intellectual perspective. It truly helps students approach health
in a holistic way.
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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?
Main changes were to incorporate Behavior Change actions to all Health 1 courses, this was
done during Year One, and was vastly successful during Year Two. For Nutrition Science, we
have had changes that have helped focusing on increasing student success. Changing the
title of the course, for example, has helped some students decide whether they have
sufficient life science courses to succeed in this course. By explaining to students the reason
for the title change of the course during the first week of classes, many opt for enrolling into
a Health 1 course instead, which is not nearly as technical as Nutrition 1. For students who
do not require Nutrition 1 for their major, Health 1 has been a more viable answer to fulfill
their “Area E” G.E. requirements.
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?
Our success rates for Health 1 were slightly above that of the College’s at large for OL
courses, and slightly below for Face-to-Face offerings. For NUTR 1, the Face-to-Face course
performed better during the Fall than Spring ’14 by seven percent. Decision to continue with
our current assessment, evaluation and teaching methods.
3. What is the nature of the planned actions (please check all that apply)?
 Curricular
 Pedagogical
 Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:_________________________________________________________________
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Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level
discussions, please reflect on each of your Program Level Outcomes.
Program: _Health_____
•
PLO #1:Students will differentiate between behaviors that enhance health and those that
are detrimental to health. – Students have done so very successfully.
•
PLO #2:Evaluate and formulate interrelationships of attitude and behavior as they relate
to sexual well-being. – Students have done so very successfully.
•
PLO #3: Based on dietary analysis, discuss strengths and weaknesses of personal diet.
VERY successful results!
What questions or investigations arose as a result of these reflections or discussions?
SEE BELOW
What program-level strengths have the assessment reflections revealed?
Strengths revealed: The assignments that we have developed are well coordinated with the
lectures. This type of teaching is working well for our students, and we will continue to offer
such assignments as they seem to be the most efficient to teach our students the most
important points of our discipline.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned: Continue as is. Changes to Nutrition 1 have had positive impacts on our
discipline success rates.
Program: __Health___
• PLO #1:Students will develop a plan of action for a healthy behavior change.
•
PLO #2:Students evaluate and formulate physiological and psychological behaviors of
sexual health.
•
PLO #3:Students plan dietary changes necessary to improve personal diet.
What questions or investigations arose as a result of these reflections or discussions?
See below
What program-level strengths have the assessment reflections revealed?
Strengths revealed: The assignments that we have developed are well coordinated with the
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lectures. This type of teaching is working well for our students, and we will continue to offer
such assignments as they seem to be the most efficient to teach our students the most
important points of our discipline.
What actions has your discipline determined might be taken to enhance the learning of
students completing your program?
Actions planned: Continue as is.
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Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no",
please provide an explanation. No explanation is required for "yes" answers :-)
1. Have all of your course outlines been updated within the past five years? Yes
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five years or
won’t be taught in three years should be deactivated) Yes.
3. Have all of your courses been offered within the past five years?.If no, why should those courses
remain in our college catalog?All, apart from Health 16. We are hoping to bring it back. This is an
important class to help students learn approaches to successfully lose weight.
4. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? Yes. 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? Yes. 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? Yes. 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)? No course sequences.
8. Does successful completion of College-level Math and/or English correlate positively with
success in your courses? Yes, absolutely. If not, explain why you think this may be.
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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?
No new initiatives.
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
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At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
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(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
Adjunct Faculty
Nutrition
Faculty
Health
Health/Kine/Athletics
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.
We have over 600 students majoring in Life Science degrees. These students require Nutrition 1 to graduate. We only offer 4 sections of
Nutrition 1 course per semester, and we cannot offer additional sections without additional faculty. Our discipline (and college) needs more
faculty that is qualified to teach Nutrition Science (NUTR 1), so that more sections can be offered. In addition, we have been asked by the
Science & Math Division to add more sections of NUTR 1, since many of their students need the class for their majors. We cannot add more
sections without more qualified faculty. As of now, we only have one faculty member qualified to teach this class. We would like to add two
more sections of Nutrition 1 to our regular schedule. Recruiting an adjunct faculty member is crucial to fulfill this goal.
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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.
On average, 266 students are enrolled in Nutrition 1 classes in any given semester. Recalling that 4 sections are offered every semester, this is an
average of 66 students per class. These numbers have been constant for the past 7 years. In addition, we have started to offer 1 section of
Nutrition 1 during the summer, and this section serves an additional 50 to 70 students annually. This number has been consistent and contingent
upon summer course availability on campus. However, the number of students trying to add this class in any given semester (those who are
trying to enroll but do not make it to the Waitlist), is over 200 each semester. Adding more sections to our schedule is imperative, but we need
more faculty to do so. At the moment, a part-time faculty member would be very helpful in fulfilling this goal at serving our community.
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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: __0___
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
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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.
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Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans and
CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the Faculty
Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data
athttp://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
COURSE
Nutrition 1
Health 1
CURRENT
FTEF
(2014-15)
ADDITIONAL
FTEF
NEEDED
CURRENT
SECTIONS
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
0.75
2.25
0.5
0.5
4
11
2
2
300
800
120
150
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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: 0
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1.
2.
3.
4.
3. Rationale for your proposal based on your program review conclusions. Include anticipated impact on student learning outcomes and
alignment with the strategic plan goal. Indicate if this request is for the same, more, or fewer academic learning support positions.
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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]
N/A
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requeststhat would be nice to have and would bring additional benefit to the program.
2014-15
2015-16
Request
needed totals in all areas Request
Requested Received
Description
Amount
Vend
or
22
Division/Unit
Priority #1
Priority #2
Priority #3
Contracts and Services Requests [Acct. Category 5000]
N/A
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
23
Priority #1
Priority #2
Priority #3
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
N/A
Audience: Staff Development Committee,Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development Committees in allocation of funds.
Instructions:Please list specific conferences/training programs, including specific information on the name of the conference and location. Note
that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of need that could perhaps be
fulfilled on campus, and to establish a historical record of need. Your rationale should discuss student learning goals and/or connection to the
Strategic Plan goal.
Description
Amount
Vendor
Division/Dept
24
Priority Priority Priority
#1
#2
#3
Notes
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
N/A
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
25
Priority #1
Priority #2
Priority #3
26
Appendix F8: Facilities Requests
N/A
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): N/A
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?
27