Chabot College
Program Review Report
2015 -2016
Kinesiology, Physical Education & Athletics
YEAR 1 OF 3
Program Review Cycle
SUBMITTED ON OCTOBER 20, 2014
Contact: Ken Grace & Jeff Drouin
FINAL FORMS, 1/18/13
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 NO MORE THAN ONE
PAGE. AS YOU ENTER A NEW PROGRAM REVIEW CYCLE, REFLECT ON YOUR
ACHIEVEMENTS OVER THE LAST FEW YEARS. WHAT DID YOU WANT TO
ACCOMPLISH? DESCRIBE HOW CHANGES IN RESOURCES PROVIDED TO YOUR
DISCIPLINE OR PROGRAM HAVE IMPACTED YOUR ACHIEVEMENTS. WHAT ARE
YOU MOST PROUD OF, AND WHAT DO YOU WANT TO CONTINUE TO IMPROVE
IN 2014 – 2015:
IN ORDER TO INCREASE THE NUMBER OF STUDENTS THAT ACHIEVED THEIR
EDUCATIONAL GOAL WITH IN A REASONABLE TIME WE DID THE FOLLOWING:
WE RE-WROTE ALL OF OUR COURSES TO COMPLY WITH THE NEW STATE
REGULATIONS FOR PHYSICAL EDUCATION, KINESIOLOGY, ATHLETICS AND HEALTHY
AGING. THE NEW COURSES ARE NOW DESIGNATED AS KINESIOLOGY (KINE), PHYSICAL
EDUCATION ACTIVITY COURSES (PEAC) INTERCOLLEGIATE ATHLETICS (ATHL) AND
HEALTHY AGING (HEAG) COURSES MAKING IT EASIER FOR THE STUDENT AND PUBLIC
TO FIND EXACTLY WHAT THEY ARE LOOKING FOR.
WITH THE NAME CHANGE TO KINESIOLOGY FOR OUR ACADEMIC COURSES, WE HAVE
EXPERIENCED A LARGE SURGE IN ENROLLMENT IN KINESIOLOGY 1, KINESIOLOGY 10
AND 14.
KINESIOLOGY 1 IS NOW SO POPULAR (780 WSCH/FTES IN FALL 13, 763 WSCH/FTES
SPRING 14 AND 1155 WSCH/FTES SUMMER 14) THAT IT PROBABLY SHOULD BE
OFFERED BOTH IN THE TRADITIONAL FORMAT AND IN THE ONLINE EVERY SEMESTER.
KINESIOLOGY 1 IS THE STARTING POINT FOR THE AA TRANSFER DEGREE IN
KINESIOLOGY TO THE CSU SYSTEM.
WE BROUGHT ONLINE THREE NEW CERTIFICATON COURSES IN HEALTH COACHING,
GROUP FITNESS TRAINING AND STRENGTH TRAINING. THIS WILL ALLOW FOR GREATER
ACCESS TO CHABOT BY OUR WORKING ADULT POPULATION. THESE COURSES ARE
LINKED WITH ACE FITNESS FOR CERTIFICATION SO A SUCCESSFUL COMPLETION
LEADS DIRECTLY TO WORK IN THE PRIVATE SECTOR.
OUR NEW STATE OF THE ART FITNESS CENTER AND STRENGTH FACILITY IS UP AND
RUNNING. WE ARE THE ONLY FITNESS CENTER IN CALIFORNIA THAT OFFERS A
DYNAMIC FUNCTIONAL TRAINING CIRCUIT UTILIZING VIDEO TECHNOLOGY TO ASSIST
OUR STUDENTS. CHABOT COLLEGE IS ONE OF FIRST COLLEGES IN THE STATE TO
HAVE AA TRANSFER DEGREE IN KINESIOLOGY APPROVED BY THE STATE OF
CALIFORNIA.
IN 2015 – 2016 WE PLAN TO IMPLEMENT A NEW ASSESSMENT PROGRAM IN A NUMBER
OF OUR PHYSICAL EDUCATION ACTIVITY COURSES SO STUDENTS CAN ACCURATELY
MEASURE THE CHANGE IN THEIR BODY COMPOSITION WITH PROPER EXERCISE AND
NUTRITION. WE ALSO PLAN TO START OFFERING A WIDE ARRAY OF OUR HEALTHY
AGING COURSES TO BETTER SERVE OUR OLDER TAX PAYING AND BOND SUPPORTING
3
COMMUNITY MEMBERS INVOLVED WITH CHABOT COLLEGE.
IN 2015 WE WILL ASSESS OUR CLASSES IN KINESIOLOGY, PHYSICAL EDUCATION, HEALTHY
AGING AND ATHLETICS AND CLOSE THE LOOP IN THE SPRING OF 2016.
AS WE MOVE TOWARDS 2015 – 2016 THERE ARE A NUMBER CONCERNS THAT NEED TO BE
IMMEDIATELY ADDRESSED IN THE DIVISION OF KINESIOLOGY, ATHLETICS AND PHYSICAL
EDUCATION.
1) IN THE AREA OF ATHLETICS, WITH THE CHANGE IN THE CONTRACT FOR COACHES,
HOW WILL WE PAY FOR STIPENDS FOR COACHING? Currently they are paid as 1301
adjunct faculty.
2) WE CONTINUE TO SUFFER FUNDING SHORT FALLS IN THE ATHLETIC TRANSPORTATION
BUDGET, CONFERENCE AND STATE INTERCOLLEGIATE PARTICIPATION FEES,
OFFICIALS FEES AND ENTRY FEES FOR COMPETITION. THESE ARE ALL AREAS THAT
HAVE RISEN WITH THE ECONOMY WITHOUT A SUBSEQUENT AUGMENTATION TO THE
BUDGET. TRAVEL, COMPETITION AND ENTRY FEES TO PARTICIPATE IN COMPETITION
ARE ALL PART OF THE ATHLETIC CURRICULUM AND NEED TO BE SUPPORTED AS SUCH.
THE COLLEGE AND DISTRICT ENJOY THE FTES PRODUCED FROM THESE COURSES,
AND THE FTES THESE STUDENTS GENERATE ACROSS CAMPUS FOR 2-3 YEARS WHILE
THEY ATTEND CHABOT.
3) IN ADDITION TO THE ONGOING COSTS ASSOCIATED WITH PARTICIPATION, THE FIXED
COSTS FOR REQUIRED CALIFORNIA COMMUNITY COLLEGE ATHLETIC ASSOCIATION
(CCCAA) MEMBERSHIP DUES, CONFERENCE MEMBERSHIP DUES, COACH’S
ASSOCIATION DUES HAS INCREASED WHILE THE BUDGET FOR THESE REQUIRED
MEMBERSHIP HAS BEEN CUT. FURTHERMORE, THERE ARE REQUIRED MEETINGS,
CONFERENCES AND CONVENTIONS THAT ARE CURRENTLY NOT FUNDED BY ANY
ACCOUNT.
2. WHERE WE ARE NOW - REVIEW SUCCESS, EQUITY, COURSE SEQUENCE, AND
ENROLLMENT DATA FROM THE PAST THREE YEARS AT
HTTP://WWW.CHABOTCOLLEGE.EDU/PROGRAMREVIEW/DATA2013.CFM.
PLEASE COMPLETE APPENDICES B1 AND B2 (CLO'S), C (PLO'S), AND D (A FEW
QUESTIONS) BEFORE WRITING YOUR NARRATIVE. LIMIT YOUR NARRATIVE TO TWO
PAGES.
AFTER REVIEW OF YOUR SUCCESS AND RETENTION DATA, YOUR ENROLLMENT
TRENDS, YOUR CURRICULUM, AND YOUR CLO AND PLO RESULTS, PROVIDE AN
OVERALL REFLECTION ON YOUR PROGRAM. CONSIDER THE FOLLOWING QUESTIONS IN
YOUR NARRATIVE, AND CITE RELEVANT DATA (E.G., EFFICIENCY, PERSISTENCE,
SUCCESS, CLO/PLO ASSESSMENT RESULTS, EXTERNAL ACCREDITATION DEMANDS,
ETC.):
• 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
YOU’RE PROGRAM, STATEWIDE AVERAGES).
1. SUCCESS AND PERSISTENCE RATES.
2. DISTANCE EDUCATION VS. FACE-TO-FACE COURSES.
SUCCESS AND PERSISTENCE
THE LOWEST SUCCESS RATE IN ALL OF OUR ATHLETIC RELATED CLASSES (ATHL) IS
88%, FAR EXCEEDING MOST COURSES ON CAMPUS, SO THE STUDENTS THAT ARE
RECRUITED AND ATTRACTED TO CHABOT ATHLETICS ARE STUDENTS COMMITTED TO
PARTICIPATING IN ATHLETICS. THAT IS WHY THEY CAME TO CHABOT.
WHEN EXAMINING SUCCESS RATES BY GENDER AND ETHINICITY IN ATHLETICS THE
SUCCESS RATE IS 90% OR HIGHER REGARDLESS OF THE RACE OR GENDER OF THE
STUDENT.
IN OUR KINESIOLOGY COURSES THE SUCCESS RATE IS ALL OVER THE MAP. THE
LOWEST SUCCESS RATE IS 33% FOR KINESIOLOGY 5, AND THE HIGHEST IS 100% FOR
KINESIOLOGY 17 AND KINESIOLOGY 19. OUR ONLINE COURSES IN KINESIOLOGY
AVERAGE ABOUT A 65% SUCCESS RATE THAT IS COMPARABLE WITH WHAT COLLEGE IS
EXPERIENCING FOR ONLINE COURSEWORK.
WITH THE NAME CHANGE TO KINESIOLOGY FOR OUR ACADEMIC COURSES, WE HAVE
EXPERIENCED A LARGE SURGE IN ENROLLMENT IN KINESIOLOGY 1, KINESIOLOGY 10
AND 14. KINESIOLOGY 1 IS NOW SO POPULAR (780 WSCH/FTES IN FALL 13, 763
WSCH/FTES SPRING 14 AND 1155 WSCH/FTES SUMMER 14) THAT IT PROBABLY SHOULD
BE OFFERED BOTH IN THE TRADITIONAL FORMAT AND IN THE ONLINE EVERY
SEMESTER. THERE IS A GREAT DEMAND FOR THIS COURSE. IT IS THE STARTING
COURSE FOR AA TRANSFER DEGREE IN KINESIOLOGY.
IN CHABOT COLLEGE PHYSICAL EDUCATION ACTIVITY COURSES THERE IS AN OVERALL
SUCCESS RATE OF 74%. THIS OVERALL SUCCESS RATE HAS REMAINED CONSTANT
OVER THE YEARS OBSERVED. THE SUCCESS RATE FOR MALES IN PEAC COURSES IS
AROUND 78% WHILE THE SUCCESS RATE FOR FEMALES IS APPROXIMATELY 69%.
THERE IS ABOUT A 5% HIGHER WITHDRAWAL RATE FOR WOMEN IN PEAC COURSES
THEN FOR MEN.
3. THE DIFFERENCE WE HOPE TO MAKE - REVIEW THE STRATEGIC PLAN GOAL AND KEY
STRATEGIES AT
HTTP://WWW.CHABOTCOLLEGE.EDU/PRBC/STRATEGICPLAN/SP FOR PR.PDF PRIOR TO
COMPLETING YOUR NARRATIVE. PLEASE COMPLETE APPENDICES E (NEW INITIATIVES)
AND F1-8 (RESOURCE REQUESTS) TO FURTHER DETAIL YOUR NARRATIVE. LIMIT YOUR
NARRATIVE TO THREE PAGES, AND BE VERY SPECIFIC ABOUT WHAT YOU HOPE TO
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ACHIEVE, WHY, AND HOW. 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?
WHAT ARE
YOUR SPECIFIC, MEASURABLE GOALS? HOW WILL YOU ACHIEVE THEM? WOULD ANY
OF THESE REQUIRE COLLABORATION WITH OTHER DISCIPLINES OR AREAS OF THE
COLLEGE? HOW WILL THAT COLLABORATION OCCUR?
In order for Intercollegiate Athletics to function as a successful learning community
we need to fund student transportation, officials and entry fees at their true levels.
Funding that annually recognizes, and supplements, the rise in the cost in student
transportation, officials and entry fees is essential to achieving our student learning
outcomes and program goals.
When the funds in these crucial areas are not covered by the institution, the faculty
members responsible are then forced to shift their focus from teaching to
fundraising. Where else on the campus is the instructor asked to fund raise to teach
their class appropriately?
In the area of Kinesiology we have made great strides in the creating new course
work that is offered both online and in the traditional format to serve a greater
population of students. With the new AA Transfer degree in Kinesiology the number
of students requesting Kinesiology courses at Chabot has risen dramatically. We
need to be at the forefront in the certification of coaches, personal trainers and
group fitness trainers.
This generation of young people is the first generation in the history of mankind to
have a shorter lifespan due to chronic disease brought on by inactivity and poor
nutritional habits. Adult type II diabetes has risen 100% in the last ten years.
Diabetes is responsible for over one million amputees each year and is the major
cause of blindness and kidney failure. The latest available figures indicate that 8.3%
of the people in the U.S. have the disease and that number is expected to double by
2030. In 2010 the estimated cost of treatment in the US in 2007 was
$174,000,000,000. Chabot College and our Physical Education activity courses
have to become one of the leaders in educating our students to make lifestyle
changes now before it is too late life. We owe this to our youth and our community.
B. WHAT CHANGES DO WE SUGGEST?
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?
New Goals:
•
Continue to upgrade physical activity course curriculum to ensure all students are
presented information on the prevention of Adult Type II diabetes and Metabolic Syndrome
through activity and nutritional lifestyle changes.
•
Bring the athletic stadium up to code. The bleachers on both sides of the stadium are
now in disrepair. The concrete bases for the bleachers are over fifty years old and are
crumbling. The lighting system for the stadium is insufficient for the far northern and
southern ends, making visibility on the field poor and unsafe. The track surface needs to be
redone and we need internet in the stadium press box.
•
Bring the baseball stadium into the 21st century. Our baseball stadium is not safe and
does not comply with ADA standards. The facility has to be considered in any new facility
renovation.
•
Continue to advocate for wireless internet access to all athletic facilities and the
college.
•
Continue to develop our certificate programs. With the addition of the CPR and First Aid
for Coaches and Theory of Coaching Classes we can become a one stop shop for the
person who would like to coach at the high school and club level.
•
Continue to create homogenous learning communities within intercollegiate athletics
this is starting to happen with a new learning community in 2014-2015.
•
Develop local high school outreach courses in general studies. Many local high school
athletes think they know what it takes to compete at the college level but their knowledge
base of what is required, both academically and athletically, is seriously lacking. Chabot
could be a leader in this area making a serious connection to the student before they
graduate.
•
Bring the coaches athletic contract into the 21st century. The present athletic coaching
contract DOES NOT fully recognize the hours in the classroom, nor the size of team
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and length of season involved. An intercollegiate athletic class is scheduled to meet 10
hours per week, the equivalent of 7.5 CAH. However, years ago the district, along with the
Faculty Association, agreed to a lower CAH value due to a stipend being included in
coaching contract. Due the constant dedicated work of Jeff Drouin, the Chabot Athletic
Director, and Dean Dale Wagoner this inequity maybe finally resolved with the district.
•
Let Kinesiology and Athletics co-host events with non-profit groups. Chabot
Instructors and Coaches should be encouraged to create partnerships that bring the
community on the Chabot campus. This can be done through partnerships whereby a
Chabot athletic team would be allowed to co-host an event with an outside non-profit
community group. All direct costs, such as custodial and security, would be covered by the
outside group however, no excess rental fees would be incurred. This will create great
community good will and positive public relations (plus is will help to attract future students
to the college by having them on campus) the voting public will remember this on the next
bond measure.
•
Create general study coursework that can be taught at our local high schools to ensure
those students who intend to participate in intercollegiate athletics in college are on the
right track. This coursework could include assessment in English, Math and general
knowledge and instruction in what is expected from a student participating in intercollegiate
athletics.
•
Create an atmosphere in the division whereby every employee in the division of
Kinesiology, Physical Education and Athletics has a current CPR/First Aid and AED card.
While the contract, as it is currently written, cannot make a CPR/First Aid and AED card
mandatory we need to create opportunities and incentives (flex day credit) that encourage
this valuable knowledge and expertise.
B. WHAT’S NEXT?
• 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?
THE INSTITUTION NEEDS TO RECOGNIZE THAT WITH AN INTERCOLLEGIATE ATHLETIC
PROGRAM (THAT ATTRACTS A LARGE NUMBER OF FULL TIME STUDENTS TO THE COLLEGE
BOTH DIRECTLY AND INDIRECTLY) COMES SOME UNCONTROLLABLE EXPENSES.
COSTS FOR STUDENT TRAVEL, OFFICIALS, ENTRY FEES AND INSTITUTIONAL MEMBERSHIP
FEES RISE FROM YEAR TO YEAR. THESE COSTS HAVE TO BE COVERED AT THE FRONT END OF
THE DIVISION’S ANNUAL BUDGET COME JULY 1. COVERING THESE COSTS IS COMPARABLE TO
BUDGETING FOR ANNUAL SALARY INCREASES FOR THE FACULTY AND STAFF. THESE COST
INCREASES SHOULD BE ANTICIPATED AND BUDGETED FOR.
WHAT RECOMMENDATIONS DO YOU HAVE TO IMPROVE THE PROGRAM REVIEW PROCESS?
ONCE THE NEW CURRICUNET PROGRAM REVIEW AND STUDENT LEARNING OUTCOMES
PROGRAMS COME ONLINE WE FEEL ALL OF OUR PROGRAMS IN KINESIOLOGY, PHYSICAL
EDUCATION AND ATHLETICS WILL HAVE A TRANSPARENT AND DIRECT LINE OF ASSESSMENT
AND REVIEW FROM SLO, TO PROGRAM GOALS AND INSTITUTIONAL OUTCOMES. WE LOOK
FORWARD TO THIS SIMPLE AND CONCISE MANNER TO REVIEW ALL OUR WORK.
IN THE NEW ELECTRONIC PROGRAM REVIEW IT WOULD BE NICE IF THERE WAS A DROP DOWN
BOX WHERE EVERY REQUEST MADE BY A DIVISION COULD BE LINKED BACK TO THE SLO AND
PROGRAM GOAL. ALSO WHEN A REQUEST IS MADE FOR FUNDS, TECHNOLOGY OR EQUIPMENT
IF THERE WAS A BOX WHERE THE AUTHOR/DIVISION COULD GO BACK AND SEES WHO
REVIEWED THE REQUEST, WHETHER IT WAS APPROVED OR DENIED, AND WHY?
AT AN INSTITUTIONAL LEVEL IT IS NOT CLEAR, ONCE PROGRAM REVIEWS ARE TURNED
IN…WHERE DECISIONS ARE MADE?
IS THE DECISION MAKING PROCESS DONE IN COLLEGE COUNCIL OR PROGRAM REVIEW AND
BUDGET?
DO THE STANDING COMMITTEES LIKE THE TECHNOLOGY COMMITTEE HAVE A SAY IN THE
PROCESS? DO THEY CONTROL THE TECHNOLOGY BUDGET? DO ALL TECHNOLOGY REQUESTS
GO TO THEM FOR APPROVAL?
BEFORE THIS CAN BE ANSWERED, THE COLLEGE NEEDS TO RE-EXAMINE AND CORRECT THE
2006 SHARED GOVERNANCE CHART ON DISPLAY ON THE CHABOT WEBSITE. AT THIS POINT IN
TIME…TRANSPARENCY IN THE DECISION MAKING PROCESS AT THE COLLEGE IS MURKY AT
BEST.
9
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.
Account Title
Program
12-13
13-14
difference Amount
Budgeted
Budgeted
Required to
function in
2015-2016
STUDENT ASSIST DISTRICT
690300
PROGRAM/OPERATING SUPPLIES
690300
EQUIP MAINTENANCE-CONTRACT
083500
OTHER- NON-TEACHING
690300
OVERTIME
690300
PROF EXPERTS/PROG LEADERS
690300
INSTR AIDES-HRLY DIRECT
083500
PROGRAM/OPERATING SUPPLIES
083550
ATHLETIC GAME OFFICIALS
083550
TRAVEL EXPENSE ATHLETICS
083550
CONFERENCE TRAVEL EXPENSE
083550
INSTITUTIONAL MEMBERSHIPS
083550
UNIFORM LAUNDRY & CLEANING
083550
EQUIP MAINT - STERILIZATION
083550
PHYSICAL EXAMS - ATHLETICS
083550
DOCTOR & AMBULANCE SERVICE
083350
ENTRY FEES
083550
23,000
8,415
(14,585)
238
720
482
3,784
2,385
(1,399)
27,488
20,000
(7,488)
10,500
8,450
(2,050)
3,485
3,550
0
25,000
20,000
(5,000)
29,661
20,402
(9,259)
32,326
37,852
5,526
2,500
4,393
1,893
306
90
(216)
12,515
12,000
(515)
7,600
7,653
53
3,650
6,800
3,150
4,000
4,000
-0
3,275
2,155
(1,120)
14,415
14,795
380
23000
1100
6000
27000
12000
3550
25000
30000
44000
6000
1000
16000
7700
6900
4500
3275
18795
STUDENT TRANS - ATHLETICS
083550
INSTRUCTIONAL TRAVEL
690300
52,765
64,505
11,740
75000
5000
THE FOLLOWING REQUESTS BELOW ARE NEEDED TO MEET THE BASIC
REQUIREMENTS WRITTEN IN OUR COURSE OUTLINES, OUR SLO’S AND OUR
PROGRAM GOALS IN ATHLETICS:
Contract Requests
Description
Amount
Division/Unit
Priority #1
Equipment Maintenance Contract
6,000.00
X
Officials Contract for Athletic Contests
44,000.00
Uniform Laundry and Cleaning
7,700.00
Physical Education – repair
and maintenance of
equipment throughout
Physical Education.
Athletics - needed to pay
officials at home events
Athletics - Need to clean and
repair uniforms
X
X
Travel and Conference Requests
Conference Description
Amount
COA travel
3,000.00
Athletics - needed represent
Chabot at COA Annual
Meeting and conference
X
Student Intercollegiate Athletic Travel
75,000.00
X
Institutional Athletic Memberships
Athletic Entry Fees
16,000.00
18,795.00
Athletics - Needed to
transport student athletes to
events
Athletics
Athletics - Needed to enter
student athletes to
competitive events
Instructional Travel
2000
Division/Unit
Priority #1
Kinesiology & P.E. Needed
for Instruction
x
X
X
Student Assistants
Position
Life Guards
Description
Life Guards Needed for Pool.
Needed for a safe learning
environment.
11
Program/Unit
Physical
Education/Kine
siology
Amount needed
23,000
APPENDIX B1: STUDENT LEARNING OUTCOMES ASSESSMENT REPORTING
SCHEDULE
I. Course-Level Student Learning Outcomes & Assessment Reporting (CLOClosing the Loop).
A.
Check One of the Following:
X
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.
Kinesiology, Physical Education and Athletics spent the past year re-writing all of our
course outlines to come in line with the new title 5 mandates. Thanks to the tireless work of
the curriculum committee we are through that process.
In re-writing our courses we redefined our course work in five categories with five new
rubrics. The new rubrics are: KINE = Kinesiology, HEAG = Healthy Aging, ADPE = Adaptive
Physical Education, PEAC = Physical Education Activity Courses, DANC = Dance
In the coming year we will begin to assess and close the loop on all our courses.
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.
Fall
Spring 2016
2015
Fall
Spring 2017
2016
Courses:
Group 1:
Full Assmt
Discuss results
KINE
Group 2:
Full
Discuss
PEAC, ADPE
Assmt
Result and Close
the loop
Group 3:
ATHL
Full Assess
Results and
Close Loop
Report Results
Group 4:
Full Assmt
HEAG
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Discuss results & report
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:
Intercollegiate Athletics
PLO #1: Prepare for successful transfer to four year institutions and participate in
athletics.
This includes the ability to:
•
Compete competitively on an athletic team.
•
Create an athletic and academic resume.
•
Screen, contact, and visit four‐year institutions to make a smart decision on placement.
•
Communicate with current and future coaches as to goals and abilities.
•
Be a successful, full time student.
PLO #2: Develop the ability to utilize critical thinking skills, evaluate, plan and
create success as a participant on an athletic team
This includes the ability to:
•
Plan and implement an individual physical conditioning program prior to the sport season in
order to be prepared to begin participation.
•
Understand and apply knowledge in nutritional choices to enhance physical participation in
the sport.
•
Use training and sports equipment in a safe and proper manner.
•
Use motivational techniques to maximize the ability to improve in the sport.
•
Understand and plan a fitness program that includes: agility, balance, coordination, power,
reaction time, and speed.
•
Understand and implement safety, prevention and treatment of athletic injuries.
•
Scientifically assess supplement or performance enhancement substances for the dangers
that they may pose to the individual.
•
Demonstrate a commitment to the value of active participation and be able to design team
building exercises.
•
Implement and evaluate pre and post fitness testing methods that are current and specific
to sport.
•
Set personal goals, both short term and long term, and evaluate the success of meeting
those goals.
PLO #3: Relate to teammates, coaches and the competitive atmosphere in a
manner that enhances sportsmanship as well as their participation as well as the
team environment.
This includes the ability to:
•
Personally evaluate themselves with regard to fitness, skill level, tactical knowledge and
overall impact as a participant on a sport team.
•
Be pro‐active and to implement critical thinking skills to the demands of participation in
sport and in the classroom.
•
Relate and function as a valuable member of a team.
•
Recognize situations that arise that could create conflict and develop problem solving
solutions.
•
Recognize the place of sport in their life and demonstrate a healthy outlook toward
participation.
•
Communicate effectively with others in meeting the goals of the team.
•
Whether competing at home, or away, be an ambassador of the college and the sport.
PLO #4: Become a responsible, productive citizen who represents the sport to
themselves and to the community in a productive manner.
This includes the ability to:
•
Promote health and well being through participation in the sport.
•
Reach out to the community through clinics and coaching to promote the sport.
•
Represent the sport positively and as a good example to others.
•
Recognize and practice for improvement in all the technical aspects of the sport.
•
Recognize and practice for improvement in all the tactical aspects of the sport.
•
Recognize and practice for improvement in all the team aspects of the sport.
WHAT QUESTIONS OR INVESTIGATIONS AROSE AS A RESULT OF THESE REFLECTIONS OR
DISCUSSIONS?
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WE NEED TO ASSESS AND TRACK OUR ATHLETES AFTER THEY LEAVE CHABOT
COLLEGE TO SEE HOW SUCCESSFUL THEY ARE AT THE TRANSFER INSTITUTION IN
BOTH THE CLASSROOM AND ON THE FIELD. THIS CAN BE ACHIEVED WITH THE USE OF
THE COLLEGE’S NEW ACADEMIC ATHLETIC COUNSELOR.
WHAT PROGRAM-LEVEL STRENGTHS HAVE THE ASSESSMENT REFLECTIONS REVEALED?
WE DO A GREAT JOB OF MATRICULATING OUR ATHLETES TO TRANSFER INSTITIONS.
WE HAVE DISCUSSED HOW WE CAN BETTER REACH AND EDUCATE OUR STUDENT
ATHLETES IN THE BEGINNING OF THEIR COLLEGE ATHLETIC CAREER SO THAT THEY
HAVE GREATER OPPORTUNITIES FOR PARTICIPATION AND EMPLOYMENT AT THE END
OF THEIR COLLEGIATE ATHLETIC CAREERS.
WHAT ACTIONS HAS YOUR DISCIPLINE DETERMINED MIGHT BE TAKEN TO ENHANCE THE
LEARNING OF STUDENTS COMPLETING YOUR PROGRAM?
BRINGING IN EX-DIVISION 1 COLLEGE ATHLETES AS GUEST SPEAKERS TO TALK WITH
OUR STUDENTS SO THEY CAN BEGIN TO UNDERSTAND THE REQUIREMENTS AND THE
DEMANDS AT THE NEXT LEVEL.
Program:
Kinesiology
PLO #1: Demonstrate an understanding of health and wellness information using
the scientific method, scientific research and established knowledge.
This includes the ability to:
•
Recognize that information presented through established, reputable scientific sources is
the result of research from an accumulation of data that leads to generally accepted
conclusions.
•
Demonstrate critical thinking skills to apply decision‐making and goal setting skills within
the context of health and in so, apply a variety of credible, current, and applicable
information to make sound judgments decisions.
PLO #2: Utilize knowledge to design, develop, and implement an effective
personalized fitness program.
This includes the ability to:
•
Evaluate pre and post fitness levels, using a variety of fitness testing methods. Understand
the concepts of health and fitness and apply them to creating a fitness program.
•
Express the importance of lifelong participation in a fitness program as related to overall
health and well‐being.
•
Demonstrate self‐management skills, which enable students to make informed decisions for
healthy, active lifestyles.
•
Apply basic principles of emergency first aid care and prevention of injury.
•
Demonstrate comprehension of basic human development and the implications for program
PLO #3: Understand movement as it applies to physical activity to create
efficiency of psychomotor skills and achieve maximum benefits in that activity.
17
This includes the ability to:
•
Name the basic components of musculature and skeletal structure and describe their
function.
•
Evaluate movement to make corrections and enhance the activity and physical wellness.
•
Apply concepts of fitness to scientifically based training methods.
•
Demonstrate the movement skills and strategies for confident and enhanced participation in
physical activity.
PLO #4. Understand motivational techniques and apply them to enable the
student to create lifestyle changes in fitness and health.
This includes the ability to:
•
Relate health and wellness to choices made in lifestyle.
•
Recognize human habitual behavior and how to affect lifestyle changes.
•
Apply a variety of motivational techniques.
•
Demonstrate interpersonal skills necessary for effective relationships and healthy, active
lifestyles.
•
Exhibit attitudes and values that promote personal, family and community health, and
participation in physical activity.
•
Recognize differences between people and design a motivational plan to suit those
differences.
PLO#5: As a Kinesiology major:
•
Comprehend and articulate the history and sociology of physical education and sport and
its impact on today's world.
•
Identify and apply standards required by the physical education specialty area of interest.
•
Demonstrate a level of proficiency necessary for demonstration of beginning level skills in
an activity of choice commonly included in a Kinesiology and Physical Education program.
•
Demonstrate an understanding of the basic structure of the human body and how its
various systems respond and adjust to exercise and work.
•
Construct learning experiences for various age groups and purposes.
•
Articulate the differences between Kinesiology, Physical Education and Athletics as well as
the value of both.
•
Demonstrate an understanding of the major in relation to its potential for service to the
individual, community and society.
WHAT QUESTIONS OR INVESTIGATIONS AROSE AS A RESULT OF THESE REFLECTIONS OR
DISCUSSIONS?
MANY OF THE KINESIOLOGY MAJORS HAVE NO KNOWLEDGE OF THE RIGOROUS
SCIENTIFIC BACKGROUND REQUIRED OF A KINESIOLOGY MAJOR (I.E. ANATOMY,
PHYSIOLOGY) PRIOR TO TRANSFER. KINESIOLY MAJORS NEED TO BE IDENTIFIED EARLY
AND SET ON THE CORRECT PATH IF THEY ARE GOING TO TRANSFER IN TWO YEARS. A
POSSIBLE TEACHER/STUDENT MENTORSHIP MIGHT HELP TO RECTIFY THIS.
WHAT PROGRAM-LEVEL STRENGTHS HAVE THE ASSESSMENT REFLECTIONS REVEALED?
OUR KINESIOLOGY 1 AND KINESIOLGY 2 COURSES DO A GREAT JOB OF GETTING OUR
MAJORS HEADED IN THE CORRECT DIRECTION. HOWEVER, IF A KINESIOLOGY MAJOR
DOES NOT ENROLE EITHER OF THESE COURSES IN THE FIRST SEMESTER THEY RUN THE
RISK OF TAKING COURSES THEY DO NOT NEED FOR THE MAJOR DO TO A LACK OF
KNOWLEDGE ABOUT THE MAJOR.
WHAT ACTIONS HAS YOUR DISCIPLINE DETERMINED MIGHT BE TAKEN TO ENHANCE THE
LEARNING OF STUDENTS COMPLETING YOUR PROGRAM?
ALL STUDENTS WHO SELF IDENTIFY ON A CHABOT APPLICATON AS
KINESIOLOGY/PHYSICAL EDUCATION MAJOR NEED TO BE IMMEDIATELY REPORTED TO
THE DIVISION SO THAT WE CAN CONTACT THEM AND GET THEM HEADED IN THE RIGHT
DIRECTION IN TERMS OF THEIR MAJOR.
19
Program:
Physical Education Activity Courses
PLO #1: Demonstrate an appreciation of the relationship between movement,
health and wellness.
This includes the ability to:
•
Demonstrate critical thinking skills as they to apply decision‐making and goal setting skills
within the context of exercise, health and wellness.
•
Understand the health risk factors that come from living a sedentary lifestyle and
demonstrate the knowledge to make healthy lifestyle changes.
PLO #2: Utilize the proper equipment and knowledge to design, develop, and
implement an effective personalized fitness program.
This includes the ability to:
•
Evaluate pre and post fitness levels, using a variety of fitness testing methods. Understand
the concepts of health and fitness and apply them to creating a fitness program.
•
Express the importance of lifelong participation in a fitness program as related to overall
health and well‐being.
•
Demonstrate comprehension of basic human development and the implications for a fitness
program
PLO #3: Understand movement and skill development as it relates to physical
activity.
This includes the ability to:
•
Evaluate movement skills to make corrections and enhance activity and physical wellness.
•
Apply concepts of fitness to scientifically based training methods to improve movement
patterns.
•
Demonstrate the movement skills and strategies for enhanced participation in physical
activity.
Understand motivational and social techniques and apply them to
enable the student to create positive lifestyle changes in fitness and health.
PLO #4.
This includes the ability to:
•
Relate health and wellness to choices made in lifestyle.
•
Demonstrate interpersonal skills necessary for effective relationships and healthy, active
lifestyles.
•
Exhibit attitudes and values that promote personal, family and community health, and
participation in physical activity.
•
Recognize differences between people and design a motivational plan to suit those
differences.
WHAT QUESTIONS OR INVESTIGATIONS AROSE AS A RESULT OF THESE REFLECTIONS OR
DISCUSSIONS?
MOST OF THE STUDENTS IN OUR PHYSICAL EDUCATION ACTIVITY COURSES HAVE NO
REAL KNOWLEDGE OF FITNESS OR SKILL DEVELOPMENT. THE LION’S SHARE OF OUR
STUDENTS HAVE EXPERIENCED LITTLE TO NO PHYSICAL EDUCATION SINCE THEIR
FRESHMAN YEAR IN HIGH SCHOOL.
THE LEVEL OF HEALTH AND WELLNESS KNOWLEDGE AS IT RELATES NUTRITION AND
EXERCISE IS NON-EXISTANT. THIS GENERATION HAS BEEN SET UP FOR FAILURE IN
TERMS OF LONG TERM HEALTH AND WELLNESS IF SOMETHING IS NOT DONE
IMMEDIATELY THEIR RISK FACTOR FOR A CHRONIC DISEASE LIKE ADULT TYPE II
DIABETES IS THROUGH THE ROOF.
WHAT PROGRAM-LEVEL STRENGTHS HAVE THE ASSESSMENT REFLECTIONS REVEALED?
WE HAVE A GREAT SUCCESS RATE IN OUR COURSES WHEN THE STUDENT BUYS IN. THE
VARIETY OF COURSES THAT WE OFFER ATTRACTS A LARGE AND DIVERSE POPULATION
FROM OUR SURROUNDING COMMUNITY. FROM MARTIAL ARTS, ARCHERY AND HIP HOP
DANCE TO SWIMMING, AEROBICS, SOCCER AND CORE CONDITIONING, WE DO IT ALL
AND THE NUMBERS IN OUR CLASSES SHOW WE ARE ON THE RIGHT PATH AND SERVING
OUR STUDENTS.
WHAT ACTIONS HAS YOUR DISCIPLINE DETERMINED MIGHT BE TAKEN TO ENHANCE THE
LEARNING OF STUDENTS COMPLETING YOUR PROGRAM?
WE ARE DEVELOPING AN ASSESSMENT PROGRAM FOR OUR FITNESS ORIENTED
COURSES. THIS WILL GIVE THE STUDENT, AND THE INSTRUCTOR, THE ABILITY TO
QUANTIFIBLY MEASURE IMPROVEMENT IN MANY OF THE AREAS OF FITNESS. IT IS
BELIEVED THAT THIS PERSONAL ASSESSMENT WILL SERVE AS A MOVITATIONAL TOOL
FOR HEALTH AND WELLNESS BOTH IN THE CLASSROOM AND LATER ON IN LIFE.
21
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, ALL HAVE BEEN RE-WRITTEN TO COMPLY WITH NEW
STATE GUIDELINES
2. HAVE ALL OF YOUR COURSES BEEN OFFERED WITHIN THE PAST FIVE YEARS?
IF NO, WHY SHOULD THOSE COURSES REMAIN IN OUR COLLEGE CATALOG?
YES
3. DO ALL OF YOUR COURSES HAVE THE REQUIRED NUMBER OF CLOS
COMPLETED, WITH CORRESPONDING RUBRICS? IF NO, IDENTIFY THE CLO
WORK YOU STILL NEED TO COMPLETE, AND YOUR TIMELINE FOR
COMPLETING THAT WORK THIS SEMESTER. YES
4. HAVE YOU ASSESSED ALL OF YOUR COURSES AND COMPLETED "CLOSING
THE LOOP" FORMS FOR ALL OF YOUR COURSES WITHIN THE PAST THREE
YEARS? IF NO, IDENTIFY WHICH COURSES STILL REQUIRE THIS WORK, AND
YOUR TIMELINE FOR COMPLETING THAT WORK THIS SEMESTER. NO, THIS
NEEDS TO BE DONE. MOST OF OUR PHYSICAL EDUCATION COURSES NEED
TO BE ASSESSED AND HAVE THE LOOP CLOSED. WE WILL DO THIS IN THE
COMING YEAR.
5. HAVE YOU DEVELOPED AND ASSESSED PLOS FOR ALL OF YOUR PROGRAMS?
IF NO, IDENTIFY PROGRAMS WHICH STILL REQUIRE THIS WORK, AND YOUR
TIMELINE TO COMPLETE THAT WORK THIS SEMESTER. YES.
6. IF YOU HAVE COURSE SEQUENCES, IS SUCCESS IN THE FIRST COURSE A
GOOD PREDICTOR OF SUCCESS IN THE SUBSEQUENT COURSE(S)? YES
7. DOES SUCCESSFUL COMPLETION OF COLLEGE-LEVEL MATH AND/OR ENGLISH
CORRELATE POSITIVELY WITH SUCCESS IN YOUR COURSES? IF NOT,
EXPLAIN WHY YOU THINK THIS MAY BE. YES, IN OUR KINESIOLOGY COURSES
AND FOR OUR SCHOLAR ATHLETES TO BE ABLE TO TRANSFER IN TIME TO
PARTICIPATE AT THE NEXT COLLEGE IT IS IMPERATIVE THAT STUDENTS GET
THROUGH ENGLISH 1A AND MATH 43 ASAP, OTHERWISE IT WILL IMPACT THEIR
PARTICIPATION AT THE TRANSFER SCHOOL.
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.
Create the Chabot PEAK Coaches Academy to educate students who would like to coach and/or
officiate at the club and high school level. This academy would provide students with the needed
course work needed to become licensed for immediate employment. This could become a learning
community?
THE NUMBER OF STUDENTS WHO COMPLETE THE COURSEWORK AND BECOME CERTIFIED BY THE
CALIFORNIA SCHOLASTIC FEDERATION TO COACH AT THE HIGH SCHOOL LEVEL.
Activity (brief description)
Meet with the division, and the CIF, to review the required coursework
for certification.
Identify specific course work for each sport in regards to licensing.
Target
Completion
Date
Fall 2015
Required Budget (Split out
personnel, supplies, other
categories)
Fall 2015
Write course work that maybe needed and bring to curriculum committee Fall 2015
Advertise need the academy at the local level
Spring 2016
Increase division CAH to meet the academy’s needs
Fall 2016
Increased CAH
Offer the Chabot PEAK Coaches academy
Fall 2016
Increased CAH for the division
# OF POSITIONS CLASSIFIED STAFF # OF POSITIONS
Reassigning existing employee(s) to the project; employee(s) current workload will be:
Covered by overload or part-time employee(s)
Covered by hiring temporary replacement(s)
Other, explain
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
(obtained by/from):
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
24
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the
Strategic Plan goal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term)
for the most recent three years, student success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2013.cfm .
1.
STAFFING REQUESTS (1000) FACULTY
FACULTY (1000)
POSITION
DESCRIPTION
PROGRAM/UNIT
Kinesiology Instructor
Men’s & Women’s Track
Coach/Instructor
Kinesiology Instructor
Women’s Soccer Coach/ Instructor
Kinesiology Instructor
Women’s Softball Coach/ Instructor
Kinesiology Instructor
Women’s Volleyball Coach/ Instructor
Kinesiology Instructor
Women’s Basketball Coach/
Instructor
Kinesiology Instructor
Assistant Football Coach
Kinesiology Instructor
Aerobics/Dance Instructor
Kinesiology, Physical
Education
Kinesiology, Physical
Education
Kinesiology, Physical
Education
Kinesiology, Physical
Education
Kinesiology, Physical
Education
Kinesiology, Physical
Education
Kinesiology, Physical
Education
/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, AND PLO ASSESSMENT RESULTS ACCREDITATION DEMANDS.
WE LOST 2 FULL TIME PHYSICAL EDUCATORS/COACHES IN 2014. THE MEN’S AND WOMEN’S TRACK
PROGRAM IS THE 2ND LARGEST PROGRAM IN THE ATHLETIC DEPARTMENT. IN 2013 – 2014 ATHLETIC TRACK
CLASSES ALONE ACCOUNTED FOR 20.9 FTES. THIS DOES NOT INCLUDE COURSE WORK TAKEN BY THESE
STUDENT ATHLETES IN OTHER AREAS IN THE COLLEGE.
BASED ON THE EMC REPORTING AT CENSUS FOR 2013 – 2014 OUR AVERAGE PER SEMESTER IN PHYSICAL
EDUCATION ACTIVITY COURSES IS 1601 PER TERM OR 4803 STUDENTS PER YEAR.
160.79 FTES PER TERM OR 482.37 FTES ANNUALLY
AVERAGE WSCH/FTES = 581
EMC REPORTS FOR KINESIOLGY AT CENSUS – 437 AVERAGE PER SEMESTER OR 1311 STUDENTS
ANNUALLY.
43.77 FTES PER TERM OR 131.11 FTES ANNUALLY
AVERAGE WSCH/FTES = 744.92
EMC REPORTS FOR ATHLETICS AT CENSUS – 328 AVERAGE PER SEMESTER OR 984 STUDENTS ANNUALLY.
FTES PER SEMESTER 62.02 OR 186.06 FTES ANNUALLY
GRAND TOTAL OF STUDENTS SERVED FOR THE YEAR 2013-2014 IN KINESIOLOGY, PHYSICAL EDUCATION
AND ATHLETICS = 7098 STUDENTS.
27% OF THE 25,664 CHABOT STUDENTS IN 2013 – 2014 WERE EDUCATED BY OUR DIVISION. MORE THEN 1 IN
4 STUDENTS AT CHABOT.
TOTAL FTES GENERATED IN 2013 – 2014 BY KINESIOLOGY, PHYSICAL EDUCATION AND
ATHLETICS = 799.54 FTES
26
THE COLLEGE GENERATED 3182.70 FTES PER TERM, OR 9548.1 FTES TOTAL IN 2013-204. THE DIVISION OF
PHYSICAL EDUCATION, KINESIOLOGY AND ATHLETICS GENERATED 8.4% OF THE COLLEGE’S TOTAL FTES
FOR 2013-2014.
2.
The Chabot College Strategic plan is:
“Increase the number of students that achieve their educational goal within a reasonable time by clarifying
Pathways and providing more information and support.”
In order to achieve this goal for the men and women who participate in Track and Field at Chabot College there’s needs
to be a full time faculty member taking an active role in the program, watching over and communicating with the students
on a daily basis. Adding a full time track coach/instructor, who with a variety of skills to teach online as well in a
traditional setting, will expand our division’s ability to serve our community and Chabot’s student population.
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. Upgrade of Position Required to Comply with Title IX laws and standards
STAFFING REQUESTS (2000)
CLASSIFIED PROFESSIONALS
PLEASE LIST IN RANK ORDER
CLASSIFIED PROFESSIONAL STAFF
(2000)
POSITION
Women’s Athletic Technician
STAFFING REQUESTS (2000)
STUDENT ASSISTANTS
DESCRIPTION
Need to Upgrade Women’ Athletic Assistant – We are
out of compliance with Title IX
PROGRAM/
UNIT
Athletics
PLEASE LIST IN RANK ORDER
STUDENT ASSISTANTS (2000)
POSITION
Student Assistant Life Guards
1.
28
DESCRIPTION
$23000 Needed for Student Life
Guards for pool safety during
instruction
PROGRAM/UNIT
Physical Education
Life Guards are required for safety in the pool during instruction and open swim times.
2.
NEEDED FOR SAFETY AND PROPER INSTRUCTION DURING CLASS TIME
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 .
NEW COURSES THAT NEED ADDITIONAL FTEF FUNDING:
KINESIOLOGY PAD1 – PREVENTION OF ADULT DIABETES THROUGH NUTRITION AND EXERCISE (3.0 CAH)
PEAC CORE1 CORE CONDITIONING FOR HIPS, ABS AND THIGHS (2.25 CAH)
KINESIOLOGY 21 – INTRODUCTION TO GROUP FITNESS TRAINING CERTIFICATION (3.0 CAH)
KINESIOLOGY 22 – INTRODUCTION TO HEALTH COACHING CERTIFICATON (3.0 CAH)
KINESIOLOGY 23 – INTRODUCTION TO TECHNIQUES OF STRENGTH TRAINING (3.0 CAH)
KINESIOLOGY 18 – INTRODUCTION TO CPR AND FIRST AID FOR COACHES (2.0 CAH)
PEAC WSC1- WOMEN’S RECREATIONAL SOCCER (2.25 CAH)
KINESIOLOGY 1 IS SO POPULAR, AND IS AN AA TRANSFER COURSE, THAT IT SHOULD BE OFFERED IN
BOTH TRADITIONAL AND ONLINE FORMAT EACH SEMESTER THROUGHOUT THE YEAR (9 CAH)
30
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.
2.
1.
2.
3.
4.
3.
31
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.
Description
48 Dodge Balls
40 Ultimate Discs
32
Amount Vendor
288.00 Sports Chalet
320.00 Disc Store
Division/Unit
Physical Education
Physical Education
Priority #1
X
x
Contracts and Services Requests
[Acct. Category 5000]
Contract Requests
Description
Amount
Equipment Maintenance Contract
6,000.00
Officials Contract for Athletic Contests
44,000.00
Uniform Laundry and Cleaning
7,700.00
Vendor
Gym Doctors
33
Division/Unit
Priority #1
Physical Education – need to
maintain equipment used in
the classroom
Athletics - Needed to pay
officials for institutionally
required events
Athletics - Need to clean and
repair uniforms
X
X
X
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.
Travel and Conference Requests
Conference Description
Amount
COA travel
3,000.00
Athletics - Needed represent Chabot at COA
Annual Meeting and conference
X
Student Intercollegiate Athletic Travel
75,000.00
X
Institutional Athletic Memberships
Athletic Entry Fees
16,000.00
18,795.00
Athletics - Needed to transport student athletes
to events
Athletics – Needed to participate
Athletics - Needed to enter student athletes to
competitive events
Division/Unit
Priority #1
x
X
• CCCAA and Coast Conference Travel Funds are needed to represent the institution throughout
the state.
• Student Intercollegiate Athletic Travel is required to meet the course outline, the SLO, the Program
Goals and the Institutional obligation for participating in intercollegiate athletics in the state of
California.
• Both Institutional Athletic Memberships and Athletic Entry Fees are mandatory fees that have
increased yearly with no augmentation to our budget.
34
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.
Equipment Requests
Description
30 Bubble Suits
Amount
Vendor
13,500.00 Bubble Soccer
Division/Unit
Priority #1
Physical Education
X
2 Pro Coach 424 Timing System
5,800.00 Freelap
Athletics
X
2 Sprint 2 Coach
4,400.00 Freelap
Athletics
X
Athletics
X
Athletics
x
4 Run Rockets
3 Vertimax V8 EX
8000 Run Rocket
13,500.00 Vertimax
Technology Requests
Description
Amount
Vendor
Division/Unit
Priority #1
5 laptop computers
4000 Newegg
Physical Education
X
6 pixel flex 8.9 panels plus cart
9000 pixel flex
Athletics
X
35
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Resurface of the Track
RESURFACING OF THE TRACK. PRESENT SURFACE IS OVER 15 YEARS OLD AND IS UNSAFE AND IN NEED OF SERIOUS REPAIR.
The Chabot College Track serves all of our Physical Education classes, our athletic teams, our staff and the
local community.
RESURFACING THE TRACK WILL PROVIDE A SAFE FACILITY WHEREBY OUR STUDENTS CAN ASSESSES AND PERFORM ACTIVITIES TO
IMPROVE THEIR HEALTH AND WELL BEING. FROM OUR POLICE AND FIRE SAFETY COURSES, WALKING AND JOGGING FOR
CARDIOVASCULAR FITNESS, ATHLETIC TRAINING AND CONTESTS, OUR LOCAL COMMUNITY AND OUR STAFF AND FACULTY EVERYONE
USES THE TRACK. IT’S TIME TO FIX IT!
TURF THE BASEBALL FIELD AND BRING TO ADA COMPLIANCE
PRESENT FIELD IS UNUSABLE FOR WEEKS ON END WHENEVER IT RAINS AND HAS NO WHEEL CHAIR
ACCESS FOR THE COMMUNITY. BASEBALL FIELD NEEDS TO BE RENOVATED TO CREATE ACCESS AND
REMOVE SAFETY HAZARDS.
36