Chabot College
Program Review Report
2015 -2016
Year One of
Program Review Cycle
Medical Assisting
Submitted on 10/24/2014
Contact: Jane Vallely
1
Table of Contents
Year 1
Section 1: Where We’ve Been
The Chabot College Medical Assisting Program first enrolled students in 1962 into a two
year Associate of Arts degree program. The program was first accredited in 1979 by
the American Medical Association American Association of Medical Assistants.
In 1984 the program was offered as a nine month certificate program.
In 1999 in response to the welfare to work program an additional class was added to
accommodate the students in the CalWORKs program.
In 2004 the eligibility for the Associate of Arts Degree and the Certificate Program were
reviewed for accreditation eligibility by Commission on Accreditation of Allied Health
Education Programs (CAAHEP)
It was determined at that time the only the certificate program was eligible for
accreditation.
The program has flourished over the years developing an excellent relationship with
industry partners and graduating many students. Many graduates are still practicing
medical assistants and some have furthered their career by becoming nurses, and
nurse practitioners. One of the graduates now teaches in the program.
The Medical Assisting Program is in accord with the mission statement of the college,
“The college responds to the educational and workforce development needs of our
regional population and economy” This has particular significance for the Medical
Assisting Program. Within this context, the curriculum in the Medical Assisting Program
and the process of teaching and learning is based on the following premises:
• The Chabot College Medical Assisting Program is competency based and is
intended to prepare the student with the entry level skills and knowledge that
may lead to employment as a professional medical assistant.
• The program's intent is also to prepare the student for the Certified Medical Assistant
(CMA®-AAMA) exam.
• The Medical Assisting Certificate Program is accredited by the Commission on
Accreditation of Allied Health Education Programs (CAAHEP) upon the
recommendation of the Medical Assisting Education Review Board( MAERB)
Section 2: Where We Are Now
In reviewing the retention data there are two things to note
1. There is no special application for the medical assisting program
2. There is not math or English requirement
The students are required to take 6 classes in the first semester and classes in the
second semester the total units for the certificate are 32.
2
The student interested in medical assisting signs up for the individual classes.
This results in a little chaos at the beginning of the academic year. The program director
has to make sure that the student is enrolled in all the classes for the program.
Attrition in the first semester in the first semester is usually due to:
• English as a second language, especially oral language
• The student does not realize the commitment of time and work to meet the
program objectives.
• The student does not have the basic skills to be successful
• The student has not been proactive in obtaining financial assistance and
therefore lacks the required texts and supplies
• The student has not secured adequate childcare
• The student has moderate to severe mental health problems that are not
conducive to working in the health care setting
• Students are unable to pass a background check or do not have a social security
number to obtain a background check. This year there are students who are
undocumented but they were able to run a background check using the
identification number form their country of origin.
Retention
Classes in the fall accept more students that the prescribed class size retention shows
113% enrollment, but in the spring that number may drop as low as 47-77% of the class
capacity of 25
The course that causes the most problems for the students is
Meda 75: Administration of Medication for the Medical Assistant in the first semester.
This is a competency based course; students have to complete 30 practice injections
and well as 3 actual injections.
That being said the program will and should not graduate students who are not
competent and caring.
Success
Success in the first semester is a good indicator of success in the program course
sequence. Students successfully completing the first semester almost always
successfully complete the program. This can be seen in the success data for the spring
semesters
The goal of each student in the program is to become a certified Medical Assistant that
may only be accomplished if they complete the accredited course sequence.
Diversity
The medical assisting profession is traditionally a career for women, but over the years
male students have done well.
The program’s students are ethnically diverse with 75% of the student being Hispanic
this academic year
All classes are face to face and the student are required to complete a 208 hour clinical
practicum in ambulatory care facilities
In response to industry partners and accreditation two new courses were approved for
instruction in the electronic health record and practice management Meda 72 A & B
3
4
5
6
7
8
Section 3: The Difference We Hope to Make
The medical assisting program is a short term program that graduates entry level
professional medical assistant who work in ambulatory care.
1. Develop career pathways to other allied health programs such as nursing, nurse
practitioner and physician’s assistant
2. Review and implement special admission procedures. This academic year the
students were required to present their English and math scores, however 2 of
the students dropped this fall has successfully completed English 1A but were
unable to communicate using oral English language
3. Maintain accreditation with CAAHEP: Commission on Accreditation of Allied
Health Education Programs and MAERB: Medical Assisting Education Review
Board.
This year the self study was written and submitted in June 2014, the
accreditation site visit will be November 3 & 4 2014. With successful reaccreditation the program will be accredited for another 10 years, in addition to
the annual reporting of outcomes to the MAERB
Annual outcomes are: thresholds. If a program fails to meet these thresholds they
have to write an action plan for correction, continuing failure to meet outcomes
would require an accreditation visit prior to the program’s next accreditation date
• Programmatic Retention/Attrition Rate >60%
• CMA®-AAMA exam success rate
>60%
• CMA®-AAMA exam participation
>30%
• Programmatic Retention/Attrition rate
>50%
• Graduate Satisfaction Rate
>80%
• Graduate Survey Participation Rate
>30%
• Employer Satisfaction
>80%
• Employer survey Participation rate
>30%
• Positive Job Placement
>60%
These thresholds are measured using the following survey tools from the Medical
Assisting Education Review Board (MAERB)
• Resource matrix
• Student resource survey
• Graduate survey
• Employer Survey
• Faculty evaluation
• Practicum evaluation
• Extern evaluation of the clinical site
9
4. The medical assisting faculty affiliated with the BACC: Bay Area Community
5.
College Consortium medical assisting working group. This group has worked on
curriculum, accreditation, clinical placements, and is currently working on a
regional review course for the certification exams.
Replace the program director who is retiring, the program cannot be accredited
unless the Program meets the following criteria according to 2008 Standards
approved by MAERB and CAAHEP
Responsibilities: The program director must be responsible for
program effectiveness, including outcomes, organization, administration,
continuous review, planning and development.
Qualifications:
• The program director must have a minimum of an associate degree and
instruction in educational theory and techniques.
• The program director must be credentialed in medical assisting by a
credentialing organization accredited by the National Commission for
Certifying Agencies (NCCA) unless a full-time medical assisting faculty
member is so credentialed.
• The program director must have a minimum of three (3) years experience
in healthcare, including a minimum of 40 hours of experience in an
ambulatory healthcare setting performing or observing administrative and
clinical procedures
• performed by medical assistants.
• The program director must have teaching experience in postsecondary
and/or vocational/technical education. Instruction in educational theory
and techniques may include college courses, seminars or in service
sessions on topics such as learning theory, curriculum design, test
construction, teaching methodology, or assessment techniques
10
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
11
B. What’s Next?
•
What goals do you have for future program improvement?
Build designated lab for medical assisting clinical and administrative skills.
A simulated clinic, modeling patient flow of a regular ambulatory care setting.
•
What ideas do you have to achieve those goals?
Place request in the request for facilities and visit other colleges that have this
type of facility
•
•
What must change about the institution to enable you to make greater progress in
improving student learning and overall student success?
Work to provide tutoring and support for students who are showing signs that
they will not be able to meet the clinical and administrative skills objectives and
competencies
•
•
What are your longer term vision(s) and goals for your program? (Educational Master
Plan)
Develop regional activities with other medical assisting education institutions
Stream lining student placement and review course for the certification exams
1
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
2013-14
Budget
Requested
0
$5,774
0
0
0
2013-14
Budget
Received
2014-15
Budget
Requested
0
$6906
0
0
2014-15
Budget
Received
0
TOTAL
1. How has your investment of the budget monies you did receive improved student learning? When
you requested the funding, you provided a rationale. In this section, assess if the anticipated
positive impacts you projected have, in fact, been realized.
The monies coming to the program to purchase supplies and equipment are from
VTEA. Without the supplies the student would not be able to meet the required
competencies for graduation
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?
There has been no negative impact as the monies have been received
2
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:
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.
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.
Health 51A
Health 51B
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
CTL 2012
CTL 2012
3
Program Review – Closing the Loop Form
Course Level Student Learning Outcomes
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
Outcome:
Health 51A
2
1
Jane Vallely
Course-Level Outcome (CLO) 1:
Describe the components of medical terms
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
A minimum of 70% of the students attained the level of accomplishment for this CLO
How do your current scores match with your above definition of success?
Students are generally successful
In Health 51A if they follow the text during lectures and apply themselves in terms of
studying the content of each chapter for exams.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Many students enter the class seeking success but many have ESL, outside
commitments and lack study skills. These students then drop.(approximately 25%
of initial enrollment)
What course-level and programmatic strengths have the assessment reflections revealed?
Reflecting on the scores most students achieve accomplishment and competent
levels if they are persistent
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The periodic assessments will remain the same. This is a large lecture so small
4
group work is not always possible. Connecting with each student and updating their
progress is important so that they can see the steps they need to take to be
successful
What is the nature of the planned actions?
 Curricular
 Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Outcome:
Course-Level Outcome (CLO) 2:
Build medical terms using word parts.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
A minimum of 70% of the students attained the level of accomplishment for this CLO
How do your current scores match with your above definition of success?
Student are generally successful
In Health 51A if they follow the text during lectures and apply themselves in terms of studying the
content of each chapter for exams.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Many students enter the class seeking success but many have ESL, outside commitments and lack
study skills. These students then drop.(approximately 25% of initial enrollment)
What course-level and programmatic strengths have the assessment reflections revealed?
Reflecting on the scores most students achieve accomplishment and competent levels if they are
persistent
5
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The periodic assessments will remain the same. This is a large lecture so small group work is not
always possible. Connecting with each student and updating their progress is important so that
they can see the steps they need to take to be successful
What is the nature of the planned actions?
 Curricular
 Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Outcome:
Course-Level Outcome (CLO) 3:
Define a medical term, by dividing it into its elements.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
A minimum of 70% of the students attained the level of accomplishment for this CLO
How do your current scores match with your above definition of success?
Student are generally successful
In Health 51A if they follow the text during lectures and apply themselves in terms of studying the
content of each chapter for exams.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Many students enter the class seeking success but many have ESL, outside commitments and lack
study skills. These students then drop.(approximately 25% of initial enrollment)
6
What course-level and programmatic strengths have the assessment reflections revealed?
Reflecting on the scores most students achieve accomplishment and competent levels if they are
persistent
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The periodic assessments will remain the same. This is a large lecture so small group work is not
always possible. Connecting with each student and updating their progress is important so that
they can see the steps they need to take to be successful
What is the nature of the planned actions?
 Curricular
 Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
Outcome:
Course-Level Outcome (CLO) 4:
Spell and pronounce medical terms.
In the context of the course as a whole, what scores for your CLOs would indicate success for you?
(Example: 75% of the class scored either 3 or 4.)
A minimum of 70% of the students attained the level of accomplishment for this CLO
How do your current scores match with your above definition of success?
Student are generally successful
In Health 51A if they follow the text during lectures and apply themselves in terms of studying the
content of each chapter for exams.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
7
Many students enter the class seeking success but many have ESL, outside commitments and lack
study skills. These students then drop.(approximately 25% of initial enrollment)
What course-level and programmatic strengths have the assessment reflections revealed?
Reflecting on the scores most students achieve accomplishment and competent levels if they are
persistent
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The periodic assessments will remain the same. This is a large lecture so small group work is not
always possible. Connecting with each student and updating their progress is important so that
they can see the steps they need to take to be successful
What is the nature of the planned actions?
 Curricular
 Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other:
______________________________________________________________________________
_
8
Program Review – Closing the Loop Form
Course Level Student Learning Outcomes
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 51B
1
1
Jane Vallely
Course-Level Outcome (CLO) 1:
Outcome:
identify the various mechanisms of disease
In the context of the course as a whole, what scores for your CLOs would indicate success for
you? (Example: 75% of the class scored either 3 or 4.)
76.9% of the students attained the level of accomplishment for this CLO
How do your current scores match with your above definition of success?
Student are generally successful in Health 51B if they have a strong foundation from the Basic
Medical Terminology (H51A)course
Based on the data gathered, and considering your teaching experiences and your discussions
with other faculty, what reflections and insights do you have?
Many students enter the class seeking success but have problems with understanding
concepts vs. memorization
What course-level and programmatic strengths have the assessment reflections revealed?
Reflecting on the scores most students achieve accomplishment and competent levels if
they are persistent
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The periodic assessments will remain the same. This is a large lecture so small group
work is not always possible. Connecting with each student and updating their progress is
important so that they can see the steps they need to take to be successful. Include case
histories for critical thinking and understanding concepts
9
What is the nature of the planned actions?
 Curricular
X Pedagogical
X Resource based
 Change to CLO or rubric
 Change to assessment methods
 Other: _______________________________________________________________________________
Course-Level Outcome (CLO) 2:
Outcome:
Students can identify the implications of disease and disability when homeostasis is not
maintained.
In the context of the course as a whole, what scores for your CLOs would indicate success for
you? (Example: 75% of the class scored either 3 or 4.)
76.9% of the students attained the level of accomplishment for this CLO
How do your current scores match with your above definition of success?
Student are generally successful in Health 51B if they have a strong foundation from the Basic
Medical Terminology (H51A)course
Based on the data gathered, and considering your teaching experiences and your discussions
with other faculty, what reflections and insights do you have?
Many students enter the class seeking success but have problems with understanding
concepts vs. memorization
What course-level and programmatic strengths have the assessment reflections revealed?
Reflecting on the scores most students achieve accomplishment and competent levels if
they are persistent
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The periodic assessments will remain the same. This is a large lecture so small group
work is not always possible. Connecting with each student and updating their progress is
important so that they can see the steps they need to take to be successful. Include case
histories for critical thinking and understanding concepts
What is the nature of the planned actions?
10

X
X



Curricular
Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: _______________________________________________________________________________
Course-Level Outcome (CLO) 3:
Outcome:
Compare body structure and function of the human body across the life span
In the context of the course as a whole, what scores for your CLOs would indicate success for
you? (Example: 75% of the class scored either 3 or 4.)
76.9% of the students attained the level of accomplishment for this CLO
How do your current scores match with your above definition of success?
Student are generally successful in Health 51B if they have a strong foundation from the Basic
Medical Terminology (H51A)course
Based on the data gathered, and considering your teaching experiences and your discussions
with other faculty, what reflections and insights do you have?
Many students enter the class seeking success but have problems with understanding
concepts vs. memorization
What course-level and programmatic strengths have the assessment reflections revealed?
Reflecting on the scores most students achieve accomplishment and competent levels if
they are persistent
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The periodic assessments will remain the same. This is a large lecture so small group
work is not always possible. Connecting with each student and updating their progress is
important so that they can see the steps they need to take to be successful. Include case
histories for critical thinking and understanding concepts
What is the nature of the planned actions?
 Curricular
X Pedagogical
X Resource based
11
 Change to CLO or rubric
 Change to assessment methods
 Other: _______________________________________________________________________________
Outcome:
Course-Level Outcome (CLO) 4:
Identify the pathogenesis, clinical manifestations and therapeutic modalities as they relate to
diseases of each body system. Include developmental, congenital, and childhood diseases and
disorders
In the context of the course as a whole, what scores for your CLOs would indicate success for
you? (Example: 75% of the class scored either 3 or 4.)
76.9% of the students attained the level of accomplishment for this CLO
How do your current scores match with your above definition of success?
Student are generally successful in Health 51B if they have a strong foundation from the Basic
Medical Terminology (H51A)course
Based on the data gathered, and considering your teaching experiences and your discussions
with other faculty, what reflections and insights do you have?
Many students enter the class seeking success but have problems with understanding
concepts vs. memorization
What course-level and programmatic strengths have the assessment reflections revealed?
Reflecting on the scores most students achieve accomplishment and competent levels if
they are persistent
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The periodic assessments will remain the same. This is a large lecture so small group
work is not always possible. Connecting with each student and updating their progress is
important so that they can see the steps they need to take to be successful. Include case
histories for critical thinking and understanding concepts
What is the nature of the planned actions?
 Curricular
12
X
X



Pedagogical
Resource based
Change to CLO or rubric
Change to assessment methods
Other: _______________________________________________________________________________
13
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)
No, there is Meda 29 an independent study for students completing Meda 73 and 74 t
out of sequence that needs to be deleted
3. Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog?
Yes
4. Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? If no, identify the CLO work you still need to complete, and your timeline for
completing that work this semester
Yes. Core Meda classes are exempt due to accreditation
5. Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? If no, identify which courses still require this work, and
your timeline for completing that work this semester.
Yes
6. Have you developed and assessed PLOs for all of your programs? If no, identify programs which
still require this work, and your timeline to complete that work this semester.
Medical assisting has program learning cognitive, psychomotor and affective learning
outcomes required for accreditation
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
Yes, see success data
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.
All students are encouraged to complete the math sequence, with regard to English,
English 1A is not a good indicator for the student’s ability to communicate orally or non
computer processed writing skils
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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?
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
15
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:
16
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
Audience: Faculty Prioritization Committee and Administrators
Purpose: Providing explanation and justification for new and replacement positions for full-time faculty and adjuncts
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal. Cite evidence and data to support your request, including enrollment management data (EM Summary by Term) for the most recent three
years, student success and retention data , and any other pertinent information. Data is available at
http://www.chabotcollege.edu/ProgramReview/Data2013.cfm.
1. Number of new faculty requested in this discipline: ___
STAFFING REQUESTS (1000) FACULTY
PLEASE LIST IN RANK
ORDER
Position
Description
Faculty (1000)
Program/Unit
Division/Area
Full time faculty
Program
director
Medical Assisting
Health, Kinesiology and 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.
The current medical assisting program coordinator is retiring. There needs to be a full time program director with specific
qualifications to maintain accreditation and the program
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.
17
Please see page 10 of this program review
18
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
Position
Description
Student Assistants (2000)
Program/Unit
PLEASE LIST IN RANK
ORDER
Division/Area
PLEASE LIST IN RANK
ORDER
Division/Area
19
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.
20
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
21
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
for clinical skills 6 hours per week in the fall and 3 hours per
1. Lab Assistant
week in the spring
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.
There are 3 labor intensive labs in Meda 70 A & B and in Meda 75; these are labs where each student has to be checked
off on skills competencies. I would be an opportunity for a graduate to receive compensation and experience. Currently
the Meda 75 instructor has to set up additional lab time to meet all the clinical competencies of the course. The advisory
committee is aware of the situation and the graduates fill out a resource survey at the end of the program. Student often
say they need more lab time of more instructors in the lab.
Completing 100% of all competencies is a requirement for accreditation
22
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000 and 5000 in priority order. Do NOT
include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any requested funds beyond
those you received this year. Please also look for opportunities to reduce spending, as funds are very limited.
Supplies Requests [Acct. Category 4000]
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requests that would be nice to have and would bring additional benefit to the program.
23
2014-15
2015-16
Request
needed totals in all areas Request
Requested Received
Description
Amount
$3,072.90
$3,072.90
Supplies
Medical Assisting Supplies for 2015-16
Unit
1ml TB Syringe 27g BD safety lock
100/box
3ml 25 g 5/8"safety glide needle
Vendor
Priority
#1
Division/Unit
Priority
#2
x
Cost/unit
Total cost
$
# of units
48
5
240
50/box
26.5
5
132.5
3ml 22 g 1"safety glide needle
50/box
40
5
200
NaCl 20 ml vial
25/tray
20
3
60
Unistick
100/box
20
Bx/Case
18
4
72
132
3
396
62.5
3
187.5
ECG paper Burdick
50/bottle
200
sheets
30
2
60
ECG Sensors
500/box
40
2
80
Electronic Thermometer Covers
200/box
14
4
56
Tympanic Thermometer probe covers
200/box
14
4
56
Practi Ampoule
100/box
70
1
70
Kendall Alcohol wipes
1 case
50
2
100
Concord Portex VacuPro Holder
100/box
35.4
3
106.2
Multistix 10 SG urine dip stick
100/bottle
57
2
114
Butterfly Safety Lock Blood Collection Set
50/box
68
3
204
Urine Specimen Containers 61/2 oz.
20/tube
4
1
4
Injecta Pads
Each
75
2
150
Sharps containers 2 Gallon
Each
4.2
4
16.8
Adhesive bandages
100/box
4
10
40
Blood Collection Evacuated Tubes
100/box
21
2
42
QuickVue Infectious Mono Test
20/box
58.6
1
58.6
Gloves Non-sterile (S/M/L)
AccuChek Advantage test strip
24
Priority #3
QuickVue One Step hCG Urine Test
25/box
50
1
50
QuickVue in Line Strep A Test
25/box
86
1
86
Practi Powder
1 box
67.5
1
67.5
Exam capes ( gowns)
50/1 Box
20
1
20
Cotton balls
1 bag
8
1
8
7
3
21
Sani cloths
1
3 ply Poly lined Towels
1 case
30
1
30
Lens cleanser
100/ box
14
1
14
2x2 gauze
200/pack
3
2
6
Eye pads
50/box
7.25
1
7.25
Paper Tape
12/box
11
1
11
Disinfectant cleaner
1 bottle
8.25
1
8.25
Surgi Tube gauze
1 box
10.14
1
10.14
Tongue Depressors
1 box
6
1
6
11
2
22
Tax(9.0%) $260.17
$28,044.49
Total
$3,072.90
Prell Hand sanitizer refills
1
Subtotal $
3269.75
25
Contracts and Services Requests [Acct. Category 5000]
Instructions:
1. There should be a separate line item for each contract or service.
2. Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be in peril) or to meet mandated
requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that w ill enhance a program but are not so critical as to jeopardize the life of a program if not received in
the requested academic year.
Priority 3: Are requests that are enhancem ents, non-critical resource requests that would be nice to have and would bring additional
benefit to the program.
augm entations only
Description
Amount
Vendor
*MAERB Service Fee
** CAAHEP Service Fee
$1200.00 MAERB
$450.00 CAAHEP
Division/Unit
Health Kinesiology &
Athletics
Priority #1
x
x
*Medical Assisting Education Review Board
** Commission on Accreditation of Allied Health Education Programs
26
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
27
Notes
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee.
Instructions: Please fill in the following as needed to justify your requests .If you're requesting classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers that are our current standards.
If requesting multiple pieces of equipment, please rank order those requests. Include shipping cost and taxes in your request.
Instructions:
1. For each piece of equipment, there should be a separate line item for each piece and
an amount. Please note: Equipment requests are for equipment whose unit cost exceeds $200.
Items which are less expensive should be requested as supplies. Software licenses should also be
requested as supplies.
2.
For bulk items, list the unit cost and provide the total in the "Amount" column.
Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are critical requests required to sustain a program (if not acquired, program may be
in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that w ill enhance a program but are not so critical as to
jeopardize the life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancem ents, non-critical resource requests that would be
nice to have and would bring additional benefit to the program.
Description
Amount
Vendor
Division/Unit
28
Priority #1
Priority #2
Priority #3
29
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): Build designated lab for medical assisting clinical and administrative skills.
Building/Location:
Description of the facility project. Please be as specific as possible.
This project will be a simulated clinic, modeling patient flow of a regular ambulatory care setting, This would
include both administrative and clinical skills a front and back office. The front office would have a front
desk and computers for practice management the back office will have at least 2 exam rooms, and a small
lab and well as computer with electronic health record. In addition there will be a need for storage of
equipment
What educational programs or institutional purposes does this equipment support?
Medical Assisting
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
Medical Assisting is a CTE program, educating students so that they may enter the workforce. This will meet the strategic plan
items #3, 4, 5, &7
30
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