Puente Project PR 2015-2016
Chabot College
Student Services
Program Review Report
2015 -2016
Year TWO of
Program Review Cycle
Puente
Submitted on October 23, 2014
Contact: Sandra Genera & Kristin Land
Final Forms, 9/29/14
Puente Project PR 2015-2016
Table of Contents
X Year 2
Section A: What Progress Have We Made?
Section B: What Changes Do We Suggest?
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
Puente Project PR 2015-2016
X YEAR TWO
A. What Progress Have We Made?
This Program Review will show the progress made in Puente’s Goals & Plans for 2014-2015 in
Year One of Program Review submitted October 2013. It is clear in reviewing our goals, that
little progress has been made, but we are in the process of aligning ourselves to ensure that our
Goals & Plans be aligned with SSSP and Student Equity funding this year.
This is the fourth year that the Puente Project team of Sandra Genera, Counselor and Kristin
Land, English faculty will be working together as co-coordinators. We feel we have finally come
together in developing, planning and executing a “program” for Puente students to be on its way
in not only fulfilling Puente’s Mission of increasing the number of Latino students transferring to
4-year universities, increase the number of Latino students to receive Baccalaureate degrees,
and also return to their communities as leaders; the Puente Project is also committed in
addressing Chabot’s Strategic Plan Goal to “Increase the number of students that achieve their
educational goal within a reasonable time by clarifying pathways and providing more information
and support.”
We are not ready at this point to address what’s next until our previous years requests are
addressed. We have a clear set of ideas for moving and expanding on needs for Puente
student success, but for the past few years we have only been able to focus on maintaining the
basic components of the program with integrity. This means we have not been able to innovate
and grow in the following areas:
o
o
o
o
o
o
Data management & collection for on campus and state office needs
Addressing recruitment and retention needs for young Latino men
Expanded outreach from our feeder schools
Phase III follow-up for addressing transfer needs
Maintaining our Mentor Advisory Board
Enhancing career development.
In year 3 of Program Review, we will be able to address the “What’s Next” phase of Puente,
assuming our resource requests are funded.
Analysis (achievements /challenges)
Goal & Plan
Goal: Investigate how to
serve more students
either in Puente directly
or through suggested
best practices in new
learning communities.
The Puente Project is successfully serving more students than in 2009
because the team decided to integrate new Puente students into the
English 1A cohort during spring. These students are also more engaged
on campus and persisting at higher rates.
The practice has not impacted the success rates, but it does put a strain
on the counselor’s time as she has more students to counsel and she is
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Puente Project PR 2015-2016
Plan: Remain with the
HSI grant development
now required to process intake-forms twice a year. This strain could be
alleviated by hiring an Counselor Assistant I and an Adjunct Counselor
to assist with Puente Phase III follow up. Phase III=Puente students who
are no longer in the Puente classes fall/spring semester, but are still at
Chabot working toward their educational goal and still seek services
from the Puente coordinators.
The Puente counselor played a key role in the HSI grant and both
coordinators have been involved with the First Year Experience
planning. With FYE, the coordinators have consulted about best LC
practices and supported the launch by processing applications during
the summer.
Goal: Partner with
Puente High School
Programs and the
Promise Neighborhood
Grant.
Plan: we have attended
one meeting already
and have a second
scheduled for spring
After attending the Learning Communities Consortium in spring 2013,
Puente coordinators launched collaborative activities with CIN! and
Daraja – though more institutional support is needed to sustain these
collaborations.
The Puente coordinators have made great strides to increase
connections with neighboring high schools – including continuation
schools. For example, the Puente counselor organized campus tours for
seniors from Leadership Public High School, Tennyson, and Mt. Eden in
spring 2014 and has established strong connections with continuation
school counselors so that our cohorts represent the range of feeder
schools more fully.
The Puente Counselor has also been called on by many local schools to
provide workshops regarding higher education and Chabot College
opportunities, aligning with creating a college going culture in our
community. Some schools include: Impact Academy, Mt. Eden HS,
Castro Valley HS, Canyon Middle School, Eden Gardens Elementary
School. We have also been invited to many more, but we don’t have the
time or personnel to partake in all invitations.
The Puente Project has had a table with promotional materials at the
following community events:
• Annual Education Summit hosted by CSU East Bay
• Annual Hayward Mariachi Festival
• Community Día de los Muertos events
• Chabot College Latino Education Summit
• Various College Nights at local high schools
• Chabot College Flea Market
The Puente Project coordinators have also further strengthened
partnerships with the HUSD Puente Projects in particular by cosponsoring an Annual Grape Juice & Cheese Mentor Event held each
April in City Hall. The event allowed our Puente Mentors to meet
Chabot & HUSD Puente students in a professional networking setting.
We invited Puente high school students to participate as guests
whenever we hosted speakers. For example, Tennyson and Mt. Eden
sent participants to hear guest speakers such as Ana Castillo and Victor
Rios. In fact, nearly 50 Mt. Eden students filled the Stage One Theater
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Puente Project PR 2015-2016
to hear Ana Castillo speak in February 2014.
Goal: More students to
complete ed goal.
Plan: Starting Phase I
Puente students with a
Math 122 (some) to
improve students’ ability
to reach educational
goal in a reasonable
amount of time.
Goal: Clean up our data
– both at Chabot and as
reported to the Puente
Statewide Office.
Plan: Flag Puente
students through
Banner, work with
Rachel Ugale to do that.
Send Rick Luna at
Puente State Office
updated rosters – in
progress.
Goal: Recruit new
mentors in the math and
science field.
Plan: Use Facebook to
reach out to Puente
Alumni.
Both Puente co-coordinators have been deeply involved in the Hayward
Promise Neighborhood Grant and will continue to focus on partnerships
with local high schools.
Chabot has done extensive work in promoting Passion and Purpose
through PSCN classes. Puente has participated in the kind of
curriculum that has indicated that students who participate in a PSCN
class that infused Passion and Purpose, they are more inclined in
completing their educational goal. In the piloting of Chabot FYE
program, Puente was advertised as a pathway to attack new incoming
freshman.
Puente has called upon Phase III students to participate as volunteer
peer mentors. These students have in many ways shared their advice
and experiences with the new incoming freshmen in the Puente PSCN
classes and Puente Club. They have also established various study
groups.
In spring 2014, Puente partnered with Daraja to identify a math
instructor for math 53: Integrated Algebra, a new accelerated math class
geared towards the statistics pathway for Puente and Daraja students.
The coordinators have made some progress on this goal. To make
serious head way they need a Counselor Assistant I to assist with record
keeping so that the coordinators can focus on data collection
strategically. A key source of reporting for SSSP is through SARS. In the
fall of 2014, Puente began the process to assess how SARS reporting
will assist in making sure we are recording the proper information.
Systems to track transfer rates for Puente students, GPA, UC Eligibility,
and civic-engagement/service learning outcomes more accurately also
need to be more fully developed. To achieve these goals, we need to
hire an Counselor Assistant I and an Adjunct Counselor to focus on
Phase III Puente students. Since Puente students represent a
microcosm of the campus, the more cohesively Puente is able to collect
and report data the more our data has the potential to shed light on
equity related issues that arise campus wide. For example, some of the
work with Rachel Ugale related to flagging Puente students can also be
replicated for other FYE student groups.
Through a partnership with UPS, the Puente coordinators have recruited
more Latino mentors in the math and science field, though additional
mentors still need to be courted. The coordinators plan to develop a
career exploration event with Frankie Guzman and the National Center
for Youth Law during the spring of 2014 because one of our long time
professional partners – Safeway’s Hispanic Leadership Network – is
undergoing a major transition due to a corporate merger. We will focus
on fostering new working relationships in order to maintain our base of
business professionals. We are also working with local organizations to
increase our network of health care professionals?
Mentor development will be on-going and mentor training is a major area
we will focus on once we have additional Administrative support.
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Puente Project PR 2015-2016
Goal: analyze the
benefits of a Phase III
English class (i.e.
English 4 or 7)
Plan: Work with HSI
planning grant to think
about best ways to
serve more underserved
students – this is one
possibility
The Puente Co-coordinators spoke with Shoshanna Tenn and Angie
Magallon to weigh the benefits of adding an English 4/7 course to the
Puente sequence. Currently, the need for an English 4/7 is not
supported in the data. According to the most recent IR Data for the
2011-2012 Puente cohort, Latino Puente students 21 or younger
completed English 4/7 with a 94% success rate as compared to an 81%
success rate for non-learning community Latino students 21 or younger.
Therefore, the data indicates that Puente 1A prepares students well for
the next course. Many of the Puente students opt to enroll in Change It
Now English courses, which seems to be a strong fit, while other
students elect to enroll in summer courses to speed their transition to a
4-year university.
The Puente Co-coordinators believe that it is worth investigating a nonEnglish related Puente affiliate course for Phase III students who do
need additional support to remain connected and accessible to the
Puente Coordinators. Service Learning 85, Communication Studies 46:
Argumentation & Debate and several other courses are under current
consideration.
Goal: Seek Grant
funding to supplement
activities and attract
community: speakers
like Dolores Huerta,
Sonia Sotomayor
Goal: Addressing the
Whole Student in
collaboration with the
Equity FIG
-Bus passes
-Book vouchers
-Laptop loan program
-Print cards
-Flash drives
The Puente coordinators have submitted proposals to SSCC to ensure
that a wide range of prominent Latino Speakers have shown up to
campus. We are particularly proud of the publicity work we have done to
guarantee broad student participation in the various events. For
example, we collaborated with Daraja and CIN to host Dr. David Stovall
on October 2013 and drew an audience of 75 students and staff. In
Feb. 2014, Ana Castillo visited the campus, thanks to funding granted by
SSCC. Students had to be turned away because Stage One was filled
beyond capacity. In collaboration with the Student Research Symposium
leaders, Puente Coordinators facilitated a visit from Dr. Victor Rios in
May of 2014. The Puente Coordinators also collaborated with CLEA to
host Dolores Huerta in October 2013 during the Latino Education
Summit. CLEA also brought Dr. Francisco Reveles, Chicano Studies
Professor from Sacramento State University the May Latino Awards
Ceremony where 18 graduating Puente students were honored.
This list of speakers does not include the guests who speak at Puente
specific events. For example, for the Noche de Familia in September of
2014, Martin de Mucha Flores spoke to a full house of Puente students
and their family members in the event center. When students see
professionals who reflect their lived experiences and offer inspiring
success stories, they feel validated as scholars and persist in transfer
related goals.
With grant funding from Puente mentors, we have built up a strong
lending library of English course texts. Since we began the library, we
have loaned one or more books to nearly 40% of our students, with
approximately 15% of students relying on us for nearly all of the books.
This small gesture improves student persistence in challenging
coursework and helps maintain the high standards which ultimately
result in 94% of English 1A successful Puente students passing English
4/7. A Counselor Assistant I could help us ensure fewer books are
borrowed and never returned by instituting a stronger tracking and
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Puente Project PR 2015-2016
-calculators
retrieval system.
The Puente Counseling and English instructors are particularly proud of
their closely coordinated curriculums because students in the 2012-2014
cohorts have self-reported an increased sense of empowerment and
love of learning on their final evaluations in the Puente PSCN & English
courses. This coordination takes time – as the team revises curriculum
yearly. This integrated approach to learning, however, provides students
with rich opportunities to learn and demonstrates that we are truly a
family invested in each student’s development as a scholar and
community leader.
The following data indicates that the revised curriculum is working:
Data English Course Completion: Fall 2012-Summer 2014
• English 102 – Latino Puente students 21 or younger complete
the course with a 84% success rate as compared to a 61%
course success rate for non-learning community Latino students
21 or younger.
• English 102-English 1A – Latino Puente students completed
English 1A with an 85% success rate as compared to an 75%
success rate for non-learning community Latino students.
Puente students complete English 1A at the college average.
• English 1A – English 4/7 – Latino Puente students 21 or younger
completed English 4/7 with a 94% success rate as compared to
an 81% success rate for non-learning community Latino students
21 or younger.
• The data indicates that Puente English 1A prepares students for
the next course.
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Puente Project PR 2015-2016
B. What Changes Do We Suggest?
Equity Related Needs on an Institutional Level
• Because the Puente Counselor is one of the few fluent Spanish speaking staff and
perhaps the most highly visible in the 700 building, she fields approximately 2 nonPuente student/family inquiries per week. Each inquiry lasts between 10 to 30 minutes
and many require significant follow up. Ultimately, these inquires take the Puente
counselor away from Puente related coordinating duties and direct Puente student
contact.. Therefore, we urge the institution to invest in hiring 2-4 Spanish speaking
faculty and/or classified professionals who can be clearly visible/accessible in the700
building. The professionals should be versed in: financial aid, academic counseling,
student support/mental health, and undocumented student needs.
• There is a need for continued communication with A&R/Financial aid regarding new laws
for undocumented students. Campus-wide training for faculty and classified
professionals to understand the new laws that impact AB540 and undocumented
students is also needed, though that training should also include a sensitivity component
for all faculty. E4FC, a group out of San Francisco State University, provides high quality
training at a reasonable price.
• More student “study areas” like the tables outside of the Puente Office in 700. A space
like that in the 400 building for Puente English students to congregate would be ideal.
• Extending library hours is a need. Students need access to reliable computers to
complete essays and conduct quality research
• Training for staff about the effective use of e-readers within specific content areas and
other relevant technology shifts (i.e. Skype/Face Time interviews, etc.).
Puente Project Specific Needs
• Hire an adjunct counselor to work with a caseload of approximately 150 Phase III
students. See appendix F1
• Hire an Counselor Assistant I to work for Puente 20 hours per week to maintain files and
program needs. See appendix F2
• SARS training and implementation of effective reporting to fulfill the SSSP needs.
• Work with IR to develop data tracking systems related to civic engagement and service
learning outcomes, transfer rates, UC eligibility, GPA, etc.
• Institutional support to develop an electronic in-take form to use when recruiting Puente
students. This would reduce the data entry time for the coordinators and/ or Counselor
Assistant I. Ideally, this tool would be developed to aid with IR data input, too.
• Webmaster support to update the Chabot Puente Project Website which is over 6 years
old at this point. With additional support from a Counselor Assistant I and a Phase III
Adjunct Counselor this could be done in coordination with an updated/electronic in-take
form.
• Institutional support in the form of training and time to work more closely with the other
learning communities on campus (Change It Now, Daraja, MESA and FYE). The
Learning Communities Consortium Conference that a group of faculty leads attended in
Spring 2013 provided a strong basis for collaborations that lasted through Fall 2013, but
have been difficult to maintain/sustain since then despite the LC leads best efforts.
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Puente Project PR 2015-2016
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.
Supplies & Services
$10,000 per
MOU with
Puente
Project State
Office
2014-15
Budget
Received
1 (in
process)
$10,000 per
MOU with
Puente
Project State
Office
Technology/Equipment
Other: Learning Assistants
TOTAL
0
2
$10,000
0
2
$10,000
Category
Classified Staffing (# of positions)
2014-15
Budget
Requested
1
2015-16
Budget
Requested
1
2015-16
Budget
Received
n/a
$10,000
per MOU
with
Puente
Project
State Office
$500
4
$10,000
n/a
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.
To run the Puente Project’s counseling, mentoring, and student support components, the MOU
with the Puente State Office recommends both clerical support and a supply budget.
The allocated supply budgets provides a professional face to the Puente Project as we engage
the community in outreach efforts, recruit and train mentors, and connect students’ families to
Chabot’s services. The supply budget also supplements our student support initiatives and
mentoring components, including university or career fieldtrips, mentor training and matching
events, and a student/family orientation and end of year celebration. With this budget, we
host a wide array of events that improve students’ academic learning and increase their
engagement in campus life. These events increase Phase I, II, and III Puente students’
persistence with their transfer related goals. Our calendar of events indicates the range of
activities that this budget allocation supports: new student orientation, mentor training/mixers,
career exploration days, family nights, awards ceremonies, etc.
The Puente State Office MOU mandates clerical support for all Puente teams, but the Chabot
Puente project has not received such support for several years. The MOU also includes an in7
Puente Project PR 2015-2016
Chabot contribution of 2 full-time tenure tracked faculty with benefits, office space.
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?
Without a Counselor Assistant I, the counselor/co-coordinator has fewer counseling hours
available to work with students on a one-on-one basis. Both the Puente co-coordinators end
up spending significant time contacting students and mentors to remind them of appointments,
updating basic student information, preparing for and cleaning up after each event, and
processing other basic clerical needs. Some of the duties the co-coordinators would pass along
to a classified professional include: scheduling and following up on SARS counseling
appointments, phoning mentors or students to remind them of orientation events or mixers;
organizing student intake forms throughout the year to track applicants; updating mentorstudent information so our records are current; managing scholarship applications; managing
mentor applications, organizing materials for events, and tracking budget expenditures. With a
Counselor Assistant I, the team would also be able to update and maintain the Chabot Puente
Project Website and maintain a social media presence.
By devoting time to clerical needs, the Puente coordinators have fewer hours to provide direct
student support and that negatively impacts student success. Although our English 1A spring
2014 success rate was slightly higher than the college average, our team feels the success rate
would have been much higher had we not been so over-extended during the 2013-2014
academic year. We worry that without an Counselor Assistant I we will not be able to maintain
high outcomes for our students and a professional face.
With an Counselor Assistant I, we anticipate raising our one semester English 1A success rate of
67% in English 1A by 10-15%. In doing so, ultimately we will decrease the years it takes students
to transfer to a 4-year institution, since success in a rigorous English 1A correlates so strongly
with success in other transfer courses. A one semester English 1A success rate also aligns with
the strategic plan goal of reducing bottlenecks so that more students can achieve their
educational goals in a timely manner.
With more time to devote directly to counseling/academic support needs, we also anticipate
reducing the number of Puente Project students who are on probation from and monitor
matriculation regulations due to SSSP requirements.
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Puente Project PR 2015-2016
Appendix B1: Student Learning Outcomes and/or Service Area Outcomes
Assessment Reporting Schedule.
I.
Course-Level Student Learning Outcomes & Assessment Reporting (CLOClosing the Loop).
A. Check One of the Following:
X 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.
English 1A
English 102
This Year’s Program
Review
*CTL forms must be
included with this PR.
X
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in the
next PR year.
X
X
PSCN 20
X
PSCN 21
PSCN 22
X
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Puente Project PR 2015-2016
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections. Note: If
your service area does not offer courses, skip Appendix B2
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
English 102
Fall 2013
31
16
+50%
Spring 2014
six
Course-Level Outcome (CLO) 1:
Outcome:
Student can respond to a topic, demonstrate critical thinking, comprehension and use of text as
support.
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.)
If 50% scored either 3 or 4, the outcome would be met.
How do your current scores match with your above definition of success?
38% scored a 4 and 38% scored a 3 on the rubric so 77% of students are succeeding.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
As a department, our techniques for teaching critical thinking, comprehension of reading, and use
of textual support to defend an argument are strong.
What course-level and programmatic strengths have the assessment reflections revealed?
The readings are engaging, the students are responding analytically and developing as writers.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Continue Teacher TAWK and collaborative lesson planning.
What is the nature of the planned actions?
X Curricular
X Pedagogical
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Course-Level Outcome (CLO) 2:
Outcome:
Students can organize a paper that is unified and coherent.
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.)
If 50% of students score a 3 or 4 it would indicate success.
How do your current scores match with your above definition of success?
49% of students scored either a 3 and 25.1% scored a 4. Approximately 74% of students scored a 3
or higher.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students are learning to organize papers based on the methods implemented in our English classes.
What course-level and programmatic strengths have the assessment reflections revealed?
Collaborative discussions have maintained consistency in teaching methods throughout the
department.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
We will continue our pedagogical focus on peer to peer training.
What is the nature of the planned actions?
 Curricular
X Pedagogical
 Resource based
Course-Level Outcome (CLO) 3:
Outcome:
Student demonstrates sentence level fluency and control of grammar.
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 score of 50% in either 3 or 4 indicates success.
How do your current scores match with your above definition of success?
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Puente Project PR 2015-2016
72% of students met the aforementioned goal.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Proofreading authentic work continues to be the best way to support students’ acquisition of strong
proofreading skills. Students who take advantage of the WRAC resources are developing their
proofreading strengths so we will continue to train WRAC tutors in effective proofreading strategies.
What course-level and programmatic strengths have the assessment reflections revealed?
We will continue to teach proofreading skills and augment instruction by offering sections of
English 115 to students to support their acquisition of proofreading skills.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
Continue discussions of strategies for effective proofreading.
What is the nature of the planned actions?
 Curricular
X Pedagogical
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:
English 1A
Fall 2013
33
9
28%
Spring 2014
8
Course-Level Outcome (CLO) 1:
Student can respond to a topic, demonstrate critical thinking, comprehension and use of text to
support ideas.
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.)
If 50% of the class scored 3 or higher on the CLO’s, that would indicate success.
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Puente Project PR 2015-2016
How do your current scores match with your above definition of success?
Over 75% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students in English 1A are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students and instructors are meeting
students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The English faculty will continue to review our pedagogical approaches in English 1A to ensure a
high level of success for students.
What is the nature of the planned actions?
 Curricular
X Pedagogical
Outcome:
Course-Level Outcome (CLO) 2:
Student can organize a paper so that it is unified and coherent.
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.)
If 50% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 75% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
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Puente Project PR 2015-2016
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students in English 1A are performing well across sections.
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students and instructors are meeting
students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The English faculty will continue to review our pedagogical approaches in English 1A to ensure a
high level of success for students.
What is the nature of the planned actions?
 Curricular
X Pedagogical
Outcome:
Course-Level Outcome (CLO) 3:
Student demonstrates sentence-level fluency and control of grammar.
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.)
If 50% of the class scored 3 or higher on the CLO’s, that would indicate success.
How do your current scores match with your above definition of success?
Over 70% of students scored a 3 or higher on the CLO’s, indicating a high level of success.
Based on the data gathered, and considering your teaching experiences and your discussions with
other faculty, what reflections and insights do you have?
Students in English 1A are performing well across sections.
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Puente Project PR 2015-2016
What course-level and programmatic strengths have the assessment reflections revealed?
The course expectations are clearly being met by the students and instructors are meeting
students’ needs in teaching to the course outline.
What actions has your discipline determined might be taken as a result of your reflections,
discussions, and insights?
The English faculty will continue to review our pedagogical approaches in English 1A to ensure a
high level of success for students.
What is the nature of the planned actions?
 Curricular
X Pedagogical
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Puente Project PR 2015-2016
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. Note: If your area assesses
Service Area Outcomes rather than PLO’s, skip this section. Some areas may use both PLO’s
and SAO’s dependent on the program.
PLO
PLO #1:
Puente Students will have a
written Student Education
Plan (SEP) necessary for
transfer to a 4-year college or
university and/or to complete
academic and career goals
PLO #2:
Puente students will be able to
identify resources, and cite at
least two ways how these
resources supports their
academic and life success at
Chabot.
PLO #3:
Puente students will engage in
a professional relationship
with a mentor.
PLO #4:
Puente students will
participate in service learning
activities, to grow their civic
engagement along with
community involvement, to
return to the community as
leaders and mentors.
How Measured
At the end of the semester
reviewed all Puente student’s
folders and confirmed
completion of SEP
Results/Discussion
100% of the Puente students
had completed a full SEP by
Sandra Genera, the Puente
Counselor, or by Mr. William
Reyes, Puente Counselor
Intern.
A Narrative style final was
given asking this question.
90% of the students were able
to identify two resources on
campus and reflect on how
these resources supports their
academic and life success at
Chabot.
A Narrative style final was
given asking this question.
85% of the Puente students
engaged in a professional
relationship with a mentor.
An activity form was collected
from each participant, that
reflected their service learning
activities.
90% of the Puente students
participated in service learning
activities to grow their civic
engagement along with
community involvement, to
return to the community as
16
Puente Project PR 2015-2016
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" answer. Write n/a if the
question does not apply to your area.
1.
Have all of your course outlines been updated within the past five years?
YES
2.
Have you deactivated all inactive courses? YES
3.
Have all of your courses been offered within the past five years? If no, why should those
courses remain in our college catalog? YES
4.
Do all of your courses have the required number of CLOs completed, with corresponding
rubrics? YES
5.
Have you assessed all of your courses and completed "closing the loop" forms for all of your
courses within the past three years? YES
6.
Have you developed and assessed PLOs for all of your programs?
7.
If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?YES
YES
8. Does successful completion of College-level Math and/or English correlate positively with
success in your courses?
Yes for English (Puente English 1A is college English); PSCN 20, 22, 26 support student success
in college coursework generally – therefore, success in Math or English is not necessary for
success in the PSCN courses.
17
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?
N/A
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
18
At the end of the project period, the proposed project will:
Be completed (onetime only effort)
Require additional funding to continue and/or institutionalize the project
Will the proposed project require facility modifications, additional space, or program relocation?
No
Yes, explain:
Will the proposed project involve subcontractors, collaborative partners, or cooperative agreements?
No
Yes, explain:
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
19
(obtained by/from):
Appendix F1: Full-Time Faculty/Adjunct Staffing Request(s) [Acct. Category 1000]
1. Number of new faculty requested in this discipline: 0.5
PLEASE LIST IN RANK
ORDER
STAFFING REQUESTS (1000) FACULTY
Position
Description
Faculty (1000)
Program/Unit
Division/Area
Counselor
Adjunct
Puente Project
Special Programs
Rationale:
We are requesting a dedicated Puente Project Adjunct Counselor to work directly with Phase III* Puente students because a best
counseling practice is to meet one-on-one, to update Student Educational Plans, review career opportunities, advise students
regarding resources to address student success strategies or time and stress management. Because the Puente Project counselor
also teaches PSCN courses with Puente English aligned themes to Phase I* and Phase II* Puente students (i.e. in the fall semester,
PSCN 21 – 2 sections and PSCN 22 - 1 section, and in the spring semester, PSCN 26 – 2 sections are offered to Puente students),
she has limited time to schedule appointments for the nearly 150 Phase III Puente students on campus each academic year.
This monitoring of Phase III Puente students - students who completed the Puente Project course sequence and remain at Chabot
as they prepare to transfer - is a challenge for all Puente teams throughout the state. At Chabot, the Puente counselor and English
teacher are deeply involved in shared governance and grant work. For example, Sandra Genera served as PRBC chair during the
2013-2014 academic year. Both Puente coordinators participated in PRBC for many years before that and currently both
coordinators participate in Faculty Prioritization, Accreditation self-study teams, and HPN, HSI, and CPT grant work. The
coordinators also advise Puente Club and participate in CLEA on top of their division related duties.
Involvement in campus wide work – while incredibly important - puts additional strain on the Puente coordinators particularly in
relation to comprehensive follow up for Phase III students. To put it plainly, there simply aren’t enough hours in the day.
That strain is compounded when we take into account that our program is now serving more students than it did prior to the 20112012 academic year. For example, in fall 2009, the Puente English 102 courses ran at capacity (100%) while the Puente English 1A
sections in spring 2010 ran below capacity at 80% capacity because typical learning community pedagogy discourages adding new
students into a cohort during the spring semester. In 2011, the Puente team agreed to revisit that practice and has found ways to
integrate new students fully into the Puente course sequence during the spring semester.
20
Therefore, as the most recent Enrollment Management Data indicates, the Puente coordinators have been serving considerably
more students for the past three years, particularly in the spring semester English 1A course which means the counselor coordinator
has an increased long term case load. She not only tracks those students who have been accepted into Puente for the spring
semester, but also processes a host of in-take forms for prospective students two times a year.
Enrollment Management Data
Puente English 102: Above capacity with an average of 115%** enrollment in both cohorts.
**Note: Calculations were made based on a capacity of 27 students with an average enrollment of 31.The Enrollment Management
data on the PRBC website does not currently reflect the accurate course capacity.
Puente English 1A: Above capacity with an average enrollment of 110% in the M/W English cohort and 119% in the T/TH cohort.
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.
Because the Puente coordinators are understaffed given their time constraints, the Phase I first year students become the priority
each fall and Phase III students receive attention in a more haphazard way. We know that intentional outreach to Phase III students
would guide Puente students to apply to and enroll in 4-year institutions more quickly – achieving one of the key elements of our
college’s strategic plan goal. In the past several years we have anecdotally noted that several Phase III students apply to and gain
acceptance in transfer institutions but delay enrollment because minor roadblocks could not be addressed in a timely manner.
With a dedicated counselor focused on Phase III Puente students, the Puente team also anticipates improved success rates for
Phase I and II students. Of the original 61 students enrolled at census in one of the two Puente sections of English 1A, 40 students
passed with a C or higher, meaning 67% meaning Puente students succeed at slightly higher rates than non Puente students (see
chart).
Spring 2014 English 1A
Success – All Students
Spring 2014 English 1A
Success – Latino Students
66%
64%
Spring 2014 English 1A
Success – All Puente
Students
67%
The Puente Project coordinators would like to increase this baseline success rate by 10-15%. In the 2014 cohort, 7 students took
W’s. Of the remaining 13 students who earned D’s or F’s, 9 persisted all the way until the final exam, attempting every major writing
assignment. This high level of persistence in the course indicates that students simply need more study supports – especially as they
pertain to research – which could be modeled by a learning assistant. The success rates also suggest that the counselor and
English teacher both need a Phase III counselor to free up their time so they can design and implement interventions that would help
21
this struggling yet engaged group of students develop the growth mindset required to successfully complete a course at an earlier
point of the semester. Interventions might include activities that establish career objectives that foster stamina or even team meetings
with specific students to develop a study contract. Given that at least16 of the 21 students who did not pass English 1A in Spring of
2014 have enrolled in classes for fall 2014 and have remained connected to the Puente Project Coordinators, we feel a 10-15%
increase in pass rates is not only possible with these added supports but that these added supports will help reduce the time to
transfer for future cohorts.
22
Appendix F2: Classified Staffing Request(s) including Student Assistants [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for new and replacement positions for full-time and part-time regular (permanent) classified
professional positions(new, augmented and replacement positions).Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student learning and contribution to the Strategic Plan
goal, safety, mandates, and accreditation issues. Please cite any evidence or data to support your request. If this position is categorically funded,
include and designate the funding source of new categorically-funded position where continuation is contingent upon available funding.
1. Number of positions requested:
_1____
STAFFING REQUESTS (2000) CLASSIFIED PROFESSIONALS
Position
Classified
Classified Professional Staff (2000)
Description
Program/Unit
Puente Project
Counselor Assistant I
STAFFING REQUESTS (2000) STUDENT ASSISTANTS
Postion
2
Student Assistants (2000)
Description
Program/Unit
Student Assistants
Puente Project
PLEASE LIST IN RANK
ORDER
Division/Area
Special Programs
PLEASE LIST IN RANK
ORDER
Division/Area
Special Programs
2. Rationale for your proposal.
The Counselor Assistant I position has existed in the Puente Project as a general budget line item as part of the MOU between the
Puente State Office-UCOP and Chabot College, but in times of budget challenges (FY 2005-2006), the half-time Counselor Assistant I
position was cut. Puente has sporadically hired Federal Work Study students to fill the void, but there is a dire need for a consistent
highly qualified permanent position to oversee the office management duties.
23
The MOU between Chabot and the Puente State Office mandates Counselor Assistant I support for all Puente teams, but the Chabot
Puente project has not received such support for several years. This type of support would seem natural to fall under the SSSP
regulations, given that we need to capture students’ matriculation process through outreach and follow-up.
The bare minimum of outreach and follow-up is being captured by the current co-coordinators with minimal help from outside
sources. The counselor/co-coordinator shoulders the brunt of the matriculation components.
The Counselor Assistant I position would report to the Puente Project co-coordinators, Sandra Genera and Kristin Land, with direct
supervision from Sandra Genera, the counselor.
Without a classified Counselor Assistant I position, the counselor/co-coordinator has fewer counseling hours available to work with
students on a one-on-one basis. Both the Puente co-coordinators end up spending significant time contacting students and mentors
to remind them of appointments, updating basic student information, preparing for and cleaning up after each event, and
processing other basic clerical needs. Some of the duties the co-coordinators would pass along to a classified professional include:
phoning mentors or students to remind them of orientation events or mixers; organizing student intake forms throughout the year
to track applicants; updating mentor-student information so our records are current; managing scholarship applications; managing
mentor applications, organizing materials for events, and tracking budget expenditures. With a Counselor Assistant I, the team
would also be able to update and maintain the Chabot Puente Project Website and maintain a social media presence.
By devoting time to clerical needs, the Puente coordinators have fewer hours to provide direct student support and that negatively
impacts student success. Although our English 1A spring 2014 success rate was slightly higher than the college average, our team
feels the success rate would have been much higher had we not been so over-extended during the 2013-2014 academic year. We
worry that without a Counselor Assistant I we will not be able to maintain high outcomes for our students and a professional face.
The Student Assistants will be able to maintain files, make phone calls to remind students of appointments, keep up with the social
media platforms, as well as prepare and follow up on the planning of Puente events and activities.
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.
24
With a Counselor Assistant I, we anticipate raising our one semester English 1A success rate of 67% in English 1A by 10-15%. In doing
so, ultimately we will decrease the years it takes students to transfer to a 4-year institution, since success in a rigorous English 1A
correlates so strongly with success in other transfer courses. A one semester English 1A success rate also aligns with the strategic
plan goal of reducing bottlenecks so that more students can achieve their educational goals in a timely manner.
With more time to devote directly to counseling/academic support needs, we also anticipate reducing the number of Puente Project
students who are on probation from and monitor matriculation regulations due to SSSP requirements.
By having student assistants follow up and remind students of appointments, has a higher chance of students attending
appointments. When students meet with a counselor, they are more likely to complete their educational goal in a more timely
manner. When students feel more engaged through social media, they may participate more in Puente events and activities and
again complete their educational goal in a more timely manner.
25
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
26
ADDITIONAL
SECTIONS
NEEDED
CURRENT
STUDENT #
SERVED
ADDITIONAL
STUDENT #
SERVED
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
1. Number of positions requested:
6
2. If you are requesting more than one position, please rank order the positions.
Position
Description
1. Learning Assistant
PU1 English 102 (fall 2015 - former Puente student)
2. Learning Assistant
PU2 English 102 (fall 2015- former Puente student)
3. Learning Assistant
PU1 English 1A (spring 2015; former Puente student)
4. Learning Assistant
PU2 English 1A (spring 2015; former Puente student)
5. Learning Assistant
PU1 English 1A (spring 2016; former Puente student)
6. Learning Assistant
PU2 English 1A (spring 2016; former Puente student)
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.
In fall 2014, two learning connection trained LA’s began working in the Puente English 102 sections to motivate students to improve
their study skills and writing talents. The LA’s help students to locate the tutoring centers, to ask librarians for assistance, to attend
office hours, to seek out health related resources, and to study for their English course.
Without properly trained learning assistants in Fall 2013 and Spring 2014 in the Puente English 102-Puente English 1A yearlong
course sequence, only 67% of Puente students in English 1A earned a C or higher during the spring of 2014. While the Puente 1A
success rate remains slightly higher than the college average of 64% for Latino students who were not enrolled in a learning
community based English 1A during the spring of 2014, the Puente Project expects to produce significantly higher results than the
college average.
Our current request for 4 Learning Connection trained LAs is aimed at increasing the number of students who ultimately earn an A or
B in English 1A on the first attempt by meeting the rigorous research and reading demands of the course. Stronger English 1A
grades correlate with higher success in other transfer courses. We also anticipate that having learning assistants in English 1A will
increase the baseline 67% pass rate of the Spring 2014 English 1A cohorts by 10-15%. Peer to peer interactions are more likely to
foster stronger study habits which the coordinators have identified as the key factor of non-success for nearly half of the 21 students
who did not pass English 1A in spring 2014. Our request aligns with the college’s strategic plan because success in a rigorous 1A
course correlates with increased success in other transfer level coursework and ultimately allows more students to achieve their
educational goals in a timely manner.
Over time, we would also like to track how LA’s impact overall student GPA’s to ensure more Puente students remain competitive for
transfer to a UC.
27
It is important that our Learning Assistants are former Puente students as the on-campus job is one way for the coordinators to
maintain close connections with Phase III Puente students. When our LA’s are Phase III Puente students, they also help the English
teacher link up with students from previous cohorts informally because they key tabs on other classmate’s who need additional
resources and help us remind peers of upcoming career/transfer related workshops or fieldtrips. Thus, learning assistants can be an
integral part of strengthening the outreach of Phase III supports.
Finally, when LA’s work outside of class time with Phase I and Phase II Puente students, the Puente English instructor has more time
to provide to direct transfer related supports to PHASE III Puente students. Typical Phase III requests include: assistance with
essays related to scholarships, internships, and UC applications, personalized letters of recommendation, one-on-one tutoring for
reading and writing assignments in transfer level course work, and personal attention/mentoring. Since Puente creates a family like
atmosphere, Puente students return regularly to both coordinators to share successes and request advice on a wide range of topics.
28
Appendix F5: Supplies & Services Requests [Acct. Category 4000 and 5000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation of funds.
Instructions: In the area below, please list both your current and requested budgets for categories 4000 and 5000 in priority order. Do NOT
include conferences and travel, which are submitted on Appendix M6. Justify your request and explain in detail any requested funds beyond
those you received this year. Please also look for opportunities to reduce spending, as funds are very limited.
Supplies Requests [Acct. Category 4000]
Instructions:
1. There should be a separate line item for supplies needed and an amount.
For items purchased in bulk, list the unit cost and provide the total in the "Amount" column.
2. Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that will enhance a program but are not so critical as to jeopardize the life of a program if not
received in the requested academic year.
Priority 3: Are requests that are enhancements, non-critical resource requeststhat would be nice to have and would bring additional benefit to the program.
2014-15
2015-16
Request
needed totals in all areas Request
Requested Received
Description
See Student Services
Budget Request (Supplies
– paper and copies for
intake and recruitment
materials, mentoring
outreach; event programs;
transportation costs to
Amount
$10,000
$10,000
$10,000
Vendor
• Staples
• Golden
West
Travel
• BART
• Midwest
Global
Group
29
Divis
ion/
Unit
Pue
nte
Proj
ect,
Spec
ial
Prog
rams
Priority #1
X
Priority #2
Priority #3
college tours and career
days – BART or Bus)
• Wicked
Wear
• Costco
• Mi Pueblo
• Smart &
Final
• Fresh and
Natural
• Tri-City
Engravers
2 mentor-student events;
2 student/family events
2 student only events;
2 career exploration
events
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
Division/Unit
30
Priority #1
Priority #2
Priority #3
Appendix F6: Conference and Travel Requests [ Acct. Category 5000]
Audience: Staff Development Committee,Administrators, Budget Committee, PRBC
Purpose: To request funding for conference attendance, and to guide the Budget and Staff Development Committees in allocation of funds.
Instructions:Please list specific conferences/training programs, including specific information on the name of the conference and location. Note
that the Staff Development Committee currently has no budget, so this data is primarily intended to identify areas of need that could perhaps be
fulfilled on campus, and to establish a historical record of need. Your rationale should discuss student learning goals and/or connection to the
Strategic Plan goal.
Description
Amount
California Learning
Communities Consortium
Attendance: Attendance for 6-8
Chabot learning community
coordinators.
Waiting on cost
estimate from
Dean Corcoran
Vendor
Priority Priority Priority
Division/Dept
#1
#2
#3
31
Notes
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology Committee.
Instructions: Please fill in the following as needed to justify your requests.If you're requesting classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model numbers that are our current standards.
If requesting multiple pieces of equipment, please rank order those requests. Include shipping cost and taxes in your request.
Instructions:
1. For each piece of equipment, there should be a separate line item for each piece and
an amount. Please note: Equipment requests are for equipment whose unit cost exceeds $200.
Items which are less expensive should be requested as supplies. Software licenses should also be
requested as supplies.
2.
For bulk items, list the unit cost and provide the total in the "Amount" column.
Make sure you include the cost of tax and shipping for items purchased.
Priority 1: Are criticalrequests required to sustain a program (if not acquired, program may be
in peril) or to meet mandated requirements of local,
state or federal regulations or those regulations of a accrediting body for a program.
Priority 2: Are needed requests that w ill enhance a program but are not so critical as to
jeopardize the life of a program if not received in the requested academic year.
Priority 3: Are requests that are enhancem ents, non-critical resource requests that would be
nice to have and would bring additional benefit to the program.
Description
Amount
Vendor
Division/Unit
$499.00 + tax
STAPLES
Special Programs/Puente Project
Priority #1
Priority #2
Digital Camera: Sony Digital Camera Digital
Camera DSCHX300/B
*Our professional, community mentors expect
high quality images to be used when capturing
Job Shadow Events or creating announcements
for our Mentoring activities. We have been using
personal cameras for many years and the wear
and tear is extensive.
32
X
Priority #3
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Following the completion of the 2012 Chabot College Facility Master Plan, the Facilities Committee (FC) has begun the task of reprioritizing Measure B Bond budgets to better align with current needs. The FC has identified approximately $18M in budgets to be used to meet
capital improvement needs on the Chabot College campus. Discussion in the FC includes holding some funds for a year or two to be used as match
if and when the State again funds capital projects, and to fund smaller projects that will directly assist our strategic goal. The FC has determined
that although some of the college's greatest needs involving new facilities cannot be met with this limited amount of funding, there are many
smaller pressing needs that could be addressed. The kinds of projects that can be legally funded with bond dollars include the "repairing,
constructing, acquiring, equipping of classrooms, labs, sites and facilities." Do NOT use this form for equipment or supply requests.
Instructions: Please fill in the following as needed to justify your requests. If requesting more than one facilities project, please rank order your
requests.
Brief Title of Request (Project Name): General Scheduling Process
Building/Location: Across Campus
Description of the facility project. Please be as specific as possible.
Improved process for scheduling facilities for events and activities year round. Particularly class
room and large group space.
What educational programs or institutional purposes does this equipment support?
Briefly describe how your request relates specifically to meeting the Strategic Plan Goal and to enhancing student learning?
33