Chabot College
Academic Services
Program Review Report
2016 -2017
Year in the Cycle:
Year 1
Program:
Automotive & BMW
Submitted on
10/23/2015
Contact:
Kurt Shadbolt
FINAL 9/24/15
Table of Contents
_X Year 1
Section 1: Who We Are
Section 2: Where We Are Now
Section 3: The Difference We Hope to Make
___ Year 2
Section 1: What Progress Have We Made?
Section 2: What Changes Do We Suggest?
___ Year 3
Section 1: What Have We Accomplished?
Section 2: What’s Next?
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New and Ongoing Initiatives and Projects
F1A: New Faculty Requests
F1B: Reassign Time Requests
F2A: Classified Staffing Requests
F2B: Student Assistant Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies Requests
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
1. Who We Are:
The Chabot Automotive / BMW program is a careers based program providing our students with the knowledge
and practical experiences to become entry level automotive, and related industries, technicians. Our program is
comprised of certificates that build towards career directed degrees. The program is structured to provide
students with clear pathways for education and employment. The program strives to provide industry relevant
experiences and instruction to prepare students for the careers of today, and tomorrow, in the automotive and
related industries. The discipline is committed to continuing to include new technologies for instruction, and to
keep pace with the rapid changes in the automotive industry with increased use of online learning and other
instructional methods and opportunities.
The Automotive program is developed in conjunction with National Automotive Technicians Education
Foundation (NATEF) programmatic accreditation requirements, along with direct industry input and oversight
from our industry advisory committee. The courses that comprise our certificates and degrees are designed for
concentrated learning, subject based, utilizing multiple instructional methodologies that rely heavily on
practical application and critical thinking. Students complete assignments and tasks both as individuals and in
small groups.
The BMW program is developed in conjunction with BMW of North America. The BMW program provides
Chabot Automotive students with a unique opportunity to complete manufacture directed training, and
certification, without already being employed in a dealership. Students in the BMW program typically will
already be working in local BMW dealerships prior to their graduation, and are highly recruited while in
program. The program utilizes specific courses within the automotive program, and supplements them with
four semesters of BMW specific training. The program utilizes multiple instructional methodologies that rely
heavily on practical application and critical thinking. Students complete assignments and tasks both as
individuals and in small groups.
Students in the Automotive and BMW programs are encouraged to complete the necessary industry recognized
certifications and licenses while still attending Chabot. Students, upon completion of specific area instruction,
are encouraged to take industry recognized certifications from Automotive Service Excellence (ASE) a world
recognized organization. ASE certification is comprised of both theoretical knowledge measured via proctored
computer based examinations, and documented field experience. Students are also encouraged to complete
the Environmental Protection Agency (EPA) Section 609 certification for refrigerant and recycling. Upon
reinstatement of our California Smog License courses, students will also be able to complete the mandated
training to qualify to take the State of California Smog technician licenses. Students can also take the State of
California Brake and Lamp license tests upon completion of specific area instruction.
The Automotive / BMW programs are an integral part of the community and college providing opportunities
for: traditional, non-traditional, career focused, and continuing education students. Multiple studies have
shown that career focused students have a higher success (completion) rates than students with less defined
goals. Our program provides practical environments that lead to employable skills that are in high demand.
Faculty work closely with industry, and convey employment and other educational opportunities to the
students on a regular basis. Many of our students are employed in industry while attending classes, and
typically retain or obtain full time employment upon completion.
The Automotive / BMW program is comprised of four (4) tenure full time faculty, two (2) regularly scheduled
part time faculty, and two (2) occasional part time faculty. All faculty are responsible to: Maintain industry
certifications and licenses as applicable, complete technical update training each year, support in maintaining
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facilities, tools, equipment, instructional aides, and instructional development. The full time faculty are also
responsible for other discipline, division, and college duties.
2. Where Are We Now:
In 2012, the Automotive discipline set out to accomplish the following goals:
 Improve our instructional offerings to better prepare students for industry
 Increase completion rates
 Improve student employment
 Expand relationships with supporting institutions
 Schedule classes so students can complete their degree in 2-3 years
The Automotive / BMW programs have undergone systematic changes over the last 3 years to improve
instructional opportunities and better prepare our students for industry employment.
In the Fall of 2012 we implemented program wide changes that impacted all courses and program offerings.
The key point of these changes was to provide increased instructional opportunities to reduce student
completion times. Through scheduling, we are now able to offer nearly all of our course offerings each
semester on one of the available instructional periods. This has had a major impact on increased student
completion rates. (A.S. 2005-12[47] 2012-15[27]) (Cert 2005-12[152] 2012-15[129])
The Automotive / BMW programs have been able to achieve solid student success and retention. Students in
the automotive program are consistently some of the most successful students in the college as measured by
student success rates 79%(CCCCO 2014), retention rates 94%(CCCCO 2014), and placement rates 78%(Perkins
Act 2012-2013). Our students also are comparable or higher in similar measured areas when compared to
automotive programs at local colleges, as evaluated by Perkins Act measures.
Chabot Overall:
Student Success 71%
Student Retention 85%
Automotive:
Student Success (Overall):
Student Retention (Overall):
BMW:
BMW Student Success (Overall):
BMW Student Retention (Overall):
78%
90%
(F2011-Su 2015) Chabot IR Data
(F2011-Su 2015) Chabot IR Data
86%
93%
(F2011-Su 2015) Chabot IR Data
(F2011-Su 2015) Chabot IR Data
Both Automotive and BMW meet or exceeded the college averages for student success and retention for
men/woman/ethnic areas.
Our discipline has fully adopted and implemented Student Learning Outcomes applicable to the individual
subject area, as they come natural to CTE instructional areas. All courses actively measure students on
theoretical and practical abilities and utilize industry standards as an evaluation standard. These measures
allow the discipline to adjust and evolve instruction to meet the needs of students to ensure their preparedness
for industry. We utilize industry testing results (ASE, BMW certification, MACS, and Perkins data) to measure
our students’ ability to meet industry expectations and our Service Area Outcomes.
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During this time our Advisory Committee has continued to expand and typically has 25 or more members
attending meetings twice a year. The membership includes active students, graduates, employers, industry
representatives from various vendors, and instructional staff from multiple schools. The results of their active
involvement has not only improved our program through various partnerships, but has resulted in consistently
increasing demand for our graduates.
Our faculty has partnered closely with our local supporting institutions (High Schools and Community Colleges)
to provide clear pathways for students interested in benefiting from program offerings here at Chabot.
Currently, the discipline is in the final stages of developing and launching a Dual-Enrollment program for
automotive students at Eden ROP, scheduled to begin in with the Spring 2016 semester. We anticipates that
this initial agreement will become a template for implementation at other institutions. Our faculty are active
participants on local institutions advisory committees and industry organizations to promote our programs and
the automotive industry.
Currently, the automotive industry is experiencing a fundamental shift in the level of technology used and we
anticipate of continued rapid change to transportation as we know it today. These changes, in combination
with a large number of retirement age technicians leaving the industry over the next few years, will result (and
has already begun) in an unprecedented demand for technicians. The challenge for the automotive industry,
and Chabot’s automotive program, will be to find a sufficient number of student’s to meet the needs of these
high-tech vehicles. These changes will require us to continue to evolve our program at a more rapid pace to
keep up with technology, identify and acquire faculty to meet the increased needs and technology levels, and
facilities to support instructional demands for the future.
While our industry and our programs remain in high demand, recent history has slowed our momentum to
meet these needs. Budget restrictions prevented some of the necessary updates to instructional materials,
tools, equipment, and facilities to keep pace with new vehicle technologies. We have also not been able to
replace part time faculty lost to retirement, or add new FT / PT faculty, to increase courses offerings, or launch
new offerings. The reductions in FTEF has also impacted student completions, by having to wait for some
course offering to become available, this especially impacted evening students. A delay in completions can also
result in delays for employment and advancement for some students.
The Automotive / BMW program here at Chabot is built on an instructional design that allows for systematic
growth, and flexibility to meet current and future demands. With increased opportunity to promote and grow
our program to meet the needs of our current and future students, industry, and community, Automotive /
BMW will continue to be one of the foundation programs at Chabot. It is because of this, that solid budgetary
commitments must be put into place to ensure the continued viability of the Automotive / BMW programs.
3. The Difference We Hope to make:
The automotive discipline continues on the path to expand and evolve our program to meet the current and
future needs of students and industry. We have made many changes in recent years to provide clear paths to
completion, reduce completion times, improve the high school to college transition, and build stronger
relationships with industry. As we look forward, the following are areas that the faculty see the need for
continued focus:
With increasing demands in industry for technicians, we see opportunities for growth. This is Supported by
State and Federal LMI data http://www.chabotcollege.edu/auto/employmentoutlook.asp . We see current and
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future needs for improved instructional support and additional instructional capacity. We need to continue to
acquire the necessary tools, equipment, consumables, and instructional aides to meet the ever changing
complexity of vehicle systems and student experiences. This anticipated growth will also require us to reexamine our instructional space. With expected changes to campus facilities in the future, maintaining
adequate capacity and instructional space is critical for sustaining our program. (Appendices: 1000, 2000, 4000,
5000, 6000)
To meet the growing demands from industry, we need to expand our support and relationships with local High
Schools, Regional Occupational Programs, and other Community Colleges. By building stronger connections, we
anticipate greater demands from students for course availability, and effective completion times. To support
this growth, it is also critical that we continue to support and increase our relationships with industry. Our
partnerships with industry only strengthen our program to the benefit of students, industry, college, and the
community. (Appendices: 1000, 2000, 5000)
A result of increased industry demands, and growing student populations, it will be critical that we improve our
support structures beyond the classrooms and laboratories. Improved understanding of our programs,
especially in counseling, will provide students with the assistance they need to become successful. Increased
access to employment preparation (Resumes, interview skills, etc.) along with easier access to employment
opportunities, will provide students with the avenues to complete their paths to their chosen careers.
(Appendices: 1000, 2000, 5000)
As a program grows to meet increased demands, it is important to maintain a high level of expectations and
consistency in the students who graduate from our college. We need to continue to invest in our faculty, to
increase their knowledge and experience on new technologies in industry, but also in instruction. We need to
encourage increased involvement in industry by our faculty in association participation, industry seminars and
conventions. We need to remain diligent to constantly measure our program, and our students, against
industry standards (NATEF) and other programs. The institution needs to implement ways to improve student
graduation rates with existing technologies that does not require the students to request a certificate or
degree, but to have it awarded to them when their stated educational goals are met. (Appendices: 1000, 2000,
4000, 5000, 6000)
Career Technical Education, could be argued as the first type of education. Throughout time, knowledge has
been handed down on how to perform a task that met the survival needs of the family or group. Today, these
skills and knowledge are passed from one to another to meet the needs of society as a whole, as they have
always been. As a college, we cannot overlook the critical nature that skills based instruction provides for a way
of life all have become accustomed to today. We must continue to invest, and support CTE as a foundation
piece of society’s fabric, because without the various skills based workers, where would society be?
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Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and the
impacts of funds received and needs that were not met. This history of documented need can both
support your narrative in Section A and provide additional information for Budget Committee
recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Technology/Equipment
Other
TOTAL
2015-16
Budget
Requested
120,000.00(2)
92,895
877,704
12,057
1,102,656
2015-16
Budget
Received
0
42,973
221,648
52,912
317,533
2016-17
Budget
Requested
123,000(2)
109,348
511,452
12,300
756,100
2016-17
Budget
Received
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 automotive areas are not supported by the college budget system, only by Measure B, grants, and Perkins
funding. Our programmatic accreditation (NATEF) requires that we maintain relevancy with industries tools,
equipment, and instructional content. A permanent funding source needs to be committed to the program to
ensure operational needs when non-guaranteed funding sources are extinguished (Measure B, Grants, and
reductions in Perkins).
To maintain this relevancy, and prepare students for the expectations of industry, any funding available to our
program is directly invested in the necessary tools, equipment, consumables, and instructional aides that
improve student learning. Recent purchases have provided learning experiences and opportunities for students
on new technology vehicles, instructional aides, and diagnostic equipment. Students are gaining critical
experience that better prepares them for employment in industry and / or provide them with additional skills
and experiences for advancement. These investments also support our accreditation requirements.
Ongoing and continues measurements in classes, along with employer, student, and graduate feedback,
provide us with the necessary conformation supporting improvements in student outcomes, and the need to
continue to acquire the industry relevant materials and necessary.
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?
Our inability to fund adequate amounts of industry relevant tools, equipment, supplies, staffing, and other
instructional items has a direct impact on our ability to provide students with the varied experiences and
learning opportunities to better prepare them for industry. Students completing our programs are expected to
have obtained knowledge and experiences that are relevant to all vehicle systems. We have been limited in the
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depth and breadth that we can provide to students to obtain that experience. The ultimate cost if we are
unable to adequately fund our program will result in loss of NATEF (programmatic) accreditation.
Our inability to fund laboratory assistants has a direct impact on student safety and instructional support in
laboratory environments. We can only surmise that for some students, the inability to provide additional
instructional support negatively impacts their learning outcomes and could result in them being unsuccessful or
even leaving the program, and college.
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Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting (CLOClosing the Loop).
A. Check One of the Following:
X No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once at least
once every three years.

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.
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
*Note: These courses
must be assessed in the
next PR year.
ATEC 1
submitted
ATEC 2
submitted
submitted
ATEC 3
ATEC 4
submitted
ATEC 5
submitted
ATEC 6A
submitted
ATEC 6B
submitted
ATEC 7
submitted
ATEC 8
submitted
ATEC 10
submitted
ATEC 50
submitted
9
2-Years Prior
ATEC 52
No
No
ATEC 63A
No
No
ATEC 63B
No
No
ATEC 75
ATEC 80
Not offered since
Spring 2011
Not offered since Fall
2011-Being removed
2015
Not offered since
Spring 2012-Being
removed 2015
submitted
No
No
ATEC 90
submitted
ATEC 91
submitted
BMW 10
submitted
BMW 20
submitted
BMW 30
submitted
BMW 40
submitted
10
Not offered since
Spring 2012
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. 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?
No
ATEC 63A and ATEC 63B are being deactivated Fall 2015
ATEC 52 is under review for High School concurrent enrollment implementation
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,
ATEC 63A and ATEC 63B are in process for deactivation (Fall 2015)
ATEC 52 is under review for High School concurrent enrollment implementation
ATEC 80 is under review due to changes in the State Licensure Regulations
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
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.
No,
ATEC 63A & ATEC 63B (last offered Fall 2011, Spring 2012) being deactivated Fall 2015
ATEC 52 (Last offered Fall 2011) no anticipated date for next offering, under review / revision
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.
Yes
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)?
No, some students take the introduction for personal knowledge, not to pursue completion
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.
No,
Our industry does require a basic competence in math, reading, and writing. But, being a CTE area,
the main focus and objective of our classes is to prepare students to meet the expectations of
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industry. Industry has a greater focus on obtained knowledge and skills that can be applied to the
job.
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Appendix E: Proposal for New and Ongoing Initiatives and Projects (Complete for
each initiative/project)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, Equity, BSC, College Budget
Committee
Purpose: The project will require the support of additional and/or outside funding.
How does your project address the college's Strategic Plan goal, significantly improve student learning or
service, and/or address disproportionate impact?
The addition of the Snap On Certification Program will provide additional learning opportunities and
experiences that are transferable to employment. This program expands our tools and equipment,
and includes manufacture curriculum and nationally recognized certification.
What is your specific goal and measurable outcome? (Note: Complete the Equity/BSI proposal in Appendix E1 if
you would like to request these funds and indicate “see Equity/BSI proposal for detail”)
The goal of this program is to increase the skills and abilities of students using advanced scan tools
and electrical testing equipment. Measurable outcomes are the student’s abilities to utilize the
technology for improved diagnostic ability, providing for increased employment and income
opportunities.
What learning or service area outcomes does your project address? Where in your program review are these
outcomes and the results of assessment discussed (note: if assessment was completed during a different year,
please indicate which year).
Program Review 2015-16
ATEC 6A (CLO 1, 2, 3) ATEC 6B (CLO1, 2, 3) ATEC 8 (CLO 1) ATEC 10 (CLO 1, 3)
What is your action plan to achieve your goal?
Target
Required Budget
Completion (Split out personnel, supplies,
other categories)
Date
Activity (brief description)
1) Complete and submit letter of intent to Snap On to
formally pursue the program. 2) Acquire exact pricing for
equipment (Pricing is lower for program participants)
3) Identify faculty for required training, and complete
training 4) Acquire tools and equipment required for
certification program 5) Make adjustments to applicable
course calendars to include certification program
materials
Include in existing courses
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Spring
2016
NA
Summer
2016
Travel: $5000
Equip: $425,000
Spring
2017
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 Participating existing faculty will complete training in summer
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: Snap On will be an active partner / supporter of the program
Do you know of any grant funding sources that would meet the needs of the proposed project?
No
Yes, list potential funding sources:
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Appendix F1A: Full-Time Faculty 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
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/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. You can find
the template for the spreadsheet here: http://www.chabotcollege.edu/prbc/academicprogramreview.asp.
Add your requests to your spreadsheet under the 1000a tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions requested):
☒
1
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
CHABOT COLLEGE
CRITERIA FOR FILLING CURRENT VACANCIES
OR
REQUESTING NEW FACULTY POSITIONS
Discipline _Automotive
Criteria 1.
Percent of full-time faculty in department.
Fall 2013
Spring 2014
Fall 2014
Spring 2015
Fall 2015
FTEF (Contract) 1.78
2.23
1.93
2.26
2.10
FTEF
(Temporary)
1.23
.99
1.0
1.08
1.37
# of Contract
Faculty
(2) Auto
(2) BMW
(2) Auto
(2) BMW
(2) Auto
(2) BMW
(2) Auto
(2) BMW
(2) Auto
(2) BMW
15
Criteria 2.
Name of Recently Retired Faculty (in last 3 yrs)
Date Retired
Robert Davis (PT Faculty)
12-2013
Gerald Macauley (PT Faculty)
06-2012
Semester end departmental enrollment pattern for last three years.
Spring
2013
Fall 2013
Spring
2014
Fall 2014
Spring
2015
Success Rate
(Auto):
74
77
84
78
76
FTES (Auto):
58.30
59.70
68.40
59.81
60.60
Success
Rate(BMW):
81
97
83
87
85
FTES (BMW):
5.33
11.24
12.12
15.55
15.89
Briefly describe how a new hire will impact your success/retention rates.
The proposed FT Automotive faculty position will be focused on afternoon and evening
students. The ability to maintain a FT faculty position during the evening instructional
periods provides for a consistent presence, ensuring that the program processes, and
outcomes are aligned with the discipline and programmatic accreditation expectations.
Our programmatic accreditation requires that all instructional staff meet and adhere to
defined standards. It has become increasingly difficult to identify and retain PT
instructional faculty that can meet the experiential and knowledge requirements for the
current and future program needs. This new FT position will allow us to maintain stable
instructional environments, with less dependency on difficult to identify and retain, part
time faculty. This consistent and stable instructional environment will have a positive
impact on all aspects of our students’ educational experiences, retention, and
employability. BMW data included as students in the BMW program also complete
courses in the automotive program.
2b. Librarian and Counselor faculty ratio. Divide head count by the number of full time
faculty. For example, 8000 students divided by 3 full time faculty, 1:2666
Spring 2013
Fall 2013
Spring 2014
Fall 2014
Spring 2015
1:146 (Auto)
1:146.5 (Auto)
1:158.5 (Auto)
1:155.5 (Auto)
1:153.5 (Auto)
1:9.5 (BMW)
1:19.5 (BMW)
1:21 (BMW)
1:27 (BMW)
1:27.5 (BMW)
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Criteria 3.
Meets established class size.
Fall 2013
Spring 2014
Fall 2014
Spring 2015
Fall 2015
WSCH (Auto)
1833
2070
1811
1853
1995
FTES (Auto):
59.70
68.40
59.81
60.60
65.32
WSCH/FTES
(Auto)
440.52
410.63
398.46
402.56
428.76
WSCH (BMW)
346
373.00
476
485
464
FTES (BMW):
11.24
12.12
15.55
15.89
15.43
WSCH/FTES
(BMW)
173.26
186.78
238.36
242.86
232.35
If there are any external factors that limit class sizes, please explain.
Due to the extensive practical application of automotive instruction; Safety, availability
of equipment, and instructional space, limit us to classes of 24 students (automotive),
16 students (ATEC 90/91 classes), and 20 students (BMW) to ensure a safe and
productive instructional environment. The discipline has been requesting a Laboratory
Technician for over 5 years, to provide increased supervision and support to improve
the instructional environment because of the factors stated. To date these requests
have gone unsupported.
Criteria 4.
Current instructional gaps and program service needs. List the courses to fill the gaps,
if applicable.
In Fall of 2012, the Automotive discipline implemented a new instructional program
that improved our alignment with programmatic accreditation standards. As part of this
change, we implemented a new scheduling system that allows for reduced program
completion periods, by offering more varied classes, but fewer sections. This has
allowed for faster completion times for certificate and degree students. Our ability to
offer the necessary courses in the evening sections is limited by the availability of
qualified PT faculty.
Criteria 5.
Describe how courses and/or services in this discipline meet PRBC’s three tier criteria.
These include:
 Tier 1: outside mandates (e.g. to ensure the licensure of the program.)
 Tier 2: program health, (e.g. addresses gaps in faculty expertise and creates
pathways, alleviates bottlenecks, helps units where faculty have made large
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
commitments outside the classroom to develop/implement initiatives that support
the strategic plan goal, and helps move an already successful initiative forward.
Tier 3: Student need/equity, (e.g. addresses unmet needs as measured by
unmet/backlogged advising needs, bottlenecks in GE areas and basic skills,
impacted majors in which students cannot begin or continue their pathway.)
Tier 1: NATEF (Our programmatic accreditation) has defined experiential, certification,
and educational requirements that impact our ability to identify and employ qualified
PT faculty sufficient enough to ensure stability of our instructional program.
http://www.natef.org/NATEF/media/NATEFMedia/Accreditation/Accreditation%20Docs
/2013%20Accreditation%20Docs/2013%20Auto%20Docs/2013-Auto-ProgramStandards-w-Employability-Print-Version.pdf
Tier 2: Due to the increasing speed of change and additions of technology in the
automotive industry, many of the previous PT faculty, and many potential hires
(transitional technicians), no longer meet the knowledge and experiential requirements
necessary for current and future instruction.
Tier 3: The automotive industry has an increasing demand for technicians with
increased knowledge in technology, hybrid / electric, and alternative fuel vehicles. Add
to this the increasing number of technicians retiring from the work force, has created
immediate and long term opportunities for students to enter into high demand, high
paying careers. Our ability to offer the necessary instructional opportunities to meet
these increasing demands is limited by our ability to employ the faculty necessary to
provide such instruction.
http://www.chabotcollege.edu/auto/employmentoutlook.asp
Criteria 6.
Upon justification the college may be granted a faculty position to start a new
program or to enhance an existing one.
Is this a new program or is it designed to enhance an existing program? Please explain.
This is not a new program, the additional faculty position is necessary to
maintain program viability due to ongoing challenges in obtaining and retaining
qualified instructional faculty.
18
Criteria 7.
CTE Program Impact.
Due to increasing industry opportunities, and student demand, the Automotive
discipline is struggling to meet the instructional offering needs to meet these
demands. Our PT faculty pool has decreased due to retirement, primary
employment conflicts, and increasing technology applications in the vehicles. FT
faculty have been extending themselves via constant overloads to attempt to
meet these demands, but this course of action is not sustainable, does not fully
meet the needs and courses had to be cancelled from the Spring 2015 schedule
due to lack of faculty. Our ability to provide adequate, and reasonable
completion time frames directly impact our ability to compete with other
community colleges and proprietary institutions, thus not meeting one of our
prime directives to meet the needs of the community to educate for
employment and advances in employment opportunities.
Chabot has become a solid and consistent industry partner in providing the
necessary educational opportunities and experiences to individuals interested in
becoming automotive technicians or starting a career in the automotive
industry.
Employment: 78% (2012-2013 Perkins Data)
Student Retention: 94% (2014, CCCCO Data)
Student Success Rate: 79% (2014, CCCCO Data)
Criteria 8.
Degree/Transfer Impact (if applicable)
List the Certificates and/or AA degrees that your discipline/program offers.
Provide information about the number of degrees awarded in the last three years.
Degree/Certificate
# Awarded
2012-2013
Criteria 9.
2013-2014
2014-2015
A.S. Degree(Auto: 5 areas of
emphasis)
5
5
7
Certificate (5 areas of
emphasis)
72
28
29
A.S. Degree(BMW:*Most
BMW students also degree in
Auto emphasis area also)
2
4
4
Describe how courses and/or services in this discipline impact other disciplines and
programs. Be brief and specific. Use your program review to complete this section.
19
The typical automotive student is a student of the college. A majority of our students
are also attending various types of other classes here at Chabot. Their focus to
complete the necessary education to enter into their chosen career field makes them
more focused and typically more successful in all of their classes when compared to
students who have not fully identified their goals and direction.
Criteria 10.
Additional justification e.g. availability of part time faculty (day/evening)
Please describe any additional criteria you wish to have considered in your request.
The difficulty to identify and acquire qualified, knowledgeable, and experienced PT
faculty directly impacts our ability to serve our students, community, and our industry.
It is imperative that we are able to meet the faculty needs of the program to prevent
future reductions in offerings not due to budget limitations, but to faculty availability.
20
Appendix F1B: Reassign Time Request(s) [Acct. Category 1000]
Audience: Administrators
Purpose: Provide explanation and justification for work to be completed. (Note: positions require job
responsibility descriptions that are approved by the appropriate administrator(s).)
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/Data2015.asp
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 1000b tab and check the box below once they’ve been
added.
Total number of hours requested and the type of contact hour:
☒
2 hours per week, “F”
Summary of hours requested completed in Program Review Resource Request Spreadsheet
(please check box to left)
Reassign time to support the following efforts:
1. Expand support and recruitment efforts with local high schools for CTE enrollment.
2. Support of Articulation and Dual Enrollment partnerships.
3. Expand relationships and transfers from area community college programs
4. Expand and support industry relationships and partnerships
Recently there has been an increased effort at the High School levels to increase Career Technical Education
(CTE) offerings. Regretfully, many of these programs have either been shuttered or grossly underfunded for
many years. The automotive faculty has worked closely with schools to support their programs to the extent of
our abilities. This has been especially important because the traditional support from the college has been
focused on transfer focused students, not CTE.
Currently, the automotive faculty maintain / develop relationships with other schools outside of college
committed time. The ability to provide scheduled time to support their efforts in growing our student
population, with on and off campus visits, and advisory committee participation. Expanding these relationships
will benefit the program and college as a whole.
Currently, the automotive faculty maintain / develop relationships with industry outside of college committed
time. The ability to provide scheduled time to support their efforts in maintaining / expanding our industry
connections and partnerships will result in improved opportunities for student learning, employment
opportunities, and support to the automotive program.
21
Appendix F2A: Classified Staffing Request(s) [Acct. Category 2000]
Audience: Administrators, PRBC, Classified Prioritization Committee
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 complete a separate Classified Professionals Staffing Request form for each position
requested and attach form(s) as an appendix to your Program Review.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet AND a
separate Classified Professionals Staffing Request form must be completed for each position requested.
Add your requests to your spreadsheet under the 2000a tab and check the box below once they’ve
been added.
Please click here to find the link to the Classified Professional Staffing Request form:
http://www.chabotcollege.edu/prbc/APR/2016-17%20Classified%20Professionals%20Staffing%20Request%20Form.pdf
This is a fillable PDF. Please save the form, fill it out, then save again and check the box below once
you’ve done so. Submit your Classified Professionals Staffing Request form(s) along with your Program
Review Narrative and Resource Request spreadsheet.
Total number of positions requested (please fill in number of positions requested):
2
☒
Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
☒
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
A dedicated Laboratory Technician has been an ongoing request by the automotive faculty (more than
5 years). Automotive instruction requires a great deal of oversight and communication between
faculty and student. Areas that will benefit from additional laboratory support are: (A) Increased
student safety (B) Reduced maintenance and repair costs for tools, equipment, and instructional aides
(C) Improved student outcomes (D) Free up faculty to provide additional learning opportunities
(Example, Tutoring sessions) (E) Increase faculty outreach to our support HS / ROP programs, and
industry.
Currently, faculty and adjuncts alike dedicate a great deal of personal time to the ongoing service,
repairs, and maintenance of vehicles, tools, and equipment. Staff also spends on average 30-60
minutes of set up time for each laboratory day, as well as many lecture demonstrations.
When students are in the lab, safety is a main focus as we work in a high risk area as is the nature of
the industry. Class sizes of 24+ and only 1 instructor, places students at risk, increases potential
damage to vehicles, tools, and equipment.
22
Our industry based advisory committee has long recommended additional laboratory support to assist
with student learning and increased safety. This position would be funded by the General Fund, and
would report to the Dean and work directly with the discipline faculty.
Appendix F2B: Student Assistant Requests [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for student assistant 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 these positions are categorically funded, include
and designate the funding source of new categorically-funded positions where continuation is
contingent upon available funding.
Rationale for proposed student assistant positions:
A dedicated Laboratory Assistant I has been an ongoing request by the automotive faculty. Automotive
instruction requires a great deal of oversight and communication between faculty and student. Areas
that will benefit from additional laboratory support are: (A) Increased student safety (B) Reduced
maintenance and repair costs for tools, equipment, and instructional aides (C) Improved student
learning outcomes (D) Free up faculty to provide additional learning opportunities (Example, Tutoring
sessions) (E) Increase faculty outreach to our support HS / ROP programs.
Currently, FT and PT faculty dedicate a great deal of personal time to the ongoing service, repairs, and
maintenance of vehicles, tools, and equipment. Faculty also spends on average 30-60 minutes of set up
time for each laboratory day, as well as many lecture demonstrations.
When students are in the lab, safety is a main focus as we work in a high risk area as is the nature of
the industry. Class sizes of 24+ and only 1 instructor, places students at risk, increases potential damage
to vehicles, tools, and equipment.
Our industry based advisory committee has long recommended additional laboratory support to assist
with student learning and increased safety.
If funding is not available for a classified position at this time, funding is requested to employ additional
student assistants to address some of the items listed above.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Student and industry measures support additional instructional support due to the practical learning
aspects of our instructional area. Students learn through repetition in practical environments.
Additional support allows us to increase the amount of repetitions, with increased instructional support
and overview to provide improved learning experiences.
23
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions requested):
☒
6
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
24
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 at
http://www.chabotcollege.edu/ProgramReview/Data2015.asp
COURSE
Various
ATEC
CURRENT
FTEF
(Fall 2015)
2.10
ADDITIONAL
FTEF
NEEDED
1.0
CURRENT
SECTIONS
19
ADDITIONAL
SECTIONS
NEEDED
2-3
CURRENT
STUDENT #
SERVED
317
ADDITIONAL
STUDENT #
SERVED
50-75
Due to increasing demands for industry technicians, especially to replace retirees and career
changers, the demand for technicians is increasing, justifying the need to provide additional learning
opportunities for students to meet industry needs.
US Bureau of Labor Statistics
2012 – 2022 9% increase nationwide
CA Employment Development Dept.
2012 – 2022 15% increase in California
Alameda County (CAEDD / OES)
2012 – 2022 9.9% increase
* More than 50% of positions are replacement
Automotive technology has dramatically increased in recent years that have resulted in a massive
change to the content and required knowledge and experience levels in the automotive industry for
technicians today. It is challenging for both FT and PT faculty to remain current with these
technologies, and even more difficult to identify and acquire PT faulty to meet out program needs.
The addition of an additional FT position, for the afternoon and evening sections, provides us with the
opportunity to not only increase instructional offerings, but to ensure that all faculty are provided
with the reasonable opportunity to attend ongoing update training to remain relevant with new and
emerging technologies without negatively impacting instruction. Currently, all automotive faculty are
working over-load on a constant basis, in some cases even work a split-shift to meet program offering
needs, and substitute for other faculty when available.
25
Appendix F5: Supplies Requests [Acct. Category 4000]
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 anticipated budgets and additional funding
requests for categories 4000. Do NOT include conferences and travel, which are submitted on Appendix
F6. Justify your request and explain in detail the need for any requested funds beyond those you
received this year. Please also look for opportunities to reduce spending, as funds are limited.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
☒
SUPPLIES tab (4000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Being a CTE instructional area, a critical component of instruction is practical learning. All of our
courses emphasize practical application, and perform various tasks to obtain the necessary skills
and experiences. These varied tasks require the use of miscellaneous parts, materials, fluids, and
chemicals that must be available to support instructional needs. The ability to provide these items
is also required by our programmatic accreditation NATEF.
26
Appendix F6: Contracts & Services, Conference & Travel Requests [Acct.
Category 5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for contracts & services and 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. Your rationale should discuss student learning goals and/or
connection to the Strategic Plan goal.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
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.)
☒
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
Rationale:
To meet our programmatic accreditation (NATEF) requirements, faculty must complete 20 hours
per year of technical update training. Faculty are also encouraged to participate in industry
related conventions, seminars, and other events. Typically, these events take place all over the
country at various times of the year. Faculty have not yet identified specific events at this time as
dates and details are not yet available for all events. It would be beneficial to faculty, the
program, and students if faculty were provided the opportunity to attend these events and
promote Chabot’s programs outside of our immediate area.
How do the assessments that you preformed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Being a CTE instructional area, a critical component of instruction is practical learning. All of our
courses emphasize practical application, and perform various tasks to obtain the necessary skills
and experiences. Faculty participating in industry related conventions, seminars, and other events
will benefit instruction by providing more up to date faculty, new diagnostic and repair
techniques, and a greater recognition of our program that can result in increased enrollments and
employment potential for students.
27
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.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
☒
EQUIPMENT tab (6000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
Please follow the link here to make your request and summarize below
http://intranet.clpccd.cc.ca.us/technologyrequest/default.htm
The discipline utilizes various types of technology for instruction. It is important that
adequate budget be available to repair or replace these items as necessary to maintain
instructional readiness.
Replacement items as needed for instructional cameras, TV's, remotes, cables, etc.
28
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Although some of the college's greatest needs involving new facilities cannot be met with
the limited amount of funding left from Measure B, smaller pressing needs can be addressed. Projects
that can be legally funded with bond dollars include the "repairing, constructing, acquiring, and
equipping of classrooms, labs, sites and facilities." In addition to approving the funding of projects, the
FC participates in addressing space needs on campus, catalogs repair concerns, and documents larger
facilities needs that might be included in future bond measures. 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): Automotive Facility, North
Building/Location: West of building 3400
Type of Request
___ Space Need
___ Building Concern
___ Small Repair
_X__ Larger Facility Need
___ Large Repair
___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
1. With the anticipated loss of the Butler building in future campus plans, the Automotive / BMW
program will need to replace lost vehicle and equipment storage capacity. This is especially critical to
meet the BMW contractual requirements.
2. Additional instructional space, especially a large lecture area to support our industry partnerships.
This space could also be utilized by other CTE areas due to proximity to CTE instructional areas.
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
Automotive / BMW
Other areas could also utilize the instructional space
Community
Briefly describe how your request supports the Strategic Plan Goal?
Expands educational opportunities for students and better prepares them for employment. Supports
community / industry partnerships with education by providing useable space for industry related
meetings.
29